1. How to Fulfill Your Position (BE) WE3-25-09

2. “BE” encompasses many of the values of Scouting. We focus on ethical decision making as well as how you can and must put the team’s needs before your own needs. WE3-25-09

3. “BE” encompasses many of the values of Scouting. We focus on ethical decision making as well as how you can and must put the team’s needs before your own needs.  Leadership Requires Vision, Goals, and Plans WE3-25-09

4. “BE” encompasses many of the values of Scouting. We focus on ethical decision making as well as how you can and must put the team’s needs before your own needs.  Leadership Requires Vision, Goals, and Plans  EDGE Model (Explain, Demonstrate, Guide, Enable) WE3-25-09

5. “BE” encompasses many of the values of Scouting. We focus on ethical decision making as well as how you can and must put the team’s needs before your own needs.  Leadership Requires Vision, Goals, and Plans WE3-25-09

6. The Boy Scouts of America is the nation’s foremost youth program of character development and values-based leadership training. In the future, Scouting will continue to: WE3-25-09

7. The Boy Scouts of America is the nation’s foremost youth program of character development and values-based leadership training. In the future, Scouting will continue to:  Offer young people responsible fun and adventure. WE3-25-09

8. The Boy Scouts of America is the nation’s foremost youth program of character development and values-based leadership training. In the future, Scouting will continue to:  Offer young people responsible fun and adventure.  Instill in young people lifetime values and develop in them ethical character as expressed in the Scout Oath and Law. WE3-25-09

9. The Boy Scouts of America is the nation’s foremost youth program of character development and values-based leadership training. In the future, Scouting will continue to:  Offer young people responsible fun and adventure.  Instill in young people lifetime values and develop in them ethical character as expressed in the Scout Oath and Law.  Train young people in citizenship, service, and leadership. WE3-25-09

10. The Boy Scouts of America is the nation’s foremost youth program of character development and values-based leadership training. In the future, Scouting will continue to:  Offer young people responsible fun and adventure.  Instill in young people lifetime values and develop in them ethical character as expressed in the Scout Oath and Law.  Train young people in citizenship, service, and leadership.  Serve America’s communities and families with its quality, values-based program. WE3-25-09

12.  VISION—What success looks like—a picture WE3-25-09

13.  VISION—What success looks like—a picture  GOALS—What needs to be done to reach what the group calls success WE3-25-09

14.  VISION—What success looks like—a picture  GOALS—What needs to be done to reach what the group calls success  PLANNING—How the group will execute its goals WE3-25-09

15.  VISION—What success looks like—a picture  GOALS—What needs to be done to reach what the group calls success  PLANNING—How the group will execute its goals You learn to create a vision of success for the troop as well as to define goals for how to get there. You define this vision for yourselves for your new leadership position. WE3-25-09

16. “BE” encompasses many of the values of Scouting. We focus on ethical decision making as well as how you can and must put the team’s needs before your own needs.  Leadership Requires Vision, Goals, and Plans  EDGE Model (Explain, Demonstrate, Guide, Enable) WE3-25-09

17. This is a simple four-step process used for teaching any skill. WE3-25-09

18. This is a simple four-step process used for teaching any skill. 1. Explain—The trainer explains how something is done. WE3-25-09

19. This is a simple four-step process used for teaching any skill. 1. Explain—The trainer explains how something is done. 2. Demonstrate—The trainer demonstrates while explaining again. WE3-25-09

20. This is a simple four-step process used for teaching any skill. 1. Explain—The trainer explains how something is done. 2. Demonstrate—The trainer demonstrates while explaining again. 3. Guide—The learner tries the skill while the trainer guides him through it. WE3-25-09

21. This is a simple four-step process used for teaching any skill. 1. Explain—The trainer explains how something is done. 2. Demonstrate—The trainer demonstrates while explaining again. 3. Guide—The learner tries the skill while the trainer guides him through it. 4. Enable—The trainee works on his own under the watchful eye of the trainer. The trainer’s role in this step is to remove any obstacles to success, which enables the learner to succeed. WE3-25-09

22. “BE” encompasses many of the values of Scouting. We focus on ethical decision making as well as how you can and must put the team’s needs before your own needs.  Leadership Requires Vision, Goals, and Plans  EDGE Model (Explain, Demonstrate, Guide, Enable)  Start, Stop, and Continue Method of Assessing Progress WE3-25-09

23. Now you understand EDGE, you will use the process called Start, Stop, Continue: WE3-25-09

24. Now you understand EDGE, you will use the process called Start, Stop, Continue:  What should we start doing that we are not currently doing? WE3-25-09

25. Now you understand EDGE, you will use the process called Start, Stop, Continue:  What should we start doing that we are not currently doing?  What do we stop doing that is not working? WE3-25-09

26. Now you understand EDGE, you will use the process called Start, Stop, Continue:  What should we start doing that we are not currently doing?  What do we stop doing that is not working?  What should we continue doing that is working well and helps us succeed? WE3-25-09

27. 1. Vision—Goals—Planning: Creating Future Success  You learn the process of creating a powerful vision, and then building goals and plans to accomplish that vision. WE3-25-09

28. 1. Vision—Goals—Planning: Creating Future Success  You learn the process of creating a powerful vision, and then building goals and plans to accomplish that vision. 2. SMART Goals—Specific, Measurable, Attainable, Relevant, Timely  This method of setting goals keeps them tight and focused, and thus ensures that the goals can be accomplished by between you and the patrol. WE3-25-09

29. 1. Vision—Goals—Planning: Creating Future Success  You learn the process of creating a powerful vision, and then building goals and plans to accomplish that vision. 2. SMART Goals—Specific, Measurable, Attainable, Relevant, Timely  This method of setting goals keeps them tight and focused, and thus ensures that the goals can be accomplished by between you and the patrol. 3. Planning and Problem Solving Tool—What, How, When, Who  Setting priorities, assigning tasks, deciding how to actually carry out a plan are simplified for you and the patrol with this easy-to-follow planning guide. WE3-25-09

30. Leading EDGE™—Matching the leader’s behavior is to the team’s stage as described above, all teams (and individuals) go through stages when facing any new task or project. The Scouts learn to diagnose the stage that their team is in and then use the most effective leadership style for that stage. Leadership behavior depends on the group: WE3-25-09

31. Leading EDGE™—Matching the leader’s behavior is to the team’s stage as described above, all teams (and individuals) go through stages when facing any new task or project. The Scouts learn to diagnose the stage that their team is in and then use the most effective leadership style for that stage. Leadership behavior depends on the group:  EXPLAIN when the group is in the FORMING phase. WE3-25-09

32. Leading EDGE™—Matching the leader’s behavior is to the team’s stage as described above, all teams (and individuals) go through stages when facing any new task or project. The Scouts learn to diagnose the stage that their team is in and then use the most effective leadership style for that stage. Leadership behavior depends on the group:  EXPLAIN when the group is in the FORMING phase.  DEMONSTRATE when the group is in the STORMING phase. WE3-25-09

33. Leading EDGE™—Matching the leader’s behavior is to the team’s stage as described above, all teams (and individuals) go through stages when facing any new task or project. The Scouts learn to diagnose the stage that their team is in and then use the most effective leadership style for that stage. Leadership behavior depends on the group:  EXPLAIN when the group is in the FORMING phase.  DEMONSTRATE when the group is in the STORMING phase.  GUIDE when the group is in the NORMING phase. WE3-25-09

34. Leading EDGE™—Matching the leader’s behavior is to the team’s stage as described above, all teams (and individuals) go through stages when facing any new task or project. The Scouts learn to diagnose the stage that their team is in and then use the most effective leadership style for that stage. Leadership behavior depends on the group:  EXPLAIN when the group is in the FORMING phase.  DEMONSTRATE when the group is in the STORMING phase.  GUIDE when the group is in the NORMING phase.  ENABLE when the group is in the PERFORMING phase. WE3-25-09

35. Explain that an individual learning a skill goes through those stages, too. WE3-25-09

36. Explain that an individual learning a skill goes through those stages, too.  Forming. He begins with low skill but high enthusiasm. He is excited about the possibilities but doesn’t yet know how to perform the skill. WE3-25-09

37. Explain that an individual learning a skill goes through those stages, too.  Forming. He begins with low skill but high enthusiasm. He is excited about the possibilities but doesn’t yet know how to perform the skill.  Storming. As he works at the skill, he may become discouraged. His skill level is still low, but because he now knows how much work this will be, his enthusiasm can fade. WE3-25-09

38. Explain that an individual learning a skill goes through those stages, too.  Forming. He begins with low skill but high enthusiasm. He is excited about the possibilities but doesn’t yet know how to perform the skill.  Storming. As he works at the skill, he may become discouraged. His skill level is still low, but because he now knows how much work this will be, his enthusiasm can fade.  Norming. With work, a person will make advances in learning how to do something. His skill level will rise and so will his enthusiasm. WE3-25-09

39. Explain that an individual learning a skill goes through those stages, too.  Forming. He begins with low skill but high enthusiasm. He is excited about the possibilities but doesn’t yet know how to perform the skill.  Storming. As he works at the skill, he may become discouraged. His skill level is still low, but because he now knows how much work this will be, his enthusiasm can fade.  Norming. With work, a person will make advances in learning how to do something. His skill level will rise and so will his enthusiasm.  Performing. When he has mastered a skill, a person’s enthusiasm will be high. He will have made the skill his own and will know it so well that he can teach it to others. WE3-25-09

40. Stages of Skill DevelopmentBest Teaching Approach FormingExplaining (“Giving Directions”) Storming Demonstrating (“Showing How It’s Done”) Norming Guiding (“Coaching and Confirming”) Performing Enabling (“Supporting Doing It On Their Own”) WE3-25-09

41. All teams (and individuals) go through development stages when facing any new task or project. They begin as highly enthusiastic but relatively low-skilled team members. As they begin to realize the task may be harder than they thought, and that their skills may need some work, their enthusiasm dips. Soon, however, they begin to gain some expertise in the skill, and their confidence begins to grow. Finally, they get it, and are a highly capable and enthusiastic team. WE3-25-09

42. All teams (and individuals) go through development stages when facing any new task or project. They begin as highly enthusiastic but relatively low-skilled team members. As they begin to realize the task may be harder than they thought, and that their skills may need some work, their enthusiasm dips. Soon, however, they begin to gain some expertise in the skill, and their confidence begins to grow. Finally, they get it, and are a highly capable and enthusiastic team. WE3-25-09

43. 4. Assessment Tool—SSC—Start, Stop, Continue  SSC provides a nonthreatening and highly effective tool to assess progress of a team and/or an individual. By looking for new things to try, stopping actions that are not effective, and ending on a “what are we doing well” note, this tool keeps projects (and behavior) on track. WE3-25-09

44. 5. Valuing People—ROPE—Reach out, Organize, Practice, Experience  Recognizing diversity allows the youth to learn to appreciate the differences and leverage the strengths of all of the team’s members. WE3-25-09

45. 5. Valuing People—ROPE—Reach out, Organize, Practice, Experience  Recognizing diversity allows the youth to learn to appreciate the differences and leverage the strengths of all of the team’s members. 6. Conflict Resolution Tool—EAR—Express, Address, Resolve  No one likes conflict, and yet all of us face conflict at some point in our lives. Learning to effectively resolve conflict is a lifelong skill that many people are not very good at. You should learn how to listen to all sides, address each party’s concerns, and then work to effectively resolve the conflict. WE3-25-09

46. 7. Ethical Decisions—Right vs. Wrong, Right vs. Right, Trivial  We face ethical decisions every day. Some are easy to resolve, clearly right or wrong. You should know how to use the Scout Oath and Law to make ethical decisions in situations where there seem to be multiple right answers. WE3-25-09

47. 7. Ethical Decisions—Right vs. Wrong, Right vs. Right, Trivial  We face ethical decisions every day. Some are easy to resolve, clearly right or wrong. You should know how to use the Scout Oath and Law to make ethical decisions in situations where there seem to be multiple right answers. 8. Communication—MaSeR—Message, Sender, Receiver  Communication is essential to all, yet so often we fail at it. Why? You should participant the steps of effective two-way communication so that misunderstandings are avoided and real communication occurs. As with all of the other tools, this is a skill that will provide lifelong value. WE3-25-09