West Yorkshire Scouts Module 8 – Skills of Leadership

Why should we plan? Transferring ideas efficiently and effectively into action Allows you to check an activity is worth doing What is possible Arrange things properly Make good use of resources Learn from both success & failure

The Planning Process D ecide O rganise O perate R eview

Decide What is needed or wanted? Can relate to a group, to an individual, or to yourself What do you want to achieve? Goal (or goals) should be clear, unambiguous and the need or want you have identified When is it required? Plans need to be put into a timescale How urgent is it? Do you need to achieve goal by next week, month or year?

Organise Organisation needs to take into consideration a number of issues: Needs to meet requirements identified in Decide stage it should achieve what you set out to do & within timescale You need to think about practical aspects – ARTS Activity you choose Resources you will need and how to access them Timescale you need to meet Skills you will require and how to obtain them

Following your plan and adjusting it as necessary as you go along Operate Following your plan and adjusting it as necessary as you go along

Review Reviewing plan and assessing how well it ran is important part of process. The Review needs to answer the following questions: Did you achieve what you set out to do? (Did you reach your goal?) How well did it go? (What went well and what difficulties occurred) What could you learn for the future? What is the next DOOR? At the Review, the next want or need can be identified and so beginning the DECIDE stage again. The planning process is then repeated, so opening another DOOR.

Task 1 Plan how you would build the tallest free-standing tower possible from the building blocks using DOOR   You have two minutes to build the tower Do not forget to review how you did after. Think how tall the tower was, whether you stuck to the timescale and so on

DOOR D ecide O rganise O perate R eview

Task 2 Successfully complete the jigsaw Half the group is blindfolded   Half the group is blindfolded Blindfolded members only to touch jigsaw pieces Sighted members are not allowed to guide using any physical contact Two halves change after 5 minutes

Review the Task Ask the following questions: Did the group achieve the task? Did the group work well as a team? Were members’ needs met or skills used?

Task 3 Was the task clear, planned properly and evaluated afterwards? Was the group concerned fully involved and motivated? Did they work together as a team? Was every team member aware of what they were meant to be doing? Were they encouraged to play a full part?

Role Play

Role Play Unable and Unwilling Unable and Willing Able and Unwilling

Styles of Leadership Telling (directive) Selling (persuading) Sharing (consulting) Delegating

Leadership in Action Sharing Delegating Telling Selling Ability Motivation

To validate this module you will need to complete two of the following: Explain the functions of leadership in terms of the task to be done and actions to achieve it, actions to make the group effective and actions required to meet the needs of individuals within the group Explain the different leadership styles and outline situations in which they might be appropriate Describe an event or activity during which your leadership style changed a number of times Identify your preferred leadership style using a questionnaire or similar tool Give examples of deliberately experimenting with different leadership styles to increase your range List five examples of using different styles with different age ranges and abilities Run a game or activity to develop leadership skills in young people or adults Have completed Module B of the Young Leaders’ Scheme (within the last five years) Any other ideas, subject to agreement with a Training Adviser AND Use a systematic planning tool to complete a task and discuss with a Training Adviser the leadership functions and styles used in your role