1. Module B- Taking the Lead

2. Objectives:
Have the confidence to take on a leadership role in your chosen section
Be able to run activities that are appropriate to your role
Recognise how different styles of leadership affect an activity
It’s always good to start with objectives so we know what we are going to be doing for the session.
Talk through the objectives and remember to revisit them at the end to see if we have achieved everything.

3. Objectives:
Recognise and understand different leadership styles, and when each should be used
Understand the process of evaluation and the need for it, and implement it as necessary
It’s always good to start with objectives so we know what we are going to be doing for the session.
Talk through the objectives and remember to revisit them at the end to see if we have achieved everything.

4. Activity One
Chose from one of the activities: Pitch your President/ Effective Teams/ Lego activity
Pitch your President (suitable for groups of all sizes, approx. 20 minutes)
Explain to ESYLs that they are going to have an election for the new role of President of the World, and everyone has the chance to pitch for it.
They should think about who would be a good leader and who they want to nominate to be President of the World. Once they have decided on someone,
they should pitch it to the other ESYLs, explaining why they would make a positive leader and what qualities they have that would make them an excellent choice.
At the end of the pitches, the ESYLs should vote and then discuss the outcome as a group.
Effective teams (suitable for groups of all sizes, approx. 20 minutes)
Split the group into small teams.
Stick a few pieces of flipchart paper together. In teams, one of the ESYLs should lie on the paper, while the others trace their outline on the paper.
Ask them to write on the flip chart the different skills that they think make an effective leader. What makes an effective leader? What makes an ineffective leader?
Get them to draw on their own experiences of leadership, thinking about the different situations where leadership features in their lives, such as:
in school/college
with friends and family
during sports activities
within Scouting
Lego Activity (suitable for groups of all sizes, approx. 20 minutes)
Lego Activity
Split the young leaders will be split into smaller groups. Each of the activities demonstrates a different leadership style. One person in the group is the leader for each activity. This can be completed using a number of different resources.
See B1 for the Sheet
When doing the activity encourage the young people to think about the different ways in which the each scenario was handled by the leaders. Were they passive,

5. Effective Leaders: Plan Encourage others Help others to plan
Take their time
Ask the ESYLs:
What are the differences between these situations?
Has this influenced how they perceive leadership?
Regroup, and use this list to help you draw the points out in discussion. Highlight that effective leaders:
generate ideas
plan
encourage others
help people learn
ask reflective questions like ‘Did it work?’, ‘Why?’, or ‘Would we change anything?’
let people know when they have done a good job
ask for help
are team players
learn by experience and from mistakes
work within the rules
give positive feedback
know their Scouts
know their Scouts’ strengths and weaknesses
take their time
Stick the flipcharts up on the wall and discuss everyone’s thoughts as a group. Highlight common skills and experiences. Ask some of the ESYLs to share their own experiences of good and bad leadership, and to explain their reasoning.

6. Ineffective Leaders: Impose Don’t listen to others
Use rules as a excuse
Stick to programmes no matter what
Ask the ESYLs:
What are the differences between these situations?
Has this influenced how they perceive leadership?
Regroup, and use this list to help you draw the points out in discussion. Highlight that effective leaders:
generate ideas
plan
encourage others
help people learn
ask reflective questions like ‘Did it work?’, ‘Why?’, or ‘Would we change anything?’
let people know when they have done a good job
ask for help
are team players
learn by experience and from mistakes
work within the rules
give positive feedback
know their Scouts
know their Scouts’ strengths and weaknesses
take their time
Stick the flipcharts up on the wall and discuss everyone’s thoughts as a group. Highlight common skills and experiences. Ask some of the ESYLs to share their own experiences of good and bad leadership, and to explain their reasoning.

7. Activity Two

8. Tent Races Did anyone take the lead? What roles did everyone play?
What would have worked better?
Activity: Tent races (suitable for bigger groups, approx. 20 minutes)
Split the group into small teams. The teams must race against each other to put up a tent. You can keep the time to see how quickly each team achieves its objective.
Get them to discuss how well it went. Did anyone take the lead? What roles did they play? What would have worked better?
Once they have discussed this and thought about what they would do differently next time, get them to race again to put the tent away.
What changed this time? Did someone take the lead? Did they work more effectively as a team?

9. Activity Three
Activity: Leadership and the programme (suitable for groups of all sizes, approx. 20 minutes)
Introduce the different leadership styles from Appendix D to the ESYLs. Split the group into small teams. Give each team a different example programme from each of the sections.
Ask ESYLs to break down the different activities and think of the leadership style they think is most appropriate for each.
Regroup. Get each team to feed back what they decided about their programme and explain the reasons for their decisions.
As a whole group, consider what other ideas the different teams might have. Ask teams whether or not they would agree with the other perspectives.
Make sure that any feedback is given in a positive and supportive manner.

10. Activity Four Choose one of the two activities
Follow the leader (suitable for bigger groups - approx. 20 minutes)
Having spoken through how different leadership styles may suit different situations, ask an ESYL to run a game for the others exaggerating one of the leadership styles.
A simple and straightforward game like ‘duck, duck, goose’ will allow them to focus on their leadership style, rather than the game.
Afterwards, invite the ESYLs to reflect on the different styles and how they can be used.
Pick your style! (suitable for smaller groups, approx. 15 minutes)
Having gone through the different leadership styles, stick a list of the different styles up onto the wall. Spilt ESYLs into two teams and ask them to line up behind each other, so that you have two lines facing the wall.
This activity would work with as little as two ESYLs, they just wouldn’t partake in the relay side of the activity. Invite the first two ESYLs (one from each team at the start of the line) to the wall.
Next, read the narrative of an evening with a Beaver Colony from Appendix E. ESYLs should race to hit the leadership style that would be best used for the task or situation described.
Once the person at the front has had their turn, they go to the back of the line and the next person comes forward. .
The game is intended to be played as a relay race with speed. However, it can be adapted to suit the nature of the group. If there is a difference of opinion on what the most suitable style of leadership is, discuss it as a group.

11. Summarise the module by revisiting the objectives
Summarise the module by revisiting the objectives. Ask ESYLs whether they feel they have covered all of the objectives. Before they go, carry out a review or an evaluation of the session.