use of many skills….
Using the Resources of the Group
Most of the members of
the Owl Patrol were new Scouts. Harry, the patrol leader,
thought the Scouts should be trained to pitch tents just
before their first campout. He picked Phil to run the
demonstration because he was aggressive and always seemed
sure of himself.
Much to Harry’s
surprise, Phil’s tent-pitching demonstration was a bust.
It was pretty clear to all that Phil didn’t know which
part of the tent to fasten down and which part to put up
in the air. But Bob, another patrol member, helped Phil
out and soon had it going right. Then Bob helped the
others set up their tents.
Later on, Harry learned
that Bob had done a lot of weekend camping with his
family and knew a lot about tents. But why had he picked
Phil to do the demonstration?
Harry probably thought
that Phil, being as confident as he was, could handle it.
It never occurred to him that Phil didn’t know anything
about tents. And because Bob was quieter, it didn’t enter
Harry’s mind that he had some skills.
Harry didn’t learn about
Bob’s knowledge and skill as a camper until it was almost
too late. How could he have avoided embarrassing Phil in
front of the patrol?
As patrol leader, Harry
needed to know what resources were available to him. A
resource is a thing you can use. A book, a tool, a piece
of wood, or a handful of sand may be a resource. People
can also be resources, because:
- They know how to do
- They have
information or knowledge.
- They know how and
where to get other resources.
Every member of every
group is some kind of resource. Not everyone has
something to give to every job, but each member of a
group should be encouraged to add what he can.
From our example, it is
clear that Harry needed to learn the resources of each of
the members of his patrol. How might he have done this?
Here are four ways:
observation. In the case of Phil, Harry had seen
him as a resource because he was always
self-confident. But he was the wrong resource for
that job. Later, Harry learned that Bob knew a
lot about putting up tents. But the big
disadvantage of this method is that it takes so
long. You may make a lot of mistakes before you
find out what resources everyone has.
- You may find out
various Scouts’ interests and skills by casual
talk with them. Or you may hear about it from
some other person. But this is also a slow way to
find out what you need to know.
- You can ask
questions. Harry might have asked his patrol who
had experience in tent pitching. He probably
would have discovered Bob’s skill in this way.
- Give each member of
the group a resource sheet with specific
questions on it. For instance, it could read,
"Check below all of the skills you think you
are pretty good at: knot tying, nature lore,
hiking, cooking, etc." The resource sheet
might also include a suggestion that members of
the group show which skills they think they could
help others to learn.
However you find the
resources in your group, make notes of them in your
notebook or keep a card file of personal resources. Don’t
trust your memory.
How much do you know
about the Scouts in your patrol or troop? What would it
be helpful to know? Their special skills? Their past
experiences? Their hopes and fears? Their weaknesses as
well as their strengths? Goals? Attitudes? Find out these
things and keep a record.
It may be that you will
sometimes find ways to strengthen other Scouts by helping
them learn to do things they have had little chance to
do. You may give them experiences doing things they may
have been afraid to do. In such ways your resource
knowledge works to benefit each Scout.
From time to time, check
over your resource file and ask yourself whether you are
keeping it updated. Has your patrol program improved
through your use of the information recorded on each
boy’s card? Are you helping him to grow? Has knowing
these resources made you a better leader?
A leader must know the
resources of his group. He can never know too many. Every
time there is a job, some of these resources should be
used. Which ones? The ones that will (1) get the job done
and (2) keep the group together.
makes use of many skills…." is adapted
from Patrol and Troop Leadership,
the handbook on leadership development written for
Patrol Leaders and published by the Boy Scouts of
America in 1972.
Much of the original leadership development material
contained in the Handbook, including the eleven
skills of leadership, remain at the core of today’s
leadership experience in Scouting. Patrol
and Troop Leadership covered nine of
the skills presented at the Council Junior Leader
Training Conference and other leadership development
programs in Scouting.
Leadership" is adapted from Patrol
and Troop Leadership, the handbook on leadership
development written for Patrol Leaders and
published by the Boy Scouts of America in 1972.
It provides some excellent background and insight
into the BSA’s approach to the subject of
1990 to 1993, the Junior Leader Training
Conference program received an intensive review.
A new Junior Leader Training Conference Staff
Guide was published in 1993. Comments on the 1995
Revisions takes a close-up look at
the most recent changes published in the 1995
Troop Leader Development Staff Guide (1974)
presented a short history of leadership
development and how elements of the White Stag
program were incorporated into the leadership
development efforts of the BSA in The Historical Background
of Leadership Development
the first experimental leadership development
courses at Schiff and Philmont in the 1960’s, the
National Junior Leader
Instructor Camp has set the standards
for Junior Leader Training courses in councils
across the country. A unique experience in
leadership and learning, NJLIC leads the way by
providing the most up-to-date training for those
junior leaders selected to lead their local
||Conducting a Council
Junior Leader Training Conference. Offered
for the first time this year at Philmont, this
program covers all aspects of conducting a
successful Junior Leader Training Conference. It
will be conducted during the Boy Scout
Conferences, from June 22-26, 1997.
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