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Ship 378 Quarterdeck Training (2013)
The document is an introduction to leadership skills for ships, detailing the structure and organization of Sea Scout ships, including roles, responsibilities, and training modules. It emphasizes leadership dynamics, teamwork, effective communication, planning, and servant leadership, along with specific activities and planning tools for successful execution. The core mission focuses on fun, learning seamanship, and leadership while fostering camaraderie among participants.
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Ship 378 Quarterdeck Training (2013)
- 1. Quarterdeck Training Introduction to LeadershipSkills for Ships (ILSS)
- 2. Welcome! • Ship 1 –SSS Mobile Bay, Mobile, GA • Venture Crew 121 – Theodore, AL • Venture Crew 12 – Mobile, AL
- 3. Introduction to LeadershipSkills (ILS) • For Sea Scout Ships – ILSSS (aka Quarterdeck Training) • For Crews – ILSC • For Troops – ILST • Substitute “Ship” w/ “Crew” where appropriate
- 4. Modules • Module 1 –Ship Organization • Module 2 – Tools of the Trade • Module 3 – Leadership & Teamwork
- 5. Module 1: ShipOrganization • Learning Objectives – Understand Ship leadership roles, both elected and appointed – Dynamics of having everyone involved in the success of ship activities.
- 6. Module 1: ShipOrganization • 1.1 Intro to ILSSS • 1.2 Team-Based Ship • 1.3 Ship Organization • 1.4 Servant Leadership • 1.5 Vision
- 7. 1.1 Intro toILSS • Sea Scout ship activities and events provide fellowship and opportunities to learn new skills, and are FUN! • If it ain’t fun, we ain’t doin’ it! – Unless we have to -- Skipper
- 8. Quarterdeck Actions • OrganizeShip – Roles & Responsibilities • Planning – Meetings, activities, & events – Long Cruise Super Activity • Promote & Develop Advancement Program – Teach seamanship & outdoor skills • Encourage Recruiting
- 9. 1.2 The Team-BasedShip • What is the difference between a group and a team?
- 10. Game: Helium Stick •Lower the boat hook / paint stick to the ground without losing contact with the stick – If anyone’s finger loses contact, restart • Reflection Questions – Page 17
- 11. Ship Operations • Howdoes our Ship operate & communicate?
- 12. Quarterdeck Meeting Anatomy •Conducted Monthly • Boatswain Lead, Skipper Guided • Business Meeting Agenda – Plan meetings, activities, & events – Activity updates – Reports – Issue resolution
- 13. 1.3 Ship 378Organization Boatswain Boatswain’s Mate: Admin Crew Leader Public Affairs Activity Chairs Coxswains
- 14. Crew Organization President Vice President: Admin Treasurer CrewLeaders Secretary Vice President: Program Quartermaster Activity Chairs
- 15. Question • What isleadership? • Page 18
- 16. Ship 378 Boatswain • • • • • Plansand conducts quarterdeck meetings Leads ship meetings & activities Supervises petty officers Represents Ship in council & regional events Performs duties of Boatswain’s Mate: Program – – – – Provides program during ship meetings Supervises Activity Chairs Maintains a current activity calendar Keeps track of program equipment
- 17. Ship 378 Boatswain’sMate: Admin • • • • • • • Serves as Boatswain’s First Mate Supports Petty Officers in their functions Manages membership & advancement records Leads recruiting efforts Admits new members into the ship Conducts opening & closing ceremonies Performs Yeoman duties – Manages Ship communication tools – Handles Ship correspondence & minutes – Coordinates Ship publicity
- 18. Ship 378 CrewLeader • • • • • Introduces Scouts to Ship ops & traditions Guide new Scouts through early ship activities Serve as an individual mentor of new Scouts Provides weather reports Performs the duties of a Chaplain’s Aide – Plans Scout’s Own Services – Identifies inspirational message provider
- 19. Ship 378 PubicAffairs • • • • Keeps roster details current Maintains Ship’s Internet presence Serves as social media administrator Performs Safety Officer functions – Maintains First Aid Notebook – Ensures physical forms are current & complete – Looks up Material Safety & Data Sheets (MSDSs) – Provides safety briefings
- 20. Coxswains • Responsible forboat equipment & supplies • Performs Storekeeper functions for boats – Venture 22, Seahorse 18. Motorboats • Maintains boat equipment in working order – Maintains maintenance logs – Procures equipment – Keeps inventory
- 21. Activity Chairs • Leadactivities – Planning – Organizing – Directing – Controlling • Manages – Scope, Cost, Time, Quality, Procurement, Risk, Resources, Team, & Communication
- 22.
- 23. Venture Crew AdultLeaders Advisor Asst Advisor: Admin Asst Advisors Consultants President
- 24. Skipper • • • • • • • • Upholds chartered organization& BSA standards Mentors & serves as a Sea Scout role model Works with the Boatswain Facilitates Petty Officer training Supervises Mates Attends all quarterdeck and Ship meetings. Provides leadership to Ship program planning Performs Mate for Program functions – Program oversight – Supports & coaches Activity Chairs
- 25. Mate for Administration •Serves as Skipper’s First Mate • Works w/ Boatswain’s Mate: Administration – Recruitment – Recognition • Advocates Sea Scout advancement program – Sea Scout Ranks – Ranger – Venturing Awards
- 26. Consultants • Provides expertiseto Ship program • Works with Activity Chair
- 27. Ship 378 ShipCommittee Charter Organization Representative Committee Chairman Committee Members Parents Skipper
- 28.
- 29. Game: Balloon Toss •Page 23
- 30. 1.4 Servant Leadership •True role of a leader – Helping other members of the Ship succeed • Servant leaders – Understand what success looks like • Group • Team members – Do everything they can to help the Ship and each member succeed • Page 24
- 31. 1.5 Vision • Itis about a choice to lead • It is about a choice to give rather than to receive.
- 32. Ship 378’s MissionStatement • 4 Ss: Scouting, Seamanship, Service, & Social • Learn seamanship using sailboats, power boats, and muscle boats on rivers, lakes, harbors, & oceans • Build and maintain friendships with shipmates, other Sea Scouts, and Venturers • Learn & apply leadership skills while sharing responsibilities & having fun • Be the best Sea Scout Ship in the Flint River & Chattahoochee Councils • Support conservation efforts on West Point Lake
- 33. Ship 378’s CoreValues • If it ain’t fun, we ain’t doin’ it! (unless we have to) • Structured to produce Quartermasters – while allowing anyone who just wants to hang out with us enjoy the program. • Earn Venturing Awards to fill gaps in Sea Scout Advancement Program – Venturing Bronze Gold, Venturing Silver – Ranger • Develop & maintain Eagle Scouts – Service to local area Troops • Honor God in the way we behave – Toward others and ourselves
- 34. Ship 378’s CoreValues • Wear uniforms out of respect for our sponsors – Boy Scouts, West Point Lake Coalition, donors, Officers, & parents • Serve at the Council level to – Support Scout camps – Assist in high adventure activities, and events – Promote Scouting to our communities • Participate with Venturing Officer Associations – Flint River, Chattahoochee, and Greater Georgia Councils
- 35. Module 2: Toolsof the Trade • 2.1 Intro to Tools • 2.2 Communication • 2.3 Planning • 2.4 Teaching EDGE
- 36. Module 2: Toolsof the Trade • Learning Objectives – Teach basic leadership tools • Communication • Planning – Use of the Teaching EDGE effectively in one’s leadership role.
- 37. 2.1 Intro toTools of the Trade • Communication – Skills of an effective listener and communicator • Planning – Elements of effective planning • Teaching EDGE – How to help others learn
- 38. 2.2 Communications • CommunicationModel – Sender, Message, Receiver • Complete messages – Who – What – Where – Why – When – How
- 39. Game: Telephone Game •Whisper a message to a Scout at the beginning of a line – Say it only once (no repeating allowed) • Repeat what was said to the next in line
- 40. Listening • Listening isdifferent than hearing – It involves actually receiving the message being sent. • Stay engaged – Focus on the speaker and on what is being said – Engage your brain when someone else is communicating. – Understand what people are trying to say to you. • Using active listening skills helps as a leader. • Pass the word – Don’t break the communication chain.
- 41. Active Listening • • • • • • Assume thelistening posture Paraphrase back what you heard Don’t mentally finish thoughts for the speaker Put judgments of the speaker at bay Be aware of your “hot buttons” Don’t look for an opportunity to interrupt – Your brain will remember what needs to be said – Focusing on what to say next ignores the speaker • Ask questions for more elaboration • Don’t change the subject!
- 42. Game: Telephone Game •Repeat Telephone Game – Use active listening skills to prepare to pass the message • Page 29
- 43. Game: The WholePicture • One Scout describes what they see to other Scouts to draw as accurately as possible • Page 31
- 44. Sending • People won’ttake your message seriously until the 3rd time they’ve heard it • People will do what they think you told them—even if it’s not what you meant. • Be as clear as possible with your message – Plan ahead and prepare. – Allow your listeners to ask questions and get a clear understanding of your message.
- 45. 2.3 Planning • Planningis thinking ahead – Begin with the end in mind – Know what success looks like • Create a plan – Answer all the elements of planning – Refine the plan until the pieces fit • Don’t over plan – 70% solution is okay! It will change in execution – 100% planning leads to inaction
- 46. Planning Process • Thinkthrough decisions arising from model elements • Develop answers to each question • Write down tasks needed to make the project a success – Assign owners to each task – Assign due dates as appropriate • Verify things are getting done often • Take enough time to plan well. If you don’t have enough time initially, schedule more time later. • Do not presume things will “just happen”
- 47.
- 48. Planning Outings • OutingCharter – Sets planning boundaries for Activity Chair – “Requirements” • Activity Plan – Planning Details • Who, what, where, why, when, & how – “Designs”
- 49. Outing Charter • • • • • • • Goals &Opportunities Budget Dates Location Program Elements Registration Required Documents • • • • • • Contacts Meal Plans Limitations Risks Travel Arrangements Assumptions
- 50. Activity Plan • • • • • • • Program Staff Menu Trip Plan DutyRosters Gear Lists Other (e.g., Float Plan, Boat Checklists)
- 51. Outing Charter • Goals& Opportunities – Event Purpose – Advancement Opportunities – “Side Shows”
- 52. Outing Charter • Budget –Event Fees – Lodging – Food – Gas – Tolls
- 53. Outing Charter • Dates –Registration Deadlines – Event Dates – Pre-Event Training
- 54. Outing Charter • Location –Address – Campsite Considerations – Weather Considerations
- 55. Outing Charter • ProgramElements – Schedule – Gear – Supplies – Requirements
- 56. Outing Charter • Registration –Event Sign Up – Permissions – Physicals – Permission Slips – Release of Liability
- 57. Outing Charter • RequiredDocuments – Activity Plan – Physical Forms – Training Records – Permission Slips – Float Plan – LNT Plan – Scouts Own Service
- 58. Outing Charter • Contacts –Activity Chair – Adult Campmaster – On-Site Representatives – Consultants – BSA Officials
- 59. Outing Charter • MealPlans – Event Meals – Travel Meals
- 60. Outing Charter • Limitations –Required Adult Leadership – Training – Age Requirements – Physical Abilities
- 61. Outing Charter • Risks(Conditions that can alter plans) – Weather – Conflicts – Under-Attendance – Staff Scheduling – Equipment Shortages – Underfunding – Emergencies
- 62. Outing Charter • TravelArrangements – Scout Travel Agent – Tour Plan Filing Date – Travel Modes
- 63. Outing Charter • Assumptions –Conditions that if they don’t hold can alter plans
- 64. Outing Charter Creation •Initially – Adult “Campmaster” – Probably 2 per Scout • Eventually – Created by Activity Chair & Petty Officers • Warning – Skipper intentionally leaves stuff out! – Activity Chair to figure out missing boundaries
- 65. Activity Plan • Program –Events are scheduled – Activities related to the events are planned – Supplies become the program gear list Time Period Activities Friday 1800-2000 Arrival @ Camp Thunder 1830-2200 Camp Setup, Advancement, Ceremony Prep Flag Ceremony Practice Flag History LNT Plan Landship Setup 2200-2230 2230 Landship Practice Ordinary Knots Open Fire Cooking Secure Camp Taps Requirement IDs Supplies Lead Role Drivers O1c, B1a O1d R6a B1a A1d, B1a O6b R3e Flag, Flag Pole Flag History Book LNT Plan Bell, Flag Halyard, Flag, Burgee, Lashing Rope, Caution Tape Script Knot Racks Groceries, Cooking Supplies Alex Young Skipper Jackie Groarke Alex Young Alex Young Alex Young Aaron Ponzio Alex Young
- 66. Activity Plan • Staff –Assigns leaders for activities before & during event Adults Position Role Pre-Campout Skipper Mate C Chair Adult Adult Tour Leader Tour Leader Campmaster Alex Young Crew Scout Role Boatswain Pre-Campout Quartermaster Aaron Ponzio Scout Activity Chair Camp Master Grub Master Weather Master Trip Master Sam Young Linda Groarke Chris Surles Julie Hoff Tim Hoff Youth Activity Subset Training Assignment Safety Officer Safety Officer Safety Officer Safety Officer Safety Officer Fire Extinguisher Training Flag Ceremonies Bridge of Honor Ordinary Knots Landship Ceremonies Flag Handling Flag History Ethics, SS Promise Ship Camping Process
- 67. Activity Plan • Menu –Combines menu items w/ ingredients & cookware – Ingredients used for grocery list – Utensils used to create cookware gear list Pyramid: Protien (P) 2-3, Vegetable (V) 3-5, Dairy (D) 2-3, Fruit (F) 2-4, Grain (G) 6-11, Fats & Sweets (S) 0 Pyramid Friday Night Entrée Side Dish Side Dish Bread Other Desert Drinks Menu Items Eat Before Arrival Silver Turtles Soda, Gatorade Ingredients & Condiments Utinsels 93/7 Hamburger Chicken Filet Bell Pepper Mixed Carrots Barbecue Sauce Potato Onion Soda Blue / Yellow / Fruit Punch 5-gal Water Cooler
- 68. Activity Plan • TripPlan – People & location General Information Activity Location (Address, City, State) Water Mania Sep. 14-16 2012 1166 Dripping Rock Rd. Molena, GA 30258 Departure Point Scout's Homes Arrival Time Destination Camp Thunder Return Point Scout's Homes Desitnation Phone Number Destination Contact Arrival Time Arrival Time 770-843-7200 Camp Director Jared Young Date(s) Departure Varies Time 14 Sep 12, 1800- Departure 2000 Time Varies Varies 16 Sep 12, ~1200 Adult Leadership Role Name Mobile Number Campmaster Asst Tour Leader Scouter Sam Young Training (OLS, Wilderness First Aid, Safety Afloat, Other) Safe Swim Defense, Safety Afloat, Weather Hazards, BSA 404-915-5321 Lifeguard Linda Groarke Julie Hoff 229-894-8665 Safe Swim Defense, Safety Afloat, Weather Hazards 334-332-8009 Safe Swim Defense, Safety Afloat Scouts Role Boatswain Scout Name Alex Young Aaron Ponzio Rank Ordinary Apprentice Training (OLS, Wilderness First Aid, Safety Afloat, Other) BSA Lifeguard
- 69. Activity Plan • TripPlan – Drivers, route planning, & weather Drivers Vehicle Type Name Pickup Truck Tim Hoff Mobile Number Capacity 334-332-8008 4 Route to Destination Get driving directions from Mapquest or plug the address into GPS Return Route Get driving directions from Mapquest or plug the address into GPS Weather Month Average High Friday Forecast High 85 Low Low 63 Weather Saturday Forecast High Low Weather Sunday Forecast High Low Weather
- 70. Activity Plan • DutyRosters – Spreads camp administration tasks Crew Leader Management & Training All Dishwashing Stay in Fire Ring to Help or do Scoutcraft Watermaster Make Drinks Heat Cleanup Water Fill Fire Pump Firemen Collect Firewood Build Wood Fires Light Charcoal Fires Fill/Provide Fuel Tanks Extinquish Fires Maintain Fire Pits Fill Water Jugs Empty Dishwater Table Master Set Table Clear & Clean Table Oversee Area Cleanup Meal Fri Dinner Cooks 1 Aaron Ponzio 2 Cook Prepare Meal Water Masters 1 Patrick 2 Alex Firemen 1 Patrick 2 Alex Table Masters 1 Jackie 2
- 71. Activity Plan • GearLists – Program gear – Grocery List – Cookware list – Personal gear considerations
- 72. Activity Plan • Other –Float Plans – Boat checklists • Trailering • Underway • Motor
- 73. Event Execution • Warning –Skipper is quite happy to allow the Ship to run unplanned events, unless its dangerous not to – On events, Scouts are marooned on an island • • • • It is a “come as you are” event Teamwork is required to overcome planning failures We’ll still have planned fun, even if not original plan Going home early is not an option – Adults reserve the right to avoid planning errors
- 74. 2.4 Teaching EDGE •1. Explain – Trainer explains how something is done • 2. Demonstrate – Trainer demonstrates while explaining again. This gives the learner a clear understanding of what success looks like • 3. Guide – Learner tries the skill while the trainer guides them through it. – Trainer gives instant feedback as the learner practices the skill • • 4. Enable – Learner works on their own under Trainer’s watchful eye – Trainer removes obstacles to success, helping Learner to succeed
- 75. Game: Put onthe PFD! • Use Training EDGE to instruct how to wear PFDs • Page 40
- 76. Teaching • Know whatthe outcome is supposed to be • Considerations – Who’s the audience – What is the skill level of the audience • Preparation – Venue – Resources – Teaching Aids – Training Plan
- 77. Module 3: Leadership& Teamwork • 3.1 Intro to Leadership & Teamwork • 3.2 Teams & Team Characteristics • 3.3 Stages of Team Development & Styles of Leadership • 3.4 Inclusion • 3.5 Leadership Ethics and Values • 3.6 Vision
- 78. Module 3: Leadership& Teamwork • Learning Objectives – Understand dynamics of team building – Predict stages of team development – Know relationship of team development to team vision & goals – Determine how to select an appropriate style of leadership for the team and condition – Value every team member’s contributions and development
- 79. 3.1 Leadership &Teamwork • Kinds of Teams Our Ship Has – Quarterdeck – Officers – Committee – Activity teams – Families – District, Council, Regional, National, and beyond – Friends
- 80. Team Performance • High-PerformingTeam – Works well together – Energizes & supports all the team members – Produces highly effective results • Low-Performing Team – Source of stress & tension – Productivity suffers from the lack of cooperation
- 81. Stages of TeamDevelopment • Forming – People coming together to start a new venture – Stakeholders affected by the new venture • Storming – Clash of expectations & cultures – Tripping landmines: unknown rules & practices – Identifying deficiencies • Norming – Aligning expectations – Improving environment • Performing – Getting the job done
- 82. 3.2 Teams &Team Characteristics • What are the characteristics of highperformance teams?
- 83. 3.3 Leadership/Followership Model Stage3: Guide Stage 2: Demonstrate -Team members know what to do, but lack confidence -Team members know they don’t know and are disillusioned - Leader is a Counselor - Leader is a Coach Stage 4: Enable Stage 1: Explain -Team members know what to do without guidance or encouragement -Team members are excited but are a bit clueless - Leader is part of the team - Leader is a Dictator This process is not static. The leader always works to develop the team. The process starts over as each skill is introduced and progresses until mastered
- 84. Servant Leaders • Needto listen – Know when the time for discussion is over • Achieve consensus and know when to preserve things that are good – Don’t flounder in a constant storm of questions and reinvention • Set/maintain standards – Know when to reject what does not maintain standards or team vision • Serve their customer – Know how to make a difference with the team
- 85. 3.4 Inclusion: ServantLeaders . .. • Learn to effectively include, engage, and use each member of the team • Know the skills of each member – See how best to involve and use skills of every person, not just a few friends or the strongest individuals • Understands the needs and goals of each person – Knows how all the members of the team can help others achieve their individual goals
- 86. Game: The PotatoGame • Get to know your potato • Introduce your potato to the Ship • Page 53
- 87. 3.5 Leadership Ethics& Values • Sea Promise As a Sea Scout, I promise to do my best to . . . - Guard against water accidents - Know the location and proper use of all the safety devices on every boat I board - Be prepared to render aid to those in need - Seek to preserve the motto of the sea: Women & Children First
- 88. Scout Oath • Onmy honor, I will do my best to . . . – Do my duty to God and my country – Obey the Scout Law – Help other people at all times – Keep myself physically strong – Mentally awake – Morally straight
- 89. Scout Law • AScout is . . . –Trustworthy –Loyal –Helpful –Friendly –Courteous –Kind –Obedient –Cheerful –Thrifty –Brave –Clean –Reverent
- 90.
- 91. 3.6 Vision • Whatdoes success in your role look like during your term of office?
- 92. Roles & Expectations •Officers – What do they do? – What do Scouts expect of them? – What do Petty Officers expect of them? • Petty Officers – What do they do? – What do Scouts expect of them? – What do Officers expect of them?
- 93. Module 4: Fun •Let’s go sailing!!!
Editor's Notes
- #6 Provide current Ship structure
- #8 Job Balancing GameGames and Activities for “Individual Jobs and Responsibilities” Job Balancing: Balloon toss Equipment: Balloons (about a dozen) inflated, permanent extra-broad-tip marker Ask the boatswain to step forward and ask him or her to name a responsibility needed to run the ship’s program and write that on a balloon. Hand that balloon to the boatswain with instructions to keep that balloon in the air and avoid having it fall to the floor. After a moment, repeat the question and response, write it on another balloon, and add this to the task of keeping the balloons in the air. Repeat until the boatswain has too many balloons in the air and is struggling with the “jobs.” Explain: “As the leader, you are responsible for keeping all these balloons, representing all your jobs, in the air and getting accomplished. Would you like some help? (response: ‘Yes.’) Ask someone to handle one of your jobs.” Repeat the giving of new jobs and passing those jobs (balloons) to others until everyone in the ship has a balloon and a responsibility. If the group finds this activity easy, increase the difficulty by requiring them to adapt when a leader (or two) is removed from the game, just as an officer might need to take a break from their job because they are ill or responding to a crisis in another part of their lives. Reflection: How well could the leader juggle all those balloons, and why? Why is it important to get everyone involved, with everyone having at least one job to do?
- #16 Introduce the position description cards found in the ILSS guide and give each Sea Scout the card for their leadership position. Topics to emphasize during this discussion include: - Teamwork - Using each other’s strengths - Not trying to do it all yourself - Doing what you said you’d do - Being reliable - Keeping each other informed - Being responsible - Caring for others - Delegating - Setting the example - Praising in public; criticizing in private Leading yourself Review some tips for being a good leader by asking leading questions to get the Sea Scouts to identify most of these tips and ideas themselves. Consider having a participant write tips on a whiteboard, chalkboard, or easel pad if available as the Sea Scouts come up with their ideas. Some tips include: - Keep Your Word. Don't make promises you can't keep. - Be Fair to All. A good leader shows no favorites. Don’t allow friendship to keep you from being fair to all members of your ship. - Be a Good Communicator. You don’t need a commanding voice to be a good leader, but you must be willing to step out front with an effective “Let’s go.” A good leader knows how to get and give information so everyone understands what’s happening. - Be Flexible. Not everything goes as planned. Be prepared to shift to Plan B when Plan A doesn’t work. - Be Organized. The time you spend planning will be repaid many times over. - Delegate. Some leaders assume the job will not get done unless they do it themselves. Most people like to be challenged with a task. Empower your unit members to do things they have never tried. - Set an Example. The most important thing you can do is lead by example. Whatever you do, your team members are likely to do the same. A cheerful attitude can keep everyone’s spirits up. - Be Consistent. Nothing is more confusing than a leader who acts one way one moment and another way a short time later. If your unit knows what to expect from you, they will more likely respond positively to your leadership. - Give Praise. The best way to get credit is to give it away. Often a “nice job” is all the praise necessary to make a Sea Scout feel he or she is contributing to the efforts of the ship. - Ask for Help. Don’t be embarrassed to ask for help. You have many resources at your disposal. When confronted with a situation you don't know how to handle, ask someone with more experience for some advice and direction.
- #31 Reflection: Lead a discussion about servant leadership. Use open-ended questions until the teaching points are all brought out. Sample questions: What do you think the phrase “servant leadership” means? Why do you think Scouting encourages us to be servant leaders? What does that mean to you? How can you be an effective servant leader in your role? Is servant leadership focused on the team, the individuals, or both/all? What do you think other members of the team think of a good servant leader? How can a Sea Scout serve as a servant leader? What are some examples? Some key teaching points: Servant leadership is about making that choice to be a servant first, then lead, to give more than you receive, and to make a others successful. Effective servant leaders care about others, about helping others succeed, and about making the group successful. It is important to build up the idea and value of servant leadership in our Sea Scout and adult leaders. A “good” group leader is focused on the success of the members of their team—as individuals and as a team. Servant leaders understand what success looks like not only for the unit as a whole, but also for each member of the unit. Group members can see when a leader cares about their needs and is focused on their success. That service earns them the group’s respect. When they have that respect, the Sea Scout has earned the title and role of leader. A Sea Scout leader who seeks to serve knows their Sea Scouts well enough to help them succeed, helps their ship through the day-to-day operation of the ship, manages and delegates ship duties, focuses on how to help all members be successful in their assigned tasks, and works to bring the ship together as a team. Servant leaders want to lead because they know they can help make a difference and provide a better experience for every individual.
- #45 Sending a Message: Conduct a communications game. Experience the value of sending a clear and effective message. Game: The Whole Picture Give every Sea Scout a sheet of paper and pencil. Select one Sea Scout to be the communicator. Show them (and only them) a drawing provided on pages 32 and 33. Their task is to describe the drawing verbally so each Sea Scout can duplicate the drawing on their own sheet of paper without ever seeing the original. The better and clearer the communicator’s instructions are, the closer the receivers’ drawings will be to the original. After the communicator has finished their instructions, everyone should show/share their drawings. If time allows, try this with and without allowing the listeners to ask questions of the communicator. As an added challenge, play the game using two-way radios or telephones, with the communicator in a separate room or location from the listeners (or on opposite sides of a large room like a gym). Prepare in advance a simple drawing with sufficient variety to challenge the group. Simple geometric designs (rectangles, circles, triangles, stars, lines, etc.) in various orientations can suffice. Alternatively, select a picture from a magazine for a greater challenge. Reflection: Lead a discussion about effective communication and the value of communicating clearly. Use open-ended questions until the teaching points are all brought out. Sample questions: Do the receivers’ drawings look like the original drawing/picture? Did you draw what the communicator said? Were their instructions clear? What sorts of things could they have said to be clearer? Ask the communicator how he or she planned to describe the drawing? Would it have helped if you could have asked questions? What happens when the message isn’t clear? Some key teaching points: Be as clear as possible with your message. Plan ahead and prepare. People will do what they think you told them—even if it’s not what you meant. Allow your listeners to ask questions and get a clear understanding of your message. Other discussion: You may want to ask your listener to tell you what they think your message is—to confirm that they received it correctly. As the sender, the message often seems clearer to you than to the receiver. Messages flow both ways—from sender to receiver and back. Both sender and receiver are responsible for good communications to work.
- #48 Work through a simple project
- #75 How to tie a thieves knotReflection: Lead a discussion about teaching skills using the Teaching EDGE method. Use open-ended questions until the teaching points are all brought out. Sample questions: What happened during the Explain step?What happened during the Demonstrate step? What happened during the Guide step?What happened during the Enable step? Did parts of the training go too fast or too slow for you?What could the trainer do to address that? Did the learners ask questions?Did the trainer answer them? Did the trainer ask questions of the learners to ensure they were following? How did the trainer know the learners had learned the skill? What other skills could we teach using this method? How could you as a leader use the EDGE method with your unit? Some key teaching points: For some skills, the Explain and Demonstrate steps can be combined. For some skills, the Guide and Enable steps might be merged. Watch your learners and ensure your pace matches their rate of learning. Trainers should ask questions or use other methods to ensure their learners are learning. The Teaching EDGE can be used in a variety of teaching situations in the ship. Leaders in the unit can use the Teaching EDGE method in many different ways—in more ways than just teaching simple skills.
- #79 Set out the candy trayGame: Integrity Game—Part 1, Setting the Stage Sometime during the first 15–20 minutes of Module 3, put out a tray of cookies or small wrapped candies for the Sea Scouts. Before putting out the tray—and without the Sea Scouts seeing you—count the number of Sea Scouts in attendance. Then count out enough cookies or candies so each Sea Scout can get two pieces, plus have a few more (one to four) pieces left over on the tray. The Sea Scouts should not be aware of this counting and preparing. Simply put the tray out and tell the Sea Scouts they may take two pieces anytime during the session as a reward for their participation in the class.
- #83 What are some characteristics of effective teams? [Try to draw out some of these answers from the Sea Scouts, rather than listing them all as a “lecture” from the trainer.] Consider writing some of the answers/ideas on the board. o Common Purpose A team is a group of interdependent people who cooperate to achieve exceptional results. They have a common purpose for which they are all accountable. The goal must be clear to all. Members feel a common purpose; their personal goals are linked to the team goals. It’s a win/win. o Interdependence A ship cannot be successful unless all members of the team are truly successful in their role. o Appropriate Roles, Structure, and Process People know their roles and boundaries—and their value to the team. Decisions are agreed upon and supported. Feedback is timely and useful. Communications channels are open. o Leadership and Competence Members have the necessary technical and interpersonal skills to accomplish their tasks and work together. The team has the leadership and support it needs to be successful. o Team Climate The team environment is open and collaborative. People show respect and trust for one another, and value different opinions. There is a genuine interest in gaining agreement. o Performance Standards The team sets high standards and monitors itself for continuous improvement. They critique their own performance and decisions against a high standard. o Clarity and Understanding of Boundaries The team has a clear understanding of its task and the limits of scope for accomplishing the task. The vision for accomplishing the goal(s) of the team and the methods to be used is understood by all.
- #84 Go through the Summer 2012 formation of the ShipWhere the Group Is Starting out (Skills are low; enthusiasm is high.) Becoming discouraged (Skills and enthusiasm are low.) Making progress (Skills and enthusiasm are rising.) Finding success (Skills and enthusiasm are high.)
- #86 Game: The Potato Game—valuing the characteristics and abilities of each individual. Distribute one uncooked baking potato to each participant. (Alternatively, distribute one rock to each participant. Ideally, use rocks with some “character” and “personality.”) Do this somewhat solemnly to make it more of a gag. Next, ask each Sea Scout to look at their potato and “get to know it” and its “positive” features. Give the Sea Scouts a minute to get to know their potato. [The point here is to get each Sea Scout to look at their potato (or rock) and identify either “personality” traits or distinctive features that make their potato unique and special.] Next, ask each Sea Scout to introduce their potato to the group, pointing out its unique size, shape, and other characteristics. Once all the potatoes have been introduced, put them all in a bag or box and mix them up. Return a potato randomly to each person. Then have everyone try to find their own original potato. Reflection: Lead a discussion about everyone being unique and how good servant leaders know and appreciate the special qualities and abilities of all members of the group. Use open-ended questions until the teaching points are all brought out. Sample questions: What do you think this activity was all about? What happened in the game? Every potato was alike in some ways. In what ways are we like each other? How do these similarities help us get things done? How could they get in the way? Every potato was different in some ways. What about differences? How are we different from one another? How can differences strengthen the group as a whole? When can differences prevent a group from reaching its goal? If a leader keeps going to the same people (friends or experienced Sea Scouts) to get things done, what can be lost? How could we find out about the special qualities and abilities of each member of our ship? Some key teaching points: As people, we have many similarities. Theses similarities can help us get many things done in the ship. Like potatoes (or rocks), each person also has unique traits. These unique differences can be useful assets to the team and to the leader when you’re trying to get things done. Leaders need to find out about and use these unique strengths and differences for the good of the group. If a leader keeps going to the same people repeatedly, then the talents of others may be missed. Also, those who are able but less experienced may not get a chance to grow and get enough experience doing something. Leaders should think about the value of each person on the team. Find out how to best employ them for the good of the team and the good of the individual. Leaders don’t always go to the same person to get things done. They vary the participants and give multiple people chances to learn, grow, and contribute. Everyone has strengths of some sort. Leaders seek out ways to find them.
- #90 Game: Integrity Game—Part 2, Reflection Thank the Sea Scouts for playing this game (although they didn’t know it was a game at the time). Count how many pieces of candy or cookies are left on the tray. Does it look like no one took more than their share? Each person was to take two pieces, no more. Is that what happened? If needed, sort out whether someone perhaps didn’t take their two pieces or someone left early. Get a sense for how many pieces should be left. Depending upon the outcome, discuss with the team their success at choosing the course of trustworthiness—even when candy or cookies are involved—or, perhaps, their need to continue to grow as responsible leaders. Do not call out the Sea Scout or Sea Scouts who took more than one piece. Do, however, make the point that true values are those that we practice when no one is looking.
- #92 Ask each Scout to review their position description and state what they’ll do this term
- #93 This exercise cements job descriptions in the minds of all participants