TAMPINES DISTRICT

PATROL LEADER TRAINING COURSE

PARTICIPANTS COURSE NOTES

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3. Leadership
All of us in some ways or at some times are leaders. Some assume the post of a leader of
a club, uniform group or class. But others appear as leaders in a certain situation or
moment. Whether you like it or not, it is human nature to lead & to follow. One must
remember not to just be a leader, but a good & fair one.

“Leadership is the knack or art or skill or simple ability in getting others to follow you &
do it willingly the things you want them to do”

Differences between Leaders & Commanders

In scouting there is no room for commanders. A commander can only be effective if he is

given some legal power of punishment & sanctions. The kind of leaders that we would
like to nurture through scouting must be able to motivate, inspire, encourage & even
persuade his followers. He must command respect & gain the confidence of the people he
leads.

A leader acts to help a group to attain its objectives with the maximum applications of its
capabilities. He does not always have to stand behind the group to push & prod; instead
he places himself before the group at times as he facilitates their progress & inspires them
to accomplish the group’s goal.

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3.1. Personality of a Leader
What makes a good leader? Try listing out before looking at answers below.

• Builds trust.
• Talks & expresses his/her views well.
• Able to build-up confidence & motivates.
• Does not discourage
• Cares for his/her members
• Lets others take the credit (humble)
• Respect the feelings of others (considerate)
• Asks questions & is open to new ideas
• Honest, disciplined, mature, courageous
• Has a wide vision- able to adapt to different situations
• Has a sensible sense of humour
• Sets good examples
• Sets a limit, knowing when to say NO
• Establishes good communication with his/her members
• Able to give feedback to his/her superiors about his/her subordinates
• Problem solving – Identify & analyse the problem
• Setting goals & objectives
• Searching for solutions
• Plans & evaluates
• Able to delegate & ensuring the completion of tasks by his/her members

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3.2. Different approach of leadership
There are a few approaches of leadership namely:

Authoritarian- commanding, one way traffic approach

This method is where the leaders just give a ‘one way’ traffic situation. All orders
come from him & do not listen to his/her subordinates at all. This is not an
acceptable way.

Lassies-faire – This is a method whereby all tasks are given to the members by
the leader without any checking. All the members can highlight their views but
there will be more time taken in discussion than the execution of task. A very
slow and ineffective approach

Democratic – This method is where all the decision making of the group will be
put to a vote first. Once the decision is made, the leader shall impose it & ensure
that all the members abide to the decision. A very suitable approach

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3.3. Communication
As an effective leader, it is necessary to have a clear and open method of
instructions to enhance his/ her leadership. Different ways of communication will
have a different impact on the followers in the group.

3.3.1. Confidence
The amount of confidence that a leader has determines the unity and
strength of the group as a whole. A person with charisma and knows what
is going on will assure followers in times of hardship and motivate them to
push on. A confident leader does not mean he/ she is macho and orders
without questions. Instead, the leader cares and may not have to speak in a
demanding way. However, too much confidence without knowledge and
empathy will cause unpleasant situations, and to keep in mind, there is
only a very thin line between being confident, and an authoritarian!

3.3.2. Body Language

Over 90% of things being received are from the body language. It is a 2-
way communication bridge for the patrol. Through body language, leaders
can identify different emotional stages, and physical conditions that the
followers are in. For followers, there will be more impact on the
instructions or decisions made by the leader. One of the most effective
body language is “Lead By Doing”. The leader not only supervises, but
goes through the training stages with followers, showing them that all can
be done.

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3.3.3. Feedback and empathy
It is often good if the leader is open to feedback, ideas and criticism. Other
than the communication channel, the followers should feel that the leader
is always as happy to accept feedback/ criticism as accepting contributions
from the group. At the same time, communication with followers does not
only include tasks, but also emotions and problems that human beings
encounter at points of life. If possible, helping the troubled mind to sort
out pros and cons is good. If not applicable, it is always good to lend them
a listening ear and a shoulder to lean on. However, as far as possible,
avoid biased or personal comments/ preferences.

Now with technology getting so advanced, we are no longer hindered by

poor means to communicate. SMS, the internet, email and the fact that a
majority of individuals now each own a mobile phone, shows that there
are many ways a leader can communicate with his/ her members
effectively.

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3.4. How Scouts can be trained
Every Scout is different, and has his/her own personality, talents, likes and
dislikes, enthusiasms and background experiences.

Scouts learn best when they have a personal desire to do so, and the want for their
patrol to be successful in all that they do.

To have a conducive environment for learning, their opinions, ideas, experiences

and questions have to be taken seriously. Physical factors such as no distractions,
letting each and every Scout see what is going on is important. However, these
vary from lesson to lesson. Camping lessons should be held outdoors, whereas
Promise and Law sessions can be indoors or under shelters.

It is important to know all fellow Scouts in the Patrol, and if possible, know the
Unit well.

A useful technique is to check back with them in every step that is being taught.
For many younger Scouts, the desire for recognition is desired, and not forgetting
their sense of achievement by praising them.

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3.4.1. Discovery Training
It involves LEARNING BY EXPERIENCE, finding out for them,
reporting on what they have found out and drawing conclusions with
proper guidance.

As a Patrol Leader, remember:

Scouts enjoy finding out things and sharing with fellow Scouts.
Scouts remember things better when they discover them, than shown.
The hunt for information often encourages them to spur on to find out
more, and self-motivation is achieved through personal sense of
achievement.

Short projects are good ways to know your Patrol Leaders and members of
the Patrol. In a meeting, suggest to your Leader to have simple initiative
games or tasks that require the Patrol to come together.

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3.5. Giving instructions
A good instructor should be enthusiastic, disciplined and competent about their
ability in the subject(s) they are conducting.

A good instructor will learn to take as much trouble as they did with the first
presentation as they are doing for the thousandth time. This is to ensure smooth
flow in the instruction, and minimise the probability of having errors.

3.5.1. Preparation and introduction

• Arousal of interest in the subject, establishing what is already
known.
• Selection of an appropriate training method.
• Preparing materials.
• Ensuring the environment is right.
• Rehearse!

3.5.2. Explains
• Telling. 3Ts – Tell them what will be done, tell them what it is
about, and tell them what was being taught.
• Showing and demonstrations.
• Explaining in the correct level of understanding.
• Emphasising the important points.
• Answer questions.

3.5.3. Supervises practices

• First leading the activity;
• Next, letting them do it together;
• Finally let them do it on their own.

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3.5.4. Follows up
• Correcting errors
• Re-instruct if necessary
• Planning for any future progression

Some note taking hints for individuals

Do not miss out on what the trainer is saying, because note taking can be
done at appropriate breaks, or after the session, where clarification can be
easily made.
• Start a new page for every new topic.
• Use a shortened style of writing.
• Leave space for discussion points.
• Do not use rough paper, or rough notes.
• Use large labelled diagrams.
• Read and refer back from time to time.

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