_THE BOYS’ BRIGADE



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The Boys’ Brigade in Singapore

Pre Course Reading Material for

LEADERSHIP DEVELOPMENT COURSE II

Course Information and General Instruction

The aim of the LDC II is to supplement and consolidate individual company’s continual efforts in building Boys’ traits of leadership.

The LDC II reinforces Boys’ awareness in different traits of leadership in Officers, Primers, and fellow Boys through interaction and project work. Specifically, LDCII facilitates Boys’ development in leadership capabilities by providing opportunities through projects, and thus the new theme “Leadership the Practical Way”.

Instructions: Boys are to read this Pre Course Reading Material before the commencement of the LDC II course, so as to accelerate the learning curve, through practical applications, during the LDC II three day-two night residential camp. This Pre Course Reading Material will be available one month before commencement of course. Assessment in the form of written examination will be conducted on the first day of LDC II. Boys are liable to fail the course in the event of the failure of the written examination and Captains of their respective companies will be duly informed.

Content Page

1. Part 1 Reading Material for LDC I

a. Traits of Leadership 1 - 1

b. Leading 1 - 5

c. Squad Management 1 - 9

d. Upfront Speaking 1 - 12

e. Lessons from Christian Leaders 1 - 16

f. Instructional Techniques 1 - 18

2. Part 2 Reading Material for LDC II

a. Roles of NCO 2 - 1

b. What to do in a Crisis Situation 2 - 4

c. Leadership 2 - 5

d. Traits of a Leader 2 - 8

e. Functional Skills of Leadership 2 - 11

f. Planning and Organising 2 - 13

3. Part 3 Social Etiquette 3 – 1

PART 1 READING MATERIAL FOR LDC I

Traits of Leadership

What is Leadership

Leadership may be defined as the ability to motivate people to work towards a common goal. Thus, as a leader, you should:

1. Motivate, rather than demand, people to follow your lead.

2. Induce commitment and responsibility in your people.

3. Focus on your goal when you lead.

Styles of leadership

Autocratic

The leader makes a decision and expects the members to comply with it.

Eg. “There must be no movement after lights out.”

Democratic

The leader makes a decision after listening to the members’ suggestions.

Eg. “After listening to the different opinions, my decision is…”

Laissez-faire

The leader gives the information and lets the members make the decision.

Eg. “These are the options, now you will make the choice.”

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|Autocratic |Democratic |Laissez-faire |

Question : Which leadership style is the best?

Answer : None. You should use the style that is most suitable for the situation.

ESSENTIAL Qualities of a leader

Discipline

A leader will not surrender to any conflicting desire but will stick to the right things to do. A sense of self-discipline will enable the leader to do what’s right, even when he doesn’t feel like it. In so doing, this habit formed will sustain the leader to face the multitudes of challenges and pressures in the life ahead. For without discipline, other leadership qualities cannot grow.

Servanthood

A leader serves his people willingly and sees it as his duty. Jesus, after washing his disciples’ feet, said to them, “If I then, the Lord and the Teacher, washed your feet, you also ought to wash one another’s feet.” (John 13:14)

Wisdom

A leader leads his people to do the right thing. Can one who influences his Boys to skip parades be considered a leader?

Humility

A leader willingly follows when another person is appointed to lead. A good leader is also a good follower.

Integrity

A leader is open and honest. He is upright in character, loyal in service, and honest in speech. Your true character is what you are when nobody watches you.

Patience

Will you run so far ahead that no one is able to catch up? A leader is not so strong that he cannot understand the weaknesses of his followers.

Friendship

You can measure a leader by the number and quality of his friends. Jesus led His followers by friendship and love. To Him, Simon Peter confessed, "Lord, you know all things; you know that I love you" (John 21:17).

Executive Ability

Besides motivating others, a leader must know how to reach the goal. Vision alone is not enough, you must design the plans and execute them.

DANGERS OF LEADERSHIP

Pride

When a person rises in position, the tendency is that pride also increases. If not checked, this attitude will disqualify him from further leadership. "The Lord detests all the proud of heart" (Proverbs 16:5).

Three tests help us to identify the problem:

How do you react when another person is selected for the position you expected to have? Or when another person is more talented than you?

How do you react when others identify the weaknesses and problems in you? Will you deny them?

Do criticisms lead to immediate displeasure and self-justification? Do you rush to criticize the critic?

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Egotism

Although a leader should be confident in his leadership, he should never magnify his achievement to glorify himself.

Jealousy

Are you jealous when others are more talented than you? Are you bitter when others seem more popular than you?

Popularity

Which leader does not desire to be liked by his people? There is no fault in receiving encouragement, but the leader must refuse to be idolized.

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Infallibility

Even the greatest leader makes mistakes that require correction. People will lose confidence in a leader who believes himself to be perfect.

CAN YOU BE A LEADER

If you look carefully, you may detect some leadership potential in you:

Have you ever broken a bad habit? To lead others, you must first discipline yourself.

Do you exercise self-control when things go wrong? The leader who loses self-control forfeits respect and influence.

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Can you exert discipline without making a power play? True leadership is an internal quality and needs no show of external force.

Are you a peacemaker? A leader must be able to make peace with opponents especially in a heated argument.

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Can you accept opposition to your view point or decision without taking offense? Leaders always face opposition.

Are you tactful? Can you anticipate how your words will affect a person?

Is your will strong and steady? Leaders cannot drift with the wind.

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Can you forgive? Or do you nurse bitterness and harbor ill feelings toward those who have injured you?

conclusion

Although motivation techniques or communication skills are helpful, these alone will not make you a leader. A leader earns his respect because of his integrity and sound character. Leadership can be learnt and we can begin with “leadership by example”. It takes much effort to be a good leader but many will eventually benefit from it.

questions for discussion

1. Think of an officer or a NCO whom you respect. What is in him that makes you feel so?

2. The Lord Jesus is an example of a great leader. What are the qualities He has? Does His example change your definition of a good leader?

3. What will happen if there is no good leadership in your company?

4. “Company discipline is only observed during BB hours.” Do you accept such a statement from a NCO? Why?

5. A leader needs to sacrifice his time and energy for others, do you think it is worth it? Will you do it?

leading

INTRODUCTION

Besides motivating his people, a leader must know how to lead them to the goal. Eventually, what we want to see is the results of our efforts. Thus, a leader must put his ideas into plans and lead his people to realize them.

how to lead

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Design Plans

Define Objectives

Without objectives, you should not proceed at all as they are the purposes of your lead. How close you meet your objectives will determine the success of your leadership greatly.

Study Your Resources and Limitations

This tells you what is workable and how you should design your action plans. Eg. Given a $200 budget for a Christmas party, booking a function hall is definitely not possible. Can you see that $200 is both a resource and a limitation? Always allocate your resources wisely.

Design the Action Plans

Based on your resources and limitations, you will design the action plans. Be creative and plan with the objectives in mind.

Organize YOUR team

Identify the Tasks

Identify and group related tasks that will contribute to the final success. Provide guidelines and expectations for each of them.

Brief Your Team

Tell them the objectives, action plans and necessary information. Assign suitable people to the tasks you have identified earlier. Make sure you put a person in-charge (I/Cs) of each task for accountability.

Check On Their Progress

For a large project, you may need to check on the I/Cs regularly. Correct their plans if there are any mistakes. Do not be too particular in the methods they use, as long as they follow the guidelines and are able to meet the expectations. Let your team members exercise their creativity.

Execution

At this stage, you should supervise the execution and concentrate on the important areas especially if it is a large project. This allows you to see the overall progress of it so that you can react to any unanticipated problem. In your supervision, you should:

Ensure that everybody is doing something useful. If manpower needs to be transferred to another area, do it!

Anticipate problems. You should always think ahead and prepare for the next step to take. Thus, do not be concerned about minor matters.

Check on the timing. Plans not completed on time sometimes can be as good as not done at all.

Encourage your people. Look out for those who are not helping or cause problems and talk to them in private. At all times, preserve the unity of your team and remind them of their mission.

Debrief

This is often a neglected part in leading. It is important to evaluate on the team’s performance from the planning until the execution especially if similar projects will be repeated or the team is working regularly.

In the debrief, you should point out the learning points, commendable areas and mistakes made. Remember to resolve conflicts that took place, but be fair, tactful and preserve the team unity. You should encourage your members to voice out and see things from their points of view. Lastly, do not forget the important question - “How well have we met the objectives?”

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Conclusion

Consider a soccer coach who can motivate his players but do not know how to train them to win soccer matches. Do you think the team will be motivated, effective or last long? A leader must know how to lead…

practical exercises

Details will be given by your trainers.

Squad management

WHAT IS squad management

The squad system was devised by our founder, Sir William Alexander Smith, to manage a large group of Boys. With senior Boys appointed as squad leaders, the officers can concentrate on important areas of the company. It is also a way to prepare senior Boys for greater responsibility. Good squad management makes a company more effective and efficient in its running.

importance of Squad Management

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1. Boys will have more attention from their squad leaders especially in minor matters like polishing or loss of equipment. Imagine a Boy feeling “lost” when he does not know who to get a consent form from.

2. Due to the limited size of a squad, more feedback can be received as each Boy will have a chance to share his view. Also, Boys prefer to speak to seniors whom they are closer to.

3. Each Boy’s potential and short-comings can be identified easily and be dealt with effectively.

4. Boys’ loyalty to the company can be established through building their loyalty to their squads first.

5. Your Captain and officers can put more attention in important areas of the company.

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benefits of Squad management

1. Boys’ loyalty to their squads is established and a better parade attendance is resulted.

2. With better communications between the Boys and squad leaders, friendship rather than “rankship” is built. The unity of the squads and, eventually, the company as a whole will be strengthened too.

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3. A positive influence is exerted on the Boys. For example, a Boy may not be keen in a company event but since his squad friends are going, he may decide to join in.

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4. Massive administrative tasks can be simplified. For example, it will be much easier to collect consent forms at squad level than at company level.

5. A Boy can contribute to the company through his squad. For example, if all the squads achieve their BB week targets, the company target will also be reached. The Boys can be appreciated and encouraged by their squad leaders too!

how to manage a Squad

The do’s and don’ts are endless but the following points can be helpful:

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1. Communicate a lot with your squad Boys and value their presence in the squad. Never give up on the difficult ones.

2. Call your Boys by their names. Failure to remember a Boy’s name after his sixth month in the Squad is just as good as saying, “I don’t bother much about you”.

3. Speak and act with much pleasure and generosity. Being impatient or harsh to a Boy will only make him feel rejected.

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4. Get your Boys involved in squad planning or duty. Everybody likes to be needed by somebody!

5. Always place the feeling and interests of the Boys above yours. Remember that a leader must be prepared to sacrifice himself to do what he normally would not.

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6. If any unhappiness breaks out, you must not lose your temper. Patch up with your Boy or you will lose his respect for you and, indirectly, motivate him to leave the company. More importantly, isn’t it part of our moral values to forgive each other in love?

7. Be a good example and a respectable squad leader to your Boys. Nothing can be more convincing than a good testimony to them.

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| | |Just as our Lord Jesus has said “Love your neighbour as yourself”, you should |

| | |also love your Boy as yourself. |

effective ways to establish Squad unity

1. Organize squad outings or study groups.

2. Visit your squad Boys at their homes especially for regular absentees.

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3. Call up your squad Boys for chats. Do not talk about parade information only; a phone machine can do that too! It may be difficult to start the communication, but keep trying!

4. If possible, get the opinion of your squad before making a decision. Treat them as your team members and not subordinates.

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5. Update your squad on company information or events. When they know what is happening, they will be more excited, prepared or committed.

6. Boost up the morale of your squad during parade games.

7. Produce squad flags or cheers if your company allows.

conclusion

The building blocks of a company are the squads which, if well-managed, will strengthen the company greatly. Managing a squad is both a difficult and rewarding task. Your duty as a squad leader must be taken seriously. More importantly, it is through this that you build genuine love and concern for your Boys.

case studies

1. PTE Danny had a misunderstanding with you and he even challenged you for a fight in front of other squad Boys! How should you react?

2. PTE James was absent for parade over the last 3 weeks without a valid excuse. Your squad officer is not in Singapore to advise you and you do not want James to be absent again. How will you handle the case?

3. Since the last promotion, LCP Kenny and PTE Patrick are not on good terms with each other. The morale of your squad is thus affected. How can you help? Will you share this with your squad officer?

4. The recent parades were very boring and your squad Boys complained to you about it. When you shared this with your officer, he told you not to be affected by them. Pressured by both sides, what should you do?

4. Recently, your Captain reminded the NCOs to do well in their exams. Motivated by his words, you gave PTE Calvin the same advice but he responded, “You also didn’t do well for the last exam and you want to advise me?!” You are really hurt and angry, but what he said is indeed true! How should you answer him?

6. PTE Jacob was involved in a theft case and was caned in school. He was very regretful and has stopped coming for parade because the squad Boys not longer trust him. How can you bring his confidence back and build the trust of the squad in him?

7. The recruits in your squad are extremely difficult to control. Although you are a squad leader, you are a Private and they do not listen to you. How can you have control over them? What method will you use?

8. A few squad Boys refused to come for parade as they find drill rather boring. Worse of all, they are attracted by the internet gaming outings organized by other friends on Saturdays. Knowing that the discipline of drill is beneficial, how can you attract them to parade?

UP-front speaking

Introduction

Up-front speaking is also called “public speaking” since it is directed at a group of people. When speaking or instructing, you need to express yourself effectively or else you will lose the interest, confidence and comprehension of your audiences.

The total impact of a message is known to be:

7% verbal (words only)

38% vocal (tone, pitch, volume etc.)

55% non-verbal (hand signals, eye contacts etc.)

As you can see, the vocal and non-verbal impact contributes the most to an effective communication or presentation.

VERBAL IMPACT

Use terms that your audiences are familiar with. Eg. When speaking to the scouts, use “patrol leaders” instead of “squad leaders”.

Use simple words if possible. Eg. Instead of “I am contemplating” try saying “I am thinking”.

Simplify your statement unless you meant to be descriptive. Eg. “Due to the fact that the size of the room is too small, some Boys cannot squeeze in.” Actually you mean “The room is too small for the Boys.”!

Avoid excessive use of words like “Okay”, “You see”, “Well” etc.

vocal impact

Pitch is the highness and lowness of your voice. Vary your pitch to capture the interests of your audiences.

Rate is the speed of your speech. You may slow down to emphasize important points.

Volume is loudness. You can vary it to capture people’s attention.

Clarity is improved with good pronunciation and moderate loudness.

Non-verbal impact

It is also called “Body Language” and is a natural part of our expression. Eg. A smile is an expression of joy. The use of body language makes your presentation more effective and interesting. However, your gestures and body movements must be meaningful and not exaggerating.

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What messages are they sending?

|(1) Modest / Shy |(2) Firm / Disagreeing |

|(3) Open / Honest |(4) Bored / Uninterested |

|(5) Doubtful / Unsure |(6) Evaluating / Deciding |

Gesture and Body Movement

They should be used meaningfully to add strength to your statements.

Facial Expression

It can be used together with gestures to emphasize mood and emotion.

Posture

It refers to the way you stand or carry your body. Standing erect with head slightly raised portrays confidence. Stooped shoulder and bowed head give a negative impression.

Eye Contact

It is often avoided by people who are not confident or shy. However, this is where you send the “I’m looking at you!” message to your audiences and retain their interests. Maintaining eye contacts also tells you how much interest or disagreement your audiences have about you.

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When speaking to a group, do not stare at a few people throughout. You should scan your audiences as if you are speaking to every individual. Also, you may want to maintain less eye contact with people that are distracting so that your confidence will not be lowered.

Conclusion

Confidence in up-front speaking takes time to learn and mistakes are unavoidable. It is normal to be nervous but conquer it! Up-front speaking, once mastered, will improve your teaching and communication greatly.

PRACTICAL EXERCISES

Speak on any of the topics for at least one minute:

1. Why I join the BB.

2. Tips in mastering computer games.

3. A movie that impressed me a lot.

4. My childhood.

5. Methods to make friends.

6. What I like about my company.

7. My favorite hobby.

8. Why I come for LDCI.

9. My most unforgettable experience.

10. Things that I dislike.

11. Why smoking is bad.

12. My happiest moment.

13. My aspiration.

1. What I like about the BB uniform.

14. How the BB has changed me.

LESSONS FROM CHRISTIAN LEADERS

1. Definition of a leader

A leader is a person who has the capacity to lead others to a common goal/objective.

A good example is Moses, when he led the people of Israel out of Egypt (Exodus 13:14).

Another good example is Nehemiah, who gathered a demoralized and broken people to rebuild the wall of Jerusalem (Nehemiah 2:17-18).

A leader is also a visionary, with the ability to see things ahead of time; that is visualizing the future (Proverbs 29:18).

2. Becoming a leader

• Some are born leaders

• Some earned their right to be a leader

• Some inherited the leadership

• Some are appointed leaders

• Some rose through the ranks

• Some are anointed by God, a good example is David (1 Samuel 16:10-13)

3. How does the world perceive leadership

• Strength

• Physical built and size

• Power

• Force

• Divide and rule

• Deception

4. How does God perceive leadership

The Bible gives us examples where God looks at the heart of the man instead of the outward appearance, e.g. 1 Samuel 16:7.

5. Developing leadership

• The key word to leadership is to serve and not to be served (Mark 10:42-45)

• Growing and learning (Acts 20:32 and Proverbs 16:16)

• Humility (Proverbs 15:33, 22:4)

• Upright heart (Psalm 119:7-8)

• Accept responsibility and be responsible for one’s action

• Compassion (Matthew 20:30-34)

6. Vision

A leader needs to have a vision of where the team is being led to.

Definition:

Vision is the ability to see things as they really are and what things can become.

Why vision?

• Vision gives us direction (Isaiah 6)

• Vision shape history

• Vision transforms character (Isaiah 6)

• Vision gives us the capacity to plan (Jeremiah 29:11)

7. Conclusion

Leadership is a lifelong learning process. It is also acquired through experiences, one’s willingness to learn and one’s ability to be taught.

Above all it is one’s submissive spirit to the authority that is the hallmark of leadership (Colossians 3:20, 22-24).

instructional techniques

Introduction

As a leader, you often need to instruct or teach your Boys. Sometimes, it is as simple as carrying chairs or tables. But what if it is to build a raft for a recruitment display? Your Boys might even wonder what a raft is! Thus, you need to teach them before they can start. With good instructional techniques, your teaching or instruction will be more interesting, clear and effective.

basics of instructing

1. Tell Them

This is the verbal part of teaching and it is known that trainees only retain about 10% of what is being said. This is probably where you will fear most especially if you do not know them well.

2. Show Them

At this point, you use visual aids or demonstrations to clarify what you have said. The trainees will understand you better, as “a picture is worth a thousand words”. Normally, they retain about 10%-30% of the teaching.

3. Get Them To Do It

This is where the trainees retain about 70% of the teaching. You should get them to practice and encourage them to ask questions. It is important that you check on them and correct any mistake before it becomes a habit to them.

Preparing a lesson

1. Set lesson objectives that you want to achieve at the end.

2. Know your trainees, their background and level of understanding.

3. Set priorities for your lesson topics. For example, there are things that you MUST TELL, SHOULD TELL and are GOOD TO TELL.

4. Prepare the lesson ground, sitting arrangement, teaching materials etc.

5. Rehearse your lesson and time yourself if possible.

teaching a lesson

1. Set the atmosphere right. Put yourself and the trainees at ease.

“Hi there! I am SGT James. Do you enjoy this camp so far?”

1. Introduce the lesson objectives and outline, and the expectation from the trainees.

“In the next 45 min, I will go through… followed by…”

1. Confirm their level of understanding. You may need to adjust your lesson if it is different from your expectation.

“How many of you have drill stage 1 badge?”

4. Stress the key points when you teach and avoid giving too much information.

“Remember to, ONE - lift up your leg, TWO - drive it down hard…”

4. Signal the trainees whenever you go to the next topic so that your teaching and their thoughts are at the same ‘frequency’.

“That’s all about marching. Now, I will talk about halting”

4. Summarize your lesson and recapture the key points.

“Today you’ve learned… Remember to, ONE - lift up your leg, TWO…”

7. Encourage questions or ask them question if there is none. Share extra knowledge that is helpful or interesting if time allows.

“Do you know why our drill commands are in Malay?”

Giving a demonstration

Position yourself so that everybody can see you. If possible, get a few demonstrators so that you can concentrate on teaching.

Demonstrate at normal speed to give the trainees a run-through.

Demonstrate at slow speed, explain the key points, possible mistakes and allow questions to be asked.

Use proper terms in your explanation.

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CONDUCTING THE PRACTICE

Check on the trainees and correct mistakes on the spot.

Identify the common/serious mistakes and caution the trainees about them before they practice further.

End the practice by stressing on the key points or common/serious mistakes.

If necessary, conclude your lesson with a last demonstration. This will leave the trainees with a correct mental picture before they leave.

Practical exercises

Instruct on any of the following:

1. How to execute “Attention” and “Stand At Ease”.

2. How to put the metal runners into a haversack.

3. How to fold a paper plane.

4. How to do a push up.

5. How to polish a belt.

6. How to perform CPR (Cardio Pulmonary Resuscitation).

7. How to “fireman lift” a person.

8. How to swim breast stroke.

9. How to treat muscle cramps.

10. How to give drill commands.

11. How to do a hand stand.

12. How to put a casualty in recovery position.

PART 2 READING MATERIAL FROM LDC II

ROLES OF AN NCO

1. ROLE OF NCOs IN THE SQUAD

a. Teach & lead younger Boys in the squad

While the BB officers will conduct Target Badge Classes for new Boys, such classes may not fully equip members with all the necessary skills and knowledge to fit into the company. For instance, NCOs can also assist in publicising company programmes or teaching Boys to put on the BB uniform correctly or polishing boots.

b. Good role model for younger Boys to follow

Besides passing on skills, the essential responsibility of NCOs is to be good role models for younger Boys to follow. Younger Boys tend to mimic or imitate their older school mates. If NCOs in the company practise good habits of Obedience, Reverence, Discipline, Self-respect and Christian manliness, the younger Boys will surely follow.

Sadly, the reverse is also true i.e. if NCOs pick up bad habits, Boys will also follow. Therefore, the responsibility of NCOs in the company is indeed very heavy and should not be taken lightly.

c. Help improve communication between officers and Boys

NCOs, though a little older, are from the same age group as Boys in the company, which makes communication much easier because young people understand the same lingo and share similar priorities. This makes NCOs most useful in bridging the communication gap between adult officers and younger Boys.

d. Looking into the welfare of the squad Boys

Young people, especially those in their teens, find it easier to confide in their friends than with parents or adults. As such, NCOs again become the eyes and ears of the BB officers, offering a listening ear to BB Boys. Boys with problems can be referred to the officers for assistance.

2. ROLE OF NCOs IN THE COMPANY

a. Assist officers in running company activities and awards classes

Running a BB company is a heavy responsibility and officers usually engage the help of NCOs. For instance, a company camp requires much logistical planning and NCOs can take various responsibilities or appointments (e.g. CSM, logistics officer, messing officer, games leader) to ensure the camp is run properly.

And depending on ability and proficiency, NCOs may also assist officers in conducting simple Awards classes. Tests, however, will still be carried out by the officers.

b. Manage a squad of Boys

The strength of BB companies can range from a small group of 30 to a large group of 200 Boys. To better manage the company, members are usually assigned to squads and/or platoons. In a squad, the squad leader is in charge and he is responsible for the well-being of all his Boys, be it at a company parade or at camp or at a school activity. Squad leaders are expected to keep his Boys informed of all company programmes and encourage him to be regular at all company parades.

c. Company Appointments

To help run a BB company more efficiently, the captain usually assigns some senior NCOs to assume company responsibilities which may be permanent or rotational, e.g.:

i. Quarter Master

ii CSM or RSM

iii. Squad Leader / Games Leader

iv. Song Leader r

v. Awards NCO

3. ROLE OF NCOs IN THE BRIGADE

a. Assist in Brigade courses

The Brigade Office regularly conducts courses for Boys and they always require NCOs to assist, especially since the number of Boys at Brigade level courses is always very large. An example would be the Leadership Development Course II.

b. Assist in Brigade events

Annually, the Brigade Office organises the following events which require much manpower and assistance for its successful execution:

i. BB Adventure Quest

ii. BB CARES

iii Sharity Gift Box

c. Assume Brigade appointments such as

i. Assistant Trainers

ii. RSM or CSM

iii. Logistics Officer

iv. Activity Leaders

d. Help promote the public image of The Boys’ Brigade

The Boys’ Brigade may be the oldest unformed youth organisation in the world, but we are certainly not the largest in membership. Every BB Boy has a responsibility to help promote the public image of The Boys’ Brigade through good behaviour at home, in school, in church and at the work place (when you start working as an adult). At home, members should be obedient and grateful to parents; in school, you should be obedient and respectful to your teachers; and when you start to work as an adult, you should show commitment and dedication to your profession.

At every opportunity, Boys should also proudly put on the BB uniform so that The Boys’ Brigade can be publicly visible.

The Boys’ Brigade in Singapore

LEADERSHIP DEVELOPMENT COURSE II

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WHAT TO DO IN A CRISIS SITUATION

1. WHAT IS A CRISIS?

A crisis is defined as a point in time of great danger, difficulty or uncertainty. And time is usually of the essence. For example, in a car accident, the priority is to safely remove the victim and immediately evacuate him or her to the nearest hospital.

2. WHAT HAPPENS IN A CRISIS?

In a crisis, the following situation usually arises:

a. There is mass confusion; no one knows what really happened but knows something did happen.

b. There is a loss of direction which leads to panic.

c. No clear leader is in control of the situation.

d. Or everybody has something to say.

e. Time is ticking away and, depending on the severity of the crisis, it could mean life or death for the victims.

3. WHAT SHOULD WE DO IN A CRISIS?

Because time is usually the most important consideration, an autocratic style of leadership has to be applied. A crisis is probably the only situation when an autocratic style of leadership should be applied. The most available able-bodied person should take control of the situation and put the following into action:

a. Assess situation and find out what really happened. Gather information by asking.

b. Assess the priorities of the situation e.g.

i. victims are drowning - rescue immediately.

ii. victims losing blood - stop bleeding and send to hospital immediately.

4. GENERAL PRINCIPLES TO CONSIDER OR STEPS TO TAKE

a. Calm people down and find out exactly what happened.

b. Attend to victims, if any.

c. Apply First Aid following the 3 basic principles:

i. Re-assure - calm and re-assure victim

ii. Immobilise - stop bleeding or immobilise fracture

iii. Evacuate - evacuate immediately to hospital

d. Call for immediate medical attention or evacuate to nearest hospital.

The Boys’ Brigade in Singapore

LEADERSHIP DEVELOPMENT COURSE II

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LEADERSHIP

Definition of a Leader

“A Leader is a person who is in a position to organise and direct a group towards the achievement of a given goal.”

It was believed in the old days that Leaders are born, coming from the same lineage; such as royalty and that they possess certain inborn qualities of leadership. Some of these qualities are piety, honesty, courage, perseverance, intelligence, reliability, and imagination.

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A more recent belief is that leadership need not be a birthright, as the same leadership qualities can be found in many people who are not of “leaders’ lineage”. Moreover, it is found that leadership also requires a competency in certain functions or skills, which can be acquired through a process of learning and training. Even those who appeared to be endowed with leadership traits or qualities acquire these through a learning process. A person may be more intelligent and gifted by birth, but it would be wrong to say that he is born honest, courageous, persevering, reliable and imaginative.

The Learning Process

There are two areas of learning for Leadership Development:

Recognise the qualities and traits of Leaders

Acquire the functional skills of Leadership

Qualities & Traits of Leaders

To recognise the qualities and traits of Leaders we will discuss two main issues:

- Leadership styles

- Traits of a Leader

Leadership Styles

All kinds of terms have been used to describe ways in which leaders lead - authoritative, autocratic, bureaucratic, dictatorial, democratic, charismatic, consultative, laissez-faire, permissive, objective, paternalistic, participative.

These styles range from the simple to the complex. We will focus on three basis but distinct styles:

1. The Autocratic Style: An autocratic leader centralises power and decision making to himself and exercises direct control over the way things are done. He takes full authority and assumes full responsibilities. While this style of leadership permits quick decision-making, it can best be practiced by a leader recognised for his experience and competency. Otherwise he can create frustration among his followers and conflict between him and his followers may develop easily.

2. The Democratic Style: In this style of leadership, the leader involves his group in the decision-making process. He brings his group into his problems. Final authority on matters of importance, however, continues to reside in the hands of the leader. Many consider this as the best style because the followers’ involvement in planning creates a sense of common mission. However, this style also has it drawbacks - in that the decision-making process takes a longer time and may be complicated; with too large a group of followers, unless participation is limited to another level of leaders between the leader and the subordinates.

3. The Laissez-Faire Style: The Leader who practices this style will delegate authority for decision-making into the hands of his followers. He may even delegate his own responsibility to get the job done. The leader in effect says to his followers, “Here’s a job to do. I don’t care how you do it as long as it gets done satisfactorily. Otherwise, you lot will answer to the boss.” ThelLeader depends on the group to establish their own goals and work out their own problems. Obviously, the subordinates have to be highly qualified and capable. The disadvantages are that it fails to give the group the advantage of a leader-inspired motivation. It exposes the group to the possibility of working at cross-purpose and can degenerate to chaos.

Choice of Leadership Style

No set of leadership traits and leadership style has been found to be universally applicable. Various factors influence the choice of a style and a leader should consider three factors before choosing a Leadership style:

1. First Factor - The Leader. This will include his values, the confidence in his subordinates, his inclinations towards one of the other style of Leadership and his feelings of security in an uncertain situation.

His value system is important because it will influence the degree to which he feels his subordinates should share in the decision-making process. It also influences the amount of responsibility he feels he can delegate to them. Similarly, his confidence in his subordinates will influence the amount of responsibility he thinks they can assume.

For example: A Leader who strongly values personal freedom may allow subordinates a great deal of independence in carrying out their jobs. On the other hand, a leader who believes the needs of the individual must come second to the needs of the organization may take a much more directive role in his subordinates’ activities.

His own leadership inclinations are also important because some people are naturally more people-oriented and others more task-oriented. His feeling of security in an uncertain situation is also important since the outcome of a job usually becomes more uncertain whenever he delegates responsibility and decision-making to subordinates.

2. Second Factor - The Subordinates: The characteristics of subordinates must also be considered before a leader can choose an appropriate leadership style. A leader can allow greater participation and freedom under the following conditions:

a. When the subordinates want independence and freedom of action.

b. When they want to have decision-making responsibility.

c. When they identify with the organization’s goals.

d. When they are knowledgeable and experienced enough to deal with the problem effectively.

e. When their experience with previous leaders lead them to expect participative leadership.

When these conditions are missing, leaders may have to lean towards authoritarian style.

3. Third Factor - The Situation: Finally, the Leader must consider the mission, understand the resources and limitations, such as the pressure of time and even the environmental conditions, which may affect the subordinates’ attitude towards authority.

Most leaders, for example, will move toward one of the other leadership style in line with the type of behavior liked by his top leadership.

The specific work group will also affect the choice of style. A group that works well together may respond more to a free and open atmosphere. The same holds true for a group confident of its ability to solve problems together. But if the work group is too large or too widely distributed geographically, a democratic (participative) style may be difficult to use.

In Conclusion

The particular leadership style a leader uses is not as important as the situation. The most effectivelLeader is not autocratic or democratic but flexible - able to select a style that is comfortable for them and suitable for the situation they are facing.

The Boys’ Brigade in Singapore

LEADERSHIP DEVELOPMENT COURSE II

TRAITS OF A LEADER

“This is what the Sovereign Lord says: Woe to the shepherds of Israel who only take care of themselves! Should not shepherds take care of the flock? You eat the curds, clothe yourselves with the wool and slaughter the choice animals, but you do not take care of the flock. You have not strengthened the weak or healed the sick or bound up the injured. You have not brought back the strays or searched for the lost. You have ruled them harshly and brutally. So they were scattered because there was no shepherd...” (Ezekiel 34:2-5)

When a study of the personalities of a group of successful leaders was conducted some time ago, fourteen traits were identified as common to the group. Possession of these traits by itself does not guarantee success, but apparently they are most desirable in all leaders. The traits are:

1. BEARING

A man’s bearing is his general appearance, carriage deportment and conduct. The bearing of the Leader establishes the standard that affects subordinates, peers and superiors. His carriage should be upright, general appearance and condition of his clothing and equipment exemplary. His appearance and manner should reflect alertness, energy, competence and confidence. Through the control of voice and gestures he can exert firm and steadying influence over those around him.

2. COURAGE

Courage is a mental quality that recognizes fear of danger or criticism, but enables a man to proceed in the face of it with calmness and firmness. It is a quality of mind that gives a man control over fear, enabling him to accept responsibility and act properly in a threatening situation.

Courage exists in a moral as well as physical sense. Moral courage means knowing and standing up for what is right in the face of popular disfavor. A leader who has moral courage will admit his errors, but will enforce his decisions when he is sure he is correct.

To help attain and demonstrate courage and control his fear by developing self-discipline and calmness, he must be orderly in his thought process and take care not to exaggerate adversity. He must stand for what is right in the face of popular disagreement and accept blame when he is at fault.

3. DECISIVENESS

The leader should be able to make decisions promptly and to state them in a clear, forceful manner. Many situations have more than one solution. The wise leader gets all the facts, weighs one against the other, and then calmly and quickly arrives at a sound decision. Decisiveness is largely a matter of practice and experience. The leader should also keep in mind that many sound ideas originate at the subordinates level. He should solicit the opinions of his subordinates when appropriate. A positive approach, little waste of time, objectivity, timely analysis and sound opinions made by others, all contribute to the development of decisiveness in the leader.

4. DEPENDABILITY

Dependability, the certainty of proper performance of duty, is a quality the Leader must develop. A dependable Leader can be relied upon to carry out any activity with willing effort. This willing and voluntary support of the policies and orders of the chain of command does not mean blind obedience. Most leaders will listen to the suggestions of their subordinates, but once the leader makes the final decision, the subordinates must give it his complete and energetic support.

5. ENDURANCE

Endurance, the mental and physical stamina measured by the ability to withstand pain, fatigue, stress and hardship is akin to courage. The leader’s lack of endurance makes him a liability rather than the asset he should be. The leader sets the standards for the squad most effectively by example and he must display a superior level of endurance.

6. ENTHUSIASM

Enthusiasm is the display of sincere interest and zeal in the performance of duties. This requires the leader to be optimistic and cheerful. The leader must therefore willingly accept the challenges of his work and determine to do the best job possible. This attitude, when developed, helps create a good company.

7. INITIATIVE

Initiative, or taking action in the absence of orders, is often required of leaders. Followers develop respect and trust for a leader who meets new and unexpected situations with prompt action. One way to encourage initiative in man is to assign them tasks that commensurate with their qualifications and experience level. This method frees the leader from a number of details so that he can devote more time to monitoring the activities for which he is responsible. Closely associated with initiative is resourcefulness, the ability to deal with a situation in the absence of normal resources or methods.

8. INTEGRITY

The uprightness and soundness of moral principles, the quality of truthfulness and honesty describe integrity. Leaders must have unquestionable integrity. Reports from the Squad Leaders to the highest levels must contain true facts because the seemingly unimportant report might greatly affect sound planning.

9. TACT

Tact is the ability to deal with others in a respectful manner. The leader who displays tact in dealing with superiors and subordinates encourages courteous treatment in return. Usually this practice is not difficult. However under conditions of stress or when delivering criticism to subordinates, the use of tact becomes more challenging. To demand courtesy and to fail to return it indicates lack of respect. The inexperienced leader sometimes feels politeness implies softness. Unfortunately, some men wrongly consider courtesy to a superior as “bootlicking”. Usually a calm, courteous, firm approach will bring cooperative response without creating ill feeling. Abrupt and forceful orders may be desirable in emergencies because of time saved and the seriousness of the situation. There are other situations that require forcefulness of tone and action, but even then there is no reason for discourtesy.

10. UNSELFISHNESS

The unselfish leader is one who avoids providing for his own comfort and personal advancement at the expense of others. The comfort, pleasure and recreation of subordinates should be placed before that of leaders. It is difficult to respect a leader who seeks his own comfort over that of his subordinates or who hoards credit for achievement made possible by subordinates. The true leader places himself last in priority and shares the dangers and hardships with others.

The Boys’ Brigade in Singapore

LEADERSHIP DEVELOPMENT COURSE II

FUNCTIONAL SKILLS OF LEADERSHIP

"David shepherded them with integrity of heart; with skillful hands he led them” Psalm 78:72

The second area of leadership learning is the skills that will make a leader function competently. Skills, unlike the qualities and traits of a leader are much easier learnt and mastered through constant practice. The following are the never-ending cycle of a leader's work. Some call it the role and function of leadership, yet others may call it the responsibilities of leadership. Regardless of the title, it means the same:

1. Planning

Regardless of the level of leadership, planning will be the first task of the leader. Take the building of a house to illustrate the importance of this function; the builder will not even commence laying the first foundation stone unless the planning for the building of a house is completed. Remember that the time spent on planning will always save you valuable time in meeting any objectives. Planning involves the following stages:

A. Understanding the Mission. Unless the mission is clearly understood, you may be barking up the wrong tree. The mission given to a leader may not be straightforward; here are two examples to illustrate this:

Example-1:

You are instructed by the Company Captain to organize a hike for the Boys during the December holidays - is it to appreciate nature???

Example-2:

You have been appointed to take charge of the Boys for the Musketry course - are you also responsible for publicizing the course, pre-qualifying, communicating with the course convener and making the arrangement to collect the badges after the course?

To understand the mission, you can ask your superior, study the situation or fall back on your knowledge of the subject matter. Most often, it is a combination of all three.

B. Study your Resources and Limitations. This is directly related to your mission. Firstly, make a list of all resources and limitations. Then, against each resource or limitation, write your conclusion.

Eg. Rope, 1" diameter - main support cable (this is provided you know from your mission that you need to support something or someone)

Sometimes, you may not have any conclusion at this stage and the conclusion will only come about later in the process of planning.

Examples of resources: manpower, time, materials, manuals, and natural resources.

Examples of limitations: manpower, time, obstacles, casualties, and inexperience.

C. Be Creative. The third step in planning requires you to visualize how you can accomplish your mission in stages using the resources and within the limitations. The key to this is 'mission in stages', you can only eat an elephant a bite at a time.

2. Organizing.

The second functional skill. This is when you crystalise your plan by grouping people, briefing and rehearsing them to handle all the tasks that when completed will mean the accomplishment of the mission:

A. Sub-grouping to tackle sub-tasks. You have identified the stages or sub-tasks in your planning stage. Now re-group your manpower and materials resources according to their skills and capabilities to tackle each sub-task. Do appoint a leader for each group.

B. Briefing. Depending on the size of the whole group, the leader may either brief everyone ideally, or the briefing is only given to the leaders of the subgroups. The briefing is to ensure that everyone can identify with the overall mission and their part in the sub-groups. Set timings for each sub-tasks completion.

C. Rehearsal. On a higher scale of organization, this is known as staffing and it means ensuring that people designated for each tasks knows exactly what to do. E.g., spending some time teaching and practicing knots tying before commencing on their task of lashing a rope to a tree over at the other side of a river. If this rehearsal is not carried out, the leader and rest of his team may be wondering if the rope is secured enough to carry their weight.

3. Supervising.

This is the third and last functional skill. It is sometimes referred to as 'controlling' because its function is to do just that - controlling all the activities to ensure that they are carried out according to the plan. In supervising, the leader has to:

A. Co-ordinate. To ensure firstly, simultaneous activity and secondly, connected activities. Simultaneous so that every group is working at the same time. Connected, so that no sub tasks are delayed because of another group's tasks.

B. Evaluate. In evaluating, the leader does three other things: check timing, anticipate problems and show appreciation. Keep a track of time taken to complete each sub-task and evaluate as to how it will affect your overall timing. The leader may have to make some changes to distribution of manpower if he finds that time is insufficient to complete tasking.

C. Anticipate. Anticipating problems also mean making corrections. Most times, it is better to re-do a sub task all over again if it is not correctly done than to wait until that particular sub tasks has been connected to another task.

D. Appreciation. The leader also has to show appreciation when things are correctly done. This raises morale, and leaves no doubt to the group that the work they are doing is correct.

The Boys’ Brigade in Singapore

LEADERSHIP DEVELOPMENT COURSE II

PLANNING & ORGANISING

Introduction

The following three functional skills of planning, organising and supervising are on-going tasks for the leader. It is necessary during the early stages of the leader’s learning process to consciously take each step at a time to plan, to organise and to supervise.

Failing to plan is planning to fail. As leaders, you will be called upon to organise and execute activities. This is a simple point-by-point guide on how to plan.

1. INTRODUCTION

Planning requires us to

• put our ideas and thoughts on paper

• decide on the best route to achieve our objective

• project possible hitches and problems and

• pre-solving the expected problems

The steps in planning can be summarised as follows:

a. What is your AIM?

b. Set up your OBJECTIVES (or mini-aims) to achieve your Aim

c. Identify your RESOURCES and LIMITATIONS

d. ORGANISE & DELEGATE the different tasks to be completed giving job scope, deadlines and names of persons in-charge

e. BRIEF all concerned on your plans

f. CONTROL the execution by calling for regular update meetings to ascertain the following:

i. If things are going as planned and on schedule

ii. If things are not going as planned, you may want to re-assign resources or make modifications to your proposed plans. But the objective must still be achieved.

g. EVALUATION at the end of each exercise helps us to learn from our mistakes and successes.

2. DETAILS TO CONSIDER IN PLANNING

We will assume we are planning for a company camp. The following (though not exhaustive) is what we have to consider when we plan for it:

STEP ONE - State your AIM / OBJECTIVE

To plan a 3-day company camp for 25 Boys on Seletar Island.

STEP TWO - Break down your Objective into MINI-GOALS or MINI-OBJECTIVES

1. Camp programme & activities

2. Camp logistics (tents, cooking, games)

3. Transport to Seletar Island (how to get there?)

4. Food (menu, shopping)

5. Venue (recce, layout)

STEP THREE - State your RESOURCES & LIMITATIONS

RESOURCES

1. Raft x 1

2. Double kayaks x 6

3. Single kayaks x 2

4. 25 Boys

5. See logistics list (provided by trainers)

LIMITATIONS

1. Food budget S$50.00

2. Deadlines: Leave BB Campsite by 1300 hrs

Arrive at Seletar Island by 1600 hrs

3. ...?

STEP FOUR -ORGANISE & DELEGATE

Committee Duties Deadline

Raft - Draw raft equipment 1200 hrs

- Build raft

Food - Plan menu 1100 hrs

- Buy and prepare food

- Prepare jerry cans with water

- Get cooking equipment from Log IC

Logistics - Draw out equipment 1100 hrs

- Prepare logistic list

- Organise stores for transport

Committee Duties Deadline

CSM - Gather company for moving out 1230 hrs

- Conduct briefing

- Prepare nominal roll

- Assign Boys to kayaks and raft

Recce - Recce campsite at Seletar Island 1000 hrs

- Plan & draw layout of campsite at

Seletar Island

- Set up signage

- Lead company to campsite at Seletar

Island

- Assume kayak IC Role & safety role

Programme - Plan camp programme 0930 hrs

- Plan camp activities

STEP FIVE - BRIEFING

The CSM will conduct a briefing for the whole company to explain the plans, assign the various ICs and issue the relevant deadlines. The scope of the briefing should cover the following:

a. Camp programme

b. Camp menu

c. Delegation of duties and responsibilities

d. Setting of deadlines

e. Establishing control by assigning authority; appointment of

committee ICs

f. Setting up of update meetings

STEP SIX - CONTROL

Do not assume everything will operate like clock-work. The CSM should call for regular “update meetings” to find out from the various ICs or squad leaders how things are getting along. You may need to re-assign resources, like manpower, especially when some groups finish their tasks early.

STEP SEVEN- EVALUATION

At the end of it all, it is good to measure what you have done against what you planned. Have you met your aim and objectives? Did anything go wrong? What can we learn from the mistakes? But more importantly, were there any successes? And was due praise given to the people responsible?

The Boys’ Brigade in Singapore

LEADERSHIP DEVELOPMENT COURSE II

PART 3 SOCIAL ETIQUETTE

Etiquette at HOME [pic]& in SCHOOL[pic]

What is etiquette?

Webster defines it as "the forms, manners, and ceremonies established by convention as acceptable or required in social relations, in a profession, or in official life."

"Manners easily and rapidly mature into morals."

-- Horace Mann

A well-mannered person will ignore the errors of others and will maintain his/her composure no matter the challenge.

A gentleman does not lose control of his temper. In fact, in his own self-control under difficult or dangerous circumstances, lies his chief ascendancy over others who impulsively betray every emotion which animates them. Exhibitions of anger, fear, hatred, are all bad form in public.

How to Apologize

You are responsible for how your actions affect other people. We are not perfect, and sometimes we make mistakes. Therefore, there will be many times when we must apologize. A poor apology will only make a bad situation worse, but a good apology will defuse every bomb.

Hurt or angry people are not in a rational state, so trying to explain why the other person should not feel hurt or angry will not be effective. You will also fail if you try to explain to the other person why he/she ought not feel the way he/she feels.

Paradoxically, it is hardest to apologize to the people who are most important to us. I think that is because an apology makes us vulnerable to rejection. To apologize is to admit that we are not as perfect as we think we are, and we live in dread that our loved ones will discover our imperfections and leave us. Admitting our mistakes is how we learn to love ourselves and to love other, equally imperfect humans. The cliché “To err is human; to forgive divine” is often invoked when someone wants to avoid responsibility for their mistakes. Don’t be that kind of person. Be the kind of person who seeks forgiveness so you can know the divine.

A proper apology is direct, sincere and simple:

1) Apologize in person. If that’s not possible, handwrite a short note. Do not type the apology. Do not send e-mail, do not buy an “I’m sorry” card, do not leave a voice message on an answering machine.

2) Apologize with true regret. If you believe you did nothing wrong but someone has been hurt by your actions, be sincerely regretful about the person’s pain. Ignore your good intensions and focus on the unintended consequence.

3) Apologize with a simple message. This is not the time for fancy vocabulary or fancy sentence structure. Get immediately to the point: a good opening is “I’m sorry . . .” followed by a short description of what you’re sorry about, acknowledge the other person’s feelings, and close with an offer to do whatever is needed to heal the pain you caused.

Etiquette in front of the opposite gender

[pic] Looks and money will only get you thus far, but good manners and some chivalry will have a woman wanting to be with you for the right reasons.

Here are the top five peeves many women have about a guy's manners in public.

1. Talking on the mobile phone for more than a minute during a date

2. Talking with your mouth full

3. Picking at facial orifices or making bodily noises

4. Not opening doors for them

5. Failure to pull out the chair

[pic] Etiquette at dinner [pic]

"Allowing an unimportant mistake to pass without comment is a wonderful social grace."

-- Judith Martin

1. On your right are knives, spoons and the liquid containers (your glasses)

On your left are the fork, napkin, and the solids (your bread plate)

Each course has its own utensils, but they will be set in the order in which you’ll use them. Therefore, always use the outer utensil when you’re served the next course. You don’t need to know what a fish fork looks like – all you need to know is that when the fish is served, the proper fork will be the one that’s the outermost one on your left. If you’re still not sure what to do with a dish, wait and watch what your hostess does. Some foods are properly eaten with your fingers (like artichoke hearts), but when in doubt, use a utensil.

Your napkin stays on your lap while you eat. It is returned to the table only at the conclusion of the meal when everyone is finished – not when you’re finished. If you temporarily leave the table before the dinner is over, put your napkin on your chair. At the end of the meal, fold your napkin and put it to the left of your plate – never put it on your plate.

Your knife and fork are the significant utensils because they signal when you’re resting between courses and when you’re finished. To indicate that you’re not finished eating but only taking a rest; make an “X” over your plate by placing the fork on the left and the knife on the right. To indicate that you’re finished, place the knife and fork together in a diagonal with the lower side on the right and the higher side at 11 o’clock.

2. Always cut your food into bite size before consuming, never share butter or bread spread with others if you are given individual portion of these (don’t think you are doing the hostess a favour by saving the bread spread).

3. Right side is always the dominant side, hence food is served on the right side and cleared on the left.

4. Never place used items (serviettes, utensils or even your elbow) on the table. Always rest your used utensils on your plate.

"There is no beautifier of complexion, or form, or behavior, like the wish to scatter joy and not pain around us. 'Tis good to give a stranger a meal, or a night's lodging. 'Tis better to be hospitable to his good meaning and thought, and give courage to a companion. We must be as courteous to a man as we are to a picture, which we are willing to give the advantage of a good light."

-- Ralph Waldo Emerson

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Design Plans

Organize

Team

Execution

Debrief

Leading my team to run a company camp

Objectives

To run an interesting outdoor camp comprising of various adventure programmes.

Resources and Limitations

$500 budget, 10 team members, 30 working days, company logistic etc.

Action Plans

1. Source and book a good campsite.

2. Advertise the camp and issue consent forms.

3. Continue to plan and improve the camp program.

4. . . . . .

Tasks

Book campsite by 7 May, design posters, issue consent forms by 21 May, plan and improve program, contact food caterer, prepare camp equipment, keep account of money etc.

Myself - Source for campsite and supervise the camp.

Admin - Issue consent forms, collect camp fees.

Finance - Keep and issue money.

Logistic - Prepare tents, drink containers, equipment for games.

Messing - Prepare meals, fill up drink containers.

Program - Design poster, plan programs.

Briefing

Brief my team on the objectives, resources and limitations, action plans, tasks and assign I/C for the various tasks.

[pic]

Checking

Meet the I/Cs periodically to find out their progress until there is no further uncertainty or change.

(1)

(2)

(4)

(3)

(6)

(5)

Preparing a tent pitching lesson

1. My lesson objective is that the Boys can pitch a tent within 15 min at the end of my lesson.

1. I know they are mainly sec 2s with little camping experience. Thus, I should use simple words and teach at a slower pace.

1. I MUST TELL them how to use the tent poles, pegs and fly sheet. I SHOULD TELL them how to choose a suitable ground to pitch a tent. If I got time, it is GOOD TO TELL them how to keep a tent clean.

1. I will look for a soft ground, get 2 helpers and inspect the tents before my lesson.

1. Am I sure of myself? If not, I better REHEARSE first.

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