Supervisory
Concepts
and
Techniques
S-201
NFES
1234
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INTRODUCTION
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INTRODUCTION
I. INTRODUCTION
A.
B.
C.
D.
E.
Welcome
Administrative information (meals,
breaks, phone messages)
Introduce instructors and trainees
Present course purpose
Review the course objective
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COURSE OBJECTIVE
Through instruction, exercises, and
discussion, the trainee will apply the
principles of communication and
supervisor required of a single resource
boss to perform on a wildland fire
incident.
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UNIT 0
–
EXPECTATIONS
Address trainee’s expectations.
Supervisor’s job focuses on
subordinates’ safety, welfare, and
productivity. See student workbook
cover.
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INTRODUCTION
II. EXPECTATIONS
A.
B.
C.
Trainee expectations exercise
Instructor expectations
1. Attend all sessions.
2. Be ready to start on time.
3. Participate and share ideas.
4. Do your best to meet the
performance objectives outlined
for the course and for each unit.
Trainee evaluation of course.
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INTRODUCTION
III. COURSE AGENDA AND
MATERIALS
Agenda
B. Instructional method
1. Short lecture
2. Interactive exercises
C. Student Workbook
1. A note taking aid
2. Reference material
3. Exercises
A.
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INTRODUCTION
D.
Pre-course work
The trainee pre-course material will be
covered later in the course in the
ethics and leadership units.
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INTRODUCTION
IV. TRAINEE PERFORMANCE
A.
B.
Each unit has measurable
objectives which define what the
trainee will be expected to do upon
completion of that unit.
To satisfy the course objectives, the
trainee is required to participate in
the exercises and discussions
throughout the course.
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INTRODUCTION
V. CERTIFICATION
There are no tests. The
course coordinator will
certify successful completion
and send notification to the
trainee’s supervisor.
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SUPERVISOR
RESPONSIBILITIES
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UNIT 1 – SUPERVISOR
RESPONSIBILITIES
OBJECTIVES
Define a supervisor’s:
1. Role
2. Legal responsibilities
3. Relationships with subordinates
4. Benefits and rewards
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SUPERVISOR
RESPONSIBILITIES
I. INTRODUCTION
A. What is a supervisor?
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SUPERVISOR
RESPONSIBILITIES
II. ROLE, RESPONSIBILITLIES,
RELATIONSHIPS, AND
BENEFITS/REWARDS
A. Role
A supervisor’s role or function is to:
1. Receive directions from higher-up and
give feedback.
2. Communicate directions to
subordinates and receive feedback.
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SUPERVISOR
RESPONSIBILITIES
3. Ensure safe performance and
appropriate behavior of assigned
group.
4. Provide leadership and set an
example.
5. Provide adequate resources (such
as equipment and logistical support)
to get the job done.
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SUPERVISOR
RESPONSIBILITIES
B. Legal responsibilities
A Supervisor is accountable for the
group’s performance and behavior and
must:
1. Ensure safety.
2. Enforce policies.
3. Enforce rules and regulations.
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SUPERVISOR
RESPONSIBILITIES
4. Take immediate action to correct
and prevent inappropriate behavior.
5. Document important actions or
situations that could have
ramifications later on.
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SUPERVISOR
RESPONSIBILITIES
C. Relationships with subordinates
1. Build trust with subordinates. To do so
requires predictable performance and
professional behavior.
2. Subordinates must understand they are
responsible in the relationship to
communicate with the supervisor.
3. Promote two-way communication between
subordinates and supervisor.
4. The supervisor will guide subordinates
toward the organization’s goal or mission.
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SUPERVISOR
RESPONSIBILITIES
D. Benefits and rewards
1. Higher pay, more training, promotions,
more responsibility
2. Access to more information (“in the
know”)
3. Increased feeling of belonging or being
needed
4. Opportunity to learn new skills
5. Respect of community
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SUPERVISOR
RESPONSIBILITIES
6. Ability to improve or change the system
7. A chance to promote the idea that the
good of the whole is better than the
sum of its parts.
In other words, people working in
unity produce more than people
working individually.
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UNIT 1 – SUPERVISOR
RESPONSIBILITIES
OBJECTIVES
Define a supervisor’s:
1. Role
2. Legal responsibilities
3. Relationships with subordinates
4. Benefits and rewards
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01-01-S201-VG
ETHICS
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UNIT 2 – ETHICS
OBJECTIVES
1. Define ethics and describe their relevance
to the role of a supervisor.
2. Identify criteria to determine if a decision
is ethical.
3. Given a questionable ethical situation,
identify information sources available to
supervisors for consultations.
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ETHICS
I. INTRODUCTION
II. ETHICS AND THEIR IMPACTS
The issue of ethics has a direct impact on
the supervisor. The supervisor must make
decisions, provide guidance and
leadership, and set an example for
subordinates in the context of what is
right/wrong, acceptable/unacceptable, or
good/bad.
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ETHICS
A. Ethics:
What are they?
1.
2.
3.
4.
5.
A system of conduct.
Principles of honor and morality.
Guidelines for action.
Rules or standards.
Expected behavior.
Ethics are a code of conduct on which we base
our behavior or judge the behavior of others.
Because each person is different, in addition to
our own code, the government has developed a
Code of Ethics for Government Employees and
Standards of Conduct and Conflict of Financial
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Interest.
ETHICS
III. CHARACTERISTICS OF AN ETHICAL
LEADER
A. Sets example of model ethical behavior.
B. Attempts to balance their personal ethics
with the organization’s ethical
requirements.
C. Considers impact of decisions on all
individuals affected.
D. Operates with integrity, honesty, and
courage.
E. Approaches ethics with a positive
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attitude and clear conscience.
ETHICS
IV. CRITERIA TO DETERMINE AN ETHICAL
DECISION
Ask yourself, “if I did this”:
A. Would I be embarrassed, ashamed,
defensive, or feeling guilty?
B. What I object to the decision being
published?
C. Would I risk criticism for my decision?
D. Could I justify and defend my decision to my
harshest critics?
E. Have I considered everyone that is affected?
F. Would it feel right and is my conscience
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clear?
ETHICS
V. CONSIDERATIONS FOR ETHICAL
DECISIONS
A. Determine the problem which requires
an ethical decision.
B. What guidelines exist in your agency
manuals to assist you in ethical
matters?
C. What sets the standards for day-to-day
ethical decisions?
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ETHICS
D. Where do you go for additional help
regarding ethics or making an ethical
decision? (Next higher level supervisor
and/or agency ethics counselor.)
The bottom line is that each person must
know and honor existing guidelines, but
make decisions based on his or her own
personal ethics, ideals, and convictions.
We must also rely heavily on the Code of
Ethics for government employees and the
standards of conduct and conflict of
financial interest prohibition set forth by
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statute and regulations.
ETHICS
There are no formulas for the gray
areas, or for the tough decisions. A
major part of ethical behavior is
accepting that you must do what you
believe is right, given the specific
situation, and be prepared to justify and
defend your decision if necessary.
If you have any questions about a
specific situation, contact your agency
ethics counselor to provide you with
the most current information.
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UNIT 2 – ETHICS
OBJECTIVES
1. Define ethics and describe their relevance
to the role of a supervisor.
2. Identify criteria to determine if a decision
is ethical.
3. Given a questionable ethical situation,
identify information sources available to
supervisors for consultations.
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02-01-S201-VG
WORKPLACE DIVERSITY
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UNIT 3 – WORKFORCE
DIVERSITY OBJECTIVES
1. Define workforce diversity, civil rights,
affirmative action, and equal employment
opportunity.
2. Describe the supervisor’s role in
recognizing, supporting, and utilizing a
diverse workforce.
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WORKPLACE DIVERSITY
I. INTRODUCTION
A. What is workforce diversity?
It is the process of creating, appreciating,
and maintaining an environment that
promotes a diverse workforce which includes
employees of differing race, color, age, sex,
national origin, religion, marital status, and
people with disabilities. It is an environment
where each individual can perform at his/her
fullest potential at all levels of the
organization while contributing to the
accomplishment of the agency mission and
workforce goals.
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WORKPLACE DIVERSITY
II. DEFINE CIVIL RIGHTS, EQUAL
EMPLOYMENT OPPORTUNITY (EEO)
AND AFFIRMATIVE ACTION
A. Civil Rights
Based on Civil Rights Act of 1964 which
gives U.S. citizens rights to equal
opportunities and treatment regardless
of race, color, religion, sex, national
origin, age, or physical or mental
handicap.
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WORKPLACE DIVERSITY
B. Equal Employment Opportunity
(EEO)
Provides equal opportunities to
everyone. It is against the law to
discriminate on the basis of race, color,
sex, religion, national origin, age, or
physical or mental handicap. Federal
EEO policies apply to all areas of
employment and promote development
of employees potential through a
continuing affirmative action program.37
WORKPLACE DIVERSITY
C. Affirmative Action
Taking measurable steps to eliminate
employment imbalances and barriers to
equal job opportunity affecting
minorities, women, and disabled
individuals.
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Differences Between EEO
and Affirmative Action
EEO
Affirmative Action
1. Purpose: To protect employees
and applicants from employment
discrimination
1. Purpose: To correct the effects
of past discrimination and to
achieve the goal of a workforce that
represents our nation’s diverse
population.
2. Coverage: All employees and
applicants.
2. Coverage: Some groups such
as minorities, individuals with
disabilities, and women.
3. Nature: Define discriminatory
practices and tell employers what
not to do.
3. Nature: Define what must be
done and develop plans to achieve
specific goals.
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Differences Between EEO
and Affirmative Action
EEO
Affirmative Action
4. Violation: When discriminatory
acts are committed by employers,
managers, supervisors, employees.
4. Violation: When employers do
not make efforts to achieve
affirmative action goals.
5. Remedy: Agencies must stop
the discrimination and “make whole”
the individual discriminated against.
They must also assure that the act
doesn’t happen again.
5. Remedy: Organizations could
be required to implement action
items, and, in extreme cases could
have hiring quotas imposed by court
order.
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WORKPLACE DIVERSITY
III. SUPERVISOR’S ROLE
It is the supervisor’s duty to ensure that
all laws and regulations regarding civil
rights, EEO, and affirmative action are
followed by yourself and your
subordinates, WHETHER OR NOT YOU
AGREE WITH THESE REGULATIONS.
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WORKPLACE DIVERSITY
A. Responsibilities
1. Fully endorse, support, and advocate
Civil Rights policies and programs.
2. Be able to briefly define and explain
the program’s activities to all
employees.
3. Facilitate alliances between
minorities and majorities.
4. Correct any inappropriate actions of
your subordinates. Violations can
result in disciplinary and legal action.
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WORKPLACE DIVERSITY
B. Managing Differences
1. Valuing diversity is a critical factor for
success.
2. The benefits of diversity are not
automatic. Diversity must be well
managed.
3. The success of employees, and that
means the success of their supervisors,
depends on their knowing the rules and
having the right skills for their jobs.
They must have access to information,
relationships, and opportunities that will
enable them to perform.
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WORKPLACE DIVERSITY
4. Stereotypes and assumptions interfere with
evaluations and sound decision making.
The effective supervisor will always
examine his/her assumptions and interact
with others on an individual basis.
5. Cultural differences do affect values and
work styles. Effective supervisors must
learn as much as possible about the
cultures represented in their organization
and work towards an effective balance
between helping individuals adapt to the
organization’s culture and changing that
organizational culture to accommodate
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diversity.
WORKPLACE DIVERSITY
6. Diversity is not really new for many
supervisors, because all people are
different. However, most supervisors have
not had much experience managing the
kinds of differences now found in the
increasingly multicultural workplace.
Managing diversity will require openness,
flexibility, commitment to learning, and most
of all, respect for differences.
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WORKPLACE DIVERSITY
IV. CULTURE/VALUE DIFFERENCES
A. An organization can respond to
differences in culture/values in two
ways.
1. It can ignore the differences and
expect “newcomers” to adapt, or
2. Stress sensitivity on the part of
employees toward “newcomers,” and
recognize that they can bring
valuable skills and different
perspectives.
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WORKPLACE DIVERSITY
B. Keys to cross-cultural
communications
1. Understand that communication
styles are not universal.
When communications cause
conflict, be aware that problems
might have more to do with style or
process than with content or motives.
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WORKPLACE DIVERSITY
2. Learn to listen across cultures.
Individuals must learn to understand
different communication styles.
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WORKPLACE DIVERSITY
3. Know that communicating well across
cultures requires extra effort.
Good communication requires
commitment and concentration.
To be a good cross-cultural
communicator you:
Must feel genuine respect for others.
Must find ways to communicate so that
you will be understood.
Must learn to adapt your communication
style to the situation.
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WORKPLACE DIVERSITY
4. Think about the process of
communication.
Constantly ask yourself, “What’s going
on here?”
Look at what might be getting in the way
of understanding.
Check for assumptions.
Test for understanding.
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WORKPLACE DIVERSITY
4. Think about the process of
communication.
Constantly ask yourself, “What’s going
on here?”
Look at what might be getting in the way
of understanding.
Check for assumptions.
Test for understanding.
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WORKPLACE DIVERSITY
5. Invite others into discussions.
Don’t assume you can correctly voice
the opinions of others.
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WORKPLACE DIVERSITY
6. Respect differences.
Don’t misjudge people because of the
way they speak or their accents.
Check past your own stereotypes,
don’t look at their skin color.
Don’t be ignorant of individuals of
other cultures and beliefs.
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WORKPLACE DIVERSITY
7. Give honest feedback with sensitivity
toward cultural styles in giving and
receiving information.
8. Avoid jokes, words and expressions
that can “push someone’s button.”
9. Use language that fosters trust and
alliance.
10. Think before you speak.
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UNIT 3 – WORKFORCE
DIVERSITY OBJECTIVES
1. Define workforce diversity, civil rights,
affirmative action, and equal employment
opportunity.
2. Describe the supervisor’s role in
recognizing, supporting, and utilizing a
diverse workforce.
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MUTUAL RESPECT
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UNIT 4 – MUTUAL RESPECT
OBJECTIVES
1. Define mutual respect, harassment,
sexual harassment, discrimination, and
inappropriate behavior.
2. Identify the supervisor’s role in dealing
with sexual harassment, discrimination,
and inappropriate behavior.
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MUTUAL RESPECT
I. INTRODUCTION
II. DEFINE TERMS
A. Mutual – directed and received in
equal amounts.
B. Respect – to avoid violation of or
interference with; willingness to
show consideration and
appreciation.
C. Consideration – thoughtful concern
for others.
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MUTUAL RESPECT
D. Appreciation – recognition of the
quality, value, and significance, or
magnitude of people and things.
For this unit, think of mutual respect as:
Thoughtful concern for others, which
recognizes the quality, value, and
significance of the people around you.
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MUTUAL RESPECT
E. Harassment -- Any unwelcome conduct
that has the purpose or effect of
unreasonably interfering with an
individual’s work performance or
creating an intimidating, hostile, or
offensive work environment.
Harassment can be verbal, non-verbal,
and physical.
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MUTUAL RESPECT
F. Sexual Harassment
Deliberate or repeated unsolicited sexual
advances such as verbal comments,
gestures, looks, or physical contacts which
are unwelcome and unwanted.
Such conduct has the effect of
unreasonably interfering with an
individual’s work performance or creates
an intimidating, hostile, or offensive work
environment.
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MUTUAL RESPECT
G. Discrimination
Discrimination is the illegal determination of a
person’s opportunities on the basis of race,
color, religion, sex, national origin, age, or
physical or mental handicap.
Discrimination is treating a person for what you
think they are (based on bias or prejudice)
rather than on individual merit.
Discrimination hurts productivity and gets in the
way of getting the job done. It damages
individuals and destroys the work environment.
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MUTUAL RESPECT
H. Inappropriate or abusive behavior
All forms of harassment and
discrimination as well as those
behaviors which are counterproductive to agency objectives,
workforce diversity, and retention of
employees.
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MUTUAL RESPECT
III. LAWS, REGULATIONS AND
POLICY AGAINST
INAPPROPRIATE BEHAVIOR
There are many laws, regulations, and
policies against inappropriate behavior.
The following are some of these:
A. Title VII of the Civil Rights Act of 1964
B. Equal Employment Opportunity Act of
1972
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MUTUAL RESPECT
C. Age Discrimination in Employment Act
of 1967
D. The Rehabilitation Act of 1973
E. 29 CFR 1604.11 (a) – Sexual
Harassment
F. Agency Consent Decrees
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MUTUAL RESPECT
IV. SUPERVISOR RESPONSIBILITIES
A. As a supervisor, you are required by law to
stop inappropriate behavior among
subordinates by recognizing and dealing with
cases as they occur.
B. You are responsible for preventing future
occurrences by informing and educating
subordinates and by correcting offensive
behavior.
C. If an employee is uncomfortable about
confronting an offender, you, as a supervisor
have the responsibility to take action on the
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employee’s behalf.
MUTUAL RESPECT
V. HOW TO DEAL WITH HARASSMENT
AND SEXUAL HARASSMENT
A. Let subordinates know what the policies
are on sexual harassment and let them
know that you will treat such behavior as
misconduct and as an illegal act.
B. Listen to the employee and determine
what action they want to take. They may
just want advice as to their rights or how
they could handle the situation
themselves.
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MUTUAL RESPECT
C. Offer to help by talking to the offender
alone or with the employee present.
D. Treat the offender’s behavior as
serious misconduct and as a violation
of your agency’s policies and the law.
Follow appropriate disciplinary
procedure.
E. Deal with the problem immediately.
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MUTUAL RESPECT
F. If the harassment is coming from other
units/crews on a fire, bring the problem
to the attention of the human resource
specialist or the incident commander.
Overhead teams are very serious about
dealing with these problems.
G. Do not tell the employee to ignore it. In
most cases the situation only gets
worse.
H. Document the problem behavior.
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MUTUAL RESPECT
VI. WHERE TO GO FOR ADDITIONAL
HELP
A.
B.
C.
D.
Direct supervisor
Human resource specialist
Incident commander
Home unit
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MUTUAL RESPECT
VII.“A BURNING ISSUE”
The message is:
everybody has the right to
mutual respect in any
situation, and as a supervisor
you have the responsibility to
make sure this happens.
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UNIT 4 – MUTUAL RESPECT
OBJECTIVES
1. Define mutual respect, harassment,
sexual harassment, discrimination, and
inappropriate behavior.
2. Identify the supervisor’s role in dealing
with sexual harassment, discrimination,
and inappropriate behavior.
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CRITICAL INCIDENT
STRESS
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UNIT 5 – CRITICAL
INCIDENT STRESS
OBJECTIVES
1. Define a critical incident.
2. Identify the behaviors associated with a
critical incident.
3. Describe a supervisor’s responsibility
toward someone who has experienced a
critical incident.
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CRITICAL INCIDENT STRESS
I. INTRODUCTION
This unit focuses on the concern for
potentially negative effects upon
employees and their families when
exposed to a critical incident.
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CRITICAL INCIDENT STRESS
II. WHAT IS A CRITICAL INCIDENT?
Any incident so unusually stressful to an
individual as to cause an immediate or
delayed emotional reaction surpassing
available coping mechanisms. (These
incidents could include shelter deployment,
witnessing a helicopter crash, or rescuer
involved at an accident scene.)
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CRITICAL INCIDENT STRESS
III. RECOGNIZING THE SIGNS
A. The effects of critical incidents can include
profound behavioral changes which may occur
immediately, or may be delayed for months or
years.
B. Effects can be short or long term depending upon
personal, environmental, and managerial factors.
Specific effects can include personal inefficiency
and absenteeism, inability to work with others,
alcoholism/drug abuse, stress-related illness, and
depression.
C. Degrees of sensitivity and reactions will vary
greatly, depending on experience levels (i.e., an
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ambulance paramedic vs. a first-year firefighter.)
CRITICAL INCIDENT STRESS
IV. SUPERVISOR’S RESPONSIBILITY
WHEN AN EMPLOYEE IS INVOLVED
IN A CRITICAL INCIDENT
A. Prior to an incident, share with
employees what you have learned about
critical incident stress, possibly as part
of early-season training.
Alert employees to the potential for acute
and delayed stress reactions. This may help
employees accept them and realize that
having such reactions does not mean there
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is something wrong with them.
CRITICAL INCIDENT STRESS
B. Manage the situation to maintain
employee safety at the scene.
If the situation is an emergency, it may
take priority. If the employee is
functional, allow the employee to
continue. If not, pull the employee
away from the situation, and make
sure someone can keep an eye on
them. Check on the employee as
soon as you can.
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CRITICAL INCIDENT STRESS
When talking to an employee,
remember that they may be in shock
or extremely vulnerable. The
employee needs an authority figure to
convince him or her that the world is
back in its proper place; but the
employee needs a benevolent
authority, not a dictator.
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CRITICAL INCIDENT STRESS
Tolerate the behavior if it does not
significantly interfere with your
management of the overall situation.
Let the employee cry or be silent.
Think carefully about the necessity of
any arbitrary action you might take,
and use force or pressure only when
you are sure it is necessary.
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CRITICAL INCIDENT STRESS
C. Following an incident share with
the employees what you have
experienced and ask them to do the
same with you. Most importantly,
employees need a listener who is:
1. Supportive
2. Non-judgmental
3. Reassuring
4. Honest
5. Accurate
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CRITICAL INCIDENT STRESS
D. Share information with the
employee following an incident.
Alert employees to the potential for
acute and delayed stress reaction.
Help them understand why the
agency has developed resources
through the employee assistance
programs.
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CRITICAL INCIDENT STRESS
V. SOURCES FOR ADDITIONAL HELP
If the situation occurs on a fire away from your
home unit, contact the incident commander
and/or the human resource specialist on the
fire. They will determine if someone needs to
come to the fire for a critical incident stress
debriefing or if the employee should be
returned home to be debriefed.
If the situation occurs on your home unit,
contact your supervisor and/or emergency
assistance coordinator to arrange for a critical
incident stress debriefing.
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CRITICAL INCIDENT STRESS
VI. ANSWER QUESTIONS
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UNIT 5 – CRITICAL
INCIDENT STRESS
OBJECTIVES
1. Define a critical incident.
2. Identify the behaviors associated with a
critical incident.
3. Describe a supervisor’s responsibility
toward someone who has experienced a
critical incident.
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05-01-S201-VG
COMMUNICATIONS
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UNIT 6 – COMMUNICATIONS
OBJECTIVES
1. Identify and describe the essential
elements of communication.
2. Demonstrate the ability to receive and
present oral and written information.
3. Describe the importance of providing
feedback to oral and written information.
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COMMUNICATIONS
I. INTRODUCTION
A. Importance of communications.
Communications during wildland fire
suppression are very important. The skill
of communications can be a matter of life
and death.
As a supervisor, you need to develop your
skills to be able to convey what you mean
accurately and concisely.
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COMMUNICATIONS
II. ESSENTIAL ELEMENTS OF
COMMUNICATION
Oral and written communication should
cover the following elements:
A. Who
B. What
C. When
D. Where
E. How
F. Why
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COMMUNICATIONS
III. ORAL COMMUNICATION
Oral communication is speaking. In most fire
situations, this occurs face to face or by
using radios and cellular phones.
A. The best form is face to face.
B. Radios and cellular phones provide
remote communication among
various participants located in
different places.
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EXERCISE 1 – ORAL
COMMUNICATIONS
“I would like a crew to widen the fireline in
Sutters Canyon between the jeep trail and
Division E. Have the crew fall the
lodgepole pine within 15 feet of both sides
of the fireline. About 1400 we will lay a
strip of retardant along the upslope side,
so make sure the crew is clear of the drop
zone area. About 1600 we should be ready
to start burnout.”
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06-03-S201-VG
ADVANTAGES OF ORAL
COMMUNICATIONS
Messages can be delivered quickly.
You can ask questions if the message is
not understood.
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06-04-S201-VG
DISADVANTAGES OF ORAL
COMMUNICATION
Unable to evaluate receiver’s reaction
Increased chance of error in interpretation
Memory may not be reliable
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06-05-S201-VG
COMMUNICATIONS
IV. WRITTEN COMMUNICATION
Written communication in fire situations can
vary from a few written directions on a piece
of paper to the formal Incident Action Plan
(IAP).
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ADVANTAGES OF WRITTEN
COMMUNICATION
1. More information can be given and
understood.
2. Chance of error in interpretation is
reduced.
3. Information can be retained for future
reference.
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06-06-S201-VG
DISADVANTAGES OF
WRITTEN COMMUNICATION
1. It is slower to write than to speak.
2. A courier may be needed to relay written
information.
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COMMUNICATIONS
V. COMMUNICATION SKILLS
BUILDING
A. Communication skill is the ability
to clarify what one person is
expressing to another.
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COMMUNICATIONS
We communicate the following items both
orally and non-orally:
1. Ideas
2. Judgments
3. Hopes
4. Feelings
B. Communication skills include the
ability to clarify the reception of
messages as well as the sending of
messages.
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COMMUNICATIONS
C. Paraphrasing
1. Paraphrasing is repeating back in
your own words what you heard a
person say.
2. Communication between two people
is often inaccurate because they do
not check to see whether or not they
understand each other.
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COMMUNICATIONS
3. What does paraphrasing do?
a. The speaker knows you are
listening and that you are
interested in them.
b. It shows that you understand the
speaker. If not, they can restate.
c. It helps the speaker clarify their
thoughts. They hear the ideas in
another person’s words. It allows
a review of the statement before
continuing.
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COMMUNICATIONS
d. It keeps the conversation on the
subject. It encourages deepening
the original thought instead of
introducing new information.
e. It gives you time to think clearly
about what you are going to do
or say next.
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COMMUNICATIONS
D. Feedback
1. Feedback is acknowledgment
between the sender and the receiver
that communication has occurred
and is understood.
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COMMUNICATIONS
2. Feedback requires three components:
a. Behavior description
b. Feeling description
c. Perception check
3. Promote feedback by:
a. Asking other individuals if they
would like to share your
observations.
b. Helping yourself and the group
by asking for feedback from
others.
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COMMUNICATIONS
c. Asking others to observe specific
behaviors.
d. Using paraphrasing and
perception checking skills when
you receive feedback.
e. Providing constructive feedback
by not being defensive or making
excuses.
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COMMUNICATIONS
4. Guides for giving feedback:
a. Be descriptive, not interpretive.
Report the facts, not what you
think is meant by them.
b. Share your thoughts – be helpful.
Share your response to their
actions. Check your motives. You
are sharing to be helpful, not to
be supervisor.
c. Appropriate timing.
Decide when would be the most
helpful time to share.
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COMMUNICATIONS
d. Make change possible, not
demanded.
Report things which can be
changed, but do not demand that
a change be made.
e. Give no more than is necessary.
Ask yourself if the receiver is
ready to handle this information.
Do not give them more than they
are able to handle at one time.
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COMMUNICATIONS
5. Guides for receiving feedback:
a. Ask for feedback.
b. Use paraphrasing to check what
you have heard and to clarify the
information.
c. Share your feelings about the
feedback you received.
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COMMUNICATIONS
VI. BARRIERS TO EFFECTIVE
COMMUNICATION
For supervisors, communication is vitally
important since it is the vehicle through
which the supervisor gets work done.
Each person perceives the world differently
from other people since everyone has had
different experiences. It is important to
understand what your message really
means to those on the receiving end.
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COMMUNICATIONS
Some of the barriers include:
A. Perception – people see and hear
things differently
B. Language – Communication is for
expressing, not impressing. When
trying to communicate an idea, use
language that is not going to confuse
your receiver.
C. Semantics – Words have multiple
meanings present serious problems.
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COMMUNICATIONS
D. Inflections – It’s not what you say,
it’s how you say it. People may read
between the lines, so be cautious
about your tone of voice.
E. Personal interests – When the
subject matter personally affects the
receiver, communication efficiency
picks up considerably.
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COMMUNICATIONS
F. Emotions – Emotions often produce
obstacles to good communications.
Keep emotions in check. If you
recognize that emotions can play
havoc in dealing with others, this
barrier can be minimized.
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COMMUNICATIONS
G. Attention – The attention of the
receiver is essential to getting one’s
message through to another person
or group.
H. Wordiness – Becoming too wordy in
both oral and written communication
invites the receiver to turn off the
sender. In written communication,
don’t use a paragraph for what can
be written in one sentence.
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COMMUNICATIONS
I. Inferences – Don’t jump to conclusions
before all the facts are in. Don’t make
assumptions or inferences that later
may prove to be incorrect.
J. Hostility – This occurs when
communicating with an individual with
whom you are angry, or it may be a
carry-over from a recent experience.
Hostile confrontation often distorts
messages in such a way that provides
fuel for further venting of hostility.
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COMMUNICATIONS
K. Hidden Agendas – If a person’s hidden
agenda is at cross purposes with the
goals of another employee, they may
reject all the suggestions made by the
other employee. They may attempt to
manipulate others into distorting the
messages they don’t like.
L. Status – Status can be a very difficult
condition to overcome in communication.
Individuals in positions of high status may
find communication difficult with most of
the people with whom they interact. 115
COMMUNICATIONS
VII.RUMOR CONTROL AND CREW
MORALE
A. Rumors – Just as wildfires spread,
so do rumors. Rumors are also very
damaging.
B. Crew Morale – It’s the supervisor’s
responsibility to make sure that the
crew is well-informed and to control
rumors that could damage morale.
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COMMUNICATIONS
Good places to find out if rumors are
valid:
1.
2.
3.
4.
Operations section
Immediate supervisor
Other operational personnel
Single resource boss meeting with
incident commander
5. Planning section
6. Liaison officer, crew representative
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UNIT 6 – COMMUNICATIONS
OBJECTIVES
1. Identify and describe the essential
elements of communication.
2. Demonstrate the ability to receive and
present oral and written information.
3. Describe the importance of providing
feedback to oral and written information.
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06-01-S201-VG
LEADERSHIP
119
UNIT 7 – LEADERSHIP
OBJECTIVES
1. Define goals, objectives, and tasks.
2. Describe the planning, assigning, controlling, and
evaluating (PACE) system.
3. Describe four leadership styles.
4. Describe appropriate supervisory appraisal,
delegation, documentation, motivation, and
evaluation procedures.
5. Describe effective decision making.
6. Describe methods to solve problems and
differentiate between conduct and performance
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problems.
07-01-S201-VG
LEADERSHIP
I. INTRODUCTION
A. What is leadership? Leadership is not
primarily a rational process. Leadership
has more to do with visualizing what
could be, rather than sorting out what is.
Leadership is characterized by
commitment to a vision and motivation of
the followers to do what must be done
today to move us to tomorrow. Leaders
speak to their followers in ways that
cause the followers to want to contribute
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LEADERSHIP
to realizing the leader’s dream. The
way a leader speaks may not always
be with words and often actions alone
suffice, but the followers believe in it
and believe in their own ability to
contribute to bring the dream into
reality!
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LEADERSHIP
II. PRE-COURSE WORK DISCUSSION
The 17 Leadership Qualities Exercise in
the pre-course work illustrated that your
leadership strengths and weaknesses
will normally vary to some degree. The
purpose of this exercise is to emphasize
that we all have different strengths and
weaknesses. Good leaders constantly
work on overcoming their weaknesses.
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LEADERSHIP
III. ELEMENTS OF A GOOD
MANAGEMENT/LEADERSHIP
SYSTEM
A. A series of steps through which
goals are achieved.
B. A system that is affected by external
and internal influences.
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LEADERSHIP
C. A systematic approach requiring
defined goals, objectives, and tasks.
1. A goal is a statement summarizing
desired results. Example: put the
Pine Fire out.
2. An objective specifies audience,
behavior, degree, and conditions. It
communicates a desired result or
how a goal or task is to be achieved,
so there is common understanding
between the parties involved.
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LEADERSHIP
Example: using two Type 2
handcrews, construct indirect fireline
east of Big Creek in time for the night
shift to burn out.
3. A task is an action consisting of
strategy and tactics, taken to
accomplish a specific goal or
objective. Example: construct
trenches on all undercut or
underslung line.
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LEADERSHIP
IV. PLANNING, ASSIGNING,
CONTROLLING, AND EVALUATING
(PACE SYSTEM)
PACE is a method that can be used for
organizing and leading effectively.
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LEADERSHIP
A. Planning – Planning utilizes goals,
objectives, and tasks to develop
strategy and tactics. Establishes
specific time frames, guidelines,
and directives for tasks to be
accomplished.
B. Assigning – Responsibilities to
accomplish tasks are delegated
along with the authority to persons
with necessary skills and
capabilities.
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LEADERSHIP
C. Controlling – This process involves
varying degrees of coordination,
monitoring, and communications to
ensure the task being done will result in
the desired goal/objective.
D. Evaluating – This is the portion of the
process by which success is measured
and difficulties and failures are mitigated.
If the assigned task did not satisfy the
intent of the objective or reach the
specific goal, there are two choices: 129
LEADERSHIP
1. Try another alternative with
different goals/objectives/tasks.
2. Start the process over after
having fixed what broke down or
did not work.
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LEADERSHIP
V. FOUR LEADERSHIP STYLES
A. Most leadership styles have two
dimensions:
1. Task: concentration on what is to
be done.
2. Social-emotional: concentration
on who is doing the task.
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LEADERSHIP
B. Most leaders have more ability in one
dimension than the other.
C. Situational leadership style theory
contains a range of four styles:
Telling, Selling, Consulting, and
Joining
1. Telling Style – “This is how i want
it done.”
a. This style assumes low group maturity,
meaning little or no background
expertise in the task area.
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b. The group has never worked
together or it is an emergency
situation.
c. Leader style is high in task and low
in social-emotional communication
(one-way communication).
d. It is often used by leaders who are
not confident of their interpersonal
skills or who do not see motivation
as an issue. They do not want
feedback (my way or the highway).
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LEADERSHIP
2. Selling Style – “Here’s how – and
why.”
a. The Selling style assumes moderate
group maturity, in terms of task
familiarity.
b. The group has spent a little time
working together.
c. Leader communication is high in
task and low in social-emotional
communication (One way
communication).
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LEADERSHIP
d. This style must be used in an
honest and forthright manner; the
leader must be convincing or
nobody will “buy” what the leader is
selling.
e. It is often used to sell policy or
instructions from higher levels.
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LEADERSHIP
3. Consulting Style – “We’ll work this
out together.”
a. The Consulting style assumes
moderate group maturity in terms of
task familiarity.
b. Leader asks for an receives input
from group.
c. Leader demonstrates to
subordinates that their inputs are
valued.
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LEADERSHIP
d. Leader communication is low in task
and high in social-emotional
communications.
e. The leader must have high level of
confidence in group.
f.
The leader makes the ultimate
decision on how the task is handled.
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LEADERSHIP
4. Joining Style – “Up to group to
handle it.”
a. The Joining style assumes high
group maturity in knowledge of task.
b. The group has extensive experience
working together.
c. The task is well defined.
d. Decision boundaries are clear and
time is available for a group
decision to be made.
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LEADERSHIP
e. The group has the ultimate decision
on how task is handled.
f.
Leader communication is low both
in task and social-emotional
communication.
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LEADERSHIP
D. Using a Situational Style Theory
1. The group maturity and
experience working together
determine a supervisor’s
leadership style.
2. If you use a “Join Style” with an
inexperienced work group, the
group will be confused.
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LEADERSHIP
3. If you use a “Tell Style” with a
very experienced work group, you
will most probably alienate the
group.
4. An adept leader has the ability to
assess the group situation and
use the correct leadership style.
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LEADERSHIP
5. Leadership style selected will
often be prescribed by external
forces:
Emergency situation vs. routine
situation
Management pressures
Leader unfamiliar with portion of
task, etc.
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LEADERSHIP
6. The amount and type of power the
leader has over a group will affect
leadership style selected.
7. Leader’s personal strengths,
weaknesses, and preferences will
play a role in style selection, but
he/she should try to cultivate
versatility. Increasing the range of
options with with a leader is
comfortable will increase the
leader’s effectiveness.
143
LEADERSHIP
8. An experienced leader won’t be
afraid to make adjustments for a
specific situation if there are clear
reasons for doing so.
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LEADERSHIP
VI. APPRAISAL, DELEGATION,AND
EVALUATION
A. Appraisal is determining an employee’s
ability to perform various tasks. It
occurs both consciously and
subconsciously.
1. The appraisal process often starts
when you are reviewing an
employee’s job application.
Look at strengths, experience, and
145
background.
LEADERSHIP
2. Appraising continues upon
meeting an employee for the
first time.
Is this person physically
strong? Can I consider them for
lead pulaski, sawyer, etc.?
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LEADERSHIP
3. Appraising an employee’s abilities is
a continuous process throughout
the supervisory period.
a. Supervisor becomes more familiar
with subordinate’s abilities.
b. Abilities change with increased
training and experience.
4. Your perception of a subordinate’s
strengths and weaknesses will
directly affect what you will feel
comfortable delegating to them.
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LEADERSHIP
B. Delegation occurs when a supervisor
gives authority, responsibility, and
accountability to a subordinate to
complete a job or task.
1. Authority is the right to make decisions
and take action. The limits of authority
need to be defined.
2. Responsibility is having moral and
legal obligation to make decisions and
take actions. The amount of authority
must match the amount of
148
responsibility.
LEADERSHIP
3. Accountability is having to answer for
results.
4. However, the supervisor is still
ultimately responsible for what they
delegate. This makes the appraisal
process all the more important.
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LEADERSHIP
C. Relationship of delegation to leadership.
1. Leadership is the process of
influencing others toward the
achievement of organizational
goals.
2. Leadership requires the
development of subordinates in
order to help them maximize
their potential.
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LEADERSHIP
3. Effective Leaders:
a. Know they are responsible for getting
the job done.
b. Are committed to maximizing the
potential of each subordinate.
c. Realize delegation of
responsibilities/duties to subordinates
is an effective method to instill
ownership in the work group.
d. Understand the principles of
delegation.
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LEADERSHIP
D. Principles of delegation.
1. Delegate the right task.
a. Don’t delegate:
1) Supervisory responsibilities,
2) Confidential tasks,
3) High-risk tasks,
4) The vital few responsibilities
requiring the leader’s direct
attention.
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LEADERSHIP
b. Do delegate?
1) Routine tasks,
2) Tasks you don’t have time for,
3) Tasks you’ve been wrestling
without success,
4) An unexpected, unplanned
requirement,
5) Tasks you dislike that would
interest someone else.
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LEADERSHIP
2. Delegate to the right person.
a. Subordinate must be competent.
b. Subordinate must be ready.
c. Subordinate must have selfconfidence and credibility.
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LEADERSHIP
3. Define the task specifics.
a. What?
1) How much?
2) How well?
3) By when?
4) With whom?
b. Provide necessary information,
training, tools, and equipment.
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LEADERSHIP
4. Get agreement.
a. Provide opportunity for
acceptance/rejection of the task.
b. Cannot force acceptance.
c. Subordinate should want the
assignment.
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LEADERSHIP
5. Demand accountability.
a. Subordinate should assume
responsibility for results.
b. It should be clear that final results
will be evaluated against
established criteria.
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LEADERSHIP
6. Establish feedback mechanisms.
a. Set milestone dates to assess
progress.
b. Can be face to face or written.
c. Feedback frequency depends on:
1) Complexity,
2) Importance,
3) Subordinate.
d. Solicit feedback from subordinate
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also.
LEADERSHIP
7. Be available to offer suggestions
if requested.
a. Back off – leave subordinate alone.
b. Allow opportunity for self-correction.
c. Be willing to tolerate different
approaches.
d. Provide constructive feedback on
deficiencies.
e. Intervene if safety becomes an issue.
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LEADERSHIP
8. Reward accomplishments.
a. Give positive reinforcement while
task is in progress.
b. Reward final product if it meets
criteria.
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LEADERSHIP
E. Reverse Delegation.
1. Occurs when a supervisor
assumes/accepts responsibility
for a task which rightfully belongs
to a subordinate.
2. How to avoid:
a. Return tasks completed
incorrectly.
b. Provide help and support but don’t
do it yourself.
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LEADERSHIP
F. Performance evaluation.
Performance evaluation is determining
how well an employee completed a task.
1. Evaluations are based on known
performance criteria:
a. Job performance criteria should be
reviewed with each employee
soon after starting work.
b. Can be written (for end of season
evaluations) or verbal (for daily
tasks).
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LEADERSHIP
c. This tells subordinates how well
they performed what was expected
of them.
d. Like appraising, evaluating should
be continuous.
2. Delegated tasks should be
evaluated upon completion.
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LEADERSHIP
3. Employees should be given a
mid-season evaluation.
a. Good time to exchange feedback
on how the fire season is going.
b. Let employee know what they are
doing well.
c. Review areas that need
improvement.
d. Solicit suggestions and ideas.
e. Can be verbal or written.
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LEADERSHIP
4. Final evaluations are given at
time of separation.
a. Should be written.
b. Should not contain any surprises
to the employee.
c. Serve as a record and basis for
rehire eligibility.
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LEADERSHIP
VII.DOCUMENTATION
A. Documentation is the process of
recording written information for future
reference. This serves as your record for
events that occur on a particular day.
B. The importance of documenting cannot
be under estimated.
1. Sometimes your records will be
all that you can fall back on in
many situations.
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LEADERSHIP
C. What should be documented?
1. Subordinate performance.
a. Poor performance such as:
1) Tardiness,
2) Insubordination,
3) Repeated safety violations,
4) Harassment of any type,
5) Property theft,
6) Any warnings given for the
above.
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LEADERSHIP
b. Good employee performance in
the form of:
1) Cash awards,
2) Letters of commendation.
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LEADERSHIP
2. Fireline situations such as:
a. Change in fire behavior,
b. Weather observations,
c. Change in assignment or location,
d. Injuries,
e. Adjacent resources and call
numbers,
f.
Time of day when any of the above
occurs.
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LEADERSHIP
3. Any action taken where there
may be possible legal liabilities:
a. Cutting fences for access into a
fire.
b. Property modifications during
structure protection.
c. Investigation of a point of origin or
fire cause.
d. Involvement with search and
rescues, vehicle accidents, or law
enforcement.
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LEADERSHIP
4. Basically any event you think is
significant enough to write down.
Think of documenting as another
tool to aid your memory.
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EXERCISE 2
8/4
Furious fire, Division D (adjacent
resources would be in the IAP);
important call numbers and names
should be listed
0500
on the clock
0645
arrive at drop point
0830
begin indirect line construction
1200-1230 lunch
1255
Joe Sawyer injured by saw cut;
begin helispot construction
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07-23-S201-VG
EXERCISE 2
1325
1330
1350
1430
1930
2000
2100
Joe Sawyer medivac
updated division supervisor
temp 95; RH 12, SW 15
fire jumps line; begin direct line
construction
slopover is tied in
relieved by night shift
off the clock, 16 hours with hazard pay
173
07-23-S201-VG
LEADERSHIP
VIII.DECISION MAKING
A. Decision making principles – There are
three summary principles involved in
effective decision making regardless of
which leadership style is used:
1. Make the decision.
2. Implement and evaluate.
3. Recognize that you probably
cannot satisfy everyone.
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LEADERSHIP
B. Decision making process.
1. Define the problem.
2. Collect information.
3. Generate alternatives.
4. Evaluate alternatives.
5. Select one alternative.
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LEADERSHIP
C. Type of decisions – Decision making is
a critical skill for effective leadership and
relative importance depends on the
following:
1. How many people are affected?
2. Is there an impact on mission,
goals, objectives, and tasks?
3. What would be the consequence
of a bad decision?
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LEADERSHIP
D. The leader’s role in decision making.
1. Effective decision making:
a. Does not necessitate making
every decision yourself.
b. Requires ability to use different
styles appropriately.
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LEADERSHIP
2. Controlling decision making
processes.
a. Regulate the amount of
participation by subordinates.
b. Determine the type of participation.
c. Select among TELL, SELL,
CONSULT, JOIN leadership styles.
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LEADERSHIP
3. A decision must be made in a
timely manner.
a. Often, a decision of yes or no is
needed by an employee with no great
consequence either way to the
employee. He/she just needs an
answer so they can get on with their
business.
b. Often, time is not available to gather a
great deal of information or weigh the
consequences of in impending
decision. In these instances, go with
fairness, honesty, and your best
instinct, or what is called “taking your
179
best shot.”
LEADERSHIP
IX. PROBLEM SOLVING METHODS
Steps For General Problem Solving:
A. Identify the problem.
1. Who, What, When, Why, and
How?
2. Make sure it is a genuine
problem.
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LEADERSHIP
B. Gather information.
1. As much as time and necessity
dictate.
2. Never ask a question for which
you do not want to know the
answer.
3. Do not waste time on “witch
hunts.”
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LEADERSHIP
C. Identify alternative solutions.
1. Target the desired outcome.
2. Make sure the outcome is
desirable, feasible,and realistic.
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LEADERSHIP
D. Develop and implement a plan of action.
1. Target the desired outcome.
2. Continually monitor to ensure
expectations are achieved.
(Remember: an “exactly right” is
made up of a series of
“approximately rights.”
3. Adjust/revise plan as necessary.
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LEADERSHIP
E. Differentiating between performance and
conduct problems.
1. Performance is an employee’s
accomplishment of assigned work in
elements of his or her position.
“Performance problem” may describe an
individual with outstanding talent who
should be performing at the outstanding
level but is only doing enough to get by. A
performance problem may also be the
result of not having the necessary tools,
equipment, and/or supplies to do the job.
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LEADERSHIP
2. Conduct is the way in which an
employee acts or behaves on or off the
job.
A conduct project is when an individual
knows what is expected, but chooses
not to do it. Misconduct may occur
when an employee’s conduct violates
a law, regulation, or policy or otherwise
has a negative effect on the employee/
employee relationship.
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LEADERSHIP
3. Define the problem.
To identify if a situation is a
performance or conduct problem, you
need to be able to answer the following
questions:
a. Who is not performing as desired?
b. What performance is desired?
c. What is the performance quality?
d. What is the discrepancy?
e. What are the consequences?
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LEADERSHIP
F. How to confront an employee with a
problem.
1. Basic respect demands that a
supervisor confront with care.
2. Do not avoid the employee, before
or after confrontation.
3. The motive is to help, not to punish
the employee.
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LEADERSHIP
4. Relationship with the employee. If
you know the employee, draw on
previous experience. Explain what
you expect and where you draw the
line. If you don’t know the
employee, you need to establish
expectations and boundaries.
5. Through observation, know when
you have provided the employee
with enough information, and when
to stop.
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LEADERSHIP
X. MOTIVATION
A. Discipline and morale.
1. Discipline is the training and
development of a cooperative
workforce striving together for the
realization of management goals
and objectives.
a. In other words, discipline is the
teaching of the correct behavior
and actions expected of
employees in a work group.
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LEADERSHIP
b. Discipline is not suppression and
does not mean a loss of
individuality.
1) It is the rules, guidelines, and
expectations that govern a
group.
2) Good discipline results in good
morale. Bade morale results
from oppression or
unnecessary discipline.
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LEADERSHIP
2. Morale is the spirit by which
employees contribute their services
to the work group.
a. Morale results from the pride in
being a member of a work group.
Discipline brings about morale.
1) Adept leaders plan for and cause
good morale and discipline to
happen. They realize that unduly
harsh or unnecessary lax
discipline will undo the morale of
their work group.
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LEADERSHIP
2) As a leader, consider the morale
of your followers as a barometer
of the discipline you establish and
maintain.
3) The litmus test for the morale of
your followers is the disciplined
manner in which they respond to
a difficult situation.
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LEADERSHIP
B. Praise and reprimand.
1. Praising is used to motivate people
and encourage new levels of
performance.
a. Helps to train and develop people.
b. Improves productivity.
c. Fosters a healthier work
environment and healthier
attitudes.
d. Instills self-confidence in the group
and individual employee.
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LEADERSHIP
2. Praise immediately after good
performance.
a. Be enthusiastic and genuine when
giving praise.
b. Be specific about the action that
earned the praise.
c. Reaffirm that the task was well worth
the time and energy expended on it.
d. Encourage the person to seek a
higher level of performance in the
future.
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LEADERSHIP
3. Never use punishment when
training a person for a new task.
4. Obstacles to praising:
a. Not used to doing it.
b. Rarely receive it ourselves.
c. Uncomfortable telling people how
good they are.
d. Apathetic/unaware of performance of
subordinates.
e. Ego threatened or jealous of highly
motivated person.
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LEADERSHIP
5. Overcoming obstacles to praising.
a. Take a genuine interest in others.
b. Look for opportunities
(Management By Wandering
Around).
c. Practice – just do it.
d. Listen to those you praise for
feedback and response.
e. What goes around comes around
– praising others could help you
earn their respect and loyalty.
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LEADERSHIP
6. Reprimanding is used to keep
proven performance on track.
a. Used on proven performers, not
novices.
b. Is often the most constructive thing
you can do for a person.
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LEADERSHIP
7. Reprimand away from others not
directly involved.
a. Do it as soon and as privately as
possible.
b. Investigate the problem by
questioning employee on
performance.
c. Specify what action did not meet
expectations or goals.
d. Share your feelings about how the
incident makes you feel, i.e.,
angry, sad, disappointed, etc.
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LEADERSHIP
e. It is okay for a person to feel bad
about receiving a deserved
reprimand.
f. When the reprimand is over, it is
over – don’t keep bringing it up
unnecessarily.
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LEADERSHIP
8. Obstacles to reprimanding:
a. You may be dealing with former or
current peers (newly-appointed
squad boss).
b. It is often difficult to separate
personality conflicts from workrelated problems.
c. Discipline/punishment is an
unpleasant but necessary task.
d. Wait too long after an incident to
reprimand and it loses meaning.
e. You don’t know how to reprimand
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(until now).
LEADERSHIP
9. Overcoming obstacles to
reprimanding:
a. Practice it – just do it.
It will be uncomfortable the first few
times but it should become easier for
both you and the employee being
reprimanded.
b. Former/current peers – a difficult
situation indeed.
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LEADERSHIP
c. Communication – Ask the
employee to evaluate his/her own
behavior/performance. Listen to
what the employee says. Speak
what you feel and know to be true.
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LEADERSHIP
d. Final Caution – Maintain a nip-it-inthe-bud attitude for discipline or
you will find a snowball effect
where the situation gets out of
hand and you may be facing a
reprimand yourself.
1) Be firm, fair, and fast – treat them
as you would any other.
2) Don’t let the relationship interfere
with the job to be done – unless
the relationship means more to
you than your job.
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LEADERSHIP
C. Management by wandering around
(MBWA)
1. MBWA helps leaders identify
strengths and weaknesses of the
work unit in the field.
2. MBWA helps leaders understand
problems encountered by workers
in the field.
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LEADERSHIP
3. MBWA will help foster self-esteem in
workers when the leader
acknowledges their accomplishments
and reaffirms the workers’ value to the
work group.
4. MBWA could have been the missing
tool for the squad boss in the exercise
whose mopup pair was far behind the
rest of the pairs. By walking around
and talking to employees, leaders get
a better feel for what is being
accomplished and how things can be
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improved.
LEADERSHIP
XI. REVIEW UNIT OBJECTIVES
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UNIT 7 – LEADERSHIP
OBJECTIVES
1. Define goals, objectives, and tasks.
2. Describe the planning, assigning, controlling, and
evaluating (PACE) system.
3. Describe four leadership styles.
4. Describe appropriate supervisory appraisal,
delegation, documentation, motivation, and
evaluation procedures.
5. Describe effective decision making.
6. Describe methods to solve problems and
differentiate between conduct and performance
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problems.
07-01-S201-VG
TEAM BUILDING
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UNIT 8 – TEAM BUILDING
OBJECTIVES
1. Define a team.
2. Describe advantages and
disadvantages of teams.
3. Describe methods for building a team.
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TEAM BUILDING
I. INTRODUCTION
II. CHARACTRISTICS OF A TEAM
A. What is a team? A team is a group of
people working together in a coordinated
effort.
B. Firefighting is almost entirely teamwork
and accomplished by groups of varying
sizes.
Firefighting teams/groups have one
common goal; getting a fire contained
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and controlled.
TEAM BUILDING
Examples of firefighting teams/groups:
1. Squad (5-10 people)
2. Crew (20 people) made up of
several squads.
3. Engine crew.
4. Helitack crew.
5. Type or 2 overhead teams.
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TEAM BUILDING
C. The ability to maintain an effective team
is central to fire supervision.
A real team knows it belongs together. An
effective team:
1. Needs competence from each other.
2. Can make decisions and solve
problems together (fire objectives,
strategy, tactics).
3. Shares responsibility for the team
productivity.
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TEAM BUILDING
4. Can endure ups and downs such as:
slopovers, fire escaping initial attack,
extreme fire behavior.
5. Is satisfying to its members by
creating a sense of belonging,
sharing, and accomplishment.
6. Is accountable for its output or
product.
7. Is productive.
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TEAM BUILDING
III. ADVANTAGES AND
DISADVANTAGES OF TEAMS
A. Advantages
1. Cohesiveness – Cohesiveness is
characterized by an attitude
change. Team members are willing
to change their preconceived ideas
on the basis of facts presented by
other members.
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TEAM BUILDING
Team members gives up their efforts
to control, and substitute instead an
attitude of active listening and
participation.
A team builds spirit and dissolves
cliques.
The greatest cohesiveness occurs
when the talents of any individual who
can contribute effectively are used.
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TEAM BUILDING
2. Emotional support to members –
A major benefit derived from
working in groups is support and
reassurance.
Effective work groups typically
provide emotional support to their
members.
Members begin to trust each other
and build confidence in their skills.
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TEAM BUILDING
3. Productivity – Create greater
commitment to decisions and
thereby greater likelihood that they
will be carried out successfully.
Effective teams working together
are more productive than individual
members. The total effect of the
whole (team) is greater than the
total of each of its parts taken
independently.
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TEAM BUILDING
B. Disadvantages:
1. Conformity – A pressure towards
conformity may exist. Individuals
are forced to act and think like
other team members. Individuality
may be lost.
2. Rationalization – Continuing to do
things a certain way when there
may be good reason to change.
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TEAM BUILDING
3. Vulnerability – Teams may think
they are so good that nothing can
happen to them. They may open
themselves to the hazards of
downhill fireline construction and
not observe the 10 Fire Orders and
18 Watch Out Situations.
Create a sense of impossibility of
getting the job done.
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TEAM BUILDING
IV. COURSE SUMMARY AND
CLOSEOUT
A. Review trainee expectations of course –
Review and close out with the trainee’s
course expectations from Unit 0 if they were
not fully covered at the beginning of the
course.
B. Supervision and leadership – This course
has exposed you (the trainee) to some basic
information and concepts of supervision and
leadership. It will not make you a supervisor
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or leader. Only you can do that.
TEAM
A team is a group of people working
together in a coordinated effort.
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08-02-S201-VG
ADVANTAGES OF TEAMS
Cohesiveness
Emotional support to members
Productivity
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08-03-S201-VG
DISADVANTAGES OF TEAMS
Conformity
Rationalization
Vulnerability
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08-04-S201-VG
EXERCISE 1 SOLUTIONS
1. Crew members should introduce and
provide background about themselves.
2. Make squad assignments (create
teams within a team).
3. Delegate tasks and responsibilities.
4. Emphasize the need for teamwork in
firefighting.
5. Engage in physical training (helitack).
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08-05-S201-VG
UNIT 8 – TEAM BUILDING
OBJECTIVES
1. Define a team.
2. Describe advantages and
disadvantages of teams.
3. Describe methods for building a team.
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08-01-S201-VG
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