Master of
Commissioner
Science
Instructors: George Crowl,
Introductions
Name
 Commissioner job
 Scouting experience

Overview (1)
MCS 301 — No-Lapse / No-Drop Commitment
 MCS 302 — Unit Finance
 MCS 303 — Commissioner Lifesaving I
 MCS 304 — Commissioner Lifesaving II
 MCS 306 — Counseling Skills
 MCS 307 — Webelos-to-Scout Transition
 MCS 308 — Venturing and the Commissioner
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Overview (2)
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MCS 401 — Just for ADCs
MCS 402 — Recruiting New Commissioners
MCS 403 — Orienting and Training Commissioners
MCS 404 — Advanced Roundtable Leadership
MCS 405 — Service in Low-Income Urban Areas
MCS 406 — Service in Remote Rural Areas
MCS 407 — How to Remove a Volunteer
MCS 408 — Commissioner’s Top 10 List
MCS 301
No-Lapse / No-Drop
Commitment
Instructor: George Crowl
Introduction

Discuss:
 Why make a no-lapse / no-drop
commitment?
 Why is continuity of unit tenure important?
 What do you think constitutes a no-lapse /
no-drop commitment?
Why Units Lapse
and How to Prevent It (1)
Charter renewal process was started too late
(less than 90 days before charter expiration)
 Commissioner left all the steps of charter
renewal up to the unit
 Unit held up the renewal papers for a missing
signature
 Commissioner failed to get involved (or get
others in the district involved) to help solve a
major unit problem until charter renewal time

Why Units Lapse
and How to Prevent It (2)
Commissioner assumed unit people would
turn in the renewal forms
 District/council tried to use charter renewal
time to get the unit to do a lot of other things
than simply getting reregistered
 Someone in the unit “sat on” the forms
 Unit had not collected all registration fees
 You name others

Why Units Drop
and How to Prevent It
List 6-8 of the gravest unit problems leading to
a dropped unit
 Divide into small teams, one team / problem
 Teams outline how to solve the problem
 Teams report to the larger group

Unit Problem-Solving
Review the video segment
 Discuss possible solutions
 Review the video solution

Commitment
How can a commissioner staff develop a
strong no-lapse / no-drop commitment?
 What are some of the motivational ideas to
make that succeed?

Questions?
Comments!
MCS 302
Unit
Finance
Instructor: George Crowl
Reviewing Resources
Scoutmaster Handbook
 Cub Scout Leader Book
 Venturing Leader Manual
 Best Methods for District Volunteers Serving
Rural Communities and Best Methods for
District Volunteers Serving Low-Income Urban
Communities

Who Pays for Scouting?
Youth
 Unit
 Chartered organization
 Local council
 National Council

Unit Budget Plan
Purpose and objectives
 Review sample budget plans for a pack, troop
and a crew
 Discuss the commissioner’s role in helping
units establish a budget plan that meets
Scouting’s purposes (teaches thrift)
 Covers unit expenses including Boys’ Life
magazine
 Accident insurance
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Unit Money-Earning Projects
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Application form:
 Why approval is necessary
 Ten guides to money-earning projects
 Wearing of uniform
 Commercialism

Acceptable unit money-earning projects?
Local Council Finances
SME / FOS fact sheet
 Need for unit SME / FOS
 Methods of communicating SME / FOS story
to units
 United Way / other support

National Council
Registration fees, other income sources
 Supply Division profits
 Local council benefits received from BSA

Units with Special $ Needs
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“Best Methods”
Uniforms
 Summer camp
 Equipment
 Registration fees
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Questions?
Comments!
MCS 303
Commissioner
Lifesaving I
Instructor: George Crowl
What is
Commissioner Lifesaving?
Scouting paramedic
 Urgent cases
 Loss of adult leadership
 No unit program
 Conflict among leaders and/or institution
 Dead units

Watch the Vital Signs
What are the good signs?
 What are the bad signs?
What is life-threatening?

Go Into Action Fast
Don’t wait
 Consult ADC or DC
 Ask six basic questions
 Be enthusiastic. Care.
 Apply “first aid”
 Apply “second aid”
 Generate teamwork
 Replacing a leader is delicate
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Continue Normal Care
Don’t stop routine care
 Use the crisis to resolve
other problems. You have
their attention!
 Use Commissioner Helps
for Packs, Troops and Crews
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Questions?
Comments!
MCS 304
Commissioner
Lifesaving II
Instructor: George Crowl
Typical Hurry Cases
Problem solving session
 Resources
 Commissioner Fieldbook
 Helps for Packs, Troops and Crews
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Unit Not Meeting
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(“stopped breathing”)
Unit with No Leader
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(“no heartbeat”)
Unit with No Committee
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(“choking”)
Unit with No New Members
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(“severe bleeding”)
Unit Conflict with the
Chartered Organization
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(“poisoning”)
New Unit Leader
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Lacks orientation or training (“blue baby”)
Unit with Weak Leadership

(comatose)
Questions?
Comments!
MCS 306
Counseling
Skills
Instructor: George Crowl
Introduction
Strengthening a unit = strengthening leadership
 Any leader may benefit from counseling at a
given time

What is Counseling?
Listen / react to help others solve their own
problems
 Help others arrive at the right answer
 Counsel when:
 Someone needs encouragement
 Help solve a problem
 Interpret facts
 Resolve indecision or confusion

Elements of
Good Counseling (1)
Time, place, atmosphere
 Listen
 Understand
 Really hear
 No (or little) advice
 Summarize
 Provide data
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Elements of
Good Counseling (2)
Encourage several solutions
 Reflect feelings
 Use positive body language
 Know your own biases
 Avoid making judgments
 Avoid anger
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Making Suggestions
Use a question
 Often more accepted
 Question should relate to what speaker is
saying

Questions?

What are some good questions?
 Unit leader says he is not getting real help
from the unit committee
 Cubmaster says that none of the men in the
pack will respect her leadership
 Pastor bemoans the fact that the church board
doesn’t understand why the troop that meets
in the church does the things it does
 A crew advisor says the crew officers don’t
take any initiative in running the crew
Role-Playing
Divide into teams of three
 One counselee
 One counselor
 One observer / evaluator
 Discuss a real problem (4 minutes)
 Evaluate the counseling (2 minutes)
 Switch roles
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Questions?
Comments!
MCS 307
Webelos-to-Scout
Transition
Instructor: George Crowl
Introduction
Commissioner task — ensure every Webelos
Scout becomes a Boy Scout
 Some need no help
 Many need help and encouragement
 Boys need to know they are wanted
 Webelos-to-Scout Transition
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Pack / Troop Relationship
Key — Webelos den and Scout troop
 Start at beginning of fifth grade year.
Every den linked to a troop.
 Webelos become familiar with boys and
leaders of the troop
 Commissioners match those without links
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Joint Activities
Den Chiefs, outdoor assistance
 Joint campouts / activities
(relationships)
 Get acquainted (familiar territory)
 Commissioners facilitate

Early Spring Graduation
Recommended early spring
 Blue and Gold?
 Gets them ready for Scout
camp
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May become Boy Scouts
when Arrow of Light Award
is earned
From Den to Patrol
Webelos den = new Scout patrol
 Mutual support of boys makes smooth
transition

Webelos Tracking
Commissioners track each
5th-grade boy
 Follow up with each boy until
enrolled in troop
 Application turned in
 Has troop meeting / activity information
 Packs and troops coordinate charter renewal
where appropriate
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Webelos Den Chief

Webelos Den Chief
 Active Scout, Scoutmaster selected
 Program assistant to Webelos Den Leader
 Skilled in ceremonies, games, skills, etc.

His example may be the single most important
influence in boys joining the troop
Summary
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Commissioner provides:
 Program support to pack and troop
 Help establish working relationships
 Encourages joint activities
 Promotes district / council
transition activities
 Tracks boys
Questions?
Comments!
MCS 308
Venturing and
the Commissioner
Instructor: George Crowl
Commitment to
Venturing
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Basic BSA program
Helps young adults
 Overcome nagging self-doubts
 Lose feelings of extreme isolation
 Reach for independence
 Resolve questions of moral values
Venturing works
 Ideals
 Youth plan own program
 Receive recognition for their work
Support
Venturing Program
Insure youth run
 Encourage balanced program
 Facilitate communications
 Help participation in council activities
 Help renew charter on time
 Take Advisor to Venturing Specific Training
 Read Venturing Leader Manual
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Commissioner Helps (1)
Commissioner Helps (2)
Commissioner Helps (3)
Commissioner Helps (4)
Questions?
Comments!
MCS 309
Good Commissioners
Need Both
Head and Heart
Instructor: George Crowl
Service — A Hallmark
for Commissioners

Hallmark — official stamp on gold or silver
articles attesting to their purity

Service is the hallmark of commissioners
which attests to the purity of Scouting
Service Ideas (1)
Unit service must be unit oriented
 Be a good listener
 Commissioner’s attitude drives the perception
of unit adults of unit service
 Caring is a habit
 Good unit service means exceeding leaders’
expectations
 Commissioners take ownership of service
responsibility

Service Ideas (2)
Unit service is an interpersonal event. Many
people today strive for high-touch, not hi-tech.
 Commissioners must be available to unit people
 Service providers know and use their resources
 Commissioners are problem solvers
 Commissioners appreciate good humor
 Commissioners provide feedback to the council
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Ten Commandments
of Unit Service
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A unit leader is the most
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important person in Scouting
Unit leaders are not dependent
on us; we are dependent on them 
Units are not interruptions of our
work; they are the purpose of it 
Unit adults do us a favor when
they call

A unit Scouter is central to our
team—not an outsider

Unit leaders are not cold statistics;
they are human being with feelings
and emotions like our own
A unit leader is not someone to
argue or match wits with
Unit adults bring us their needs; it is
our job to help meet those needs.
Unit folk are deserving of the most
courteous treatment we can give
A unit is the lifeblood of this and
every other council
A Parable
Everything I Need to Know
I Learned from Noah
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Don’t miss the boat
Don’t forget we’re all in the
same boat
Plan ahead. It wasn’t
raining when Noah built the
ark.
Stay fit. When you are 600
years old, someone might
ask you to do something
really big
Don’t listen to critics; just
get on with what has to be
done
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Build your future on high
ground
Two heads are better than
one
Speed isn’t always an
advantage; the snails were
on board with the cheetahs
When you’re stressed, float
awhile
Remember that woodpeckers inside are a larger
threat than the storm
outside
Words of Wisdom
Questions?
Comments!
MCS 401
Just for
ADCs
Instructor: George Crowl
Introduction
ADCs carry the vision
 District commissioners can’t directly
supervise all commissioners
 ADCs are responsible for a share of units
 Front-line supervisors

ADC Responsibilities
Assigned share of units (15 units = 1 ADC).
ADC supervises five unit commissioners
 May be geographic
 Recruit UCs
 Coach / train UCs
 Maintain regular contact with UCs
 Serve units with no commissioner
 Help UCs evaluate and improve

Good ADCs Have
Good People Skills
Recruit the right people
 Clear instructions, specific ideas
 Listen
 Don’t play favorites
 Coach UCs in real problem-solving situations
 Treat everyone with dignity
 Praise often
 Don’t take over, help them be successful
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ADC Work Sessions
Planned and evaluated during monthly district
commissioner meeting
 ADCs are effective through personal coaching
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Evaluation

How is commissioner work measured?
 Units have effective unit leaders?
 Boys involved in good program?
 Active unit committees?
 Chartered organization relationships?
 Reregister on time?
 Membership increase?
 Happy to see me come?
 Active in district events?
 Quality Unit?
Commissioner
Self-Evaluation (1)
Commissioner
Self-Evaluation (2)
Open Forum
3 x 5 cards with questions
 We will look for answers together
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Questions?
Comments!
MCS 402
Recruiting New
Commissioners
Instructor: George Crowl
Fielding a Complete Team
Complete team = quality program,
membership growth
 Avoid overloading, burnout
 Three units = one unit commissioner (3:1)
 Five UCs = one ADC (5:1)
 Plus adequate Roundtable commissioners and
staff
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Group Recruiting

Plan in advance
Leadership conference
 Invite community members to meeting
 Single company or organization
 CEO invites employees / members
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
Highlights of District Operations
for the 21st Century: Part 2 —
Recruiting District Volunteers
Where do You Find Them?

Index card list (Excel list)
 Name
 Occupation
 Hobbies
 Children
 Volunteer experience
 Memberships
 Interests
 Right recruiter
Sources (1)
Friends, associates, business contacts
 Chamber of commerce listings
 Service clubs
 Business, professional and service people
 NESA members
 Boy applications (parents w/Scouting service)
 Former successful Scouters

Sources (2)
FOS / SME donors
 Neighborhood association leaders
 Past unit and district rosters
 Current Scouters (don’t steal unit leaders!)
 Overage Jaycee members
 Managers — for employees of the right kind
 Other sources?

Recruiting Tool

Highlights for Unit Commissioners . . .
An Overview
 Quick read
 Fast Start information
Recruiting Younger
Commissioners
Don’t rely on veteran Scouters.
Go to sources of younger adults
 Younger people may be time-conscious
 Be specific and focused
about what you ask them to do
 Have them do unit service,
don’t diffuse their effort

Questions?
Comments!
MCS 403
Orienting and Training
Commissioners
Instructor: George Crowl
Introduction
Orientation video
 Personal coaching / orientation
 Commissioner basic training
 Arrowhead Honor
 Commissioner’s Key
 Continuing education

48 hours
2 weeks
2 months
1 year
3 years
ea mo / yr
Three Approaches to
Training Commissioners
Group training
 Most common, most effective
 Fun, fellowship, spirit
 Personal coaching
 1:1 or small group
 Self-study
 Least desirable (only if group training or
personal coaching not available)
 Reading, but include instructor contact

Orientation
View orientation video, The Unit Commissioner‘s
Orientation: Helping Units Succeed
 ADC (or DC / DE) conduct orientation
 Short, bite-size
 Commissioner Fieldbook, pp. 4-9, then more
 Orientation projects, page 8

Orientation Projects
Basic Training
Basic training within 60 days
 SHAC schedules training every month
 Visit a unit before training, then after
 TRAINED strip
 Commissioner Basic Training Manual
 One-day course (SHAC)
 Three evenings, intervening unit visits
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Arrowhead Honor
Unique to commissioner staff
 Competence. Completion of OJT.
 Complete within a year of being recruited
 Different requirements for:
 Unit Commissioners
 District Commissioner / ADC
 Roundtable Commissioners
 Roundtable staff

UC Projects
Scouter’s Key
Commissioner’s Key
 Requires earning the Arrowhead Honor
 Requires three years tenure (out of five)
 Four Keys: UC, RTC, DC/ADC, Council
 Scouter’s Training Award
 Roundtable staff
 Arrowhead Honor
 Two years tenure

Unit Commissioner Key
Distinguished Commissioner
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Complete training and Commissioner’s Key
Five years consecutive service
Recharter 90%+ of units served for last two years
Quality Unit Award for 50%+ of units served for last
two consecutive years
*RTC provide minimum 9 RTs for two years
Awards: plaque and bolo tie
 Bronze - Unit Commissioner
 Gold - District Commissioner / ADC / Roundtable
 Silver - Council level
Continuing Education
for Commissioners
Monthly
 At each commissioner meeting
 5-15 minutes long
 Topical (annual commissioner service plan)
 List in Commissioner Admin of Unit Service
 Annually
 College of Commissioner Science
 Outlines available for many different classes
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Classroom Techniques (1)
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Posted session objectives
Well-chosen humor
Role playing
Case studies and other problem-solving
Audiovisuals (photos, videotapes, slides, audio
cassettes, overheads) that make the point
Skits and ice breakers
Games and simulations
Classroom Techniques (2)
Trainees list questions and concerns
 Handouts (only at beginning or end)
 Trainees develop personal action plans
 Small-group discussion
 Flip charts (prepared, or only sketched)
 Review resource material
 Charts, scrolls, posters, models, and samples
 Show and do: demonstration and practice

Classroom Techniques (3)
Panel discussion
 Props and attention-getters
 Brainstorming
 Trainee presentations
 Contests
 Relate to life and environment
 Chalkboard, flannel board, exhibit, BB
 Quiz followed by discussion
 Experiments

Ten Keys to a Good
Presentation (1)
Be prepared
 Handle questions properly
 Don’t apologize for yourself
 Be familiar with your topic
 Use audiovisuals professionally

Ten Keys to a Good
Presentation (2)
Stick to the schedule
 Involve the participants
 Establish personal rapport
 Don’t appear disorganized
 Start off quickly to establish an image

Summary
Orientation video
 Personal coaching / orientation
 Commissioner basic training
 Arrowhead Honor
 Commissioner’s Key
 Continuing education

48 hours
2 weeks
2 months
1 year
3 years
ea mo / yr
Questions?
Comments!
MCS 404
Advanced
Roundtable
Leadership
Instructor: George Crowl
Steps in
Successful Recruiting
Determine what volunteer positions are
needed
 Determine the best prospects for the job
 Research the prospect at the top of your list
 Make an appointment
 Make the sale
 Ask for a commitment
 Have a fall-back position in mind
 Follow up

Video

Highlights of District Operations
for the 21st Century: Part 2 —
Recruiting District Volunteers
Sources of Prospects
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Current Scouters
Former Scouters
Former Scouts
Regulars at roundtable
OA members
Pow Wow leaders
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Day camp staff
Staff recommendations
DE recommendations
DC recommendations
Merit badge counselors
Former Wood Badge
staff
Roundtable Evaluation
First step to next roundtable
 Do right things again
 Fix the wrong things
 Evaluations
 Mostly staff
 Sometimes participants
 Immediately after roundtable
 Knowledge is sharpest then

Evaluation Considerations
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You ask because you want to know!
Don’t rationalize
Use answers to make changes
Listen, give them what they want
Was content complete, but brief?
How well was it executed?
How were the people relationships?
Were participants thoroughly involved?
Part of program inspirational?
Everyone have fun?
Roundtable Finance
Large budget not needed
 Possible expenses
 Donated materials
 Free meeting place
 Refreshment kitty
 Council budget?
 Districts do not have accounts

Fine Points
Be prepared — have a backup
 Enough material
 Be flexible
 Attendance is unpredictable
 Start and end on time
 All the players have an agenda
 District executive gets an agenda copy

Support Your Staff (1)
Supportive climate motivates people
 Call to see if you can help
 Show confidence in individuals and the whole
 Tell them you know they will do their best
 Make assignments to fit capabilities
 Realize how much participants depend on them
 Two most important words: Thank you

Support Your Staff (2)
Five most important words: You did a good job
 Open communication is important
 Know their likes and dislikes
 They must be able to say “I like that” or “I don’t
like that”
 Must know what is expected of them
 Set the example

Case Studies (1)

A Scouter volunteered to bake a decorative
cake for a special-event roundtable. The
following week, this Scouter presents you with
a $30 bill for the cake. Who pays the bill?
Case Studies (2)

You just received a call from one of your
roundtable staff members who told you that
the building you normally use will be
undergoing renovation for the next three
months and cannot be used. Your next
roundtable is two weeks away. What now?
Case Studies (3)

A guest speaker just used 20 minutes beyond
his scheduled 10 minutes on the roundtable
plan. It is now only 20 minutes before the
scheduled closing ceremony. Yet, you still
have 40 to 50 minutes of material to present.
You need a plan—quick!
Case Studies (4)

You and your roundtable staff have been
preparing a 30- to 35-page roundtable guide to
hand out each month. A local business has
been printing 60 to 70 copies a month, free.
Now, however, they will need to charge for the
service. What are your options?
Questions?
Comments!
MCS 405
Effective Unit Service
in Low-Income
Urban Communities
Instructor: George Crowl
Introduction

Definition: urban communities
 Poverty a prevailing influence
 Refinement & flexibility for volunteers

B-P said, ”Our aim is to give equal chances to
all and to give the most help to the least
fortunate.”
Success Stories

Share “Bottom Line” success stories from
Best Methods
Benefits of Scouting
Another caring adult
 Improve adults’ abilities
 Can help unite divided neighborhoods
 Self-worth for adults, self-esteem for kids
 Program develops good citizenship
 Uniform and program put child equal to youth
everywhere
 Expands urban child’s horizons

Recruiting Adults (1)

Traditional approach
 1. DE meets IH, IH appoints task force
 2. Task force develops prospect list
 3. Appointment with top prospect
 4. Team calls on prospect
 5. Application approved, leader welcomed
 6. New leader trained
Recruiting Adults (2)

Other methods are needed too
 Identify neighborhood opinion leaders
 Go door-to-door
 Visit classrooms w / invitations
 Get acquainted with Scouting night
 Get kids to select and recruit a leader
 Opinion leader host a gathering
Recruiting Adults (3)
More
 Urban emphasis luncheon
 Mini Scouting-in-action show
 Use old unit rosters
 Recruit former inner-city
residents
 Use chartered organization
employees
 Meeting of unit parents
 What other ideas do you have?

Video

Recruiting Urban Adult Leaders, AV-07V012
More Ideas
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“Recruiting attitude”
Be spontaneous
Provide confidence
Fit a lifestyle
Show what other new
people have done
Recruit in person
Communicate your
commitment
Learn about prospect
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Be open and honest
Ask people to “help
out”
Be credible
Don’t stereotype
Start with simple tasks
Use insiders &
outsiders
You have to ask people
Work with IHs
Overcoming Unit $ Needs
Keep fees to minimum
 Scouting need not cost a lot of money
 Provide help quietly and confidentially
 Avoid loss of deposits / reservations
 Use inner-city assistance funds
 Literature / program information
 Camperships
 Loaner equipment

Uniforms
Start with T-shirt and / or neckerchief
 Uniform and equipment center
 Goodwill / Salvation Army / Volunteers of
America / St. Vincent de Paul Society
 Unit uniform exchange
 Welfare departments
 “Adopt a Unit” matching
funds
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Summer / Day Camp
Camp savings cards
 Saving canned food
 Troop money earning projects
 Council camperships
 Council / district provided transportation
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Equipment
Dues and money earning projects
 Make camping gear (tin cans, blankets, etc.)
 Loaner equipment center
 Flags from veterans organizations / Elks
 Cub craft materials from scraps
 Council camping gear for summer camp
 National Guard loaners
 Outdated summer camp / Philmont equipment
 Permanently dropped unit’s gear
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Unit Money-Earning Projects
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Car wash
Selling products
Baby-sitting
Bake sales
Lawn mowing
Distribute circulars
Odd-job service
Wash windows
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Sell craft projects
Collect aluminum
Carry groceries
Dinners (spag / BBQ)
Flea market / yard sale
Paint numbers on curbs
Sell refreshments
Popcorn / Scout show
People Considerations (1)
Be flexible — situations differ
 Be responsive — unit needs come first
 Provide immediate help
 Be informal — people first
 Make yourself available
 Listen to unit people
 Have a can-do spirit

People Considerations (2)
Provide immediate recognition
 Show’n’do training
 Look at total unit situation—big picture
 Don’t be “Super Scouter”
 Be prepared to spend more time
 Empathize
 Communicate face-to-face if possible

People Considerations (3)
Don’t label / don’t blame
 Don’t take sides
 Avoid overtraining / “ideal” expectations
 Be aware of Scouter’s life events
 Respect cultures and lifestyles
 Think of alternative approaches

Questions?
Comments!
MCS 406
Effective Unit Service
In Remote Rural Areas
Instructor: George Crowl
Introduction


Definition: rural areas
 Characterized by poverty
 Isolated from urban areas
B-P said, “what suits one particular troop or
one kind of boy, in one kind of place, will not
suit another within a mile of it, much less
those scattered over the world and existing
under totally different conditions.”
Success Stories

Share “Bottom Line” success stories from
Best Methods
Recruiting Adults (1)

Traditional approach
 1. DE meets IH, IH appoints task force
 2. Task force develops prospect list
 3. Appointment with top prospect
 4. Team calls on prospect
 5. Application approved, leader welcomed
 6. New leader trained
Recruiting Adults (2)

Other methods are needed too
 Identify neighborhood opinion leaders
 Go door-to-door
 Visit classrooms w / invitations
 Get acquainted with Scouting night
 Get kids to select and recruit a leader
 Opinion leader host a gathering
Recruiting Adults (3)

More
 Rural emphasis luncheon
 Mini Scouting-in-action show
 Use old unit rosters
 Talk to local postmaster

What other ideas do you have?
More Ideas
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“Recruiting attitude”
Be spontaneous
Provide confidence
Fit a lifestyle
Show what other new
people have done
Recruit in person
Communicate your
commitment
Learn about prospect
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Ask people to “help
out”
Be credible
Don’t stereotype
Start with simple tasks
immediately
Insure Lone Scout
friends are approved
You have to ask people
Work with IHs
Scouting in Rural America
People Considerations (1)
Be flexible — situations differ
 Be responsive — unit needs come first
 Provide immediate help
 Be informal — people first
 Make yourself available
 Listen to unit people
 Have a can-do spirit

People Considerations (2)
Provide immediate recognition
 Show’n’do training
 Look at total unit situation—big picture
 Don’t be “Super Scouter”
 Be prepared to spend more time
 Empathize
 Communicate face-to-face if possible

People Considerations (3)
Don’t label / don’t blame
 Don’t take sides
 Avoid overtraining / “ideal” expectations
 Be aware of Scouter’s life events
 Respect cultures and lifestyles
 Think of alternative approaches

Rural Options
Den aides instead of den chiefs
 Lone Cub Scouts / Boy Scouts
 Wagon-wheel troops — weekly patrol
meetings, monthly troop meetings
 School bus dens / patrols
 Roundtable mailboxes
 “Circuit rider” commissioners
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Questions?
Comments!
MCS 407
How to Remove
a Volunteer
Instructor: George Crowl
Poor Performance
Bad chemistry — can’t get along
 Bad politics — not a team player
 Bad job — doesn’t perform
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Not for cause (theft, YPT, etc.)
What to Do First
Train or coach them
 Find a job better suited to their talents
 If overloaded, reduce their workload
 Get your facts straight; don’t act on hearsay
 Talk about it. People often know, but don’t
know how to ask for help.

If All Else Fails
Sometimes, it’s gotta be done
 Don’t let it fester
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We don’t “fire” volunteers,
we replace them
Who Has the Authority?

Authority to appoint is authority to remove
DC may replace ADC / UC
 Chartered organization head may replace unit
adults
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Commissioner helps IH, CR, CC understand
role and make the change
Now Act
Letter
or
 Visit (preferred)
 Appointment
 Businesslike, pleasant. Making replacement.
 Maintain their dignity
 Possible reactions
 Insure next higher authority is behind you
 Do what is best for youth. BSA has a right to
choose its leaders.

Learn for the Future
Understand the assignment before recruiting
 Select the right person
 Try out new people a bit at a time
 Train and coach
 Agree on what is a job well done

Questions?
Comments!
MCS 408
The Commissioner’s
Top 10 List
Instructor: George Crowl
Introduction

Review our priorities

Summarize key factors in good commissioner
service

Most points are covered in depth in other
sessions
#10

The only reason for having commissioners is
to help units succeed
 Brainstorm ways to help a unit

Reference: CF, pp 15-23; CHPTC, all
#9

Know the standard: provide a ratio of one unit
commissioner for every three units. A good
staff also has one ADC for every five unit
commissioners
 Our ratio: 4.2:1
 Eight steps to recruit—CAUS, pp 13-14
 Group recruiting—CAUS p 14
 14 sources—CAUS p 16
#8

Be sure that every new commissioner
receives basic training within two months of
being recruited
 Why within two months?
 When are we offering it?
 CBTM, pp 4-6
#7

Commissioners must continually adjust their
skills to provide a more valuable service to
units. For all commissioners, training is a
continuous process—at every meeting, every
month, every year
#6

A commissioner plays several roles, including
 Friend of the unit
 BSA representative
 Unit doctor
 Teacher
 Coach / counselor

CF, p 11
#5

Exceptional commissioner service exceeds
unit leader expectations rather than barely
meeting their expectations

CF, pp 24-25
#4

Commissioner-professional relationships
should involve the finest fraternal qualities.
They both share the wreath of service.
 Mutual trust, respect
 Interdependence
 Work has to be done by volunteers
 Experience of full-time professionals
 Seek each others’ help
#3

“Commissioner lifesaving” is providing
prompt, intensive, and often persistent care
when major problems occur. A good
commissioner is prepared to respond quickly
when a unit has a unit life-threatening
situation.

CF, pp 27-30
#2

Commissioners have many tasks, but the
three most important are
 Coaching unit adults to enrich unit program
 Being an enabler for unit problem solving
 Ensuring the on-time renewal of the unit
charter
#1 !

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The #1 way to guarantee good commissioner
service: Although a commissioner needs unit
program information, his or her success
depends largely on good people skills to
effectively serve unit adults.
CF, p. 24
Summary
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10. Help units succeed
9. 3:1 UC, 5:1 ADC
8. Basic training within
two months
7. Training is a
continuous process
6. Play several roles
5. Exceed unit leader
expectations
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4. Commissioners and
professionals share
wreath of service
3. Commissioner
lifesaving
2. Coaching, enabling,
on-time renewal
1. Good people skills!
Questions?
Comments!
Graduation