Followership to Leadership

L-280

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**[Description of the Performance Based System]{.underline}**

The NWCG Wildland and Prescribed Fire Qualifications System is a
"performance-based" qualifications system. In this system, the primary
criterion for qualification is individual performance as observed by an
evaluator using approved standards. This system differs from previous
wildland fire qualifications systems which have been "training based."
Training based systems use the completion of training courses or a
passing score on an examination as a primary criteria for qualification.

A performance-based system has two advantages over a training based
system:

> • Qualification is based upon real performance, as measured on the
> job, versus perceived performance, as measured by an examination or
> classroom activities.
>
> • Personnel who have learned skills from sources outside wildland fire
> suppression, such as agency specific training programs or training and
> work in prescribed fire, structural fire, law enforcement, search and
> rescue, etc., may not be required to complete specific courses in
> order to qualify in a wildfire position.

1\. The components of the wildland fire qualifications system are as
follows:

> a\. [Position Task Books (PTB)]{.underline} contain all critical tasks
> which are required to perform the job. PTBs have been designed in a
> format which will allow documentation of a trainee's ability to
> perform each task. Successful completion of all tasks required of the
> position, as determined by an evaluator, will be the basis for
> [recommending]{.underline} certification.
>
> IMPORTANT NOTE: Training requirements include completion of all
> [required training]{.underline} courses prior to obtaining a PTB. Use
> of the [suggested training]{.underline} courses or job aids is
> recommended to prepare the employee to perform in the position.
>
> b\. [Training courses and job aids]{.underline} provide the specific
> skills and knowledge required to perform tasks as prescribed in the
> PTB.
>
> c\. [Agency Certification]{.underline} is issued in the form of an
> incident qualification card certifying that the individual is
> qualified to perform in a specified position.
>
> 2\. Responsibilities
>
> The local office is responsible for selecting trainees, proper use of
> task books, and certification of trainees, see appendix A of the NWCG
> Wildland and Prescribed Fire Qualification System Guide, PMS 310-1,
> for further information.

Followership to Leadership

L-280

Additional copies of this publication may be ordered from: National
Interagency Fire Center, ATTN: Great Basin Supply Office, 3833 S.
Development Avenue, Boise, Idaho 83705. Order NFES \# 2720

> **Instructor Guide**
>
> **MAY 2003**
>
> **NFES 2720**

PREFACE

An interagency development group has designed this course material with
guidance from the Leadership Committee of the Training Working Team
(TWT) under the authority of the National Wildfire Coordinating Group
(NWCG).

The following individuals contributed to the development of this course:

Tom Bates, Sawtooth National Forest

Bob Bente, USFS Redding Smokejumper Unit

Dan Buckley, Yosemite National Park

Jim Cook, USFS Fire Safety Program (Project Leader)

Bryan Day, NIFC / BLM Instructional Media Division

Bob Kambitsch, NIFC / BLM Instructional Media Division

Mark Koontz, BLM Boise Smokejumper Unit

Mark Linane, Ventura County Fire Department

Josh Mathiesen, USFS Redding Smokejumper Unit

Bill Miller, USFS Missoula Smokejumper Unit

Gary Nelson, Los Angeles County Fire Department (Retired)

Mark Smith, Sierra National Forest

Nina Walker, NIFC / BLM Instructional Media Division

The following organizations provided project assistance:

Mission Centered Solutions Inc.

United States Marine Corps University, Quantico, Virginia

Wharton Center for Leadership, University of Pennsylvania

Comments regarding this package or additional information should be
addressed to:

National Interagency Fire Center

Fire Management Training

Training Standards Unit

3833 South Development Avenue

Boise, Idaho 83705

CONTENTS

Preface i

CONTENTS iii

introduction v

course instructions 1

I. Instructor Prerequisites 1

ii\. Student Target Group 1

III\. Student Prerequisites 1

IV\. Course Goals 1

V. Time Element 1

VI\. Course Coordination and Administration 2

VII\. Course Facilitation Notes 2

INSTRUCTIONAL UNITS

UNIT 0 Introduction 7

UNIT 1 The Art of Leadership 9

UNIT 2 Foundations of Leadership 15

UNIT 3 Follower to Leader...The Transition 21

UNIT 4 Situational Leadership 29

UNIT 5 Team Cohesion 35

UNIT 6 Ethical Decisions 41

UNIT 7 Putting It All Together and In Practice 43

appendices

APPENDIX A Pre-course Work A-1

APPENDIX B Field Leadership Assessment Course Guide B-1

APPENDIX C Student Workbook C-1

INTRODUCTION

*L-280 Followership to Leadership* is an introductory leadership course.
The course involves 2-4 hours of pre-course work and 16 contact hours.
The contact hours include one day of classroom instruction followed by a
second day in the field with students working through a series of
problem solving events in small teams. This course is designed as a
self-assessment opportunity for individuals preparing to step into a
leadership role. Subject areas include leadership values and principles,
transition challenges for new leaders, situational leadership,
teambuilding, and ethical decision-making.

COURSE INSTRUCTIONS

This section contains instructions and information essential for making
an effective presentation. The instructor must read this section and be
thoroughly familiar with all procedures and material prior to presenting
the course.

# instructor prerequisites

The Lead Instructor must be a qualified Single Resource Boss and should
have had formal instructor training or have demonstrated instructor
skills. All instructors must be familiar with the content of the
prerequisite course L-180 *Human Factors on the Fireline* and must have
read the student pre-course work assignment for this course, *Leadership
Secrets of Attila the Hun*. In addition, *Five-Star Leadership,* is
recommended reading for instructors of this course. The classroom
portion during the first day of this course is best handled with a cadre
of two to three instructors. In addition, the Lead Instructor will need
to arrange for an individual to facilitate each station in the Field
Leadership Assessment Course portion of the course. This will require
additional assistance for the classroom cadre, in order to have a total
of six to seven cadre individuals on hand for the second day.

The recommended maximum class size is 24 students.

# STUDENT TARGET GROUP

This course is specifically designed for operational personnel at the
Firefighter Type 1 level preparing to advance to the Single Resource
Boss level. However, the course has application for all incident
supervisory personnel.

# STUDENT PREReQUISITES

As a minimum, students should be qualified as a Firefighter Type 2 and
should have completed the L-180 course, *Human Factors on the Fireline.*

Students must complete a pre-course work assignment that involves
reading the book *The Leadership Secrets of Attila the Hun* and
answering a set of questions.

# COURSE GOALS

Students will demonstrate an understanding of fundamental leadership
principles.

Students will assess their individual traits and their motivation for
entering into a leadership role.

# TIME ELEMENT

The pre-course work assignment will involve approximately 2 to 4 hours.
The course delivery time is approximately 16 hours. The first 8 hours is
classroom presentation and the second 8 hours is a field exercise.

# COURSE COORDINATION AND ADMINISTRATION REQUIREMENTS 

## The NWCG Course Coordinator's Guide (NFES 2226), contains general information necessary for presentation of NWCG courses. The following instructions pertain specifically to this course. Items with NFES numbers may be ordered from the Great Basin Supply Cache Office at the National Interagency Fire Center. Refer to the most recent NWCG Publication Catalog for ordering information (NFES 3362 or [**www.nwcg.gov**](http://www.nwcg.gov/)). The books may be purchased through any bookstore. {#the-nwcg-course-coordinators-guide-nfes-2226-contains-general-information-necessary-for-presentation-of-nwcg-courses.-the-following-instructions-pertain-specifically-to-this-course.-items-with-nfes-numbers-may-be-ordered-from-the-great-basin-supply-cache-office-at-the-national-interagency-fire-center.-refer-to-the-most-recent-nwcg-publication-catalog-for-ordering-information-nfes-3362-or-www.nwcg.gov.-the-books-may-be-purchased-through-any-bookstore. .unnumbered}

## [The following materials are necessary for instructors of this course:]{.underline} {#the-following-materials-are-necessary-for-instructors-of-this-course .unnumbered}

NFES 2720 L-280 *Followership to Leadership* Instructor's Guide

NFES 2722 L-280 *Followership to Leadership* CD-ROM

NFES 2723 L-280 *Followership to Leadership* Videotape

> *The Leadership Secrets of Attila the Hun* by Wes Roberts (Publisher:
> Warner)
>
> In addition, the following is recommended reading for instructors:
>
> *Five-Star Leadership* by Patrick Townsend and Joan Gebhardt
> (Publisher: Wiley)

[Each student should be provided with the following:]{.underline}

> *The Leadership Secrets of Attila the Hun* by Wes Roberts (Publisher:
> Warner)
>
> NFES 2721 L-280 *Followership to Leadership* Student Workbook
>
> NFES 1077 PMS 461 *Incident Response Pocket Guide*

# Course FACILITATION Notes

This course is a primer on leadership. This is the second formal course
in the Wildland Fire Leadership Development Program. The instructional
strategy of this course is:

-   To expose firefighters to the basic concepts and theories supporting
    leadership in high risk work environments and add these concepts to
    the firefighter skill set.

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-   To provide firefighters with small unit leadership opportunities in
    order to assess themselves in regard to how well prepared they are
    to step into a leadership role.

## Pre-course Work

> This is a reading assignment that examines individual traits and their
> relation to leadership. The reading assignment is followed by a few
> questions that ask the student to reflect on the reading in terms of
> their own situation. Two instructional benefits are realized using
> this reading assignment. First, students are afforded time to think
> about and internalize the information prior to the course. Second,
> valuable classroom time is saved that can used for exercises that
> provide application of the information. The book selected for this
> reading assignment is less than 100 pages long, costs less than \$10
> in paperback, and has received excellent reviews as a leadership
> primer. This makes it an ideal tool for introducing junior leaders to
> the idea of reading for self-improvement. The book and pre-course work
> assignment should be provided to students 2-3 weeks prior to the
> course. The pre-course work assignment can be found in Appendix A and
> is also available at:
> [http://www.fireleadership.gov/courses/L_280/prework.html]{.underline}

## Reading in order to foster continuous learning is a key strategy for individuals who desire to improve their leadership skills throughout their career, no matter what type of business or endeavor they pursue. Reading is one component of the communication skill set that leaders must possess. It is for these reasons that this course was designed with a pre-course reading assignment. {#reading-in-order-to-foster-continuous-learning-is-a-key-strategy-for-individuals-who-desire-to-improve-their-leadership-skills-throughout-their-career-no-matter-what-type-of-business-or-endeavor-they-pursue.-reading-is-one-component-of-the-communication-skill-set-that-leaders-must-possess.-it-is-for-these-reasons-that-this-course-was-designed-with-a-pre-course-reading-assignment. .unnumbered}

##   {#section .unnumbered}

## Classroom Presentation

Take the time to prepare yourself. Read the two books suggested on the
previous page. Preview the entire Instructor Guide together with the
video. The CD provides a PowerPoint presentation that supports the
Instructor Guide. Go through the exercises carefully. View the video
scenarios more than once. Make notes to yourself about them so that you
can discuss them in class and bring out issues that may be missed by the
students. Open-ended questions that do not have "school answers" are
used within the key points and exercises. Instructors should **not**
burden themselves with lecture. Let the exercises and discussions do the
work. Use the Key Teaching Points to briefly reinforce the most
important concepts. Use the quotes at the end of each section as a lead
in opportunity for student feedback and instructor examples.

C. Field Leadership Assessment Course (FLAC)

This is where it all comes together for the students, where theory meets
application. This is an opportunity for cadre and students to have fun
while providing a learning and self-discovery environment in the context
of what firefighters do every day. The FLAC is a problem-solving course
for small teams conducted in the field.

> The FLAC is intended to help individuals improve their leadership
> abilities by giving them the opportunity to apply lessons from the
> classroom instruction in order to assess the degree to which they
> possess positive leadership traits. The FLAC also is intended to help
> fire managers develop quality leadership in their workforce by
> providing a method to assess individual competence for handling small
> teams that have been charged with accomplishing a task under
> conditions of stress. The FLAC Facilitation Guide is found in Appendix
> B and the CD also contains FLAC support information. Begin using the
> guide at least 4 weeks prior to the course start date.
>
> D. Testing

There is no written final exam for this course. The terminal learning
objectives for this course are in the affective domain rather than the
cognitive domain. These affective domain objectives involve teamwork and
leadership behaviors. The course does use some cognitive domain
objectives to further the acceptance of the higher-level affective
domain objectives. These cognitive domain objectives involve basic
knowledge content. They serve to give names and structure to the
leadership concepts so that students can discuss them.

Whether the student converts the affective domain objectives into
behaviors can only be determined by performance in the work environment.
That is the intent of the Field Leadership Assessment Course.
Instructors should assess student acceptance of the concepts presented
in this course during the Field Leadership Assessment Course and provide
feedback to the students regarding their observations. For this reason,
it is ideal that senior leaders teach this material to the potential new
leaders coming up within their organization. The "FLAC Student
Assessment Form" can be used to develop a written test instrument.

E.  Instructor Guide Icons

The following symbols are used in the Instructor Guide to denote
classroom activities:

![](media/image4.wmf) Video Segment ![](media/image5.png) Scenario
![](media/image6.wmf) Exercise

##  {#section-1 .unnumbered}

##  ![](media/image7.png){width="0.40555555555555556in" height="0.45416666666666666in"} {#section-2 .unnumbered}

## F. Classroom Activity Flowchart {#f.-classroom-activity-flowchart .unnumbered}

+---+----+-----------------------+-------------------------------------+
| \ | ** | **Delivery            | **Content**                         |
| # | Ti | Media/Technique**     |                                     |
|   | me |                       |                                     |
|   | ** |                       |                                     |
|   |    |                       |                                     |
|   | *  |                       |                                     |
|   | *( |                       |                                     |
|   | mi |                       |                                     |
|   | n) |                       |                                     |
|   | ** |                       |                                     |
+===+====+=======================+=====================================+
+---+----+-----------------------+-------------------------------------+

> UNIT 0 INTRODUCTION

  --- ----- ----------------------- -------------------------------------
  1   15    INSTRUCTOR DISCUSSION   Introduction and Course Orientation

  --- ----- ----------------------- -------------------------------------

> UNIT 1 THE ART OF LEADERSHIP

  --- ------- ----------------------- -------------------------------------
  2   10-15   EXERCISE                Defining Leadership

  3   5       INSTRUCTOR DISCUSSION   What is the Role of a Leader?

  4   12      VIDEO SEGMENT #1        Leading and Learning

  5   5       INSTRUCTOR DISCUSSION   Are Leaders Born or Made?

  6   10-15   EXERCISE                You've Got to Want to Be In Charge

  7   5       INSTRUCTOR DISCUSSION   Why Should Anyone Follow You?
  --- ------- ----------------------- -------------------------------------

> UNIT 2 FOUNDATIONS OF LEADERSHIP

  ---- ------- ----------------------- -------------------------------------
  8    5       INSTRUCTOR DISCUSSION   Values and Character

  9    19      VIDEO SEGMENT #2        Colonel Chamberlain at Gettysburg

  10   10      INSTRUCTOR DISCUSSION   Colonel Chamberlain's Values

  11   10-15   EXERCISE                Values in Action

  12   5       INSTRUCTOR DISCUSSION   Leadership Principles

  13   10-15   EXERCISE                Know Yourself

  14   10      INSTRUCTOR DISCUSSION   Building Your Leadership Toolbox
  ---- ------- ----------------------- -------------------------------------

> UNIT 3 FOLLOWER TO LEADER...THE TRANSITION

  ---- ------- ----------------------- -------------------------------------
  15   5-10    EXERCISE                The Decision Making Process

  16   10      INSTRUCTOR DISCUSSION   Leader's Most Important
                                       Responsibility

  17   5       INSTRUCTOR DISCUSSION   Leader's Most Important Tool

  18   10-15   EXERCISE                Leader's Intent

  19   10      INSTRUCTOR DISCUSSION   The New Leader's Challenge

  20   10-15   EXERCISE                What If?
  ---- ------- ----------------------- -------------------------------------

+---+----+-----------------------+-------------------------------------+
| \ | ** | **Delivery            | **Content**                         |
| # | Ti | Media/Technique**     |                                     |
|   | me |                       |                                     |
|   | ** |                       |                                     |
|   |    |                       |                                     |
|   | *  |                       |                                     |
|   | *( |                       |                                     |
|   | mi |                       |                                     |
|   | n) |                       |                                     |
|   | ** |                       |                                     |
+===+====+=======================+=====================================+
+---+----+-----------------------+-------------------------------------+

> UNIT 4 SITUATIONAL LEADERSHIP

  ---- ------- ----------------------- -------------------------------------
  21   5       INSTRUCTOR DISCUSSION   The Leadership Environment

  22   10      INSTRUCTOR DISCUSSION   Sources of Power

  23   10-15   EXERCISE                Sharing Power

  24   5       VIDEO SEGMENT #3        Leadership Examples

  25   10-15   EXERCISE                Leading With Style

  26   10      INSTRUCTOR DISCUSSION   Leadership Styles
  ---- ------- ----------------------- -------------------------------------

> UNIT 5 TEAM COHESION

  ---- ------- ----------------------- -------------------------------------
  27   10      INSTRUCTOR DISCUSSION   What is a Team?

  28   10-15   EXERCISE                What Makes a Good Team?

  29   10      INSTRUCTOR DISCUSSION   Building Team Cohesion

  30   10-15   EXERCISE                Leading to Cohesion
  ---- ------- ----------------------- -------------------------------------

> UNIT 6 ETHICAL DECISIONS

  ---- ----- ----------------------- -------------------------------------
  31   8     VIDEO SEGMENT #4        Dilemma in Desert Storm

  32   15    INSTRUCTOR DISCUSSION   Ethical Dilemmas
  ---- ----- ----------------------- -------------------------------------

> UNIT 7A PUTTING IT ALL TOGETHER

  ---- ----- ----------------------- -------------------------------------
  33   28    VIDEO SEGMENT #5        Killer Storm

  34   15    INSTRUCTOR DISCUSSION   After Action Review Process
  ---- ----- ----------------------- -------------------------------------

> []{.mark}
>
> UNIT 7B PUTTING IT IN PRACTICE

  ---- ------- ----------------------- -------------------------------------
  35   10      INSTRUCTOR DISCUSSION   Briefing for the FLAC (end of Day 1)

       6-8     FIELD EXERCISE          Field Leadership Assessment Course
       hours                           (Day 2)
  ---- ------- ----------------------- -------------------------------------

**COURSE:** Followership to Leadership

**UNIT:** 0 -- Introduction

**SUGGESTED** **TIME:** 15 minutes

**TRAINING** **AIDS:** Student Workbooks, Dry erase board or flipchart
and markers.

LESSON OUTLINE

**OBJECTIVE:**

Provide participant introductions and course orientation.

# **I. Participant INTRODUCTIONS** {#i.-participant-introductions .unnumbered}

INSTRUCTOR IntroducTIONS

student intRODUCTIONS

II\. course orientation

course information

Facilities / Ground rules

Agenda

Student materials check 1) Pre-course work

2\) Incident Response Pocket Guide

WHY we are here

This course represents one of the foundational courses in the Wildland
Fire Leadership Development Program.

Course goals are:

1\. Demonstrate an understanding of fundamental leadership principles.

2\. Assess individual traits and motivation for entering into a
leadership role.

## ![](media/image7.png){width="0.40555555555555556in" height="0.45416666666666666in"} {#section-3 .unnumbered}

**COURSE:** Followership to Leadership

**UNIT:** 1 -- The Art of Leadership

**SUGGESTED** **TIME:** 60 minutes

**TRAINING** **AIDS:** TV/VCR, PowerPoint projection set-up, dry erase
board or flipchart and markers.

LESSON OUTLINE

**OBJECTIVES:**

1.  Given pre-course work information and course content information -
    Describe the role of a leader.

2.  Given pre-course work information and course content information--
    Explain motivation for wanting to be a leader.

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I.  what is the role of a leader?

![](media/image8.wmf) EXERCISE -- defining leadership

Purpose:

To develop a common starting point for leadership discussions.

METHOD:

refer students to the student workbook.

Have students work individually and develop responses to the following
questions:

1\. how would you define leadership?

2\. who would you consider a leadership role model and why?

allow 5 minutes for the students to develop responses.

select students to report their responses back to the class for
discussion.

## KEY TEACHING POINTS: {#key-teaching-points .unnumbered}

## Being appointed a supervisor doesn't make you a leader anymore than putting on Nomex makes you a firefighter. 

## Being a leader means that you influence people, not that you simply tell them what to do. Influencing people is a full-time job that requires technique and insight about your followers. A leader influences others to accomplish a task by providing purpose, direction, and motivation to a group of people. 

## Leaders provide **Purpose** by clearly communicating their intent and describing the desired end state of an assignment to their followers. You probably have heard the phrase "No plan survives the first bullet." Actually, the "intent" you communicate to your followers is the only part of the plan that will survive the first bullet. When your followers understand the intent behind your instructions and know what the successful end state of the assignment should look like, they can use their initiative to find a way to accomplish the assignment even if conditions change significantly. 

## Leaders provide **Direction** by maintaining standards of performance for their followers. You can provide direction in many ways: establishing standards, setting goals, developing plans, making decisions, coaching followers, and evaluating performance. Your direction must be given in a manner that enables all your followers to be part of the team.

## Leaders provide **Motivation** by setting the example for their followers. Leaders understand that motivation is what inspires followers to buy in to a plan. Ultimately, your followers choose to do something because they perceive the benefit of doing a task outweighs the cost of not doing it. 

##  {#section-4 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say .unnumbered}

## "Strong chieftains stimulate and inspire the performance of their Huns." {#strong-chieftains-stimulate-and-inspire-the-performance-of-their-huns. .unnumbered}

##  {#section-5 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote .unnumbered}

## "Leadership is the art of accomplishing more than the science of management says is possible." Secretary of State Colin Powell  {#leadership-is-the-art-of-accomplishing-more-than-the-science-of-management-says-is-possible.-secretary-of-state-colin-powell .unnumbered}

## **II. ARE LEADERS BORN OR MADE?** {#ii.-are-leaders-born-or-made .unnumbered}

![](media/image9.wmf)SHOW VIDEO SEGMENT #1 12 Minutes

LEARNING AND LEADING

##  {#section-6 .unnumbered}

## KEY TEACHING POINTS: {#key-teaching-points-1 .unnumbered}

## Consider the following two statements:

## "The most valuable officer in a regiment is the sergeant. The true sergeant is born not made...a priceless gift from the gods." U.S. Army Colonel, 1911 {#the-most-valuable-officer-in-a-regiment-is-the-sergeant.-the-true-sergeant-is-born-not-madea-priceless-gift-from-the-gods.-u.s.-army-colonel-1911 .unnumbered}

## "The one quality that can be developed by studious reflection and practice is leadership." U.S. Army General, 1954 {#the-one-quality-that-can-be-developed-by-studious-reflection-and-practice-is-leadership.-u.s.-army-general-1954 .unnumbered}

## **Q&A:** *Why are there these two opposing philosophies?*  {#qa-why-are-there-these-two-opposing-philosophies .unnumbered}

## **Q&A:** *Most of you have already been leaders in fire or some other environment...were you born a leader?* {#qa-most-of-you-have-already-been-leaders-in-fire-or-some-other-environmentwere-you-born-a-leader .unnumbered}

## Effective leaders are found in all cultures and all walks of life.

## The business world and the military spend a lot of time and money to develop their leaders. The "leadership" section in any bookstore is huge. Evidently many people feel they can improve their leadership skills by studying what others have to say about the subject.

## Just as you learned to use the right tools and techniques to fight fire effectively in all types of terrain and fuels, you must also learn to use the right leadership tools and techniques - at the right time and right place -- in order to meet the needs of your team. 

## Learning to lead is not a skill acquired overnight. The best leaders work hard throughout their lifetime to master the art of leadership.

##  {#section-7 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-1 .unnumbered}

## "You must be willing to accept the simple fact that you have flaws and will need to work every day to become a better chieftain than you were yesterday." {#you-must-be-willing-to-accept-the-simple-fact-that-you-have-flaws-and-will-need-to-work-every-day-to-become-a-better-chieftain-than-you-were-yesterday. .unnumbered}

##  {#section-8 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-1 .unnumbered}

## "Leaders aren't born they are made...and they are made just like anything else, through hard work." Vince Lombardi, Coach  {#leaders-arent-born-they-are-madeand-they-are-made-just-like-anything-else-through-hard-work.-vince-lombardi-coach .unnumbered}

## **III. WHY SHOULD ANYONE FOLLOW YOU?**

##  {#section-9 .unnumbered}

![](media/image10.wmf) EXERCISE -- you've got to want to be in charge

Purpose:

Primary - To provide an opportunity for examining Individual motivation
for stepping into a leadership role.

secondary - to review the pre-course work assignment.

METHOD:

refer students to the student workbook, the pre-course work assignment,
and to "the Leadership secrets of atilla the hun" book.

ask for volunteers from the students to discuss their response for
pre-course work question #2 back to the class:

-   after REading chapter 2, briefly explain why you want to be a leader
    of firefighters.

    use responses to generate class discussion.

    Collect the student's pre-course work assignment written responses
    at this time to insure that all students completed this part of the
    course. they can be returned to the students as part of the
    evaluation process on day 2 at the end of the field leadership
    assessment course.

## KEY TEACHING POINTS: {#key-teaching-points-2 .unnumbered}

## The leader's primary role is to serve their team. New leaders sometimes have the misconception that leadership is all about them, that being a leader is about meeting their own needs. 

## The leader's focus must be on the mission and meeting the needs of the team. Your team will only choose to follow you if you can meet their needs as well as your own needs. 

-   The Student Workbook contains a short self-assessment tool titled
    "Do You Have the Leadership Stuff?" It is intended to start you
    thinking about your readiness for leadership roles. This is not a
    course assignment, do it at your convenience and for your own use.

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-2 .unnumbered}

## "You must be willing to remain your natural self and not take on an aura of false pride in your countenance." {#you-must-be-willing-to-remain-your-natural-self-and-not-take-on-an-aura-of-false-pride-in-your-countenance. .unnumbered}

##  {#section-10 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-2 .unnumbered}

"To command is to serve, nothing more and nothing less." Andre Malraux,
Writer

IV. **REVIEW UNIT 1 OBJECTIVES**

**COURSE:** Followership to Leadership

**UNIT:** 2 -- Foundations of Leadership

**SUGGESTED** **TIME:** 60 minutes

**TRAINING** **AIDS:** Incident Response Pocket Guides, TV/VCR,
PowerPoint projection set-up, dry erase board or flipchart and markers.

**LESSON OUTLINE**

**OBJECTIVES:**

1.  Given course content information and a scenario -- Identify the
    three leadership values and the supporting principles.

2.  Given pre-course work information and course content information--
    Initiate a leadership self-development plan.

    **I. VALUES AND CHARACTER**

##   {#section-11 .unnumbered}

## KEY TEACHING POINTS: {#key-teaching-points-3 .unnumbered}

-   Values are attitudes about the worth or importance of people or
    things. Values cannot be taught in a classroom. Values are learned
    when we make mistakes and then we are corrected by those we respect.
    Values are learned when we observe peers and role models living
    their values.

-   All of us are influenced by multiple sets of values such as our
    cultural values, our workplace values, and our family values. Values
    are the basis for the decisions we make.

-   There are three guiding Leadership Values for those in leadership
    roles.

-   Integrity is how you value yourself. You cannot be in charge of
    others unless you are in charge of yourself. People of integrity
    separate what is right from what is wrong and act according to what
    they know is right, even at personal cost.

-   Respect is how you value your co-workers. Respect for the individual
    forms the very basis for the rule of law in America. This value
    reminds you that those who follow you are your greatest resource.
    Not all of your followers will succeed equally, but they all deserve
    respect.

-   Duty is how you value your job. Duty begins with everything required
    of you by law and policy, but it is much more than that. A leader
    commits to excellence in all aspects of their professional
    responsibility so that when the job is done they can look back and
    say "I couldn't have given any more."

-   Character is the way you communicate your values to others. It is a
    collection of actions that others appraise to determine if you can
    be trusted.

-   Leaders cannot hide what they do... your followers assess your
    character every day. If your followers believe that you are a leader
    with character, they can accept weaknesses and help you compensate
    for them.

##  {#section-12 .unnumbered}

##  {#section-13 .unnumbered}

![](media/image11.wmf) show vIDEO SEGMENT #2 19 Minutes

*Colonel Chamberlain at gettysburg*

##  {#section-14 .unnumbered}

##  {#section-15 .unnumbered}

## Consider Colonel Joshua Chamberlain's actions shown in the video:

## **Q&A:** *What was Colonel Chamberlain's reaction when the mutineers were delivered to his custody?* {#qa-what-was-colonel-chamberlains-reaction-when-the-mutineers-were-delivered-to-his-custody .unnumbered}

## **Q&A:** *What actions did Colonel Chamberlain take in response to the mutineer custody situation?* {#qa-what-actions-did-colonel-chamberlain-take-in-response-to-the-mutineer-custody-situation .unnumbered}

## **Q&A:** *How did the mutineers respond?* {#qa-how-did-the-mutineers-respond .unnumbered}

## **Q&A:** *What values did Colonel Chamberlain demonstrate?* {#qa-what-values-did-colonel-chamberlain-demonstrate .unnumbered}

##  {#section-16 .unnumbered}

##  {#section-17 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-3 .unnumbered}

## "Chieftains must never shed the cloak of honor, morality, and dignity" {#chieftains-must-never-shed-the-cloak-of-honor-morality-and-dignity .unnumbered}

##  {#section-18 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-3 .unnumbered}

"The ultimate measure of a man is not where he stands in moments of
comfort and convenience, but where he stands at times of challenge and
controversy." Dr. Martin Luther King, Jr., Minister

II. **LEADERSHIP PRINCIPLES**

![](media/image12.wmf) eXERCISE - values in action

Purpose:

to link the leadership principles to the leadership values.

METHOD:

refer students to the student workbook.

ASK students TO look at the 11 leadership principles outlined in the
chart that is in the student workbook. in that chart, each of the 11
leadership principles is arranged under one of the three leadership
values discussed in the last section.

Divide the class into small work groups of 3-5 students. assign each
group two or three of the leadership principles from the chart. be sure
that all 11 principles are covered in the assignments.

have the groups WORK TOGETHER TO develop a brief explanation of why they
think each of their assigned lEADERSHIP PRINCIPLEs supports the
leadership value that it is arranged under in the chart. if the group
disagrees with the chart, they should explain their rationale for the
disagreeement.

allow 5 minutes for the groups to work together.

Have the groups PRESENT their VALUES/PRINCIPLES assessments to the
entire class.

point out to the students that the incident response pocket guide (NFES
1077 - January 2002 version or more recent) has the 11 leadership
principles listed in the front on pages iii and iv.

## KEY TEACHING POINTS: {#key-teaching-points-4 .unnumbered}

-   Leadership Principles are the actions that you can take to
    demonstrate your values. Work on putting these 11 principles into
    practice and you will be on the path to becoming an effective
    leader.

-   In the "Values in Action" exercise we worked with neatly organized
    principles under a primary value that it supports. In reality, many
    of these principles support all three Leadership Values to some
    degree.

##  {#section-19 .unnumbered}

##  {#section-20 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-4 .unnumbered}

## "Wise chieftains know they are responsible for the welfare of their Huns and act accordingly." {#wise-chieftains-know-they-are-responsible-for-the-welfare-of-their-huns-and-act-accordingly. .unnumbered}

##  {#section-21 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-4 .unnumbered}

"What you do speaks so loudly I cannot hear what you are saying." Ralph
Waldo Emerson, Writer

III\. building your leadership toolbox

##  {#section-22 .unnumbered}

##  {#section-23 .unnumbered}

![](media/image13.wmf) EXERCISE -- Know YOurself

Purpose:

Primary - To provide an opportunity to begin building a leadership
self-development plan.

secondary - to review the pre-course work.

METHOD:

refer students to the student workbook, the pre-course work assignment,
and to "the Leadership secrets of atilla the hun" book.

ask the students to think about the intent of

pre-course work question #1:

-   after reading chapter 1, identify which of attila's 17 essential
    qualities are your strongest three and which are your weakest three.
    briefly explain why.

    students will [not]{.underline} need to share their reponses from
    the pre-course work.

    have students work individually and identify one action they may
    take in order to initiate a leadership self-development plan as
    outlined in the student workbook.

    allow 2-3 minutes for the students to develop their responses.

    poll the entire class and build a running list of the suggested
    actions using the leadership self-development plan format:

```{=html}
<!-- -->
```
-   directed reading and self-study

-   detail assignments

-   training courses

-   Mentoring

-   Outside activities

## KEY TEACHING POINTS: {#key-teaching-points-5 .unnumbered}

-   A complete leadership development process will include formal
    training courses, challenging field experiences, and your own
    initiative in seeking self-development opportunities. Remember one
    of the Leadership Principles is "Know yourself and seek
    improvement." Use the ideas from the last exercise to start your own
    Leadership Self-development Plan as outlined in the Student
    Workbook.

-   Just as you have been a student of fire behavior in becoming a
    proficient firefighter, you must now also become a student of human
    behavior in order to become proficient leader. The pre-course work
    assignment for this course was meant to introduce you to the concept
    of reading in order to foster continuous learning. This is an
    important self-development strategy for individuals who desire to
    improve their leadership skills, no matter what type of business or
    endeavor they pursue.

-   A website has been established to support this NWCG leadership
    training curriculum. A major component of this website is the
    Leadership Toolbox. The Leadership Toolbox provides self-development
    tools and references that support each of the 11 Leadership
    Principles. The Leadership Self-development Plan from the previous
    exercise is one of those tools. These tools and references have
    application for leaders at all levels. The Leadership Toolbox can be
    found at: [www.fireleadership.gov](http://www.fireleadership.gov/)

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-5 .unnumbered}

## "The experience of Huns must be structured to allow them to broaden and deepen themselves to develop the character they will need when appointed a chieftain." {#the-experience-of-huns-must-be-structured-to-allow-them-to-broaden-and-deepen-themselves-to-develop-the-character-they-will-need-when-appointed-a-chieftain. .unnumbered}

##  {#section-24 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-5 .unnumbered}

## "Leadership and learning are indispensable to each other." President John F. Kennedy {#leadership-and-learning-are-indispensable-to-each-other.-president-john-f.-kennedy .unnumbered}

##  {#section-25 .unnumbered}

##  {#section-26 .unnumbered}

## **IV. REVIEW UNIT 2 OBJECTIVES** {#iv.-review-unit-2-objectives .unnumbered}

COURSE: Followership To Leadership

**UNIT:** 3 -- Follower to Leader...The Transition

**SUGGESTED** **TIME:** 60 minutes

**TRAINING** **AIDS:** PowerPoint projection set-up, dry erase board or
flipchart and markers.

LESSON OUTLINE

OBJECTIVE:

Given course content information and a scenario -- Identify common
leadership pitfalls and develop strategies to avoid them.

I. Leader's most important responsibility

##  {#section-27 .unnumbered}

![](media/image14.wmf) EXERCISE -- The decision cycle

Purpose:

To review the decision cycle model from the "l-180 human factors on the
fireline" course.

METHOD:

refer students to the student workbook.

have students work together in groups TO IDENTIFY and describe each of
the components found in the decision Cycle model.

allow 3-5 minutes for the groups to work together.

Have the groups PRESENT their model descriptions to the entire class.

## KEY TEACHING POINTS: {#key-teaching-points-6 .unnumbered}

-   Decision Cycle components are Situation Awareness, Problem
    Recognition, Option Selection, Decision Point, and Action
    Implementation. Usually, Time is the most critical factor
    influencing the decision process.

-   Many factors can make fireline decision-making difficult: Friction
    (extreme work environment, time-compression, ill-defined objectives,
    etc.), Uncertainty (incomplete information), Fluidity (rapidly
    changing situations), Complexity (multiple players), and Human
    Factors (danger and fear).

-   Because of the factors just discussed, much of the decision-making
    you will do on the fireline will be Naturalistic or Recognition
    Primed Decision-making, where you match your current situation to a
    similar situation that you have experienced and derive a course of
    action based on that previous experience.

-   This is in contrast to Analytical Decision-making where more time is
    required to gather information, develop alternative courses of
    action, weigh the benefits of each course of action, and finally
    select a course of action. Analytical decision-making is generally
    used at higher levels of an organization such as the process for
    developing the Incident Action Plan on an incident.

-   The factors that make decision-making difficult are more fully
    discussed in the reading titled "The Fog of Firefighting" found in
    the Student Workbook.

-   A leader's most important responsibility is to make sound and timely
    decisions...to develop a Bias for Action.

-   Fundamental actions that support good decision-making include:
    having solid Standard Operating Procedures in place before you leave
    the station; developing simple, flexible plans and utilizing the
    Risk Management Process found in the Incident Response Pocket Guide
    (IRPG) prior to engaging a fire; and finally, providing clear intent
    and fostering initiative among your followers once you have decided
    on your course of action.

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-6 .unnumbered}

"The ability to make difficult decisions separates chieftains from
Huns."

##  {#section-28 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-6 .unnumbered}

"Leadership is action, not position." U.S. Marine Corps training manual

II\. Leader's most important tool

## KEY TEACHING POINTS: {#key-teaching-points-7 .unnumbered}

-   In order to turn any decision you make into an action, you must be
    able to communicate that decision to others. This is why
    communication is your most important tool.

-   The Five Communication Responsibilities for all firefighters are:
    Brief others as needed, Debrief your actions, Communicate hazards to
    others, Acknowledge messages, and Ask if you don't know.

-   A primary communication responsibility for leaders is to provide a
    complete Briefing that includes a clearly stated Leader's Intent.

-   A good Leader's Intent has three parts:

    -   Task = What is to be done

    -   Purpose = Why it is to be done

    -   End state = How it should look when done

##  {#section-29 .unnumbered}

![](media/image15.wmf) EXERCISE -- leader's intent

Purpose:

To practice communicating intent in a briefing.

METHOD:

refer students to the student workbook.

have students read the scenario and develop an intent statement for the
given assignment.

allow 3-5 minutes for students to develop their intent statements.

Have the students give their intent statements in a briefing to their
work groups. students can provide critique for each other. instructor(s)
should circulate, listen, and provide critique also. identify good
intent statements and share them with all the work groups.

![](media/image16.png) leader's intent SCENARIO

You are the leader of an initial attack module activated for a dry
lightning storm that has ignited several fires on your local home unit.
The module consists of 4 firefighters -- yourself, another experienced
firefighter, and two rookie firefighters. You are equipped with one
chainsaw, two backpack pumps, and a full compliment of handtools, and
two handheld radios.

Your Fire Management Officer has given you the specifics on the fire you
are being sent to. It is the peak of your fire season. In addition, you
had a dry winter so the fuels are in a drier than normal condition.

Your module is flown into the fire by helicopter. Flying over it you see
that it is about a ½ acre with some flame showing. After walking about a
mile from the only landing zone that was available in the area, you come
through a saddle in a ridge. From there you can see the smoke from the
fire directly down below you about half way between the ridge top and
the bottom of the slope. The time is 1330.

What is your decision about how to approach the fire and how do you
communicate the intent of that decision to the appropriate individuals?

-   Your Command Presence will be transmitted by your ability to
    communicate effectively. Do not equate command presence with yelling
    out orders. Effective communication is two-way communication and
    involves a good feedback process. This subject is more fully
    discussed in the reading titled "Command Presence" found in the
    Student Workbook.

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-7 .unnumbered}

"Critical to a Hun's success is a clear understanding of what the King
wants."

## LEADERSHIP QUOTE: {#leadership-quote-7 .unnumbered}

"Talk with the troops...in the long run it is what we do not say that
will destroy us." General George S. Patton

III\. the NEW Leader's challenge

##  {#section-30 .unnumbered}

## KEY TEACHING POINTS: {#key-teaching-points-8 .unnumbered}

-   Transitioning from follower to leader has a number of challenges.
    You may be supervising people who used to be your peers. You many
    not have lot of experience making decisions that affect other's
    welfare.

-   Pitfall #1 - Trying to make an impression with your superiors at the
    expense of your subordinates.

-   Pitfall #2 -- Failing to separate your role as a leader from your
    role as a friend of those who were formerly your peers.

-   Pitfall #3 -- Trying do everything yourself just the way you want it
    done instead of delegating responsibility and directing the
    accomplishment of tasks.

-   Pitfall #4 -- Ignoring the talent of experienced subordinates
    because you are afraid that asking for ideas would make you appear
    to be a weak leader.

## As a new leader of people that used to be your peers, there may be a honeymoon of support with an expectation that things will be easier with looser standards under your leadership. You may have trouble enforcing a standard that you used to break on occasion, because now you will feel like a hypocrite enforcing it. 

## **Q&A:** *What are some other common pitfalls for new leaders?* {#qa-what-are-some-other-common-pitfalls-for-new-leaders .unnumbered}

##   {#section-31 .unnumbered}

-   Think seriously about the expectations of all those around you in
    your new role and be prepared to make decisions based on the three
    Leadership Values.

##  {#section-32 .unnumbered}

##  {#section-33 .unnumbered}

![](media/image17.wmf) EXERCISE -- what if?

Purpose:

To anticipate problems that new leaders will encounter and the pitfalls
that can be associated with those problems.

METHOD:

refer students to the student workbook.

have students work together in groups and

assign each group one of the five "What if" scenarios (or design your
own scenarios). have students read through their scenario and then work
as a group to develop responses to the following questions:

1\. what leadership values are at stake?

2\. What course of action would you choose and why?

allow 5 minutes for the groups to work together.

Have the groups PRESENT their evaluation and course of action to the
entire class.

![](media/image18.png) what if SCENARIO #1

You are a Squad Boss on a 20 person handcrew assigned to a large fire.
You have just gone off duty at the Incident Base after a long
operational period. The Crew Supervisor has told the crew they are not
to leave the Incident Base. Two hours later you see two people from your
squad (who happen to be your friends) returning to the Incident Base
from the direction of the local town. It is obvious that they have been
away from the Incident Base. How do you handle this situation?

![](media/image19.png) what if SCENARIO #2

You are a new Lead Firefighter on a helitack crew. The Helicopter
Manager has put you in charge of the cache. You assign two of your
crewmembers to organize the storage of the equipment in the cache and
develop an inventory system. You give them a general layout of what you
expect it to be. Later that day the Helicopter Manager asks you to go
help a nearby helitack crew with training for that afternoon and the
next day. When you return two days later, you go down to the cache to
see how they are doing with the assignment. They had finished the
evening before and when you walk in the rest of the crew is giving high
praise for a very well done cache. But it is not exactly what you had
described when you gave them the assignment. How do you handle this
situation?

![](media/image20.png) what if SCENARIO #3

You are a first year Engine Boss of a three-person engine crew. Your
engine has been sent to a large fire in the next state as part an engine
strike team that is made up of engines from three different agencies. It
is about a week into the assignment and you feel that your crew is
getting more than its fair share of undesirable assignments compared to
the other four engines. Your crewmembers are beginning to notice and the
grumbling has begun. How do you handle this situation?

![](media/image21.png) what if SCENARIO #4

It is your first Jumper-In-Charge assignment. You and five other
smokejumpers have successfully initial attacked a 3 acre fire in a
wilderness area. You caught the fire, worked it for a couple of days,
and have called it out. You all are at the helispot ready for pickup.
One of the crewmembers, who is the oldest, most experienced person in
the group, suddenly threatens another crewmember. When you step in to
quell the situation he gets angry, calls you a young know-it-all, and
storms off the helispot, yelling that he is walking back. You can hear
the helicopter approaching and the pilot comes on the radio asking you
for final directions to your location. How do you handle this situation?

![](media/image22.png) what if SCENARIO #5

You are a new Crew Supervisor for a 10-person district fire crew. You
have just moved to a new location for this job opportunity. You used to
work in an area dominated by grass and brush fuel types with a high fire
response work-load. You are very experienced in fast moving fires and
initial attack operations. The area you have transferred to is dominated
by a mixed conifer timber fuel type. Your crew has just been sent to
work through a 20 acre fire on the district that was controlled
yesterday. The assignment is to take care of all the remaining hazard
trees. You have lots of experience running chainsaws in the brush but
not much falling experience. There are two very experienced fallers that
work for you. One of these individuals has been on the district for a
number of years and you have heard rumors that he thought your new job
should have been his. How do you handle this situation?

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-8 .unnumbered}

"Being a leader of Huns is often a lonely job."

## LEADERSHIP QUOTE: {#leadership-quote-8 .unnumbered}

### "Being a leader is a fine thing, but it has its penalties...and the greatest penalty is loneliness." Sir Ernest Shackleton, Explorer {#being-a-leader-is-a-fine-thing-but-it-has-its-penaltiesand-the-greatest-penalty-is-loneliness.-sir-ernest-shackleton-explorer .unnumbered}

###  {#section-34 .unnumbered}

IV\. REVIEW UNIT 3 OBJECTIVE

## **COURSE:** Followership to Leadership {#course-followership-to-leadership .unnumbered}

**UNIT:** 4 -- Situational Leadership

**SUGGESTED** **TIME:** 60 minutes

**TRAINING** **AIDS:** TV/VCR, PowerPoint projection set-up, dry erase
board or flipchart and markers.

Lesson OUTLINE

**OBJECTIVE:**

Given course content information and a scenario -- Describe three basic
leadership styles and appropriate situations for their use.

# **I. THE LEADERSHIP ENVIRONMENT** {#i.-the-leadership-environment .unnumbered}

## KEY TEACHING POINTS {#key-teaching-points-9 .unnumbered}

## Earlier in the course we talked about the fact that just as you learned to use the right tools and techniques to fight fire effectively, you must also learn to use the right leadership tools and techniques. Successful leadership lies in your ability to influence people in a variety of situations. 

## Leaders must continually adapt their leadership style to meet an ever-changing environment. This strategy is called **Situational Leadership**.

## The **Leadership Environment** has three components that shape the situation a leader must assess in order to determine what leadership style is most appropriate. 

## The people who make up **The Team** represent all levels of followers within the framework of the team. Each follower will have a different skill mix and unique personality traits.

## **The Leader** is you. You must have an honest understanding of your strengths and weaknesses, your capabilities and limitations. 

## Every **Task** presents a different challenge: high consequences, time compression, special skill needs, the list is endless. 

##  {#section-35 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-9 .unnumbered}

"Wise chieftains never place their Huns in situations where their
weaknesses will prevail over their strengths."

##  {#section-36 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-9 .unnumbered}

"Anyone could lead perfect people, if there were any.\" Robert
Greenleaf, Writer

# **II. sources of power** {#ii.-sources-of-power .unnumbered}

## KEY TEACHING POINTS {#key-teaching-points-10 .unnumbered}

## **Power** is the ability to influence the actions of others. How you use power shapes the team's perception of your ability to lead. 

##  {#section-37 .unnumbered}

## **Position Power** is based on the perception that your rank in the organization automatically gives you certain rights and authority.

##  {#section-38 .unnumbered}

## **Reward Power** is based on the perception that you control rewards that are valued by your team and are given for good performance.

##  {#section-39 .unnumbered}

## **Discipline Power** is based on the perception that you can and will penalize team members who choose not to meet standards.

##  {#section-40 .unnumbered}

## **Respect Power** is based on the team identifying with you as a role model and an example to follow.

##  {#section-41 .unnumbered}

## **Expert Power** is based on the perception that you are competent in your job skills.

##  {#section-42 .unnumbered}

## Leaders have access to power based on who they are and who their followers perceive them to be. The need to use different sources of power constantly shifts as the environment changes. 

## **Q&A:** *What sources of power are most important in a high-stress environment?* {#qa-what-sources-of-power-are-most-important-in-a-high-stress-environment .unnumbered}

## **Q&A:** *What sources of power are new leaders at a disadvantage in?* {#qa-what-sources-of-power-are-new-leaders-at-a-disadvantage-in .unnumbered}

##  {#section-43 .unnumbered}

## Giving power away to get power...this is known as the **Power Paradox**. If you want power, give it away. If you want respect as a leader, give respect to your team members. If you want the trust of your team, give trust to them first. You have to be willing to take the first step.

##  {#section-44 .unnumbered}

##  {#section-45 .unnumbered}

##  {#section-46 .unnumbered}

##  {#section-47 .unnumbered}

##  {#section-48 .unnumbered}

![](media/image23.wmf) EXERCISE -- sharing power

Purpose:

To identify appropriate areas where power can be shared with
subordinates in order to gain buy-in and share the work load.

METHOD:

refer students to the student workbook. have students work together in
groups. ask each group to identify one situation where it would be
appropriate for a leader to share power and one situation where it would
not be appropriate to share power. groups also provide an explanation of
why for both situations.

Student should consider importance of the task and the expereince level
required of the subordinate. some situation examples if students have
trouble might inlude:

-   Developing crew performance standards.

-   Developing crew conduct policy.

-   Making job assignments at the station.

-   Making an urgent tactical decision on a fire.

-   Assigning a lookout.

-   Resolving a conflict between two crewmembers.

    allow 5 minutes for the groups to work together.

    Have the groups PRESENT their two situations to the entire class.

##  {#section-49 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-10 .unnumbered}

"Chieftains should never misuse power. Such action causes great friction
and leads to rebellion in the tribe."

##  {#section-50 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-10 .unnumbered}

"Strange as it seems, great leaders gain authority by giving it away."
Admiral James Stockdale

# **III. LEADERSHIP STYLES** {#iii.-leadership-styles .unnumbered}

##  {#section-51 .unnumbered}

eXERCISE -- Leading with style

purpose:

to provide examples of the three basic leadership styles and the
situational considerations that determine which of those leadership
styles is most appropriate.

method:

refer students the student workbook.

inform the students that the video will show examples of the three
leadership styles and one or two situational considerations for each
example will be mentioned in the narration.

![](media/image24.wmf) show vIDEO SEGMENT #3 5 Minutes

*leadership examples*

at the end of the video segment, have students work together in groups.
assign each group one of the three leadership styles (directing,
delegating, or participating). if there are more than three groups,
multiple groups can be assigned to work on the same leadership style.

ask the students to identify several task, Team, and leader
considerations that may determine whether the leadership style assigned
to their group can be successfully applied.

allow 5 minutes for the groups to work together.

Have the groups PRESENT their responses to the entire class.

this list of considerations is not all inclusive:

[Directing]{.underline}

task considerations:

-   life, sAFETY, or property threats

-   time critical Decisions

    team considerations:

-   team members are inexperienced

-   team members expect immediate guidance

    leader considerations:

-   high level of experience

-   must have more than position power

    [Delegating]{.underline}

    task considerations:

-   normal standard operations

-   many tasks require simultaneous action

    team considerations:

-   team members are experienced

-   team members support leader's goals

    leader considerations:

-   high level of trust in the team

-   must clearly define expectations and limits

    [participating]{.underline}

    task considerations:

-   unusual situation or problem

-   time is available for team input

    team considerations:

-   team members are experienced

-   team members have a stake in the solution

    leader considerations:

-   willing to accept input from team members

-   must frame the problem for all to understand

##  ![](media/image7.png){width="0.40555555555555556in" height="0.45416666666666666in"} {#section-52 .unnumbered}

KEY TEACHING POINTS

## Just as you intentionally use a variety of tools for different jobs, you should also be able to use all three **Leadership Styles** for different situations. Knowing when to be **Directing**, when to **Delegate**, and when to invite **Participation** from your followers will be key to your long-term success as a leader**.** 

## Leadership Styles and Sources of Power are tools to be called on when needed and should not be dependant on your personality. Relying on a favorite tool will limit your ability to lead effectively.

##  {#section-53 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-11 .unnumbered}

"A chieftain should allow subordinates the privilege of making decisions
appropriate to their level of responsibility. Weak is the chieftain who
reserves every decision as their own for fear of losing control."

##  {#section-54 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-11 .unnumbered}

"Being in charge is a lot like being a lady. If you have to tell people,
you probably aren't." British Prime Minister Margaret Thatcher

##  {#section-55 .unnumbered}

##  {#section-56 .unnumbered}

## **IV. REVIEW UNIT 4 OBJECTIVE** {#iv.-review-unit-4-objective .unnumbered}

## **COURSE:** Followership to Leadership {#course-followership-to-leadership-1 .unnumbered}

**UNIT:** 5 -- Team Cohesion

**SUGGESTED** **TIME:** 60 minutes

**TRAINING** **AIDS:** PowerPoint projection set-up, dry erase board or
flipchart and markers.

Lesson OUTLINE

**OBJECTIVE:**

Given course content information -- Describe techniques that leaders can
use to build and maintain team cohesion.

## **I. WHAT IS A TEAM?**  {#i.-what-is-a-team .unnumbered}

##  {#section-57 .unnumbered}

## KEY TEACHING POINTS {#key-teaching-points-11 .unnumbered}

## There are different levels of teamwork depending on your work environment. Consider the following examples:

## Sales Department -- Results are determined by simply adding up the individual efforts of each team member. There is little inter-dependence. {#sales-department-results-are-determined-by-simply-adding-up-the-individual-efforts-of-each-team-member.-there-is-little-inter-dependence. .unnumbered}

## Construction Group - Results are determined by the ability of each part of the team to complete their task on time, to standard, and handoff to the next part of the team. There is a moderate level of inter-dependence.  {#construction-group---results-are-determined-by-the-ability-of-each-part-of-the-team-to-complete-their-task-on-time-to-standard-and-handoff-to-the-next-part-of-the-team.-there-is-a-moderate-level-of-inter-dependence. .unnumbered}

## Football Team -- Results are determined by scoring more points than the opponent through the synchronized effort of all team members. There is a high level of inter-dependence. {#football-team-results-are-determined-by-scoring-more-points-than-the-opponent-through-the-synchronized-effort-of-all-team-members.-there-is-a-high-level-of-inter-dependence. .unnumbered}

##  {#section-58 .unnumbered}

## **Synergy** is the team product of successful leadership. Synergy is that powerful force that allows the team to outperform itself. The goal of a leader should be a team where the whole equals more than the sum of the parts.

## **Q&A:** *What level of inter-dependence is required to be successful on the fireline?*  {#qa-what-level-of-inter-dependence-is-required-to-be-successful-on-the-fireline .unnumbered}

##  {#section-59 .unnumbered}

![](media/image25.wmf) EXERCISE -- WHAT makes A GOOD TEAM?

Purpose:

To identify cohesive team behaviors and dysfunctional team behaviors.

METHOD:

refer students to the student workbook.

have students work individually and IDENTIFY one behavior indicator of a
cohesive team or one behavior indicator of a dysfuntional team that they
have worked on or worked around.

allow 2-3 minutes for the students to develop their responses.

poll the entire class and build a running list of the example behaviors.

cohesive team behaviors could include:

-   team members understand the intent of tasks

-   Conflicts are dealt with as soon as they occur

-   experimentation for better ways of doing tasks

-   time is measured by actions / events of the team

-   high performance is expected by all

-   team has Standard operating procedures

-   after action reviews are done on a regular basis

    dysfunctional team behaviors could include:

-   communication flow is one-way

-   shifting blame for errors or poor performance

-   cliques begin to develop

-   Lack of interest in team history and tradition

-   acceptance of low performance standards

-   Deceptive or unethical activities are allowed

-   failure to learn and improve at assigned tasks

##  {#section-60 .unnumbered}

![](media/image7.png){width="0.40555555555555556in"
height="0.45416666666666666in"}

WHAT DID ATTILA HAVE TO SAY:

## "Beware of the treacherous Hun who pledges loyalty in public then spreads discontent in private. Make every effort to remove these ignoble characters, be they chieftains or your best warriors." {#beware-of-the-treacherous-hun-who-pledges-loyalty-in-public-then-spreads-discontent-in-private.-make-every-effort-to-remove-these-ignoble-characters-be-they-chieftains-or-your-best-warriors. .unnumbered}

##  {#section-61 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-12 .unnumbered}

## "The strength of the wolf is in the pack, the strength of the pack is in the wolf." Rudyard Kipling, Writer {#the-strength-of-the-wolf-is-in-the-pack-the-strength-of-the-pack-is-in-the-wolf.-rudyard-kipling-writer .unnumbered}

##  {#section-62 .unnumbered}

##   {#section-63 .unnumbered}

# **II. building TEAM Cohesion** {#ii.-building-team-cohesion .unnumbered}

## KEY TEACHING POINTS {#key-teaching-points-12 .unnumbered}

## There are three basic phases of **Team Building**. Turning strangers into a team does not happen by itself. Every team or work group has to go through these phases. Some do it with more success than others, some never make it to the final phase. No phase is bad, they are all part of the journey to performance. 

## **Formation** (Form) - Team members are eager to fit in and usually have high expectations. There is anxiety about individual roles and a lack of understanding about team structure. Team members display conforming, polite behavior and there is a high dependence on the leader for direction and support.

## **Development** (Storm) -- Team members are frustrated with the discrepancy between their initial expectations and reality. There is a low trust level and some team members form coalitions. Team members compete for attention or power and there is some testing of the leader's boundaries.

## **Performance** (Norm & Perform) -- Team members commit to team vision and values. There is recognition of the importance in having different types of individuals on the team with various skill sets. Team members use open, direct communication that fosters trust and are willing to share responsibility with the leader. 

##  {#section-64 .unnumbered}

##  {#section-65 .unnumbered}

![](media/image26.wmf) EXERCISE -- leading to cohesion

Purpose:

To identify the leader's role during each phase of team building.

METHOD:

refer students to the student workbook.

have students work together in groups. assign each group one of the
three team building phases (Formation, development, or performance). if
there are more than three groups, multiple groups can be assigned to
work on the same team building phase.

ask students to consider the team behaviors typical for their assigned
phase and identify what actions leaders should use to guide teams during
that phase.

allow 5 minutes for the groups to work together.

Have the groups PRESENT their suggested leader actions to the entire
class.

leader actions during formation should include:

-   Communicate team vision and values

-   establish team structure and expectations

-   define decision making authority

-   develop agreement on roles and standards

-   provide information about processes and benefits

-   provide knowledge about each other to emphasize diverse talents and
    foster trust

    leader actions during development should include:

-   maintain focus on team vision and values

-   establish good communication processes by using clear intent
    statements, active listening, and After action reviews

-   demonstrate unity of command in the leadership team

-   drill on team and individual task skills

-   encourage initiative and underwrite honest mistakes

-   Resolve conflict without overreacting

    leader actions during performance should include:

-   focus on improving productivity

-   Provide new challenges

-   share decision making autonomy within boundaries

-   recognize and celebrate team accomplishments

-   give individual recognition

##  ![](media/image7.png){width="0.40555555555555556in" height="0.45416666666666666in"} {#section-66 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY:

## "Never expect your Huns to always be compatible. But expect their differences to be resolvable without the spread of discontent to other Huns." {#never-expect-your-huns-to-always-be-compatible.-but-expect-their-differences-to-be-resolvable-without-the-spread-of-discontent-to-other-huns. .unnumbered}

##  {#section-67 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-13 .unnumbered}

## "One of the most important roles of a leader is to help a group move through the stages of development." Ken Blanchard, Leadership Consultant {#one-of-the-most-important-roles-of-a-leader-is-to-help-a-group-move-through-the-stages-of-development.-ken-blanchard-leadership-consultant .unnumbered}

##  {#section-68 .unnumbered}

##  {#section-69 .unnumbered}

##  {#section-70 .unnumbered}

## **REVIEW UNIT 5 OBJECTIVE**

## **COURSE:** Followership to Leadership {#course-followership-to-leadership-2 .unnumbered}

**UNIT:** 6 -- Ethical Decisions

**SUGGESTED** **TIME:** 30 minutes

**TRAINING** **AIDS:** TV/VCR, PowerPoint projection set-up, dry erase
board or flipchart and markers.

Lesson OUTLINE

**OBJECTIVE:**

Given course content information and a scenario - Analyze a situation
that poses an ethical dilemma.

# **I. ethical dilemMas** {#i.-ethical-dilemmas .unnumbered}

![](media/image27.wmf) show vIDEO SEGMENT #4 8 Minutes

DILEMMA in desert storm

##  {#section-71 .unnumbered}

##  {#section-72 .unnumbered}

## KEY TEACHING POINTS {#key-teaching-points-13 .unnumbered}

## **Ethical dilemmas** exist when you are forced to choose between two competing values. It's a simple concept that is usually ends up being very complicated to resolve. 

## As a leader you have the ethical responsibility to be a good role model for your followers and to direct their actions in a way that avoids putting them into an ethical dilemma. Typical leader behaviors and attitudes that put followers into ethical dilemmas include:

## Zero defect mentality

## Covering up mistakes

## Telling their superiors what they want to hear

## Assigning tasks without the resources to get them done

## Loyalty up but not down the chain of command or vice versa 

## Consider the events we just watched. Firefighters don't work in such life threatening situations as military personnel, however we do operate in a high-risk environment:

## **Q&A:** What are some examples of situations where you have seen firefighters put into an ethical dilemma? {#qa-what-are-some-examples-of-situations-where-you-have-seen-firefighters-put-into-an-ethical-dilemma .unnumbered}

## **Q&A:** How did the dilemma get resolved? {#qa-how-did-the-dilemma-get-resolved .unnumbered}

##   {#section-73 .unnumbered}

## When things go wrong, weak leaders look for the easy way out by denying the problem or diverting the blame. Strong leaders admit the problem, fix the problem, then learn and improve their operations. Simple in theory, difficult in practice.

## Tough leadership decisions do not always have happy endings, but you must be able to live with your decisions. A good test when faced with an ethical decision is to think about how you will be perceived by your peers and family if your actions become public knowledge.

WHAT DID ATTILA HAVE TO SAY:

## "It takes less courage to criticize the decisions of others than to stand by your own." {#it-takes-less-courage-to-criticize-the-decisions-of-others-than-to-stand-by-your-own. .unnumbered}

##  {#section-74 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-14 .unnumbered}

## "I only know that moral is what you feel good after and immoral is what you feel bad after." Earnest Hemingway, Writer {#i-only-know-that-moral-is-what-you-feel-good-after-and-immoral-is-what-you-feel-bad-after.-earnest-hemingway-writer .unnumbered}

## **REVIEW UNIT 6 OBJECTIVE**

## **COURSE:** Followership to Leadership {#course-followership-to-leadership-3 .unnumbered}

**UNIT:** 7A -- Putting It All Together

**SUGGESTED** **TIME:** 45 minutes

**TRAINING** **AIDS:** TV/VCR, PowerPoint projection set-up, dry erase
board or flipchart and markers.

Lesson OUTLINE

**OBJECTIVE:**

Given course content information and a scenario -- participate in an
After Action Review process.

# **I. leadership in action** {#i.-leadership-in-action .unnumbered}

##  {#section-75 .unnumbered}

## KEY TEACHING POINTS {#key-teaching-points-14 .unnumbered}

##  {#section-76 .unnumbered}

-   The intent of the watching the following scenario is to give us a
    common experience from which to work through an **After Action
    Review** process. This will also help you put together previous
    course content and prepare for the Field Leadership Assessment
    Course.

    ![](media/image28.wmf) show vIDEO SEGMENT #5 28 Minutes

    *killer storm*

##  {#section-77 .unnumbered}

## The Debrief or After Action Review is a leadership communication tool that fosters learning and improvement within the team. Locate the After Action Review format in the green operational pages of your Incident Response Pocket Guide.

##   {#section-78 .unnumbered}

## **Q&A:** *What was planned?* {#qa-what-was-planned .unnumbered}

-   What was the initial mission?

-   What was the staffing of the helicopter aircrew?

-   What other resources were assigned to mission?

> **Q&A:** *What actually happened?*

-   When they arrived on scene, how did the aircrew deal with risk
    management... severity of risk versus probability of success?

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-   What sequence of events caused the decision to ditch the helicopter?

-   How did Aircrew Commander Rivola communicate his decision to the
    crew?

-   What decisions did PJ Spillane make?

> **Q&A:** *Why did it happen?*

-   What were the Aircrew Commander Rivola's alternatives?

-   What human factor reactions did the flight engineer have when going
    through the ditching checklist?

-   What were the co-pilot's human factor reactions?

-   Did aircrew Commander Rivola's attitude help or hinder their
    survival and why?

> **Q&A:** *What can we learn for next time?*

-   How well did the aircrew commander's emergency procedure training
    prepare him to ditch safely?

-   How well did the aircrew's water survival training prepare them?

-   What key life saving items were forgotten and why?

-   What leadership tools did the Coast Guard Captain Brudniki use to
    get volunteers to work the deck on the rescue ship?

-   What ethical dilemma did Coast Guard Captain Brudniki have to face?

**II. REVIEW FOR DAY 1**

WHAT DID ATTILA HAVE TO SAY:

"If it were easy to be a chieftain, everyone would be one."

##  {#section-79 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-15 .unnumbered}

## "True leadership resides in the evaluation of uncertain hazards and conflicting information." British Prime Minister Winston Churchill  {#true-leadership-resides-in-the-evaluation-of-uncertain-hazards-and-conflicting-information.-british-prime-minister-winston-churchill .unnumbered}

## **COURSE:** Followership to Leadership

**UNIT:** 7B -- Putting It In Practice

**SUGGESTED** **TIME:** 15 minutes (Day 1)

> 6-8 hours (Day 2)

**TRAINING** **AIDS:** Field Leadership Assessment Course (see Appendix
B).

Lesson OUTLINE

**OBJECTIVES:**

1\. Given a Field Leadership Assessment Course problem -- Demonstrate
situational leadership and employ a team in accordance with team
member's capabilities.

2\. Given a Field Leadership Assessment Course problem -- Demonstrate
ability to redeem the five communication responsibilities.

3.  Given a Field Leadership Assessment Course problem -- Demonstrate
    effective teamwork skills.

# **I. Briefing for the FLAC (END OF DAY 1)** {#i.-briefing-for-the-flac-end-of-day-1 .unnumbered}

##  Start time / location {#start-time-location .unnumbered}

## Transportation logistics {#transportation-logistics .unnumbered}

##  Necessary items for students to bring: {#necessary-items-for-students-to-bring .unnumbered}

## Full Personal Protective Equipment (PPE)  {#full-personal-protective-equipment-ppe .unnumbered}

## Line gear {#line-gear .unnumbered}

## Incident Response Pocket Guide, notepad, and pen {#incident-response-pocket-guide-notepad-and-pen .unnumbered}

## Lunch and water {#lunch-and-water .unnumbered}

## Prepared for cold/wet weather  {#prepared-for-coldwet-weather .unnumbered}

##  {#section-80 .unnumbered}

## **II. CONDUCT THE FLAC (DAY 2)** {#ii.-conduct-the-flac-day-2 .unnumbered}

##  {#section-81 .unnumbered}

## Refer to Appendix B - FLAC Facilitation Guide  {#refer-to-appendix-b---flac-facilitation-guide .unnumbered}

###  {#section-82 .unnumbered}

###  {#section-83 .unnumbered}

APPENDIX A

PRE-course WORK

###   {#section-84 .unnumbered}

**L-280 Followership to Leadership**

### **Pre-course Work Assignment** {#pre-course-work-assignment .unnumbered}

###  {#section-85 .unnumbered}

###  {#section-86 .unnumbered}

The pre-course work is based on a reading assignment that encourages you
to examine how well prepared you are to lead others. The reading
assignment is followed by a few questions that ask you to reflect on the
reading in terms of your own situation. The intent of this reading
assignment is two-fold. First, by reading this book as pre-course work
you are afforded some time to think about the topic of leadership prior
to attending the course. Second, reading in order to foster continuous
learning is a key strategy for individuals who desire to improve their
leadership skills throughout their career, no matter what type of
business or endeavor they pursue.

**Part 1**

Read the assigned book "Leadership Secrets of Attila the Hun" by Wess
Roberts. This book is less than 100 pages and is an enjoyable and quick
read.

**Part 2**

Write up brief responses to the following three questions regarding the
reading assignment. The entire assignment should not require more than
one or two pages.

[Question #1]{.underline}

After reading Chapter 1, identify which of Attila's 17 essential
qualities are your strongest three and which are your weakest three.
Briefly explain why.

##  {#section-87 .unnumbered}

## [Question #2]{.underline} {#question-2 .unnumbered}

## After reading Chapter 2, briefly explain why you want to be a leader of firefighters.  {#after-reading-chapter-2-briefly-explain-why-you-want-to-be-a-leader-of-firefighters. .unnumbered}

##  {#section-88 .unnumbered}

## [Question #3]{.underline} {#question-3 .unnumbered}

## Identify which chapter in the book (other than Chapters 1 & 2) you found to be most valuable to you as a future leader of firefighters and briefly explain why. {#identify-which-chapter-in-the-book-other-than-chapters-1-2-you-found-to-be-most-valuable-to-you-as-a-future-leader-of-firefighters-and-briefly-explain-why. .unnumbered}

##  {#section-89 .unnumbered}

##  {#section-90 .unnumbered}

##  {#section-91 .unnumbered}

## **Bring your completed written responses with you to class.**  {#bring-your-completed-written-responses-with-you-to-class. .unnumbered}

##  {#section-92 .unnumbered}

## **Bring your fireline gear with you to class (full PPE, web gear, and boots).**  {#bring-your-fireline-gear-with-you-to-class-full-ppe-web-gear-and-boots. .unnumbered}

##   {#section-93 .unnumbered}

##  {#section-94 .unnumbered}

##  {#section-95 .unnumbered}

##  {#section-96 .unnumbered}

###  {#section-97 .unnumbered}

###  {#section-98 .unnumbered}

###  {#section-99 .unnumbered}

APPENDIX B

Field Leadership Assessment course FAcilition guide

###   {#section-100 .unnumbered}

**Field Leadership Assessment Course (FLAC)**

**Facilitation Guide**

This guide is designed to assist the course coordinator or cadre leader
in planning and facilitating the Field Leadership Assessment Course
component of the L-280 course. The FLAC is intended to help individuals
improve their leadership abilities by giving them the opportunity to
apply lessons from the classroom instruction in order to assess the
degree to which they possess positive leadership traits. The FLAC also
is intended to help wildland fire managers develop quality leadership in
their workforce by providing a method to test individual competence for
handling small teams that have been charged with accomplishing a task
under conditions of stress. [It is important to remember that the
process of learning about leadership is more important than
accomplishing any specific task within the FLAC.]{.underline}

Personnel safety is the number one priority when running the Field
Leadership Assessment Course (FLAC). A hazard assessment should be made
prior to laying out the FLAC course. An EMT or First Responder with BLS
equipment will need to be immediately available to respond if needed. A
medical evacuation plan must be established and put in writing.

**[FLAC Coordinator's Planning Timeline]{.underline}**

-   1 month prior to the course, scout a **Field Leadership Assessment
    Course** site and map it out. Look for an area that can provide a
    trail or low use road system of 3 to 6 miles. Preferably with
    limited or no vehicle traffic and where any public users can be
    notified of an on-going wildland fire service training exercise.

-   2 weeks prior to the course, identify all equipment and materials
    required and assign an individual to have it on-site at an agreed
    upon time 2 or 3 days prior to the course.

-   2 or 3 days prior to the course, do a walk through of the **FLAC.**
    Begin setting up the stations at this time. Make copies of the
    course map for the student Team Leaders.

-   2 or 3 days prior to the course, time each station with skilled
    people, to get an idea about how long each task is going to take as
    well as how long to stagger the teams.

-   One day prior to course, walk through the **FLAC** with all
    **Observer/Controllers** and discuss how each station must be timed
    and proctored. Review the use of the "FLAC Observer/Controller
    Evaluation Form" (found at the end of this appendix). following:

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-   Focus on leader and team behavior, not on task completion.

-   The briefing should be provided to the Team Leader only, without the
    rest of the team present.

-   Team Leader should be allowed a one-minute recon of the assigned
    task, without the rest of the team present.

-   Run the station to create a sense of urgency and to meet the intent
    described in the Observer/Controller Station Instruction sheet.

-   Record observations for each team on a separate FLAC
    Observer/Controller Evaluation form for use at the full class AAR
    when the FLAC is completed.

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-   One day prior to the course put the final touches on all stations.
    **Observers/Controllers** are to perform this function.

-   One day prior to the course, issue each **Observer/Controller** the
    following:

    -   Observer/Controller Station Instruction Sheet

    -   Evaluation Forms (one for each team in the FLAC)

    -   Course Map

    -   Medical Evacuation Plan

    -   Stop Watch

    -   Radio

-   At the end of the classroom session the day before the **FLAC**,
    brief students on the items such as report time, travel logistics,
    what they need to bring, and safety considerations.

-   On the morning of **FLAC**, select the students that will be the
    first Team Leaders. These Team Leaders will select their crew from
    the students in the class. The recommended team size is four (Team
    Leader + 3):

    -   Bring Team Leaders to the front of class.

    -   Each Team Leader makes alternating team member selections until
        all students are assigned to a team.

    -   Each Team Leader is given a different colored roll of flagging
        (or other team identification device) which will be placed on
        the hardhat of each crewmember that they have selected.

    -   Teams should establish a team name for themselves.

    -   Teams will be visually identified by their flagging color and
        can referred to by the name they select for themselves.

-   Assign start times for each team (i.e., 09:30, 09:45, etc.). Each
    Team Leader is to have their team at the start area 5 minutes prior
    to their assigned time. All team members to have PPE, full line
    gear, a practice fire shelter, and colored identifier on hardhat.

-   Issue each Team Leader the following:

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-   Course map

-   Radio

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-   DO NOT provide any information on the course map or in pre-briefings
    about the nature of tasks for any of the stations. The Team Leaders
    should not know anything about their assignment until they arrive at
    the station and receive their briefing.

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-   Brief all teams on the **FLAC** ground rules including:

    -   The team's first assigned Team Leader will lead at the team's
        first station, but at each subsequent station the Team Leader
        role must rotate. (All events must have a new and different Team
        Leader).

    -   Each Team Leader will get briefed by the **Observer/Controller**
        for the station, and subsequently will get [1
        minute]{.underline} to recon the task at hand,
        [without]{.underline} other team members present, before
        engaging their team in the task.

    -   Each station will have a time limit.

    -   After completing each station, an After Action Review (AAR)
        should be performed by the team, no more than two to three
        minutes in length.

    -   Full PPE and line gear is to be worn during the entire course.

    -   Course travel route instructions.

    -   Special safety considerations.

    -   Team radios are to be used only in the event of becoming lost or
        in an emergency.

-   Begin sending teams out on the **FLAC** at their assigned times.

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-   As teams finish the **FLAC**:

    -   Record each team's finish time.

    -   Collect radio from final Team Leader.

    -   Provide each student an "FLAC Student Assessment Form"

> (found at the end of this appendix).

-   Have the teams take a breather, hydrate, put line gear away, re-fold
    practice shelters, and change into dry clothes. Instruct the
    students to review and answer the questions on their "FLAC Student
    Assessment Form" as preparation for their participation in the full
    class AAR.

-   After all teams have finished, have the **Observer/Controllers**
    return immediately to the finish area.

-   After all teams have finished, gather the teams and
    **Observer/Controllers** together and facilitate a full class AAR.
    Ask each student to briefly discuss team performance for the
    particular **FLAC** station where they were the assigned Team
    Leader. When all students have had their assessment opportunity,
    have the **Observer/Controllers** report what they observed for each
    team at their respective stations.

-   Close out the course and thank all hands for their participation.

-   Have all cadre members retrieve **FLAC** equipment and police the
    area.

-   Put together feedback and certification packages for each student.

-   Return and store all equipment.

#   {#section-101 .unnumbered}

# **[FLAC Planning Considerations]{.underline}** {#flac-planning-considerations .unnumbered}

-   Refer to the L-280 CD-ROM for sample course map, sample medical
    evacuation plan, sample hazard analysis, and sample start schedule.
    The CD-ROM also has photo and video files that show the setup for
    each of the standard FLAC stations described in this guide as well
    as an example of a station briefing.

-   Cadre requirements to run the FLAC are an Observer/Controller (O/C)
    to proctor each station and one FLAC Coordinator. Thus, if you
    establish six stations you will need seven cadre members to run the
    FLAC. You will also need one role player to run the Search and
    Rescue station as it is written in this guide. Although the EMT or
    First Responder identified in the Medical Evacuation Plan could be a
    cadre member, it is recommended they not be attached to the cadre.

-   It is important to consider the responsibility that the
    Observer/Controllers have in the FLAC when recruiting individuals
    for that role. They must **control** the pace of action at their
    station to create a good test of leadership while insuring student
    safety. They must also **observe** the actions of the assigned Team
    Leader and record their observations using the "FLAC
    Observer/Controller Evaluation Form."

-   The recommended team size is four (Team Leader + 3). The maximum
    class size was established at 24 so that 6 stations would be the
    most required to run a smooth FLAC. Teams of five would work if your
    class size is slightly above 24. If you have a class significantly
    larger than 24 students, split the class and run the FLAC in two
    sessions.

-   Measure the time and distance between each station. There is no set
    sequence of placing the stations. Locate them to take advantage of
    the best site for each task.

-   Time the duration of the task at each station.

-   The key point in planning the FLAC is to ensure that teams are not
    running into each other. Either make all stations take the same
    amount of time, or allow for greater travel times to the stations
    that run shorter than the others.

-   When you know the course route, the approximate times to run each
    station, and how long it will take teams to travel from one station
    to another, then you can determine how to start the teams.

-   One option is to run the FLAC with staggered starts for each team
    from a common starting point. You will base the stagger on how long
    it takes to complete each event. This will require some teams to
    standby prior to their start time and other teams to wait after they
    finish.

-   One option is to have each team start at the same time but at
    different stations. This will allow for all teams to start and
    finish at the same time. This will be logistically more challenging.

-   Allow enough travel time in your sequence to enable the
    Observer/Controllers time to re-organize the station between teams
    (take the chainsaw back apart, etc.).

-   Establish the start/finish line at a location where the FLAC
    Coordinator can see at least the first station in order to judge how
    well the team spacing is working.

-   Ensure that all stations have radio communications and that there
    are no dead spots. Establish two radio frequencies, one for
    Observer/Controller logistical use and one to monitor for possible
    team emergency calls.

-   A total course length of 4 to 5 miles is recommended. The course can
    run longer than this or shorter, but no matter the distance, it
    should be spread out enough where it allows all teams enough space
    to work and travel without distraction.

-   All equipment (i.e., pumps, saws, etc.) should be checked and
    pre-run prior to the FLAC session. Ensure that you have all
    necessary parts and pieces.

-   A time limit should be established for each station to create a
    sense of urgency and stress. Team Leaders should not know the nature
    of the problem or task until they arrive and receive their briefing.

-   At stations where parts and equipment need to be selected (pump and
    hose lay, chainsaw assembly, and search and rescue, etc) have more
    parts or equipment than are needed to complete the task. This gives
    the Team Leader the dilemma of determining the items that are
    necessary.

-   Additional stress can be added by introducing penalties for
    infractions such as penalty minutes against a team's total time,
    etc.

-   Ensure students are notified far enough in advance to insure that
    they bring their PPE and their line gear for use during the FLAC

-   Ensure that each student will have an IRPG (Incident Response Pocket
    Guide NFES 1077), a pen, and a notebook.

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```
-   Some instructors may want to develop new or different stations. Use
    the format outlined in the O/C Instruction Sheets for the following
    six standard stations and consider tasks such as:

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```
-   Vehicle tire change

-   Logistics of moving a cache of equipment

-   What to take in a sling load for specific assignment

-   Medical field evacuation

-   Land navigation

-   Ropes course obstacle

-   Dark room victim search

**[Chainsaw Assembly Station - O/C Instruction Sheet]{.underline}**

**[Leadership Principles:]{.underline}**

Be technically and tactically proficient

Ensure the task is understood, supervised, and accomplished.

Employ your team in accordance with its capabilities.

**[Brief for Team Leader ONLY:]{.underline}**

ORIENTATION:

Separate the Team Leader from other team members, describe the station
work area, and provide the situation briefing.

SITUATION BRIEFING:

Team is tasked to assemble two chainsaws and cut two rounds off of a log
using both chainsaws.

1\. Fully assemble both chainsaws.

2\. Saw operators must use all required PPE.

3\. The log must be placed in the secure position provided at the
station prior to cutting.

4\. Cut two short rounds off each end of the log for a total of two
cuts.

5\. Each cut is to be made by a different chainsaw.

6\. Disassemble both chainsaws.

7\. At completion of exercise perform an After Action Review of at least
2 minutes duration.

COORDINATING INSTRUCTIONS:

-   Communicate the task time limit to the Team Leader.

-   Start the Team Leader's one-minute recon of the situation
    [without]{.underline} team members present.

-   The Team Leader may ask questions of the Observer/Controller during
    the recon.

-   After one minute provide a signal for the Team Leader to engage the
    team in the task.

-   Enforce the time limit and signal the team to begin their AAR.

**[Notes for the Observer/Controller:]{.underline}**

INTENT:

Create a situation where the Team Leader must identify available skills
and delegate tasks in order to complete the assignment.

SAFETY:

Observe all chainsaw safety requirements.

Check to insure all participants have been though S-212.

Check to insure all participants have gloves, eye protection, and ear
protection in possession.

STATION EQUIPMENT:

Tarp/Plastic approximately 8' x 10'

1 Stihl 036 chainsaw or other model

1 Stihl 046 chainsaw or other model

2 Scrench tools (one for each type of saw used)

2 Chainsaw chaps

Saw fuel and bar oil

Saw buck set-up

2 or 3 medium diameter logs, 6 to 8 to feet long

Misc. extra saw parts and tools

Back-up chainsaw

FACILITATION SUGGESTIONS:

-   Intermix dissembled saws and parts for adding complexity to this
    station.

**[4X4 Board Walk Station - O/C Instruction Sheet]{.underline}**

**[Leadership Principles:]{.underline}**

Ensure the task is understood, supervised, and accomplished.

Keep your firefighters informed.

Build the team.

**[Brief for Team Leader ONLY:]{.underline}**

ORIENTATION:

Separate the Team Leader from other team members, describe the station
work area, and provide the situation briefing.

SITUATION BRIEFING:

Team is tasked to walk in unison using 4x4 boards through a
predetermined course.

1\. All team members are to line up standing on the 4x4's with rope
handles in hand.

2\. Move as a team keeping with all team members keeping both feet on
the 4x4s at all times.

3\. Get the team to an established point on the course and return.

4\. If any team member steps off of the 4x4, the team must remain in
place for 15 seconds with no talking.

5\. At completion of exercise perform an After Action Review of at least
2 minutes duration.

COORDINATING INSTRUCTIONS:

-   Communicate the task time limit to the Team Leader.

-   Start the Team Leader's one-minute recon of the situation
    [without]{.underline} team members present.

-   The Team Leader may ask questions of the Observer/Controller during
    the recon.

-   After one minute provide a signal for the Team Leader to engage the
    team in the task.

-   Enforce the time limit and signal the team to begin their AAR.

**[Notes for the Observer/Controller:]{.underline}**

INTENT:

Create a situation where the Team Leader must facilitate a unified team
effort in order to complete the assignment.

SAFETY:

Establish the course on relatively flat terrain.

STATION EQUIPMENT:

Flagging for start/finish line

2 4x4 boards, 12 foot long, with 4 or 5 sets of rope handles (3 to 4
foot long) attached on each board

FACILITATION SUGGESTIONS:

-   Use cones to mark turns or create other minor obstacles in the
    course for adding complexity to this station.

**[Search and Rescue Station - O/C Instruction Sheet]{.underline}**

**[Leadership Principles:]{.underline}**

Make sound and timely decisions.

Know your firefighters and look out for their well-being.

Be responsible for your actions.

**[Brief for Team Leader ONLY:]{.underline}**

ORIENTATION:

Separate the Team Leader from other team members, describe the station
work area, and provide the situation briefing.

SITUATION BRIEFING

Team is faced with an emergency incident within an incident.

1\. Team is responding to a reported wildfire.

2\. The team's vehicle has some basic first aid equipment.

3\. Upon arrival at the scene team finds a single vehicle accident with
one adult victim (role player).

4\. The first words out of the semi-coherent victim is that their 3 year
old child has wandered from the scene. 5. Given current conditions the
fire will overrun this location in about 10 to 15 minutes.

6\. Provide any Report On Conditions to the Observer/Controller as if
talking to Dispatch via radio.

7\. At completion of exercise perform an After Action Review of at least
2 minutes duration.

COORDINATING INSTRUCTIONS:

-   Communicate the task time limit to the Team Leader.

-   Start the Team Leader's one-minute recon of the situation
    [without]{.underline} team members present.

-   The Team Leader may ask questions of the Observer/Controller during
    the recon.

-   After one minute provide a signal for the Team Leader to engage the
    team in the task.

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```
-   Enforce the time limit and signal the team to begin their AAR.

**[Notes for the Observer/Controller:]{.underline}**

INTENT:

Create a situation where the Team Leader must make rapid decisions and
prioritize critical actions in order to complete the assignment.

SAFETY:

Insure that any public encountered are immediately notified that this is
a fire service training exercise.

STATION EQUIPMENT:

Role player for the adult victim

Large doll or mannequin for the lost child

1 Stokes litter or backboard

1 BLS EMT kit

Tie down material for litter or backboard

1 Vehicle

FACILITATION SUGGESTIONS:

-   Place lost child in a location that will require a decision to
    search or not search.

-   Role player's condition should require immediate medical attention
    (potential spinal injury, etc.).

-   Provide continuous information on direction and rate of fire spread
    to help Team Leader visualize situation.

-   Identify a feasible safety zone in a location that is within walking
    distance for evacuation.

-   IRPG reference pages 23, 29, and 33.

**[Pump and Hose Lay Station - O/C Instruction Sheet]{.underline}**

**[Leadership Principles:]{.underline}**

Be technically and tactically proficient

Ensure the task is understood, supervised, and accomplished.

Keep your firefighters informed.

Employ your team in accordance with its capabilities.

**[Brief for Team Leader ONLY:]{.underline}**

ORIENTATION:

Separate the Team Leader from other team members, describe the station
work area, and provide the situation briefing.

SITUATION BRIEFING:

Team is tasked to set up a portable pump and deliver water through the
construction of a hose lay.

1\. Set up a Mark III pump.

2\. Establish a 300 foot simple hose lay.

3\. Add 1½ inch gated wyes at the 100 foot and 200 foot intervals.

4\. Charge the hose lay and run water from the nozzle.

6\. Rapidly break down, drain, and pull the hose.

7\. At completion of exercise perform an After Action Review of at least
2 minutes duration.

COORDINATING INSTRUCTIONS:

-   Communicate the task time limit to the Team Leader.

-   Start the Team Leader's one-minute recon of the situation
    [without]{.underline} team members present.

-   The Team Leader may ask questions of the Observer/Controller during
    the recon.

-   After one minute provide a signal for the Team Leader to engage the
    team in the task.

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```
-   Enforce the time limit and signal the team to begin their AAR.

**[Notes for the Observer/Controller:]{.underline}**

INTENT:

Create a situation where the Team Leader must determine equipment needs
and coordinate the actions of all team members in order to complete the
assignment.

SAFETY:

Observe all water handling safety requirements.

Check to insure all participants have gloves, eye protection, and ear
protection in possession.

STATION EQUIPMENT:

2 Mark III pump kits (complete)

600 feet 1½" hose

400 feet 1" hose

4 1 ½" gated wyes

4 1 ½" to 1" reducers

2 1 ½" nozzles

4 1" nozzles

1 Folding tank or creek/pond water source

System to fill tank (hydrant or engine)

FACILITATION SUGGESTIONS:

-   Many variations maybe used for adding complexity to this station.
    Consider uneven terrain, different hose configurations such as
    adding laterals, other pump types, or a fire situation that forces
    the team to pull the hose lay.

**[Fire Shelter Deployment - O/C Instruction Sheet]{.underline}**

**[Leadership Principles:]{.underline}**

Make sound and timely decisions.

Know your firefighters and look out for their well-being.

Set the example.

**[Brief for Team Leader ONLY:]{.underline}**

ORIENTATION:

Separate the Team Leader from other team members, describe the station
work area, and provide the situation briefing.

SITUATION BRIEFING:

Team is faced with a life-threatening situation on the fireline.

1\. The team's primary escape route to the safety zone has been cut off.

2\. Fire will overrun current location in minutes and the current
location is [not]{.underline} survivable using shelters.

3\. There is a survivable deployment zone back uphill.

4\. All other directions of travel are unusable.

5\. Get the team to the deployment zone and deploy fire shelters.

6\. At completion of exercise perform an After Action Review of at least
2 minutes duration.

COORDINATING INSTRUCTIONS:

-   Communicate the task time limit to the Team Leader.

-   Start the Team Leader's one-minute recon of the situation
    [without]{.underline} team members present.

-   The Team Leader may ask questions of the Observer/Controller during
    the recon.

-   After one minute provide a signal for the Team Leader to engage the
    team in the task.

-   Enforce the time limit and signal the team to begin their AAR.

**[Notes for the Observer/Controller:]{.underline}**

INTENT:

Create a situation where the Team Leader must deal with an ethical
dilemma in order to complete the assignment.

SAFETY:

Insure that any public encountered are immediately notified that this is
a fire service training exercise.

STATION EQUIPMENT:

Practice fire shelters (1 per team member)

FACILITATION SUGGESTIONS:

-   Station location should have an uphill line or trail to an open area
    (20-30% slope and 150-200 yards long).

-   Provide continuous information on direction and rate of fire spread
    to help Team Leader visualize situation.

-   Move with the team and about 50 yards up the hill identify the
    biggest team member to go down with leg and back cramps, absolutely
    unable to get up off the ground.

**[Blindfold Walk - O/C Instruction Sheet]{.underline}**

**[Leadership Principles:]{.underline}**

Ensure the task is understood, supervised, and accomplished.

Keep your firefighters informed.

Build the team.

**[Brief for Team Leader ONLY:]{.underline}**

ORIENTATION:

Separate the Team Leader from other team members, describe the station
work area, and provide the situation briefing.

SITUATION BRIEFING:

Team is tasked to guide temporarily blinded team members through a
predetermined course.

1\. Identify several team members to be blindfolded for the duration of
the course.

2\. All team members are to line up holding the tether maintaining 5
foot spacing from each other.

3\. Move as a team with all team members holding the tether rope at all
times.

4\. Get the team to an established point on the course.

5\. At completion of exercise perform an After Action Review of at least
2 minutes duration.

COORDINATING INSTRUCTIONS:

-   Communicate the task time limit to the Team Leader.

-   Start the Team Leader's one-minute recon of the situation
    [without]{.underline} team members present.

-   The Team Leader may ask questions of the Observer/Controller during
    the recon.

-   After one minute provide a signal for the Team Leader to engage the
    team in the task.

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```
-   Enforce the time limit and signal the team to begin their AAR.

**[Notes for the Observer/Controller:]{.underline}**

INTENT:

Create a situation where the Team Leader must establish a clear
communication process in order to complete the assignment.

SAFETY:

Establish the course on relatively flat terrain.

Check with blindfold team members regarding acceptance of the role.

STATION EQUIPMENT:

Flagging for start/finish line

1 Rope, 25 feet long

Blindfold material

FACILITATION SUGGESTIONS:

-   Use cones to mark turns or create other minor obstacles in the
    course for adding complexity to this station.

.

**FIELD LEADERSHIP ASSESSMENT COURSE**

OBSERVER/CONTROLLER EVALUATION FORM

STATION \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**TEAM \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**LEADER \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

+----------------------------+-----------------------------------------+
| ### CRITER                 | ### COMMENTS {#comments .unnumbered}    |
| IA {#criteria .unnumbered} |                                         |
+----------------------------+-----------------------------------------+
| RECONNED THE ASSIGNMENT    |                                         |
| AND DEVELOPED A PLAN       |                                         |
+----------------------------+-----------------------------------------+
| BRIEFED TEAM ON SITUATION  |                                         |
| AND COMMUNICATED INTENT    |                                         |
+----------------------------+-----------------------------------------+
| DELEGATED TASKS TO TEAM    |                                         |
| MEMBERS AND UTILIZED       |                                         |
| AVAILABLE SKILLS           |                                         |
+----------------------------+-----------------------------------------+
| MADE SOUND DECISIONS WHEN  |                                         |
| FACED WITH A NEW PROBLEM   |                                         |
| OR A DILEMMA               |                                         |
+----------------------------+-----------------------------------------+
| LISTENED TO TEAM MEMBER'S  |                                         |
| SUGGESTIONS                |                                         |
+----------------------------+-----------------------------------------+
| FACILITATED AN AFTER       |                                         |
| ACTION REVIEW THAT         |                                         |
| PROVIDED POSITIVE LEARNING |                                         |
+----------------------------+-----------------------------------------+
| TEAM WORK SKILLS DISPLAYED |                                         |
| BY TEAM MEMBERS            |                                         |
+----------------------------+-----------------------------------------+

###  {#section-102 .unnumbered}

###   {#section-103 .unnumbered}

### Reverse side - FLAC Observer/Controller Evaluation Form Observation Reference  {#reverse-side---flac-observercontroller-evaluation-form-observation-reference .unnumbered}

###  {#section-104 .unnumbered}

###  {#section-105 .unnumbered}

+----------------------------------+-----------------------------------+
| # POSITIVE COMMENTS              | # Corrective COMMENTS {           |
| {#positive-comments .unnumbered} | #corrective-comments .unnumbered} |
|                                  |                                   |
| ##  {#section-106 .unnumbered}   | LEADER                            |
|                                  |                                   |
| ## LEADER {#leader .unnumbered}  | -   Impulsive, acted before       |
|                                  |     thinking.                     |
| -   Initially took charge of the |                                   |
|     situation.                   | -   Moved slowly, no sense of     |
|                                  |     urgency.                      |
| -   Never gave up, worked        |                                   |
|     problem until the end.       | -   Too much talk, not enough     |
|                                  |     action.                       |
| -   Communicated thoughts        |                                   |
|     quickly and clearly.         | -   Abrasive and/or domineering,  |
|                                  |     did not work well with the    |
| -   Used the suggestions of      |     team.                         |
|     others well.                 |                                   |
|                                  | -   Strong willed, was not        |
| -   Innovative problem solver.   |     flexible in meeting changing  |
|                                  |     situations.                   |
| -   Consistently demonstrated    |                                   |
|     that he/she was the leader   | -   Seemed lost and confused,     |
|     throughout the problem.      |     wasn't sure what to do.       |
+----------------------------------+-----------------------------------+
| TEAM MEMBERS                     | TEAM MEMBERS                      |
|                                  |                                   |
| -   Became involved in the       | -   No desire to get involved in  |
|     problem.                     |     the problem.                  |
|                                  |                                   |
| -   Followed instructions well   | -   Only did what was told.       |
|     and with enthusiasm.         |                                   |
|                                  | -   Failed to flow with the       |
| -   Made significant             |     changes to a plan that was    |
|     contributions to the overall |     not working.                  |
|     effort.                      |                                   |
|                                  | -   Very timid and soft-spoken.   |
| -   Emerged with suggestions     |                                   |
|     when things began to bog     | #  {#section-108 .unnumbered}     |
|     down.                        |                                   |
|                                  |                                   |
| #  {#section-107 .unnumbered}    |                                   |
+----------------------------------+-----------------------------------+

###  {#section-109 .unnumbered}

###   {#section-110 .unnumbered}

**FLAC STUDENT ASSESSMENT FORM**

Student Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Team Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

1\. What was your mission as a FLAC Team Leader?

2\. What went right?

3\. What went wrong?

4\. What did you learn as a leader?

5\. What did you learn about followership and teamwork?

6\. What did you find most valuable about the entire class?

###  {#section-111 .unnumbered}

###  {#section-112 .unnumbered}

###  {#section-113 .unnumbered}

APPENDIX C

Student Workbook

Followership to Leadership

L-280

Additional copies of this publication may be ordered from: National
Interagency Fire Center, ATTN: Great Basin Supply Office, 3833 S.
Development Avenue, Boise, Idaho 83705. Order NFES \# 2721

> **Student Workbook**
>
> **MAY 2003**
>
> **NFES 2721**

PREFACE

An interagency development group has designed this course material with
guidance from the Leadership Committee of the Training Working Team
(TWT) under the authority of the National Wildfire Coordinating Group
(NWCG).

The following individuals contributed to the development of this course:

Tom Bates, Sawtooth National Forest

Bob Bente, USFS Redding Smokejumper Unit

Dan Buckley, Yosemite National Park

Jim Cook, USFS Fire Safety Program (Project Leader)

Bryan Day, NIFC / BLM Instructional Media Division

Bob Kambitsch, NIFC / BLM Instructional Media Division

Mark Koontz, BLM Boise Smokejumper Unit

Mark Linane, Ventura County Fire Department

Josh Mathiesen, USFS Redding Smokejumper Unit

Bill Miller, USFS Missoula Smokejumper Unit

Gary Nelson, Los Angeles County Fire Department (Retired)

Mark Smith, Sierra National Forest

Nina Walker, NIFC / BLM Instructional Media Division

The following organizations provided project assistance:

Mission Centered Solutions Inc.

United States Marine Corps University, Quantico, Virginia

Wharton Center for Leadership, University of Pennsylvania

Comments regarding this package or additional information should be
addressed to:

National Interagency Fire Center

Fire Management Training

Training Standards Unit

3833 South Development Avenue

Boise, Idaho 83705

CONTENTS

Preface i

CONTENTS iii

introduction v

INSTRUCTIONAL UNITS

UNIT 0 Introduction 1

UNIT 1 The Art of Leadership 3

UNIT 2 Foundations of Leadership 9

UNIT 3 Follower to Leader...The Transition 19

UNIT 4 Situational Leadership 31

UNIT 5 Team Cohesion 37

UNIT 6 Ethical Decisions 41

UNIT 7 Putting It All Together and In Practice 43

appendices

APPENDIX A Pre-course Work A-1

APPENDIX B Concept Glossary B-1

INTRODUCTION

*L-280 Followership to Leadership* is an introductory leadership course.
The course involves 2-4 hours of pre-course work and 16 contact hours.
The contact hours include one day of classroom instruction followed by a
second day in the field with students working through a series of
problem solving events in small teams. This course is designed as a
self-assessment opportunity for individuals preparing to step into a
leadership role. Subject areas include leadership values and principles,
transition challenges for new leaders, situational leadership,
teambuilding, and ethical decision-making.

**Unit 0 - Introduction**

**OBJECTIVE:**

Provide participant introductions and course orientation.

# **I. Participant INTRODUCTIONS** {#i.-participant-introductions-1 .unnumbered}

##  {#section-114 .unnumbered}

INSTRUCTOR IntroducTIONS

student INTRODUCTIONS

II\. course orientation

course information

WHY we are here

This is one of the foundational courses in the Wildland Fire Leadership
Development Program.

Course goals are:

1\. Demonstrate an understanding of fundamental leadership principles.

2\. Assess individual traits and motivation for entering into a
leadership role.

Unit 1 -- The Art of Leadership

**OBJECTIVES:**

3.  Given pre-course work information and course content information -
    Describe the role of a leader.

4.  Given pre-course work information and course content information--
    Explain motivation for wanting to be a leader.

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III. what is the role of a leader?

![](media/image29.wmf) EXERCISE -- defining leadership

Purpose:

To develop a common starting point for leadership discussions.

assignment:

work individually and develop responses to the following questions:

1\. how would you define leadership?

2\. who would you consider a leadership role model and why?

## KEY POINTS: {#key-points .unnumbered}

## Being appointed a supervisor doesn't make you a leader. 

##  {#section-115 .unnumbered}

##  {#section-116 .unnumbered}

##  {#section-117 .unnumbered}

## Being a leader means that you influence people, not that you simply tell them what to do. 

##  {#section-118 .unnumbered}

##  {#section-119 .unnumbered}

##  {#section-120 .unnumbered}

## Leaders provide **Purpose** by clearly communicating their intent and describing the desired end state of an assignment to their followers. 

##  {#section-121 .unnumbered}

##  {#section-122 .unnumbered}

##   {#section-123 .unnumbered}

## Leaders provide **Direction** by maintaining standards of performance for their followers. 

##  {#section-124 .unnumbered}

##  {#section-125 .unnumbered}

##  {#section-126 .unnumbered}

## Leaders provide **Motivation** by setting the example for their followers. 

##  {#section-127 .unnumbered}

##  {#section-128 .unnumbered}

##  {#section-129 .unnumbered}

##  {#section-130 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-13 .unnumbered}

## "Strong chieftains stimulate and inspire the performance of their Huns." {#strong-chieftains-stimulate-and-inspire-the-performance-of-their-huns.-1 .unnumbered}

##  {#section-131 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-16 .unnumbered}

## "Leadership is the art of accomplishing more than the science of management says is possible." Secretary of State Colin Powell  {#leadership-is-the-art-of-accomplishing-more-than-the-science-of-management-says-is-possible.-secretary-of-state-colin-powell-1 .unnumbered}

## **II. ARE LEADERS BORN OR MADE?** {#ii.-are-leaders-born-or-made-1 .unnumbered}

![](media/image30.wmf) *Video Segment 1: LEARNING AND LEADING*

##  {#section-132 .unnumbered}

## KEY POINTS: {#key-points-1 .unnumbered}

## Consider the following two statements:

## "The most valuable officer in a regiment is the sergeant. The true sergeant is born not made...a priceless gift from the gods." U.S. Army Colonel, 1911 {#the-most-valuable-officer-in-a-regiment-is-the-sergeant.-the-true-sergeant-is-born-not-madea-priceless-gift-from-the-gods.-u.s.-army-colonel-1911-1 .unnumbered}

## "The one quality that can be developed by studious reflection and practice is leadership." U.S. Army General, 1954 {#the-one-quality-that-can-be-developed-by-studious-reflection-and-practice-is-leadership.-u.s.-army-general-1954-1 .unnumbered}

## **Q:** *Why are there these two opposing philosophies?*  {#q-why-are-there-these-two-opposing-philosophies .unnumbered}

##  {#section-133 .unnumbered}

## **Q:** *Most of you have already been leaders in fire or some other environment...were you born a leader?* {#q-most-of-you-have-already-been-leaders-in-fire-or-some-other-environmentwere-you-born-a-leader .unnumbered}

##  {#section-134 .unnumbered}

## Effective leaders are found in all cultures and all walks of life.

##  {#section-135 .unnumbered}

## The business world and the military spend a lot of time and money to develop their leaders. 

##  {#section-136 .unnumbered}

## It is important to know about a variety of leadership tools and techniques. 

##  {#section-137 .unnumbered}

## Learning to lead is not a skill acquired overnight. 

##  {#section-138 .unnumbered}

##  {#section-139 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-14 .unnumbered}

## "You must be willing to accept the simple fact that you have flaws and will need to work every day to become a better chieftain than you were yesterday." {#you-must-be-willing-to-accept-the-simple-fact-that-you-have-flaws-and-will-need-to-work-every-day-to-become-a-better-chieftain-than-you-were-yesterday.-1 .unnumbered}

##  {#section-140 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-17 .unnumbered}

## "Leaders aren't born they are made...and they are made just like anything else, through hard work." Vince Lombardi, Coach  {#leaders-arent-born-they-are-madeand-they-are-made-just-like-anything-else-through-hard-work.-vince-lombardi-coach-1 .unnumbered}

## **III. WHY SHOULD ANYONE FOLLOW YOU?**

##  {#section-141 .unnumbered}

##  {#section-142 .unnumbered}

![](media/image31.wmf) EXERCISE -- you've got to want to be in charge

Purpose:

Primary - To provide an opportunity for examining Individual motivation
for stepping into a leadership role.

secondary - to review the pre-course work.

assignment:

refer to "the Leadership secrets of atilla the hun" book and to your
response for pre-course work question #2:

-   *after REading chapter 2, briefly explain why you want to be a
    leader of firefighters.*

    consider sharing your response to generate class discussion.

## KEY POINTS: {#key-points-2 .unnumbered}

## The leader's primary role is to serve their team

##  {#section-143 .unnumbered}

## The leader's focus must be on the mission and meeting the needs of the team. 

##  {#section-144 .unnumbered}

-   The short self-assessment tool on the following page is meant to
    start you thinking about your readiness for leadership roles.

##  {#section-145 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-15 .unnumbered}

## "You must be willing to remain your natural self and not take on an aura of false pride in your countenance." {#you-must-be-willing-to-remain-your-natural-self-and-not-take-on-an-aura-of-false-pride-in-your-countenance.-1 .unnumbered}

##  {#section-146 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-18 .unnumbered}

"To command is to serve, nothing more and nothing less." Andre Malraux,
Writer

**Do You Have the Leadership Stuff?**

**Self-Assessment Tool**

Whether you are stepping into your first leadership role or are ready
for your next promotion...you will always be facing a new leadership
challenge. Take a few minutes for a reality check and see if you have
the stuff of leaders.

Do you stick to your beliefs and don't compromise your values?

Are you able to set long-term, realistic goals?

Do you seek and accept responsibility?

Do you like people, being a coach, and fostering teamwork?

Do you constantly look for new ideas?

Are you comfortable with change?

Are you willing to engage in continuous learning for self-improvement?

Are you willing to [listen]{.underline} to others and accept criticism
courageously?

##  {#section-147 .unnumbered}

##   {#section-148 .unnumbered}

## **Unit 2 -- Foundations of Leadership** {#unit-2-foundations-of-leadership .unnumbered}

**OBJECTIVES:**

4.  Given course content information and a scenario -- Identify three
    leadership values and the supporting principles.

5.  Given pre-course work information and course content information--
    Initiate a leadership self-development plan.

    **I. VALUES AND CHARACTER**

##   {#section-149 .unnumbered}

## KEY POINTS: {#key-points-3 .unnumbered}

-   Values are attitudes about the worth or importance of people or
    things.

-   All of us are influenced by multiple sets of values.

-   There are three guiding Leadership Values for those in leadership
    roles.

-   Integrity is how you value yourself.

-   Respect is how you value your co-workers

-   Duty is how you value your job.

-   Character is the way you communicate these values to others.

-   Leaders cannot hide what they do.

##  {#section-150 .unnumbered}

##  {#section-151 .unnumbered}

![](media/image32.wmf) *Video Segment 2: Colonel Chamberlain at
gettysburg*

##  {#section-152 .unnumbered}

## Consider Colonel Joshua Chamberlain's actions shown in the video:

## **Q:** *What was Colonel Chamberlain's reaction when the mutineers were delivered to his custody?*  {#q-what-was-colonel-chamberlains-reaction-when-the-mutineers-were-delivered-to-his-custody .unnumbered}

##  {#section-153 .unnumbered}

##  {#section-154 .unnumbered}

##  {#section-155 .unnumbered}

## **Q:** *What actions did Colonel Chamberlain take in response to the mutineer custody situation?* {#q-what-actions-did-colonel-chamberlain-take-in-response-to-the-mutineer-custody-situation .unnumbered}

##  {#section-156 .unnumbered}

##  {#section-157 .unnumbered}

##  {#section-158 .unnumbered}

## **Q:** *How did the mutineers respond?* {#q-how-did-the-mutineers-respond .unnumbered}

##  {#section-159 .unnumbered}

##  {#section-160 .unnumbered}

##  {#section-161 .unnumbered}

## **Q:** *What values did Colonel Chamberlain demonstrate?* {#q-what-values-did-colonel-chamberlain-demonstrate .unnumbered}

##  {#section-162 .unnumbered}

##  {#section-163 .unnumbered}

##  {#section-164 .unnumbered}

##  {#section-165 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-16 .unnumbered}

## "Chieftains must never shed the cloak of honor, morality, and dignity" {#chieftains-must-never-shed-the-cloak-of-honor-morality-and-dignity-1 .unnumbered}

##  {#section-166 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-19 .unnumbered}

"The ultimate measure of a man is not where he stands in moments of
comfort and convenience, but where he stands at times of challenge and
controversy." Dr. Martin Luther King, Jr., Minister

+-------+--------------------------------------------------------------+
| DUTY  | **[Be proficient in your job, both technically and as a      |
|       | leader]{.underline}**                                        |
|       |                                                              |
|       | -   Take charge when in charge.                              |
|       |                                                              |
|       | -   Adhere to professional standard operating procedures.    |
|       |                                                              |
|       | -   Develop a plan to accomplish given objectives.           |
|       |                                                              |
|       | **[Make sound and timely decisions]{.underline}**            |
|       |                                                              |
|       | -   Maintain situation awareness in order to anticipate      |
|       |     needed actions.                                          |
|       |                                                              |
|       | -   Develop contingencies and consider consequences.         |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Improvise within the commander's intent to handle a      |
|       |     rapidly changing environment.                            |
|       |                                                              |
|       | **[Ensure that tasks are understood, supervised and          |
|       | accomplished]{.underline}**                                  |
|       |                                                              |
|       | -   Issue clear instructions.                                |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Observe and assess actions in progress without           |
|       |     micro-managing.                                          |
|       |                                                              |
|       | -   Use positive feedback to modify duties, tasks, and       |
|       |     assignments when appropriate.                            |
|       |                                                              |
|       | **[Develop your subordinates for the future]{.underline}**   |
|       |                                                              |
|       | -   Clearly state expectations.                              |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Delegate those tasks that you are not required to do     |
|       |     personally.                                              |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Consider individual skill levels and developmental needs |
|       |     when assigning tasks.                                    |
+-------+--------------------------------------------------------------+
| re    | **[Know your subordinates and look out for their             |
| spect | well-being]{.underline}**                                    |
|       |                                                              |
|       | -   Put the safety of your subordinates above all other      |
|       |     objectives.                                              |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Take care of your subordinate's needs.                   |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Resolve conflicts between individuals on the team.       |
|       |                                                              |
|       | **[Keep your subordinates informed]{.underline}**            |
|       |                                                              |
|       | -   Provide accurate and timely Briefings.                   |
|       |                                                              |
|       | -   Give the reason (intent) for assignments and tasks.      |
|       |                                                              |
|       | -   Make yourself available to answer questions at           |
|       |     appropriate times.                                       |
|       |                                                              |
|       | **[Build the team]{.underline}**                             |
|       |                                                              |
|       | -   Conduct frequent Debriefings with the team to identify   |
|       |     lessons learned.                                         |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Recognize individual and team accomplishments and reward |
|       |     them appropriately.                                      |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Apply disciplinary measures equally.                     |
|       |                                                              |
|       | **[Employ your subordinates in accordance with their         |
|       | capabilities]{.underline}**                                  |
|       |                                                              |
|       | -   Observe human behavior as well as fire behavior.         |
|       |                                                              |
|       | -   Provide early warning to subordinates of tasks they will |
|       |     be responsible for.                                      |
|       |                                                              |
|       | -   Consider team experience, fatigue, and physical          |
|       |     limitations when accepting assignments.                  |
+-------+--------------------------------------------------------------+
| INTE  | **[Know yourself and seek improvement]{.underline}**         |
| GRITY |                                                              |
|       | -   Know the strengths / weaknesses in your character and    |
|       |     skill level.                                             |
|       |                                                              |
|       | -   Ask questions of peers and superiors.                    |
|       |                                                              |
|       | -   Actively listen to feedback from subordinates.           |
|       |                                                              |
|       | **[Seek responsibility and accept responsibility for your    |
|       | actions]{.underline}**                                       |
|       |                                                              |
|       | -   Accept full responsibility for and correct poor team     |
|       |     performance.                                             |
|       |                                                              |
|       | -   Credit subordinates for good performance.                |
|       |                                                              |
|       | -   Keep your superiors informed of your actions.            |
|       |                                                              |
|       | **[Set the example]{.underline}**                            |
|       |                                                              |
|       | -   Share the hazards and hardships with your subordinates.  |
|       |                                                              |
|       | -   Don't show discouragement when facing setbacks.          |
|       |                                                              |
|       | -   Choose the difficult right over the easy wrong.          |
+-------+--------------------------------------------------------------+

IV. **LEADERSHIP PRINCIPLES**

![](media/image33.wmf) eXERCISE - values in action

Purpose:

to link the leadership principles to the leadership values.

assignment:

the instructor will divide the class into groups and assign each group
two or three of the 11 leadership principles to analyze.

look at the 11 leadership principles outlined on the previous page. each
of the 11 leadership principles is organized under one of the three
leadership values just discussed in the previous section.

Work together as a group TO develop a brief explanation for why each of
your group's assigned lEADERSHIP PRINCIPLEs supports the leadership
value that it is organized under. if your group disagrees with the
organization, explain your rationale for the disagreeement.

[aSSIGNED PRINCIPLE & EXPLANATION]{.underline}

[aSSIGNED pRINCIPLE & EXPLANATION]{.underline}

[ASSIGNED PRINCIPLE & EXPLANATION]{.underline}

## KEY POINTS: {#key-points-4 .unnumbered}

-   Leadership Principles are the actions that you can take to
    demonstrate your values.

##  {#section-167 .unnumbered}

##  {#section-168 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-17 .unnumbered}

## "Wise chieftains know they are responsible for the welfare of their Huns and act accordingly." {#wise-chieftains-know-they-are-responsible-for-the-welfare-of-their-huns-and-act-accordingly.-1 .unnumbered}

##  {#section-169 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-20 .unnumbered}

"What you do speaks so loudly I cannot hear what you are saying." Ralph
Waldo Emerson, Writer

III\. building your leadership toolbox

##  {#section-170 .unnumbered}

##  {#section-171 .unnumbered}

![](media/image34.wmf) EXERCISE -- Know YOurself

Purpose:

Primary - To provide an opportunity to begin building a leadership
self-development plan.

secondary - to review the pre-course work.

assignment:

refer to "the Leadership secrets of atilla the hun" book and the intent
of pre-course work question #1:

-   *after reading chapter 1, identify which of attila's 17 essential
    qualities are your strongest three and which are your weakest three.
    briefly explain why.*

    you will [not]{.underline} need to share your reponses from the
    pre-course work.

    work individually and identify one action that a person could take
    in order to initiate a leadership self-development plan as outlined
    on the following page. be prepared to provide your suggestion to the
    class.

##  {#section-172 .unnumbered}

##   {#section-173 .unnumbered}

##  {#section-174 .unnumbered}

Leadership Self-development Plan

Next level of leadership: Leader of People / Leader of Leaders / Leader
of an Organization

Time horizon for plan:

**[Directed Reading and other Self-study]{.underline}**
(www.fireleadership.gov):

**[Training]{.underline}** (Next Wildland Fire Curriculum L-course,
Other leadership training):

**[Details]{.underline}** (Temporary assignments with new or increased
responsibility):

**[Mentor]{.underline}** (Identifying and asking a role model to provide
guidance):

**[Outside Activities]{.underline}** (Little League coach, Big
Brothers/Big Sisters program, etc):

##   {#section-175 .unnumbered}

## KEY POINTS: {#key-points-5 .unnumbered}

-   A complete leadership development process will include:

    -   Formal training courses

    -   Challenging field experiences

    -   Your own initiative in seeking self-development opportunities

-   Just as you have been a student of fire behavior in becoming a
    proficient firefighter, you must now also become a student of human
    behavior in order to become proficient leader.

-   The Leadership Toolbox is an on-line resource that provides
    self-development tools and references that support each of the 11
    Leadership Principles. You can find it at:
    [www.fireleadership.gov](http://www.fireleadership.gov/)

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-18 .unnumbered}

## "The experience of Huns must be structured to allow them to broaden and deepen themselves to develop the character they will need when appointed a chieftain." {#the-experience-of-huns-must-be-structured-to-allow-them-to-broaden-and-deepen-themselves-to-develop-the-character-they-will-need-when-appointed-a-chieftain.-1 .unnumbered}

##  {#section-176 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-21 .unnumbered}

## "Leadership and learning are indispensable to each other." President John F. Kennedy  {#leadership-and-learning-are-indispensable-to-each-other.-president-john-f.-kennedy-1 .unnumbered}

Unit 3 -- Follower to Leader...the Transition

OBJECTIVE:

Given course content information and a scenario -- Identify common
leadership pitfalls and develop strategies to avoid them.

I. Leader's most important responsibility

##  {#section-177 .unnumbered}

![](media/image35.wmf) EXERCISE -- The decision cycle

Purpose:

To review the decision cycle model from the "l-180 human factors on the
fireline" course.

assignment:

work together as a group TO IDENTIFY and describe each of the components
found in the decision cycle model below:

![](media/image36.jpeg){width="5.678472222222222in" height="4.5625in"}

## KEY POINTS: {#key-points-6 .unnumbered}

-   Many factors can make fireline decision-making difficult:

```{=html}
<!-- -->
```
-   Friction (extreme work environment, time-compression, ill-defined
    objectives, etc.)

-   Uncertainty (incomplete information)

-   Fluidity (rapidly changing situations)

-   Complexity (multiple players)

-   Human Factors (danger and fear)

```{=html}
<!-- -->
```
-   Because of the factors just discussed, much of the decision-making
    you will do on the fireline will be Naturalistic or Recognition
    Primed Decision-making.

-   Analytical Decision-making requires more time to gather information,
    develop alternative courses of action, weigh the benefits of each
    course of action, and finally select a course of action.

-   The factors that make decision-making on the fireline difficult are
    more fully discussed in the reading titled "The Fog of Firefighting"
    found on the following two pages.

-   A leader's most important responsibility is to make sound and timely
    decisions...to develop a Bias for Action.

-   Fundamental actions that support good decision-making include:

```{=html}
<!-- -->
```
-   Developing good Standard Operating Procedures.

-   Using the Risk Management Process.

-   Providing clear intent and fostering initiative among your
    followers.

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-19 .unnumbered}

"The ability to make difficult decisions separates chieftains from
Huns."

##  {#section-178 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-22 .unnumbered}

"Leadership is action, not position." U.S. Marine Corps training manual

> THE FOG OF FIREFIGHTING

# **[Friction: "The Force That Makes The Easy So Difficult"]{.underline}** {#friction-the-force-that-makes-the-easy-so-difficult .unnumbered}

Friction is the force that resists all action and saps energy. It makes
the simple difficult and the difficult seemingly impossible. Friction
may be mental, as in indecision over a course of action. It may by
physical, as in a terrain obstacle that must be overcome. Friction may
be external imposed by terrain, weather, or mere chance. Friction may be
self-induced, caused by such factors as lack of a clearly defined goal,
lack of coordination, unclear or complicated plans, complex task
organizations, or command relationships, or complicated technologies.
Whatever form it takes, friction will always have a psychological as
well as a physical impact.

# **[Uncertainity]{.underline}** {#uncertainity .unnumbered}

Uncertainty takes the form of unknowns about the fire, the environment
and other resources, knowledge and capabilities. While we try to reduce
these unknowns by gathering information, we must realize that we cannot
eliminate them or even come close. The very nature of firefighting makes
certainty impossible; all actions in firefighting are based on
incomplete, inaccurate, or even contradictory information.

Firefighting is intrinsically unpredictable. At best, we can hope to
determine possibilities and probabilities. This implies a certain
standard of firefighter judgment. What is possible and what is not? What
is probable and what is not? By judging probability, we make an estimate
of the fire's behavior and act accordingly. Because we can never
eliminate uncertainty, we must learn to operate despite it. We can do
this by developing simple, flexible plans; planning for likely
contingencies; developing standard operating procedures; and fostering
initiative among subordinates.

By its nature, uncertainty invariably involves the estimation and
acceptance of risk and is involved in every mission. Risk is equally
common to action or inaction. Risk may be related to gain; greater
potential gain often requires greater risk.

Part of uncertainty is the ungovernable element of chance. Chance is a
universal characteristic of firefighting and a continuous source of
friction. Chance consists of turns of events that cannot be reasonably
foreseen and over which we have no control.

**[Fluidity]{.underline}**

Each episode in firefighting is the temporary result of a unique
combination of circumstances presenting a unique set of problems and
requiring an original solution. Nevertheless, no episode can be viewed
in isolation. Rather, each episode merges with those that precede and
follow it -- shaped by the former and shaping the conditions of the
latter -- creating a continuous, fluctuating flow of activity with
fleeting opportunities and unforeseen events. Minor incidents or actions
can initiate error chains than can result in major or decisive effects.
Since firefighting is a fluid phenomenon, its conduct requires
flexibility of thought. Success depends, to a large degree, on ability
to adapt -- to proactively shape changing events to our advantage as
well as to react quickly to constantly changing conditions.

In an environment of friction, uncertainty, and fluidity, firefighting
gravitates naturally toward disorder. We can never eliminate disorder.
Plans will go awry, instructions and information will be unclear and
misinterpreted, communications will fail, and mistakes and unforeseen
events will occur. As the situation changes continuously, we are forced
to improvise again and again, until finally our actions have little, if
any, resemblance to the original scheme.

The occurrences of firefighting will not unfold like clockwork. We
cannot hope to impose precise, positive control over events. The best we
can hope for is to impose a general framework of order on disorder, to
influence the general flow of action rather than to try to control each
event.

# **[Complexity]{.underline}** {#complexity .unnumbered}

Firefighting is a complex phenomenon. It is not governed by the actions
or decisions of a single individual in any one place but emerges from
the collective behavior of all the individual parts in the system
interacting locally in response to local conditions and incomplete
information. This involves countless independent but interrelated
decisions and actions being taken simultaneously throughout the
organization.

# **[The Human Dimension]{.underline}** {#the-human-dimension .unnumbered}

Firefighting is shaped by human nature and is subject to the
complexities, inconsistencies, and peculiarities which characterize
human behavior. Firefighting is an extreme trial of mental and physical
strength and stamina. The effects of danger, fear, exhaustion and
privation on firefighters can be extremely stressful and individuals
will react differently to these situations.

Firefighting is a dangerous endeavor. Since firefighting is a human
phenomenon, fear, the human reaction to danger, has a significant impact
on the conduct of firefighting. Everybody feels fear; fear contributes
to the corrosion of human will. Leaders must foster the courage to
overcome fear, both individually, and within the unit. Courage is not
the absence of fear; rather, it is the strength to overcome fear.

Leaders must study fear, understand it, and be prepared to cope with it.
Courage and fear are often situational rather than uniform, meaning that
people experience them differently at different times and in different
situations. Firefighting experience and realistic training increase
confidence. Strong leadership, which earns the respect and trust of
subordinates, can limit the effect of fear. Leaders should develop unit
cohesion and the self-confidence of individuals within the unit.

II\. Leader's most important tool

## KEY POINTS: {#key-points-7 .unnumbered}

-   In order to turn any decision you make into an action, you must be
    able to communicate that decision to others.

-   The Five Communication Responsibilities for all firefighters are:

```{=html}
<!-- -->
```
-   Brief others as needed,

-   Debrief your actions,

-   Communicate hazards to others,

-   Acknowledge messages, and

-   Ask if you don't know.

```{=html}
<!-- -->
```
-   A primary communication responsibility for leaders is to provide a
    complete Briefing that includes a clearly stated Leader's Intent.

    -   Task = What is to be done

    -   Purpose = Why it is to be done

    -   End state = How it should look when done

##  {#section-179 .unnumbered}

##  {#section-180 .unnumbered}

##  {#section-181 .unnumbered}

![](media/image37.wmf) EXERCISE -- LEAder's intent

Purpose:

To practice communicating intent in a briefing.

assignment:

read the scenario on the following page and determiine what your plan of
action would be in that situation. once you decide on your course of
action, Prepare to communicate your intent in a briefing to the other
members of your group.

![](media/image38.png) LEAder's intent SCENARIO

You are the leader of an initial attack module activated for a dry
lightning storm that has ignited several fires on your local home unit.
The module consists of 4 firefighters -- yourself, another experienced
firefighter, and two rookie firefighters. You are equipped with one
chainsaw, two backpack pumps, and a full compliment of handtools, and
two handheld radios.

Your Fire Management Officer has given you the specifics on the fire you
are being sent to. It is the peak of your fire season. In addition, you
had a dry winter so the fuels are in a drier than normal condition.

Your module is flown into the fire by helicopter. Flying over it you see
that it is about a ½ acre with some flame showing. After walking about a
mile from the only landing zone that was available in the area, you come
through a saddle in a ridge. From there you can see the smoke from the
fire directly down below you about half way between the ridge top and
the bottom of the slope. The time is 1330.

What is your decision about how to approach the fire and how do you
communicate the intent of that decision to the appropriate individuals?

-   Your Command Presence will be transmitted by your ability to
    communicate effectively. This subject is more fully discussed in the
    reading titled "Command Presence" found on the following page.

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-20 .unnumbered}

"Critical to a Hun's success is a clear understanding of what the King
wants."

## LEADERSHIP QUOTE: {#leadership-quote-23 .unnumbered}

"Talk with the troops...in the long run it is what we do not say that
will destroy us." General George S. Patton

**What Is Command Presence?**

Command Presence is described as positive traits that are easily
recognizable, yet difficult to achieve. Fire ground commanders who
display Command Presence are admired for the following traits:

**[Competent]{.underline}** They recognize their firefighters'
capabilities and give assignments to fully utilize those abilities. They
develop a feasible plan and can clearly communicate that plan to their
firefighters.

**[Composed]{.underline}** There is a sense of dignity that they seem to
exude. Though problems constantly arise, they never seem to get
flustered. They never seem to sweat. While others seem tired and worn
out, they are patient and seem to thrive on tense situations. Each
situation is handled and they are prepared to solve the next problem.

**[Decisive]{.underline}** There is no wavering about decision-making.
They determine what needs to be accomplished and by whom. They can break
down problems into manageable parts and give out appropriate assignments
to solve them.

**[Self-confident]{.underline}** They are poised, assured, certain, firm
and convinced that they can handle any situation, yet not over-confident
or cocky where something could be overlooked. Command is a demanding and
autocratic position. The critical nature of the emergency scene does not
allow decisions to be made by a committee.

**[Goal Oriented]{.underline}** They can shift into a higher gear to
achieve their goals, yet be constantly protective of the safety of the
firefighters. As situations change, so do their orders to meet the
anticipated changes.

# **Lack Of Command Presence** {#lack-of-command-presence .unnumbered}

The fire ground leader who runs around an incident scene, frequently
changes orders, constantly shouts, uses profanity and/or behaves
erratically is someone who shows a lack of Command Presence. His or her
actions accomplish little while interfering with sound operations
initiated by subordinate leaders.

Fire ground leaders who don't have good self-discipline and cannot
control themselves will be unable to control others. Poor Command
Presence is contagious and fosters confusion and unnecessary fear in
those receiving orders.

Incident scenes must be managed in a professional manner. We did not
cause the problem, but we were called to solve it. Fire ground leaders
who act irresponsibly lose the respect and confidence of their crew and
cause citizens to question their professionalism.

**Developing Command Presence**

**[Preparedness]{.underline}** Have your stuff together

**[Training]{.underline}** Simulations and Drills...practice, practice,
practice

**[Education]{.underline}** Leadership courses

> ICS courses
>
> Read case studies

**[Visualize]{.underline}** Preplanning...build your situation awareness

**[Self-Evaluation]{.underline}** Reflect on your performance

> Ask for feedback...your crew, your boss, your peers

**[Find a Role Model]{.underline}** Listen to the "good" ones

Avoid the habits of the "bad" ones

Ask questions...how? why?

*Based on the article titled "Command Presence" written by James P.
Smith, Deputy Chief of the Philadelphia Fire Department.*

III\. the NEW Leader's challenge

##  {#section-182 .unnumbered}

## KEY POINTS: {#key-points-8 .unnumbered}

-   Transitioning from follower to leader has a number of challenges.

-   Pitfall #1 - Trying too hard to shine for the boss.

-   Pitfall #2 -- Underestimating the distance between leader and
    subordinate.

-   Pitfall #3 -- Falling into the "do it all yourself " trap.

-   Pitfall #4 -- Letting your ego control your actions.

## As a new leader of people that used to be your peers, there may be a honeymoon of support with an expectation that things will be easier with looser standards under your leadership. 

##  {#section-183 .unnumbered}

## **Q:** *What are some other common pitfalls for new leaders?* {#q-what-are-some-other-common-pitfalls-for-new-leaders .unnumbered}

##  {#section-184 .unnumbered}

##  {#section-185 .unnumbered}

##   {#section-186 .unnumbered}

-   Be prepared to make decisions based on the Leadership Values.

##   {#section-187 .unnumbered}

##  {#section-188 .unnumbered}

![](media/image39.wmf) EXERCISE -- what if?

Purpose:

To anticipate problems that new leaders will encounter and the pitfalls
that can be associated with those problems.

assignment:

your group will be assigned one of the following five scenarios to
analyze. read through your group's assigned scenario THen work as a
group to develop responses to the following questions:

1\. what leadership values are at stake?

2\. What course of action would you choose and why?

![](media/image40.png) what if SCENARIO #1

You are a Squad Boss on a 20 person handcrew assigned to a large fire.
You have just gone off duty at the Incident Base after a long
operational period. The Crew Supervisor has told the crew they are not
to leave the Incident Base. Two hours later you see two people from your
squad (who happen to be your friends) returning to the Incident Base
from the direction of the local town. It is obvious that they have been
away from the Incident Base. How do you handle this situation?

![](media/image41.png) what if SCENARIO #2

You are a new Lead Firefighter on a helitack crew. The Helicopter
Manager has put you in charge of the cache. You assign two of your
crewmembers to organize the storage of the equipment in the cache and
develop an inventory system. You give them a general layout of what you
expect it to be. Later that day the Helicopter Manager asks you to go
help a nearby helitack crew with training for that afternoon and the
next day. When you return two days later, you go down to the cache to
see how they are doing with the assignment. They had finished the
evening before and when you walk in the rest of the crew is giving high
praise for a very well done cache. But it is not exactly what you had
described when you gave them the assignment. How do you handle this
situation?

![](media/image42.png) what if SCENARIO #3

You are a first year Engine Boss of a three-person engine crew. Your
engine has been sent to a large fire in the next state as part an engine
strike team that is made up of engines from three different agencies. It
is about a week into the assignment and you feel that your crew is
getting more than its fair share of undesirable assignments compared to
the other four engines. Your crewmembers are beginning to notice and the
grumbling has begun. How do you handle this situation?

![](media/image43.png) what if SCENARIO #4

It is your first Jumper-In-Charge assignment. You and five other
smokejumpers have successfully initial attacked a 3 acre fire in a
wilderness area. You caught the fire, worked it for a couple of days,
and have called it out. You all are at the helispot ready for pickup.
One of the crewmembers, who is the oldest, most experienced person in
the group, suddenly threatens another crewmember. When you step in to
quell the situation he gets angry, calls you a young know-it-all, and
storms off the helispot, yelling that he is walking back. You can hear
the helicopter approaching and the pilot comes on the radio asking you
for final directions to your location. How do you handle this situation?

![](media/image44.png) what if SCENARIO #5

You are a new Crew Supervisor for a 10-person district fire crew. You
have just moved to a new location for this job opportunity. You used to
work in an area dominated by grass and brush fuel types with a high fire
response work-load. You are very experienced in fast moving fires and
initial attack operations. The area you have transferred to is dominated
by a mixed conifer timber fuel type. Your crew has just been sent to
work through a 20 acre fire on the district that was controlled
yesterday. The assignment is to take care of all the remaining hazard
trees. You have lots of experience running chainsaws in the brush but
not much falling experience. There are two very experienced fallers that
work for you. One of these individuals has been on the district for a
number of years and you have heard rumors that he thought your new job
should have been his. How do you handle this situation?

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-21 .unnumbered}

"Being a leader of Huns is often a lonely job."

##  {#section-189 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-24 .unnumbered}

### "Being a leader is a fine thing, but it has its penalties...and the greatest penalty is loneliness." Sir Ernest Shackleton, Explorer {#being-a-leader-is-a-fine-thing-but-it-has-its-penaltiesand-the-greatest-penalty-is-loneliness.-sir-ernest-shackleton-explorer-1 .unnumbered}

**Unit 4 -- Situational Leadership**

**OBJECTIVE:**

Given course content information and a scenario -- Describe three basic
leadership styles and appropriate situations for their use.

# **I. THE LEADERSHIP ENVIRONMENT** {#i.-the-leadership-environment-1 .unnumbered}

## KEY POINTS {#key-points-9 .unnumbered}

## Successful leadership lies in your ability to influence people in a variety of situations. 

##  {#section-190 .unnumbered}

##  {#section-191 .unnumbered}

## Leaders must continually adapt their leadership style to meet an ever-changing environment. This strategy is called **Situational Leadership**.

##  {#section-192 .unnumbered}

##  {#section-193 .unnumbered}

## The **Leadership Environment** has three critical components: 

## The **Team** 

## The **Leader** 

## The **Task** 

##  {#section-194 .unnumbered}

##  {#section-195 .unnumbered}

##  {#section-196 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-22 .unnumbered}

"Wise chieftains never place their Huns in situations where their
weaknesses will prevail over their strengths."

##  {#section-197 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-25 .unnumbered}

"Anyone could lead perfect people, if there were any.\" Robert
Greenleaf, Writer

# **II. sources of power** {#ii.-sources-of-power-1 .unnumbered}

## KEY POINTS {#key-points-10 .unnumbered}

## **Power** is the ability to influence the actions of others. How you use power shapes the team's perception of your ability to lead: 

## **Position Power**

## **Reward Power**

## **Discipline Power** 

## **Respect Power**

## **Expert Power** 

##  {#section-198 .unnumbered}

## Leaders have access to power based on who they are and who their followers perceive them to be. 

## **Q:** *What sources of power are most important in a high-stress environment?* {#q-what-sources-of-power-are-most-important-in-a-high-stress-environment .unnumbered}

##  {#section-199 .unnumbered}

##  {#section-200 .unnumbered}

## **Q:** *What sources of power are new leaders at a disadvantage in?* {#q-what-sources-of-power-are-new-leaders-at-a-disadvantage-in .unnumbered}

##  {#section-201 .unnumbered}

##  {#section-202 .unnumbered}

##  {#section-203 .unnumbered}

## Giving power away to get power is known as the **Power Paradox**. 

##  {#section-204 .unnumbered}

##  {#section-205 .unnumbered}

##   {#section-206 .unnumbered}

##  {#section-207 .unnumbered}

![](media/image45.wmf) EXERCISE -- sharing power

Purpose:

To identify appropriate areas where power can be shared with
subordinates in order to gain buy-in and share the work load.

METHOD:

work together as a group to identify one situation where it would be
appropriate for a leader to share power with their followers and one
situation where it would not be appropriate to share power. provide an
explanation of why for both situations.

[sITUATION TO SHARE POWER]{.underline}

[SITUATION NOT TO SHARE POWER]{.underline}

##  {#section-208 .unnumbered}

##  {#section-209 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-23 .unnumbered}

"Chieftains should never misuse power. Such action causes great friction
and leads to rebellion in the tribe."

##  {#section-210 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-26 .unnumbered}

"Strange as it seems, great leaders gain authority by giving it away."
Admiral James Stockdale

# **LEADERSHIP STYLES**

##  {#section-211 .unnumbered}

eXERCISE -- Leading with style

purpose:

to provide examples of the three basic leadership styles and the
situational considerations that determine which of those leadership
styles is most appropriate.

![](media/image46.wmf) *Video Segment 3: leadership examples*

Assignment:

after viewing the video, your group will be assigned one of the three
basic leadership styles to analyze (directing, delegating, or
participating). work together as a group to identify several task, Team,
and leader considerations that may determine whether that leadership
style can be successfully applied.

[Assigned leadership Style]{.underline}

(Directing / delegating / participating)

task considerations:

-   

-   team considerations:

```{=html}
<!-- -->
```
-   

-   leader considerations:

-   

-   

KEY POINTS

## Just as you intentionally use a variety of tools for different jobs, you should also be able to use all three **Leadership Styles** for different situations:

## **Directing**

## **Delegating**

## **Participating**

##  {#section-212 .unnumbered}

## Leadership Styles and Sources of Power are tools to be called on when needed and should not be dependant on your personality. 

##  {#section-213 .unnumbered}

##  {#section-214 .unnumbered}

##  {#section-215 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-24 .unnumbered}

"A chieftain should allow subordinates the privilege of making decisions
appropriate to their level of responsibility. Weak is the chieftain who
reserves every decision as their own for fear of losing control."

##  {#section-216 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-27 .unnumbered}

"Being in charge is a lot like being a lady. If you have to tell people,
you probably aren't." British Prime Minister Margaret Thatcher

##  {#section-217 .unnumbered}

##  {#section-218 .unnumbered}

##  {#section-219 .unnumbered}

Unit 5 -- Team Cohesion

**OBJECTIVE:**

Given course content information -- Describe techniques that leaders can
use to build and maintain team cohesion.

## **I. WHAT IS A TEAM?**  {#i.-what-is-a-team-1 .unnumbered}

##  {#section-220 .unnumbered}

## KEY POINTS {#key-points-11 .unnumbered}

## There are different levels of teamwork depending on your work environment. 

##  {#section-221 .unnumbered}

##  {#section-222 .unnumbered}

## **Synergy** is the team product of successful leadership

##  {#section-223 .unnumbered}

## **Q:** *What level of inter-dependence is required to be successful on the fireline?*  {#q-what-level-of-inter-dependence-is-required-to-be-successful-on-the-fireline .unnumbered}

##  {#section-224 .unnumbered}

##  {#section-225 .unnumbered}

##  {#section-226 .unnumbered}

##  {#section-227 .unnumbered}

![](media/image47.wmf) EXERCISE -- WHAT makes A GOOD TEAM?

Purpose:

To identify cohesive team behaviors and dysfunctional team behaviors.

assignment:

work individually and IDENTIFY one behavior indicator of a cohesive team
or one behavior indicator of a dysfuntional team that you have worked on
or worked around. be prepared to provide your example to the class.

WHAT DID ATTILA HAVE TO SAY:

## "Beware of the treacherous Hun who pledges loyalty in public then spreads discontent in private. Make every effort to remove these ignoble characters, be they chieftains or your best warriors." {#beware-of-the-treacherous-hun-who-pledges-loyalty-in-public-then-spreads-discontent-in-private.-make-every-effort-to-remove-these-ignoble-characters-be-they-chieftains-or-your-best-warriors.-1 .unnumbered}

##  {#section-228 .unnumbered}

##  {#section-229 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-28 .unnumbered}

## "The strength of the wolf is in the pack, the strength of the pack is in the wolf." Rudyard Kipling, Writer {#the-strength-of-the-wolf-is-in-the-pack-the-strength-of-the-pack-is-in-the-wolf.-rudyard-kipling-writer-1 .unnumbered}

##   {#section-230 .unnumbered}

# **II. building TEAM Cohesion** {#ii.-building-team-cohesion-1 .unnumbered}

## KEY POINTS {#key-points-12 .unnumbered}

## There are three basic phases of **Team Building**. 

##  {#section-231 .unnumbered}

## **Formation** (Form) - Team members are eager to fit in and usually have high expectations. 

##  {#section-232 .unnumbered}

## **Development** (Storm) -- Team members are frustrated with the discrepancy between their initial expectations and reality. 

##  {#section-233 .unnumbered}

## **Performance** (Norm & Perform) -- Team members commit to team vision and values. 

##  {#section-234 .unnumbered}

##  {#section-235 .unnumbered}

![](media/image48.wmf) EXERCISE -- leading to cohesion

Purpose:

To identify the leader's role during each phase of team building.

assignment:

your group will be assigned one of the three team building phases to
analyze (Formation, development, or performance). work together as a
group, considering the team behaviors typical for your assigned phase,
in order to identify what actions a leader should use to guide their
team during that phase.

[assigned team building phase]{.underline}

(Form / storm / norm & perform)

Effective Leader actions:

-   
-   
-   
-   

##  {#section-236 .unnumbered}

## WHAT DID ATTILA HAVE TO SAY: {#what-did-attila-have-to-say-25 .unnumbered}

## "Never expect your Huns to always be compatible. But expect their differences to be resolvable without the spread of discontent to other Huns." {#never-expect-your-huns-to-always-be-compatible.-but-expect-their-differences-to-be-resolvable-without-the-spread-of-discontent-to-other-huns.-1 .unnumbered}

##  {#section-237 .unnumbered}

##  {#section-238 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-29 .unnumbered}

## "One of the most important roles of a leader is to help a group move through the stages of development." Ken Blanchard, Leadership Consultant {#one-of-the-most-important-roles-of-a-leader-is-to-help-a-group-move-through-the-stages-of-development.-ken-blanchard-leadership-consultant-1 .unnumbered}

##  {#section-239 .unnumbered}

##   {#section-240 .unnumbered}

Unit 6 -- Ethical Decisions

**OBJECTIVE:**

Given course content information and a scenario - Analyze a situation
that poses an ethical dilemma.

# **I. ethical dilemMas** {#i.-ethical-dilemmas-1 .unnumbered}

![](media/image49.wmf) *Video Segment 4: DILEMMA in desert storm*

## KEY POINTS {#key-points-13 .unnumbered}

## **Ethical dilemmas** exist when you are forced to choose between two competing values. 

##  {#section-241 .unnumbered}

##  {#section-242 .unnumbered}

## As a leader you have the ethical responsibility to be a good role model for your followers and to direct their actions in a way that avoids putting them into an ethical dilemma. 

##  {#section-243 .unnumbered}

##  {#section-244 .unnumbered}

## Consider the events we just watched. Firefighters don't work in such life threatening situations as military personnel, however we do operate in a high-risk environment:

## **Q:** What are some examples of situations where you have seen firefighters put into an ethical dilemma? {#q-what-are-some-examples-of-situations-where-you-have-seen-firefighters-put-into-an-ethical-dilemma .unnumbered}

##  {#section-245 .unnumbered}

##  {#section-246 .unnumbered}

## **Q:** How did the dilemma get resolved? {#q-how-did-the-dilemma-get-resolved .unnumbered}

##   {#section-247 .unnumbered}

##   {#section-248 .unnumbered}

## When things go wrong, weak leaders look for the easy way out by denying the problem or diverting the blame. 

##  {#section-249 .unnumbered}

##  {#section-250 .unnumbered}

## Tough leadership decisions do not always have happy endings, but you must be able to live with your decisions. 

WHAT DID ATTILA HAVE TO SAY:

## "It takes less courage to criticize the decisions of others than to stand by your own." {#it-takes-less-courage-to-criticize-the-decisions-of-others-than-to-stand-by-your-own.-1 .unnumbered}

##  {#section-251 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-30 .unnumbered}

## "I only know that moral is what you feel good after and immoral is what you feel bad after." Earnest Hemingway, Writer {#i-only-know-that-moral-is-what-you-feel-good-after-and-immoral-is-what-you-feel-bad-after.-earnest-hemingway-writer-1 .unnumbered}

Unit 7A -- Putting It All Together

**OBJECTIVE:**

Given course content information and a scenario -- participate in an
After Action Review process.

# **I. leadership in action** {#i.-leadership-in-action-1 .unnumbered}

##  {#section-252 .unnumbered}

## KEY TEACHING POINTS {#key-teaching-points-15 .unnumbered}

##  {#section-253 .unnumbered}

-   The intent of the watching the following scenario is to give us a
    common experience from which to work through an **After Action
    Review** process.

    ![](media/image50.wmf) *Video Segment 5: killer storm*

##  {#section-254 .unnumbered}

## The Debrief or After Action Review is a leadership communication tool that fosters learning and improvement within the team. 

##  {#section-255 .unnumbered}

## **Q:** *What was planned?* {#q-what-was-planned .unnumbered}

> **Q:** *What actually happened?*
>
> **Q:** *Why did it happen?*
>
> **Q:** *What can we learn for next time?*

WHAT DID ATTILA HAVE TO SAY:

"If it were easy to be a chieftain, everyone would be one."

##  {#section-256 .unnumbered}

## LEADERSHIP QUOTE: {#leadership-quote-31 .unnumbered}

## "True leadership resides in the evaluation of uncertain hazards and conflicting information." British Prime Minister Winston Churchill {#true-leadership-resides-in-the-evaluation-of-uncertain-hazards-and-conflicting-information.-british-prime-minister-winston-churchill-1 .unnumbered}

##  {#section-257 .unnumbered}

Unit 7B -- Putting It In Practice

**OBJECTIVES:**

1\. Given a Field Leadership Assessment Course (FLAC) problem --
Demonstrate situational leadership and employ a team in accordance with
team member's capabilities.

2\. Given a Field Leadership Assessment Course problem -- Demonstrate
ability to redeem the five communication responsibilities.

6.  Given a Field Leadership Assessment Course problem -- Demonstrate
    effective teamwork skills.

# **I. Preparation Briefing for the FLAC**  {#i.-preparation-briefing-for-the-flac .unnumbered}

##  Start time / location {#start-time-location-1 .unnumbered}

## Transportation logistics {#transportation-logistics-1 .unnumbered}

##  Necessary items to bring: {#necessary-items-to-bring .unnumbered}

## Full PPE and line gear {#full-ppe-and-line-gear .unnumbered}

## IRPG, notepad, and pen {#irpg-notepad-and-pen .unnumbered}

## Lunch and water {#lunch-and-water-1 .unnumbered}

## Prepared for anticipated weather conditions  {#prepared-for-anticipated-weather-conditions .unnumbered}

##   {#section-258 .unnumbered}

###  {#section-259 .unnumbered}

###  {#section-260 .unnumbered}

###  {#section-261 .unnumbered}

###  {#section-262 .unnumbered}

###  {#section-263 .unnumbered}

###  {#section-264 .unnumbered}

###  {#section-265 .unnumbered}

###  {#section-266 .unnumbered}

###  {#section-267 .unnumbered}

###  {#section-268 .unnumbered}

APPENDIX A

pre-course work

**L-280 Followership to Leadership**

### **Pre-course Work Assignment** {#pre-course-work-assignment-1 .unnumbered}

###  {#section-269 .unnumbered}

###  {#section-270 .unnumbered}

The pre-course work is based on a reading assignment that encourages you
to examine how well prepared you are to lead others. The reading
assignment is followed by a few questions that ask you to reflect on the
reading in terms of your own situation. The intent of this reading
assignment is two-fold. First, by reading this book as pre-course work
you are afforded some time to think about the topic of leadership prior
to attending the course. Second, reading in order to foster continuous
learning is a key strategy for individuals who desire to improve their
leadership skills throughout their career, no matter what type of
business or endeavor they pursue.

**Part 1**

Read the assigned book "Leadership Secrets of Attila the Hun" by Wess
Roberts. This book is less than 100 pages and is an enjoyable and quick
read.

**Part 2**

Write up brief responses to the following three questions regarding the
reading assignment. The entire assignment should not require more than
one or two pages.

[Question #1]{.underline}

After reading Chapter 1, identify which of Attila's 17 essential
qualities are your strongest three and which are your weakest three.
Briefly explain why.

##  {#section-271 .unnumbered}

## [Question #2]{.underline} {#question-2-1 .unnumbered}

## After reading Chapter 2, briefly explain why you want to be a leader of firefighters.  {#after-reading-chapter-2-briefly-explain-why-you-want-to-be-a-leader-of-firefighters.-1 .unnumbered}

##  {#section-272 .unnumbered}

## [Question #3]{.underline} {#question-3-1 .unnumbered}

## Identify which chapter in the book (other than Chapters 1 & 2) you found to be most valuable to you as a future leader of firefighters and briefly explain why. {#identify-which-chapter-in-the-book-other-than-chapters-1-2-you-found-to-be-most-valuable-to-you-as-a-future-leader-of-firefighters-and-briefly-explain-why.-1 .unnumbered}

##  {#section-273 .unnumbered}

##  {#section-274 .unnumbered}

##  {#section-275 .unnumbered}

## **Bring your completed written responses with you to class.**  {#bring-your-completed-written-responses-with-you-to-class.-1 .unnumbered}

##  {#section-276 .unnumbered}

## **Bring your fireline gear with you to class (full PPE, web gear, and boots).**  {#bring-your-fireline-gear-with-you-to-class-full-ppe-web-gear-and-boots.-1 .unnumbered}

APPENDIX B

l-180 / l-280 concept glossary

##   {#section-277 .unnumbered}

## **After Action Review (AAR)** - A leadership communication tool that fosters learning and improvement within a team, also known as a Debrief. The After Action Review format can be found in the green operational pages of the Incident Response Pocket Guide. {#after-action-review-aar---a-leadership-communication-tool-that-fosters-learning-and-improvement-within-a-team-also-known-as-a-debrief.-the-after-action-review-format-can-be-found-in-the-green-operational-pages-of-the-incident-response-pocket-guide. .unnumbered}

Bias for Action -- Leadership is action, not position. A leader's most
important responsibility is to make sound and timely decisions.

Communication Process -- Communication is a leader's most important
tool. A complete communication process requires:

-   Sender

-   Receiver

-   Information that needs to be passed on

-   Two-way communication method

Communication Responsibilities -- The five communication duties for all
firefighters are:

-   Brief others as needed

-   Debrief your actions

-   Communicate hazards to others

-   Acknowledge messages

-   Ask if you don't know

    Command Presence - A set of positive behaviors and traits that are
    easily recognizable, yet difficult to achieve. Command presence is
    projected by your ability to communicate effectively.

    Decision Cycle -- Good decision-making is based on good situation
    awareness and plays against the backdrop of constant time pressure.
    The decision cycle then proceeds through:

```{=html}
<!-- -->
```
-   Problem identification

-   Option selection

-   The decision point

-   Then implementation of the action

    Ethical Dilemma - A situation that exists when an individual is
    forced to choose between two competing values. It's a simple concept
    that usually ends up being very complicated to resolve.

    Hazardous Attitude -- Attitudes are where emotions and rational
    thought process get mixed up with each other. Hazardous attitudes
    are destructive to effective communication and good situation
    awareness. They include feelings of invulnerability, anti-authority,
    resignation, and casualness.

Leader's Intent - A complete intent statement has three parts:

-   Task = What is to be done

-   Purpose = Why it is to be done

-   End state = How it should look when done

    Leadership -- The art of providing purpose, direction, and
    motivation to a group of people in order to accomplish a mission and
    improve the organization:

```{=html}
<!-- -->
```
-   Purpose - Leaders provide purpose by clearly communicating their
    intent and describing the desired end state of an assignment to
    their followers.

-   Direction - Leaders provide direction by maintaining standards of
    performance for their followers.

-   Motivation - Leaders provide motivation by setting the example for
    their followers.

## **Leadership Environment** -- A leader's work environment has three critical components:  {#leadership-environment-a-leaders-work-environment-has-three-critical-components .unnumbered}

## **The Team** -- All the followers within the framework of the team. Each follower will have a different skill mix and unique personality traits.

## **The Task** -- Every situation presents a different challenge: high consequences, time compression, special skill needs, the list is endless. 

## **The Leader --** A leader must have an honest understanding of their strengths and weaknesses, their capabilities and limitations. 

##  {#section-278 .unnumbered}

Leadership Values -- Integrity, respect, and duty are the three guiding
values that should be the basis for the decisions that leaders make:

-   Integrity - How a leader values themself. An individual cannot be in
    charge of others unless they are in charge of their own actions.
    People of integrity separate what is right from what is wrong and
    act according to what they know is right, even at personal cost.

-   Respect - How a leader values their co-workers. Respect for the
    individual forms the very basis for the rule of law in America. This
    value reminds leaders that those who follow are their greatest
    resource. Not all followers will succeed equally, but they all
    deserve respect.

-   Duty - How a leader values their job. Duty begins with everything
    required by law and policy, but it is much more than that. A leader
    commits to excellence in all aspects of their professional
    responsibility so that when the job is done they can look back and
    say "I couldn't have given any more."

-   Character - The way an individual communicates their values to
    others. It is a collection of actions that others appraise to
    determine if one can be trusted.

-   **Leadership Principles** - 11 principles that describe tangible
    behaviors that leaders can use to demonstrate their values on a
    daily basis. These can be found in the front of the Incident
    Response Pocket Guide.

**Risk Management Process** -- A tool that can assist in the preplanning
process during fireline decision-making. The Risk Management Process
format can be found in the green operational pages of the Incident
Response Pocket Guide.

**Situation Awareness (SA)** -- An on-going process of gathering
information by observation and by communication with others. This
information is integrated to create an individual's perception of a
given situation. Only by constantly gathering information and updating
SA is it possible for a leader to build an accurate perception of the
environment, a perception that is as close to reality as possible.

**Situational Leadership** -- The ability to adapt and utilize different
leadership styles to deal with an ever-changing work environment and the
available follower skills:

-   **Leadership Styles** -- The various methods used to impart purpose
    and direction to followers. Directing, Delegating, and Participating
    are the three basic styles.

-   **Directing** -- The leader provides all instructions and guidance
    to followers in order to accomplish the task. Followers have minimal
    opportunity for feedback and little decision-making responsibility.

-   **Delegating** -- The leader gives specific responsibilities to
    followers and expects them to accomplish those delegated tasks
    without further guidance. Followers have moderate feedback
    opportunity and moderate to high levels of decision-making
    responsibility.

-   **Participating** -- The leader asks followers to assist in
    determining best methods or solutions for accomplishing a task.
    Followers are expected to provide ideas and may have high levels of
    decision-making responsibility.

##  {#section-279 .unnumbered}

## **Sources of Power** - Power is the ability to influence the actions of others. Leaders have access to power based on who they are and who their followers perceive them to be:  {#sources-of-power---power-is-the-ability-to-influence-the-actions-of-others.-leaders-have-access-to-power-based-on-who-they-are-and-who-their-followers-perceive-them-to-be .unnumbered}

## **Position Power** - Based on the perception that rank in the organization automatically gives a leader certain rights and authority.

## **Reward Power** -- Based on the perception that the leader controls rewards that are valued by followers and the rewards are given for good performance.

## **Discipline Power** - Based on the perception that the leader can and will penalize followers who choose not to meet standards.

## **Respect Power** - Based on followers identifying with the leader as a role model and an example to follow.

## **Expert Power** - Based on the perception that the leader is competent in the required job skills.

-   **Power Paradox** -- Leaders build more power when they give it
    away. A leader who wants respect, must first respect their
    followers. A leader who wants to be trusted, must first give trust
    to their followers. Leaders must be willing to take the first step.

**Standard Operation Procedures (SOP)** -- Specific instructions clearly
spelling out what is expected of an individual every time they perform a
given task. In short, an SOP is a performance standard. SOPs should be
used for tasks that are routinely done in the operational environment.
Use of SOPs gives leaders more flexibility to deal with unique
operational situations because they know how their followers are
handling routine decisions.

**Stress Reaction** - The response of an individual to demands that are
place upon them. Adverse stress reactions can impact a leader's
decision-making ability. There are two major sources of these demands,
also known as stressors:

-   **Background Stress** -- On-going or daily demands such as family,
    financial, or health concerns.

-   **Duty Stress** - Unique demands that occur due to task assignment
    in the work environment such as fatigue, life/safety risk, conflict
    with other personnel, environmental conditions, supervisor
    expectations, or peer pressure.

##  {#section-280 .unnumbered}

## **Team Cohesion -** Every team or work group has to go through three basic phases of team building. Some teams do it with more success than other teams. Some teams never make it to the final phase. No phase is bad, all phases are part of the journey to performance:  {#team-cohesion---every-team-or-work-group-has-to-go-through-three-basic-phases-of-team-building.-some-teams-do-it-with-more-success-than-other-teams.-some-teams-never-make-it-to-the-final-phase.-no-phase-is-bad-all-phases-are-part-of-the-journey-to-performance .unnumbered}

## **Formation** (Form) - Team members are eager to fit in and usually have high expectations. There is anxiety about individual roles and a lack of understanding about team structure. Team members display conforming, polite behavior and there is a high dependence on the leader for direction and support.

## **Development** (Storm) -- Team members are frustrated with the discrepancy between their initial expectations and reality. There is a low trust level and some team members form coalitions. Team members compete for attention or power and there is some testing of the leader's boundaries.

-   **Performance** (Norm and Perform) -- Team members commit to team
    vision and values. There is recognition of the importance in having
    different types of individuals on the team with various skill sets.
    Team members use open, direct communication that fosters trust and
    are willing to share responsibility with the leader.

## **Synergy -** The team product of successful leadership. Synergy is that powerful force that allows the team to outperform itself. The goal of a leader should be a team where the whole equals more than the sum of the parts.