Leadership Curriculum

We are presenting the eleven leadership competencies at a college or management level to the candidates. For example, when we present Setting the Example, we will discuss the issue of personal and business ethics: Are they different? What if your ethics don’t align with those around you? When and how do you hold to your ethics when pressured to compromise? When presenting Sharing Leadership, we will discuss leading from the middle, how to work with a difficult superior, and the differences between authority, responsibility, and accountability. When teaching Styles of Leadership, we will discuss the difference between motivation and inspiration, how to create incentives that improve individual contributions, and how to match leadership styles to individual needs.

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• Getting and Giving Information
• Understanding Group Needs and Characteristics
• Knowing and Understanding Group Resources
• Controlling the Group
• Counseling
• Setting the Example
• Representing the Group
• Planning
• Evaluation
• Sharing Leadership
• Manager of Learning

We will also present information about the methods and principles of White Stag and how we implement them to grow groups into effective teams. This will include information on:

• The Manager of Learning Method
• The Direct Approach
• The Evaluation Attitude
• The Hurdle Method
• The Infinity Principle
• The Outdoor Approach
• The Team Method
• The System Method
• The Spirit Method

We will not try to match the program to the language or concepts presented in Wood Badge or other external programs. Some believe we should help unit leaders compare our program to Wood Badge or NYLT. We don't structure our adult program in response to what the Boy Scouts or any other organization is doing or not doing. We are positioning our program as a creative, innovative, original program, not something that has been developed in reaction or response to what others are doing. To try to explain how Manager of Learning related to the Boy Scout’s Leading EDGE concept would consume unnecessary time and resources. It would force us to adapt our program to an untested method of teaching. It would require us to devote less time to teaching leadership at a higher level so participants can compare it to another program.

Real-time learning

While this is a pilot-test of new concepts and curriculum, we will give the adults a full-scale leadership development experience. They will be required at each leadership development session to write down a plan to apply the skill in their home environment. We will assess the knowledge, skills, and attitudes of participants during staff development to help us develop a program that meets their needs. We will seek input from participants about their needs and expectations. We will seek ongoing feedback from participants during the program and engage them in a thorough evaluation and Leadership Growth Agreement follow up.