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INSTRUCTOR GUIDE
LEADERSHIP:
STRATEGIES FOR
SUPERVISORY
SUCCESS
SITUATIONAL
LEADERSHIP
DELEGATING
COACHING
DISCIPLINE
FEDERAL EMERGENCY MANAGEMENT AGENCY
UNITED STATES FIRE ADMINISTRATION
NATIONAL FIRE ACADEMY
INSTRUCTOR GUIDE
LEADERSHIP:
STRATEGIES FOR
SUPERVISORY
SUCCESS
SITUATIONAL
LEADERSHIP
DELEGATING
COACHING
DISCIPLINE
LEADERSHIP
NOTICE:
This material has been developed by the National Fire Academy (NFA) of
the United States Fire Administration (USFA) for use by state and
metropolitan fire training programs. NFA endorsement of this material is
conditional on use without modification. NFA material, whether printed
text or software, may not be used in any manner that would mislead or that
would suggest or imply endorsement by NFA of any commercial product,
process, or service.
ii
LEADERSHIP
FEDERAL EMERGENCY MANAGEMENT AGENCY
UNITED STATES FIRE ADMINISTRATION
NATIONAL FIRE ACADEMY
FOREWORD
The Federal Emergency Management Agency (FEMA) was established in 1979.
FEMA's mission is to focus federal effort on preparedness for, mitigation of,
response to, and recovery from emergencies encompassing the full range of
natural and manmade disasters.
FEMA's National Emergency Training Center (NETC) in Emmitsburg, Maryland
includes the United States Fire Administration (USFA), its National Fire
Academy (NFA), and the Emergency Management Institute (EMI).
To achieve the Academy's legislated mandate (under Public Law 93-498,
October 29, 1974) "to advance the professional development of fire service
personnel and of other persons engaged in fire prevention and control
activities," the Field Programs Division has developed an effective program
linkage with established fire training systems which exist at the state and local
levels. It is the responsibility of this division to support and strengthen these
delivery systems. Academy field courses have been sponsored by the
respective state fire training systems in every state.
Designed to meet the needs of the company officer, this course of Leadership
provides the participant with basic skills and tools needed to perform effectively
as a leader in the fire service environment. This course addresses when and
how to delegate to subordinates, assessing personal leadership styles through
situational leadership, when and how to discipline subordinates, and
coaching/motivating techniques for the company officer.
iii
LEADERSHIP
iv
LEADERSHIP
TABLE OF CONTENTS
PAGE
Foreword ......................................................................................................
iii
Table of Contents.........................................................................................
v
Course Schedule..........................................................................................
vii
Instructional Aids..........................................................................................
ix
Instructor Preface.........................................................................................
xi
Exam ............................................................................................................ EX-1
SITUATIONAL LEADERSHIP ...............................................................
IG SL-1
DELEGATING .................................................................................... IG DG-1
COACHING .......................................................................................
IG C-1
DISCIPLINE....................................................................................... IG DP-1
LEADERSHIP
vi
LEADERSHIP
COURSE SCHEDULE
MODULE
TIME
Situational Leadership
3 hr.
Delegating
3 hr.
Coaching
3 hr.
Discipline
3 hr.
Total Time:
12 hr.
This National Fire Academy course is designed for 12 hours of student contact.
These 12 contact hours do not include time for registration, introductions,
breaks, meals, student examinations, course evaluations, and the distribution of
certificates. With these activities, the actual time required will be approximately
16 hours.
vii
LEADERSHIP
viii
LEADERSHIP
INSTRUCTIONAL AIDS
Equipment Needed
Overhead Projector
Video Player
Standard Course Media
Situational Leadership
OHTs
SL.1 to SL.48
Delegating
OHTs
DG.1 to DG.44
Coaching
OHTs
C.1 to C.57
Discipline
OHTs
DP.1 to DP.41
Total OHTs:
190
Videos
Situational
Leadership:
Video: "Analyzing Leadership Styles"
(Scenarios 1 to 4)
Delegating:
Introductory Video: "Delegation"
Discipline:
Video: "Evaluating Disciplinary Processes"
(3 Video Scenarios #1, 3, 4)
ix
LEADERSHIP
LEADERSHIP
INSTRUCTOR PREFACE
Congratulations! You are about to teach one (or more) of the three National Fire
Academy courses in Leadership. These courses each contain four 3-hour
modules which are designed to either stand alone, be presented with the other
three modules of this course, or as part of an overall six-day series.
As you instruct these course modules, it might be helpful to you to know the
overall rationale, key concepts, and common threads which unite the three
Leadership courses.
Rationale. These courses were developed to meet a universally expressed
need in the fire service. That is, to enable mid-range managers, especially
company officers (or their equivalent) to be more effective in their role as
leaders. Whether the company officer carries out his/her responsibilities in a
small rural volunteer department, a suburban "combination" part volunteer-part
paid department, or a fully paid metropolitan/urban department, there are certain
critical skills and a degree of experience needed to be effective as a midmanager in the fire service.
Key concepts. The key concepts which link all of the modules in the three
courses are:
1.
Company officers need training and skill practice in three major
managerial strategies:
a.
Strategies For Company Success (Decision-Making Styles;
Problem-Solving I: Identifying Needs and Problems; ProblemSolving II: Solving Problems; and Running A Meeting.)
b.
Strategies For Personal Success (Managing Multiple Roles For
The Company Officer; Creativity; Enhancing Your Personal Power
Base; and Ethics.)
c.
Strategies For Supervisory Success
Delegating; Coaching; and Discipline.)
(Situational Leadership;
That is, the company officer must continuously strive to orchestrate growth on
the personal level (his/her own), improved productivity of the company as a
whole, and greater effectiveness of each individual who reports to him or her.
2.
Company officers must be focused upon the "big picture"--the overall
mission and goals of the department must guide their actions. New
company officers especially are challenged to expand their view of how
their company/platoon, etc. contributes to the department mission.
xi
LEADERSHIP
3.
As managerial styles outside the fire department have changed, so have
the approaches, techniques, and styles of the fire service manager.
Greater participation in decision-making, greater involvement in problemsolving, and a modified "Theory Z" approach to management can have
high payoff to those who are prepared. The focus of many of these three
Leadership course modules is to assist the company officer to examine
these payoffs, and the implications for the leader.
4.
The "win-win" or collaborative approach to the day-to-day challenges of
the leader is a useful approach; even such leadership functions as
discipline, using power, and decision-making (traditionally handled in an
authoritarian manner) can be made more effective by a "win-win" style.
5.
To be consistent with the key concepts above, it is recommended that we
try to model the concepts while teaching the class. When it is possible
and feasible, students should be included in discussion, setting stand
ards, solving problems, and contributing to the "mission" or desired
results of the class.
MANAGING THE CLASS
In managing the class, the instructor should try to model "Situational
Leadership"--that is, adopt his or her style according to the maturity (willingness
and abilities, etc.) of the class as a whole.
CLASS PROFILE
One way to get a rapid "fix" on the class composition and maturity is to do a
registration "sign-in" to develop the class profile. As people enter the classroom
they sign in on flipchart paper (or a chalkboard). When introducing the class to
the course "mission" and goals, etc., the group as a whole can review the class
composition and needs. Sample questions might be:
1.
Distance traveled to get here today:
a.
c.
1 to 50 miles
101 to 150 miles
b.
d.
51 to 100 miles
etc.
(Adapt to local area!!)
2.
Position held in fire department.
a.
c.
e.
xii
Firefighter
Lieutenant
Captain
b.
d.
f.
EMT
Sergeant
BC
LEADERSHIP
g.
i.
DC/AC
h.
Other
(Board, Fire Marshal, etc.)
Chief Officer
xiii
LEADERSHIP
3.
Type of department:
a.
b.
c.
d.
4.
Reason for attending class:
a.
b.
c.
5.
All volunteer
Combination
All paid
Private provider
Assigned/forced to come (Prisoner)
Hoping for rest and relaxation (Vacationer)
Hoping for new experience and opportunity (Adventurer)
Background in leadership training:
a.
b.
c.
Minimal or no exposure
Adequate--can operate as a leader in a small group effectively
Maximum--can train others in leadership
6.
Major issues facing fire service leaders now:
7.
Etc. (Make questions locally relevant and useful in finding out about the
group.)
WARM-UPS
Another way to quickly get the class started is to do brief warm-up activities.
Warm-ups or icebreakers can have several purposes:
1.
To introduce participants to the content of the modules--such as Creativity
or Decision-Making.
2.
To relax the participants by moving around and having fun.
3.
To identify the level of willingness and ability (maturity) that the group
possesses.
4.
To identify the strengths and possible contributions which each individual
will make.
5.
To identify group needs, interests, and agendas.
xiv
LEADERSHIP
SAMPLE WARM-UPS
A few warm-ups from the most simple and safe to the more elaborate and risky
are:
1.
Each person introduces himself/herself to the group by name, position/
rank, department, and goal for the class.
2.
Individuals interview another person, then introduce them to the whole
group.
3.
Small groups introduce themselves, then decide (by consensus) what
their major goals/needs are from the class, and present their list to the
whole group.
4.
Group tosses a ball of yarn from person to person until all are
"connected," then the group tries to create a "wave." As a variation, the
group can try to unwind itself without dropping the yarn (problem-solving)
-as each person gets loose, he/she introduces himself/herself and
comments on the experience.
5.
Each individual, using a full sheet of flipchart paper, draws their
professional life-line (with symbols and stick figures) representing the ups
and down of their professional career.
WARM-UP TIPS
1.
Use your intuition (gut feeling) to select the most appropriate form of
warm-up. The time invested in the exercise you choose will have high
payoff!
2.
Listen carefully during warm-ups and introductions for references to
"volunteer," "career," "professional," etc. fire departments. At the end of
the warm-up, emphasize the similarities between fire executives/middle
managers of different types of departments; if "stereotypes" emerge, such
as "only fully paid departments are professional," or make a "career" out
of the fire service, discuss those points. Try to dispel the stereotypes,
and try not to reinforce inaccurate labels. Volunteer departments which
act and perform professionally are professional, and people who have
dedicated many years to the volunteer fire service have in fact made an
unpaid "career" out of their service!
The critical point is that the content of the modules crosses paid, unpaid, partpaid, rural, urban, and suburban lines--and is equally useful to all.
xv
LEADERSHIP
GRADUATION
At the end of the course, try to make the certificate-awarding process as
ceremonial as possible, given your limited resources of time and space, etc.
Present the diploma to each individual with a handshake and the thanks of the
National Fire Academy. They have earned it!
SUMMARY
Above all, be prepared content-wise and attitudinally to move smoothly through
the material and enjoy teaching the class. Model the enthusiasm and energy
you expect of your students, and they will fulfill your expectations.
xvi
LEADERSHIP
xvii
LEADERSHIP
ANSWER SHEET
1.
11.
2.
12.
3.
13.
4.
14.
5.
15.
6.
16.
7.
17.
8.
18.
9.
19.
10.
20.
xviii
LEADERSHIP
xix
LEADERSHIP
LEADERSHIP III EXAM
1.
2.
3.
4.
xx
The four basic leadership styles are:
a.
Directing, coaching, supporting, delegating.
b.
Authority, abdication, entrustment, commitment.
c.
Authority, task, responsibility, and accountability.
d.
Flexibility, diagnosis, communication, decision-making.
Situational leadership requires three basic skills.
a.
Controlling, supervising, structuring.
b.
Flexibility, diagnosis, communication.
c.
Listening, explaining, facilitating.
d.
Problem-solving, supervision, feedback.
Directive behavior is characterized by:
a.
Two-way communication.
b.
Listening.
c.
One-way communication.
d.
Explaining decisions.
Competence is a function of an individual's:
a.
Enthusiasm.
b.
Confidence and motivation.
c.
Contributions.
d.
Knowledge and skills.
leadership
NFA-EXAM-LS (3)
JANUARY 1994
5.
6.
7.
8.
Coaching is most appropriate for individuals who:
a.
Have mastered the required skill.
b.
Are highly motivated and willing to assume responsibility.
c.
Need positive reinforcement to restore self-confidence.
d.
Lack competence.
Delegation is defined as:
a.
The abdication of supervisory authority.
b.
The shifting of responsibility to a subordinate.
c.
The sharing of authority, responsibility, and accountability between
two or more people.
d.
The blind trust accorded a subordinate by the company officer.
Delegation is advantageous in that:
a.
It helps to increase morale.
b.
It increases job knowledge.
c.
It enhances self-confidence.
d.
All of the above.
Delegation to "the right person" would require the company officer to
consider:
a.
Which subordinate is competent?
b.
Is the person ready?
c.
Is the person self-confident enough?
d.
All of the above.
LEADERSHIP
9.
10.
11.
12.
22
Of the following tasks, which would be the most appropriate for
delegation?
a.
The completing of annual personnel evaluations of subordinates.
b.
The counseling of a problem subordinate.
c.
The design of preplans for a new shopping complex.
d.
The approval of shift incident reports.
Delegating for success would require:
a.
Clearly defining responsibility--what is involved.
b.
Providing close supervision for all delegatees regardless of the
task and of the competence of the individual involved.
c.
Forgetting about the delegated task and focusing his/her attention
on his/her own tasks.
d.
None of the above.
Coaching involves:
a.
An abuse of coercive power.
b.
Face-to-face leadership.
c.
Creating insecurity.
d.
Organizing subordinates.
Three characteristics of an effective coach are:
a.
Authority, charisma, acceptance.
b.
Negotiating, influencing, risk-taking.
c.
Vision, self-confidence, humility.
d.
Reputation, formal position, expertise.
LEADERSHIP
13.
14.
15.
16.
Effective leadership involves:
a.
Recognizing that the individual player deserves special attention.
b.
Ignoring poor performers.
c.
Focusing attention on a few.
d.
None of the above.
Mentoring is:
a.
Working with someone to solve a problem.
b.
Building on existing strengths.
c.
Taking a personal interest in the career development of a
promising subordinate.
d.
Correcting unsatisfactory behavior.
If performance is satisfactory, the leader needs to:
a.
Determine whether or not there is a skill deficiency.
b.
Initiate counseling.
c.
Challenge the individual.
d.
Become more directive.
Which of the following is a false statement regarding the importance of
discipline to the CO?
a.
Discipline decreases company efficiency.
b.
Discipline provides the framework for equitable and fair treatment.
c.
Discipline provides the CO with tools to deal with improper
behavior.
d.
Discipline contributes to the CO's power base.
23
LEADERSHIP
17.
18.
19.
20.
24
When conducting a disciplinary interview it is important to:
a.
Argue.
b.
Lose your temper.
c.
State your expectations for future behavior.
d.
Not mention appeal procedures.
Being unclear about violations of rules when disciplining employees might
result in:
a.
Increased morale.
b.
Correcting improper behavior.
c.
Everyone feeling like a winner.
d.
Unfairness to an employee.
Which of the following statements is incorrect when dealing with "bizarre"
employee behavior?
a.
Avoid inappropriate reactions.
b.
Don't use normal disciplinary procedures.
c.
Advise employee of appeal procedures.
d.
Document your actions.
Which one of the following statements is true?
a.
Transfer your problem personnel whenever possible.
b.
Honest mistakes are treated the same as intentional rule violations.
c.
Threatening termination is a positive method of curing minor
improper employee behavior.
d.
Praise in public--criticize in private.
leadership
NFA-EXAM-LS (3)
JANUARY 1994
LEADERSHIP III EXAM
ANSWER KEY
1.
2.
3.
4.
The four basic leadership styles are:
a.
Directing, coaching, supporting, delegating.
b.
Authority, abdication, entrustment, commitment.
c.
Authority, task, responsibility, and accountability.
d.
Flexibility, diagnosis, communication, decision-making.
Situational leadership requires three basic skills.
a.
Controlling, supervising, structuring.
b.
Flexibility, diagnosis, communication.
c.
Listening, explaining, facilitating.
d.
Problem-solving, supervision, feedback.
Directive behavior is characterized by:
a.
Two-way communication.
b.
Listening.
c.
One-way communication.
d.
Explaining decisions.
Competence is a function of an individual's:
a.
Enthusiasm.
b.
Confidence and motivation.
c.
Contributions.
EX-1
LEADERSHIP
d.
Knowledge and skills.
LEADERSHIP
5.
6.
7.
8.
ii
Coaching is most appropriate for individuals who:
a.
Have mastered the required skill.
b.
Are highly motivated and willing to assume responsibility.
c.
Need positive reinforcement to restore self-confidence.
d.
Lack competence.
Delegation is defined as:
a.
The abdication of supervisory authority.
b.
The shifting of responsibility to a subordinate.
c.
The sharing of authority, responsibility, and accountability
between two or more people.
d.
The blind trust accorded a subordinate by the company officer.
Delegation is advantageous in that:
a.
It helps to increase morale.
b.
It increases job knowledge.
c.
It enhances self-confidence.
d.
All of the above.
Delegation to "the right person" would require the company officer to
consider:
a.
Which subordinate is competent?
b.
Is the person ready?
c.
Is the person self-confident enough?
d.
All of the above.
LEADERSHIP
9.
10.
11.
12.
Of the following tasks, which would be the most appropriate for
delegation?
a.
The completing of annual personnel evaluations of subordinates.
b.
The counseling of a problem subordinate.
c.
The design of preplans for a new shopping complex.
d.
The approval of shift incident reports.
Delegating for success would require:
a.
Clearly defining responsibility--what is involved.
b.
Providing close supervision for all delegatees regardless of the
task and of the competence of the individual involved.
c.
Forgetting about the delegated task and focusing his/her attention
on his/her own tasks.
d.
None of the above.
Coaching involves:
a.
An abuse of coercive power.
b.
Face-to-face leadership.
c.
Creating insecurity.
d.
Organizing subordinates.
Three characteristics of an effective coach are:
a.
Authority, charisma, acceptance.
b.
Negotiating, influencing, risk-taking.
c.
Vision, self-confidence, humility.
d.
Reputation, formal position, expertise.
iii
LEADERSHIP
13.
14.
15.
16.
iv
Effective leadership involves:
a.
Recognizing that the individual player deserves special
attention.
b.
Ignoring poor performers.
c.
Focusing attention on a few.
d.
None of the above.
Mentoring is:
a.
Working with someone to solve a problem.
b.
Building on existing strengths.
c.
Taking a personal interest in the career development of a
promising subordinate.
d.
Correcting unsatisfactory behavior.
If performance is satisfactory, the leader needs to:
a.
Determine whether or not there is a skill deficiency.
b.
Initiate counseling.
c.
Challenge the individual.
d.
Become more directive.
Which of the following is a false statement regarding the importance of
discipline to the CO?
a.
Discipline decreases company efficiency.
b.
Discipline provides the framework for equitable and fair treatment.
c.
Discipline provides the CO with tools to deal with improper
behavior.
d.
Discipline contributes to the CO's power base.
LEADERSHIP
17.
18.
19.
20.
When conducting a disciplinary interview it is important to:
a.
Argue.
b.
Lose your temper.
c.
State your expectations for future behavior.
d.
Not mention appeal procedures.
Being unclear about violations of rules when disciplining employees might
result in:
a.
Increased morale.
b.
Correcting improper behavior.
c.
Everyone feeling like a winner.
d.
Unfairness to an employee.
Which of the following statements is incorrect when dealing with "bizarre"
employee behavior?
a.
Avoid inappropriate reactions.
b.
Don't use normal disciplinary procedures.
c.
Advise employee of appeal procedures.
d.
Document your actions.
Which one of the following statements is true?
a.
Transfer your problem personnel whenever possible.
b.
Honest mistakes are treated the same as intentional rule violations.
c.
Threatening termination is a positive method of curing minor
improper employee behavior.
d.
Praise in public--criticize in private.
LEADERSHIP
SITUATIONAL LEADERSHIP
OBJECTIVES
The participants will:
1.
Identify two basic leader behaviors.
2.
Identify four leadership styles.
3.
Identify four development levels of followers.
4.
Describe the relationship between development level and
leadership style.
5.
Demonstrate diagnostic skills for choosing an appropriate
leadership style for a given development level of a follower.
6.
Identify how to provide direction and support to followers and
deal with difficulties encountered by followers.
SITUATIONAL LEADERSHIP
POINTS FOR THE INSTRUCTOR
This module is designed to assist the CO in enhancing his/her leadership
effectiveness by applying the situational leadership theory.
Situational leadership starts with defining a goal or task, diagnosing the
development level of the follower, matching this development level with
an appropriate leadership style, and then delivering the selected style
with its proper balance of direction and support. The match is very task
specific and development levels of individuals change from situation to
situation.
Kenneth Blanchard's book, Leadership and the One-Minute Manager,
listed in the bibliography, will provide very useful background
information for the instructor. If possible, it should be read before
teaching this unit. It is available from most chain book stores in
paperback.
A summary of Situational Leadership II entitled Situational Leadership
II: A Situational Approach to Managing People, also listed in the
bibliography, is a good 10-page summary of situational leadership.
METHODOLOGY
This module uses lecture, guided discussion, a small group activity, case
study, and video.
ESTIMATED TIME
(Total Time: 3 hr.)
5 min.
15 min.
20 min.
20 min.
20 min.
30 min.
50 min.
15 min.
5 min.
IG SL-2
Lecture
Objectives and Overview
Interactive Lecture
Introduction
Lecture
Flexibility
Interactive Lecture
Diagnosis
Interactive Lecture
Matching Your Leadership Style To The
Follower's Development Level
Activity 1
Analyzing Leadership Styles
Activity 2
Developing Diagnostic Skills
Lecture
Communication
Lecture
Using Situational Leadership:
A Summary
IG SL-5
IG SL-7
IG SL-13
IG SL-25
IG SL-33
IG SL-37
IG SL-39
IG SL-43
IG SL-47
SITUATIONAL LEADERSHIP
AUDIOVISUAL
OHTs SL.1 to SL.48
Video Scenarios: "Analyzing Leadership Styles"
Overhead projector
Video player
INSTRUCTOR PREPARATION
1.
Review lesson plan and activities.
2.
Assemble necessary supplies.
3.
Preview videos and rewind.
4.
Set up and test overhead projector.
5.
Prepare sheets of flipchart paper as described below. Post all
flipcharts on wall so that they are clearly visible to all
participants. Refer to each flipchart as you cover the material in
the lesson.
Flipchart #1:
Situational Leadership requires 3 basic skills:
Flexibility
Diagnosis
Communication
Flipchart #2:
Four leadership styles:
Directing (S1)
Coaching (S2)
Supporting (S3)
Delegating (S4)
Flipchart #3:
Directing
Coaching
Supporting
Delegating
=
=
=
=
High Direction/Low Support
High Direction/High Support
Low Direction/High Support
Low Direction/Low Support
Flipchart #4:
Development Level = Competence + Commitment
Competence = Knowledge and skills
Commitment = Self-confidence and motivation
IG SL-3
SITUATIONAL LEADERSHIP
Flipchart #5:
Four development levels:
IG SL-4
D1 = Low Competence/High Commitment
D2 = Some Competence/Low Commitment
D3 = High Competence/Variable Commitment
D4 = High Competence/High Commitment
SITUATIONAL LEADERSHIP
SITUATIONAL LEADERSHIP
5 min.
Lecture
I.
OBJECTIVES
OHT SL.1
The participants will:
II.
A.
Identify two basic leader behaviors.
B.
Identify four leadership styles.
C.
Identify four development levels of followers.
D.
Describe the relationship between
development level and leadership style.
E.
Demonstrate diagnostic skills for choosing an
appropriate leadership style for a given
development level of a follower.
F.
Identify how to provide direction and support to
followers and deal with difficulties encountered
by followers.
OVERVIEW
OHT SL.2
A.
Introduction
B.
Flexibility
C.
Diagnosis
D.
Matching Your Leadership Style To The
Follower's Development Level
E.
Communication
F.
Using Situational Leadership: A Summary
The material in this module is drawn from Leadership And
The One-Minute Manager. (See Bibliography.)
Pause here to acquaint participants with the Student Manual
format. The manual begins with a detailed outline section
IG SL-5
SITUATIONAL LEADERSHIP
which includes all module activities. It is intended that
participants use this section while the module is in session.
IG SL-6
SITUATIONAL LEADERSHIP
IG SL-7
SITUATIONAL LEADERSHIP
Assure participants that it is not necessary to take notes on
lecture content unless they so desire. The note-taking
section simply serves as a general outline of the lecture
material with space provided to jot down interesting
discussion points, etc. Immediately following this section is a
detailed text which covers all module content. This text is
intended to be read after the module presentation, so that
participant attention can focus on actual classroom activity.
Then, introduce the module by relating some of the
participant's everyday experiences to the ideas presented in
the module. Don't attempt to define the terms used in the
questions. If participants ask, tell them to use the common
meaning of the words. If that is not acceptable to them, ask
the group to briefly define the everyday meaning of the
terms.
Ask: In raising children, can you think of examples where a
parent uses directive behavior with a child? Supportive
behavior?
Which type is more successful?
What
determines which kind of behavior is required?
The point that you should make is that there are times when
each might be appropriate and there are times when a
parent might want to use some combination. The really
effective parent is flexible in matching the style with the
needs of the child.
In the same way, the company officer will find that different
combinations of directive and supportive behavior are
appropriate in different situations when leading others
toward accomplishing organizational goals.
15 min.
Interactive
Lecture
III.
INTRODUCTION
OHT SL.3
A.
The importance of leadership.
1.
Leadership is the process of influencing
others toward the achievement of
organizational goals.
Ask: What do you think is the major difference between a
successful organization and an unsuccessful organization?
IG SL-8
SITUATIONAL LEADERSHIP
Allow a few participants to respond; then summarize with the
following points:
IG SL-9
SITUATIONAL LEADERSHIP
OHT SL.4
2.
A successful organization has one
major attribute which separates it from
an unsuccessful organization: dynamic
and effective leadership.
Ask participants to define the words dynamic and effective
in the context of leadership. Allow a few participants to
respond, then make the following points.
OHT SL.5
a.
Dynamic leaders are responsive
to the changing needs of their
followers.
- Dynamic implies flexibility and
adaptability versus rigidity.
- Dynamic implies optimistic
energy (ability to motivate)
versus boredom.
- Dynamic implies an acceptance
of change versus wanting to
preserve the status quo.
OHT SL.6
b.
Effective leaders work at
accomplishing organizational
goals through competent and
committed followers.
- Effective implies a focus on
goal attainment and attention to
the task.
- Effective implies a focus on
developing subordinates to their
full potential in order to maximize
task accomplishment.
Emphasize the importance of being both dynamic and
effective. If you're only dynamic, your followers may be
happy, but you may not get the job done! If you're only
effective, the job will probably get done, but your followers
may not be motivated sufficiently to maintain performance.
IG SL-10
SITUATIONAL LEADERSHIP
IG SL-11
SITUATIONAL LEADERSHIP
IG SL-12
SITUATIONAL LEADERSHIP
OHT SL.7
B.
Leadership style.
1.
Your leadership style is the way you
supervisehow you behave when
you're trying to influence the
performance of others.
Flipchart
Ask participants for examples of different kinds of leadership
styles they're familiar with. As styles are suggested, ask for
a definition. Write responses on flipchart.
Possible responses include:
Autocratic or authoritarian (task-oriented, controlling,
directive, not concerned with people).
Democratic
or
participative
(people-oriented,
permissive, supportive, more concerned with how
people feel than with getting the job done).
Laissez-Faire (non-directive, non-supportive, leaves
people alone).
Ask participants which style is best? After allowing several
viewpoints to surface, make the following points.
2.
3.
Each of these styles represent an
"either/or" approach to leadership.
a.
Either the task is most
important
b.
Or the people are most
important.
An either/or approach simply doesn't
work. No one style is always
appropriate; each style is appropriate at
certain times.
a.
Sometimes the task needs more
attention than the person.
IG SL-13
SITUATIONAL LEADERSHIP
b.
IG SL-14
Sometimes the person and the
task require equal attention.
SITUATIONAL LEADERSHIP
IG SL-15
SITUATIONAL LEADERSHIP
c.
Sometimes the person needs
more attention than the task.
d.
Sometimes neither the person
nor the task require much
attention.
OHT SL.8
4.
Dynamic and effective leaders vary their
leadership style according to the
situation and the needs of the follower.
OHT SL.9
C.
Situational leadership requires three basic
skills:
1.
Flexibility: the ability to change your
leadership style to fit the needs of the
follower.
2.
Diagnosis: the ability to accurately
assess the needs of the follower.
3.
Communication: the ability to reach a
mutual understanding with each follower
regarding the leadership style which
most effectively meets his/her present
needs.
Point out that you will cover each of these critical skills in
detail as the module progresses.
20 min.
Lecture
IV.
FLEXIBILITY
OHT SL.10
Review the definition of flexibility previously introduced in
Section III.
OHT SL.11
A.
Four basic styles.
1.
Directing (S-1).
The leader provides specific instructions
and closely supervises task
accomplishment.
IG SL-16
SITUATIONAL LEADERSHIP
IG SL-17
SITUATIONAL LEADERSHIP
2.
Coaching (S-2).
The leader continues to direct and
closely supervise task accomplishment,
but also explains decisions, solicits
suggestions, and praises progress.
3.
Supporting (S-3).
The leader facilitates and supports
efforts toward task accomplishment and
shares responsibility for decisionmaking.
4.
Delegating (S-4).
The leader turns over responsibility for
decision-making and problem-solving to
the follower.
Point out that the four styles consist of varying combinations
of two types of leader behavior--one which focuses on the
task and the other which focuses on the follower.
B.
Two types of leader behavior.
1.
Directive behavior is characterized by:
OHT SL.12
a.
One-way communication; telling
the follower:
- What to do.
- When to do it.
- Where to do it.
- How to do it.
b.
Close supervision.
c.
Lots of feedback on performance.
d.
Key words are: structure,
control, supervise.
OHT SL.13
IG SL-18
SITUATIONAL LEADERSHIP
IG SL-19
SITUATIONAL LEADERSHIP
OHT SL.14
2.
Supportive behavior is characterized
by:
a.
Two-way communication.
b.
Listening.
c.
Explaining decisions.
d.
Providing support and
encouragement and praise.
e.
Facilitating follower involvement
in decision-making and problemsolving.
f.
Key words are: listen, praise,
facilitate.
OHT SL.15
C.
The four leadership styles combine directive
and supportive behaviors in varying degrees.
Let's look at each of the styles more closely to see how this
works.
D.
Directing (S-1).
OHT SL.16
IG SL-20
1.
High Direction/Low Support.
2.
Primarily one-way communication.
3.
The task gets more attention than the
person.
4.
The leader directs the follower
regarding task accomplishment (what,
when, where, and how).
5.
The leader supervises closely.
6.
The leader gives regular feedback on
performance.
SITUATIONAL LEADERSHIP
7.
The follower has no involvement in
decision-making or problem-solving.
IG SL-21
SITUATIONAL LEADERSHIP
If participants have completed the Decision-Making Styles
module, point out that Leadership Style S-1 is the same as
Decision-Making Style A (Autocratic).
OHT SL.17
E.
Coaching (S-2).
1.
High Direction/High Support.
2.
The task and the person receive equal
attention.
3.
The leader continues to provide specific
directions, close supervision and
immediate feedback on task
accomplishment.
4.
But, the leader also becomes more
supportive--offering encouragement and
reassurance.
5.
And, the leader begins to open up twoway communication by soliciting
suggestions and explaining decisions.
If participants have completed the Decision-Making Styles
module, point out that Leadership Style S-2 is the same as
Decision-Making Style C (Coaching).
F.
Supporting (S-3).
OHT SL.18
IG SL-22
1.
Low Direction/High Support.
2.
The person receives more attention
than the task.
3.
The leader provides minimal direction,
supervision, and feedback.
4.
The leader now concentrates on
providing support, encouragement, and
praise.
5.
Two-way communication is the norm-
leader and follower work together.
SITUATIONAL LEADERSHIP
IG SL-23
SITUATIONAL LEADERSHIP
6.
Leader and follower share responsibility
for decision-making and problemsolving.
7.
Leader facilitates follower growth by
asking questions and sharing
information.
If participants have completed the Decision-Making Styles
module, point out that Leadership Style S-3 is the same as
Decision-Making Style G (Group Process with Consensus).
OHT SL.19
G.
Delegating (S-4).
1.
Low Direction/Low Support.
2.
Neither the task nor the person receives
close attention.
3.
The leader turns over responsibility for
decision-making and problem-solving to
the follower.
4.
Communication is limited, but when it
occurs, it is two-way.
5.
Direction is limited to setting parameters
for task accomplishment.
If participants have completed the Decision-Making Styles
module, point out that Leadership Style S-4 is the same as
Decision-Making Style D (Delegating).
H.
Summary of leadership styles.
OHT SL.20
1.
IG SL-24
The four basic leadership styles differ in
terms of:
a.
Amount of directive behavior
used by the leader.
b.
Amount of supportive behavior
used by the leader.
SITUATIONAL LEADERSHIP
IG SL-25
SITUATIONAL LEADERSHIP
OHT SL.21
2.
In all four styles, the leader:
a.
Sets goals.
b.
Observes performance.
c.
Provides feedback.
d.
Remains accountable for task
achievement.
3.
The difference lies in the degree to
which the leader engages in these
behaviors.
4.
Cautions:
OHT SL.22
a.
Style S-1 is directing not
dictating. (Low support does not
mean unfriendly.)
b.
Style S-2 is coaching not
smothering. (High direction and
high support does not mean
suffocating.)
c.
Style S-3 is supporting not
rescuing. (High support does
not mean "babying.")
d.
Style S-4 is delegating not
abdicating. (Low direction and
low support does not mean no
direction and no support.)
5.
There is no single best style; each style
is appropriate at some time.
6.
The dynamic and effective leader is
able to use each of the four leadership
styles, as needed.
Point out that knowing when to use each style is equally as
important as knowing how to use it.
IG SL-26
SITUATIONAL LEADERSHIP
Knowing when each style is appropriate requires the second
situational leadership skill, diagnosis.
IG SL-27
SITUATIONAL LEADERSHIP
20 min.
Interactive
Lecture
V.
DIAGNOSIS
OHT SL.23
Review the definition of diagnosis introduced in Section III.
A.
When assigning any task, the leader must
attempt to predict the follower's performance
by:
1.
Considering past performance doing
similar tasks.
2.
Considering the follower's selfconfidence and enthusiasm for the task.
B.
In other words, the leader must try to diagnose
the development level of the follower in
relation to the assigned task.
C.
The follower's development level will
determine the most appropriate Leadership
Style (the style which will maximize the
follower's potential for successful task
accomplishment).
D.
Development level is defined as a measure of
an individual's degree of competence and
level of commitment to complete a specific
task.
OHT SL.24
OHT SL.25
1.
Competence is a function of an
individual's knowledge and skills.
(How proficient is the individual at doing
the assigned task?)
2.
Commitment is a function of an
individual's confidence and
motivation.
OHT SL.26
a.
IG SL-28
Confidence is self-assurance--a
feeling of being able to do the job
well without close supervision.
SITUATIONAL LEADERSHIP
IG SL-29
SITUATIONAL LEADERSHIP
b.
Motivation is interest and
enthusiasm for doing the job well.
OHT SL.27
E.
Four basic development levels represent
various combinations of competence and
commitment.
1.
Development level 1 = Low
competence/high commitment.
2.
Development level 2 = Some
competence/low commitment.
3.
Development level 3 = High
competence/variable commitment.
4.
Development level 4 = High
competence/high commitment.
Let's look at each development level more closely.
OHT SL.28
F.
D-1: The enthusiastic beginner.
1.
Low competence means lack of
knowledge and/or skills in the assigned
task.
2.
High commitment means excitement
about the new task and/or confidence
that he/she will do well.
3.
With beginners, self-confidence is
usually high, but it's often a false sense
of confidence, based on a lack of
understanding of the complexity or
difficulty of the task.
Ask for examples of the types of followers who might be at
this development level.
4.
Examples:
a.
IG SL-30
A new recruit.
SITUATIONAL LEADERSHIP
IG SL-31
SITUATIONAL LEADERSHIP
b.
A veteran with a new task.
c.
Any follower who is doing
something they've never done
before.
OHT SL.29
G.
The disillusioned learner (D-2).
1.
Some competence means task
proficiency is increasing but the
individual has not yet mastered all
required knowledge and skills.
2.
Low commitment means a decrease in
self-confidence and/or motivation.
3.
As skills develop, the individual usually
realizes how much is really involved in
doing the task well.
4.
This level is known as the stage where
the follower discovers: "The more I
know, the more I realize I don't know."
Ask for examples of the types of followers who might be at
this development level.
5.
H.
Examples:
a.
Driving a pumper instead of a car.
b.
Having to perform CPR on a real
person instead of a dummy.
c.
A veteran learning a new
computer program and finding it
more difficult than expected.
The reluctant contributor (D-3).
OHT SL.30
1.
IG SL-32
High competence means the individual
has mastered the required knowledge
and skills for task accomplishment.
SITUATIONAL LEADERSHIP
2.
Variable commitment means the
individual lacks self-confidence and/or
motivation.
IG SL-33
SITUATIONAL LEADERSHIP
Ask for examples of the types of followers who might be at
this development level.
3.
I.
Examples:
a.
The veteran who has been doing
the same task for a long time and
has lost interest.
b.
The proficient follower who has
personal priorities which conflict
with company responsibilities.
c.
The proficient follower who still
lacks self-confidence in his/her
own ability to work without close
supervision.
The peak performer (D-4).
OHT SL.31
1.
High competence means the individual
has mastered the task.
2.
High commitment means the individual
has a lot of self-confidence and has a
high interest in performing well without
supervision.
3.
The peak performer is ready and willing
to take on additional responsibility.
Ask for examples of the types of followers who might be at
this development level.
4.
IG SL-34
Examples:
a.
Anyone who has demonstrated
task proficiency and an ability to
work well without close
supervision.
b.
The self-starter who always
demonstrates initiative and ability
to handle responsibility.
SITUATIONAL LEADERSHIP
IG SL-35
SITUATIONAL LEADERSHIP
20 min.
Lecture
VI.
MATCHING YOUR LEADERSHIP STYLE TO THE
FOLLOWER'S DEVELOPMENT LEVEL
OHT SL.32
Show OHT and make the following points.
Chart
SM p. SL-7
Drawing a straight line upward from each development level
will indicate the most appropriate leadership style for that
particular development level.
Thus, D-1 matches up to S-1; D-2 matches up to S-2; D-3
matches up to S-3; and D-4 matches up to S-4.
The curve running through the four leadership styles
represents a performance curve.
As the follower's
development level increases from D-1 to D-4 the leader
responds by first increasing supportive behavior (S-2), then
by decreasing directive behavior (S-3), then by also
decreasing supportive behavior (S-4).
Let's examine the rationale for each of these leader
responses a little more closely.
OHT SL.33
A.
Directing (S-1) is most appropriate for
individuals who:
1.
Lack competence.
2.
Need direction and supervision to get
them started and to keep them on track.
OHT SL.34
B.
IG SL-36
Coaching (S-2) is most appropriate for
individuals who:
1.
Have some competence, but
2.
Still need direction and supervision to
keep them on track.
3.
Need positive reinforcement to restore
self-confidence.
SITUATIONAL LEADERSHIP
4.
Need some involvement in decisionmaking and problem-solving to enhance
interest.
IG SL-37
SITUATIONAL LEADERSHIP
OHT SL.35
C.
Supporting (S-3) is most appropriate for
individuals who:
1.
Have mastered the required knowledge
and skills for the task, and, therefore,
require minimal direction.
2.
Lack self-confidence and need support,
encouragement, and praiseor
3.
Lack motivation and need an
opportunity for greater involvement in
decision-making and problem-solving.
OHT SL.36
D.
Delegating (S-4) is most appropriate for
individuals who:
1.
Perform the task well without close
supervision.
2.
Are confident in their own ability to
complete the task.
3.
Are highly motivated and willing to
assume additional responsibility.
OHT SL.37
E.
IG SL-38
Key concepts.
1.
The development level of an individual
must be assessed with a specific task in
mind.
2.
An individual's development level varies
from task to task.
3.
Any decline in performance will
probably require the leader to move
back to the previous style in order to
correct performance.
SITUATIONAL LEADERSHIP
IG SL-39
SITUATIONAL LEADERSHIP
30 min.
Large Group
Activity 1
ACTIVITY 1
ANALYZING LEADERSHIP STYLES
The video includes four examples of a company officer
utilizing different leadership styles as one of his staff
develops.
The first situation depicts the supervisor dealing with a rookie
firefighter on his first day in the station by using highly
directive behavior.
The second situation shows the supervisor and the
firefighter 3 months later. The supervisor is motivating the
firefighter to become a permanent nozzleman.
The
supervisor offers reassurance to boost the firefighter's lack
of confidence.
The third scenario takes place 2 years later. The firefighter
has developed to the point where the supervisor uses a
participating style to accomplish his organizational goals.
However, the firefighter has conflicting priorities.
The fourth scenario has the supervisor in a delegating mode.
The firefighter has developed to the point where little
direction or support is needed to accomplish goals.
SM p. SL-9
After each scenario, stop the video and allow participants to
individually complete the worksheet in the Student Manual.
Then facilitate a class discussion on the development level
of the follower, the leadership style of the officer, and the
appropriateness of the match.
Possible Observations:
Scenario 1 (S-1/D-1)
Firefighter new to department.
Needs role defined.
Needs tasks described in detail because of lack of
competence.
One-sided conversation.
Directive style needed for the enthusiastic beginner.
IG SL-40
SITUATIONAL LEADERSHIP
IG SL-41
SITUATIONAL LEADERSHIP
Scenario 2 (S-2/D-2)
Firefighter has more competence.
Supervisor begins to humanize the relationship by giving
praise and reassurance.
Leader still gives structure to firefighter while reinforcing
relationship.
Two-way communication.
The leader uses directive behavior when discussing driving
because this is a new task.
Scenario 3 (S-3/D-3)
Trust and commitment have developed.
Minimal structure.
Commitment is variable because of conflicting priorities.
Little directive behavior because follower has competence.
Scenario 4 (S-4/D-4)
Firefighter fully developed and well qualified for task.
Supervisor gives little direction and little support because
follower knows he is capable.
50 min.
Small Group
Activity 2
ACTIVITY 2
DEVELOPING DIAGNOSTIC SKILLS
SM p. SL-12
Refer participants to activity worksheet in Student Manual.
Read through instructions and answer any questions.
Divide class into four small groups and assign each group to
a breakout room.
Allow only 30 minutes for small group work.
Ask group #1 to report their conclusions on case #1. Then
allow other groups to comment and/or question.
Then ask group #2 to report on case #2, following same
procedure.
Continue this process until all cases have been covered.
IG SL-42
SITUATIONAL LEADERSHIP
Suggested responses are listed below.
IG SL-43
SITUATIONAL LEADERSHIP
IG SL-44
SITUATIONAL LEADERSHIP
Case #1
Development level: D-3
Key indicators:
High competence
Low motivation
Leadership style needed: S-3
Case #2
Development level: D-3
Key indicators:
High competence
Low self-confidence
Leadership style needed: S-3
Case #3
Development level: D-1
Key indicators:
Low competence due to new technology
High confidence and motivation
Leadership style needed: S-1
Case #4
Development level: D-1
Key indicators:
Low competence
High commitment
Leadership style needed: S-1
Case #5
Development level: D-4
Key indicators:
High competence
High commitment
Leadership style needed: S-4
Case #6
Development level: D-2
Key indicators:
Some competence
Low self-confidence
Leadership style needed: S-2
IG SL-45
SITUATIONAL LEADERSHIP
IG SL-46
SITUATIONAL LEADERSHIP
15 min.
Lecture
VII.
COMMUNICATION
OHT SL.38
Review the definition
introduced in Section III.
of
communication
previously
OHT SL.39
A.
"Situational Leadership is not something you
do to people, it's something you do with
people!" (Blanchard)
1.
It's important that each follower
understands why you're using a
particular leadership style for him/her.
2.
If you fail to communicate the reasons,
followers may misunderstand and
resent being treated differently from
their peers.
OHT SL.40
B.
Share your knowledge of situational leadership
with each follower.
1.
Emphasize that there is nothing
negative about being at a D-1 or D-2
development level.
2.
The purpose of assessing the
development level of any person is to
help him/her perform at peak potential.
OHT SL.41
C.
For each task assigned, reach agreement with
the follower on what they're expected to do
and what standards they're expected to meet.
Make sure all task assignments are "smart."
1.
S = Specific.
2.
M = Measurable.
3.
A = Attainable.
4.
R = Relevant (appropriate).
5.
T = Trackable.
IG SL-47
SITUATIONAL LEADERSHIP
IG SL-48
SITUATIONAL LEADERSHIP
OHT SL.42
D.
For each task assigned, reach agreement on
the follower's development level and the
appropriate leadership style.
1.
Communicate clearly the level of
direction and support you will provide.
2.
Remain flexible: be willing to change
leadership style if subordinate
performance changes.
OHT SL.43
E.
If difficulties arise, identify the problem area(s):
1.
Is it a competence problem?
Is it a commitment problem?
a.
Is it related to self-confidence?
b.
Is it related to motivation?
OHT SL.44
F.
For competence problems, provide:
1.
Training.
2.
Proper orientation to the task.
3.
More observation of performance.
4.
Specific feedback on outcomes and/or
expectations.
OHT SL.45
G.
For motivation problems, provide:
1.
Positive reinforcement of desired
behavior.
2.
Supportive listening.
3.
Better rewards for acceptable
performance.
4.
More serious consequences for
negative performance.
IG SL-49
SITUATIONAL LEADERSHIP
IG SL-50
SITUATIONAL LEADERSHIP
OHT SL.46
H.
For confidence problems, provide:
1.
Reassurance and support for
successes.
2.
Encouragement.
3.
Positive feedback for improvement in
task accomplishment.
5 min.
Lecture
VIII.
USING SITUATIONAL LEADERSHIP: A SUMMARY
OHT SL.47
A game plan for the leader:
A.
Start with a clear definition of the task.
B.
Diagnose the development level of the
follower.
C.
Match the development level with the
appropriate leadership style.
D.
Deliver the selected leadership style with its
proper balance of direction and support.
E.
Evaluate the effectiveness of the style in
accomplishing the objective that is sought and
make necessary changes in style.
F.
Remember: "Everyone has peak performance
potential. You just need to know where they're
coming from and meet them there."
(Blanchard)
OHT SL.48
Encourage participants to read Leadership And The OneMinute Manager for a more in-depth understanding of
Situational Leadership.
IG SL-51
LEADERSHIP
DELEGATING
OBJECTIVES
The participants will:
1.
Define delegation.
2.
Identify the benefits derived from effective delegation.
3.
Identify the barriers which prevent effective delegation.
DG-2
4.
Identify the 9 principles of effective delegation.
5.
Identify the consequences of reverse delegation.
DELEGATING
POINTS FOR THE INSTRUCTOR
While delegation is an accepted fact for the company officer (CO) on the
fireground, there is sometimes a hesitancy to utilize it in noncritical
settings. Therefore, in this module it is imperative that the instructor
foster a positive attitude toward delegation and attempt to instill the
same attitude among class participants.
The instructor should seek to convey that the delegation process is not a
new skill for the CO but one which is readily adapted from the fireground
to the firehouse.
Stress the following concepts throughout this module:
1.
All COs use delegation.
2.
Company officers are responsible for "getting the job done," not
for "doing it all themselves."
3.
Delegation entails a transfer of authority.
4.
Successful delegation requires it be done properly--through the
observance of 10 primary principles.
5.
Company
officers
retain
ultimate
accountability for the delegated tasks.
6.
The CO, subordinates, and the organization benefit from
effective delegation.
responsibility
and
METHODOLOGY
This module uses lecture, brainstorming, role-playing scenarios,
discussion, and individual and group activities.
ESTIMATED TIME
(Total Time: 3 hr.)
5 min.
10 min.
20 min.
70 min.
60 min.
10 min.
5 min.
Lecture
Objectives and Overview
Video/Discussion
What is Delegation?
Activity 1/Discussion
Benefits and Barriers
Interactive Lecture
Principles of Delegation
Activity 2
Evaluating the Delegating Process
Lecture
Reverse Delegation
Lecture
Summary
IG DG-5
IG DG-7
IG DG-11
IG DG-19
IG DG-37
IG DG-75
IG DG-79
IG DG-3
AUDIOVISUAL
OHTs DG.1 to DG.44
Overhead projector
Introductory Video: "Delegation"
Video player
INSTRUCTOR PREPARATION
IG DG-4
1.
Review lesson plan and activities.
2.
Assemble necessary supplies.
3.
Read role-play scripts and select members of the class to act
them out.
4.
Set up and test overhead projector.
DELEGATING
IG DG-5
DELEGATING
5 min.
Lecture
I.
OBJECTIVES
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The participants will:
A.
Define delegation.
B.
Identify the benefits derived from effective
delegation.
C.
Identify the barriers which prevent effective
delegation.
D.
Identify the 9 principles of effective delegation.
E.
Identify the consequences of reverse
delegation.
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II.
OVERVIEW
A.
What Is Delegation?
B.
Benefits Of Delegation
C.
Barriers To Delegation
D.
Principles Of Delegation
E.
Reverse Delegation
Pause here to acquaint participants with the Student Manual
format. The manual begins with a detailed outline section
which includes all module activities. It is intended that
participants use this section while the module is in session.
Assure participants that it is not necessary to take notes on
lecture contents unless they so desire. The note-taking
section simply serves as a general outline of the lecture
material with space provided to jot down interesting
discussion points, etc. Immediately following this section is a
detailed text which covers all module content. This text is
intended to be read after the module presentation, so that
participant attention can focus on actual classroom activity.
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10 min.
Video/Discussion
III.
WHAT IS DELEGATION?
Show introductory video.
Ask participants:
What was
Command)
delegated?
(Responsibility
for
Incident
Who delegated the responsibility? (The BC on duty)
How was the responsibility delegated? (Automatically via
existing SOP)
To whom was the responsibility delegated? (The first CO
on scene)
Is there a reasonable expectation of success? In other
words, can we reasonably assume that the CO will be able
to perform the incident command duties? (Yes) Why?
(He/She knows what's expected based on SOP.)
Reemphasize that delegation is an integral part of any
Incident Command System.
Without a reliance on
delegation, the ICS could not work.
Similarly, effective leadership requires an ability to delegate
successfully.
A.
Definition.
Ask: Based on the video which showed us an example of
delegation, how would you define delegation? Allow several
responses before presenting the definition below.
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1.
Delegation is the sharing of authority,
responsibility, and accountability
between two or more people.
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a.
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Authority is the right to make
decisions and take action.
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b.
Responsibility is having an
obligation to make decisions and
take action.
c.
Accountability is having to
answer for results.
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2.
Sometimes total authority and
responsibility of the delegating position
is transferred.
Point out that this was shown in the video--the CO became
the Incident Commander.
Ask for other examples. (Sample response:
firefighter is designated Acting Lieutenant, etc.)
3.
When a
More often, a specific part of the
delegator's position is transferred.
Ask for examples. (Sample response: When the CO asks a
firefighter to complete the company log for the day.)
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4.
B.
Delegation takes place whenever
another person assumes responsibility
for task(s) assigned to an individual at a
higher level.
Relationship to leadership.
Ask participants to define leadership.
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1.
Leadership is the process of influencing
others toward the achievement of
organizational goals.
2.
Effective leadership requires
development of subordinates in order to
help them maximize their potential.
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3.
If subordinates meet or exceed
minimum standards in all areas of their
present job;
And if they demonstrate a readiness to
assume additional responsibility;
They are prime candidates for
delegated tasks.
If participants have already completed the Situational
Leadership module, point out that this module focuses on
the leadership skills required for Style 4 (delegating).
20 min.
Small Group
Activity 1/
Discussion
ACTIVITY 1
BENEFITS AND BARRIERS
Point out that although most supervisors know what
delegation is, they are generally reluctant to try it.
Mention that some supervisors simply have never clearly
understood the potential benefits of delegation and have
therefore always found reason to avoid it.
SM p. DG-5
Refer participants to activity worksheet in SM.
Advise participants that the following activity is designed to
make them more aware of 1) why delegation is worthwhile;
and 2) why we are unwilling to delegate.
Divide class into small groups of 5-7 persons.
Allow groups to cluster within the classroom.
Have half the groups brainstorm and list potential benefits of
delegation.
Have the remaining groups brainstorm and list potential
barriers to delegation.
Allow groups about 5 to 7 minutes to prepare their lists.
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When groups appear to be running out of ideas, reassemble
the total group.
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Generate a final list of potential benefits on flipchart paper by
allowing each group to take turns suggesting a benefit from
their list until all ideas are exhausted.
Summarize with the following points, if not already covered.
IV.
BENEFITS OF DELEGATION
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A.
For the supervisor.
1.
More tasks accomplished in less time.
2.
Ability to concentrate on more critical
tasks.
3.
Increased unit morale.
4.
Increased unit productivity.
5.
More effective leadership.
6.
Better time management.
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B.
For the subordinate.
1.
Opportunity to increase job knowledge.
2.
Opportunity to develop leadership/
decision-making skills for future
leadership roles.
3.
Increased motivation.
- New experience.
- Challenge.
- Variety in activity.
- Recognition.
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4.
Better understanding of organizational
goals.
5.
Enhancement of self-confidence, selfesteem, and self-worth.
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C.
For the organization.
1.
Better time management.
2.
More effective use of human resources
--better utilization of talent/skill/ability at
all levels.
3.
Development of future leaders.
4.
Increased organizational effectiveness-
the strength of any organization
increases with the ability of people at all
levels to accept more responsibility.
Point out that just recognizing the potential benefits is usually
not enough to convince supervisors to delegate. They also
have to overcome the barriers to delegation which they've
developed.
Generate a list of barriers using the same process used
above for benefits.
Summarize with the following points, if not already covered.
V.
BARRIERS TO DELEGATION
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A.
Believing it's wrong to let subordinates do your
assigned work.
B.
Fear that subordinates will show you up.
C.
Believing you can do it better and faster.
D.
Lack of confidence in subordinates.
E.
Unwillingness to let go of favorite tasks.
F.
Fear of losing control.
G.
Fear that subordinates will fail and you'll look
bad.
H.
Lack of self-confidence.
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Emphasize that all of the above-listed attitudes and beliefs
are partially valid but none are acceptable as excuses to
avoid delegating entirely. The excuses or barriers start to
disappear once we grasp three critical facts.
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1.
Effective leaders know that they're
responsible for getting the job done.
a.
Not necessarily doing it all
themselves.
b.
When the job gets done well, no
matter who did it, the leader
looks good.
Refer back to barriers 1 and 2. Point out that the trick is
knowing which tasks can be safely delegated.
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2.
Effective leaders are committed to
maximizing the potential of each
subordinate.
Refer back to barriers 3, 4, and 5 and make the following
points.
a.
All tasks are not equal--some do
not require your level of
perfection and/or speed.
b.
The main reason you can do
things better and faster is
because you do them more often.
c.
You have an obligation to help
subordinates grow; sometimes
this means sharing those tasks
you like best.
Point out that the trick is to select the right job for the right
person at the right time.
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3.
Effective leaders understand the
process of delegating.
Refer back to barriers 6, 7, and 8 and make the following
points.
a.
Understanding the basic
principles of effective delegation
allows you to maintain control.
b.
Following some basic rules
minimizes the risk of potential
failure.
c.
Each time you delegate well with
positive results, your selfconfidence will increase.
70 min.
Interactive
Lecture
VI.
PRINCIPLES OF DELEGATION
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Briefly review the nine principles of effective delegation.
Assure participants that each principle will be covered in
detail as the lecture proceeds.
Have the nine principles listed on flipchart paper and posted
in a visible location so that you can refer back to it as you
cover each principle.
A.
Delegate the right task.
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1.
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Don't delegate:
a.
Obvious supervisor-tosubordinate responsibilities
(counseling, disciplinary actions,
performance evaluation, etc.).
b.
Tasks which involve confidential
information entrusted to you
because of your position.
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Ask for examples. Possible response: The CO has been
asked by management to provide input on a departmentwide policy change being considered but which has not yet
been "cleaned up" enough for general distribution.
c.
Tasks which involve great risk-
where mistakes will be
unacceptable.
Ask for examples. Possible response: Making a firefighter
do his/her first public education presentation to a known
hostile and powerful audience.
d.
Tasks which the organization
and/or your supervisor expects
you to do yourself! (The vital
few.)
Ask for example. Possible response: Incident Command.
Point out that it is usually necessary to check with one's own
supervisor if you're not sure of his/her expectations.
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2.
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Consider delegating.
a.
Any routine task.
b.
A task you've been putting off due
to lack of time and/or interest.
c.
A task you've been wrestling with
indefinitely without success.
d.
An unexpected, unplanned
requirement that will interrupt
other important projects you're
involved with.
e.
A task which is a "royal
headache" for you but which
would be "fun" for someone else.
DELEGATING
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Flipchart
Pause here and ask participants to provide examples of
typical CO tasks. List tasks on flipchart. Do not attempt to
list all possible tasks. Stop once you have 10 or so items, a
few of which are clearly tasks which could be delegated.
For each task listed have participants determine whether or
not it could be delegated, based on the preceding criteria.
Point out that some tasks may be too complex and too
important to delegate the entire task, but you may be able to
develop an action plan which breaks it up into more
manageable subtasks which can safely be delegated.
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3.
B.
Use the following process to select the
"right" tasks.
a.
List all tasks you presently
perform.
b.
Evaluate each task for potential
delegation based on the criteria
provided.
c.
Select one or two tasks you're
willing to try delegating.
Delegate to the right person.
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1.
Which subordinate is competent (has
the necessary knowledge, skill, ability to
do the job)? (Or can readily acquire
what's needed?)
Point out that matching the right person to the right task
requires the supervisor to be aware of subordinate
strengths, weaknesses, interests and career goals.
Once you have a potential delegatee in mind, also ask the
following questions.
2.
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Is the person ready? (Has he/she
demonstrated an ability to work well
without close supervision?)
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3.
Is the person self-confident enough to
assume new responsibilities?
4.
If the task requires working with or
leading others, does the person have
sufficient credibility?
Emphasize that the answers to all of these questions must
be positive in order to be sure you've picked the right
person.
If participants have completed the module on Situational
Leadership, reemphasize that subordinates have to be
competent and committed before you can effectively
delegate to them.
If participants have not covered Situational Leadership,
briefly cover the following points.
1.
Delegating to subordinates who are not yet ready
almost guarantees that the delegation will be
unsuccessful.
2.
Subordinates who are lacking in self-confidence need
coaching to build up their self-esteem.
3.
Subordinates should be meeting or exceeding
minimum standards in all areas before being
considered for delegation.
C.
Define responsibility--what's involved.
1.
Clearly define the limits of the
responsibility being transferred.
2.
Make sure the person understands
exactly what's involved. Meet with
him/her and cover the following.
3.
Define the task. Specify:
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a.
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Exactly what must be done.
(Example: A report on training
needs.)
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b.
How much?--Quantity expected
(1 page, 3 pages, etc.).
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c.
How well?--Quality expected
(hand-written outline, typed
formal report).
d.
When it must be completed (1
day, 2 weeks, etc.).
e.
Who else needs to be involved
(no one, get input from all, etc.).
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4.
Provide necessary information.
a.
Background.
b.
Why task is necessary.
c.
Relevant material.
d.
Sources of additional information.
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5.
Provide or arrange for any necessary
training.
6.
Emphasize your confidence in his/her
ability to do the delegated task.
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D.
Delegate authority.
1.
Authority is the right to make decisions
and take action.
2.
Clearly define the limits of the authority
being transferred to the subordinate.
3.
Examples of degrees of authority you
can delegate.
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a.
Authority to take action only after
clearing with supervisor.
b.
Authority to take action and report
completed action to supervisor.
c.
Authority to take action. No prior
approval or follow-up report
required.
DELEGATING
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4.
Whichever level of authority is granted,
it is limited to actions/decisions related
to the delegated task.
5.
But, the amount of authority must match
the amount of responsibility. (Example:
You cannot delegate responsibility for
leading a task force without providing
the authority needed to make
assignments, etc.)
6.
Finally, if the delegated task requires
the person to interact with/lead others,
you must advise them of the
delegatee's authority.
a.
This sanctions the subordinate's
role.
b.
And it prevents roadblocks and
interference from others.
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E.
Get agreement.
1.
Once you've clearly explained the
responsibility, time limits, and authority
of the delegated task, allow the
subordinate an opportunity to accept or
refuse the assignment.
2.
You cannot force someone to do
something outside of their official job
description.
3.
The subordinate should want the
assignment.
a.
The relationship between
commitment and effort is very
high.
b.
The more committed the person
is, the greater potential for
success.
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4.
F.
Make sure the delegatee understands
what's involved.
a.
Check for "selective listening"
(only hearing what he/she wants
to hear).
b.
Ask delegatee to describe the
task requirements in his/her own
words.
Demand accountability.
Ask participants how they feel about this. Many people feel
uncomfortable about delegating accountability. Emphasize
that in any delegated task the supervisor still holds ultimate
accountability (and responsibility). But the subordinate,
by agreeing to accept the responsibility and authority being
transferred, must also be held accountable.
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1.
Accountability is having to answer for
results.
2.
Final product must be evaluated against
the expected results the subordinate
has agreed to.
3.
Make sure the person knows what
he/she is accountable for.
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G.
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Establish feedback mechanisms.
1.
Set milestone dates for periodic checkins to assess progress.
2.
Check-ins can be:
a.
Face-to-face discussions to
discuss progress, problems,
ideas, and/or
b.
Written reports.
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3.
4.
H.
Frequency of feedback must be
determined by:
a.
Complexity of project.
b.
Importance of project.
c.
Your confidence in subordinate.
Supervisor needs to strike a balance.
a.
Get feedback often enough to
maintain control.
b.
Don't request feedback so often
that subordinate gets the
message that you don't trust
him/her to work independently.
Provide for emergencies.
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1.
Once delegated task is underway,
supervisor must "let go," retreat.
a.
Back off sufficiently to allow
subordinate independence.
b.
Avoid the natural tendency to
"jump in and take over" at the
first sign of trouble.
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2.
Allow the subordinate an opportunity to
correct his/her own mistakes without
interference.
- If significant errors are not selfcorrected by the subordinate, tactfully
correct the behavior (not the person)
and back off again.
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3.
Be prepared for the subordinate to
approach the task in a way you may not
have considered.
a.
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Be willing to tolerate different
methods.
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b.
Be willing to admit that "your
way" isn't the "only way."
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4.
5.
While letting go is crucial to effective
delegation, it does not mean dropping
out entirely.
a.
Showing too much interest-
appearing nosy and/or worried.
b.
Seeming not to care at all.
The best approach is to provide minimal
supervision while establishing an opendoor policy in which the subordinate can
seek assistance/ counsel when
necessary.
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I.
Reward accomplishments.
1.
Provide positive reinforcement while
delegated task is in progress.
2.
Reward for final products which meet or
exceed criteria established at time of
initial delegation.
Ask for examples of how to reward. Possible responses
include:
sincere compliments, "atta-boys/girls," public
recognition, more delegation.
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3.
Provide constructive feedback if final
product failed to meet performance
criteria.
4.
Solicit feedback from subordinate on the
total delegation process.
DELEGATING
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60 min.
Large or Small
Group Activity 2
ACTIVITY 2
EVALUATING THE DELEGATING PROCESS
This activity can be done by the class as a whole or by small
groups working together.
SM p. DG-9
Refer participants to activity worksheets in Student Manual.
Read activity directions and answer any questions.
Have participants act out role-play scenario #1. Allow time
for individuals (or small groups) to complete worksheet.
Lead a discussion on the responses to the worksheet
questions.
Follow same procedure for role-play scenarios 2 through 5.
Role-play #5 depicts an effective delegation process in
which all the principles are clearly followed. Therefore,
instead of discussing this scenario in detail, you may wish to
stop the actors whenever a principle is demonstrated.
Allow no more than 10 minutes per role-play scenario.
Each scenario is printed here and is also printed in the
Student Manual. A guide to suggested responses follows
the final scenario script.
ROLE-PLAY SCENARIO SCRIPTS AND SUGGESTED RESPONSES
Role-Play Scenario 1
Course: Leadership: Strategies for Supervisory Success
Unit: Delegating
Role-Play Exercise: Activity 2, Scenario 1
The scenario is inside a firehouse office, where an officer is
working intently at a paper-covered desk. A firefighter will
enter. There should be a chair by the desk.
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DELEGATING
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DELEGATING
Notes or instructions for the reader are not indented, and
should not be read out loud. Dialogue, or text to be read in
the role-play exercise, is indented under each character role.
A knock on the door.
OFFICER
(irritated at interruption)
Come on in.
FIREFIGHTER enters, stands before the desk.
OFFICER (cont'd)
Yeah, what is it?
FIREFIGHTER
Gee, you look kind of tired. Busy, huh?
OFFICER
Yes, I'm tired and I've got a terrible headache and still
have all these reports to do yet. The project report is
due next tour and I haven't even started the first draft
yet. What do you need?
FIREFIGHTER
(moves chair in preparation to sit down)
I just came in to shoot the breeze with you, but if
you're busy
OFFICER
Well, I am. I'd appreciate it if we could talk later.
FIREFIGHTER
You know, I could probably help you with that report.
I could type up the first draft and Charlie could do the
other reports for you. He does that all the time when
you're not here.
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DELEGATING
OFFICER
This is my job. Besides, by the time I keep tabs on
you folks, I might as well do it myself. Anyway, the
administration holds me responsible for the job.
END
Role-Play Scenario 2
Course: Leadership: Strategies for Supervisory Success
Unit: Delegating
Role-Play Exercise: Activity 2, Scenario 2
The scenario is inside a firehouse office, where a captain is
at the desk, talking on the telephone. A firefighter will
enter. There should be a chair by the desk.
Notes or instructions for the reader are not indented, and
should not be read out loud. Dialogue, or text to be read in
the role-play exercise, is indented under each character role.
CAPTAIN is on the telephone.
CAPTAIN
Is Smith out there? Okay. Send him in. Thanks.
CAPTAIN hangs up the telephone.
A knock on the door.
CAPTAIN (cont'd)
Come in.
FIREFIGHTER enters.
FIREFIGHTER
Good morning. You sent for me, Captain?
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DELEGATING
CAPTAIN
Yes, Smith, sit down. I'm glad you're here. I need
your help.
FIREFIGHTER sits down.
FIREFIGHTER
Sure. What can I help you with?
CAPTAIN
Well, as you know, the public education program has
been expanded in our department over the past year
or so.
FIREFIGHTER
Yes, I know. That's great.
CAPTAIN
Yeah, it's okay, but now we're getting stuck with
developing the first graders' program. With your
background in psychology and as an elementary
school teacher, I thought you'd be the person to do
the job. Do you think you could come up with
something?
FIREFIGHTER
(enthusiastic)
Yeah, sure! I'd love to! Ever since I've been in the
fire service, I really miss working with kids.
CAPTAIN
Well, that takes a load off my mind.
FIREFIGHTER
Okay. What's the program about? What's its focus?
Is there a budget I can work with? Can I buy teaching
aids?
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DELEGATING
CAPTAIN
I don't care how you do it, just do it.
CAPTAIN hands her several papers.
CAPTAIN (cont'd)
Here. This should answer your questions.
then improvise.
If not,
FIREFIGHTER
(takes papers, stunned)
But Captain, I need to know!
END
Role-Play Scenario 3
Course: Leadership: Strategies for Supervisory Success
Unit: Delegating
Role-Play Exercise: Activity 2, Scenario 3
The scenario is inside a firehouse break room, where an
officer and two firefighters are seated at a conference
table.
Notes or instructions for the reader are not indented, and
should not be read out loud. Dialogue, or text to be read in
the role-play exercise, is indented under each character role.
OFFICER
I asked you here because I just had a meeting with
the battalion chief last shift. He's come up with these
quarterly projects and, well, I volunteered for one.
We all know there's a problem with recruit orientation
and training.
FIREFIGHTER #1 nods.
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DELEGATING
OFFICER (cont'd)
Orienting these recruits to our department hasn't
been consistent from station to station, or even shift
to shift. You folks all have a background in training,
and you've been involved with the recruits at various
times, including orienting them to our department.
FIREFIGHTER #1
Yes, we've all been involved in that.
OFFICER
Right.
FIREFIGHTER #2
Dynamite. We've needed the program for a while.
OFFICER
I want you to help me develop this program. What we
need is for you to come up with what you believe is a
good outline for a program that can be tracked from
each recruit's first day right through the entire
probation period
FIREFIGHTER #1
(interrupting)
You want to wipe out everything we've scheduled up
to this point with the recruits? Or you're looking for
the
OFFICER
No, whatever you think is most important for them to
see throughout the department
FIREFIGHTER #2
(interrupting)
You want a checklist? Or
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DELEGATING
OFFICER
It's important for us to document and be able to track
these people all the way throughout the entire
probationary period: like the first quarter milestones,
goals, their daily housework responsibilities, and
check off the engine company, second quarter, the
truck company, that sort of thing
FIREFIGHTER #1
We're going to do this all ourselves or should we get
someone to
FIREFIGHTER #2
(interrupting)
What about overtime?
OFFICER
Okay. The chief says, of course, he doesn't want to
leave out the opinions of the other shifts, so you may
have to consult with the shifts, and it may involve
overtime
FIREFIGHTER #2 nods.
OFFICER (cont'd)
we don't want the other shifts to think we're doing it
just for ourselves and they're going to have to suffer
the consequences, so that may be a neat thing for
you guys, earning a few extra bucks.
FIREFIGHTER #1
Have we got any idea how many recruits are coming
in?
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DELEGATING
OFFICER
(interrupting)
Well, we're not sure. There's a few people that we've
lateralled out and the training academy has about 40,
I think, for the entire department, so we're not sure
how many we'll be getting right here in our company.
We'll find that out soon. But I want you guys to let me
know once you come up with a good outline, one that
you think is workable. Then I'll take it, draw up a final
draft, and get back to the battalion chief. All right?
FIREFIGHTER #1
You want us to check in with you, maybe let you
know
OFFICER
(interrupting)
Whenever you think you're through, just let me know
where you're at.
FIREFIGHTER #2
You just want the final package delivered to you.
OFFICER
That's right.
FIREFIGHTER #2
Okay, we can handle that.
OFFICER
(stands up)
Bye.
FIREFIGHTER #2
Take it easy.
OFFICER leaves. FIREFIGHTERS talk among them-selves.
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DELEGATING
FIREFIGHTER #1
About time we got involved in this kind of stuff, you
know.
FIREFIGHTER #2
Well, we've been complaining long enough. We can
have some input now.
FIREFIGHTER #1
Absolutely.
FIREFIGHTER #2
Sure.
FIREFIGHTER #1
We can do this.
END
Role-Play Scenario 4
Course: Leadership: Strategies for Supervisory Success
Unit: Delegating
Role-Play Exercise: Activity 2, Scenario 4
The scenario is inside a firehouse break room, where three
firefighters are seated at a conference table, looking over
newspapers and relaxing. An officer holding papers will
walk in and join them.
Notes or instructions for the reader are not indented, and
should not be read out loud. Dialogue, or text to be read in
the role-play exercise, is indented under each character role.
FIREFIGHTER #1
(refers to newspaper he is holding)
You guys see this film?
IG DG-55
IG DG-56
DELEGATING
IG DG-57
FIREFIGHTER #2
Where's it playing?
OFFICER walks in with stack of papers.
FIREFIGHTER #1
Playing down at the Overwhelming.
FIREFIGHTER #2
Oh-oh. Boss has got some work for us.
FIREFIGHTER #1 looks disgusted.
OFFICER
I'm glad you three are here. The training division has
come down with our training plan for the next six
months.
(begins to pass out paper to the three)
FIREFIGHTER #1
Oh, my word.
THREE FIREFIGHTERS look reluctant.
OFFICER
As usual, this master plan states the number of
hours
(sits at table)
for each area of training that's supposed to be
given at the company level. Would you guys like to
set up a tentative training schedule showing exact
times, dates, and topics?
FIREFIGHTER #1
I guess I can fit in some time there. Yeah, I can do
that.
OFFICER
IG DG-58
DELEGATING
Good.
IG DG-59
FIREFIGHTER #1
Actually, you're asking for a lot
FIREFIGHTER #2 mumbles something which the OFFICER
shrugs off.
OFFICER
I'd like the three of you to suggest specific issues
within these topic areas. I've only been at this station
a few months now and you guys know better than I do
what you need to work on.
FIREFIGHTER #3
You mean we can do what we want, when we want?
OFFICER
I didn't say that. We have to stay within the
parameters specified in the master plan.
FIREFIGHTER #1
Do we use the schedule we've already got? Some of
the data we've already put together?
OFFICER
WhateverI want you to think about this a little bit
and just try to stay within the parameters that are
there. I want you to consider call in distribution and
the weather conditions, especially since we're
heading into winter now
FIREFIGHTER #2
That means we can just sit back and fight some more
fires then, with our call letters?
(grins)
OFFICER
(acknowledges his sarcasm, then moves on)
Right. Are there any questions?
IG DG-60
DELEGATING
IG DG-61
(no response)
Wellgood. I want you to know that assuming your
schedules meet the parameters outlined in this
master plan, I'll go with what you decide. Final plans
are due four weeks from today. Now, I'd like to meet
with you in about two weeks to see how you're doing
and make sure you're on track, but besides that,
everything should work out okay.
Any other
questions?
(no response)
Good.
FIREFIGHTER #2
Sounds good. We can handle this.
OFFICER
This is our chance to start honing up on some of the
skills that we really need. All right?
(no response)
Okay.
FIREFIGHTER #1
Okay.
OFFICER gets up and leaves the room.
FIREFIGHTER #3
(to FIREFIGHTER #1)
Where'd you say that movie was playing?
FIREFIGHTER #1
Over at the Overwhelming.
END
Role-Play Scenario 5
Course: Leadership: Strategies for Supervisory Success
IG DG-62
DELEGATING
Unit: Delegating
IG DG-63
Role-Play Exercise: Activity 2, Scenario 5
The scenario is inside a firehouse office, where a lieutenant
is sitting at a desk, working amid papers. A firefighter will
enter. There should be a chair by the desk.
Notes or instructions for the reader are not indented, and
should not be read out loud. Dialogue, or text to be read in
the role-play exercise, is indented under each character role.
A knock on the door.
The LIEUTENANT looks up from paperwork and stands up
as FIREFIGHTER comes in.
LIEUTENANT
Thanks for coming in.
FIREFIGHTER
(shaking his hand)
No problem.
LIEUTENANT
Sit down, sit down.
Both the LIEUTENANT and the FIREFIGHTER sit.
LIEUTENANT
I really need to talk to you.
FIREFIGHTER
What's up, Lieutenant? Another attitude problem?
My detail's done, my truck's clean, my uniform looks
great
LIEUTENANT
No, that's not why I asked you in. I really need your
help. I have a problem.
IG DG-64
DELEGATING
IG DG-65
FIREFIGHTER
(laughing)
College boy needs a little help, eh? Well, at least
you realize it. That's better than some of the
lieutenants who've been through here. What do you
need?
LIEUTENANT
I need your knowledge and experience. Let me
explain the situation.
This afternoon at the
supervisors' meeting we discussed the problems that
we've been having with lack of standardized
equipment placement on all the apparatus throughout
the department. As you well know, those problems
have become significant. You go from shift to shift,
and station to station, and the equipment is in
different places. Well, to deal with that problem, the
department wants to adopt some standard operating
procedures regarding equipment placement on all the
apparatus.
FIREFIGHTER
Well, I tell you, it's about time. I've been saying that,
and you know it, for years, that people go from station
to station and the equipment is carried in different
places in every fire station. Is somebody finally going
to do something about it?
LIEUTENANT
This is exactly where you fit
background is heavy in EMS;
suppression experience. I've
years at the academy. You
suppression experience
FIREFIGHTER
(correcting him)
16!
IG DG-66
in. You know my
I have very limited
spent the last four
have 15 years of
DELEGATING
IG DG-67
LIEUTENANT
(acknowledging correction)
16 years of suppression experience here in this
department. You've operated every type of apparatus
we have, and you've got the knowledge, experience,
and common sense to develop some sound
recommendations.
FIREFIGHTER
(anticipating)
So?
LIEUTENANT
I'd like you to develop a set of recommendations for
equipment placement on the various apparatus. We
would need the recommendations along with the
justifications and rationales supporting them.
FIREFIGHTER
And then what happens?
LIEUTENANT
Then I take your recommendations back to the
supervisors. We'll hold a department meeting in four
weeks and discuss any recommendations from the
other shifts as well. Out of the various proposals,
we'll come up with a common set of SOPs for the
whole department.
FIREFIGHTER
(shaking his head, hesitating)
I don't know.
LIEUTENANT
It won't be easy.
It'll require some thought,
considering all the different types of people and
apparatus we have in the department. I have the
national standards here that you can use
(gestures to papers on his desk)
IG DG-68
DELEGATING
and the different styles of apparatus that we have
in the department all laid out here.
IG DG-69
(pleading)
Would you be willing to work on the project for me?
FIREFIGHTER
(shaking his head, sighing)
I don't know. You know, I've been ignored for years
when I wanted to get involved with projects like this. I
guess because some of the projects have been my
ideas
(shrugs his shoulders)
you know, the supervisors didn't want to listen to
them. I don't know.
(shakes his head)
LIEUTENANT
This is a real important project.
FIREFIGHTER
(hesitating, then beginning to nod his head)
Well, I know it's something that's really needed.
(still nodding)
Yeah, I'll give it a try. It'll give me something
worthwhile to do around here for a change.
LIEUTENANT
Good. I knew I could count on you. Let me give you
a copy of the materials that
(hands papers to FIREFIGHTER)
I received and they stipulate the guidelines for the
recommendations. As long as your proposal meets
those guidelines, l'll back you 100 percent.
FIREFIGHTER
(glancing over papers)
You're going to back my recommendations?
LIEUTENANT
Absolutely.
IG DG-70
DELEGATING
IG DG-71
IG DG-72
DELEGATING
FIREFIGHTER
100 percent? In the supervisors' meeting?
LIEUTENANT
Absolutely. Yes.
FIREFIGHTER
You'd go that far?
LIEUTENANT
Absolutely. I certainly value your 15
(re-emphasizing number)
16 years of experience.
FIREFIGHTER
When would you need my recommendations?
LIEUTENANT
I need your final proposal in three weeks. That would
give me enough time to review the proposal, and if I
have any questions, get back to you. So, how does
three weeks sound?
FIREFIGHTER
Yes, I can handle three weeks.
LIEUTENANT
Good. I'd like to meet with you, say, same time next
weekon the 17thto see what you've done to that
point. Now, do you understand the assignment?
FIREFIGHTER
Yes.
LIEUTENANT
You're sure you know what needs to be done here?
IG DG-73
IG DG-74
DELEGATING
IG DG-75
FIREFIGHTER
Well, I'm going to work onI'm going to give you a
set of recommendations about where I think all the
equipment should be carried on the apparatus, and
that all has to be done in three weeks.
LIEUTENANT
(nodding)
Uh-huh.
FIREFIGHTER
and you and I are going to have another meeting in
a week
LIEUTENANT
the 17th
FIREFIGHTER
(repeating)
the 17th, to see whether we're on the right track or
not.
LIEUTENANT
To discuss your rough draft.
FIREFIGHTER nods.
LIEUTENANT (cont'd)
That's right. And if you need any assistance--any
help--you know my door is open and any resources
that I have are available to you.
FIREFIGHTER
Well, I appreciate it.
LIEUTENANT
I appreciate it very much
IG DG-76
DELEGATING
IG DG-77
FIREFIGHTER
Sounds like a good project.
LIEUTENANT
a great deal.
END
SUGGESTED RESPONSES
Role-Play Scenario 1
1.
Was there a potential for effective delegation? List
factors which indicated delegation would have been
appropriate.
- Two tasks appropriate for delegation.
- Confident and capable subordinates.
2.
What leadership weaknesses did you observe?
- Thinks he has to do everything.
- Thinks delegation requires constant supervision.
- Underutilization of subordinates.
- Poor time management.
IG DG-78
DELEGATING
IG DG-79
Role-Play Scenarios 2 through 5
Question
Role-Play Scenario
#2
#3
#4
#5
1.
Did the supervisor delegate
an appropriate task?
2. Did the supervisor delegate
to the right person?
3. Was the task clearly
defined?
NO
4. Were expected results
clearly defined?
5. Did the subordinate receive
enough information to be
able to complete the task?
6. Was a due date specified?
7. Was authority level clearly
specified?
8. Was authority level enough
for the assignment?
9. Was the subordinate
offered an opportunity to
accept or reject the
assignment?
10. Was it clear that the
subordinate would be held
accountable for final results?
11. Did the supervisor provide
for feedback?
12. Did the supervisor provide
for emergencies?
NO
NO
X
X
X
?
X
X
NO
NO
NO
X
X
X
X
X
NO
NO
NO
NO
NO
NO
NO
10 min.
Lecture
VII.
REVERSE DELEGATION
Ask participants what they think this means.
OHT DG.38
A.
Reverse delegation occurs when a supervisor
accepts responsibility for a task which rightfully
belongs to a subordinate.
1.
IG DG-80
Thus, delegation is reversed--it's going
up instead of down.
DELEGATING
IG DG-81
2.
A subordinate cleverly manipulates the
supervisor into accepting "ownership" of
a problem/task which belongs at a lower
level.
Ask for examples of how this occurs. Possible response:
The assigned driver has a responsibility to complete a
monthly report on the apparatus (repairs, etc.). When
reviewing the report, the CO notices several omissions,
several errors, etc. Instead of returning the report to the
driver, the CO rewrites the report before forwarding it to the
chief.
OHT DG.39
B.
Consequences of reverse delegation.
Ask participants to discuss the negative consequences of
accepting responsibility for a subordinate's assignment.
Responses should include:
1.
Takes time away from tasks supervisor
is required to do.
2.
Rewards subordinate for unacceptable
performance.
3.
Reduces supervisor's leadership
credibility.
4.
Prevents subordinate growth and
development.
OHT DG.40
C.
IG DG-82
How to avoid reverse delegation.
1.
When a subordinate does a task
incorrectly, provide feedback and/or
training as needed, but give it back to
him/her for revision.
2.
If a subordinate comes to you for help,
give him/her whatever help is required,
but don't just do the job yourself.
DELEGATING
3.
Always be available for help and
support, but refuse to accept
ownership of subordinate tasks.
IG DG-83
5 min.
Lecture
VIII.
SUMMARY
OHT DG.41
OHT DG.42
A.
Principles of delegation process.
Show OHTs to reemphasize the critical factors required for
successful delegation.
B.
Taking the first step.
1.
Although delegating is easier for some
than others, anyone can do it
effectively.
2.
Success depends on:
OHT DG.43
C.
a.
Knowing yourself.
b.
Knowing your subordinates.
c.
Following the basic rules
(principles).
d.
Taking your time.
e.
Believing you can do it.
The payoff.
1.
"Delegation maximizes the return on
your people investment." (McConkey)
2.
"Delegation allows supervisor and
subordinates to grow in new directions."
(Hicks)
3.
"When the best leader's work is done,
the people say: 'We did it ourselves'."
(Lao-Tsu)
OHT DG.44
IG DG-84
LEADERSHIP
COACHING
OBJECTIVES
The participants will:
1.
Identify characteristics of effective coaches.
2.
Identify the similarities between effective coaches and effective
leaders.
3.
Identify four critical coaching techniques.
4.
Match coaching techniques with subordinate performance.
COACHING
POINTS FOR THE INSTRUCTOR
This module explores the similarities between effective coaching (of any
kind) and effective leaders. The emphasis is on leadership behavior
which relies on positive reinforcement in preference to rigid
enforcement.
Participants are encouraged to approach the leadership role from a
coaching perspective. As Tom Peters describes it, this means that the
leader's philosophy is: "We're all in this together for the long run, so we
damn well better do what we can to help each other out."
The module is designed to elicit continuous participant involvement.
Discussion suggestions are regularly interspersed among lecture points.
Thus, the instructor will need to carefully monitor time in such
discussions in order to cover all material.
Finally, the instructor should recognize that a coaching approach is
particularly valuable to a volunteer fire officer who must be skilled in
positive motivational techniques in order to sustain subordinate interest
and participation. Thus, the instructor will wish to capitalize on the
experiences of participants who are volunteers.
METHODOLOGY
The module uses lectures, discussions, brainstorming, and activities. A
series of overhead transparencies is provided to guide the instructor
through the module presentation.
ESTIMATED TIME
(Total Time: 3 hr.)
5 min.
10 min.
5 min.
15 min.
20 min.
15 min.
15 min.
40 min.
50 min.
5 min.
Lecture
Objectives and Overview
Activity 1
Characteristics of Effective Coaches
Lecture
The Leader As Coach
Interactive Lecture
Vision
Activity 2
Recognizing Trends
Interactive Lecture
Self-Confidence and Humility
Interactive Lecture
Confidence in Others
Interactive Lecture
Flexibility
Activity 3
Matching Coaching Techniques to
Subordinate Performance
Lecture
Conclusion
IG C-5
IG C-7
IG C-7
IG C-11
IG C-17
IG C-19
IG C-25
IG C-33
IG C-61
IG C-65
IG C-3
COACHING
AUDIOVISUAL
OHTs C.1 to C.57
Overhead projector
INSTRUCTOR PREPARATION
IG C-4
1.
Review lesson plan and activities.
2.
Assemble necessary supplies.
3.
Set up and test overhead projector.
COACHING
IG C-5
COACHING
COACHING
5 min.
Lecture
I.
OBJECTIVES
OHT C.1
The participants will:
A.
Identify characteristics of effective coaches.
B.
Identify the similarities between effective
coaches and effective leaders.
C.
Identify four critical coaching techniques.
D.
Match coaching techniques with subordinate
performance.
OHT C.2
II.
OVERVIEW
A.
Characteristics Of Effective Coaches
B.
The Leader As Coach
C.
Vision
D.
Self-Confidence And Humility
E.
Confidence In Others
F.
Flexibility
Pause here to acquaint participants with the Student Manual
format. The manual begins with a detailed outline section
which includes all module activities. It is intended that
participants use this section while the module is in session.
Assure participants that it is not necessary to take notes on
lecture content unless they so desire. The note-taking
section simply serves as a general outline of the lecture
material with space provided to jot down interesting
discussion points, etc. Immediately following this section is a
detailed text which covers all module content. This text is
intended to be read after the module presentation, so that
participant attention can focus on actual classroom activity.
IG C-6
COACHING
IG C-7
COACHING
10 min.
Introductory
Activity 1
ACTIVITY 1
CHARACTERISTICS OF EFFECTIVE COACHES
Ask participants to name some coaches with whom they are
familiar.
If the examples cited are limited to
professional/college sports, encourage the group to expand
into other areas, such as dancing, music, skating, Little
League, business, politics, etc.
Summarize by pointing out that most of us, if not all of us,
have had the experience of being coached. Ask participants
to describe a coach who personally influenced them in a
positive way at some time in their life.
Flipchart
Then, keeping these examples in mind, ask participants to
brainstorm the characteristics of an effective coach. As
ideas are generated, list them on flipchart paper.
When ideas are exhausted, ask participants to review the list
and determine which of these characteristics could also
describe an effective leader. (Most should!)
Summarize by pointing out that there are many similarities
between an effective coach and an effective leader. This
module will explore how to improve your leadership
effectiveness by applying coaching techniques.
5 min.
Lecture
III.
THE LEADER AS COACH
OHT C.3
A.
Definition: "Coaching is face-to-face
leadership that pulls together people with
diverse backgrounds, talents, experiences,
and interests, encourages them to step up to
responsibility and continued achievement, and
treats them as full-scale partners and
contributors." (From A Passion for
Excellence.)
Emphasize the critical components of coaching/leadership
which are included in this definition, as follows:
IG C-8
COACHING
IG C-9
COACHING
If your audience includes volunteers, as you cover each
point, ask why each factor is particularly relevant to a
volunteer officer.
1.
Face-to-face leadership implies oneon-one interaction with each player.
2.
Pulls together people with diverse
backgrounds, talents, experiences,
and interests implies:
3.
4.
B.
a.
Accepting individual differences,
while
b.
Encouraging teamwork and
cooperation.
Encourages them to step up to
responsibility and continued
achievement implies:
a.
Demanding the best from
everyone.
b.
Holding people accountable.
c.
Rewarding accomplishments.
Treats them as full-scale partners
and contributors implies:
a.
Mutual trust and respect.
b.
Willingness to listen.
c.
Willingness to compromise.
Characteristics of an effective coach.
Refer back to the list of characteristics generated by the
group during the introductory activity.
Point out that the following list will closely mirror the original
list; however, now the focus is on isolating those specific
IG C-10
COACHING
behaviors and attitudes which an effective coach/leader
must demonstrate.
IG C-11
COACHING
IG C-12
COACHING
Explain that each characteristic will be examined in detail as
the unit progresses.
OHT C.4
1.
Vision.
2.
Self-confidence.
3.
Humility.
4.
Confidence in others.
5.
Flexibility.
15 min.
Interactive
Lecture
IV.
VISION
Ask participants what vision means in the context of
coaching. Responses should include:
- Being able to picture a mediocre team transformed
into a winning team.
- Conjuring up images of victory in team members'
minds.
- Focusing individual and team efforts on the future.
(Losing today's game is "history" and all energy is
devoted to tomorrow's win!)
Let's see how this applies to effective leaders.
A.
Definition.
OHT C.5
1.
Having a mental image of a possible
and desirable future condition (Bennis).
2.
Communicating that vision to others in
such a way that they want to take part in
working toward it.
Ask participants how a CO might demonstrate/communicate
vision to his/her subordinates.
IG C-13
COACHING
IG C-14
COACHING
OHT C.6
3.
A leader with vision:
a.
Sees beyond the obvious.
b.
Visualizes the big picture.
c.
Has a future orientation.
Let's look at these ideas more closely.
OHT C.7
B.
Seeing beyond the obvious.
Ask for examples or ways a CO does this:
1.
Recognizing each person's potential
and helping him/her to reach it.
2.
Recognizing and utilizing each
individual's unique skills and abilities.
3.
Capitalizing on skills subordinates have
developed outside the department.
Point out that volunteer fire companies are particularly good
at doing this.
Ask for examples of off-duty skills which could improve
company effectiveness.
OHT C.8
C.
Visualizing the big picture.
Ask participants what "big-picture" concepts COs need to
recognize and communicate to subordinates. Responses
should include:
1.
The importance of the company's role in
the overall success of the entire
department.
IG C-15
COACHING
IG C-16
COACHING
D.
2.
The importance of each individual in the
overall success of the company.
3.
The importance of the services provided
by the department to the community.
Future orientation.
Emphasize that great leaders like great coaches have
always captivated and inspired others by focusing on a
better future.
Examples:
OHT C.9
-"I have a dream." (Martin Luther King)
OHT C.10
- "Some men see things as they are and ask 'why?' I
dream things as they should be and ask 'why not?' "
(Robert F. Kennedy)
OHT C.11
1.
Treating individual or company failures
as opportunities for learning.
Relate the following true story.
Tom Watson, founder of IBM, tells about a promising junior
executive who was involved in a high-risk project and
managed to lose over $10 million in the process. When
Watson called the nervous executive into his office, the
young man blurted out, "I guess you want my resignation."
Watson's response was, "You can't be serious. We've just
spent $10 million educating you!" (Bennis, p.76)
a.
Ineffective leaders react to
failures with anger and direct
their energy toward punishment.
b.
Effective leaders react to failures
with objectivity and direct their
energy toward improvement.
IG C-17
COACHING
IG C-18
COACHING
2.
3.
Always searching for ways to improve
present methods, techniques,
procedures.
a.
Personally willing to try out new
ideas.
b.
Receptive to ideas offered by
subordinates.
Recognizing trends inside and outside
the department, which will eventually
impact on the company, and preparing
subordinates to meet the challenge.
20 min.
Small Group
Activity 2
ACTIVITY 2
RECOGNIZING TRENDS
Instructions
Divide class into 4 small groups.
SM p. C-5
Refer participants to activity worksheet.
directions and answer any questions.
Read through
Allow all groups to work in the classroom to save time.
Group Reports
Flipchart
Allow Groups #1 and #2 to alternate providing responses
until all internal trends are covered. List responses on
flipchart.
Follow same procedure with Groups #3 and #4 for external
trends.
Summarize by asking participants to reflect on the concept
of vision and the ideas discussed in this section. Then ask
what effect a leader with vision is apt to have on
subordinates.
Responses should include:
- Feeling good about themselves.
IG C-19
COACHING
- Pride in their own accomplishments.
IG C-20
COACHING
- Having a sense of purpose.
- Enthusiasm and commitment.
- Feeling safe enough to make mistakes and learn
from them.
- Having a sense of importance.
15 min.
Interactive
Lecture
V.
SELF-CONFIDENCE AND HUMILITY
Ask participants how an effective coach balances selfconfidence and humility. The message here is that the
effective coach has a strong belief in himself/herself, has
confidence that he/she can make a difference in the team's
performance, and acknowledges his/her own technical
expertise. At the same time, the effective coach never
forgets his/her dependence on the team in order to be
successful.
Now let's look at how this applies to a CO.
A.
Self-confidence--Self-esteem.
OHT C.12
1.
2.
Effective leaders recognize they have a
position of authority due to their own
proven ability, as evidenced by any of
the following.
a.
Past performance evaluations.
b.
Positive comments by peers or
superiors.
c.
Successful performance during
promotional procedures.
d.
Election to office by peer vote in
a volunteer company.
They are rightly proud of their own
success, and recognize their value to
the organization.
IG C-21
COACHING
IG C-22
COACHING
IG C-23
COACHING
3.
But they don't let their egos get in the
way.
a.
They aren't conceited.
b.
They're able to poke fun at
themselves.
Henry Kissinger, well known for his self-esteem, once began
a speech to a group of prominent businessmen by saying: "I
haven't seen so much talent assembled in one room since I
was all alone in the hall of mirrors!"
OHT C.13
B.
Self-confidence--Making a difference.
1.
Effective leaders truly believe they can
make a difference in their unit's
performance.
2.
They accept the fact that they're
responsible for the success or failure
of the unit and of each individual.
3.
This allows them to focus on their
leadership role instead of just being
"one of the guys."
OHT C.14
C.
D.
IG C-24
Technical expertise.
1.
Effective leaders accept their own
technical expertise and work hard to
stay on top.
2.
But they are generous about sharing
their knowledge and skills with
subordinates.
3.
They are not threatened by
subordinates who want to be as
technically proficient as the leader.
Humility.
COACHING
This section is based on material from Fournies.
Bibliography.)
(See
IG C-25
COACHING
1.
At the same time, effective leaders
recognize their dependence on their
work group.
2.
Leadership involves getting things done
through others.
a.
You're not leading if no one is
following.
b.
You're not leading if you're doing
everything yourself.
OHT C.15
3.
Effective leaders accept the fact that
leaders need their subordinates more
than subordinates need them.
Allow participants to comment on this.
To prove the point, ask participants to consider the following
hypothetical situation. Assume you're a CO with five
subordinates. Assume you are absent one shift and all five
firefighters are on duty without you. If 100% equals the total
workload you and your company were expected to
accomplish on that shift, what percentage will be
accomplished without you?
Allow several participants to respond. Most will say between
70% to 100%.
Now ask participants to assume the situation were reversed.
How much of the 100% would get done if only you were on
duty.
Allow several participants to respond. Obviously the unit
productivity will be significantly hampered, if not totally
destroyed.
4.
IG C-26
The point here is that although the
leader is needed and important, he/she
simply cannot accomplish the work
assigned to his/her unit without the
cooperation of the unit members.
COACHING
5.
Effective leaders understand that they
really get evaluated on what their
subordinates accomplish!
IG C-27
COACHING
OHT C.16
a.
If subordinates fail, so does the
leader!
b.
If subordinates succeed, so does
the leader!
Discuss the preceding ideas in reference to a coaching
position. (Coaches don't last long if the team can't play
well.)
E.
Leadership priorities.
Point out that if we start examining the leadership role in
terms of the preceding discussion, we will begin to focus our
energies in a more positive direction.
OHT C.17
1.
The leader's job is to do everything
possible to help subordinates succeed.
OHT C.18
Ignoring subordinate(s) or deliberately
choosing not to help them succeed is
self-destructive leadership behavior.
OHT C.19
2.
Effective coaches accept responsibility
for the success or failure of the entire
team and of each player.
3.
Effective COs accept responsibility for
the success or failure of the entire
company and of each company
member.
OHT C.20
15 min.
Lecture
VI.
CONFIDENCE IN OTHERS
Show the following OHTs and discuss.
OHT C.21
"I never criticize a player until he's convinced of my
unconditional confidence in his ability."
(Coach John
Robinson, L.A. Rams.)
IG C-28
COACHING
IG C-29
COACHING
OHT C.22
"Indiana basketball coach, Bobby Knight, rants and raves-
and wins. San Francisco Forty-Niner coach, Bill Walsh, is so
cool and collected he's known as 'The professor'--and wins.
Despite different styles, both exhibit compassion, empathy,
and a belief in the ability of each team member." (Tom
Peters, A Passion for Excellence.)
Ask participants if they think a leader's opinion of
subordinates has an impact on their performance.
A.
You get what you expect.
Many scientific research projects have demonstrated that:
OHT C.23
1.
What leaders expect from their
subordinates and how leaders treat
their subordinates usually determines
their performance.
2.
A unique characteristic of superior
leaders is their ability to transmit high
performance expectations that are
fulfilled.
3.
Less effective managers fail to transmit
similar expectations and, as a
consequence the productivity of their
subordinates suffers.
4.
Subordinates, more often than not,
appear to do what they believe they are
expected to do.
OHT C.24
OHT C.25
B.
IG C-30
The Pygmalion effect.
1.
The powerful influence of one person's
expectations on another person's
performance is referred to as the
Pygmalion effect.
2.
A British author, George Bernard Shaw,
wrote a play entitled Pygmalion. The
COACHING
popular musical, My Fair Lady, is
based on this play.
IG C-31
COACHING
Ask participants what My Fair Lady is about. (Eliza
Doolittle, a street flower vendor, is transformed into a proper
society lady because another person believed it could
happen.)
If participants have not seen My Fair Lady, they may have
seen Educating Rita, An Officer and a Gentleman, or
Trading Places, other films in which the Pygmalion effect
was illustrated.
Discuss the following OHT.
OHT C.26
"You see, really and truly, apart from the things anyone can
pick up (the dressing and the proper way of speaking, and
so on), the difference between a lady and a flower girl is not
how she behaves but how she is treated."
3.
Believe it or not you have the same
effect on those who work for you!
4.
Thus, the leader's behavior and attitude
initiates and reinforces effective or
ineffective subordinate performance.
OHT C.27
a.
High expectations lead to high
performance which, in turn,
reinforces the high expectations,
producing even higher
performance, etc.
b.
Low expectations lead to low
performance which, in turn,
reinforces the low expectations,
producing even lower
performance.
OHT C.28
Ask for examples of situations participants have observed
which illustrate the fact that people tend to do what's
expected.
Ask for examples of what coaches do to transmit high
expectations to their players. (Pep talks, cheering on,
encouraging, etc.)
IG C-32
COACHING
IG C-33
COACHING
OHT C.29
C.
Personal feelings.
1.
The tricky part of all this is that leaders
have to guard against their natural
tendency to like good performers and
dislike poor performers.
2.
A recent survey of corporate managers
asked each manager to list their five top
workers and their five poorest workers.
Later, the managers were asked to rank
their workers according to those they
liked best and those they liked least. In
almost every case, the top workers were
most liked and the poorest workers
were least liked!
3.
It's difficult to hide how we feel. Our
behavior usually gives us away.
Ask participants how we usually act around those we like.
Responses should include:
4.
When we like someone, we:
a.
Spend more time with them.
b.
Smile more in their presence.
c.
Find it easier to talk to them.
d.
Feel more comfortable with them.
e.
Find it easy to compliment them.
Ask participants how we usually act around those we dislike.
Responses should include:
5.
IG C-34
When we dislike someone, we:
COACHING
a.
Spend as little time with them as
possible.
IG C-35
COACHING
b.
Smile infrequently in their
presence.
c.
Find it difficult to talk to them.
d.
Feel uncomfortable when in their
presence.
e.
Find it easy to criticize them.
OHT C.30
6.
Effective leaders focus on subordinate
behaviors (work performance), not on
personalities.
7.
Feeling dislike for a subordinate should
be a warning that you're probably
communicating that as well and you
need to start paying more attention to
him/her in a positive way.
40 min.
Interactive
Lecture
VII.
FLEXIBILITY
Ask participants to give examples of how effective coaches
vary their individual coaching techniques based on each
player's present performance level.
Possible responses:
When a player is performing adequately, but not
optimally, the coach pushes him/her to "stretch."
When a player hits a slump, the coach provides
psychological support while mapping out a strategy
for improvement.
When a player's performance is superior, the coach
searches for ways to maintain interest and challenge.
Emphasize that effective leaders must also be able to vary
their style in dealing with different levels of subordinate
performance.
IG C-36
COACHING
If participants have already completed the Situational
Leadership module, point out that the importance of flexibility
in leadership style has already been discussed.
IG C-37
COACHING
IG C-38
COACHING
Similarly, various leadership techniques need to be used in
order to maximize individual productivity.
OHT C.31
A.
Every player is important.
1.
Effective leaders, like effective coaches,
recognize that the individual player
deserves specialized attention.
2.
Ineffective leaders focus attention on a
few.
a.
Some leaders ignore everyone
but the poor performers ("If it's
not broken don't fix it.")
b.
Some leaders ignore poor
performers and focus only on
good performers ("If I ignore
them, maybe they'll go away!")
c.
Some leaders ignore everyone
as much as possible ("I'm not
here to babysit; they're all adults
and should be able to take care
of themselves.")
OHT C.32
3.
All of these approaches are counterproductive. Effective leaders are
committed to doing whatever is
necessary to get maximum
performance from every individual.
OHT C.33
Emphasize this point. "He knew every player well and he
knew how to get the most from each." (A New York Yankee
player about Casey Stengel.)
4.
Effective leaders understand what each
individual needs for self-improvement.
OHT C.34
Emphasize this point: "He is the smartest football coach
who ever lived. He is very sensitive to other people's needs,
IG C-39
COACHING
and players respond well to that." (A Miami Dolphins player
about Don Shula.)
IG C-40
COACHING
OHT C.35
5.
Effective leaders are able to use
different techniques proficiently. Critical
coaching techniques are:
a.
Training.
b.
Counseling.
c.
Challenging.
d.
Mentoring.
Let's look at each of these techniques a little more closely.
Emphasize that an effective leader must be proficient and
comfortable using each of the following techniques.
Overhead transparencies C-36 to C-41 should be displayed
using a revealing technique.
OHT C.36
B.
Training.
As you cover each point ask for examples of when a CO
performs such activities.
1.
What is it?
a.
Correcting unsatisfactory
behavior, techniques,
procedures, etc.
b.
Maintaining proficiency in
necessary skills.
c.
Providing feedback on
performance.
d.
Bringing new employees up to
speed.
IG C-41
COACHING
e.
IG C-42
Preparing individuals and/or the
whole group for new
assignments, procedures, etc.
COACHING
2.
How can it be done?
a.
Postincident analyses.
b.
Drills.
c.
One-on-one skill-building.
d.
"Buddy system" (assigning a
poor performer to work with an
excellent performer).
e.
Demonstration.
f.
Videotaping and critiquing.
g.
External training opportunities.
OHT C.37
C.
Counseling.
Emphasize that in the context of coaching counseling is an
informal process aimed at improvement. It is not the same
as counseling as part of a formal disciplinary action system.
1.
What is it?
a.
Working with someone to help
solve a problem.
b.
Getting the individual to
recognize there's a problem.
c.
Helping him/her to identify the
cause.
d.
Helping him/her to work out a
solution.
e.
Helping individuals correct
unsatisfactory work behavior not
correctable by training.
f.
Monitoring progress.
IG C-43
COACHING
IG C-44
COACHING
OHT C.38
2.
How is it done? (The counseling
interview.)
a.
Preparation: Define the problem
in specific behavioral terms.
Collect hard data on when, how
often, why, etc.
b.
Schedule a private meeting with
a minimum of advance notice
(Don't make the person stew for
a long time wondering what to
expect.)
c.
State your case and then listen.
d.
Discuss alternative solutions.
e.
Be supportive and patient, but
insist on a plan of action.
f.
Follow up and encourage.
g.
Don't give up--counsel again, if
necessary.
OHT C.39
D.
Challenging.
1.
What is it?
a.
Helping individuals maximize
their potential.
b.
Building on existing strengths.
c.
Setting attainable goals for
improvement.
d.
Encouraging individuals to
stretch to their capacity.
Ask participants to give examples of ways to challenge
subordinates. Responses may include the following.
IG C-45
COACHING
IG C-46
COACHING
2.
E.
How can you do it?
a.
Assign additional tasks.
b.
Increase level of responsibility.
c.
Delegate an important project.
d.
Ask for his/her help in training a
poor performer, orienting a new
crew member.
Mentoring.
Ask participants to define mentoring.
OHT C.40
Mentoring is taking a personal interest in the career
development of a promising subordinate.
OHT C.41
1.
What's involved?
a.
Recognizing above-average
potential for advancement.
b.
Fine-tuning already good
technical skills.
c.
Providing opportunities to
develop leadership skills.
d.
Providing opportunities for
exposure to other and/or higher
parts of the organization.
e.
"Selling" the individual to upperlevel managers.
f.
Regularly discussing the
individual's career goals in the
context of his/her recent
accomplishments and/or
developmental needs.
IG C-47
COACHING
Ask participants for examples of things a CO can do when
he/she wants to serve as a mentor. Responses should
include the following:
IG C-48
COACHING
2.
How can you do it?
a.
Serving as a role-model.
b.
Personal tutoring prior to
promotional exam.
c.
Recommending the individual for
special assignments which carry
high responsibility and/or
visibility.
d.
Special recommendations on
performance appraisal forms.
e.
Delegating difficult and
challenging projects which
require leadership skill.
Emphasize that the preceding discussion on the various
coaching techniques was not intended to provide an in-depth
treatment of any of the techniques.
However, the
bibliography contains excellent sources of information for
those who wish to build their proficiency levels in any area.
F.
Matching technique to performance.
1.
It's not enough to know how to use
each of the coaching techniques, you
also need to know when to use them.
2.
The chart in your Student Manual
provides an easy-to-use analysis to
help you match the most effective
technique to present performance of
each subordinate.
OHT C.42
SM p. C-9
Emphasize that this is not a performance appraisal in the
formal sense. It's an analysis of an individual's development
level for the purpose of helping the individual to maximize
his/her potential.
IG C-49
COACHING
Emphasize that you must analyze each employee in order to
select the best technique for him/her.
IG C-50
COACHING
Ask participants to follow along on the chart on SM p. C-9.
Discuss each part of the model, as follows:
3.
How would you describe his/her
present performance?
4.
Is all required performance satisfactory?
OHT C.43
5.
a.
Do all skills/techniques meet
minimum standards?
b.
Are work assignments completed
satisfactorily and on time?
c.
Are orders followed?
d.
Are policies, procedures, etc.
understood and followed?
e.
A satisfactory employee meets
minimum standards in all areas
for the job. He/She does
whatever is required but not
much beyond either in quantity or
quality.
If performance is generally
satisfactory, the leader needs to
challenge the individual.
a.
Urge him/her to stretch.
b.
Help him/her to be more
productive.
c.
Encourage him/her to contribute
more to the overall effectiveness
of the unit.
OHT C.44
6.
Is required performance above
satisfactory?
a.
Do most skills/techniques exceed
minimum standards?
IG C-51
COACHING
b.
IG C-52
Are work assignments generally
completed with high quality and
timeliness?
COACHING
7.
c.
Are routine tasks completed
without direct orders?
d.
Does he/she frequently take the
initiative? (Suggest
improvements, assume additional
responsibility, etc.)
e.
An above-satisfactory employee
consistently excels in most areas
of the job. He/She usually does
more than required and
frequently initiates new projects,
ideas, improvements, etc.
If performance is generally above
satisfactory, the leader needs to be a
mentor to the individual.
a.
Start preparing him/her for
advancement.
b.
Help him/her design a career
development plan.
c.
Provide opportunities to assume
leadership roles.
Mention here that some above-average employees have no
desire for promotion. They like what they do and want to
continue doing it. In such situations the mentor's job is not
to insist on advancement, but rather to assure that the
present job provides continuous challenge and motivation to
excel!
OHT C.45
8.
Is any required performance
unsatisfactory?
Answering "yes" does not imply that overall you believe the
individual's performance is unsatisfactory; simply that some
behavior is below minimum standards.
IG C-53
COACHING
IG C-54
COACHING
a.
If the answer is yes, you need to
describe what's wrong in specific
behavioral terms, such as:
- Has been late for work three
times in the past month.
- Does not follow proper
procedure in raising ladder.
- His/Her last five inspection
reports have been incomplete
and sloppy.
Point out that an individual may have more than one
performance problem. If so, each problem needs to be
addressed separately.
b.
Once you have clearly defined
the problem, you need to
determine whether it is due to a
skill deficiency or not. (See 8 a.
above.)
9.
Unsatisfactory performance due to a
skill deficiency will need training.
10.
Unsatisfactory performance not caused
by skill deficiency will need counseling.
11.
If the cause is not clear and could be
either a skill deficiency (he/she doesn't
know how to complete an inspection
report and/or doesn't know what quality
is expected) or some other reason
(he/she doesn't like to do reports), the
leader should first select the training
option.
Emphasize that sometimes we assume that someone
doesn't care or has a bad attitude but later discover that no
one ever took the time to explain what was expected,
demonstrate how to do it, etc.
IG C-55
COACHING
IG C-56
COACHING
12.
In any case, whether it's a problem
which needs training or counseling,
additional analysis is required prior to
determining how to correct the problem.
Before moving on to the next section, make the following
points.
OHT C.46
1.
The analysis model is not something you do once a
year. Coaching is a dynamic process which
responds
to
changing
individual
needs/performance.
The best employees
sometimes hit a slump or have trouble mastering a
new assignment.
2.
Thus, Subordinate A may need a leader who
challenges this week but may require training next
week. An effective leader continually monitors
performance and adjusts his/her approach as
needed.
3.
Similarly, a leader may have to use different
techniques
simultaneously
on
the
same
subordinate.
(Example:
The above-average
subordinate you are mentoring needs a new skill in
order to complete a special assignment you've given
him/her.)
4.
The leader cannot ignore a performance problem.
Training or counseling must become the primary
approach until performance reaches minimum
standards.
OHT C.47
OHT C.48
OHT C.49
If you ignore a performance problem:
- It usually gets worse.
- You're liable if someone gets hurt.
- You're subject to disciplinary action for not doing
your job.
- Other subordinates get the message that poor
performance is acceptable.
IG C-57
COACHING
IG C-58
COACHING
OHT C.50
5.
Training and counseling are not punitive techniques.
Just like mentoring and challenging, the focus is on
personal development and the leader is always
supportive.
G.
Training analysis.
SM p. C-11
1.
The chart in the Student Manual
provides a map for analyzing training
and counseling needs in more detail.
OHT C.51
Discuss each part of the model, as follows.
OHT C.52
2.
Before you can determine how to
correct the skill deficiency you need to
ask some questions.
3.
Is it something the person used to know
how to do but no longer does well?
4.
a.
If not (he/she has never done it
correctly), it's time for formal
training.
b.
If it is, move on.
Is the skill used very often?
a.
If not, arrange for supervised
practices/drills.
b.
If it is, provide feedback when the
skill is being used or immediately
after until corrected.
OHT C.53
H.
Counseling analysis.
Explain each part of the model, as follows:
IG C-59
COACHING
1.
IG C-60
Before you begin the counseling
process, you need to try to determine
what is contributing to the problem.
COACHING
2.
Answer all the questions on the model
based on what you can observe.
3.
The counseling style, you will recall,
relies primarily on a face-to-face private
discussion with the individual.
4.
Thus, in preparing for the counseling
session, the leader gathers as many
facts as possible, using the analysis as
a guide.
5.
Then, during the actual counseling
session, the subordinate is encouraged
to add additional information on what is
causing the problem. Again, the
analysis provides a guide for eliciting
the subordinate's views.
Now let's examine each question.
6.
Is good performance punishing?
a.
If he/she performs well, does it
lead to punishment? (Example:
if he/she writes good reports,
does he/she get this assignment
more often?)
Ask for other examples of how we sometimes punish good
behavior.
b.
7.
If this is the case, we need to
remove any punishments for
good performance.
Is nonperformance rewarding?
a.
If he/she performs poorly, does it
lead to a reward of some kind?
(Example: when he/she turns in
an incomplete report, do you
correct it yourself or give it to
IG C-61
COACHING
someone else instead of
returning it to him/her?)
IG C-62
COACHING
Ask for other examples of how we sometimes reward bad
behavior.
b.
If this is the case, we need to
remove any rewards for poor
performance.
OHT C.54
Pause here briefly to assure that participants understand the
concept of positive and negative reinforcement. People
tend to avoid behaviors which lead to negative
consequences. People tend to repeat behaviors which lead
to positive consequences.
OHT C.55
8.
Does performance matter?
a.
Does the individual understand
the impact of poor performance?
(Example: not raising the ladder
correctly could be a safety
concern.)
Ask for other examples of situations where individuals may
not perceive the impact of poor performance.
b.
9.
If this is the case, we need to
carefully explain how the poor
performance is hurting quality of
service, other team members,
etc.
Is good performance rewarded?
a.
Does the individual see any
reason to perform well? Is good
performance rewarded?
b.
If not, start providing meaningful
recognition for good performance.
Ask for examples of rewards available to a CO.
IG C-63
COACHING
IG C-64
COACHING
10.
11.
Is nonperformance punished?
a.
Does the individual see any reason
to avoid poor performance? Are
there any punishments in place for
continued poor performance?
b.
Make sure the individual
understands that if he/she refuses
to allow you to help it will lead to
formal discipline. Avoid using this
as a threat. Focus on your sincere
desire to help him/her avoid this.
Are there obstacles to performing?
Are there factors which prevent the
individual from performing? (Example:
have you given conflicting assignments?)
Ask for other examples of obstacles which might be in the
way.
12.
Now you are ready to schedule the
formal counseling session. You have a
clear picture of the problem and
possible causes. Remember, you don't
have all the answers yet. You still need
to hear your subordinate's views before
developing a final plan to correct the
problem.
50 min.
Activity 3
ACTIVITY 3
MATCHING COACHING TECHNIQUES TO SUBORDINATE
PERFORMANCE
5 min.
Instructions
SM p. C-13
Read through directions and answer any questions.
Divide class into small groups of 6 or 7 persons and assign
breakout room.
IG C-65
COACHING
If time is a problem, assign one or two scenarios to each
group and reduce small group time to 15 minutes.
IG C-66
COACHING
25 min.
Small Group Work
Circulate among groups to answer questions if needed.
20 min.
Group Reports
Allow each group to report on one scenario only. As reports
are completed, allow other groups to offer additional
suggestions, comments, etc.
Suggested responses:
Scenario 1
- Above-satisfactory performance.
- A good candidate for mentoring.
- Also needs to be challenged in the area of public
speaking.
Scenario 2
- Has displayed unsatisfactory behavior (relay pump
operation).
- Needs training (arrange practice).
Scenario 3
- Has several unsatisfactory performance areas.
- Counseling is critical immediately (good
performance is being punished, there are obstacles in
his/her way, doesn't seem aware of possible
consequence of termination).
- Training will also be necessary.
Scenario 4
- Satisfactory performance.
- Has much greater potential to achieve.
- Needs to be challenged.
IG C-67
COACHING
IG C-68
COACHING
IG C-69
COACHING
Follow-up discussion.
After all reports have been completed, ask what happens if
counseling fails to work.
Response:
If you're sure you've provided sufficient
opportunity and support during the counseling process, and
if you're sure you've allowed enough time for improvement
to occur, and if you're sure you've eliminated all the
contributing factors, then it's time to begin formal discipline.
Effective discipline is covered in the next module.
5 min.
Lecture
VIII.
CONCLUSION
Summarize the unit by reviewing the major points covered.
OHT C.56
A.
Effective leaders have many of the same
characteristics as effective coaches.
1.
Vision.
2.
Self-confidence.
3.
Humility.
4.
Confidence in others.
5.
Flexibility.
OHT C.57
B.
IG C-70
"Coaching involves praise and recognition (for
each individual). But it also requires helping
the individual/team withstand tough times and
inevitable setbacks, maintaining momentum
and building small successes into a solid track
record." (Peters and Austin)
LEADERSHIP
DISCIPLINE AT THE
COMPANY LEVEL
OBJECTIVES
The participants will:
1.
Identify the value of positive discipline.
2.
Describe how to use discipline to correct improper employee
behavior.
3.
Describe how to apply discipline consistently, fairly, and
impartially.
DISCIPLINE AT THE COMPANY LEVEL
4.
DP-2
Identify the value of progressive discipline.
DISCIPLINE AT THE COMPANY LEVEL
POINTS FOR THE INSTRUCTOR
Discipline is not necessarily synonymous with punishment. In many
cases problems with employee behavior can be solved merely by
pointing out to the employee that his/her behavior is not acceptable.
This module is designed to give a company officer the technical and
personal skills needed to effectively change improper employee
behavior and to further organizational goals by properly utilizing
disciplinary procedures.
METHODOLOGY
This module uses lecture, video, group discussion, role play, and a small
group activity.
ESTIMATED TIME
(Total Time: 3 hr.)
5 min.
5 min.
20 min.
5 min.
5 min.
5 min.
15 min.
15 min.
10 min.
30 min.
10 min.
5 min.
45 min.
5 min.
Lecture
Objectives and Overview
Lecture
Introduction
Activity 1
Reasons Discipline is Avoided
Lecture
Positive and Negative Discipline
Lecture
Rules and Regulations
Lecture
The Importance of Discipline
Interactive Lecture
Common Violations and Actions
Lecture
Progressive Discipline
Lecture
The Disciplinary Interview
Activity 2
Evaluating Disciplinary Processes
Interactive Lecture
Bizarre Behaviors
Lecture
Employee Values
Activity 3
Determining Proper Discipline
Lecture
Final Tips
IG DP-5
IG DP-7
IG DP-11
IG DP-13
IG DP-15
IG DP-17
IG DP-21
IG DP-27
IG DP-33
IG DP-39
IG DP-47
IG DP-51
IG DP-53
IG DP-57
IG DP-3
DISCIPLINE AT THE COMPANY LEVEL
AUDIOVISUAL
OHTs DP.1 to DP.41
Overhead projector
Video: "Evaluating Disciplinary Processes" (Scenarios 1, 3, 4)
Video player
INSTRUCTOR PREPARATION
IG DP-4
1.
Review lesson plan and activities.
2.
Assemble necessary supplies.
3.
Preview videos and rewind.
4.
Read role-play script and select participants to act it out in class.
5.
Set up and test overhead projector.
DISCIPLINE AT THE COMPANY LEVEL
IG DP-5
DISCIPLINE AT THE COMPANY LEVEL
DISCIPLINE AT THE COMPANY LEVEL
5 min.
Lecture
I.
OBJECTIVES
The participants will:
OHT DP.1
A.
Identify the value of positive discipline.
B.
Describe how to use discipline to correct
improper employee behavior.
C.
Describe how to apply discipline consistently,
fairly, and impartially.
D.
Identify the value of progressive discipline.
OHT DP.2
II.
OVERVIEW
A.
Introduction
B.
Positive And Negative Discipline
C.
Rules And Regulations
D.
The Importance Of Discipline
E.
Common Violations And Actions
F.
Progressive Discipline
G.
The Disciplinary Interview
H.
Bizarre Behavior
I.
Employee Values
J.
Final Tips
Pause here to acquaint participants with the Student Manual
format. The manual begins with a detailed outline section
which includes all module activities. It is intended that
participants use this section while the module is in session.
IG DP-6
DISCIPLINE AT THE COMPANY LEVEL
IG DP-7
DISCIPLINE AT THE COMPANY LEVEL
Assure participants that it is not necessary to take notes on
lecture content unless they so desire. The note-taking
section simply serves as a general outline of the lecture
material with space provided to jot down interesting
discussion points, etc. Immediately following this section is a
detailed text which covers all module content. This text is
intended to be read after the module presentation, so that
participant attention can focus on actual classroom activity.
Ask participants if there are any questions regarding the
objectives or contents.
5 min.
Lecture
III.
INTRODUCTION
In order to put participants at ease and to let them know you
understand their discipline problems, describe the "perfect"
organization as if each participant were an officer in that
perfect department. Lead with a statement such as, "Let me
see if I can describe the department you're from..."
OHT DP.3
A.
IG DP-8
The perfect fire department.
1.
You have a perfect set of rules and
procedures that are up-to-date and that
everyone knows, understands, and with
which everyone agrees.
2.
Management supports 100% of all
disciplinary actions instituted at the
company level.
3.
All employees know appeal procedures.
4.
All COs in your department enforce the
rules and procedures.
5.
Transferring of problem personnel at the
first opportunity never occurs.
6.
All COs have received training in, and
understand how discipline can
effectively improve employee
performance.
DISCIPLINE AT THE COMPANY LEVEL
IG DP-9
DISCIPLINE AT THE COMPANY LEVEL
That perfect department does not exist! Some departments
come close, but every department has some difficulties.
OHT DP.4
B.
Difficulties.
1.
Rules that are inappropriate or
obsolete.
2.
Administration and/or management that
does not support all disciplinary actions.
3.
Reductions in severity or reversals of
decisions when appealed.
4.
Some officers who do not enforce rules.
5.
Officers transferring problem personnel
rather than dealing with the improper
behavior.
6.
Little or no training in handling formal
disciplinary actions.
Despite whatever difficulties might exist in your organization,
discipline is a critical CO activity.
This module is designed to help you properly use disciplinary
procedures.
OHT DP.5
C.
Definition.
1.
Discipline is behavior and order
maintained by training and control.
2.
A disciplinary system spells out specific
punishments for specific infractions.
Point out that each organization has its own disciplinary
system which may or may not coincide with the principles
covered in this module. Emphasize that each participant
must follow his/her own organizational process.
IG DP-10
DISCIPLINE AT THE COMPANY LEVEL
IG DP-11
DISCIPLINE AT THE COMPANY LEVEL
20 min.
Small Group
Activity 1
ACTIVITY 1
REASONS DISCIPLINE IS AVOIDED
SM p. DP-5
Refer participants to activity worksheet in Student Manual.
Read through directions and answer any questions.
Divide class into 4 small groups. Have the groups stay in
the classroom to save time.
Flipchart
After allowing groups to work for 10 minutes, solicit
responses from each group in round robin fashion. List
responses on flipchart. Keep listing responses until all ideas
are presented.
Possible responses include:
1.
"The fire chief's office doesn't care, so why
should I?"
2.
"I'm not going to be a bad guy; these guys are
my buddies."
3.
"I do not need to resort to formal discipline to
correct behavior."
4.
"I do not want the crew to turn against me."
5.
"I'm not trained to do it so I will not take any
action."
6.
"The other officers don't, so why should I be
the only one enforcing rules?"
7.
"No matter what I do, the chief's office will
reverse me or reduce what I've recommended,
so why bother?"
Summarize this activity with the following remarks:
If you are a senior CO and you are using any of these
excuses, it's time to begin owning up to your responsibilities.
IG DP-12
DISCIPLINE AT THE COMPANY LEVEL
If you are a new CO or about to be promoted, don't begin by
shirking your responsibilities.
IG DP-13
DISCIPLINE AT THE COMPANY LEVEL
Discipline is not easy on you or the firefighter being
disciplined.
Every supervisor has a natural reluctance to discipline
others--that's normal; but discipline and rules are critical for
any organization to succeed in their mission.
5 min.
Lecture
IV.
POSITIVE AND NEGATIVE DISCIPLINE
OHT DP.6
A.
Negative discipline involves:
1.
Punishment, often harsh.
2.
Win-lose climates.
3.
Interpersonal resentment.
Ask: Must discipline always be negative or is there a better
way?
The answer is that there is a potentially more effective way
that should be tried before resorting to negative discipline.
OHT DP.7
B.
IG DP-14
Positive approach to discipline.
1.
Encourages self-discipline (built on
mutual respect and self-control).
2.
Treats disciplinary actions as a
necessary educational process.
3.
Used to correct undesirable and
unacceptable behavior by letting person
know through concrete experience and
example what is expected.
4.
Disciplinary actions should be aimed at
guiding the member, strengthening
his/her self-discipline, and improving
work behavior.
5.
The penalty should be the mildest that
will bring about these changes.
DISCIPLINE AT THE COMPANY LEVEL
IG DP-15
DISCIPLINE AT THE COMPANY LEVEL
C.
Positive discipline is an attitude that must be
accepted by the supervisor as an approach
and developed in the subordinate.
5 min.
Lecture
V.
RULES AND REGULATIONS
OHT DP.8
A.
Hot stove theory.
Explain to the participants what the "hot stove" theory is.
1.
It gives warning--sizzles, radiates heat.
2.
It reacts immediately--burns!
3.
It is consistent--always burns.
4.
It is impersonal--it always burns
whomever touches it. It doesn't play
favorites.
5.
It does not apologize or gloat--it is silent
after it burns.
6.
It does not get emotional--does not yell
or berate the person.
OHT DP.9
B.
C.
IG DP-16
Rules are the key to effective discipline in an
organization if:
1.
They are thoroughly understood and
communicated.
2.
They are applied equally to all
employees.
3.
They are enforced.
4.
They are written.
5.
They are needed.
Officers and firefighters who do not follow rules
because the rules do not reflect their own
DISCIPLINE AT THE COMPANY LEVEL
assessment of the situation can endanger
other crew members and themselves.
IG DP-17
DISCIPLINE AT THE COMPANY LEVEL
IG DP-18
DISCIPLINE AT THE COMPANY LEVEL
OHT DP.10
D.
Rules should be reviewed periodically and
modified, dropped, or expanded.
1.
Obsolete rules can cause a disrespect
for all rules (malicious obedience).
2.
Obsolete rules weaken control and
morale.
3.
COs should work toward changing
unfair or obsolete rules by:
a.
Pointing out needed revisions to
management.
b.
Demonstrating negative results if
"bad" rules are enforced.
c.
Seeking employee input when
revising rules.
Emphasize that your rule book should be a dynamic
document--not a document cast in stone.
5 min.
Lecture
OHT DP.11
VI.
THE IMPORTANCE OF DISCIPLINE
A.
To the department.
1.
Enhances organizational efficiency and
effectiveness.
2.
Reinforces departmental values.
3.
Reinforces hierarchical relationships.
4.
Fosters order, not chaos.
5.
Clarifies management's expectations of
subordinates.
6.
Resolves problems at an early stage.
7.
Reduces organizational liability.
IG DP-19
DISCIPLINE AT THE COMPANY LEVEL
IG DP-20
DISCIPLINE AT THE COMPANY LEVEL
OHT DP.12
B.
To the CO.
1.
Provides the tools to deal with improper
behavior.
2.
Increases company efficiency.
3.
Provides the framework for equitable
and fair treatment.
4.
The authority to discipline contributes to
the CO's power base (coercive power).
5.
Earns respect.
6.
Improves individual subordinate's
performance.
7.
Increases self-discipline.
OHT DP.13
C.
To the firefighter.
1.
Provides a certain level of security.
He or she knows what is expected of
him/her.
2.
Sets boundaries.
3.
Makes organizational goals clear.
4.
Rewards employees for good behaviors.
5.
Corrects problems before it's too late.
OHT DP.14
D.
A major feature of a bureaucracy is that it
ensures fair treatment for all employees by
management. (Max Weber, a German
sociologist.)
1.
Each employee has specified and
official areas of responsibility controlled
by rules.
2.
There is a clearly ordered system of
supervision and subordination.
IG DP-21
DISCIPLINE AT THE COMPANY LEVEL
IG DP-22
DISCIPLINE AT THE COMPANY LEVEL
3.
Written rules are maintained as a
means of managing.
15 min.
Interactive
Lecture
VII.
COMMON VIOLATIONS AND ACTIONS
A.
Common violations COs must deal with:
Flipchart
List participant answers to these questions on flipchart.
Ask: What are the most common disciplinary problems in a
career department?
Suggested answers:
1.
Tardiness.
2.
Absenteeism.
3.
Abuse of sick leave.
4.
Insubordination.
5.
Missed alarms.
6.
Failure to carry out assignments.
7.
Sloppy work.
8.
Sloppy appearance.
9.
Improper conduct.
10.
Failure to adequately perform at emergencies.
Ask: What are the most common disciplinary problems in
volunteer departments?
Suggested answers:
1.
Poor attendance at emergencies.
2.
Poor attendance at training.
IG DP-23
DISCIPLINE AT THE COMPANY LEVEL
3.
IG DP-24
Poor participation
functions.
at
other
departmental
DISCIPLINE AT THE COMPANY LEVEL
IG DP-25
DISCIPLINE AT THE COMPANY LEVEL
4.
Poor performance at emergencies.
5.
Driving private vehicles
responding to alarms.
6.
Responding to alarms while
influence of alcohol or drugs.
7.
Fighting.
8.
Improper care of equipment.
9.
Failure to use proper personal protective
equipment at emergency scenes.
10.
recklessly
under
while
the
Insubordination.
Ask: What are the similarities and differences between
disciplinary problems encountered in career and volunteer
departments?
Although there are some obvious differences, you should
point out that most of the problems are similar and that the
ideas presented in this unit apply equally well to both. Most
of the actions listed below are also applicable to both. To
the statement, "volunteer officers have no club to beat them
with," you should respond that pride and self-discipline can
exist in volunteer departments and it is a matter of the way in
which the volunteers have been oriented. The new member
should be told that the department and the community
appreciate that he/she has volunteered but that they are
now professionals and must abide by the discipline of the
organization and then consistently demand this.
The
volunteer organization must also be sure that the rules
governing the organization provide progressive alternatives
for dealing with disciplinary problems.
Point out that some of these violations might be symptoms
of an emotional problem or a substance abuse problem. In
most cases, as a CO, you should seek help from your
superior officer. Many departments have an employee
assistance plan (EAP) to assist employees with these
particular problems, and, at the very least, the administration
has more experience in dealing with problems of this nature.
Any bizarre disciplinary problems should be held until the
section dealing with bizarre employee behaviors.
IG DP-26
DISCIPLINE AT THE COMPANY LEVEL
IG DP-27
DISCIPLINE AT THE COMPANY LEVEL
OHT DP.15
B.
Common disciplinary actions.
1.
Informal discussion is first option.
2.
Verbal warning or admonishment.
Emphasize that these are "typical" actions. The CO must
follow his/her department's policy.
3.
4.
IG DP-28
a.
Usually a first attempt to correct
minor violations.
b.
Gives employee a chance to
correct behavior without a
permanent entry in his/her official
records.
Written reprimand.
a.
An official action for failure to
correct behavior after one or two
verbal warnings.
b.
Sometimes the initial discipline
for more serious violations of
rules and procedures.
c.
Usually part of employee's official
record.
d.
Usually recommended by the CO
and acted on by the fire chief.
Fine.
a.
Forfeiture of pay.
b.
Forfeiture of time.
c.
Demotion (if appropriate).
d.
Extra work during the regular
duty day.
DISCIPLINE AT THE COMPANY LEVEL
e.
Small fines sometimes used in
volunteer organizations.
IG DP-29
DISCIPLINE AT THE COMPANY LEVEL
f.
5.
6.
Usually recommended by the CO
and acted on by the fire chief.
Suspension.
a.
Given for repeated violations.
b.
Given initially for serious
violations.
c.
Last step before termination.
d.
Usually from 1 to 30 days in
length.
e.
Usually recommended by the CO
and acted on by the fire chief.
Termination.
a.
After all else fails.
b.
Used only if employee cannot be
rehabilitated or made to conform
to departmental standards or if
public safety or health is
endangered.
c.
Usually recommended by the CO
and acted on by the fire chief.
One fairly new approach in the private sector is called "The
Positive Discipline Theory." The errant employee is verbally
warned on the first offense, receives a written reprimand on
the second offense, and if behavior isn't corrected, on the
third offense is given one day's paid leave to decide whether
he will correct behavior or be terminated.
15 min.
Lecture
OHT DP.16
VIII.
PROGRESSIVE DISCIPLINE
A.
IG DP-30
Definition.
DISCIPLINE AT THE COMPANY LEVEL
1.
A positive corrective plan, rather than a
negative approach. The proposed
punishment should:
IG DP-31
DISCIPLINE AT THE COMPANY LEVEL
OHT DP.17
a.
Be reasonable.
b.
Fit the offense.
c.
Become increasingly severe for
repeated infractions of the same
rule.
OHT DP.18
2.
Progressive discipline is a process that
has the greatest potential to correct
improper employee behavior with
minimal punishment.
OHT DP.19
B.
The value of progressive discipline:
1.
Gives employees the minimum amount
of punishment needed to produce
positive changes in behavior.
2.
Is fair to employee.
3.
Is required to implement more severe
punishment if previous, less severe
punishment failed to correct behavior.
4.
Is vital for successful outcome if action
is appealed.
5.
Gives employee a chance to show
he/she can meet job standards.
OHT DP.20
C.
Progressive discipline versus the "zapping"
approach.
1.
IG DP-32
"Zapping" takes place when you have a
marginal employee who is barely
performing, yet you're never able to
pinpoint a specific punishable offense.
Eventually, the employee does
something which is punishable and you
"zap" him/her with a punishment much
greater than is warranted for the specific
violation.
DISCIPLINE AT THE COMPANY LEVEL
2.
"Zapping" is usually an attempt to "get"
the employee for all past, unpunished
behaviors.
IG DP-33
DISCIPLINE AT THE COMPANY LEVEL
3.
"Zapping" is usually overturned upon
appeal because the punishment does
not fit the infraction.
4.
COs need to ask themselves two
questions in such situations:
OHT DP.21
a.
Does the proposed discipline fit
the present violation?
b.
Is the proposed discipline likely
to correct behavior?
SM p. DP-9
Refer to Typical Actions Chart.
TYPICAL ACTIONS CHART
OHT DP.22
Offense
Tardiness
Insubordi
nation
Missed
Alarm
Sloppy
Work
Improper
Conduct
Violation of
Safety Regs
Stealing
Fighting
First
Verbal
Warning
Suspension
Warning/
Suspension
Warning
Warning/
Suspension
Warning
Second
Reprimand
Third
Suspension
(Progressive)
Termination
Suspension
Reprimand/
Suspension
Reprimand/
Suspension
Reprimand/
Suspension
Termination
Suspension/
Termination
Termination
Suspension/
Termination
Suspension/
Termination Termination
Suspension/
Termination Termination
Point out that:
Progressive discipline does not mean all actions must begin
with a verbal warning.
Example: Using drugs on duty or stealing requires more
severe first steps; suspension or termination.
IG DP-34
DISCIPLINE AT THE COMPANY LEVEL
Ask participants for examples of any offenses not covered in
chart they would like to discuss. Have participants decide
what actions should be taken for first, second, and third
offenses.
IG DP-35
DISCIPLINE AT THE COMPANY LEVEL
OHT DP.23
D.
Considerations when applying progressive
discipline.
1.
Prior violations of similar rules.
2.
Extenuating circumstances. The
supervisor must always be fair and
impartial.
3.
Seriousness of the offense.
10 min.
Lecture
IX.
THE DISCIPLINARY INTERVIEW
OHT DP.24
A.
Steps in conducting a disciplinary interview.
1.
Prepare for the interview.
a.
Thoroughly investigate problem.
b.
Have all your facts ready.
- Who was involved?
- Exactly what happened?
- When and where did it happen?
- What did you say to the
employee?
- What did the employee answer?
c.
IG DP-36
Know what you want to
accomplish.
2.
State your case clearly and immediately.
3.
Let the employee respond with his/her
side. (Be willing to change if new facts
are convincing.)
4.
Indicate the seriousness of the problem.
5.
State your expectations for future
behavior.
DISCIPLINE AT THE COMPANY LEVEL
IG DP-37
DISCIPLINE AT THE COMPANY LEVEL
OHT DP.25
6.
Try to get a commitment to change from
the employee.
7.
End the session on a positive note. Do
not leave the employee feeling
hopeless.
8.
Document your actions.
a.
Would be done whenever one or
two verbal warnings do not
correct behavior or if the offense
is serious.
b.
Should specify exactly what the
improper behavior was--not
general statements.
c.
Be sure that you keep only
information that has to do with
the job and the employee's
performance and behavior on the
job.
Example:
OHT DP.26
Wrong--"Firefighter Smith was verbally
warned about improper behavior on this
date."
Right--"Firefighter Smith verbally
warned about his failure to check
batteries and fuel level in Engine #3 on
this date."
Example:
OHT DP.27
Wrong--"Firefighter Smith admonished
for tardiness."
Right--"Firefighter Smith admonished
for failure to appear at roll call until
0735 hours this date. Firefighter Smith
was 5 minutes late."
9.
IG DP-38
Inform employee of appeal procedures.
DISCIPLINE AT THE COMPANY LEVEL
IG DP-39
DISCIPLINE AT THE COMPANY LEVEL
OHT DP.28
B.
A checklist for a successful disciplinary
interview.
1.
Select the proper setting. Have
complete privacy (praise in public,
criticize in private).
2.
Listen!
3.
Do not interrupt.
4.
Do not lose your temper.
5.
Do not argue.
6.
Stick to the facts. Explanations of
violations should be very specific, not
generalizations.
7.
Focus on specific improper behavior, not
the person. (What are the standards?)
OHT DP.29
C.
Common errors.
1.
2.
IG DP-40
Not being clear about violations.
a.
Is not fair to employee.
b.
Will not succeed in correcting
improper behavior.
c.
Can damage morale.
d.
Everyone is a loser.
Improper or no documentation.
a.
Most cases lost on appeal are
due to insufficient or improper
documentation.
b.
Do not make idle threats.
DISCIPLINE AT THE COMPANY LEVEL
IG DP-41
DISCIPLINE AT THE COMPANY LEVEL
30 min.
Large Group
Activity 2
ACTIVITY 2
EVALUATING DISCIPLINARY PROCESSES
SM p. DP-11
Refer participants to activity worksheet in Student Manual.
Read through directions and answer any questions.
Show video Scenario #1.
Allow participants time to
complete worksheet. Then lead a discussion to ensure that
participants noted all the incorrect behaviors. (Suggested
responses are listed below.)
Follow same procedure for the video Scenarios #3 and #4.
Select 2 participants from the class to act out the role-play,
which is the second scenario. The script is provided in the
Student Manual as well as the Instructor Guide. If possible,
give the role-play participants advance notice so they have
time to read the script.
Suggested responses:
Video Scenario #1
- CO did not check out the facts first.
- CO was abusive, lost his temper.
- CO didn't listen to employee.
- CO did not advise of appeal procedures.
- Wrong setting--not private.
- Did not end on a positive note.
IG DP-42
DISCIPLINE AT THE COMPANY LEVEL
IG DP-43
DISCIPLINE AT THE COMPANY LEVEL
Role-Play Scenario #2
- CO overreacted.
- CO did not use progressive discipline.
- Punishment did not fit the infraction.
- CO lost his temper.
- CO did not
procedures.
advise
subordinate
of
appeal
- Did not end on a positive note.
Video Scenario #3
- CO never really gets to the point.
- Firefighter
disciplined.
doesn't
even
know
he/she
was
- No commitment to change received from employee.
Video Scenario #4
This scenario illustrates a positive example of a
disciplinary action.
- CO is prepared and has facts ready.
- Setting is appropriate.
- Case is stated clearly.
- CO listens to employee.
- CO emphasizes the seriousness of the problem.
- Employee makes a commitment to change.
- Session ends on a positive note.
IG DP-44
DISCIPLINE AT THE COMPANY LEVEL
IG DP-45
DISCIPLINE AT THE COMPANY LEVEL
Course: Leadership: Strategies for Supervisory Success
Unit: Discipline at the Company Level
Role-Play Exercise: Activity 2, Scenario 2
The scenario is inside a firehouse office, where a lieutenant
is sitting at a desk, working on papers. A firefighter will
enter. There should be a chair by the desk.
Notes or instructions for the reader are not indented, and
should not be read aloud. Dialogue, or text to be read in the
role-play exercise, is indented under each character role.
A knock on the door.
The LIEUTENANT looks
FIREFIGHTER comes in.
up
from
paperwork
as
FIREFIGHTER
Hi, Lieutenant. You wanted to see me about missing
the call last shift?
LIEUTENANT
(sternly, gesturing to chair)
Sit down.
FIREFIGHTER sits.
LIEUTENANT (cont'd)
Darn right I do. I can't have anyone not getting on
that fire apparatus when the alarm rings. You blew
it
(hits desk with his hand and stands up,
shouting)
and I'm going to make an example out of you.
FIREFIGHTER
(squirming in his chair)
I'm really sorry about missing the call. I promise it
won't happen again.
IG DP-46
DISCIPLINE AT THE COMPANY LEVEL
IG DP-47
DISCIPLINE AT THE COMPANY LEVEL
LIEUTENANT
(still standing, voice raised)
It's too late. It should never have happened in the
first place. I've been on the job for eight years now,
and I've never missed a run.
FIREFIGHTER
(trying to protest)
But
LIEUTENANT
(stopping him with a raised hand)
But nothing. Empty out your locker. I'm relieving you
of duty and recommending that you be fired.
FIREFIGHTER
(pleading)
Please, Lieutenant. I've never been in any trouble
before. Can't I have just one last chance?
LIEUTENANT
(remaining firm)
I'm going to teach you a lesson. And the other guys
in the crew will know I mean business when I say we
can't tolerate rule breakers.
(raising voice, pointing to the door)
Now get out of here!
FIREFIGHTER gets up and leaves. LIEUTENANT sighs.
END
IG DP-48
DISCIPLINE AT THE COMPANY LEVEL
IG DP-49
DISCIPLINE AT THE COMPANY LEVEL
10 min.
Interactive
Lecture
X.
BIZARRE BEHAVIORS
OHT DP.30
A.
Behaviors which are unusual in nature and for
which there may not be written rules or
procedures that cover the behavior.
Ask participants for some examples.
following if necessary:
Prompt with the
1.
Member shows up for work with large
dangling earring and refuses to remove
it.
2.
Member shouts abuses at a citizen
walking by station.
3.
Member writes obscenities on restroom
walls.
4.
Member preaches religious beliefs to
owners while on code enforcement.
5.
Member(s) engage in horseplay or
practical jokes.
Ask participants for other examples of bizarre behavior and
what the final outcomes were.
B.
Remember that what is bizarre in the eyes of
one person may be normal to another.
C.
COs need to guard against overreacting to the
strangeness of the incident and focus on the
seriousness of the behavior.
D.
Bizarre behavior checklist.
OHT DP.31
OHT DP.32
1.
IG DP-50
Was there damage to equipment or
property?
DISCIPLINE AT THE COMPANY LEVEL
2.
Was work interrupted?
IG DP-51
DISCIPLINE AT THE COMPANY LEVEL
3.
Did behavior create an unsafe
situation?
4.
Did the employee know better?
5.
Is the behavior correctable?
6.
Did the behavior violate the law?
7.
Was your department's image
damaged?
8.
Did the behavior damage morale?
OHT DP.33
E.
As CO, you must deal with this type of
behavior just as you do with routine
disciplinary problems.
1.
Avoid inappropriate reactions.
2.
Make sure your normal procedures are
followed.
3.
Advise employee of appeal procedures.
OHT DP.34
F.
If there is no specific rule in place, consult
management. Management should:
1.
Determine policy.
2.
Transmit policy.
3.
Enforce new policy.
4.
Continue disciplinary actions even if it is
felt the actions will be reversed on
appeal.
OHT DP.35
IG DP-52
G.
In many cases involving inexperienced
supervisors or managers, termination is their
primary reaction to any type of bizarre
behavior. These inappropriate reactions are
almost always lost when appealed.
H.
The CO should seek advice from his/her
superiors when dealing with any type of
bizarre behavior.
DISCIPLINE AT THE COMPANY LEVEL
IG DP-53
DISCIPLINE AT THE COMPANY LEVEL
Discuss the fact that public employees are usually held to
higher standards of behavior than their private sector
counterparts.
5 min.
Lecture
XI.
EMPLOYEE VALUES
OHT DP.36
A.
B.
Wouldn't it be wonderful if all employees in our
department had:
1.
The proper attitude.
2.
The willingness to work.
3.
Commitment to departmental goals.
They don't! There will always be some:
1.
Undisciplined personnel.
2.
Incompetent personnel that put a drain
on your company despite tough
selection criteria and excellent training.
3.
Personnel who will not do the work
expected of them and/or will not
conform to organizational goals and
values.
OHT DP.37
C.
IG DP-54
Three types of subordinates:
1.
The employee with positive selfimposed discipline that matches
organizational goals and values who
has his own and the public's best
interest at heart.
2.
The employee with goals and values
that don't match the organization, but
will adapt to the organization's goals
and values.
3.
The third type will not adapt to the
department's goals and values, and
proper steps are needed to bring the
employee in line or remove him/her from
the organization.
DISCIPLINE AT THE COMPANY LEVEL
IG DP-55
DISCIPLINE AT THE COMPANY LEVEL
IG DP-56
DISCIPLINE AT THE COMPANY LEVEL
D.
Do not ignore problems.
1.
Do not let improper behavior slide--take
action.
You are the company officer--taking action goes with the
territory.
2.
Be sure you inform an employee he/she
has violated a rule as soon as it occurs
and that disciplinary action may result.
OHT DP.38
E.
Most marginal employees can be coached and
motivated into becoming productive
employees.
45 min.
Small Group
Activity 3
ACTIVITY 3
DETERMINING PROPER DISCIPLINE
SM p. DP-17
Divide the participants into four groups and assign one of the
scenarios to each group.
Scenario 1 has a career
department emphasis and Scenario 2 has a volunteer
department emphasis.
You may want to make the
assignments of participants to each group based on this fact.
Allow 30 minutes for the small group work and 20 minutes
for group reports and discussion.
Limit reports to 2-3 minutes and have the first group
reporting on each scenario, give an overview of the situation
described for the benefit of those who were working on the
other scenario.
Have each group report without interruption. After all groups
have reported on each scenario ask the class to comment
briefly on the recommended courses of action.
For Scenario 1, participants should have:
1.
Considered Firefighter Jones's prior tardiness.
2.
Considered that the mistakes of the acting officer
might be a training problem.
IG DP-57
DISCIPLINE AT THE COMPANY LEVEL
3.
IG DP-58
Separated sloppiness out.
DISCIPLINE AT THE COMPANY LEVEL
4.
Dealt with the drunk firefighter.
5.
Dealt with tardiness.
6.
Made recommendation for severe discipline.
7.
Dealt with Lt. Maxwell's own violation of the rules.
For Scenario 2, participants should have:
1.
Dealt with failure to acknowledge radio transmissions.
2.
Dealt with sarcastic replies on radio, and with
consequent public relations problems resulting from
citizens monitoring radio.
3.
Considered the potential for injury to citizens and
firefighters because of delay in supplying water.
4.
Dealt with the lack of respect shown for officer.
5.
Dealt with public criticisms of other firefighters.
6.
Considered the degree to which Firefighter Franklin's
personal opinions, judgments, and dislikes interfere
with departmental morale.
7.
Considered the extent to which Captain Alexander
has the authority to take action and the advantages
and disadvantages of passing the problem to higher
authority.
8.
Recommended severe disciplinary action.
9.
Evaluated Firefighter Franklin's overall value to the
department in view of his performance since the
election.
SM p. DP-19
The Student Manual contains a sample worksheet to assist
you in planning positive discipline for subordinates.
IG DP-59
DISCIPLINE AT THE COMPANY LEVEL
IG DP-60
DISCIPLINE AT THE COMPANY LEVEL
5 min.
Lecture
XII.
FINAL TIPS
OHT DP.39
A.
Treat every case as if it will be appealed.
B.
When discipline is given, it is over. Do not
keep referring to someone's mistakes.
C.
Apply discipline consistently, fairly, and
impartially.
D.
Deal with behavior, not personality.
E.
Never discipline when you are angry.
F.
Reinforce good behavior.
G.
Set a good example.
H.
Do not "save up" discipline--act as soon as
possible.
I.
Do not threaten punishment you cannot
deliver.
J.
If you suspect substance abuse, get help from
the chief's office.
K.
If in doubt on any disciplinary action, ask the
chief's office.
L.
Do not play games with union by giving too
much discipline, figuring it will be reduced
when appealed.
M.
Do not transfer your problems; solve them.
N.
Be familiar with union contract's grievance
procedures and employee rights.
O.
Know your rules and regulations thoroughly.
P.
Praise in public--criticize in private.
Q.
Be willing to treat an honest mistake as an
honest mistake.
OHT DP.40
OHT DP.41
IG DP-61
DISCIPLINE AT THE COMPANY LEVEL
IG DP-62
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