Supervisory Concepts and Techniques

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Supervisory Supervisory Concepts and Concepts and Techniques S-Techniques S-

201201NFES 1234

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INTRODUCTION

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A. WelcomeB. Administrative information (meals,

breaks, phone messages)C. Introduce instructors and traineesD. Present course purposeE. Review the course objective

INTRODUCTIONI. INTRODUCTION

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COURSE OBJECTIVE

Through instruction, exercises, and discussion, the trainee will apply the principles of communication and supervisor required of a single resource boss to perform on a wildland fire incident.

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UNIT 0 – EXPECTATIONS

Address trainee’s expectations. Supervisor’s job focuses on subordinates’ safety, welfare, and productivity. See student workbook cover.

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INTRODUCTIONII. EXPECTATIONS

A. Trainee expectations exerciseB. Instructor expectations

1. Attend all sessions.2. Be ready to start on time.3. Participate and share ideas.4. Do your best to meet the

performance objectives outlined for the course and for each unit.

C. Trainee evaluation of course.

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INTRODUCTIONIII. COURSE AGENDA AND

MATERIALSA. AgendaB. Instructional method

1. Short lecture2. Interactive exercises

C. Student Workbook1. A note taking aid2. Reference material3. Exercises

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INTRODUCTION

D. Pre-course workThe trainee pre-course material will be covered later in the course in the ethics and leadership units.

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INTRODUCTION

A. Each unit has measurable objectives which define what the trainee will be expected to do upon completion of that unit.

B. To satisfy the course objectives, the trainee is required to participate in the exercises and discussions throughout the course.

IV.TRAINEE PERFORMANCE

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INTRODUCTIONV. CERTIFICATION

There are no tests. The course coordinator will certify successful completion and send notification to the trainee’s supervisor.

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SUPERVISOR SUPERVISOR RESPONSIBILITIESRESPONSIBILITIES

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UNIT 1 – SUPERVISOR RESPONSIBILITIES OBJECTIVES

Define a supervisor’s:1. Role2. Legal responsibilities3. Relationships with subordinates4. Benefits and rewards

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SUPERVISOR RESPONSIBILITIES

I. INTRODUCTIONA. What is a supervisor?

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II. ROLE, RESPONSIBILITLIES, RELATIONSHIPS, AND BENEFITS/REWARDSA. Role

A supervisor’s role or function is to:

1. Receive directions from higher-up and give feedback.

2. Communicate directions to subordinates and receive feedback.

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3. Ensure safe performance and appropriate behavior of assigned group.

4. Provide leadership and set an example.

5. Provide adequate resources (such as equipment and logistical support) to get the job done.

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1. Ensure safety.2. Enforce policies.3. Enforce rules and regulations.

B. Legal responsibilities A Supervisor is accountable for the

group’s performance and behavior and must:

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4. Take immediate action to correct and prevent inappropriate behavior.

5. Document important actions or situations that could have ramifications later on.

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1. Build trust with subordinates. To do so requires predictable performance and professional behavior.

2. Subordinates must understand they are responsible in the relationship to communicate with the supervisor.

3. Promote two-way communication between subordinates and supervisor.

4. The supervisor will guide subordinates toward the organization’s goal or mission.

C. Relationships with subordinates

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1. Higher pay, more training, promotions, more responsibility

2. Access to more information (“in the know”)

3. Increased feeling of belonging or being needed

4. Opportunity to learn new skills5. Respect of community

D. Benefits and rewards

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6. Ability to improve or change the system7. A chance to promote the idea that the

good of the whole is better than the sum of its parts.In other words, people working in unity produce more than people working individually.

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UNIT 1 – SUPERVISOR RESPONSIBILITIES OBJECTIVES

Define a supervisor’s:1. Role2. Legal responsibilities3. Relationships with subordinates4. Benefits and rewards

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ETHICS

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UNIT 2 – ETHICSOBJECTIVES

1. Define ethics and describe their relevance to the role of a supervisor.

2. Identify criteria to determine if a decision is ethical.

3. Given a questionable ethical situation, identify information sources available to supervisors for consultations.

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I. INTRODUCTIONETHICS

II. ETHICS AND THEIR IMPACTSThe issue of ethics has a direct impact on the supervisor. The supervisor must make decisions, provide guidance and leadership, and set an example for subordinates in the context of what is right/wrong, acceptable/unacceptable, or good/bad.

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ETHICSA. Ethics:

What are they?1. A system of conduct.2. Principles of honor and morality.3. Guidelines for action.4. Rules or standards.5. Expected behavior.Ethics are a code of conduct on which we base our behavior or judge the behavior of others. Because each person is different, in addition to our own code, the government has developed a Code of Ethics for Government Employees and Standards of Conduct and Conflict of Financial Interest.

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ETHICSIII. CHARACTERISTICS OF AN ETHICAL

LEADERA. Sets example of model ethical behavior.B. Attempts to balance their personal ethics

with the organization’s ethical requirements.

C. Considers impact of decisions on all individuals affected.

D. Operates with integrity, honesty, and courage.

E. Approaches ethics with a positive attitude and clear conscience.

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ETHICSIV. CRITERIA TO DETERMINE AN ETHICAL

DECISIONAsk yourself, “if I did this”:A. Would I be embarrassed, ashamed,

defensive, or feeling guilty?B. What I object to the decision being

published?C. Would I risk criticism for my decision?D. Could I justify and defend my decision to my

harshest critics?E. Have I considered everyone that is affected?F. Would it feel right and is my conscience

clear?

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ETHICS

V. CONSIDERATIONS FOR ETHICAL DECISIONSA. Determine the problem which requires

an ethical decision.B. What guidelines exist in your agency

manuals to assist you in ethical matters?

C. What sets the standards for day-to-day ethical decisions?

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ETHICSD. Where do you go for additional help

regarding ethics or making an ethical decision? (Next higher level supervisor and/or agency ethics counselor.)The bottom line is that each person must know and honor existing guidelines, but make decisions based on his or her own personal ethics, ideals, and convictions.We must also rely heavily on the Code of Ethics for government employees and the standards of conduct and conflict of financial interest prohibition set forth by statute and regulations.

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ETHICSThere are no formulas for the gray areas, or for the tough decisions. A major part of ethical behavior is accepting that you must do what you believe is right, given the specific situation, and be prepared to justify and defend your decision if necessary.

If you have any questions about a specific situation, contact your agency ethics counselor to provide you with the most current information.

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UNIT 2 – ETHICSOBJECTIVES

1. Define ethics and describe their relevance to the role of a supervisor.

2. Identify criteria to determine if a decision is ethical.

3. Given a questionable ethical situation, identify information sources available to supervisors for consultations.

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WORKPLACE DIVERSITY

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UNIT 3 – WORKFORCE DIVERSITY OBJECTIVES

1. Define workforce diversity, civil rights, affirmative action, and equal employment opportunity.

2. Describe the supervisor’s role in recognizing, supporting, and utilizing a diverse workforce.

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WORKPLACE DIVERSITYI. INTRODUCTION

A. What is workforce diversity?It is the process of creating, appreciating, and maintaining an environment that promotes a diverse workforce which includes employees of differing race, color, age, sex, national origin, religion, marital status, and people with disabilities. It is an environment where each individual can perform at his/her fullest potential at all levels of the organization while contributing to the accomplishment of the agency mission and workforce goals.

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WORKPLACE DIVERSITYII. DEFINE CIVIL RIGHTS, EQUAL

EMPLOYMENT OPPORTUNITY (EEO) AND AFFIRMATIVE ACTIONA. Civil Rights

Based on Civil Rights Act of 1964 which gives U.S. citizens rights to equal opportunities and treatment regardless of race, color, religion, sex, national origin, age, or physical or mental handicap.

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WORKPLACE DIVERSITYB. Equal Employment Opportunity

(EEO) Provides equal opportunities to

everyone. It is against the law to discriminate on the basis of race, color, sex, religion, national origin, age, or physical or mental handicap. Federal EEO policies apply to all areas of employment and promote development of employees potential through a continuing affirmative action program.

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WORKPLACE DIVERSITYC. Affirmative Action Taking measurable steps to eliminate

employment imbalances and barriers to equal job opportunity affecting minorities, women, and disabled individuals.

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Differences Between EEO and Affirmative ActionEEO Affirmative Action

1. Purpose: To protect employees and applicants from employment discrimination

1. Purpose: To correct the effects of past discrimination and to achieve the goal of a workforce that represents our nation’s diverse population.

2. Coverage: All employees and applicants.

2. Coverage: Some groups such as minorities, individuals with disabilities, and women.

3. Nature: Define discriminatory practices and tell employers what not to do.

3. Nature: Define what must be done and develop plans to achieve specific goals.

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EEO Affirmative Action4. Violation: When discriminatory acts are committed by employers, managers, supervisors, employees.

4. Violation: When employers do not make efforts to achieve affirmative action goals.

5. Remedy: Agencies must stop the discrimination and “make whole” the individual discriminated against. They must also assure that the act doesn’t happen again.

5. Remedy: Organizations could be required to implement action items, and, in extreme cases could have hiring quotas imposed by court order.

Differences Between EEO and Affirmative Action

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WORKPLACE DIVERSITYIII. SUPERVISOR’S ROLE

It is the supervisor’s duty to ensure that all laws and regulations regarding civil rights, EEO, and affirmative action are followed by yourself and your subordinates, WHETHER OR NOT YOU AGREE WITH THESE REGULATIONS.

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WORKPLACE DIVERSITYA. Responsibilities

1. Fully endorse, support, and advocate Civil Rights policies and programs.

2. Be able to briefly define and explain the program’s activities to all employees.

3. Facilitate alliances between minorities and majorities.

4. Correct any inappropriate actions of your subordinates. Violations can result in disciplinary and legal action.

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WORKPLACE DIVERSITYB. Managing Differences

1. Valuing diversity is a critical factor for success.

2. The benefits of diversity are not automatic. Diversity must be well managed.

3. The success of employees, and that means the success of their supervisors, depends on their knowing the rules and having the right skills for their jobs. They must have access to information, relationships, and opportunities that will enable them to perform.

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WORKPLACE DIVERSITY4. Stereotypes and assumptions interfere with

evaluations and sound decision making. The effective supervisor will always examine his/her assumptions and interact with others on an individual basis.

5. Cultural differences do affect values and work styles. Effective supervisors must learn as much as possible about the cultures represented in their organization and work towards an effective balance between helping individuals adapt to the organization’s culture and changing that organizational culture to accommodate diversity.

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WORKPLACE DIVERSITY6. Diversity is not really new for many

supervisors, because all people are different. However, most supervisors have not had much experience managing the kinds of differences now found in the increasingly multicultural workplace. Managing diversity will require openness, flexibility, commitment to learning, and most of all, respect for differences.

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WORKPLACE DIVERSITYIV.CULTURE/VALUE DIFFERENCES

A. An organization can respond to differences in culture/values in two ways.1. It can ignore the differences and

expect “newcomers” to adapt, or2. Stress sensitivity on the part of

employees toward “newcomers,” and recognize that they can bring valuable skills and different perspectives.

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WORKPLACE DIVERSITYB. Keys to cross-cultural

communications1. Understand that communication

styles are not universal.

When communications cause conflict, be aware that problems might have more to do with style or process than with content or motives.

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WORKPLACE DIVERSITY

2. Learn to listen across cultures.

Individuals must learn to understand different communication styles.

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WORKPLACE DIVERSITY3. Know that communicating well across

cultures requires extra effort.

Good communication requires commitment and concentration.

To be a good cross-cultural communicator you:

Must feel genuine respect for others.Must find ways to communicate so

that you will be understood.Must learn to adapt your

communication style to the situation.

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WORKPLACE DIVERSITY4. Think about the process of

communication.

Constantly ask yourself, “What’s going on here?”

Look at what might be getting in the way of understanding.

Check for assumptions.

Test for understanding.

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WORKPLACE DIVERSITY4. Think about the process of

communication.

Constantly ask yourself, “What’s going on here?”

Look at what might be getting in the way of understanding.

Check for assumptions.

Test for understanding.

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WORKPLACE DIVERSITY5. Invite others into discussions.

Don’t assume you can correctly voice the opinions of others.

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WORKPLACE DIVERSITY6. Respect differences.

Don’t misjudge people because of the way they speak or their accents.

Check past your own stereotypes, don’t look at their skin color.

Don’t be ignorant of individuals of other cultures and beliefs.

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WORKPLACE DIVERSITY7. Give honest feedback with sensitivity

toward cultural styles in giving and receiving information.

8. Avoid jokes, words and expressions that can “push someone’s button.”

9. Use language that fosters trust and alliance.

10. Think before you speak.

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UNIT 3 – WORKFORCE DIVERSITY OBJECTIVES

1. Define workforce diversity, civil rights, affirmative action, and equal employment opportunity.

2. Describe the supervisor’s role in recognizing, supporting, and utilizing a diverse workforce.

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MUTUAL RESPECT

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UNIT 4 – MUTUAL RESPECTOBJECTIVES

1. Define mutual respect, harassment, sexual harassment, discrimination, and inappropriate behavior.

2. Identify the supervisor’s role in dealing with sexual harassment, discrimination, and inappropriate behavior.

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MUTUAL RESPECTI. INTRODUCTIONII. DEFINE TERMS

A. Mutual – directed and received in equal amounts.

B. Respect – to avoid violation of or interference with; willingness to show consideration and appreciation.

C. Consideration – thoughtful concern for others.

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MUTUAL RESPECT

D. Appreciation – recognition of the quality, value, and significance, or magnitude of people and things.

For this unit, think of mutual respect as: Thoughtful concern for others, which recognizes the quality, value, and significance of the people around you.

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MUTUAL RESPECT

E. Harassment -- Any unwelcome conduct that has the purpose or effect of unreasonably interfering with an individual’s work performance or creating an intimidating, hostile, or offensive work environment. Harassment can be verbal, non-verbal, and physical.

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MUTUAL RESPECTF. Sexual Harassment

Deliberate or repeated unsolicited sexual advances such as verbal comments, gestures, looks, or physical contacts which are unwelcome and unwanted.

Such conduct has the effect of unreasonably interfering with an individual’s work performance or creates an intimidating, hostile, or offensive work environment.

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MUTUAL RESPECTG. Discrimination

Discrimination is the illegal determination of a person’s opportunities on the basis of race, color, religion, sex, national origin, age, or physical or mental handicap.

Discrimination is treating a person for what you think they are (based on bias or prejudice) rather than on individual merit.

Discrimination hurts productivity and gets in the way of getting the job done. It damages individuals and destroys the work environment.

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MUTUAL RESPECTH. Inappropriate or abusive behavior

All forms of harassment and discrimination as well as those behaviors which are counter-productive to agency objectives, workforce diversity, and retention of employees.

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MUTUAL RESPECTIII. LAWS, REGULATIONS AND

POLICY AGAINST INAPPROPRIATE BEHAVIORThere are many laws, regulations, and policies against inappropriate behavior. The following are some of these:

A. Title VII of the Civil Rights Act of 1964

B. Equal Employment Opportunity Act of 1972

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MUTUAL RESPECT

C. Age Discrimination in Employment Act of 1967

D. The Rehabilitation Act of 1973

E. 29 CFR 1604.11 (a) – Sexual Harassment

F. Agency Consent Decrees

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MUTUAL RESPECTIV.SUPERVISOR RESPONSIBILITIES

A. As a supervisor, you are required by law to stop inappropriate behavior among subordinates by recognizing and dealing with cases as they occur.

B. You are responsible for preventing future occurrences by informing and educating subordinates and by correcting offensive behavior.

C. If an employee is uncomfortable about confronting an offender, you, as a supervisor have the responsibility to take action on the employee’s behalf.

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MUTUAL RESPECTV. HOW TO DEAL WITH HARASSMENT

AND SEXUAL HARASSMENTA. Let subordinates know what the policies

are on sexual harassment and let them know that you will treat such behavior as misconduct and as an illegal act.

B. Listen to the employee and determine what action they want to take. They may just want advice as to their rights or how they could handle the situation themselves.

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MUTUAL RESPECTC. Offer to help by talking to the offender

alone or with the employee present.

D. Treat the offender’s behavior as serious misconduct and as a violation of your agency’s policies and the law. Follow appropriate disciplinary procedure.

E. Deal with the problem immediately.

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MUTUAL RESPECTF. If the harassment is coming from other

units/crews on a fire, bring the problem to the attention of the human resource specialist or the incident commander. Overhead teams are very serious about dealing with these problems.

G. Do not tell the employee to ignore it. In most cases the situation only gets worse.

H. Document the problem behavior.

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MUTUAL RESPECTVI.WHERE TO GO FOR ADDITIONAL

HELPA. Direct supervisorB. Human resource specialistC. Incident commanderD. Home unit

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MUTUAL RESPECTVII.“A BURNING ISSUE”

The message is:

everybody has the right to mutual respect in any

situation, and as a supervisor you have the responsibility to

make sure this happens.

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UNIT 4 – MUTUAL RESPECTOBJECTIVES

1. Define mutual respect, harassment, sexual harassment, discrimination, and inappropriate behavior.

2. Identify the supervisor’s role in dealing with sexual harassment, discrimination, and inappropriate behavior.

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CRITICAL INCIDENT STRESS

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UNIT 5 – CRITICAL INCIDENT STRESS

OBJECTIVES1. Define a critical incident.2. Identify the behaviors associated with a

critical incident.3. Describe a supervisor’s responsibility

toward someone who has experienced a critical incident.

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I. INTRODUCTIONCRITICAL INCIDENT STRESS

This unit focuses on the concern for potentially negative effects upon employees and their families when exposed to a critical incident.

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II. WHAT IS A CRITICAL INCIDENT?CRITICAL INCIDENT STRESS

Any incident so unusually stressful to an individual as to cause an immediate or delayed emotional reaction surpassing available coping mechanisms. (These incidents could include shelter deployment, witnessing a helicopter crash, or rescuer involved at an accident scene.)

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III. RECOGNIZING THE SIGNSCRITICAL INCIDENT STRESS

A. The effects of critical incidents can include profound behavioral changes which may occur immediately, or may be delayed for months or years.

B. Effects can be short or long term depending upon personal, environmental, and managerial factors. Specific effects can include personal inefficiency and absenteeism, inability to work with others, alcoholism/drug abuse, stress-related illness, and depression.

C. Degrees of sensitivity and reactions will vary greatly, depending on experience levels (i.e., an ambulance paramedic vs. a first-year firefighter.)

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IV.SUPERVISOR’S RESPONSIBILITY WHEN AN EMPLOYEE IS INVOLVED IN A CRITICAL INCIDENT

CRITICAL INCIDENT STRESS

A. Prior to an incident, share with employees what you have learned about critical incident stress, possibly as part of early-season training.Alert employees to the potential for acute and delayed stress reactions. This may help employees accept them and realize that having such reactions does not mean there is something wrong with them.

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CRITICAL INCIDENT STRESSB. Manage the situation to maintain

employee safety at the scene.If the situation is an emergency, it may take priority. If the employee is functional, allow the employee to continue. If not, pull the employee away from the situation, and make sure someone can keep an eye on them. Check on the employee as soon as you can.

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CRITICAL INCIDENT STRESSWhen talking to an employee, remember that they may be in shock or extremely vulnerable. The employee needs an authority figure to convince him or her that the world is back in its proper place; but the employee needs a benevolent authority, not a dictator.

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CRITICAL INCIDENT STRESSTolerate the behavior if it does not significantly interfere with your management of the overall situation. Let the employee cry or be silent. Think carefully about the necessity of any arbitrary action you might take, and use force or pressure only when you are sure it is necessary.

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CRITICAL INCIDENT STRESSC. Following an incident share with

the employees what you have experienced and ask them to do the same with you. Most importantly, employees need a listener who is:1. Supportive2. Non-judgmental3. Reassuring4. Honest5. Accurate

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CRITICAL INCIDENT STRESSD. Share information with the

employee following an incident.Alert employees to the potential for acute and delayed stress reaction. Help them understand why the agency has developed resources through the employee assistance programs.

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CRITICAL INCIDENT STRESSV. SOURCES FOR ADDITIONAL HELP

If the situation occurs on a fire away from your home unit, contact the incident commander and/or the human resource specialist on the fire. They will determine if someone needs to come to the fire for a critical incident stress debriefing or if the employee should be returned home to be debriefed.

If the situation occurs on your home unit, contact your supervisor and/or emergency assistance coordinator to arrange for a critical incident stress debriefing.

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CRITICAL INCIDENT STRESSVI.ANSWER QUESTIONS

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UNIT 5 – CRITICAL INCIDENT STRESS

OBJECTIVES1. Define a critical incident.2. Identify the behaviors associated with a

critical incident.3. Describe a supervisor’s responsibility

toward someone who has experienced a critical incident.

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COMMUNICATIONS

8806-01-S201-VG

1. Identify and describe the essential elements of communication.

2. Demonstrate the ability to receive and present oral and written information.

3. Describe the importance of providing feedback to oral and written information.

UNIT 6 – COMMUNICATIONSOBJECTIVES

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COMMUNICATIONSI. INTRODUCTION

A. Importance of communications.

Communications during wildland fire suppression are very important. The skill of communications can be a matter of life and death.

As a supervisor, you need to develop your skills to be able to convey what you mean accurately and concisely.

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COMMUNICATIONSII. ESSENTIAL ELEMENTS OF

COMMUNICATIONOral and written communication should cover the following elements:A. WhoB. WhatC. WhenD. WhereE. HowF. Why

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COMMUNICATIONSIII. ORAL COMMUNICATION

Oral communication is speaking. In most fire situations, this occurs face to face or by using radios and cellular phones.A. The best form is face to face.B. Radios and cellular phones provide

remote communication among various participants located in different places.

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EXERCISE 1 – ORAL COMMUNICATIONS

“I would like a crew to widen the fireline in Sutters Canyon between the jeep trail and Division E. Have the crew fall the lodgepole pine within 15 feet of both sides of the fireline. About 1400 we will lay a strip of retardant along the upslope side, so make sure the crew is clear of the drop zone area. About 1600 we should be ready to start burnout.”

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ADVANTAGES OF ORAL COMMUNICATIONS

Messages can be delivered quickly.

You can ask questions if the message is not understood.

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DISADVANTAGES OF ORAL COMMUNICATION

Unable to evaluate receiver’s reaction

Increased chance of error in interpretation

Memory may not be reliable

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COMMUNICATIONSIV.WRITTEN COMMUNICATION

Written communication in fire situations can vary from a few written directions on a piece of paper to the formal Incident Action Plan (IAP).

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ADVANTAGES OF WRITTEN COMMUNICATION

1. More information can be given and understood.

2. Chance of error in interpretation is reduced.

3. Information can be retained for future reference.

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DISADVANTAGES OF WRITTEN COMMUNICATION

1. It is slower to write than to speak.2. A courier may be needed to relay written

information.

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COMMUNICATIONSV. COMMUNICATION SKILLS

BUILDINGA. Communication skill is the ability

to clarify what one person is expressing to another.

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COMMUNICATIONS

We communicate the following items both orally and non-orally:

1. Ideas2. Judgments3. Hopes4. Feelings

B. Communication skills include the ability to clarify the reception of messages as well as the sending of messages.

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COMMUNICATIONSC. Paraphrasing

1. Paraphrasing is repeating back in your own words what you heard a person say.

2. Communication between two people is often inaccurate because they do not check to see whether or not they understand each other.

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COMMUNICATIONS

3. What does paraphrasing do?a. The speaker knows you are

listening and that you are interested in them.

b. It shows that you understand the speaker. If not, they can restate.

c. It helps the speaker clarify their thoughts. They hear the ideas in another person’s words. It allows a review of the statement before continuing.

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COMMUNICATIONS

d. It keeps the conversation on the subject. It encourages deepening the original thought instead of introducing new information.

e. It gives you time to think clearly about what you are going to do or say next.

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COMMUNICATIONSD. Feedback

1. Feedback is acknowledgment between the sender and the receiver that communication has occurred and is understood.

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COMMUNICATIONS2. Feedback requires three components:

a. Behavior descriptionb. Feeling descriptionc. Perception check

3. Promote feedback by:a. Asking other individuals if they

would like to share your observations.

b. Helping yourself and the group by asking for feedback from others.

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COMMUNICATIONSc. Asking others to observe specific

behaviors.d. Using paraphrasing and

perception checking skills when you receive feedback.

e. Providing constructive feedback by not being defensive or making excuses.

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COMMUNICATIONS

a. Be descriptive, not interpretive.Report the facts, not what you think is meant by them.

4. Guides for giving feedback:

b. Share your thoughts – be helpful.Share your response to their actions. Check your motives. You are sharing to be helpful, not to be supervisor.

c. Appropriate timing.Decide when would be the most helpful time to share.

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COMMUNICATIONSd. Make change possible, not

demanded.Report things which can be changed, but do not demand that a change be made.

e. Give no more than is necessary.Ask yourself if the receiver is ready to handle this information. Do not give them more than they are able to handle at one time.

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COMMUNICATIONS

a. Ask for feedback.

b. Use paraphrasing to check what you have heard and to clarify the information.

c. Share your feelings about the feedback you received.

5. Guides for receiving feedback:

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COMMUNICATIONSVI.BARRIERS TO EFFECTIVE

COMMUNICATIONFor supervisors, communication is vitally important since it is the vehicle through which the supervisor gets work done.

Each person perceives the world differently from other people since everyone has had different experiences. It is important to understand what your message really means to those on the receiving end.

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COMMUNICATIONSSome of the barriers include:A. Perception – people see and hear

things differentlyB. Language – Communication is for

expressing, not impressing. When trying to communicate an idea, use language that is not going to confuse your receiver.

C. Semantics – Words have multiple meanings present serious problems.

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COMMUNICATIONSD. Inflections – It’s not what you say,

it’s how you say it. People may read between the lines, so be cautious about your tone of voice.

E. Personal interests – When the subject matter personally affects the receiver, communication efficiency picks up considerably.

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COMMUNICATIONSF. Emotions – Emotions often produce

obstacles to good communications. Keep emotions in check. If you recognize that emotions can play havoc in dealing with others, this barrier can be minimized.

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COMMUNICATIONSG. Attention – The attention of the

receiver is essential to getting one’s message through to another person or group.

H. Wordiness – Becoming too wordy in both oral and written communication invites the receiver to turn off the sender. In written communication, don’t use a paragraph for what can be written in one sentence.

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COMMUNICATIONSI. Inferences – Don’t jump to conclusions

before all the facts are in. Don’t make assumptions or inferences that later may prove to be incorrect.

J. Hostility – This occurs when communicating with an individual with whom you are angry, or it may be a carry-over from a recent experience. Hostile confrontation often distorts messages in such a way that provides fuel for further venting of hostility.

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COMMUNICATIONSK. Hidden Agendas – If a person’s hidden

agenda is at cross purposes with the goals of another employee, they may reject all the suggestions made by the other employee. They may attempt to manipulate others into distorting the messages they don’t like.

L. Status – Status can be a very difficult condition to overcome in communication. Individuals in positions of high status may find communication difficult with most of the people with whom they interact.

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COMMUNICATIONSVII.RUMOR CONTROL AND CREW

MORALEA. Rumors – Just as wildfires spread,

so do rumors. Rumors are also very damaging.

B. Crew Morale – It’s the supervisor’s responsibility to make sure that the crew is well-informed and to control rumors that could damage morale.

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COMMUNICATIONSGood places to find out if rumors are valid:

1. Operations section2. Immediate supervisor3. Other operational personnel4. Single resource boss meeting with

incident commander5. Planning section6. Liaison officer, crew representative

11806-01-S201-VG

1. Identify and describe the essential elements of communication.

2. Demonstrate the ability to receive and present oral and written information.

3. Describe the importance of providing feedback to oral and written information.

UNIT 6 – COMMUNICATIONSOBJECTIVES

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LEADERSHIP

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UNIT 7 – LEADERSHIP OBJECTIVES

1. Define goals, objectives, and tasks.2. Describe the planning, assigning, controlling, and

evaluating (PACE) system.3. Describe four leadership styles.4. Describe appropriate supervisory appraisal,

delegation, documentation, motivation, and evaluation procedures.

5. Describe effective decision making.6. Describe methods to solve problems and

differentiate between conduct and performance problems.

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LEADERSHIPI. INTRODUCTION

A. What is leadership? Leadership is not primarily a rational process. Leadership has more to do with visualizing what could be, rather than sorting out what is. Leadership is characterized by commitment to a vision and motivation of the followers to do what must be done today to move us to tomorrow. Leaders speak to their followers in ways that cause the followers to want to contribute

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LEADERSHIPto realizing the leader’s dream. The way a leader speaks may not always be with words and often actions alone suffice, but the followers believe in it and believe in their own ability to contribute to bring the dream into reality!

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LEADERSHIPII. PRE-COURSE WORK DISCUSSION

The 17 Leadership Qualities Exercise in the pre-course work illustrated that your leadership strengths and weaknesses will normally vary to some degree. The purpose of this exercise is to emphasize that we all have different strengths and weaknesses. Good leaders constantly work on overcoming their weaknesses.

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LEADERSHIPIII. ELEMENTS OF A GOOD

MANAGEMENT/LEADERSHIP SYSTEMA. A series of steps through which

goals are achieved.B. A system that is affected by

external and internal influences.

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LEADERSHIPC. A systematic approach requiring

defined goals, objectives, and tasks.

1. A goal is a statement summarizing desired results. Example: put the Pine Fire out.

2. An objective specifies audience, behavior, degree, and conditions. It communicates a desired result or how a goal or task is to be achieved, so there is common understanding between the parties involved.

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LEADERSHIP

3. A task is an action consisting of strategy and tactics, taken to accomplish a specific goal or objective. Example: construct trenches on all undercut or underslung line.

Example: using two Type 2 handcrews, construct indirect fireline east of Big Creek in time for the night shift to burn out.

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LEADERSHIPIV.PLANNING, ASSIGNING,

CONTROLLING, AND EVALUATING (PACE SYSTEM)PACE is a method that can be used for organizing and leading effectively.

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LEADERSHIPA. Planning – Planning utilizes goals,

objectives, and tasks to develop strategy and tactics. Establishes specific time frames, guidelines, and directives for tasks to be accomplished.

B. Assigning – Responsibilities to accomplish tasks are delegated along with the authority to persons with necessary skills and capabilities.

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LEADERSHIPC. Controlling – This process involves

varying degrees of coordination, monitoring, and communications to ensure the task being done will result in the desired goal/objective.

D. Evaluating – This is the portion of the process by which success is measured and difficulties and failures are mitigated. If the assigned task did not satisfy the intent of the objective or reach the specific goal, there are two choices:

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LEADERSHIP1. Try another alternative with

different goals/objectives/tasks.2. Start the process over after

having fixed what broke down or did not work.

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LEADERSHIPV. FOUR LEADERSHIP STYLES

A. Most leadership styles have two dimensions:1. Task: concentration on what is to

be done.2. Social-emotional: concentration

on who is doing the task.

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LEADERSHIPB. Most leaders have more ability in one

dimension than the other.C. Situational leadership style theory

contains a range of four styles:Telling, Selling, Consulting, and Joining1. Telling Style – “This is how i want

it done.”a. This style assumes low group maturity,

meaning little or no background expertise in the task area.

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LEADERSHIPb. The group has never worked

together or it is an emergency situation.

c. Leader style is high in task and low in social-emotional communication (one-way communication).

d. It is often used by leaders who are not confident of their interpersonal skills or who do not see motivation as an issue. They do not want feedback (my way or the highway).

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LEADERSHIP

a. The Selling style assumes moderate group maturity, in terms of task familiarity.

b. The group has spent a little time working together.

c. Leader communication is high in task and low in social-emotional communication (One way communication).

2. Selling Style – “Here’s how – and why.”

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LEADERSHIPd. This style must be used in an

honest and forthright manner; the leader must be convincing or nobody will “buy” what the leader is selling.

e. It is often used to sell policy or instructions from higher levels.

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LEADERSHIP

a. The Consulting style assumes moderate group maturity in terms of task familiarity.

b. Leader asks for an receives input from group.

c. Leader demonstrates to subordinates that their inputs are valued.

3. Consulting Style – “We’ll work this out together.”

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LEADERSHIPd. Leader communication is low in task

and high in social-emotional communications.

e. The leader must have high level of confidence in group.

f. The leader makes the ultimate decision on how the task is handled.

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LEADERSHIP

a. The Joining style assumes high group maturity in knowledge of task.

b. The group has extensive experience working together.

c. The task is well defined.d. Decision boundaries are clear and

time is available for a group decision to be made.

4. Joining Style – “Up to group to handle it.”

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LEADERSHIPe. The group has the ultimate decision

on how task is handled.f. Leader communication is low both in

task and social-emotional communication.

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LEADERSHIPD. Using a Situational Style Theory

1. The group maturity and experience working together determine a supervisor’s leadership style.

2. If you use a “Join Style” with an inexperienced work group, the group will be confused.

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LEADERSHIP3. If you use a “Tell Style” with a

very experienced work group, you will most probably alienate the group.

4. An adept leader has the ability to assess the group situation and use the correct leadership style.

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LEADERSHIP5. Leadership style selected will

often be prescribed by external forces:

Emergency situation vs. routine situation

Management pressures

Leader unfamiliar with portion of task, etc.

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LEADERSHIP6. The amount and type of power the

leader has over a group will affect leadership style selected.

7. Leader’s personal strengths, weaknesses, and preferences will play a role in style selection, but he/she should try to cultivate versatility. Increasing the range of options with with a leader is comfortable will increase the leader’s effectiveness.

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LEADERSHIP8. An experienced leader won’t be

afraid to make adjustments for a specific situation if there are clear reasons for doing so.

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LEADERSHIPVI.APPRAISAL, DELEGATION,AND

EVALUATIONA. Appraisal is determining an employee’s

ability to perform various tasks. It occurs both consciously and subconsciously.1. The appraisal process often starts

when you are reviewing an employee’s job application.Look at strengths, experience, and background.

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LEADERSHIP2. Appraising continues upon

meeting an employee for the first time.

Is this person physically strong? Can I consider them for lead pulaski, sawyer, etc.?

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LEADERSHIP3. Appraising an employee’s abilities is

a continuous process throughout the supervisory period.a. Supervisor becomes more familiar

with subordinate’s abilities.b. Abilities change with increased

training and experience.4. Your perception of a subordinate’s

strengths and weaknesses will directly affect what you will feel comfortable delegating to them.

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LEADERSHIPB. Delegation occurs when a supervisor

gives authority, responsibility, and accountability to a subordinate to complete a job or task.1. Authority is the right to make decisions

and take action. The limits of authority need to be defined.

2. Responsibility is having moral and legal obligation to make decisions and take actions. The amount of authority must match the amount of responsibility.

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LEADERSHIP3. Accountability is having to answer for

results.4. However, the supervisor is still

ultimately responsible for what they delegate. This makes the appraisal process all the more important.

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LEADERSHIP

1. Leadership is the process of influencing others toward the achievement of organizational goals.

2. Leadership requires the development of subordinates in order to help them maximize their potential.

C. Relationship of delegation to leadership.

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LEADERSHIP3. Effective Leaders:

a. Know they are responsible for getting the job done.

b. Are committed to maximizing the potential of each subordinate.

c. Realize delegation of responsibilities/duties to subordinates is an effective method to instill ownership in the work group.

d. Understand the principles of delegation.

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LEADERSHIP

a. Don’t delegate:

D. Principles of delegation.1. Delegate the right task.

1) Supervisory responsibilities,2) Confidential tasks,3) High-risk tasks,4) The vital few responsibilities

requiring the leader’s direct attention.

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LEADERSHIPb. Do delegate?

1) Routine tasks,2) Tasks you don’t have time for,3) Tasks you’ve been wrestling

without success,4) An unexpected, unplanned

requirement,5) Tasks you dislike that would

interest someone else.

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LEADERSHIP

a. Subordinate must be competent.b. Subordinate must be ready.c. Subordinate must have self-

confidence and credibility.

2. Delegate to the right person.

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LEADERSHIP

a. What?3. Define the task specifics.

1) How much?2) How well?3) By when?4) With whom?

b. Provide necessary information, training, tools, and equipment.

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LEADERSHIP

a. Provide opportunity for acceptance/rejection of the task.

b. Cannot force acceptance.c. Subordinate should want the

assignment.

4. Get agreement.

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LEADERSHIP

a. Subordinate should assume responsibility for results.

b. It should be clear that final results will be evaluated against established criteria.

5. Demand accountability.

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LEADERSHIP

a. Set milestone dates to assess progress.

b. Can be face to face or written.c. Feedback frequency depends on:

6. Establish feedback mechanisms.

1) Complexity,2) Importance,3) Subordinate.

d. Solicit feedback from subordinate also.

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LEADERSHIP

a. Back off – leave subordinate alone.b. Allow opportunity for self-correction.c. Be willing to tolerate different

approaches.d. Provide constructive feedback on

deficiencies.e. Intervene if safety becomes an issue.

7. Be available to offer suggestions if requested.

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LEADERSHIP

a. Give positive reinforcement while task is in progress.

b. Reward final product if it meets criteria.

8. Reward accomplishments.

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LEADERSHIP

a. Return tasks completed incorrectly.

b. Provide help and support but don’t do it yourself.

E. Reverse Delegation.1. Occurs when a supervisor

assumes/accepts responsibility for a task which rightfully belongs to a subordinate.

2. How to avoid:

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LEADERSHIP

a. Job performance criteria should be reviewed with each employee soon after starting work.

b. Can be written (for end of season evaluations) or verbal (for daily tasks).

F. Performance evaluation.Performance evaluation is determining how well an employee completed a task.1. Evaluations are based on known

performance criteria:

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LEADERSHIPc. This tells subordinates how well

they performed what was expected of them.

d. Like appraising, evaluating should be continuous.

2. Delegated tasks should be evaluated upon completion.

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LEADERSHIP

a. Good time to exchange feedback on how the fire season is going.

b. Let employee know what they are doing well.

c. Review areas that need improvement.

d. Solicit suggestions and ideas.e. Can be verbal or written.

3. Employees should be given a mid-season evaluation.

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LEADERSHIP

a. Should be written.b. Should not contain any surprises

to the employee.c. Serve as a record and basis for

rehire eligibility.

4. Final evaluations are given at time of separation.

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LEADERSHIPVII.DOCUMENTATION

A. Documentation is the process of recording written information for future reference. This serves as your record for events that occur on a particular day.

B. The importance of documenting cannot be under estimated.1. Sometimes your records will be

all that you can fall back on in many situations.

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LEADERSHIPC. What should be documented?

1. Subordinate performance.

a. Poor performance such as:1) Tardiness,2) Insubordination,3) Repeated safety violations,4) Harassment of any type,5) Property theft,6) Any warnings given for the

above.

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LEADERSHIPb. Good employee performance in

the form of:1) Cash awards,2) Letters of commendation.

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LEADERSHIP

a. Change in fire behavior,b. Weather observations,c. Change in assignment or location,d. Injuries,e. Adjacent resources and call

numbers,f. Time of day when any of the

above occurs.

2. Fireline situations such as:

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LEADERSHIP

a. Cutting fences for access into a fire.

b. Property modifications during structure protection.

c. Investigation of a point of origin or fire cause.

d. Involvement with search and rescues, vehicle accidents, or law enforcement.

3. Any action taken where there may be possible legal liabilities:

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LEADERSHIP

4. Basically any event you think is significant enough to write down. Think of documenting as another tool to aid your memory.

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EXERCISE 28/4 Furious fire, Division D (adjacent

resources would be in the IAP); important call numbers and names should be listed

0500 on the clock0645 arrive at drop point0830 begin indirect line construction1200-1230 lunch1255 Joe Sawyer injured by saw cut;

begin helispot construction

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EXERCISE 21325 Joe Sawyer medivac1330 updated division supervisor1350 temp 95; RH 12, SW 151430 fire jumps line; begin direct line

construction1930 slopover is tied in2000 relieved by night shift2100 off the clock, 16 hours with hazard pay

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LEADERSHIPVIII.DECISION MAKING

A. Decision making principles – There are three summary principles involved in effective decision making regardless of which leadership style is used:1. Make the decision.2. Implement and evaluate.3. Recognize that you probably

cannot satisfy everyone.

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LEADERSHIPB. Decision making process.

1. Define the problem.2. Collect information.3. Generate alternatives.4. Evaluate alternatives.5. Select one alternative.

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LEADERSHIPC. Type of decisions – Decision making is

a critical skill for effective leadership and relative importance depends on the following:1. How many people are affected?2. Is there an impact on mission,

goals, objectives, and tasks?3. What would be the consequence

of a bad decision?

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LEADERSHIPD. The leader’s role in decision making.

1. Effective decision making:a. Does not necessitate making

every decision yourself.b. Requires ability to use different

styles appropriately.

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LEADERSHIP

2. Controlling decision making processes.a. Regulate the amount of

participation by subordinates.b. Determine the type of participation.c. Select among TELL, SELL,

CONSULT, JOIN leadership styles.

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LEADERSHIP3. A decision must be made in a

timely manner.a. Often, a decision of yes or no is

needed by an employee with no great consequence either way to the employee. He/she just needs an answer so they can get on with their business.

b. Often, time is not available to gather a great deal of information or weigh the consequences of in impending decision. In these instances, go with fairness, honesty, and your best instinct, or what is called “taking your best shot.”

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LEADERSHIPIX.PROBLEM SOLVING METHODS

Steps For General Problem Solving:A. Identify the problem.

1. Who, What, When, Why, and How?

2. Make sure it is a genuine problem.

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LEADERSHIPB. Gather information.

1. As much as time and necessity dictate.

2. Never ask a question for which you do not want to know the answer.

3. Do not waste time on “witch hunts.”

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LEADERSHIPC. Identify alternative solutions.

1. Target the desired outcome.2. Make sure the outcome is

desirable, feasible,and realistic.

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LEADERSHIPD. Develop and implement a plan of action.

1. Target the desired outcome.2. Continually monitor to ensure

expectations are achieved. (Remember: an “exactly right” is made up of a series of “approximately rights.”

3. Adjust/revise plan as necessary.

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LEADERSHIPE. Differentiating between performance and

conduct problems.1. Performance is an employee’s

accomplishment of assigned work in elements of his or her position.“Performance problem” may describe an individual with outstanding talent who should be performing at the outstanding level but is only doing enough to get by. A performance problem may also be the result of not having the necessary tools, equipment, and/or supplies to do the job.

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LEADERSHIP2. Conduct is the way in which an

employee acts or behaves on or off the job.A conduct project is when an individual knows what is expected, but chooses not to do it. Misconduct may occur when an employee’s conduct violates a law, regulation, or policy or otherwise has a negative effect on the employee/ employee relationship.

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LEADERSHIP3. Define the problem.

To identify if a situation is a performance or conduct problem, you need to be able to answer the following questions:a. Who is not performing as desired?b. What performance is desired?c. What is the performance quality?d. What is the discrepancy?e. What are the consequences?

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LEADERSHIPF. How to confront an employee with a

problem.1. Basic respect demands that a

supervisor confront with care.2. Do not avoid the employee, before

or after confrontation.3. The motive is to help, not to punish

the employee.

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LEADERSHIP4. Relationship with the employee. If

you know the employee, draw on previous experience. Explain what you expect and where you draw the line. If you don’t know the employee, you need to establish expectations and boundaries.

5. Through observation, know when you have provided the employee with enough information, and when to stop.

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LEADERSHIPX. MOTIVATION

A. Discipline and morale.1. Discipline is the training and

development of a cooperative workforce striving together for the realization of management goals and objectives.a. In other words, discipline is the

teaching of the correct behavior and actions expected of employees in a work group.

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LEADERSHIPb. Discipline is not suppression and

does not mean a loss of individuality.1) It is the rules, guidelines, and

expectations that govern a group.

2) Good discipline results in good morale. Bade morale results from oppression or unnecessary discipline.

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LEADERSHIP2. Morale is the spirit by which

employees contribute their services to the work group.a. Morale results from the pride in

being a member of a work group. Discipline brings about morale.1) Adept leaders plan for and cause

good morale and discipline to happen. They realize that unduly harsh or unnecessary lax discipline will undo the morale of their work group.

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LEADERSHIP2) As a leader, consider the morale

of your followers as a barometer of the discipline you establish and maintain.

3) The litmus test for the morale of your followers is the disciplined manner in which they respond to a difficult situation.

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LEADERSHIPB. Praise and reprimand.

1. Praising is used to motivate people and encourage new levels of performance.a. Helps to train and develop people.b. Improves productivity.c. Fosters a healthier work

environment and healthier attitudes.

d. Instills self-confidence in the group and individual employee.

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LEADERSHIP2. Praise immediately after good

performance.a. Be enthusiastic and genuine when

giving praise.b. Be specific about the action that

earned the praise.c. Reaffirm that the task was well worth

the time and energy expended on it.d. Encourage the person to seek a

higher level of performance in the future.

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LEADERSHIP3. Never use punishment when

training a person for a new task.

a. Not used to doing it.b. Rarely receive it ourselves.c. Uncomfortable telling people how

good they are.d. Apathetic/unaware of performance of

subordinates.e. Ego threatened or jealous of highly

motivated person.

4. Obstacles to praising:

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LEADERSHIP

a. Take a genuine interest in others.b. Look for opportunities

(Management By Wandering Around).

c. Practice – just do it.d. Listen to those you praise for

feedback and response.e. What goes around comes around

– praising others could help you earn their respect and loyalty.

5. Overcoming obstacles to praising.

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LEADERSHIP

a. Used on proven performers, not novices.

b. Is often the most constructive thing you can do for a person.

6. Reprimanding is used to keep proven performance on track.

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LEADERSHIP

a. Do it as soon and as privately as possible.

b. Investigate the problem by questioning employee on performance.

c. Specify what action did not meet expectations or goals.

d. Share your feelings about how the incident makes you feel, i.e., angry, sad, disappointed, etc.

7. Reprimand away from others not directly involved.

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LEADERSHIPe. It is okay for a person to feel bad

about receiving a deserved reprimand.

f. When the reprimand is over, it is over – don’t keep bringing it up unnecessarily.

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LEADERSHIP

a. You may be dealing with former or current peers (newly-appointed squad boss).

b. It is often difficult to separate personality conflicts from work-related problems.

c. Discipline/punishment is an unpleasant but necessary task.

d. Wait too long after an incident to reprimand and it loses meaning.

e. You don’t know how to reprimand (until now).

8. Obstacles to reprimanding:

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LEADERSHIP

a. Practice it – just do it.It will be uncomfortable the first few times but it should become easier for both you and the employee being reprimanded.

9. Overcoming obstacles to reprimanding:

b. Former/current peers – a difficult situation indeed.

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LEADERSHIPc. Communication – Ask the

employee to evaluate his/her own behavior/performance. Listen to what the employee says. Speak what you feel and know to be true.

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LEADERSHIPd. Final Caution – Maintain a nip-it-in-

the-bud attitude for discipline or you will find a snowball effect where the situation gets out of hand and you may be facing a reprimand yourself.1) Be firm, fair, and fast – treat them

as you would any other.2) Don’t let the relationship interfere

with the job to be done – unless the relationship means more to you than your job.

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LEADERSHIPC. Management by wandering around

(MBWA)

1. MBWA helps leaders identify strengths and weaknesses of the work unit in the field.

2. MBWA helps leaders understand problems encountered by workers in the field.

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LEADERSHIP3. MBWA will help foster self-esteem in

workers when the leader acknowledges their accomplishments and reaffirms the workers’ value to the work group.

4. MBWA could have been the missing tool for the squad boss in the exercise whose mopup pair was far behind the rest of the pairs. By walking around and talking to employees, leaders get a better feel for what is being accomplished and how things can be improved.

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LEADERSHIPXI.REVIEW UNIT OBJECTIVES

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UNIT 7 – LEADERSHIP OBJECTIVES

1. Define goals, objectives, and tasks.2. Describe the planning, assigning, controlling, and

evaluating (PACE) system.3. Describe four leadership styles.4. Describe appropriate supervisory appraisal,

delegation, documentation, motivation, and evaluation procedures.

5. Describe effective decision making.6. Describe methods to solve problems and

differentiate between conduct and performance problems.

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TEAM BUILDING

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UNIT 8 – TEAM BUILDING OBJECTIVES

1. Define a team.2. Describe advantages and

disadvantages of teams.3. Describe methods for building a team.

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TEAM BUILDINGI. INTRODUCTIONII. CHARACTRISTICS OF A TEAM

A. What is a team? A team is a group of people working together in a coordinated effort.

B. Firefighting is almost entirely teamwork and accomplished by groups of varying sizes.Firefighting teams/groups have one common goal; getting a fire contained and controlled.

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TEAM BUILDINGExamples of firefighting teams/groups:1. Squad (5-10 people)2. Crew (20 people) made up of

several squads.3. Engine crew.4. Helitack crew.5. Type or 2 overhead teams.

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TEAM BUILDING

1. Needs competence from each other.2. Can make decisions and solve

problems together (fire objectives, strategy, tactics).

3. Shares responsibility for the team productivity.

C. The ability to maintain an effective team is central to fire supervision.A real team knows it belongs together. An effective team:

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TEAM BUILDING4. Can endure ups and downs such as:

slopovers, fire escaping initial attack, extreme fire behavior.

5. Is satisfying to its members by creating a sense of belonging, sharing, and accomplishment.

6. Is accountable for its output or product.

7. Is productive.

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TEAM BUILDINGIII. ADVANTAGES AND

DISADVANTAGES OF TEAMSA. Advantages

1. Cohesiveness – Cohesiveness is characterized by an attitude change. Team members are willing to change their preconceived ideas on the basis of facts presented by other members.

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TEAM BUILDINGTeam members gives up their efforts to control, and substitute instead an attitude of active listening and participation.A team builds spirit and dissolves cliques.The greatest cohesiveness occurs when the talents of any individual who can contribute effectively are used.

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TEAM BUILDING2. Emotional support to members –

A major benefit derived from working in groups is support and reassurance.Effective work groups typically provide emotional support to their members.Members begin to trust each other and build confidence in their skills.

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TEAM BUILDING3. Productivity – Create greater

commitment to decisions and thereby greater likelihood that they will be carried out successfully.Effective teams working together are more productive than individual members. The total effect of the whole (team) is greater than the total of each of its parts taken independently.

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TEAM BUILDING

1. Conformity – A pressure towards conformity may exist. Individuals are forced to act and think like other team members. Individuality may be lost.

2. Rationalization – Continuing to do things a certain way when there may be good reason to change.

B. Disadvantages:

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TEAM BUILDING3. Vulnerability – Teams may think

they are so good that nothing can happen to them. They may open themselves to the hazards of downhill fireline construction and not observe the 10 Fire Orders and 18 Watch Out Situations.Create a sense of impossibility of getting the job done.

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TEAM BUILDINGIV.COURSE SUMMARY AND

CLOSEOUTA. Review trainee expectations of course –

Review and close out with the trainee’s course expectations from Unit 0 if they were not fully covered at the beginning of the course.

B. Supervision and leadership – This course has exposed you (the trainee) to some basic information and concepts of supervision and leadership. It will not make you a supervisor or leader. Only you can do that.

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TEAM

A team is a group of people working together in a coordinated effort.

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ADVANTAGES OF TEAMS

Cohesiveness

Emotional support to members

Productivity

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DISADVANTAGES OF TEAMS

Conformity

Rationalization

Vulnerability

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EXERCISE 1 SOLUTIONS1. Crew members should introduce and

provide background about themselves.2. Make squad assignments (create

teams within a team).3. Delegate tasks and responsibilities.4. Emphasize the need for teamwork in

firefighting.5. Engage in physical training (helitack).

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UNIT 8 – TEAM BUILDING OBJECTIVES

1. Define a team.2. Describe advantages and

disadvantages of teams.3. Describe methods for building a team.

Supervisory Concepts and Techniques

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