2.1 Explain what behaviours you have developed in order to maintain trust in your detachment.
In order to main trust at the detachment I aim is to set aim example in the way I present myself and behave. . A good leader should possess characteristics that encourage the formation of a close knit, solid team. Many of these are my own natural and personal characteristics, but to some have to be learnt.
I have been told that I have an approachable demeanour and I am genuinely a caring person. I am also trustworthy and loyal, with a deep sense of integrity and fairness, and high, but not narrow, moral values.
I am enthusiastic and encouraging to others, showing my upbeat, positive nature. As a firm believer in self discipline and hard work, I am reliable and punctual. My natural tact, diplomacy and understanding mean that my team are happy to discuss any matters freely. Communication and listening are essential for building a good team, ensuring that time is allocated for them
Having been supplied with knowledge, through training with the Cadet Force, and gained qualifications I have become more confident and decisive, not afraid of using my own judgement to address issues which are causing problems. By ensuring that I have up to date information I can plan ahead, be forward thinking, but maintain a degree of flexibility.
Committed to the detachment I am willing to take responsibility and stand up for the team, supporting them as necessary. I have learnt to deal with issues in a calm and straight forward manner.
2.2 Explain why confidentiality is important in building and maintaining trust within the team.
To earn a reputation of reliability you need to earn the trust of the other team members. Respecting, and keeping confidences, is paramount as team leaders need to be able to be trusted with private and confidential information.
You should never share information that you have been asked to keep confidential and use your judgment when it comes to matters of implied confidentiality. You must keep things confidential that are intended to be so even if a there are problems within the team. There are exceptions to keeping rule, such as when someone’s health or well-being is at risk, or if there is a likelihood of someone being endangered.
It’s not an easy commitment to vow never share anything that must be kept confidential, but you should remember that their decision to share or not to divulge information that may affect how others view that person. When consider sharing information you should ask yourself if there is any chance that the person who imparted the information would like it kept confidential. If that is the case, you should not share it.
When things are kept confidential that should be confidential, a reputation as a person who can be trusted will be gained. Trust and confidence in leadership is one of the most reliable indicators of satisfaction in an organization, encouraging openness. Maintaining trust avoids conflict within the group. Many issues are resolved by team members trusting their leader sufficiently to approach him with any problem they may have, however large or small it may be.
2.3 Give one example of a group and one example of a team within the Cadet Force. Justify the classification of examples given.
An example of a team within the Cadet Force is the Detachment staff i.e. the adult instructors.
They have individual and mutual responsibilities but they work together in decision making, discussion, planning, problem solving, focusing on team goals. Defined individual roles, responsibilities and tasks help the team to do its work. These are often shared and rotated. Each member of the team is concerned with results achieved and challenges they face. The team’s purpose, goals and organisation is shaped by team leader along with other team members.
An example of a group within the Cadet Force is the cadets who attend the detachment.
The cadets are not involved in the planning the aims and objectives. They have each have their own accountability and work to achieve individual results and goals. They come together to train and learn but are responsible for their own outcome and challenges. The cadets each have individual roles but work as a group to attain results. The group is lead by the team and its leader, the detachment staff and commander, and guided in its aim, goals and approach to training.
2.4 Describe the stages of an established model group formation using examples from your experience to illustrate these if possible.
In 1965 Bruce Tuckman developed a 5 stage model of group development, focusing on the way a task is approached and completed from the start to the end.
Stage 1 – Forming: The group comes together and gets to know one other and form into a group. Stage 2 – Storming: Differing ideas are raised on how to complete the task and trialling of theories. Stage 3 – Norming: Agreement is reached on how the group will operate. Stage 4 – Performing: The group practices its processes and plans. It becomes effective in meeting its objectives.
10 years later an additional stage was added.
Stage 5 – Adjourning and Transforming: The process of ending the project, letting go of the group structure and moving on. The group can reform at any phase to review their goals or change members of the team. This can meaning reverting to the first stage, but it will progress rapidly as the new member is included in the group.
In the Cadet Force an example the group is seen during field craft training. The cadets are formed into groups of up to eight, to create a ‘section’. They need establish the leader, 1IC, second in command, 2IC, and the duties of the remaining members of the group. They need to discuss and plan how they are complete the task, perform the section attack and review how they feel they performed.
2.5 Explain how a Commanding officer could benefit from knowing team member’s preferred team roles.
Most cadet detachment teams are made up of people with a varied range of experience, abilities, knowledge, confidence and commitment. Each and every one of them has their own individual strengths and weaknesses. Knowing the team member’s preferred role enables the team leader to allocate roles that are most suited them and were they will produce the best results. For instance someone who is expert in First Aid should be allocated responsibility for that training. Likewise a person who has a lot of experience in a field craft role can be utilised to co-ordinate that training.
In 1985, Margerison and McCann produced a classification list for members of a team. They identified these roles in terms of those who were most happily suited to innovating, promoting, developing, organising, producing, inspecting, maintaining and advising. This forms an excellent basis on creating an efficient, confident team that is able to produce results.
Different personalities require different styles of leadership and guidance. Knowing an individuals personality will enable the commander to adapt the style of leadership for that person. For instance a new team member, with little knowledge of the Cadet Force, will need direction, tutoring and demonstration of the tasks he will be undertaking.
A member who has several years of experience may need refresher training or be required on take on new responsibilities. These can make them feel insecure and unsure. This situation may require coaching from the commander, reaffirming their abilities.
Someone who has sufficient experience, knowledge and skills will only need support and guidance to achieve results.
An experienced instructor who is confident in his abilities would resent close supervision and would prefer to be left to deal with a given task on his own. The commander would be able to delegate responsibilities to this person freeing him to pay closer attention to those who need it.
Knowing the detachment staffs’s preferred roles and leadership requirements would enable the team leader arrange tasks and training in an efficient way creating a well balanced, team with good morale.