Communicating (verbal, written; get feedback) - As a leader, you both get and give information. You should try to do both of these well. Learn to take notes when there is a lot of detail; ask questions after giving or receiving instructions. Get feedback to make sure the message gets through. Good communications fosters good morale; poor communications can bring grumbling and dissent.

Knowing and using your resources (find out what talents are available within the group) - A leader has to depend on what the members of the group can do, as well as what the leader can do. In order to use these available resources a leader must know what they are. Find out what they are by observing, by asking the members as well as other leaders. When you are using the group's resources, others will get a chance to practice leading also.

Understanding characteristics and needs (are there any special needs in the group? Any obvious personalities that need to be dealt with or will need special assignments?) - When this skill is used properly, a leader will give others what they need to grow - not what the leader THINKS they need. Each person has certain strengths and weaknesses. When a leader understands individual needs, everyone benefits. The Patrol Leaders' Council applies this skill, since the purpose of the PLC is to plan and run the Troop's program, that will meet the needs and desires of the Scouts.

Develop the group's capability:

Effective teaching (set your objectives; teach the skill; let them practice the skill; then evaluate with a review and/or a test) - We must not assume that because we have taught, that Scouts have learned. The proof lies in what they can DO. If they can do something, then you have successfully taught. The key is to actively involve the Scouts in the learning process by giving them choices as to what they can learn, and by checking to see what they have learned. Place the emphasis on the learner and not on the teacher.

Counseling (make sure your group knows when they are doing well; praise in public, criticize in private) - A leader must be able to counsel others in order to help them. Listening is the most important key to counseling. Be careful not to give advice; instead, use questions to help the individual arrive at his own solution to the problem. A person grows if he is able to think problems through for himself.

Planning (involve the group with planning to make sure all contingencies are covered) - The core of a successful program is planning. A successful Scout-led program comes from planning good troop programs in the PLC. The planning process is working when the junior leaders are involved in planning and carrying out the Troop's program.

Controlling the group's performance (motivate, set the example, inspect, teach; it's a lot like being a coach - prepare and supervise the group, but don't take over for them) - The purpose of this skill is to control the performance of the group so that it will be successful in doing its job, and to have fun in the process. This means the Troop has good meetings, activities, and camping trips. Along the way, the members have fun, are in good spirits, become better Scouts and build stronger patrols. Sometimes controlling group performance means you will have to stop behavior that negatively impacts the group. Use the PLC to control the Troop.

Help the group do its job:

Setting the example (show the group what you want them to do, or to be, by your own example of dress and behavior and enthusiasm) - What you ARE speaks louder than what you SAY. The old saying "Do as I say, not as I do" will not work. You will lose valuable influence if you do not live up to the Scouting standards that you teach. This ranges from simple things like wearing a complete uniform, to your behavior as an individual. Scouts need a model to follow. That's YOU!

Representing the group (the patrol method in action!) - Patrol leaders take the ideas and problems of the patrol members to the Patrol Leaders' Council. The PL then brings decisions of the PLC back to his patrol for further action.

Evaluating - Evaluating should be done both during and after each activity. This can take the form of a brief check on "how are we doing so far?", to the ending "Thorns and Roses" (what we didn't like, and what made the whole trip worthwhile in spite of those things), or a formal "lessons learned" discussion and written plan of things to improve for the next trip.

Leadership styles - There are five styles or methods of leadership. Note that as the styles move from "telling" to "joining", the amount of shared leadership and freedom within the group is increased. The secret is to share leadership, allowing everyone to join in the decision-making in some fashion. The effective leader must adjust his leadership style to fit the situation, although without giving up the responsibility for the welfare of the Troop. Remember, the leader can share authority for a decision, but the leader cannot share the responsibility for that decision.

1. Telling (or "ordering"): The leader identifies the problem, makes the decision, and directs the activity. This style is most often seen during emergencies, under time constraints, or during instruction periods.

2. Persuading (or "selling"): The leader makes the decision but turns over some of the control to the group. The leader must "sell" the decision to the group to get their approval and cooperation.

3. Consulting: The leader wants to make sure the group's desires are represented. There is increased group involvement in the details but the final decision-maker is the leader.

4. Delegating: The leader identifies the problem, sets guidelines, boundaries and rules, then turns the problem over to the group. There is lots of group involvement. The group makes the decision, with final approval by the leader as to whether the guidelines were met. This leadership style makes the most sense when someone else can really do the job best.

5. Joining: The leader stops down and joins the group, agreeing to abide by the group's decision. It's actually a variation of delegation; the leader can let the group decide, or the leader can join the group and be part of the decision. This is used when you want full group participation; when the leader wants to be "one of the gang". Decision is by consensus/majority rule.