LEADERSHIP IN CINEMA

Coach Carter
(Based on a true story) Submitted by: Pam McDonald E-mail: Pam_McDonald@nifc.blm.gov Phone: 208 !8" #!$8 Audience Rating: P% $! Released: 200# Studio: Paramount Pictures en!e: Drama Runtime: $!& minutes

Mate!ials: '() or D'D (*referred)+ television or *ro,ection system+ -ildland .ire /eaders0i* 'alues and Princi*les 0andouts (single sided)+ note*ads+ 1riting utensils "b#ecti$e: 2tudents 1ill identify -ildland .ire /eaders0i* 'alues and Princi*les illustrated 1it0in Coach Carter and discuss leaders0i* lessons learned 1it0 grou* members or mentors. %asic Plot: 34n $555+ 6en (arter+ a successful s*orting goods store o1ner+ acce*ts t0e ,ob of bas7etball coac0 for 0is old 0ig0 sc0ool in a *oor area of )ic0mond+ (8+ 10ere 0e 1as a c0am*ion at0lete. 8s muc0 dismayed by t0e *oor attitudes of 0is *layers as 1ell as t0eir dismal *lay *erformance+ (arter sets about to c0ange bot0. 9e immediately im*oses a strict regime ty*ified in 1ritten contracts t0at include sti*ulations for res*ectful be0avior+ a dress code and good grades as re:uisites to being allo1ed to *artici*ate. ;0e initial resistance from t0e boys is soon dis*elled as t0e team under (arter<s tutelage becomes an undefeated com*etitor in t0e games. 9o1ever+ 10en t0e overconfident team<s be0avior begins to stray and (arter learns t0at too many *layers are doing *oorly in class+ 0e ta7es immediate action. ;o t0e outrage of t0e team+ t0e sc0ool and t0e community+ (arter cancels all team activities and loc7s t0e court until t0e team s0o1s acce*table academic im*rovement. 4n t0e ensuing debate+ (arter fig0ts to 7ee* 0is met0ods+ determined to s0o1 t0e boys t0at t0ey need to rely on more t0an s*orts for t0eir futures and eventually finds 0e 0as affected t0em more *rofoundly t0an 0e ever e=*ected.> (2yno*sis from ama?on.com) Cast o& Main Cha!acte!s: 2amuel /. @ac7son........................................................................(oac0 6en (arter )ob Bro1n..........................................................................................6enyon 2tone (0anning ;atum.......................................................................................@ason /yle 8s0anti..............................................................................................................6yra ;e=as Battle.................................................................................................Maddu= )obert )iAc0ard.................................................................................Damien (arter Bana %be1onyo...................................................................................@unior Battle Mel -in7ler.........................................................................................(oac0 -0ite 2idney .aison.............................................................................................;y (rane )ic7 %on?ale?..........................................................................................;imo (ru? 8nt1on ;anner...............................................................................................-orm Denise Do1se..............................................................................Princi*al %arrison

'acilitation "(tions: 'arious avenues can be *ursued de*ending u*on t0e facilitatorAs intent. 8t a minimum+ students can identify t0e -ildland .ire /eaders0i* 'alues and Princi*les t0at are illustrated in t0e film. 2tudents s0ould be less concerned 1it0 0o1 many *rinci*les t0ey vie1 1it0in t0e film and more concerned 1it0 0o1 t0e *rinci*les t0ey do recogni?e can be used in t0eir self develo*ment as a leader. ;0e film can be vie1ed in its entirety or by cli* selection de*ending on facilitator intent and time sc0edules. 8not0er met0od is to 0ave t0e em*loyee(s) vie1 t0e film on 0isC0er and t0en 0old t0e discussion session. ;0e D'D version of t0e film includes a 20 minute intervie1 1it0 (oac0 (arter. 'ull-&ilm 'acilitation Suggestion: -0en o*ting for t0e full film met0od+ t0e facilitator s0ould determine a good brea7ing *oint near t0e middle of t0e film. $. 2. !. D. #. &. ". 8. 5. $0. )evie1 t0e -ildland .ire /eaders0i* 'alues and Princi*les 1it0 students. 8dvise students to document instances 1it0in t0e film t0at illustrateCviolate t0e -ildland .ire /eaders0i* 'alues and Princi*les on t0e 0andout *rovided. Brea7 students into small discussion grou*s. 20o1 students Coach Carter. Brea7. (2uggestionE 8fter (oac0 (arter announces to t0e team t0at t0ey 1ill be *laying in t0e Bay0ill 9oliday ;ournament and rig0t before t0e danceFcounter a**ro=imately $E00ED0) Begin t0e guided discussion. Provide a s0ort syno*sis 1it0 some 3tic7lers> to *ay attention before beginning t0e rest of t0e film. )esume t0e film. 9ave students discuss t0eir findings and 0o1 t0ey 1ill a**ly leaders0i* lessons learned to t0eir role in 1ildland fire su**ression. .acilitate discussion in grou*s t0at 0ave difficulty. -ra* u* t0e session and encourage students to a**ly leaders0i* lessons learned in t0eir *ersonal and 1or7 lives.

Cli( 'acilitation Suggestion: $. 2. !. D. #. &. )evie1 t0e -ildland .ire /eaders0i* 'alue or Princi*le(s) targeted for discussion. (May be given or as7 students to identify t0e value or *rinci*le being illustrated after vie1ing t0e cli*.) 20o1 t0e cli*. .acilitate discussion regarding t0e cli* and corres*onding value andCor *rinci*le. Brea7 students into small discussion grou*s. 9ave students discuss t0eir findings and 0o1 t0ey 1ill a**ly leaders0i* lessons learned to t0eir role in 1ildland fire su**ression. .acilitate discussion in grou*s t0at 0ave difficulty. -ra* u* t0e session and encourage students to a**ly leaders0i* lessons learned in t0eir *ersonal and 1or7 lives.

Possible Cli( )sage: ;0e follo1ing cli*s may assist facilitators 1it0 leaders0i* discussions. 8ll times are a**ro=imate. 8ED# G $#E$" 20E$2 G 2$ED" !2ED2 G !&E$$ (oac0 (arter introduces 0imself to t0e team and e=*resses 0is intent and e=*ectations to t0e team. (oac0 (arter 0olds a contract meeting 1it0 *layers and *arents. ;imo 1ants bac7 on t0e team. 3-0at do 4 0ave to do. . .H> (oac0 (arter gives 10at seems to be an im*ossible tas7. 3-0at is your dee*est fearH 4nade:uateH> ;imo fails to *erform t0e re:uired drills to get bac7 on t0e team. ;0e team members ste* u* and do t0e drills for 0im. 3Ine *erson strugglesJ 1e all struggle. Ine *layer trium*0sJ 1e all trium*0.> (oac0 (arter confronts t0e team about t0eir attitudesF0umiliating o**onents and taunting after every score. (oac0 (arter s*ea7s 1it0 t0e team about t0e insulting use of t0e term 3nigga.> ;ells t0e senior *layers 0e feels t0ey can *lay at t0e college level but t0e classroom comes first. (oac0 (arter tal7s to *layers on t0e 1ay 0ome from 1inning t0e Bay0ill 9oliday ;ournament and t0e *arty t0at ensued t0ereafter. ;imo gives (oac0 (arter feedbac7 on 10at 0e t0oug0t 1as t0e coac0As intent. (oac0 (arter loc7s u* t0e gym and cancels *ractices since many students are failing academically. 3-e 0ave failed. -eAve failed eac0 ot0er.> 4nteraction bet1een (oac0 (arter and Princi*al %arrison regarding t0e removal of t0e loc7 and t0e *rinci*les be0ind 0is actions. ;eam meeting in t0e library. 2c0ool board meeting to determine if t0e loc7 on t0e gym s0ould be removed. Kt0ical dilemma bet1een 1inning and learning. 3(onsider t0e message you are sending to t0ese boys. 2ame as sending to *ro at0letesFt0ey are above t0e la1.> (oac0 (arter and Princi*al %arrison discuss 0is leaving due to t0e message t0at is being sent. Players su**ort (oac0 (arter. ;eam reali?es t0at t0ey 0ad a contract and must become student at0letes in order to get into college and 0ave a better life. ;imo gives 0is rendition of Marianne -illiamsonAs Our Deepest Fear from A Return to Love.

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Motivational s*eec0 from (oac0 (arter to *layers at state game. 3But gentlemen+ ,ust because you deserve t0is doesnAt mean t0eyAre gonna give it to you. 2ometimes you gotta ta7e 10atAs yours. (oac0 (arterAs ac7no1ledgement of a ,ob 1ell done. ;0an7 you. 34 0ad a *lan. ;0at *lan failed. 4 came to coac0 bas7etball *layers+ and you become students. 4 came to teac0 boys and you became men. 8nd for t0at 4 t0an7 you.>

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Mento! Suggestion: Lse eit0er met0od *resented above. ;0e mentor s0ould be available to t0e student to discuss lessons learned from t0e film as 1ell as incor*orating t0em to t0e studentAs leaders0i* self develo*ment *lan. Kncouraging individuals to 7ee* a leaders0i* ,ournal is an e=cellent 1ay to document leaders0i* values and *rinci*les t0at are *racticed. 2uggest ot0er /eaders0i* ;oolbo= items t0at 1ill contribute to t0e overall leaders0i* develo*ment of t0e student. 9y*erlin7s 0ave been included to facilitate t0e use of t0e -ildland .ire /eaders0i* Develo*ment Program -eb site. Kncourage students of leaders0i* to visit t0e -eb site atE

Set clear expectations At their first meeting, Carter hands each student a contract, setting out his expectations. In return for playing, all students must attend their classes and achieve basic academic standards. If they dont sign, they dont play. Have difficult conversations When his team members fail to honour their contracts, their coach isnt afraid to take action. Although his team are now winning, Carter stops the team playing until every students grades meet the minimum standard. athering his team for a !clear the air discussion, Carter listens to how they feel and explains his reasons. "e encourages them to aim higher in their lives, and challenges them to work harder for a better life.

Stand up for what you believe Carters move meets resistance from every angle# his team, parents, teachers and the $chool %oard. %ut he is willing to risk his &ob to make a better future for his students. Its that power of conviction that ultimately wins over his students. As a result, they take responsibility for helping each other improve their academic scores. Encourage a team ethic 'heres a popular management saying that theres no !I in team. Carter ensures his team take this on board by stopping everyone from playing ( academic achiever or not. "es teaching that successful teams win because of team rather than individual performance# youre only only as good as your weakest link, and successful teams work for each other. Coach Carter is about having a vision of change and seeing it through in the face of resistance. Carters strength of belief draws people in, winning respect and loyalty. And unlike many films, theres no perfect sporting ending. Instead, the victory is off the court, in the way the team has come together and grown ( changing both their outlook and their future.

*ildland 'i!e Leade!shi( +alues and P!inci(les

Be *roficient in your ,ob+ bot0 tec0nically and as a leader.
;a7e c0arge 10en in c0arge. 8d0ere to *rofessional standard o*erating *rocedures. Develo* a *lan to accom*lis0 given ob,ectives.

Ma7e sound and timely decisions.

Duty

Maintain situation a1areness in order to antici*ate needed actions. Develo* contingencies and consider conse:uences. 4m*rovise 1it0in t0e commanderAs intent to 0andle a ra*idly c0anging environment.

Knsure t0at tas7s are understood+ su*ervised and accom*lis0ed.

4ssue clear instructions. Ibserve and assess actions in *rogress 1it0out micro managing. Lse *ositive feedbac7 to modify duties+ tas7s and assignments 10en a**ro*riate.

Develo* your subordinates for t0e future.

(learly state e=*ectations. Delegate t0ose tas7s t0at you are not re:uired to do *ersonally. (onsider individual s7ill levels and develo*ment needs 10en assigning tas7s.

6no1 your subordinates and loo7 out for t0eir 1ell being.
Put t0e safety of your subordinates above all ot0er ob,ectives. ;a7e care of your subordinateAs needs. )esolve conflicts bet1een individuals on t0e team.

6ee* your subordinates informed.

Res(ect

Provide accurate and timely briefings. %ive t0e reason (intent) for assignments and tas7s. Ma7e yourself available to ans1er :uestions at a**ro*riate times.

Build t0e team.

(onduct fre:uent debriefings 1it0 t0e team to identify lessons learned. )ecogni?e individual and team accom*lis0ments and re1ard t0em a**ro*riately. 8**ly disci*linary measures e:ually.

Km*loy your subordinates in accordance 1it0 t0eir ca*abilities.

Ibserve 0uman be0avior as 1ell as fire be0avior. Provide early 1arning to subordinates of tas7s t0ey 1ill be res*onsible for. (onsider team e=*erience+ fatigue and *0ysical limitations 10en acce*ting assignments.

6no1 yourself and see7 im*rovement.

6no1 t0e strengt0sC1ea7nesses in your c0aracter and s7ill level. 8s7 :uestions of *eers and su*eriors. 8ctively listen to feedbac7 from subordinates.

2ee7 res*onsibility and acce*t res*onsibility for your actions.

Integ!ity

8cce*t full res*onsibility for and correct *oor team *erformance. (redit subordinates for good *erformance. 6ee* your su*eriors informed of your actions.

2et t0e e=am*le.

20are t0e 0a?ards and 0ards0i*s 1it0 your subordinates. DonAt s0o1 discouragement 10en facing set bac7s. (0oose t0e difficult rig0t over t0e easy 1rong.

2tudent 9andout

Coach Carter
,- Document &ilm cli(s illust!ating the *ildland 'i!e Leade!shi( +alues and P!inci(les.- Discuss leade!shi( lessons lea!ned &!om the &ilm /ith g!ou( membe!s o! mento!Duty Be *roficient in your ,ob+ bot0 tec0nically and as a leader. Ma7e sound and timely decisions. Knsure t0at tas7s are understood+ su*ervised and accom*lis0ed. Develo* your subordinates for t0e future.

Res(ect 6no1 your subordinates and loo7 out for t0eir 1ell being. 6ee* your subordinates informed. Build t0e team. Km*loy your subordinates in accordance 1it0 t0eir ca*abilities.

Integ!ity 6no1 yourself and see7 im*rovement. 2ee7 res*onsibility and acce*t res*onsibility for your actions. 2et t0e e=am*le.

2tudent 9andout

Coach Carter
uided Discussion
$. 2. !. -0at does (oac0 (arter do t0e first day t0at sets t0e stage for t0e seasonH -0at is (oac0 (arterAs intentH Did 0e accom*lis0 10at 0e set out to doH -0at message did t0e *rinci*al+ sc0ool board+ teac0ers and *arents send to t0e *layer and community 1it0 regard to (oac0 (arterAs enforcing t0e conse:uences of t0e contractH 9o1 im*ortant is t0e message t0at a leader sends to *eers+ su*eriors and subordinatesH (oac0 (arterAs leaders0i* style re:uires t0at t0e *layers s0o1 eac0 ot0er res*ectFone of t0e -ildland .ire /eaders0i* 'alues. 4dentify at least t1o 1ays (oac0 (arter re:uired 0is *layers to s0o1 res*ect. Discuss ;imoAs s*eec0 ada*ted from Marianne -illiamsonAs A Return to Love. 3Iur dee*est fear is not t0at 1e are inade:uate. Iur dee*est fear is t0at 1e are *o1erful beyond measure. 4t is our lig0t+ not our dar7ness t0at most frig0tens us. Mour *laying small does not serve t0e 1orld. ;0ere is not0ing enlig0tened about s0rin7ing so t0at ot0er *eo*le 1onAt feel insecure around you. -e 1ere all meant to s0ine+ as c0ildren do. 4tAs not ,ust in some of us+ itAs in everyone. 8nd as 1e let our o1n lig0t s0ine+ 1e unconsciously give ot0er *eo*le *ermission to do t0e same. 8s 1e are liberated from our o1n fear+ our *resence automatically liberates ot0ers.> &. Princi*al %arrison and (oac0 (arter 0ave a discussion regarding 10at eac0 believes is t0e ot0erAs leaders0i* role. -0at does eac0 believe is t0e ot0erAs roleH 4s (oac0 (arter ste**ing beyond 0is area of res*onsibilityH Discuss c0ain of command and 10en it is a**ro*riate to act outside oneAs res*onsibility on t0e fireline. 4s (oac0 (arterAs leaders0i* decision to allo1 ;imo bac7 on t0e team t1ice fair to t0e ot0er team membersH 9ave you e=*erience a similar situation during your career in t0e 1ildland fire serviceH 4f so+ 0o1 did you 0andle t0e situationH %ive an e=am*le(s) of team co0esion in t0e film. -0at tool does t0e 1ildland fire community 0ave to assess team co0esionH (oac0 (arter uses 0imself as a bad e=am*le of *oor 0uman be0avior 10en t0e team begins to 0umiliate and taunt t0e ot0er teams. 9e as7s t0e team to s0o1 some class and act li7e a c0am*ion. Does t0is ty*e of be0avior e=ist 1it0in t0e 1ildland fire communityH -0at can be done to sto* t0is from occurringH (oac0 (arter truly believes t0at 0is duty is to develo* 0is subordinates for t0e future. 8s a leader+ 0o1 can you 0el* develo* your subordinates for t0e futureH

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2tudent 9andout

Coach Carter
0he &ollo/ing cli(s illust!ate the *ildland Leade!shi( +alues and P!inci(les 1a su((o!t o! $iolation o&2- 0hese a!e only guidelines and may be inte!(!eted di&&e!ently by othe! $ie/s3 they a!e (!esented as a guide &o! &acilitationDuty (oac0 (arter 1ants to coac0 )ic0mond *layers 1it0 t0e intent of instilling valuesFto c0ange t0eir outloo7 on t0e future. (Be *roficient in your ,ob+ bot0 tec0nically and as a leader.) (oac0 (arter 0as eac0 *layer sign a contract before t0ey can be on t0e team. (Develo* your subordinates for t0e future.) (oac0 (arter attem*ts to get *rogress re*orts from t0e teac0ers *rior to students getting into academic trouble even t0oug0 t0e teac0ers fail to submit until t0e *layers are in trouble. (Maintain situation a1areness in order to antici*ate needed actions.) -0en t0e students grades do not meet t0e s*ecifications of t0e contract. (oac0 (arter loc7s t0e gym and cancels games. (8d0ere to *rofessional standard o*erating *rocedures.) (oac0 (arter is 1illing to cancel im*ortant games if t0e *layers cannot bring u* t0eir grades. (Develo* contingencies and consider conse:uences.) Res(ect (oac0 (arter 0as eac0 *layer sign a contract before t0ey can be on t0e team. (Provide early 1arning to subordinates of tas7s t0ey 1ill be res*onsible for.) Damien (arter 1ants to be coac0ed by 0is fat0er. 9is fat0er 1ould li7e 0im to stay at 2t. .rancis but allo1s 0im to ,oin )ic0mondAs team. (6no1 your subordinates and loo7 out for t0eir 1ell being.) (oac0 (arter tells t0e senior *layers t0at t0ey 0ave t0e ability to com*ete at t0e college level if t0ey can *erform academically. (oac0 (arter ta7es ;imo into 0is 0ome after (ousin )enny is 7illed. (6no1 your subordinates and loo7 out for t0eir 1ell being.) (oac0 (arter loc7s t0e gym to all *layers even t0oug0 some 0ave 0ig0 academic mar7s. (8**ly disci*linary measures e:ually.) Integ!ity (oac0 -0ite admits t0at 0e needs to turn over coac0ing res*onsibilities to someone else. (6no1 t0e strengt0sC1ea7nesses in your c0aracter and s7ill level.) (oac0 (arter informs Princi*al %arrison of t0e need for contracts and t0e loc7ing of t0e gym. (6ee* your su*eriors informed of your actions.) (oac0 (arter loc7s t0e gym after many *layers fail to meet t0e academic *ortion of t0eir contract. ((0oose t0e difficult rig0t over t0e easy 1rong.) Kven t0oug0 t0e sc0ool board votes to remove t0e loc7+ t0e *layers c0oose to meet in t0e library until t0eir grades im*rove. (8cce*t full res*onsibility for and correct *oor team *erformance.) (oac0 (arter disagrees 1it0 t0e sc0ool boardAs decision and lac7 of teac0er su**ortF sending t0e 1rong message to t0e *layers. 9e is 1ill to resign. (2et t0e e=am*le.) .acilitator )eference

Coach Carter
uided Discussion 4 Possible Ans/e!s
$. -0at does (oac0 (arter do t0e first day t0at sets t0e stage for t0e seasonH

Ans/e!s /ill $a!y but may include:

Institutes a (laye!5(a!ent cont!act Allo/s the (!e$ious yea!6s to( sco!e!s to 7uit the team /hen they /on6t ta8e the cont!act Identi&ies the conse7uences &o! actions Identi&ies his e9(ectations &o! (laye! conduct and (e!&o!mance: /he!e to sit in class; /hat to /ea! on game day; /hat time to be at (!actice-

2.

-0at is (oac0 (arterAs intentH Did 0e accom*lis0 10at 0e set out to doH

Ans/e!s /ill $a!y but may include:

0o /in both on and o&& the cou!t 0o be student athletes Ca!te! accom(lished mo!e than he intended- <=ou6$e achie$ed something that some (eo(le s(end thei! /hole li$es t!ying to &ind*hat you achie$ed is that e$e!-elusi$e $icto!y /ithin- - - I had a (lan0hat (lan &ailed- I came to coach bas8etball (laye!s and you became students- I came to teach boys and you became men- And &o! that I than8 you-> !. -0at message did t0e *rinci*al+ sc0ool board+ teac0ers and *arents send to t0e *layer and community 1it0 regard to (oac0 (arterAs enforcing t0e conse:uences of t0e contractH 9o1 im*ortant is t0e message t0at a leader sends to *eers+ su*eriors and subordinatesH

Ans/e!s /ill $a!y but may include:

*inning /as mo!e im(o!tant than education0he (laye!s a!e abo$e the <la/-> His method /as #ust a sca!e tactic%as8etball is all that the boys ha$eCommunication is one o& the most im(o!tant tools that a leade! uses0he message that is gi$en and !ecei$ed is $ital &o! success&ul leade!shi(- Leade!s should ensu!e that the message sent is the one !ecei$ed:&eedbac8-

.acilitator )eference

D.

(oac0 (arterAs leaders0i* style re:uires t0at t0e *layers s0o1 eac0 ot0er res*ectFone of t0e -ildland .ire /eaders0i* 'alues. 4dentify at least t1o 1ays (oac0 (arter re:uired 0is *layers to s0o1 res*ect.

Ans/e!s /ill $a!y but may include:

)se the te!m <si!> Re&!ain &!om using the te!m <nigga>

#.

Discuss ;imoAs s*eec0 ada*ted from Marianne -illiamsonAs A Return to Love. 3Iur dee*est fear is not t0at 1e are inade:uate. Iur dee*est fear is t0at 1e are *o1erful beyond measure. 4t is our lig0t+ not our dar7ness t0at most frig0tens us. Mour *laying small does not serve t0e 1orld. ;0ere is not0ing enlig0tened about s0rin7ing so t0at ot0er *eo*le 1onAt feel insecure around you. -e 1ere all meant to s0ine+ as c0ildren do. 4tAs not ,ust in some of us+ itAs in everyone. 8nd as 1e let our o1n lig0t s0ine+ 1e unconsciously give ot0er *eo*le *ermission to do t0e same. 8s 1e are liberated from our o1n fear+ our *resence automatically liberates ot0ers.>

&.

Princi*al %arrison and (oac0 (arter 0ave a discussion regarding 10at eac0 believes is t0e ot0erAs leaders0i* role. -0at does eac0 believe is t0e ot0erAs roleH 4s (oac0 (arter ste**ing beyond 0is area of res*onsibilityH Discuss c0ain of command and 10en it is a**ro*riate to act outside oneAs res*onsibility on t0e fireline.

P!inci(al a!!ison belie$es that Coach Ca!te!6s #ob is to /in bas8etball

games Coach Ca!te! belie$es that P!inci(al a!!ison6s #ob is to educate 8ids-

Ans/e!s /ill $a!y".

4s (oac0 (arterAs leaders0i* decision to allo1 ;imo bac7 on t0e team t1ice fair to t0e ot0er team membersH 9ave you e=*erience a similar situation during your career in t0e 1ildland fire serviceH 4f so+ 0o1 did you 0andle t0e situationH Ans/e!s /ill $a!y%ive an e=am*le(s) of team co0esion in t0e film. -0at tool does t0e 1ildland fire community 0ave to assess team co0esionH

8.

Ans/e!s /ill $a!y but may include:

0imo is unable to com(lete the necessa!y sit u(s and suicides to get bac8 on the team- 0he othe! team membe!s do them &o! him 0he team uni&ies behind Coach Ca!te! /hen the school boa!d o!de!s the !emo$al o& the loc8- 0he (laye!s note that the school boa!d can cut the loc8 but can6t ma8e them (lay Mission Cente! Solutions de$elo(ed the C!e/ Cohesion Assessment 0ool &o! the *ildland 'i!e Leade!shi( De$elo(ment P!og!am.acilitator )eference

htt(:55///-&i!eleade!shi(-go$5toolbo95documents5C!e/?Cohesion?Assessme nt-(d&

.acilitator )eference

5.

(oac0 (arter uses 0imself as a bad e=am*le of e=0ibiting 0uman be0avior 10en t0e team begins to 0umiliate and taunt t0e ot0er teams. 9e as7s t0e team to s0o1 some class and act li7e a c0am*ion. Does t0is ty*e of be0avior e=ist 1it0in t0e 1ildland fire communityH -0at can be done to sto* t0is from occurringH

Ans/e!s /ill $a!y but may include:

Duty; Res(ect; and Integ!ity a!e the &oundation o& the *ildland 'i!e Leade!shi( De$elo(ment P!og!am Committing to de$elo(ing one6s sel& at all leade!shi( le$els 1ne/ leade!s; leade!s o& (eo(le; leade!s o& leade!s; leade!s o& o!gani@ations and senio! leade!s2 is c!itical to de$elo(ing a (!o&essional /ildland &i!e se!$ice:one in /hich agency; team; c!e/; etc-; a&&iliation is seconda!y to com(letion o& the mission Leade!s at all le$els o& the o!gani@ation should abide by and (!omote the *ildland 'i!e Leade!shi( +alues and P!inci(les-

$0.

(oac0 (arter truly believes t0at 0is duty is to develo* 0is subordinates for t0e future. 8s a leader+ 0o1 can you 0el* develo* your subordinates for t0e futureH

Ans/e!s /ill $a!y but may include:

Clea!ly state e9(ectations Delegate those tas8s that you a!e not !e7ui!ed to do (e!sonally Conside! indi$idual s8ill le$els and de$elo(ment needs /hen assigning tas8s Assist subo!dinates /ith an Indi$idual De$elo(ment Plan 1IDP2 A$oid mic!o-management-

.acilitator )eference