A Tale of Two Troops
Yukl (2013) provides a key
component of strategy is how an organization effectively competes and realizes
profits. Typical organizational strategies, those reminiscent of Porter’s “deliberate
strategy”, coined by Moore (2011), range from providing goods and/or services “at
the lowest price”, filling a unique need in a niche market, and providing
flexibility such that goods or services may be customized to meet specific
needs (Yukl, 2013, p. 298). While Porter’s methods were probably used to some
extent by Robert Baden-Powell, founder of a movement that would become Boy
Scouts of America, scouting across the globe as relied upon Mintzberg’s
approach to strategy, one that emerges (Moore, 2011). As outlined by Boy Scouts
of America, BSA, (2009), the organization grew from one that sought to “help
boys become young men of good character” to one that added “nature study” and “outdoor
skills” (p. 60), embraced the benefits of mentoring boys from a less than advantageous
childhood, and continues to expand and modify its program in order to, as Yukl
(2013) states, remain competitive; and, in this case, viable.
“The
mission…is to prepare young people to make ethical and moral choices over their
lifetimes by instilling in them the values of the Scout Oath and Scout Law”
(BSA, 2009, p. 15). It is troop structure that is, as Collins (1999) observes, “the
crucial link between objectives and performance” (p. 72). Boy Scout Troops, as
opposed to Cub Scout Packs, are designed to be boy run groups and have as their
foundation the goal of what Obolensky (2010) terms as “followership maturity”,
the level when the Scouts, not the adults, are “capable of taking the lead
themselves and getting on with what needs to be done with minimum input needed
from the ascribed leader” (Obolensky, 2010, p. 147). The concept is rather
straightforward and simple in design. Boys, either entering Scouting for the
first time, or crossing over from a Cub Scout Pack, enter with a “high will/low
skill”; and, through a series of both individual and troop leadership opportunities,
Scouts form or join patrols, seek senior patrol leadership positions, advance
from Tenderfoot to Eagle Scout, and may continue on as adult leaders.
Departures from the planned strategy can have serious implications.
Obolensky
(2010) constructs a “vicious circle for leaders” which occurs when leaders fail
to move followers from level one to level five followership (p. 152). This
happens all too often in Scouting. Troop 281 in Palm Coast typifies this vicious
circle because the adult leaders maintained a leadership hierarchy more
consistent with that of Cub Scouts wherein the adults make most of the
decisions. I have witnessed boys from this troop at district events. Whether
the task was something as simple as pitching individual tents and forming the
patrol lines or one a bit more challenging, such as tying a series of knots
needed to construct the bridge used for crossing ceremonies, most of the Scouts
could be categorized as either a Level 1 or Level 2 and their skill set became “low
skill/low will” (Obolensky, 2010, p. 148). There were times I actually sat and
watched as adult leaders essentially set up camp while the boys waited to be
told, or given permission to do a job. The body language of these Scouts was
quite telling. Their heads hung down. Their shoulders slouched. The overall
energy level of the Troop and Patrols was low. Because they were not able to do
that which Scouting is all about, experiencing nature, outdoors, and learning
things boys love, such as chopping wood, building fires, and cooking, their
followership maturity level had stymied and many lost interest over the years.
A boy run organization not only provides for “lateral leadership”, as discussed
in “How to Lead When You’re Not the Boss (2000), it also allows for Obolensky’s
(2010) “vicious circle” to be broken and redrawn (p. 152).
Troop 402
of Palm Coast is the opposite of Troop 281. Here, boys enter with a “high
will/low skill”; but, instead of asking for advice, Senior Scout and Adult
Leaders demonstrate and coach those boys so that instead of a leader becoming
concerned, the leader can begin to take steps back, allow the boys to learn
camping skills, and from this the boy earns his first Scout rank of Tenderfoot,
increases his confidence with each rank achieved, and is able to take on more
responsibility and leadership roles within his patrol and troop (Obolensky,
2010, p. 148). Instead of a “vicious circle”, Scouts climb a mountain that
leads to Eagle:
Hamel (1998) suggests “the goal of strategizing” is “order without careful crafting” (p. 11). This
is Scouting at its finest. Adult leaders are there to provide guidance and
offer suggestions to the Senior Scout Leaders. Senior Scout Leaders help
younger Scouts develop skills and knowledge. Each patrol plans, purchases food
for, and cooks its own meals for camp outs. Adults help by identifying and going
over basic food groups. Senior Scouts take younger Scouts shopping. They help
younger Scouts compare prices and quantities. Patrol’s demonstrate independence
and autonomy through separate menus. Adult leaders follow the same example.
From planning a menu to planning an out-of-state trip to North Carolina, the
strategy at the troop level must be designed and consistent with those from
national so that the goals of Baden-Powell and others are not only achieved;
but, enhanced.
The
differences between Troop 281 and 402 are like night and day. Troop 402
consistently fosters an environment from which Eagle Scouts emerge. These boys
are confident. They are excited and strive diligently to achieve individual,
troop, and district achievements. They seem to grow a bit taller each time they
put on their uniform and stand before their Scout Master as yet another rank or
merit badge is awarded. I’ve attended my own son’s Eagle Court of Honor,
proudly accompanied another Scout to his Eagle Board of Review, and am awaiting
two more Scouts from Troop 402 to finish their Eagle Scout Projects. Because
leadership knew when to step in, stay on the sidelines, or just completely out
of the way; these boys became curious, confident, and completely effective
followers who now offer leadership in the way it was taught to them.
References
Boy
Scouts of America. (2009). The Boy Scout
Handbook. (12th ed.). Irving:.
Collins, J.
(1999). Turning Goals Into Results: The Power of Catalytic Mechanisms. Harvard
Business
Review, 77(4), 70-82.
Hamel,
G. (1998, Winter98). Strategy Innovation and the Quest for Value. Sloan
Management
Review, 39 (2), 7-14.
How
to lead when you're not the boss. (cover story). (2000). Harvard
Management Update, 5(3),
1.
Moore, K. (2011,
March 28). Porter or Mintzberg: Whose View of Strategy Is the Most
Relevant Today? Forbes. Retrieved from
http://www.forbes.com/sites/karlmoore/2011/03/28/porter-or-mintzberg-whose-view-of-strategy-is-the-most-relevant-today/#5ebe90536e36
Obolensky, N.
(2014). Complex adaptive leadership: Embracing paradox and uncertainty (2nd
ed.). Surrey, England: Gower Publishing
Limited
Yukl, G. (2013). Leadership in Organizations. (8th
ed.). Boston, MA: Pearson Education, Inc.
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