LESSON WORK
SAD CHALETS is an acronym to give the best information to Emergency services when reporting an incident to the Emergency services:
Summon Assistance - Emergency services (999).
Assess The Situation - Surroundings/what's happened?
Disseminate The Following To The Emergency Service(s) Required.
Casualty Or Casualties - Their condition, number of casualties and indication of injuries.
Hazards - Natural hazards or man-made and weather conditions at the scene.
Access - Best route for services to get to the scene.
Location - As precise as possible.Emergency - Urgency of the situation.
Type - Type of situation.
Safety - Safety of the area for all concerned.
ASSIGNMENT WORK
Assignment Brief
P1_P2_P3_P4_P5_P6_M1_M2_M3_D1_D2
Lesson - Command & Control
LESSON WORK
PICSIE is an acronym taught to help people break down the sequence of a task.
Plan | Ø Understand what is required. Ø Think about possible solutions. Ø Check them through. Ø Use the one best fitted to the task. Ø Assign roles and responsibilities. |
Initiate | Ø S – Situation! Ø M – Mission! Ø E – Execute! Ø A – Any Questions? Ø C – Check Understanding! |
Control | Ø YOU manage the task. Ø Control team discipline. Ø Think ahead! |
Support | Ø Support individuals and team. Ø Encourage. Ø Praise. |
Inform | Ø Communicate with team. Ø Tell them the changes. Ø Listen to ideas if things go wrong. |
Evaluate | Ø Progress of the plan. Ø Debrief the team. Ø Identify further training. |
SMEAC is an acronym for briefing a team and involves the following;
Command & Control involves teamwork in order to for the process to function, a team is not the same as a group!
- A team has a purpose and is organised to achieve their goal!
- A group can exist without any purpose or goals.
Characteristics as an individual in a team requires each person to:
- Act decisively!
- Think about issues!
- Take on challenges!
- Manage time!
- Contribute to the team!
- Help new team members!
- Anticipate problems!
Characteristics as a team are to:
- Clear objectives!
- Develop themselves as an individual!
- Recognise team needs!
- Balanced roles of each individual!
- Leadership and style!
- Learn from experiences!
- Be honest with ALL team members!
For a team to operate at it's full potential, every member needs to have motivation to achieve their goals! This is done by:
- Being committed to the team's goals and objectives!
- Enjoy and be confident in the role they play in the team!
- Have their opinions listened to and considered by the team!
- Be valued by the team!
- Can be open without criticism!
- Have respect for the leader!
A man called Bruce Tuckman had a theory about the cycle of a team and the process they go through before performing any task.
Forming | There is little agreement on ideas and often rely on a leader to give orders or tell them what to do. The leader must be prepared to answer lots of questions, their leadership is often tested by the new group and individual roles and responsibilities are unclear. |
Storming | There are often clashes of personalities and members may come forward and challenge for leadership and power within the group. Decisions take a while to make as everyone has their own opinion and may resort to compromise to progress. |
Norming | Everyone is committed to the team and has accepted each other’s role and responsibilities within the team. The leader is respected and the team listens to what the leader wants to be achieved. Big decisions are made with every member’s agreement and smaller decisions may be left down to an individual or a minority of the team. |
Performing | The team is aware of its purpose and what it needs to achieve. The team often focus on over-achieving a goal. They can work on their own without the need for a leader and issues are resolved efficiently and effectively within the team. Team members look after each other and are focussed on the task given whilst being people orientated as well as task orientated. |
Mourning | This is the stage where the team has completed their given tasks and achieved everything they can. They now split and go their separate ways and there is a feeling of loss within all the team members after what they have all been through. |
Every team needs a leader, someone who knows how to gain control of people and who people can look towards if in need of help. A leader must have a specific kind of attitude for a team to be cohesive, efficient and effective in everything they do. Some qualities needed are:
- Learn from others in what they do and say!
- Be open minded and accept ways in which you would not normally do!
- Work with the team and get involved in what they do!
- Accept that everyone is different and thinks in different ways!
- Be willing to change!
- Have a sense of humor!
- ALWAYS do your best!
P1 – Identify the rank structure in two contrasting uniformed public services, including their responsibilities.
Soldier Rank Structure in the British Army
Private  | Once Phase One is completed, every Soldier becomes a Private. They may have other names such as Signaller, Gunner or Trooper depending on their regiment. |
Lance Corporal  | Promotion to Lance Corporal may follow on completion of Phase Two depending on regiment, usually takes 3 years as a Private. They are required to supervise small teams of up to four Soldiers called a Section. There are also opportunities to specialise and undertake specialist Military training. |
Corporal  | Usually after 6-8 years depending on leadership skills leads to Corporal promotion. In this rank, additional trade and instructor qualification can be gained; they are also given command of more Soldiers as well as tanks, guns and other equipment. |
Sergeant  | Promotion often takes place 12 years services depending on ability. This is a senior role of responsibility and are usually second in command of a Platoon or Troop of 35 Soldiers. They’re responsible for advising and assisting Junior Officers. |
Colour/Staff Sergeant  | After a few years as a Sergeant, promotion to this rank may follow. This is also a senior role which combines man and resource management of around 120 Soldiers or even command of a Troop or Platoon. |
Warrant Officer Class 2 (Company/Squadron Sergeant Major)  | WO2s act as senior advisors to the Major in command of the Sub-Unit. It is a senior management role which focusses on training, welfare and discipline of a Company, Squadron or Battery of up to 120 Soldiers. They can also be selected for a commission as an Officer. |
Warrant Officer Class 1 (Regimental Sergeant Major)  | This is the most senior Soldier rank and reached after 18 years of outstanding service. WO1s are senior advisers of their Unit’s Commanding Officer (CO), with leadership, discipline and welfare responsibilities of up to 650 officers and soldiers and their equipment. |
Officer Rank Structure in the British Army
Officer Cadet  | This rank is held by all potential Officers during their initial training at the Royal Military Academy Sandhurst. |
Second Lieutenant  | This is the first rank on commission. Usually held for up to 2 years, during the time they complete special to arms training for their Corps. After, they are responsible for leading up to 30 Soldiers in a Platoon or Troop during training and on operations. |
Lieutenant  | Usually help for up to 3 years. They normally command a Platoon or Troop of around 30 Soldiers, but there is more responsibility due to more experience. They also have the opportunity to specialise in skills outside of their Unit. |
Captain  | Normally second in command of a Sub-Unit of up to 120 Soldiers. Key in planning and decision making, with tactical responsibility for operations on the ground as well as equipment maintenance, logistic support and manpower. |
Major  | Between 8-10 years service. In command of a Sub-Unit of up to 120 Officers and Soldiers with responsibility for their training, welfare, and administration in camp and on operations, as well as the management of their equipment. |
Lieutenant Colonel  | Command units of up to 650 soldiers, which contain four or five Sub-Units. Responsible for the overall operational effectiveness of their Unit in terms of Military capability, welfare and general discipline. Usually a two-year appointment. |
Colonel  | Not usually field commanders (except in the Royal Army Medical Corps). They serve as Staff Officers between field commands at Battalion/Brigade level. It is the lowest of the Staff ranks and they are the principle operational advisors to senior Officers. |
Brigadier (Aka 1 Star)  | Brigadier is not considered to be a General Officer rank by the British Army but rather a field Officer rank. Brigadiers can command a Brigade or be a Director of operational capability groups such as a Director of Staff. |
Major General (Aka 2 Star)  | Major Generals command formations of division size and the Royal Military Academy Sandhurst, and hold senior Staff appointments in the Ministry of Defence and other headquarters. |
Lieutenant General (Aka 3 Star)  | Lieutenant Generals command formations of Corps size and other commands in the UK and overseas, and hold very senior Staff appointments in the Ministry of Defence and other headquarters. |
General (Aka 4 Star)  | Generals hold the most senior appointments - such as the Chief of Defence Staff, Vice Chief of Defence Staff, Chief of the General Staff, Deputy Supreme Allied Commander Europe, and Commander in Chief Land Forces. |
Rank Structure in the Police Service
Police Constable  | All Police Officers start at this rank and have a 2 year probationary period, after this, an Officer can remain at their rank or apply for promotion. Their role is to prevent crime, assist in investigations and any other duty given by a higher rank. |
Police Sergeant  | Mostly operational and involved with day to day policing and supervise Constables and allocate them duties. |
Inspector  | Also mostly operational and have a direct concern with day to day policing. Usually responsible for supervising a duty shift made up of Constables and Sergeants or they act in specialist roles such as road traffic policing. |
Chief Inspector  | The role of this rank varies from force to force; they may assist Basic Command Unit commanders, command smaller units themselves or fill different Staff posts. |
Superintendent  | Equivalent as a Major in the British Army. Involved at a strategic level and are operational commanders and managers that deliver local policing, specialist investigations and operations as well as provide support within Police services. |
Chief Superintendent  | This rank can only command a branch of the Criminal Investigation Department (CID) and they may also be used by the commanders of other headquarters departments. |
Assistant Chief Constable  | The third highest rank. They usually hold portfolios for crime, operations or territorial policing. In larger forces, they may be given the responsibility for policing major territories within the force’s area. |
Deputy Chief Constable  | Before the Police and Justice Act 2006, each Police Department could have only one DCC and they would be second in command, the role in modern day covers corporate functions including professional standards. |
Chief Constable  | This is the most senior rank in a Police service. This rank is used in legislation and can permit public processions and grant firearms licenses. |
P2 – Describe the chain of command for one public service, including its uniform structure.
Chain of Command in the British Army
The chain of command is the way in which authority and power in an organisation is delegated through the hierarchical structure.
Gold Command – Within the British Army, Gold would set the strategy of how the operation will be carried out and give all the information that Silver will require in order for them to determine the tactics of the operation.
Silver Command – Silver will determine the tactics of the operation to achieve the strategy set by Gold. The will do this by setting out observation points and check points and using Bronze to complete the operation.
Bronze Command – Bronze have the operational role and will be the ones sent in to achieve the task set by Silver, they are at the bottom of the chain and are the main work force of the operation.
M1 – Analyse the importance and use of, command and control within a uniformed public service.
Command and Control During the RTC
During the road traffic collision held at Chesterfield College, a chain of command was used by the Uniformed Public Services (UPS) course. The event was marshalled by the UPS course, we did this through using Gold, Silver and Bronze command.
Gold – these were in a classroom with an overview of Infirmary Road and the RTC area. These set the strategy of how the event should be carried out by the people on the ground, this is important in this scenario because because they set out the plan of what should happen and if a team does something different that hasn’t been taken into consideration, the whole plan could fall through and fail.
Silver – Silver command was in command (IC) and second in command (2IC) of each Bronze team. These plan the tactics and decide how they will utilise their resources, it is important that all teams follow the orders from their IC’s and 2IC’s so that every aspect of the strategy is accounted for and taken care of; if this does not happen, the whole exercise will go wrong as Bronze are an operational force and they will be doing the wrong task/role if the brief was misunderstood or they were given the wrong information.
Bronze – Bronze take their orders from their IC’s, it is essential for them to do their job correctly as they are doing the “hands on” work and are the people that everyone spectating will see. If anything needs to be changed throughout the duration of the event and Gold command are not informed, then the strategy will be of no use and it will cause confusion for all others informed.
D1 – Evaluate the importance and use of command and control within the uniformed public services.
Command and Control in the RTC
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P3 – Explain the skills and personal qualities required for command and control.
M2 – Assess the skills required for given practical command and control scenarios and compare these to own performance.
Individual Skills
Skill | Need For |
Act decisively | To adapt to changing situations and problems. |
Think about issues | To overcome and prepare for what could happen. |
Take up challenges | To improve yourself and learn more advanced skills. |
Manage time | To allow for any unplanned occurrences and to make people aware of what and when they will be doing things. |
Contribute to the team | Your idea may be better than someone else’s. |
Help new members | Make them feel comfortable and they will be more likely to participate. |
Anticipate problems | To prepare for the worst and know what action to take. |
An example of when I used these skills would be during the 2011 RTC at Chesterfield College. My team consisted of pre-sixteens that had never been involved in this event before, this meant I had to tell them what it was about to give them an understanding of the purpose of it as well as making them feel comfortable in the group because they had never met me before and I had to make them feel involved.
A problem did occur when our role was no longer required and the pre-sixteens didn’t know what they were doing, this is when I had to change what we was doing on the spot and decided to take them upstairs where they could watch what was happening and take photos as evidence for any assignment work they may have had.
Team Skills
Skill | Need For |
Clear objectives | It develops the team in their own capabilities and improves their confidence. |
Individual development | It helps improve everyone’s confidence and it teaches them ways of completing tasks in other ways instead of their own. |
Recognise team needs | Be aware of what needs to be improved to benefit the team and make them more efficient. |
Balanced roles | Too much pressure or not enough on some team members may cause conflicts within in the team. |
Leadership and style | Someone who has a wide outlook and a good listener would be a good leader and would need to take every member into consideration to make them work to the best of their abilities. |
Learn for experience | Previous experiences can teach people how to or not to do certain tasks. |
Honesty to members | Without honesty in a team, no one will trust each other and team efficiency will be severely decreased. |
Our objectives were met on the day of the RTC as the event was carried out smoothly and there was no interferences. The pre-sixteens learned about the reason for the event and how we carried out our roles, many of the team members need to work on improving their own confidence and stay focussed on the tasks and not just talk amongst themselves.
My personal leadership style allowed for everyone to contribute with their own ideas and as I had previous experience doing this event, I could say what worked last year and used the team’s ideas to see if we could improve on the previous year. I gave the group a small debrief at the end and gave my honest opinion of what went well, what didn’t go so well and what could have been improved.
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P4 – Explain how an individual can exercise command and control.
An individual can conduct a command and control exercise using the six stages of PICSIE (as shown above in “lesson work”).
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P5 – Demonstrate with support the use of command and control skills in different situations.
Command and control can be used in many situations; there are three situations where I have used command and control a great deal, these are foot drill, teaching how to iron, polish and present kit and communications over the radio. I did these tasks at Linnet Clough with college and as part of Gold command during the RTC event held at Chesterfield College.
M3 – Demonstrate practical command and control in different situations within uniformed public services.
I have demonstrated practical command and control through taking a group of students for drill on a college residential to Linnet Clough. This involved me getting and keeping the attention of all those I was in command of. In the chain of command, I was Silver as my tutor had told me what needed to be done and it was my task to make sure it was completed.
My role was to use/teach the students in the way I thought they would benefit from it the most. Not many of them had experience in performing basic foot drill, therefore I had to tell them what the command would be for the manoeuvre, give them the timings for the manoeuvre and then demonstrate it. once I had done this for each manoeuvre they would have to do for their passing out parade, I repeatedly gave them these commands until they could perform a reasonably good standard of drill.
D2 – Evaluate own performance in command and control situations, identifying areas of personal development.
During the time I spent taking drill with the first year students I noticed I had strengths and areas for improvement.
Some positives are that I already knew how to perform drill from my previous year on my course and eight months as part of Air Cadets, so I could demonstrate the manoeuvre as well as give the orders and timings. Another positive point that I found very important when in a leading role was that I had a firm but fair attitude towards the students. I didn’t want act as if I was there to be their friends, but I also didn’t want to have too much of an autocratic leadership style, this meant I had a good level of control over the group and they listened and did everything I said.
Some negative points that I had was that I had little experience in teaching drill before and I couldn't project my voice as much as I had wanted, I also used the commands that I had been taught when doing drill, whereas some of the students had been taught different commands.
To improve on these points, I need to take any opportunities I can to take drill and improve on my voice and commands. Although I did demonstrate the manoeuvre and call the command, the students should have been aware of what each command meant. However, if they are a part of another uniformed organisation, then it would have been difficult to act to differing commands.
