Roles
There are many different roles a leader can fulfill depending on the type of unit. Positions are usually voluntary and are often divided between 'uniform' and 'lay' roles. For many, this volunteerism is an avocation.
Uniformed Scout Leaders are primarily responsible for organizing the activities of the group, and training the youth members through the Scout program. Other roles include liaison with parents, districts, or other parties such as the unit's sponsoring (chartered) organization.
Lay supporters are not always termed Scout Leaders; although they may assist with activities and training, they do not always hold a formal position and may not have received training. Beyond the Scout programme, lay supporters may take responsibility for administrative tasks such as budgets, managing properties, recruitment, equipment, transport, and many other roles.
The roles of leaders in senior units like Venture Scout, Explorer Scout and Rover Scout sections tend to be consultative, with much of the administration and activity planning in the hand of older Scouts, while in junior units like Cub Scout and Scout sections, the adult leaders need to take a more central role.
Beyond the group are further uniformed positions (sometimes called Commissioners) at levels such as district, county, council or province, depending on the structure of the national organisation. They also work along with lay teams and professionals. Training teams and other related functions are often formed at these levels. Some countries appoint a Chief Scout or Chief Commissioner as the most senior uniformed member.
Read more about this topic: Scout Leader
Famous quotes containing the word roles:
“A concern with parenting...must direct attention beyond behavior. This is because parenting is not simply a set of behaviors, but participation in an interpersonal, diffuse, affective relationship. Parenting is an eminently psychological role in a way that many other roles and activities are not.”
—Nancy Chodorow (20th century)
“Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other’s participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.”
—Sara Lawrence Lightfoot (20th century)
“There is a striking dichotomy between the behavior of many women in their lives at work and in their lives as mothers. Many of the same women who are battling stereotypes on the job, who are up against unspoken assumptions about the roles of men and women, seem to accept—and in their acceptance seem to reinforce—these roles at home with both their sons and their daughters.”
—Ellen Lewis (20th century)