Team Development Arcs - Revision history

GlennDevitt: /* Developing a team of NETs vs. developing individual volunteers */ Added link to VSF Directory on text

2026-02-17T16:26:38Z

Developing a team of NETs vs. developing individual volunteers: Added link to VSF Directory on text

← Older revision		Revision as of 09:26, 17 February 2026
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	As a NET Team Leader, your most important responsibility is '''helping your team grow together''' into a capable disaster response group. The purpose of this Development Arc curriculum is to give you a clear roadmap for building your team’s overall capacity.		As a NET Team Leader, your most important responsibility is '''helping your team grow together''' into a capable disaster response group. The purpose of this Development Arc curriculum is to give you a clear roadmap for building your team’s overall capacity.

	At the same time, each volunteer is also on their own personal growth journey. NET volunteers are largely responsible for their '''individual development''', which is where the Volunteer Support Function (VSF) system comes in. VSFs provide pathways for volunteers to specialize in skills that interest them and strengthen the team.		At the same time, each volunteer is also on their own personal growth journey. NET volunteers are largely responsible for their '''individual development''', which is where the [[Volunteer Support Functions Directory\|Volunteer Support Function (VSF)]] system comes in. VSFs provide pathways for volunteers to specialize in skills that interest them and strengthen the team.

	Your role as Team Leader is to see both sides: to think about your team as a whole unit, and also to recognize the unique skills and strengths each volunteer brings. You don’t need to control an individual’s development, but you can guide them—helping them choose VSFs that align with team needs, and working with PBEM to make sure those paths stay open. In short: '''you shape the team, while supporting each volunteer in shaping themselves as volunteer responders'''.		Your role as Team Leader is to see both sides: to think about your team as a whole unit, and also to recognize the unique skills and strengths each volunteer brings. You don’t need to control an individual’s development, but you can guide them—helping them choose VSFs that align with team needs, and working with PBEM to make sure those paths stay open. In short: '''you shape the team, while supporting each volunteer in shaping themselves as volunteer responders'''.

Net@portlandoregon.gov: /* Development Arc V: Basic Response Skills */

2026-01-11T07:58:30Z

Development Arc V: Basic Response Skills

@@ Line 1,622: / Line 1,622: @@
 * Reporting damage
 * Checking in on status
 '''Debrief Questions:'''
-* Which habits helped messages come through most clearly?
+* What made messages easiest to understand?
-* What mistakes did we make that caused confusion?
+* When did pacing matter most?
-* How can we reinforce consistent use of prowords and phonetic spelling in future drills?
+* What helped you as a listener?
-* What challenges might we face under stress, and how do we prepare for them?
+* What habits do we want to practice regularly as a team?
 </div>
 == Development Arc V: Basic Response Skills ==

Net@portlandoregon.gov at 07:49, 11 January 2026

2026-01-11T07:49:25Z

← Older revision		Revision as of 00:49, 11 January 2026
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	Explain that most radio problems are message problems, not equipment problems. Introduce the four core skills adapted from GRO practice.		Explain that most radio problems are message problems, not equipment problems. Introduce the four core skills adapted from GRO practice.

	1.) Pacing (speed) Demonstrate the difference between:		'''A.) Pacing (speed)'''

			Demonstrate the difference between:
	* Talking at conversation speed		* Talking at conversation speed
	* Talking at radio speed (slower, deliberate)		* Talking at radio speed (slower, deliberate)
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	Key coaching point: ''"If someone is writing, you are probably talking too fast"''		Key coaching point: ''"If someone is writing, you are probably talking too fast"''

	2.) Phonetics (Flexible, not formal)		'''B.) Phonetics (Flexible, not formal)'''

	Explain: Phonetics simply means using words to make letters clear. There is no requirement to memorize a specific alphabet.		Explain: Phonetics simply means using words to make letters clear. There is no requirement to memorize a specific alphabet.
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	* “J as in Jelly”		* “J as in Jelly”
	* “B as in Boy”		* “B as in Boy”
	* “M as in Mountain”~~<br />~~		* “M as in Mountain”
			Encourage improvisation — clarity matters more than correctness.

			Practice:

			* Spell names, street names, or intersections using any clear phonetics
			* Listener repeats back what they heard

			'''C.) "I spell"'''

			Introduce “I spell” as a listener-friendly cue. Example:

			''“The street name is I spell: J as in Jelly, E as in Eagle, R as in Raspberry.”''

			Practice:

			* Have volunteers announce “I spell”
			* Spell slowly
			* Pause between letters

			'''D.) Fills, Repeats, and Corrections'''

			Explain that mistakes are normal. What matters is fixing them clearly. Useful techniques:

			* “Correction…”
			* “Say again from…”
			* Repeating critical info twice (addresses, numbers)

			Practice:

			* Intentionally introduce a garbled message
			* Ask the listener to request a fill
			* Practice clean corrections without frustration

	~~Provide the NATO phonetic alphabet (Alpha, Bravo, Charlie, etc.)~~ and ~~stress its importance when spelling out names, addresses, or codes over a noisy channel.~~		'''Step 4 – Numbers and Addresses:'''

	~~'''Practice exercise~~:~~''' Have each member spell their last name phonetically. Then practice with addresses, street names, or team designators.~~		Review best practices:

	~~'''Step 4 – Transmission Exercise:'''~~		* Speak numbers slowly
			* Group long numbers
			* Repeat addresses if important

	~~Pair up participants with radios~~.		Example: ''"Address is one-two-three Pine Street. I repeat: one-two-three Pine Street."''

	~~Provide each pair~~ with ~~a short scripted message to relay (e.g., “Requesting medical supplies at 123 Pine Street”).~~		Practice with:

	~~Have them practice proper call-up, use of prowords, and phonetic spelling when needed.~~		* Addresses
			* Block numbers
			* Unit counts

	~~Rotate scripts so participants adapt to new scenarios.~~		'''Step 5 – Paired Message Practice:'''

	~~'''Step 5 – Group Drill~~:~~'''~~		Pair participants with radios. Give each pair short, realistic messages:

	Set up a mock NET radio net with one person as '''Net Control'''. Assign others roles (Team Alpha, Team Bravo, Logistics, etc.). Practice a short scenario (e.g., small fire, blocked road, injured resident) where teams must report in ~~using proper etiquette.~~		* Requesting supplies
			* Reporting damage
			* Checking in on status

	'''Debrief Questions:'''		'''Debrief Questions:'''

Net@portlandoregon.gov at 06:30, 11 January 2026

2026-01-11T06:30:57Z

← Older revision		Revision as of 23:30, 10 January 2026
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	Explain that most radio problems are message problems, not equipment problems. Introduce the four core skills adapted from GRO practice.		Explain that most radio problems are message problems, not equipment problems. Introduce the four core skills adapted from GRO practice.

	# Pacing (speed) Demonstrate the difference between:		1.) Pacing (speed) Demonstrate the difference between:
	#* Talking at conversation speed		* Talking at conversation speed
	#* Talking at radio speed (slower, deliberate) ~~'''~~Practice:~~'''~~		* Talking at radio speed (slower, deliberate)
	#* Read a short message too fast		Practice:
	#* Then read it slowly enough that someone could write it down Key coaching point: ''"If someone is writing, you are probably talking too fast"''		* Read a short message too fast
			* Then read it slowly enough that someone could write it down
			Key coaching point: ''"If someone is writing, you are probably talking too fast"''

			2.) Phonetics (Flexible, not formal)

			Explain: Phonetics simply means using words to make letters clear. There is no requirement to memorize a specific alphabet.

			Examples:

			* “J as in Jelly”
			* “B as in Boy”
			* “M as in Mountain”<br />

	Provide the NATO phonetic alphabet (Alpha, Bravo, Charlie, etc.) and stress its importance when spelling out names, addresses, or codes over a noisy channel.		Provide the NATO phonetic alphabet (Alpha, Bravo, Charlie, etc.) and stress its importance when spelling out names, addresses, or codes over a noisy channel.

Net@portlandoregon.gov at 06:14, 11 January 2026

2026-01-11T06:14:46Z

← Older revision		Revision as of 23:14, 10 January 2026
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	'''Learning Objective:'''		'''Learning Objective:'''

	''Team members will practice ~~using proper~~ radio ~~etiquette~~, ~~including prowords~~, ~~clear phrasing~~, and ~~the phonetic alphabet, to~~ ensure ~~efficient~~ and ~~accurate communication~~ during disaster response.''		''Team members will practice clear, efficient radio communication by developing practical message-handling skills—using phonetics, “I spell,” pacing, and fills—to ensure information is accurately sent and received during disaster response.''

	'''Facilitation Guide:'''		'''Facilitation Guide:'''

	Begin by highlighting that clear, concise radio communication is '''critical under stress'''. Unlike phone calls, radio transmissions are one-to-many, brief, and subject to interference. A little discipline goes a long way in reducing confusion and speeding operations.		Begin by setting expectations clearly:

	~~'''Step 1 – Review~~ the ~~Basics of Radio Etiquette:'''~~		This module is not radio certification training. It is a practical, team-based exercise designed to help all NET volunteers—especially those who use radios infrequently—communicate clearly and confidently under stress. The focus is not perfection, but making sure the person on the other end actually understands the message.

	* Think before you speak: Plan your message in your head before keying the mic.		Emphasize that good radio communication is less about sounding “professional” and more about being helpful, patient, and precise.
	* Press, pause, then talk: Wait 1 second after pressing transmit so your first words aren’t cut off.
	* Keep it short: Use plain language, avoid unnecessary chatter.
	* Identify who you’re calling, ~~then yourself: Example: “Staging~~, ~~this is Team Alpha~~.”

	* Acknowledge messages: ~~Use “Copy,” “Affirmative/Negative,” or repeat back essential details.~~		'''Step 1 – What Radios Are Good (and Bad) At:'''
	* One at a time: Pause before speaking in case someone else is transmitting.

	~~'''Step 2 – Introduce Prowords~~:~~'''~~		Briefly discuss radio realities:

	~~Explain that~~ '''~~prowords~~''' are ~~standard words~~ that ~~carry agreed-upon meanings in~~ radio ~~traffic~~. ~~Review and~~ practice ~~common ones~~:		* Radios are shared channels
			* Messages may be missed or cut off
			* Background noise is common
			* Stress affects how we speak and listen
			Frame the goal:

			“Your job on the radio is not to talk fast or fancy. Your job is to make it easy for the listener to copy your message.”

			'''Step 2 – Call-Up Basics (Keep It Simple):'''

			Review the basic call-up pattern: Who you are calling → who you are

			Example: ''“Staging, this is Team Alpha.”''

			Reinforce:

			* Use tactical identifiers, not names
			* Pause briefly before speaking
			* Speak clearly, not loudly

			'''Step 3 – Message Handling Skills (Core Focus):'''

			Explain that most radio problems are message problems, not equipment problems. Introduce the four core skills adapted from GRO practice.

			# Pacing (speed) Demonstrate the difference between:
			#* Talking at conversation speed
			#* Talking at radio speed (slower, deliberate) '''Practice:'''
			#* Read a short message too fast
			#* Then read it slowly enough that someone could write it down Key coaching point: ''"If someone is writing, you are probably talking too fast"''

	* '''“Over”''' – I’m done speaking and expect a reply.
	* '''“Out”''' – I’m done, no reply expected.
	* '''“Say Again”''' – Repeat your last transmission.
	* '''“Copy”''' – I received and understood.
	* '''“Standby”''' – I acknowledge but need more time.
	* '''“Affirmative” / “Negative”''' – Yes / No.
	* '''“Break”''' – Used to separate different portions of a message.

	~~'''Step 3 – Phonetic Alphabet Practice:'''~~

	Provide the NATO phonetic alphabet (Alpha, Bravo, Charlie, etc.) and stress its importance when spelling out names, addresses, or codes over a noisy channel.		Provide the NATO phonetic alphabet (Alpha, Bravo, Charlie, etc.) and stress its importance when spelling out names, addresses, or codes over a noisy channel.

Net@portlandoregon.gov: /* Development Arc IV: Communications */

2025-10-09T00:53:46Z

Development Arc IV: Communications

← Older revision		Revision as of 17:53, 8 October 2025
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	\|-		\|-
	\|IV.01		\|IV.01
	\|Personal Accountability Reporting (PAR)		\|[[Team Development Arcs#IV.01 Personal Accountability Reporting (PAR)\|Personal Accountability Reporting (PAR)]]
	\|Either		\|Either
	\|-		\|-
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	== Development Arc IV: Communications ==		== Development Arc IV: Communications ==
	<div class="mw-collapsible mw-collapsed">		<div class="mw-collapsible mw-collapsed">
	=== Personal Accountability Reporting (PAR) ===		=== IV.01 Personal Accountability Reporting (PAR) ===
	'''Learning Objective:'''		'''Learning Objective:'''

Net@portlandoregon.gov at 23:55, 4 October 2025

2025-10-04T23:55:23Z

← Older revision		Revision as of 16:55, 4 October 2025
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	! scope="col" width="100px" style="background-color: darkkhaki;color:white;"\|Updated		! scope="col" width="100px" style="background-color: darkkhaki;color:white;"\|Updated
	\|-		\|-
	\|[https://app.smartsheet.com/b/form/45b4b43047e74ce0842e3dc924f43f4e ~~Form:~~ Development Arc Feedback]		\|Form: [https://app.smartsheet.com/b/form/45b4b43047e74ce0842e3dc924f43f4e Development Arc Feedback]
	\|2025.10.04		\|2025.10.04
	\|-		\|-
	\|[https://app.smartsheet.com/b/form/104dab042ef84ca5a9fce7b2076d5ad3 ~~Form:~~ I Would Like to Create a Module]		\|Form: [https://app.smartsheet.com/b/form/104dab042ef84ca5a9fce7b2076d5ad3 I Would Like to Create a Module]
	\|2025.10.04		\|2025.10.04
	\|-		\|-

Net@portlandoregon.gov at 23:54, 4 October 2025

2025-10-04T23:54:51Z

← Older revision		Revision as of 16:54, 4 October 2025
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	\|2025.10.04		\|2025.10.04
	\|-		\|-
	\|Form: I Would Like to Instruct a Module		\|Form: [https://app.smartsheet.com/b/form/0199b17984a073d69aad94f410695792 I Would Like to Instruct a Module]
	\|		\|2025.10.04
	\|}		\|}
	<br/>		<br/>

Net@portlandoregon.gov at 22:57, 4 October 2025

2025-10-04T22:57:54Z

← Older revision		Revision as of 15:57, 4 October 2025
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	\|2025.10.04		\|2025.10.04
	\|-		\|-
	\|Form: I Would Like to Create a Module		\|[https://app.smartsheet.com/b/form/104dab042ef84ca5a9fce7b2076d5ad3 Form: I Would Like to Create a Module]
	\|		\|2025.10.04
	\|-		\|-
	\|Form: I Would Like to Instruct a Module		\|Form: I Would Like to Instruct a Module

Net@portlandoregon.gov: /* I.02 NET Response Kit Inventory */

2025-10-04T22:45:26Z

I.02 NET Response Kit Inventory

← Older revision		Revision as of 15:45, 4 October 2025
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	* If there is time (i.e. at least two weeks before the session), the facilitator should encourage all team members to check they have all the equipment PBEM issues: ID card, hard hat (which should be replaced every five years), hard hat chin strap, and vest. Any missing items or items in need of replacement can be requested at the '''[https://app.smartsheet.com/b/form/5b3303eec5114f6ba0d6ffa52e496933 NET/BEECN ID Card, Helmet, and/or Vest Request Form]'''. PBEM also issues FRS/GMRS radios (if a volunteer cannot afford one), Field Operating Guides (FOGs), and waterproof backpack covers as supplies are available.		* If there is time (i.e. at least two weeks before the session), the facilitator should encourage all team members to check they have all the equipment PBEM issues: ID card, hard hat (which should be replaced every five years), hard hat chin strap, and vest. Any missing items or items in need of replacement can be requested at the '''[https://app.smartsheet.com/b/form/5b3303eec5114f6ba0d6ffa52e496933 NET/BEECN ID Card, Helmet, and/or Vest Request Form]'''. PBEM also issues FRS/GMRS radios (if a volunteer cannot afford one), Field Operating Guides (FOGs), and waterproof backpack covers as supplies are available.

	'''<mark>Facilitation</mark>'''[[File:Netpack.jpg\|right\|265x265px]]Ask each team member to bring their NET bag or response kit to the meeting. Begin by reviewing the [[Basic NET Training Standard Syllabus#Equipment: Basic NET Response Packs\|official NET kit list]]. Explain that the purpose of this exercise is not to judge completeness but to help everyone become more familiar with their gear, share practical tips, and make sure nothing critical is missing.		'''<mark>Facilitation</mark>'''

			[[File:Netpack.jpg\|right\|265x265px]]Ask each team member to bring their NET bag or response kit to the meeting. Begin by reviewing the [[Basic NET Training Standard Syllabus#Equipment: Basic NET Response Packs\|official NET kit list]]. Explain that the purpose of this exercise is not to judge completeness but to help everyone become more familiar with their gear, share practical tips, and make sure nothing critical is missing.

	Facilitate a guided walkthrough of major kit categories—personal safety/PPE (helmet, vest, gloves), communication (radio, whistle, contact sheet), medical (first aid supplies), tools, and comfort items (snacks, water). Invite volunteers to share how they’ve adapted their kits to fit their neighborhood context or personal needs (e.g., dog leash, maps, laminated cards). Keep the conversation focused on functionality and portability. End with a brief “gap check”: have members note items they need to add or replace, and suggest a timeline for completing those updates. If possible, document any common shortages so the team can discuss bulk purchases or supply-sharing at a future meeting.		Facilitate a guided walkthrough of major kit categories—personal safety/PPE (helmet, vest, gloves), communication (radio, whistle, contact sheet), medical (first aid supplies), tools, and comfort items (snacks, water). Invite volunteers to share how they’ve adapted their kits to fit their neighborhood context or personal needs (e.g., dog leash, maps, laminated cards). Keep the conversation focused on functionality and portability. End with a brief “gap check”: have members note items they need to add or replace, and suggest a timeline for completing those updates. If possible, document any common shortages so the team can discuss bulk purchases or supply-sharing at a future meeting.