Team Development Arcs: Difference between revisions

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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
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|[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
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|[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
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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'''.
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|Personal Accountability Reporting (PAR)
|[[Team Development Arcs#IV.01 Personal Accountability Reporting (PAR)|Personal Accountability Reporting (PAR)]]
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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:'''


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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:


* '''“Over”''' – I’m done speaking and expect a reply.
“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.”
* '''“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:'''
'''Step 2 – Call-Up Basics (Keep It Simple):'''


Provide the NATO phonetic alphabet (Alpha, Bravo, Charlie, etc.) and stress its importance when spelling out names, addresses, or codes over a noisy channel.
Review the basic call-up pattern: Who you are calling → who you are


'''Practice exercise:''' Have each member spell their last name phonetically. Then practice with addresses, street names, or team designators.
Example: ''“Staging, this is Team Alpha.”''


'''Step 4 – Transmission Exercise:'''
Reinforce:  


Pair up participants with radios.
* Use tactical identifiers, not names
* Pause briefly before speaking
* Speak clearly, not loudly


Provide each pair with a short scripted message to relay (e.g., “Requesting medical supplies at 123 Pine Street”).
'''Step 3 – Message Handling Skills (Core Focus):'''


Have them practice proper call-up, use of prowords, and phonetic spelling when needed.
Explain that most radio problems are message problems, not equipment problems. Introduce the four core skills adapted from GRO practice.


Rotate scripts so participants adapt to new scenarios.
'''A.) Pacing (speed)'''


'''Step 5 – Group Drill:'''
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"''


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.
'''B.) 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”
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
 
'''Step 4 – Numbers and Addresses:'''
 
Review best practices:
 
* Speak numbers slowly
* Group long numbers
* Repeat addresses if important
 
Example: ''"Address is one-two-three Pine Street. I repeat: one-two-three Pine Street."''
 
Practice with:
 
* Addresses
* Block numbers
* Unit counts
 
'''Step 5 – Paired Message Practice:'''
 
Pair participants with radios. Give each pair short, realistic messages:
 
* Requesting supplies
* Reporting damage
* Checking in on status
Focus coaching on:
 
* Pacing
* Phonetics
* Listener confirmation
 
Rotate roles so everyone speaks and listens.
 
'''Step 6 – Group Net Practice'''
 
Set up a simple radio net:
 
* One Net Control
* Several teams checking in
 
Inject common challenges:
 
* “Say again”
* Missed numbers
* Competing traffic
 
Pause occasionally to coach: ''What could make that message easier to copy?"''


'''Debrief Questions:'''
'''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>
 
'''Module Outputs:'''
 
By the end of this module, teams should have:
 
* Practiced pacing messages for clarity
* Used phonetics flexibly and confidently
* Used “I spell” appropriately
* Corrected and repeated messages effectively
* Increased confidence speaking on the radio without overthinking it</div>


== Development Arc V: Basic Response Skills ==
== Development Arc V: Basic Response Skills ==
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