Team Development Arcs: Difference between revisions

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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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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:
'''A.) Pacing (speed)'''  
#* 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"''


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"''


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


Provide the NATO phonetic alphabet (Alpha, Bravo, Charlie, etc.) and stress its importance when spelling out names, addresses, or codes over a noisy channel.
Explain: Phonetics simply means using words to make letters clear. There is no requirement to memorize a specific alphabet.


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


'''Step 4 – Transmission Exercise:'''
* “J as in Jelly”
* “B as in Boy”
* “M as in Mountain”
Encourage improvisation — clarity matters more than correctness.


Pair up participants with radios.
Practice:


Provide each pair with a short scripted message to relay (e.g., “Requesting medical supplies at 123 Pine Street”).
* Spell names, street names, or intersections using any clear phonetics
* Listener repeats back what they heard


Have them practice proper call-up, use of prowords, and phonetic spelling when needed.
'''C.) "I spell"'''


Rotate scripts so participants adapt to new scenarios.
Introduce “I spell” as a listener-friendly cue. Example:


'''Step 5 – Group Drill:'''
''“The street name is I spell: J as in Jelly, E as in Eagle, R as in Raspberry.”''


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.
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 ==
Retrieved from "https://volunteerpdx.net/index.php/Team_Development_Arcs"