Yorkville Cub Scout Pack 350 is a local chartered organization which provides the community with volunteer opportunities and Boy Scout lessons for local children. This organization provides age appropriate lessons on various scouting and life lessons, such as camping, sports, safety, religion, morals, respect, and survival. These lessons are taught through meetings which are organized by age group, focused solely on children who are aged First Grade through Fifth Grade.
The organizational structure of the Boy Scouts of America outlines that Cub Scout Packs are operated under a District, which is included and overseen by a local Council. Yorkville Cub Scout Pack 350 operates in the Maramech Hill District, which includes a majority of scouting in the Kendall County, Illinois area. The Maramech Hill District operates under the larger Three Fires Council. This level of the organizational structure is overseen by the national organization, Boy Scouts of America. The mission of the organization, at all levels, is to teach scouts the importance of good values and life skills. These values and skills are outlined in the Scout Oath and the Scout Law.
Organizational Strengths and Weaknesses
Organizational Structure
Yorkville Cub Scout Pack 350 has a strong organizational structure. This serves as an organizational strength for the Cub Scout Pack, because it provides stability and organization. The organizational structure which Yorkville Cub Scout Pack 350 operates is a hierarchy structure. Utilizing the hierarchy structure ensure there is a volunteer, usually one position per volunteer, in charge of each aspect of the Cub Scout pack, including Den Leaders, Cub Master, Activities Chair, Advancements Chair, and Fundraising,...
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...ed May 25, 2014, from http://www.charitynavigator.org/index.cfm?bay=content.view&cpid=42#.U4IkIyjZ41I
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In 1972, several Drum and Bugle corps, who wanted to perform competitively against each other, embarked on a venture to create their own rules of performance. The original rules were set forth by the American Legion and Veterans of Foreign Wars posts, from whom competitive Drum Corps w!as given birth. The competing units had little to say in any modification of rules. From this new coalition, Drum Corps International (DCI) arose. The Madison Scouts, one of these charter members of DCI, were originally formed as a division of a Boy Scout troop in 1938, so that Madison would have their own Drum and Bugle Corps to resemble the Racine Scouts Corps. Each year 125 men, ages sixteen to twenty-one, come together for three months, practicing an average of eight hours every day in the summer, to put together the production for the coming competitive season.
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To begin with, the scoutmaster is the leader of the entire troop. Among a long list of obligations, a scoutmaster’s job is to lead the scouts within the troop, be a positive role model, and prepare them to lead their fellow scouts. Followed by the scoutmaster is the senior patrol leader whose job is to lead the troop as a youth and prepare the meeting plans and activities each week. His role is vital in the troop because he keeps the morale of the scouts high in addition to teaching them to be prepared for life and all that may come their way. After the senior patrol leader comes the patrol leaders. Their duties in the troop are to plan individual patrol meetings, patrol campouts, and report to the senior patrol leader. Finally, there are all of the many scouts varying from ages eleven to eighteen. All of the scouts serve their roles in the vast array of troop positons. As Boy Scouts you learn to build lifelong habits, skills, and
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In the image below you see the organizational chart that depicts the department and its separate divisions, as well as who is in charge of what department, and what personnel. It is plainly obvious that the chief is in charge of only the administrative personnel, and the deputy chief, as well, as the volunteers. The chief answers directly to the city manager, the deputy chief answers directly to the chief.
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The commander is arguably the most experienced leader in the organization. His value of leader development will influence the rest of the Soldier’s value of leader development accordingly. The commander is responsible for ensuring the unit has a leader development program and that it is nested with everyday training. His vision for the unit’s leader development program will shape how the S3 incorporates the development program into the unit’s training plan. The commander must establish a climate that values leader development by being open to constructive criticism and recommendations from subordinates. LTC Fullerton quickly implemented this technique in the first week of his command and demonstrated it during his first meeting with MAJ Kane. Fullerton asked Kane for his view on things and how to improve the battalion. The commander must invest time in getting to know his subordinates and their needs as well. A one size fits all leader development program might get the leaders as an aggregate to a certain point, but after that the commander will need to identify subordinate strengths and weaknesses in order to continue to develop those leaders for the future. A great example of this from the L204 case study was LTC Fullerton moving the BN S4 LT Cunningham to become the Company XO for CPT Benizi. As explained above the commander’s role in leader development really seeps into every aspect of the organization. He is responsible for setting the climate, ensuring the S3 is incorporating into the training calendar, developing relationships t...
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