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The following information is published with ROUNDALAB's permission from the ROUNDALAB Reference Manual compiled by Richard & Jo Ann Lawson, 1987.

Leadership

Lee Helsel
Sacramento, California

The subject of leadership will crop up over and over again in any complete text for callers. As an introduction to the subject, we go to veteran caller/coach, Lee Helsel, for some definitions and guidelines. In coming chapters you will find more on this subject. You will also find it most stimulating and helpful in developing your role as a caller to enroll in a Dale Carnagie Course or some similar training program as well as in caller-leadership courses being given in your area.

Leadership in square dancing is one of sharing; the caller and dancer alike provide leadership. The caller's area of leadership concerns the actual calling when he has a mike in his hand and his assistance in helping the group to meet and attain their goals. The dancer must assume some responsibility as an individual at one time or another in his dancing career, to assist, sometimes only in a small way, with the leadership of the group. The caller, by virtue of his commitment to the square dance picture, provides a continuity of leadership that is impossible to obtain as a dancer.

Let us first point out the fact that the caller must provide leadership. The discussion here is only intended to develop an awareness on the part of the new caller in his leadership role and present an outline of some of the elements of leadership which are important to consider. Although there have been many definitions provided of leadership, let us consider this one in the special context of the square dance caller. Leadership is assisting the square dance group to meet the member's mutual goals of having fun, providing sociability, providing some achievement in dancing and adding variety to their lives. This definition of leadership is based upon mutual goals of the square dance group as well as the caller.

One might ask the question, "How do we acquire leadership traits and skills?" Basically there are three ways that leadership is acquired. First is the natural leadership that is inherent to a greater or lesser degree in every individual. This is the application of "common sense" to situations demanding that a judgment or decision be made. The new caller especially,who is not experienced and who has not been confronted with situations requiring leadership, must rely heavily upon his common sense to make correct decisions which, followed by action on his part, represents leadership. The second method of acquiring leadership is to make an effort at taking whatever action is necessary and by trial and error profit from possible mistakes. This is the way one uses experience to acquire leadership. The third method is to talk with experienced callers and to observe their methods of leadership. This is one of the main reasons that new callers should travel to visit other groups, attend institutes, festivals, etc., as well as invite out-of-town callers to visit their areas. Observation of another person's leadership skill demands analysis on the part of the new caller in order to apply what he has observed to his own situation.

Since leadership involves the caller's action in assisting the square dance group — whether it be beginners class, established club, or an association — in achieving their mutual goals, it stand to reason that the caller should know the needs and desires of the individuals in the group as well as the group's collective requirements and wants. In this regard it is important that the caller develop a sensitivity to the wishes of the people with whom he is working.

Communications Important

The most effective leaders intimately know their group and their desires. People express their needs and desires both in a verbal and non-verbal fashion. A new caller should talk to his dancers. More importantly the new caller should listen to his dancers. Although communicating verbally with dancers is an excellent method of finding out what they need and what they want, the non-verbal communication of observing actions of the dancers is also highly important.

As noted, the caller can determine the wants and needs of the square dance group by observing and listening to his dancers. Conversely, the leadership of the caller is evidence by what he says to his dancers as well as what they observe in his actions. A caller cannot expect his leadership role to succeed if he adopts the attitude "do as I say, not as I do." His own actions must convey a positive affinity to the people and the activity.

It must be noted that the caller, in accepting the role of the caller-leader, must accept the responsibility for leadership. There is no way that this can be avoided. If the caller or the potential caller understands this he can then approach leadership from a positive basis rather than trying to avoid it.

Following is a list of personal leadership qualities which must be developed and practiced if one hopes to become a successful caller-leader.

  1. Dependability
  2. Honesty
  3. Loyalty
  4. Sincerity
  5. Cheerfulness
  6. Firmness
  7. Optimism
  8. Fairness
  9. Foresight
  10. Imagination
  11. Open-mindedness
  12. Self-reliance
  13. Cooperativeness
  14. Tactfulness
  15. Unselfishness
  16. Friendliness

Much of the foregoing underlies the foundation of the philosophy and principles for leadership. The following are some practical leadership elements that can be applied, and if followed will prove to be helpful.

  1. Avoid extremes — follow the principle of "the greatest good for the greatest number."
  2. Develop sensitivity to the needs of the people.
  3. Evaluate your actions, programs and results of your leadership on a continuous basis.
  4. Develop and adhere to a code of ethics towards other callers.
  5. Be enthusiastic — it's contagious.
  6. Develop a sense of humor — that's where the fun is.
  7. Overlook mistakes of dancers.
  8. Anticipate blunders — your job is to help people avoid them.
  9. Be patient — one of the harder things to do.
  10. Develop confidence through preparedness.
  11. Program just enough — don't overdo a good thing.
  12. Expect the best from your dancers.
  13. Get to know your dancers.
  14. Be flexible — change plans to suit the situation.
  15. Admit mistakes (we all make them).

It should be pointed out that leadership in square dancing is not much different from leadership of other activities. Those leadership qualities which apply in square dancing are also necessary in other activities, whether it be sports, recreation or even business or government management. One should take advantage of leadership courses offered by public and private organizations, schools and colleges. The application of solid leadership principles in square dancing will contribute to the longevity of the caller and of the activity.

In summary, the caller provides a major share of leadership in square dancing as an activity and his responsibility is to do what is best for the entire group. As a check on his leadership, before a caller takes any action, he should ask himself this question: "Is what I am about to do in the best interests of all square dancers, or does it benefit only myself or only a small group of dancers?" If an affirmative answer is forthcoming, the caller can proceed in the knowledge that he will exert a positive leadership force and influence in square dancing.

Next? The Principles of Teaching apply whether the person who is doing the teaching is in a school classroom conducting a language lesson, out on the athletic field coaching a football team, or facing a new class of beginning square dancers. What is it that you as a teacher should know before you teach your first simple mixer or instruct your dancers on how to set up a square? How much of calling is actually teaching? All of this will be covered when The Textbook for Callers talks about the science of teaching Coming soon in these pages.

Square Dancing, November, 1970