2
Module 25 core objectives
Be able to:
1 Demonstrate commitment to the concepts, content and policies of training within the Scout Association
2 Demonstrate acceptance of the Purpose, Principle and Method of the Scout Association
3 Undertake appropriate assessments and validations
4 Provide positive and constructive feedback
5 Identify any learning and development needs of the people you support
6 Plan to meet your own subject knowledge needs
3
Training Adviser Role
• Agrees Personal Learning Plan
• Supports and encourages
• Validates learning
• Recommends Wood Badge
– Subject to CTM approval
Note the TA role is not about training delivery
4
Manager Role
• Agrees and reviews role description
• Ensures training is completed
• Ensures appropriate permits are held
• Understands process
• Explain training commitment
• Responsible for ongoing learning
5
Nights Away Adviser Role
• Supports and encourages through gaining permit
• Assesses adults against 8 core skills
• Assists in gaining required experience
• Recommends appropriate Permit
• Advises on camping and residential issues
6
Activity Assessor Role
• Assesses technical competence
• Recommends permits for specific adventurous activities
8
Any Scouting assessor
• Needs to understand Scouting fundamentals
• Operate within Scouting’s:– Policies– Purpose– Principles– Methods
9
Policies
Chapter 2 of POR• Equal opportunities• Safety• Anti-bullying• Child protection• Religious policy • Development
10
Purpose
“The purpose of Scouting is to contribute to the development of young people in achieving their full physical, intellectual, social and spiritual potentials, as individuals, as responsible citizens and as members of their local, national and international communities.”
POR
11
Principles
Members of The Scout Association have a duty to:
– their God, – other people – and themselves.
Every member who makes the promise undertakes to do their best.
12
Method
People participate in Scouting by:• enjoying what they are doing;• learning by doing;• participating in varied and progressive activities;• making choices for themselves;• taking responsibility for their own actions;• working in groups;• taking increasing responsibility for others;• taking part in activities outdoors;• sharing in prayer and worship;• making and living out their Promise.
13
Evidence
• Demonstration• Discussion• Workbook• Questionnaire• External qualification• Working documents• Project• Witness statement• Video
14
Feedback
• Constructive• Positive• Consider:
– Venue– Body language– Position– Tone– Language
• Give concrete areas to work on
15
Encoding Decoding
Feedback
Message
Communication Theory
•Communication•“The transmission of information so that the recipient understands clearly what the sender intends”
16
Problems in verbal communication
– Not paying attention
– Listening but not hearing
– Thinking about what to say next
– Interrupting
– Hearing what one expects
– Being defensive
– Looking for disagreement
17
Facts
– We listen at 125-250 wpm, we think at 1000-3000 wpm
– 75% of the time we are distracted, preoccupied or forgetful
– 20% of the time, we remember what we hear
– More than 35% of businesses think listening is a top skill for success
18
Active listening
Avoid distractions
Don’t pre-conceive
Pay attention to the speaker
Don’t interrupt
Concentrate on what is being said
Show your interest to the speaker
19
Active listening
Listen for the whole message
Hear message before evaluating
Ask open questions to check understanding
Repeat back in your own words to convey understanding
Check understanding
23
Active listening
•Allows you to make sure you hear the words
•and …
•understand the meaning behind the words
24
Questioning & Listening Process
• Open ended questions: – What, how, who, where, why, when
Listen for vagueness or significant remarks Probing questions Summary to check understanding
Silence is a useful technique
25
Questioning
Avoid if possible
– Interruptions
– Multiple questions
– Leading questions
– Biased questions
– Ambiguous questions
27
Active listening– Avoid distractions
– Don’t pre-conceive
– Pay attention to the speaker
– Concentrate on what is being said
– Don’t interrupt
– Listen for the whole message
– Hear message before evaluating
– Ask open questions to check understanding
– Repeat back in your own words to convey understanding
Show your interest to the speaker
28
Module 25 core objectives
Be able to:
1 Demonstrate commitment to the concepts, content and policies of training within the Scout Association
2 Demonstrate acceptance of the Purpose, Principle and Method of the Scout Association
3 Undertake appropriate assessments and validations
4 Provide positive and constructive feedback
5 Identify any learning and development needs of the people you support
6 Plan to meet your own subject knowledge needs
30
• Considers needs of learner
• Modular
• Flexibility
• Accessible
• Recognises prior learning
• LOVE
• Uses Scout methods
• National scheme
• OCN and ILM recognition
Training scheme principles
31
2 Personal Learning plan
3Tools for the Job
4Tools for the Job
1 Essential Information
6 Changes in Scouting
7 Valuing Diversity 8 Skills of
Leadership9 Working with
Adults
10First Aid
5 Fundamental Values of Scouting
12 Providing a Balanced
Programme
13 Growing the Movement
14 Young People Today
15 Challenging Behaviour
11Administration
17 Activities Outdoors
18Practical Skills
19International
16Nights Away
33 Planning a Learning Provision
34 Managing a Learning Provision
35 Internal Moderation
36Special Needs
32 Delivering a learning
Experience
28Facilitating
29Presenting
30 Supporting Local Learning
31 Planning a Learning
Experience
27 Instructing Practical Skills
21 Growing the Movement
22Section Support
23 Safety for Managers
20Administration
25 Assessing Learning
26 Supporting Adults
24 Managing Adults
Getting Started
Completed before Warrant presented
All appointments
Section Leaders and Section Supporters
Managers
GSLs AGSLs
DCs DDCs ADCs
CCs DCCs
Specialist roles
The Modular Scheme
32
Appointment process
Before warrant:• Agree job spec• Complete getting started
– Tools for the job– Essential information
• Produce agreed Personal Learning Plan• Meet Appointment sub-Committee
35
Stage 3 (over next 5 months)
CRBOK
ApptsSec
AdultTA Appointments
Committee
Agree PLP Module 2
Learning
Modules 1 and 3/4
TA
Validate Module 1 & 3/4
DC HQ
37
The Seven Steps
1 Identify learning and development needs
2 Agree and record a Personal Learning Plan
3 Monitor progress at regular intervals
4 Provide constructive feedback
5 Support and encourage
6 Validate the learning
7 Identify new needs and repeat the process
38
Role of TA in PLP
• Identify appropriate modules for the role
• Familiar with content of modules
• Establish which parts learner can already do
• Establish what learning the learner will need to complete
• Establish which methods will be best for learners
• Complete Personal Learning Plan
39
Personal Learning PlanPersonal Learning Plan (Leader) Name: Appointment:
Contact Details (tel or e-mail): Group: District: Training Advisor: Initial Plan Agreed: Revised:
Module Learning Validation TA OCN No Title Reqd
Y/N Method Date
Completed Method Date
Completed Sig Unit
1 Essential Information
3 Tools for the Job Section Leaders
5 Fundamentals of Scouting
6 Changes in Scouting
7 Valuing Diversity
8 Skills of Leadership
9 Working with Adults
10 First Aid
11 Administration
12 Provide Balanced Programme
13 Growing the Movement
14 Young People Today
15 Challenging Behaviour
16 Nights Away
17 Activities Outdoors
18 Practical Skills
19 International
40
Personal Learning Plan Personal Learning Plan
Name Joe Leader Appointment ACSL Training Advisor Skippy Initial Plan Agreed (date) 1/7/2004 Plan Revised 26/1/2005
Module Learning Validation TA OCN No Title Reqd
Y/N Method Date
Completed Method Date
Completed Sig Unit
1 Essential Information
Y video 22/9/2004
3 Tools for the Job Section Leaders
N
5 Fundamentals of Scouting
Y Course 2005
6 Changes in Scouting
Y Video 22/9/2004
7 Valuing Diversity
N
8 Skills of Leadership
N
9 Working with Adults
N
10 First Aid
Y Contact GSL re 1st response
11 Administration
Y Workbook booked on course form Not yet published
12 Provide Balanced Programme
N CD
13 Growing the Movement
N
14 Young People Today
N Course (12/9) 27/1//04 Attended
15 Challenging Behaviour
Y Course (book for 12/9) 27/11/04
16 Nights Away
Y 1:1 with TA – records needed, forms, etc
17 Activities Outdoors
Y Course 2005
18 Practical Skills
N
19 International
Y Course 27/11/04
Section Leaders
41
The Seven Steps
1 Identify learning and development needs
2 Agree and record a Personal Learning Plan
3 Monitor progress at regular intervals
4 Provide constructive feedback
5 Support and encourage
6 Validate the learning
7 Identify new needs and repeat the process
42
Monitor and support
• Monitor progress regularly• Provide constructive feedback• Support and encourage the learner• Be flexible to changing conditions
43
The Seven Steps
1 Identify learning and development needs
2 Agree and record a Personal Learning Plan
3 Monitor progress at regular intervals
4 Provide constructive feedback
5 Support and encourage
6 Validate the learning
7 Identify new needs and repeat the process
44
Validation
Validation is about confirming that someone is able to do what they are supposed to be able to do
“That they are fit for purpose”
It is about confirming that the required learning has taken place by checking what the learner has done with it in practice.
45
Validation - Do’s
• Encourage learner to take responsibility• Compare evidence against the
validation guidelines• Sign off validation if evidence
demonstrates understanding of required learning
• Value the learners effort and work• Suggest positive ways forward
46
Validation - Do’s
• Use open questions to probe• Ask another TA or LTM if unsure• Keep a written record• Keep the learner aware
47
Validation - Don’ts
• Sign off validation if – not convinced– evidence is not current– not happy criteria met
• Be afraid to ask for further evidence / training
• Be afraid to say “no”
48
Personal Learning Plan Personal Learning Plan
Name Joe Leader Appointment ACSL Training Advisor Skippy Initial Plan Agreed (date) 1/7/2004 Plan Revised 26/1/2005
Module Learning Validation TA OCN No Title Reqd
Y/N Method Date
Completed Method Date
Completed Sig Unit
1 Essential Information
Y video 22/9/2004 22/9/2004
3 Tools for the Job Section Leaders
N 1:1 discussion, questions from guide 1/7/04
5 Fundamentals of Scouting
Y Course 2005
6 Changes in Scouting
Y Video 22/9/2004 Discussion with TA- written evidence 22/9/2004
7 Valuing Diversity
N 1:1 discussion #2 validation written evidence of understanding and questions
22/9/2004
8 Skills of Leadership
N #2 and ‘#3 written evidence of understanding and questions
22/9/2004
9 Working with Adults
N 1:1- practical experience. as a Practice nurse.
1/7/04
10 First Aid
Y Contact GSL re 1st response certificate 26/1/05
11 Administration
Y Workbook booked on course form Not yet published
12 Provide Balanced Programme
N CD Understanding demonstrated through questions- zones, methods, mind maps, progression – written evidence supplied
22/9/2004
13 Growing the Movement
N #2 #3 questions/discussion re participation awards etc
22/9/2004
14 Young People Today
N Course (12/9) 27/1//04 Attended
Could validate – disjointed sixers sorted; outdoor activity Godshill; planning; communication
1/7/04 26/1/04
15 Challenging Behaviour
Y Course (book for 12/9) 27/11/04 #4 #4 code of conduct discussed 26/1/05
16 Nights Away
Y 1:1 with TA – records needed, forms, etc
NAA will need to validate for nights away permit
17 Activities Outdoors
Y Course 2005
18 Practical Skills
N Own learning- knotting 1/7/04
49
Grievances
Two possible areas:
• Learner and TA unable to agree on which modules are required.
• Participant disagrees with a validation decision
50
Validating Module 25
Training Advisers
– Work as a Training Adviser for at least 2 new adults over at least 3 months
– Determine their learning needs
– Help them prepare Personal Learning Plans
– Support them through at least 3 modules
– Keep a record of meetings with them, discussions held, and how agreements were reached
56
Role
• Assessing people for Nights Away Permits
• Recommending people for Nights Away permits
• Providing advice and support on gaining Nights Away Permit
• Advise on camping and residential issues• Promoting nights away
57
Nights Away core skills
1. Planning a nights away event
2. Ensuring effective administration of an event
3. Preparing and coordinating a programme if activities
4. Choosing and preparing the event team
5. Choosing, organising and maintaining the right equipment
6. Ensuring the health, happiness and safety of self and others
7. Organising good catering
8. Making best use of venue
58
Validating Module 25
Night Away Advisers
– Work as NAA for at least 2 adults over at least 3 months
– Offer support and advice to adults working towards a Nights Away Permit
– Keep a record of meetings with them, discussions held, and how agreements were reached
59
Validating Module 25
Managers / Supporters
– Prepare a briefing to a new adult to Scouting on the Adult Training Scheme and how it works
– As part of a review meeting with someone you support, review training progress.
– Record and action any support required