Transcript Adult Training Scheme

Module 11: Trustees
• The roles of Trustees are outlined in this
book:
•
Trustee support: www.trusteenet.org/uk
• Data Protection – see the ICO website
Slide 1
Module 11.1, 11.2, 11.3: Maintaining Records
• Records that need to be maintained
– Membership addresses
– Contact details during events
– Full accounts at all levels with receipts. At Group level, accounts
will only need auditing if a certain amount of money passes
through the group or they just need a scrutineer
• Records can be kept in paper form or electronically but
spreadsheets/documents etc being sent electronically should be
password protected with the password sent in a different email
• Records of members must be destroyed 6 months after they leave if
stored electronically or on paper
Slide 2
The Adults in Scouting Model
Slide 3
Module 23.3: InTouch
InTouch is the system used to manage communications at all Scout
activities and events. It is flexible to allow those organising events to
implement a system best suited to their particular circumstances.
InTouch resources
These are the resources available to support InTouch.
FS120075 - Factsheet providing details of InTouch
POR - Emergency Procedure Rules (chapter 7 (PDF)) & InTouch Rules (9.3
& 9.5)
Safe Scouting and Emergency Procedures (Purple) Card (PDF) - This is
available as a printed card from Scout Shops
Slide 4
Module 23.3: Age Restrictions
There is considerable flexibility of age ranges at the discretion of the section
leader.
Unless there is good reason, such as completing an award, or keeping friendship
groups together, Scouts should be encouraged to move into the next section at
or near to the core age for that section.
However, a District Commissioner may permit a young person to be in a section
outside of the normal age range, due to a young person’s specific needs, on the
recommendation of the ACC/AAC or Adviser for special needs.
Please have a look at the factsheet titled DC Guidelines – Age Range Flexibility
(Special Needs).
The factsheet also includes individual and special groups' membership forms.
View DC Guidelines - Age Ranges Flexibility (Special Needs) (FS250045) (PDF)
Slide 5
Module 23.3: Safety and Welfare
The Scout website has key advice on safety and welfare issues such as:
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Accidents and illness
Safety issues
Life issues
Child protection
http://members.scouts.org.uk/supportresources/search/?cat=299
Depending on your role, you will have differing levels or actions needed should a
situation arise. Consult the website for specifics relating to you. DC/GSLs have
specific roles in term so of Safeguarding and Child Protection issues.
Slide 6
Module 23.10: Leader in Charge
Leader in charge
The leader in charge is the adult present at an evening meeting, event or activity who has
the role of co-ordinating the work of all adults towards delivering the Programme in a safe
manner. All adults need to be clear on what they need to do and young people should be
given clear instructions, guidance or rules. Being the leader in charge is about being the
person with an overview of safety in the given situation.
Putting this into practice
Any suitably qualified adult can be designated as being the leader in charge for a meeting,
event or activity, but they would normally be someone holding a leader, manager or
supporter appointment. The Group Scout Leader must support the arrangement and ensure
that the designated leader in charge has satisfactorily completed the enquiry process.
It is extremely important that anyone who has been designated as the leader in charge
fully understands their responsibilities. There should be no assumption that other adults are
in charge. The leader in charge is responsible for overseeing the activity and all adults and
young people. This includes responsibility for registers, headcounts, allocation of roles to
specific adults and checking they are aware of their specific responsibilities. The best way
of doing this is for all adults involved in the activity to agree which one of them will
undertake this function.
Slide 7
Module 23.4, 23.7, 23.9: Activities Scheme
Full list of available permits here
Slide 8
Module 24.2: Review
• Line Managers are responsible for Reviews
• ADCs might be involved if asked to help out or bring
sectional advice
• Form AR should generated by the Appointments
Secretary and sent to the Line Manager for completion
with the reviewee.
• Three options: Renew, Reassign or Retire
• A chance to say thank you; a chance to listen
• A review must happen every 5 years at the maximum.
They can be less and can be at any time the DC
decides one is needed.
• 1st Response, SAFES and Safety must be in place.
Slide 9
Module 24: Chairing a meeting
• Useful advice can be found here:
http://www.resourcecentre.org.uk/inf
ormation/committee_members/info_p
df/Chair.pdf
Slide 10
Module 24 – Maslow’s Theory of Needs
• Adults are motivated by a range of
needs according to Maslow
Slide 11
Motivating/Demotivating Adults
Motivating
Demotivating
acknowledgement of effort
poor working conditions
recognition of achievement
lack of personal support
responsibility
lack of practical support
personal growth
poor administration
poor inter-personal
relationships
lack of training.
Slide 12
Module 24.10, Module 26 – Disputes
In most cases disagreements will fall into five main categories:
• Personality e.g. clashes/lack of team working
• Performance e.g. lack of or inadequate support
• Policy e.g. creating new policy or non acceptance of existing ones
• Misunderstanding e.g. mainly between adults
• Mishandling or lack of review process e.g. Warrant review
• Dispute Management Guidance
Slide 13
Module 24.10, Module 26 – Disputes
• Don’t ignore a possible dispute. Disagreements not dealt with quickly
become more difficult to resolve.
• Pass on information to the appropriate manager. Encourage action to
resolve situation; offer advice to the manager, not the complainant!
• Be aware of the trap - ‘the ADC/ACC said . . .’
• Remain impartial and objective
• Always remember there are two sides to every story
• What first appears to be the issue may not be the main problem – be
aware that there may be other factors impacting on the overall
situation
Slide 14
Assessing
Learning
Module 25
Managers &
Training Advisers
Part 1
Slide 15
Training Scheme Principles
• Considers needs of learner
• Modular
• Flexibility
• Accessible
• Recognises prior learning
• LOVE – Learning Optional, Validation Essential
• Uses Scout methods
• National scheme
• External recognition
Slide 16
A
Modular Scheme
Slide 17
A
The Role of TA in creating a PLP
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Slide 18
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
A
Seven Steps
1.
2.
3.
4.
5.
6.
7.
Slide 19
Identify learning and development needs
Agree and record a Personal Learning Plan
Monitor progress at regular intervals
Provide constructive feedback
Support and encourage
Validate the learning
Identify new needs and repeat the process
A
Monitor and Support
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Slide 20
Monitor progress regularly
Provide constructive feedback
Support and encourage the learner
Be flexible to changing conditions
A
Handout D - Scenarios
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You usually have regular contact with a learner who has always seemed enthused by training. She hasn’t
been in contact for three months, which is not like her and isn’t returning phone call or emails.
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A Group Scout Leader has returned from their first set of modules and calls you to tell you they were
inspiring and that they are going to change the way the whole Group works.
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A Commissioner isn’t turning up to the training courses she’s booked onto.
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A learner has been using e-learning, but it is clear to you that this is not the best method for this learner.
They do not seem to be aware of this and have asked for more learning through this method.
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An Assistant Group Scout Leader has told others that you are not a very good Training Adviser.
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An Assistant Leader is producing detailed notes of his work, although everyone says he’s ineffective.
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Every week you have met your learner in their cold damp Scout Meeting Place after Cubs. With winter
approaching you want to change the venue because you think it will be a distraction. You are worried that
your Leader won’t want to come.
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You have noticed that your learner is increasingly becoming more and more disheartened by a situation
within local Scouting and she keeps phoning you for advice.
Slide 21
A
Assessing
Learning
Module 25
Core Skills
Slide 22
A
Training Assessor
Should:
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have an acceptance of the fundamental values of Scouting
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understand the scheme of which they are a part
•
support adult volunteers
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care about the quality of Scouting provision
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be organised
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use open questions to gain relevant information during
assessments
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use active listening skills
Slide 23
A
Training Assessor
Should:
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encourage others
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have good observation skills
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be able to weigh up evidence against requirements
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give constructive feedback
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keep appropriate, clear and accurate records
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be able to give time to others
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be reliable and consistent.
Slide 24
A
Training Adviser Role
• Agrees Personal Learning Plan
• Supports and encourages
• Validates learning
• Recommends Wood Badge
– Subject to CTM approval
• Note the Training Adviser does not
deliver training
Slide 25
A
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
Slide 26
A
Any Scouting assessor
• Needs to understand the fundamentals of Scouting
• Operate within The Scout Association’s:
– Policies
– Purpose
– Principles
– Method
Slide 27
A
Evidence
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Slide 28
Demonstration
Discussion
Workbook
Questionnaire
External qualification
Working documents
Project
Witness statement
Video
A
Break
Slide 29
You Decide…
• Here comes the role play but fear not,
you only have to watch and assess!
Slide 30
P
Feedback
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Slide 31
Separate the behaviour seen from the individual
Start and finish with positive comments
Factual and impersonal
Offer constructive ideas
Allow learner to ask questions or challenge your view
Use active listening techniques.
Give concrete areas to work on
P
Feedback
• Consider:
– Venue
– Body language
– Position
– Tone
– Language
Slide 32
P
A little Experiment…
Slide 33
P
Communication Theory
Decoding
Encoding
Message
Feedback
• Communication
• “The transmission of information so that the
recipient understands clearly what the sender
intends”
Slide 34
P
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
Slide 35
P
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
Slide 36
P
Active listening
 Avoid distractions
 Don’t pre-conceive
 Pay attention to the speaker
 Don’t interrupt
 Concentrate on what is being said
Slide 37
P
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
Slide 38
P
Questioning
Open questions
Focus
Closed questions
Understanding
Slide 39
P
Communication
Do we get the ratio right?
Two ears and one mouth
Slide 40
P
Active listening
 Allows you to make sure you
hear the words
 and …
 understand the meaning
behind the words
Slide 41
P
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
Slide 42
P
Questioning
Avoid if possible
– Interruptions
– Multiple questions
– Leading questions
– Biased questions
– Ambiguous questions
Slide 43
P
Active listening - Summary
– 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
Slide 45
P
Break
Slide 46
Assessing
Learning
Module 25
Managers &
Training Advisers
Part 2
Slide 47
A
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.
Slide 48
A
Validation Dos
• Encourage learner to take responsibility
• Compare evidence against the validation guidelines
• Sign off validation if evidence demonstrates
understanding of required learning
• Value the learner’s effort and work
• Suggest positive ways forward
Slide 49
A
Validation Dos
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Slide 50
Use open questions to probe
Ask another TA or LTM if unsure
Keep a written record
Keep the learner aware
A
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”
Slide 51
A
Handout E – Module Evidence
• Wanda Smith, an Assistant Beaver Scout Leader, shows you her ‘portfolio of
evidence’ in an A4 ring binder. It contains about 30 pages of typed notes on
all the topics in modules 7, 8, 9, and 19.
• Frank, a District Commissioner, gives you the completed workbook for
module 24 as his evidence.
• Sarah, a Cub Scout Leader, comes to the meeting armed with a folder
containing all the typed up programme plans for her pack covering the last
two years for module 12.
• Ahmed, an Assistant Scout Leader, produces a short video as evidence for
modules 12 and 16. It shows Scouts cooking on gas fires whilst overseen by
Ahmed. In another clip, the video shows Scouts playing a game of volleyball
while being refereed by Ahmed.
Slide 52
A
Grievances
Two possible areas:
• Learner and TA unable to agree on which modules are
required.
• Participant disagrees with a validation decision
Slide 53
A
Module 25 - Core Objectives
• By the end of the module participants should be able to:
– Demonstrate commitment to the concepts, content and policies
of training within The Scout Association.
– Demonstrate acceptance of the Policies, Purpose, Principles and
Method of The Scout Association.
– Undertake appropriate assessments and validations.
– Provide positive and constructive feedback.
– Identify any learning and development needs of the people they
support and/or assess.
– Plan to meet their own subject knowledge needs.
Slide 54
A