Transcript Adult Training Scheme

Module 11: Trustees
• The roles of Trustees are outlined in this
book:
•
Trustee support:
www.smallcharities.org.uk
• Data Protection – see the ICO website
Slide 1
Module 11.1, 11.2, 11.3: Administration
• Records that need to be maintained
– Membership addresses – Compass requirements to be met
– 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 unless for a specific, relevant
purpose.
Slide 2
Module 11.4, 11.5,: Administration
• Adults joining scouting need to use an Adult Information Form,
available on the HQ website here. This will initiate the joining
process and DBS. The form says it will be thrown away after being
entered on Compass…
• As a Manager you have a degree of financial responsibility because
you act as a Trustee. You are protected by our Insurance against
forgetful events but not reckless ones. GSLs need to ensure that
leaders are all keeping good financial records with receipts. GSLs
work with the Treasurer to ensure that accounts can be presented
at the AGM
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 23.11: Culture of Safety
It is the responsibility of all those involved in Scouting to ensure, so far as is
reasonably practical, that all activities are conducted in a safe manner without
risk to the health of the participants.
A range of resources are available, covering all areas that affect safety in Scouting, with the
intention of providing clear and practical guidance as well as promoting a strong culture of
safety throughout the Movement. Visit the pages below for further information relating to
specific areas and to download resources.
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Slide 9
Risk assessment tools
Additional support materials
Safe premises and campsites
Archive of safety articles
Near miss form
Ongoing safety training: e-learning
Module 23.12: Nights Away Permit
Slide 10
Module 23.12: Nights Away Permit
The nights away permit scheme is an internal assessment scheme designed to
ensure that all those leading nights away events for young people within
Scouting have the skills, experience and personal suitability to do so.
The permit scheme
You can find full details of the nights away permit scheme in the factsheets below. These
include factsheets for specific roles such as commissioner and applicant.
• Nights Away Permit Scheme (FS120800)
• Nights Away Permit Scheme – Applicants' guide (FS120801)
• Nights Away Permit Scheme – Assessment guide (FS120802)
• Nights Away Permit Scheme – Commissioners' guide (FS120803)
• Nights Away Permit Scheme – Nights Away Advisers' guide (FS120804)
There is also an assessment checklist that the nights away adviser uses to assess any
applicants for nights away permits.
• Assessment Checklist for a Nights Away Permit (AC120990
• Nights Away FAQs
Slide 11
Module 24.1: The Adults in Scouting Model
Slide 12
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 SFTY must be in place.
Slide 13
Module 24.3: The Adults in Scouting model & You
• As a GSL, you are the Line Manager for your leaders
and so are responsible for their reviews.
• At the other end of the spectrum, it is your role to
support leaders in their role and integrate them when
new.
• You should meet with a new leader before they go to
the Appointments Committee and make sure they
know what they are being interviewed for and what
training will be involved.
• Line Managers are responsible for ensuring that their
leaders undertake their training.
Slide 14
Module 24.4: Delegation
• It is vital to avoid becoming the group dumping ground for
all extra roles if at all possible. Whilst all roles default to
the GSL, the GSL should delegate what can be passed out
to others. Consider if the appointment of a Group
Administrator would be of use.
• Look for people who have the skill set required and not just
people with the time or who are willing.
• If you are backed into a corner and need help but the right
person is not in place, make a temporary appointment so it
is clear that the role is up for a review quickly.
• It may be easier to just do it yourself but it is rarely the
best idea as it distracts you from what you should be
doing.
• Ask for help in finding the right person for a job.
Slide 15
Module 24.5: Delegation – a reflection
• What tasks or situations would be inappropriate for you to
delegate in your current role? Take a moment to reflect on
it and discuss.
Appropriate
• Visiting sections
• Attending District meetings
• Buying the food for family camp…
Inappropriate
• Safeguarding issues
• Review & pre-appointment meetings
• Selection of the Chair (person, not furniture)
Slide 16
Module 24.6: Chairing a meeting
• Useful advice can be found here:
http://www.resourcecentre.org.uk/inf
ormation/committee_members/info_p
df/Chair.pdf
Slide 17
Module 24.7: Maslow’s Theory of Needs
• Adults are motivated by a range of
needs according to Maslow
Slide 18
Module 24.8, 24.9: 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 19
Module 24.10, 24.11, 24.15, 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 (24.15 is covered here)
Slide 20
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 21
Module 24.12, 24.13, Module 26: Disputes
•
You can appoint a conciliator to meet with all concerned and listen to their views.
This is NOT an investigation but a chance to find common ground in the context
of the adults being reminded why they are involved in Scouting.
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The conciliator can see both sides together or independently
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They are appointed by the DC or CC who must not take on the role themselves.
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If one party is clearly in the wrong or behaving inappropriately, the conciliator
must say so.
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The conciliator feeds back. Copies of notes must be carefully and accurately
kept.
•
The outcomes can be compromises, resignations, an agreement, moving people
or the Commissioner making a decision if none can be reached.
Slide 22
Module 24.14,
At times it may be necessary to suspend an adult’s membership
of the Movement.
• Suspension is always a neutral and impartial act, which gives the
opportunity for an activity such as an investigation to take place.
However, it can be hard for a suspension to feel neutral, so it is very
important to be clear about this to everyone involved. Understanding
the process fully and drawing on the resources available can help you
manage this effectively. Full details here. Tis is not the work of the
GSL.
Sometimes an adult's membership of the Movement will need to
be cancelled or suspended.
The full procedure for this is detailed in POR, Chapter 15. A cancellation
or suspension (CS) form needs to be completed in cases where the
appointment is being cancelled for an unsatisfactory reason. This is not
the work of the GSL.
Slide 23
Assessing
Learning
Module 25
Managers &
Training Advisers
Part 1
Slide 24
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 25
A
Modular Scheme
Slide 26
A
The Role of TA in creating a PLP
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Slide 27
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 28
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 29
Monitor progress regularly
Provide constructive feedback
Support and encourage the learner
Be flexible to changing conditions
A
Handout D - Scenarios
•
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.
•
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 30
A
Assessing
Learning
Module 25
Core Skills
Slide 31
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
•
use open questions to gain relevant information during
assessments
•
use active listening skills
Slide 32
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
•
be able to give time to others
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be reliable and consistent.
Slide 33
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 34
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 35
A
Any Scouting assessor
• Needs to understand the fundamentals of Scouting
• Operate within The Scout Association’s:
– Policies
– Purpose
– Principles
– Method
Slide 36
A
Evidence
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Slide 37
Demonstration
Discussion
Workbook
Questionnaire
External qualification
Working documents
Project
Witness statement
Video
A
Break
Slide 38
You Decide…
• Here comes the role play but fear not,
you only have to watch and assess!
Slide 39
P
Feedback
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Slide 40
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 41
P
A little Experiment…
Slide 42
P
Communication Theory
Decoding
Encoding
Message
Feedback
• Communication
• “The transmission of information so that the
recipient understands clearly what the sender
intends”
Slide 43
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 44
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 45
P
Active listening
 Avoid distractions
 Don’t pre-conceive
 Pay attention to the speaker
 Don’t interrupt
 Concentrate on what is being said
Slide 46
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 47
P
Questioning
Open questions
Focus
Closed questions
Understanding
Slide 48
P
Communication
Do we get the ratio right?
Two ears and one mouth
Slide 49
P
Active listening
 Allows you to make sure you
hear the words
 and …
 understand the meaning
behind the words
Slide 50
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 51
P
Questioning
Avoid if possible
– Interruptions
– Multiple questions
– Leading questions
– Biased questions
– Ambiguous questions
Slide 52
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 54
P
Break
Slide 55
Assessing
Learning
Module 25
Managers &
Training Advisers
Part 2
Slide 56
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 57
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 58
A
Validation Dos
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•
Slide 59
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 60
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 61
A
Grievances
Two possible areas:
• Learner and TA unable to agree on which modules are
required.
• Participant disagrees with a validation decision
Slide 62
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 63
A