Princeton University Outdoor Action Program

Leader Trainer Manual[Type the document subtitle]

Copyright © Princeton University Outdoor Action Program6/1/2008

TABLE OF CONTENTS

CHAPTER ONEAn Overview of Leader Training

Philosophy & Goals of Leader Training 3The Leader Training Course 4The Leader Training Committee 5

CHAPTER TWOThe Leader Training Trip

Pretrip Planning 7Teaching Opportunities for Trainees 9Full Value Contracts 10First Day on the Trail 11Leaders of the Day 12Walkouts 14Post-Trip 14Core Competencies 16

CHAPTER THREESimulations as a Leader Training Tool

Why do Simulations? 22Protocols 22Ethics 23Role of Participants 23Role of Leader Trainers 24Required & Optional Sims 25Simming Emergency Procedures 25How Many Sims? 27Realism 27Catching the Sim Game 28Tone on an LTT 29

CHAPTER FOURDebriefing

Experiential Learning 30Why Debrief? 31What, So What, Now What? 32

Teaching Debriefing 34Debriefing Simulations 35

Timing Debriefs 36Sample Questions for Leaders of the Day 37Sample Questions for Final Debriefs 37101 Ways to Enhance a Debrief 38

CHAPTER ONEAn Overview of Leader Training

PHILOSOPHY & GOALS OF LEADER TRAINING

Leading Training serves many purposes within Outdoor Action. It stands on its own as a challenging wilderness educational experience designed to encourage personal growth and leadership development. It is the program through which OA trains new 3-season backpacking leaders. It is important to provide a high level of skill training to the leaders-in-training so that they may be qualified to lead trips on their own in the future. Finally, it is important to provide advanced skill training for current leaders who may then become new Leader Trainers. The Leader Training Program also offers opportunities for the Leader Trainers themselves to develop as leaders and as teachers.

The goal of the Leader Training Program is to teach the requisite outdoor and trip planning skills to allow interested persons to lead Outdoor Action trips. Outdoor Action Leaders have many roles to fill: An OA Leader is an outdoors person, first aid care giver, facilitator, decision-maker, role model, friend, and group member all at once. Some of the required skills are well-defined and easily grasped, such as lighting a stove. Others, including accidents and group dynamics, are much more abstract, involving simultaneous application of good judgment, principles, protocols, and the confidence born of experience. Both abstract and concrete skills require instruction and practice. The program is designed as an opportunity to learn and practice the leadership tasks performed on a regular OA 3-season backpacking trip.

The Leader Training Program relies on experiential learning as its primary teaching method. Through HEART Wilderness First Aid, the Facilitator’s and Group Dynamics Workshops, and the Leader Training Course, participants learn the technical and the leadership and group dynamics skills required to lead backpacking trips.

The Leader Training Trip (LTT) gives participants an opportunity to put this knowledge into practice in a small-group setting. The LTT attempts to model other wilderness experiences like the OA Frosh Trip, so that trainees acquire the practical experience they need to lead such trips. On the LTT, Leader Trainers create an environment of suitable challenges through which they guide participants in developing their leadership, group facilitation and teaching skills. The LTT group reflects upon and learns from these experiences through debriefing. The LTT is the culmination of the Leader Training Program. Trainees who successfully complete the LTT should be prepared to lead a group of freshman, many of whom have new been backpacking before, in the backcountry and to create a positive orientation experience for each and every freshman on their trip.

LEADER TRAINING COMPONENTS

The following are requirements for becoming an OA Leader. First Aid and all of the Workshops must be completed before the Leader Training Trip.

HEART Wilderness First Aid & CPR: evening course taught by OA Leaders Facilitator’s Workshop: half-day workshop on campus

Leadership & Group Dynamics Workshop: half-day workshop on campus

Leader Training Course: series of 5 evening workshops on outdoor skills

Leader Training Trip: a 6-day OA Backpacking trip that teaches outdoor leadership skills

Van Driver Training (optional but highly recommended)

RECRUITING LEADERSBeing an OA Leader is a significant responsibility, and in order to ensure that all OA Leaders have acquired the skills to handle this responsibility, leaders-in-training must complete all of the Leader Training requirements. Training to become an OA Leader is a considerable time commitment. This time commitment may deter some interested student from doing Leader Training. It is partly the responsibility of the Leader Trainers to actively recruit potential leaders by talking to their frosh, encouraging their trainees to recruit their own frosh, running an OA booth at open houses throughout the year, and putting up fliers around campus.

WHO PROVIDES LEADER TRAINING?There are two basic approaches to training leaders: The first is to have professional staff run the training, and the other is a peer-to-peer training approach, where experienced student leaders train new leaders. As in any situation there are balances and trade-offs. Outdoor Action utilizes both approaches depending on the particular skill area.

Peer-to-peer Training: Having students train other students adds strength to an outdoor education program. The value of successful peer-to-peer education is a powerful tool both for developing the Leader Trainer’s skills and for inspiring new student leaders to develop similar levels of skill, a feat that seems more possible when modeled by a peer rather than a professional. A significant amount of the teaching of new leaders in Outdoor Action is done by students, including Wilderness First Aid, the Leader Training Course, and the LTT. With the guidance of the OA Program Staff, and a well-formulated curriculum, backcountry and outdoor leadership skills are passed down from Leader Trainers to new Leaders. Students look to each other to learn and teach new skills, and this can instill in them a sense of responsibility and leadership.

Training by Professional Staff: The skill areas which are taught by Outdoor Action Program Staff are primarily “interpersonal skills” where mastery of teaching the skill takes considerable experience. The OA Program Director teaches the Facilitator’s Workshop and the Leadership & Group Dynamics Workshop. OA staff also teach the Safety & Risk Management workshop at the end of the Leader Training Course in order to assure common standards in handling emergency situations and to impress upon leaders the critical responsibilities that they hold.

THE LEADER TRAINING COURSE

This course teaches trainees the skills they need to plan and lead 3-season backpacking trips. While this course covers the skills required to lead an OA Frosh Trip, many of the topics taught, such as route planning and menu planning, go beyond the skill set required for frosh trip so that participants should be able to plan their own trips upon successful completion of this course. Participants will complete a series of five workshops designed to cover basic hard skills:

Workshop 1: map reading, route planning Workshop 2: layering, equipment, hygiene, hydration, Knots I Workshop 3: stoves, stove repair Workshop 4: Knots II, tarp lines, bear bags Workshop 5: Safety & Risk Management LNT: each workshop will cover 1-2 of the related LNT principles

Leader Trainers will co-teach the first four workshops. The Safety & Risk Management Workshop will be taught by the Program Director. You’ll find the entire curriculum for the LT Course up on Blackboard.

The Leader Training Course serves several purposes. It teaches all participants a common set of skills before going on their LTTs. This common skill set ensures a basic level of competency before the trip, so that skills are standardized, and participants who have little or no backpacking experience have already learned the basic hard skills before hitting the trail. In terms of the Leader Training Trip, this means that everyone in the group will be able to practice and fine tune skills that they have already learned, rather then learning them for the first time on the LTT. Participants will also have opportunities to master these skills by practice teaching on the LTT.

BUILDING COMMUNITYThe workshops help to establish mentoring relationships between trainees and Leader Trainers. The workshops also provide an avenue for students who are already leaders to refresh their skills by taking a workshop in an area they are weak in. They strengthen the entire OA Leader community, since leaders-in-training will have an opportunity to meet and interact with each other throughout the course. The workshop offers numerous opportunities for Leader Trainers to mentor new trainees and for Leader Trainers to develop their own teaching skills.

THE LEADER TRAINING COMMITTEEThe LTC is a group that cares deeply about OA and thinks a lot about what it means to be a good leader and a good teacher. Being a Leader Trainer is a constant learning process. We’re all trying to become better leaders and teachers, and by the time we think we’ve got some things figured out, it’s time to graduate. In the mean time, we’re all trying to learn as much as we can from each other so our trainees can learn from us. It’s a daunting role and incredibly rewarding!

SELECTING LEADER TRAINERSPart of the Leader Training Committee’s job is keeping the LTC alive. That means that we have to constantly recruit new Leader Trainers to replace the graduating seniors. The LTC takes applications twice a year, at the beginning of the semester. The committee screens applicants to make sure that each one meets the experience criteria. All applicants must have led two OA trips, or have led one OA trip and demonstrate some other wilderness leadership experience. All applicants with enough experience are interviewed by the Program Director and 2-3 current Leader Trainers. The Committee then meets to discuss each applicant on the basis of the written application, the interview, and any other relevant contact that Leader Trainers may have had with them.

LEADER TRAINER COMMITMENTSAll Leader Trainers commit to:

Leading at least 2 LTT’s: Since the first LTT is largely a learning experience for any Leader Trainer, it’s important to lead at least 2 to give back to program.

Teaching workshops for the Leader Training Course

Attending regular LTC meetings: The LTC meets regularly to discuss the upcoming and recent LTTs, changes to Leader Training, the progress of the Leader Training Course, Leader Trainer applications, etc. These meetings generally include extensive discussion of the goals and philosophy of OA. The LTC usually meets twice a month for a dinner meeting, and may meet more often during busy times, especially post frosh trip and when reviewing applications for new leader trainers.

Help to recruit new leaders, support staff, and command center staff. Recruiting involves putting up fliers around campus and staffing OA tables in the dining halls. The big recruiting times are the weeks leading up to the fall and spring sessions of HEART Wilderness First Aid.

The LTC requires full participants from all Leader Trainers. LTs need to commit to attending ALL dinner meetings and need to take an active role in teaching Leader Training workshop and recruiting new leaders. It’s a big time commitment, and OA Leaders who cannot commit to all aspects of being a Leader Trainer should think carefully about their priorities before joining the LTC.

CHAPTER TWOThe Leader Training Trip

PRETRIP PLANNING

Meet with Co-LeadersThe first step in preparing for an LTT is a meeting between Leader Trainer Co-leaders. Co-Leaders should meet to begin getting to know each other (if they don’t already), discuss their goals for the trip, share experience levels, discuss concerns and challenges that face them for the trip, and begin planning the pre-trip classes and the trip itself.

Meet with Program DirectorCo-leader Trainers should meet with the Program Director before the trip to discuss co-leader chemistry, the specifics of their route, and any concerns about particular participants.

Meet with ParticipantsYou’ll need to hold a couple of pretrip meetings to get ready. There is no strict break-down of the order in which the following topics should be covered, but they should all be covered at some point before the trip. Information/Tasks that need to be covered in pre-trip meetings:

Games & Names Games Introduction to the LTT

- Explain the goals and philosophy of the LTT- Explain the responsibilities of Leaders of the Day- Discuss Simulations: purpose, format, role playing- Explain the Role of the Leader Trainers- Explain the use of Debriefing on an LTT- Review the goals and expectations of leaders and participants

Med Forms Have participants fill out medical and health insurance forms as soon as possible.

Van CertificationMake sure you have enough van-certified drivers. If not, hound participants to get certified early! This process takes a few weeks.

Equipment ListsDistribute personal equipment lists—get a count of how many people need to borrow backpacks, boots, sleeping bags, rain jackets, water bottles, and headlamps from the E.R.

Classes Assign the classes that participants will teach, so that they have time to prepare.

Menu PlanningSince they’ve already had a menu planning lesson in the LT Course, this is a great opportunity for the participants to practice. Breaking up into small groups works well, where one group plans dinners, another breakfast, another lunch and snacks. It helps to have a copy of the Frosh Trip menu from the latest FT Leader’s Manual. Be sure to find out about food allergies and special needs in advance from anyone who misses this meeting.

Route Briefing

Show participants the route and give them some background information about the area and the trails (area regulations, history, hazards, sweet spots, wildlife, weather, etc). You might point participants to good sources for their own classes.

It’s not easy to find times when the whole group can meet. Since the pretrip meetings cover a lot of information that your participants need to know (especially the goals, philosophy, and format of the LTT), you’ll have to find some way of keeping everybody on the same page, either via e-mail summaries or make-up sessions. If you don’t have the whole group together, it’s best to wait before diving too much into get-to-know-you group dynamics activities.

TRAINEE PRETRIP SELF-EVALUATIONLeader Trainers write up a questionnaire for participants to fill out and return before the trip. The responses to this self-evaluation will give you a better idea of how to tailor the trip to the needs of your participants. The responses also give Leader Trainers ideas of how to pair people and what to watch for/encourage during the trip. The following is a sample questionnaire:

Getting ready for the leader training trip we wanted you to think about a few things before we go. Take a few minutes to answer each of these questions. Your responses will help us structure the trip to address the things that you’d like to work on.

What are your goals for this upcoming trip? What skills/knowledge do you want to acquire/master in order to be an effective OA Leader? At the end of the trip looking back, what would you like to be able to say about it?

How would you describe your typical leadership style? In what settings do you feel most comfortable? What are your strengths?

What type of person would be most effective for you to lead with during your Leader-of-the-Day experience? What type of person would best complement your style and would be a good person for you to learn from?

Where do you feel least comfortable? What would you like to work on during this trip? How can your leader trainers help space to accomplish these goals?

What do you see as the biggest challenges of this Leader Training Trip? How are you planning to address these challenges?

MEET WITH THE PROGRAM DIRECTORCo-Leaders will meet with the Program Coordinator or Program Director to touch base and talk about the trip. This is a meeting for Leaders to share with the OA Staff-person their goals for the trip, both individually and as a group, challenges facing them, each person’s strengths and weaknesses, co-leader chemistry, and trip logistics. It is a chance for OA Program Staff to touch base with each group of leaders individually. This is an important conversation because it allows an outside person to ask questions about issues that might be important yet difficult to bring up among co-leaders before a trip. It is also an opportunity to discuss any concerns or special circumstances regarding individual participants. Leaders should pick up a trip packet at this meeting and turn in all pretrip forms.

PRETRIP LEADER TRAINER TASKS

Turn in a copy of your route and trip logistic/safety form to the Program Director. Photocopy/review med forms: Turn one copy in to the Program Director and take one with you

in the trip packet. Photocopy driver’s licenses of all van-certified drivers. Turn in copies to the office. Pick up a trip packet, maps, van keys, and petty cash from the office. Borrow an ER key, if you

don’t have one already. Go grocery shopping. Save ALL receipts! (that includes groceries, gas, & tolls). All receipts

plus extra cash should be kept in your blue van bag and returned to the OA office at the end of the trip.

You should raid the E.R. first to see what’s available in the food room. But remember that there are other trips going out, so be considerate and think about what the other LTTs need too. Important to keep your stuff distinct from the other trips. Use a yellow bin, clearly labeled, and be sure to be respectful of other LTTs’ stuff.

Organize a trip to EMS/Blue Ridge, if participants want to buy gear before the trip. See if the office has discount cards.

Review participants’ HEART Wilderness First aid exam scores and LT course homework to identify problem areas.

TEACHINGA big part of the LTT is teaching participants how to teach. The participants should be given as many opportunities as possible to teach throughout the LTT, in order to practice effective teaching techniques and gain the confidence necessary for teaching participants on trips of their own. The Leader Trainers will assign classes early on so that participants have time to prepare their material. When assigning classes, it’s a good idea to provide page numbers from The Backpacker’s Field Manual or area guidebooks and park websites, so that participants know where to look for information.

Role Modeling TeachingLeader Trainer’s should set the standards for classes by role modeling effective teaching and leading the group in a debrief in one of the pretrip meetings. Participants’ homework from the LT course should give you an idea of what topics they might need to review. Stove repair is a good bet. You can also open up a good discussion of teaching techniques by asking for feedback about the LT course.

Pretrip ClassesOne way to create more opportunities for practice teaching is to do a trial run of “Frosh Trip Saturday night”. Have trainees present the topics that OA Leaders need to cover with their frosh that Saturday. If you have a big group, have participants present this material in groups of 2-3, as if they were co-leaders. Topics include:

Philosophy of LNT Layering Packing a Pack Troweling & Hygiene

These presentations give participants a chance to solidify their grasp of material already covered in the Leader Training Course. They also allow participants to practice teaching the material they’ll be telling their frosh on the first night of Frosh Trip. Pretrip classes can open up discussion of effective ways to present these topics to the freshman on Saturday night.

Trail ClassesEach participant will have a class to teach the group on the trail. Some suggestions for classes include:

History of the Area/the Trail

Natural History of the Area Weather Prediction Water Purification Telling time without a watch Astronomy Topics in Local Wildlife

LAST PRETRIP MEETINGThe ER staff will have put together all your group gear in a cage in the ER. It’s a good idea to double check your group gear. At this meeting you’ll need to:

Test stoves Stove repair refresher (optional but highly recommended). This is a good time to review stove

repair, since everybody can have a stove in their hands. It’s also an excellent opportunity for the Leader Trainers to set the standards for classes and open up the weeklong discussion on good teaching techniques.

Any pretrip, participant-taught classes, like packing a pack. Distribute personal gear. Be sure to fill out a sign out sheet. It’s a good idea to tape this sheet to

the wall/cabinet in the ER, so you have a list of gear to sign back in when you return. Repackage food Distribute food and group equipment.

The Night Before You LeaveThe group may decide to sleep at the ER or by climbing wall to get an early start. This is a good idea, If you’re leading a dead week LTT, since participants may already turned in their room keys. It’s a very good idea to write down the cell phone numbers of people who plan sleep in their own rooms, in case anyone oversleeps.

FULL VALUE CONTRACTThe LTT group will create a Full Value Contract before hitting the trail.

The Leader Training Course is partly an exercise in getting people to open up and think about themselves and about those around them (all that darn debriefing), which is an important part of being a leader. Doing the Full Value Contract is often the first chance at this, and many people have a hard time thinking about how they'll contribute to the trip, and their goals, expectations, concerns, etc. for the trip. Or sometimes it's just difficult to think about it on the spot, because they haven't really done it yet. While Full Value Contracts are important in and of themselves because they really get the group on the same page about what everybody else is thinking, it's even more essential at this stage in the Course that participants feel comfortable doing it. It’s helpful to be a little creative, so here are some ideas for Full Value Contracts:

Poster board is recommended. A sheet is also great! Then you can have a flag to take on your trip with a couple permanent markers and write down quotes and various other fun things that define your group.

Create a collage: get together some old magazines, glue, scissors, and a poster board backing. Have everyone find a picture or two that represents themselves on the trip. Go around in a circle, having each person explain his/her picture before s/he glues it on. As they're searching for images, have them keep in mind the abovementioned ideas (goals, expectations, etc.).

Have each person draw an outline of their hand on a poster board. Have them write something different in each finger. For example, in the thumb, have them write one thing that they think they'll bring to the trip. In the four fingers, have them write one thing they hope to learn, one

thing they can teach, one thing they're excited about, one miscellaneous thing about themselves (pinky?), etc. You can also have them draw on their palm a picture of, if they were to get a tattoo, the one they would get.

Get creative with the medium you use! T-shirts, frisbees, footballs, etc. are all things that I've heard about being used. If you use a frisbee or something, you can even bring it on the trip to play with.

Another reason why FVC's are important is that they can be used as an on-trip reference; when group "problems" arise, it can be useful to sit down and talk about how what's been going on isn't consistent with the trip's philosophy as outlined in the group's Contract. It's a good way of not singling anyone or any particular problem out, while still increasing group cohesion. This might be something to mention during some of the emotional sim debriefs.

DURING THE LTT

ROLE MODELINGThrough the second evening of the trip, the Leader Trainers will lead and should model good leadership for the trainees. Although participants already have a solid foundation from the Leader Training Course, there are many things that need to be taught to a new group of backpackers on the first day of a trip. The following is a list of just some of the skills and activities that Leader Trainers will teach and reinforce on the trail. See P.17 for a more detailed description of the “core competencies” of good leadership on any backpacking trip.

LNT Co-Leader Chemistry Setting up Camp Time Planning: how to plan the day, so that the group gets into camp with enough light. Breaking Down Camp: getting out of camp efficiently, delegating tasks, camp sweep (if you

want the LODs to take the bear bags down and boil water before waking the group, definitely set the example the first day)

Warm ups and stretches Blister Care: model the important of check your feet; how to recognize hot spots/blisters Pack adjustment Group Trail Technique: leader positioning, setting the pace, rest stops, minimal impact Hydration: the important of staying hydrated, water purification Personal Hygiene Map & Compass Group Morale and the role of trail games, singing, etc. Group Games

- initiate games designed to facilitate positive group interaction and cooperation- initiate discussions on group dynamics

Protocols as needed: road/stream crossings, swimming, lightning drills Campsite Selection Demonstrate and practice bearbagging, tarping, and stove w/ whole group Setting the Tone Teachable Moments Role Model Sims: LTs should sim each other to set an example (see Chapter 5)

TEACHABLE MOMENTS

When role-modeling leadership, it’s important to make your thought process as transparent as possible to your trainees, so that they can visualize your decision making process and all of the factors that go through your head in making decisions on the trail. You can help participants to develop their own leader radar by giving them insight into yours. Teachable moments are a particularly good way to make decision making transparent, both in the moment and looking back. Nobody’s perfect, and there may very well be times in your role-modeling day that could have gone better. It’s easy to turn your own weaknesses into teachable moments. In verbalizing constructive self-criticism, you can begin to teach your trainees to think critically about their own leadership, which is exactly what they need to be doing. That’s what “transparent leadership” is all about.

MAP & COMPASSLeader Trainers will teach map and compass skills, which are not covered in depth in the Leader Training Course. The following topics should be covered:

Map Reading - Scale - Reading Contour lines - Symbols

Compass - Parts Using Map & Compass

- True north and magnetic north - declination - Orienting the map - Bearings: taking field & map bearings; walking a bearing- Triangulation

SECOND NIGHT IN CAMP Review responsibilities of the Leaders of the Day Discuss Simulations: expectations and role of Leader Trainers Answer any remaining questions about Evacuation Procedures. Debrief the day Assign/Brief Leaders of the Day for the next day

LEADERS OF THE DAYDuring Days 2-4 of the trip, each leader-in-training will have the opportunity to lead the group for a day. The 2-3 Leaders of the Day hold responsibility for all aspects of leadership on that day. The experience the participants gain from being Leader of the Day and watching their peers in that role is very important to their growth as leaders. They should get feedback from the Leader Trainers on what they did well and in what areas they need to improve. It’s very important that they know what they can do to improve their leadership skills and that they understand that this is one step in the process of growing as a leader. The goal of this experience is to practice and learn.

The responsibilities of the Leaders of the Day include waking the group up in the morning, delegating tasks necessary to move out of camp, navigating along the trail, managing time and group efficiency, responding to the needs of the group, supervising campsite selection and set-up, and debriefing at the end of the day. This is not to say that the Leaders of the Day do all these things themselves, as if this were the first day of frosh trip; rather, it is their responsibility to make sure that all of these things get done. Leader Trainers should perform tasks assigned to them by trainees rather than taking initiative to do things.

Throughout Days 2-4, the Leader Trainers will play the roles of freshman and will do simulations to which the Leaders of the Day will respond. The Leader Trainers will step out of character to debrief sims. Since the trainees on an LTT are more self-sufficient than the participants on a Frosh Trip, Leaders of the Day are often tempted to think that the group can take care of itself, with the exception of its 2-3 “problem frosh.” It is important that the Leaders of the Day understand that they are responsible for the needs of the group as a whole. To help the Leaders of the Day avoid tunnel vision, Leader Trainers should emphasize that the timing of the day and many aspects of group dynamics, including group morale and setting the tone, are entirely within their control while they are responsible for the trip. It is important that the Leaders of the Day being to take responsibility for the more abstract aspects of leadership.

Pairing Leaders of the DayAlthough there is no science to leader pairing, it’s a good idea to select the more experienced participants as the first Leaders of the Day. The first LDs should set high standards, so that the rest of the group can learn from them and follow their example.

Front-Loading & Mid-day DebriefsYou can Leaders of the Day achieve realistic goals by “front loading” and doing one-on-one mid-day debriefs. Front-loading gives participants a few ideas, strategies, or goals to think about throughout their day. Mid-day debriefs are a great way for Leader Trainers to discuss how the first half of the day went and what each Leader of the Day should work on as the day progresses. It’s not always necessary for all the Leader Trainers to meet with each Leader of the Day in a mid-day debrief.

Camp Set-UpAnother way to incorporate more teaching opportunities would be to treat camp set-up every day as if it were the first day of frosh trip. Leaders of the Day would practice teaching small groups how to set up tarps and bear bags and light a stove. This model would give every trainee the chance to practice teaching the hard skills that they will be teaching to their frosh on Frosh Trip and several chances to learn from the ways that the peers approach teaching the same skills.

END OF THE DAYAfter the Leaders of the Day have done their debrief, the Leader Trainers will step out of character to:

Debrief the group, highlighting teachable moments Announce tomorrow’s Leaders of the Day Brief tomorrow’s Leaders of the Day

- Hand off map & compass, med kits (encourage LDs to familiarize themselves with the med kits)

- Go over tomorrow’s route- Co-leader chemistry: a good time to help the Leaders of the Day discuss their goals for

the day and any challenges or concerns, so that they start thinking about how to work together tomorrow.

- Take any last questions before reverting to frosh mode Debrief today’s Leaders of the Day as a group: a good time to discuss any co-leader chemistry

issues, what roles they took on within the pairing, what each LD learned from their co-leaders Debrief today’s Leaders of the Day individually

WALKOUTS

The purpose of a walkout is to give the trainees experience of what it will be like to be completely in charge of a trip. In order to ensure the safety of the group, Leader Trainers should consider the following before deciding to do a walkout:

Walkouts are not an automatic part of a Leader Training Trip. The leader trainers need to evaluate the strength of the group and decide if such an exercise is appropriate.

Walkouts are never to be done unannounced or with “notes” left by leader trainers who have departed. If the leader trainers feel the trainees are ready for a last day walkout, they will brief the trainees on procedures the night before. Leader trainers must emphasize that walkouts only occur on Leader Training Trips. They are not appropriate and not permitted on regular trips.

Walkouts are not permitted if there are either leaders or participants with medical conditions that could become serious, such as bee sting allergies, diabetes, etc.

Walkouts must always be considered carefully. If there is bad weather or if there is a person with an illness or injury, a walkout should not be done. If the accident potential is increased, leader trainers must remain with the trip. If the trainers wish, they can tell the group that they are “ghost” participants (not really present) and will say nothing, and help with nothing unless an emergency arises. Ghosts can carry group gear if it is set aside for them by the participants, but there is no communication to the ghosts at any time.

Walkouts should only be done on the last day of the trip when there is short mileage back to the van. Under no circumstances should leader trainers walk out the night before the last day.

A specific rendezvous time at the van should be set up with the participants. If the group is more than 1 hour late, the leader trainers should begin basic search procedures.

It is recommended that the leader trainers get an early start out of camp and start back to the van before the participants break camp.

Equipment distribution - There should be two sets of maps available if a walkout is being considered. Both parties should have basic first aid supplies.

POST-TRIPOnce you’re back on campus, gear has to be cleaned out, there’s some paperwork to fill out, and each participant needs to have their final debrief with their Leader Trainers. Make sure to tell participants how much time all of this will take, so that they’re not expecting to dash off the minute you get back to campus.

Calling InThe Leaders Trainers should call the Program Director as soon as the whole group has arrived at the vans, to let him know you’re all off the trail safely. This is a good time to let Rick know if he’ll need to talk to one of your trainees individually, in the event that you and your co-leaders have serious concerns about a trainee’s readiness to lead a frosh trip. You should call again when you arrive back at the E.R. to let him know you’re back on campus safe and sound.

Clean-Up

When the group returns, all gear should be cleaned and returned to the equipment room. If this is a dead week LTT, leave all group gear in a cage, so that the Frosh Trip Coordinators can factor returned LTT gear into the equipment inventory. Please leave the ER cleaner than you found it!

All group gear should be cleaned and return to a cage in the E.R. - Wash out pots and pans.- Sweep out tents and tarps. - Hang up wet ropes and tarps to dry. Do not leave wet equipment lying around in cages.

Any damaged gear should be clearly labeled with what’s wrong with it and placed on the workbench.

Make sure to collect all borrowed personal gear, double-checking your personal gear sign-out sheet to make sure everything gets returned.

Store medical waste bags in red medical waste bins in the E.R. Do not leave food lying around. The E.R. has a severe rodent problem. All trash should be taken

out to the dumpsters by the climbing wall. All extra food should be stored in sealed plastic containers in the food room.

Clean out the vans and double check to make sure they’re empty. Return both sets of van keys, the blue van bag (with extra cash and all RECEIPTS) to the OA

office promptly. The vans need to go back to the dealer as soon as possible, so that OA doesn’t have to pay for an extra rental day.

Return all completed evaluations to the OA office as soon as possible. It’s really important to be prompt about turning in your forms, especially off of dead week LTT’s, since the Frosh Trip Coordinators need these evaluations in order to figure out how many frosh trips we can send out and to begin co-leader pairings.

POST-TRIP EVALUATIONSEvaluations allow each trainee to reflect on what areas they still need to work on before (or during) frosh trip. They also provide the Leader Trainers with detailed information, so that the Leader Trainer’s can write up an accurate evaluation of each person’s grasp of hard skills. Participants will complete the following evaluations after the LTT:

Written Skills TestingEach participant will complete a written skills test after the trip that tests their knowledge of topics covered in the Leader Training Course as well as more advanced map and compass reading. Make sure to look over the questions covered on the skills test, so that on the trail, you can cover those map and compass topics that go beyond the scope of the Leader Training Course. The written skills test is generally open book.

Practical Skills TestingIn order to accurately evaluate each participant’s competency and comfort level with hard skills, the Leader Trainers should have each participant demonstrate how to set up bear bag ropes and tarp lines and how to light a stove, with emphasis on stove safety. Practical skills testing can either be done on the trail or back at the E.R.

Self-EvaluationParticipants will fill out a self-evaluation form to critique themselves on their own performance and what they have learned, as well as the areas in which they feel they need additional work.

FINAL DEBRIEF

The Leader Trainers will get together with each participant after the trip and give that person a verbal evaluation of their performance, strengths, and weaknesses. The final debrief is the culmination of the many discussions between the Leader Trainers and their trainees.

WRITTEN EVALUATIONThe Leader Trainers will cooperatively submit a written evaluation of each participant with information on overall performance, strengths, weaknesses, and recommendations regarding that person’s leader qualifications.

For intersession LTTs, the Leader Trainers will present an evaluations of each trainee to the LTC. For dead week LTTs, it is important to fill out these forms promptly and submit them to the OA office before you leave campus for the summer.

TRIP DEBRIEF WITH THE PROGRAM DIRECTORThis a time for co-leader to discuss:

Concerns or rave reviews of participants Incidents and close calls Group dynamics issues The Route What you learned from your co-leader(s) What you learned about your own leadership.

WRAPPING UPYou still need to turn in to the office:

All evaluations Trip Log Accident Report, Information/Close Call Forms Van keys Petty cash, ALL RECEIPTS, the trip expenses form

CORE COMPETENCIES1

The following is a description of the “core competencies” in which OA Leaders should demonstrate proficiency. Leader Trainers should give their trainees a copy of these descriptions, to give them a clear idea of what they should strive for. Since this document might be fairly overwhelming, they should send out a simplified version before the trip and the full document after the LTT, to give trainees a chance to reflect on what aspects of their leadership they need to improve upon.

Trip Planning

Goals Demonstrates Proficiency Through

1 The Core Competencies table is derived from Hike Ontario program.

Plans a route Plans trip considering number of people, ages, ability, duration, fitness level, experience level, terrain, weather, emergency exit points, route shortening options

Develops a daily Time Control plan to manage planned mileage Establishes daily evacuation routes Contacts rangers in advance about regulations and permit requirements, trail conditions, etc. Contacts rangers just prior to the trip for last minute updates Identifies potential environmental hazards in the area and takes proactive steps to reduce

risk from hazards Identifies area emergency contacts and phone numbers Files a detailed trip plan with OA Director

Plans meals using good nutritional standards

Plans a healthy diet prior to trip based on activity level and season Determines any special food requirements (kosher, vegetarian, vegan, food allergies)

Prepares necessary equipment Evaluates equipment required for activity, location, season Prepares & tests equipment before trip Checks participants for proper equipment Knows how to do basic equipment repair in the field

Group Leadership & Communication

Goals Demonstrates Proficiency Through

Sets the atmosphere for the trip Welcomes participants Assesses participants needs and motivations for participation in the trip Answers all participant questions Describes goals, route, distance, time, stopping points Reviews group hiking rules and trail code Has some understanding of the socio-cultural differences of participants

Leads the group effectively Facilitates learning by using appropriate education principles Uses entire learning cycle when teaching new skills Uses appropriate leadership style for each situation and stage of group development Recalls Maslow’s hierarchy of needs when working with group and attends to basic needs

first

Communicates effectively Is specific and clear Speaks from the personal by using “I” and sharing your own experiences Provides feedback that is based on observable behaviours Is consistent in delivery of messages Remains neutral in any resolution of conflict by avoiding judgement Uses effective formations for group communication

Develops group cohesiveness Provides ‘icebreakers’ to help group get to know each other Uses groups games and activities to build cooperation and a sense of trust Understands proper sequencing of activities and evaluates the group to decide what

activities are appropriate Creates a ‘safe’ space for students from different backgrounds Effectively uses debriefing techniques to maximize learning Manages difficult behaviour from a participant or within the group through effective

communication and conflict resolution

Strives for a high quality trip experience for each participant.

Makes significantly more positive than negative comments Anticipates needs of individuals and the group and responds pro-actively Anticipates joys, thrills, “highs” of the trip and facilitates these Deals with negative trip experiences with empathy; seeks meaning from these

Trail Leadership

Goals Demonstrates Proficiency Through

Has a designated lead and sweep person and keeps in regular contact with both

Designates lead and sweep persons Has a strategy to ensure contact occurs between the lead and sweep participants as

required

Conducts appropriate group stops Conducts appropriate group stops for (a) natural vistas & nature integration (b) group maintenance needs for layering, water, food, rest and (c)for member interaction, sharing, synergy

Actively monitors and interacts with all individuals for safety and trip quality check-ins

Checks-in with each participant at least each day during the trip

Manages the group morale and focus

Demonstrates different leadership roles based on group needs i.e. Attentive to hazards if required, relaxed if appropriate, motivates positively if needed

Manages the hiking pace appropriate to the route, the goals and the group

Manages pace such that the group stays together

Positions themselves to guide the group through environmental hazards

Positions themselves and/or spotter at environmental hazards to assist each participant through if required

Leave No Trace

Goals Demonstrates Proficiency Through

Imparts philosophy of Leave No Trace hiking

Understands and practices the major Leave No Trace principles including:o Plan ahead and prepareo Travel and camp on durable surfaceso Dispose of waste properlyo Minimize campfire impactso Leave what you findo Respect wildlifeo Be considerate of other visitors

Educates participants on Leave No Trace principles and techniques

Consistently demonstrates positive environmental valuing care in their actions

Demonstrates all Leave No Trace behaviours to a high standard Carries a garbage bag to remove extra trail garbage Uses vocabulary which expresses value for natural life and natural life systems

Conveys some knowledge of the ecology of the trip route

Discusses plants native to the area Discusses any interesting historical information on trip route Discusses animals native to the area and some information on their habits Provides information on how to respond in the event of an animal sighting

Outdoor Techniques

Goals Demonstrates Proficiency Through

Uses and demonstrates the proper use of equipment

Brings all necessary equipment appropriate for terrain, weather, and length of trip Demonstrates effective and safe use of equipment as utilized

Discusses appropriate clothing requirements

Discusses importance of layering and different fabrics available Is a role model by wearing clothing appropriate for weather and terrain

Purifies water Knows when to purify water sources Understands several methods of Water purification

o Boilingo Liquid Tincture of Iodineo Polar pure Iodine Crystalso Water Filter (for participants with iodine allergies)

Discusses physical fitness concepts

Conducts a warm-up activity of light stretches before starting activity Discusses importance of warm-up, cool down and progressively increasing distance and

intensity of hiking trips Advises of adequate food and hydration for participants prior to trip as appropriate

Uses a compass Identifies parts of a compass Sets the local declination Orients the map from land features and by using a compass Can take a bearing from a map Can take a bearing from on object on the landscape Can convert bearings from map to land and land to map Moves on a bearing cross country for 1500 m in wooded terrain to a set point with error of

margin of less than 50 m

Uses a topographical map and/or guidebook

Calculates scale and distance Navigates using relief, contours, height, gradient & slope Identifies conventional map symbols Identifies information in the map margins Calculates local declination Uses wayfaring techniques such as baselines, catching features and landmarks

Manages Stoves and Fires safely Uses stoves and stores fuel safely Discusses and demonstrates how to build a fire, what kindling and wood to use and how to

keep it going while considering available fuel sources and Understands how to assess when conditions are appropriate to build a Leave No Trace Fire Can build a Leave No Trace Fire in an established fire ring Carries emergency fire starting materials

Constructs an effective shelter Builds a proper tarp shelter utilizing available materials which does not damage trees, etc.

Uses a variety of signalling techniques

Understands OA Cell Phone protocols and emergency call-in procedures Signals for help using available equipment and the international code of signals, when

required

Plans a menu, cooks, stores and disposes of food wastes

Disposes of food waste by packing it out Cooks or facilitates the cooking of all meals Develops a meal plan with nutritional balance

Stays clean and maintains a sanitary camp site with low impact on the environment

Clean dishes in pots, skim food waste & pack out and dispose of grey water properly (sump hole away from campsite and water source or spraying based on local regulations)

Uses biodegradable soap and disposes of water away from water source Washes in container away from source of drinking water

Anticipates significant weather changes and makes adjustments for such

Assesses weather conditions throughout trip and makes adjustments as required Understands the 30/30 rule for lightning and the lightning position for the group and

individuals Manages the group in a lightning storm according to OA protocols

Prevents animals from getting human food

Takes steps to animal-proof the storage of food and cooking utensils Selects and prepares location to store or hang food prior to nightfall Checks bearbag trees for safety before hanging Understands various food hanging methods and pros and cons of each Distributes weight properly (to multiple bearbag trees when needed) Stores toothpaste and other scented items with animal-proofed food storage

Assesses and manages travel risks

Understands and implements road crossing procedures when required Can assess stream crossings for potential hazards Understands and implements safe stream crossing techniques

Picks and sets-up an appropriate campsite

Chooses a campsite with low impact on the environment Sets-up kitchen and sanitation sites away and downwind from tarp/tent sites Camps at designated sites when available

Safety & Risk Management

Goals Demonstrates Proficiency Through

Provides a safe trip experience by being able to effectively administer First Aid or CPR as required

Valid First Aid Certification Valid CPR

Prior to each trip the leader has utilized risk management philosophy in their preparation.

Researched route for up-to-date details on trail conditions, hazards and extreme weather conditions

Has an emergency action plan (filed with OA Director) Checks First Aid supplies prior to each trip to ensure a complete kit

Leads trip with a safe ratio of participants to leader

Considers ratio of leader to participants based on age of participants, ability, special needs, difficulty of terrain.

During the trip, takes additional precautions as required and is prepared to respond to an emergency situation.

Carries a fully supplied first aid kit that was checked prior to trip and is appropriate to level of remoteness

Leaves details as to route and expected time of return with someone who can activate a response if return time is missed

The leader obtains signed waivers and emergency contact numbers and carries necessary medical information for all participants.

Discusses prevention of hazards with participants

Understands the Dynamics of Accidents Model Monitors for hazards and increasing Accident Potential Proactively takes steps to reduce hazards factors and increase safety factors Points out hazards, dangerous areas, slippery spots, poisonous or allergy causing plants Discusses techniques to avoid heat exhaustion, dehydration, or hypothermia when relevant Discusses relevant animal hazards likely to be encountered including avoidance and

handling

Implements Emergency Response Plan

Knows when to initiate the Emergency Response Plan Contacts appropriate emergency resources based on seriousness of emergency Sets up an appropriate evacuation plan with backup plans Uses cell/satellite phones professionally Coordinates all evacuations through OA Director Attends to first aid needs of victim(s) Manages group effectively in emergency utilizing all resources Engages assistance of others as needed

Consistently demonstrates pro-active behaviour in managing risks during the trip

Checks-in with individuals who have special needs or who have medical conditions

Informally assesses and monitors participant’s physical and emotional readiness before a trip, their status during the trip and responds appropriately

Makes a visual assessment of clothing, footwear, mobility prior to trip Surveys participants for pace, breathing rate or other difficulties during the trip Checks-in with participants during the trip

Follows-up with any post-trip paperwork related to any incidents or injury

Completes documentation of incident with Incident/Close Call form and any SOAP notes.

CHAPTER THREESimulations as a Leader Training Tool

WHY DO SIMULATIONS?Simulations provide leaders in training with opportunities to gain practical experience and receive feedback in a safe environment.

On the days that participants are Leaders of the Day, the Leader Trainers will perform a series of simulations. There are a wide variety of simulations that can be done, including first aid, interpersonal skills, group dynamics, and protocol issues. The Leaders of the Day are responsible for recognizing and responding to these simulations, which give trainees practice in handling some of the difficult situations that could come up on a trip. It is important that participants know the Leader Trainers will be doing simulations and that it’s their responsibility to deal with them.

After each simulation the Leader Trainers should debrief the experience with the group to discuss how this type of situation should be dealt with. It is often best to give the Leaders of the Day the opportunity to first explain what happened, how they responded, and what they would do differently if it were to happen again. Leader Trainers should then tell them what they did well, what they should have done differently, and when necessary, discuss with the group different ways to deal with the same situation.

Although the Leader Trainers will be evaluating their participants as leaders throughout the trip, simulations are NOT meant to test the participants. Stress this to your participants. Simulations give participants opportunities to practice and improve skills. They are not intended as a test of an individual’s skills. In simulations of emergency situations, the purpose of sims is to learn about the complex nature of emergency response. A low-pressure walk-through of the Emergency Procedures will imprint them on the participants far better than a confusing, high-pressure affair. Keep in mind that an accident scenario can be a highly emotional experience. We want to give people experience with emergency procedures; we don’t want to emotionally traumatize them.

PROTOCOLS Leaders-in-training must know in advance that simulations are going to occur and that it’s their

responsibility when Leaders of the Day to respond to them. Leader Trainers must always be honest about whether or not they are doing a simulation; not

telling a participant that a situation is pretend can be frightening and emotionally traumatizing. Leader Trainers should be the only ones involved in simulations. Participants should not be

expected to know when and how to do a simulation and when one should end. Simulations must not risk the safety of anyone in the group, including Leader Trainers, Leaders

of the Day, and the other trainees. This means don’t get hypothermic, dehydrated, hungry, etc. You never know when a real problem could occur and you would need to take charge.

The Leader Trainers must teach Emergency Procedures and Lost Person Procedures before any simulations so that trainees have the requisite knowledge for executing any emergency plans. There is no point in asking the group to do an exercise if they don’t have previous training in it.

Epi-Trainers for Sims: A Leader Training Trip is the only situation where simulations are done in a field setting where a full first aid kit with Epi-pens. At the beginning of each Leader Training Trip all participants will be informed that they are never to take an Epi-pen out of the first aid kit for a simulation. In the event of a simulation that would require epinephrine, the

leader trainer acting as a patient will have an Epi-trainer in their pocket and the trainee would ask to have it for the simulation.

ETHICS OF SIMULATIONSLeader Trainers have a responsibility in simulations, as in all aspects of the trip, to:

DO NO HARM (physical OR emotional) to themselves or to others

DO NO HARM to the environment or to the teaching environment

Leader Trainers must keep in mind that simulations can sometimes be emotionally charged events for people. This may be due to their anxiety about their ability to deal with a real accident or recollections from other traumatic events. They also need to recognize when a true accident potential is developing and know when to call off the sim; darkness, cold, etc. are just some things which should end the exercise.

Leader Trainers are not to implement actions during the simulation which could place themselves or other members of the group at risk. This includes such things as the victim actually becoming hypothermic or dehydrated, getting sleeping bags wet as part of a hypothermia simulation, not eating during an eating disorder simulation, etc. OA does not want to present a false illusion of the “invincible” LT to its trainees, or simulations could become true emergencies. The “invincible LT” mindset not only puts the LT at risk, it also impairs his/her ability to looks out for the needs of participants and to create the best teaching environment possible.

ROLE OF PARTICIPANTS The Leader Trainers should make sure that participants understand their role in a sim before doing any simulations on the trip. Participants who are not Leaders of the Day should all be considered “competent frosh.” They should observe the sim carefully to learn from the Leaders of the Day and to be able to participate in the debrief. They should not alert the Leaders of the Day that a sim is going on or consciously get involved in the sim, unless the Leaders of the Day ask them to perform a task that a competent frosh would be able to do.

Getting caught up in a sim:In some simulations, participants might not realize that a sim is happening. Participants might inadvertently make comments that become part of a simulation and find themselves caught up in the sim. Soft skills sims of an offensive camper or inappropriate discussions are particularly easy to get caught up in. Being caught in a sim can be a useful learning tool, but participants might also feel used or tricked by the Leader Trainers. It is important to explain in advance that the Leader Trainers are not trying to trick anyone and that it’s ok to get caught up in a sim. By explaining this in advance, Leader Trainers can mitigate some of the negative reactions that could undermine the relationship between them and their trainees.

ROLE OF THE LEADER TRAINERS

Leader Trainers take on many different roles during an LTT, which makes the leader’s role particularly challenging on this type of trip. Some of the roles you will have to juggle are:

Sample Frosh Trip Leader Frosh Participant Leader Trainer

It is often confusing to participants WHO you actually are at any point. You’re both a problem freshman and a teacher, and it’s easy for participants to forget that you’re playing a frosh, when you’re constantly stepping out of your role to answer questions or to take advantage of a teachable moment. Leader Trainers need to make it clear to participants what role they are in and when they are switching roles. It is best to say things at the start of the day like – “I’m going to be a frosh now.” And then when it’s time to be a Leader Trainer and debrief the group to say, “I’m out of role now, let’s debrief.” Otherwise, participants don’t know how to react to you. One way of reducing this ambiguity is for Leader Trainers to wear an armband when they are “in character” and take it off when they are being a leader trainer. On an LTT with 3 or more Leader Trainers, two LTs could stay in freshman mode the entire day, and the third could remain a resource for participants. The Leader Trainer who is not in character could answer the kinds of questions that would ordinarily draw LTs out of their roles as frosh.

There’s no one way to juggle these different roles, but it is important to make a clear distinction between when you’re in character and when you’re not. If you’re in frosh mode and the group isn’t treating you like a freshman, it can be helpful to play up your role. You can start asking questions, if a leader of day is talking in front of you about aspects of Princeton life that a freshman would not know (classes, majors, eating clubs, etc). This not only reminds the group that you’re in freshman mode, it gives the LODs a chance to think about what impression of Princeton they want to give their frosh. It also can also create spontaneous and interesting opportunities for soft skills sims, if the leaders of the day get themselves caught up in Princeton stereotypes. One of the simplest ways of creating a character is to revert to your own freshman self, as if you only knew what you knew when you were on your own frosh trip. This is only one of the many ways to play the part. It may not be the most entertaining to watch, but it does save your participants a lot of confusion. This way, your participants won’t have to wonder whether what you tell them about yourself applies to you or to a made-up character. If participants have to spend too much time figuring out whether or not you mean what you say, then the simulated role is detracting from the learning environment. Getting to know their leader trainers as real people is a lot of fun, but it can’t be a focal point of the trip for the participants. This is a big transition between frosh trip and an LTT, and it’s important to make sure participants understand that on an LTT, getting to know a bunch of cool people in the woods is only one aspect of the trip.

MODELING SIMSOn their “modeling leadership” day, the Leader Trainers should sim each other—generally a simple First AID sim (like a cut) and a simple soft skills/group dynamics sim. Model sims should set the standards and give the trainees some idea of what they’re in for. LTs should try to make their decision making process as transparent as possible to their trainees on the role modeling days, so that they can see all the factors that go through a leader’s head in making a decision.

SIMULATIONSThere's a lot to think about when running simulations:

What to think about before each simulation: What are the goals/teaching purpose?

Who is participating: Are you trying to target the sim towards a particular LOD? What is the time frame? How long to let the sim run? Potential Pitfalls? How will you evaluate?

What to think about after the simulation: When to debrief? Quick Leader meeting: What did each LT see? What are the teaching points to draw out? How is each LOD feeling after the sim?

Each pair of Leaders of the Day should be presented with at least one “hard skill” simulation and one “soft skill” simulation. Those in the “other” category should be selected by the Leader Trainers based on the needs of the group. It’s a good idea to establish a non-verbal code between Leader Trainers, so that each LT knows when a sim is about to begin.

Required: Anaphylaxis (often useful to sim an anaphylactic reaction to something other than a bee

sting) Lost Camper MOI Spine Musculoskeletal Injury Hypothermia Hyperthermia

Other: Fast/Slow Hiker Lazy Camper (great if you got to bed really late!) Offensive Campers (issues of race, gender, class, ethnicity, sexuality, etc. This could be

through jokes, games, comments, etc.) Homesick Camper Disregard for LNT Know-It-All Camper Group Morale Campers in Love Disregard for Safety/ Safety Protocols (lightning, swimming, road crossing, etc.) Disregard for Group Activities (games, camp break down/set up, etc.) Dehydration Cuts/scrapes Sprains/Strains Trowel Problems Eating Disorder Substance Abuse Burns Concussion Increasing ICP Dislocations ASR

SIMULATIONS OF EMERGENCY PROCEDURES

It is best to do big First Aid or hard skills simulations at the end of a day’s hike near your planned campsite, so the sim doesn’t prevent the LODs from effectively timing the day. It’s very convenient to do large-scale First Aid sims at camp in the morning. The trade-off is that the group will start hiking much later than the LODs had planned, since they can’t factor sim-time into their plans for the day. The sim should be called when the party going for help starts down the trail. At that point, the Leader Trainers inspect the gear and route taken by the group hiking out, the first aid measures performed, and the camp setup arrangements, and the group cleans up.

Simming an Evac.It’s important to talk about how to plan an evac before doing simulations on an LTT, so that trainees will understand what’s expected of them. Otherwise, the Leaders of the Day will be tempted to try to end the sim by saying that they’ll call Command and evac, instead of going through all the preparations for the evac. It is important that the Leaders of the Day practice evacuation procedures with and without cell phone reception. If there is actually cell phone reception, the Leader Trainer who is not the victim can role play the Command Center to give the LODs some insight into how Command Center really works. Leader Trainers can also require that the Leaders of the Day fill out proper paperwork (SOAP notes and incident reports) before the sim is called, so that they get into the habit and are familiar with the contents of the trip packet.

Lost CamperIt’s best to pull the lost camper sim as early in the trip as the skill level of the participants allows, since they’re all expecting this sim. If you wait until the end of the trip, the Leaders of the Day will be trying “catch” the sim. The order in which you do sims can help you prevent your trainees from getting too wrapped up in trying to predict which sims are going to happen when.

LOGISTICS OF SIMULATIONS

PROGRESSIONSims should be tailored to the skill level of participants at any given point in the LTT. For instance, you do not want to open with an MOI Spine or Lost camper. Good sims to do for the first Leaders of the Day include musculoskeletal injury, hypo/hyper-thermia, anaphylaxis, homesick camper, fast/slow hiker, camper conflict. The progressive difficulty of sims often means that the early Leaders of the Day have lots of little sims to deal with, and the last Leaders of the Day have just a few large-scale sims. The last Leaders of the Day will probably have an easier time with their sims, even though the hardest sims should happen late in the trip. Even by putting the most experienced/competent trainees first to set a high standard, the later LODs are likely to have an easier time handling sims, by virtue of having watched and learned from everyone else. It’s important to be aware of how the group is handling the progression of sims.

HOW MANY SIMS?LTs need to consider how many sims they want to do each day of the trip. The length of a simulation affects the realism of the sim. For instance, it’s more realistic for a fast/slow hiker sim to last all day. One of the major flaws inherent to LTT simulations is that they suggest that these situations are resolvable once and for all, as if a fast/slow hiker situation could be “fixed” for the rest of the trip. LTs should stress to trainees that these situations are constants, insofar as on Frosh Trip, the leaders will have to keep a fast/slow hiker situation in mind for the remainder of the trip and it will be a factor in every decision the leaders make, whereas on an LTT, it’s over in a couple hours and doesn’t determine the rest of the day. But if you keep up a fast/slow hiker sim for the whole day, you’ll run into other problems: Trainees can only process one sim at a time. Otherwise, the slow hiker seems to be going slowly because

they’re homesick, and you won’t be able to isolate these situations in a debrief. It’s sometimes necessary to sacrifice realism in order to cover a number of topics in simulations. How long a sim you’ll be able to do is determined by the number of leader trainers on the trip and how many sims you want to accomplish on any given day.

REALISMOver-The-Top Sims: Missing the Education ValueIt’s important to try to recreate situations that actually come up on frosh trip. With over the top sims, there’s a danger that an LTs antics will overshadow the educational value of the sim, because it’s so much fun to watch. Simulated situations, however can still be valuable when taken to the extreme, even if the chance of having to deal with anything that extreme on a frosh trip is minimal. If trainees are effectively handling the extremes, then milder versions of these situations will seem easy on frosh trip.

The fun factor of the sim can work with or against its educational value. It’s important to be aware of how these factors work together in the context of your particular group. Silly sims, like campers in love, can certainly boost group morale without stepping in on the Leaders of the Day, if low morale is impairing the learning environment. The group’s maturity level will largely determine the point at which the “fun factor” detracts from the sim’s educational value.

At some point, over the top sims impair a Leader Trainer’s ability to accurately evaluate a participant’s leadership style. If an LOD has to deal with a day of crazy simulations, they will adapt their own leadership over the course of the day to deal successfully with crazy sims. There is a danger that they will adopt a contrived leadership style in order to handle these sorts of sims, and you won’t be able to get an accurate reading of how they would normally act in a leadership position. In 24 hours, you’re not going to be able bring about a huge change in someone’s leadership style. At best, you’ll get them thinking critically about what they do well, what they need to work on, and they can improve. In order to give them helpful feedback, you need to get a good reading on how they lead.

CATCHING THE SIM

Leader Trainers need to think about how to prevent the “catching the sim game” before it starts. Participants often think of the leader trainers as being "tricky" and "sneaky," which may not be far from the truth.  When participants jump on a sim before it can develop (or to where it would likely develop on a frosh trip), leader trainers are forced to exercise some "psychological judo" to avoid the premature discovery of the sim.  This only encourages participants to be more wary, timing bathroom trips and asking trainers where they're going and what they're doing at every moment. This is the "sim game," and it isn't helpful for anyone involved. In the sim game, the Leaders of the Day pay too much attention to their “problem frosh” and not enough to the rest of the group. It certainly isn't the way a participant would act as a leader on a real trip, and the Leader Trainers need to observe how participants would normally lead, if they’re going to be able to offer constructive feedback.

LEADER RADAR & CATCHING THE SIM The catching the sim game is where good test taking techniques meet leader radar. Participants are going to try and should try to guess what sims the LTs will do, so that they can mentally prepare themselves to handle them. A finely tuned leader radar should be able to pick up on subtle signals so that the leader can head off major problems before they happen by fine tuning the dynamics of the trip. The LTT cannot perfectly recreate the function that leader radar plays on frosh trip: Even when their real-life counterparts are preventable, sims are not. It is important that participants understand the unpreventable nature of sims and the relationship between sims and leader radar.

So what is the challenge of a simulation?  Is it to recognize the sim, or is it to deal with it once it has been recognized?  Clearly, the ability to see a situation before it becomes truly problematic is advantageous, and is something that we encourage, calling it "leader radar."  However, we're also trying to teach and evaluate participants on their ability to deal with problems once they've occurred.  The ability to do both is essential.

One way to help this is by explaining the purpose of sims, in language similar to that which is used above.  It also helps to set the tone on the role modeling day.  If the Leader Trainers demonstrate the boundaries for how obsessed leaders should be with things like layers, water, and walking ahead of the group, leaders of the day will have a much better idea of how they should act.  Another possibility is to do more sims that are "unpreventable,” like anaphylaxis.  It's a problem that arises, and it's just something that needs to be dealt with.  Unfortunately, most frosh trip problems aren't really of this nature: they build over a period of time, and are thus catchable at many different stages.  In general, soft-skills sims don't seem to fit this model, though there are obviously soft-skills elements in any medical emergency. Perhaps the best response to the Catch the Sim Game is to ask the Leaders of the Day this question: “Is this behavior/activity something you would allow to continue on your frosh trip?”

TONE ON AN LTT

Sims, as well as everything else, should be dealt with because they present a problem that needs to be resolved, not because the leaders of the day are trying to pre-empt or catch a sim. Leaders of the Day should understand that they’re responsible for setting the tone on their day. They should create an atmosphere in which they confront any behavior or activity from any person that they would not want on a frosh trip.

The tone of an LTT is tricky because it’s not exactly frosh trip, but at the same time, it is a model of a frosh trip. Some topics of conversation that would be obviously inappropriate for the participants on a frosh trip are no longer inappropriate for the participants on an LTT. The question remains, even if these kinds of conversation are not inappropriate for the participants to be having, are they still inappropriate to be having on an LTT? It’s helpful to lay out your expectations even before hitting the trail, so that participants understand what’s expected of them in terms of behavior. If you lay out your expectations about what is and is not appropriate early on, and as part of the FVC, then it’s up to the Leaders of the Day to maintain that tone throughout the trip. The Leaders of the Day need to have practice setting the tone for their own trips. On the LTT, they are responsible for taking care of two “frosh” and should set a tone that would welcome any freshman, since they have no idea where these freshman are coming from and can’t make any assumptions about their comfort level. It is thus their responsibility to steer conversation appropriately, and the responsibility of participants who are not leaders of the day to try not to make it any more difficult for their friends.

RELATIONSHIP BETWEEN LTS ON THE TRAIL

Another reason that sims seem to get out of hand is because of the relationship most leader trainers have with each other.  LTs will go into trips both knowing and not knowing their co-leaders, but because we spend so much time together (and because we're all so cool), we become good friends quickly.  Leaders of the day don't know our personalities, and so it's always ambiguous when the leader trainers are interacting with each other if they're just having fun or if they're somehow doing a sim.  It’s important to watch out that ordinary conversations between Leader Trainers, conversations that might be easy to push over the line into good sims, do not fuel the catching the sim game.

CHAPTER FOURDebriefing

EXPERIENTIAL LEARNING

Experiential Learning Cycle

Experiential learning concerns an individual having an experience and then processing it in order to gain something useful - that is knowledge. Gaining knowledge from experience is not automatic.

1. Learning begins by experiencing. This is the first step in the experiential learning cycle.

2. Next, the learner needs to review their experience for the purpose of making careful observations and reflections. This part of the learning cycle necessitates that the learner consider their emotions, thoughts and behaviors related to their experience.

3. The next point in the cycle requires the learner reflect on their observations and reflections while bringing into account previous experiences in an attempt to uncover common patterns or similarities. The learner tries to define the significance of these patterns by formulating generalizations or abstract concepts. Consequently, if experiential learning is a jigsaw puzzle, observations and reflections form the individual are puzzle pieces. These pieces begin to fit together, forming clusters of adjoined pieces, when the learner formulates generalizations as well as abstract concepts based on their previous observations.

4. In order for these clusters of adjoined pieces to form anything more significant, the learner must consider how their generalizations and abstract concepts can apply to different situations (of similar circumstances). Essentially, the learner makes inferences as to how their concepts and generalizations apply in a broader world. As such, each situation to which a concept might be applied represents a picture with several puzzle pieces missing. The learner must determine whether or not their puzzle pieces can fit into that picture or situation. The learner realizes that their generalizations and concepts are applicable in some situations but not others. It is possible that the learner may not find any situation in which their generalizations fit; consequently, they are stored until recalled in a future experience, for a future puzzle.

The sim is an experience designed to help the Leaders of the Day understand and improve upon their reactions to challenging situations while in a position of leadership. It is one important type of experiential learning. The following are some of the basic concepts of experiential learning to be kept in mind when thinking about how help participants learn from what they have just experienced and apply what they have learned:

Thaw-Shift-Refreeze - the basic model of how we change our behavior. Often it is a challenge or disequilibrium that initiates the Thaw and a supportive environment is usually required to help Refreeze the new behavior.

Challenge - challenge is often a fundamental part of the Thaw-Shift-Refreeze Cycle. A challenge occurs when there is a goal and an obstacle to overcome to reach the goal. The goal can be internal or external and the obstacle can be internal or external. If the participant attributes the locus (internal vs. external) of either the goal or the obstacle incorrectly, it may lead to frustration. The person may need help seeing the situation more clearly.

The Edge - the point at which we make the shift to the new behavior in the Thaw-Shift-Refreeze cycle is known as the edge. We are at the edge of our known behavior moving into new and possibly unknown territory. This can be a period of great stress for the person both physically and emotionally (which can have safety implications in some activities). It may be necessary to do some debriefing and processing with the person right then and there.

Processing - a process that encourages both personal reflection and self-disclosure. It is accomplished in various ways and is an essential part of Transference.

Transference - the process of transferring the new knowledge learned from the trip back to daily life and incorporating it there. Processing is essential to successful transference.

Your Disability is your Opportunity - the notion that in some situations it is useful to try to turn a problem into a positive situation.

Success and Failure are not Absolutes - the idea that not achieving your stated goal is still success. If you aim to get from A-Z and get to M you have still traveled a great distance. If someone is having difficulty, you may need to help them see this.

Refocus - in seeking reasons for why things happen, some people tend to be internal attributers (assume it is something they did or didn’t do) and some people are external attributers (assuming it is caused by something outside themselves). Neither is always true and often it is a combination. If someone is having difficulty, try to determine how they are making their attribution, and if it is, in fact, an appropriate assessment of the situation.

Compensating Behavior - the notion that the initial interpretation for why someone is behaving a certain way may be incorrect. There may be another issue and the person’s behavior is an attempt to compensate for a situation they find uncomfortable.

Recipes, basic ingredients, chefs and cooking styles - a metaphor for leadership in which the leaders are chefs. Each may have their own recipes but there are certain fundamental cooking skills which must be mastered by all.

WHY DEBRIEF? Debriefing is a way of processing an experience. Through a good debrief, each member of the group will be able to understand how their response to a challenging situation within the spectrum of the reactions of the other group members. It is a way of learning from our own responses and from each other in order to think about how this experience applies to our own future and to the future of the group.

Some challenges and simulations on an LTT can leave people feeling “raw.” This “raw” feeling can happen for a number of reasons: Perhaps they were surprised by their own or someone else’s reaction, they had to leave their comfort zone, or the situation reminded them something that happened to them before. In these cases, it is especially important to debrief the experience and to be sensitive to the way each member of the group is dealing with the experience.

WHAT IS DEBRIEFING?Debriefing is a way of helping each member of the group to process an experience and apply what they have learned to the future.

Group ParticipationThe best debriefs actively involve the whole group in a discussion. Debriefing should not degenerate into a lecture or a question and answer session between the Leader Trainers and the Leaders of the Day.

The Role of the FacilitatorThe facilitator effectively steers discussion. When facilitating a debrief, it’s important to know in advance what teaching points you want to cover. The discussion won’t necessarily cover these points in order, and there will be lots of detours along the way. The catch is to stay flexible and to be able to recognize which detours to take, since there are detours that will forge new connections between discussion points and add layers of meaning to the experience.

The QuestionsThinking up the questions is the hard part. Good debriefing is all about finding questions that will open up discussion and that will help each member of the group to shape a potentially chaotic experience into something meaningful. It’s helpful to come up with a list of questions in advance, so you don’t have to think on your feet the whole time.

Six Generations of Processing Experience (Brent Bell, Harvard)

1 The Mountains Speak for Themselves.

No instructor meddling in the experience and meaning for the participants.Participants may not learn from the experience or miss opportunities for learning.

Do nothing

2 Telling the participants what they learn

Time efficient Participants may not agree, no construction of their experience which minimizes impact.

Explaining what you (leader) sees as salient in the experience (after the experience)

3 Debriefing after the experience

Learning comes from the group, they construct the knowledge.Group can get off track or focus on unrelated issues (interesting but irrelevant)

What (reflection)So What (generalize)Now What (application)

4 Frontloading Focuses group on what is important before the experience.Higher degree of control over other peoples experience.

Discuss principles (so what or generalization)

5 Metaphor Development Power effects upon participants and strong relation to future experiences.Increased control and responsibility of leader, more difficult to do well.

At least 3 isomorphs (similarities) between the one environment and Princeton.

6 Win-Win Frontloading the group into a situation that provides a win-win is a powerful therapeutic tool. Can only be used a few times before wearing out.Risk of being dishonest, losing credibility

Tell the group about what some of the pitfalls are for the following day, and let them know that getting caught up in the pitfalls is normal.

Debriefing (also known as processing) is an opportunity for participants to discuss or think about an activity or event in a way that will allow them to learn or gain something from it. In most cases debriefing is done verbally through discussions or questions asked by the leaders. This can be done in a group setting, one-on-one, or privately (through writing or other intrapersonal activities). Transference occurs when that which has been learned from an activity can be taken and applied to other parts of one’s life. The most successful debriefs lead to some level of transference, whether it be to help someone gain insight on how to deal with a conflict with a roommate or something much more simple like what tone of voice to use in a particular situation.

Guidelines for Debriefing: Setting - processing should be done at a time when all participants can be focused on the task. Make

sure you have enough time to process. Typically sitting in a circle so everyone can see everyone else is works well.

Front Loading - Front Loading means anticipating issues that need focus and bringing them up before entering into the experience. This gets people primed to watch for them and be more attentive. For example, in a group of men and women on a trip, you might say, “I want us to be aware of the traditional role that we are socialized into as men and women and to not be locked into those same roles. I would like to see the group make sure that men do an equal share of the cooking and women do an equal share of heavy work like bear bagging.”

Physical Presence - it is important for the leaders to have a focused physical presence with good eye contact to participants as they are speaking, a focused body posture, and verbal or physical acknowledgment of a person’s comments.

Silence - Leaders should not be afraid of silence. Silence comes as participants search for an answer to a question or are examining feelings, or feel challenged. Rushing to fill the silence only interrupts the process for the participants. Wait and see what happens. If no one responds, try rephrasing the question.

Ask Good Questions – One rule of thumb to use in asking good questions is to remember to phrase them in a way that will demand an answer of more than “yes” or “no”. For example, try to avoid

beginning questions that begin with “Did”. Instead begin a question with “How,” “What,” or “Why.” These will demand answers that are at least in the form of a sentence, and hopefully will encourage someone to describe or explain their thoughts.

Sequencing of questions - processing is based on self-disclosure. Students need to start at easy levels of self-disclosure and move to deeper levels in a slow, gradual way. Asking questions that require too much self-disclosure too early will only force sharing at a superficial sharing. Questions are generally fall into three categories. Leaders should use this basic sequence to design a series of questions for the group.

“WHAT, SO WHAT, NOW WHAT?”The “What, So What, Now What?” model provides a sequence of questions that gives structure to debriefing. It is a particularly good frame of reference for longer debrief and debriefs of complex issues, where it’s easy to lose sight of the big picture. This model is a good way to gauge where you are and where you want to go as the group processes an issue or experience.

Throughout the course of a debrief, facilitators should help the group process an experience by asking probing questions that will lead to answers to these three questions: “What happened?” “So What?” & “Now What?” At the start of the debrief, everyone needs to try to understand what happened before they can begin to attach meaning to what happened. In light of the meanings that individuals and the group attribute to the experience, group members can begin to think about how the experience applies and can be applied to the future. This process of application should continue even after the official debrief is wrapped up, and good facilitators can help the group to continue this process.

WHAT?When processing a book, it’s important to distinguish what the author SAID from what the author MEANT (That is a “So What” question). What, scientifically speaking is DATA. After an experience it is essential to collect data. Groups tend to ignore or forget some of the data from their experience. “What happened” is not just a tactile, concrete category. It’s important to keep in mind that emotions are a big part of an experience. The purpose of this part of the debrief is to lay out all that occurred during the experience, including:

Facts—what happened? Emotions Unspoken thoughts Assumptions Verbal & non-verbal communications Actions Tone of voice

Facial expressions & body language

THE “VCR DEBRIEF”This model is a great way to get at exactly what happened and draws out observations from every member of the group. It also creates a cohesive discussion, rather than isolated comments. The VCR Debrief works as follows:

Ask group members to speak one at a time and recall facts only. If someone leaves out a detail or event, other group member are asked say “Stop” (as in hitting

the “stop” button on the VCR) and pick up the story themselves. This is a way for the group to retain control of the data recall as a whole and to include

everyone’s observations. One Leader Trainer Trick is to say “stop” if significant events are left out, present the event you

observed, and then start to tell an inaccurate account, so that one of the participants will have correct you and take charge of the recall again.

SO WHAT? Answering the question, “So what?” is a matter of INTERPRETATION and asking “what does this mean?” Once the data is collected it needs to be interpreted individually and communally. Each individual needs to consider what the data means to them, what it means to other members of the group, and for the group as a whole. It is important to highlight and understand the differences between what it means to individuals within the context of the group. This stage of the debrief is where we LEARN from having experienced something.

Some examples of “so what” questions include: Why do you think what happened happen? How did the experience differ from your expectations? What about your reaction to the experience did you find surprising? How does this experience relate to your life? Does it remind you of something that’s happened to

you before? How do you think your experience differed from everyone else’s? Have you discovered anything new about yourself while being in the wilderness? Has this trip changed the way in which you look at a particular aspect of yourself, others,

Princeton, etc.?

NOW WHAT?“Now what?” is about APPLICATION. After interpretation, it is important to develop a plan of action to use the experience. This question focuses on the future, on what might have been done differently, and on what might be done next time. It asks, What is the next step? What do I have to change in light of this experience? How does what I have learned affect the future?

Some examples of “now what?” questions include: In a year, what do you most want to remember about these few days? If you could have done one thing differently today, what would it be and why? If you could have brought one more person on this trip, who would it have been and why? What

would they have added to the group? What do you still want to learn? What do you still need to learn? How can you work towards

achieving these goals? What’s one thing your co-leader/fellow group member did today that you’d like to incorporate

into your own leadership?

DEBRIEFING & FEEDBACK ON THE LTT

Each simulation should be debriefed soon after it ends Leaders of the Day debrief each day with the group Leader Trainers debrief the Leaders of the Day and give them feedback on their leadership Leader Trainers check-in with each participant on a regular basis and provide them with

feedback Leader Trainers debrief and check-in with each other on a regular basis

TEACHING DEBRIEFINGTrainees will all have a chance to debrief the group while Leader of the Day to give them a chance to practice leading debriefs before Frosh Trip. Leader Trainers should use the end of the day debrief of their role modeling day to role model good debriefing and offer insight into how debriefing works. Teaching trainees debriefing strategies early on in the trip will not only lead to better and more creative end of the day debriefs; it will help every member of the group to contribute effectively to debriefs of simulations. One of the best ways to do this is do a debrief, and then step back and explain the techniques you used.

HI/LOWhile most participants on the LTT will already be familiar with Hi/Lo from their own Frosh Trips, they have probably not thought about how it works. One way to make debriefing more transparent to participants is to debrief a Hi/Lo debrief on the first night of the LTT. When a Frosh Trip does a Hi/Lo debrief, the verbalized portion of the debrief often stops with “What?” Each participant describes what they were feeling at the high and low points of the day before going to bed. The Leaders, however, have an opportunity to interpret the Hi/Lo data and apply what they’ve found out to the next day of Frosh Trip. Hi/Lo looks at the range of extremes on any given day. It shows how far the emotional swing was for each person and where each person fits in the spectrum of emotions. The Leaders can use this information to think about how to take care of individual needs within the group. Verbalizing these steps in the Hi/Lo debrief for LTT trainees will offer insight into debriefing techniques and Leader Radar. It’s also important to encourage Leaders of the Day to be creative with end of the day debriefs and not always rely on Hi/Lo.

TIME & PLACESetting really matters in debriefing, and half asleep in sleeping bags is not the best time to tackle “Now What” kinds of questions. Any real discussion requires the whole group to be awake, since the people talking need to know that everyone is really listening to what they have to say. A great time to debrief can often be found in the interval between dinner and bear bagging. Leader Trainers can also sneak in an inconspicuous co-leader chat while the rest of the group bear bags.

Leader Trainers need to stay on the same page throughout the day and have a lot of important observations about their trainees to share with one another. It’s important to find inconspicuous times to conference, so that you’re not stepping out of frosh mode too often during the day. It’s definitely important to check in with your co-leaders before any kind of debrief to discuss each Leader Trainer’s observations and to agree on your debriefing strategy and teaching points. You’ll need to conference with your co-leader trainer before the debrief, but be sure not to take too long to conference, because this can hurt the teaching environment. LT discussion are necessary, but we need to be really careful and when, how, & how long.

TYPES OF DEBRIEFSThere are many different challenges to debrief on an LTT, and each requires a slightly different approach and range of questions on the facilitator’s part.

Debriefs of First AID simulations Debriefs of Group Dynamics/Soft Skills simulations End of the Day Debriefs Debriefing the Leaders of the Day Final Debrief of each Trainee

DEBRIEFS OF FIRST AID SIMS

The SOAP Note is a great way to structure a debrief of a First Aid sim, and it loosely follows the “What, So What, Now What?” model. It can be useful to think of this debrief as a verbalized version of the SOAP Note. It can even be helpful to have the Leaders of the Day fill out a SOAP Note before the debrief as a way of organizing their thoughts.

WhatSubjective: scene, mechanisms of injury, S.A.M.P.L.E., relevant history, symptoms the patient tells the caretakerObjective: exam findings, vitals

So WhatAssessment: list of problems & anticipated problems

Now What Plan: treatment, monitor, evacuation

DEBRIEFING SIMULATIONS Some sample questions for sims include:

What role did you take on during the sim?

Was that role effective in successful resolving the sim? Why or Why Not?

How did the group communicate during the sim?

At what point did you feel the most frustrated/helpless/confused/angry/useless?

What did you need at that point to become more settled?

How could the group have worked together better?

What leadership style was most appropriate for dealing with the situation?

The whole group needs to feel personally invested in the discussion to have a successful debrief of a simulation. The best debriefs solicit feedback from everyone. Stress this at the beginning and get the whole group involved early on. You might need to work to draw in quieter members of the group, or people who have already been Leader of the Day and feel like they’re done. Question and answer between LTs and LODs will have a limited impact on other trainees. If the sim goes well, you can involve everybody with questions like, “what’s one thing you think the LODs did really well,” or “what’s one thing the LODs did that you’d like to incorporate into your own bag of tricks.” You involve everyone and at the same time encourage trainees to give each other positive feedback.

There will most likely be at least one sim on every trip that goes awry. If the leaders of the day do a terrible job, they’re going to think they’ve “failed” the sim. This will probably happen on the first or second day. The last leaders of the day have an easier time after watching everyone else. It’s important to be sensitive to the way the Leaders of the Day react to their own performance when debriefing the sim.

TIMING DEBRIEFS OF SIMSIt’s important to consider how much time you need to debrief and how debrief time will affect the plans of the Leaders of the Day. LODs are responsible for planning the timing of the day, to keep the group on pace, and have camp set up at a reasonable time. It’s best if debriefs don’t interfere with the timing of the day. Of course, this is tricky if the LODs haven’t planned out the day effectively. Because the LODs have no idea how many debriefs there will be and how long they’ll take, they can’t be expected to take debriefs into account in planning their day—that’s why the mileage is so low. They might think that getting out of camp is ok, if there’s only 5 mile hike ahead. In order to ensure that you have enough time to debrief, it’s best to give the LODs a target time to get out of camp everyday. That way, they’ll get real practice in breaking camp efficiently and there’ll be plenty of time for good sims and good debriefs.

Debriefs don’t have to follow immediately upon the completion of a sim. In fact, a delay gives everyone a chance to replay the sim in their own heads before the discussion. But it’s a bad idea to let debriefs pile up. Ideally, the day should follow an alternating pattern of sim, debrief, sim, debrief, etc. LODs should have the chance to apply what they’ve learned from each debrief to the next sim, so waiting too long to debrief will limit their ability to apply the lessons of one sim to the next. If a sim goes really badly, it’s often best to debrief immediately so that the LODs don’t have too much time to beat themselves up for their mistakes and think they’ve failed the sim completely. Give them a little closure so they move on with their day.

THE LAST NIGHT ON THE TRAILOne debrief-style discussion that usually opens up an ongoing dialogue can be done on the last night of the LTT. After the Leaders of the Day have debriefed the day, Leader Trainers can open with the following discussion question:

What did you and your OA group do your first night back on campus?

This question leads nicely into a discussion of the transition from OA back to campus, the relationship between OA leader and their frosh, OA’s alcohol policy, the role of alcohol on campus, how to present the campus social scene to your frosh, and many other soft skills issues. Careful, this one can turn into a heated discussion pretty fast!

INDIVIDUAL DEBRIEFS

Individual debriefs forms on ongoing discussion between each participants and their Leader Trainers. This discussion culminates in their Final Debrief at the end of the LTT. It’s important to consider how each debrief fits into the progression of this discussion. The following model characterizes “processing” on an LTT, and it’s helpful to consider how each debrief fits into this model:

Observation Assessment Feedback & Mirroring

Follow-up

Sample Questions for Leaders of the Day: How did you set the tone for the day?

How would you characterize your leadership style during the day? Did it change? How so?

How did the group respond to your leadership style?

Describe your interaction with your co-leader.

Name a quality or trait you observed in your co-leader that you would like to have more of.

Did you have any differences of opinion or conflicts with your co-leader? If so, when? What did you do to resolve the issue?

What was the most rewarding part of the day for you? Why?

What was the most difficult part of the day for you? Why?

Looking back on the day, how would you lead it differently?

When did you feel most “in charge?”

When did you feel that the group was most “in charge?”

Was there any point during the day when you had to motivate the group to get something done? If so what did you do? How did it work? Could you have done anything differently?

Personal qualities I want to work on in myself are…because..

How are we doing as Leader Trainers? What can we do for you during the trip?

Any problems that you want to bring up away from the rest of the group?

Sample Questions for Final Debriefs: What positive things do you have to tell this person about how they have improved as a leader?

Think beforehand about what the person most needs to hear? What part of this are they most ready to hear? What part of this are they least ready to hear? How can you most effectively communicate this to them?

What do the Leader Trainers consider to be this person’s strengths and weaknesses? Does this correspond to what they see as their own strengths and weaknesses?

What single experience did you learn the most from? What did you learn? How can you apply it outside of OA?

What skill do you feel most confident about?

What skill do you feel least confident about?

How are you going to react in an emergency situation?

How will you respond to interpersonal conflict in the group?

Name three qualities that you saw in other people on the trip that you need to add to your leadership style? How can you work to incorporate these?

What are your goals for your first time leading a Frosh Trip? What are you most looking forward to about Frosh Trip?

What type of person would you feel most comfortable leading with?

What do you feel you still need to learn? How can you work on these things?

How did the LTT match up with your expectations? What did you find surprising or unexpected?

What are your thoughts on the way this trip was led? What suggestions would you give to us as Leader Trainers?

Increasing the Effectiveness of Processing Structure regular periods of time throughout the trip. Let people know from the beginning that you

will spend time reflecting. Vary the style and methods used Alternate times of day (if you always do it at the end of the day, people will almost always be tired) Provide sufficient “wait time” for people to think before responding. Also prevents “quick people”

from jumping in all the time. Ask open-ended questions (ex. What did you think was most challenging part of the day? Instead of

how many people thought the rock climbing was the most challenging part of the day?) Ask one question at a time (don’t piggy back questions) Own the questions you ask (ex. “I’m curious how people feel about today” rather than seeking a

“right” answer) Give participants specific feedback (ex. “I like how we broke camp and got moving today”) Guard against “small talk” by setting a time line (ex. “Okay, we'll go 5 more minutes”) If people aren’t in the mood, cut the session short. Don’t make everything an encounter group. Give

them options and empowerment for cooling out. Move gradually into increasing levels of self-disclosure. Make sure people are relaxed. Group backrubs, songs, etc. can help establish a relaxed atmosphere. Acknowledge each person’s comments with direct eye contact and a nod, a yes, or thanks. Remember that the leader is modeling the self-disclosure. You can help move the group into deeper

levels by revealing a bit more about yourself, but, like hiking, go at the pace of the “slowest” member of the group.

Remember that this is not an encounter group, just an opportunity for people to remember their experiences, reflect, and hopefully learn.

People always have the right to pass. Make sure you come back to them later unless you have a sense that answering the question could compromise the person. If you get strong resistance to answering, don’t force it, the person probably has a good reason for not sharing that information or does not feel comfortable enough with the group.

Groups may have a tendency to wander away from your initial question, which is fine as long as you feel the conversation is useful. If they have simply wandered, you may need to help them refocus on the question.

If you have co-facilitators, sit opposite each other. This allows you to pass subtle information back and forth and to see the whole group and also spreads the focus around the circle not just onto the facilitators.

101 WAYS TO ENHANCE A DEBRIEF- Tyler Hayden Adventure Wave Consultants, Founder

1. Get the group in a circle sitting knee to knee or standing shoulder to shoulder;2. Don’t leave any unfinished business, terminate all issues appropriately for every learner;3. Ensure that you maintain eye contact with whomever is speaking;4. Keep aware of others in the circle and nonverbally acknowledge when its their turn to speak or

are becoming distracted;5. Maintain a clear structure or “rules” to your debrief a good tool is the full value contract (i.e. speaker

in charge, respecting others and yourself, etc.)6. Don’t be surprised by peoples resistance to a debrief, it’s often not how learners are used to learning

and takes them some getting used to;7. Treat what people have to say with respect;8. Encourage those who are not participating to speak by asking them direct, fair, and

inclusionary questions;9. Learn from each facilitation session by being evaluated by peers, learners, and yourself;10. Sit across the circle from your co-facilitator and establish non-verbal cues to communicate

with them while you’re co-facilitating (one simple one I have used is leaning forward if I would like to follow a response with a new question direction, and pointing my finger in the air if I have an immediate question);

11. Take discrete notes of the activity the debrief and refer to them when asking direct questions;12. One structured format that works is gestalt which has a questioning format of, “what, so what, and

now what”;13. Sometimes it’s best to “let the mountain speak for itself”;14. Be creative and humorous (at appropriate times);15. Keep notes on each learner so you can have them reflect on things that they have already learned or

goals they have already set;16. Take your time, reflect on the learning, make sure you have a solid awareness amongst the group

about what just happened so they can effectively and efficiently transfer the learning;17. Ask the tough questions really challenge your learners; 18. Probe, probe, probe for the deeper meaning within the answer;19. Read more literature on facilitating a debrief, understand and apply the theory;20. Challenge what your learners have said in a developmentally appropriate manner that challenges

them to develop their thoughts into meaningful understandings;21. Pick a key word that a learner has used and when they have finished their response simply say

the word in an inquisitive manner (i.e. “respect?” Or “pressure?”);22. Utilize solution oriented debriefing techniques by asking learners questions about the experiences

successes, how learners achieved them, and how the success can be replicated both directly and indirectly;

23. Support your learners responses by nodding and being legitimately interested in what they are saying;

24. Use organizers like colored beads or items from nature to support leanings (i.e. medicine pouch);25. Speak with learners outside of the debrief and inquire about how they are, what they’ve learned or

how you are doing;26. Return to the same location to conduct your debrief as much as possible;27. Use non-verbal learning, like painting, poetry or sculpture to support the verbal debrief;28. Know your audience and speak in a manner in which they will understand, respect, and support you

for using; 29. Don’t swear, it’s a little thing but a nice thing;30. Watch other people facilitate a debrief and borrow what you like;31. Be energized about the learning session (when you’re into it, so to will others get into it);

32. Integrating food into the debrief can be effective as it releases a pleasure chemical in learners minds (assuming they like what you serve ‘em.)

33. While on the subject of food, snacks or meals are good after intense debriefs it seems to help relax and reenergize the learners;

34. Practice your speaking techniques in front of groups of people, join the toastmasters or simply be more active in conversations with strangers while waiting for the bus or having a coffee alone;

35. Write and plan questions that may be helpful during the debrief prior to your session;36. Take yourself only so seriously, remember to laugh;37. Attend conferences and go to sessions on facilitation;38. Have learners use techniques that involve creative visualization, (i.e. positive affirmations,

treasure mapping, etc. A good resource to learn how to do this is by shaki gawain called “creative visualization”);

39. Let learners stay connected with the event during the debrief by letting them maintain contact with elements of the activity (i.e. rope, mousetrap, soft toy, etc.);

40. Conduct a debrief with your learners blindfolded;41. Try something new when you debrief, like number 26!;42. Define and plan your outcomes beforehand as recreational, educational, developmental or

therapeutic and structure the debrief accordingly;43. Practice your questioning techniques on people you meet, friends, family, roommate, etc. It will help

you hone your skills;44. Set goals for yourself and your debriefing ability;45. Take the time to pet a friendly dog or cat on the street (ok maybe it won’t help your facilitation skills

but dogs and cats are nice things);46. Read or experience things that are appropriate to the learning sessions that you provide like research

studies on drug abuse, leadership, whatever;47. Speak clearly when you ask questions and provide clarification and connections with the use of

examples from the experience and real life; 48. Create a journal for your learners that speaks to the expected outcomes from each experience;49. Take photos and collect non private writings during the sessions and send them to your learners post-

experience as a yearbook or family album;50. Limit external noise from your experience by locating away from major traffic areas, loud

machinery, other groups, etc., But as close as possible to the activity site;51. Make sure your pants zipper is closed... Its always good to remind yourself of that!;52. Keep an open and inviting posture to your learners by not crossing your arms, legs, or adverse facial

expressions, etc.;53. Smile;54. Carry a water bottle and drink from it;55. Try out the Socratic method of debriefing (a great explanation of that can be found on page 152-153

in effective leadership in adventure programming, by priest and gass)56. Teach others how to create more effective debriefs by evaluating each other;57. Ensure that your location has good ventilation;58. Make sure that there is adequate lighting for the debrief, lighting can create mood so use things like

candles, campfires, lanterns, etc (the high beams of your car should be used only for interrogations by the fbi);

59. Send you learners a letter that will help them to dress appropriately, to ensure their comfort during the activity and debrief session (i.e. miniskirts are not necessarily conducive to sitting on the floor for a debrief);

60. Get enough rest prior to your session it helps you become a more effective facilitator of learning, by helping you energetically think on your feet;

61. Know where to refer people for more specialized information or support as you might not necessarily be the most qualified person to continue with a debrief, simply know your limitations, qualifications and external resources;

62. Co-facilitate with professionals (i.e. counselors, doctors, etc.) Especially when there is the potentiality for psychological first aid to be administered;

63. Read, understand and commit to being an ethical experiential educator, a good resource for this is ethics in experiential learning by J. Hunt;

64. Become aware of peoples non-verbal reactions to dialogue, they will speak volumes to an experiential educator who is aware;

65. Respect yourself by knowing your limitations;66. Know the organizations policies and procedures that you are working for and how they effect your

role as facilitator;67. Know your employers or your own ability to insure any legal ramifications that may result from

allegations and outcomes of your debrief;68. Create opportunities for your learners to continue to learn from the experience even post

debrief (i.e. utilize isomorphic connections during the dialogue of the debrief);69. In all your dealings with your learners ensure that you create a feeling of trust and respect towards

you;70. Let people talk, don’t tell them they’re wrong, just keep the dialogue running until you get the

learning piece that you want to probe;71. Role model the positive behaviors outside of your group that you desire from them;72. Eat gummy bears;73. The learner’s comfort is more important than your own (i.e. with children have lowered windows

and light switches);74. Celebrate successful debriefs by sharing effective tools with them;75. Finish your debrief as timely as possible, I read once that debriefing was like cheese too much

processing makes Velveeta so be cognizant of “over” and “under processing”;76. With some high functioning groups you will find that after a while they will begin to facilitate

their own dialogue, stay interested and help shape the debrief to match your planned learning outcomes;

77. Sometimes it helps at the end of a session to summarize and clarify what was said and learned through the debrief, this can be done by you, one of the learners, or the entire group collectively;

78. Be aware of your voice tone, it effects the learners energy;79. Use peoples names whenever you can;80. When outside debrief in shaded areas as the sun can draw energy and be tough on the eyes of some

learners;81. When you’re outside make sure that you are looking into the sun not your learners whenever

possible;82. Break group into solos, dyads, small and large groups for reflection on learning;83. Jot down notes while learners are talking through a debrief to remember important points and

structure your questioning;84. Take off your sunglasses because, “the eyes are the window to the soul”;85. Keep groups to a maximum of 15 learners whenever possible;86. Send learners a letter post program thanking them and support them on their personal pursuits of

learning;87. Be aware of teachable moments and utilize them to their maximum potential for learning by

stopping and investigating the learning immediately upon the moments presentation;88. Evaluate your program against the objectives you set for the session, do this individually as well as

invite your learners and colleagues to do the same;

89. Hold a reunion with program learners;90. As a thumbnail guide schedule your dialoguing sessions to be as long as your doing sessions- but

remember don’t “over” or “under process” the experience;91. Know where your contracting agent, professional association and group’s position is on

confidentiality and adhere to these standards-some groups require you to sign off on a confidentiality clause in your contract;

92. Go camping in your free time.... Just ‘cause it’s fun!;93. If you don’t have time for the debrief post experience, provide the group with a brief summary and

make time to debrief later, inform the group of this;94. Create an atmosphere that encourages learners to contribute questions to the dialogue as well

as responses to your questions;95. Choose to engage in regular dialogues with your learners at established times and locations (i.e.

campfires, after meals, etc.);96. Gain quick group consensus using scales of 0 to 10, thumbs up or down, etc.;97. Teach learners to perform relaxation exercises to center themselves prior to a debrief (i.e. have the

group breath in their nose for 4 seconds, hold their breath for 7 seconds, and push the air out with the tip of their lounge pressed against their back of their front teeth for 8 seconds);

98. Present an open ended statement that learners can complete like, “right now I am feeling... Or my parents are...”;

99. Break into dyads and have learners paraphrase and report their partners responses to questions you provide (this is great when you are short on time);

100. Have learners write down their responses prior to speaking, it helps to collect their thoughts and reduce anxiety about speaking;

101. Have fun.

Quick Reference Sheet – LTT

I. SimsRequired: Anaphylaxis (often useful

to sim an anaphylactic reaction to something other than a bee sting)

Lost Camper MOI Spine Musculoskeletal Injury Hypothermia Hyperthermia

II. Outline of a DayLODs Break CampMorning Sim(s)Debrief LODs at lunchDebrief Group as neededAfternoon Sims(s)LOD Debrief of dayLT Debrief of dayAnnounce new LODsLT Debrief of LODsLT Debrief of each LODLT Debrief w/ LTsLTs plan for tomorrow

Other: Fast/Slow Hiker

Lazy Camper (great if you got to bed really late!) Offensive Campers (issues of race, gender, class,

ethnicity, sexuality, etc. This could be through jokes, games, comments, etc.)

Homesick Camper Disregard for LNT Know-It-All Camper Group Morale Campers in Love Disregard for Safety/ Safety Protocols (lightning,

swimming, road crossing, etc.) Disregard for Group Activities (games, camp break

down/set up, etc.) Dehydration Cuts/scrapes Sprains/Strains Trowel Problems Eating Disorder Substance Abuse Burns Concussion Increasing ICP Dislocations ASR

Leader Training Manual

III. Good Debriefing Questions for IndividualsWhat role did you take on during particular sims? During the day as a whole?How well did you communicate with your co-leader(s) today? How could this be better?What kind of leadership did you use today? Is that your preferred style? Did it change?What was the most difficult part of the day for you? The most rewarding?Did you ever have to motivate the group to do something today? How did you do it?How would you lead differently having this experience? Would you like another chance?Describe your ideal co-leader. Describe the qualities you have as a leader.How are we doing as leader trainers?

IV. Points to remember/remind trainees about regarding simsFirst aid sims are over when definitive medical care has been given and/or a plan to reach definitive medical care has been implemented, i.e. the group has been split and is leaving: trainees should not make up things like “help has arrived and is carrying the patient out.”Always: DO NO HARM. Build sims as appropriate. Lost camper = early as possible.Timing, for both sims and debriefs is key. Ideally, do sim/debrief, sim/debrief…Try not to sabotage the LODs’ every attempt at time management by doing tons of sims.

Outdoor Action Protocols Quiz Answers

We hope you enjoyed your trip and found the experience to be valuable in helping you grow as a leader. What follows is a short series of multiple-choice questions about OA Protocols.

1. What is a protocol?a. A definitive rule for how to operateb. A preferred method for how to operatec. A recommendation for how to operate

2. When operating a stove, which of the following are true (circle all that apply)?a. Only leaders are allowed to use the stoveb. If a hot stove goes out you need to wait for it to cool before relighting itc. If the weather is bad, it’s ok to use a stove inside of a tentd. You must wear close-toed shoes when operating a stove

3. Which of the following must leaders do prior to allowing a group to swim (circle all that apply)?a. Supervise participants with at least one leader on shoreb. One leader must be certified as a lifeguardc. Designate boundaries and check for dangers

4. Is skinny dipping allowed on OA?a. Yes, any time swimming is allowedb. No, neverc. Only on solo time

5. Tick checks should be conducted:

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Leader Training Manuala. Hourlyb. Dailyc. Only after bushwhackingd. The areas we travel in aren’t particularly tick infested this time of year, a quick check at

the end of the trip is fine.e. Applying insect repellent liberally is a very good defense against ticks, so tick checks are

only necessary if repellant isn’t used

6. Do you need to wear gloves when removing ticks from others?a. Yesb. No

7. Which of the following are approved methods for tick removal (circle all that apply)?

a. Use a match or lighter to burn the tick, being careful not to burn the participant as well. After removal of the tick, apply a sterile dressing.

b. Apply a layer of petroleum jelly over the tick to suffocate it. Then use a credit card or the dull side of a knife to brush the tick off of the skin. Monitor for infection.

c. Remove the tick with tweezers. Grasp it by the abdomen and pull it rapidly out of the body to prevent the injection of any further toxins. Disinfect the bite site.

d. Remove the tick with tweezers. Grasp it by the head, as close to the skin as possible and pull upwards gently. Disinfect the bite site.

8. In first aid, what is the definition of a “wilderness context” in which we can use the expanded protocols discussed in HEART Wilderness First Aid?a. In the woodsb. Anywhere outside is technically wildernessc. Wilderness regions are clearly defined on mapsd. Anywhere that is greater than two hours from definitive medical caree. Anywhere you don’t have cell/sat phone reception

9. Which of the following is the best course of action for protecting yourself from bugs and the sun?a. Wear only sunscreen (DEET and sunscreen don’t mix)b. Wear only insect repellant (DEET and sunscreen don’t mix)c. Wear both repellant and sunscreen – apply the sunscreen first, wait for it to soak in,

and then apply the DEETd. Wear both repellant and sunscreen – apply the DEET first, wait for it to soak in, and then

apply the sunscreene. Wear a combined sunscreen/repellant

10. You always turn your phone on in an emergency. When else do you need to?a. Just between 12 and 1b. Just between 6 and 8c. Between 12 and 1, or 6 and 8, but not bothd. Between 12 and 1, and between 6 and 8e. The only time you turn on your phone is in an emergency

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Leader Training Manual11. Which of the following are approved calls to make on your satellite phone (circle all that

apply)?a. To request another water dropb. To ask support to bring you something from the outside worldc. To report emergencies/problems to the command centerd. To call another groupe. To call someone outside of OA

12. Are walk outs (the group hiking out without their leaders) appropriate on Frosh Trip?a. Yes, walkouts are standard procedure on Frosh Tripb. Yes, sometimes, based on the leaders’ judgment of the groups skillc. No, never

13. Can road crossings be carried out at night (in the dark)?a. Yes, of course, that’s what the route calls forb. Yes, but only if absolutely necessaryc. No, never

14. Which of these is the appropriate road crossing protocol?a. Post watchers who use clearly explained signals to indicate when it’s safe to cross, then

cross one-at-a-timeb. Post watchers who use clearly explained signals to indicate when it’s safe to cross, and

then everyone cross as a group to get everyone across as fast as possible while it’s clearc. Have one leader stop traffic and then have the group crossd. Look both ways and then cross one-at-a-time

15. What is the proper technique for portaging a canoe across a road?a. Carry it over your head, resting the bar in the middle over your shouldersb. Put all gear in the canoes to speed up the crossing, and have two-to-four people carry

each canoec. Empty the canoes of gear to speed up the crossing, and have two-to-four people carry

each canoe

16. What is your first action if the spot where the trail is supposed to cross a river looks too hazardous to cross?a. Scout up and down stream for a suitable locationb. Retrace your steps and reroute your trip over a bridgec. Set up camp here and wait for an opportune moment to crossd. In order to follow LNT properly you need to cross the stream here

17. What do you do if you are by yourself and are approached by a bear?a. Back away slowly, while speaking in a firm voiceb. Make yourself look big and noisyc. Run away

18. What do you do if a bear charges you?a. Keep your pack onb. Curl up on the groundc. Stay motionless and silentd. Fight back

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Leader Training Manual

19. What do you do if a bear wanders into camp while your whole group is there?a. Back away slowly, while speaking in a firm voiceb. Make the group appear big and noisyc. Throw sticks or other small items at the beard. Throw sticks or other small items past the bear to distract ite. Run away as a groupf. Run away and scatter

20. If you choose to have solo time in camp (circle all that apply):a. Make sure participants are back before duskb. Make sure participants are back before darkc. All leaders have to solo in campd. One leader must solo in camp

21. When should you wash or Purel your hands (circle all that apply)?a. After using the bathroomb. Before cookingc. Before eatingd. After administering First Aid

22. How often do you need to wash your pots with soap?a. Every time they’re usedb. Once a dayc. Every few days depending on what you cookd. Never, using soap is bad LNT

23. If you do wash your pots, which of the following are approved methods for disposing of waste water after having removed large particles and straining remaining food particles?a. Broadcast the water like you would when brushing your teethb. Dig a sump hole and pour the water into itc. Either broadcasting or digging a sump hole would be an appropriate method of

disposing of the waterd. Neither would be appropriate, you should carry a container to pack out the waste water

24. You have a scrumptious feast of mac ‘n cheese for dinner but you can’t quite finish it all. Is it appropriate to save some for tomorrow?a. Yes, it’s a good idea, especially if tomorrow night’s dinner is not one you want to eatb. Yes, but you need to eat it for breakfast; it won’t keep all dayc. No, bacteria will grow in the leftovers; eat it now or pack it out as trash

25. Why is there aspirin included in the Feminine Hygiene Kit?a. For use in relieving menstrual crampsb. Crushed aspirin kills the smell of used tampons and padsc. Aspirin dissolved in iodine-purified water works great at getting stains off of clothing

26. Please fill in the blanks with the most important items to communicate to the Command Center if you call them in the order you would say them_____Your name

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Leader Training Manual_____Group #_____Current weather conditions_____Patient’s name_____Group’s Exact Location_____Code Level (Red, Orange, Yellow or Green)

27. Which of the following are appropriate reasons to conduct an evacuation (circle all that apply)?a. Medical or psychological problemb. Failure to abide by OA policies and proceduresc. Person’s behavior presents a danger to him/herself or other group membersd. Desire by individual to leave the trip for personal reasons

28. Which of the following is not true about evacs?a. Students who are evacuated are encouraged to call their parentsb. Return of evacuated students must be cleared with the Program Directorc. Return of students evacuated for medical reasons must be cleared with University Health

Servicesd. All of these statements are true

29. What is the prime reason we assume the lightning position?a. To minimize the chances of ground current passing through vital organsb. To minimize size, so as not to be a target for direct strikesc. The sole purpose of the lightning position is to make sure no one falls asleep during a

lightning storm in case something happens

30. What is the 30:30 rule?a. If you hear the thunder clap less than 30 seconds after seeing the lightning flash,

assume the lightning position until 30 minutes after the last time you hear the thunder 30 seconds behind the lightning

b. If you hear the thunder clap less than 30 seconds after seeing the lightning flash, spread the group out at least 30 feet and remain that way until after the last time you hear the thunder 30 seconds behind the lightning

c. If a storm has been approaching for 30 minutes, assume the lightning position for at least 30 minutes

d. If a storm has been approaching for 30 minutes, spread the group out at least 30 feet

31. What do you do if you have smokers in your group?a. Let them smoke during debriefsb. All the smokers should go off together, smoke, and then come backc. Smokers should go off individually, smoke, and then come backd. Smoking is not permitted on Outdoor Action

32. What do you do if you discover one of your Frosh has brought drugs or alcohol (circle all actions that would be appropriate)?a. Confiscate the substance in questionb. Have the person dispose of the substance in front of youc. Evacuate the person from the trip

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Leader Training Manual33. Are fires allowed on OA?

a. Yes, alwaysb. Yes, as long as you use an established fire ringc. Even if there is a fire ring, conditions might not permit fire building, check with the

coordinators prior to departing to ask about current regulationsd. No, fires are never permitted on OA

34. If you have decided to build a fire (and that doing so doesn’t violate OA protocol), which of the following are important considerations in selecting wood? (Circle all that apply)a. Use only dead woodb. Dry wood is better than wet woodc. Logs must be the diameter of your wrist or smallerd. Kindling must be the diameter of a pencil or smaller

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