Slide 1

Module 11: Trustees

• The roles of Trustees are outlined in this book:

• Trustee support: www.trusteenet.org/uk

• Data Protection – see the ICO website

Slide 2

Module 11.1, 11.2, 11.3: Maintaining Records

• Records that need to be maintained– Membership addresses– Contact details during events– Full accounts at all levels with receipts. At Group level,

accounts will only need auditing if a certain amount of money passes through the group or they just need a scrutineer

• Records can be kept in paper form or electronically but spreadsheets/documents etc being sent electronically should be password protected with the password sent in a different email

• Records of members must be destroyed 6 months after they leave if stored electronically or on paper

Slide 3

The Adults in Scouting Model

Slide 4

Module 23.3: InTouch

InTouch is the system used to manage communications at all Scout activities and events. It is flexible to allow those organising events to implement a system best suited to their particular circumstances.

InTouch resourcesThese are the resources available to support InTouch. FS120075 - Factsheet providing details of InTouch POR - Emergency Procedure Rules (chapter 7 (PDF)) & InTouch Rules (9.3 & 9.5) Safe Scouting and Emergency Procedures (Purple) Card (PDF) - This is available as a printed card from Scout Shops

Slide 5

Module 23.3: Age Restrictions

There is considerable flexibility of age ranges at the discretion of the section leader.Unless there is good reason, such as completing an award, or keeping friendship groups together, Scouts should be encouraged to move into the next section at or near to the core age for that section.

However, a District Commissioner may permit a young person to be in a section outside of the normal age range, due to a young person’s specific needs, on the recommendation of the ACC/AAC or Adviser for special needs.

Please have a look at the factsheet titled DC Guidelines – Age Range Flexibility (Special Needs).The factsheet also includes individual and special groups' membership forms.View DC Guidelines - Age Ranges Flexibility (Special Needs) (FS250045) (PDF)

Slide 6

Module 23.3: Safety and Welfare

The Scout website has key advice on safety and welfare issues such as:– Accidents and illness– Safety issues– Life issues– Child protection

http://members.scouts.org.uk/supportresources/search/?cat=299

Depending on your role, you will have differing levels or actions needed should a situation arise. Consult the website for specifics relating to you. DC/GSLs have specific roles in term so of Safeguarding and Child Protection issues.

Slide 7

Module 23.10: Leader in Charge

Leader in chargeThe leader in charge is the adult present at an evening meeting, event or activity who has the role of co-ordinating the work of all adults towards delivering the Programme in a safe manner. All adults need to be clear on what they need to do and young people should be given clear instructions, guidance or rules. Being the leader in charge is about being the person with an overview of safety in the given situation. 

Putting this into practiceAny suitably qualified adult can be designated as being the leader in charge for a meeting, event or activity, but they would normally be someone holding a leader, manager or supporter appointment. The Group Scout Leader must support the arrangement and ensure that the designated leader in charge has satisfactorily completed the enquiry process.It is extremely important that anyone who has been designated as the leader in charge fully understands their responsibilities. There should be no assumption that other adults are in charge. The leader in charge is responsible for overseeing the activity and all adults and young people. This includes responsibility for registers, headcounts, allocation of roles to specific adults and checking they are aware of their specific responsibilities. The best way of doing this is for all adults involved in the activity to agree which one of them will undertake this function.

Slide 8

Module 23.4, 23.7, 23.9: Activities Scheme

Full list of available permits here

Slide 9

Module 24.2: Review

• Line Managers are responsible for Reviews• ADCs might be involved if asked to help out or

bring sectional advice• Form AR should generated by the Appointments

Secretary and sent to the Line Manager for completion with the reviewee.

• Three options: Renew, Reassign or Retire• A chance to say thank you; a chance to listen• A review must happen every 5 years at the

maximum. They can be less and can be at any time the DC decides one is needed.

• 1st Response, SAFES and Safety must be in place.

Slide 10

Module 24: Chairing a meeting

• Useful advice can be found here: http://www.resourcecentre.org.uk/information/committee_members/info_pdf/Chair.pdf

Slide 11

Module 24 – Maslow’s Theory of Needs

• Adults are motivated by a range of needs according to Maslow

Slide 12

Motivating/Demotivating Adults

Motivating Demotivatingacknowledgement of effort

poor working conditions

recognition of achievement

lack of personal support

responsibility lack of practical support

personal growth poor administration

poor inter-personal relationships

lack of training.

Slide 13

Module 24.10, Module 26 – Disputes

In most cases disagreements will fall into five main categories: • Personality e.g. clashes/lack of team working• Performance e.g. lack of or inadequate support• Policy e.g. creating new policy or non acceptance of existing

ones• Misunderstanding e.g. mainly between adults• Mishandling or lack of review process e.g. Warrant review

• Dispute Management Guidance

Slide 14

Module 24.10, Module 26 – Disputes

• Don’t ignore a possible dispute. Disagreements not dealt with quickly become more difficult to resolve.

• Pass on information to the appropriate manager. Encourage action to resolve situation; offer advice to the manager, not the complainant!

• Be aware of the trap - ‘the ADC/ACC said . . .’• Remain impartial and objective• Always remember there are two sides to every story• What first appears to be the issue may not be the main

problem – be aware that there may be other factors impacting on the overall situation

Slide 15

AssessingLearningModule 25

Managers & Training Advisers

Part 1

Slide 16

Training Scheme Principles

• Considers needs of learner• Modular• Flexibility• Accessible• Recognises prior learning• LOVE – Learning Optional, Validation

Essential• Uses Scout methods• National scheme• External recognition

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Slide 17

Modular Scheme

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Slide 18

The Role of TA in creating a PLP

• Identify appropriate modules for the role• Familiar with content of modules• Establish which parts learner can already do• Establish what learning the learner will need to

complete• Establish which methods will be best for learners• Complete Personal Learning Plan

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Slide 19

Seven Steps

1. Identify learning and development needs2. Agree and record a Personal Learning

Plan3. Monitor progress at regular intervals4. Provide constructive feedback5. Support and encourage6. Validate the learning7. Identify new needs and repeat the

process

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Slide 20

Monitor and Support

• Monitor progress regularly• Provide constructive feedback• Support and encourage the

learner• Be flexible to changing conditions

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Slide 21

Handout D - Scenarios• You usually have regular contact with a learner who has always seemed enthused by training.

She hasn’t been in contact for three months, which is not like her and isn’t returning phone call or emails.

• A Group Scout Leader has returned from their first set of modules and calls you to tell you they were inspiring and that they are going to change the way the whole Group works.

• A Commissioner isn’t turning up to the training courses she’s booked onto.

• A learner has been using e-learning, but it is clear to you that this is not the best method for this learner. They do not seem to be aware of this and have asked for more learning through this method.

• An Assistant Group Scout Leader has told others that you are not a very good Training Adviser.

• An Assistant Leader is producing detailed notes of his work, although everyone says he’s ineffective.

• Every week you have met your learner in their cold damp Scout Meeting Place after Cubs. With winter approaching you want to change the venue because you think it will be a distraction. You are worried that your Leader won’t want to come.

• You have noticed that your learner is increasingly becoming more and more disheartened by a situation within local Scouting and she keeps phoning you for advice.

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Slide 22

AssessingLearningModule 25

Core Skills

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Slide 23

Training Assessor

Should:• have an acceptance of the fundamental values of

Scouting• understand the scheme of which they are a part• support adult volunteers• care about the quality of Scouting provision• be organised• use open questions to gain relevant information during

assessments • use active listening skills

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Slide 24

Training Assessor

Should:• encourage others• have good observation skills• be able to weigh up evidence against

requirements• give constructive feedback• keep appropriate, clear and accurate records• be able to give time to others• be reliable and consistent.

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Slide 25

Training Adviser Role

• Agrees Personal Learning Plan• Supports and encourages • Validates learning• Recommends Wood Badge

– Subject to CTM approval

• Note the Training Adviser does not deliver training

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Slide 26

Manager Role

• Agrees and reviews role description• Ensures training is completed• Ensures appropriate permits are

held• Understands process• Explain training commitment• Responsible for ongoing learning

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Slide 27

Any Scouting assessor

• Needs to understand the fundamentals of Scouting

• Operate within The Scout Association’s:– Policies– Purpose– Principles– Method

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Slide 28

Evidence

• Demonstration• Discussion• Workbook• Questionnaire• External qualification• Working documents• Project• Witness statement• Video

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Slide 29

Break

Slide 30

You Decide…

• Here comes the role play but fear not, you only have to watch and assess!

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Slide 31

Feedback

• Separate the behaviour seen from the individual

• Start and finish with positive comments• Factual and impersonal• Offer constructive ideas• Allow learner to ask questions or challenge

your view• Use active listening techniques.• Give concrete areas to work on

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Slide 32

Feedback

• Consider:– Venue– Body language– Position– Tone– Language

P

Slide 33

A little Experiment…

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Slide 34

Encoding Decoding

Feedback

Message

Communication Theory

• Communication• “The transmission of information so that the recipient understands clearly what the sender intends”

P

Slide 35

Problems in verbal communication

– Not paying attention– Listening but not hearing– Thinking about what to say

next– Interrupting– Hearing what one expects– Being defensive– Looking for disagreement

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Slide 36

Facts

– We listen at 125-250 wpm, we think at 1000-3000 wpm

– 75% of the time we are distracted, preoccupied or forgetful

– 20% of the time, we remember what we hear– More than 35% of businesses think listening is a

top skill for success

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Slide 37

Active listening

Avoid distractions Don’t pre-conceive Pay attention to the speaker Don’t interrupt Concentrate on what is being said

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Slide 38

Active listening

Listen for the whole message Hear message before evaluating Ask open questions to check understanding Repeat back in your own words to convey

understanding

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Slide 39

Questioning

Open questions

Closed questions

Focus

Understanding

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Slide 40

Communication

Two ears and one mouth

Do we get the ratio right?

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Slide 41

Active listening

Allows you to make sure you hear the words

and …

understand the meaning behind the words

P

Slide 42

Questioning & Listening Process

• Open ended questions: – What, how, who, where, why, when

Listen for vagueness or significant remarks Probing questions Summary to check understanding

Silence is a useful technique

P

Slide 43

Questioning

Avoid if possible– Interruptions– Multiple questions– Leading questions– Biased questions– Ambiguous questions

P

Slide 45

Active listening - Summary

– Avoid distractions– Don’t pre-conceive– Pay attention to the speaker– Concentrate on what is being said– Don’t interrupt– Listen for the whole message– Hear message before evaluating – Ask open questions to check understanding– Repeat back in your own words to convey

understanding

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Slide 46

Break

Slide 47

AssessingLearningModule 25

Managers & Training Advisers

Part 2

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Slide 48

Validation

Validation is about confirming that someone is able to do what they are supposed to be able to do

“That they are fit for purpose”

It is about confirming that the required learning has taken place by checking what the learner has done with it in practice.

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Slide 49

Validation Dos

• Encourage learner to take responsibility• Compare evidence against the validation

guidelines• Sign off validation if evidence demonstrates

understanding of required learning• Value the learner’s effort and work• Suggest positive ways forward

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Slide 50

Validation Dos

• Use open questions to probe• Ask another TA or LTM if unsure• Keep a written record• Keep the learner aware

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Slide 51

Validation Don’ts

• Sign off validation if – not convinced– evidence is not current– not happy criteria met

• Be afraid to ask for further evidence / training• Be afraid to say “no”

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Slide 52

Handout E – Module Evidence

• Wanda Smith, an Assistant Beaver Scout Leader, shows you her ‘portfolio of evidence’ in an A4 ring binder. It contains about 30 pages of typed notes on all the topics in modules 7, 8, 9, and 19.

• Frank, a District Commissioner, gives you the completed workbook for module 24 as his evidence.

• Sarah, a Cub Scout Leader, comes to the meeting armed with a folder containing all the typed up programme plans for her pack covering the last two years for module 12.

• Ahmed, an Assistant Scout Leader, produces a short video as evidence for modules 12 and 16. It shows Scouts cooking on gas fires whilst overseen by Ahmed. In another clip, the video shows Scouts playing a game of volleyball while being refereed by Ahmed.

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Slide 53

Grievances

Two possible areas:• Learner and TA unable to agree on which modules

are required.• Participant disagrees with a validation decision

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Slide 54

Module 25 - Core Objectives

• By the end of the module participants should be able to:– Demonstrate commitment to the concepts, content and

policies of training within The Scout Association.– Demonstrate acceptance of the Policies, Purpose,

Principles and Method of The Scout Association.– Undertake appropriate assessments and validations.– Provide positive and constructive feedback.– Identify any learning and development needs of the

people they support and/or assess.– Plan to meet their own subject knowledge needs.

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