ACM Advanced Coaching Methods (Getting to Scout-Led  Faster)

1. ACMAdvanced Coaching Methods(Getting to Scout-Led  Faster) Glenn Wisegarver gwisegarver@gmail.com 425-502-1203

2. Advanced Coaching Methods Purpose: Expand coaching capabilities/flexibility in working with scouts. Objectives: • Identify key myths & assumptions • Create a trust/respect environment • Deploy a range of coaching methods • Assess scout needs/attributes. • Effectively employ interventions

3. Agenda Introduction Myths & Assumptions Coaching Environment 5 Coaching Methods Understanding Scout Needs Interventions • Summary Wrap-up

4. Advanced Coaching Methods Skills Management Leadership Methods • EDGE • Requirements • Handbooks • Scouts • ASMs Management abilities enable leadership capabilities Methods • Oath • Law • Motto • Slogan • YLT • NYLT ACM Aimed at this Gap

5. Methods of Scouting • Ideals • Patrol • Outdoors • Advancement • Adult Association • Personal Growth • Leadership Development • Uniform How does Boy Scouts define “Scout-led”?

6. EXERCISE Scout-Led [skout-led] -noun-verb (past tense) Definition: ?? In one or two sentences, write your own definition of ‘Scout-led’.

7. SCOUT-LED Scout-Led [skout-led] -noun-verb (past tense) Definitions: Scoutmaster Handbook: “Empowering boys to be leaders…boys themselves develop a troop’s program, then take responsibility for figuring out how they will achieve their goals.” Scoutmaster Mission: “…help boys develop into confident leaders by directing, coaching, and empowering them to operate their own troop.”

8. SCOUT-LED ACM Definition: • “Each scout develops & deploys specific skills, management abilities, and leadership characteristics in order to manage & lead all elements of scout activities to the best of his individual potential.” Our Mission (as adults): • “Equip each scout with the tools, abilities, and experiences necessary to achieve “Scout Led”.”

9. Agenda Introduction Myths & Assumptions Coaching Environment 5 Coaching Methods Understanding Scout Needs Interventions • Summary Wrap-up

10. EXERCISE – FACT or MYTH Age equals maturity Minimal life experiences to draw from • Responsibility & accountability are scary • Scouts lack knowledge of tools/templates/techniques • Scouts want to “look good” Any ASM can coach any scout effectively All adults have all the fundamental management abilities • Scouts not sure what “good” looks like Scout-led = less work for ASM Rank equals experience/ability

11. Agenda Introduction Myths & Assumptions Coaching Environment 5 Coaching Methods Understanding Scout Needs Interventions • Summary Wrap-up

12. Creating Mutual Trust & Respect Three Principles Interaction Basics Long Runway Clear Mutual Expectations

13. Establish Clear Mutual Expectations Role Definition = Expectation Clarity Scout • Program • Schedule • Leadership team management • Troop scout management • First-level conflict resolution • Communication SM / ASM / Adult • Safety / First Aid • Disciplinary action • Contracts • Legally required • Financial • Coaching • Knowledge Transfer • Resource • Accountability • Note: Scout should be responsible for safety, but not accountable.

14. “Runway Behind You Does No Good” ASM/Scout Initial Planning Scout Program / Planning Scout Program / Planning Outing / Program Scout Post Program ASM/Scout Debrief / Close-out 90 days trgt / 45 days min 15 days Weekend Outing 45 days trgt / 30 days min 15 days Single Day Outing • Assess Scout Attributes • Determine Coaching Approach • Define Roles • Engage 15 to 30 days 7days Mini-Event Effective coaching maximizes scout experience benefit

15. Effective Interactions • Pre-brief / Post-brief • Identify the non-negotiables • Seat “near the table” versus “at the table” • Praise in public / Admonish in private • Specific examples (avoid generalities) • Channel coaching 1 to 1 versus many to 1. ASM/Scout Initial Planning Scout Program / Planning Scout Program / Planning Outing / Program Scout Post Program ASM/Scout Debrief / Close-out

16. Agenda Introduction Myths & Assumptions Coaching Environment 5 Coaching Methods Understanding Scout Needs Interventions • Summary Wrap-up

17. Coaching Engagement Model Directorial Instructional Partnership Consultative Observational Expediency Emphasis Knowledge Transfer Emphasis Expanded Experiential Emphasis Refinement & Complexity Emphasis Monitoring Emphasis

18. Coaching Engagement Model Directorial Instructional Partnership Consultative Observational Scout Attributes Coaching Approach • Deliberate Engagement • Analyze scout attributes • Determine coaching approach

19. Coaching Approach Directorial Instructional Partnership Consultative Observational Role “Conductor” • Plans, executes, and directs “Teacher” • Instructs but retains accountability “Coach” • Option discussion & self-evaluation “Sounding Board” • Advice, counsel, & feedback “Bystander” • Observation only Interaction “Promptor” • Directs using prompts “Proactive” • Frequent interactions and available support “Comprehensive” • Briefing & option discussion “Supportive” • Scout lead before, during, and after. “Reactive” • Safety issues only Experiential Complexity None • Short duration • Directed task • No management Low • Short duration • Event-based <2d • Single-lvl mgmt Moderate • Medium duration • 3-5 days • 2-lvl mgmt High • Long duration • 5+ days • 2-lvl mgmt High • Long duration • 5+ days • 2-lvl mgmt Tools / Templates / Techniques “Zero-Option” • ASM usage “Single-Option” • Situation-specific single option. “Multi-Option” • Expanded methods & options. “Option Bridge” • Bridge techniques to new situations “Option-Less” • No ASM provision

20. Agenda Introduction Myths & Assumptions Coaching Environment 5 Coaching Methods Understanding Scout Needs Interventions • Summary Wrap-up

21. Assessing Scout Needs: Scout Attributes Directorial Instructional Partnership Consultative Observational Experiential Flexibility None • No direct experience Low • Apply direct experience Moderate • Apply complementary experience High • Apply dissimilar experience High • Apply dissimilar experience CACR - - Confidence Aptitude Conscientious Responsibility “Dependent” • Avoids new experiences • Narrow abilities • Frequently careless or forgetful “Reliant” • Accepts new experiences • Limited abilities • Can be diligent, but occasional forgetful “Capable” • Accepts new experiences • Several abilities • Moderately diligent with moderate self-accountability “High-Functioning” • Seeks new experiences • Varied abilities • Consistently attentive & diligent w/ high degree of self-accountability “Independent” • Demands new experiences • Broad abilities • Highly vigilant & attentive w/ high degree of self accountability Equivalent Maturity 10 – 11 yrs 12 – 13 yrs 14 – 15 yrs 16- 17 yrs 18+ yrs

22. Exercise Purpose • Practice assessing attributes and determining coaching approach Instructions • Scenario defines who is Scout and who is ASM • Read scenario • Roll-play • Scenario 1 & 2 => 2 min • Scenario 3 & 4 => 5 min • Group discussion

23. Exercise Summary Key Take-aways: • Impressions versus reality • Deliberate engagement • Assess Attributes • Determine Coaching Approach • Coaching approach may change over course of event

24. Agenda Introduction Myths & Assumptions Coaching Environment 5 Coaching Methods Understanding Scout Needs Interventions • Summary Wrap-up

25. Interventions What is an intervention? • Public correction or over-ruling of a scout decision or action. • Public or private taking away of a responsibility, task, or action from the scout. • i.e. “Taking over” When should you intervene? • Safety • Discipline • Program risk • When asked / invited Scoutmaster Handbook: “when…violate BSA policy…or jeopardize safety and well-being of troop members.”

26. Program Risk Intervention Argument: Consequence vs Accountability (BSA policy allows “failure”, but not at any cost.) When to intervene (program risk)? • Outing failure (outing will not occur) financial/etc. risk • Many scouts will be directly affected re: requirements, advancement • Critical program / outing objective(s) will fail • Scout clearly violates adult accountability (see role separation) Ask yourself the question? If I fail to intervene, • Who will be affected? • How will the program or outing be affected?

27. Intervention Exercise Scenario A The wombat patrol scheduled a weekend outing to work on requirements for 2nd Class and 1st Class rank advancement, including cooking requirements. In preparation for the outing, the Patrol leader worked with the patrol members to plan meals. His plan for the weekend includes only Pop-Tarts and orange juice for the two breakfast meals. The outing begins tomorrow. Intervention – yes/no? If so, how?

28. Intervention Exercise Scenario B At the PLC meeting, the SPL is discussing an upcoming troop outing to the Museum of Flight. The SPL notes that only three ASMs are going and the number of scouts participating will fill more than three vehicles. The SPL asks the PLC members who has a driver’s license and would they be willing to volunteer to be a driver to the outing if needed. Intervention – yes/no? If so, how?

29. Intervention Exercise Scenario C At a weekend outing, a newer and younger scout comes to you in tears. When you ask him what happened, he tells you, “I thought bullying was not allowed in scouts. I thought scouts were supposed to be respectful and to honor the oath and law.” Intervention – yes/no? If so, how?

30. Intervention Exercise Scenario D The weekend outing is scheduled as a “Webelos Friendly” outing and one considered critical to the Fall recruiting effort. The Outing SPL arranged an “Olympics” with several stations as a key activity. The Outing SPL briefs you on his plan for the teams. The teams seem to be separated by age. The result was two of the teams were comprised of only visiting Webelos – no blending of your troop scouts in the teams. Intervention – yes/no? If so, how?

31. Intervention Exercise Scenario E • At a planning meeting for a weekend backpack, the Outing SPL is discussing the freeze-dried food strategy. The SPL wants to select a common menu for all scouts and accomplish a single mass purchase for distribution to the scouts at departure. You know doing so will means a large single financial purchase on one of the ASMs credit card. In addition, you also guess it will entail far more work for the both the leadership team and outing ASMs. Intervention – yes/no? If so, how?

32. Interventions Key Take-aways • Intervention is often a “judgment call”. • How you intervene is as important as whether you intervene.

33. Agenda Introduction Myths & Assumptions Coaching Environment 5 Coaching Methods Understanding Scout Needs Interventions • Summary Wrap-up

34. Advanced Coaching Methods Purpose: Expand coaching capabilities/flexibility in working with scouts. Objectives: • Identify key myths & assumptions • Create a trust/respect environment • Deploy a range of coaching methods • Assess scout needs/attributes. • Effectively employ interventions (Please complete course evaluations)

35. Course Phase II (Potential Content) Management Tools • Effective meetings • Large group facilitation • Workplans • Project management • Prioritization methods • Scout to Scout accountability techniques • (Peer-to-peer accountability) • Delegation methods • Decision making methods