Module 11: Trustees

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

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

3. The Adults in Scouting Model

4. Module 23.3: InTouch InTouchis 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. InTouchresources These are the resources available to support InTouch. FS120075 - Factsheet providing details of InTouch POR - Emergency Procedure Rules (chapter 7 (PDF)) & InTouch Rules (9.3 & 9.5) Safe Scouting and Emergency Procedures (Purple) Card (PDF) - This is available as a printed card from Scout Shops

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)

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.

7. Module 23.10: Leader in Charge Leader in charge The leader in charge is the adult present at an evening meeting, event or activity who has the role of co-ordinating the work of all adults towards delivering the Programme in a safe manner. All adults need to be clear on what they need to do and young people should be given clear instructions, guidance or rules. Being the leader in charge is about being the person with an overview of safety in the given situation.  Putting this into practice Any suitably qualified adult can be designated as being the leader in charge for a meeting, event or activity, but they would normally be someone holding a leader, manager or supporter appointment. The Group Scout Leader must support the arrangement and ensure that the designated leader in charge has satisfactorily completed the enquiry process. It is extremely important that anyone who has been designated as the leader in charge fully understands their responsibilities. There should be no assumption that other adults are in charge. The leader in charge is responsible for overseeing the activity and all adults and young people. This includes responsibility for registers, headcounts, allocation of roles to specific adults and checking they are aware of their specific responsibilities. The best way of doing this is for all adults involved in the activity to agree which one of them will undertake this function.

8. Module 23.4, 23.7, 23.9: Activities Scheme Full list of available permits here

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.

10. Module 24: Chairing a meeting • Useful advice can be found here: http://www.resourcecentre.org.uk/information/committee_members/info_pdf/Chair.pdf

11. Module 24 – Maslow’s Theory of Needs • Adults are motivated by a range of needs according to Maslow

12. Motivating/Demotivating Adults

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

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

15. AssessingLearningModule 25Managers & Training AdvisersPart 1

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 A

17. Modular Scheme A

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 A

19. Seven Steps • Identify learning and development needs • Agree and record a Personal Learning Plan • Monitor progress at regular intervals • Provide constructive feedback • Support and encourage • Validate the learning • Identify new needs and repeat the process A

20. Monitor and Support • Monitor progress regularly • Provide constructive feedback • Support and encourage the learner • Be flexible to changing conditions A

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. A

22. AssessingLearningModule 25Core Skills A

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 A

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. A

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 A

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 A

27. Any Scouting assessor • Needs to understand the fundamentals of Scouting • Operate within The Scout Association’s: • Policies • Purpose • Principles • Method A

28. Evidence • Demonstration • Discussion • Workbook • Questionnaire • External qualification • Working documents • Project • Witness statement • Video A

29. Break

30. You Decide… • Here comes the role play but fear not, you only have to watch and assess! P

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 P

32. Feedback • Consider: • Venue • Body language • Position • Tone • Language P

33. A little Experiment… P

34. Communication Theory Decoding Encoding Message Feedback • Communication • “The transmission of information so that the recipient understands clearly what the sender intends” P

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 P

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 P

37. Active listening • Avoid distractions • Don’t pre-conceive • Pay attention to the speaker • Don’t interrupt • Concentrate on what is being said P

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 P

39. Focus Understanding Questioning Open questions Closed questions P

40. Communication Do we get the ratio right? Two ears and one mouth P

41. Active listening • Allows you to make sure you hear the words • and … • understand the meaning behind the words P

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

43. Questioning Avoid if possible • Interruptions • Multiple questions • Leading questions • Biased questions • Ambiguous questions P

44. 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 P

45. Break

46. AssessingLearningModule 25Managers & Training AdvisersPart 2 A

47. 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. A

48. 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 A

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

50. 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” A