1. Module 11: Trustees The roles of Trustees are outlined in this book:
Trustee support:
Data Protection – see the ICO website

2. Module 11.1, 11.2, 11.3: Administration
Records that need to be maintained
Membership addresses – Compass requirements to be met
Contact details during events
Full accounts at all levels with receipts. At Group level, accounts will only need auditing if a certain amount of money passes through the group or they just need a scrutineer
Records can be kept in paper form or electronically but spreadsheets/documents etc being sent electronically should be password protected with the password sent in a different
Records of members must be destroyed 6 months after they leave if stored electronically or on paper unless for a specific, relevant purpose.

3. Module 11.6: Insurance arrangements
Personal Accident and Medical Expenses Policy
Personal Accident and Medical Expenses Supplementary Insurance
The Scout Association Legal Liability Policy

4. Module 11.6: Insurance arrangements
Every Scout Group, District and County must maintain insurance cover, to be reviewed annually, in respect of the following risks: * property and equipment, owned, hired or borrowed, including the risk of loss or damage to equipment whilst in transit or at camp or on expeditions; * minibuses and other motor vehicles, including passenger risk, in the British Isles or abroad; * marine and boating risks; * aviation and air activity risks.
b. Insurance cover must be taken out in respect of risks incurred when undertaking travel.
c. Insurance cover must be taken out in respect of employers’ liability for people a Scout Group, District and County may employ.

5. Module 11.6: Insurance arrangements
Rule 8.2 Indemnities a. If a Scout Group, District or County is arranging to use land, premises or other facility belonging to another authority, organisation or an individual, and is required to sign an agreement or indemnity, details must be sent to Unity (Scout Insurance Services) as soon as possible. b. The acceptability of the agreement or indemnity terms by Unity (Scout Insurance Services) and the adequacy of the Association's Legal Liability Policy in relation to them must be confirmed before proceeding with the arrangements or signing any agreement or indemnity

6. Module 11.6: Insurance arrangements
Rule 8.3 Compliance with Rules a. For insurance cover by Headquarters to be effective, the Rules of the Association must be complied with, particularly those Rules governing the organisation of activities and safety precautions applying to activities. b. Some adventurous activities carry a potentially larger third party risk than others, and appropriate insurance arrangements have therefore to be made by Unity (Scout Insurance Services). c. For this reason, Groups, Districts or Counties undertaking the following activities are required to notify Unity (Scout Insurance Services) beforehand: * Air activities; * Karting

7. Module 11.6: Insurance arrangements
Rule 8.4 Effecting Insurance and Reporting Claims a. If action is taken in relation to effecting insurance or reporting claims, injuries or fatalities, this action must be taken by the Leader or other adult responsible for the individual's or party's participation in the event or activity. b. Incident report forms when received, should not be completed by any adult involved in the incident but should be handled by a suitable independent person.

8. Module 23.6: Accident Reporting
Unfortunately, at some time in the life of many leaders or commissioners, it is likely that they will encounter an accident involving someone in the movement. Often the adults concerned are unaware of the steps which should be taken after first aid, rescue or other emergency treatment has been performed. It is not possible to give an absolute ruling on what should be reported to Scout Insurance Services and what need not be. If in doubt, telephone the scout information centre in the first instance on and seek advice. However, the factsheet below should give a general guide.
Give 1st aid
Summon help
Inform – Host County if Nights Away, Parents, District, Scout Insurance Services

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

10. Module 24.1: The Adults in Scouting Model

11. Module 24.2: Review Line Managers are responsible for Reviews
ADCs might be involved if asked to help out or bring sectional advice
Form AR should generated by the Appointments Secretary and sent to the Line Manager for completion with the reviewee.
Three options: Renew, Reassign or Retire
A chance to say thank you; a chance to listen
A review must happen every 5 years at the maximum. They can be less and can be at any time the DC decides one is needed.
1st Response, SAFES and SFTY must be in place.

12. Module 24.3: The Adults in Scouting model & You
As a GSL, you are the Line Manager for your leaders and so are responsible for their reviews.
At the other end of the spectrum, it is your role to support leaders in their role and integrate them when new.
You should meet with a new leader before they go to the Appointments Committee and make sure they know what they are being interviewed for and what training will be involved.
Line Managers are responsible for ensuring that their leaders undertake their training.

13. Module 24.4: Delegation
It is vital to avoid becoming the group dumping ground for all extra roles if at all possible. Whilst all roles default to the GSL, the GSL should delegate what can be passed out to others. Consider if the appointment of a Group Administrator would be of use.
Look for people who have the skill set required and not just people with the time or who are willing.
If you are backed into a corner and need help but the right person is not in place, make a temporary appointment so it is clear that the role is up for a review quickly.
It may be easier to just do it yourself but it is rarely the best idea as it distracts you from what you should be doing.
Ask for help in finding the right person for a job.

14. Module 24.5: Delegation – a reflection
What tasks or situations would be inappropriate for you to delegate in your current role? Take a moment to reflect on it and discuss.
Appropriate
Visiting sections
Attending District meetings
Buying the food for family camp…
Inappropriate
Safeguarding issues
Review & pre-appointment meetings
Selection of the Chair (person, not furniture)

15. Module 24.7: Maslow’s Theory of Needs
Adults are motivated by a range of needs according to Maslow. More details here.

16. Module 24.8, 24.9: Motivating/Demotivating Adults
acknowledgement of effort
poor working conditions
recognition of achievement
lack of personal support
responsibility
lack of practical support
personal growth
poor administration
poor inter-personal relationships
lack of training.

17. Assessing Learning Module 25 Managers & Training Advisers Part 1

18. 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

19. Modular Scheme A

20. 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

21. 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

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

23. 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 s.
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

24. Break

25. Assessing Learning Module 25 Core Skills

26. 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

27. 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

28. 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

29. 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

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

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

32. Evidence
In pairs, consider what evidence you might look for in order to assess the criteria on the grid opposite. A

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

34. 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

35. Feedback
Consider:
Venue
Body language
Position
Tone
Language P

36. A little Experiment… P

37. Communication Theory Communication Encoding Decoding Message Feedback
“The transmission of information so that the recipient understands clearly what the sender intends”
Communication is more than just sending someone some information. If it is to be effective, we need to establish that they have understood it correctly.
The feedback may include:
Non-verbal communication
Answers to questioning
Confirmation
Written reply P

38. 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

39. 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

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

41. 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

42. Questioning
Focus
Understanding
Open questions
Closed questions P

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

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

45. 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

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

47. 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

48. Break

49. Assessing Learning Module 25 Managers & Training Advisers Part 2

50. 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

51. 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

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

53. 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

54. 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. A

55. Grievances Two possible areas:
Learner and TA unable to agree on which modules are required.
Participant disagrees with a validation decision A

56. 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. A