1. The Patrol Method

2. Why are we doing this?
The proper use of the Patrol Method is one that is critical to the success of the the entire Troop.
The ASM guides and mentors the Patrol in the ways of the Patrol Method.
Today we will cover the Patrol Method in Troop 283.

3. Patrol Structure
The SPL and his ASPL’s are the leaders of the Troop. The SM and ASM’s will work with each patrol to determine how they can best help the troop.

4. Patrol Structure continued…
Each Patrol needs to have certain key roles filled. Patrol Leader, Assistant Patrol Leader, Scribe, Quartermaster and Grubmaster.
Each Patrol should also have its own Activities & Troop Responsibilities.
Each Patrol should have its own calendar of events.

5. Patrol Positions Patrol Leader
The members of each patrol elect one of their own to serve as patrol leader.
The Patrol leader also assigns various duties to other members of the Patrol.
They work with the APL and patrol as a whole to plan Patrol activities and meetings.

6. Patrol Positions continued
Assistant Patrol Leader
The Assistant Patrol Leader takes charge of the patrol whenever the Patrol Leader is not available.
Monitor the advancement progress of patrol members.
May be given special assignments

7. Patrol Positions continued
Patrol Scribe
The scribe of a patrol keeps the log—a record of what goes on at each patrol meeting.
The scribe checks attendance and he may also be the patrol’s Internet webmaster, encouraging patrol members to use to communicate with one another.

8. Patrol Positions continued
Patrol Quartermaster
Responsible for the patrol equipment. He maintains inventory of all of the patrol gear and makes sure it is clean and ready for the patrol to use.
He checks out the gear for campouts and other patrol outings, and he makes sure everything is returned and properly stored afterward.

9. Patrol Positions continued
Patrol Grubmaster
Takes the lead in planning menus for hikes and campouts. Works with Patrol members to determine what the menu should be.
Writes out the menu, itemizing the ingredients, ensuring that purchases are made, and supervising food repackaging before a trip

10. Patrol Activities
One key of a successful Patrol is its activities it participates in outside of normal Troop functions.
These activities include Patrol Meetings, Outings, Campouts, and Service Projects.

11. Patrol Meetings
Patrol meetings may be held at any time and place. These meetings should take place outside of troop meetings.
Can be held at WCC, a members house or even an outside location
Typically there should be one or two Patrol meetings a month.

12. Patrol Meetings continued
Patrol meetings should be well-planned and FUN.
The Patrol Leader should report any information from the latest Patrol Leaders' Council meeting.
Could focus on planning upcoming activities, like campouts, merit badges, outings, etc.

13. Patrol Outings
Outings are designed to be a fun activity that helps to strengthen friendships and develop an even better Patrol.
Meeting for ice cream, go bowling, touring a museum, working on a merit badge, or even a short day hike.

14. Patrol Campouts
A Patrol can plan, organize, and staff their own overnight camping experience.
All members of the Patrol should be involved in the planning process, lead by the PL
The only limits are the scout’s imagination and their abilities.

15. Patrol Service Projects
Service is at the core of the Scouting program and Patrols can play a key part in that.
They can schedule a time to pick up trash along a trail, volunteer at the local food shelf, prepare meals for those in need.

16. Patrol Troop Responsibilities
Each Patrol is responsible for helping the Troop to function.
Patrols need to help at Troop Meetings, Troop Campouts, Troop Service Projects, and Special Events
By sharing the workload for these events, the Troop functions more smoothly.

17. Troop Meetings
Each Patrol will be asked to plan and facilitate a portion of at least 2 Troop Meetings. They will be the Program Patrol for that month.
The Patrol will use the theme chosen by the PLC and the Troop Meeting guides to help them plan the meetings.

18. Troop Campouts
Each Patrol will be asked to “sponsor” a monthly troop campout.
The Patrol will be in charge of deciding the activities, theme, and style of campout.
They will ned to work with their ASM and the Outdoor chair to coordinate and organize the event

19. Troop Service Project
Each Patrol will be asked to “sponsor” a monthly troop service project.
The Patrol will be in charge of creating the communications and helping to recruit scouts to man the event.

20. Troop Special Events
A Patrol or group of Patrols may be asked to organize and lead a special Troop Event
Examples include, COH, Sunday Wreath Sales, Scout Sunday, etc..
This will need to be decided by the Troop Committee and the PLC

21. Patrol Calendar
The Patrol Calendar needs to synchronize with the Troop calendar and should include Patrol meetings, outings, service projects and campouts.
All of these events must be approved by a Scoutmaster and must follow the guidelines to safe scouting

22. National Honor Patrol
To encourage patrols to have identity, spirit, be active, to do Good Turns and service projects, complete rank advancement, wear the uniform, be organized, participate with the troop, and grow.
Requirements in your binder.

23. Questions What questions do you have about The Troop 283 Patrol Plan?
Thank you!

24. Mentoring for ASM’s

25. Mentoring
“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” - William Arthur Ward

26. Insert BSA Patrol Method Film Strip here

27. What is Mentoring? A mentor must believe in their mentee.
Mentors help fill their knowledge gaps and seek opportunities to help them grow and excel.
A mentor is someone with whom they can let down their guard, share their insecurities, and ask the ‘stupid’ questions we all have sometimes.”
The word "mentor" comes from the Greek language and has its roots in the terms "steadfast" and "enduring." In Western thought, the term "mentor" is synonymous with one who is a wise teacher, a guide, a friend.
A mentor is:
A wise teacher
A guide
A friend

28. Differences Between Coaching & Mentoring
Goals
To correct
To support and guide
Initiative
The coach
The mentee
Focus
Immediate situation
Long-term
Roles
Heavy on telling
Heavy on listening
Is Mentoring Like Coaching?
Ask: "Is mentoring and coaching the same thing?"
One description states that coaching is the process of facilitating the performance, learning, and development of another person. The coach is responsible for directing and aligning the members of a team to achieve a goal; therefore, the coach is also responsible for leading the development of the team members.
Coaching is different from mentoring because the mentoring process is led by the learner and is less skills-based. A good mentoring relationship is identified by the willingness and capability of both parties to ask questions, challenge assumptions, and disagree. The mentor is far less likely to have a direct-line relationship with the mentee, and in a mentoring relationship this distance is desirable. Mentoring is rarely a critical part of an individual's role, but rather an extra element that rewards the mentor with fresh thinking as well as the opportunity to transfer knowledge and experience (wisdom) to a new generation.

29. 2 Way Learning
You’ll often be surprised at how much you learn from your mentees.
Mentoring really goes both ways; when different generations come together, their blend of skills can be highly complementary.

30. Commitment Being a mentor is a commitment.
If you’re offering to help someone, you need to follow through with that promise by being there for them when needed & when promised.
As a mentor, you’re someone who knows something your mentee doesn’t, and you care enough to help them learn and succeed.

31. Be a Role Model
Your goal is to not only provide direction and advice, but to get your mentee to act upon them.
Conversations can be motivating, but few things are more impactful than to lead by example.
A mentor’s mantra must be: “Do as I do, not just as I say.”

32. Listen-First, Second and Third
One of your jobs as a mentor is to provide advice & encouragement, but in order to do so, you need to make the time to listen and understand the situation.
Any mentor that is worth their weight spends considerably more time listening than they do speaking.

33. Open Minded & Compassionate
To be able to provide valuable guidance and advice that is well received, it is necessary to first understand the mentee’s needs, wants, feelings, et cetera.
This can only come in the form of deep and implicit empathy.

34. Patience
The mentee needs and wants direction, but often times this requires a bit of constructive criticism, which can be hard to take. 
It is vital that a mentor be a patient soul, because tempers may flare, and quick fixes are few and far between.

35. Negative & False Cycle “Natural”
Negative Attitude
Negative Actions
Negative Talk
Emotional Reaction
Negative Thinking
Broken Relationship
Secondary Emotions

36. “Supernatural” Cycle Positive Attitude Positive Actions Positive Talk
Positive Assumption
Emotional
Reinforcement
Growing Relationship
Joy

37. Maintaining Relationship Quality
Goal clarity
The ability to create and manage rapport
Understanding of the role and its boundaries
Voluntarism
Basic competencies on the part of the mentor and mentee
Proactive behaviors by mentee and developmental behaviors by the mentor
Measurement and review
Maintaining Relationship Quality
Goal clarity—There needs to be a sense of purpose to the relationship.
The ability to create and manage rapport—It is important that there is an alignment of core values between the mentor and mentee, both in terms of initial attraction or liking and in sustaining the relationship over time. However, partnering individuals with too many similarities can cause problems. The rapport-building process encompasses the skills of accepting and valuing difference as a fundamental learning resource.
Understanding of the role and its boundaries—Clarity must be maintained that the mentor will not assume a directive or managerial role.
Voluntarism—Both participants have to want to be part of the relationship.
Basic competencies on the part of the mentor and mentee—Both parties must bring some skills and attributes to the table. The aim should be to improve these skills over time through the learning dialogue.
Proactive behaviors by mentee and developmental behaviors by the mentor—The mentee needs to take the initiative and the mentor must not be directive.
Measurement and review—The mentor and mentee need to take time to review the relationship. Having a regular open dialog that focuses on how to improve the relationship is a key factor. Assess how to make the relationship more valuable and reaffirm the commitment.

38. Care about the relationship
Invest yourself in your mentee and you’ll get so much more out of the experience.
You are developing a relationship that can last a lifetime, it is worth the time and effort.

39. The Learning Conversation
Reaffirmation
Identifying the issue
Building mutual understanding
Exploring alternative solutions
Final check
The Learning Conversation
The point of the mentoring process is to create a reflective environment where the mentee can address various issues.
To do this, a learning conversation should be used that uses the following steps:
Reaffirmation—The mentor and mentee spend time to reestablish connectedness using more than just the normal social niceties. In a good relationship, there will be a mutual recognition of emotional states and the level of interest.
Identifying the issue—This is when the issue to be discussed is articulated as well as the mentee's desired outcome is identified.
Building mutual understanding—The mentor encourages the mentee to explore the issue in depth, by asking questions that stimulate insight. The purpose of the questions is for both of them to understand the situation and all of the elements involved more clearly. The mentor wants to avoid offering solutions or analogies to his or her own experience. When the conversation comes to a natural end, the mentor should summarize and check to see if a mutual understanding has been achieved.
Exploring alternative solutions—This is when both the mentor and mentee allow themselves to be as creative as possible, looking for ways to move forward. The goal is to build a range of solutions from which the mentee will eventually choose to take away for reflection.
Final check—The mentor encourages the mentee to review what he or she is going to do and why, and what the mentee has learned about both the situation in question and themselves. This allows for a mutual understating and places the responsibility for what happens next on the mentee.
Between sessions, the mentee should be reflecting on what has been discussed so that they can see what they have learned relates to other issues.
The mentor should also reflect upon his or her role in the relationship so that the relationship's progress can be measured.

40. Scoutmaster Review Process
Once every 6 months, sit down with scout and check in.
Helps to determine if a Scout is active.
Complete form and keep a copy, review with scout at next review.

41. Benefits of Mentoring For the mentee For the mentor For Scouting
Improved knowledge and skills
Greater confidence and well-being
For the mentor
Greater satisfaction
New knowledge and skills
Leadership development
For Scouting
Improved morale, motivation, and relationships
Benefits of Mentoring
Rhetorically ask, "Why should you go through all of this trouble?"
Show Slide 11, review and discuss.
Conclusion
Ask for questions.
We started by emphasizing that a mentor is
A wise teacher
A guide
A friend
By selecting the correct mentoring model as the situation dictates, by focusing to create a quality mentoring relationship, and by using the elements of a learning conversation, you should realize the benefits of mentoring.
Show Slide 12.
Thank you for attending this session and I wish you well on implementing these methods in your Scouting endeavors.

42. Questions
What questions do you have about Mentoring?
Thank you!