1. Communication WE3-25-09

2.  To improve your skills in getting information: WE3-25-09

3.  To improve your skills in getting information: ◦ Pay attention and listen carefully. WE3-25-09

4.  To improve your skills in getting information: ◦ Pay attention and listen carefully. ◦ Make notes and sketches. WE3-25-09

5.  To improve your skills in getting information: ◦ Pay attention and listen carefully. ◦ Make notes and sketches. ◦ Ask questions and repeat your understanding of what was said. WE3-25-09

6.  To improve your skills in giving information: WE3-25-09

7.  To improve your skills in giving information: ◦ Be sure others are listening before you speak. WE3-25-09

8.  To improve your skills in giving information: ◦ Be sure others are listening before you speak. ◦ Speak slowly and clearly. WE3-25-09

9.  To improve your skills in giving information: ◦ Be sure others are listening before you speak. ◦ Speak slowly and clearly. ◦ Draw diagrams, if needed. Ask those receiving information to take notes. WE3-25-09

10.  To improve your skills in giving information: ◦ Be sure others are listening before you speak. ◦ Speak slowly and clearly. ◦ Draw diagrams, if needed. Ask those receiving information to take notes. ◦ Have the listeners repeat their understanding of what was said. Encourage questions. WE3-25-09

11. PLANNING WE3-25-09

12. PLANNING  Planning is an important part of everything we do in Exploring. The following is a simple process for planning: WE3-25-09

13. PLANNING  Planning is an important part of everything we do in Exploring. The following is a simple process for planning:  Consider the task and objectives. What do you want to accomplish? WE3-25-09

14. PLANNING  Planning is an important part of everything we do in Exploring. The following is a simple process for planning:  Consider the task and objectives. What do you want to accomplish?  Consider the resources-equipment, knowledge, skills, and attitudes. WE3-25-09

15. PLANNING  Planning is an important part of everything we do in Exploring. The following is a simple process for planning:  Consider the task and objectives. What do you want to accomplish?  Consider the resources-equipment, knowledge, skills, and attitudes.  Consider the alternatives. Brainstorm. WE3-25-09

16. PLANNING  Planning is an important part of everything we do in Exploring. The following is a simple process for planning:  Consider the task and objectives. What do you want to accomplish?  Consider the resources-equipment, knowledge, skills, and attitudes.  Consider the alternatives. Brainstorm.  Reach a decision, evaluating each option. WE3-25-09

17. PLANNING  Planning is an important part of everything we do in Exploring. The following is a simple process for planning:  Consider the task and objectives. What do you want to accomplish?  Consider the resources-equipment, knowledge, skills, and attitudes.  Consider the alternatives. Brainstorm.  Reach a decision, evaluating each option.  Write the plan down and review it with the unit. WE3-25-09

18. PLANNING  Planning is an important part of everything we do in Exploring. The following is a simple process for planning:  Consider the task and objectives. What do you want to accomplish?  Consider the resources-equipment, knowledge, skills, and attitudes.  Consider the alternatives. Brainstorm.  Reach a decision, evaluating each option.  Write the plan down and review it with the unit.  Execute the plan. WE3-25-09

19. PLANNING  Planning is an important part of everything we do in Exploring. The following is a simple process for planning:  Consider the task and objectives. What do you want to accomplish?  Consider the resources-equipment, knowledge, skills, and attitudes.  Consider the alternatives. Brainstorm.  Reach a decision, evaluating each option.  Write the plan down and review it with the unit.  Execute the plan.  Evaluate the plan. WE3-25-09

20. CONTROLLING GROUP PERFORMANCE WE3-25-09

21. CONTROLLING GROUP PERFORMANCE  Continually observe the group. Know what is happening and the attitude of the group. WE3-25-09

22. CONTROLLING GROUP PERFORMANCE  Continually observe the group. Know what is happening and the attitude of the group.  Make your instructions clear and pertinent. WE3-25-09

23. CONTROLLING GROUP PERFORMANCE  Continually observe the group. Know what is happening and the attitude of the group.  Make your instructions clear and pertinent.  Pitch in and help when necessary. WE3-25-09

24. CONTROLLING GROUP PERFORMANCE  Continually observe the group. Know what is happening and the attitude of the group.  Make your instructions clear and pertinent.  Pitch in and help when necessary.  Quickly deal with disruption. Guide the unit toward self-discipline. WE3-25-09

25. EVALUATING WE3-25-09

26. EVALUATING Evaluating helps measure the performance of a group in getting a job done and working together. There are two basic categories of evaluation questions. WE3-25-09

27. EVALUATING Evaluating helps measure the performance of a group in getting a job done and working together. There are two basic categories of evaluation questions. Getting the job done-  Was the job done?  Was the job done right?  Was the job done on time? WE3-25-09

28. EVALUATING Evaluating helps measure the performance of a group in getting a job done and working together. There are two basic categories of evaluation questions. Getting the job done-  Was the job done?  Was the job done right?  Was the job done on time? Keeping the group together-  Were relationships between group members helped or hurt?  Was participation equally distributed among group members?  Did the group enjoy the activity?  Did the group handle conflicts well? WE3-25-09

30. 1. Message is of importance. WE3-25-09

31. 1. Message is of importance. 2. Vision presented could affect the listeners. WE3-25-09

32. 1. Message is of importance. 2. Vision presented could affect the listeners. 3. Speakers established themselves as authorities in what they were talking about. WE3-25-09

33. 1. Message is of importance. 2. Vision presented could affect the listeners. 3. Speakers established themselves as authorities in what they were talking about. 4. Speakers believed in what they were presenting. WE3-25-09

34. 1. Message is of importance. 2. Vision presented could affect the listeners. 3. Speakers established themselves as authorities in what they were talking about. 4. Speakers believed in what they were presenting. 5. Speakers got to the point. WE3-25-09

35. 1. Message is of importance. 2. Vision presented could affect the listeners. 3. Speakers established themselves as authorities in what they were talking about. 4. Speakers believed in what they were presenting. 5. Speakers got to the point. 6. Speakers used personal skills of speaking, body language, tone of voice, and charisma. WE3-25-09

36.  Example:  "Trust Fall" communications ◦ We will need a communications code between faller and catchers ◦ Faller: "Ready to fall!" ◦ Catchers: "Fall away!" ◦ Faller: "Falling!" WE3-25-09

37. First Aid Medical Emergency Form Who:Wood Badge patrol member What:Snake bite Where:Turner Campsite When:15 minutes ago Why: We need assistance at the Health Lodge How:Call 911; request ambulance; notify health & safety personnel and Course Director WE3-25-09

39.  A Sender WE3-25-09

40.  A Sender  A Message WE3-25-09

41.  A Sender  A Message  A Receiver WE3-25-09

42.  Begins with good listening WE3-25-09

43.  Begins with good listening  Provides what listeners need WE3-25-09

44.  Begins with good listening  Provides what listeners need  Engages listeners minds WE3-25-09

45.  Begins with good listening  Provides what listeners need  Engages listeners minds  Is a two-way process WE3-25-09

46. We want: Knowledge Learn a skill Understand something WE3-25-09

48. 1. Lack of common ground WE3-25-09

49. 1. Lack of common ground 2. Lack of sincerity WE3-25-09

50. 1. Lack of common ground 2. Lack of sincerity 3. Lack of authority WE3-25-09

51. 1. Lack of common ground 2. Lack of sincerity 3. Lack of authority 4. Lack of clarity WE3-25-09

52. 1. Lack of common ground 2. Lack of sincerity 3. Lack of authority 4. Lack of clarity 5. Poor presentation skills WE3-25-09

53. 1. Lack of common ground 2. Lack of sincerity 3. Lack of authority 4. Lack of clarity 5. Poor presentation skills 6. Lack of receptiveness WE3-25-09

54. 1. Lack of common ground 2. Lack of sincerity 3. Lack of authority 4. Lack of clarity 5. Poor presentation skills 6. Lack of receptiveness 7. Environment WE3-25-09

55. 1. Common Ground WE3-25-09

56. 1. Common Ground 2. Sincerity WE3-25-09

57. 1. Common Ground 2. Sincerity 3. Authority WE3-25-09

58. 1. Common Ground 2. Sincerity 3. Authority 4. Clarity WE3-25-09

59. 1. Common Ground 2. Sincerity 3. Authority 4. Clarity 5. Good Presentation Skills WE3-25-09

60. 1. Common Ground 2. Sincerity 3. Authority 4. Clarity 5. Good Presentation Skills 6. Receptiveness WE3-25-09

61. 1. Common Ground 2. Sincerity 3. Authority 4. Clarity 5. Good Presentation Skills 6. Receptiveness 7. Environment WE3-25-09

63.  Make it hands-on.  Set an achievable, understandable goal.  Use a multimedia approach. ◦ handouts, visual aids, etc.  Demonstrate the process.  Let participants try it.  Give support and praise. WE3-25-09

65. 1. A Scout Learns. WE3-25-09

66. 1. A Scout Learns. 2. A Scout is Tested. WE3-25-09

67. 1. A Scout Learns. 2. A Scout is Tested. 3. A Scout is Reviewed. WE3-25-09

68. 1. A Scout Learns. 2. A Scout is Tested. 3. A Scout is Reviewed. 4. A Scout is Recognized. WE3-25-09

69.  A tool of leadership  Essential to effective teams  Happens in the “common ground”  Should be clear and concise  Sender/receiver consider each other  Is written, verbal, and nonverbal  Feedback is a gift WE3-25-09