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

2. Slide 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 email Records of members must be destroyed 6 months after they leave if stored electronically or on paper unless for a specific, relevant purpose.

3. Slide 3 Module 11.4, 11.5,: Administration Adults joining scouting need to use an Adult Information Form, available on the HQ website here. This will initiate the joining process and DBS. The form says it will be thrown away after being entered on Compass…here As a Manager you have a degree of financial responsibility because you act as a Trustee. You are protected by our Insurance against forgetful events but not reckless ones. GSLs need to ensure that leaders are all keeping good financial records with receipts. GSLs work with the Treasurer to ensure that accounts can be presented at the AGM

4. Slide 4 Module 23.3: InTouch InTouch is 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. InTouch resources These are the resources available to support InTouch. FS120075FS120075 - Factsheet providing details of InTouch PORPOR - Emergency Procedure Rules (chapter 7 (PDF)) & InTouch Rules (9.3 & 9.5)chapter 79.39.5 Safe Scouting and Emergency Procedures (Purple) CardSafe Scouting and Emergency Procedures (Purple) Card (PDF) - This is available as a printed card from Scout Shops

5. Slide 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)View DC Guidelines - Age Ranges Flexibility (Special Needs) (FS250045) (PDF)

6. Slide 6 Module 23.3: Safety and Welfare The Scout website has key advice on safety and welfare issues such as: –Accidents and illnessAccidents and illness –Safety issuesSafety issues –Life issuesLife issues –Child protectionChild 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. Slide 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. Slide 8 Module 23.4, 23.7, 23.9: Activities Scheme Full list of available permits herehere

9. Slide 9 Module 23.11: Culture of Safety It is vital that we create a culture of safety in Scouting whereby we consider the risk assessments of activities and the way the group runs. This must include the safety of the state of the building. This also includes the reporting of near misses as well as actual accidents. Safety should be an agenda item on all meetings Accident books must be kept and acted upon. All adults should be aware of the safety policies.

10. Slide 10 Module 23.11: Culture of Safety It is the responsibility of all those involved in Scouting to ensure, so far as is reasonably practical, that all activities are conducted in a safe manner without risk to the health of the participants. A range of resources are available, covering all areas that affect safety in Scouting, with the intention of providing clear and practical guidance as well as promoting a strong culture of safety throughout the Movement. Visit the pages below for further information relating to specific areas and to download resources. Risk assessment tools Additional support materials Safe premises and campsites Archive of safety articles Near miss form Ongoing safety training: e-learning

11. Slide 11 Module 23.12: Nights Away Permit

12. Slide 12 Module 23.12: Nights Away Permit The nights away permit scheme is an internal assessment scheme designed to ensure that all those leading nights away events for young people within Scouting have the skills, experience and personal suitability to do so. The permit scheme You can find full details of the nights away permit scheme in the factsheets below. These include factsheets for specific roles such as commissioner and applicant. Nights Away Permit Scheme (FS120800) Nights Away Permit Scheme – Applicants' guide (FS120801) Nights Away Permit Scheme – Assessment guide (FS120802) Nights Away Permit Scheme – Commissioners' guide (FS120803) Nights Away Permit Scheme – Nights Away Advisers' guide (FS120804) There is also an assessment checklist that the nights away adviser uses to assess any applicants for nights away permits. Assessment Checklist for a Nights Away Permit (AC120990 Nights Away FAQs

13. Slide 13 Module 24.1: The Adults in Scouting Model

14. Slide 14 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. 1 st Response, SAFES and SFTY must be in place.

15. Slide 15 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.

16. Slide 16 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.

17. Slide 17 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)

18. Slide 18 Module 24.6: Chairing a meeting Useful advice can be found here: http://www.resourcecentre.org.uk/information/committee_members /info_pdf/Chair.pdf http://www.resourcecentre.org.uk/information/committee_members /info_pdf/Chair.pdf Principles include: –Having a clear agenda –Manage time well –Positive atmosphere –Letting people all have an input and feel valued without letting anyone dominate –Reach conclusions with specific people taking actions

19. Slide 19 Module 24.7: Maslow’s Theory of Needs Adults are motivated by a range of needs according to Maslow. More details here.here

20. Slide 20 Module 24.8, 24.9: Motivating/Demotivating Adults MotivatingDemotivating acknowledgement of effortpoor working conditions recognition of achievementlack of personal support responsibilitylack of practical support personal growthpoor administration poor inter-personal relationships lack of training.

21. Slide 21 Module 24.10, 24.11, 24.15, 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 (24.15 is covered here)Dispute Management Guidance

22. Slide 22 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

23. Slide 23 Module 24.12, 24.13, Module 26: Disputes You can appoint a conciliator to meet with all concerned and listen to their views. This is NOT an investigation but a chance to find common ground in the context of the adults being reminded why they are involved in Scouting. The conciliator can see both sides together or independently They are appointed by the DC or CC who must not take on the role themselves. If one party is clearly in the wrong or behaving inappropriately, the conciliator must say so. The conciliator feeds back. Copies of notes must be carefully and accurately kept. The outcomes can be compromises, resignations, an agreement, moving people or the Commissioner making a decision if none can be reached.

24. Slide 24 Module 24.14, At times it may be necessary to suspend an adult’s membership of the Movement. Suspension is always a neutral and impartial act, which gives the opportunity for an activity such as an investigation to take place. However, it can be hard for a suspension to feel neutral, so it is very important to be clear about this to everyone involved. Understanding the process fully and drawing on the resources available can help you manage this effectively. Full details here. This is not the work of the GSL.here Sometimes an adult's membership of the Movement will need to be cancelled or suspended. The full procedure for this is detailed in POR, Chapter 15. A cancellation or suspension (CS) form needs to be completed in cases where the appointment is being cancelled for an unsatisfactory reason. This is not the work of the GSL.POR

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

26. Slide 26 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

27. Slide 27 Modular Scheme A

28. Slide 28 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

29. Slide 29 Seven Steps 1.Identify learning and development needs 2.Agree and record a Personal Learning Plan 3.Monitor progress at regular intervals 4.Provide constructive feedback 5.Support and encourage 6.Validate the learning 7.Identify new needs and repeat the process A

30. Slide 30 Monitor and Support Monitor progress regularly Provide constructive feedback Support and encourage the learner Be flexible to changing conditions A

31. Slide 31 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

32. Slide 32 Assessing Learning Module 25 Core Skills A

33. Slide 33 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

34. Slide 34 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

35. Slide 35 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

36. Slide 36 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

37. Slide 37 Any Scouting assessor Needs to understand the fundamentals of Scouting Operate within The Scout Association’s: –Policies –Purpose –Principles –Method A

38. Slide 38 Evidence Demonstration Discussion Workbook Questionnaire External qualification Working documents Project Witness statement Video A

39. Slide 39 Evidence In pairs, consider what evidence you might look for in order to assess the criteria on the grid opposite. A

40. Slide 40 Break

41. Slide 41 You Decide… Here comes the role play but fear not, you only have to watch and assess! P

42. Slide 42 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

43. Slide 43 Feedback Consider: –Venue –Body language –Position –Tone –Language P

44. Slide 44 A little Experiment… P

45. Slide 45 Encoding Decoding Feedback Message Communication Theory Communication “ The transmission of information so that the recipient understands clearly what the sender intends” P

46. Slide 46 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

47. Slide 47 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

48. Slide 48 Active listening  Avoid distractions  Don’t pre-conceive  Pay attention to the speaker  Don’t interrupt  Concentrate on what is being said P

49. Slide 49 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

50. Slide 50 Questioning Open questions Closed questions Focus Understanding P

51. Slide 51 Communication Two ears and one mouth Do we get the ratio right? P

52. Slide 52 Active listening  Allows you to make sure you hear the words  and …  understand the meaning behind the words P

53. Slide 53 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

54. Slide 54 Questioning Avoid if possible –Interruptions –Multiple questions –Leading questions –Biased questions –Ambiguous questions P

55. Slide 55 Exercise In threes: –Listener, Speaker, Observer Subject: “My career to date, its successes and failures” 1.5 minutes active listening 2.5 minutes feedback from observer on listener 3.Change round roles P

56. Slide 56 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

57. Slide 57 Break

58. Slide 58 Assessing Learning Module 25 Managers & Training Advisers Part 2 A

59. Slide 59 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

60. Slide 60 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

61. Slide 61 Validation Dos Use open questions to probe Ask another TA or LTM if unsure Keep a written record Keep the learner aware A

62. Slide 62 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

63. Slide 63 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

64. Slide 64 Grievances Two possible areas: Learner and TA unable to agree on which modules are required. Participant disagrees with a validation decision A

65. Slide 65 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

66. Slide 66 Assessing Learning Module 25 Nights Away Adviser

67. Slide 67 Nights Away Adviser Role Assessing people for Nights Away Permits Recommending people for Nights Away permits Providing advice and support on gaining Nights Away Permit Advise on camping and residential issues Promoting nights away

68. Slide 68 Nights Away Adviser Role Describe the Nights Away Permit Scheme and their role within it. Understand and be familiar with the criteria that Nights Away Permits need to assessed against. Be able to make a judgement as to what type of assessment is required depending upon a candidates application.

69. Slide 69 Nights Away Assessments Assessment is likely to take place across three stages: As part of their role, Nights Away Advisers must: Hold the appropriate Nights Away Permit, ie have the technical skills required to run the Nights Away Permit level they are assessing. Have validated Module 25, Assessing Learning and have the soft skills to make effective assessments. Remain up to date with current information about the Nights Away Scheme.

70. Slide 70 Nights Away Core Skills 1.Planning a nights away event 2.Ensuring effective administration of an event 3.Preparing and coordinating a programme if activities 4.Choosing and preparing the event team 5.Choosing, organising and maintaining the right equipment 6.Ensuring the health, happiness and safety of self and others 7.Organising good catering 8.Making best use of venue

71. Slide 71 Nights Away Permits The Nights Away Adviser makes a recommendation for a Nights Away Permit to the responsible Commissioner, who makes the final decision. The Nights Away Adviser can recommend a restriction to a Permit if there is a clear reason to do so. However, they must be able to justify to the applicant the reasons for doing so and state what further training or experience they would require to remove or change this restriction. Nights Away Permits are not Section specific and Districts and Counties must not operate a policy of issuing only Section specific permits.

72. Slide 72 Promoting Nights Away How might you promote the idea of people attaining Nights Away Permits in your Group or Section?

73. Slide 73 Assessing Nights Away There are assessment grids to help your review the process a learner is making. You need to ask yourself –What aspects can be most improved upon in the future by the applicant? –How were the needs of the young people involved taken into consideration?

74. Slide 74 Assessing Nights Away Here are some of the ways the key areas of knowledge, skills and qualities, common to all assessor roles, are demonstrated. Belief in Scouting’s values Understanding of the scheme of which they are a part Support to other adult volunteers Passion for the quality of Scouting Good personal organisation and reliability Excellent communication skills Supportive and constructive questioning techniques to elicit relevant information and support learning Active listening skills Ability to explain concepts and processes clearly Encourages others and shows understanding of an individual’s needs Good observation skills Ability to weigh up evidence against requirements Ability to provide constructive feedback Makes fair and consistent decisions Produces and shares appropriate, clear and accurate records Able to give time to others