© World Scout Bureau Inc.

ADULTS IN SCOUTING
September 2020

World Scout Bureau

Global Support Centre
Kuala Lumpur

Suite 3, Level 17
Menara Sentral Vista
150 Jalan Sultan Abdul Samad
Brickfields
50470 Kuala Lumpur, MALAYSIA

Tel.: + 60 3 2276 9000

Fax: + 60 3 2276 9089

[email protected]
scout.org

Reproduction is authorised to National Scout

Organizations and Associations which are members
of the World Organization of the Scout Movement.
Credit for the source must be given.
THE SCOUTSHIP
A COMPASS TO ADULT
VOLUNTEERS
PREFACE

The need to support National Scout Organizations (NSOs) in developing their training
capacity was recognised a long time ago. Since the 26th World Scout Conference in
Montreal 1977, NSOs have been entrusted with this responsibility. Efforts have been made
on improving and expanding training material to assist NSOs to develop relevant training
schemes and programmes, organise their courses, and increase the skills and capability
of their trainers. The International Training Handbook was initially produced and updated
periodically during those years.

Based on the recommendation of the 33rd World Scout Conference in Bangkok 1993, the
necessary steps were taken to ensure the full implementation of the provisions of the
World Adult Resources Policy. The first version of the World Adult Resources Handbook
(WARH) was born. The WARH was aimed primarily at those who have the responsibility
for managing adult resources, such as members of the National Adult Resources
Committee. It was also utilised by those responsible for training at the national level, and
even more widely due to specific needs.

By adopting the World Adults in Scouting Policy in 2011 and its revision in 2017, the need
for a resource that covers elements of the new policy and the Adults in Scouting Life Cycle
became evident. After intensive work by a dedicated team and experts in Adults in
Scouting, and with the involvement of different stakeholders, the reviewed World Adults
in Scouting Handbook is now available. In the efforts of digitizing our resources, the
handbook presents itself as an online platform, now called Scoutship.

There is a Glossary for non-scout users at the end of the resource.

You can find its digital edition of Scoutship on the http://scoutship.scout.org

 INSPIRATION
Our World Adults in Scouting Policy used in the management of
volunteers and staff in World Scouting has a strong foundation, having
grown from long established traditions and practices of the Scout
Movement.
SCOUT PATH

What started as a small camp on Brownsea Island (close to Dorset, UK) with 20 boys in
1907, is now a Movement of more than 50 million Scouts in 224 countries and territories.
Since its formation, some 500 million people have been Scouts, including prominent people
in every field, such as US civil rights activist Martin Luther King Jr., British naturalist David
Attenborough, and former United Nations Secretary General Ban Ki-moon.

By combining adventure, education, and fun, Scouting manages to continuously renew

and adapt itself to a changing world and the differing needs and interests of young people
across the globe. In doing so it continues to inspire young people to become active local
and global citizens, helping to create a better world. Come with us as we travel the path
that led Scouting to be the largest educational youth movement in the world.

Visit also:
WOSM web-page Scout.org
LORD BADEN-POWELL MESSAGE

Since September 1919 adult volunteers in the Scouts have been awarded the Wood Badge
on the completion of their leader training. The basic badge is made up of two wooden
beads worn at the end of a leather lace. This iconic symbol of Scouting is following
generations of Scouts across the last 100 years. Lord Baden-Powell gave a significant
speech on the opening of the pilot Wood Badge course to be held at Gilwell Park in
September 1919.

“Brother workers, commissioners, Scout Masters, and Cub Masters. I have been thinking
of your work lately and l have come to the conclusion that you are building better than
possibly you know; or generate better you knew when you first took your place in what is
now a great Brotherhood of service.

It is a fine show, and it is growing in importance as it influences day by day. But I noticed
that as the public realizes more and more, it’s aims and possibilities so more and more
they expect to see really effective results on the boy. They judge the movement by this.
That responsibility rests on the Scout Master later than was formerly the case of giving
the right application of our Method to his boy.

To ensure this the first essential is that Scout Masters themselves, as well as their
Commissioners, should have thoroughly grasped the ideal, we aim for the reasons of
various steps in the training and the meaning that underlies them. To this end the opening
of our Gilwell Park training school is in my mind the most important step that has occurred
in the history of the Movement since its inauguration.

I venture the hope that every Commissioner, Scout Master, and Cub Master who is unable
to attend the Gilwell park course himself will take steps to gain the latest particulars by
availing himself of the help now open to him through instructors who have been through
that training.

In addition to what l have said in Aids to Scoutmastership, l should like to emphasize the
importance of developing in the boys these two qualities: patience and self-elimination. I
have seen in my time more careers wrecked through ones of patience than through drink,
gambling, or any other vice. By self-elimination, I mean that selfless service for others of
which you yourself are giving so pregnant its personal example.

You are doing a big thing for God for your Country and your kind and I warmly wish you
all further success.”

Visit also:
BP message (audio)
MISSION AND VISION OF SCOUTING AND THE ADULTS IN SCOUTING

Mission
"The Mission of Scouting is to contribute to the education of young people, through a value
system based on the Scout Promise and Law, to help build a better world where people
are self-fulfilled as individuals and play a constructive role in society."

Vision
"By 2023 Scouting will be the world’s leading educational youth movement, enabling 100
million young people to be active citizens creating positive change in their communities
and in the world based on shared values."

Together with the Mission and Vision, we must include the WOSM Strategic Priorities
adopted at the 40th World Scout Conference in Slovenia in 2014, in particular the
Educational Methods priority and its relevance for Adults in Scouting.

Educational Methods Strategic Priority

“The Youth Programme should provide a non-formal learning environment strengthening
the capacity of young people to face the challenges of tomorrow. Scouting should attract,
train and retain quality adult volunteers to deliver the Youth Programme.”

The aim of the Adults in Scouting Policy, as with the World Scout Youth Programme Policy
and other WOSM Scouting policies, is to support the Mission of Scouting. This is achieved
by improving the quality of leadership at all levels through better support tools and
management strategies for Adults in Scouting, resulting in the provision of better services
for young people.

The Adults in Scouting Policy encompasses all the roles and functions undertaken by adult
members, and all the areas of competence necessary to fulfil them. This is particularly
relevant when we consider that adults are the ones delivering the Youth Programme.
Therefore, their appropriate recruitment, selection, training and support are critical to
enable the full support needed for the Youth Programme.

Three strategic areas cover the effective functioning of an NSO:

1. The Youth Programme: establishes the requirements for the adults (e.g. functions)
who work in this area and determines the logistical requirements to develop the
Youth Programme.
2. Organisational Development: establishes the organisational framework that
provides the administrative and financial support so that the Programme can be
developed and implemented.
 3. Adults in Scouting: connects functions to relevant positions, identifying the training
experiences needed to develop competencies. It also determines the logistics
needed for the process to work properly (e.g. requirements to run the training
experiences and, in general, to operate the whole adult management system),
operating with the overall support of the NSO.

Adults perform key roles and functions to achieve the Scout Mission. The quality of the
Youth Programme and the impact Scouting will have on society depend on the quality of
these adult volunteers.

The strategic outcomes of implementation of Adults in Scouting supporting the Mission

and Vision of Scouting are:
• better programmes and deliverance for young people (Youth Programme)
• improved effectiveness, commitment and motivation of adult leadership (Adults in
Scouting)
• more effective and efficient organisations (Organisational Development)
• a competitive advantage and impact on social or external well-being

The roles of supporting adults fall into three categories:

• Those who design, develop, facilitate or deliver programmes adapted to different
age groups, and specific conditions in which young people live.
• Those who operate directly with adults in management, leadership, training and
support roles and functions.
• Those who establish and operate organisational structures, delivering the
necessary logistical, financial and administrative support for the Movement.

Visit also:
Mission, Vision and Strategic areas of Scouting
EDUCATING DIFFERENTLY

Scouting gives young people skills for life. It prepares them for real-life challenges by
developing their knowledge, skills and attitudes. The outcomes can be further developed
as the young person grows into adulthood and follows the path to leadership.

The educational approach which makes Scouting so popular and relevant to young people
will continue to be tested as mainstream education uses more of the non-formal methods.
Scouting’s success in this area is because learning occurs through fun activities, often
games, selected usually by the young people and done in small teams with peers.

Through the effective use of developmental age groupings (sections), young people take
responsibility and ownership and are empowered to investigate and take action on issues
important to them. Through reflection of these meaningful experiences, they continue to
be active learners, gaining confidence to address bigger challenges. This ethos motivates
adult leaders to support the young people as they progress through their personal journey
and ensure all enjoy and learn from our game of Scouting.

The Scout Method is an essential system for achieving the educational proposal of the
Scout Movement. It is defined as a system of progressive self-education. It is one method
based on the interaction of equally important elements that work together as a cohesive
system, and the implementation of these elements in a combined and balanced manner is
what makes Scouting unique.

Adult volunteers in Scouting play important roles in ensuring the success of the Scout
Method. Their role is to provide the best possible guidance to the young people they
support, encouraging and enabling them to make their own decisions and create their own
activities and learning opportunities. As the world is constantly changing, what Scouting
offers young people must reflect the current needs of their society. It is important to have
the right adult volunteers; only those with the appropriate attitude and approach are
eligible to work with young people.

Visit also:
World Scout Youth programme
Scout method
Essential characteristics of Scouting
BACKGROUND OF ADULTS IN SCOUTING

Shortly after Scouting began in 1907, the ‘Adult Leader Training’, as it was later known,
followed. While Baden-Powell’s first passion was to spread his ideas to young people, he
also attended the training of adults as Scoutmasters, personally conducting two courses
in 1911 and 1912. These first series of talks would be formalised a year later as ‘Wood
Badge Training’.

The use of the patrol system and a balanced mix of theory and practice sufficed for a time.
Only after the First World War, when Scouting was growing rapidly, did Baden-Powell’s
look to guide the development and enthusiasm of Scoutmasters “to make quite certain
that when I am gone, the future leaders of Scouting will really understand what it is all
about and what my intentions have been”. (Lord Baden Powel)

On 8 September 1919 the first training course for Scoutmasters took place, following the
principles laid down in 1913. The guidebook for Adults, Aids to Scoutmastership was
published the same year.

What had begun in 1913 and advanced in 1919 served the Movement well for decades to
follow. As Scouting grew nationally and globally so too did the management system within
each National Scout Organization (NSO), and the need for broader training.

In 1988 the World Scout Committee submitted a paper -Towards a strategy for Scouting
- to the 31st World Scout Conference in Melbourne, Australia, highlighting the challenges
faced by NSOs in recruiting competent leaders, commissioners and administrators, and
providing them with appropriate training.

In reply the Adults in Scouting Policy was developed during the 32nd World Scout
Conference in Paris, France (1990), outlining the basic principles for the management of
adult volunteers and resources. The document covers, amongst other specifics, the
training elements for adult development. The principles of this document are the
foundation of the World Adult Resources Policy, adopted by the 33rd World Scout
Conference in Bangkok, Thailand in 1993, establishing Adult Leader Training as a
fundamental element in the management of Adults in Scouting.

The World Adult Resources handbook published in 2005, provides guidelines on the
management of Adults in Scouting. This major shift in thinking considered the wider
aspects of the management of adult volunteers and Staff and emphasised training for
leaders as a part of the Adult life cycle as described in the Adults in Scouting Policy.

Updates and reviews of the policy were made during the 38th World Scout Conference
(Korea, 2008), and subsequent conferences in Brazil (2011), Slovenia (2014), and
Azerbaijan (2017). The Wood Badge framework was also revised in 2010 as requested by
the 38th World Scout Conference, providing guidance for the development of Adult
Training

Since the release of the 2005 World Adult Resources Handbook, NSOs have been following
the policy by appointing Adults in Scouting Commissioners, responsible for promoting and
implementing the policy, and complementing and supporting the Training Commissioners,
who are responsible specifically for Adult Training.

In 2017 after the update of the Adult in Scouting life cycle the process of the Wood badge
framework review started and was successfully completed in 2020.

Today NSOs are at different stages of the implementation process for the Adults in
Scouting Policy. With this Scoutship digital resource the World Organization of the Scout
Movement (WOSM) aims to provide full support and understanding of the Adults in
Scouting Policy to address the NSOs needs to the fullest.

Visit also:
Wood Badge Framework
World Adult in Scouting Policy
World Scout Conferences Resolutions
WORKING WITH ADULTS

Scouting would not exist around the world without the millions of adults, mostly
volunteers, and some paid staff who support the Movement in a wide range of roles and
functions.

These adults fall into three categories:

• Those who design, develop, facilitate, or deliver programmes with young people
• Those who work directly with adults in management, leadership, training, and
support roles and functions
• Those who establish and operate organizational structures, delivering the
necessary logistical, financial, and administrative support

Adults in Scouting (AiS), a systematic approach to supporting adults, was developed to

assist NSOs to improve how they ensure the effectiveness, commitment, and motivation
of adult leadership. Adults supported in this way perform better, gain deeper satisfaction,
and serve longer, resulting in better programmes delivery with more young people,
contributing to the growth of the Movement. The responsibility of NSOs is to strengthen
the implementation of all aspects of the AiS life cycle in accordance with the World Adults
in Scouting Policy.

Visit also:
World Adult in Scouting Policy
Volunteering in Scouting
 BE THE STAR
As an adult in Scouting you are a star! Join us as we navigate the Adult
life cycle and its dimensions and discover how to develop methods to
improve the skills for Adults in Scouting (AiS) at all levels in your National
Scout Organization (NSO).
WORKING WITH ADULTS

Scouting would not exist around the world without the millions of adults, mostly
volunteers, and some paid staff who support the Movement in a wide range of roles and
functions.

These adults fall into three categories:

• Those who design, develop, facilitate, or deliver programmes with young people
• Those who work directly with adults in management, leadership, training, and
support roles and functions
• Those who establish and operate organizational structures, delivering the
necessary logistical, financial, and administrative support

Adults in Scouting (AiS), a systematic approach to supporting adults, was developed to

assist NSOs to improve how they ensure the effectiveness, commitment, and motivation
of adult leadership. Adults supported in this way perform better, gain deeper satisfaction,
and serve longer, resulting in better programmes delivery with more young people,
contributing to the growth of the Movement. The responsibility of NSOs is to strengthen
the implementation of all aspects of the AiS life cycle in accordance with the World Adults
in Scouting Policy.

Visit also:
World Adult in Scouting Policy
Volunteering in Scouting
INTRODUCING THE WORLD ADULTS IN SCOUTING POLICY

The aim of the Adults in Scouting World Policy is to support the Mission of Scouting. This
is achieved by improving the quality of leadership at all levels through the provision of
better support and management for adults, resulting in better services for young people.

The strategic outcomes of the implementation of Adults in Scouting are:

• better programmes for young people (Youth Programme)
• improved effectiveness, commitment and motivation of adult leadership (Adults in
Scouting)
• more effective and efficient organisations (Organisational Development)
• a competitive advantage and impact on social or external well-being.

‘Adults in Scouting’ is a systematic approach for supporting adults in order to improve the
adult leadership so that better programmes are supported in the delivery by and for young
people. It also enhances the overall effectiveness and efficiency of the organisation.

Adults in Scouting policy targets adults, particularly those at national level with
responsibility for developing, implementing, and reviewing adult management systems
and procedures.

Conceived as a tool to strengthen unity in the Movement through a series of common

requirements, it is based on the principle of voluntary adherence to the World Organization
of the Scout Movement (WOSM) and underpinned by a clear set of values regarding the
involvement of volunteers.

The policy:
1. recognizes and enhances the youth-centred, volunteer-based and volunteer-led
nature of the Scout Movement
2. values the unique contribution of volunteers to achieving the purpose of the
Movement
3. acknowledges that volunteering is a beneficial experience for adults and young
people and the wider communities in which they live
4. reinforces the commitment of all levels of World Scouting to ensure equal access
to high-quality volunteering opportunities and equal treatment of volunteers in
all our practices
5. reinforces the need to be inclusive of all members, and to encourage, recognize
and celebrate the diversity of its membership - adults and young people, and
ensures that its membership reflects the composition of each of the local
communities where Scouting operates
6. provides a framework to be used to manage professional staff and recognizes
their contribution in supporting volunteers
The Adults in Scouting World Policy sets recommendations for NSOs on how to adapt the
policy to align with the position of WOSM, while at the same time creating a framework
that best responds to their reality at national and grass-roots level, based on the
fundamental principles of Scouting.

Visit also:
World Adult in Scouting Policy
Mission and Vision of Scouting
INTRODUCING THE AIS LIFE CYCLE

The approach set out in the World Adults in Scouting Policy recognises the concept of a
life cycle in every role or function undertaken by an adult in Scouting.

It is a holistic and systematic approach that gives careful consideration to all aspects of
the management of adults in the Movement and includes attracting the adults we need
and supporting them in their role or function, assisting them in their development and in
their choices for their future. One or multiple life cycles cover all stages and components
in the lifespan of an adult in the Movement.

Adults in Scouting life-cycle

The Adult Life Cycle highlights all aspects of the management of adults in the Movement
such as:
• Recruiting the adults we need
• Supporting adult volunteers in their performance and development
• Assisting adult volunteers in making decisions for their future
RECRUITMENT

Description NSO responsibility Adult perspective

Recruitment is the process The NSO has an ongoing Once attracted, adults go
of sourcing the adults availability of adults at all through an open and
needed to accomplish the levels with the competencies transparent process from
different tasks, jobs, and needed to implement a selection to integration, to
functions required by the variety of roles mutual agreement.
NSO

PERFORMANCE

Description NSO responsibility Adult perspective

Performance is the action The NSO should put in place Adults should strive for
or process of performing a systems and measures to their best performance
task or function. support the good using all available training
performance of adults and resources to develop
(induction, training, in- personal excellence
service support and (competencies).
performance management).

DECISIONS FOR THE FUTURE

Description NSO responsibility Adult perspective

Being able to make The organisation should use Decisions for the Future
decisions for the future this tool to put the right helps adults to stay
ensures mobility and adults in the right positions focused, motivated and
flexibility across roles and at the right time, keeping further committed beyond
functions and, at the same them satisfied and their comfort zone for a
time, provides more committed to Scouting. win- win situation.
opportunities for adults to
participate at all levels.
RECOGNITION
Recognition can be used every time we gather to recognise the achievements and
contributions of individuals, teams and work groups. It appears in all phases of the AiS
lifecycle.

Description NSO responsibility Adult perspective

Recognition is the The NSO should be aware Adults expect to be

permanent process of that recognition is critical for recognized and
acknowledging adults’ increasing adults’ appreciated for
contribution and progress, engagement, leading to successfully delivering on
based on demonstrated higher retention in the long the mutual agreement.
performance and personal run.
progression.

Visit also:
Adult in Scouting Policy
Adult in Scouting life cycle e-learning
AiS Self-assessment tool
RECRUITMENT

Within the Recruitment phase, there are elements as Assessment of Needs, Attraction and
Selection, Integration, Mutual Agreement and Appointment.

Adults in Scouting life-cycle - recruitment

ASSESSMENT OF NEEDS

Description NSO responsibility Adult perspective

An assessment of needs is The NSO should, in Adults are not expected to

the continuous process of alignment with their possess all the
establishing the list of strategic plan, regularly competencies required. On
tasks, roles, or functions to review their operations and the contrary, working in
be performed by adults. structure by performing an teams is an opportunity to
assessment of needs. be empowered and to
develop new skills as part
of the lifelong process.
ATTRACTION AND SELECTION

Description NSO responsibility Adult perspective

At this stage of the AiS life The attraction process The selection should be
cycle, adults are invited to enables the NSO to open done based on openness
join through many different doors to new adults who and transparency,
channels. Adults are adhere to the values and matching the
recruited based on the principles of scouting and expectations of both
clear role descriptions. encourage them to dedicate parties.
their time to Scouting.
At this point Safe From Harm
“check” should take place.

INTEGRATION

Description NSO responsibility Adult perspective

The integration process The NSO has an opportunity Integration into the
provides the adult with the to introduce the role, context, ‘working’ environment is
opportunity to discover other adults, values, norms, essential for
and learn about the role. and the ‘Code of behavior or understanding the big
conduct’ set by the NSO. picture and will impact
later performance.

MUTUAL AGREEMENT

Description NSO responsibility Adult perspective

The mutual agreement Mutual agreement allows both A mutual agreement

highlights all aspects which parties involved to set out should be revisited
the NSO and the adult and “sign” a clear agreement regularly, and if needed,
should negotiate and concerning different aspects revised based on any
agree. of work, rights, and new circumstances and
responsibilities. needs.
APPOINTMENT

Description NSO responsibility Adult perspective

The appointment is made The NSO is entirely Adults also have the right
based on mutual responsible for nominating to ask for renewal,
agreement between the and appointing adults for a reassignment, or
NSO and the adult and specific time and renewing retirement and can file
recognizes the adult's or terminating each appeals or complaints.
membership. appointment.

Visit also:
Adult in Scouting Policy
AiS Self-assessment tool
PERFORMANCE

Within the Performance phase, there are elements such as Induction, Training, Operation,
In-service support and Performance Management.

Adults in Scouting life-cycle - Performance

INDUCTION

Description NSO responsibility Adult perspective

Induction is the period when The NSO provides initial The induction enables
adults are properly briefed training, integration into adults to understand their
about the tasks to be the team, peer support, role in the wider cultural
undertaken so that they and mentor guidance. context: the working
understand the role and its team, scope of work,
responsibilities. resources available,
decision-making process,
reporting procedures, etc.
TRAINING

Description NSO responsibility Adult perspective

Training provides adults The NSO should develop a Training enables a higher
with the knowledge and system to support and level of confidence,
skills they need to perform validate all the training competence, performance,
their role in Scouting. undertaken by the adults, commitment, and on-the-
Training can be a part of the formal and non-formal. job satisfaction.
induction process or the In-
service support.

OPERATION

Description NSO responsibility Adult perspective

In the operation stage, Performance should be in Adults should strive for

adults (alone or in a group) accordance with the quality and use the
perform the given task or expectation of the NSO as support systems offered
assignment. described in performance by the NSO.
indicators and outcomes.

IN-SERVICE SUPPORT

Description NSO responsibility Adult perspective

In-service support provides The NSO is encouraged to Adults should actively use
direct and adequate develop a proper the support offered
support (technical, understanding of the to become more
educational, material, specific needs their adults knowledgeable, skilful and
moral, or personal) to may have and provide confident in their role.
enable adults to perform adequate support.
well.
PERFORMANCE MANAGEMENT

Description NSO responsibility Adult perspective

Performance management The NSO is obliged to Adults should

is a process that provides provide feedback to the receive regular periodic
an opportunity to assess adults on their performance feedback necessary to
the extent to which the to assist the adults’ help them develop greater
adults are meeting the progress. autonomy in their role or
requirements of their role function and be
or function. It is also an responsible for their own
opportunity to get development. Adults
feedback from the adult, should be encouraged to
so it is a two-way process provide. feedback.
(dialogue).

See also:
Adult in Scouting Policy
AiS Self-assessment tool
DECISIONS FOR THE FUTURE

Within the Decisions for the Future phase, there are elements as Decision, Renewal,
Reassignment and Retirement.

Adults in Scouting life-cycle - Decisions for the future

DECISION

Description NSO responsibility Adult perspective

The decision is an The NSO should train and Both the adults and the
extended part of support the adults in NSO have the right to share
performance management charge of conducting the their opinions about the
where adults make appraisal and decision- future. A decision should be
decisions for the future making process. reached with mutual
based on their own needs understanding, expectations
and requirements and and acceptance.
performance.
RENEWAL

Description NSO responsibility Adult perspective

The renewal of an adult’s Based on the needs, NSOs Adults whose position is
role or function means that can renew the role of the renewed will return to the
the adult receives positive adults. The NSO should lifecycle to continue to
feedback on their define the length of the perform and receive
performance and is willing new term. For some roles relevant ongoing training or
to continue to perform the or functions the reference in-service support
same role or position. to how many times especially when being
renewal can be done assigned to new position or
should be defined. undertaking new
appointments

REASSIGNMENT

Description NSO responsibility Adult perspective

Reassignment is a The NSO uses this For adults reassignment can

decision, where an adult opportunity to refresh the be an opportunity to find a
changes position and team and offer new role or function better
chooses another role or developmental suited to their skills,
function. opportunities to talents, or commitment
individuals. level.

RETIREMENT

Description NSO responsibility Adult perspective

Retirement is a decision, The NSO determines The adult can decide to do

where one party decides to whether there are major something new or leave
end the mutual agreement non-conformities in the when they no longer
and retire from Scouting work of the adult, or if the consider themselves
activities. position or function has suitable for a role in
ceased to be relevant. Scouting. They should be
allowed to retire gracefully
with dignity.

See also:
Adult in Scouting Policy
AiS Self-assessment tool
MANAGING THE AIS LIFE CYCLE
The “Life cycle in action” in the team and organisational context

The World Adults in Scouting Policy recognises the concept of a life cycle in every role or
function undertaken by an adult in Scouting. Adult volunteers in Scouting can play more
than one role at a time, and must work together in harmony, combining their talents and
competencies, to fulfil the responsibilities of those roles.

Long-term volunteers should be aware that new adults will join, and others will leave the
team, from time to time, bringing diversity and new ideas, and making it crucial to keep
a consistent methodology to ensure a legacy is built beyond personal skills.

AiS lifecycle in action

It is not easy to manage needs, expectations, and desired results. The ‘Life cycle in action’
model is a support tool for those in charge of leading adults, providing guidelines for
setting up, managing and reviewing the methods and tools available for the development
of the adult volunteer.

The Life cycle in action model identify four main building blocks:
1. Providing conditions for AiS lifecycle implementation: Using different
approaches for leading adults
2. Implementing the AiS life cycle: Implementing individual paths
3. Measuring the impact: Reviewing the Adults in Scouting process
4. Life-long learning: Identifying areas to improve adult life cycle management
In the following presentation, each of the building blocks is presented separately.

1 Providing conditions for AiS lifecycle implementation

AiS life-cycle requires certain conditions for its successful implementation. From the
beginning it is important to take into consideration:
• Leadership,
• Organisational culture,
• Information and resource management,
• Team management and engagement.

Leadership
There are many effective ways of leading people, and it is good to understand the different
leadership approaches and styles, and their practicalities and evolution. Applying different
methods can have a substantial impact on the effective recruitment, development, and
retention of adults.
Scouting should be able to provide an environment that enables personal development for
all. NSOs have the responsibility to identify and address areas where their committees and
other support structures do not reflect the composition of the local communities (e.g.
different cultures, genders, age ranges, ethnicities, faiths and beliefs), and adapt their
leadership strategies to address this. It is only by doing this that Scouting will truly be
available and inclusive to all people, youth or adult, in each community.

Organisational culture
The leadership approach is reflected in many aspects of the World Adults in Scouting Policy
implementation. We need to be aware that both leadership and culture are intertwined:
what works for one culture may not work for another. Our organisational culture is about
the story of Scouting in which our members are all vested, and the values and rituals that
reinforce that narrative. It has a strong influence on everyday life, for instance, a leaders’
commitment should be expressed in their normal behaviour and habits, such as their
availability, punctuality, enthusiasm, and motivation of others. This is another
consideration in the planning phase.
Information and resource management
The next layer of planning is the proper use of information and resources. When organising
activities, we need information (organised in information systems), material resources
(e.g. equipment and other needs), and financial resources. These require a proper
management structure:
• How is useful information identified?
• Why and where is the information or resources needed?
• Who is responsible for the material resources?
• Who is in charge of approving financial resources?

Without these resources and definitions, we can’t play the ‘game of Scouting’ properly.
But instead of being constrained in our ideas or imagination by limited financial and
material resources, we can work with other groups or NSOs to develop and share tools.

Team management and engagement

Good communication is an integral part of good team management, providing an
opportunity for constructive feedback, and removing hierarchical and administrative
hurdles. Online tools enable a transparent exchange of information, fostering mutual
respect and allowing everyone to contribute and to benefit. The same counts for the
distribution and follow up of tasks where progression and results can be easily shared with
the whole team. Besides online collaboration, physical meetings and participation are a
dynamic way of working, building relationships, and sharing ideas in the team.

A good team management strategy allows members of the team to show and develop their
talents and use their skills. It provides opportunities for them to develop competencies,
track accomplishments, and be rewarded accordingly. By doing all this, we are actively
supporting the retention, satisfaction and happiness of adults involved.

Again, it is important to be clear from the start what are the expectations. Conditions for
AiS lifecycle implementation should be constantly improved and revisited according to the
NSO’s leadership approach.

2 Implementing the Adult life cycle

The approach set out in the Adult life cycle details the steps for a productive and rewarding
path for any role or function undertaken by an adult volunteer in Scouting. It is a holistic
and systematic approach that considers all aspects of managing volunteers inside the
Movement. That includes attracting the necessary volunteers and supporting them in their
role or function, assisting them in their personal development, and allowing them to take
ownership of their roles, as well as empowering them to manage their choices for the
future.
One or multiple paths of the life cycle cover all stages and components in the lifespan of
an adult volunteering for the Scout Movement and the steps within should be considered
at all times, from recruitment all the way until appraisals and retirement.

The adult life cycle should be clear to all volunteers, tailored to their needs and making
sure all adults in Scouting are aware of their rights and responsibilities when joining the
Movement. With a clear overview of the life cycle, volunteers can assess their personal
development and create a path that allows them to feel fulfilled and supported.

3 Measuring the Impact

When the planning is completed and the adult volunteer has experienced the life cycle, it
is time to assess and understand the level of impact and the process used to measure it,
so it can be shared as a good practice.

The value of this measurement process is in the learning path of each individual and the
improvement of the organization/or NSO itself.

It makes the most sense as the indicators are agreed on by all stakeholders and it is not
only about data collection but also the quality of the information gathered.
There are four areas of worthwhile measurement of impact:
• Individual growth
• Team impact
• Societal impact
• Youth programme delivery impact
Individual growth
For every role or responsibility undertaken, an adult is trained and supported to master
the relevant competencies. These competencies can be used as indicators to measure the
personal impact such as:
• The ability to learn and improve.
• Growth potential and the contributions delivered by the adult volunteer.
• The adult’s satisfaction partly expressed by their time serving in the role.
• Comparing the data between approaches and different adults will help learn what
is more effective.

Possible guiding questions:

• Are the mutual expectations transparent and have they been agreed on by all
parties?
• Are the expectations documented and available for use during performance
evaluation?
• Is there a system in place to document the individual learning and compare it with
earlier experiences, to assess the improvement?

Team impact
When a group of individuals work closely together as a team, other success indicators can
be identified. Usually the results of strong, high-quality teamwork increases the maturity
of an organisation. Some examples:
• Amount of initiative a team takes showing mutual trust and collaboration.
• Degree of efficiency the team has in completing tasks showing complementarity
skills.
• Degree of willingness to help and support each other towards a common goal and
the outcomes of it.
Possible guiding questions:
• Does the NSO provide relevant tools and resources that allow team members to
discuss and improve their performance and cooperation?
• What kind of skills can be taught and shared with the entire team?
• Does the NSO encourage teamwork and cooperation between the adults?

Societal impact
One of the effects of both individual and team efforts is undoubtedly the impact inside
communities, amplifying good practices and behaviours beyond the internal aspect of
Scouting. Possible indicators for this field are as follows:
• Attention from the local community of external stakeholders.
• Recognition of local authorities acknowledging the value of Scouting.
• impact in contributing to Vision of Scouting and Strategy for Scouting
• Public image of the Movement.
• Membership growth.

Possible guiding questions:

• Does the NSO track community engagement?
• Is there a determined goal to raise awareness of Scouting?
• Is Scouting promoted in local communities?
• Does the NSO have a partnership with local authorities, and other local
organisations?
• How does NSO contributing to Vision of Scouting and Strategy for Scouting

Youth programme delivery impact

The purpose of Adults in Scouting is to ensure quality in the delivery of Youth Programme,
and not only the development of self-fulfilled empowered adults. The whole approach of
the Adult life cycle is about training and providing the necessary skills for volunteers to be
able to deliver the Youth Programme in the best way possible.

Possible guiding questions:

• Does NSO demonstrate effectiveness and efficiency in Youth Programme delivery?
• Does the NSO provide the necessary training for adults?
• Is the quality in the delivery of the Youth Programme evaluated?
• Does the NSO have the necessary number of volunteers in all areas at all levels?

Measurement Indicator Types

In addition to the four fields of impact measurement, impact can also be measured in
three consecutive phases: Effort, Result and Sustainability.
Phase 1: Effort
These are the processes, individual and team activities and the broader context where
effort is made and (efficiency) can be measured. Quality indicators could be accessibility
of training opportunities, methods to strengthen team performance, and support to clearly
express their talents in life outside Scouting. These qualitative indicators can be expressed
in terms of how they relate to this incomplete list of criteria including: tailored, sufficient,
correct, timely, throughput time, accessibility, ... in short, 'fit for purpose'.

Phase 2: Result
This depends largely on the effort of the individuals, teams and society. The indicators
measuring results depend highly on the organisational culture, focus, values, agreements
and rules. These intermediate indicators directly measure our goals and make a strong
impact on the Scouting programme possible. In the result phase, for example, indicators
such as satisfaction, sustainability, growth and realized projects come into play.

Phase 3: Sustainability
In the last phase we can measure sustainable impact. In the language of the World Adults
in Scouting Policy this relates to volunteer satisfaction, growth, quality of their
performance, etc., keeping in mind young people and their realization of the mission of
Scouting. Indicators such as membership census; number of new groups; appreciation
and support by parents, public and private organisations; and the quality of the Scouting
experience are in place here.

4 Life-long learning
Life-long learning analyses and addresses the continuous development of each adult as
well as the team. The team setting allows adults to be inspired and provides a peer-to-
peer learning atmosphere. The fast pace of learning nowadays, combined with multiple
platforms of information, highlights the need to connect, co-create, co-learn and build
strong networks, as a part of the adults learning path. Life-long learning for all is the new
normal.
Possible guiding questions:
• How does the NSO promote and contribute to the life-long learning of the individual
and the team?
• How can potential gaps in learning and performance be identified and addressed?
• Is the NSO keeping up to date with different platforms, methods and tools?
• Does the NSO provide support, encouragement and stimulate adults to keep
developing themselves?

Visit also:
Adult Training
Adult Motivation
Global Support Assessment tool
Performance management
Assessment dialogue
VOLUNTEERING AND VOLUNTEERS IN SCOUTING

Volunteering is an activity undertaken by a person of their own free will, when they make
a personal choice to commit their time, skills, and energy to actions that benefit others
and society as a whole. Volunteering is about devoting time to a cause, a project, or an
action, which is unpaid, although direct expenses may be reimbursed depending on the
NSOs policy and capacity.

Volunteering is often for a non-profit cause and primarily undertaken within a non-
governmental organisation but can also happen within governmental, private or
commercial settings. Volunteering is not motivated by material or financial gain.

Reasons for volunteering

People choose to volunteer for a variety of reasons. For some it offers the chance to give
something back to the community, make a difference to the people around them, help the
environment, or feel valued and a part of the team. For others it provides an opportunity
to develop new skills or build on existing experience and knowledge, and gain confidence
and self-esteem. Volunteering is also undertaken by those who find it beneficial to have it
on their CV or resumé, it can be a direct route to employment, or a chance to try something
new which may lead to a career change. For some, volunteering appeals because of its
social benefits like meeting new people and making new friends. It is a chance to socialize
and get to know the local community. Volunteering can have humanitarian causes or a
bigger purpose. Regardless of the motivation, what unites volunteers is that they find
volunteering both challenging and rewarding.

Volunteering may mean different things to different people and cultures. However,
volunteering is recognised worldwide as a force for positive change and a building block
of most societies.

Volunteering in Scouting
The Scout Movement’s ability to empower millions of young people around the world
hinges on having volunteers to make this happen. Scouting is a volunteer-based and
volunteer-led participative youth Movement. For more than 100 years, Scouting has been
supporting the development of young people, empowering them through a set of non-
formal methods of education so that they have the opportunity to play a constructive role
in society as active citizens and help to build a better world.

Scouting is volunteer-led and volunteer-based. Whatever the volunteer role is, the NSO
needs to empower, guide, and support the adults as much as possible, so all volunteers
can create their own path while developing themselves and providing quality support for
young people.
Scouting is founded on values-based principles. Through volunteering in Scouting, young
people and adults can together, experience the values of community, have the opportunity
to exercise their rights and responsibilities appropriately, and realise their full potential as
a contributing member of society.

Volunteers can have short or long-term roles such as working with children and young
people, supporting the implementation of Scout activities, developing educational tools
and materials, implementing community projects, enabling Scouting by doing
administration and finances, communicating Scouting internally and externally,
collaborating in the NSO structures, and advocating for Scouting.

Volunteering through Scouting enables adults to develop core competencies in leadership,

and other life skills that will empower them in their daily lives; foster intercultural and
intergenerational cooperation, dialogue and learning; strengthen the sense of identity and
belonging to a community; and increase the opportunities to experience participation in
decision-making.

Volunteering as a young person is a real personal development opportunity in specific

transferable skills, such as working in teams, problem solving and communication;
attaining technical or practical skills; and increasing confidence and self-esteem. The wider
community also benefits from Scouting’s volunteers, mainly through the socialisation of
young people and adults (building social capital) and supporting them to become active
citizens willing to make a difference.

Supporting volunteering
Scouting has a strong commitment and a unique approach towards creating a supportive
environment for volunteers. As a global Movement, which is based on the founding
principle of belonging to a worldwide family:
• We believe that volunteers are more effective and gain more, both personally and
professionally, if they are properly trained, skilled and equipped. Additionally,
ongoing and continuous personal development is also seen as critical while
volunteering in Scouting.
• We are committed to enabling volunteers to grow and develop their full potential
through empowering and enriching experiences regardless of their background.
• We are committed to providing volunteers with opportunities to acquire
competencies and skills that have a transformational effect on themselves and on
their communities.
• Volunteers have the right to expect to be well managed while in their role. They
can expect to be effectively led and supported regardless of their role or position
in Scouting.
• Volunteers have the right to feel safe and supported and Scouting’s commitment
to keeping all people- young people and adults Safe From Harm.

Each volunteer needs to have a clearly defined and agreed role, enforced by a mutually
signed ‘agreement’ linked to a position description that is appropriate to the role, and act
in conformity with an appropriate Code of Conduct. The Adults in Scouting World Policy
detailing the life cycle approach for the management of adults in Scouting, sets the
fundamental principles of our approach to volunteering.

Benefits for volunteers

Volunteering can help volunteers make friends, learn new skills, advance their careers,
and even feel happier and healthier. Volunteering offers vital help to people in need,
worthwhile causes, and the community, but the benefits can be even greater for the
volunteer. It can reduce stress, combat depression, keep people mentally stimulated, and
provide a sense of purpose. While it is true that the more people volunteer, the more
benefits they’ll experience, volunteering doesn’t have to involve a long-term commitment
or take a huge amount of time out of a busy day. Giving in even simple ways can help
those in need and improve health and happiness.

Pitfalls in volunteering
In general, volunteering should be a positive experience, beneficial for both volunteers
and organisations. Yet, due to some reasons, it can have a negative impact. Depending
on the type of work you're doing, volunteering can be time-consuming. The time you
spend volunteering may influence neglecting the other areas of your life. It can be
frustrating to volunteer if the goals are not clear and work is not planned and managed
well. Having to work with someone or a team you find difficult can be stressful and detract
from your goals as a volunteer. If you're distracted by another person's negative attitude,
you could lose motivation for volunteering. The same can happen if a volunteer doesn't
receive constructive feedback or recognition of contribution. After some time, work can
become mundane and repetitive and no alternatives are offered.

Visit also:
Pitfalls of Volunteer Management
Volunteering Integration pack - Volunteering
Volunteering in Scouting
The volunteer satisfaction model
 OPENING DOORS
The recruitment, leadership, and motivation processes are not aimed only
enable adults to discern their role, responsibility and contribution to the
Mission of Scouting aligned with the expectations of the organisation, but
also to consider the specific context in which the adult will operate.
ADULT RECRUITMENT

Getting the right person for the right job, in the right place, and at the right time is not
an easy task. There are several ways to recruit adults for every role in Scouting. To build
a pool of adults and maintain their quality and quantity, an NSO must have a clear view
of its needs, and a clear recruitment procedure. It must undertake deliberate and ongoing
recruitment of adults for every role and function.

The World Adults in Scouting Policy is quite explicit in its message – select and recruit
the right person! Getting the right person for the right job takes time. When we invest
time in selecting and recruiting the right person for a role, and then train, coach, mentor
and support them, they are more likely to stay longer in Scouting.

Recruitment in the NSO/NSA

Recruitment takes place at all levels within the organisation, for all positions or functions,
voluntary or paid, temporary or permanent. It happens when we answer a need that,
generally, can be:
a. filling a current vacancy (including those derived from newly created positions or
due to succession planning for any position or function in the short or medium
term);
b. attracting a certain number of adults within a growth or expansion strategy
(generally new adults); and
c. filling positions in temporary work teams (generally with adults already linked to
the organisation) within the framework of an event or development of a particular
project).

Types of recruitment processes

In the past, Scouting focused on a small number of recruitment methods, or simply

appointed someone to a role. Today, however it is more effective to have a variety of
methods to recruit our adults as people respond to volunteering opportunities in varying
ways. The more methods and tools used, the greater the chance of success. Let’s look at
a few methods and tools.

Targeted recruitment requires a carefully planned approach usually aimed at a small

audience or an individual. Use this method when trying to recruit volunteers with specific
skills or uncommon characteristics. Determine what you need, who can provide it, how
you can reach them, and how you can motivate them. Once you identify your volunteers,
you can take your recruitment message directly to them.

Concentric circle recruitment involves making contact with people who are already in
direct or indirect contact with Scouting or expanding your existing Scouting circles. These
might be friends or family of volunteers, former members of Scouting, parents or siblings
of Scouts, or those who have been impacted by the problem you are trying to address.
Concentric circle recruitment is effective because of personalized appeals to individuals
who are already closely connected to Scouting. The downside is that, because you’re
working through your existing groups it can lack diversity and may not attract "new blood"
in a way that another recruitment method would.

Ambient recruitment can be used when your organisation is a part of a community

where the members of that community feel strongly connected to the Mission of Scouting
and want to support Scouting. Ambient recruitment works best when a community feels
a strong connection to Scouting. For example, parents of school-aged children are likely
to volunteer if their child’s school has a Scout Group as they have a vested interest.
Ambient recruitment is a method that may also work when your community are your
volunteers, and you want to recruit for a specific role or project from within that cohort.

Warm body recruitment or mass recruitment is useful when you need many
volunteers for a short period and the qualifications for the task are minimal, or the skills
can be learned easily. It may include things like assisting at specific Scouting events or
even recruiting additional volunteers. To achieve success, you should broadcast your need
for volunteers as broadly as possible. Methods include distributing brochures, posting
posters, speaking to groups, placing notices in appropriate media, posting on your
website and other websites, and using word of mouth. Even though the focus is on casting
a wide net, you will still need a screening policy in place to make sure you accept
volunteers who are the right fit for your organisation.

Six-step method of recruitment was developed by UK Scouting and has been used
with great success over many years. When the six steps are followed through in process,
it maximises the opportunity that you get the right person for the right job. The six steps
are self-explanatory:
1. Define the job that needs to be done
2. Identify the skills and qualities needed
3. Generate a list of who can do the job
4. Target the best choice
5. Ask someone to help you
6. Offer support and welcome them into Scouting

Relationship recruitment requires building a relationship with a prospective leader or

adult supporter over time. The exact period can vary according to the direction and
strength of the relationship being developed. It is a useful method when building trust,
assessing the suitability of the person, and selling Scouting is possible. After finding
potential adults, recruiters, managers and other leaders must build a relationship with
each other to increase their interest and trust. Once the recruiter qualifies them, the next
step is to identify the specific job/role criteria for the prospective adult and use that
information to get them involved for Scouting.
Visit also:
Further external reading
How to create job/role description
Volunteers in Scouting Toolkit
Volunteers in Scouting Toolkit 2
Recruitment Inspiration Tool
The Growth Toolkit
Six-step method of recruitment
ADULT TRAINING
It equips. It energizes. It excites. It stimulates. It prepares!

To be good in any role we need to be prepared and feel confident. Being good at something
is OK, but in Scouting we aim to be ‘better’, ‘the best’ and ‘great’. A key factor to being at
our best in any role is training and development. While training focuses on the current job,
development focuses on future jobs and responsibilities for adults who have been identified
to take up a new role with greater responsibilities as part of the succession planning
process or reassignment to a higher level or position.

Training in Scouting is an important element of being prepared. Our ability and capacity
to facilitate a quality youth programme as a Unit Leader will be improved by training. This
is also true for someone working with adults as a team lead, or in a management role at
any level.

Why do we train?
Essentially for Scouting, our adults, regardless of their role, need to be equipped and
prepared to do their best in their current roles and responsibilities. Training has significant
benefits in assisting adults to be more productive and providing uniformity in practice.
Training is vital for understanding how Scouting works. The systematic development of
knowledge, skills, behaviours, and attitudes assists individual growth and development,
as well as giving the feeling of learning new things for a greater purpose. Think about it
as the development of things you didn’t know but need to know for more effective
performance.

All of our training should use the Scout Method with a focus on learning by doing and
leading by example.

Initial Training
Whether you have been signed-up as a Unit Leader or a leader of other Adults
(Commissioner, or adult support role), what happens after the necessary checks and
appointment procedures (Interview, Mutual Agreement, Appointment)?

A good introduction to what Scouting is, and some of the things you need to know, should
take place initially. A proper and appropriate introduction to what is expected of you is the
right of every adult in Scouting who commits to serve and support young people (or
support adults for that matter). We know this as induction training or onboarding. This
includes awareness and training in Scouting’s fundamentals, relevant competencies,
knowledge, skills and attitudes and some essential policies such as Safe from Harm.

Some specific skills training is also necessary, related to particular roles. If you are the
Unit Leader, for example, this ensures you can go to the Unit meeting equipped to run a
game, teach a few relevant skills like basic knotting and simple pioneering, know
something about the Unit programme, and understand something about the
administration required for the Unit. This specific training makes sure you can undertake
your role with a degree of confidence and level of certainty and capability.

For a leader of Adults (Commissioners or other adult support roles), the process is the
same, but it is aligned to the specific role and appointment, with content and skill set to
match.

Ongoing Training
In any role, while we gain sufficient knowledge, skills, behaviours, and attitudes through
that initial burst of preparation for our role, things change over time. As adults we can
become less enthusiastic and lose motivation. This can affect our role and our performance
to the point that we are no longer doing our best. It is necessary to undertake planned
ongoing and follow-up training experiences that not only provide new skills and knowledge
and new ways of doing things, but also have the additional benefits of re-energizing, re-
enthusing, and re-focussing us. It may even motivate us to consider another role at a
higher level because of the additional ongoing training and the additional confidence
gained through it. Ongoing training is part of life-long learning and that adults benefit from
the progressive self-education that Scouting provides.

Ongoing training does not always entail face-to-face training. There are plenty of additional
support programmes available online, and new ways to gain new skills and knowledge
through e-learning courses, as well as bite-size short courses in a particular area of
interest that can provide support. Selected reading in the area of interest at a time when
suits can assist also. Coaching and mentoring other adults can also provide ongoing
training opportunities and help to sharpen our knowledge, skills, and behaviours as we
train others or facilitate their learning. You are probably required to upskill in your own
area of professional expertise due to new methods and changes occurring in process and
practice. It is really no different in Scouting. You cannot be the best adult in a role unless
you make sure that you are well equipped with the knowledge and skills to do it well. Let’s
be clear, our Founder, Lord Baden-Powell, was the first to agree that even though an adult
may gain the Wood Badge, they still needed ongoing training in their role to be more
effective and efficient. We should aim to be life-long learners, and this assists greatly in
our individual growth and development.

Regardless of adult appointments, the key influence in performing well in a role is the
support we receive. The Adults in Scouting life cycle is very clear about this. Every adult
has the right to feel supported. Adults also need to be supported along the training and
learning path to the Wood Badge, or other training or self-development opportunities. We
work better when we know we have that support at the beginning of our journey, and
along the way to help us succeed. In time, we can support others in their progression, just
as we have been supported.

Everyone comes to Scouting with their own life experiences, and with certain knowledge,
skills, attitudes, and behaviours already formed. Your NSO should recognize and value
individual prior learning in its training scheme.
This is where a Training Needs Analysis (TNA) can be used to good advantage. A TNA
is a Training Needs Analysis (from the work of Malcolm Knowles, Andragogy in Action,
1984). Although almost 40 years old, its theoretical basis has not changed greatly in
practice and has been refined to be more useful to the present day. Donovan and
Townsend, 2015 suggest that Learning Needs Analysis is more appropriate to today’s
learning environment and has replaced the Training Needs Analysis in its traditional form
(Donovan, P & Townsend, J, 2015).

The TNA process helps determine the training needed by individuals (and teams) to
undertake their role effectively. It identifies the knowledge, skills, and behaviours that
adults need to have, and considers how to develop these effectively. To deliver appropriate
and effective training that meets the needs of the individual and the NSO, a TNA should
be conducted to ensure the competencies remain relevant given the changing
circumstances in the internal and external environment of the NSO/NSA.

Scouting already has clear organisational goals and objectives based on its mission.
Usually, each NSO has clearly defined training policies and procedures that can be used to
identify training gaps when recognizing the prior learning of individual adults. Doing TNA
is important from an organisational and an individual perspective and avoids training for
training’s sake; it allows training to be more cost effective and it assists in targeting areas
of greatest need, especially for the individual adult. TNA also helps identify whether the
non-performance is due to lack of skills and knowledge or due to motivational factors.

To ensure your training scheme is fit for purpose, it is important to measure the impact of
the training. This allows you to adapt your training to suit any changes in your
organisation’s youth programme and identify whether you need to update your training
methods or approach.

Training Design
In its simplest form, designing any training has a number of key principles. Here is one
way of looking at it:
1. Identify the need for training (the learning needs). These can be established
through TNA. Think about the need to know, self-concept, prior experience,
readiness to learn, learning orientation and the motivation to learn.
2. Define training objectives. This ensures that what is required is covered in a
process that is logical, purposeful, meaningful, and focused.
3. Design the training. Use different methods and techniques that clearly recognize
adult learner needs and characteristics.
4. Develop and deliver the training. Pay close attention not only to the learning
needs, varying methods, and techniques, but address other areas such as
appropriate time, place, environment, theory versus practical, styles of
presentation and adapt to change on the go.
 5. Evaluate the training. This is key! What went well and what could have gone
better should be the base evaluators, but the impact, relevance, review, and
updating of the training after a period of time are also critical factors.

Training for adults embraces much more than just doing the training. As you explore the
topics involved, you will see that there are good reasons to undertake a TNA. Through
experience and personal development, you will gain insights into designing training
schemes and courses, and importantly understand why it is necessary to evaluate training,
and to be able to measure its impact.

According to Malcolm Knowles, adults:

• want to know the why of learning something
• are able to direct and monitor their own learning
• bring about their real life work experience into the learning process
• are motivated to learn by both extrinsic and intrinsic factors

Hence, bear this mind when designing training by applying the adult learning principles
which are listed below for easy reference. Adults:
• learn throughout their lifetime.
• learn best when they can immediately test/apply the new information and ideas in
practice.
• enter learning with immediate needs, which are problem centred or task focused.
• make meaning based on their experiences as they reflect on them.
• learn best when the environment is non-threatening, supportive and safe.
• learn best when they have the autonomy to plan and control their learning.
• learn best when they have the opportunity to evaluate the effect of their actions.
• learn best when there is an opportunity for sharing experiences, ideas, etc. with
others.
• learning is enhanced when there is an opportunity to observe and ask questions.

There is a whole training world to explore! Don’t just settle for doing what is necessary in
equipping yourself for a role; challenge yourself to do more. Undertake more complex and
stimulating training and personal development opportunities. This is what makes the
difference between a good adult in Scouting and being the best at what we do. Ultimately,
everything we do is for young people. Being well equipped to do what we do will mean we
are doing our part to create a better world.

Visit also:
Training 101
Further external reading
Wood Badge Framework
Training System Review
ADULT LEADERSHIP

For some, an understanding of the concept of leadership comes from reading a reference
document or using a search engine to find a suitable definition. Frequently this is what
someone famous has said about the subject, or a definition that has been put together
through someone’s experience in a situation associated with leadership.

A brief analysis of the accepted definitions of leadership reveals that most tend to focus
on individual traits and characteristics. Prominent personalities have their own views and
have defined leadership in a way that identifies behaviors that demonstrates authority,
control, responsibility, or earning and retaining the trust of others. For example:

“Leadership is a process whereby an individual influences a group of individuals to achieve

a common goal.” (Northouse, 2010, p. 3, Leadership: Theory and Practice)

Leadership is defined in so many ways that it is hard to come up with a single working
definition. An understanding of leadership is not complete without an understanding of
the interactions between a leader and their followers.

Leadership is a continuous process, with the accomplishment of one goal often marking
the beginning of a new goal. Proper recognition by the leader of the work that those
reporting to them are doing is of utmost importance to continually motivate them in the
process. This is particularly important when undertaking roles such as being a facilitator,
supporter and developer of those individuals and teams.

The collaborative process of leadership

Leadership is also a collaborative process to facilitate change towards a shared purpose.
This is one of the special attributes of the Leadership in Scouting Model. This process has
three main aspects:
• Establishing a vision. Deliberate betterment of society – in line with the purpose
of Scouting – is dependent on a view of what the desired future looks like in
contrast to the present. This does not mean that the vision has to be fully formed
before taking action, nor that it is developed by one individual only (before
engaging others). Rather the implication is that leadership requires setting a
direction, to enable its pursuit through deliberate action.
• Engaging and empowering others. Communicating and refining the vision with
others, and creating joint commitment to fulfilling it. Leadership is consequently
defined as involving more than one person, and the people involved could play
several different roles during the process.
• Facilitating change towards the purpose. The purpose of Scouting assumes a
realized betterment of society through concrete change. Leadership hence
requires action.
 Leadership is a process

Regardless of what our perception of leadership in Scouting is, it plays a vital role in
ensuring that young people are given opportunities to develop and grow through an
exciting youth programme, supported at all levels by competent adults.

While our leadership responsibilities may differ whether at unit level or in another capacity
or management function, everyone who undertakes a leadership role comes to Scouting
with a set of individual characteristics and traits based on his/her beliefs and value
systems, that together add value in providing leadership that is as diverse as the people
themselves. It is that diversity and individual difference that makes leadership in Scouting
unique.

Styles of leadership in Scouting

Leadership in Scouting can be distinguished from other leadership thinking through a
unique combination of the following characteristics:
• Values-based purpose. Scouting is based on the vision of creating a better world
through its inclusive values. These values are both embedded in and expressed
through the Scout Promise and Law, and guide the actions of Scouts in their
undertakings
• Empowerment of individuals. Scouting empowers young people as
autonomous and responsible individuals, with well-developed personal meaning
and understanding of the self. This also includes executive functions such as
conscientiousness, self-confidence, persistence, resilience, and self-discipline,
among others
• Collaboration with others. People with leadership roles and the other
participants collaborate towards a shared purpose. All take an active role, and the
leadership roles fluctuate between people depending on the situation
 • Process of Learning by Doing. Scouts take action to facilitate change towards
the purpose, but the process is simultaneously an opportunity for learning and
development of others

Characteristics of the Leadership in Scouting

Scouting’s values base, its active demonstration of learning by doing, its collaboration
with others (both young people and adults), and its strong emphasis on the empowerment
of individuals sets it apart as a unique leadership training institute. It encourages all
involved at whatever age or level to grow through a developing leadership focus, and as
adults our leadership example should always be first class and exemplary.

It is easy to access leadership models that can apply to Scouting. As a Movement we

have been doing this for a long time. However, it all depends on the context of the
application, as any model can be made to fit. All the external models can be useful in
exploring leadership and extending our knowledge and understanding of what it is. While
there have been numerous attempts over the years to describe a Scouting leadership
model that we can call our own, it has been difficult to agree on a suitable one.

The model of Leadership in Scouting

The Leadership in Scouting model was developed after careful examination of and
research into what Scouting leadership can be. The example is worth exploring.

The model has four dimensions from which we can derive four skills set:
• Visionary skills (PURPOSE): the capacity to picture things differently, and to
visualize and communicate them to others.
• Management skills (PROCESS): strong skills in planning, organisation, and
implementation.
• People skills (OTHERS): can engage others in a meaningful, safe, constructive
way.
 • Self-management skills (INDIVIDUAL): able to reflect, the capacity to engage
in on-going learning, and be motivated regardless of the situation.

Leadership in Scouting model

There are significant resources available on-line in the area of leadership, and it should
be the responsibility of every adult in Scouting to know everything they can about this
important area, particularly when it comes to improving their own leadership to be the
best that it can be.

WOSM Services, through the Adults in Scouting Service area, can provide additional
support and provide other opportunities to explore this essential area of Scouting.

For an extra challenge, while looking at this chapter search for as many leadership
models, styles and theories as you can find. See what you can discover about them, but
more importantly what can you learn about yourself that will improve your leadership
skills. Ask yourself this question: How can I be a better leader in Scouting?

Visit also:
Further external reading
World Scout Youth programme Policy
WOSM - 21st Century Leadership
ADULT MOTIVATION

The Adults in Scouting model, which incorporates the life cycle of an Adult in Scouting
develops several aspects, especially the skills, knowledge and values of Adults in
Scouting. This process is linked to the delivery of high-quality programmes with our youth
members, and the added bonus of individual self-development. Ultimately the objective
of all adults in Scouting, no matter their role, is to contribute to the holistic development
of young people through high-quality youth programme.

What is recognized is that there is a strong link between getting the right person for the
right job, in the right place, and at the right time. Coupled with this is the understanding
that Scouting utilizes both the intellectual and physical abilities of each individual adult
to mutual advantage. Each adult comes with different expectations, experiences,
qualifications, attitudes, needs, capacities, aptitude, intelligence and personal goals.

In Scouting good leadership generally equates to good programmes. If individual

motivation is lacking or being affected in any way, then the results are reflected in poor
performance and ineffectual leadership, management or support.

What is meant by the word motivation? In any business dictionary you will find a similar
explanation: Motivation is the energizer of behavior, what we do and why, and the
characteristic of action.

Adults in Scouting need to be challenged, enthused, supported and rewarded with plenty
of opportunity to reach their full potential. If our adults are motivated, then there is a
good chance they will continue with what they are doing to contribute to the development
of young people in a meaningful way.

Why is motivation important?

If we can understand why people contribute to Scouting through volunteering and what
drives them, we will be better able to motivate them. Our adults are all different and what
motivates one does not necessarily motivate another. We must focus on the needs of the
individual. Sometimes this is difficult, but if we know our people then we can utilize the
most appropriate motivation techniques.

Forms of motivation and recognition

While some adults respond to simple appreciation like ‘thank you’, others need a bit more
appreciation and often the motivators need to be more specific. A motivated adult is more
likely to:
• perform at a higher standard and continue to aim high.
• undertake and complete tasks or projects doing them well.
• accept the challenge of reaching required goals
• enthuse and motivate others.
• continue their service to Scouting for longer.
Motivation should become an integral part of all we do, especially for adults who are
responsible for others.

As indicated, we should focus on the needs of the individual and consider what motivates
them and why they want to stay involved. The influencers to motivation come in many
forms. For example:
• Ensure adults enjoy what they are doing. If the role has lost its fun element, then
an adult will find it difficult to stay motivated.
• Sell the importance of personal development and growth, through involvement.
• Highlight their contribution to the development of young people and the future.
• Maintain a social network that provides a bond and a sense of belonging.
• Express gratitude and thanks frequently and ensure they feel appreciated.
• Value their experience and what they bring to Scouting and support them to gain
wider experience in their role.
• Appreciate what they know and the skills they contribute and assist them to
improve their knowledge and skills, through encouragement and support.
• Positive behavior has a positive influence, so encourage a positive mindset and be
an example that motivates others.
• Embrace them as a valuable member of the team.

There are also things that de-motivate, including:

• Poor management style and inconsistent approach by team leaders
• Rules and regulations that restrict or simply don’t work in practice.
• Micromanagement – we work with capable people, allow them to do their job with
support.
• Treating every adult the same – sounds good, but not effective as adults need
different motivators.
• Lack of praise or acknowledgement of success and achievement will be reflected
in adult turnover in roles, less commitment, and poor attitudes.
• Not being a motivator or an example.
• Poor communication or none at all – can be both a motivator and a demotivator.
• Treating adults as a resource and not a person of value.

Motivation is often expressed in terms of intrinsic and extrinsic motivation. Intrinsic

motivation is to have a sense of achievement or accomplishment. For example, when a
Scout leader starts in Scouting and wants to get their Wood Badge as a sense of
accomplishment. Extrinsic motivation would involve the same Scout leader who seeks
the admiration of their peers for doing a great job.
Here are some ideas to keep adults motivated:
a. Provide supportive leadership – this is one of the main considerations for adults in
Scouting.
b. Empower the Individual – every adult should feel that they are valued as an
individual and what they do is important in the big picture.
c. Develop and maintain a positive environment – positive listening, positive talk,
positive sharing.
d. Encourage a team focus – together a team achieves much more due to the
individual contribution of each person, and the dynamic created by the coming
together of the individual members.
e. Recognize and reward – praise and express appreciation personally and
acknowledge more widely to grow personal motivation.

From the beginning of a life cycle we must understand and align the objectives of Scouting
with the intrinsic motivation of the adult. Then in a positive and supportive environment
through the use of extrinsic rewards and intrinsically satisfying opportunities, the adult
will maintain his commitment and achieve mastery of his performance.

Leading adults in Scouting is multi-motivational in nature so we need different types of

motivators frequently. If we are motivated, we can do things in a more positive way and
at the same time help to motivate others. Often a clearly established goal or goals may
just be the motivator to keep us going. If every adult in Scouting is motivated, then
imagine what can be done.

Want to be more challenged? Consider looking at motivation theories. The most well-
known is Maslow’s Hierarchy of Needs, but there are a lot of others. Find the Golem Effect.
What is so interesting about it and does it have an impact on what we do in Scouting?

Consider why these various theories were stated and ask yourself these questions:
• What relevance does motivation theory have for Scouting and how does it apply
to me?
• As a team leader how do I keep the adults I work with in Scouting focused,
passionate, and wanting more.

Visit also:
Further external reading
 MAKING
CONNECTIONS
For Adults in Scouting is very important to have a deeper understanding
of where the World AiS Policy connects to other WOSM policies and areas
of Scouting and to connect it with the other WOSM structures and
procedures.
GLOBAL SUPPORT ASSESSMENT TOOL
A WOSM quality standard

WOSM is committed to ensuring each of its Member Organizations maintains an

internationally recognised standard of governance. This is achieved by supporting and
strengthening the capacity of all recognized National Scout Organizations (NSOs) with
regard to good governance principles, a quality youth programme and a focused Adults
Management System. To achieve this, the Global Support System and Global Support
Assessment Tool (GSAT) were developed in 2012 and rolled-out across the Movement.

GSAT is a quality standard that assesses the compliance of an NSO with international best
practices in good governance and quality Scouting. It is based on a consolidation of
requirements specific to the Scout Movement, and on Best Management Good Governance
best practices, a quality standard developed in collaboration with Société Générale de
Surveillance (SGS), the world’s leading inspection, verification, testing, and certification
company with a proven track record in non-governmental organisation (NGO) audits.

The GSAT standard serves as a reference of best practices. Its application enables NSOs
to assess their strengths and weaknesses and improve accountability to all stakeholders.

GSAT objectives:
• Provide a common cross-regional assessment that measures compliance with good
governance principles and quality Scouting across the globe.
• Support NSOs in addressing their capacity issues and setting their priorities.
• Promote synergies between NSOs.
• Make certification possible through a third party, if desired by the NSO.
• Sharpen the support given by WOSM (at world and regional levels) to its NSOs,
based on identified needs and trends.
• Provide input to further support WOSM strategies.

GSAT criteria for AiS area

GSAT focuses on 10 dimensions, listing the necessary processes and procedures for each.
The requirements under AiS are:
• The NSO has an AiS policy. It describes the procedures for all phases and steps in
the adult life cycle, including recruitment, appointment, induction, monitoring,
evaluation and retirement (for all key positions at all levels of the organisation).
This policy is based on the World Adults in Scouting Policy and is regularly reviewed.
• The NSO has an effective national AiS Committee, consisting of members with
relevant experience. The Committee is gender-balanced, includes young people
under 30 years of age, and operates in collaboration with the National Youth
Programme Committee.
 • The NSO has role descriptions and uses mutual agreements when appointing to all
adult positions. These are regularly reviewed and communicated to all parties
concerned.
• The NSO has defined and implemented an appraisal system to annually evaluate
all adult positions (both professional staff and volunteers). Results of this process
are recorded and acted upon.
• The NSO has defined and implemented a clear and competitive remuneration-
compensation package policy for professional staff.
• The NSO has defined and implemented a system for recognizing the contribution
of adults. This system is disseminated, and recognition is recorded.
• The NSO has mechanisms in place for efficient succession to adult positions
(professional staff and volunteers). Volunteers have fixed terms of appointment.
• The NSO has a clear training and personal development framework for adults (both
professional staff and volunteers). Each training curriculum has clear objectives,
minimum competencies required, and is regularly reviewed.
• The NSO offers each appointed adult (both professional staff and volunteers) the
opportunity to receive initial and ongoing training according to their actual needs,
competencies, and experience. All training undertaken is recorded.
• The NSO includes the following in its training curriculum: fundamentals of Scouting,
leadership, management and relationships.
• The NSO includes youth involvement in decision making in its training curriculum.
• The NSO provides regular training for trainers, which includes the following general
competencies: fundamentals of Scouting, adult learning, training and facilitating,
training management, and relationships.
• The NSO has processes and procedures in place for all adults to ensure the
implementation of Safe from Harm:
o Appointments of adults are made ensuring all appropriate checks are in
place in compliance with local legislation,
o Safe from Harm is part of the training process and content.

Visit also:
Global Support Assessment Tool
WOSM SERVICES

One of the benefits of being a member of WOSM is the access you have to the numerous
support services WOSM offers. From guidance on reviewing your Youth Programme, to
support in managing membership growth. WOSM has been delivering a wide spectrum of
support services to NSOs since its founding.

With WOSM Services, delivery of targeted support and products are streamlined to sustain
growth across the Movement. In practical terms, this means that all World Scout Bureau
(WSB) support centres, and World and Regional volunteer support structures, are focused
on achieving Vision 2023 by aligning the method, quality and speed of service delivery to
NSOs worldwide.

WOSM Services are defined as the totality of resources at the disposal of NSOs to assist
with organisational and programme development where needed. These resources can be
in the form of:
• documents (policies, guidelines, toolkits, online databases etc.)
• e-learning experiences (e-courses, educational videos, interactive presentations,
webinars, etc.)
• in-person support (consultative services, remotely (via email, Skype call) and
directly, through field visits, meetings, training and other educational events).

13 service areas are identified as part of the support already provided by the WSB in line
with WOSM’s strategic priorities:
• Youth Programme
• Youth Engagement
• Adults in Scouting
• Diversity and Inclusion
• Better World Framework
• Safe from Harm
• Spiritual Development
• Scouting and Humanitarian Action
• Global Support Assessment Tool
• Good Governance
• Communications and Scouting’s Profile
• Partnerships
• Growth

Through the WOSM Services digital platform high-quality, effective support is provided for
the core areas of Scouting. In addition, the platform enables NSOs to request in-person
support (both through online means and on-site visits) and to find information about
relevant events such as workshops and training opportunities. The platform can be
accessed through services.scout.org.
AiS Services offers guidance to NSOs in developing systems and processes that increase
the support and management of adults throughout the adult life-cycle, to improve the
effectiveness, commitment and motivation of their adult leadership.

Visit also:
WOSM services
WOSM AiS service
WORLD SCOUT YOUTH PROGRAMME POLICY AND AIS

The Youth Programme is the educational means used to achieve the purpose of Scouting,
which is ‘to contribute to the development of young people in achieving their full physical,
intellectual, emotional, social and spiritual potentials as individuals, as responsible citizens
and as members of their local, national and international communities’. Therefore, the
Youth Programme is the means through which Scouting contributes to the empowerment
of autonomous individuals and the holistic development of active global citizens for the
community.

The Youth Programme in Scouting is the totality of the learning opportunities from which
young people can benefit (What), created to achieve the purpose of Scouting (Why), and
experienced through the Scout method (How).

The youth programme content

The World Scout Youth Programme Policy is a guide for the ongoing development of the
Youth Programme in NSOs. Policy sets out the common elements of Scouting education
that NSOs should implement according to their circumstances, sharing the same concept
of Scouting as education for life with Scouts all over the world.

“Scouting is an educational movement for and of young people based upon the
Fundamentals of Scouting: its purpose, principles, and method. The cause of Scouting is
Education for Life, where the Youth Programme is the main medium through which young
people are educated. Hence the Youth Programme is the central element of Scouting, the
vehicle through which the purpose of Scouting is achieved. Without the Youth Programme,
there is no Scouting (World Scout Youth Programme Policy, Purpose of the World Scout
Youth Programme Policy, page 7).”

All functions of an NSO support the implementation of the Youth Programme. For example,
management structures, adult training, communication teams, and financial resources.
This means that all adults in Scouting work together to implement an effective Youth
Programme, no matter their role.

Part of the policy describes all learning opportunities in Scouting from which young people
can benefit.

“Adults and young people should work together in partnership to create learning
opportunities. It is up to young people to turn these opportunities into meaningful
experiences for themselves (learning is a choice). The adults support the young people in
this process. Hence, the primary role of the adult in Scouting is not to plan or execute
activities, but to facilitate the learning of young people (World Scout Youth Programme
Policy, What, page 12).”

When developing its Youth Programme, an NSO should consider many other areas in
addition to the content of the Programme:
• The Youth Programme should be organised into different age sections based on the
development stages of young people. The content of the programme should be age
appropriate.
• When reviewing the Programme, NSOs should also review adult training schemes
to ensure that the Youth Programme is implemented appropriately.
• NSOs should establish an infrastructure to support the implementation, monitoring,
and further development of the Programme.
• They should also ensure that they have sufficient qualified and active adults, with
the relevant knowledge and skills.

The Youth Programme is implemented through a partnership between young people and
adults, based on the young people’s interests, needs and abilities. An effective Youth
Programme, one which appeals to young people and is perceived to be relevant to the
social reality in which it is offered will also attract adult leaders committed to supporting
its implementation. Those responsible for the Youth Programme and adult training in an
NSO should, together
• analyse the role of adults and the competencies they need to perform their role.
• identify their training and personal development needs.
• design and implement a support framework that meets those needs.
• evaluate the effectiveness of personal development in terms of its impact on the
implementation of the Youth Programme.

The World Scout Youth Programme Policy also describes adult roles and responsibilities:

“The Youth Programme should be everyone’s job within the Scout Movement at all levels.
It is important to differentiate between who is facilitating, supporting, and developing the
Youth Programme. At all levels of Youth Programme, three roles performed by adults can
be identified:
• Facilitator: creates the right circumstances for young people to gain positive
learning experiences through their Scout life. This role is linked more to the
implementation of the programme.
• Developer: evaluates, analyses, and designs the programme according to young
people’s needs, taking into account any new trends that arise. This role is generally
practised by the Youth Programme teams that develop the programme at any level.
• Supporter: assists the development and implementation of the Youth Programme.
It includes a wide span of adults in Scouting who may be volunteers or professionals
working in the field of the Youth Programme or elsewhere e.g. in Adult Support.
(World Scout Youth Programme Policy, Key Principles for the Youth Programme,
page 18).”

Visit also:
World Scout Youth programme policy
WOSM Youth programme service
WORLD SCOUT YOUTH INVOLVEMENT POLICY AND AIS

Involving young people in decision-making is a key element for implementing the Mission
of Scouting. Through youth involvement, adults support the creation of a safe learning
environment, where young people are enabled to become self-fulfilled as individuals and
play a constructive role in society.

The Basic Principle Scouting is a Movement of young people, supported by adults; it is not
a Movement for young people managed by adults only. Thus, Scouting offers the potential
for a learning community of young people and adults, working together in a partnership
of enthusiasm and experience.

The World Scout Youth Involvement Policy provides direction to ensure and strengthen
youth involvement at all levels of the Scout Movement. It defines adults, young leaders,
and the basic principles of youth involvement as follows:
• “Adults, Leaders of Adults, Leaders are mainly volunteers (only in a few cases
professional leaders) responsible for supporting/facilitating the development or
delivery of the Youth Programme, or supporting other adults, or organisation
structures.”
• “Young Leaders are young people who are developing and delivering the Youth
Programme to younger age-sections or are involved in supporting other adults or
organisational structures. In this case “leader” is related to the role they play on
behalf of the organisation.”
• “Youth Involvement is a capacity-building process, based on enabling young people
to actively share responsibility with adults for making decisions that affect their
lives, and the lives of others in their community.”
• “Scouting is a Movement of young people, supported by adults; it is not a
Movement for young people managed by adults only. Thus, Scouting offers the
potential for a learning community of young people and adults, working together
in a partnership of enthusiasm and experience (World Scout Youth Involvement
Policy, Definitions, page 5, 6).”

Young people have the right to be involved and to have their voices heard in decisions
that affect them; this is one of their fundamental rights. In youth-focused organisations
such as Scouting, involving young people in decision-making ensures better representation
and makes it possible to obtain a young person’s perspective, which is often different from
that of an adult. Additionally, young people often think “outside of the box” and are able
to contribute with new, fresh, creative ideas.

Youth involvement enables young people to form higher aspirations, strengthen their
capacities and even change their attitudes. It can also help them enhance their problem-
solving skills, and their ability to argue critically and engage in constructive dialogue with
adults, and to create a mutually respectful environment. Additionally, it enables them to
take initiative (and responsibility for their actions), while strengthening their confidence
and openness.

Youth involvement allows adults to perceive young people as key partners/allies in their
communities. It also strengthens their commitment and enhances their energy when
witnessing the same devotion in younger generations.

Visit also:
World Scout Youth involvement policy
Youth engagement WOSM service
WORLD SAFE FROM HARM POLICY AND AIS

“A safe environment enables the self-development of children and young people as well
as the development of positive and healthy interpersonal relationships (children and young
people to children and young people; children and young people to adults; adults to
adults).”

The World Safe from Harm Policy (SfH) consists in a set of actions designed to make sure
that every person involved in Scouting is responsible and committed to protecting children
and young people inside or outside the Movement, so everyone can feel safe, at any time.
It facilitates the development and implementation of policies and procedures at national
level to create a safe environment for all. It requires that appropriate support mechanisms
are in place to facilitate the promotion and development of National Safe from Harm
policies and strategies, as defined by this policy:

“Accountability for the implementation of this policy falls upon all adults, on National and
local level, who are responsible for leading and governing NSOs, whether their focus is on
developing and implementing Youth Programmes, implementing adult management
systems or performing any other support roles (World SfH Policy, Scope, page 12).”

As applied to adults in Scouting, SfH policy suggest the most appropriate conditions for
adults to play their role, either as volunteers or professional staff:

“The development, facilitation and delivery of the Youth Programme as well as all other
functions and roles in Scouting requires active involvement of competent adults. Adults
who are attracted and motivated to join Scouting will develop the competencies needed
to perform different roles throughout their time in the Scout Movement. Implementing a
safe environment in Scouting also means that all adults are listened to, taken care of, and
supported so that they can carry out their role at their best in all situations. It is the
responsibility of each organisation to create the most appropriate conditions for adults to
be able to play their role, either as volunteers or professional staff (World SfH Policy,
Chapter 2, Adults, page 16).”

Addressing child and youth protection issues is vital for the safety of Scouts. The needs of
young people must be paramount and their interests at the centre of all decision-making.
It is important to ensure that everyone knows how to act to keep the organisation safe.
Therefore, even recognising the different cultural and organisational backgrounds, this
must be one of the key priorities in all NSOs. Finally, it is an important role of adults to
empower young people to contribute to the creation of a safe environment.

Visit also:
World Safe from Harm Policy
National Safe from Harm Policy Guidelines
DIVERSITY AND INCLUSION IN SCOUTING AND AIS

In line with the Vision 2023, Scouting is working towards ensuring the Movement is truly
open and accessible to all, and better reflects the composition of our communities and
different societies nationally. Scouting is proud to have given generations of young people
equal opportunities to grow and develop their full potential through empowering and
enriching experiences regardless of their backgrounds.

Scouting adopts coeducation as an approach which aims to develop both genders equally,
bearing in mind the individuality of each person and the characteristics of the society they
live in. It addresses the educational needs of boys and girls, young men and young women,
and adapts the programme accordingly to the various age sections. A coeducational
approach does not imply that young people of different genders have to take part in all
activities together.

Scouting’s contributions to peace and human rights, to global solidarity and development,
to the environment and its sustainability, and to interreligious and intercultural dialogue,
have always been educational tools to promote understanding, respect, and coexistence
of the vast diversity the Movement represents. Because Scouting is an educational
movement that embraces multiple cultural and religious identities, it also creates dialogue
as well as personal and collective growth through supporting young people in their search
for life’s answers, and the process of discovering purpose, meaning, and inner strength.

WOSM’s position paper on Diversity and Inclusion supports NSOs in implementing national
policies and strategies on diversity and inclusion of all its members. The needs,
expectations, and aspirations of young people in different social contexts are considered:

“Scouting is an inclusive, values-based Movement and its membership is open to all young
people and adults who accept our fundamental values. In today’s context, it is even more
important to ensure that young people and adults are equipped to live in an increasingly
diverse world. Respecting and valuing the diversity of the communities in which Scouting
operates ensures that we maximise the potential of all young people and adults, by
creating greater and better learning opportunities (Diversity and Inclusion, WOSM’s
position paper, Forward, page 6).”

Through the support and management provided to all adults, Scouting reinforces the need
to include all members and celebrate the diversity of its membership; adults and young
people. Diversity and inclusion are present throughout the entire adult life cycle. For
example, NSO recruitment strategies need to take into consideration the diversity of adults
within each community. A special effort needs to be made to develop specific approaches
and tools to attract and recruit members from specific segments of societies (e.g. groups
that are underrepresented in membership) and to respond to the expectations and interest
of all adults. Training and support systems need to be designed to be appropriate for all
adults by considering and valuing the differences of individual members. It is also
fundamental that diversity and inclusion are the core components of national training
curricula.

Visit also:
Diversity and inclusion in Scouting
WOSM Diversity and inclusion Service
The essential characteristics of Scouting
DIVERSITY AND INCLUSION IN SCOUTING AND AIS

In line with the Vision 2023, Scouting is working towards ensuring the Movement is truly
open and accessible to all, and better reflects the composition of our communities and
different societies nationally. Scouting is proud to have given generations of young people
equal opportunities to grow and develop their full potential through empowering and
enriching experiences regardless of their backgrounds.

Scouting adopts coeducation as an approach which aims to develop both genders equally,
bearing in mind the individuality of each person and the characteristics of the society they
live in. It addresses the educational needs of boys and girls, young men and young women,
and adapts the programme accordingly to the various age sections. A coeducational
approach does not imply that young people of different genders have to take part in all
activities together.

Scouting’s contributions to peace and human rights, to global solidarity and development,
to the environment and its sustainability, and to interreligious and intercultural dialogue,
have always been educational tools to promote understanding, respect, and coexistence
of the vast diversity the Movement represents. Because Scouting is an educational
movement that embraces multiple cultural and religious identities, it also creates dialogue
as well as personal and collective growth through supporting young people in their search
for life’s answers, and the process of discovering purpose, meaning, and inner strength.

WOSM’s position paper on Diversity and Inclusion supports NSOs in implementing national
policies and strategies on diversity and inclusion of all its members. The needs,
expectations, and aspirations of young people in different social contexts are considered:

“Scouting is an inclusive, values-based Movement and its membership is open to all young
people and adults who accept our fundamental values. In today’s context, it is even more
important to ensure that young people and adults are equipped to live in an increasingly
diverse world. Respecting and valuing the diversity of the communities in which Scouting
operates ensures that we maximise the potential of all young people and adults, by
creating greater and better learning opportunities (Diversity and Inclusion, WOSM’s
position paper, Forward, page 6).”

Through the support and management provided to all adults, Scouting reinforces the need
to include all members and celebrate the diversity of its membership; adults and young
people. Diversity and inclusion are present throughout the entire adult life cycle. For
example, NSO recruitment strategies need to take into consideration the diversity of adults
within each community. A special effort needs to be made to develop specific approaches
and tools to attract and recruit members from specific segments of societies (e.g. groups
that are underrepresented in membership) and to respond to the expectations and interest
of all adults. Training and support systems need to be designed to be appropriate for all
adults by considering and valuing the differences of individual members. It is also
fundamental that diversity and inclusion are the core components of national training
curricula.

Visit also:
Diversity and inclusion in Scouting
WOSM Diversity and inclusion Service
The essential characteristics of Scouting
WORLD SCOUT CONFERENCES AND AIS

The resolutions adopted by the World Scout Conferences are important references for
future decision-making of an NSO. Here we highlight the most important ones regarding
the position of AiS in order from the recent one.

CURITIBA, BRAZIL, 2011

2011-11 World Adults in Scouting Policy
The Conference:
• Reaffirming previous World Scout Conference Resolutions 1993-04, 2005-10,
2008-12 and 2008-13 focusing on Adults in Scouting.
• Considering the necessity to integrate major recent policies and other key
approaches adopted by WOSM such as Gender policy, Child protection, and
Reaching out, etc.
• Emphasising the key role played by adults to support the growth of the Scout
Movement
• Welcoming the celebration in 2011 by the United Nations of the 10th Anniversary
of the International Year of Volunteers.
• Welcomes the work done by the World Scout Committee and World Scout Bureau
to update the World Adult Resources Policy.
• Recognises that the Adults in Scouting framework adopted in 1990 can be used to
manage both volunteers and professionals in Scouting.
• Adopts the World Adults in Scouting Policy as representing WOSM's policy on the
acquisition, retention, training, personal development and management of adults
within the Scout Movement.
• Resolves that the policies and procedures on adult recruitment, appointment,
support, training and retention as established by previous resolutions are now
modified by the adoption of the provisions of the World Adults in Scouting Policy.
• Invites National Scout Organizations to implement the provisions of the World
Adults in Scouting Policy.
• Requests the World Scout Committee to develop and distribute guidelines which
support the implementation of the World Adults in Scouting Policy including the
Wood Badge scheme and the application of the Policy in relation to professional
staff as soon as possible after the World Scout Conference concludes.

JEJU-DO, SOUTH KOREA, 2008

2008-12 Volunteers in Scouting
The Conference:
• Appreciating that a vibrant and managed approach to Volunteers in Scouting is
essential to achieve the Mission of Scouting and to enable membership
development and growth.
• Recognising that many National Scout Organizations need practical tools and
active support in this area and welcoming the recent production of the Volunteers
in Scouting Toolkit.
 • Conscious that the principles of the Adults in Scouting strategy were defined at
the World Scout Conference in Paris in 1990 and the World Adult Resources Policy
was adopted at the World Scout Conference in Bangkok in July 1993.
• Noting that the United Nations are planning to celebrate a decade of volunteering
in 2011, ten years after the International Year of the Volunteer in 2001.
• Requests the World Scout Committee to prioritise within Strategic Priority No. 5
of the Strategy for Scouting.
• Maintaining continued resourcing for this strategic priority.
• Providing support for the sharing of good practice and practical tools to support
National Scout Organizations in this area.
• Providing, when requested, appropriate targeted support, to help National Scout
Organizations attract and retain sufficient adult volunteers to deliver the Mission
of Scouting.
• Reviewing the impact, effectiveness and continuing relevance of the Adult
Resources Policy, and developing a comprehensive plan for future work
concerning adult volunteers.
• Making a strong effort to maximise the positive impact of a Decade of
Volunteering in 2011 on the Scout Movement at world, regional and national
levels.

2008-13 Adult Resources

The conference:
• Noting the results achieved in the matter of adult resources since the adoption of
the World Adult Resources Policy in 1993.
• Underlining the importance of training in the management of Adult Resources and
in the accomplishment of our mission.
• Highlighting the issues of the recognition of our training systems by external
bodies and actors outside Scouting.
Recommends to the World Scout Committee and the World Scout Bureau to:
• Engage in a process of evaluation of training systems in place in the Movement.
• Using the symbolism of the Wood Badge, draw up a framework for the official
recognition of national training systems, which will remain optional for National
Scout Organizations in accordance with the World Adult Resources Policy.
• Submit the results of this work to the next World Scout Conference.

BANGKOK, THAILAND, 1993

1993-04 Adults in Scouting
The Conference:
• Having recognized the need for an overall policy for adults at all levels and in all
functions in Scouting.
• Having adopted the principles of Adults in Scouting as applying to all adult
resources in the Scout Movement.
• Welcomes the work done by the World Scout Committee on the development of a
policy in implementation of Resolution 1990-05.
 • Adopts the World Adult Resources Policy statement as representing WOSM’s
policy on the acquisition, training and personal development, and management of
adult resources within the Scout Movement.
• Resolves that the policies and procedures on Adult Leader Training as established
by previous resolutions are now modified by the adoption of the provisions of the
World Adult Resources Policy.
• Requests the World Committee to take the necessary steps to ensure the full
implementation of the provisions of the World Adult Resources Policy.
• Invites National Scout Organizations to implement the provisions of the World
Adult Resources Policy.

PARIS, FRANCE, 1990

1990-05 Adults in Scouting
The Conference
• Recognising the need for an overall policy for adults supporting young people in
the Scout Movement, and as an integral part of the Strategy for Scouting.
• Adopts the principles of Adults in Scouting stated in Conference Document Nº 7
relating to the management of adult human resources.
• Requests National Scout Organizations to consider how the principles of Adults in
Scouting could be reflected in policies and procedures at their own level.
• Invites the Regional Conferences to include the subject of Adults in Scouting on
their agendas and to report regularly thereon to the World Committee.
• Requests the World Committee to take the necessary steps to enable the practical
implementation of these principles at all levels and report back on progress at the
next Conference.
• Invites National Scout Organizations to contribute to the task of the World
Committee by volunteering to field-test specific elements of the principles of
Adults in Scouting.

Visit also:
Resolutions of World Scout Conferences
WOSM governance
NON-FORMAL EDUCATION: THE RIO DECLARATION

The World Non-Formal Education Forum is an international platform co-convened by World

Scouting, UNICEF, UNFPA and the OSGEY, involving more than 70 leading international
organisations, youth organisations and UN entities working on non-formal education and
youth development. Over the course of three days in Rio de Janeiro, Brazil, in 2019 the
Forum addressed the joint challenges facing the sector and built more support and
recognition around the role of non-formal education in the global education agenda.

The final document, the Rio Declaration on Non-Formal Education is an ambitious action
agenda capturing the ideas and inputs of stakeholders at the event to lay the foundation
and define a direction for the future of non-formal education.

Together as a collective voice, the Rio Declaration calls for the recognition of the right to
non-formal education, innovative technological approaches to learning methods, greater
investment, stronger partnerships, and enhanced coordination between non-formal
educational stakeholders and partners.

The Rio Declaration was developed through an active and participatory process involving
digital polls, focus groups, and innovation labs during the three-day event.
The outcome of discussions over the course of the Forum helped assess the state of non-
formal education and forged a consensus among stakeholders for actions needed to
advance it as a powerful vehicle for the development of young people, and their role as
active global citizens.

The Forum brought together more than 400 participants from over 70 international
organisations, youth organisations and UN entities from across the non-formal education
sector.

Visit also:
Rio Declaration on non-formal education
World Non-formal Educational Forum
NON-FORMAL EDUCATION: THE RIO DECLARATION

The World Non-Formal Education Forum is an international platform co-convened by World

Scouting, UNICEF, UNFPA and the OSGEY, involving more than 70 leading international
organisations, youth organisations and UN entities working on non-formal education and
youth development. Over the course of three days in Rio de Janeiro, Brazil, in 2019 the
Forum addressed the joint challenges facing the sector and built more support and
recognition around the role of non-formal education in the global education agenda.

The final document, the Rio Declaration on Non-Formal Education is an ambitious action
agenda capturing the ideas and inputs of stakeholders at the event to lay the foundation
and define a direction for the future of non-formal education.

Together as a collective voice, the Rio Declaration calls for the recognition of the right to
non-formal education, innovative technological approaches to learning methods, greater
investment, stronger partnerships, and enhanced coordination between non-formal
educational stakeholders and partners.

The Rio Declaration was developed through an active and participatory process involving
digital polls, focus groups, and innovation labs during the three-day event.
The outcome of discussions over the course of the Forum helped assess the state of non-
formal education and forged a consensus among stakeholders for actions needed to
advance it as a powerful vehicle for the development of young people, and their role as
active global citizens.

The Forum brought together more than 400 participants from over 70 international
organisations, youth organisations and UN entities from across the non-formal education
sector.

Visit also:
Rio Declaration on non-formal education
World Non-formal Educational Forum
NON-FORMAL EDUCATION: THE RIO DECLARATION

The World Non-Formal Education Forum is an international platform co-convened by World

Scouting, UNICEF, UNFPA and the OSGEY, involving more than 70 leading international
organisations, youth organisations and UN entities working on non-formal education and
youth development. Over the course of three days in Rio de Janeiro, Brazil, in 2019 the
Forum addressed the joint challenges facing the sector and built more support and
recognition around the role of non-formal education in the global education agenda.

The final document, the Rio Declaration on Non-Formal Education is an ambitious action
agenda capturing the ideas and inputs of stakeholders at the event to lay the foundation
and define a direction for the future of non-formal education.

Together as a collective voice, the Rio Declaration calls for the recognition of the right to
non-formal education, innovative technological approaches to learning methods, greater
investment, stronger partnerships, and enhanced coordination between non-formal
educational stakeholders and partners.

The Rio Declaration was developed through an active and participatory process involving
digital polls, focus groups, and innovation labs during the three-day event.
The outcome of discussions over the course of the Forum helped assess the state of non-
formal education and forged a consensus among stakeholders for actions needed to
advance it as a powerful vehicle for the development of young people, and their role as
active global citizens.

The Forum brought together more than 400 participants from over 70 international
organisations, youth organisations and UN entities from across the non-formal education
sector.

Visit also:
Rio Declaration on non-formal education
World Non-formal Educational Forum
 GOING FORWARD
Performance and satisfaction of the volunteers in Scouting are the key
success factor for Adults in Scouting management. Basic understanding of
performance management and suggests how to conduct assessment
dialogue is vital to maintain a good relationship with our adults. A range
of in-service support mechanisms and good decisions for the future
contribute to retention and growth.
PERFORMANCE MANAGEMENT

Performance management has always been part of Adults in Scouting. Recently it has
become more widely used and is now recognized as a necessity in managing,
encouraging, and supporting adults in the Movement.

It provides adults with a regular opportunity to review and reflect on how well they are
performing their role, to mutually agree with the support they may need to do better in
the future, and to do so in an informal relaxed way. Essentially, performance
management is a continuous, comprehensive, and natural process of the management of
adults that clarifies mutual expectations and the support they require.

Too often any form of performance management is seen as an onerous, frightening

experience, something to dread and avoid. In Scouting our performance management
processes are friendly, supportive, non-threatening and relaxed, in essence, a chat or
discussion over a cup of coffee.

For the effective management of Adults in Scouting, a review of what has been done is
necessary for a better understanding of what has been learned and achieved. It is critical
to know and understand what adults are doing and how and why they are doing it, to
help them develop greater self-sufficiency in their role or function. Ultimately, they
become responsible for their own development and performance.

Performance management begins with a three-phase process:

1. Action Planning - the adult’s contribution is planned and considered
2. Developing and training – the adult develops the competencies and proficiency
they need for their role or function, with training and support
3. Performing their role - the adult undertakes and performs the tasks of their new
role or function

This also emphasizes the support role required of those directly managing other adults
and their teams, who need to facilitate the process as advisers and mentors rather than
implementing formal appraisals. Performance management focuses on planning for the
future and supporting the individual.

Improving the performance of adults and teams is critical and essential for successful
Scouting. It is a way of getting better results by understanding and managing
performance within a framework of mutually agreed goals, standards, and competency
and proficiency requirements.

Performance management also has the added benefit of increasing the NSO’s
understanding of what needs to be achieved by adults, and clarifies expectations in terms
of roles and responsibilities, accountabilities, skills, and expected performance. This also
helps increase adult motivation and enables the individual to take responsibility for
developing their own competencies and contributing to the Movement.

Sometimes the outcomes are not what was expected and often we tend to infer they
directly correspond to an adult’s performance. Therefore, it is important to differentiate
performance from outcomes. The outcomes are the result of an individual's performance,
but they are also under the effect of other influences. Given this there are more factors
that determine the outcomes than the behavior and performance of an adult in his role.

Visit also:
Conducting appraisal interview
Further external reading
ASSESSMENT DIALOGUE

Assessment dialogue or “Appraisal” is a regular part of the management of all Adults in

Scouting. The appraisal provides an opportunity to assess the extent to which adults are
meeting the expectations of their role or function, to determine the current level of their
motivation, and to discover whether changes to their role are required.

Based on a number of predetermined goals or objectives known to the adult, the appraisal
is a positive, participatory, transparent, and supportive process where the adult is able
to learn from the experience and develop the required competencies identified as a result.

The process seeks to identify what the adult requires to develop and how, including
competencies relative to their role, responsibility, or function and their individual
development. This is then utilized to review their performance planning by providing the
appropriate coaching, mentoring, training and support.

In some NSOs the appraisal is facilitated using an Adult Development Plan, or similar tool.
This can be utilized at any stage in the adults’ time in Scouting, such as a three-year
review, a change of appointment or role, a realignment of defined tasks, or a change in
circumstance.

Another NSO might use a 360 degree appraisal for some of their roles or functions. The
feedback will come from every direction, but the emphasis continues to be for the
development of the adult.
This should include:
• The performance gap is objectively described.
• A description of how the unit or work group is adversely affected by a performance
gap.
• A verifying dialog with the adult to understand the reasons why performance is
not at the desired level.
• Based on this dialogue, continue with the development of a performance
improvement plan with the adult.
• Describe the expected performance. The description of the expected performance
(target) can be qualitative or quantitative, if it is quantitative, what measurement
is applicable?
• Within what time frame should the desired performance be achieved?
• Identify what steps or actions can be taken to reach the desired performance
goals.
• Schedule date and time to discuss progress (successes and challenges) so
performance can be monitored and improved.
• Identify and select additional resources that the group or level can provide to help
the adult improve performance.
• Be flexible and negotiate changes that are appropriate.
Visit also:
Conducting appraisal interview
Further external reading
RECOGNITION

While there has always been some emphasis placed on appreciating the work that Adults
in Scouting do, too often appropriate recognition, even a simple ‘thank you’ is
overlooked. There is an enormous advantage in taking the time and effort to recognize
the achievements and success of others. The most obvious one is to increase the
individual’s motivation to keep doing what they do well and do it better because they feel
appreciated.

Creating opportunities for more adults to be recognized and acknowledged for their
contribution to Scouting in voluntary or professional roles, functions or responsibilities is
important and significant and should not be undervalued. Our organisation must find
opportunities in the various environments to manage proactively the recognition of
members.

Recognition is a normal and permanent process and as such it leads to meaningful actions
among adults, promoting a feeling of pride and mutual loyalty shared by members in the
NSO, and also highlighting in society our values and generating an impact.

We must understand that each one of us as a committed adult is called to be a role model,
collaborating to reinforce our organisational culture based on our values therefore leading
to the practice of timely recognition at all levels.

By recognition, we refer to the practice of both informal (intangible) and formal (tangible)
recognition. It is managed in a flexible and timely way and adapted to individual
needs. Appropriate informal and formal recognition needs to be part of the NSO’s
organisational procedures.

Informal recognition does not require special rules, regulations, standards, or

procedures. This type of recognition should be used on every occasion we get together to
recognize the contributions of individuals, teams, and groups. Communicating our genuine
appreciation for a task or function well done on a regular basis to our volunteers, support
staff, and professionals needs to be a priority.

Recognition of adults regardless of their level of responsibility needs to be meaningful,

motivating, and impartial. It should serve as a message to the community about our
values, commitment, and appreciation of the people who make the organisation what it
is.

The life cycle of an Adult in Scouting clearly indicates the recognition of all adults who
have been successful in their agreed responsibility, role, or function. This recognition can
be informal but in time it will be necessary to acknowledge the contribution and
commitment of adults in a formal way, that is both substantial and appropriate.
Formal recognition in an NSO is provided through an appropriately designed Adult
Recognition Awards system that suits the NSO. The criteria for recognition need to be
written with clear intent, made widely available and reviewed periodically to ensure that
it remains relevant, appropriate, and useful.

The system should also provide a mechanism to recognize and reward service, gallantry
or meritorious conduct by an adult.

Recognition of service awards is based on demonstrated performance and competency.

These are becoming more important in helping to increase adult involvement, which in
turn can lead to better adult retention.

A process to recommend adults for civil/community awards in the NSO can add value, and
can be instrumental in maintaining motivation for some adults. Check if your NSO
provides that opportunity for additional recognition.

Consider these questions:

• In what ways do you believe informal (and formal) recognition improves motivation
for you and for other adults in your NSO?
• Why do you think it may be demotivating not to receive any form of recognition if
performance over a period has been good?
• What are the policies and the ways that your NSO/NSA has developed to value
their members?
• If you were designing a formal recognition programme or system based on good
performance, what would it look like?

Visit also:
Volunteers in Scouting Toolkit 2: Factsheet 6
Competencies recognition – STARR Method
DECISIONS FOR THE FUTURE

Needs and expectations change over time, from both the perspective of the individual
and the organisation. One of the prerequisites for a healthy lifecycle is change. For the
individual this can bring a new challenge; for the organisation, it is an opportunity to
welcome new people with new ideas.

At different stages of life, people can experience a lack of momentum. Creating space to
achieve new goals or find a new direction at that moment can make the difference, and
keep the volunteer engaged and committed to Scouting. Many aspects of life can
contribute to this. Through a supported relationship like coaching or mentoring it is
possible to recognize the early signs and symptoms and facilitate a process of reflection
to help the volunteer make the right decisions for their future in Scouting. Early
intervention is key.

As an individual, you should know what motivates you to function well in your role. What
excites you about it? What competencies can you put into practice? What opportunities
are there for you to grow? What connects you to the purpose of the role? What impact
can you have? And finally, do you still have the time, drive, and capacity needed to do a
good job in the role you are in?

As an organisation, you should have a clear understanding of the performance of

individual volunteers and teams. Recognize when new competencies are needed to
achieve the ideal results and identify the training to support this. Be aware when someone
is ready for a new challenge and propose some rewarding opportunities for a new
role. Notice when it is time to thank a volunteer for the work they have done and help
them to retire from Scouting.

At least once a year, it is necessary for each Adult in Scouting to reflect, within a formal
supported process, on ‘decisions for the future’. This can result in the renewal of their
existing engagement, a change to another role, or the end of their active contribution in
a certain role, or to the organisation as a whole.

When renewing a commitment, it is good to reflect on what has been accomplished, the
lessons learned, and the opportunities for improvement identified. It is an opportunity to
celebrate success. This also applies when changing to a new role and can provide some
direction for the role being undertaken. The same steps apply, i.e., assess the skills
needed, update them, undergo an induction or training, and get some in-service support.
When the commitment to Scouting is coming to an end, take the time to have a positive
final reflection. There may well be opportunities for a renewed collaboration in the future,
but even if this is not so we would like our adult volunteers to have profound and happy
memories of their contribution to the Movement. It is appropriate to thank our volunteers
and ensure they feel their contribution to the Movement is valued.
When it comes to supporting adults, consider that they may take on different roles at the
same time. It is not unusual for a volunteer who is experienced in one role, to undertake
a new role or function where they have little or no experience. It can be a challenge to
track concurrent responsibilities and evaluate whether the time needed for these
commitments is acceptable and healthy. The passion and enthusiasm of the adult are a
well-known pitfall in these circumstances, if they are given a task or assign a role that go
against their interests and expectations.

Teams are constantly going through change. Adults leave a position in a team after an
agreed term, or even earlier, and new adults join. The process of building a team is a
challenging task, well described by Bruce Tuckman’s stages of forming, storming,
norming, performing, and adjourning (Bruce W Tuckman and Mary Ann C Jensen. Group
& Organization Studies, December 1977, 2(4),419-427). In most cases, this is not a
simple serial process, considering all the likely personalities or traits of the adults.

Reflection on the performance of a team and its role and tasks should also be part of the
annual discussion. What made the team perform well? What is still missing? How can the
necessary qualification or action be integrated so the team can reach its established
targets? Is there still a need for the team to exist? Has it completed its task? Is the
purpose no longer valid? It takes courage to disband a well-established team when the
strategy of operation changes, or to reassign a strong team that has performed well and
set them a new target or responsibility. But it is worth considering as links with
‘governance and organisational development’ can be made, stressing the human side
against the technical or organisational perspective. A change in strategy can shift the
focus. You may already have the adults you need; perhaps they just need to be
reassigned. In general, team reflections are enriched by regular feedback from all team
members.

Visit also:
Adult in Scouting life cycle
AiS lifecycle - Decision for the future
SUCCESSION PLANNING

Succession Planning is integral to the health of the Adult life cycle. To maintain the
operational continuity of our roles and responsibilities, the NSO as a whole and every
individual in it should have a clear view of succession, even when it is a few years down
the road. All teams should operate succession planning, a process whereby someone is
identified, early in the process to develop, so they can replace another adult in a given
position when the time, circumstances and situation are right. More than one successor
can be identified, coached or mentored. The earlier this begins the more possibilities there
are for a smooth succession.

It takes time for some people to remove themselves mentally from a role or function. This
is a common reaction and should be considered part of the planning process and the
support role.
• How does your organisation support adults in their transition to a new role or
function?
• Do you consider that everyone is different and may need different support?
• How do you transfer the intangible expertise of the team?
• Is a transition period an option to introduce a successor in a step-by-step approach
to their new responsibilities?
• How are adults supported when switching from a decision-making role to a
supporting role?
• How do you capitalize on intergenerational cooperation, i.e., how can all age groups
learn from each other, making it a win-win situation?
• What support do you provide to help adults when they need to let go of a role?

Take the time to hold the follow-up conversations required to overcome disillusionment or
anger. As always, be flexible in your approach to ensure the best result for all.

If you are lucky enough to have an overflow of talent, i.e., more available adults than you
need at that time, you need a system or process in place to ensure they remain interested
once you have established that they are a good fit for your organisation and are willing to
give their time to the Movement. You need to take care that they continue to feel
connected by communicating in a transparent way without making any false promises.

To empower young people to participate in the succession planning, mentoring and

coaching for them should be put in place.

Visit also:
Mentoring and peer support
Coaching
Adult Recruitment
COACHING

Coaching is simply about helping someone else to learn, and by extension, to grow and
develop through that learning. It is often described as short-term and task focussed. It
differs from mentoring in that there is not much room for the development of relationships,
other than those established during the short coaching experience.

In Scouting, coaching takes a different approach to the traditional instruction based idea.
For us, coaching could be viewed as concentrated support for the adult being coached, to
help them recognize their own needs and discover their own solutions through careful, but
deliberate coaching so that they can consider new ways, new thinking, and remove any
barriers (often perceptual and psychological), to reach greater heights in learning not
previously experienced. Coaching is helping adults to reach their full potential.

The role of a coach is to facilitate the learning, utilizing their particular skills to assist an
adult to improve individual performance, gain new knowledge and skills, and learn.

In coaching, the responsibility for learning lies with the individual, and not with the coach.
As already noted, this is a bit different from what most know coaching to be. However,
this form of learning is much more empowering for the individual, creates greater
ownership, and has longer-lasting performance results. It is not rocket science, but it does
work.

Responsibilities of Coaches
• First, we must realize that when we accept positions of leadership, people will be
looking up to us. We have a responsibility to listen to them, to pay attention to
them, and to attempt to understand what it is they want and need.
• We also have a responsibility to convey our values through our actions. We must
be willing to live by the standards that we are expecting others to uphold.

What Coaches Do
• Provide task direction and vision.
• Provide skill instruction.
• Build team and individual capabilities.
• Provide resources.
• Facilitate external relationships for individuals and teams.
• Transfer responsibility for success to the team.
• Support the growth and progress of adults.

GROW Coaching Model

Look anywhere for coaching models and you will find GROW. Originally developed in the
1980s by coaches Alexander, Fine and Whitmore, it was at that time, and still is today,
one of the most accepted and understood of all coaching models. Four stages utilize each
letter of the word GROW, often depicted as a cyclic model in quadrants: goal, reality,
options, and will.

GOAL – the starting point where the goals and outcomes are agreed using good
questioning by the coach.
REALITY – the learner or coachee describes their current situation, assisted by the coach’s
questions which help self-assessment and personal evaluation.
OPTIONS – the learner or coachee explores how they can get to their goals, looking at
all possible ways or options. When they run out of ideas the coach offers suggestions and
utilizes tools like concept or mind maps to ensure all options are considered.
WILL – the learner is asked to commit to an agreed option or action with the support of
the coach.

There are multiple models to consider and all are useful. Discover what the OSCAR
Coaching Model (2002) and the OSKAR Coaching Model are all about. They are worth
exploring, and together with GROW, can provide a useful toolbox for coaching
development and understanding. Research what others think are the Top 10 Effective
Coaching Skills, and the 10 Top Tips for Being a Really Great Coach.

Visit also:
GROW in Scouting
Decisions for the future
Assessment dialogue
MENTORING AND ADULT SUPPORT

Mentoring is the act of providing guidance, advice, and peer support to assist individual
growth. This is not to be confused with ‘coaching’, which by definition is a process that
aims to improve performance in helping another person learn in ways that encourage
new knowledge and understanding. By definition, mentoring is a process through which
an individual offers skilled expertise as well as support to a less experienced colleague.
The mentor acts as a teacher, counsellor, and advocate to an associate. In Scouting, this
concept can apply across all the Youth sections as well as to all levels of Adults in
Scouting.

Good mentors work on two distinct levels:

• Supporting the adult in understanding and undertaking specific jobs/roles and
responsibilities as part of their role.
• Assisting in guiding the adult towards new or different directions and other
opportunities.

They are also a role model, providing instruction on behaving like a skilled adult in
Scouting (e.g. unit leader, commissioner, etc) and working with positive peer support.
The modelling should reflect ways that allow the mentee to shape their own behaviours
and not necessarily a direct copy of those of the mentor.

The mentor fulfils a number of roles. In summary, the mentor advises, advocates,
acquires appropriate resources, acts as a role model, coaches, protects, and supports.
Support is perhaps the most important of these responsibilities, particularly if the mentee
demonstrates behaviors that are contrary to the NSO’s ethos. Support here also relates
to listening, explaining, and acknowledging successes and disappointments.

Mentors experience many learning benefits from cooperative engagement with the
mentee. New things and new experiences for the mentee may also mean new things and
new experiences for the mentor.

Additionally, mentors gain valuable insights into the operations of the NSO that may not
have been noticed before. Interpersonal communication skills are enhanced and further
developed through the mentoring experience, and many experience high levels of
increased personal satisfaction, a greater sense of purpose, and being re-energized due
to their mentor role.

Everyone, regardless of who we are, can benefit from mentoring at some time, and often
don’t realise it. Think about these two questions:
• Have you ever needed assistance for a particular job/role or responsibility and
weren’t quite sure what to do about it?
• Have you ever considered taking a particular action and weren’t confident that this
action was appropriate?
It is not about simply asking someone for the answers to your questions; it is about
another individual providing Scouting or other work roles expertise and support to guide
you to the answers you need, by way of a mentor-mentee relationship.

The following list is by no means exhaustive, but it does offer an insight into what
mentoring entails:
1. Clarity – being clear in understanding your role as mentor, and the role of the
mentee.
2. Agreement – goals need to be mutually set and put in writing. Be realistic. You
are the mentor; the mentee will do the ‘heavy lifting’. Both you should review this
Agreement periodically.
3. Relationships – you are a colleague first and an expert second. Be open, warm,
not intimidating. Listen, listen, listen, and listen again, the mentee’s questions and
concerns need an appropriate, considered, and thoughtful response.
4. Time limits – these should be applied particularly to goals set, they should not be
open-ended.
5. High engagement and performance – expect this. Most beneficial mentoring is
based on mutual learning, active engagement, and striving to attain a goal.
6. Dependency – at the beginning there will be a greater dependency, but it will
move towards ‘independence’ as you mentor, support, and encourage your
mentee, and express your belief in their ability as it develops.
7. Recognition – encouragement, and appreciation go a long way. Praise work well
done, and help to find alternative paths for things not working as well.
8. Open-minded – cultural differences, gender, and different ideas and opinions
provide challenges. Maintain communication and discuss things openly.
9. Example – as a mentor, you will be seen as a role model for everything, by many
others, not just the mentee. Behavior and deportment must be exemplary.
10. Teach – by example and encouragement show your colleague how to become a
mentor.

Visit also:
Performance management
 HAMMER & NAILS
Handy and efficient tools are the asset of every good toolbox. Hammer &
Nails offers various tools for supporting the implementation of the AiS life
cycle. It also offers some useful tips for different occasions when working
with adults in Scouting.
ADULTS IN SCOUTING SELF-ASSESSMENT TOOL

Why it is needed
Adults in Scouting (AiS) is one of the key dimensions of best practices that deal with how
your National Scouting Organization (NSO) manages its human resources, both
professional and voluntary, as it relates to the selection, recruitment, hiring and
appointment, performance management, reward, security, relationships, and decisions for
the future.

No matter how well-designed your NSO’s policies, procedures, and programmes are, they
cannot be implemented without the right people. And these people need to be adequately
supported to do their job. Equally, your NSO cannot expect to grow if it does not have the
right adults to support its Youth Programme. It is important therefore that your NSO
assesses its AiS to make sure that it has the human resources it needs to deliver and grow
its programme.

What it is
The AIS Self-Assessment Tool will help your NSO to do a self-check on just how well things
are going with its policies, practices, and procedures. It will also highlight areas where
things might not be going so well. This tool is not intended to be a scoring exercise, but
rather to be used as a capacity strengthening resource by your NSO to identify strategies
for improvement

The tool allows your NSO to take a critical look at its successes alongside areas for
attention or improvement. It can assist in preparing for future planning and growth. As a
bonus, it can be used to prepare for a full Global Support Assessment Tool (GSAT) audit
(see link below).

The Scout motto is ‘Be prepared’. The AIS Self-Assessment Tool is a great way to be
practically prepared for the future. It highlights the importance of an NSO having adults
who are adequately trained, resourced, and supported to effectively deliver the Youth
Programme.

How it is used
Download the AiS Self-assessment tool from https://www.scout.org/AIS-Self-Assesment.
Go through each of the self-assessment criteria and identify your NSO’s capacity by giving
a response of either RED (no evidence at all exists that your NSO has done anything
around this criterion), YELLOW (evidence exists that your NSO has done some things
around this criterion), LIGHT GREEN (evidence exists that your NSO has most things
around this criterion and it is up-to-date and implemented), DARK GREEN (evidence exists
that your NSO has everything around this criterion and it is up-to-date, implemented,
regularly evaluated, and refreshed), or GREY (not applicable due to the local circumstances
or in relation to another non-compliant criterion).
Visit also:
AiS self-assessment tool
Adults in Scouting Life cycle
Global Support Assessment Tool
HOW TO CREATE JOB/ROLE DESCRIPTION

Why it is needed
Your National Scout Organization (NSO) needs to have adequate adult leadership and adult
support to develop, grow, and function effectively. You need the right people in the right
job at the right time and in the right place. Your NSO needs to have a clear view of its
needs and a clear recruitment and appointment process for its adults.

Job/role descriptions are often the only documents that totally define what a role is, what
skills are required to perform it, and where the role fits in your NSO. Properly written
descriptions make it easier to identify individuals that are a good fit for the job/role and
to hold individuals accountable if they are not performing essential duties that are
required.

What it is
A basic job/role description is an internal document that clearly states the essential job or
task requirements in terms of duties, responsibilities, and skills needed to perform a
specific job/role. A more detailed job/role description covers how success is measured in
the job/role. It can be used to evaluate individual performance. For Scouting, detailed
job/role descriptions are preferred. Your NSO should have a set of clear job/role
descriptions or duty statements that specifically state what is required in a particular role
at a particular time and in a particular place. Job/role descriptions are fluid documents
that grow and develop as Scouting does.

Note: Job/role descriptions follow on from a NSO needs analysis in which your NSO has
identified the people to effectively deliver its Youth Programme.

How it is used
No two job/role descriptions are the same. They are developed and written for specific
responsibilities and due to specific circumstances or situations, they must be updated over
time. Review job/role descriptions periodically, especially when your NSO is changing
strategic direction.

Use the following steps in creating or reviewing the description:

1. Use a template to ensure you are consistent in what you require, especially across
those criteria that overlap many jobs/roles.
2. Ensure that the Job/Role Title is clear in intent and meaning. For example, if it
reads ‘National Commissioner, Youth Programme’, then that’s what the rest of the
job/role description should be about.
3. Begin the document with a descriptive summary of the job/role.
4. Detail the essential job/role duties and job/role responsibilities. Be specific and
clear. Do not make statements that could be challenged because of confusing
language. State only the things that are necessary for this one job/role. List them
 in order of importance. Use complete sentences. Start with verbs. Use present
tense and gender-neutral language. Bullet points are useful.
5. Detail the essential requirements and qualifications necessary for the job/role.
Education, experience, specific skills, and personal characteristics are the norm,
but you may have other essential requirements related to the specific job or role.
6. Define success in the job/role which, for example, could be related to the strategic
direction your NSO is taking.
7. State who the job/role reports to.
8. List any other jobs/roles that report into the role.
9. Indicate if there is a period of probation (if applicable).
10. State clearly that the job/role incumbent will undergo a performance evaluation
after a specific period.

Example

Job/Role: National Commissioner Adult training and development (NCADT)

Role Summary: To lead the National Training Team; to plan, develop, implement and
maintain a scheme of Adult Training and Development for both volunteers in Scouting and
professional staff in accordance with the policies of the World Bureau (World Adults in
Scouting Policy), the Region, and NSO.
Reports and Responsible to: NSO Chief Commissioner
Role Status: Volunteer, Rank – Commissioner (National Appointment)
Values and Behaviors: The NCATD will demonstrate behaviours in accordance with the
Association’s Aim, Principles and Values and will adhere to the Adult Code of Conduct and
at all times practice Safe from Harm principles.
Direct Working Relationships: The NCATD manages and leads the following:
• Deputy National Commissioner, AT&D (volunteer)
• Deputy National Commissioner, Adventurous Activities (volunteer)
• National Training Administrative Officer, (part time paid employee)
The NCATD enthuses and indirectly leads and motivates respective Branch Commissioners,
Adult Training & Development.

Essential Job/Role Duties and Responsibilities:

• To lead the National Training Team.
• To evaluate the effectiveness of existing training and adult development
programmes and methods and to redevelop and refresh programs to meet the
needs of the NSO.
• To develop and implement new adult training and development programmes in
accordance with the needs of the NSO.
• To seek and develop new training techniques and methods that will provide
flexibility and innovation in the delivery of training programs to Adults in Scouting.
• To grow and further develop the eLearning training and development programme
of the NSO.
• To provide positive leadership to the Branch Commissioners for Adult Training and
Development, their teams and to chair the National Training Committee.
 • To lead the Course for Leader Trainers (CLT) every two years.
• To perform such other duties as may be requested by the Chief Commissioner,
particularly with respect to the assistance of Scouting in other Scouting countries
in the Region.
• To attend Training and Youth Program Team Meetings, Conferences and Seminars
to support the National Commissioner Youth Program and the Branch
Commissioners for Adult Training and Development.
• To be an active member of the National Team led by the Chief Commissioner
supporting other portfolios as and when necessary.

Selection Criteria: This person must have:

• An unequivocal belief in the Aim and Principles, Promise and Law and Method, of
the Scout Movement.
• An ability to work with volunteers and professional staff and to be able to enthuse
and motivate people in the achievement of tasks and goals.
• Well-developed interpersonal and team leadership skills.
• The willingness and ability to devote considerable time during the day, evenings
and weekends to the NSO.
• A high level of personal motivation/organisation and the ability to be able to be
innovative and creative in achieving desired outcomes.
• Highly effective written and oral communication skills.
• A good working knowledge and understanding of the various Youth Programs
embraced within Scouting, including their activities, method and purpose.
• Degree qualified (in a relevant discipline, i.e. Education, Training, HR,
Management), with considerable practical experience in adult training and
development programs, essential.
• Wood Badge Leader Trainer qualification along with practical experience delivering
Wood Badge and other relevant Courses.

Indicative Commitments:
• Chair the National Training Committee (2 weekend meetings per year plus one or
two virtual meetings when necessary).
• Member of the NEC/NOC (3 weekend meetings per year, plus a strategic planning
workshop every two years).
• Member of the National Team (3 weekend meetings per year, plus virtual when
required)
• Member of the Adults in Scouting Committee (1 weekend meeting per year)
• Attendance at National Youth Program and Branch Training workshops as required
(minimum 5) weekend meetings per year).
• Conduct one 5-day training course every two years (CLT).
• Delegate/Observer at World or Region Scout Conferences respectively
(approximately 1 week each).

Role Achievement: Success in the role supports the strategic direction of the NSO.
Term of Appointment: Initial appointment – 3 years, in accordance with the National
Adults in Scouting Policy of the NSO, with an extension of another 3 years subject to
achievement and satisfactory performance.

Visit also:
Adult recruitment
How to create a Job description (e-learning)
HOW TO CONDUCT APPRAISAL INTERVIEWS
And create a good adult development plan

Why it is needed
Adults appreciate a personalized evaluation that provides recognition of their
achievements and contribution to the organisation, and brings clarity to the requirements
and expectations of their role. Adults in Scouting (AiS) need an opportunity to reflect on
their commitment and what they do in Scouting.

The Appraisal Interview is a two-way process in which both interviewer and interviewee
identify what is going well, what needs to be done, and what could be improved, and to
understand and address major differences in perspectives between them. It should be
done from a developmental perspective. It also serves as an informal opportunity to look
at personal development which may not necessarily be associated with the Scouting job
or role but would assist the interviewee both personally and professionally. An Appraisal
Interview may also be appropriate for specific work units or task force-member-type
responsibilities.

What it is
The Appraisal Interview is part of the AiS Review process. It is based on an analysis of
responses received through a Performance Appraisal Review (example – Adult
Development Plan (Appraisal) document. Your National Scout Organization (NSO) should
have this or a similarly named form which the AiS will complete before the planned
interview. While the interview is a formal process, it is conducted informally.

Although the Appraisal Interview can be a casual chat over a cup of coffee, it is important
that the interview takes place within a regular timeframe as agreed by the NSO and the
adult, that it is documented, and that an mutually agreed action plan and new goals for
the future result are jointly established.

All information discussed or collected through this process is confidential and shared only
among the parties involved. There may be a need to inform other Team members but only
the end outcome and not details of the discussion. This ‘need to know’ is particularly
relevant if the outcome is reassignment or retirement or where team output could be
affected.

How it is used
When conducting the appraisal interview, suggested steps can be followed:

1. Invite the adult to a performance/feedback interview

a. Arrange a mutually convenient time and place well in advance, or a suitable
virtual meeting using Skype or Zoom or WhatsApp, etc.
b. Encourage the adult to review their performance in their job or role before your
meeting.
 c. Ask them to complete the Appraisal document, or whatever document your NSO
uses, with honesty and openness.
d. Get them to consider progress, achievements, future planning, and possible
opportunities.
2. Think about the interview and the focus of discussion
a. Focus on areas of performance with emphasis on acknowledgement and
appreciation of success. Outline areas for improvement and any aspects of
performance that the adult wants to share and talk about.
b. Gently steer the discussion to the next question if the adult exceeds the allotted
time for a question. Reflect on and summarize what was said and use it to
move forward.
c. Make the interview informal, but structured and take good notes. While formal
in approach and structure, the interview is conducted in a relaxed style. Written
outcomes will provide adults with a record that can be referred to if necessary.
Note relevant information and any factual data as it was spoken. Don’t make
assumptions or make judgements.
3. Set the scene
a. Time, place, and atmosphere are critical, even if conducting a virtual review.
b. Create a private, comfortable, relaxed, quiet, non-threatening environment
where you won’t be interrupted.
c. Be unhurried, informal, friendly, and without physical barriers.
d. Aim to be fair, objective, purposeful, and encouraging, supportive, and
motivating.
e. Be prepared not just to talk but to listen carefully; this not only shows respect
to your interviewee, but also saves both of you precious time.
4. Conduct the interview
a. Welcome the adult to the meeting or call, be warm and friendly.
b. Remind the adult of the purpose of the review and confidentiality of the process.
c. Walk through the review document responses together. Have a conversation
around each area and listen attentively, reflecting on what you hear to ensure
clarity and responding appropriately. Take notes.
d. Keep your body language neutral and make notes continuously. Nod, smile, and
encourage the adult throughout the interview. Use silence (even up to 10
seconds) to encourage them to expand on short answers; ask if they would like
to say any more or if they would prefer to move on.
e. Use open questions but seek additional information if required. Choose your
words carefully. Not everyone might be using their native language. If the adult
has difficulty thinking of examples, ask them to think about an example they
have already provided and consider its relevance. Ask in-depth questions to
seek additional information, clarification and better understanding. Simple
conversational probes can be effective, such as: Tell me more about... Can you
give me an example when... How does this affect you, make you feel?... How
do you handle ____?
f. Let the adult speak openly and freely. Highlight and take note of achievements,
successes, and accomplishments that the adult is proud of. Show equal interest
 in all aspects of an issue and try not to show approval or disapproval, agreement
or disagreement through your words, gestures or facial expressions. Do not
challenge answers or engage in uncontrolled debate with the adult.
g. Talk about areas of weakness and any disappointments experienced and
explore possible causes or reasons for these.
h. Identify any misunderstandings and reasons why any disagreement or
misinformation may exist and talk about how these can be corrected.
i. Ask about potential ideas for improvement, discussing new goals for the next
period.
j. Highlight the support that can be provided through a direct, personal approach
by the adult, or other commitment support by your or the NSO related to the
job/role (like coaching, mentoring, specific guidance). Agree a suitable action
plan with updates ongoing progress.
5. Consider decisions for the future
a. Ensure that the adult understands the (1) continue the engagement (renewal),
(2) change jobs/roles (reassignment), or (3) step down from the job/role
(retirement).
b. Ask the adult about their preferred option.
c. Share your decision proposal in case their opinion differs from yours. Discuss
the outcomes and come to an agreement. The interview is the time to share
different perspectives and discuss valuable learning experiences for both
parties.
6. Conclude the interview
a. Conclude the interview by reviewing the agreed action plan details and outlining
any further steps relevant.
b. Highlight positive elements.
c. Thank the person and close the interview positively.

Appraisal interview cycle

Immediately after the appraisal interview, spend some time reviewing and completing
your notes. If you are doing more than one appraisal interview at a time, be organised
and prevent mixing up interviewees.

Visit also:
Performance management
Assessment dialogue
Recognition
Decisions for the future
COMPETENCIES RECOGNITION - STARR METHOD

Why it is needed
Proving that you have a certain competence can be difficult if there is not a tangible,
physical outcome that can be assessed. When you want to analyse past performance or
assess how successful an event or training session has been, you need a tool that will
evaluate what are not obviously measurable qualities. You might need to talk fluently to
others about something you’ve done or a project your National Scout Organization (NSO)
has completed but you have trouble getting the story straight in your head.

What it is
The STARR Method is a five-step reflection process which helps you to recognize your
competences. By jumping between the five parts, you can tell the story you need to tell
in a way that makes it easy to follow and interesting for your audience. The tool helps you
confirm your competences and recount events in which you played a significant role.

How it is used
Think of a successful time in the near past and answer these questions:
• Situation: Describe the situation (location, other people, context, etc.)
• Task: Explain what your task or role was. What responsibility did you have? Who
gave you the task? What was your relationship with this person?
• Activities: What did you do? What methods, techniques, or principles did you use?
And most importantly, which competence did you rely on?
• Results: What was the result? Was it expected or unexpected? What feedback did
you get? How were the results welcomed? Describe the before and after situation.
• Reflection: What did you learn from this experience? What would you repeat and
what would you do differently next time?

The STARR Method takes a classic storytelling technique one step further by adding
reflection.

The tool can also be used by you to assess the competence of another. Simply ask the
questions to elicit the responses and then compare their story with available evidence.
Examples

Situation Organize a hike for a patrol of 10 Renovate the scout den with the help
people to an unknown area. of our Adult support group.

Task Be safe and be back on time. Get the finances for the materials.

Activities We got lost. Someone else was I contacted friends from my network
doing the map reading. I used my who could help us with spare
orientation skills to find our way materials and equipment we could
back. I was confident in my borrow. I also convinced one sponsor
approach, so others stayed calm to donate money to buy the roof parts
and felt safe. we needed.

Results After half an hour, we were back on In less than a year, with the money
track. and support I raised, the renovation
was done.

Reflection I did not panic. I could have I used my network and did some
involved the others more and successful fundraising. On reflection,
showed them how to read the map it would have been good to organise
correctly so they could learn from an event to celebrate the result and
my experience. invite the people who had helped us.

Visit also:
Recognition
TRAINING SYSTEM REVIEW
Also called Training scheme

Scouting is a youth movement in which Adults provide guidance and support to youth
members. The development, support, and delivery of this Youth Programme require the
active involvement of many competent people who need to be recruited, equipped with
the competencies required to fulfil their tasks, continuously supported, and assigned to
new tasks whenever appropriate, until their retirement.

The function of the support for Adults is to help them to continuously improve the skills,
competencies, knowledge, values, and attitudes required to increase the quality and
effectiveness of their work in their various roles. This process happens via on-the-job
coaching, personal reflection, external acquired competences, peer support, and training.

Why it is needed
System review makes sense because it:
• Keeps the system streamlined and centred in the NSO´s strategy.
• Is a check on obsolesce, that is: the effect of information explosion, changes are
occurring in management methods, in Educational Methods; in NSOs, in society in
general.

What it is
We live in a so-called VUCA world (volatile, uncertain, complex and ambiguous). Current
training and training systems need frequent updates in one or several aspects (content,
timing, location, method, number of people, rewarding elements, pathways, etc.).

To help your National Scout Organization (NSO) with this process of renewal, a guidance
manual and a summary poster (see links below) are available. These support materials
are useful when a training system already exists. As mentioned in the GSAT dimension 6
– Adults in Scouting, a training system is a key element for an NSO to fulfil its
requirements. These requirements are part of this framework:
• Enabling personal development and the acquisition of additional skills and
knowledge to facilitate the transfer from one role and function to another.
• Ensuring easy access to training opportunities in terms of their frequency,
proximity, previous experiences, and conditions for registration (diversity and
inclusion aspect)
• Involving a diverse training team, including adults from all structures, in the
training processes to improve the collective competencies.
• Evaluating the training system at least every two years, based on a review of
needs, roles, and competencies required, and taking into account societal trends in
education and adult development.

System renewal is a continuous and cyclic process: based on the NSO strategy, making
sure the structure responds to the strategy, needs assessment (individual and
organizational), change proposal, implementation, data on results, evaluation and input
to NSO Strategy.

How it is used
The process covers five phases:
• Starting the process
• Setting the framework
• (Re)designing the Training System
• Operating the Training System
• Evaluating the Training System

Training system renewal phases

Each phase has a decision point:

• Is there a need to start the process?
• Does the analysis support the renewal?
• Is the system design what is needed and described in the framework?
• Does the system operate well, or do we need to have another look and introduce
some more changes?
• What works well and what needs enhancement?
• What additional resources are needed?

The first two phases have a clear drawback option and process. Each of the phases is
presented in a separate chapter in the manual. The general process of Training System
design or renewal is described in a very detailed and methodical manner. Some NSOs
undergoing such a process might choose a simpler way, with fewer steps.

Visit also:
Adult training
Training System Review
Training System Review poster
THE WOOD BADGE FRAMEWORK

Why it is needed
The Wood Badge Framework contributes to “Better Scouting for more young people”
through the permanent improvement of quality training and development for adults
involved in the Movement, and by strengthening their sense of unity. It:
• provides a framework for the training, development and recognition of Adults in
Scouting (AiS) regardless of their role.
• equips AiS with essential competencies at basic and advanced levels to support
Scouting in their NSO.
• fosters a common understanding of the main global principles of AiS and ways in
which NSOs might implement them.
• provides opportunities for AiS to develop their interests and learn new skills as part
of the lifelong learning process.
• strengthens the sense of unity and belonging to the Scout Movement.

What it is
The Wood Badge is a common standard that identifies the level of training and development
required by AiS to perform certain roles. This includes the basic levels expected and also
those at a more advanced level which lead to the attainment of the Wood Badge. It is an
indicator of high-level training competencies, quality training systems, and individual
opportunities for development in your NSO. It provides development opportunities for adults
to acquire and/or further develop competencies to better perform in different roles/positions in
Scouting, and also in other aspects of their lives.

The Wood Badge Framework outlines the essential supporting structure underlying the Wood
Badge Training Scheme. It provides NSOs with the theory and practice to represent
motivational elements for more adults to join Scouting and increase adult engagement, leading
to higher retention in the long run.

The Wood Badge Training Scheme, which is the focus of the Framework, is complemented
by other learning and training opportunities that allow AiS to develop their competencies in
terms of the knowledge, skills, attitude, and behaviour required for supporting a relevant
Scouting experience to young people. Recognition of prior learning such as academic
achievements, courses, and experiences should be considered in the process of adult training
and development.
 Wood Badge Scheme

How it is used
To effectively implement the Wood Badge framework, you should:
1. Develop or review the job description and job specification (Requirements) for each
role or appointment in your NSO.
2. Assess the current Wood Badge Training Scheme and/or adult development
programme based on needs as per your current National Adults in Scouting Policy.
3. List the competencies that your NSO considers relevant for all adult positions. Take
existing external recognition into account when defining sets of competencies.
4. Cluster (categorize) the competencies in different Wood Badge programmes, as
well as opportunities in areas such as the Youth Programme.
5. Define the structure(s) and/or team(s) that will be responsible for preparation,
implementation, and follow-up.
6. Establish a system and the procedure to implement the Wood Badge Training
Scheme; modular schemes, other areas of development, and different methods of
implementation such as e-learning, residential training, experiential learning, etc.,
are encouraged during this process.
7. Design and develop evaluation tools and strategies for the Wood Badge Scheme.
8. Establish learning outcomes and measurable levels of progress and performance of
adults participating in Wood Badge programmes.
9. After design/review, launch a pilot or trial implementation phase to provide an
overview and support further improvements.

The Wood Badge Scheme should also act as a tool to assist in the recruitment and retention
of adults and should be approached in a flexible and dynamic way. It should be reviewed
periodically (e.g. every 5 years), based on the changes in the Youth Programme or AiS.
The Wood Badge is the symbol of recognition granted to all AiS who satisfy the training
criteria required. It is awarded when an individual attains a certain level in a given set of
competencies. This should be assessed by your NSO according to a recognition and
validation system established for this purpose, based on this framework.

Example
You can find an example of the WB Training scheme in Training 101.

Visit also:
Training 101 overview
Adult Training
Wood badge Framework
Wood Badge Competencies
ACTIVE REVIEWING CYCLE
The four Fs

This framework was designed by Dr Roger Greenaway, who has worked with education
and training organisations, specialising in making experience-based learning more
participatory, dynamic and effective.

Why it is needed
The four Fs of reviewing – Facts, Feelings, Findings, and Future - will help you to review
an experience and plan for the future. By working through the four levels of this model,
you will critically examine the situation you want to review and think about how to use
what you learn in the future. Easy to remember, this model can be used to think and
reflect on a situation and can help to structure written reflections.

What it is
The four Fs are:
• Facts: An objective account of what happened
• Feelings: The emotional reactions to the situation
• Findings: The concrete learning that you can take away from the situation
• Future: A structuring for your learning such that you can use it in the future

Scheme: Active reviewing cycle

Facts
The first F represents hard facts. Here you can examine the sequence of events and key
moments. If you are working through the model with other people, it can be interesting
to see if you agree on the facts. Be wary that facts do not turn into opinions, for example
‘Then X did the wrong thing’, rather say ‘X did this and it had this effect’.
Feelings
Here you can describe the feelings in the situation. Feelings can guide you to fully
understanding the situation and better ground your learning in the experience. It is
possible to start accidently evaluating and judging in this section. but try to stay with your
feelings. Be cautious that you do not use ‘felt’ as a judgement, for example ‘I felt they
were wrong’, or ‘my feeling was that it was a good choice’. The latter can be rewritten as
‘I felt confident while making the choice.’

Findings
Here you can start investigating and interpreting the situation to find meaning and make
judgements. The main questions are ‘how’ and ‘why’.

Future
Take your findings and consider how to implement them in the future.

How it is used
To use the model effectively, establish the questions and a clear timeline of the phases.
The whole process should last between 30 and 45 minutes.

Timeline example

Phase Outcome Suggested time

Process presentation and Clear understanding of the 5 min

“check-in”, building trust process, focus on the “situation”

Questions about Facts Collected evidence 5 min

Questions about Feelings Emotional attachment to the 5 min

situation

Questions about Findings Clear understanding of the 10 min

situation

Questions about Future Action plan for changes 10 min

“Check-out” Save exit from the review 5 min

Examples
Note: You don’t have to answer all these questions; they are simply examples of what
makes sense to include in each section. You might have other prompts that work better
for you.
Facts
• Make a short news report covering: Who? What? Where? and When? (Save Why?
and How? for 'Findings').
• Did anything unexpected happen? Any surprises?
• Did anything predictable happen?
• What was most memorable/different/interesting?
• What were the turning points or critical moments?
• What happened next? What happened just before?
• What most influenced your attitude and behaviour?
• What didn't happen that you thought/hoped would happen?

Feelings
• What are some of the feelings you experienced?
• At what point did you feel most or least involved?
• What other feelings were present in the situation?
• At what point you were most aware of controlling/expressing your feelings?
• What were your personal highs and lows?

Findings
• Why did or didn’t it work?
• Why did you take on that role?
• Why did you do what you did?
• Why did you not do something else?
• How did your feelings influence what you said and did?
• How did you get the outcome that happened?
• Were there any missed opportunities or regrets?
• What would you like to have done differently?
• What would you like to have done more or less of?
• What was most/least valuable?
• Was there any feedback/appraisal?

Future
• How do you imagine using what you have learned?
• What has already changed?
• What choices do you have?
• What would using the findings look like?
• What would you do differently?
• What plan can you make for the future?

As the person facilitating the review, you should practice active listening techniques such
as nonverbal affirmations, maintaining eye contact, showing understanding, paraphrasing,
and reframing for clarification.
Visit also:
Performance management
Assessment dialogue
A COMPETENCY-BASED APPROACH TO TRAINING

Why it is needed
To fulfil its mission, each National Scout Organization (NSO) must have a clear view of its
needs and the needs of its adults. NSOs rely on adult volunteers to deliver their youth
programmes. For these volunteers to be effective, they need training and continuous
development for all functions and at all levels of the NSO.

Effective training is based on both individual and organizational needs. It should contain
all competencies required to enable an adult to fulfil their role. Sometimes the
requirements, as defined by the NSO, do not coincide with the requirements perceived by
the adults themselves. To increase motivation, adults have an important job to play in
determining the content of their training and trainers need to balance the NSO’s needs
with the adults’ needs.

What it is
Competency-based training is focused on specific competencies or skills. It is also known
as outcome-based learning/training or skills-based learning/training. A competence is the
ability to display the knowledge, skills and attitudes required to perform a given task.

Key characteristics:
• Learner-centric: Competency-based learning focuses on the learner as an
individual. It provides opportunities for each individual to develop skills at their own
pace, collaborate with others. and collect evidence of learning.
• Outcomes-based: Competency-based learning starts with well-defined learning
outcomes. Focusing on outcomes facilitates the development of short-term and
long-term objectives.
• Assessment-centered: An essential characteristic of competency-based training
is the development of assessment instruments to measure the performance in each
course (during or after) of Unit Leaders/Leaders of Adults/Trainers based on the
successful demonstration of competencies, after the training.

How it is used
A competency-based training program can be broken down into six steps:
1. Conduct a training needs analysis
2. Identify the roles of the Adults in Scouting
3. Identify the competencies for the job
4. Design and implement training based on competencies
5. Conduct a competency-based assessment
6. Analyze and review
 Six steps of the Competence based approach

Conduct a training needs analysis

The first step is to conduct a needs analysis. What competencies does your NSO need to
fulfil its mission? What skills and training do your adult volunteers need to deliver the
youth program? Consider all functions and all levels in your organization.

Identify the roles of the Adults in Scouting

AiS can be appointed as Scout leaders, trainers, Leaders of Adults, etc. This appointment
is based on the needs of the organization. Each role or position has a set of functional
duties and responsibilities (Job Description) detailing what the job entails.

Identify the competencies for the job

Competencies can be categorized into three groups:
• Functional competencies are skills directly related to the roles of Unit
Leaders/Leaders of Adults/Trainers and therefore necessary to fulfil their functions.
• Personal/key competencies include the life skills needed by most people to
participate in all aspects of life, whether scouting, work, education, etc.
• Scouting competencies include knowledge, attitudes, and skills specific to Scouting.

Design and implement training based on competencies

Based on the competencies identified, design the training. The content of all courses
should be topics based on the competencies related to the roles and functions deemed
significant and validated by your NSO. Feel free to add other topics relevant to your
national strategy and local situation.
Conduct a competency-based assessment
Competency-based assessment is evidence based. Gather evidence to decide whether a
person has achieved a standard of competence. The criteria used may be from a set of
competency standards, learning outcomes, or other performance outcomes. There are
usually five steps in the assessment process:
1. The adult being assessed conducts a self-assessment.
2. The assessor reviews this self-assessment based on the adult’s achievement of
certain outcomes.
3. The adult and the assessor jointly identify developmental needs/areas for
improvement.
4. Based on the review, the assessor determines the type of training required to meet
the identified developmental needs, for example, onsite and offsite training.
5. After the training, the adult is re-assessed.

A range of evidence or alternative assessments could be used to support the attainment

of competencies, for example, samples of previous work, documented evidence of
achievements, references from people familiar with the adult’s achievements (which can
be used in portfolio assessment) and if necessary, a demonstration of performance by
practical assessment.

Analyze and review

Analyze the outcomes of the assessment and review the competencies required based on
the changing needs of your NSO.

Example
Wood Badge Competencies (Cluster and Competencies):

1. Fundamentals of Scouting
• Applies Fundamentals of Scouting in all actions or work
• Identifies with WOSM’s Mission, Vision and Strategy for Scouting
• Utilises the Scout Method, develops and delivers the Youth Programme
• Develops and maximises Youth engagement
• Demonstrates Safe from Harm and Diversity & Inclusion practices
2. Leadership and team management
• Develops, grows, and manages Teams
• Provides leadership appropriate to circumstances and situations
• Demonstrates suitable coaching and mentoring
• Uses and manages appropriate Emotional Intelligence processes
• Models motivation and demonstrates encouragement (Models linked to
'demonstrates', 'shows by example', displays', 'shows off' and so on)
3. Project management
• Demonstrates competence in managing the Project Life Cycle
• Identifies tasks and is results oriented
• Applies adaptability and flexibility
• Utilises creative thinking and applied problem-solving methods
 • Applies project monitoring and evaluation processes including Team operations

4. Communication
• Applies active listening skills
• Identifies and processes Information
• Communicates effectively
• Applies appropriate conflict management strategies
• Demonstrates cultural awareness

5. Adult development
• Describes and applies the Adults in Scouting Life Cycle
• Uses adult development needs analysis and evaluation processes
• Interprets appropriately Youth and Adult development characteristics and
individualised learning needs (Interprets - linked to 'translates', 'unravels,'
deduces' etc).
• Designs and utilises innovative adult development methods and techniques and
develops training opportunities
• Makes use of successful learning experiences for adult development and
continuous improvement

Visit also:
Adult training
Recognition
PITFALLS OF VOLUNTEER MANAGEMENT

Did you ever ask yourself what you should not do when managing volunteers? Here are
some tips on what we should avoid and rather do to make volunteering a positive
experience.

Don’t ... Rather Do ...

Don’t assume that volunteers Make sure you communicate clearly with your
understand the impact of their volunteers- take the first 5-10 minutes of your
work, why they are doing it, or volunteer event to assign tasks, and let volunteers
what they are supposed to be know the significance of their actions for the
working on. community

Don’t assume that all Take the time during that first 5-10 minutes for
volunteers know one another. everyone to introduce each other, and perhaps
incorporate an ice-breaker

Don’t make all the decisions on Make sure you are receiving regular input from
what kind of activities your members on what kinds of activities they would like
group will take part in. to work on, and make your best effort to include
these activities in your group’s volunteer schedule.

Don’t overwork or overload Have a conversation with “frequent flyer” volunteers

your volunteers, particularly about how they are doing, if they are feeling
those that always show up and overworked, and how you can make volunteering a
put in a lot of effort. better experience. This may involve scheduling
those people less, or taking on less volunteer
commitments in the future.

Don’t allow the organization to Make sure there is delegation. Gives others tasks
become “One leader dependent” that would usually be reserved for those at the top,
leaving others to stand by and or cycle-out leadership positions.
act as “rubber stamps”.

Don’t let the work your Keep track of metrics for each volunteer activity,
volunteers are doing go and present volunteers with these metrics. For
unnoticed or untracked. example, on a trash pick-up day, keep track of the
number of trash bags collected. This will give
volunteers a sense of accomplishment

Don’t let your volunteers go Reward volunteers through incentives or through

unrewarded. positive reinforcement. Recognition can go a long
way in encouraging volunteers.
 Don’t leave people out of the Set up a group-chat, e-mail chain, Facebook group,
communication loop. or some other form of communication to stay in
touch and bond with volunteers.

Don’t make a volunteer feel bad Let volunteers know they are welcome whenever
if they were not able to follow they are able to contribute time. Remember,
through in the past. communication is key!

Don’t have your volunteers Change it up! Find a new activity, community, or
doing the same thing for too organization to volunteer with. There is no shortage
long; this can lead to burn out. of need for volunteers, and a change of pace can be
healthy for an organization, as well as for
volunteers.

Don’t allow passive volunteers Be encouraging to those who are working hard, and
to affect the rest of the group. challenge those who are not (yet).

Don’t let your group become Make sure you are organized! This ensures that your
ineffective or inefficient. organization runs smoothly, and that you are not
wasting anyone’s time. Organization involves being
on-time, having the proper tools for a volunteering
event, and keeping track of metrics.

Credits: https://www.lansingmi.gov/

Visit also:
Volunteering and volunteers in Scouting
GROW IN SCOUTING

Why it is needed
Helping and supporting leaders to perform well in their functions is one of the most
important roles that any team leader played is also one pillar of the “Adults in Scouting
life cycle” and many tools are available for that. The GROW Model could be an excellent
tool to unlock an adult's potential. The model was created by Sir John Whitmore and his
colleagues at the end of the eighties (see link below).

What it is
The GROW model is a four-step structure allowing both the adult and his or her leader to
go through the support process. GROW, means:
• Goal (the concrete expectations of the job);
• Reality (the current situation);
• Options (to improve the performance or obstacles to remove);
• Way Forward (a will and the action plan for the next steps).

It’s possible of course, to add to this model a “performance wheel” as the driver of the
GROW model. The performance wheel is based on three elements according to Simon
Sinek’s Golden Circle (see link below). The author explains why performers who focus on
the big picture, what he calls “the why”, can achieve better results than others. He uses
the terms “what,” “how,” and “why.” By focusing on the “why,” people can improve their
performance. For us, within the Scout Movement, all our adults must keep in mind the
core values because they will be more focused.

Grow model

Being in focus helps people to reduce their self-interference, interference is something

against the high performance of everyone. According to Tim Gallwey, the author of the
Inner Game Model (see link below), “There are many ways of allowing your thinking to
get in the way of your performance and learning, but they all amount to conversations
you are having with yourself within your own head.”

The How (to deliver) and the What (to deliver) are related to the task and the behaviour,
another way to express that could be the competencies level of the leader, competencies
that we can improve through the training system for example.

How it is used
To support adults in Scouting GROW process can be used in various ways:
1. Helping the adult to define the goal (or objective) that you both want to achieve.
Keep in mind the objective must be SMART (Specific, Measurable, Attainable,
Realistic, and Time-bound). The leader can ask questions like:
• Does your goal still align with your Term of Reference or the Mutual agreement?
• How will you measure the achievement of your goal?
• How will you assess your contribution within your structure?

2. Inviting the adult to describe their current reality. Doing that a clear and big
picture shows-up at least from the adult’s perspective. The leader can ask questions
like:
• What is your current situation? The 5 W’s fit perfectly for this case.
• What are the results of the current situation?
• What are the hurdles you are facing today?
• Does your goals/tasks conflict with any other goals/requests?

3. Exploring with the adult what are the options. The leader can help the adult in a
brainstorm, to have as many good options as possible. The leader can ask questions
like:
• What issues stand in the way to achieve a goal or to deliver a task?
• What could be done differently?
• What constraint needs to be removed?
• What help needs to be provided?
The leader can make the final decision but let the adult offer suggestions first.
When adults are involved in this final decision then they will do their best to achieve
the defined goals and objectives.

4. At this stage, the adult with the leader’s support will have a clear idea of how he
or she will achieve his or her goal or to deliver his or her task (way forward). The
leader can inspire and motivate the adult with questions like:
• What will you do now? And how will you move forward?
• How will you manage new constraints? And what constraint could stop you from
moving forward?
• How can you be more committed?
• On which basis you need to review your progress?
This GROW model could be used frequently in the AiS life cycle. This is a good tool to
review team member’s progress and to provide personal support regularly. Leaders can
use this tool also for recognising the achievement and to pass a compliment for
encouraging his or her team member. This will reinforce the adults’ retention.

Visit also:
Coaching
Recognition
The GROW Model
Simon Sinek’s Golden Circle
Inner Game Model
EMOTIONALLY INTELLIGENT SCOUT LEADER

Why it is needed
When we think of an ideal Adult Leader in Scouting, what comes to our mind?
• Someone who has earned the complete trust of his/her Scouts, other Leaders,
the parents and supporters from within and outside Scouting
• Someone who listens to everyone and is easy to talk to
• Someone who makes careful and informed decisions
• Someone who does not let his/her temper get out of control, no matter what
problems he is facing

Emotional Intelligence (EI) is relevant for us in Scouting as it creates the conditions for:
• outstanding performance
• excellent leadership
• happiness for those who we work with and for the world in general

What it is
Salovey and Mayer (1990), the originators of this concept, define Emotional Intelligence
as “The ability to monitor one's own and others' feelings and emotions. The ability to
discriminate or discern among those and to use this information to guide one's thinking
and actions.”
In his highly influential book Emotional Intelligence (1998), Daniel Goleman came up
with five interrelated domains of Emotional Intelligence also called five Emotional
Intelligence Competencies:
• Self-awareness: knowing one's internal states, preferences, resources
• Self-regulation: the ability to manage internal states, impulses and emotions
• Motivation: understanding the tendencies that facilitate reaching one's goals
• Empathy: the awareness of others’ emotions and concerns
• Social skills: being adept or skilful at working with others

Five Emotional Intelligence Competencies

How it is used
To inculcate, develop and strengthen the Emotional Intelligence of a Leader is a process
and requires developing certain competencies. These competencies can be accessed by
anyone through awareness and practice. Everyone in Scouting will benefit from this,
particularly the Scouts who will develop themselves faster and stronger in the presence
of a Leader and role model who displays Emotional Intelligence.

Here are some ideas on developing the five EI Competencies.

1. Self-awareness: A Leader who is self-aware, always knows how one feels and
how one’s emotions and actions can affect others.
• Maintain a self-awareness journal: Spend a few minutes every day to write
down your thoughts and feelings, and what triggers caused them. If you
want to add another layer, note down how you reacted or responded in
those moments.
• Own your emotions: It is important not to reject or judge your emotions,
else they get suppressed and come out in other complex forms. When you
feel something, observe them and take note of them. If you can, name
them and say affirmably to yourself that it is okay to feel like this. For
example, I feel angry or sad or afraid or excited or joyful or hopeful or
calm, and it is okay to feel this.

2. Self-regulation: Leaders who regulate themselves stay in control of their

emotions and rarely attack others or make rushed judgements/decisions.
• Practice Mindfulness: it is about staying in the present moment and paying
attention to everything around and inside us, without judgement. One can
choose to practice it in several ways, through focusing on one’s breath, or
by observing the sounds, visuals and smells around us. It brings our
attention to the present moment and away from worrying about the past
or fearing about the future. Mindfulness is the most powerful tool for
strengthening EI.
• Tools for regulation: Just like we increase or reduce the speed of a fan on
demand using a knob, one can reduce or strengthen the intensity of an
emotion through breath work (observing while inhaling and exhaling
deeply) or by counting from 1 to 10 and back. Another tool you can try is
to quickly start adding or multiplying numbers to switch to a logical
mindset which relaxes one’s emotions.
• Mind-body effect: Relaxing the body usually results in relaxing the mind
and helps in regulating the nervous system. One can use yoga, walking or
light exercises to have this effect.
3. Motivation: Leaders who understand what factors inspire them to work towards
their goals use this knowledge effectively to fill their path and space with these
facilitators:
• Reflection: Each time there is a huge success or failure, take note of what
aspects worked as enablers or deterrents in each such experience. Notice
patterns and keep note of both aspects.
• Communication: It is important to communicate openly about one’s needs,
to ensure others in the team can support or contribute to one’s
motivation.
• Planning: When working on a goal or a project, ensure your plan includes
several stations or pit-stops that act as motivation boosters.

4. Empathy: Leaders with empathy have the ability to put themselves in someone
else’s situation, listen to everyone, challenge those who are acting unfairly and
provide constructive feedback.
• Listening: Listening fully without interrupting is a deeply comforting
situation for the other and provides vital clues on how to understand the
motivation of others. It involves listening to verbal communication as well
as observing body language and expressions. Paraphrasing what one has
understood helps clarify between one’s own perception and what the other
person is actually thinking and feeling.
• Creating a safe space: Once we understand the motivation of others and
their situation and concerns, it is important to create the right atmosphere
needed for the growth and empowerment of the others. This includes
creating a comfort zone as well as a challenging environment that is safe
and bereft of judgement for those who need to learn and grow.
• Practicing boundaries: Creating and verbalising emotional boundaries for
oneself and others helps people understand optimal behaviours expected
out of one another. When others or yourself breach established
boundaries, ensure it is addressed in a constructive way and allow people
to make amends and rebuild bridges and connections.

5. Social skills: Leaders with effective social skills are positive minded, enthusiastic
and supportive of others. They are good at managing change and help resolve
conflicts.
• Self-initiative: Take the initiative to reach out to others and ensure regular
communication and interaction, encouraging those who are introverts to
express themselves and sometimes politely requesting those who
consume too much airtime to be succinct in their expressions.
• Feedback: Provide positive affirmations and ensure due credit is given to
those who contribute with their efforts. Celebrate successes of oneself and
others without needing to put down anyone. Help others understand
where they can grow and ensure support to those who need or ask for it.
• Openness: Openness builds trust and is a central aspect of relationship
building.
Visit also:
Motivation
Assessment dialogue
What is emotional intelligence
Daniel Goleman Introduces Emotional Intelligence
USING BLOOM’S TAXONOMY IN LEARNING

Why it is needed
Bloom's Taxonomy is a set of hierarchical models used to classify learning objectives into
levels of complexity and specificity. They are arranged in order of increasing awareness,
thinking, reasoning and understanding.

It was developed to provide a common language for educators, trainers and facilitators to
discuss and exchange learning and assessment methods. The goal of an educator/trainer/
facilitator using Bloom's Taxonomy is to encourage higher-order thinking in their
participants by building up from lower-level cognitive skills.

What it is
Bloom's taxonomy is a powerful tool in the design of learning experiences because it
explains the process of learning:
• Before you can understand a concept, you must know and be able to remember it.
• To apply a concept, you must first understand it.
• In order to evaluate a process, you must have analysed it.

What are the Six Levels of Bloom's Taxonomy?

Originally, the following levels were developed:
1. Knowledge – remembering, being able to recall, list and define. These are
considered lower-level thinking skills.
2. Comprehension – understand, restate, describe, provide an example, summarise.
3. Application – apply, calculate, solve, operate, demonstrate – theoretical to
practical.
4. Analysis –makes sense of how things are connected, analyse, compare and
contrast.
5. Synthesis – design, invent, create, compose, rewrite, rearrange, plan; and,
6. Evaluation – rate, critique, make judgements appraise. This is considered higher-
level thinking skills.

Over time and with new evidence, more refined models have become available and are
widely used. These revised models more clearly show the bottom-up approach from lower-
level thinking development to higher-order thinking skills and development.
 Revised Blooms’ Taxonomy model

How it is used

Each level allows educators, trainers and facilitators to develop learning opportunities with
appropriately set objectives that start with lower-level thinking learning experiences and
progressively developing experiences towards higher-level thinking skills.

So, as explained, before you can understand a particular concept, you must remember it.
In order to evaluate a process, you must have analysed it. To create an accurate
conclusion, you must have undertaken an evaluation. However, it is not necessary to
always start with the lower-level skills and step up each time through the complete
taxonomy. That approach would be quite tiresome, dull and perhaps boring for the
educator/facilitator and the participants. Although there may be times when that process
needs to be done. A better approach is to consider the level of the participants in the
training/ session/course.

Examples

For example, are a lot of the participants new to Scouting and are they undertaking an
introductory course? If so, many of the learning experiences may target lower-level
Bloom’s skills, because the participants are building basic knowledge and skills. However,
even in this situation, it would be appropriate to develop experiences through learning
objectives that move into the “Apply” and “Analyse” levels. Though going too far towards
the top of the taxonomy pyramid too quickly is likely to create some unease and
unachievable goals.

Another example, are most of the participants undertaking an advanced course where
there are already well-developed knowledge, skills, attitudes and behaviours among the
group? That is, the basics are solid in theory and practice. If so, then the “Remember” and
“Understand” level experiences need not be too many. There will be a need to have a few,
but realistically speaking, these more advanced adult participants should be able to master
higher-level skills through appropriately set learning objectives. Providing experiences
where there is a need to “Create” a solution to a particular problem should give a chance
to develop higher-level skills, where both “Analyse” and “Evaluate” also feature. Having
too many of the lower-level skills may cause boredom or lack of interest at this level of
adult experience.

Visit also:
Adult training
A taxonomy for learning, teaching and assessing

The following ‘Bloom’s Taxonomy Table’ can provide specific details.

 Bloom’s Taxonomy Action Verbs (Revised*)

Definitions Remembering Understanding Applying Analysing Evaluating Creating

Bloom’s Exhibit Demonstrate Solve Examine and Present and Compile

Definition memory of understanding problems to break defend information
previously of facts and new information into opinions by together in
learned ideas by situations parts by making a different
material by organizing, by applying identifying judgments way by
recalling comparing, acquired motives or about combining
facts, terms, translating, knowledge, causes. Make information, elements in
basic interpreting, facts, inferences and validity of a new
concepts, and giving techniques find evidence to ideas, or pattern or
answers. descriptions, and rules in support quality of proposing
and stating a different generalizations. work based alternative
main ideas. way. on a set of solutions.
criteria.

Verbs Choose Classify Apply Analyse Assume Agree Adapt

Define Compare Build Categorize Appraise Build
Find Contrast Choose Classify Assess Change
How Demonstrate Construct Compare Award Choose
Label Explain Develop Conclusion Choose Combine
List Extend Experiment Contrast Compare Compile
Match Illustrate with Discover Dissect Conclude Compose
Name Infer Identify Distinguish Criteria Construct
Omit Interpret Interview Divide Criticize Create
Recall Outline Make use of Examine Decide Delete
Relate Relate Model Function Deduct Design
Select Rephrase Organize Inference Defend Develop
Show Show Plan Inspect Determine Discuss
Spell Summarize Select List Disprove Elaborate
Tell Translate Solve Motive Estimate Estimate
What Utilize Relationships Evaluate Formulate
When Simplify Explain Happen
Where Survey Importance Imagine
Which Take part in Influence Improve
Who Test for Interpret Invent
Why Theme Judge Make up
Justify Maximize
Mark Minimize
Measure Modify
Opinion Original
Perceive Originate
Prioritize Plan
Prove Predict
Rate Propose
Recommend Solution
Rule on Solve
Select Suppose
Support Test
Value Theory

* Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing Abridged Edition.
Boston, MA: Allyn and Bacon.
LEARNING OBJECTIVES AND BLOOM’S TAXONOMY

Why it is needed
Bloom's Taxonomy is a powerful tool to help develop learning objectives. It is used by
educators, trainers and facilitators to encourage higher-order thinking from their
participants by building up from lower-level cognitive skills through a range of different
learning experiences. This can be particularly relevant for Scouting especially when
designing training, personal development or other learning opportunities.

What it is
Originally, the six levels of Bloom's Taxonomy were:
• Knowledge – remembering, being able to recall – list, define (lower level thinking
skills).
• Comprehension – understands, can restate, describe, provide an example,
summarise.
• Application – apply, calculate, solve, operate, demonstrate – theoretical to
practical.
• Analysis –makes sense of how things are connected, analyse, compare and
contrast.
• Synthesis – design, invent, create, compose, rewrite, rearrange, plan; and
• Evaluation – rate, critique, make judgements, appraise (Higher level thinking
skills).

With new evidence, more refined models have become available and are widely used.
These revised models more clearly show the bottom-up approach from lower-level thinking
development to higher-order thinking skills and development.

Revised Blooms’ Taxonomy model

For example; each level allows educators, trainers and facilitators to develop learning
opportunities with appropriately set objectives that start with lower-level thinking, learning
experiences and progressively developing experiences towards higher-level thinking skills.

How it is used
Objectives for learning can be grouped into three major domains: cognitive, affective, and
psychomotor. These 3 domains link closely with the behaviours and attributes of the
Taxonomy:
• Cognitive: to know, remember.
• Affective: to feel or individual attributes.
• Psychomotor: to do, undertaking practical tasks, hands-on activity.

We know that for our Scout Programme to be balanced in its planning and delivery, it
needs to have a blend of these domains, and we describe what we are going to do with
‘action words’ or verbs to appropriate objectives that cross all levels of developmental
learning.

There are a number of ‘Verb Tables’ that help to identify which ACTION VERBS align with
each level in Bloom’s Taxonomy. A link to the table follows at the end of this content.

What is useful to note is that some of these verbs on the table are associated with multiple
Bloom’s Taxonomy levels. These ‘multi-level’ verbs are actions that could apply to different
activities. For example, you have a learning objective that states, ‘explain the difference
between the Clove Hitch and the Reef Knot’. This would relate to an “Understanding” level
objective. However, if you wanted the adult participant to explain why you use a Clove
Hitch on a square lashing and not a Reef Knot, this would be an “Analysing” level verb
linked to “Applying”, as the thinking would involve analysis and also application.

To make it easier when looking at ‘action words’ (verbs) for stating learning objectives,
keep in mind that it is the action, skill or activity you will use that is using that doing word
or verb. So, if the aim is to ‘build a pioneering tower’ (action, skill, activity, consolidating
the knots, lashings and pioneering skills) then the learning objective would be: at the end
of the session, adult participants will be able to design and build a pioneering tower.
Bloom’s level is ‘Create’, and two of the verbs or action words associated with this level
are design and build.

Three things to note when writing objectives

• The skill or behaviour to be performed and demonstrated.
• The conditions under which the adults will perform the skill and demonstrate
knowledge.
• The criteria used to measure performance.
Example
Putting all this thinking together, using the topic - ‘Tower Building’.
The aim is ‘Adult participants will build a pioneering tower to a height of 3 metres’. How
they will do that is expressed in these OBJECTIVES using appropriate ‘action words’ (verbs)
a. Discuss with team and design tower
b. Choose poles and ropes and other materials
c. Agree on tasks and construct the tower
d. Inspect for safety, measure height to ensure 3 metres
e. Test tower for the intended purpose

These action words are from a Bloom’s Taxonomy table and linked to the 3 major domains,
cognitive, affective and psychomotor:

Bloom’s Taxonomy can also be used for assessment. For this to occur, there is a need to
be clear on what the adults/participants should have learned from the learning experiences
presented. Simple questions can test memory and providing an activity where there is a
need to solve a problem can identify applications practically. Asking the adult/participant
to create a song as part of a patrol activity can check analysis, and asking them to critique
another group’s activity can assist evaluation.

Effective learning objectives have:

• At least one measurable verb in the objective.
• If using two measurable verbs like explain and apply, make sure the adult can
‘explain’ and ‘apply’ through an appropriate activity that can measure both verbs.
• Ensure that verbs in the objective are the right ones for the activity or task.
• All learning objectives must be measurable, clear and concise.

Avoid using verbs in objectives that cannot be quantified or measured, that includes words
like understand, appreciate, learn, and enjoy.

Understanding something of Bloom’s Taxonomy and how it can assist in the writing of
learning objectives is not rocket science. Working with verbs that clearly can be used to
measure learning competence makes the task of the educator/trainer/facilitator much
easier and more educationally relevant when planning the learning experience, assessing
the learners and watching them develop as they experiment and navigate around the
Taxonomy.

Visit also:
Adult training
Bloom’s taxonomy explanatory video
Learning objectives e-generator
 Bloom’s Taxonomy Action Verbs (Revised*)

Definitions Remembering Understanding Applying Analysing Evaluating Creating

Bloom’s Exhibit Demonstrate Solve Examine and Present and Compile

Definition memory of understanding problems to break defend information
previously of facts and new information into opinions by together in
learned ideas by situations parts by making a different
material by organizing, by applying identifying judgments way by
recalling comparing, acquired motives or about combining
facts, terms, translating, knowledge, causes. Make information, elements in
basic interpreting, facts, inferences and validity of a new
concepts, and giving techniques find evidence to ideas, or pattern or
answers. descriptions, and rules in support quality of proposing
and stating a different generalizations. work based alternative
main ideas. way. on a set of solutions.
criteria.

Verbs Choose Classify Apply Analyse Assume Agree Adapt

Define Compare Build Categorize Appraise Build
Find Contrast Choose Classify Assess Change
How Demonstrate Construct Compare Award Choose
Label Explain Develop Conclusion Choose Combine
List Extend Experiment Contrast Compare Compile
Match Illustrate with Discover Dissect Conclude Compose
Name Infer Identify Distinguish Criteria Construct
Omit Interpret Interview Divide Criticize Create
Recall Outline Make use of Examine Decide Delete
Relate Relate Model Function Deduct Design
Select Rephrase Organize Inference Defend Develop
Show Show Plan Inspect Determine Discuss
Spell Summarize Select List Disprove Elaborate
Tell Translate Solve Motive Estimate Estimate
What Utilize Relationships Evaluate Formulate
When Simplify Explain Happen
Where Survey Importance Imagine
Which Take part in Influence Improve
Who Test for Interpret Invent
Why Theme Judge Make up
Justify Maximize
Mark Minimize
Measure Modify
Opinion Original
Perceive Originate
Prioritize Plan
Prove Predict
Rate Propose
Recommend Solution
Rule on Solve
Select Suppose
Support Test
Value Theory

* Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing Abridged Edition.
Boston, MA: Allyn and Bacon.
USEFUL ONLINE TOOLS
for training and other collaborative events

Digital working environment brings many opportunities such as online volunteering, work
from home and online education. Online training courses remove the constraints of in-
person sessions, such as room capacity and physical distance. Additionally, offering online
courses on-demand eliminates the need to identify workable time slots for large numbers
of attendees. By using recording feature it also allows each session to be played
repeatedly, both as a refresher for previous participants and as fresh training for new
participants.

But unlike in-person training sessions, the online environment doesn’t lend itself to
interaction and engagement. Even with live online sessions, participants are more likely
to only partially listen to the trainer or multitask by doing other work during the training.
Participants might also ask fewer questions in online formats than in live settings, reducing
both the participant-to-trainer interaction and the cross-participant discussion that can
improve the collective comprehension of and appreciation for the training material.

For the propose of boosting presence and learning experience, we create A collection of
useful online tools. Some are made for real-time online interaction and collaboration,
creating learning quizzes and various types of questionnaires, e-learning tools and online
training platforms. The list is in the constant refreshing mode so feel free to add new ones
immediately when you find it useful for increasing engagement and participation.

Some additional tips for online engagement:

• When using these tools try to focus on a good presentation supported by the quality
of video, images, and sound to interactive features which will keep the focus of the
audience.
• You can keep attention also through provocations where the audience’s behaviours
and beliefs are challenged.
• Even being online, trainers should work on engaging presentation style, including
body language, hand gestures, and voice inflection.
• Regular feedback of the audience should be evoked through different channels and
should stimulate a two-way discussion.
• Usage of prompts can verify participants presence. This includes entering codes
provided by the presenter, break out rooms at certain intervals and short
assignments that must be completed in order to verify presence.
 TRAINING 101
Training 101 is a support tool that provides guidance towards developing
a syllabus or training framework for some of the most common training
and adult development courses utilised in Scouting. It also provides some
thoughts and reminders on what kind of topics and learning objectives
can be included in respective training courses to develop required
competencies.
TRAINING 101
Overview of the training modules

The purpose of this Section is to provide:

• an example of some standardized training modules for instant use;
• support for creating some training courses within the NSO Training Scheme;
• an inspiration to use as a starting point in creating your training modules.

This Section contains specific modules highlighting the Core topics on the
following:
• Training modules on the Adults in Scouting Seminar/Workshop
• Training modules on the Wood Badge Course (Unit Leader Training) for the Initial,
Basic and Advanced levels.
• Training modules for Assistant Leader Trainers and Leader Trainers
• Training modules for Leaders of Adults (Commissioners, Group Leaders, and other
Adults in Scouting).

Training Modules for Adults in Scouting Workshop/Seminar

The training modules aim is to assist NSOs in implementing the World Adults in Scouting
Policy presented in this segment. The NSO will be able to organize a workshop/seminar,
to develop/review the National Adults in Scouting Policy.

Subjects are divided into 6 modules as follows:

• Module 1: Overview of the World Adults in Scouting Policy
• Module 2: SWOT Analysis on Adult Resources of the NSO
• Module 3: AiS life-cycle phase 1: Seeking and Recruiting Leaders
• Module 4: AiS life-cycle phase 2: Training and Support
• Module 5: AiS life-cycle phase 3: Performance Appraisal and Decision for the Future
• Module 6: Motivating Leaders and the Next Step for Implementation

Wood Badge Training Modules (Unit Leader Training) for the Initial, Basic and Advanced
Levels. These are suggestions, each NSO has the authorization to develop their training
that addresses the needs of its volunteers. Wood Badge Framework has guidelines to assist
and is available for further information.

Training modules on the Wood Badge Course (Unit Leader Training) for the
Initial, Basic and Advanced levels.

The Training Modules aim is to develop Unit Leaders who are skilled in working effectively
with young people and other adults in Scouting.
The topics are divided into 5 Modules as follows:
• Module 1: Scouting Essentials (Fundamentals)
• Module 2: Scouting Skills
• Module 3: Youth Programme
• Module 4: Leadership and Management
• Module 5: Scouting and the Organizational Environment

Training Modules for Assistant Leader Trainers and Leader Trainers

The World Adults in Scouting Policy gives great flexibility to NSOs to develop its training
scheme/programmes. They can best satisfy the particular needs of their adults by
providing modern training techniques and increase their emphasis on the Training of
Trainers programme based on local situations or cultural circumstances.

The scheme for the Training of Trainers requires the development of two or three-stage
progressive levels of training.

The Two-Stage Approach

The first stage aims to train Assistant Leader Trainers (3-Beads) and the second stage aims
to train Leader Trainers (4-Beads). In some countries, the first stage is broken into two
stages, thus giving Three-Stage Training.

In such a case, the first stage focuses on training course Helpers who have the potential to
be developed as Assistant Leader Trainers, the second stage, training of Assistant Leader
Trainers, and the third stage, training of Leader Trainers. The Wood badge framework has
additional options that can be adapted by NSOs regarding the training of trainers.

For Assistant Leader Trainers the training modules aim is to:

• Introduce the principles, methods and techniques of training.
• Identify the purpose of adult training.
• Demonstrate the methods, techniques used, and their application in the
interpretation of local policies and procedures in National Associations.

For Leader Trainers the training modules aim is to:

• Provide an opportunity for the sharing of experiences in the consideration of
advanced training methods,
• Demonstrate and develop new training methods
• Examine, review, and evaluate existing training methods and techniques for the
improvements.

The topics are divided into 5 modules as follows:

• Module 1: Scouting Essentials (Fundamentals)
• Module 2: Training Skills
• Module 3: Adult Learning Skills
 • Module 4: Leadership and Management Skills
• Module 5: Personal Development Skills

Training Modules for Leaders of Adults / Commissioners

The training modules aim is to provide an opportunity for Leaders of Adults

(Commissioners, Group Leaders, and other Adults in Scouting) who have not completed
the Unit Leader Wood Badge Training.

It is strongly suggested that they complete the Topics from the Basic Level Unit Training
before commencing this Training. This is also open to professional staff within the NSO,
who may wish to take advantage of this training and earn the Wood Badge.

The topics are divided into 4 Modules as follows:

• Module 1: Scouting Essentials (Fundamentals)
• Module 2: Leadership and Organizational Management Skills
• Module 3: Learning Skills
• Module 4: Scouting and the Organizational Environment

The above Modules and their related Core Topics serve as guidelines. However, while
allowing flexibility to suit local needs, we strongly recommend that the Core Topics be
covered in your training courses.

More content on each module is accessible online in the Training 101 volume.

Adult training
Wood badge framework
GLOSSARY OF TERMS FOR EXTERNAL SCOUTSHIP USERS

Adult Support
Adults facilitating and supporting young people to create learning opportunities and
through a culture of partnership to turn these opportunities into meaningful experiences.

Adults
Primarily volunteers responsible for the development, facilitation or delivery of the Youth
Programme, supporting other adults or supporting the organisation’s development.

AiS (Adults in Scouting)

A systematic approach for supporting adults to improve the effectiveness, commitment
and motivation of the adult leadership so that better programmes are facilitated or
delivered by and for children and young people. It also enhances the overall effectiveness
and efficiency of NSOs and covers both volunteer and professional staff.

AiS – Life Cycle

The approach set out in the World Adults in Scouting Policy that recognises the concept of
a life cycle in every role or function undertaken by an adult in Scouting. It is a holistic and
systematic approach that gives careful consideration to all aspects of the management of
adults in the Movement and includes attracting the adults we need and supporting them
in their role or function, assisting them in their development and in their choices for their
future. One or multiple life cycles cover all stages and components in the lifespan of an
adult in the Movement.

Community Involvement / Engagement

Members (adults) actively explore and commit themselves to communities and the wider
world, fostering greater appreciation and understanding between people towards a
common purpose of transforming their communities for the better.

Competencies
A competency is the consistent application of knowledge, skill and behaviours to the
standard of performance required in a particular role, function or appointment. It includes
the ability to transfer and apply skills and knowledge to new situations and environments.

Diversity
Recognising people as individuals, understanding that each one of us is unique, and
respecting these individual differences.

Inclusion
Valuing the diversity of individuals and giving fair and equal access and opportunities to
all and having each person involved and participating in activities to their greatest extent
possible.
Formal / Informal / Non-Formal Learning
Formal Learning is the hierarchically structured, chronologically graded educational system
running from school to university.

Informal Learning is the process where individuals acquire attitudes, values, skills, and
knowledge from daily experiences, such as from family, friends, peer groups, the media,
and other influences and factors from in the person’s environment.

Non-Formal Learning takes the form of organised educational activity outside of the
established formal system. Though it is not as a rule-governed like formal education
systems, and it does not have the same authority, it does have an educational
purpose. Scouting is non-formal and complements the learning that occurs in formal and
informal settings.

Formal Training
The training which has a formal structure, for example, training courses, training studies;
these are, in effect, a series of related and structured learning experiences.

Fundamentals of Scouting
The Fundamentals are the basic elements of who, what and why Scouting is and comprise
our Purpose, Values, Principles and Scout Method, which includes key aspects such as the
Scout Promise and Law.

Gender
Ideas about the behaviour, actions and roles shown by a person of a particular sex. These
ideas have been constructed by society.

Gender Equality
Providing equal and fair access to all resources and opportunities regardless of a person’s
gender

Global Support Assessment Tool (GSAT)

The Global Support Assessment Tool (GSAT) is WOSM’s Quality Standard and is based on
international best practices in Good Governance and Quality Scouting principles. It enables
NSOs to identify their strengths and areas for improvement, as well as to measure their
ongoing progress across various dimensions (from the institutional framework and
financial management to adult resource management).

Goal Setting
Goal setting is about each individual adult volunteer/staff person being able to think about
projects or tasks they want to carry out in their Scouting journey and being able to set
steps or milestones along that path to reach those goals (projects, tasks). Goal setting is
a life skill that needs to be developed and Scouting can provide opportunities for ‘goal-
setting’ that lead to personal growth and development.
Induction and Induction Training
This is an ‘introduction’ to Scouting that all adults (both volunteer and staff) who are new
to Scouting undertake, or, if changing to a different role or appointment, know something
of the required ‘basics’ of that role to get started. For new adults, ‘Induction Training’ is
structured to provide the necessary knowledge, skills and behaviour expectations
necessary to undertake a role regardless of appointment. This process also allows adults
to understand their responsibilities and the need for training.

In-service Training
Any part of training carried out whilst the adult concerned is actively engaged on the job.
Sometimes called ‘on-the-job training’.

Learning by Doing
The use of practical actions (real-life experiences) and reflection(s) to facilitate ongoing
learning and development. It is one of the 8 elements of the Scout Method and is key to
ensuring that learning opportunities are fun and relevant. ‘Experiential learning’ the Scout
way.

Learning Experience
Any situation in which an adult undergoes a relatively permanent change in behaviour. A
training session is an example of a specially designed learning experience while a training
course provides multiple learning experiences.

Learning Path
Learning Path is a special feature of the Scoutship. It offers pre-set content for advanced
AiS users to deepen understanding, develop skills and explore some examples. It is a
pathway to navigate through the content if you are doing a specific task or mission, or
wanting specific content for a specific purpose. For example, How to organise (manage)
adults; How to keep volunteers in Scouting; or How to develop leadership skills and so on.

Learning Zone
A menu item on Scoutship with content that assists users in understanding and supporting
volunteers more through a number of accessible WOSM Policy and support documents
relative to key strategic and operational priorities. Areas include Adults in Scouting Life
Cycle, AiS Structures and Processes, and Safe from Harm.

NSO / NSA (National Scout Organisation / National Scout Association)

National Scout Organisations (NSOs) are responsible for managing, developing and
supporting Scouting in that country. An NSO may have several member associations,
known as National Scout Associations (NSAs). For Scoutship purposes, unless mentioned
otherwise, the terms ‘NSO’ or ‘organisation’ will be used and applied to both structures.
Safe from Harm (SfH) and Safe from Harm Policy
In the context of Scouting, keeping children and young people safe from harm
encompasses all areas of child and youth protection work, and includes a full range of
strategies, systems and procedures that aim to promote that the wellbeing, development
and safety of children and young people is a priority in all Scouting-related activities.
Within the context of an NSO / NSA, the implementation of the policy requires putting in
place a systemic approach to prevent and react to situations that may affect the wellbeing,
development and safety of children and young people.

Scout Promise and Law

The Scout Promise is a personal voluntary commitment to a set of shared values, which is
the foundation of everything a Scout does, and a Scout wants to be. The Scout Law is a
code of living for each individual Scout and for all members - based on Scouting’s
Principles. The Promise and Law are central to the Scout Method.

The Scoutship
The Scoutship is an online resource aiming to assist NSO/NSA structures to better manage
adults in Scouting. It is also a resource for adults in Scouting and others to better
understand how to support youth programme implementation, build quality leadership,
support organisational structures and create positive adult (volunteer) experience. Many
of the topics on Scoutship have wider application than just for Scouting purposes.

Scoutship Content
A number of ‘volumes’ set out in an attractive progressive format where users can access
material for a specific purpose. The material can be explored through an overview
(surfing), more in-depth (snorkelling) and greater depth (deep diving) to suit the individual
and wider practical application.

Sustainable Development Goals (SDGs)

The 17 United Nations SDGs build on the good work of the previous set of goals, known
as the Millennium Development Goals. WOSM is a global partner of the SDGs, and NSOs
/ NSAs support this by incorporating the SDGs into various aspects of the Youth Program,
and other initiatives. NSOs / NSAs are encouraged to register their SDG projects on
www.scout.org and to view all the projects globally on www.scout.org/worldmap

Team System (Patrol System)

The use of small teams as a way to participate in collaborative learning, with the aim of
developing effective teamwork, interpersonal skills, and leadership as well as building a
sense of responsibility and belonging. Often supported by an adult/s.

The Purpose of Scouting

The Purpose of the Scout Movement is to contribute to the development of young people
in achieving their full physical, intellectual, emotional, social, and spiritual potential as
individuals, as responsible citizens, and as members of their local, national, and
international communities.
The Principles of the Scout Movement
Duty to God - Adherence to spiritual principles, loyalty to the religion that expresses them,
and acceptance of the duties resulting therefrom.

Duty to Others - Loyalty to one’s country in harmony with the promotion of local, national,
and international peace, understanding, and cooperation. Participation in the development
of society with recognition and respect for the dignity of humanity and for the integrity of
the natural world.

Duty to Self - Responsibility for the development of oneself.

The Scout Method

The Scout Method is the "how" of the Scouting Programme. How we conduct our Youth
Programme so our youth members get the most out of their experiences. The Scout
Method is an essential system for achieving the educational purpose of the Scout
Movement. It is defined as a system of progressive self-education. It is one method based
on the interaction of equally important elements that work together as a cohesive system,
and the implementation of these elements in a combined and balanced manner is what
makes Scouting unique. The Scout Method is a fundamental aspect of Scouting and is
expressed through 8 elements all of which hold equal importance in the development of
our youth members.

The Scout Movement

The Scout Movement is a voluntary, non-political, educational movement for young people
open to all without distinction of gender, origin, race, or creed, in accordance with the
purpose, principles, and method conceived by the Founder, Lord Robert Baden-Powell.

Training Method
A procedure which provides a suitable structure and environment for a learning
experience, for example, brainstorming, buzz group, case study, demonstration, lecture,
lesson demonstration, practical exercises, programmed learning, project, role play, talk,
training study and workshop.

Training Need
The specific needs of a person, in regard to carrying out a given job, which can be satisfied
by training or other suitable professional development. These needs and the abilities and
skills called for in order to satisfy them can be classified under four headings: knowledge,
skills, attitudes and behaviours.

A vision of Scouting 2023

By 2023 Scouting will be the world’s leading educational youth movement, enabling 100
million young people to be active citizens creating positive change in their communities
and in the world based on shared values. "The Vision for Scouting, Vision 2023”, was
adopted at the 40th World Scout Conference in Ljubljana, Slovenia in 2014.
Volunteers
Volunteers are people involved in different activities without monetary remuneration
(although the reimbursement of expenses may be allowed). This involvement is
undertaken entirely of the individual’s own free will. The benefit of this involvement is
directed at supporting Scouting to achieve its Mission rather than at the volunteer,
although the volunteer should also gain and develop from their involvement.

Wellbeing
A state in which every individual realises his or her potential can cope with the normal
stresses of life, can work productively and fruitfully and is able to make a contribution to
his or her community’. (World Health Organisation, 2014)

Wood Badge
The Wood Badge is a common standard that identifies the levels of training and
development required by Adults in Scouting to perform certain roles. This includes the
Basic levels expected and those at a more advanced level leading to the attainment of the
‘Wood Badge’. It is an indicator of high-level training competencies, quality training
systems, and individual opportunities for development in an NSO/NSA. The most common
emblems or symbols used are:
• Wood Badge Woggle (known also as Gilwell Woggle) – a ‘Turk’s Head’ scarf slide
woven from two strands of round leather thong;
• Wood Badge Beads – two small wooden beads are worn on a leather thong or cord
around the neck; and
• Wood Badge Neckerchief or Scarf - bearing a McLaren Tartan patch on the point.

Wood Badge Training Scheme

The Wood Badge Training Scheme consists of a Training programme for all Adults in
Scouting, whether at a leadership or support level, both volunteer and professional. It can
be divided into 2 levels (Basic and Advanced) and in some NSOs, provision is made for
access to supplementary courses to assist adults’ further personal development and
continuous improvement. There are also several provisions for the different age Sections
(Cubs, Scouts, Rovers).

World Adults in Scouting Policy

The aim of the World Adults in Scouting Policy is to support the Mission of Scouting. This
is achieved by developing the ways and means by which the quality of leadership at all
levels can be improved through providing better support and management for all adults,
resulting in the provision of better services for young people. The policy encompasses all
the roles and functions undertaken by adults in Scouting, and all the areas of competence
necessary to fulfil them.

WOSM
The World Organisation of the Scout Movement. Is the largest youth organisation and has
more than 55 million members in 171 National Scout organisations (census 2020).
WOSM Services
WOSM’s one-stop-shop to support and strengthen the ability of National Scout
Organizations (NSOs) to deliver better Scouting activities and programmes to more young
people worldwide. WOSM offers high-quality and effective support via 13 WOSM Services
related to the core areas of Scouting, everything from the Adults in Scouting and Safe
from Harm to good governance and partnership development.

Youth Empowerment
Youth Empowerment is the attitudinal, structural, and cultural process whereby young
people gain the ability, authority, and agency to make decisions and implement change in
their own lives and the lives of other people, including young people and adults.

Youth Engagement
Youth Engagement is the meaningful participation and sustained involvement of young
people in an action in which they use their time, intelligence, talents, skills and abilities
for making a positive change in their own and the life of others, which results from strong
connections to a particular idea, person, activity, place or outcome.

Youth Involvement
Youth Involvement is a capacity-building process, based on enabling young people to
actively share responsibility with adults for making decisions that affect their lives, and
the lives of others in their community.

Youth Participation
Youth Participation is a process that ensures young people are consulted and given the
opportunity to contribute to the decisions that affect their lives.

Youth Programme
The Youth Programme in Scouting is the totality of the learning opportunities from which
young people can benefit (What), created to achieve the purpose of Scouting (Why), and
experienced through the Scout Method (How).
FREQUENTLY ASKED QUESTIONS

OVERALL
What is Scoutship? Scoutship is an online resource aiming to assist NSO/NSA
structures to better manage adults in Scouting. It is also a resource
for adults in Scouting and others to better understand how to
support youth programme implementation, build quality
leadership, support organisational structures and create positive
adult (volunteer) experience. Many of the topics on Scoutship have
wider application than just for Scouting purposes.
What can I find Scoutship's online resources offer a variety of short interconnected
here? content related to Adults in Scouting and the Adult Life Cycle. It
also offers useful tools, training templates, and internal and
external resources in one spot. It suggests a variety of learning
pathways to address more complex needs..
Do I have to register You don't have to register to use Scoutship. However, you may
to use it? register for the newsletter and become part of the Scoutship
community.
How can I use it if I You can use it the same way as Scouts. For easier understanding
am not a Scout? you can use the support of the Glossary of the terms for External
Scoutship users.
On average, how Every content piece has been designed to take only a few minutes
long will it take me to read. It all depends on the topic and the depth to which you want
to read a specific to explore the topic. Some may take only a short time, others may
Scoutship piece of take 5 to 10 minutes to read depending on how deep you want to
content? go and gain in understanding. The hyperlinks that take a topic
much further are located at the bottom of the page. We invite you
to explore and 'dive' into the topic.
USE
Do I need the You don't need any approval to be able to access and download the
approval of my NSO Scoutship content. However be mindful, that the content is
/ NSA to be able to protected and any reproduction is authorized to National Scout
access and download Organizations and Associations which are members of the World
content from Organization of the Scout Movement. Credit for the source must be
Scoutship? given.
Can I use Scoutship You may use Scoutship simultaneously on any device which has an
on my phone and online connection and internet browser. It has been set-up for use
computer at the with mobile phone, tablet and desktop applications. Howevert, the
same time? use of this is not interconnected in a way that you will see on the
smartphone what you have opened on your computer.
Can I download only You may download small pieces of content individually by clicking
a small part of the the "download" button on the bottom of the page.
content I am
interested in?
How can I download You may download the whole content by clicking "full content" in
the whole Scoutship the Volumes Menu or you may choose various versions (pdf, Kindle,
content? ePUB) in the "Scoutship on the go" menu.
How does the The Learning Path is a special feature of the Scoutship. It offers
Learning Path work? pre-set content for advanced Adults in Scouting users to deepen
understanding, develop skills and explore some examples. It is a
pathway to navigate through the content if you are undergoing a
specific task or mission, or seeking specific content for a specific
purpose, such as how to organise adult support structure or how to
keep volunteers in Scouting.
Is there a way I can At the moment this feature is not available. However, further
view what content I refinement to enable personal settings and improve user
have already experience will be coming soon.
accessed?
How does Scoutship The operation system of the device supports vision and hearing
cater for those with impairment and other physical, learning and literacy requirements.
vision or hearing Scoutship does not foresee any additional tools or features.
impairment?
OFFLINE AND
DOWNLOADING
What do I do to save You are able to download specific content by clicking the
content for use in a "download" button on the bottom of the page. You can save for
training future training use, noting that content is protected and any
environment? reproduction is authorized to NSOs/NSAs, while crediting the
original source.
What kinds of You can download each piece of content separately by clicking the
documents can I "download" button on the bottom of the page.
download during a
session?
What if I don't have Internet connection is required for online browsing and using the
an internet features of the Scoutship. However, you may download the whole
connection? content and browse in "offline" mode.
How do I know if the All updates and new information will be announced through the
content is updated or Scoutship newsletters. Please subscribe to the newsletters to get
new information is the latest updates.
published?
WHERE TO FIND
How can I find the The fastest way is to type in a keyword in 'search'. The internal
content I am looking search engine will search content in the Scoutship and display all
for? content that includes the keyword.
Where is the As Scoutship is a digital resource, it has no traditional handbook
handbook version? format. However, you may download the whole resource and you
will receive a digital version with a cover page and content that is
sorted according to the volumes in the online version.
How can I access the The Learning Path is accessible if you scroll down on the 'entrance'
Learning Path? page. Once there, you may select from the learning paths
displayed.
Where can I You can subscribe to the Scoutship newsletter at the bottom of the
subscribe to the 'entrance' page.
Scoutship
newsletter?
COLLABORATION
How can I share a You may do that by sending your idea or contribution in an e-mail
new idea for to [email protected] The Scoutship editorial team will review
particular content the proposal and depending on the decision, add it to the Scoutship.
that may be useful to Be mindful of the length of your contribution (max 6000 characters
others? with spaces) and the credibility of the contribution. In case of using
others' work please make sure the source is credited.
How can I contribute You may do that by sending your proposal in an e-mail to
to the Hammer & [email protected] The Scoutship editorial team will review the
Nails Toolkit? proposal and depending on the decision, add it to the Scoutship.
Be mindful of the format used in the Hammer & Nails Toolkit (Why,
What, How and an example) and of crediting the information. The
length of your contribution must not exceed 6000 characters with
spaces.
How do I reference The best way to give credit to sources you are using is to use
and cite content? footnotes in your content. With footnotes you will be able to
numerically mark the sentences or ideas used from another source
and the link to that source will appear at the bottom of you page,
as a footnote. This way a reader can directly access your source if
needed.
ERROR
REPORTING
The link is not You should reach out to: [email protected] and nicely explain
working, what should which link is not working. Thank you.
I do?
I found a 'typo' in You should reach out to: [email protected] and nicely explain
the text, what should where the 'typo' is exactly. Thank You.
I do?
© World Scout Bureau Inc.
ADULTS IN SCOUTING
Septmeber 2020

World Scout Bureau

Global Support Centre
Kuala Lumpur

Suite 3, Level 17
Menara Sentral Vista
150 Jalan Sultan Abdul Samad
Brickfields
50470 Kuala Lumpur, MALAYSIA

Tel.: + 60 3 2276 9000

Fax: + 60 3 2276 9089

[email protected]
scout.org