OVERVIEW:
1.
Scouting Fundamentals – V-M-C Process,
Vision, Mission Core Values, Strategies & the Tripod.
2.
The Roles & Life Cycle of Adult In
Scouting with reference to Training & Development.
3.
Concepts of Training, Training Systems
& Capacity Building through Wood badge Training (yesteryears, & today).
4.
The Skills towards the attainment of Scouting
Leadership & Management Professionalism within Nigeria NSO.
5.
Conclusions.
CONVOCATION:
Scouting
an educational movement for young people, which has the purpose of contributing
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?
V-M-C (Vision-Mission-Core Values) Process:
The
Vision for Scouting is: As a global Movement, making a real contribution to creating a better
world.
1.
We see Scouting entering its second century as an influential,
value-based educational Movement focused on achieving its mission, involving young
people working together to develop their full potential, supported by
adults who are willing and able to carry out their
educational role.
2.
We see Scouting world-wide as attracting and retaining more
and more young people (especially adolescents) of both genders
and coming from broader segments of society.
3.
We see Scouting as attractive to adults, women and men, in all
cultures - a Movement through which they can make a significant contribution
to society by working with young people.
4.
We see Scouting as a dynamic, innovative Movement
with adequate resources, simple structures and democratic
decision making processes where organization, management and communication
are effective at all levels.
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. This is achieved by:
1.
involving them throughout their formative
years in a non-formal educational process.
2.
using a specific method that
makes each individual the principal agent of his or her development as a self-reliant,
supportive, responsible and committed person
3.
assisting them to establish a value
system based upon spiritual, social and personal principles as expressed in the
Promise and Law.
The Core
Values of Scouting are the sets of beliefs that are based on the Purpose and
Principles of Scouting. Core Values could be viewed in terms of: Trustworthiness,
Loyalty, Helpful, Friendliness, Courteousness, Kindness, Obedience, Cheerfulness,
Thriftiness, Brave, Cleanliness, and Reverence.
The
Strategic Priorities take into the account the Vision and the bigger picture of
World Organization of Scout Movement. The Strategies read as:
This
strategic priority aims at assisting National Scout Organizations (NSOs) in
revitalizing this fundamental element of our Movement, which is crucial to its
attractiveness and its ability to achieve its mission.
This strategic priority aims at supporting
National Scout Organizations (NSOs) in responding effectively to the needs and
expectations of adolescents. This will result in an increase in membership in
this age-range and enhance Scouting's reputation as an organization which helps
young people in their transition to adulthood.
The aim of this strategic priority is to
identify the support and tools required to help National Scout Organizations
(NSOs) offer equality of opportunity to girls and boys, women and men at all
levels in Scouting. This should offer new opportunities for everyone and,
through an increase in youth membership and adult leadership, result in a more
even balance in the male: female ratio in associations.
The aim of this strategic priority is to
support National Scout Organizations (NSOs) in identifying and responding to
the needs of young people, adults and society where Scouting is not currently
having an impact. This should result in an increase in membership and increase
Scouting's impact in the world today.
This strategic priority aims at redefining the
concept of volunteering as applied to Scouting and reviewing policies and
practices to help National Scout Organizations (NSOs) recruit and retain a new
group of adults in Scouting.
This strategic priority aims at assisting
National Scout Organizations (NSOs), as well as WOSM itself at world and
regional levels, to adopt a strategic approach to reviewing their structures,
systems and management to enable them to be sensitive to the changing needs of
society and to respond quickly and effectively.
This strategic priority aims at strengthening
Scouting's communications, partnerships and resources at all levels as these
are vital in supporting the work to achieve the mission.
THE TRIPOD:
1.
Youth Involvement: Strategies
1 & 2
2.
Gender Equalization: Strategy
3
3.
Adult In Scouting: Strategy 5.
Other Strategies 4,
6 & 7 are more of Communication Improvement Strategies developed to enhance
our Scouting Performances. While Young Scouts are brought into Scouting through
the Investiture Ceremony, after completing the Tenderfoot tests, Adults too are
In-processed into Supporting Services of Scouting through the Life Cycle of
Adult In Scouting Process. Before we review this LCAIS, let us review the Roles
of Adult in Scouting. Adults come into Scouting as what?
ROLES & LIFE CYCLE OF
ADULT IN SCOUTING:
Scouting is a Movement for young
people in which adults provide guidance and support to the young members. Adults fill a variety of functions, most of
them as volunteers. These fall into three broad categories:
1.
Those who operate directly with young
people or their leaders in a leadership and training function (they are called Unit
Leaders),
2.
Those who operate directly with adults
in a management, leadership and support function. (they are called commissioners),
3.
Those who fill administrative and
support functions and have little direct contact with young people or their
leaders (they are called administrators). Within all these
groups, there will be some who also act as trainers. They
provide both formal and informal training opportunities to help other adults
develop the knowledge, skills and attitudes required to
carry out their function to the best of their ability and at an optimal level
of performance.
Unit Leaders:
ü provide role models, inspiration and
encouragement;
ü support, counsel and advise young people as
they develop;
ü train and instruct young people in technical
and social skills;
ü give guidance on questions of belief, values
and principles;
ü facilitate the execution of the program, as
determined by the
ü young people themselves, i.e. they enable
ideas to be translated into reality;
ü provide opportunities for self-discovery so
that growth may occur;
ü help young people become responsible,
self-governing and self-determining, by providing them with opportunities to
plan and lead;
ü help young people to be responsive to their
environment and to others, so that they may take a constructive place in
society.
Commissioners:
The functions of those “leaders of
adults” are similar to those of the leaders themselves. They:
ü provide role models, inspiration and
encouragement to leaders
ü Fulfill the management functions – recruitment,
training and support revaluation.
ü support, counsel and advise in relationships
both with young people and between leaders;
ü train leaders in technical, relationship or
leadership skills;
ü guide leaders in questions of belief, values
or principles
ü facilitate the provision of programs and
activities for young people by providing funding, facilities or administrative
support on a wider basis than the Troop or Group;
ü encourage leaders to be more enterprising,
adventurous or innovative in the provision of programs for young people;
ü provide opportunities for self-awareness and
self-confidence training for their adult leaders, that they, in their turn, may
have more confidence in young people.
Because face-to-face support of people
is both time consuming and emotionally exhausting, albeit also stimulating,
those in leader roles can be relieved of much of their routine paper-work by
administrators, who are concerned mainly with the management of systems,
organizations, finances or properties rather than of people.
Administrators:
Administrator
plays a vital role because they
relieve the Unit Leaders’ and Commissioners’ Administrative work load, enabling
them to spend more of their time and effort in the support and training of
members or other leaders.
Administrators are adults who, whilst
they support the aims of the Movement, may not have the time, skill or
inclination to work directly with young people or other adults. They are
frequently people with professional expertise in finance, management or office skills
who are willing to put those skills at the disposal of leaders whom they recognize
to be ‘doing a good job’. There are a variety of administrative functions:
ü Committee Chairman and members
ü Treasurers, Secretaries, Auditors, Registrars,
Record keepers
ü Quartermasters
ü Campsite administrators or wardens
ü Advisers on finance, investments, legal
matters, insurance, religion, buildings or public relations
ü Editors, writers, typists.
These jobs need not be done by leaders
themselves. There are many ex-Scouts, retired leaders, parents or well-wishers
who are happy to help in these functions in order to maintain contact with the
Movement or support its work.
THE LIFE CYCLE OF ADULT
IN SCOUTING:
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Adults in
Scouting recognize the concept of a ‘life
cycle’ in every task or role in Scouting. It is an approach that gives careful
consideration to all aspects of the management of adults and includes their
recruitment, selection, contracting, training and personal support and their
performance appraisal.
Training is the acquisition of
knowledge, skills, and competencies as a result of the teaching of vocational
or practical skills and knowledge that relate to specific useful competencies.
Training has specific goals of improving one's capability, capacity, and performance.
In the field of Life Cycle of Adult In
Scouting, training and development
is the field which is concerned with organizational activity aimed at bettering
the performance of individuals and groups in organizational settings. It has
been known by several names, including Adult Resource development, and learning
and development.
Learning through training courses must
be complemented by personal support and by informal training, and in the final
outcome by self-training. Training projects/assignments are also an important
method considered as a Training System. There are at least six means by which
training can be provided:
TRAINING SYSTEM:
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The opportunities for training vary
from one association to another, and even within each association, depending on
the circumstances in which leaders operate and on the human and material
resources
available.
EXPECTED OUTCOMES OF TRAINING PROCESS.
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demonstrate
basic organizational skills;
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discuss and identify youth issues
(relevant to the age range);
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show self-confidence and maturity;
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manage youth behavior in the
particular age range;
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show commitment to the Mission and
Principles of Scouting;
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demonstrate empathy for and
communicate with young people;
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Providing counseling to young
people;
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demonstrate competence in running
activities and Meetings;
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WOODBADGE TRAINING PROCESS:
Wood Badge is a Scouting leadership
program and the related award for adult leaders in the programs of Scout
Associations throughout the world. Wood Badge courses aim to make Scouters
better leaders by teaching advanced leadership skills, and by creating a bond and
commitment to the Scout movement.
In
1911, Baden-Powell took the first steps in training Scouting's adult leaders by
organizing a series of lectures for Scouters. He made great strides in the
years that followed, culminating in 1919 with the establishment of Wood Badge
training. Wood Badge recipients now number more than 100,000 and can be found
in all corners of the world.
Ø
Wood Badge
is the advanced leadership and team-building training for adult leaders.
Ø
It teaches
skills that are useful in Scouting and elsewhere
Ø
The program
is for Cub Scout, Scout, Rover Scout, Explorer as well as council and district
leaders.
The Objectives of Wood Badge
Wood Badge has four specific objectives: As a result
of attending Wood Badge, participants will be able to:
1.
View
Scouting globally, as a family of interrelated, values-based programs that
provide age-appropriate activities for youth.
2.
Recognize
the contemporary leadership concepts utilized in corporate America and leading
government organizations that are relevant to our values-based movement.
3.
Apply the
skills they learn from their participation as a member of a successful working
team.
4.
Revitalize
their commitment by sharing in an overall inspirational experience that helps
provide Scouting with the leadership it needs to accomplish its mission on an
ongoing basis.
HISTORICAL TRAINING TOPICS:
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HISTORICAL TRAINING TOPICS
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Troop Organization. - Patrols formed - Practiced calls, etc. - Drill with staves -
Troop formation - Patrol formation on the march (by day and night) -- Scouts'
pace --Typical investiture - "Erogonyama" chorus -- -How to
"break" the flag -- Camp hygiene -- physical exercises (the six
from "Scouting for Boys").
Campcraft -- (a) Campsites. Selection -- Sanitation -- Fires -- Pitching
and Striking camps (b) Camp expedients. – Illuminations – Kitchen Implements
-- Beds and sleeping appliances -- Personal comforts -- Camp tidiness – Tent
expedients -- Miscellaneous.
Pioneering. -- (a) Axemanship - Felling – Use of crosscut saw, wedges,
grindstone -- Use care of knife. (b) Construction.—Rope and trestle bridge
building across water -- Simple and swinging derrick -- Use of tackle.
Woodcraft. - (a) Birds and animals. -- Those
found in the locality, their habits and uses -- Use of Nature notebook. (b)
Trees, - How to identify them near to and far off during four seasons -- How
to get the Scout keen on the subject.
Signcraft. – (a) Signaling – Hand – Whistle -- Smoke - How to teach
Semaphore and Morse –Pitfalls to avoid. (b) Nature trails. (c) Sand tracking
(carried out by the Chief Scout).
Games. --
(a) Scouting.—Description and actual playing of each type. (b) Camp. - Played
for one hour each day.
Fieldwork. -- (a) Measurements.—Personal Distances -- Heights – Areas –
River Widths. (b) Mapping. – How to read – making sketch maps. Prismatic
compass – Panoramic drawing – Reports.
Study Circle Work. - (a) "Aids to Scoutmastership," (b) Headquarters
"Book of Rules." (c) "Rules for Rover Scouts and Wolf
Cubs," (d) "Our Aims, Methods and Needs." (e) "Sunday and
the Scout."
Pathfinding. - Patrols sent out separately with sealed orders to from
various points across Epping Forest, for eight-hour stretch - Leaf collecting
- Report of journey - Sketch map of trek - Panoramic drawing from given
point,
The first Wood Badge feast was not
prepared by the course participants, but was held in London at the Scout's
Club, where Everett treated them to lunch. They then enjoyed a tour of
Imperial Headquarters, and a final talk the Chief Scout, who encouraged each
participant to start a course in his neighborhood using Aids to
Scoutmastership as a guide.
The course having been completed, it remained to find a suitable
award for the participants. Baden-Powell came upon the necklace of
hand-carved beads he had taken from Zulu Chief Dinizulu during the Ashanti
campaign in 1888. One bead was awarded, to be worn on a leather thong pinned
to the
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WOODBADGE TRAINING FOCUSING ON
MODERN DAY PROJECTS.
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SCOUTING KNOWLEDGE: Re-examine the Mission of Scouting
Application of the Scout Method: Stages of Development of young people
SCOUTING SKILLS: Campcraft,
Pioneering, Orienteering, Campfire, First Aid, Unit Meeting, (as above) Short term and long term planning,
YOUTH PROGRAM. Stages of Development & Age section,
Child protection, Needs & Aspiration of Young People, Developing
Educational Objectives, Managing Program Cycle, Role and Responsibilities of
a Unit Leader
LEADERSHIP: Counseling skill, Conflict
Management Skill, Public Relation Skill, Evaluation Techniques, Problem &
Decision Making Skills, Situational Leadership concept/theory, Motivation
Theories & Strategies, Managing Change,
SCOUTING & THE ORGANISATIONAL
ENVIRONMENT: Community Service & Development,
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THE SKILLS TOWARDS THE ATTAINMENT OF SCOUTING
LEADERSHIP & MANAGEMENT PROFESSIONALISM WITHIN NIGERIA NSO.
Leading
is one important function of management only next to planning and organizing.
It is the liveliest element in the management process. It initiates actions to
translate the decisions into concrete actions.
Ø
Managers have to lead their
subordinates through guiding and motivating.
Ø
Leading involves directing,
influencing and motivating employees to perform essential tasks
The
old-fashioned view of leadership is that leaders are marked out for leadership
from early on in their lives; and that if you are not a born leader, there's
little you can do to become one.
That's
not the way we see it now. The modern view is that through patience,
persistence and hard work, you can be a truly effective leader,
just as long as you make the effort needed
Leadership
is a process by which a person influences others to accomplish an objective and
directs the organization in a way that makes it more cohesive and coherent.
This
definition is similar to Northouse's (2007, p3) definition — Leadership is a
process whereby an individual influences a group of individuals to achieve a common
goal.
Leaders
carry out this process by applying their leadership knowledge and skills. This
is called Process Leadership
(Jago, 1982). However, we know that we have traits that can influence our
actions. This is called Trait
Leadership (Jago, 1982), in that it was once common to believe that
leaders were born rather than made.
Good
leaders are made not born. If you have the desire and willpower, you can
become an effective leader. Good leaders develop through a never ending process
of self-study, education, training,
and experience.
Management is a
challenging job. It requires certain skills to accomplish such a challenge.
Thus, essential skills which every manager needs for doing a better management
are called as Managerial Skills.
According to Professor Katz,
there are three managerial
skills, viz.,
1.
Conceptual Skills,
2.
Human
Relations Skills, and
3.
Technical Skills.
According
to Prof. Katz, all managers require above three managerial skills. However, the
degree (amount) of these skills required varies (changes) from levels of management and from an organization to the organization.
The
above picture or diagram shows the managerial skills which are required by
managers working at different levels of management. The top-level managers
require more conceptual skills and less technical skills. The lower-level
managers require more technical skills and fewer conceptual skills. Human
relations skills are required equally by all three levels of management.
1.
Conceptual
Skills:
Conceptual skill is the ability to visualize
(see) the organization as a whole. It includes Analytical, Creative and
Initiative skills.
· It helps the manager to identify the causes of
the problems and not the symptoms.
· It helps him to solve the problems for the
benefit of the entire organization.
· It helps the manager to fix goals for the
whole organization and to plan for every situation.
According
to Prof. Katz, conceptual skills are mostly required by the top-level
management because they spend more time in planning, organizing and
problem solving.
2.
Human
Relations Skills: Human relations skills are also called Interpersonal skills.
· It is an ability to work with people.
· It helps the managers to understand,
communicate and work with others.
· It also helps the managers to lead, motivate
and develop team spirit.
Human
relations skills are required by all managers at all levels of management. This
is so, since all managers have to interact and work with people.
3.
Technical
Skills: A technical skill is the ability to perform the given job.
· Technical skills help the managers to use
different machines and tools.
· It also helps them to use various procedures
and techniques.
The
low-level managers require more technical skills. This is because they are in
charge of the actual operations. Apart from Prof. Katz's three managerial
skills, a manager also needs (requires) following additional managerial skills.
4. Communication Skills: Communication skills are required equally at
all three levels of management. A manager must be able to communicate the plans
and policies to the workers. Similarly, he must listen and solve the problems
of the workers. He must encourage a free-flow of communication in the organization.
5. Administrative Skills: Administrative skills are required at the
top-level management. The top-level managers should know how to make plans and
policies. They should also know how to get the work done. They should be able
to co-ordinate different activities of the organization. They should also be
able to control the full organization.
6. Problem Solving Skills: Problem solving
skills are also called as Design
skills. A manager should know how to identify a problem. He should also possess
an ability to find a best solution for solving any specific problem. This
requires intelligence, experience and up-to-date knowledge of the latest
developments.
7. Decision Making Skills: Decision-making
skills are required at all levels of management. However, it is required more
at the top-level of management. A manager must be able to take quick and
correct decisions. He must also be able to implement his decision wisely. The
success or failure of a manager depends upon the correctness of his decisions.
CONCLUSION:
We have looked at the overview
of the Fundamentals of Scouting- (Vision, Mission Core Values and Strategies of
Scouting), the Roles & Life Cycle of Adult In
Scouting with reference to Training & Development, the Training, Training
Systems vis-à-vis Wood badge Training (yesteryears, & today) and the
required Skills towards the attainment of Scouting Leadership & Management
Professionalism within Nigeria NSO.
Ø The African Regional
Headquarters experience from 1960 – Date.
Ø The Africa Scout Committee
Elections experience.
Ø Our going forward Plans in
Nigeria NSO
GROUP ASSIGNMENT FOR DISCUSSION: (10 Minutes)
Describe the mental
picture of your NSO in 5 years’ time.
The following questions
can help you in developing that picture:
ü What will distinguish the
association from similar community organizations?
ü What benefits can members and
your local community expect from the association?
ü How would you like people,
especially non-Scouts, to describe your association?
Good Hunting
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