The NYLT to

NAYLE BRIDGE

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What is the NYLT to NAYLE Bridge? The purpose of this course is to provide a summary of National Youth Leadership Training (NYLT) skills to those youth who have been unable to attend a council NYLT course for reasons beyond their control. The Bridge course reviews all of the key leadership skills taught in NYLT, which are then reinforced by the experiential learning environment of the National Advanced Youth Leadership Experience (NAYLE). We prefer that a council or cluster training team, preferably with NYLT experience run this as a 5 hour course so that the exercises can be experienced. However this may not be possible and we don’t want a youth to once again be unable to get access to NYLT toolbox and concepts. Therefore we offer both a shortened course format without the activities, and grant the permission for qualified youth who are able to easily grasp leadership concepts to read this syllabus (and watch the required video clips) as a substitute for the course. This latter option is only allowed IF an NYLT Course Director or other qualified adult with NYLT experience will ensure that the required learning has taken place. This course is not intended for use by Boy Scouts or Varsity youth whose councils have been offering NYLT courses and it is not to be used as a shortcut around NYLT. It will be a temporary measure to increase the number of qualified youth staff for NYLT and to attend NAYLE who have been unable to take NYLT in the past. This Bridge course will cease to exist in 2012 as there will have been 2 opportunities for all youth to attend NYLT, beginning in 2011. A new unit leadership course, Crew Leadership Training (CLT) should be taken before this Bridge course if at all possible. It is the new Troop Leadership Training (TLT) equivalent unit level course for Venturing. Youth taking the NYLT to NAYLE Bridge should take the new CLT in their home unit as this will aid in the full understanding of the NYLT and NAYLE skill sets. Revision Date: 25 Mar 2010

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ContentsSample Schedule..................................................................................................................3Course Outline with activities .............................................................................................4Course Outline without activities ........................................................................................5Introduction .........................................................................................................................6Module 1—Orientation........................................................................................................8Module 2—NYLT: Vision Goals Planning.......................................................................12Module 4—NYLT: EDGE Skills .....................................................................................19Module 5—NYLT: Servant Leadership ............................................................................23Module 6—Putting it All Together ...................................................................................28OPPORTUNITIES ............................................................................................................33

National Youth Leadership Training (NYLT)...........................................................33National Advanced Youth Leadership Experience ...................................................34

SUMMARY.......................................................................................................................35APPENDIX / HANDOUTS ..............................................................................................36

1 - NYLT Memory Tips ............................................................................................372 - SMART Goals Worksheet ...................................................................................383 - Planning Tool Worksheet.....................................................................................394 - Assessment Tool ..................................................................................................405 - The Teaching EDGE ............................................................................................416 - Developing Your Team Worksheet......................................................................427 - LEADERSHIP COMPASS..................................................................................438 - Conflict Resolution Checklist ..............................................................................449 - Making Ethical Decisions ....................................................................................4510 - Checklist for Ethical Decision Making ..............................................................4611 - Communication Skills Checklist ........................................................................4712 - Valuing People (Others Worksheet) ..................................................................48Training Certificate....................................................................................................49

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SampleSchedule

WithActivitiesAM9:00 Arrival/Check‐in9:15 9:45 Module1 Welcome/CourseOverview9:45 10:00 Break (note:youmayinsertthisbreakintoModule2ifdesired)10:00 12:00 Module2 NYLT:VisionGoalsPlanningPM12:00 12:45 Lunch12:45 2:00 Module3 NYLT:EDGESkills2:00 3:00 Module4 NYLT:ServantLeadership3:00 3:15 Break3:15 4:00 Module5 PuttingitAllTogether4:00 4:15 Closing CompletionandNAYLEApplication

WithoutActivities12:45 Arrival/Check‐in1:00 1:15 Module1 Welcome/CourseOverview1:15 2:35 Module2 NYLT:VisionGoalsPlanning2:35 2:45 Break2:45 3:35 Module3 NYLT:EDGESkills3:35 4:35 Module4 NYLT:ServantLeadership4:35 5:00 Module5 PuttingitAllTogether5:00 Closing CompletionandNAYLEApplication

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CourseOutlinewithactivities

1. Module1–CourseOrientation(:30) 9:15 9:45a. Welcome/CourseOverview 15minutesb. Purpose 15minutes

2. Module3–NYLT:VisionGoalsPlanning(2:00) 10:00 12:00

a. Activity‐BlindTentPitch–RoundOne 20minutesb. FindingYourVision(1) 25minutesc. CommunicationSkills(9) 25minutesd. SettingYourGoals–SMART(2) 25minutese. PreparingYourPlans–PlanningTool&SSC(3)(4) 25minutes

3. Module4–NYLT:EDGESkills(1:15) 12:45 2:00pm

a. DevelopingYourTeam–Teamstages(6) 25minutesb. TeachingEDGE(5) 25minutesc. Activity‐TeamGames 25minutes

4. Module5–NYLT:ServantLeadership(1:00) 2:00 3:00

a. ResolvingConflict–EAR(7) 15minutesb. MakingEthicalDecisions(8) 15minutesc. ValuingPeople–ROPE(10) 15minutesd. Activity‐BlindTentPitch–RoundTwo 15minutes

5. Module6–PuttingitAllTogether(:45) 3:00 4:00pm

a. LegoChallenge 15minutesb. RealisticFirstAid‐EDGEDemo 30minutesc. CourseCompletion 15minutes

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CourseOutlinewithoutactivities

1. Module1–CourseOrientation(:15) 1:00–1:15a. Welcome/CoursePurpose 5minutesb. CourseOverview 10minutes

2. Module2–NYLT:VisionGoalsPlanning(1:20) 1:15 2:35

a. FindingYourVision(1) 20minutesb. CommunicationSkills(9) 15minutesc. SettingYourGoals–SMART(2) 20minutesd. PreparingYourPlans–PlanningTool&SSC(3)(4) 25minutes

3. Module3–NYLT:EDGESkills(:50) 2:45 3:35pm

a. DevelopingYourTeam–Teamstages(6) 25minutesb. TeachingEDGE(5) 25minutes

4. Module4–NYLT:ServantLeadership(1:00) 3:35 4:35

a. ResolvingConflict–EAR(7) 15minutesb. MakingEthicalDecisions(8) 15minutesc. ValuingPeople–ROPE(10) 15minutes

5. Module6–PuttingitAllTogether(:25) 4:35 5:00pm

a. LegoChallenge 15minutesb. CourseCompletion 10minutes

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Introduction

PurposeoftheCourseNAYLEisnowopentoyoungmenandwomenwhoareregisteredinatroop,teamorcrew.Councilsmaysendacouncilcontingentorunitsmaysendtheiryouthleadershipteams.ConcurrentadulttrainingwillbeavailablemostweeksatPhilmontforcontingentleaders.Scoutsmustbe14andnotyet21,fromBoyScout,VarsityandVenturingunitsandholdaunitleadershippositionandhavecompletedNYLT.VenturingmemberswhohavenotattendedNYLTwillneedtounderstandthemodelsandcontentofNYLTinorderfortheNAYLEcoursetohaveitsfullimpact.By2011,NationalYouthLeadershipTraining(NYLT)willbeopentobothBoyScoutsandVenturingmembersbuttherearemanyyouthwhohavenotyethadtheopportunitytotakeNYLT.ThisNYLTtoNAYLEbridgecoursewillbeavailablefromthefirstquarterof2010forthoseVenturersthathavenotbeenabletotakeNYLT.TheNYLTtoNAYLEBridgecourseisatemporaryshortcourseforthosewhowouldliketoattendNAYLEin2010and2011butwhohavenotbeenabletoattendaCouncilNYLTtrainingcourse.StaffIdeally,NYLTYouthStaffandexperiencedAdultswhohavecompletedtheTrainer’sEDGEcoursewillpresentthecourse. .Councilleadershipmaydeterminetheappropriatetrainingstaffrequiredtopresentthiscourse. CourseFormatTheNYLTtoNAYLEBridgecourseis46hoursofcurriculummostofwhichtakendirectlyfromtheNYLTsyllabus.IfyouwishtheparticipantsinyourcoursetomorefullyexperiencesomeoftheNYLTactivities(suchasmakingrealisticfirstaidsupplies)youmayaddtheseactivitiesintoyourschedulebyusingthelongerversionoftheschedulebutitisnotrequired–thegoalisfortheyouthtounderstandthetermsandmodelsusedinNYLT.Forsimplicity,wehaveincludedallthematerialforthelongerversionofthecourseincludingalloftheactivities.Ifyouchoosetoruntheshortversion,simplyskipoverthesesections.WhileexperiencingthegamesandactivitiesofNYLTarethepreferredmethodoflearningNYLTconcepts,someCounciltrainingteamsmaybeunabletofieldanactualcourse,andsomeyouthmaybeunabletoattendagivensessionifonlyoneortwocoursesareofferedinagivenlocationoryear.Thereforeitispossibleforthissyllabustobereadinitsentiretybytheyouth,providingthatthereisacheckpointwithanadultleadertobesurethatthenconceptshavebeengrasped.AllthesupportingDVDmaterialsmustbewatched.OnlyanNYLTtrainedadultmaysignoffayouthashavingcompletedthiscourseifthisoptionistaken.Thisshouldentailatleastanhourofdiscussionwiththeyouthtofullycoverallthematerialinthecourseandbesureitisunderstood.CompletionCoursecompletionshouldberecordedintheCouncilofficeandanapplicationforNAYLEshouldbefilledoutaspartoftheNAYLEBridgeCourse.

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MaterialsTheNationalYouthLeaderTrainingSyllabus,withDVDistheprimaryreferencesforbackground,detaileddiscussionandvideosupportformuchofthisNAYLEBridgecourse.Completionofthiscourseisnotintendedtobelimitedbymaterials.Mostitemsareeasytogather.ThereareseveralactivitiesinthiscoursethatareintendedtoprovideproblemsolvingexperiencesthatreinforceleadershipskillsemphasizedinthetrainingcontinuumandexperiencedatNAYLE.ThemostimportantoutcomefromthistrainingeventisasolidunderstandingoftheNYLTtoolsandacompletedNAYLEapplication.

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Module1—Orientation

30Minutes(Wholegroup)SessionOutline

1) Welcome/CourseOverview 15minutes2) Purpose 15minutes

SessionMaterials

• TrainingCardsfromthelocalcouncil• NYLTMemoryTipcards• TrainingReportfromthelocalcouncil• GraduationCertificates–filledinadvanceorblank

LearningObjectives

• Understandthecontentandrequirementsofthiscourse• FilloutanapplicationtoattendNAYLE

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Welcome/CourseOverview 15minutesArrivalsParticipantsshouldbegreetinginafriendlyatmosphere,wherequestionsareansweredthatensurethemthattheirtimewillbefunandefficient.Anopeningicebreakermaybepresentedastimepermits.WelcomeCourseDirectoropensthecourseandsetsthetoneforafriendlyandefficientcoursetofollow.OpeningceremonyThiscanbeasimpleflagceremonywithasongaddedforpizzazz.AnnouncementsLogistics,silencecellphones,miscellaneoushousekeeping,restrooms,etc.Establishachartpageoraspaceonthewallforparkinglotitemsthatmaybecoveredastimepermits.IntroductionsCoursedirectorintroducesthestaffandmayshareanyinformationthatmayfittheclasscomposition.Songscanbeapositiveexperienceifappropriateandfitwithinthetimeallowed.CourseOverviewTheNYLTtoNAYLEbridgecourseiscenteredonpreparingscoutswhohavenothadanopportunitytoattendNYLT,withthenecessaryskillsettoperformwellatNAYLEbeginninginthesummerof2010.ThiscourseisbasedonleadershipskillsthatarelearnedinNYLTandthecoreconceptsofwhataleadermustKNOW‐whataleadermustBE‐andwhataleadermustDO.ContentwillfocusontheessentialskillsthataregainedduringanNYLTcourse.ThesearetheleadershipskillsthatmakeupthecorecontentoftheTrainingContinuum:TLT/CLT,NYLT,andNAYLE.NAYLEmodulesanticipatefamiliaritywiththeseleadershipskillsandtoolboxmodelsandtermswhenpresentingadvancedexperiencesincluding:ChallengingOutdoorPersonalExperience(COPE),WildernessFirstAid(WFA),SearchandRescue(SAR),LeaveNoTrace(LNT),GlobalPositioningSatellite(GPS)Geocaching,Conservation,andHistory.

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Purpose 15minutesTheNYLTtoNAYLEBRIDGENAYLEwillopentoallprogramsinthesummerof2010.NAYLEisanexperientialcoursebasedontheleadershipskillsofNYLT.FamiliarityoftheNYLTskillsetisthusrequiredforaproperunderstandingandfullbenefitfortheparticipantoftheNAYLEprogram.NYLThasonlybeenopentoBoyScoutssinceitsinceptionin2004andthusyouthofotherprogramshavenothadtheopportunitytoacquirethisinformation.Ratherthanwait2+yearsfortheseyouthtohaveacouncilNYLTexperience,wewillallowthemtotakethis“bridge”courseinordertoattendNAYLEin2010and2011.After2011,thiscoursewillbedisbanded,andallparticipantswillberequiredtotakeNYLT.Prerequisitesforthebridgecourseinclude:

• Beatleast14yearsold• HaveattendedtheUnitlevelleadershiptrainingforyourprogram.Forexample,

VenturerswouldberequiredtohavecompletedthenewCrewLeaderTraining(CLT).CrewOfficer’sOrientationplusVLSCwillsufficein2010untilthenewCLTisavailablebutwehighlyrecommendthatCLTbetakenbeforeNAYLEattendanceifatallpossible.

• KodiakisnotrequiredforNAYLEorforthebridgecourseThebridgecourseshouldpresentanymaterialnotintheaboveunitleadershipcourse.GiventhatVLSCandCLThaveslightlydifferentleadershipskillsets,allofthebasicNYLTskillsshouldbementionedinthebridgecourse,especiallythoseonthememorytipcardandthosecalledoutatNAYLE.(Passoutthememorytipcards.)Theseinclude:

1. Vision—Goals—Planning:CreatingaPictureofFutureSuccess2. SMARTGoals:Specific,Measurable,Attainable,Relevant,Timely3. PlanningandProblem‐SolvingTool:What,How,When,Who4. AssessmentTool:SSC—Start,Stop,Continue5. TeachingEDGE:Explain,Demonstrate,Guide,Enable6. LeadingEDGE™:Explain,Demonstrate,Guide,Enable—Aleader’sbehaviormatchedto

thestageofteamdevelopment7. ConflictResolutionTool:EAR—Express,Address,Resolve8. EthicalDecisions:Rightvs.Wrong,Rightvs.Right,Trivial9. Communication:MaSeR—Message,Sender,Receiver10. ValuingPeople:ROPE—Reachout,Organize,Practice,Experience

TeamStages DevelopmentPhases LeadershipBehavior

BestforThisStageForming Highenthusiasm,lowskills ExplainStorming Lowenthusiasm,lowskills DemonstrateNorming Risingenthusiasm,growingskills GuidePerforming Highenthusiasm,highskills Enable

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PolicySummaryVenturersoranyscoutswhohavecompletedNYLTmayattendNAYLEasofsummer2010.Venturers,Explorers,andVarsityScoutsmaytakeNYLTeffectivesummer2010withcouncilapproval.Attendanceatanothercouncilispermitted.KodiakisnotrequiredfortheNAYLEBridgeThecoreinformationneededforNAYLEexistsinasetofNYLTMemoryToolsthatarepresentedintheNAYLEBridgecourse.ComparisonsThegeneralcategoriesoftrainingtopicsandtheexactterminologyandapproachvariessignificantlyfromcoursetocoursebetweentheoldBoyScoutLeadershipCoursesandtheoldVenturingcourses.Whileweareattemptingtoalignalltrainingin2010,knowthatVLSCandpre‐2011KodiakdonotcontainthesameskillsetasNYLTorNAYLE.CrewLeaderTraining(CLT)willreplacetheVenturingLeadershipSkillsCourse(VLSC).CLTwillcoverunitlevelorganizationstructuresandwillhavethesamecoreleadershipskillsasTroopLeadershipTraining(TLT)forscoutsandwillalsoleadintofutureupdatestotheKodiaksyllabus.Kodiakisbeingrevisedandisnotrequiredforthiscourse,NYLTorforNAYLE.VenturerscompleteVLSC/CLTandtheNAYLEBridgeasNAYLEprerequisites.VenturersalsocompleteCrewOfficerBriefingsandCrewOfficerSeminarsforteamdevelopmentandgoalplanning.

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Module2—NYLT:VisionGoalsPlanning

120Minutes(Wholegroup)

SessionOutline

1) Activity‐BlindTentPitch–RoundOne 10minutes2) Vision‐Goals‐Planning(1)–FindingYourVision 20minutes3) SMARTGoal(2)–SettingYourGoals 25minutes4) PlanningandProblemSolving(3)‐PreparingYourPlans 25minutes5) CommunicationSkills(9)–checklist&video(:12) 20minutes6) AssessmentTool(4)–Start,Stop,Continue 20minutes

SessionMaterials

• BlindTentPitch

o Onetentwithpolesinabagpergroupof4‐6participantso Neckerchiefsorblindfoldsforeachparticipant

• Vision‐Goals‐Planningo NYLTDVDvideoclip1‐16

• SMARTGoalso SMARTGoalsWorksheet

• PreparingYourPlanso PlanningToolWorksheet

• CommunicationSkillso CommunicationSkillsChecklist

• AssessmentToolo AssessmentTool

LearningObjectivesAttheendofthismodule,participantswillbeableto:

• Vision‐Statethedefinitionof“vision.”• Goals‐DescribeandusetheSMARTGoalstool.• Plans‐PlananeventoractivityusingtheWhat/How/When/WhoPlanningTool• Communication‐UsetoolsforEffectiveCommunication• Assessment–UsetheStart,Stop,andContinuetoprovideeffectivefeedback

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Activity­BlindTentPitch–RoundOne 10minutesMemoryTipnoneToolnoneActivityBlindTentPitchOpenthesessionwiththefollowingactivity:gatherallgroupsoutside,andprovideatentandblindfoldstoeachgroup.Haveeveryonebutonepersonfromeachgroupputontheblindfolds.Telleachgroupthatthepersonwhoisnotblindfoldedmaynottouchthetent,andrathermustgiveinstructionstotheothergroupmembers.Firstteamtosetupthetent,openitandgeteveryoneinsidewins.Allowgroupsaround10minutestofinishactivity.Summary

• Repackthetents.• Howdothingsgetdone?• Howdoweevaluatewhathowsomethingcanbeimproved?

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Vision–Goals­Planning 20minutesMemoryTip1Vision‐Goals‐Planning:CreatingaPictureofFutureSuccessToolnoneLessonAsk:“Whatisavision?”Visioniswhatfuturesuccesslookslike.Itiswhatyouseeyourselfandyourteambecomingafteranadventuresuchasthiscourse.Ifyoucanseeit,youcanbeit.Provideexample[personal]vision:IseemyselfearningtheSilverVenturingawardAvisionisthecenterpieceofateam,unitingeachmemberintoaforcefocusedonasingletask.Ifwecanseeit,wecanbeit.Askforseveralexamplesofagroupvisionfromtheaudience.Ifnonegiven,suggestagroupvisionsuchas:“WeseeourselvesbackpackinginthePhilmontbackcountry.”Againaskforexamples,maybeposingthequestionofwhatvisioncouldbeattachedtothetentactivity.Activity(4min)Withyourgroup,writeavisionofwhatyouseeyourselvesas,attheendofthiscourse.Writethisonthelargepaperprovided(handoutthelargepaperatthistime).Saveroomonthepaper,asyouwilladdtoyourvisionsoon.Video(8:14minutes)Showvideoclip1‐16,FindingYourVision(PartOne),whichbeginswithJohnF.Kennedy’s“AskNot….”speech.Summary

• Howdothingsgetdone?[Vision‐Goals‐Planning]• WhatisaVision?[Apictureoffuturesuccess]• Ifyoucanseeit?[Youcanbeit.]

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SettingYourGoals–SMART 25minutesMemoryTip2SMART–Specific,Measurable,Attainable,Relevant,TimelyToolSMARTGoalsWorksheet(appendix)LessonVisionisthelargepictureofsuccess,buttoaccomplishalargevisionwemustsetindividualgoalsforourselves.Ask:“Howdoyoueatanelephant?”Waitforseveralresponses.“Onebiteatatime!”“Howdoyoufulfillavision?”“Onegoalatatime!”Ifwesetavisiontoeatanelephant,theneachbiteisagoal,bringingusclosertofulfillingourvision.Agoalisamanageable,bite‐sizedportionofavision.Itislikearungonaladder,bringingusclosertothetop,stepbystep.WeusetheacronymSMARTwhensettinggoals.ASMARTgoalisonethatis:Specific,Measurable,Attainable,Relevant,andTimely.Specific‐aspecificgoalisclearandunderstandable.Everyoneneedstoknowexactlywhatisinvolved.Measureable‐youneedtobeabletoknowwhenyouhavefinishedyourgoal,oryoumightgoon,andon,andon…Attainable‐youneedtohaveagoalthatisrealistic,onethatyoucanreallyaccomplish.Relevant‐thegoalneedstoberelatedtoyourvision,otherwiseyouarenotmovinganywhere.Timely‐agoalmusthaveatimeattached,otherwiseyoumightgetstuckonasinglegoal,notmovinganyclosertowardyourvision.SMARTGoalsWorksheetGiveeachparticipantacopyoftheSMARTGoalsWorksheetanddiscussthechecklistwiththegroup.Provideexampleofagoal:Let’slookatthevisionofbackpackingatPhilmontagain.ASMARTgoalmightbetoplanwhattrektobeapartof,6monthsbeforeleavingforPhilmont.Askthegroupforseveralexamplesofgoalsinthetentpitchingactivity.Entertainanswerssuchas:correctlyplacingthepoles,openingthetent,andgettingeveryoneinside.

Activity(4minutes)Lookatyourteamvisionagain,andaddtwogoalsthatwillhelpyouaccomplishyourvision.Writethesetwogoalsbelowyourvision.Assistgroupsasneeded.SummarySpecificgoalshelpmakeabigvisionpossible.Eachgoalneedsaspecificplantomakeithappen.

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PreparingYourPlans–PlanningTool&SSC 25minutesMemoryTip3PlanningandProblem‐SolvingTool:What,How,When,WhoToolPlanningToolWorksheet(appendix)ActivityAllAboardWearenowgoingtoplayachallengegame.Asagroup,youmustallstandonasinglecardboardsquare,andstayonthatsquarefor15seconds,withoutanyonetouchinganythingbesidesthesquare.[Adjustsizeofsquare,suchthateachpersoninthegroupcanonlyhaveonefootonthesquare(orforarealchallenge,onlyprovideenoughroomforthegroupminusonepersonsothatthegroupmustfindawaytoincludethatfinalperson)].Wandertheroomand‘time’eachgroupastheyareready.After5minutesorwheneachgroupisfinished,haveeveryonereassemble.LessonHowdidyourgroupworktogethertosolvetheproblem?(Entertainseveralanswers,lookingforsomethingmentioningaplan.)Didanygroupuseaplan?Ifso,whatdidyourplanlooklike?Therearefourkeyquestionstoanswerwhenpreparingaplan.Thesequestionsare:What,How,WhenandWho?Eachofthesequestionsshouldbeansweredandwrittendown,sothattheplancanbereadandunderstoodbyanyonewhoisinterested.Planningisthefinalstepofsettingupavision.Itisbreakingdowneachgoal,tounderstandhoweachgoalwillbemet(usingWhat,How,WhenandWho).Intheelephantjoke,thegoalsarethebitesandtheplanistheforkandtheknifeneededtotakethebite.PlanningToolWorksheetGiveeachparticipantacopyofthePlanningToolWorksheetanddiscussthechecklistwiththegroup.Activity(3min)Gatherasagroupandlookateachofthegoalsthatyoujustset,andmakeaplanforoneofthosegoals.UsetheWhat,How,When,Whoapproachwhenplanning.Writetheplanbelowthegoals.Youhave3minutes.Assistgroupsasneeded.Summary

• Howdothingsgetdone?[Vision‐Goals‐Planning]• WhatisaVision?[Apictureoffuturesuccess]• Ifyoucanseeit?[Youcanbeit.]

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CommunicationSkills 25minutesMemoryTip9MaSeR–Message,Sender,ReceiverToolCommunicationsSkillsChecklist(appendix)LessonCommunicatingwellbeginswithacomfortablepresenter.Acomfortablepresentingpositionisreferredtoastheneutralposition,wherethepresenterisstandingcomfortablywitharmsatthesides,withanawarenessoffeet,hands,mouth,ears,andeyesascommunicationtools.VideoShowthe“CommunicatingWell”video(12minutes).Beawareofwhatyouaredoingwithyourfeet,andwheretheyaretakingyou.Itiseasiertofocusonapresenterwhoisnotpacing,ratherusingtheirmovementtoillustrateapoint.Handscanbeapowerfultool,andcanbeusedtoemphasizeideasandcontroltheflowofadiscussion.Whenusingyourarms,movetheentirearmnotonlyeverythingpasttheelbow.Whatyousayandhowyousayitarebothveryimportant.Topresenteffectively,youmustuseclearwordsthattheaudiencecanunderstand,andyoumustprojectthosewordsveryclearlysothatthepeopleatthebackoftheroomcanhearyouandunderstand.Whereyouarelookingwhilepresenting,canengageandaudience.Ifyouaretoaskaquestingwhilelookingataspecificperson,youwillencouragethatpersontoprovideananswer,evenwithoutdirectlyaskingthemtodoso.Whenpresenting,itiscrucialthatyouasthepresenteralsolistentowhatyouraudienceissayinganddoing.Apresentermustbeabletoadapthisorherpresentationtowhattheaudienceneedsandperhapswhatquestionstheaudiencemighthave.Therearethreepartstocommunicatingwithafriendorgivingapresentationbeforeagroup.Thesepartsare:Message,Sender,andReceiver,whichcanbeabbreviatedasMaSeR.

Themessageisthepointthatyouwishtoclearlyarticulatewhilecommunicating.Thesenderisthepersonsendingthemessage,andthereceiveristhepersonwhoisreceivingthemessage.Itiseasyforcommunicationtobealteredbythesender,thereceiver,orevenanincorrectmessage.CommunicationSkillsChecklistGiveeachparticipantacopyoftheCommunicationSkillsChecklistanddiscussthechecklistwiththegroup.SummaryEffectivecommunicationsinvolves–position,feet,hands,mouth,eyes,andears.

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AssessmentTool(4)–Start,Stop,Continue 20minutesMemoryTip4AssessmentToo:SSC–Start,Stop,ContinueToolAssessmentTool(appendix)LessonPartofdevelopingasaleaderandasalearneristoassessyourprogression.AneffectivetooltodosoistheSSCtool,orStart,StopandContinue.Aftercompletinganytask,meeting,presentationetc,youshouldpauseandaskyourselfthreequestions:

1) Start–“WhatshouldI/webedoingthatwillmakethingsbetter?”2) Stop–“WhatshouldI/westopdoingbecauseitisn’thelping?”3) Continue–“WhatisworkingthatI/weshouldcontinuetodo?”

Inaskingthesethreequestions,youcanefficientlyandquicklyreflectonhowyoucanbecomebetteratwhateveryouaredoing.Toendthissession,IwouldlikeyoutopracticeusingtheSSCtooltoevaluatemypresentation.Usingthequestionsjustmentioned:

1) Start‐WhatshouldIstartdoingtoimprovemypresentation?2) Stop‐WhatshouldIstopdoingthatisnothelpfultomypresentation?3) Continue‐WhatdidIdothatwashelpfulinmypresentation?

SummaryTheBSAhasatrainthetrainercoursecalled,Trainer’sEDGE.Thiscourseisbeingusedbycouncilsalloverthecountrytotrainyouthandadultstaffmembersofthiscourse,NYLT,WoodBadge,andeveryothertrainingeventprovidedbyourlocalcouncils.PartoftheTrainer’sEDGEcourse,emphasizesthefeedbackisagift.UsingtheStart,Stop,Continuetoolisapositivefeedbacktoolthatshouldalwaysbeusedinapositivemannertohelpeveryoneachievegreatersuccess.

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Module4—NYLT:EDGESkills

75Minutes(Wholegroup)SessionOutline

1) DevelopingYourTeam–Teamstages 25minutes2) TeachingEDGE 25minutes3) Activity‐TeamGames–DragonTails,Kim'sgame,T‐shirtrelay 25minutes

SessionMaterials

• DevelopingYourTeamWorksheet• Leadershipcompass• TeachingEDGEhandout• GPSReceivers• Neckerchiefs• Kim’sgameitems• ExtralargeT‐Shirts

LearningObjectivesAttheendofthismodule,participantswillbeableto:

• TeamGames‐Usetheskillsofproblem‐solving,leadership,andteamdevelopment.• ListanddescribethefourstepsoftheTeachingEDGE.• Discussusingdifferentmethodsofteaching/leadingdependingonateam'sneedsand

goals.• UseaGPSreceivertofindadestination.• Describethephasesthatateamorotherteamwillexperienceasmembersmove

towardachievingagoalorlearningnewskill.(Forming,Storming,Norming,Performing).• Discusshowknowledgeofthefourphasescanenhancetheabilitytoleadateamor

otherteam.

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DevelopingYourTeam–TeamStages 25minutes MemoryTip6LeadingEDGET–Explain,Demonstrate,Guide,EnableToolDevelopingYourTeamWorksheet(appendix)LessonAteamisagroupofpeoplewhoshareacommonvision.Theyworktogethertocompletegoalsthatwillhelpthemrealizetheirsharedvision.Theysupportanddependononeanother.STAGESOFTEAMDEVELOPMENTOneofthemostvaluablethingstoknowaboutteamsisthattheyprogressthroughstages.It’shappeningtoyourteam/crewrightnow.Thedevelopmentofateamoccursinaseriesoffourclearstages:FormingStage:Ateamisjuststartingoutwithanewgroupofmembers,oranewtask.Motivationinthegroupisprobablyhigh.Skillsatbeingateam/crewareprobablylow.StormingStage:Conflictsarriveamongmembersofthegroup.Motivationinthegrouphasprobablydroppedfromwhenfirstformed.Skillsatbeingateam/crewareprobablystillnotwhatareneededtofunctionsmoothly.NormingStage:Thegrouphasbeentogetherlongenoughthatskillsaregrowingandthegettingbetteratworkingtogether.Motivationandenthusiasmaregrowing,buttheystilllookaheadandseethereismuchtodoandmuchtolearn.Everyteam,evenonethathasbeentogetheralongtime,goesthroughNormingastheyarelearninganewskillorworkingtoreachanewgoal.PerformingStage:Ateamhasdevelopedtheskillstheyneedtoachievethegoalsthatchallengethem.Theyareworkingtogetherwell.Motivationandenthusiasmarehigh.Theteamiseagertopushaheadandachievealltheycan.LeadingEDGETM

Allteams—gothroughthefourstagesofdevelopment.Byrecognizingthestageofateam’sdevelopment,youcanbemoreeffectiveasamemberofthatteamindeterminingwhichleadershipstyleisbestatthetime.TheNYLTcompassisastrongreminderofthephasesandassociatesLeadershipStyleswithstagesofteamdevelopment.TeamStages DevelopmentPhases LeadershipStyleForming Highenthusiasm,lowskills ExplainStorming Lowenthusiasm,lowskills DemonstrateNorming Risingenthusiasm,growingskills GuidePerforming Highenthusiasm,highskills EnableSummaryBuildingstrongperformingteamstakesskills,awareness,andServantLeadership.

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TeachingEDGE 25minutesMemoryTip5TeachingEDGETM–Explain,Demonstrate,Guide,EnableToolnoneActivityHandheldGPSreceiversareabigpartofscoutingactivitiesandafunworldwidegamecalledGeocaching.Geoistherootofthewordgeography.ItcomesfromtheGreekwordforearth.Acacheissomethingstowed;inthiscase,somethinghidden.GPSReceiverExplaintheideathatthereceiverpicksupsignalsfromasystemofsatellites.Thereceiverdeterminespositionsonearthaslatitudeandlongitudepoints.ExplainthebasicfunctionsoftheGPSreceiverbeingused.DemonstratehowtouseaGPSreceivertoenterinthelatitudeandlongitude(waypoint)oftheBSANationalOffice.GuideteammembersinusingaGPSreceivertoenterintotheGPSreceiverawaypointapproximately100yardsfromtheircurrentposition.Enablestudentswhenyouaresatisfiedthatthoseyouareteachinghavemasteredtheskilltothedegreethattheycandoitontheirown.Providemorewaypointssothateachstudenthasanopportunitytoenterawaypointandnavigatetothatlocation.LessonTheTeachingEDGEishowweteacheveryskillduringanNYLTcourse.ItisalsothemethodforyoutousewhenyouareteachingskillsinyourhometroopandoutsideofScoutingwheneveryouarecalledupontoteachsomething.Explain,Demonstrate,Guide,Enable….ThefirstlettersofthosewordsspellEDGE.ThisteachingmethodiscalledtheTeachingEDGE™Explainingisimportantbecause…ItclarifiesthesubjectforthelearnerANDfortheinstructor.Demonstratingisimportantbecause…Itallowslearnerstoseeaswellashearhowsomethingisdone.Theycanfollowtheprocessfrombeginningtoend.Guidingisimportantbecause…Itallowslearnerstolearnbydoing.Itallowstheinstructortoseehowwelllearnersaregraspingtheskill.Enablingisimportantbecause….Itallowslearnerstousetheskillsthemselves.Italsoencouragesrepetition–animportantpartofmasteringaskill.SummaryWheneverparticipantsareinteachingandleadershipsituations,TheTeachingEDGEwillgetthemthrough.

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Activity­TeamGames 25minutes MemoryTipnoneToolAssessmentTool(appendix)ActivityAftereachactivity,allowteamstoconductaStop,Stop,andContinueassessment.DragonTailsMembersofeachteamlineupinsinglefile.EachScoutputshishandsontheshouldersofthepersoninfrontofhim.Thelastteammemberhangsabandanaorotherflagfromhisbelt.Theobjectofthegameisforthefirstpersonineachteam(theonewhosehandsarefree)tograbthebandanasfromthebeltsofthelastpersonsintheotherteams.Kim'sGameInthisclassicScoutinggame,youthstaffwillhavepreparedanumberofitems,arrangedthemonaboardthatcanbedisplayedupright,andcoveredtheboardwithacloth.(Theitems,15to20innumber,mightbecampingoriented—apocketknife,atentstake,acampmug,apieceoffirewood,etc.Allitemsshouldbelargeenoughtobeseenbyanyoneinthetroopwhentheyaregatheredaroundforthegame.)Patrolsseatthemselvesinfrontofthecoveredboard.Atasignal,theclothisremovedandeveryonehas60secondstostudytheitems.Theymaynotspeakormakeanynotes.Attheendoftheminute,theitemsareagaincovered.Theteamscanmovesomedistancefromoneanothertoensuresomeprivacy,thenwillworktogethertowritedownateamlistofalltheitemstheycanremember.Note:TheNYLTsyllabusdescribestheT‐shirtrelay.Thismaynotbeappropriateformixedgendergroups.SummaryChallengeteamstousetheskillsofproblem‐solving,leadership,andteamdevelopment.

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Module5—NYLT:ServantLeadership

60Minutes(Wholegroup)

SessionOutline

1) ResolvingConflict–EAR 15minutes2) MakingEthicalDecisions 15minutes3) ValuingPeople–ROPE 15minutes4) Activity‐BlindTentPitch(2) 25minutes

SessionMaterials

• ResolvingConflict

o ConflictResolutionChecklist• MakingEthicalDecisions

o NYLTDVDDay4scenarios(optional)• ValuingPeople

o 4ftlengthofropeforeveryoneo ScoutOathandLawsignsandWorldCrestemblemo ChecklistforEthicalDecisionMakingo ValuingOthersWorksheet

• BlindTentPitcho Onetentwithpolesinabagpergroupof4‐6scoutso Neckerchiefsorblindfoldsforeachscout

LearningObjectivesAttheendofthismodule,participantswillbeableto:

• ResolvingConflict

o UseEAR(Express,Address,Resolve)asatoolforresolvingconflict.• MakingEthicalDecisions

o Describethreekindsofdecisions:Trivial,Rightvs.Wrong,Rightvs.Right• ValuingPeople

o UseROPEprinciplestostrengthenourunitprograms.

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ResolvingConflict–EAR 15minutesMemoryTip7Express,Address,Resolve(EAR)ToolConflictResolutionChecklist(appendix)LessonConflictsoccurwhenpeopledisagree.ManagingconflictscanimprovetroopspiritandtheabilityoftheScoutstoworktogethereffectively.Stepstofollowtoresolveaconflict:

1) Beawareofyourself2) Beawareofothers3) Listen4) UseyourEAR

BeawareofyourselfBeawareofyourownemotions.Takeadeepbreath.Counttoten.Ifyouneedto,counttoahundred.BeawareofothersBeawareofothersphysicalcomfort,hungerlevels,andotherfactorsthatcouldbeaffectingtheiremotions.Youmightwantotherstotakeabreakbeforediscussingtheproblem.ListenThebettertheinformationyouhave,thegreateryourchancesoffindingaworkablesolutiontoaconflict.UseyourEAREARrepresentsthreestepsinresolvingconflicts:

1) Express…Whatyouwantandwhatareyoudoingtogetit.2) Address…Whyisthatworkingorwhythatisnotworking.3) Resolve…Whatwaystherearetosolvethesituation.

Ensureagedifferencesdonotcreatesituationswhereyoungerscoutsarenotvalued.Wheneffortsdonotresolveasituation,itmaybetimetoinvolveothers.Seriousissueslikedrugsorhazingneedtobebroughttotheattentionofanadult.Summary

• Ofallcommunicationsskills,themostimportantforconflictresolutionislistening.• Useyourearsmuchmorethanyourmouth.Leteachpartyexpresswhattheirconcerns

are.• Beawareofyourself.Staycalmanduseyourbestcommunicationsskills.• Beawareofothers.Noticebodylanguage,toneofvoice,comfortlevels,andotherclues

towhattheyaresaying.• Listen.Hearwhateachpersonwantsandwhatheiswillingtodotogetthere.Then

clarifythatthesolutionlieswithallofthepartiesinvolved.• UsetheconflictresolutionEAR—Express,Address,Resolve.

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MakingEthicalDecisions 15minutesMemoryTip8Rightvs.Wrong,Rightvs.Right,TrivialToolChecklistforEthicalDecisionMaking(appendix)LessonThemissionoftheBoyScoutsofAmericaistoprepareyoungpeopletomakeethicalandmoralchoicesovertheirlifetimesbyinstillinginthemthevaluesoftheScoutOathandLaw.Ethicsareanunderstandingofwhatisrightandwrongforanindividualandforgroupsofpeople.WheredoethicscomefromintheBoyScoutsofAmerica?(Oath,Law,Motto,Slogan)Lifeisaboutchoices.Somearebigchoices.Thecategoriesofchoicesare:

1) ThosethatareTrivial2) ThosethatareRightvs.Wrong3) ThosethatareRightvs.Right

ActivityNYLTVideoforDay4MakingEthicalDecisionsincludes6interactivequestionsthattestandreinforcethetypesofethicaldecisions.Iftimeandresourcespermit,usetheNYLTDVDtoallowthestudentstotesttheirskills.Thesequestionscanbepresentedonprintedpaperifdesiredandresourceswarrant.ChecklistforEthicalDecisionMakingGiveeachparticipantacopyoftheChecklistforEthicalDecisionMakinganddiscussthechecklistwiththegroup.Summary

• Ethicaldecision‐makingisattheheartoftheBoyScoutsofAmerica.Itisalsoatruemeasureofeachperson’scharacter.

• Thefirststepinethicaldecision‐makingistogetthefactsofthesituationstraight.• Trivialchoicesdon’trequiremuchconsideration.Simplydotherightthing.• Ifthereisarightvs.wrongchoice,theactionisthesame…Simplydowhatyouknowis

right.• Whenachoicemustbemadebetweenoptionsthatarerightvs.right,TheChecklistfor

EthicalDecision‐makingcanhelpleadyoutothecorrectdecision.• Ourpersonalvaluesarereflectedinourbehaviors.Behaviorisnot,“DoIthinktheright

thing,”butrather“DoIDOtherightthing?”

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ValuingPeople–ROPE 15minutesMemoryTip10ROPE–ReachOut,Organize,Practice,ExperienceToolValuingOthersWorksheet(appendix)Activity

• TossKnot–Explain,Demonstrate,Guide,Enable–TroopGuidesassisto Onepersoncanachievealot

• JoiningKnot–haveeveryonemakeasquareknoto Somethingpossiblebecausetherearetwoendstotherope

LessonHowshouldwetreatpeoplewhodonotshareallofourcorevalues?WhatdotheScoutOathandLawtellusabouthowweshouldacttowardsothers?Diversityfuelsgrowth,progressandcanhelpteamsperformwell.Eachpersonhasknowledgeandskillsthatcontributestostrongteams.Diversitycanstrengthenscouting.AneffectiveapproachtoincreasingdiversityinteamsistheROPEMemoryTip.

ROPEREACHOUT

Keepaskingthosearoundyoutojoinyourteaminscouting.ORGANIZE

Keepthepromiseofscoutingandmakeeveryonefeelwelcomedandvalued.PRACTICE

PracticetheNYLTskillsofLeadingandTeachingEDGEtoinvolveothers.EXPERIENCE

Scoutingexperiencesareenrichedasweinvolveothers.• UnderstandthattheScoutOathandLawguideusinvaluingotherpeople.• Recognizethatboththesimilaritieswesharewithothersandourdifferencescanhelp

groupsbestronger.• Wehavearesponsibilitytoactinanethicalmannerinourdealingswithpeoplewhosecore

valuesdifferfromourown.• UseROPEprinciplestostrengthenourunitprograms.Summary

• JoiningKnot–haveeveryonetiesquareknotstomakeonebigcircleo Joiningallmembersmakethestrongestteams

• Baden‐PowellbelievedthatthesharedvaluesofScoutingcouldhelpyoungpeoplearoundtheworldseebeyondtheirdifferencesandbuilduponthestrengthoftheirdiversity.

• Scoutingisforeveryone–worldwide.• Ourropecirclesymbolizestheropeintheworldcrestthatencompassesallwhobuild

theirlivesonthefoundationoftheScoutOathandLaw.• ServantLeadership–isservingothers‐puttingothersbeforeourselves

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Activity­BlindTentPitch(2) 15minutesMemoryTipnoneToolAssessmentTool(appendix)Activity(10min)BlindTentPitchWewillnowraisethetentagain,thistimesettinggoalsandaplanforraisingthetent.Youhave5mintoplan,duringwhichyouarenotallowedtotouchthetent.Thenyouwillbegivenanother5mintofulfillyourvision.Allow5minforplanning,encouraginggoalsettingandplanningforeachgoal,thenallowgroupstobeginraisingtent(afterblindfoldsareputonandaleaderisdesignated).Summary

• Howdothingsgetdone?[Vision‐Goals‐Planning]• Howdoweevaluatewhathowsomethingcanbeimproved?[Start‐Stop‐Continue]• WhatisaVision?[Apictureoffuturesuccess]• Ifyoucanseeit?[Youcanbeit.]

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Module6—PuttingitAllTogether

45Minutes(Wholegroup)SessionOutline

1) LegoChallenge 15minutes2) RealisticFirstAid‐EDGEDemo 30minutes3) CourseCompletion 15minutes

SessionMaterials

Materialsneededforthismodule:

• KitsofLegopiecesasneededforthenumberofsmallteams• Realisticfirstaidsupplies–onekitforeachgroupof4‐6students

o Redfoodcoloringo Vaselineo Flouro Cocoapowdero Cornsyrupo Plasticforks/chickenbones

LearningObjectivesAttheendofthismodule,participantswillbeableto:

• Reinforcelearningtheskillsofcommunicating,planning,problemsolving,andteam

building.• Establishanawarenessoftheimportanceofriskmanagementasapreparationforthe

OutpostCamp.• TeachaskillthatScoutscansharewiththeirhomeunits.

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LegoChallenge 15minutesMemoryTipnoneToolAssessmentTool(appendix)PreparationsPreparetwoLegomodelsmadeofnomorethanadozenLegopieces.EachteamshouldthesamenumberandkindofLegopiecesasarepresentineachofthemodels.ActivityLegoChallengeThesessionleaderaskseachteamleadertocometoanearbylocationoutofsightoftherestoftheparticipantsandstudyanobjectconstructedofnomorethanadozenLego’s.TelltheteamleaderstheywillbegivingverbalinstructionstotheirteamstobuildreplicasoftheLegomodel.Theymaylookatthemodelbutarenotallowedtotouchit.Theyarenottodraworwriteanythingdown.ReassemblethegroupandgiveeachteamabagcontainingLegopieces.AsktheteamleaderstoleadtheirteamsinreproducingtheLegomodel.PatrolLeadersmayofferverbalinstructionsonly.TheymaynottouchtheLego’sorinanywayassistexceptwithverbalcomments.RepeattheprocesswithanotherdifferentLegomodel.ThistimeinviteadifferentmemberoftheteamtoseetheoriginalmodelandtoleadtheteaminreproducingtheLegomodel.Again,thoseleadingtheirteamsmayofferonlyverbalinstructions.EncourageteamstousetheirexperiencebuildingthefirstLegomodeltoimproveuponboththedescribingofthemodeltobereproducedandthelisteningrequiredtousethatinformationefficiently.ChallengeDiscussionDebrieftheparticipantsontheirexperiencewiththeLegoactivity.Whatmadetheireffortsasuccess?Whatroledidgoodcommunicationplay?Ifthereweredifficultiescommunicating,whydidthatoccurandwhatsolutionsmighthavebeenused?Summary

• Howdothingsgetdone?[Vision‐Goals‐Planning]• Howdidyougatherandshareinformation?[MaSeRandCommunication]• Howdoweevaluatewhathowsomethingcanbeimproved?[Start‐Stop‐Continue]• WhatisaVision?[Apictureoffuturesuccess]• Ifyoucanseeit?[Youcanbeit.]

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RealisticFirstAid­EDGEDemo 30minutesMemoryTipnoneToolAssessmentTool(appendix)PreparationsNYLTemploysamoreelaboratemockemergencyhowevertheteachingpointspresentanexcellentopportunity.Thismodulemaybeutilizedwiththedegreeofcreativityandemphasisastimeallows.A“victim”withrealisticfirst‐aidwounds(cuttoanarm)willinterrupttheLegoChallengeduringtheChallengeDiscussionandrequestmedicalassistance.MedicalResponseStaffmemberswilldemonstratethecorrectfirst‐aidresponsesaccordingtothemethodsdescribedintheBoyScoutHandbookandFirstAidmeritbadgepamphlet.TeachingEDGEStaffwillleadtheteamsthroughtheprocessofdevelopingrealistic‐lookingfirst‐aidwoundsforuseinfirst‐aidtrainingsessions,usingtheTeachingEDGEthroughout.Explain:TellyourteamhowtheNAYLEBridgeyouthstaffdevelopedtherealisticinjuriesexhibitedbythe“victim”inthemockemergency.Demonstrate:Therealisticinjuriesdisplayedduringthemockemergencyserveasademonstrationofcompletedrealisticwounds.Asyouexplaintheprocessandmaterialsformakingrealisticwounds,demonstratebydevelopingasimplewoundthatutilizesthebasictechniquesinvolvedinmakingrealisticwounds.Guide:Guidetheentireteam(orasgroupsoftwoorthreeteammembers,dependingontheresourcesavailableandsizeoftheteam)inselectingwoundstoreplicateandthenapplyingthoseinjuriestooneormoreNAYLEBridgeparticipants.Enable:Encourageteammemberstoreturntotheirhomeunitswiththeseskillsandusethemforsettingupmockemergenciesthatwillenhancethefirst‐aidtrainingofotherScouts.Summary

• Wrapupthesessionastimepermits• Whenallteamshavehadsufficienttimetolearnandpracticetheskillsofmaking

realisticfirst‐aidinjuries,thesessionleaderaskseachteamtopresenttheir“victim”,describethemethodsusedtodevelopthe“injuries”,anddiscusstheappropriatefirst‐aidresponsestothoseinjuries.

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RealisticfirstaidrecipesFakeskinfromflour/Vaselineputty1. MixVaselineandwhiteflourtogetherinyourhandsuntilitformsaputty.Aspoonishelpful

toscrapetheputtyoffyourhandtoformaball.2. Slowlymixcocoapowderintotheputtyuntilitmatchestheskincolor(doesnottakemuch

cocoapowder).3. Besuretotapertheedgestoblendintotheskinwhenapplying.

Fakeblood1. Mixcornsyrup,redfoodcoloringandalittlebitofwatertoadjusttheconsistency.Add

smallamountofcocoapowderuntilthecorrectcolorisachieved.Deepcut1. Usingfakeskincreatealayerabout¼inchthickthatistaperedattheedgessothatitisnot

noticeablewherethefakeskinstarts.2. Createafakecut/gashinthefakeskin3. AddfakebloodCompoundfacture1. Usingfakeskincreatealayerabout¼inchthickthatistaperedattheedgessothatitisnot

noticeablewherethefakeskinstarts.2. Breakaplasticfork(canalsousechickenbones)tomakebonefragments.Insertfakebone

fragmentintofakeskin.3. Addfakeblood.

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CourseCompletion 15minutes

CourseCompletionDuringtheRealisticFirstAidDemo,ifnotbefore,thestaffwillpreparetrainingcardsandcompletioncertificates.Thesemaybepresentedineitheraformalorinaninformalmannerdependingontimeconstraintsofthecourse,theparticipants,andthestaff.HavepreparedallthematerialsnecessaryforstudentsandfamilymemberstocompleteanapplicationtoattendNAYLE–onthespotandturnthoseapplicationsintotheCouncilofficeforScoutExecutiveapproval.ProvideinformationonfutureOpportunitiesformoretrainingandadventuretoeachparticipant.SomeinformationonNYLTandNAYLEisincludedinthissyllabus.Allowforadministrativetimetocleanupfromthecourse.RemembertoturninthetrainingreportviatheCounciltrainingprocess.OptionalClosingfromtheCourseDirector‐“YouhavespenttodaylearningthebasicbuildingblocksofTroopLeadershipTrainingandNationYouthLeadershipTraining.Know,Be,Dowasonesloganoftheday.Ihopeyouhavetakenalloftheleadershipskillsthatyouexperiencedheretodaytoheart.Theseskillsarethebasisofallleadership,inandoutofScouting.Iwouldliketoleaveyouwithonefinalchallenge‐totaketheskillsthatyouhavelearnedtodayandcreateforyourself–apersonalvision.Inyourmind,createapictureofyourfuturesuccessinwhichyougotoNAYLEatPhilmontandrepresentyourselves,yourunits,yourcouncil,andyourfamilieswell.”

If you can See It – You can Be It.

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OPPORTUNITIES NationalYouthLeadershipTraining(NYLT) Manycouncilsconducttrainingconferences‐weeklongoutdoorexperiencesdesignedtoenhancetheleadershipabilitiesofScouting'syouthleaderswhilelivingtheScoutOathandLawinanexcitingoutdoorenvironment.EachconferenceisorganizedbythecounciltrainingcommitteeandfollowstheNationalYouthLeadershipTrainingstaffguideandsyllabusasanoutline.NYLTiscoedprogramopentoVenturingaswellasBoyScoutsbeginningin2010.NYLTreaffirmstheScoutmaster'sandCrewAdvisor’sresponsibilitytotrainyouthleadersandreinforcetheguidancealreadyprovided.Inaddition,theconferenceshavethefollowingobjectives.Giveparticipantsgreaterconfidenceandskillinleadingtheirtroopprograms.ProvideparticipantswithfurtherknowledgeofScouting'sleadershiptoolsandhowtheycanbestusethesetoolstocarryouttheirtroopresponsibilities.Offerparticipantstimetoshareideasandexperienceswithyouthleadersofotherunits.CreateanatmosphereinwhichyouthscanexperienceScoutingatitsbest.Haveplentyoffun.Theknowledgethatyouthleadersgainbyattendingtheseconferenceshasproventobeofsuchvaluethattroopcommitteesoftenfindwaystoraisethefundsnecessarytoallowtheiryouthleaderstoattend.MostconferencesrequirethatparticipantsbeFirstClassScoutswhoareatleast13yearsofage.Eachyouthshouldbeexpectedtoholdaleadershipposition,likeSeniorPatrolLeaderorCrewPresident.AdultScoutLeaderswillfindthatyoungscoutswhohaveattendedyouthleadershiptrainingconferencesareeagertoincorporatenewmethodsintotheirtroop/crewleadershippositions.CouncilsshouldofferorientationsessionstoprovideScoutmastersandVenturingAdvisorswithanoverviewoftheNYLTcoursecontentandguidanceinhowtheycantakefulladvantageoftheenthusiasmandskillsyouthleaderswillbringhomewiththem.AnimportantpartofthecouncilNYLTconferenceisthevisionofsuccessandgoalsettingthateachScoutcreatesduringthecourse.Thisincludesthepost‐coursemeetingbetweentheScoutmasterorAdvisorandeachScouttoreviewthegoals,andaplanfortheScouttoachievethegoalsintheunit.

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NationalAdvancedYouthLeadershipExperienceTheNationalAdvancedYouthLeadershipExperience(NAYLE)isanexcitingprogramwhereyouthenhancetheirleadershipskillsinthePhilmontBackcountry.ScoutswillexpandupontheteambuildingandethicaldecisionmakingskillslearnedinNationalYouthLeadershipTraining(NYLT).NAYLEuseselementsofthePhilmontRangerTrainingaswellasadvancedSearchandRescueskillstoteachleadership,teamworkandthelessonsofselflessservice.NAYLEwillofferScoutsanunforgettablebackcountrywildernessexperiencewheretheyliveleadershipandteamwork,usingthecoreelementsofNYLTtomaketheirleadershipskillsintuitive.ThePhilmontleadershipiscommittedtomakingNAYLEaveryspecialexperience.ScoutswillliveinateamsettingatRockyMountainScoutCampwheretheyusetheirleadershipskillstoresolveexcitingandchallengingbackcountrysituations.TheweekwillconcludewithaclosingchallengeforeachScouttobuilduponthelegacyofWaitePhillips,thebenefactorofthePhilmontScoutRanch.NAYLEwillequipyouthleaderstobebetterleaders,NYLTstaffmembersand/orsuperiorcampstaff.Itwillhelpguidetheirjourneytobecometrue“servantleaders,”abletodevelopallmembersofwhicheverteamtheylead.Itprovideslifeskillsfornowandthefuture.

MissionStatementThemissionoftheNationalAdvanceYouthLeaderExperience(NAYLE)istoprovideScoutswithaPhilmontbasedwildernessencounterthatmotivatesthemtofollowalifeofhelpingotherssucceedbasedonthevaluesexpressedintheScoutOathandLaw.Weaccomplishthismissionby:

• Creatinganenvironmentoflearningandfun• Providingaclearunderstandingofservantleadershipinchallenging

wildernessenvironments• Providingreallifeopportunitiesforethicaldecisionmaking,mentoringand

livingtheScoutOathandLaw• ApplyingalltheleadershipskillstaughtinNYLT.

Requirements• SuccessfulcompletionofUnitLeadershipTraining(TLTorCLT)andNational

YouthLeaderTraining(orthisBridgecourseuntil2012)• Beintopphysicalcondition;aPhilmontHealthandMedicalRecordFormis

required• Be14yearsofagebythefirstdayofyourcourse,butnotyet21yearsold

Refertothewebsiteformoreinformation:www.nayle.org

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SUMMARYTrainingScoutstoleadisoneoftheScoutmaster'sandCrewAdvisor’smostimportant,rewarding,andnever‐endingchallenges.Atroundtablesyoucanshareexperienceswithotherswhoareinvolvedinguidingyoungmenintotroopleadershippositions.Justasleadershipisaskillthatyouthslearnbydoing,youalsowillfindthatyourownabilitytohelpScoutsdevelopleadershipskillswillincreasethroughexperience.FormaltrainingisimportantandformsthebasisofScouting'syouthleadershiptrainingprogram.However,thecontinuingtrainingopportunitiesthatoccurduringactualtroopactivitiesareessentialtofullydevelopingeachScout'sleadershipabilities.Leadershiptrainingnotonlydevelopstheyouth,itstrengthensthetroop.Takethetimetousetheteachingmomentsthataccompanymeetingsandoutings.HelpeachScoutappreciatetheexperienceshehashadandunderstandhowhecanmakethenexteventevenbetterforhimselfandforhisfellowScouts.Themostimportantleadershiptrainingtoolyouhaveistheexampleyouset.ThevaluesyoudemonstrateinyoureverydaydealingswillbeobservedbyyourScouts,andthewayyouliveyourlifewillspeakmuchlouderthanailofthewordsyousay.TheScoutmaster'sresponsibilityisawesome.Withpatienceandfortitude,youwillenjoytherewardsofseeingyourScoutsgrowintheirabilitytoleadandtobeapositiveinfluenceonothers.

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APPENDIX/HANDOUTS

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1­NYLTMemoryTips

Stages of Team Development

Forming: High enthusiasm, low skills

Storming: Low enthusiasm, low skills

Norming: Rising enthusiasm, growing skills

Performing: High enthusiasm, high skills

Memory Mnemonics • Vision—Goals—Planning —Creating a positive future • SMART Goals—Specific, Measurable, Attainable, Relevant, Timely • Planning and Problem-Solving Tool—What, How, When, Who • Assessment Tool—SSC—Start, Stop, Continue • Teaching EDGE™—Explain, Demonstrate, Guide, Enable • Stages of a Team—Forming, Storming, Norming, Performing • Leading EDGE™—Explain, Demonstrate, Guide, Enable • Conflict Resolution Tool—EAR—Express, Address, Resolve • Ethical Decisions—Right vs. Wrong, Right vs. Right, Trivial • Communication—MaSeR—Message, Sender, Receiver • ROPE —Reach, Organize, Practice, Experience

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2­SMARTGoalsWorksheet Goals are steps toward fulfilling a vision. They are the bites that enable you to eat the elephant. To be effective, a goal should pass the SMART Goals test. Use the space below to write ways in which a goal you are testing fulfills each requirement of a SMART goal. Specific The Goal is Specific in these ways.

Measurable The Goal is Measurable in these ways.

Attainable The Goal is Attainable in these ways.

Relevant The goal is Relevant in these ways.

Timely The goal is Timely in these ways.

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3­PlanningToolWorksheet Date _____________ Name _____________________________ Goal or Activity ___________________________________________________ Priority (A,B,C) What (Activity) How When (Start/Stop;

How Long?) Who

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4­AssessmentToolPreparing Your Plans Worksheet

1. Start, Stop, Continue

Start, Stop, Continue is a tool for testing the effectiveness of your plans. It can be used whenever evaluation is appropriate. Start – What should we start doing that will make things better? Stop – What should we stop doing because it is not helping? Continue- What is a strength and is working well that we want to continue doing? 2. Action Plans

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5­TheTeachingEDGE Explain – Explain what you are going to teach and why Demonstrate – Demonstrate the skill. Ensure that your audience can see and hear clearly. Go at a slow pace so that each step in the process is clearly demonstrated. Guide – Provide the materials and tools needed for learners to complete the exercise. Coach/guide the learners as they go through the exercise the first time. A learner must do a new activity at least twice. That’s how real learning takes place. Repetition is essential. Doing something once is not enough. Enable – Evaluate the effort. Encourage the learners to keep trying until they master the skill. Only then have you enabled them to go off on their own and use that skill whenever they feel it is appropriate. Remember, teaching is not effective unless learning takes place! What would a person in each phase of learning need from a teacher? Forming: Storming: Norming: Performing:

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6­DevelopingYourTeamWorksheet A team is a group of people who share a common vision. They work together to complete goals that will help them realize their shared vision. They support and depend on one another. The team method is not a way to operate a Boy Scout troop; it is the only way. Unless the team method is in operation, you don't really have a Boy Scout troop. —Baden-Powell Stages of Team Development Forming - Low skills, high enthusiasm

Storming - Low skills, low enthusiasm

Norming - Growing skills, rising enthusiasm

Performing - High skills, high enthusiasm

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7­LEADERSHIPCOMPASS

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8­ConflictResolutionChecklist What strategies can we use to manage conflict? 1. Be aware of yourself.

2. Be aware of others.

3. Listen

Bribery Concern Persuasion Interest Straightforwardness ______________________ ______________________

4. Use your EAR Express – What do you want and what are you doing to get it?

Address – Why is it working, or why is that not working?

Resolve – What ways are there to solve the problem?

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9­MakingEthicalDecisions Steps to Ethical Decision-Making Life is about choices. Some are big choices, some are small. Whatever the case there are some very clear steps we can follow to make choices that are in keeping with our ethical beliefs. Step One: Getting the Facts Straight Any attempt to make a good decision has to begin with getting the facts of the situation straight, In some cases which seem at first quite difficult, additional facts are enough to make the correct course of action apparent. If, for example, we wish to decide how much of our forests should be cut down now, and how much left for future generations, we need first to establish some facts about the rate at which forests regenerate. These facts might be ascertained through science, or just through the experiences of people who have observed forests over long periods of time. Step Two: Figure out What Kind of Decision It Is The categories of choices are:

Those that are Trivial

Those that are Right vs. Wrong

Those that are Right vs. Right

************** Our personal values are reflected in our behaviors. Behavior is not “Do I think the right thing?” But rather “Do I DO the right thing?”

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10­ChecklistforEthicalDecisionMaking This checklist can be used to test choices when you are considering whether a decision is ethical. If you answer NO to any of the items you may be heading in the wrong direction. Be Checks: _____ Yes _____ No Does it conform to the Scout Oath and Law? _____Yes _____ No Is it legal? _____Yes _____ No Am I being Obedient? _____Yes _____ No Am I being Brave? _____Yes _____ No Does it conform with the Golden Rule? Know Checks: _____Yes _____ No Will this choice help me build trust with others? _____Yes _____ No Does it allow me to remain loyal to y values? _____Yes _____ No Does it conform with my religious beliefs? _____Yes _____ No Am I being Helpful? _____Yes _____ No Are my actions Friendly Courteous Cheerful and

Kind? Do Checks: _____Yes _____ No Am I fulfilling my duty to God and my country? _____Yes _____ No Does this choice help me stay physically strong,

mentally awake, and morally straight?

_____Yes _____ No Does it conform to the principles of the Outdoor Code?

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11­CommunicationSkillsChecklist _______ Neutral Position. The leader stands comfortably before

the audience, hands at his sides. His posture is good. _______ Feet. The leader positions himself where everyone can

see and hear him without distraction. If possible, the leader moves around during the presentation.

_______ Hands. The leader uses his hands and arms as

communicating tools, inviting the audience’s participation while not distracting them with constant motion.

_______ Mouth. The leader communicates loudly enough for

everyone to hear, and clearly enough for everyone to understand. He varies the tone of his voice as he talks.

_______ Eyes. The leader makes eye contact with listeners. _______ Ears. The leader is aware of how listeners respond to

what he says and he adjusts his communicating to fit their needs.

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12­ValuingPeople(OthersWorksheet) Goals are the steps you complete to fulfill a vision. Goals that are SMART

will lead you in the direction you want to go.

Specific, Measurable, Attainable, Relevant, Timely ROPE - An effective approach to increasing diversity of a team. Reach Out - Look to those who are not like you in terms of religion, race, ability, culture and traditions.

Organize - Do all you can to help deliver the promise of the Scouting Program?

Practice - Practice using the skills of NYLT to build on the diversity in your team, troop, team, crew or ship.

Experience - The experiences you have as you include others in your unit can make your Scouting experience richer.

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