ongoing learning 250310 - scouts · ongoing learning – effective recruiters 3 effective...

ONGOING LEARNINGEffective recruiters

scouts.org.uk/training

Copyright © 2009 The Scout Association Registered Charity Numbers 306101 (England and Wales) and SC038437 (Scotland)

Editors Claire Welch

Contributors Claire Welch Simon Carter Dan Beacon Chris Nagle Don Wills Stuart Nimmo

Ongoing Learning – Effective Recruiters 1

Who is Ongoing Learning: Effective Recruiters for? Effective Recruiters is an ongoing learning module. This module is suitable for adults involved in a recruitment event aimed at recruiting volunteers and/or youth Members into Scouting. Ongoing learning opportunities are available to all adults involved in Scouting. Adults who have completed their Wood Badge are required to complete five hours ongoing learning a year.

What does this module contain? This module contains around six hours of learning that may be managed in a variety of ways. There are a number of optional learning methods which allow the trainer to design the learning to the needs of the participants and decide how much time it takes.

How is this module validated? There is no formal validation for this module.

What information is provided? This module contains objectives that relate to understanding the recruitment event, gaining skills to sell Scouting effectively to a variety of people and having an opportunity to practise and develop these skills.

Session details: 1. The Event (20 minutes)

2. Know the Market (1 hour 45 minutes)

3. Recruitment in Action (4 hours 5 minutes)

Depending upon the number and nature of participants, these sessions may need to be preceded by introduction and/or integration sessions. Ideas can be found on scouts.org.uk/trainersresources

Planning considerations The trainer should have a sound knowledge of the areas covered in this module.

The number of participants on the course will determine the ways of working. If more than six are involved, one or more tutors should be assigned to facilitate group discussions. In these circumstances, the tutors in their small group could facilitate some of the following trainer-led methods.

The training involves asking people to work in different small groups at different times. Tasks are brief and group size should be kept small to encourage participation. It may help to organise the assignment of people to different working groups and to list these groupings on a visual aid.

The trainer running the session should be comfortable with the material, able to generate examples and respond to questions.

2 Ongoing Learning – Effective Recruiters

It is expected that this module will generate good practice ideas and it is advised that the information from this course is collated and sent to the participants afterwards.


Effective Recruiters

AIM To provide participants with the skills needed to recruit volunteers and young people into Scouting at a recruitment event.

OBJECTIVES

1. Describe the recruitment event they are involved in.

2. Identify the different categories that potential volunteers fall into.

3. Outline the selling points of Scouting to both young people and adults.

4. Explain the range of roles and flexible offers available to volunteers.

5. Demonstrate the use of conversation in selling Scouting to potential Members.

METHODS

A series of sessions

This course may be delivered over a period of one day or as a series of evening sessions.

Small group

Alternatively, this module could be run for a small group of adults. In this instance you may need to adapt some of the tasks.

RESOURCES • Projector

• Laptop

• Projector screen

• Handout � details of the event

• Post-it notes

• Card

• Resources used at the recruitment event e.g. clipboard, log cards etc.

• Handout A

• Handout B

• Role descriptions (available at scouts.org.uk)

Resources by session are summarised at the start of the trainer�s notes for each one.


The Event (optional)

session 1 OBJECTIVES Describe the recruitment event they are involved in.

RESOURCES • A Powerpoint presentation

• Projector

• Laptop

• Projector screen

• Handout � details of the event

Trainer’s notes

The following method is based on the participants being involved in the same event. If they are involved in many different events then this session may not be possible to run. However, if there are groups on the same event then it is advisable to arrange those participants together to look at their particular event.

TRAINER INPUT Explain to the participants what the recruitment event will look and feel like. Use a powerpoint presentation and a handout to act as a visual aid.

Pre-event marketing activity

Examine any posters, leaflets, displays, presentations etc. that are being used and, if you have photographs, show where they have been placed. Pay particular attention to the wording and selling points being described in the marketing material.

The event

• What is the site like - the geography (the landscape and space), what is it near, where are the good spots to attract people from?

• Who are the people likely to be at the event - age range, interests, communities, religious beliefs etc?

• How many potential recruits might there be on the day?

• What activities/facilities are available to attract potential recruits - what does your display look like? What activities are you offering?

• What things can people take away? Do you have goodie bags? When should they be handed out and to whom?

• Discuss where the team are likely to be located on site (either together or in smaller groups) at different points during the day, shift patterns, and so on.


• Are there potential risks? Is there competition? Will it be easy to approach people? Are people likely to be walking by naturally?

• Have you taken measures to be Inclusive? E.g. accessibility to the event, information in different languages, large print information etc

Post event Is there an event you are inviting them to or some kind of follow up? What is it and what are the details?


Know the Market

session 2 OBJECTIVES

1. Identify the different categories that potential volunteers fall into.

2. Outline the selling points of Scouting to both young people and adults.

3. Explain the range of roles and flexible offers available.

RESOURCES • Flipchart paper

• Pens

• Post-it notes

• Card

• Role descriptions (available from scouts.org.uk)

TASK If relevant to the event; working in buzz groups (of three) ask the participants to generate ideas on the selling points of Scouting to all potential volunteers. It may help them to reflect on their own motivations for being a Member. Get them to write their ideas on post-it notes or pieces of card.

Ideas should include:

• The flexibility available in volunteering with Scouting � you can give us as much or as little as you want, there are roles to suit most interests

• The professionalism of Scouting � how it operates, the external recognition to its training, the support and resources available

• Its wealth of experience, history and tradition

• The good lifestyle it gives people � values, health and fitness etc.

• The sense of satisfaction gained through volunteering

• Developing skills and learning something new

• Gaining more friends and being part of the Scouting community

• Belonging to a worldwide Movement

• Having international opportunities

• Enjoying themselves and having fun

• Get to input into the development of their child and other children

• CV building opportunities

• Get to give back to the local community


• Get to make a difference

• Scouting is open to all � we practice an equal opportunities policy

• Share their life experience with others

• Engage with the local community

• Scouting is recognised by many employers

• Offer specialist skills to Scouting and to keep using skills that they may not get the chance to use on an everyday basis

• To benefit the young people in their own community

Additionally if relevant to the event, ask the participants to identify the selling points of becoming a youth member, thinking of both the young person and their parent(s). Brainstorm ideas and capture on a flip chart.

Ideas may include:

• Fun, adventure, challenge, a progressive programme

• Values-based and educational

• Scouting is open to all � we practice an equal opportunities policy

• It is modern and continues to change to stay relevant � give examples of today�s activities and badges, such as climbing, circus skills and skateboarding

• It is safe � The Scout Association checks its leaders who implement a child protection policy

• Young people are free to express their faith in Scouting

• Opportunities to learn new skills and develop as a person

• Scouting seeks to make good citizens

• Scouting is recognised by employers

• Scouting offers recognised awards such as the Duke of Edinburgh Award

• There are opportunities to make new friends

• There are international opportunities

• Scouting helps young people to be self reliant, caring, responsible and show commitment

• Scouting gives young people an opportunity to make friends with people from different backgrounds.

Trainer’s notes

Below are two methods that can be used to segment the market of potential Members. It is not esential to use both methods but pick the ones most relevant to the recruitment event the participants are involved with. The purpose of these tasks is to encourage the participants to think about personalising their conversations to the individuals they will be speaking to. If the event is only targeting a certain group then it is advised that the majority of the time is spent discussing that relevant group(s).


TRAINER INPUT Explain that to get the most out of the conversations with potential Members it helps to divide up the market.

Option 1 – Task

The market can be divided into groups based on the potential Members� life situation.

Choosing the relevant headings from the following: Parents, Students, Retired, Religious communities, Hard to reach communities, Unemployed and Employed; participants should look back on their list of selling points and place what they consider to be the most relevant ones to each group. They can offer more ideas if their original list was not extensive enough. Move the Post-it notes or pieces of card to visually aid the task. These are possible listings:

Parents The flexibility available in volunteering with Scouting � you can give us as much or as little as you want, there are roles to suit most interests

Get to input into the development of their child and other children

The good lifestyle it gives people � values, health and fitness etc.

Developing skills and learning something new

Gaining more friends and being part of the Scouting community

Students The flexibility available in volunteering with Scouting � you can give us as much or as little as you want, there are roles to suit most interests

CV building opportunities

Enjoying themselves and having fun

Having international opportunities

Scouting is recognised by many employers

Engaging with the local community

Retired The flexibility available in volunteering with Scouting � you can give us as much or as little as you want, there are roles to suit most interests

Get to give back to the local community

Have a positive influence on the lives of young people

Share their life experience with others

Offer specialist skills to Scouting and to keep using skills that they may


not get the chance to use on an everyday basis

Religious community

The flexibility available in volunteering with Scouting � you can give us as much or as little as you want, there are roles to suit most interests

Scouting is open to all � we practice an equal opportunities policy

The good lifestyle it gives people � values, health and fitness etc.

Get to input into the development (including spilitual) of their child and other children

The sense of satisfaction gained through volunteering

Hard to reach communities

The flexibility available in volunteering with Scouting � you can give us as much or as little as you want, there are roles to suit most interests

Belonging to a worldwide Movement

Scouting is open to all � we practice an equal opportunities policy

Gaining more friends and being part of the Scouting community

Engage with the local community

To benefit the young people in their own community

Unemployed The flexibility available in volunteering with Scouting � you can give us as much or as little as you want, there are roles to suit most interests

CV building opportunities

Scouting is recognised by many employers

Developing skills, learning something new and using their present skill set for good purpose

Employed The flexibility available in volunteering with Scouting � you can give us as much or as little as you want, there are roles to suit most interests

Developing skills and learning something new (to help advance promotion or new job)

Offer specialist skills to Scouting and to keep using skills that they may not get the chance to use on an everyday basis

Scouting is recognised by employers (who may give time to do it)

Option 2 Trainer Input

The market can be divided into five groups based on their experience of Scouting/volunteering. Go through the following:


1. Objectors

What they are like:

This group has very strong objections to volunteering and perhaps particularly volunteering for, or being a Member of, Scouting. They are likely to be either negative and not engaged or want to spend time debating and taking up your time.

Recruiters actions:

The individuals are unlikely to be won over to Scouting and volunteering within the time the recruiters have with them. It is important to identify these people early and move them on as quickly as possible. Do ensure that the messages you give are positive and that they have a positive experience of engaging with you.

2. Doubters

What they are like:

This group makes up the majority of the audience and are from a diversity of backgrounds. They hold a stereotypical view of Scouting and volunteering in general. They have low awareness and understanding of volunteering options in general and particularly volunteering and being a Member of Scouting.

Recruiters actions:

This group needs to be educated or re-educated in what Scouting is like today and the options available to them. They need to have their misconceptions challenged and be given a positive image of Scouting. Messages are likely to include: the relevant programme offered to young people, Scouting being open to both boys and girls from all backgrounds, faiths and abilities, how large Scouting is in the UK and the international opportunities it offers.

3. Starters

What they are like:

This group makes up a small percentage of the population. They think positively about volunteering and Scouting. Their personal values align closely to that of Scouting and volunteering. They easily fit with our current Membership profile. They have an outdated image of Scouting and are not aware of all the options available to them through it.

Recruiters actions:

Demonstrate how Scouting is well matched and suitable to them. Communicate the strengths and benefits of Scouting over competing volunteering opportunities and youth provision. These are likely to include: the range of opportunities available to volunteers, the diverse appeal of Scouting and its availability to people from all backgrounds, abilities and faiths, the training opportunities and support provided, the international aspect, the vaules it works to build etc.


4. Volunteers

What they are like:

It is possible that you will come across people already volunteering or involved as a member in a similar organisation. They will be warm to the idea of volunteering and Scouting and have a good knowledge of what is required. However, they may not necessarily know about Scouting today and the options available.

Recruiters actions:

Inform them of Scouting and what it has to offer. Communicate the strengths and benefits of Scouting over competing volunteering opportunities and youth provision. These are likely to include: the range of opportunities available to volunteers, the diverse appeal of Scouting and its availability to people from all backgrounds, abilities and faiths, the training opportunities and support provided, the international aspect, the values it works to build etc.

5. Deserters

What they are like:

This group have had previous experience with either volunteering and/or Scouting. They could have had a positive or negative experience and are likely to come with pre-conceptions.

Recruiter’s actions:

Re-engage and reinvigorate them about Scouting and/or volunteering. Remind them of why they wanted to join and draw out any good experiences they may have had. Demonstrate how Scouting is well matched and suitable to them. Communicate the strengths and benefits of Scouting over competing volunteering opportunities and youth provision. If the experience was negative be sensitive to this situation as they may now be an �Objector�.

TRAINER INPUT Explain that it is important to understand that people will have different motivations for joining Scouting and be attracted by different opportunities. Once we have identified them we will be able to better relate to them and pull out the main selling points of Scouting to that individual. This will make our recruitment much more effective.

The participants should be aware of the full range of volunteering opportunities available to ensure that they are able to fit roles to the individual. Equally they should be aware of the flexibility on offer.

Additionally, if the recruitment event is targeting young people then the participants need to have good knowledge of the type of activities young people do and the Programme on offer.


TASK Divide the participants into small groups. Give each group a different set of role descriptions; these are available from scouts.org.uk.

Roles should include:

• Roles that work directly with young people: Section Leader, Assistant Section Leader, Section Assistants and Helpers

• Manager roles: Group Scout Leader and Commissioners

• Support roles from Assistant District Commissioners, Assistant County Commissioners for Sections and specialist areas, such as International, Activities, to Treasurer, Secretary, Chair, fundraiser, trainer etc

If the recruitment event is targeting youth members then the groups can look at programme resources for different Sections and those with experience of delivering the programme can share their knowledge with the others.

The groups need to focus on the roles and/or Sections they have been given and be able to sum up the key points for each in two minutes.

REPORT BACK Ask each group to present a short two minute summary for each role/Section they have researched.

TRAINER INPUT There may be roles or functions that do not have a role description but may be important to mention to help the participants think more widely when recruiting; such as recruiters, administration roles, fundraising, marketing etc. Explain that volunteering in Scouting can take many forms and is flexible. It is possible for people to undertake a role in a way that is suitable for them. Such as:

• volunteering every other week or once a month

• using e-communication and other new technologies rather than face to face meetings

• role sharing with others

• expenses being paid for child provision

• doing project based volunteering e.g. organising an event or fundraising

• belonging to a pool of support through Scout Active Support, to be available as and when they are able

If people volunteer in Scouting or become a Member and have a positive experience, when the individual�s life situation changes (such as having more time or wishing to develop


other skills), Scouting will be looked on as an attractive option and both can continue to benefit from the partnership.


Recruitment in Action

session 3 OBJECTIVES Demonstrate the use of conversation in selling Scouting to potential Members.

RESOURCES • Resources used at the recruitment event e.g. clipboard, log cards etc.

• Handout A

• Handout B

TRAINER INPUT Explain that the people attending the event are unlikely to approach the recruiters on the day; this means the recruiters need to have the confidence to approach them. Hold a discussion about some of the anxieties the recruiters may have. Explain that from experience the worst that happens is that a minority of people walk by and ignore you. They need to be prepared for this and not disheartened. Most people enjoy the buzz around the event and like having the opportunity to talk to someone who is enthusiastic about what they are sharing. People tend to like people the same as themselves (age, culture etc), particularly in such a short exchange because the familiarity helps them to relate and feel safe. The participants should bear this in mind when choosing who to approach; and the team itself would benefit from closely matching the market they are drawing from.

Explain that once you have got a person in a conversation it is important to ascertain quickly how warm they are to Scouting and what their motivations to joining may be (which category they fall in to). Explain that when talking to potential members there are some key points to remember:

1. No Scouting jargon.

2. Keep upbeat and enthusiastic.

3. Make it personal to the individual (why Scouting is great for them).

4. Do not force people to sign up, it will be fruitless in the long run.

5. Be confident in your message � you really are offering them something that is useful, fun and brilliant.

TASK Ask the participants to generate ideas of good conversation starters to use at the event. These may include:

• �Hi, we are here because ��


• �Hi, you look to be the age of many of the young people that enjoy Scouting week on week, let me tell you more about�. �

• �Hi, we have free food available please feel free to take some as I talk to you...� (or whatever hooks you may be using)

• �Hi, we are from The Scout Association, I am sure you have heard of it, we are��

• �Hi, would you like to do �?� activity or �?� as I talk to you?�

Note that the conversations are open, allowing the recruiter to talk to the individual and tell them why they are there before going on to ask a question.

Trainer’s notes

Type up the list generated by their discussions and have it available on the day for their reference.

TRAINER INPUT Explain that the recruiters need to manage the conversation and this can be broken down into three successive areas:

1. Motivation: Talk with the person to show the benefits of Scouting and help them see that it is something they would like to do

2. Ability: Lead the person to see that it is something they are able to do because they have the skills, abilities and time to commit because of Scouting�s flexible nature.

3. Need: As they would like to do it and are able to, there is nothing holding them back. In fact it would make sense if they signed up because it would be great for them.

It is important to ensure that this is a conversation, with the potential volunteer taking the lead in finding out more. This can be due to you making statements into questions. Your objective is to get several positive statements out of the potential volunteer before you entertain the idea about asking them to volunteer. Be sensitive to the body language expressed, remain friendly and interested in them, do not be pushy or leave them with a negative experience of the exchange.

GOLDFISH BOWL Using the trainers/facilitators, demonstrate a recruitment conversation through the use of an interactive Goldfish bowl (a scene acted out that the participants can view and intervene in). The trainer should occasionally pause the conversation (this can also be delegated to the participants), and the participants can input into what they think should have been done differently and what should happen next. In this way they can input and turn any bad practice into good. The scene can then be played and replayed taking the comments on board. This is a good method to get people analysing the interaction before doing it themselves.


Trainer’s notes

The tasks that follow are role plays. It is important that it replicates as close as possible the situation of the recruitment event. They can be in the clothes they�ll be wearing, have the equipment they will be using and so on. To ensure it imitates a real situation the participants need to take it seriously and not be �over the top� in the characters they take on. Characters are provided in Handout A, but it is recommended that you use ones that are applicable to the participants� event and this may require you to create more. It is really important that the team gets to practise in a safe environment; they need to learn from the experience and make improvements.

Depending on the number of participants it may be wise to have facilitators present. It is important that you and the facilitators are witnessing the improvements of the recruiters and are happy with the level of skill demonstrated. These tasks require effective time management. Ensure you stop the conversations after five minutes. This goes quickly and the recruiters need to have an awareness of how to get their message across in a time efficient way. You also need to leave ten minutes for feedback. You should adapt the tasks suggested to make them relevant to your situation.

People can find role plays uncomfortable, an alternative method to use is the format below but rather than people taking on roles the groups can look at the character and talk through how they would go about selling Scouting to them.

TASK Working in a group of three, one will be the recruiter, another a potential volunteer and the third, an observer. The potential volunteer/member/parent of a young person will take on the role of a one of the characters that can be found in Handout A. They walk by the recruiter, who has to approach and stop them and start a conversation. The recruiter has a contact form to fill in (Use either Handout B or the form being used for the event) and has five minutes to have a conversation and collect the data. The observer then feeds back to the recruiter how they felt they did and offer suggestions for improvement. The trainer should collect feedback to see whether there are any common themes and offer advice.

Swap roles, groups and characters, and then repeat the process above another five times.

AN ADDED OPTION To give the participants further practise you may wish to take them to a situation that involves using their new techniques on the public. This could be going to a local college, supermarket, town centre for example. Whichever situation will best mirror the one they are training for. If this is organised, the relevant permission(s) should be sought and granted (such as from the store manager). The experience should be of high quality with the people who encounter it leaving with a good opinion of Scouting. It may involve using freebies to give away, organising an activity, using posters/banners for publicity. A process should be in place for following up new recruits. Where possible, it should reflect the recruitment event the participants are training for and should be well managed and organised. Allow time when you return for feedback, drawing out any lessons to learn.


TRAINER INPUT Explain that the event organiser is likely to use the recruiters in different ways at the event. The recruiters can be divided into three areas based on their strengths:

1. �Inviters�: these people are sent out around the event to drum up interest and get people over to the activities. They may be handing out leaflets or leading the potential volunteers to free food and/or activities.

2. �Sellers�: these people will have the conversations with potential recruits securing the deal and taking contact details.

3. �Back up�: these people can respond to demand, they pair up with a �seller� so that once they person wants to sign up the �back up� takes their details and answers any questions allowing the �seller� to approach someone else.

SUMMARY Inform the team of the next steps involved, such as when they will next meet up, what time, what to bring. Encourage them to keep practising and thinking about the conversations. They may wish to speak to current members to find out their motivations in joining and what they get out of Scouting. Make sure they have a clear understanding of what is expected of them on the day. For example, who they will be answerable to, the need to keep outwardly focussed and to support and encourage each other.

Trainer’s notes

With the training complete you may need to make a judgement on the individuals in the team (strengths/weaknesses). By making these judgements it will help the event organiser manage more effectively and put people in the right roles. There may also be a judgement as to whether any are not suited to the role of recruiter and should be given another job on the day.


Handout A Volunteers

Age: 21

Life situation: Student � Business Studies

Previous experience: Left Scouting as a Cub. S/he enjoyed it but had other hobbies that took up time. Perceives Scouting as a bit �geeky�. S/he hasn�t thought about volunteering but is looking for experience to put on his/her CV. S/he doesn�t know what Scouting is like today and the opportunities available.

Characteristics: Doubter, Student

Age: 35

Life situation: Employed as an accountant

Previous experience: Was not in Scouting when younger but joined another large youth organisation. S/he has very fond memories of that organisation. S/he has often thought of Scouts as being for Christian boys and has never considered it as an organisation to join. Work is very busy and unpredictable. S/he would not be able to give a weekly commitment to volunteering but would like the opportunity to give something back to his/her community.

Characteristics: Starter, Employed

Age: 63

Life situation: Retired, previous employment as a technician in a school

Previous experience: S/he was a Girl Guide/Scout and found it enjoyable and a good practical experience. S/he has not had any contact with Scouting since. S/he has been heavily involved in a number of community groups including the committee that runs the local Synagogue and as a Governor for a primary school.

Characteristics: Volunteer, Retired

Age: 28

Life situation: Parent of two: a four-year-old and a two-year-old. Works part time as an administrator

Previous experience: S/he was a Girl Guide/Scout and found the time enjoyable, s/he stopped going when they joined senior school. S/he has not had any contact with Scouting since. S/he has little time but would like a new interest and preferably one that would enhance his/her skills.

Characteristics: Deserter, Employed


Age: 47

Life situation: Sports coach

Previous experience: S/he has never been involved in Scouting/Guiding and has always seen it as outdated and boring. S/he enjoys working with young people and passing on his/her skills. S/he is hoping to develop his/her own business over the next three years.

Characteristics: Doubter, Employed

Age: 32

Life situation: Teacher at a senior school, newly married

Previous experience: His/her brother was a Scout but it never appealed to him/her. S/he believes that youth organisations have a lot to offer young people and that young people need good extra-curricular activities to help them grow as a rounded individual. S/he likes playing tennis as a hobby and doing things that offer a balance to work.

Characteristics: Doubter, Employed

Age: 38

Life situation: Owns his/her gardening business, married with children in Scouting

Previous experience: S/he was a Scout/Guide all the way through his/her youth. S/he has great memories and his/her children are now having a great time. S/he enjoys helping people, especially the elderly, who s/he does gardening for.

Characteristics: Starter, Employed/Parent

Age: 69

Life situation: Retired Hindu religious community leader

Previous experience: S/he has limited knowledge of Scouting and has never come across it in her/his religion. S/he volunteers for the local interfaith forum and is active at his/her temple. S/he has worked with young people and all sections of his/her religious community.

Characteristics: Volunteer, Retired, Religious

Age: 54

Life situation: Unemployed, previously an automotive manual worker, married with two grown up children

Previous experience: S/he has a very negative picture of Scouting. S/he has not had any involvement, doesn�t believe it is safe and thinks it is very outdated. S/he is not sure it has any relevance to him/her.

Characteristics: Doubter, Unemployed

Age:18

Life situation: Gap year, saving up money

Previous experience: S/he was a Girl Guide/Scout for six months but gave up because s/he didn�t enjoy it. S/he wants to study Media Relations at University and is spending his/her


year out saving up.

Characteristics: Deserter, Employed/Student

Young people

Age: 15

Life situation: Is at school and s/he is studying very hard for his/her GCSEs

Previous experience/interests: S/he is not committed to any regular youth or other activities and has never been involved in Scouting. Main friendships are from school. S/he does not know what Scouting has to offer. Interests include reading, films and computer games.

Age: 17

Life situation: GNVQ in Business at college

Previous experience/interests: S/he is very active, enjoys sports and activities. S/he has belonged to a number of clubs over time, including Scouting as a Beaver and Cub. S/he gave up Scouting because other activities took over. S/he is now beginning to think about what to do after Sixth Form, particularly in terms of employment rather than further study.

Conversation with parent

Child�s age: 13

Situation: Moved to the local area and has just started at a new school

Previous experience/interests: S/he was in Scouting until s/he was a Cub. The family is new to the area and is keen to get settled and help her/his child develop new friendships quickly. The parent is worried that Scouting is seen as �geeky� and will not be attractive to his/her child.


Child�s age: 8

Situation: The parent has never considered Scouting before. The parent has never been involved in Scouting and believes it is about fires, camping and being outdoors which has never appealed to her/him and is not sure her son/daughter would like it.


Child�s age: 6

Situation: The parent grew up in Bangladesh and had a good time as a Scout there. S/he has not seen much of Scouting here but from what s/he has seen, it came across as very Christian and was not attracting young people from different backgrounds. S/he is Muslim and would like her/his child to get involved if it is appropriate.


Handout B

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