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Volunteering at Scouts is changing to help us reach more young people

Volunteering is changing to help us reach more young people

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Session 1A: How the training scheme works (60 minutes)

Contents

Session 1A: How the training scheme works (60 minutes)

Overall objective

Describe the Adult Training Scheme and how it operates.

Key messages

Linked to the overall objective for this module above, there are also a number of key messages that learners should understand and take away with them at the end of this session. These include:

1. The training scheme is modular and flexible

2. The modules required are different depending on the role being undertaken.

3. Learning is optional, depending on the prior knowledge, skills and experience of the learner, but every required module must be validated.

Cover domestic requirements such as fire exits, toilets, phones, tea and coffee and so on.

Introduce the course staff; it may be helpful at this stage to state what skills and experiences they have that might be relevant to the course.

Task (10 mins)

Ask the participants to describe the key features of the Adult Training Scheme.
Depending on the number of participants you might do this using small groups making notes and feeding back, by putting sheets up around the room and getting people to write on post-its etc.

Ensure that the following points are raised:

  • Training is built around the needs of the learner
  • Modular – adults only complete the modules relevant to their role
  • Flexibility – variety of methods – e-learning, courses, workbooks, small groups, video, one-to-one
  • Accessible to all regardless of geography, education, personal circumstances or special needs
  • Recognition of prior learning, experience and existing knowledge. No need to do the learning
    if an adult can already meet the objectives of a particular module
  • LOVE – learning optional, validation essential
  • Scout methods – learning by doing and small groups – as well as e-learning and workbooks, webinars, videos
  • National scheme helps ensure consistency across the UK, and that training is transferable when people move.
  • External recognition for the Wood Badge

There are different training requirements for different roles in Scouting, so the first part of training is to establish which modules are required for any new learner. Show the Module Matrix and the pages in the Adult’s Personal File and Training Adviser’s Guide which you would use to find out which modules are required for different roles, this is also specified in the back of POR. Explain that usually the correct PLP would be generated by Compass when a role is added. Where an adult is changing role and has already completed some or all of the training required for a previous role, refer to the “change of role matrix” which indicates which modules will need to be revalidated for a new role. Explain that there will be a training requirement for all roles in The Scout Association, including Group and District Trustees.

There is specific training for Managers and Supporters and supporting Managers and Supporters through their training requires managerial experience either within Scouting or externally. There may be people on this course who are taking on the role of TA (M&S). We’ll be talking more in Session 2 about assessing learning needs, but in the context of the Adult Training Scheme, the tool which we use to record progress through the training, and decisions about learning needs is the Personal Learning Plan, which is stored on Compass.

Show the pages on Compass and how the PLP works on here. It’s also helpful to make notes from your meetings of the discussions you’ve had and what evidence has been provided to validate modules, this will be helpful in case there are any queries.

Task (15 mins)

The most crucial time for a new learner is the first few months, and it is essential that they are supported at this important time, when the training will be most useful to them. Working in small groups, give the participants the role cards in Appendix 1.

Ask them to start at the moment the learner first volunteers, and to note down what each of these roles should do, and in what order, to create a good experience for the learner.

Report back (5 mins)

Groups come together. It’s important here that the participants recognise the importance of:

  • Getting in there quickly to support the new learner.
  • The need for good communication between the Line Manager, the Appointments Advisory Committee, the Local Training Manager and the Training Adviser.
  • All of these people giving a positive message about training (not “you’ve got to do some training but don’t worry too much about it.”)

Resources

For this session you will need the following resources:

  • Copies of module matrix
  • Copy of Training Adviser’s Guide and Training Adviser’s Guide for Managers and Supporters.
  • Copy of Adult’s Personal File
  • Access to Compass or screen shots from Compass showing Training Record / PLP.
  • Post-its
  • Poster/flip chart paper
  • Pens
  • Copies of Appendix 1
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Session 1B: How the Nights Away Permit Scheme works (60 minutes)