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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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Practical Support for your Role

Practical Support for your Role

Putting together a Personal Learning Plan

The Personal Learning Plan is the key to the Adult Training Scheme, so it is important that the plan produced is appropriate. The learner and the Training Adviser should work together to produce a plan that meets the learner’s needs and details how the required training will be completed.

The learner may already have received a copy of an Adult’s Personal File appropriate to their role when their provisional appointment was issued. If they have not yet received a copy, you should ensure that they are given one. Take a look at the Adult's Personal Files. The file is designed to give the learner all the information they need as they progress through the scheme and can be used as a workbook to create their Personal Learning
Plan.

The Adult’s Personal File will help the learner to identify which modules are relevant to their role, and what learning and validation they need to complete. The Adult’s Personal File outlines the five steps to creating a personal learning plan:

1. Identify the training relevant to the learner’s role

2. Assess what learning they will need to complete

3. Decide the validation methods that will be used to demonstrate their ability to put learning into practice in their role and the timeframe in which they expect to complete each criteria

4. Meet and agree a plan with their Training Adviser

5. Complete and review

Learners may complete steps one, two and three themselves and bring the initial work to their first meeting with you to complete step four. Others may prefer to complete these steps alongside their Training Adviser or another volunteer. In either case, you should ensure that the initial meeting (step four) is arranged as quickly as possible so that the learner is not held up in progressing through the scheme.

Agreeing the Personal Learning Plan

Depending on whether the learner has worked through the steps one, two and three to think about their Personal Learning Plan before agreeing it with you or not the guidance that you give will be slightly different. In both cases though it is important that the process of agreeing the plan is about discussing the needs of the learner and mutually agreeing the plan, which is then recorded.

Step 1: Identifying and agreeing the modules

At this stage you should ensure that the learner has identified all the modules appropriate to their role.

The following resources will be useful:

  • The Minimum Training Requirements and the Module Matrix in Part 4 of this document can be used to identify which modules they are required to complete for their role.
  • The learner’s role description will be useful to identify any extra modules that may be relevant to their role, or that they would find interesting to complete
  • If they are changing roles from another role in Scouting, the Change of Role section can be used to identify the modules that may require revalidating. If they have completed their training under the current Adult Training Scheme, it may not be necessary to revalidate certain modules or certain validation criteria if they have completed them previously.


It's worth discussing with the learner their role and the training they require for it and advising them on any gaps you believe are in their proposed plan. There may be some modules which you believe would be helpful to them that they haven’t thought of. They may also wish to complete modules which are not required for their role but which they are interested in. If they are taking on an appointment which requires a Wood Badge, ensure that all the required modules for that Wood Badge have been included on their plan.

Remember that the basis for this discussion must always be the role description the learner has agreed with their line manager. Without an agreed role description, and therefore a detailed understanding of their role, you can’t be sure that the advice you are offering them is accurate. It is worth confirming with the learner before the meeting that they have a role description and that they are going to bring it with them. This will ensure that for both of you the time is used effectively.

Step 2 – Assessing their learning needs

Once the training requirements have been identified, you will need to discuss each one in turn to ensure both you and the learner understand what each requires.

It's likely that the learner will already have skills and knowledge that they have acquired in another role within Scouting or externally that can be used to validate some of their training. This means that for some modules they may not need to do any extra learning or may only have learning to do for certain topics.

You will both need to agree whether the learner can already do what is required, or whether they need further learning or support to achieve it. It is important to spend time discussing what the module requires and helping them to identify which skills they have and which they may need to gain. Both you and the learner need to have a clear understanding of what is required at this stage in order to prevent issues occurring later.

The Check Your Knowledge chart included in the validation guide below will help to identify what the learner already knows and decide what learning they still need to complete for each module. The chart has been designed to reflect the learning objectives of each module. This can be used to help to create their Personal Learning Plan (PLP) and agree it with you.

Adults coming into Scouting will already have a variety of skills, knowledge and experience that can be applied to their role. They may have gained these skills through their education, employment, life experiences or other voluntary roles within or outside Scouting. They may have been gained through formal or informal learning.

An important aspect of the Adult Training Scheme is the recognition of this prior learning. What is important is that learners can do what they need to carry out their roles, not how they gained these abilities or knowledge. If an adult can demonstrate that they can meet the evidence required for the validation criteria, then it will not be necessary for them to complete further learning for that module. They are required to show that they can apply the skills that they have gained elsewhere effectively to their role in Scouting. This is then checked through the validation process.

An adult may have the skills required for a module but need some help applying them to Scouting, or they may be able to meet most of the module objectives but not all. This may mean them needing to complete some extra learning. This could be achieved in a number of ways including one to one discussion, learning on the job (for example attending meetings), or observation/shadowing. Some of these adults may still choose to complete full training for the module, but it's important to remember that not everyone will want to do this.

As part of its youth programme, The Scouts operates a Young Leaders’ Scheme. The scheme gives young people in the Explorer Scout section (aged 14-18) the opportunity to act in a leadership role in one of the first three sections. As part of this scheme, Explorer Scouts are required to do some training to support them in their role.

The Young Leaders’ Scheme gives Young Leaders the skills and knowledge to act as part of the section leadership team and covers subjects such as the high-quality balanced programme, safeguarding, first aid, practical skills, managing behaviour and leadership skills.

The scheme is built around 11 instruction modules, which can be delivered separately or in various combinations. There are also four missions (projects) which a Young Leader can complete. These allow Young Leaders to put their learning into practice. Other than Module A, the scheme is voluntary, so different Young Leaders may have gained different skills from the scheme.

The learning and experience that an individual has gained from the Young Leaders’ Scheme is recognised under the Adult Training Scheme in the same way as any other prior learning. If an adult has previously been a Young Leader, or indeed a youth member of the Association, it's likely that they already have a good level of knowledge of Scouting and how it works.

Although the completion of the Young Leaders’ scheme cannot be used as automatic validation for any module, it should be acknowledged and taken into consideration when agreeing the Personal Learning Plan. When putting together a Personal Learning Plan with a learner who has been a Young Leader it's important to ask them questions that allow them to explain the skills and knowledge they have gained. They will need to validate their modules in the same way as all other learners.

The Adult Training Scheme offers several learning methods for each module, specified on the Module Matrix. You will need to discuss with the learner what learning methods are available and help them to decide which of these methods will be most appropriate for them. The choice of methods will need to take into account the learner’s personal circumstances, their preferred learning style, additional needs and the opportunities available locally. It is important that individuals have access to as wide a choice of learning methods as possible.

Modules have a choice of two or more methods that can be used to access the learning. Learners may be able to go on a training course, use e-learning, workbooks, videos, read a book or get another adult in Scouting to help them or teach them a skill.

Step 3: Agreeing the validation methods

Validation is the process where learners show that they can put their knowledge and skills about the topics covered in a module into practice in their role in Scouting.

Learners need to validate all the criteria required for their role regardless of whether they have gained their skills through learning or through prior experience. Validation should not be seen as an exam – it must be a positive experience in which the learner receives supportive feedback. You should be unobtrusive and allow the learner to carry out the task.

It is your responsibility to agree suitable methods for validation with the learner and to sign off each module once you are comfortable that it has been appropriately validated. You won’t necessarily validate every module for your learners. They can be validated by any Training Adviser or by someone designated by the appropriate Training Manager for this purpose.

Validation methods should be simple and effective and should always be something that the learner does as part of their normal role. The focus should be on the learner doing something and this will often be backed up by discussion. Agreeing the validation method is important. It should be very clear what is acceptable and unacceptable for validation purposes.

There are several validation methods that learners can use. Some examples of the most frequently used validation methods are shown here. There are however other methods that you might want to use, and these can be agreed between you and the learner:

  • A visit to learner to observe them carrying out an activity
  • A written or verbal statement from an observer describing an activity the learner has completed
  • Paperwork created for the role; such as programme plans, letters to parents, instructions for activities and risk assessments
  • Notes from activities or meetings
  • Obtaining a qualification, such as a first aid certificate or nights away permit
  • Completing a questionnaire
  • Discussion with the learner
  • Photos of a validation activity
  • Videos of a validation activity
  • Presentations to adults or young people in Scouting

Step 4: Meeting and agreeing a plan

During the initial meeting you need to discuss the learner’s training requirements, learning methods and validation methods to create a Personal Learning Plan with them. Some learners may have already thought about steps one, two and three above before the initial meeting whereas others may choose to work through the first three steps with you.

At the initial meeting, you should ensure that the learner has a full understanding of:

  • The principles of the Adult Training Scheme
  • The scheme itself and the processes involved
  • The purpose of validation
  • The learning and validation method options that are available to them
  • The timescales to which they are working
  • Any other local information that may be relevant

In a single meeting you should not aim to agree a learning method, validation and a timescale for every module. Try to prioritise the modules and create a plan for those that the learner is going to work on in the next 6 to 12 months. At the first meeting with an adult new to Scouting, you may just want to agree the learning and validation methods for the Getting Started modules. These must be completed within five months.

By the end of the initial meeting the following key things should have been achieved:

  • Agree the modules the learner must complete
  • Identify whether the learner has any prior learning or what additional learning they need to do in order to validate their training.
  • If learning is required, agree the method they will use such as a course of piece of e-learning to gain the relevant skills for their role
  • Determine whether the learner wishes to work towards the external award option
  • Identify the validation methods for the modules
  • Agree a timescale for all the above

The Personal Learning Plan is recorded on the membership database called Compass, where it's stored and updated as the learner works through their training. As a Training Adviser you can update the Personal Learning Plan directly onto Compass when you agree their plan.

Step 5: Complete and Review

As the Training Adviser, you will want to know that the learner is working to the plan and that the learning is enjoyable and useful. At the same time, the learner will want to know that they have your support. As frequently as you choose, and certainly no less than every six months, you should meet with each learner to review their progress. You should then agree the next criteria they might tackle and the validation methods they will use. Although you will meet each learner in between to carry out validations, it is useful to clearly identify these review and planning meetings at regular points.

As the maximum timescale for the completion of Getting Started is five months, it may be useful to have a four-month review with the learner so that you can take action before the provisional appointment expires. If an adult’s provisional appointment expires and they have not completed Getting Started, then the adult’s line manager will be informed (through a locally defined route).

As you work through each module and discuss validation methods, check that the learner is still happy that they don’t need to do any further training. Make sure they feel confident that they can achieve the validation method based on their knowledge and experience. As a Training Adviser, you need to make sure that the learner succeeds without compromising the standards of the scheme. It is in no-one’s interest for the learner to fail.

It's important that the level of validation is right for each module and relevant to the role of the learner. There is a fine balance between the learner demonstrating their knowledge and the validation method being too difficult or time consuming. You need to be satisfied that the learner knows about each subject and can do what he or she needs to be able to do. In some areas, such as safety, this is vital for the welfare of themselves and those in their care. However, the validation must be achievable and naturally occurring in their Scouting activities.

If you're satisfied that the learner has successfully validated the module, they will naturally be pleased that you're able to sign it off. You must physically sign the module off on the Personal Learning Plan and complete any local administration.

If you're not satisfied that the learner has successfully met the validation criteria for a module, you need to approach the issue sensitively. The learner will no doubt feel that they have put a lot of effort into the task and to be told they have not succeeded, could be de-motivating and upsetting for them. You will need to highlight the positive aspects of what they did and encourage them to improve the areas causing concern by giving them helpful suggestions. Keep the discussion from being too personal and relate it to the objectives of the module, explaining what you feel they need to address further.

More information on giving feedback can be found in the next section.

Effective feedback gives the learner some accurate, factual information about what they have done. The learner should reflect on what they have learned and what they can do with that information.

Feedback should be structured so that the first information a learner hears is positive. You can then go on to provide feedback on areas where they can develop or improve. Think carefully about the language you use. Words like weaknesses or negatives can create resistance and provoke a defensive response. It's  better to discuss areas for development. Useful information to use in feedback can include:

  • Your own observations of the learner
  • What the learner tells you
  • Information you have picked up from others or elsewhere

Feedback is successful when the learner takes away from it a sense of recognition and satisfaction for what they have achieved and a sense of opportunity for what they can do next.

Once you have validated all the areas of the learner’s Personal Learning Plan, they will need to agree their plan for Ongoing Learning with their line manager. Every adult who holds an appointment for which a Wood Badge is required must participate in a minimum of five hours ongoing learning each year. This is to ensure they continue to acquire new skills and keep up to date with new trends and policies. Ongoing learning must be at least five hours per year, calculated over the length of the appointment.

Once they have completed their Personal Learning Plan and agreed their plan for Ongoing Learning they will be eligible to be recommended to be awarded the Wood Badge. The recommendation is passed to the County Training Manager (or equivalent) to sign off the recommendation.

Resolving Challenges

In your role as Training Adviser, it is important to de-personalise any disagreement as you have a relationship to maintain with the learners you are working with. Try to think of creative solutions to problems.

On occasions, you may not be able to reach an agreement with a learner. You might disagree over which modules are necessary for their role, or about whether a module has been successfully validated. For this reason, there is a grievance procedure that allows for these disagreements to be settled fairly

If there's a disagreement about the modules necessary for the learner to complete for their particular role, the matter is referred to the learner’s line manager. The line manager should seek the advice of the County Training Manager if necessary.

If the line manager is unable to resolve the disagreement, it is referred to the District or County Commissioner (as appropriate) whose decision is final.

If there's a disagreement between yourself and the learner about whether a module has been successfully validated, you must refer the matter to the County Training Manager. If the County Training Manager cannot resolve the problem (or if the County Training Manager is personally involved) the disagreement is referred to the County Commissioner whose decision is final.

Further guidance on disagreements between adults can be found in the Scouts' Complaints Policy.

The line manager will then review the situation with the learner to find out why they have not completed this stage. They will also decide whether to extend the provisional appointment. A provisional appointment can only be extended once.

Support and resources

Your County Training Manager is responsible for the management of all aspects of the training process. Depending on the local situation, they may delegate some responsibilities to Local Training Managers. Therefore, your line manager will either be the County Training Manager or a Local Training Manager. In Scotland the Assistant District Commissioner (Adult Training) Scotland is line manager for Training Advisers in a District. The Assistant Regional Commissioner (Adult Training) Scotland is line manager for Training Advisers required for Regional volunteer roles.

You should receive support from a network of other Training Advisers, and they will need your support in return. You will also work with the learner’s line managers to ensure that the learners receive the appropriate training and support for their role.

Administration and records

Administration and recording practices will differ between areas, but the following will be common to all.

A learner’s Personal Learning Plan should be updated regularly and is something that they should keep and feel responsible for. You also need to keep copies for your own records and your Local and/or County Training Administrator will need to be kept up to date on progress. Your County Training Manager may also ask for a copy of the Personal Learning Plan to help them plan which learning methods they need to be offering in the County and ensure the quality of validation decisions.

Local arrangements will determine how the administration is carried out and by whom. You should check with your Training Manager to make sure you know what you need to do. You can record the learning methods, validation criteria and validation methods for each of the training modules via the national online membership database, Compass. Once a learner has completed all the required elements of the Wood Badge the County/Area Training Manager/Assistant Regional Commissioner (Adult Training) will need to be informed to complete the recommendation on the membership database.