How do you onboard new parents?

As young people cross over from Cub Scouts to ScoutsBSA‘s programs, their parents frequently follow. Often, the more involved adults have been volunteer leaders in their childrens’ packs, and it is this source of talent that many troops seek to help do the many things that adults do for the Scouts.

The ScoutsBSA program differs substantially from Cub Scouting in that the responsibility for carrying out the program rests on the youth members rather than on the adults. The transition is meant to be a smooth and continuous one for the youth, but can be disruptive to the adults who have been used to running the show for the last several years. Continue reading “How do you onboard new parents?”

For best results, ask better questions

Leadership development is one of Scouting’s most important effects on its members. Ask anyone who was a Scout as a youth and they’ll probably tell you that in addition to learning how to camp, hike and respect the outdoors, one of the most important takeaways is that it helped them become a better leader.

What defines a leader? Reams have been written on the subject, but one of the best definitions comes from an item that surfaced in the early 1930s comparing a boss to a leader. The one we probably hear most often is A boss says “go” – a leader says “let’s go”. 

Among the list of comparisons are two that help to define the relationship between the leader and the led: Continue reading “For best results, ask better questions”

Ask more questions!

questionmark_200Teaching and developing others, particularly young people, can be a challenge. We try to organize a set of facts in a logical manner and deliver it to the receiving parties coherently, so the transfer of information is correct and goes smoothly.

But does it?

Sometimes it seems like we can talk and lecture until we’re blue in the face, but it just doesn’t engage the others. People tend to zone out if they’re getting too much information. There’s not an infinite capacity to receive and store what’s being explained to them.

It’s important to engage the brain in a manner other than just listening to what’s being said. Continue reading “Ask more questions!”

The way Scouts learn

The-Patrol-LeaderOur older son, a second-year medical student, came over and joined us for lunch this weekend. He filled us in on some of what the school is planning for next year’s incoming class. For the past year, he has been the volunteer leader of a co-curricular study program called Case-Based Learning, in which second-year students mentor first-years in situational learning. They work in small groups, posing hypothetical situations appropriate to what they’ve been covering in lecture, with the first-year students mulling over the problem and coming up with a solution collaboratively. After being impressed with its success, the dean of the medical school met with my son to talk about how this independent study concept could be incorporated into the actual curriculum. He told us that, starting next year, many of the large lecture classes (which can include a couple hundred students) are going to be replaced with smaller study groups, where students will take turns learning specific skills or elements and then teach them to the rest of the students in their small group. The concept is that by teaching a new skill themselves, students will learn it better than if they’ve just heard someone lecturing them about it and retaining it just long enough to repeat it back on an exam.

My first reaction was to observe that it sounds pretty much like the patrol method at work. Continue reading “The way Scouts learn”

Adults teaching Scout skills

out_on_a_hike_250Suppose that instead of a usual weekend campout, the Scouts of your troop have decided to go on a weekend hike – maybe to get a taste of what a longer voyage like a Philmont trek might be like.

They’ll start out by getting dropped off Friday night, hike to their first campsite, set up and camp overnight. Then in the morning they’ll have breakfast, pull up stakes and hit the trail. Lunch is enroute, then arrival at a second site Saturday evening, where they’ll set up again, cook dinner, have a campfire and turn in. After Sunday morning’s breakfast, they’ll break camp and hike to where the parents are waiting to pick them up.

This requires not only a good amount of planning but some training, so the Scouts will know what to expect and what to plan for. Continue reading “Adults teaching Scout skills”