An Introduction to the EDGE Method

A Method for Training Future Leaders!

EDGE is an effective process for

Training, Teaching or Leading, that describes

two way communication between

the trainer and the learner.

Exploring EDGE

Explain

Demonstrate

Guide

Enable

Where did EDGE come from?

Wood Badge for the 21st Century – about 10 years ago

National Youth Leadership Training (NYLT) – about 7 years ago

Tenderfoot Requirement4.c. Using the EDGE method, teach another person how to tie the square knot.

Life Requirement6. While a Star Scout, use the EDGE method to teach a younger Scout the skills from ONE of the following seven choices, so that he is prepared to pass those requirements to his unit leader's satisfaction. a. Second Class - 7a and 7c (first aid) b. Second Class - 1a (outdoor skills) c. Second Class - 3c, 3d, 3e, and 3 d. First Class - 8a, 8b, 8c, and 8d (first aid)

January 2011

e. First Class - 1, 7a, and 7b (outdoor skills) f. First Class - 4a, 4b, and 4d (cooking/camping) g. Three requirements from one of the Eagle-required merit badges, as approved by your unit leader.

Where did EDGE come from?Cont.

Further… EDGE is a tool for modeling the Four Stages

of Teaching or Leading

And

The Four stages of Team Development

Stages of Team Development

FormingStorming

Norming

Performing

EDGE Centers on the concept that Learners and Teams all go through Four Distinct Stages of

Development

Example Using EDGE – the Bowline

Example Using EDGE – the Bowline

Explain

High enthusiasm,

Low skills

is Associated with:

Example Using EDGE – the Bowline

Demonstrating

is Associated with:

Low enthusiasm,

Low skills

Example Using EDGE – the Bowline

Guiding

is Associated with:

Rising enthusiasm,

Growing skills

Example Using EDGE – the Bowline

Enabling

is Associated with:

High enthusiasm,

High skills

“What is EDGE™?”

The key to making EDGE™ work is to use it for all teaching opportunities. Make it a habit.

1. Explain—The Trainer/Leader explains how something is done. An effective leader will do lots of careful explaining to learners understand exactly what to do and how to do it.

1. Demonstrate—After the Trainer/Leader explains, the trainer demonstrates while explaining again.

2. Guide—The learner tries the skill while the trainer guides him through it.

3. Enable—The trainee works on his own under the watchful eye of the trainer. The trainer’s role in this step is to remove any obstacles to success, which enables the learner to succeed.

What Is The Importance Of Demonstrating A Skill?

Why Is Explaining An Important Part Of Teaching?

It allows the learner to see as well as hear

It clarifies the subject

It allows learning by doing and shows depth of understanding

What Is The Purpose Of Guiding?

Why Is Enabling Important?

It allows learner to use and repeat skills

Stages of Team Development

Forming Low skill but high enthusiasm

Excited about learning the skill

Doesn't yet know how to perform the skill

Storming The learner starts to

be discouraged

Skill level is still low

Because the learner now knows how much work is involved, enthusiasm is low

Norming The learner makes advances in skill through

hard work

As skill level rises so does enthusiasm

Performing The learner has mastered the skill

Enthusiasm is high

The learner is now able to teach another the skill

Stages of Team Development

Forming

Team Stage Development Phase Leadership Behavior That Is Best for That Stage

High enthusiasm,

Low skills

Low enthusiasm,

Low skills

Rising enthusiasm,

Growing skills

High enthusiasm, high skills

Storming

Norming

Performing

Explaining

Guiding

Demonstrating

Enabling

When a team starts to learn a new skill or work toward a new goal, it will go

back to the Forming stage.

1. It starts with Explain, which is typically a trainer led activity.

2. Next, the trainer Demonstrates the concept or skill correctly so the learner has a clear image in his or her mind of what success looks like.

3. Then, the learner gets fully engaged by

giving it a go under the watchful eye of the trainer, who provides instant feedback to Guide him or her toward success.

4. Lastly, the trainer Enables the learner—giving over control and supporting the learner by giving him or her a chance to fly solo. This means that the learner can successfully use the new knowledge and skills.

That’s an overview of the EDGE model, a training model developed originally to standardize the way youth leaders transfer (teach) a skill in Scouting. Most of the syllabi we are currently using are not written in the EDGE model. NYLT is the exception. EDGE has considerable reapplication in training, but we need to follow the style and format of the particular syllabus.

Developing Communication Skills is Fundamental to the EDGE Method

Explaining Communication Skills

Communication

Teaching is communicating information from one person or group to another

What communication skills have I been using?

Neutral Position

Neutral Position (cont.)Neutral Position (cont.)

Stand straight and tall, but not so much that it gets uncomfortable.

Let arms hang freely by your side letting them know that participation is welcome.

“Neutral Position is a ‘ready’ position that is comfortable for the speaker and does not draw

undo attention”

Feet (cont.)

Do not pace or rock. Each movement should have a purpose.

If you notice that your listeners are not fully engaged, you can move toward them to regain their attention.

Hands(cont.)

* Move your entire arm. Not just the elbow

* Large gestures rather than small tight ones

* Do not Jam hands in pockets, keep them out where they can be used

* Open handed gestures invite

* Constant arm movement can be distracting.

• Learners should be able to hear without straining. Tip: Speak so someone standing behind the last learner in the room can hear.

• Adjust to accommodate the room’s acoustics.Tip: Move the tables closer to you or use a microphone.

• Tone should be confident, enthusiastic, and pleasant, but never sarcastic. Remember: A Scout is friendly, courteous, and kind.

• Speed is important. Too fast reduces effectiveness, too slow is boring. Tip: Ask a co-trainer to signal you to go faster or slower.

• Be clear, and avoid slang, acronyms, and filler words. Tip: Ask a co-trainer to give you feedback

Mouth/Voice, cont.

•Be aware of all events in the room. Make a conscious choice to act on or ignore what you see. Tip: Act to assure that most learners are not distracted from the learning.

• Establish eye contact with everyone. Tip: Look at a learner for the length of one sentence, then look at another learner.

• Interpret what you see from eye contact, and decide any action. Tip: If they are squirming, give them a break.

Eyes, cont.

•Listen with the intent to understand, not with the intent to reply. Tip: Summarize and repeat back the question before answering to confirm your

understanding.

• Be aware of the learners’ audible signals— judge whether or not to respond. Tip: Assure that most learners are not distracted from learning.

• Be comfortable with silence—not talking opens the door for others to participate. Tip: Many adults take three to five seconds to think of an answer.

Teens typically take seven to 12 seconds.

Ears, cont.

Good Posture is -

• Feet

• Hands

• Mouth

• Eyes

• Ears

NEUTRAL

POSITION

• Remember that to truly master a skill requires a lot of practice

• EDGE is helpful whenever you are in either a teaching or a leadership position

• EDGE–(Explaining,Demonstrating, Guiding, Enabling) –defines approaches useful for different stages in teamdevelopment.