Appendix - Virginia Commonwealth Universityalbest/woodbadge/Guides CD/WB for... · 2006. 1. 30. · W O OD B ADGE F OR THE 21ST CENTUR Y A-3 Precourse Assignment—Twenty Questions

W O O D B A D G E F O R T H E 2 1 S T C E N T U R Y

A-1

Appendix

Precourse Assignment—Twenty Questions . . . . . . . . A-3Day One

Guidelines for Conducting Flag Ceremonies, Days One through Six . . . . . . . . A-5

The Patrol Method Game . . . . . . . . A-7

Aims of Scouting Worksheet . . . . . . . . A-9

Patrol Leadership Positions . . . . . . . . A-10

Daily Patrol Self-Assessment Form . . . . . . . . A-11

The Wood Badge Ticket Process . . . . . . . . A-13

Wood Badge Ticket Worksheet . . . . . . . . A-14

Who Me Game Cards . . . . . . . . A-15

The Campfire Program Planner . . . . . . . . A-21Day Two

What Are You Most Afraid Of? Worksheet . . . . . . . . A-23

What Are You Most Afraid Of? Moderator Worksheet . . . . . . . . A-24

Front-End Alignment Game Score Sheet . . . . . . . . A-25

Outline for Project Planning . . . . . . . . A-27

Win All You Can Score Sheet . . . . . . . . A-31

Win All You Can Scoreboard . . . . . . . . A-32


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Day Three

Principles of Leave No Trace . . . . . . . . A-33

Conservation Project Planning Checklist . . . . . . . . A-35

Day Four

Diversity Game Cards . . . . . . . . A-37

Day Five

“Tom R. Sage: Venturing Legend” Role-Playing Handouts . . . . . . . . A-41

Sample 360-Degree Assessment Survey . . . . . . . . A-43

Wood Badge Patrol Project Discussion Guide . . . . . . . . A-45

Day Six

“It’s In Every One of Us” Lyrics . . . . . . . . A-49

“It’s In Every One of Us—Wood Badge Spirit” . . . . . . . . A-50

“Back to Gilwell” Lyrics . . . . . . . . A-51

Wood Badge Participant Course Assessment . . . . . . . . A-53

Youth Involvement in Wood Badge . . . . . . . . A-57

Wood Badge Training Resources . . . . . . . . A-61

Credits . . . . . . . . A-62


A-3

Precourse Assignment—Twenty QuestionsAn important focus of the upcoming Wood Badge course will be a consideration of our roles as leaders inScouting, in the workplace, in our communities, and in the nation. Among the most valuable discussionsthat will occur will be an ongoing consideration of setting leadership goals and then determining the man-ner in which those goals can be reached.

The Twenty Questions precourse assignment is intended to help you lay the groundwork for the course bydeveloping a clearer understanding of your personal interests, values, and sense of the future. At WoodBadge, you will have the opportunity to channel that information into the development of specific goalsand effective means of action.

Twenty QuestionsWhat to do:

■ Set aside time to think seriously about the following questions.

■ Answer the questions as fully and honestly as you can.

■ Write down your answers and bring them to the Wood Badge course. You will find them to be a helpfulreference—only you will see the answers.

■ Don’t worry about what the “right” answers are or about satisfying someone else’s idea of how you shouldrespond. No one except you will see what you write.

The questions:

1. What do I feel are my greatest strengths?

2. What strengths do others notice in me?

3. What do I most enjoy doing?

4. What qualities of character do I most admire in others?

5. Who is a person who has made a positive impact on my life?

6. Why was that person able to have such significant impact?

7. What have been my happiest moments in life?

8. Why were they happy?

9. If I had unlimited time and resources, what would I choose to do?

10. When I daydream, what do I see myself doing?

11. What are the three or four most important things to me?

12. When I look at my work life, what activities do I consider of greatest worth?

13. What can I do best that would be of worth to others?

14. What talents do I have that no one else really knows about?

■ This assignment is for you to do on your own.

■ No one except you will see the results of this assignment.

Use this opportunity to take a good look at where you are now in terms of interests, leadership skills,and opportunities, and where you would like to be. Be as honest as you can. Enjoy the experience.


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15. If there are things I feel I really should do, what are they?

16. What are my important roles in life?

17. In each of those roles, what are my most important lifetime goals?

18. In five years, what role do I see for myself in Scouting?

19. What would I really like to be and to do in my life?

20. What are the most important values I use to guide and motivate my actions?


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Guidelines for Conducting Flag Ceremonies,Days One through Six

PreparationsAt the Day One Gilwell Field Assembly, a staff color guard conducts the flag-raising ceremony, setting thetone and providing an appropriate model for subsequent flag ceremonies.

During the remainder of the Wood Badge course, the program patrol takes responsibility for the flag cere-mony. That patrol will have had program responsibilities since the previous day’s Gilwell Field Assembly;that should give them time to plan and practice the ceremony, and to obtain the appropriate historic flagfrom the quartermaster.

Lyrics of the songs associated with historic flags can be photocopied and distributed before the flag-raising ceremony.

ProcedureAfter the senior patrol leader reports to the Scoutmaster, “The troop is formed,” the Scoutmaster replies,“Proceed with the flag ceremony.”

The senior patrol leader directs, “Program patrol, raise the colors.”

The patrol leader of the program patrol takes charge, calling the members of the troop to attention. Thecolor guard approaches the flagpoles and attaches the flags for raising. The patrol leader asks the troopmembers to make the Scout salute, then instructs the color guard to “Raise the colors.”

The U.S. flag should be hoisted rapidly. As soon as it is at the top of the flagpole, the patrol leader com-mands “Two.” State flags and flags of the Boy Scouts of America are also raised quickly. The patrol thenmakes its presentation of the historic flag. Upon completion of the presentation, the historic flag and theGilwell troop flag are raised rapidly to the tops of their flagpoles. (The Star-Spangled Banner and the Flagof 1818 are saluted, as they are still recognized as official flags of the United States of America.) The pro-gram patrol leads the group in singing a song associated with the historic flag, then returns to its position in the troop assembly.


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The Patrol Method Game

Items Needed

■ Set of BSA posters (Use a mix of Boy Scouting, Varsity Scouting, Venturing, and Cub Scouting posters,including recruiting posters. Make sure every patrol has a poster.)

■ One posterboard per patrol

■ One container per patrol plus one extra container for the senior patrol leader (Containers should beabout shoebox size.)

Staff Preparation

Prepare puzzles by gluing the posters onto the posterboard. When the glue is dry, cut each posterboardinto a puzzle of at least 35 pieces. Place each puzzle into a container. Place one piece from each puzzle intothe extra container. Exchange one piece from each puzzle container with a piece from one of the otherpuzzle containers. The containers for each patrol should now contain one piece from another puzzle andall but two pieces of the original puzzle.

Focus of the Game

There are two focuses to the game. The first is to demonstrate the communication links among the seniorpatrol leader, the patrol leaders, and the patrols. The second is to see the beginnings of teamwork.

Game Procedure

1. The senior patrol leader asks one member from each patrol (not the patrol leader) to serve as a judge.The judges then come forward to receive the following instructions:

a. Divide the judges into two groups. Each group will judge the other’s group of patrols.

b. The judges will declare the winner of the game, which will be the patrol that finishes its task first.

c. The judges will monitor each patrol as it completes the task. After the game, there will be a discus-sion about the process the patrols went through.

2. The senior patrol leader passes out one container to each patrol, keeping the extra container with the oddpieces of the puzzle for his use during the game. He instructs the patrols to wait for the signal to begin.

3. The senior patrol leader announces that there is a puzzle in each container and that there will be a raceto see which patrol can finish its puzzle first. He gives the signal to begin.

Game Process

As each patrol determines that it is missing a piece or has an extra piece, the patrol leader should ask thesenior patrol leader what to do. The patrol leader should turn in his extra piece and receive a piece fromthe senior patrol leader with the counsel that, “This might work, and if not, come back.” This process con-tinues until the patrols have completed their puzzles and a winner has been determined.


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Discussion

After declaring a winner (or two), engage in a discussion with the judges, encouraging input from the restof the patrols. Lead the discussion along these lines.

1. Which patrol won and why?

2. What did the patrols do when they found they had an extra piece and were missing a piece? (Be sure tostress the role the senior patrol leader played in this. Cub Scouting and Venturing leaders in the groupmay be unfamiliar with this communication link in troops, and this will help them understand troopoperations.)

3. Did the winning patrols have a plan or particular approach to the task? (Look for comments like, “Put allthe straight-edged pieces into position first.”)

4. Did any of the patrols divide the work into sections?

5. Did a leader emerge in the group? Was it always the patrol leader?


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Aims of Scouting Worksheet

Aim(s)

Aims Ideals Methods

■ Cub Scouts

■ Boy Scouts

■ Varsity Scouts

■ Venturers


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Patrol Leadership Positions

Daily Roster

Patrol Assistant Chaplain

Leader Patrol LeaderScribe*

Aide**

Day One

Day Two

Day Three

Day Four

Day Five

Day Six

**The positions of scribe and chaplain aide may be held by the same individuals throughout the Wood Badge course, or they may rotate among several or all members of the patrol.

**Because of their involvement with the chaplain aides meeting on Day Two and with the Scouts’ Own service on Day Six, the person or persons serving as chaplain aide shouldbe patrol leader on days other than Day Two or Day Six.


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Daily Patrol Self-Assessment Form

■ The assessment process is meant to provide patrol members with hands-on experience in makingassessments. It may also give you fresh insights into ways the patrol can more effectively develop intoa high-performance team.

■ The Daily Patrol Self-Assessment takes place each morning during or just after breakfast. Members usethe following discussion points to assess their patrol’s activities of the previous 24 hours.

■ The evaluation is discussed only within the patrol. It is not shared with the patrol leaders’ council or therest of the troop.

■ A copy of each day’s assessment form should be kept in the Patrol Leader’s Notebook for future reference.

Date _______________________ Patrol Name ___________________________________________________________

Purpose and Values

■ What has been the purpose of our patrol in the last 24 hours?

■ Upon what values have we based our patrol activities?

Empowerment

■ How are we seeking out the resources and abilities we need to achieve our goals?

Relationships and Communications

■ In what ways are we relating and communicating well with one another?

■ How can we improve our methods of relating and communicating?


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Flexibility

■ How have we exhibited flexibility?

Optimal Productivity

■ What has been our level of productivity?

■ What might be preventing us from becoming fully productive?

Recognition and Appreciation

■ How have we recognized and appreciated the efforts of fellow patrol members?

■ How have our efforts as a patrol been recognized and appreciated by others?

Morale

■ What is the status of our patrol’s morale?

■ What steps might we take to enhance it?


A-13

The Wood Badge Ticket Process

A Guide for Staff MembersThe traditional Wood Badge for the 21st Century ticket was created to help course participants realize theirpersonal vision of their role in Scouting. Ideally, participants write their ticket on their primary Scouting role.

The ticket consists of four parts:

■ A list of the participant’s personal values

■ A description of his or her Scouting role

■ A statement of his or her vision of success

■ A mission composed of five significant goals that can be attained within 18 months

Participants are not expected to realize their vision immediately upon completing their five goals; reachingthe goals is merely a kick-start to a long-term work in progress.

Participants should have room for creativity in their ticket writing; no two tickets will look exactly alike. It is assumed that participants will pattern their goals to use most or all of the skills they learned duringthe Wood Badge course. In writing their tickets, it may help some participants to list corresponding skillsnext to each goal. It is not required that participants incorporate all—or even a designated number—of the skills they have learned into their goals, but at least one goal must address increasing diversity in theBoy Scouts of America.

Participants should make sure the ticket goals are “SMART” (specific, measurable, attainable, relevant, andtimely) and that each goal addresses “who, what, where, when, why, how measured, and how verified.”Troop guides or others assisting participants in writing their tickets can help facilitate the process by asking,“How does your ticket teach young people to make ethical decisions and improve their leadership skills?”

A participant may choose to have a team assess the progress made as he or she works the ticket. If so, the participant should identify that team during the writing stage.

Overall, the ticket should be meaningful and should enable the participant to practice the skills learned in the course.


A-14

Wood Badge Ticket Worksheet

A Personal Statement of Vision and Mission

My Vision: In 18 months, I, ________________________________________________, see myself as a more

________________________________________________ leader, so that I can lead or coach my group to

accomplish or learn ________________________________________________.

Goal/Ticket Item # ___________________________ Strengthens Me ■■ Strengthens My Group ■■

Goal: _______________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Who: _______________________________________________________________________________________________

____________________________________________________________________________________________________

What: ______________________________________________________________________________________________

____________________________________________________________________________________________________

Where: _____________________________________________________________________________________________

____________________________________________________________________________________________________

When: _____________________________________________________________________________________________

____________________________________________________________________________________________________

How: _______________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Why: _______________________________________________________________________________________________

____________________________________________________________________________________________________

How Verified: _______________________________________________________________________________________

____________________________________________________________________________________________________


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Who Me Game Cards Easier Category

Make these game cards by copying this page on green paper and cutting along the dotted lines.

1. What is your given nameand why did your parentsname you that?

Who Me

2. What is the one food that you would never serve company?

Who Me

3. What is your idea of a great vacation?

Who Me

4. Ask each member of thegroup to name the bestmovie they have ever seen.

Who Me

5. What is your favorite colorand what does it make youthink of?

Who Me

6. Ask each member of thegroup to guess your posi-tion in the family (oldest,youngest, one of five, etc.).

Who Me

7. Describe yourself as a color.Why did you pick this color?

Who Me

8. What is your favoriteholiday or celebration?Why?

Who Me

9. If you were to describe your-self as a cartoon characteror stuffed animal, which onewould it be? Why?

Who Me

10. Describe something thatyou like about where you live.

Who Me


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Who Me Game Cards (cont.) Easier Category


11. What do you listen to onyour car radio?

Who Me

12. Do you have any pets?Why or why not?

Who Me

13. Who is your favoriteactor/actress? What do youlike about him or her?

Who Me

14. If you were king or queenfor a day, what would youdo?

Who Me

15. What are your favorite tel-evision programs? Why?

Who Me

16. Name a song that makesyou happy when you singit. Why did you choosethat song?

Who Me

17. What do you think oftoday’s youth?

Who Me

18. Tell your favorite Scoutingstory.

Who Me

19. What is your favorite activ-ity? Why?

Who Me


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Who Me Game Cards More Thoughtful Category

Make these game cards by copying this page on light blue paper and cutting along the dotted lines.

1. Ask each member of thegroup to describe the place they first rememberliving in.

Who Me

2. How did you get involved in Scouting?

Who Me

3. Ask each member of thegroup: If you could be anexpert in any field, whatwould it be?

Who Me

4. Ask one member of thegroup to describe the bestScouting ceremony theyhave ever seen.

Who Me

5. Who is the person you mostrespect in Scouting? Why?

Who Me

6. Ask each member of thegroup to name the bestsports event they have ever seen.

Who Me

7. Tell us about your bestfriend. Why did you pickthis person?

Who Me

8. If you could live somewhereelse, where would it be and why?

Who Me

9. How do your possessionsreflect your personality?

Who Me

10. Who is the greatest leaderin world history? Why didyou choose that person?

Who Me


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Who Me Game Cards (cont.) More Thoughtful Category


11. If you could live anywhere,where would you live and why?

Who Me

12. What have you done in your life that makes you proud?

Who Me

13. Who was your hero whenyou were a teenager? Howdid that person influenceyour life?

Who Me

14. What person do youadmire the most today? Why?

Who Me

15. Why is Scouting importantto you?

Who Me

16. What do people like bestabout you?

Who Me

17. If you could choose onlyone inanimate object totake from your burninghouse, what would thisthing be? Who Me

18. Tell about one of yourfavorite childhoodmemories.

Who Me

19. Name a prized possessionof yours that some peoplemight think is a silly keepsake.

Who Me


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Who Me Game Cards Serious Category

Make these game cards by copying this page on gold paper and cutting along the dotted lines.

1. Ask the other members ofthe group to describe you in one word.

Who Me

2. Ask one member of thegroup to tell how they thinkyou would handle a boy out of uniform at a unit meeting. Who Me

3. Describe an event in yourlife that helped you becomethe person you are today.

Who Me

4. What makes you truly happy?

Who Me

5. What do you wish you hadaccomplished (but havenot) at this point in your life?

Who Me

6. What do you plan to accom-plish in the next 10 years?

Who Me

7. What is the most importantthing you have learned in Scouting?

Who Me

8. If you could change onething in your life, whatwould it be?

Who Me

9. What do you think is themost important issue facingScouting today? Why?

Who Me

10. How did your parentsinfluence your life?

Who Me


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Who Me Game Cards (cont.) Serious Category


11. If you had a week left tolive, what would you do?

Who Me

12. Is your job satisfying? Whyor why not?

Who Me

13. If you died tomorrow, whatwould you like your obitu-ary to say?

Who Me

14. What is the worst momentyou have ever had?

Who Me

15. Who is your mentor? Tellus about him or her.

Who Me

16. Talk about one of yourworst habits.

Who Me

17. What is the most foolishthing you ever did?

Who Me

18. How do you feel aboutyour mom or dad?

Who Me

19. Name three milestones inyour life.

Who Me


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A-23

“What Are You Most Afraid Of?” WorksheetBelow is a list, in alphabetical order, of 14 common fears. You have two tasks:

1. Working on your own, rank all 14 items in the order in which you think a survey of respondents fromthroughout the United States ranked them. Rank them from “1” (most feared) to “14” (least feared).

2. Once everyone has completed the individual ranking, work together as a patrol to come up with agroup ranking of the items, again using “1” for most feared, up to “14” for least feared.

Fear Individual Ranking Team Ranking

Darkness ______________ ______________

Death ______________ ______________

Deep water ______________ ______________

Dogs ______________ ______________

Driving/riding in a car ______________ ______________

Elevators ______________ ______________

Escalators ______________ ______________

Financial problems ______________ ______________

Flying ______________ ______________

Heights ______________ ______________

Insects and bugs ______________ ______________

Loneliness ______________ ______________

Sickness ______________ ______________

Speaking before a group ______________ ______________


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“What Are You Most Afraid Of?” Moderator Worksheet(This page is for the moderator of the “What Are You Most Afraid Of?” exercise.)

After individuals and patrols have completed their ranking of the 14 common fears, reveal these results of a nationwide survey.

1. Speaking before a group

2. Heights

3. Financial problems

4. Sickness

5. Deep water

6. Loneliness

7. Insects and bugs

8. Darkness

9. Death

10. Dogs

11. Elevators

12. Flying

13. Escalators

14. Driving/riding in a car


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Front-End Alignment Game Score Sheet

Patrol Name _______________________________ Observer’s Name __________________________________

Leadership Style Observed: ____________ Style “A”

____________ Style “B”

—Toss One— —Toss Two— —Toss Three— —Total—

Player’s

Name

Three

Practice

Tosses

Hit (1),

Miss (0)

Distance

(1–15)

Hit (1),

Miss (0)

Distance

(1–15)

Hit (1),

Miss (0)

Distance

(1–15)

#Hits +

Distance on

Hits Only

Team Total _________


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Outline for Project Planning

Five Stages of Team-Based Project Planning1. Project overview

2. Work breakdown structure

3. Activity assignments

4. Putting the plan into action

5. Project closeout

Stage One: Project Overview

Create a strategic decision-making document that

■ Identifies the problem or opportunity

■ States the scope of the project

■ Establishes project goals

■ Lists important objectives

■ Explains how success is measured

■ Determines the approach or methodology

■ Identifies assumptions and risks

Project Overview

Problem, opportunity, or situation to be changed: ___________________________________________________

__________________________________________________________________________________________________

Project goals: ____________________________________________________________________________________

__________________________________________________________________________________________________

Objectives: _______________________________________________________________________________________

__________________________________________________________________________________________________

Measure of success: ______________________________________________________________________________

__________________________________________________________________________________________________

Approach or method: _____________________________________________________________________________

__________________________________________________________________________________________________

Assumptions and risks: ___________________________________________________________________________

__________________________________________________________________________________________________


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SMART Goals and Objectives

Establish project goals and objectives that pass the “SMART” test:

S— Specific: Is it specific in targeting an objective?

M—Measurable: What are the measurable indicators of success?

A— Attainable: Is it attainable by someone on the team?

R— Relevant: Can it be achieved within the resources and time allowed?If not, then the goal is irrelevant to project success.

T— Time-based: When will the project be completed?

Project Overview Ensures Success

The project overview should

■ Identify problems early and determines the feasibility.

■ Help others understand and commit to the project.

■ Provide the basis for a detailed plan.

■ Help avoid “activity trap” and “scope creep.”

Approach or Method

Consider the following when choosing an approach or method:

■ Focus on goals and objectives.

■ Challenge assumptions regarding usual approaches.

■ Explore out-of-the-box solutions.

■ Invent new methods when appropriate.

Assumptions and Risks

To help identify the project’s assumptions and risks, answer these questions.

1. What resources are required?

2. What risks are associated with obtaining these resources in a timely manner?

3. What problems or delays could we have?

4. What effects will delays have?

Stage Two: Work Breakdown Structure

The work breakdown structure helps keep the team focused and helps prioritize tasks.

■ Following the network of high-level objectives, break down each objective into separate activities thatwill be necessary to accomplish it.

■ Order the activities by what must be done and when.


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Characteristics of Project Activities

Project activities should

■ Pass the “SMART” test.

■ Have clear start and stop events.

■ Incorporate easily estimated time/cost.

■ Be assignable and manageable.

Stage Three: Activity Assignments

When assigning activities, be sure participants have

■ Clarity regarding their assignment

■ Clarity about the project’s purpose

■ Clarity about resources and deadlines

■ A good match to their skills

■ Established milestones and reporting procedures

Stage Four: Putting the Plan Into Action

The implementation and tracking leader should

■ Provide leadership to the team.

■ Provide additional resources.

■ Assist with decision making and problem solving.

■ Monitor the critical path.

■ Monitor each team member’s performance.

Stage Five: Project Closeout

When closing out the project:

■ Recognize team members.

■ Write a postmortem report.

— Were goals and objectives achieved?

— Was the project completed on time?

— What lessons were learned?

— What ideas and recommendations do you have for next time?


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Win All You Can Score Sheet

Scoring System

All Axe and Log All lose �50 points

1 Axe and Log Axe and Log wins �300 points

3 Beads Beads lose �100 points





All Beads All win �50 points


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Win All You Can Scoreboard

Round

1

2

3

4

5

6

7

8

9

10


A-33

Principles of Leave No Trace

1. Plan Ahead and PrepareProper trip planning and preparation helps hikers and campers accomplishtrip goals safely and enjoy-ably while minimizing damage to natural andcultural resources. Campers who plan ahead can avoid unexpected situations,and minimize their impact by complying with area regulations such as observinglimitations on group size.

2. Travel and Camp on Durable SurfacesDamage to land occurs when visitors trample vegetation or communities of organisms beyond recovery.The resulting barren areas develop into undesirable trails, campsites, and soil erosion.

3. Dispose of Waste Properly (Pack It In, Pack It Out)This simple yet effective saying motivates backcountry visitors to take their trash home with them. Itmakes sense to carry out of the backcountry the extra materials taken there by your group or others.Inspect your campsite for trash or spilled foods. Accept the challenge of packing out all trash, leftoverfood, and litter.

4. Leave What You FindAllow others a sense of discovery, and preserve the past. Leave rocks, plants, animals, archaeologicalartifacts, and other objects as you find them. Examine but do not touch cultural or historical structures and artifacts. It may be illegal to remove artifacts.

5. Minimize Campfire ImpactsSome people would not think of camping without a campfire. Yet the naturalness of many areas has been degraded by overuse of fires and increasing demand for firewood.

6. Respect WildlifeQuick movements and loud noises are stressful to animals. Considerate campers observe wildlife from afar, give animals a wide berth, store food securely, and keep garbage and food scraps away from animals.Help keep wildlife wild.

7. Be Considerate of Other VisitorsThoughtful campers travel and camp in small groups, keep the noise down, select campsites away fromother groups, always travel and camp quietly, wear clothing and use gear that blend with the environment,respect private property, and leave gates (open or closed) as found. Be considerate of other campers andrespect their privacy.


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Conservation Project Planning Checklist(Include a copy of this checklist in each Wood Badge Participant’s Notebook.)

Scouting leaders and agency personnel can use the following checklist to assist them in planning conser-vation projects.

■■ What is the task to be done? ______________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

■■ Why is it important? ______________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

■■ How many Cub Scouts, Boy Scouts, Varsity Scouts, or Venturers can take part in the work? ____________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

■■ What is the time frame for completing the project? _________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

■■ What tools and materials will be needed, if any, and who will provide them? _________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________


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_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

■■ What leadership skills are required to oversee the work? ____________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

■■ Who will provide project leadership? (List youth and adult Scouting leaders and any agency personnel.)

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

■■ How will youth reach the work area? ______________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

■■ What safety factors are involved and how will they be addressed? ___________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________


A-37

Diversity Game Cards Easier Category


1. Name the last book you read or last moviethat you saw thatreally affected you.What did it teach youabout other people?

Diversity

5. How do you think themedia promotes ordispels stereotypes?

Diversity

9. Tell us something that people would not ordinarily thinkabout you when theyfirst meet you.

Diversity

2. In popular literature,the term “Boy Scout”is often used. What do you think peoplemean by that?

Diversity

6. What is the mostimportant thing that we learn fromother cultures?

Diversity

10. Tell us some goodthings about beingshort or tall.

Diversity

3. Ask each member ofthe group to relatetheir family’s favoriteholiday tradition.

Diversity

7. If there were a way topromote diversity,how would you do it?

Diversity

11. Talk about your highschool experienceregarding racial diver-sity. Was it diverse?Why or why not?

Diversity

4. Tell the group whatyour cultural heritage is.

Diversity

8. Why do you think weshouldn’t discriminateagainst others?

Diversity

12. Is a slender personmore physically able than one who is overweight? Why or why not?

Diversity


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Diversity Game Cards More Thoughtful Category


1. Tell each member of thegroup something youhave noticed andrespected about him or her.

Diversity

5. Is there anything that wecan do to promoteequality between menand women?

Diversity

9. When you look at anindividual you don’tknow, what assump-tions do you makeabout their ability orinability to deal with a situation?

Diversity

2. What can you do in yourunit to welcome youthand their families of dif-ferent ethnic back-grounds?

Diversity

6. Why do some culturesrevere the elderly, whileothers discard them?

Diversity

10. Are people of certainethnic backgroundsbetter at math andscience than people of other backgrounds?If so, what are they and why?

Diversity

3. Why would a unit con-sider including a youthmember who can’tafford to belong?

Diversity

7. How can you teach your child about diversity?

Diversity

11. Do you assume that atall, well-spoken indi-vidual is a better leaderthan a shorter, shy per-son or one with anaccent or speechimpediment? Why orwhy not?

Diversity

4. Why is immigrationimportant to the healthof the United States?

Diversity

8. Talk about an event thatmade you realize thatthere are differencesbetween people.

Diversity

12. Do you assume thatindividuals from certaingroups (race, gender,education level, etc.)will not work well withindividuals of certainother groups? Why orwhy not?

Diversity


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Diversity Game Cards Serious Category


1. Ask each member ofthe group to describehow they think youfeel about the oldergeneration of your family.

Diversity

5. Has your family everbeen discriminatedagainst?

Diversity

9. Have you ever beendiscriminated against?Tell the story.

Diversity

2. Ask each member ofthe group: What, inyour experience, dowomen bring to theScouting movement?

Diversity

6. What is your child-hood recollection of prejudice?

Diversity

10. Name some stereo-types that you havebeen exposed to.

Diversity

3. Ask the members of the group: What canwe do to encouragecultural diversity inour units?

Diversity

7. How do you feel when you see aninterracial couple?

Diversity

11. Why do you thinkpeople join a churchor a religion?

Diversity

4. How can we breakdown the barriers thatstereotyping causes?

Diversity

8. Name a stereotype thatpeople apply to you.

Diversity

12. Ask each member ofthe group: What is theone question that youdon’t want me to askyou right now?

Diversity


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“Tom R. Sage: Venturing Legend” Role-Playing Handouts

Initial Information(Everyone receives this information before the role play begins.)

Megan Mecham is 18 years old and a member of Venturing Crew 516. She joined the crew two years agoand is currently chairing the group planning their summer outing, a five-day hike on the Appalachian Trail.Megan is a freshman in the local community college, still living at home. She was practically a straight-A student in high school, but her family didn’t have the money to send her to an expensive college. She is an attractive girl, always gets lots of dates, and works part-time at a local computer store. Upon gradua-tion she hopes to move to another part of the country and get a good job in the computer industry. Herparents are pushing her to achieve, in part because they want her to be out on her own. Virtually everyonewho knows Megan believes she has incredible potential in the field of technology. Megan dreams of bettertimes ahead and seems to have the knowledge, ability, and commitment to make it all happen.

Megan joined the Venturing crew because of its focus on outdoor adventures. One of the crew Advisorsworks at the same computer store as Megan. The other Advisor, Tom R. Sage, is an avid climber.

Tom R. Sage is the lead Advisor of Venturing Crew 516. He was a Cub Scout, Boy Scout, Eagle Scout withtwo Palms, and Order of the Arrow Brotherhood member, and has completed Wood Badge training. Heloves Scouting and quickly signed on to be a Venturing crew Advisor when the program was launched.

Tom is known in town as a marathon runner, but he is equally successful in just about everything he tries. All the members of the Venturing crew admire and respect him, and crew meetings are energizedbecause of him.

The seven guys and four girls in the crew are still talking about their recent service project for the kids in Special Olympics—they had helped set up and keep records for all of the participants. At one pointduring the Olympics, Tom had gotten tears in his eyes because of the personal triumphs of the SpecialOlympics kids. Everyone in the crew was moved to see Tom experiencing that sort of emotion—he wasusually all business.

Additional InformationAdditional information for Tom R. Sage:

(Only participants playing the part of Tom R. Sage receive this information.)

Megan Mecham is a wonderful young woman, but she has never shown herself to be a leader. Everyonein the crew is frustrated with her right now. She is in charge of the big five-day outing that the crew isanticipating—a hike on the Appalachian Trail. But Megan hasn’t done anything yet. She doesn’t seem tohave a plan, and she won’t delegate responsibilities to anyone else. She won’t even talk about it.

Afraid that the whole trip will fall apart, the other crew members have turned to you, Tom R. Sage, tostraighten out things. They hope you can give Megan a bit of guidance, perhaps ask some open-endedquestions and make a few suggestions. They feel that if Megan would just admit that she is in over herhead, everyone could jump in and help, but she won’t do it.

Your meeting with Megan takes place before the next crew meeting. You and the other Advisor of thecrew are going over plans for the meeting when Megan arrives. There is just enough time to have a dis-cussion with her before anyone else shows up. You wait for her to start the conversation.


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Additional information for Megan Mecham:

(Only participants playing the part of Megan Mecham receive this information.)

You’ve come to the crew meeting early in hopes of being able to talk with Tom R. Sage. He has alwayshelped you figure out which path to travel, and you really need some of his experience and wisdom rightnow. You know the crew thinks you’ve let them down regarding the summer hiking trip, but you havemuch more important things on your mind at the moment.

Your experience with the Special Olympics kids turned out to be a life-altering experience for you, or atleast that is how it seems now. You have decided to give up your plans for a career in technology andinstead work with children with disabilities. You know you’ll never be rich, but you don’t care. There ismore to life than money and knowledge. It is about caring for people. You realized that when you saw thetears in Mr. Sage’s eyes the day of the Special Olympics.

Your biggest concern is how to tell your parents, your friends, and members of the crew. They all thinkyou’ve got your life mapped out, but now you are changing it all. You are concerned about what every-one will think, especially your parents. With this change in your plans, you may need to continue livingwith them for a while. Will everyone think you are crazy? Does Mr. Sage think you are crazy? What should you do?

Your meeting with Tom R. Sage takes place just before the next crew meeting. You have arrived early. Mr. Sage and the other crew Advisor are there, too, and there is just enough time to have a discussionwith him before anyone else arrives. You begin the conversation by saying “Hi, Mr. Sage,” and shak-ing his hand.


A-43

Sample 360-Degree Assessment Survey

(Provide one copy to each course participant.)

I am seeking productive feedback on my progress toward reaching these four goals that have to do withmy leadership in Scouting:

1. __________________________________________________________________________________________________

2. __________________________________________________________________________________________________

3. __________________________________________________________________________________________________

4. __________________________________________________________________________________________________

With those goals in mind, please provide an assessment of how I am doing. Of the following questions,answer those for which you have personal knowledge. Your answers may be either “Way to Go!” or “Waysto Grow.” If an answer is “Ways to Grow,” please feel free to suggest how I can do better in that area.

When you have finished the survey, please mail it in the enclosed envelope to my assessment facilitator. Thefacilitator will provide me with a summary of all the surveys. No one but the facilitator will see your answers.

Way to Go! Ways to Grow

1. Produces work on time _______________________ _______________________

2. Communicates well with others _______________________ _______________________

3. Encourages diversity in Scouting _______________________ _______________________

4. Develops creative solutions to problems _______________________ _______________________

5. Demonstrates a good knowledge of Scouting _______________________ _______________________

6. Treats Scouts and Scouters in a respectful, considerate manner _______________________ _______________________

7. Creates an environment that makes progress possible for everyone _______________________ _______________________

8. Serves as a good role model _______________________ _______________________

9. Shares knowledge with others _______________________ _______________________

10. Takes active steps to ensure lifelong learning _______________________ _______________________


A-45

Wood Badge Patrol Project Discussion Guide

Objectives1. In what ways did your patrol project describe a program element or theme that can be clearly identified

as being associated with Cub Scouting, Boy Scouting, and Venturing?

2. How did your patrol project relate this program element or theme to the aims and methods of Scouting?

3. List the ways in which the presentation of your patrol project involved both a static display and an oral presentation.

4. How did the presentation of your patrol project involve every member of your patrol?

5. Did your patrol project represent your patrol’s best possible effort?


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Processes1. During the development of your patrol project, what decision-making processes did your patrol use to

reach consensus regarding selection of a topic?

2. During the development of your patrol project, did a single member of your patrol assume leadershipfor the project? If so, on what basis was this patrol member selected?

3. During the development of your patrol project, did conflict ever arise? If so, how did your patrol man-age the conflict?

4. During the development of your patrol project, were the unique talents of the individual members ofyour patrol used to their fullest potential?


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5. As a consequence of developing your patrol project, did the members of your patrol learn aboutaspects of the Scouting program in areas other than those in which they are involved?

6. As a consequence of developing your patrol project, did the members of your patrol develop a moreglobal view of the Scouting movement?

High-Performance TeamsWhat characteristics of a high-performing team (PERFORM model) has your patrol shown during thedevelopment of your patrol project?

Team DevelopmentBelow, graph your patrol’s morale and production over the course of the first four days of Wood Badge. To what extent, if any, does your graph correspond to the Team Development Model?

Day 1 Day 2 Day 3 Day 4

(+)

(-)


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“It’s In Every One of Us” Lyrics“It’s In Every One of Us” has been translated into numerous languages, recorded numerous times, andsung all over the world in places people gather for inspiration. It was used as a theme song in televisioncommercials for a major sponsor of the 1988 Summer Olympic Games in Seoul, Korea, and it wasfeatured in the 1988 motion picture “Big,” starring Tom Hanks.

Writer David Pomeranz was born in New York City and grew up on Long Island. At age 19, he signed a recording contract with MCA/Decca records. He has toured with Rod Stewart, Three Dog Night, and the Doors, and he has performed with Bette Midler, Randy Newman, and many others. Perhaps he is bestknown for penning the No. 1 hits “Trying to Get the Feeling Again” and “The Old Songs” for BarryManilow.

It’s In Every One of Usby David Pomeranz

It’s in every one of us to be wise.Find your heart, open up both your eyes.We can all know everything, without ever knowing why.It’s in every one of us, by and by.

It’s in every one of us, I just remembered.It’s like I’ve been sleeping for years.I’m not awake as I can be, but my seeing is better.I can see through the tears.

I’ve been realizing that I bought this ticketAnd I’m watching only half of the show.But there is scenery and lights, and a cast of thousandsWho don’t know what I know, and it’s good that it’s so.

It’s in every one of us to be wise.Find your heart, open up both your eyes.We can all know everything without ever knowing why.It’s in every one of us, by and by.

It’s in every one of us, by and by.


A-50

“It’s In Every One of Us—Wood Badge Spirit” Lyricsby David PomeranzAdditional “ Wood Badge Spirit” words by Randall K. Cline


It’s in every one of us, a kindred spiritAwakening me from within.I’m not all that I can be, but I have a visionThat calls me; let’s begin.

I’ve been realizing that my life is passing.It’s time to get into the show.Lead to make a difference, serve because I care,And then love, ’cause I know, that is all one need know.


It’s in every one of us, by and by.


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“Back to Gilwell” LyricsI used to be a fox, and a good old fox too, But now I’ve finished foxing, I don’t know what to do,I’m getting old and feeble, and I can fox no more,So I’m going to work my ticket if I can.

Back to Gilwell, happy land; I’m going to work my ticket if I can.

I used to be an owl, and a good old owl too,But now I’ve finished owling, I don’t know what to do,I’m getting old and feeble, and I can owl no more,So I’m going to work my ticket if I can.

Back to Gilwell, happy land;I’m going to work my ticket if I can.


A-53

Wood Badge Participant Course AssessmentThe purpose of this course assessment is to learn from your evaluation of the Wood Badge training pro-gram that you have recently experienced. We are interested in knowing how we can improve the commu-nication and the delivery of the course, how what you learned will help you, and how we did in helpingyou increase your knowledge about each of Scouting’s programs.

Precourse CommunicationHow do you rate the communication you received before the course?

Content of the communications. How do you rate the information about where you were to be, when youwere to be there, what to bring, and when you would leave?

■■ Very Good ■■ Good ■■ Needs Improvement ■■ Poor

If your rating was Needs Improvement or Poor, please let us know what we could have done to help you more.

Timing of the communications. How do you rate the timing of the information you received prior to the course?




A-54

Delivery of the CourseEffectiveness of the staff. How effective was the staff in helping you to understand the schedule andmaterial and to enjoy the Wood Badge experience?

■■ Very Effective ■■ Effective ■■ Needs Improvement ■■ Poor


Facilities and food. Please let us know how the facilities and food were.



What Did You Learn?Please let us know how helpful you feel the material you learned will be in making real improvements tothe Scouting program in your position back home.

■■ Very Helpful ■■ Helpful ■■ Of Some Help ■■ Of Little Help


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About the Scouting ProgramsWe are interested in knowing how effective we were in helping you learn more about the differentScouting programs—Cub Scouting, Boy Scouting, Varsity Scouting, and Venturing.

■■ Very Effective ■■ Effective ■■ Needs Improvement ■■ Poor

And Finally . . .Is there anything else we need to know?

Name (optional) __________________________________________ Patrol ____________________________________


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Youth Involvement in Wood BadgeAn exciting part of a Wood Badge course is the involvement of young peopleduring the Outdoor Experience. They fulfill that responsibility by taking on the roles of members of a Venturing crew providing skills instruction for WoodBadge Troop 1.

■ Wood Badge offers young people opportunities to gain hands-on experience as teachers and guides. A Wood Badge program also provides an ideal settingfor young people to interact in meaningful ways with a wide range of adultscommitted to the values of Scouting.

■ Encouraging youth to take an active role in a Wood Badge course paysdividends for everyone: course participants, staff members, and the youngpeople themselves.

■ Youth involvement

— Adds diversity to a Wood Badge course.

— Eases the burden on the staff.

— Allows Scouters to enjoy the presence and contributions of young peopleand to witness the effectiveness of youth-led Scouting activities.

— Brings youth together with adults who are committed to Scouting’s values.

— Enhances the Wood Badge experience for youth and adults, and serves inthe long run to strengthen home units, districts, and councils.

The Importance ofYouth Involvement


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Ideally, the young people contributing their time and talent to a Wood Badgecourse have previous experience with junior leader training. They may be currentor former members of Scout troops, Venturing crews, or Varsity Scout teams, andmay have held significant leadership positions in the Order of the Arrow. Theymust be older Scouts or college-aged individuals still involved with Scouting.They should be recruited at the same time the course director is putting togetherthe rest of the staff, and should be chosen on the basis of maturity, responsibility,self-reliance, and a background indicating the ability to present assigned materialwith success.

The number of young people recruited to participate in a Wood Badge courseshould be equal to the number of patrols for that course.

The syllabuses for Day Four and Day Five include specific instructions for youthtaking part in scheduled activities. In addition, the following checklist can guidecourse directors in the most effective ways to incorporate young people into theWood Badge program.

Roles and Responsibilities of Youth Serving as theWood Badge Venturing Crew■ Establish the model Leave No Trace campsite at the backcountry location

of the Outdoor Experience and be on hand to explain its features as theWood Badge patrols view it. (The youth involved with Wood Badge mayuse the model campsite as their Venturing crew campsite during theOutdoor Experience. If troop guides are assuming these roles and respon-sibilities, they may designate the model campsite to be a Venturing campand use it as their own.)

■ Provide outdoor skills guidance and assistance as the patrols establish their own campsites.

■ Set up and facilitate the stations of the Problem Solving Round-Robin.

■ Attend the session on Valuing People and Leveraging Diversity and, if they wish, join in the discussion. Youth may also take part in the Diversitygame—ideally, one youth per Wood Badge patrol.

■ Participate in the conservation project.

■ Observe the presentations of the patrol projects.

■ At the end of the patrol project presentations, depart with the Wood Badge staff.

Note: Every effort must be made to recruit young people to be involved in theWood Badge course as a Venturing crew. In the rare event that is not possi-ble, troop guides can fulfill those duties. The key is to encourage the activeinvolvement of experienced older youth from among a council’s Venturingcrews, Varsity Scout teams, junior leader training participants, and membersof the Order of the Arrow.

YouthQualifications and Recruitment


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The following checklist is designed to help course directors successfully incorpo-rate young people into a Wood Badge course as members of the Venturing crewproviding instruction for Troop 1.

■■ During staff recruitment, seek out qualified youth through council and districtcontacts. Give particular weight to those who have completed junior leadertraining; have held leadership positions in junior leader training, Order of theArrow lodges, Varsity Scout teams, or Venturing crews; or have taken advan-tage of other leadership opportunities (serving on the staffs of council campsor high-adventure bases, etc.).

■■ Prepare a calendar indicating the days that youth must be available to preparefor and participate in a Wood Badge course. That commitment includes

■ Time well in advance of the course for orientation, training, and practic-ing presentations.

■ Arrival on-site the day preceding syllabus Day Four to set up the modelLeave No Trace campsite and the Problem Solving Round-Robin, and toprepare for the arrival the following morning of the participants.

■ Participation in Day Four and Day Five of the Wood Badge course.

■■ Provide guidelines for youth to match their clothing and camping gear to theseason and setting of the course. Inform them of equipment that will be pro-vided to them at the course (tents and cook stoves, for example).

■■ Develop a plan for youth to manage their meals during the Outdoor Experi-ence. For example, they may be given the same budget as other course partici-pants and then encouraged to develop their own menus and cooking strategies.

■■ See to it that youth have reasonable transportation options for traveling to andfrom the course location.

■■ Review the BSA’s Youth Protection policies and ensure that the course adheresto those guidelines.

■■ Consider ways to recognize these young people for their valuable contributionsto the Wood Badge course. Course T-shirts, hats, patches, or other mementos ofthe event will be appreciated.

■■ Look forward to a tremendously positive experience for youth, for WoodBadge participants, and for you and your staff.

Course Director’sChecklist for YouthInvolvement inWood Badge


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BooksBennis, Warren, and Joan Goldsmith. Learning to

Lead—A Workbook on Becoming a Leader. Reading,Mass.: Addison-Wesley Publishing Company,1997.

Bennis, Warren. Managing People Is Like HerdingCats. Provo, Utah: Executive ExcellencePublishing, 1997.

Bennis, Warren. Old Dogs, New Tricks. Provo, Utah:Executive Excellence Publishing, 1999.

Bennis, Warren. On Becoming a Leader. Reading,Mass.: Perseus Books, 1994.

Bennis, Warren. Why Leaders Can’t Lead—The Unconscious Conspiracy Continues. SanFrancisco: Jossey-Bass, 1989.

Blanchard, Ken, Bill Hybels, and Phil Hodges.Leadership by the Book—Tools to Transform YourWorkplace. New York: William Morrow andCompany, 1999.

Blanchard, Ken, John P. Carlos, and W. AlanRandolph. Empowerment Takes More Than a Minute. New York: Berrett-Koehler Publishers, 1996.

Blanchard, Ken, John P. Carlos, and Alan Randolph.The 3 Keys to Empowerment—Release the PowerWithin People for Astonishing Results. New York:Berrett-Koehler Publishers, 1999.

Blanchard, Ken, Sheldon Bowles, Don Carew, andEunice Parisi-Carew. High Five!—The Magic ofWorking Together. New York: William Morrowand Company, 2001.

Blanchard, Kenneth, and Norman Vincent Peale.The Power of Ethical Management. New York:William Morrow and Company, 1988.

Blanchard, Ken, Donald Carew, and Eunice Parisi-Carew. The One Minute Manager Builds HighPerforming Teams. New York: William Morrowand Company, 2000.

Blanchard, Kenneth, Patricia Zigarmi, and DreaZigarmi. Leadership and the One MinuteManager—Increasing Effectiveness ThroughSituational Leadership. New York: WilliamMorrow and Company, 1985.

Covey, Stephen R. Principle-Centered Leadership.New York: Simon & Schuster, 1990.

Covey, Stephen R. The Seven Habits of Highly EffectivePeople. New York: Simon & Schuster, 1989.

Covey, Stephen R., A. Roger Merrill, and Rebecca R. Merrill. First Things First. New York: Simon & Schuster, 1994.

De Pree, Max. Leadership Is an Art. New York:Doubleday, 1989.

De Pree, Max. Leadership Jazz. New York: CurrencyDoubleday, 1992.

De Pree, Max. Leading Without Power: Finding Hope in Serving Community. San Francisco: Jossey-Bass, 1997.

Deeprose, Diana. The Team Coach. AmericanManagement Association, 1995.

Giber, David, Louis Carter, and Marshall Goldsmith.Best Practices in Leadership Development Handbook.Linkage, 1999.

Greenleaf, Robert K. Servant Leadership—A JourneyInto the Nature of Legitimate Power and Greatness.New York: Paulist Press, 1991.

Heenan, David A., and Warren Bennis. Co-Leaders:The Power of Great Partnerships. New York: JohnWiley & Sons, 1999.

Hersey, Paul, Kenneth H. Blanchard, and Dewey E.Johnson. Management of Organizational Behavior,7th ed. New York: Prentice Hall, 1996.

Johnson, Spencer. Who Moved My Cheese? NewYork: G. P. Putnam’s Sons. 1998.

Kotter, John P. Leading Change. Boston, Mass.:Harvard Business School Press, 1996.

Lee, Blaine. The Power Principle—Influence WithHonor. New York: Simon & Schuster, 1997.

McCauley, Cynthia D., Russ S. Moxley, and EllenVan Velsor, eds. Handbook of LeadershipDevelopment. San Francisco: Jossey-Bass, 1998.

Weaver, Richard G., and John D. Farrell. Managersas Facilitators: A Practical Guide to Getting WorkDone in a Changing Workplace. San Francisco:Berrett-Koehler Publishers, 1999.

Wood Badge Training Resources

Documents

Appendix - Virginia Commonwealth Universityalbest/woodbadge/Guides CD/WB for... · 2006. 1. 30. · W O OD B ADGE F OR THE 21ST CENTUR Y A-3 Precourse Assignment—Twenty Questions