Scouting Nederland

Scouting Academy in brief

1 Preface In this document you will read about the development of adults within Scouting. This fits within the core of Scouting: to challenge and support children and youngsters in their personal and competence development through a pleasant Scouting programme. We have started in 2007... and are still working on making and refining the complex of vision, starting points, methodologies and materials that we have named Scouting Academy. This document gives a description of the current state of affairs, discussed within the context of the organisation Scouting Nederland. 2 Scouting Academy in brief 2.1 Background In the period 2007-2010 Scouting Nederland created a new approach to developing individuals: Scouting Academy. The starting point is supporting the personal and competence development of adults within Scouting. This for the benefit of personal growth and optimal functioning within Scouting and a link with the world outside of scouting to realise a recognition and an acknowledgement of informal learning. This approach should lead to an increase of quality and eventually to an increase in the number of members. 2.2 Characteristics Competencies Competencies are used in order to indicate the wanted (what should someone be able to know or do in order to become...) and realised development (what can someone do and how do we describe that?). Individual competencies can be indicated through the system of Personal competencies. The required knowledge and skills for a function are indicated through function competencies. By using personal competencies a competency language is created which makes it possible to translate that which someone has learned within Scouting to outside of Scouting (and vice versa). Learning An important starting point within the Scouting Academy is that you do not have to learn something you already know. With the help of qualification cards it can be visualised what someone can already do... and still needs to develop (to meet the required qualification). One can develop on the job (supervised by a practical supervisor or trainer), in training modules, via written materials, by peeking at the neighbours (internships or otherwise learning by experience) and later hopefully also via elearning modules. This way everyone can put together their own collection of learning activities. Qualifying We consider it important within Scouting to actually determine whether someone possesses a competency. Through practical assessment (executives) and assessment during trainings it is determined whether someone fulfils the qualification profile, which is determined nationwide. Personal development Scouting Academy is aimed among other things at trying to gain momentum for personal development. A number of courses and trainings are meant to quicken the awareness and are supplementary to the other competency development offers. For example, the Gilwell course is offered to those individuals who want to develop themselves in a process orientated environment. Another example is that for young talents the Scouting Academy organises the programme Scouting Talent, a

Scouting Academy in brief

programme in which 18-24 year-olds get acquainted to functioning nationally in a very intensive development course. 3 Developing, guaranteeing, making visible 3.1 Individual development Scouting has her own approach for the development of (young) people: de Scouting programme according to the Scouting method. The vision of play is at the centre of it, reflected by the concept of SCOUTS (Game Code Outdoor Challenge Team Together). As they play youth members will develop competencies. The development is more visible when it concerns concrete playing skills such as pioneering and sailing. The development of personal competencies, such as the ability to work together, presentation skills or leadership, are less directly visible but at least as important as a development component. Non-youth members will develop too. Executives, project leaders, board members, trainers and practical supervisors etc. fulfil roles within Scouting for which competencies are required and wherein competencies are developed. Development is therefore an important goal and effect of Scouting. 3.2 Why development? Personal growth To equip every individual within Scouting (and possible outside of it) with the required competencies and the willingness (motivation) to actually use these competencies. Leading towards effective and efficient acting in different situations/circumstances. Whereby this acting is linked to the bigger meaning of Scouting: leaving the world behind just a bit better than you found it! Organisational quality Guaranteeing that the filling-in of the different functions in the organisation will lead to the abovementioned personal growth. Whereby the Scouting method and the basic approach to learning within Scouting are used: learning by doing. The offering of fun leisure activities calls for the necessary responsibilities. Parents en trust their children to Scouting. Supporting the development of young people calls for the necessary knowledge and preparedness (dependent on the age group) to act as an example. On the basis of law and pledge and the vision of play the content is determined of programmes of play and activities that include risks. Making sure that the safety is guaranteed and that there is a place for everyone (educational/social safety) is of major importance. Therefore, Scouting will guarantee that teams (executive, board, project, training) can show proof of the required qualities (qualifications). And that using these qualifications will actually lead to fun and development of all members. Effects outside of Scouting: visible competencies The effect of the development of the individual is not limited to Scouting. Both the developed competencies and the awareness of the effect of the Scouting law and pledge have an added value outside of Scouting. By working with competencies as a starting point it is possible to inspire outside parties and make it clear to them what Scouting has to offer. Also, it is possible to ensure external recognition and appreciation. By introducing the phenomenon of competencies in organisations and with education they can be translated. What is learned within Scouting can be made visible outside of Scouting. 3.3 Scouting Academy competency language Scouting has an approach to competencies which makes it possible to: Per person: inventory the (both developed within and outside of Scouting) competencies; make clear the individual growth within a competency; specifically stimulate the development of a competency (human capital development).

Scouting Academy in brief

Per function within Scouting: name the required competencies for the function; name the required competencies for the team; for functions/education outside of Scouting; name the relevant competencies for a non-Scouting function; indicate the already obtained competency for an education within Scouting; for the human resources management within Scouting; search/recruit people whose competencies match a vacancy; determine whether individual Scouts/teams posses the required competencies. With that they will be qualified for a function and can be appointed by the board. It is of importance that the systematics fit as best as possible with what is being used in the (present and future) educational and organisational practice. There is no system that can meet these criteria. That is why in the past year on the basis of the existing systematics, a systematic has been developed specifically for Scouting that can meet the above-mentioned criteria the best. 3.4 Competencies: the definition There are many definition of competencies. In the framework of functioning within the (Scouting) organisation we employ the following: a relevant quality (knowledge, skill, personality aspect) for the fulfilling of a role in a organisation expressed in the demonstrable ability of an individual to realise something. What matters is actually be able to do something in the practice of Scouting! The following applies: Competencies are a combination of knowledge and insights, skills, attitude/convictions and experience. Because it is described what is seen in practice no distinction is made between these elements. Individual related competencies are described/discussed in relation to the function to be fulfilled within an organisation. Competencies portray a state of being (have). That does not mean that every competency which an individual has will actually be used in a role (not everything you are able to do will be used everywhere and every time). Competencies are in principle able to be developed (starting point: talent development). The preparedness to develop a competency/competencies will be linked to the weighing of the required effort against the expected/required result within a relevant time frame (period). 3.5 Competencies: the categories To name competencies we need a language. We use terms in order to show what we mean. Within the Scouting competency systematic we use two sorts of competencies: Personal competencies: (more general) related to the person(ality) of a person. Functional competences: necessary for the fulfilling of a function. The required competencies to fulfil a role/function/professional profile. Functional competencies are related to generally/within the organisation acceptable norms and values for a qualitatively good fulfilling of a function. Every individual develops his or her personal competencies during his or her entire life and uses these in different roles/functions. This happens within and outside of Scouting, both as the office and at home. Cooperating for example is important both within Scouting (cooperating in a sub group) and within work and education (cooperating with the realisation of a project) and at home (cooperating in realising the house work). Functional competencies are necessary for getting the job done in a function. For example, the making of a summer camp programme requires the making of programme on the basis of the vision of play and the Scouting methodology. The ability (competency) to make a plan will also be helpful in preparing a hike or making a year plan for a age group. Personal competencies are those qualities of you that

Scouting Academy in brief

make you able to get something done in the function. You can use the personal competency to chair a meeting within a consultation between the age groups or a group council. You can use that same competency in a meeting at work of in the neighbourhood. If you have learned to chair a meeting within Scouting you can use this same competency at other places, and vice versa. When someone has obtained experience in meetings elsewhere one can use this competency within Scouting. The personal competency systematic within Scouting knows 29 competencies, at every 6 levels. That is a lot, but it helps to indicate every functions within the organisation. Furthermore, as an individual you can guide your own development because it will become visible what the next competency step will be. 3.6. Scouting Academy Scouting is a voluntary activity. But given the responsibilities and the ambition definitely not without obligations. This means that the association Scouting Nederland has developed a national framework for development and guaranteeing it. That framework is necessary for creating the necessary quality within Scouting. But also to come to external recognition of the competencies obtained within Scouting. Scouting encourages the development of competencies and the forming of personality. For an entire life. The Scouting Academy therefore offers a competency stepping stone that enables both personal development and the for the functioning in (educational) organisations required competency development. Scouting Academy is the name of both the institute and the collection of development and guarantee possibilities. Scouting Academy includes: a by Scouting Nederland developed and established description of the functions and the therefore necessary qualification(s); a for and by Scouting Nederland developed and established development approach; starting points; competency systematic; assessment; training and coaching; an organisation with teachers, trainers and assessors; relations with external organisations in the area of education and the recognition of (formerly obtained) competencies. Starting points Scouting Academy Scouting Academy knows the following starting points: Scouting Academy supports the development and determination of competencies of individual Scouting members and/or teams within the Scouting Nederland organisation. The relevant organisational level (group, region or nation) is responsible for the appointment of individual Scouting members on functions. With that the relevant organisational level is also responsible for guaranteeing the quality. The organisational level must thus see to it that individuals and teams meet the required qualification level/profile for the function/team. Having the required competencies for a function makes someone capable of being appointed, but it is not a guarantee for appointment. The board responsible for the organisation or project is responsible for the appointment for a function. Developing competencies happens voluntarily. Determining competencies happens on the basis of clear criteria and as objectively as possible. With designing and organising the Scouting Academy (instruments) complete transparency is aimed at. Clear criteria for determining a competency. Expert assessment by (for executives) a practical supervisor and practical coach and/or (for other qualifications) qualifies assessors.

Scouting Academy in brief

Former or elsewhere developed competencies are recognised and made use of. That goes for both the recognition within Scouting of outside of Scouting developed competencies and for recognition outside of Scouting for competencies developed within Scouting. Competencies are developed as much as possible in practice and are always determined in practice. The obtaining of knowledge, skills or attitude for a certain competency can be supported by different learning methods (training, coaching, e-leraning, experience etc.). Scouting employs a coherent competency systematic that: o offers the possibility to inventory/determine competencies separate from a function. In this way it becomes possible to make a competency profile per individual that can be used to match the individual with various functions, within and outside the organisation; o gives with a logical competency structure insight into the competencies related to (functions within) different organisations; o enables growth because different levels can be determined per competency. With designing the organisation and with the functioning within the organisation the motivational factors are used.

4 Scouting Nederland and competences Organisations concentrate on achieving goals. People are essential in achieving these goals. To these ends Scouting Nederland has people necessary who: have the necessary skills needed for a function; are prepared (motivated) to handle in the spirit of the organisation;Scouting Nederland doesnt in fact differ from other organisations; the fact that the most cadre within Scouting Nederland are volunteers is exceptional; our goals are aimed at children and youth work which creates special responsibilities; to succeed in communicating with (potential)cadre within Scouting Nederland, a plain and simple language is needed. The help of skills: makes clear which skills are necessary to fulfil a function; makes clear which skills must be developed to accomplish a function; makes clear which skills are available within the organisation. 4.1 Profiles A function profile is available for every function within Scouting Nederland. All function profiles can be found on our website.The function profiles describe exactly what the function requires, what results are expected and what skills are necessary to fulfil the function. Per function is an indication of necessary skills. There is also a separate column for the personal qualities needed for a function. This is important so that a link can be made between what one has learned and achieved within Scouting and other functions within Scouting Nederland or an external organisation. For example if you can plan a year programme for a certain age group, then you should be able to make a planning for a project team within your organisation. You have level 3 personal executive skills. This is comparable to internal sales leader of an organisation. And so its possible to make the link between scouting developed skills and other roles and functions in and outside Scouting Nederland. All members can register their competence profile on Scouts Online. By using the competence book you can fill your complete profile. Or you can make use of the best profile that fits your qualifications within Scouting. 4.2 Qualifications and appointments It was necessary to be present at all trainings in order to attain an appointment until 2011. Since 2011 it is only necessary to show that a candidate has the necessary skills. These skills can be found in the

Scouting Academy in brief

qualification profile. This document contains many pages, to make this easier each quality is divided into cards. Each quality card contains all necessary skill descriptions. Qualifications leadership Leaders and team leaders are qualified by practice leaders together with the regional practice coach. The practice leader discusses with the leaders, on the hand of the quality cards, over the necessary skills, such as any knowledge gained as youth member. Skills which are not yet fully developed can be improved by: planning and executing a certain activity within the group with support of the team leader and or the practice leader; following training modules in the region; studying books such as the game compass; making use of e-learning (in the future). The practice leader judges if the skills are attained at an acceptable level by the leaders. The practice leader, together with the regional practice coach, decide if all skill tests are passed. The practice coach supports the practice leader during the trainings and ensures that all skills are of a high level. This way we ensure the quality within Scouting Nederland Qualification trainers, practice leaders and practice coaches To keep skill development to a high standard it is necessary that trainers, coaches and leaders all have the necessary skills (see scheme supplement review of qualifications and nominations). Team qualification The game of Scouting is lead by teams. The basis conditions needed to function safely and efficiently can be found in supplement team qualifications as well as the proportion leader/children. 5 Assessment We believe that an assessment of someones skills must be part of the development process of an individual. To these ends we have a number of criteria developed: Assessments take place based on the quality profile and matching qualification card. Assessments are held by the practice leader and practice coach together. A module assessment can be made by a qualified and a recognised trainer. Assessments are always based on the establishment of acquired skills and recognising yet to be developed skills. An assessment is not an examination where one can pass or fail. Assessment procedures and guide lines are developed at the Scouting Academy (Team assessment and qualifications). Only assessors appointed by the Scouting Academy manager are allowed to carry out assessments. 6 Recognition and appreciation An important reason for choosing a system of personal skills is to enable scouting members to make visible, not only to themselves but also external organisations, the added value of Scouting.

Scouting Academy in brief