FULLNMMILRCTrainingManualV3BWF BrvsdAug11

NEW MEXICO MILITARY INSTITUTE
Leadership Reaction Course

(LRC)
Facilitator Training Manual
THIS MANUAL BELONGS TO:

_____________________________________________________________________________________________
New Mexico Military Institute Leadership Reaction Course Facilitator Training Manual
First Edition
AUTHOR
Eric G. Evertson
PHOTOGRAPHY
Eric G. Evertson
COVER DESIGN
Eric G. Evertson
PREFACE
The NMMI Leadership Reaction Course (LRC) Training Manual has been prepared to
serve as a guide for LRC Facilitators at New Mexico Military Institute. The contents of chapters
and appendices will be updated and approved on an as needed basis.
PURPOSE
This manual is a resource for the New Mexico Military Institute LRC which conducts
activities for New Mexico Military Institute and selected external organizations. It is designed to
give the LRC facilitator an overview of philosophy, operating and safety procedures, personnel
policies, and effective skills for facilitation at NMMIs LRC. It is, however, not exhaustive in its
contents. In addition, it is not possible to read this manual and expect to become an expert LRC
facilitator. It is to be used in conjunction with a hands-on training class and continuing
education.
DISCLAIMER
LRC activities should not be attempted without proper supervision and training by qualified
LRC facilitators. Wrongful use without proper training could result in fatal injuries.
PROUDLY MADE IN THE
USA
TABLE OF CONTENTS
Chapter 1 Introduction
Chapter 2 Program Policies
Chapter 3 What is a Leadership Reaction Course?
Chapter 4 Preparation and Risk Management
Chapter 5 Spotting
Chapter 6 The Experiential Learning Philosophy
Chapter 7 Leadership & Problem Solving
Chapter 8 Effective Communication
Chapter 9 Event Set-Up, Descriptions, Scenarios and
Diagrams
Event 0 Bosnian Rope Bridge
Event 1 Out Like Flint
Event 2 Over the Fence
Event 3 Wall Banger
Event 4 Cam Rahn Bay
Event 5 Medi-Vac
Event 6 Barrel Roll
Event 7 Ground Zero
Event 8 Baghdad Sewers
Event 9 Cliffhanger
Chapter 10 Debriefing The Purpose of the Experience

Chapter 11 Emergency Procedures
Appendix A NMMI LRC Diagram
Appendix B Spotting Skill Evaluation Tool (S.E.T.)
Appendix C Common LRC Forms
Appendix D References
NEW MEXICO MILITARY INSTITUTES
Non-Profit Community
Groups
Summer Camps
Tier I Cadets are
introduced to the course
and leadership
Do
Apply
Tier III Leadership in
action through credit
bearing classes with a
leadership component
Review
Facilitator provides
programming, activities,
debriefing, and application
experiences in leadership.
One-Day Leadership
Program for 9th Grade
through 12th Graders
Tier II Cadet
Leadership Laboratory
via non-classroom
Instruction
Multi-Day Leadership
Workshop/Conference
One-Day Activity
Program for 6th Grade
through 8th Graders
9 Cliffhanger
8 Baghdad Sewers
7 Ground
Zero
5 Medi-Vac
4 Cahm Rahn Bay
2 Wallbanger
2 Over the Fence

1 Out Like Flint
0 Bosnian Rope Bridge
6 Barrel
Roll
NOTES
NOTES
Chapter 1: Introduction
The following would be a classified advertisement for this training if one went out.
Who would apply? Who would qualify?
Facilitators Wanted
Must be genuinely mature.
Able to absorb selfishness, mediocrity, and apathy and transform it.
Must be unjudging and unshakable.
Must have compassion and commitment.
Able to take on responsibility,
And must be on the journey themselves and be willing to share their
own struggles, and doubts.
The Mission you have been given is not easy. Consider what legacy of leadership and influence
you intend to leave behind. Every day others look at what you have done and drawn their own
conclusions about YOU. Prepare to learn more about yourself, to grow more than ever before,
and to struggle for what is GOOD and RIGHT.
It is not easy! Lets be honest. Leadership is not for wimps. Its not easy being a good person. 1
Its not easy to be honest when it might be costly, to play fair when others cheat or to keep
inconvenient promises.
Its not easy to stand up for our beliefs and still respect differing viewpoints.
Its not easy to control powerful impulses, to be accountable for our attitudes and actions, to
tackle unpleasant tasks or to sacrifice the now for later.
Its not easy to bear criticism and learn from it without getting angry, to take advice or to
admit error.
Its not easy to really feel genuine remorse and apologize sincerely, or to accept an apology
graciously and truly forgive.
Its not easy to stop feeling like a victim, to resist cynicism and to make the best of every
situation.
Its not easy to be consistently kind, to think of others first, to judge generously, to give the
benefit of the doubt.
Its not easy to be grateful or to give without concern for reward or gratitude.
Its not easy to fail and still keep trying, to learn from failure, to risk failing again, to start
over, to lose with grace or to be glad for the success of another.
Its not easy to avoid excuses and rationalizations or to resist temptations.
No, being a leader of character is not easy. Thats why its such a lofty goal and an admirable
achievement.
Modified from Character Counts!
NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3
-2-
Yates Leadership Challenge Mission Statement

Provide challenging and adventurous experiential learning programs for individuals to
learn leadership, accomplish personal and team goals, and promote character
development.2
Facilitator Vision
OBJECTIVE Facilitators shall exemplify, in
all manners, socially, physically, academically
and emotionally, the model to which all cadets,
regardless of rank, should aspire. They are the
epitome what it means to be a person of
character as they take and accept
responsibility, always acting professionally,
with integrity, reliability and competence,
regardless of their personal sacrifice. They
continually put others needs ahead of their
own and seek to create a culture that
continually supports actions consistent with
the values and ideals of NMMI.
GOAL All Facilitators, in representing
NMMI, shall promote a sense of personal
value and intrinsic appeal in all endeavors and
walks of life by furthering, enhancing, and
inspiring others around themthereby creating
a legacy of character.
Wild Man to Wise Man

"...in our western
culturewe have few guides
to lead us deeply into the full
[human] journey and almost
no mentors who have been
there themselves and come
back to guide us through. We
are longing for believable
mentors on every stage of the
[human] journey...much of
my hope...is that we can lead
people through some new
stage of their journey, maybe
even to understand their
wildness in a way that might
be wisdom."
OUTCOME Through the use of experiential

learning, the Facilitator shall engage people in
meaningful and challenging activities and
provide opportunities for participants to
acquire knowledge, skills and competencies for
individual and team leadership development.
Modified from Richard Rohrs Book
The product of anyones contact with a
Facilitator shall be the development of leaders
capable of sound judgment appropriate interpersonal skills, uncompromising character,
and integrity.1
Initiated Fall 2006
-3-
Your Role as a Facilitator
The only kind of learning
To be a Facilitator, you must be both a leader and a rolewhich significantly influences

model. Many participants will place absolute trust in you;
behavior is self-discovered or
they will have complete faith in your judgment and may
self-appropriated learning develop ties with you quickly. With your guidance,
truth that has been
participants may have some of the most memorable
assimilated in experience.
experiences of their lives. Assuming the role of a Facilitator
~ Carl Rogers
can become an awesome responsibility. Therefore, when
you accept the position, you must take it very seriously.
The course and its programming are designed to help people experience success. You
must structure the programs and operate in such a manner that there is a graduated series of
challenges from which participants can emerge with a sense of mastery. Safety must be your
overriding concern at all times; therefore, a set of standard and principles which should
guide everything you do. Not only must you be safetyconscious, you must also teach your
participants how to be responsible for themselves and others. Specific activities and
exercises are tools to help teams build cohesion and work through common group issues.
These activities provide opportunities for participants to combine individual talents and
abilities with the need to develop cooperation and trust within the group.
The processes occurring during the activities create opportunities for reflection and
transference of this experience to everyday life. This reflection transforms the onetime
experience into a method for bringing about long term, positive changes.
-4-
Personal Ethics
Character vs. Society
If you had one goal in life it should be for you to be a person of character. Your character
directs the way you conduct yourself and the way you treat others and the organization/s you are
associated with. Each dimension
Facilitator Vision
Achievement
Society Says
mentioned here is one ethical Internalizes
Has high personal and ethical standards for Get ahead any
aspect of a multifaceted person
Integrity
self and group, is willing to improve their
way you can
own abilities and knowledge, and
that together constitutes a Acts with
Having ethics
Competence
continually reevaluates or assesses
confines you.
whole.
conditions to accomplish all task/s and
function/s regardless of personal sacrifice

RISK IT ALL to sacrifice
Facilitator
Vision
Stability
Society Says
yourself for character, but never
Acts
Is
self-controlled
/
composed
or
disciplined
I can act any way
sacrifice your character for
Professionally
and confident in self, situation does not
I feel, after all it
yourself. Regardless of what it Demonstrates
change individuals bearing, uses
is my feeling
may cost you, the sacrifices that
Reliability
creativity and imagination, is innovative
you make to obtain character is Facilitator Vision
Decision Making
Society Says
no sacrifice at all. Life is not Accepts
Uses rational thoughts, ideas and sound Its not my fault
Responsibility
judgment to motivate and guide others
divided into personal and
toward goal/s, is decisive
business, in school and away
from school, on the ropes course and off ropes course. Life is all the samethe same moral and
character values that determine your behavior on the course should be the same at school, away
from school, in businesses and who you are personally, because the sum of you behaviors make
up your character. You cannot have a knife that is both sharp and dull; the same is true about
your life. Either you are a
Facilitator Vision
Goal Orientation
Society Says
person of character or you are
Models
Is self-motivating, possesses initiative, Aim low so that way you not.
Leadership to
others
Supports NMMI,
its values and
its goals
Facilitator Vision
Can work as an
individual or as
a team
Facilitator Vision
Demonstrates
sound
judgment
Facilitator Vision
Personal
Sacrifice
Others needs
ahead of own
is committed and focused on

executing plan and accomplishing
personal goals, helping others achieve
theirs and that of the institution that
they are associated with
Adaptable
Adaptive to challenge, environment or
leadership situation, delegates when
appropriate, cooperates with the team,
balances teamwork with followership
and support of group members
Critical Thinking
Is able to develop appropriate,
sometimes innovative, plans of action/s
incorporating effective problem solving,
collects and examines ideas from all
sources, is open to new ideas and
suggestions
Interpersonal Skills
Is caring and selfless toward others,
gives supportive/helpful suggestions,
treats others with respect by giving
consideration to their personal and
group goals, is aware and considerate
of others motives and feelings, is
socially aware
dont disappoint
yourself
A C is good enough to
pass.
Society Says
Life is not fair and I do
not have to be fair with
anyone else
Life has not done away
with winners and losers
Society Says
Status quo is ok
My way or the highway!
Society Says
The world doesnt care
about my self-esteem.
Sacrifice others to get
ahead
It nothing personal, its
just business
Lets face it, its not easy

to become a person of
character. It requires wisdom
to know right from wrong and
the discipline to do right even
when the real world tells
you
that
its
costly,
inconvenient and difficult. A
person of character, values,
honesty and integrity will pay
whatever price is needed to
retain honor. This person
earns the pride of family and
friends and self-respect and
ultimately succeeds in life
because their success is the
internal reward of a life lived
well.
-5-
"Be careful of your thoughts,

for your thoughts become your words;
Be careful of your words,
for your words become your deeds;
Be careful of your deeds,
for your deeds become your habits;
Be careful of your habits;
for your habits become your character;
Be careful of your character,
for your character becomes your destiny."
~ Anonymous
-6-
Chapter 2: Program Policies

Countless, unseen details are often the only difference
between mediocre and magnificent.
General Guidelines
Please refer to NMMIs Operations and Procedures Manual under Daniels Leadership
Center Section 1 for standard operating procedures, Section 2 for internal use, and Section 3
for external contracting for the Yates Leadership Challenge Events.
Yates Leadership Challenge Operations Management Guidelines
1. The manger/s should write and keep current and all Yates Leadership Challenge SOPs.
2. The manager/s should write and keep current a Managers Procedures for Operation
for the Yates Leadership Challenge. It should include but not be limited to general
guidelines, staff policies, minimum staffing for the course/s, course operation and
equipment policies, responsibilities of the facilitator and the participants, ethical
behaviors of facilitation toward participants, and any other relevant information.
3. The manager/s should write and keep current a Managers Procedures for Risk
Management for the Yates Leadership Challenge.
4. The manager/s (and any interested cadets) should attend at least one industry
conference once per year. It is recommended that the manager of the Ropes Course
attend the Annual Association of Challenge Course Technology (ACCT) Symposium
and Conference held in January/February each year.
5. Emergency Procedures. Considering turnover of staff required to coordinate
emergencies procedures should be discussed with appropriate personnel periodically.
6. Procedures for this should be discussed on an as needed basis with the Commandant
and his/her staff, the Campus Police Chief, Infirmary and the Legal Adjutant.
7. The manager shall send a memo to the Chaves County 911 Dispatch indicating the
location of the Yates Leadership Challenge and how to enter into the courses.
8. The manager/s shall provide all facilitators with a training manual.
9. The manager/s will keep records on maintenance of the course/s and all equipment
used.
Trainings
All personnel hired to be facilitators for the ropes course should attend and certify with no
less than 40 hours worth of training. It is recommended that this occur at the beginning of
the academic year. He or she must have completed a training of no less than 40 hours and be
tested by a recognized Association of Challenge Course Technology (ACCT3) training
provider.
All personnel hired to be facilitators for the LRC should have no less than 4.0 hours of
training.
Skills SelfAssessment
The manager/s should conduct an in-depth skills assessment of all facilitators at regular
intervals. It is recommended that this be done once per semester prior to refresher training.
All Facilitators will fill out a Skills SelfAssessment. (see Appendix D: Common Ropes
Course Forms) one week prior to Refresher Trainings. The Manager will review these forms
3
The Association for Challenge Course Technology sets standards for construction, inspection, and training for
ropes course facilities.
-7-
in order to design training that meets the needs of the staff. The most current self
assessment will be kept in the Managers personnel file to document ropes course training
and feedback.
Refresher Trainings
The manager should conduct and facilitators should attend at least one (1) Refresher
Training that is typically held once per year, ideally once per semester. It is recommended
that this training be conducted for all facilitators at the beginning of each semester for no
less than 8.0 hours (in the spring perhaps after ACCT conference) for the Ropes Course and
no less than 2.0 hours for the LRC.
Staff Policies
Certified / Trained Facilitator Guidelines
1. A certified Ropes Course Facilitator is the only person, other than the Manager, who is
allowed to conduct operations on the Ropes Course as mentioned above.
2. A Trained Facilitator is the only person, other than the Manager, who is allowed to
conduct operations on the LRC. He or she must have completed the appropriate training
hours as mentioned above.
3. All Facilitators must be at least 16 years of age no later than the fist day of hire.4
4. All Facilitators are required to have and hold current a first aid and cardiopulmonary
resuscitation (CPR) skills certificate.
5. Cadet Facilitators must maintain appropriate cumulative grades with a GPA of 2.5 or
better and have a C or better in deportment and not currently have any academic or
financial suspensions.
Assistant Facilitator (NonCertified) Guidelines
1. Assistant Facilitators are actively involved in an apprenticeship.
2. The Assistant Facilitator will operate on the course under the direct supervision of a
Certified / Trained Facilitator and or the Manager.
3. Cadet Assistant Facilitators must maintain appropriate cumulative grades with a GPA of
2.0 or better and have a C or better in deportment and not currently have any academic or
financial suspensions.
Facilitation Documentation
All Facilitators and Assistant Facilitators will fill out a Work and Learning Log that
documents each time they are assign to the Ropes Course and / or LRC events.
Documentation should include all observations, trainings, refreshers, facilitation and
maintenance.
Minimum Facilitation
Facilitators will facilitate at least one (1) event each semester of the academic year in
order to keep current on the facilitation of activities, initiatives, and elements. When a
Facilitator does not facilitate for a semester, he/she will be placed on probationary status. A
Facilitator placed on probation will not be considered the primary Facilitator of any event
until removed from probation.
In order to be removed from probationary status, the Facilitator will need to discuss the
causes of probation with the Manager. Plans will be made at the meeting to address the issue
of time spent facilitating on the course. The Facilitator may be removed from probation
upon completion of additional training and approval of the Manager.
4
Initiated Fall 09
-8-
C a d e t R o p es C o u r s e F a c i l i t a t o r E l i g i b i l i t y
1. All Facilitators will behave in a manner according to
the Facilitator Vision.
2. All cadets will maintain no less than a 2.50 overall
GPA. Failure to do so will cause the facilitator to be
suspended from working until the GPA is met.
3. All cadets will above all else do no harm (emotionally
or physically) to any participant.
4. All cadets will act in a professional manner at all times.
5. Teamwork is critical to the success of any team. Any
facilitator not demonstrating this ideal could be
suspended from facilitation or cut entirely from
facilitating.
6. Cadets will act in an ethical manner toward facilitators
and participants at all times.
7. The merit / demerit system will be enforced.
8. All cadets will wear the uniform properly at all times.
9. There will be no hazing of other facilitators. Anyone
caught participating in this will be subject to
disciplinary action and cut from further facilitating.
10. The Honor Code will be in effect and enforced at all
times. Failure to report violations to the code will be
subject to disciplinary action. ee Fall 2006
-9-
Addressing Personnel
In all programs, the facilitating staff will be addressed with their cadet rank and last name.
Although using variant forms is strongly discouraged, this is situationally dependent upon
the type and makeup of the group.
Facilitator Medication Policy
Facilitators taking any medication may pose a safety concern since any drug may
interfere with their capability to perform as needed. Facilitators who are scheduled for
course activities will discuss any use of medications with the Manager to determine whether
they are able to serve that day. If approved, the person taking the medications will notify
other Facilitators of the potential side effects.
Miscellaneous Staff Policies
1. Facilitators who are anticipating instructing for longer than four (4) hours in one (1) day
are required to eat breakfast /lunch prior reporting to the Ropes Course or LRC.
2. Facilitators will follow NMMIs drug and alcohol use policy.
3. Facilitators will follow NMMIs Honor Code.
4. The manager may delay or cancel an event due to environmental circumstances. The
manager will provide notice as far in advance as possible. If cadet groups are involved,
the PA system will be used to inform all.
Cell Phone Use Policy
It is possible that both participants and facilitators will have cell phones on them. Cell
phones may not be used during operations including emergencies. (See Chapter 12:
Emergency Procedures Section)
Course Operations
1. No food (such as gum or candy) or beverages (such as soda-pop) other than water on the
course is permitted, although participants who may require nutrition for medical purposes
while at the Ropes Course or LRC will be accepted.
2. All persons whether they are participant, facilitator or observer must wear the helmet and
all other designated safety equipment when the course is in use.
3. The use of sunscreen is encouraged; however, if using lotions such as sunscreen, bug
spray or moisturizing lotions hands must be washed after each application.
4. High value items such as watches, necklaces, bracelets, earrings, rings, and other jewelry
should not be worn. Items may be secured in the restroom lockers using personal locks.
5. Glasses (regular or tinted) may be worn; however, consider using a strap to keep them
from slipping off.
6. Hair must be secured and kept from hanging below the collar. Hair buns should be kept
close to the neckline to allow for the helmet to fit properly.
7. Participants must wear closed toe shoes. Boots with narrow welts are best; tennis shoes
are adequate.
8. During reveille or retreat it is customary for cadets to stop what they are doing and render
appropriate courtesies to the flag. On the Ropes Course and LRC, however, both cadets
and facilitators will ensure the safety of all participants, stopping or completing all safety
checks and steps, giving appropriate courtesies when able.
- 10 -
General Policies
Prior to beginning a program the Manager will ensure that the following conditions are
met:
1. A radio and / or cell phone must be immediately accessible at all times.
2. External groups must have completed the Group Information Sheet, and each participant
must have completed and signed a Release of Liability Form and a Medical Information
Form.
3. The Manager ensures that all personnel are properly trained and is responsible for all
decisions and actions taken by the Facilitators.
4. The Manager will make every effort to minimize academic impact when scheduling cadet
Facilitators. However, if the cadet must miss class, prior permission must be obtained
from the instructor/s whose class/es will be affected. (see Appendix D: Common Ropes
Course Forms).
Minimum Facilitator/Participant Ratio:
1. For the use of Low Course elements and LRC events there will be a maximum ratio of
one (1) Facilitator per fifteen (15) or fewer participants.
2. For the use of High Ropes Course elements there will be a maximum ratio of one (1)
Ropes Course Facilitator per ten (10) or fewer participants.
Challenge Course Supervision Policy
The Manager will be on site at all times for all activities utilizing the Ropes Course and /
or LRC. This person will oversee and supervise all Ropes Course and LRC operations at all
times. This person is also responsible for development and implementation of the Ropes
Course and LRC operating procedures, risk management policies, and emergency plans.
No group or person will be left unsupervised on the ropes course or LRC at any time for
any reason. If the Manager and / or Facilitator/s are required to leave the site, all participants
will be asked to move away from Low Ropes elements, lowered and untied from high
elements and removed from the ropes course entirely and move to the bleachers if on the
LRC.
Use of the Ropes Course and LRC equipment must be under the direct (onsite)
supervision of a Facilitator. All Facilitators utilizing the ropes course and LRC will be
familiar with safety protocol. All participants will receive a review of safety protocol prior
to their participation in specific events.
Facilitator Responsibilities for Course Safety
The Facilitator will ensure that the following general safety procedures are followed when
the course is in use:
1. Facilitators are responsible to ensure safe operations of the ropes course and / or the LRC
at all times. Facilitators will follow all safety requirements when conducting course
activities this includes, initiatives, low course elements being spotted, the High Ropes
LRC events, and course setup and takedown.
2. Setup and takedown of all removable equipment and belay systems will be the
responsibility of the Facilitators.
3. With the approval of the Manager, events may be conducted during light rain and / or
after the rain, provided there is no danger of lightening. Facilitators need to be cautious of
wet, slippery surfaces; warning participants and choosing activities carefully. If thunder
is heard and it is estimated within five (5) miles of NMMI, all ropes course operations
will cease. The group should evacuate off all high and low course elements. If thunder is
heard and no lightning detected for thirty (30) minutes, the group can continue with the
activities.
- 11 -
4. Facilitators will safely remove participants from the High Ropes course during periods of
high wind. High wind is defined as wind forces capable of causing tree damage, falling
branches, and other blowing debris.
Facilitator Responsibilities for Participant Safety
The Facilitator will ensure that following participant safety procedures are followed when
the course is in use:
1. Facilitators ensure that each individual is informed of the inherent risk of activities in the
program prior to participation.
2. Participants will be informed of their individual responsibility for group safety. This is
done through an understanding of the nonnegotiable requirements of the Full Value
Contract in relation to the programs goals and methods.
3. Facilitators will check all participants for appropriate clothing and shoes. Long hair will
be secured. Clothing that is too loose or too tight will need to be changed before
participation. Large jewelry that may pose a safety hazard, items of high value that could
be broken, and nonessential items should not be brought to the ropes course. Ropes
Course Facilitators will ask that they be removed before participating.
4. Facilitators will evaluate each participant with regard to their readiness, ability, and
commitment to participate in the activities. This is achieved by both reviewing the related
portions of the Medical Content Form and by direct observation/communication during
the program session.
5. If the Facilitator feels that the attention or conduct of a group is detrimental to safe
operations, the ropes course program will be suspended until the situation is resolved.
6. Sites chosen for activities must be free of environmental hazards such as large rocks,
sharp sticks, and broken glass or other material waste (Environment). Inspect all
permanent and removable equipment for evidence of wear, damage, or breakage
(Equipment). All damaged or broken equipment will be retired immediately and
documented in the appropriate equipment log. Visually inspect each element for
soundness before use (Element).
Equipment Policies
1. All climbing equipment utilized by the ropes course shall be U.I.A.A. approved, where
applicable. (UIAA: the Union of International Alpine Associations sets standards for
strength and quality of ropes and climbing equipment)
2. Facilitators will supervise all equipment at all times when in use.
3. When not in use, all equipment will be appropriately secured and rendered inaccessible to
participants and untrained staff.
4. Ropes course and LRC equipment, including but not limited to helmets, harnesses and
ropes, will under no circumstances be used for anything other than the intended ropes
course application. Course equipment will not be loaned for other programs.
5. Facilitators will follow the manufacturers guidelines for all equipment including those
set forth in The Complete Course Manual and the instruction taught in class for all
program operations.
6. Any equipment damaged, either during a program or while in storage, will be reported by
all personnel for evaluation by the Manager.
- 12 -
Ropes Course Facilitator Equipment

All equipment that a Facilitator will need to keep while employed at NMMI, including but
not limited to uniforms, helmets, and written material, that is owned by NMMI will be
issued by the Manager. Only the Manager is permitted to remove any ropes course
hardware. All equipment will be on a loan basis and each person is responsible to take care
of all equipment, keeping it in a presentable condition. At the end of the academic year, all
issued equipment will be returned to the Manager or issuee will provide funds to purchase
the same equipment. All personal climbing equipment (and similar paraphernalia) that is
owned by Facilitators and participants is strictly forbidden on the course. All items of this
nature shall be immediately confiscated. Items will be placed in a box for participants to
reclaim at the end of the program.
- 13 -
Ethics Toward Participants

Concerning Participants Conduct:
At no time should a Facilitator be forced to accept a participant who potentially is a
danger to themselves or other participants. In addition, all participants must agree and
adhere to the nonnegotiable Full Value Contract throughout their tome at the Ropes Course
or LRC.
Participants will be encouraged to seek their own level of challenge, to set their own goals
and will not be coerced to participate in any activity about which they feel uncomfortable or
fearfull.
Concerning Ropes Course Facilitators Conduct:
General principle Facilitators will act with integrity, respecting the rights, dignity and
welfare of all individuals, in a manner that is professional and within the boundaries of their
competence.
Dual Relationships5 Facilitators need to be aware of their influential position with
respect to participants and avoid exploiting the trust and dependency of such persons.
Because of this Facilitators make every effort to avoid dual relationships with participants
that could impair professional judgment (e.g. intimate or romantic relationships with
participant). When dual relationships exist, professionals take appropriate precautions to
insure that judgment is not impaired and no exploitation occurs.
Confidentiality4 Staff will respect the right of participants to decide the extent to which
confidential material is made publicexcept where otherwise mandated by law or to prevent
a clear and immediate danger to a person or persons. Facilitators will report all suspected
cases of mental, emotional, and physical abuse, sexual harassment issues, and illegal drug
use by either another ropes course facilitator or a participant.
Ethics Outcomes6 To achieve the appropriate focus on programming, several principles can
be valuable to follow. Some of these may include:
1. Above all else, do no harm (emotionally or physically) to the participants.
2. Make sure that facilitation efforts are done with the participants best interests in mind.
3. The focus of the ropes courses operation is to serve the participant, not the Ropes
Course Facilitator.
4. Be a professional by realizing that for every decision you make you must be willing to
stand up in front of other colleagues and be able to say how and why this specific
technique was used.
5. Only use those techniques that you would want to be used with you as the participant
(i.e., the golden rule).
6. Often experience possesses the ability to have more influence on a participant than the
Ropes Course Facilitator alone.
7. When in doubt, follow rule #1.
For further information regarding standards see Project Adventure, Inc. who also set ropes
course standards for safety, activities, & construction and the Association for Experiential
Education who set standards for activities and instructor skills for adventure education.
Denotes reference from Ethical Guidelines for Adventure Alternatives Professional Group of AEE
Denotes reference from The Book Of Metaphors Volume II, (Gass, 1995), modified by Evertson
- 14 -
Chapter 3: What is a Leadership Reaction Course?
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- 26 -
Chapter 4: Preparation and Risk Management

For every minute spent in organizing, an hour is earned.
Instructions for Facilitators
The LRC is an outdoor leadership laboratory which provides group members experience
in leadership, followership, teamwork, communication, problem solving, aspects of group
dynamics, conflict resolution, and personal and group responsibility. The course requires
physical feats, mental exertion and interpersonal challenges. The course operation is
designed to allow an individual an opportunity to be a leader on one task and serve as a team
member or observer on the other tasks. The working team is responsible for completing the
mission while the facilitators act as safety personnel. At all times facilitators should be
observing the working team to see what behaviors are effective and ineffective. At the
conclusion of each event the leader will be debriefed and evaluated on how well he/she
does, not how well someone else has done or what he/she has learned about the task through
observation.
Stress
Stress plays an important part in the
evaluation of each leader; therefore, to
produce a stressful environment, certain
Comfort Zone
limitations will be placed on the working
Growth Zone
team. The team cannot touch anything painted
red, the walls, the catwalk or the water (sand).
Panic Zone
They work under specific time constraints.
The only equipment the team can use is that which is provided. Each participant should be
monitored by facilitators. The events may push past their Comfort Zone, and safely challenged
in their Growth Zone. No one should push another participant into a panic.
- 27 -
STEP 1 FACILITATOR and MANAGER CHECK LIST

Pre-Activity Checks
PRE-ACTIVITY CHECKS
Get to the LRC early so that you can complete
the pre-activity checks prior to participant
arrival.
1. For External Groups only check the release
of liability and medical consent forms for
each participant
2. Weather is checked again
3. All facilitators meet with the manager to
discuss the plan for programming.
4. Check the 3Es
Equipment
o All equipment to be used at each
event on the LRC is thoroughly
inspected and setup before program
begins.
Environment
o Sticks, stones, weather, etc.
Element
o Boards, Splinter Free, Insect Free,
etc.
Equipment Inspection
Checks
First Aid Kit complete
medical
contents,
Accidents/Close
Call
Reports available
Ground rocks, fallen
branches,
overhanging
branches, debris, glass,
exposed roots, stumps,
make sure that the ground
offers firm footing
Wooden Structures
signs of decay, cracks,
splinters
Helmets
intact
suspension system, secure
chin straps, cracks or
irregularities in shell,
general sanitation (sniff
test)
Ladders rungs solidly
secured,
splintered,
cracked, or cut rungs, bent
or jammed steps, rails or
extension mechanisms
- 28 -
STEP 2 LRC SAFETY BRIEF

Large Group Orientation
(Typically dome by the LRC Manager)
1. Facilitators should be around the entrance to greet participants. Talk to participants and help
them feel welcome.
2. Helmet orientation Facilitator or Manager will instruct participants on proper helmet fit.
During this, other Facilitators can check participant attire, correcting where needed
3. Opening Welcome to the NMMIs Leadership Reaction Course!
4. Food policy No food or drinks, only water
5. Water refill stations Water can be refilled at the water containers. All people are encouraged
to Drink Lots of Water!
6. Location of restrooms Introduce the location where water and restrooms can be located
7. Sunscreen, lotion, and bug spray policy If you are using sunscreen or bug spray wash hands
after each use
8. Ask participants to turn off their cell phones
9. Safety
Safety is of primary importance and is everyone's responsibility. NO ACTIVITY OR
SOLUTION THAT MAY CAUSE ACCIDENT OR INJURY WILL BE
PERMITTED!! If it looks or feels unsafe, it probably is.
Please adhere to the following safety precautions:
Helmets will be worn the entire time while on the course.
Empty your pockets of anything that could result in bodily injury in the event
of a fall (i.e. ball point pen, etc) Also remove any type of jewelry such as
rings, watches, bracelets, or earrings that could snag and/or catch on
equipment.
Spotters will be designated for every obstacle. Spotters must carefully observe
all activity while keeping their arms up and ready to cradle the head and
shoulders of anyone who might fall. DON'T GET CAUGHT UP IN THE
ACTIVITY AND FORGET YOUR RESPONSIBILITY!
Secure and spot anyone reaching for or levering equipment (poles, barrels,
etc).
Never stand upright when on any structure above ground level. Crouch or sit
on all walls, posts, or boards. Straddle poles/boards if possible and lock your
legs.
NO JUMPING from walls, posts, platforms, or boards.
The planks are unfinished wood that may cause splinters. Please wear gloves
the entire time
When you have finished a station, return equipment to its original position.
Use square knots when tying knots (right over left, left over right).
10. Introduce the Facilitators Break group into smaller groups, where Facilitators take charge
Facilitators keep their groups together, taking note of who and how many are present and
keeping track of them at all times.
- 29 -
STEP 5 SMALL GROUP ORIENTATION

Typically done by the LRC Facilitator
OUTLINE
1. Facilitators need to give the participants opportunities to speak to you if they have any
medical concerns, and verbally asks anyone if has anything of note that would prevent them
from fully participating in todays activities.
2. Facilitator to double check for the following (if it has not been done so already):
Attire Check clothing and footwear of participants, ensuring that they are dressed
appropriately for the area and the weather. Skirts or dresses are not allowed on the course.
When fitting a participant harness, clothing should be tucked inside of the harness so that
Ropes Course Facilitator can readily observe harness buckles and rope tieins
Footwear boots with narrow welts are best, tennis shoes are adequate
Hair Hair must be secured
Jewelry Necklaces, bracelets, earrings, watches, rings, belt buckles other jewelry
should be removed and stored in the bleachers area
Glasses (regular or tinted) may be worn, but consider using a strap to keep them from
slipping off
High value items such as watches should be put in a pocket or left in a bag in the
storage area.
3. Facilitator welcomes
and introduces his or
herself and orients
each participant about
their day.
Check for Appropriate
4. Encourage participants
to use sun protection
sunscreen with a sun
protection factor (SPF)
of at least 15.
5. Caution them to keep
sunscreen and bug
repellant from coming
in contact with the
equipment, and to
wash hands after each
use.
Attire
(no skirts or dresses)
Hair
(secured)
High Value
Jewelry/Watches
(removed)
Footwear
(no exposed toes)
- 30 -
STEP 6 - OPENING
1. Arrive at the station slightly ahead of the group to be sure no one wanders into the pod.
Keep them completely outside the pod until the leader calls them in.
2. Brief the scenario to the leader in advance of taking them into the event.
3. Brief the before the start to brief them on specific ways you want them to spot on that
obstacle.
4. Let the participants enter the pod and begin the obstacle once the time starts.
5. General Supervision Facilitator must be accessible to all participants
6. Specific Supervision Facilitator must be able to render close supervision
7. Continually reevaluate the 3-Es
8. Stop the activity when the time for the activity has ended.
9. Debrief after each activity. The group may be inside or outside the pod.
10. Have group members rake the sand, gather up materials, and put them back as they found
them when they came into the pod.
11. Move to the next station, and begin again with step 1 above.
12. At the completion of your last station, put all of the equipment away in the designated
pod closet.
13. Final debrief /closure transference of metaphors and review of goals
Send the participants away with a sense of accomplishment
14. Documentation
Incidents / Accidents / Near misses
Usage and wear to equipment
15.
All facilitator debrief and discussion of the results of day
- 31 -
Suggestions for Quality Programming

GET TO THE COURSE AHEAD OF YOUR GROUP.
Do your equipment checkout, selection, and setups as far as possible in advance before
your group begins to arrive. People who have felt rushed have made mistakes and then
needed to use more time to correct the setup.
TAKE CHARGE OF YOUR GROUP.
Keep them with you and keep them busy. They will behave in the manner that you
behavein other words, put some energy and excitement into the activities, and do not sit
down while activities are in progress. Organize everyone into being spotters, etc.
Supervise them actively to keep them
Attitude of Safety
involved in what is happening. Allowing a
When people combine the right attitude
couple of people to sit down on the grass and awareness with proper action, the
and observe is not what this is all about.
result is safety. The accidents that occur
during the period of a session on the
course are almost always minor; however,
prevention is the key to a successful
course. It includes being constantly
vigilant to ensure that all safety measures
are
administered.
Facilitators
must
continually monitor potential hazards in
the environment (lightening, winds, etc.)
and participants (ability, energy level,
attitude, etc.) It is far easier to prevent
accidents than to treat injuries, and well
worth the effort that prevention entails.
- 32 -
Excerpt from
Risk Management Before Leadership Reaction Courses

I see a lot of success stories involving Deliberate Operational Risk Management
(DORM). Deliberate means that it is accomplished well before the activity when there is
plenty of time to do a thorough analysis. Deliberate ORM involves the activity
leaderships experience and brainstorming to identify hazards, assess risk and develop
risk controls. Then, the risk controls are built into the activity plans to become
transparent to the participants, yet protect them from all foreseen danger.
Recently, an opportunity for risk management improvement has come to my
attention in the area of Leadership Reaction Courses (LRCs), used to teach leadership
concepts and principles primarily to our cadet force. These are sometimes referred to as
Confidence Courses or Obstacle Courses. Insurance claims for injuries from LRCs are
on the rise. Recent LRCs have included the following injuries: - A senior member fell
from 30 and fractured his back. - A cadet fell from 10 and fractured his wrist. - Another
cadet fell from 3 and dislocated his shoulder. There are several points to make in
managing the risks that accompany a Leadership Reaction Course.
LRCs are normally found on military installations and are designed for soldiers that
meet minimum fitness standards and have been given the opportunity to physically
prepare for the challenge over a prescribed time. This is not necessarily the case with
CAP volunteers. Physical fitness, in both the senior and cadet ranks, will usually run the
entire spectrum and will not approach the level of fitness required by our military or their
confidence courses. Another variable to consider is age. Many of our senior members
may no longer have the range of motion, flexibility or dexterity to negotiate the course
safely. Similarly, the 12-year old may not be tall enough to reach certain elements of the
course. I am not suggesting that you discriminate against individuals. I am suggesting
that you discriminate against specific portions of the course that may exceed the
capabilities of the course participants and present an unacceptable risk.
Most military installations insist that one of their trained individuals supervise the
LRC activity. If they dont, try to arrange for the CAP activity leadership to attend a
course training session before our members participate. LRCs are important to cadet
development. They allow cadets to demonstrate what theyve learned about critical
thinking, communications, teamwork and problem solving. But, they shouldnt risk
serious injury in the process.
Give DORM a try -- It works -- It helps us plan for success.
- 33 -
Chapter 5: Helmets and Spotting

Helmet Use and Policies
Participants will use a helmet when taking part in any initiative
activity, low or high element, while on the LRC. LRC Facilitators will
instruct the participants on helmet stewardship by demonstrating how to
fit it properly, taking care of it by snapping the chin strap making it a
turtle, and placing the helmet back on the helmet rack properly.
A turtled helmet with a
snapped chin strap
prevents participants
from tripping on it,
subsequent injury and
damaging the helmet
Fitting a Helmet
STEP 1HEADBAND ADJUSTMENT
Turn the headband
adjustment wheel to adjust to your head size.
STEP 2CHIN STRAP
ADJUSTMENT
The Ychin strap may
be adjusted forward or backwards, and closed by
the clip buckle.
STEP 1
STEP 3FIT
Wear the helmet flat atop your head, not tilted back at an angle.
Make sure the helmet fits snugly and does not obstruct your field of vision.
Make sure the chin strap fits securely and that the buckle stays fastened.
SNAP THE CHIN STRAP BUCKLE
WHEN NOT IN USE
Helmet Storage, Care, and Inspection
Helmets should be stored in a cool, dry, place. The helmet should not be
painted with oilbased paints and should be marked only by a felttip
STEP 2
marker. Inspect the helmet for damage before and after each use. Look for
cracks, cuts, or holes in the helmet. Make sure the chinstrap is in good condition. Retire a
helmet when it shows sign of damage, cracks, holes, or fading and general wear.
Check the 3-Es
It is the responsibility of the facilitator to carry out the inspection of the areas that they will be
using prior to arrival of their group to the LRC. No matter how often the course is being used, the
3-Es should be inspected prior to use and during the activity. If the environment, element or
equipment is not in working order, the areas should not be used until the situation is resolved.
Environment
Look for animals on, under, or around structure; this includes spiders, squirrels and birds, and
insects such as ants and wasps. Make sure that area is clear of debris such as pine cones or fallen
branches on which the participants could fall.
Element
Check the platform for stability looking for cracked or loose boards and protruding screws.
Make sure that hardware is intact, and the wood is free from splinters.
Equipment
All equipment used must be inspected before and after use. This includes all high course and
low course equipment.
- 34 -
Spotting
Spotting is defined as breaking a persons fall in such a way as to prevent injury either to the
person who falls or to the spotter. It is the primary means by which safety can be managed and
shared by a group on the low course. Spotters are not expected to catch a falling person in midair,
something that is impossible in most cases, but to slow a fall down to safer speeds.
Appropriate commands and skills will be taught and reviewed prior to attempting activities
requiring spotting and/or where falling may occur.
No individual will be placed in a position of having the responsibility for anothers safety
without having first received specific instruction and having demonstrated to the facilitator the
ability to perform the necessary skills.
A safety briefing, which sets an appropriate tone, will be part of every activity. This briefing
should discuss sitespecific hazards, restrictions on solutions (i.e., no jumping, etc), and a
reminder for participants to be responsible for each other.
Facilitators are expected to make conservative estimations of the skill levels for the
participants as well as the their own ability.
The ABCD Method
INTRODUCTION
Explain why spotting is important
AATTITUDE
Check your attitude and the attitude of each other. Focus on the participant and do not be
distracted by anything while spotting.
BBODY POSTURE
All jewelry and other valuable items are to be removed.
Spotting Posture
Knees and elbows bent
Stay alert and entirely focused on
Feet apart, both sidetoside and frontto
participant being spotted
back
Review the verbal commands
Fingers together, palms slightly cupped
Falling Posture
Hands crossed, fingers intertwined
Back slightly arched
Feet together to prevent falling to the side
Entire body straight and stiff
Head slightly back
CCOMMUNICATION
Each person involved must invoke a verbal contract that is encouraging.
Participant
Spotters ready!
Spotters
Ready, Name
Trusting (or Falling)
Meaning
I am ready to start.
I am ready to protect you.
I am ready to proceed with this action as
soon as spotters give the goahead
Trust Us Name (or FallOn) GoAhead

DDECISION MAKING
Each person must decide to be consistently safety conscious and deliberately focus on the
participant throughout the activity and on the LRC.
ASK FOR QUESTIONS
Have the group practice each spotting posture.
LRC Facilitators will maintain an active position, ready to move at any time. They anticipate the
possibility of a fall by staying close to participants, but not inhibiting their movements, placing
themselves ideally to supervise adequately and intervene if necessary.
- 35 -
Chapter 6: The Experiential Learning Philosophy

Our philosophy is best expressed in the choices we make.
What is Experiential Learning?

Experiential Learning may be defined as education that occurs as a
direct participation in the events of life. It includes learning that comes
about through reflection on everyday experiences. Education has
created models to describe the learning that goes on in an attempt to
understand how the process works why it is so effective. In all there are nine
models, we will discuss four.
1-Stage Model
The 1-stage model (experience) is simply that experience alone is
sufficient for learning; and in many cases this is true. This underlying
Confucius
philosophy traces back to the oft-used Confucius quote (from around
450 BC):
Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.
DO
go forth and have an experience
REVIEW
review what happened and what
can be learned
PLAN
plan a way to tackle the next
round of experience
The goal of
education
from
this point of view
then would be to
structure
and
organize learning
activities in which
experiences
themselves
facilitate
learning.
2-Stage Model
The 2-stage model (experience reflection) is that experiences followed by periods of
reflection are an effective way to
structure and facilitate experiential
education.
3-Stage Model
The 3-stage model is experience
reflection plan, which suggests that
following an experience and reflection,
it is helpful to develop a plan for future
experience.
4-Stage Model
The fourth model, a 4-Stage Model is
experience reviewing concluding
planning.
- 36 -
Application
Personally, I've found the 4-Stage Model to be somewhat abstract and thus is not
particularly student-friendly. I've found that a simple, 3-stage model, do review plan
appealing due to its simplicity.
The most direct application of the model is to use it to ensure that when facilitating
activities you need to give full attention to each stage of the process. This may summarized
by stating your job is to "chase" the learner round the cycle, asking questions which
encourages reflection as a means of testing new ideas.
Although the Do is often used in the initial stages, rather than Plan, the learning
cycle is continuous and so the starting point can be arbitrary.
Experiential Learning Quotes
The knowledge of the world is only to be acquired in the world, and not in a closet.
- Lord Philip Dormer Stanhope Chesterfield
Experiential education is elusive, often paradoxical, a multifaceted jewel with ethical,
aesthetic, spiritual, physical social and psychological dimensions, even cosmic
dimensions. Psychological mountain climbing may be the right phrase for what we mean
by experiential education.
- John C. Huie
- 37 -
Chapter 7: Leadership & Problem Solving

The leadership instinct you are born with is the backbone. You
develop the funny bone and the wishbone that go with it. ~ Elaine Agather
Leadership Theory in Relation to Group Performance
As a facilitator your job is to not only be a model leader
yourself but bring about or hone the leadership of the
participants. First, though, you must understand a few
principles, assumptions and dispositions of the participants.
Most groups that attend an LRC are curious about what happens
here, or have paid some money to learn something new. Thus it
is assumed that when participants are at the LRC:
The participants want to be there,
They realize that they can perform a task if they put forth
the effort,
Assume that a reward will follow,
They will value the reward.
If the participants are not willing to act as a team player,
i.e. the participants do not embody the above attitudes, it may be
tough to encourage a group to perform at their peak this is THE
BIG CAVEAT TO BEHAVIORS. Also be aware that participants
past negative experience, whether on this LRC such as having
a bad experience, or off this LRC amusement parks, other
LRC, or our own obstacle course, effects their attitudes and
behaviors.
What is Leadership?
Leadership is the process of inspiring and influencing others
to work hard to accomplish important tasks. Effective leadership
use multiple approaches with different people to provide
purpose direction and motivation. The ability to get someone
else to do something you want done or make things happen the
way you want is called power.
Power
Be a good example.
---------------------------------------------------
Direct
confrontations
away from
individuals.
---------------------------------------------------
Do not use offensive

language.
---------------------------------------------------
Talk to participants
at their level.
---------------------------------------------------
Be a leader not a
boss.
---------------------------------------------------
Listen and support

the participants.
---------------------------------------------------
Criticize the
behavior not the
person.
---------------------------------------------------
Challenge by Choice
have the
participants choose
to do something.
---------------------------------------------------
Accept and offer

constructive
criticism.
Power should be used to influence and control others for the

common good rather seeking to exercise control for personal
--------------------------------------------------satisfaction. The two sources of managerial power are position
Ask questions - no
power and personal power.
idea is stupid, that
Position power is based on a managers official status in the
is offered
organizations hierarchy of authority. There are three sources of
conscientiously.
position power,
--------------------------------------------------1. Reward Power is when someone is ale to offer something
Laugh with not
of value to another based on works.
at.
2. Coercive power is when someone in a superior position is
capable of punishing or withholding positive outcomes.
3. Legitimate Power is organizational position or status confers the right to control those
in subordinate positions.
- 38 -
On the contrary Personal power is based on the unique personal qualities that a person
brings to the leadership situation. There are two sources of personal power,
4. Expert power is the Capacity to influence others because of ones knowledge and
skills.
5. Referent power is the Capacity to influence others because they admire you and want
to identify positively with you.
Reference Power
Expert Power
Legitimate Power
Reward Power
Coercion Power
Commitment: This is a result in which the

target agrees with a request or decision
from the agent and strives carryout the
request or implement the decision
effectively.
Compliance: This is an outcome in which
the target is willing to do what the agent
asks, but is apathetic rather than
enthusiastic about it.
Resistance: The target is opposed to carrying
out the agents requests and decisions.
- 39 -
THE 7 STEPS OF THE PROBLEM SOLVING PROCESS7

There are many different approaches to solving problems. The militarys problem solving
process helps leaders face these often complex problems. States how the unit is organized for the
operation and gives who is the main effort. The leader sufficiently weighs the main effort for
each mission to ensure success. The steps are as follows:
U.S. Army FM 22-100 Army Leadership & FM 101-5 Staff Organization and Operations
- 40 -
1. Recognize and Define the Problem
THE
SITUATION
Identify
1. Provide
information
essential to
subordinates
understanding of
situation
2. Position or status
with regard to
conditions and
circumstances
3. Location
4. Numbers
This is often where people struggle.

They react to what they think the
problem is. Instead, seek to understand
more about why you think there's a
problem. Try to define the problem with
input from yourself and others. Ask
yourself the who-what-when-where and
hows:
What is happening?, why is it happening? where is it
happening?, when is it happening?, with whom is it
happening? and how is it happening? Whom does the problem
affect?, What is affected? When did the problem occur?,
Where is the problem?, Why did the problem occur?
If the problem still seems overwhelming, break it down into
steps until you have descriptions of several related problems.
Verify your problem analysis for conferring with a peer or
someone else.
If you are looking at several related problems prioritize which
ones you should address first. Classify the difference between
"important" and "urgent" problems. Often, what we consider to be
important problems to consider are really just urgent problems.
Finally understand your role in the problem. Knowing where you
fit in relation to the solution can greatly influence how you perceive
the role of others.
ACTION POINT
Prioritize problems and identify the roles of each person.
If you fail to plan, you plan to fail.
- 41 -
2. Gather Facts and Make Assumptions

THE
SITUATION
(Continued)
Know what you know

and know what you
dont know. It's amazing
how true this statement
is. Therefore, in this
phase, it's critical to get
input from other people.
It's often useful to
collect input from other
individuals one at a time
(at least at first). Otherwise, people tend to be inhibited about
offering their impressions of the real causes of problems.
Identify the facts statements about the problem known to be
true or there is positive proof.
Identify the assumptions - statement used to replace necessary
but missing or unknown facts.
ACTION POINT
Provide information essential to your subordinates understanding
of the situation.
3. Define End States and Establish Criteria

THE
MISSION
Courses of Action
1. Concept of the
Operation
2. Overall Plan
Identify the unit's task(s) to be accomplished and the purpose for

doing it this is called
END STATE. A stated
vision that defines the
purpose of an operation
and the end state with
respect to the relationship
among the force, the
enemy, and the terrain. It
affords the subordinates the
ability to accomplish the
mission in the absence of
additional
guidance,
orders, or communication.
Carefully consider "What will the situation look like when the
problem is solved?"
ACTION POINT
Give the vision of what is expected out of each team member and
what is to be accomplished.
- 42 -
4. Develop Possible Solutions

PLANNING
Identify
1. Capabilities
2. Resources
3. Supply lines
4. Communications
5. Supporting Units
6. Limiting Factors
Environment Scan
1. Organizations,
2. Capabilities,
Obstacle/s
1. Problem/s
2. Hostiles
At this point, it's

useful to keep others
involved. Brainstorm for
solutions to the problem.
Very
simply
put,
brainstorming
is
collecting as many ideas
as
possible
then
screening them to find
the best idea. It's critical
when collecting the ideas
to not pass any judgment
on the ideas just write
them down as you hear
them. When selecting the best approach, consider:
REALISTIC Which approach is the most realistic to accomplish
for now?
RESOURCES Do you have the resources? Are they affordable?
Do you have enough time to implement the approach?
RISK What is the extent of risk associated with each alternative?
(The nature of this step, in particular, in the problem solving process
is why problem solving and decision making are highly integrated.)
CHANGES Anticipate changes in the situation or capabilities.
Consider making contingency plans.
ACTION POINT
Use your team leaders or groups of 3 to 5 and assign each group one of
the prioritized problems as a task to generate potential solutions.
5. Analyze and Compare Possible Solutions

EXECUTION
Obstacle/s
1. Route, primary
and alternate
2. Sub-unit missions
for teams and
individuals
3. Coordinating
Instructions
4. times of departure
& return
5. Actions at danger
areas
Communicate the plan to those who will involved in implementing it

and, at least, to your immediate supervisor. An important aspect of this
step in the problem-solving process is continually observation and
feedback.
Use predetermined evaluation criteria
Implement the plan
ACTION POINT
Go back to the facts and assumptions to evaluate the resources
available compared to the complexity of the solution provided. Sometimes
the best plan is the simplest plan.
- 43 -
6. Select And Implement Solution

SUPPORT
Obstacle/s
1. Route, primary
and alternate
2. Sub-unit
missions for
teams and
individuals
3. Consider
Personnel
Supply
Rations
Equipment
Transportation
Medical Concerns
Arms &
Ammunition
Captured Material
When executing the plan anticipate modifying or enhancing your

teams abilities. Consider factors that influence your team abilities, look
at the changing environments or changes in equipment and resources.
Monitor the indicators of success
Are you seeing what you would expect from the indicators?
Will the plan be done according to schedule?
If the plan is not being followed as expected, then consider: Are
there sufficient resources to accomplish the plan on schedule?
Should more priority be placed on various aspects of the plan?
Should the plan be changed? If so go back to Facts and
Assumptions or Establish Criteria if necessary
ACTION POINT
Execute the plan. Leader needs to monitor Team Leaders and members
of the unit to make sure everyone is engaged and contributing to the success
of the unit.
7. Analyze Solution For Effectiveness
REVIEW /
DEBRIEF
This section of the process is where you write down what you are
going to do next. Now that you have a potential solution or solutions
you need to decide how you will
make the solution happen. This
stage ensures that the valuable
thinking that has gone into solving
the problem becomes applied to
any future events. When
reviewing consider:
What changes should be made
to avoid this type of problem
in the future? Consider
changes to policies and
procedures, training, etc.
Consider "What did you learn
from this problem solving?" Consider new knowledge,
understanding and/or skills.
If it works, pass it on!
ACTION POINT
Consider writing a brief memo that highlights the success of the
problem solving effort, and what you learned as a result. Share it with your
supervisor, peers and subordinates.
- 44 -
ROAD BLOCKS TO PROBLEM SOLVING

Failure to
properly identify
the problem,
Failure to talk
with others who
have dealt with
the problem or
similar problem
before,
LACK OF
ADEQUATE
INFORMATION
TO MAKE
VALID
ASSUMPTIONS,
NOT
IDENTIFYING
ALL OF THE
PLAYERS,
NOT
SPECIFYING
THE DESIRED
ENDSTATE,
Fear Of Failure,
Tunnel Vision,
Over Seriousness,
Over Certainty,
Binding Customs,
Fear Of The Unknown,
Command Pressure
- 45 -
Chapter 8: Effective Communication

Effective Communication
In todays society it is important to have
effective communications skills that confer to the
receiver the details and concepts of your
message. This can be written, or verbal, or nonverbal. The receiver needs to be able to
accurately interpret what you are saying and this
happens more that just by what you say.
Nonverbal communication, known as body
language sends strong positive and negative
signals. This is how much it influences any
message:
Words
Tone of voice
Non-verbal cues
As the
Manager
Requested it.
As
Purchasing
ordered it.
8%
34%
58%
------------------------------------------------------------------
We listen at 125-250 words per minute

Yet, we think at 1000-3000 words per
minute
As Marketing
wrote it up.
------------------------------------------------------------------
Here are several non-verbal and verbal ways

to reduce anxiety and stress in another person:
Go above and beyond the call of duty
Use their name appropriately
Use Common courtesy
Ask them probing questions
Empower them with choices
Use rephrasing techniques So what you
are saying is
Allow them to vent Recognize when some
people just need to find someone to talk to
Tell them Your Right! when they are
Silence is not a bad thing, sometimes just
being around the person is enough to calm
them down
Nature gave us one tongue and two ears so we

could hear twice as much as we speak. ~
Epictetus
As the
Art Dept
designed it.
As the
Supervisor
implemented it.
What I really
wanted
Just because I dont say it the way you want to

hear it does not mean I am not trying
- 46 -
Your Personal Effectiveness

Take a moment to think about your focus on relationships and your focus on task
1. Currently what energy do you put into improving the overall quality of your relationships?
2. Currently what energy do you put into improving your capability to complete your chosen
tasks?
The following data identifies the major factors that contribute to success and derailment in
relation to accomplishing tasks involving teams.
Behavior
Relationship Building caring, style, showing
interest, fairness, trustworthy, understanding
Cognitive Complexity managing ambiguity,
diversity, creativity, system complexity
Communication informing, supportive,
confronting, presentations, negotiating
Decisiveness action orientation, command
skills, organizing, prioritizing, results orientation
Self-Management career ambition, courage,
perseverance, self awareness, time
management
Technical Ability functional skills, specific
business acumen
% Related to
Success
% Related to
Derailment
23.8 %
45.3 %
23.8 %
10.5 %
16.4 %
5.2 %
13.4 %
2.0 %
16.4 %
26.3 %
5.9 %
10.5 %
Source: Bulletin of Psychological Type
Building Effective Relationship

1. Both people should decide the relationship is important If you decide that the
relationship with someone is important, then you will invest time and energy to
understand that persons needs and to deal with anything that gets in the way.
2. Learn to listen effectively without judging Effective and non-judgemental listening will
help you to understand the other person or people. When someone listens to you, both
your own sense of worth and the worth of the listener increases. Judging another person
almost always creates distance and defensiveness.
3. Create an atmosphere where other feel comfortable raising issues that are important to
them If you are intending to meet with someone with the specific purpose of developing
your relationship with that person, think about holding the meeting in a setting in which he
or she will feel comfortable. When people are relaxed they are more able to speak about
what is important to them.
4. Develop a culture where people can express their feelings We create relationships by
sharing thoughts and feelings. When we express happiness, joy, contentment, anger,
irritation, sadness or fear we feel more vulnerable, but we can also feel more connected.
Organizational cultures that encourage people to connect can generate a passionate
commitment to achieve wonderful things together.
- 47 -
Chapter 9: Event Set-Up, Descriptions,

Scenarios and Diagrams
for the
Leadership Reaction Course
- 48 -
Event #0 Bosnian Rope Bridge
- 49 -
Event #0 Bonsian Rope Bridge

EQUIPMENT
TYPE
Plank
Box
Rope
NUMBER
2
1
1
DIMENSION
2 inch by 12 inch by 4 feet
Approximately 20 pounds
short
SET-UP
Place all equipment at starting point, prior to red grid structure.
OBJECTIVE (for Facilitator)
Get all of the team members, across the bridge, over the wall and to the other side.
MILITARY SCENARIO (Spoken to Participant Leader)
A portion of a makeshift bridge collapsed behind you. You are trapped in this small
area. You must continue your mission for the enemy is all around you and may discover
your presence at any moment. The bridge was destroyed with a nuclear weapon and all of
the red areas are still radioactive and cannot be touched with anything. The box you have
has serum that is vitally needed by your unit. Any rough handling or pressure on the box
may break the serum bottles inside. Therefore extreme care should be used in transporting
the container.
CIVILIAN DISASTER SCENARIO (Spoken to Participant Leader)
Coming soon
SAFETY
1. One spotter should follow each person across the ropes, spotting for the persons head
if he falls toward the bars.
2. Two spotters should be placed at the transition point when going from the ropes to the
wall.
FOULS AND PENALTIES
1. Participant or equipment touches red areas (15 second penalty or participant starts
over).
2. Participant falls into sand (60 second penalty or participant starts over).
3. Participant or equipment touches mined area (60 second penalty or participant starts
over).
4. Rough handling of box (30 second penalty).
5. Plank falls into water (loss of plank). If plank touches sand but is still controlled it is
ok.
DEBRIEFING GUIDELINES
1. Was there a dominant group member?
2. How would you describe the leaders style? How did the leaders style affect the
process?
3. How were competing ideas resolved? Was the plan known by all?
- 50 -
Event #1 Out Like Flint
- 51 -
Event #1 Out Like Flint

EQUIPMENT
TYPE
Ladder
Rope
Rope
Rope
Gloves
NUMBER
1
2
1
3
Assorted
DIMENSION
NA
20 feet long
7 feet long
4 feet long
NA
SET-UP
1. Place ladder on side of wall near concrete pad.
2. Stretch 20' rope across sand to wall.
3. Place other rope by wall.
Get all of the team members, and the equipment to the other side of the pod without
touching the red. Do not tell anyone about the ladder. Let them discover it without outside
help.
You are being held hostage while on a humanitarian aid in Somalia. The enemy is
getting ready to move you. If you escape now you can probably hide until friendly forces
reach this area. An old man, probably an ally has thrown a rope into the compound. The
walls are wired and anyone touching red will set off an alarm in the guard command post.
The sand on the other side is also mined. Once you reach the wall, the enemy command
post is so close that verbal commands between the wall and the other side is impossible.
You have secured the equipment that you see here. Work quickly, speed is important.
You have _____ minutes to complete the mission.
Coming Soon
SAFETY
1. For anyone crawling across the rope or pole make sure that there are two spotters, one
on each side, protecting the participant/s.
2. Make sure ladder is in a solid position before it is used for anything.
FOULS AND PENALTIES
1. Ladder touching red area or water (60 sec and reposition ladder).
2. Talking between wall and compound or vice versa (30 sec).
3. Touching red area or water (30 sec and start again).
4. Equipment touching red area or water (30 sec).
- 52 -
1. How does the wall imitate barriers to communication you see in your life, class,
organization, etc.?
2. The need to pull out the pole is not obvious to everyone at first. Discuss how the tools
to complete the mission are sometimes obscure and hard to see.
SETUP
Note the rope tied to the pole and

draping into the gravel.
Behind the wall is a ladder that is set at a low

profile.
- 53 -
Event #2 Over the Fence
- 54 -
Event #2 Over the Fence

EQUIPMENT
TYPE
Plank
Plank
Rope
Tools
Gloves
NUMBER
1
1
1
1
Assorted
DIMENSION
10 feet
3 feet
14 feet
20 lbs.
NA
SET-UP
Place all equipment at starting point.
touching the red.
You are members of a sabotage team. All members must cross this fence which
encloses a power plant, set the explosive charge, and return. The explosive is volatile and
must be handled carefully. The areas between the high voltage warning posts and the
fence are mined. The portions of the fence that are painted red are electrified. Touching
any part of them sets off a silent alarm.
An armed guard patrols this section every ______ minutes. He has just passed. Work
quickly to complete the mission.
While visiting White Sands Missile Range, your team spots a dangerous rocket fuel
leak in a restricted area. All members must cross this fence which encloses the restricted
area, shut off the leak, and return. The tools you need are very sensitive and must be
handled very carefully. The area between the high voltage warning posts and the fence is
mined. The lower red portion of the signposts and fence are electrified. Touching any part
of them is lethal.
SAFETY
SIDE VIEW
Electric Fence
Pole
1. Insure that plank is firmly and securely placed any time you
climb on it.
2. Do not stand up on top of the signposts.
3. Do not walk across plank: crawl or slide only.
Mined Area
- 55 -
FOULS AND PENALTIES

1. Rough handling of the explosives (60 sec and forward man returns to the start).
2. Anybody or any equipment touches the ground between the signposts and the fence,
or touches the fence or lower portion of the signpost (60 sec).
3. Touching red area or water (30 sec and start again).
4. Equipment touching red area or water (30 sec).
1. Time is often an issue on this obstacle. Discuss how time constraints can affect job or
task accomplishments.
2. The whole team has to go over and back. You cannot leave someone behind. How
important is each member of your team?
3. Did the group leave the right person behind to get up on the pole alone? Discuss the
importance of planning, thinking all the way through a plan, and adapting the plan as
new information is received.
SETUP
Pictures indicating how event and equipment is set-up
- 56 -
Event #3 Wall Banger
- 57 -
Event #3 Wall Banger

EQUIPMENT
TYPE
Rope
Gloves
NUMBER DIMENSION
1
60
Assorted
NA
SET-UP
Get all of the team members, and the equipment to the other side of the pod
without touching the red
Your Ranger Team has retrieved a surveillance satellite that fell out of orbit. You
have retrieved the satellite and are proceeding to your air pickup point at LZ 395 486.
You have encountered a collapsed railroad trestle at Cloudcroft Canyon. The canyon
is too deep to traverse. You need to move your team from this point to the canyon
wall on the other side. All white parts of the trestle will support your weight, but
anything painted red will not. The ground surrounding it has been mined by the
enemy. You have ______ minutes to get your team safely across and rendezvous
with your air support. Work as quickly as you can.
The old railroad trestle at Cloudcroft has finally collapsed, leaving only the center
span. The canyon is too deep to traverse. Your task is to move your entire team from
this starting point, over the span, to the wall on the other side. Any part which is painted
white is strong enough to support your weight. You cannot touch the ground or any
area painted red. Carefully observe the off-limits areas and use extreme caution. You
have ______ minutes to complete the task. Work as quickly as you can.
SAFETY
1. Spotters should remain under anyone on the tower:
2. In general, there should be at least one spotter on each side of the wall.
FOULS AND PENALTIES
1. Touching ground or any area painted red (30 second penalty or participant starts
over).
2. Trying to use red area to support weight.
Coming Soon
- 58 -
SETUP
- 59 -
Event #4 Cam Rahn Bay
- 60 -
Event #4 Cam Rahn Bay

EQUIPMENT
TYPE
Plank
Plank
Barrel
Wheelbarrow
Gloves
NUMBER
2
2
1
1
Assorted
DIMENSION
3 x 9 x 8
3 x 9 x 12
55 Gallon
NA
NA
SET-UP
Place all equipment at starting point, in front of the bridge.
touching the red
Heavy monsoon rains have made aerial re-supply of the Special Forces camp
impossible. You mission is to take a barrel across this stream to a supply cache to pick up
vitally needed food and communications equipment. Monsoon floods have swept away
most of the bridge on your route. You have found this pile of logs and planks. You must
take all of the equipment with you to the other side to ensure your safe return at a later
time. Any equipment falling into the water will be swept away by the swift current. No
one may touch the red areas.
Coming Soon
SAFETY
1. Spotters should ensure that if participants fall they fall on a soft spot and not an
obstacle.
2. When the wheelbarrow moves across, ensure that you are not hit by it if it falls.
3. Watch for falling planks.
FOULS AND PENALTIES
1. Participant falls into the water (30 sec and starts again).
2. Participant touches red area or water (30 sec).
3. Equipment touches water (30 sec and reposition equipment).
4. Cart falls into water (60 sec and start problem again).
DEBRIFING GUIDELINES
1. How does the KISS (Keep It Super Simple) principle apply to this obstacle? Can you
relate a real life experience where the KISS principle was important?
2. The wheelbarrow is an unneeded piece of equipment. It hampers efficiency but we feel
we must use it because it is there. What are some ways you can improve efficiency in
life?
- 61 -
SETUP
- 62 -
Event #5 Medi-Vac
- 63 -
Event #5 Medi-Vac
EQUIPMENT
TYPE
Dummy on Stretcher
Stretcher
Plank
Plank
Plan
Gloves
NUMBER
1
1
1
1
1
Assorted
DIMENSION
NA
NA
2 x 6 x 76
2 x 6 x 62
2 x 6 x 52
NA
SET-UP
Place all equipment at starting point, in front of structure.
touching the red
These pilings represent the remains of a bridge that has been blown up by enemy
weapons. Portions of the water have been contaminated by hazardous materials and
cannot be touched. You are the crew of a rescues helicopter team shot down in enemy
territory. Once crewmember has been critically wounded in the back. You have a stretcher
that must be used to transport the wounded person across the stream. You have obtained
three planks. You must not touch the contaminated areas or the water with any piece of
equipment or any part of your body. Take all equipment with you to avoid leaving clues to
your passage. You may not jump from one set of pilings to the other. Be careful. Work
quickly.
These pilings represent the remains of a bridge near that has been destroyed by a
severe windstorm. The storm also leaked chemicals from the nearby refinery, so portions
of the pilings and the water have been contaminated and cannot be touched. You have a
stretcher that must be used to transport a wounded person across the stream. You have
obtained three planks. You must not touch contaminated areas or the water with any piece
of equipment or any part of your body. Take all equipment with you as you may need it
later. You may NOT jump from one set of pilings to another. You, your team, and the
wounded person must reach the other end in ______ minutes. Be careful and work
quickly.
SAFETY
1. Spotter should be placed at Xs to make sure people don't fall into water.
2. Instructor spotter will most likely be placed somewhere in the structure to
make sure boards are placed firmly.
- 64 -
FOULS AND PENALTIES

1. Person or equipment touching water or any area painted red (30 sec).
2. Stretcher or dummy dropped (start task again).
3. Plank falling into water (60 sec and reposition).
4. Person falling into water (60 sec and person starts again
1. There are several ways to build a bridge across this obstacle. Can you think of any
which are different or more effective than the approach your group tried?
2. In a real life situation, the wounded person would be taken much more seriously and
would receive great care and comfort. How did you decide your priorities to ensure
greatest mission success?
SETUP
- 65 -
Event #6 Barrel Roll
- 66 -
Event #6 Barrel Roll

EQUIPMENT
TYPE
Plank
Barrel
Rope
Rope
Gloves
NUMBER
2
1
2
2
Assorted
DIMENSION
3 x 12 x 6
55 Gallon
25 feet long
6 feet long
NA
SET-UP
1. Place 25 rope, barrel and planks at the start
2. Place one 6 rope on the other platform.
touching the red
You are returning from behind enemy lines. An enemy patrol has discovered your
presence and has notified other elements in the area. You estimate that you have about a
____ minute lead. You have followed a deep canyon and found the only bridge within 25
miles. One member of your team was able to cross the bridge before the center span
collapsed. You must avoid being capture because you have vital information and
classified demolition parts that are needed by your unit. These are packed in a barrel and
must be handled carefully. You may use any equipment found on either side of the bridge.
You must move your team and all equipment to the far span to insure that it does not fall
into enemy hands. You cannot touch an part of the bridge that is painted red nor the area
between the spans.
Coming Soon
SAFETY
1. Place spotters at the Xs and spot the people across.
2. Do not get in the way of the barrel as it crosses.
FOULS AND PENALTIES
1. Participant or equipment touching red (30 sec).
2. Participant touching the ground (30 sec).
3. Participant falling into canyon (60 sec and start again).
4. Rope falling into canyon (loss of rope. If second rope is lost, start task again).
5. Barrel falling into canyon (start again).
- 67 -
1. Trust is an issue in this obstacle. As you step out onto the rope or bridge, how much
trust do you have to place in a person who tied the knot? Would the trust element be
different if you were really crossing a gorge 200 feet in the air? How? How does trust
affect your elements effectiveness?
2. In what ways would the obstacle be different if we put the smallest person on the other
side? A person afraid of heights? A person who could not talk or see? How can you
take into account a persons abilities and talents when accomplishing a mission?
SETUP
- 68 -
Event #7 Ground Zero
- 69 -
Event #7 Ground Zero

EQUIPMENT
TYPE
Plank
Rope
Gloves
NUMBER
1
1
Assorted
DIMENSION
2 inch by 8 inch by 10 feet
6 feet
NA
SET-UP
Get all of the team members, and the equipment to the other side of the pod
without touching the red
You have been dropped behind enemy lines to destroy the enemys nuclear power
plant. You have completed your task of planting explosives and have set them to go
off in ______ minutes. You are met by an ally and have now come to the enemys
defense line. You must get past the obstacle, cross the raging stream, and meet the
team of Special Forces who will take you to safety. All equipment you see must be
taken with you. Everything painted red, and all wire screens are mined and must not
be touched. Remember, you have just ______ minutes before your explosives go off.
You must leave here immediately.
While walking back from the UFO museum, an actual UFO has abducted your
team. While accelerating into orbit, the alien craft crashes just outside of Roswell.
You must escape the craft within ______ minutes before the aliens regain
consciousness. You must escape the craft and cross a raging stream. For proof of your
abduction, all equipment you use must be taken with you. Everything painted red and
all wire screens are electrified and must not be touched. Remember, you have just
_____ minutes before the aliens recover consciousness. You must leave here
immediately.
SAFETY
1. Spotters should be placed at the "X"s when people are attempting to cross the
pit.
2. When people are climbing the wall, one spotter should insure that the person
doesn't fall back onto the wire obstacle.
3. Insure that no jumping occurs from the plank to the other side of the water.
- 70 -
FOULS AND PENALTIES

1. Person or equipment touching red area of wire screen (30 sec).
2. Rope falling into water (loss of rope).
3. Loss of control of board causing it to fall into water or onto ground (30 sec and
board starts again).
4. Person touching or falling into water (30 sec and person starts again).
5. Board touching water (30 sec and reposition board).
1. Most groups take a while to decide to dig through the sand, then are reluctant to
do so once they see that as the solution. Sometimes problems need to be tackled
head-on. What kinds of issues typically need to be addressed in this manner?
2. Another trait of this obstacle is the solution is different that with other obstacles.
Sometimes groups get into a thats the way weve always done it attitude.
How can this attitude affect the group?
SETUP
Note the one 10 foot board and one 6 foot rope.
Note the 2 shovels.
- 71 -
Event #8 Baghdad Sewers
- 72 -
Event #8 Baghdad Sewers

EQUIPMENT
TYPE
Plank
Plank
Bag
Gloves
NUMBER
1
1
1
Assorted
DIMENSION
2 x 8 x 6
2 x 8 x 5
Approximately 40 lbs
NA
SET-UP
Place all equipment at starting point, in front of tunnels.
touching the red.
You are members of a Commando Unit that has parachuted behind enemy lines. Your
mission is to find and destroy a Blackhawk helicopter that has fallen into enemy hands.
During your search mission you encounter a vertical abutment. You decide to continue
your search by moving through these culverts. You may use anything in the immediate
area to assist you with your mission. You must take the box of demolition equipment and
anything you use with you. All team members are to pass through the obstacle to the other
side. No jumping is allowed. Do not allow the equipment to touch any water or red areas.
A drug dealer dropped a bag of crystal meth down a manhole into the sewers. After your
team descended into the sewers to retrieve the bag, someone parked their car over the manhole,
blocking your escape. Your team must return through two culverts in an abutment. Team
members cannot see other side except through culverts. They may use anything they find in
the immediate area to help them. All team members must pass through the obstacle to the
other side with the hazardous waste. You cannot touch the water (sand) or anything red. A
rainstorm will cause sewer to fill with water, so your team must escape within _____ minutes
or risk drowning.
SAFETY
1. Make sure people fall in the water rather than jump for side.
2. The only danger spot is the point the men arrive on the land after crossing the water.
FOULS AND PENALTIES
1. Person jumping (60 sec and person starts again).
2. Person, baby or equipment touches water or red area (60 sec).
3. Person, baby, or long board falling into water (60 sec and start task again).
4. Short board falling into water (loss of board).
- 73 -
1. How does it feel to be on the backside of the tunnel and not knowing what is going on?
Are there times in your life when you feel in the dark about whats going on? What can
you do about it?
SETUP
- 74 -
Event #9 Cliffhanger
- 75 -
Event #9 Cliffhanger
EQUIPMENT
TYPE
Rope
Yokes
Gloves
NUMBER
2
2
Assorted
DIMENSION
30 feet long
Tree Forks
NA
SET-UP
1. Place a rope on the far platform
2. Place all other equipment on the closest platform
touching the red
You are a rescue team that has found an injured man at the edge of this stream of
quicksand. He has a broken leg and has passed out due to pain and shock. You must get
him to and your team across the quicksand before dark, which is only _____ minutes
away. You have spotted one member from another team on the far side, but due to the
proximity of the enemy you are unable to communicate verbally with them. The nights are
extremely cold in this area and you have meager means of keeping him warm. You cannot
touch the quicksand or any red area with any part of your body or equipment. The injured
man cannot help. You must work quickly.
While spelunking in an unexplored section of Carlsbad Caverns, you have found an
injured man at the edge of this stream of quicksand. He has a broken leg and has passed
out due to pain and shock. You must get him and your team across this quicksand before
your lanterns run out of power in _______ minutes. You have spotted two members from
another team on the far side of the stream, but you are unable to communicate verbally
because loud noises could cause a cave-in. The cavern is extremely cold in this area and
you have meager means of keeping this injured man warm. You cannot touch the
quicksand or any red area with any part of your body or equipment. The injured man
cannot help. You must work quickly.
SAFETY
1. Two spotters per person following any person crossing the gulch is the general rule for
this objective
2. Several spotters must follow the wounded man across. Remember, he may be tied up
and won't be able to break a fall if the ropes fail.
- 76 -
FOULS AND PENALTIES

1. Participant or equipment touches red or sand (30 sec and person/or equipment
starts again).
2. Talking between platforms (60 sec).
3. Rough handling of injured person or injured person helping (30 sec).
4. Dropping injured person (60 sec and start task over again).
5. Dropping equipment into quicksand (30 sec and loss of equipment)
1. How did the restriction of communication affect your ability to accomplish the
mission? What restrictions to communication are there in your life? How will you work
to get through these restrictions?
2. The fork is a distracter and not part of the solution, though it looks like it should be.
What things can distract you from your primary objectives in life?
SETUP
Note the two ropes on

opposite sides of the event.
- 77 -
Chapter 10: Debriefing The Purpose of the Experience
Seek wisdom more than knowledge. Knowledge deals with the past;
wisdom, through personal experience, is power for the future.
The Experiential Learning Cycle Debrief
While simply completing an event can be exciting for participants, the real benefits and
purpose of the activity takes place as the group maximizes their learning by reflecting upon
what just happened. It is essential to debrief following each event. It can help the group to
reinforce what they have learned and apply that knowledge to future performance/s.
Knowing the groups goals and issues ahead of time will help you decide on what to focus.
It is important to focus on significant issues that emerged during the activity, especially
those that might interfere with the group's future effective functioning. Use any of the
following questions on the following pages that may seem appropriate, or make up your
own.
NOW WHAT - Transference
Experience
WHAT - Reflection
Observation
Information Gathering
Behaviors & Outcomes
Application
Connecting to the next
experience or to life
SO WHAT - Processing
Interpretation
Relating
Digging Deeper
Begin finding a comfortable spot and have the group sit down in a circle, or other similar
shape, where all participants can see one another. The use of openended questions, rather
than those that can be answered with a simple yes or no, helps the group express their own
ideas. If participants are shy about responding, the facilitator may encourage sharing ideas
by telling participants what you saw and heard, and your impressions of the group by using
I statements. Give praise and encouragement to the group, never attack a person or
compare people, groups or individuals in the group.
- 78 -
Base your debriefing session on:

The stated goals of the group
Individual contributions
Your observations about group interaction
Suggestions
Avoid getting caught by stories
Avoid power struggles; regardless of who wins, the group or individual loses
Avoid Yes / No questions, unless it transitions you to another open ended question
Do not tell them what they think or feel
Be flexible, you do not always have to stick to the agenda
Be aware of how and what you are presenting. Your tone of voice, body language, facial
expressions, and wording all play a roll in the process. You may influence the group
without realizing you are doing it. Be deliberate in your processing
A facilitator can debrief with questions such as:
What was the goal for this activity?
What did you learn from this activity?
Who set the goal?
How realistic was your result?
What was your plan for accomplishing this activity?
How did you come up with the plan?
How did you come up with your plan?
Did everyone participate actively? Why or why not?
What would you do differently next time?
How does what you learned in this activity apply to what you do in(substitute school,
corp life, home life, community, etc.)
Steps in Debriefing
Transition Focus their attention
Move into the shade (sun). Would everyone get into a circle where everyone
can see one another?
Opening Get them started
How was the activity for you? What happened? What do you think/feel/do?
Middle CHECK IT OUT BY ASKING OPEN ENDED QUESTIONS
Have two or three points.
Validate their answers.
Be authentic and honest with feedback.
Use your natural intuitive ability.
Be present.
Let them do the talking. The more you talk, the more silence from group
members will likely follow.
Allow timeSilence is OK. Typically allow over 5 seconds for a response to
each question.
Always look for common themes in the group and tie them together.
Open up the group to all, widen the focus, and tie each persons issues into
others lives in the group, Greg, we know how Judy deals with her anger,
how do you deal with yours?
- 79 -
Questions Related to Concept

Introductory Questions
WHAT
What was that like?
What was your plan for accomplishing this activity?
Observation
Information
What worked well for you?
Gathering
What was the most difficult part?
Behaviors
Focus on behavior
and Outcomes
How did the group approach the problem?
Did everyone participate actively? Why or why not?
How were you able to accomplish this task?
What would you do differently next time?
Draw out learning
What can we learn from that?
Test out perceptions
What do others feel?
Focus on feeling/s
How did that feel?
Can you use one word to describe how you are felt then? Right now?
Explore more deeply
Can you say more about?
What would be an example?
Ask the group to diagnose itself
While you saw or felt this way, what was happening
with the others at that point?
Questions Related to Leadership
General Questions
If not appointed, how and why was leader selected?
Emergence of an informal leader? How and why?
Making/adjusting a plan - brainstorming - did everyone get involved? Why/Why not?
Leader's abilities at communication, problem-solving, empathy, planning, resource
allocation, and innovation.
Delegation of roles - use of expertise - allocation of resources and people skills.
Adherence to the rules? If not, why?
Time keeping and effective use of time.
Interpersonal relationships/conflicts. If any conflicts, how resolved?
Group/individual behavior: active vs. passive, effective followers? Did they understand
task?
Barriers or problems encountered. How solved? Was the plan/leader/group flexible?
Communication patterns. Feedback elicited/accept? Whose responsibility? Given
directly to the group, or channeled through a chain of command?
Standards/Discipline/Spirit/Praise/Criticism/Motivation/Cohesion Did they perform
well or poorly?
Equality of participation - did anyone feel left out of the process? If so, why?
Did you know each other's names? How did knowing or not knowing their names
impact communication and group dynamics?
Did the size of the group affect the outcome? Examples of process loss?
What did you do about members who did not understand what was going on? Ignore?
Repeat? Give a demo? Criticize? Was your reaction to them effective?
- 80 -
Group Interactions
Was there a dominant group member?
Did group members interact differently on the obstacle that elsewhere?
Is a quiet group member not involved in the process
SO WHAT
Did cliques or subgroups form?
Leadership Style
Interpretation
How would you describe the leaders style?
Relating
How did the leaders style affect the process?
Digging Deeper
Conflict
How were competing ideas resolved?
Did conflict lead to better solutions or hamper the process?
Commitment and Individual responsibility taking
Are vital roles being dominated by a few?
Are decisions being made by a few?
What is the individual's and the group's responsibility for changing this?
What can you do, specifically, to make a difference?
What personal attitudes and behaviors could you change to make the group more
successful?
What changes need to be made to avoid attacking or challenging behavior within the
group?
Teamwork
How well did your group work together?
In what ways did your group cooperate? Give examples.
In what ways did your group not cooperate? Give examples.
What were the strengths of the group?
What were the weaknesses of the group?
What contributed to the success of the group?
What prevented your group from being successful?
What did you appreciate about your group? Individuals?
What strengths did you offer your group?
Trust
What makes it difficult to trust yourself? Others?
What attitudes and behaviors help you build trust?
What attitudes and behaviors hinder the trust building process?
What role was easier/more difficult, the one trusting or the one being trust?
Group climate
Is communication open and participatory or closed and guarded?
Is support and encouragement provided for all?
Is the expression of feelings recognized and accepted?
Conflicts
How are conflicts expressed?
Are disagreements being passed over?
Were you afraid at any time? How did you deal with your fear?
Diversity
In what ways are the group members similar?
How did differences in the group prove to be a strength?
What stereotypes became apparent within the group?
What was the basis of the stereotype?
- 81 -
What societal stereotypes were disputed today?

How could the group benefit from individual differences?
Men deciding to or being asked to: go first or last or do all the lifting (gender issues
also in leadership)
What did you learn about someone else that you didnt
SO WHAT (contd)
know before?
Leadership
Interpretation
Relating
Who was the leader/s?
Digging Deeper
Where they the intended leader?
How did they become the leader?
How are they leading? (Due to physical strength or agility,
loud voice, confident speaker, best ideas,)
How many are involved?
How did the leadership change during the challenge? Why?
How does the group feel about its leader's leadership style?
Is the approach democratic, is it involving of others?
Communication
Was the plan known to all?
How well did the group communicate?
In what ways did you communicate well?
Did everyone clearly understand the solution?
How could you tell?
How effective is the communication in your group?
How did communication, or lack of communication, affect the process?
Decision Making
What was the problem?
What are some alternate solutions?
Did you re-evaluate your choices? What did you discover when you re-evaluated your
choices?
What was helpful in solving the problem?
NOW WHAT
What was a hindrance in solving the problem?
In what way can you apply what you learned?
Application
Connecting to
Wrap-Up Questions
the next
What was a hindrance in solving the problem?
experience or
Could this experience be related to the real world? NMMI? Military?
to life
Business?
If you could describe your experience in one word, what would it be
and why?
Think of the best team you've ever been on. On a scale of 1 to 10 with 10 being the best
score, how does the performance of your team today rate against that team?
Did you spend any time debriefing things you did wrong or did you concentrate only on
those areas where you performed well?
What actions helped or hindered your group? What would you do differently next time?
Did you learn anything about yourself today? If so, what was the most important thing?
- 82 -
Expressing Feelings
So what did you learn today?
How do you feel about the way the group is working together?
NOW WHAT
How effective do you feel your group is?
How invested are you in your group
Application
What feelings did you experience during the activity?
Connecting to
How many different feelings did you have during the activity?
the next
What is a feeling?
experience or
to life
What caused those feelings?
Which feelings are the easiest to express?
Where the ways that you expressed your feelings typical or atypical
of how you usually express them?
What feelings that were expressed were non-verbal?
Which of these feelings are good? Bad? (Neither - they are simply your feelings)
Where in your body do you feel?
How do those feelings cause you to act?
How can you tell what other people are feeling?
How can you deal with your feelings most positively? (Identify; Accept; Express)
How can you best express your feelings to others?
Is the feeling that you experienced here today one that you commonly feel in life?
Organization and planning
How did you discuss, plan, and carry out your solution?
Who planned the event
Whos job was it to coordinate efforts
What contributed to this?
What things did you consider in reaching your solution?
Share your perspectives for your approach to the solution.
How many ideas were required to solve the problem?
How were your ideas for the solution shared?
How did you account for all group members in achieving your goal?
Did you utilize all of the available resources?
Who contributed to the success of the group? Did you recognize the contributors?
Did you use your time effectively?
How would you do it different next time?
Application
How does what you learned in this activity apply to what you do in school or work, in
your group, or in your community?
How can we apply this to life?
What does this remind you of in your life?
Ask the group to summarize
Can you say what you just said in three sentences or so?
Review
So what I am hearing you say is
What does that mean to you or How will you be different from that?
Diagnosing
Does a large amount of joking suggest that people may be avoiding important issues?
Redirect when necessary
So what you mean is...
- 83 -
Closing Give them the big picture

What is one thing that you can take from this activity to help you with the next activity?
We need to move on soon, so could someone sum up
what we just talked about?
Ask your co-facilitator if they would like to add anything.
Moving On Transition the group to the next activity
We need to move onto the next activity
Are you ready for the next activity?
Lets take what weve just done on to the next event.
- 84 -
Chapter 11: Emergency Procedures

Emergencies, whether major or minor, pose a special challenge to the Ropes Course and LRC
Facilitator. The Facilitators primary responsibility is to maintain the safety and welfare of ALL
participants at ALL times, especially during major or hurry events. Treat all major and hurry injuries
for shock. The entire groups safety is the primary responsibility. In any type of emergency, the
Facilitator must help maintain group as well as personal composure. A copy of this emergency
procedure is posted in a prominent location in the Equipment Room at the Ropes Course or
Facilitator Box at the LRC.
Minor Injuries
Splinters, Scratches or
Scrapes
Bruises or Contusions
Life Threatening Emergencies

Broken Bones (compound
Diabetic Emergency
Extreme Allergic Reaction
(anaphylactic shock)
Head, Neck or Back Injuries
Heart Attack
Survey the situation. Do not panic, the Yates Leadership

Challenge Manager instruct all participants at the Ropes Course or LRC at this time.
Treat injury/illness as needed. Remember to treat/address each of the A, B, Cs in order or
simultaneously if possible. Be sure the accurately record the exact treatment a patient is given on
the Incident Sheet.
A. = Airway
Major Injuries
Bloody nose (caused
by impact)
Sprained Ankle
Broken Bones
(simple)
B. = Breathing
C. Circulation (includes severe bleeding and shock)
After providing the immediate care needed to stabilize the situation, decide if you need to
transport/evacuate the patient or have emergency medical personnel contacted to come to the
Ropes Course or LRC.
ASSUME WORST CASE CONDITION
A. If they are unconscious even for a few seconds Call 911
MINOR INJURY Stable condition and CAN be transported

If the patient is in a stable condition and can be transported, or get themselves out the infirmary
then the facilitator will accompany them to the infirmary.
MAJOR INJURY Stable condition and CANNOT be transported
If patient is stable and/or cannot be transported then the Yates Leadership Challenge Manager
will call the Infirmary indicating:
A. Condition of Participant
B. Name of Student
C. Mechanism of injury
The infirmary will make the decision as to have the Commandants Staff transport injured person
or to Call 911.
If it is indicated that NMMI will transport the inured person the Commandants Staff will bring a
golf cart or van to the Ropes Course or LRC while the Yates Leadership Challenge Staff
(facilitators and manager) cares for the patient.
LIFE THREATENIGN INJURIES UNSTABLE condition

If patient is not stable and/or cannot be transported then the Yates Leadership Challenge Manager
will get help immediately! The manager will call 911, and will contact the Campus Police and
while the Yates Leadership Challenge Staff cares for the patient.
The Campus Police will immediately contact the Infirmary, the Commandants Staff and the
Daniels Leadership Center Director and the Public Information Officer (PIO).
- 85 -
The Yates Leadership Challenge Manager will designate someone to meet EMS at the entrance of
the Ropes Course or LRC and lead EMS to the accident site. The injured persons Medical Form
should be given to EMS personnel.
The NMMI Public Information Officer (PIO) will be notified as soon as possible of the
incident and will report to the scene to facilitate the flow of information and control
media access to the area. The Yates Leadership Challenge Manager will brief the PIO
about the facts of the incident as known at the time: who, what, when, where.
Phone Numbers:
Campus Police 624-8421
Public Information Officer (PIO)
(o) 624-8011 (c) 317-2603
Infirmary 624-8235
DLC Director, Dr. Sonia Cowen (w)
Commandants Office 624-8400
624-8130
D.C.O. (w) 624-8405
Councilor 624-8213
D.C.S. (w) 624-8404 / c. 626-8682
When calling 911 for assistance, provide the following information:
A. WHO (you) Identify yourself and
E. WHAT Explain what happened
your affiliation.
and when. Describe the height of the
B. WHAT YOU NEED Explain that
fall, or other pertinent information
there has been an accident and help is
relating to the mechanism of injury.
needed. Indicate whether an
F. HOW Tell how many persons need
ambulance is needed.
help and a brief summary of their
C. WHERE Identify the location of
situations.
the incident
G. Explain what is being done for the
D. WHO (other) - Describe the age and
victim.
weight of the victim.
H. Do not hang up until instructed to do
so.
On Site Management
Facilitators are to survey the situation, making sure that no one else is in danger. Do
not allow the stress of the situation to compound the emergency.
Administer first aid and CPR as needed, treat for shock. Render first aid treatment for
which you are qualified. Perform only what is necessary to maintain or improve the
condition of the person.
With injuries to the vertebral column or head do not move the injured person,
immediately provide mechanical stabilization, first by holding the head in position,
and then applying a cervical collar. If needed provide basic life support (CPR). DO
NOT ATTEMPT TO MOVE THE VICTIM.
Allow the EMS to move the body.
Using the Incident Report, keep a log of the injured persons condition, be as
descriptive as possible explain what happened, describe how many people were
involved, identify the mechanism of injury. Get names of eyewitnesses and ask each
of them independently to write down their account of the events. Starting at the time
of the accident keeping an accurate record of treatment given to the injured person.
Manager should monitor the radio for effective on post communication. No names
may be given over the radio.
A. Commandants and Campus Polices Channel is 3

B. Infirmarys Channel is 7
- 86 -
Post Incident Management

The Campus Police may want to make a careful investigation of the site, the manager
may check with them first. If an investigation is deemed appropriate
A. Do not disturb the area immediately surrounding the body. The Manager may
ropes off the area.
B. Leave all systems and elements as they were at the time of the accident.
Incident Report are to be completed, making an accurate and detailed written record
of the incident including names, addresses, and phone numbers of eyewitnesses. Have
every eyewitness immediately write a narrative report describing the specifics of the
accident. Be sure that each person signs and dates the report.
Facilitators are not to talk about the incident outside of the Yates Leadership
Challenge Course. If/When you say something to another person, state ONLY the
facts that you know.
The NMMI PIO and Counselor will assist the Yates Leadership Challenge Manager
in keeping the rest of the group informed about the incident until the group can be
released.
CELL PHONE POLICY

It is possible that both participants and facilitators to have cell phones on them.
Personal/Student cell phones may not be used during the emergency unless required for
emergency use by Yates Leadership Challenge Staff (facilitators and manager).
MEDIA AND RELEASE OF INFORMATION (including during the incident and afterward)
NMMI personnel at the scene will not provide any information about the incident or
the involved parties unless cleared to do so by the NMMI Public Information Officer.
The NMMI PIO will respond to all media requests for information and to requests
from off campus sources.
The NMMI PIO will control media access to emergency personnel and to NMMI
officials at the scene, and clear all requests for interviews of NMMI personnel.
- 87 -
Appendix A: NMMI LRC Diagram

9 Cliffhanger
8 Baghdad Sewers
7 Ground
Zero
6 Barrel
Roll
5 Medi-Vac
4 Cahm Rahn Bay
2 Wallbanger
2 Over the Fence

1 Out Like Flint
0 Bosnian Rope Bridge
- 88 -
Appendix B: Skill Evaluation Tools (S.E.T.s)

Meets Facilitator can apply routine, familiar program delivery with supervision and support from more experienced and knowledgeable staff.
Fully Meets Is currently a Level I facilitator and will have increased knowledge with they can apply to solving most non-routine situations and provide leadership
to less experienced and knowledgeable facilitators.
Master Is currently a Level II Facilitator, fully meets the standards and can manage others, has substantial program delivery experience and can implement the
operations management competencies outlined in Chapter 3 of the ACCT Challenge Course Standards.
KEY
Pass
Needs Improvement
MEETS FULLY MEETS MASTERY
SPOTTING SKILLS EVALUATION TOOL (S.E.T.)

NAME _____________________________________
ACCT REF. STANDARD

B 2.2.1
B 2.2.2
B 2.2.3
B 2.2.4
B 2.2.5
&
B 2.2.7
B 2.2.6
B 2.2.8
Is able to assess when spotting is necessary during an activity

Is able to assess when spotting is no longer adequate and a belay is needed
Is able to effectively spot all relevant activities
Is able to determine which spotting technique is appropriate for the activity
Is able to teach all relevant spotting techniques to participants and is able to
manage the groups use of spotting
Is able to assess when the group is ready to implement spotting
Is able to incorporate a communication system between spotters and
participants that is clear and consistent 7 18
Student will teach spotting to a group of participants.

MEETS FULLY MEETS MASTERY
ACTION
INTRODUCTION
Explain the purpose of spotting (i.e. why spotting is important)
AUTOFAIL
Identify what to spot on the participant head, neck and shoulders
AUTOFAIL
A ATTITUDE
Check your attitude and the attitude of each other. Focus on the participant and do not
be distracted by anything while spotting
B BODY POSITION
SPOTTING POSITION
Knees and elbows bent
Feet apart, both side-to-side and front-to-back
Fingers together, palms slightly cupped
Stay alert and entirely focused on participant being spotted
Review the verbal commands
FALLING POSITION
Hands crossed, fingers intertwined
Feet together to prevent falling to the side
Head slightly back
Back slightly arched
Entire body straight and stiff
C COMMUNICATION
Each person involved must invoke a verbal contract that uses the participants name and
is encouraging
D DECISION MAKING
Decide to be safety conscious and deliberately focus on the participant throughout the
activity
PRACTICE
Ask for questions
Have the group practice each spotting position
AUTOFAIL
OVERALL
Demonstrates understanding of spotting
Demonstrates attitude of safety awareness
AUTOFAIL
- 89 -
Appendix C: Common LRC Forms
- 90 -
NAME OF FACILITATOR
TYPE OF PROGRAM
OP.
SYSTEM
TYPE OF
GROUP
Corporate
College
High School / Teen
Middle School (6 - 8)
DAY NAME OF GROUP SERVED /

MONTH LEARNING ACCOMPLISHED
(Identify LRC Event/s)
YEAR
YOUR
ROLE
Assistant Facilitator
Co-Facilitator
Lead Facilitator
Student / Learner
LRC
In-House Training
Initiatives
Low Ropes
High Ropes
Climbing Wall
Vertical Challenge
Leap of Faith
Zip Line
Static Course
Spotting
Dynamic
Static
Print Legibly
HOURS
Hours to be recorded to the nearest hour, i.e. 2.75
ADMINISTRATION
USE
NAME OF
FACILITATOR
NMMI Yates Leadership Challenge: Ropes Course & LRC Facilitator Work and Learning Log
Write in ONE Box

ONLY
Start
Military
Time
End
Paid,
Hours Hours
Military Facilitated Trained Check Box if MGR
Time
Today Today
Voluntary Initial
YES
YES
YES
YES
YES
YES
YES
YES
Training
Pg.#
Facilitated
TOTAL HOURS
- 91 -
Yates Leadership Challenge: Incident Report

Minor
Major
Hurry
Ropes Course
For Internal Use Only To Be Completed by Course Staff Only
ON Site treatment
OFF Site treatment
LRC
COMPLETE ALL SECTIONS OF THIS FORM WITH SPECIFIC FACTS ONLY
To be filled out whenever
An individual receives medical attention
A medical problem has had a significant effect on an individuals participation
An incidents occurs that does not result in injury, but reveals a potential safety problem (a close call)
Staff Member Supervising the Activity (Full Name) _________________________________________ ABT#
_______________________
Date of incident
Weather (circle)
Time of Incident
Light/ Wind
Sunny
Overcast
Rain
Strong Wind
Hail
Other
Foggy
_______________________
(If more than one person was involved, attach additional forms with complete information)
Name
Person Type (circle): Visitor Participant Facilitator
Address
Age
Sex
Persons Build (est.):
City
State
Zip Code
Approximate Weight:
Phone Number
Approximate Height:
___________
Full Name(s) and Phone Numbers of Witnesses:

1. Activity/Event Involved:
Type of Clothing:
2a. Medical Evacuation

3.
Injury
No
Illness
YesMethod:
2b. Name of Medical Facility:
Other:
4. Was EMS Called?
No
Suspected Injury or Illness (circle)

Yes
Check Airway
5. Time notified:
Check Breathing
6. Time responded:
Check Circulation
7. Was participant advised to see further medical treatment?
No
8. Was the participant advised to discontinue further participation?

9. Did participant refuse care?
10a. Is there pain?
No
_________________________
No
Yes
Abrasion
Allergy
Burn
Concussion
Contusion
Fatigue
Laceration
Heat Injury
Sprain
Strain
Hypothermia
Infection
Puncture
Hyperthermia
Altitude Sickness
Yes
No
Yes
Splinter
Other: _______________________________
Yes I am over 18 y/o & voluntarily refuse care (sig. )

10b. On a scale that ranges from 1-10 with 10 being the most pain what is the severity?
11. Pertinent medical information or any pre-existing condition (check medical forms):
Location of pain?
12. Describe any first-aid treatment given, who administered it and when:
13. Description of incident:
14. Contributing factors(if any):
15. Describe the participants/ participants previous level/s of participation (behavior and attitude):
16. List any behaviors that could have prevented incident:
Report was prepared by

(Printed Name)
Report was prepared by

(Signature)
Date
Managers
Printed Name
Managers Signature
Date
- 92 -
PARTICIPANT LEADER'S FEEDBACK SHEET

NAME:
DATE:
TASK NUMBER:
LEADER SEQUENCE NUMBER
UNS
AT
MA
RG
SAT
VS
AT
RECEIVE THE MISSION

Understands the mission (asks appropriate questions).
Conducts a recon (physical/visual).
Formulates a preliminary plan (briefs it to evaluator).
ISSUE THE ORDER/COMPLETE THE PLAN
Briefs the mission.
Briefs the obstacle (including available equipment).
Briefs the plan (to negotiate the obstacle and complete the
mission).
Plan is simple, understandable, and detailed.
Plan uses available resources, where required.
Ensures plan is understood by all team members.
All team members are assigned appropriate tasks.
Solicits appropriate suggestions and comments.
Modifies plan, if necessary, to incorporate team members
SUPERVISE AND REFINE
ideas.
Takes charge immediately.
Maintains control (does not allow anyone to take over the
mission).
Positions himself in a good location to observe and direct
activities).
Makes sound and timely decisions.
Encourages team members.
Displays ingenuity and is flexible.
Avoids unnecessary physical involvement.
Emphasizes teamwork (to establish and maintain cohesion).
Completes the mission.
CONDUCT AN AFTER ACTION REVIEW
Emphasizes strengths of the team.

Offers suggestions to minimize weaknesses.
Focuses on behaviors, not team members.
EVALUATOR'S COMMENTS:
NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V.1 - DRAFT
Yates Leadership Challenge: Ropes Course / LRC

Participant Experience Evaluation
NMMIs Yates Leadership Challenge course continually strives for improvement. Your honest feedback is
appreciated. For each statement, please circle ONE number listed that most closely matches your feelings
about that statement.
NA = This does not apply to me / I do not
have enough information to determine
1
2
3
4
5
6
C
E
7
8
9
10
11
I
I
I
12.
1= Strongly
Disagree
2= Disagree
3=Neither Disagree
or Agree
Overall the course facilitated connections between actions and behaviors

occurring on the course applying them in a practical way (personally or
professionally, or otherwise)
I developed new interpersonal or technical skills relevant to life
(personally or professionally, or otherwise)
Overall the course material was well organized and conducted with goals
made clear at outset.
Overall the course content level was appropriate.
The overall environment was conducive to an effective exchange of
information and ideas.
Facilitator/s actively engaged all participants and had a positive and
professional working relationship.
Facilitator was enthusiastic
The material and/or activities were present in a clear, concise manner.
Participants were comfortable with the risks taken by the group.
Discussions and/or presentations were applicable to the goals/objectives
The training was worth the time involved to do it.
My participation in the training has helped me to
Re-assess and/or improve my motivation to have a strong personal
work ethic when accomplishing tasks.
Teach me to be adaptable and flexible in leadership situations, learning
how to delegate and cooperate with a team and supporting its
members.
Enhance my verbal and non-verbal communication effectiveness with
other people.
Understand that I can change my thinking or opinions easily if there is
a better idea and be open to new ideas and suggestions from various
sources.
Motivate and guide others toward their goals.
Stay calm and overcome anxiety in new or changing situations and
increase my bearing, self control, composure or determination when
under stress.
Understand the importance of goal setting, making and executing plans.
4 =Agree
5 = Strongly
Agree
(Circle One)
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA
NA
NA
NA
NA
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
(Circle One)
NA 1 2 3 4 5
B-Achievement
13.
NA 1 2 3 4 5
B-Adaptability
14.
NA 1 2 3 4 5
B-Communication
15.
NA 1 2 3 4 5
B-Decision Making
16.
17.
B-Influence
NA 1 2 3 4 5
NA 1 2 3 4 5
B-Stability
18.
A-Goal Orientation
19. Realize the importance of encouraging my colleagues and giving

supportive/helpful suggestions.
20. Realize the importance of respecting one another.
21. Realize the importance of personal sacrifice.
22. Be more considerate of people around me.
NA 1 2 3 4 5
NA 1 2 3 4 5
A-Awareness
A-Interpersonal skills
A-Army Value
A-Army Value
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
Turn over to back-side to fill complete form

My participation in the training has helped me to
23. Understand the importance of seeing the big picture when dealing
with problems or situations.
24. Realize the importance of, or has improved my attention to detail when
working on projects or tasks.
(Circle One)
NA 1 2 3 4 5
C-Conceptual
NA 1 2 3 4 5
C-Detail
Please mark a number 1 through number 5 in the space provides to indicate the level/s you were
challenged.
25.
It was Too Easy = (1) _____________ (5) = It was Too Hard
26.
It was Too Short = (1) _____________ (5) = It was Too Long
27.
28.
It was Not Cerebral Enough = (1) _____________ (5) = It was Too Cerebral
Needs Fewer Activities = (1) _____________ (5) = Needs More activities
29. Needs Fewer Processing Times = (1) _____________ (5) = Needs More Processing Times
30. In the above items, please explain any reasons for the lowest rated items. ______________________
_____________________________________________________________________________________
_____________________________________________________________________________________
31. Since taking the training how will the knowledge you gained in this course affect you personally or
professionally? _____________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
32. Were there any aspects of the experience that you felt did not apply to the group or did not benefit the
group?
_____________________________________________________________________________________
_____________________________________________________________________________________
33. What would you change about how the course(s) is(are) run, managed or implemented? ___________
_____________________________________________________________________________________
_____________________________________________________________________________________
34. Do you have any other comments (positive or negative) that would give us an indication of the quality of
programming, the format in which it was presented, and any other overall impressions of the
experience?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
35. Would you, your company, colleagues or organization consider coming back to NMMIs Yates
Leadership Challenge? (please circle)
Not at all
Perhaps
Most Likely
Yes, Absolutely
39. Would you recommend others to attend future programs here? (please circle)
Not at all
Perhaps
Most Likely
Yes, Absolutely
If so, who _____________________________________________________________________________

_____________________________________________________________________________________
NMMI LRCFacilitator Skills Self-Assessment

Name __________________________________
Date ______________________
Rating Scale:
0Not
confident
and
comfortable
1 I can apply routine,

familiar program delivery
with supervision and
support from more
experienced and
knowledgeable staff.
2I have increased knowledge

and can problem solve most
non-routine situations. I can
provide leadership to less
experienced and
knowledgeable facilitators.
3 I am very confident and

consistent in delivery or content
area. I am able to teach, train and
manage other facilitators.
Using the rating scale given above, please rate yourself on the following skills:
Skills
OPERATIONS & PROCEDURES
Rating
Comments
Knowledge of policy and procedures for course (e.g. food policy, etc.)
Develop a plan to meet stated goals of group
Knowledge of pre-activity checks
Conscientious of specific supervision ability of participants
Conscientious of general supervision ability of participants
Monitor participant behavior
Notice and respond to uncooperative behavior
Know basic first-aid
Knowledge of inspecting the LRC events (3-Es)
Knowledge of the emergency operation procedures
Knowledge of LRC S.O.P. s
OUTCOMES
Ensure the emotional safety of group
Encourage or enhance transfer of learning
Lead an effective debrief of a group events
Knowledge of leadership theory and its applications to LRC and life
Facilitate for a wide range of participant groups
SPOTTING
Know and teach the A., B.,C. D.s of spotting
Using effective spotting techniques
Spot a person falling from a low element
SET-UP & LEAD THE FOLLOWING EVENTS

Event # 0 Bosnian Rope Bridge
Event # 1 Out Like Flint
Event # 2 Over the Fence
Event # 3 Wall Banger
Event # 4 Cam Rahn Bay
Event # 5 Medi-Vac
Event # 6 Barrel Roll
Event # 7 Ground Zero
Event # 8 Baghdad Sewers
Event # 9 Cliffhanger
This is my best estimation of my skills at the present time.

Facilitator Signature
Date
Manager Signature
Date
Appendix D: References
NOTES
NOTES

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NEW MEXICO MILITARY INSTITUTE

Leadership Reaction Course

Facilitator Training Manual

THIS MANUAL BELONGS TO:

PROUDLY MADE IN THE

Chapter 10 Debriefing The Purpose of the Experience

NEW MEXICO MILITARY INSTITUTES

NEW MEXICO MILITARY INSTITUTES

2 Over the Fence

0 Bosnian Rope Bridge

Modified from Character Counts!

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

Yates Leadership Challenge Mission Statement

Wild Man to Wise Man

OUTCOME Through the use of experiential

Initiated Fall 2006

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

Your Role as a Facilitator

The only kind of learning

To be a Facilitator, you must be both a leader and a rolewhich significantly influences

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

function/s regardless of personal sacrifice

is committed and focused on

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

Lets face it, its not easy

"Be careful of your thoughts,

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

Chapter 2: Program Policies

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

Ropes Course Facilitator Equipment

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

Ethics Toward Participants

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

Chapter 3: What is a Leadership Reaction Course?

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

Chapter 4: Preparation and Risk Management

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

STEP 1 FACILITATOR and MANAGER CHECK LIST

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

STEP 2 LRC SAFETY BRIEF

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

STEP 5 SMALL GROUP ORIENTATION

Check for Appropriate

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

All facilitator debrief and discussion of the results of day

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

Suggestions for Quality Programming

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3

Risk Management Before Leadership Reaction Courses

NMMI Leadership Reaction Course (LRC) Training Manual Eric Evertson, V3