Volunteer
Recruitment And
Development
Coaching
Why and How?
This
Pamphlet, although universal, is used in conjunction
with the Beaver, Cub, Scout and Venturer/Rover "Skills
Chart for Section Scouters".
The
Volunteer Recruitment and Development Strategy (Volunteer Recruitment and
Development) for Scouts Canada contains four key elements.
Scouts
Canada manages its volunteers at all levels through...
Selective
Recruitment
- Agree with the
mission and principles
- Right person
for the job based on attitudes and abilities
- Accurate job
description
- realistic time
commitment
- Volunteer
Contract
Orientation, Servicing, Support
- On-the-job
training
- Mentoring and
coaching
Training and Development
- Skills,
knowledge
- Identify and
meet needs
- Self-development
Recognition
- Awards
- Thank you
- Appreciation
- Job
enrichment/supplementary challenges
The purpose
of this brochure is to help people understand how coaching is
related to Volunteer Recruitment and Development. It is also to be used as a
resource to the Skills Charts for Section Scouters.
Coaching
can be used at any level of Scouting where there is a desire to improve and
enhance performance.
Coaching Benefits
Coaching is
an effective method for developing attitudes, skills and knowledge while
continuing to get the actual job done. Unique training needs can be accommodated
while taking into account the learner's abilities and past experience. The
learner can see a clear and direct link between what they are learning and the
function they perform in Scouting. Individuals are encouraged to take increasing
responsibility for learning what they need to know when they need to know it.
The result is better program leadership leading to better scouting for more
youth.
What is
coaching
Coaching
usually occurs one on one as the learner performs a job-related function. It is
a learner-centred process where a competent and supportive person ensures that:
- the learner is
able to carry out the task, and
- has the
necessary confidence.
Coaching is not the same as formal training.
Training often occurs away from the job site and is not usually one on one.
Coaching is more learner-driven, and learner-centred than training.
What is
a coach?
A
coach is not a supervisor or boss! The coach must be knowledgeable and capable with
respect to the job to be coached and able to explain and model Scouting values,
principles and practices. Effective communication and listening skills should be
matched with patience and empathy. The coach's ideas and counsel must be
delivered in such a way as to build competence and confidence not destroy them.
This means that the coach must be acceptable to the learner as well as the
Scouting organization.
Where
does coaching fit in scouting?
Coaching
happens in section meetings, district/area and regional events, and at any other
Scouting activity. It should complement, supplement, or substitute for more
traditional training when any one takes on a new, changing or expanded role
within the organization. On the job coaching is an essential part of any
effective recruitment and development process.
How
should coaching be done?
There are
five steps in coaching a person on a new skill:
- Identify the
Coach and Agree on the Parameters
The learner
will need to understand the coaching process and how this is intended to assist
them in their personal development. The learner also needs to feel comfortable
in discussing their needs and expectations with the coach(s). The coach and the
learner should get together and agree on each others role, the process, and time
lines to be followed. Agree on observations and measurements to ensure
competence has been achieved. Identify external factors such as time lines which
may affect the learning? Determine what resources each will need to bring to the
coaching process.
- Agree on the
Topic and Identify the Goals
Discuss the
learner's job function with them. What does he or she need to be able to do at
the end of the process? What attitude, skills, and knowledge are already
possessed? What standards need to be met to demonstrate competence? The section
leader training plans and skills charts provide a framework. Be careful about
setting overly detailed or ambitious standards. Remember to use a common-sense
approach! Scouting policies and publications like the section leader handbook
provide many useful and realistic yardsticks. Individual coaches have
different skill sets. Select the one needed for the specific requirement.
- Encourage
the Learner to Explore Possibilities and Options
Do not
assume that the learner has limited ability. Accept that the learner will come
to the process with knowledge, skills and abilities. Coaching should be
facilitative and learner driven. Ask open questions about how the learner would
approach the task. Listen actively and non-judgmentally to the learner's ideas.
Reinforce good ideas and ask questions to draw out the possible consequences or
limitations of their plan. Use opportunities to share your own experiences both
positive and not so positive. The learner will learn from your successes and
build confidence from the way in which you overcame your failures. People learn
in different ways and at different rates. Ensure that communication between
coach and learner is positive and supportive. Remember that there are many ways
to carry out a task. Be flexible as you evaluate performance. It may well be
that the learner has discovered a better way to do the job than the one you use.
- Agree on a
Game Plan and Follow-up Procedure
Agree on
what the learner will do, and what support he or she will need from you. Ensure
that the learner knows how to access any needed resources or people needed to
proceed with the task. Be especially clear on any job functions that are to be
held back or introduced at some future time but do not hold anything back
unnecessarily. Make sure the learner knows the scope of his or her authority,
and the time lines for the task. Agree on a time and place to provide feedback
and any necessary follow-up.
Discuss
both the coach's and learner's perceptions of how things are going. This may be
done through observation and/or discussion with the learner, members of the
leadership team, or the youth. If there are still shortfalls or discrepancies,
encourage the learner to come up with solutions as you did in step 2. Where
competence is demonstrated, provide feedback and encouragement. Work together to
set goals for further development and training if appropriate.
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