Mark Wideberg
Raleigh International
Skills for Volunteer
Staff Award
UNIT TITLES
Realising Your Potential
Volunteering for an Organisation
Helping Young People to Develop whilst on a Raleigh International Assignment
Effective Communication Skills
Expedition Skills
Global Awareness
APPENDICES
Acceptance Letter
SWOT Analysis
Staff Assessment Weekend Logbook
Staff Feedback & Reflection Booklet
Post Expedition One-to-One
RIMA Guidelines
Vaccinations List
HBP Log
Accounts PXR
Project Planning Visit: Batu Puteh
Expedition Leader Reference
Referencing
References back to unit title sections are in the format [X n.m] where X is the title letter and n.m the section and sub-section.
Notes & Key
Italics – personal diary quotes
People’s names are replaced by fictitious initials.
App – Appendix
CASEVAC – Casualty evacuation
DQ – Diary Quote
EL – Expedition leader
HBP – Home based project
MA – Millennium Award
MEDREP – Medical report
PD – Personal development
PXR – Post expedition report
RI – Raleigh International
SAWLB1 – Staff Assessment Weekend Logbook Logbook 1 (App III)
SAWLB2 – Staff Assessment Weekend Logbook Logbook 2 (App III)
SAWPR – Staff Assessment Weekend Performance Review (App III)
SFRB – Staff Feedback and Reflection Booklet (App IV)
SWOT – Strengths, Weaknesses, Opportunities, Threats
UNIT TITLE A: REALISING YOUR POTENTIAL
Title of Programme: | Raleigh International Skills for Volunteer Staff | Credit Level: | 2 |
Unit Title: | Realising your Potential | Number of Credits: | 1 |
Understand own strengths and weaknesses and needs for personal development
Describe own personal strengths and weaknesses
Identify areas for own personal development
Refer Acceptance Letter App I – feedback page 1
Refer SWOT Analysis App II - various
Refer SAWLB App III – various
DQ – Phase III – “I’m not perfect”
“Yesterday M had a grizzle at the team meeting which was unusual. It was about cleaning things up after yourself e.g. toilet rolls, doing your own dishes etc.
I was going ‘Yeah yeah’ [in my mind] as it had been annoying me for ages too and then I realised I’d forgotten to cleanup the sand I’d left in our bedroom!”
Describe strategies for personal development
I have used the following to access, review and reflect on my personal development:
Attend PD seminars
Listen to motivational cassette tapes
Attend presentations
Read “self help” books
Set goals and objectives and measure them (refer SFRB generally)
Write a personal diary (refer DQ throughout this document)
Visit a counsellor
Talk with friends, relatives, colleagues
Demonstrate an awareness of personal growth
Outline own original learning goals and identify achievement of these
Identify a specific area of growth in which s/he has increased skills and knowledge
In the following examples the learning goal is underlined.
Refer SFRB App III – especially Personal Objectives page 2 and Skills learnt pages 11 – 12.
DQ – Jungle Camp – Improve working with people
Context: After day 1 of jungle camp I knew I could not cope with the same pack load.
“I learnt to ask for help regarding my pack weight [too heavy]. I did this by approaching individuals who I thought would be supportive… eventually E helped.”
DQ – Staff Induction – More Life enjoyment
“There were amazing thunderstorms during the presentation”
DQ – Phase I – Improve working with people
“I’ve very quickly come to like some people and not be too fussed about others. It’s a thing I’m slowly clicking with in that I’m now realising I don’t have to like everyone.”
DQ – Phase II – Improve working with people
“There is the notion that I could put on a performance (like others do) to get the support that I need but that’s pointless as the support I need is from me.”
DQ – Phase III – Challenge myself
“It was a hammock basha. Sloped a lot and leaked too. I got up twice in the night [to fix it] after being drenched which isn’t fun when it’s raining hard. But the second time I managed to get it level and slept with my [wet] sleeping bag over me.”
DQ – Phase III – Improve working with others
Context: On long journeys I can suffer from back problems.
“I’ll be trying to make a point to see if I can get the front seat.”
Know how to work effectively as a member of a team
Negotiate and agree rights and responsibilities in a group situation
At the Scottish assessment weekends, induction and at the induction in country each group prepared a team contract. This was completed by member negotiation and governed amongst other things: how members treat each other, professionalism, honesty, work ethic, teamwork, methods for discussing issues and review processes.
Completing the contract, in my opinion, largely revolved around discussing expectations – of the team and it’s members.
I witnessed an example of good teamwork on project site where a group of 12 was divided into team leader, deputy team leader, safety officer, camp duty group, cladding group and sawing group. Each person had his or her role within the team. The staff and venturers were equal members of this team.
Describe key aspects of effective team-work
Effective teamwork is essentially a group of people working together to achieve a common goal. This involves:
Knowing role withing team
Being involved / lending a hand
Supporting others
Leading team
Good communication
Helping keep up team morale
A good example of teamwork – moving food rations. Here not only are members of the project team working together but they are also being assisted from people out with the team but part of the expedition as a whole.
This photo shows how in the early stages the staff were heavily involved with the team e.g. checking food rations. As the expedition progressed this direct involvement diminished.
DQ – Teamwork
“Spent a long time taking items back and forth from the Landrovers. Then caught up on my accounting work and was harassed by I about cleaning.”
The above statement highlights how you can help any team even one you are not directly part of. It also raises the issue of understanding different priorities and how each member might not be the same.
Identify and use appropriate forms of communication
Describe and demonstrate different forms of communication
Refer any documentary evidence included in the appendices – all are forms of communication.
The most common forms of communication in use on expedition are: visual (including body language) and verbal.
Examples of such are:
Visual: training notes, guidelines, maps, posture
Verbal: usage of language, variation in tone and strength of voice
Identify when s/he would use appropriate communication skills
Using appropriate skills is all about assessing the right skills for the situation.
Refer [D 6.2]
Describe how two of the following skills (summarising, reflecting, questioning and non-verbal communication) can be used in a particular situation
When you are out in the middle of the jungle and you do not speak the same language it’s often helpful to use sign language or to draw images.
Questioning was used a lot to get a feel for the venturers or the team mood. It’s very useful as a gauge but in itself isn’t enough as you might get a short or thoughtless answer.
Describe two techniques for effective listening
When I was considering leaving the expedition the EL made the special effort to arrange a lunchtime meeting away from field base. This conveyed two messages to me: one, that the meeting was important to him, and two, he wanted to avoid unnecessary interruptions and ensure he was paying attention to what I had to say.
I had the opportunity to make use of paraphrasing when a venturer was most upset about not getting some money changed so that he could continue to have money to spend after expedition. By paraphrasing I was clarifying that I understood what he was saying and also that I empathised with his concerns.
Understand why communications can fail and identify the remedies
Identify three barriers to communication and demonstrate ways of overcoming them
Often on project site when talking with the local project partners it was difficult due to lack of language knowledge on both sides. A simple remedy to this situation was to use hand gestures or explain ideas by way of pictures rather than words.
For myself I find that people sometimes do not understand where I am coming from when explaining a particular viewpoint. When this happens I try to phrase the viewpoint in another way rather than repeating exactly the same words.
Occasionally the venturers and staff were so worked up about something that it was not possible to talk to them immediately. Once leaving them alone to think things over and calm down discussions could be restarted. An example of such happened when I was working with S in the radio room. Neither of us listened to the other as we were so busy trying to get our own view heard and so we resolved our issues at a later date when we could talk at leisure.
Understand how conflict and stress can affect a working situation
Describe two situations or areas of work that cause stress or conflict
At field base during Phase I we were constantly fighting over a limited number of computers. This caused constant friction about the team members.
DQ – Jungle Camp – Not asking for help
Refer [A 2.2] DQ – Jungle Camp for context
“I was so exhausted that I didn’t talk much, didn’t have any energy to help anyone out and generally felt crap.”
Describe own reaction to stress or conflict
I have completed a number of personality tests. One such test measured my performance when moving from a non-stressful to a stressful state.
What amazed me is that my thought processes and actions were completely opposite if it was in a work as opposed to a social context.
On expedition if I were stressed in a minor way I would let it rest knowing it would sort itself out and in a major way I would tend to solicit help from others.
In terms of mood I wouldn’t be the most approachable person when stressed.
Identify and demonstrate strategies for reducing stress or conflict
Refer SFRB 5 “more out of life” techniques page 10
DQ – Various stages
“Did some Tai Chi this morning.”, “Practised Chi Gong.”, “Meditation was difficult today but I’m glad I started it again.”
Explain the difference between assertive, aggressive and passive behaviour
Assertive: Making your point of view known with concern for others.
Aggressive: Making your point of view known without concern for others.
Passive: Not making your point of view known.
7. Have an understanding of discrimination
7.1 Describe the difference between overt and covert discrimination
Overt: e.g. a project partner saying women cannot work on a site.
Covert: e.g. a project partner suggesting men work on the site whilst women watch a weaving demonstration.
7.2 Describe how an individual may be discriminated against on a personal level
I heard of an instance of a venturer being suggested that, as a woman, she should not go on a food resupply due to the heavy weight and distances involved.
7.3 Describe how society can discriminate against groups of people
People with limited means for getting about are often discriminated against e.g. access ramps for wheelchairs are not always available.
7.4 Describe how discrimination can be used positively for the benefit of an individual or group
RI utilises positive discrimination to enable youth who participate in their youth at risk programme to take part in an expedition. Assisting them obtain the necessary funds and equipment required on expedition does this.
UNIT TITLE B: VOLUNTEERING FOR AN ORGANISATION
Title of Programme: | Raleigh International Skills for Volunteer Staff | Credit Level: | 2 |
Unit Title: | Volunteering for an Organisation | Number of Credits: | 4 |
Understand the role of community and voluntary sector organisations within the community
Describe the mission and aims of a voluntary and/or community organisation
RI mission as stated on it’s website HYPERLINK "http://www.raleighinternational.org" www.raleighinternational.org :
Raleigh International is a youth development charity that inspires people from all backgrounds and nationalities to discover their full potential by working together on challenging environmental and community projects around the world. It runs 3-month expeditions that are part of a longer programme of training weekends and workshops prior to expedition. The training concentrates on personal development, cultural awareness, global issues and preparing people for expedition life.
Understand the values and underlying philosophy of the organisation
Identify 2 key values and explain what they mean for individuals who are involved with the organisation
Learning from experience: RI follows the “See one, do one, teach one” methodology. For a staff member this often means taking a back seat even though you are busting to get in and help a team of young people with their task.
For all: through the Millennium Awards programme RI shows it’s commitment to getting people from many backgrounds to come on expedition. Personally this is why I chose RI above other volunteer organisations but some of the venturers found themselves putting their prejudices aside on expedition.
Develop an awareness of the range of policies that can apply to voluntary organisations
Produce a list of relevant policies applicable to voluntary organisations (for example: equal opportunities, health and safety, employment, confidentiality, disability etc)
Refer RIMA Guidelines App VI – Disc. Guidelines in Workshops and Guidelines for Good Working Practice in Workshops
There is currently a requirement that someone carrying out volunteer work with children pass a police report first.
RI had 3 non-negotiable rules (Refer 4.1) in working on expedition to which a fourth was often added and that was safety. This meant that detailed CASEVAC plans and MEDREPs were a priority.
As stated in [B 2.1 b)] the expedition opportunity is available to all.
Before going on expedition RI required proof that sensible precautions had been taken in the form of getting a whole list of injections – refer vaccinations list App VII.
Understand and apply organisational policies and procedures
Describe key policies
There were a few fundamental policies on expedition:
No drugs
No alcohol
No staff – venturer relationships
They were the non-negotiables.
In addition there were a number of other policies, a couple being:
Safety is No. 1
Any movements away from the main group must have a minimum of three people (essentially another safety rule)
Describe how one of the key policies affects their role as a volunteer
As stated in [B 3.1] above, safety was a major issue with RI. It would not be going too far to say it was a consideration in everything we did.
During staff induction and on assessment weekends and weeks we were fully briefed on safety issues and we had read and understood the RI safety manual.
Not only this but we were required to sign to this affect.
Also at staff induction we were given practical training and tips from medical professionals.
All this knowledge was taken with us when we went out to complete the project site recces.
Refer Project Planning Report App X
Understand the value of networking for organisations within the sector
Identify and list the organisations who network with a given voluntary or community organisation
In the case of RI in country there are many project partners:
Yayasan Sabah
Malaysian Red Crescent
PACOS Trust
WWF Malaysia
Taman Sabah
As well as project partners there are a number of partners that are not directly related to particular projects. These are usually in the capital of Sabah – Kota Kinabalu – and consist of suppliers, sponsors, donators, support groups, local and national government bodies.
Describe some of the benefits from networking
In Sabah a “thank you” function was organised for all the organisations working with RI. The Sutera Hotel hosted this function for free.
In addition this function provided the opportunity for further networking between guests and RI.
Refer also 5.3 below.
Identify ways in which community and voluntary organisations can network and liaise with other organisations
Networking is centred on creating relationships with people. For RI in Sabah this was done on many levels.
Each volunteer is an ambassador for RI and the partner organisation. Each time there is some interaction with people a volunteer has have the opportunity to portray RI and partners in a good light.
Normally for RI networking was conducted in person, via the phone or mail. But the media also played a vital role in creating an awareness of RI and it’s aims in Sabah.
This paves the way for others and makes working life in Sabah more rewarding – for example I was having a general chat with the owner of a transportation partner. He pointed out to me that there was an article about RI in the paper that day and showed it to me. This highlights that he is keeping abreast of the work RI is doing and also, I believe, takes some pride in being involved with RI.
Understand the role of the volunteer
6.1 Describe the role s/he plays within the organisation
The volunteer has many hats – Refer SRFB App IV page 15 – in their core role.
In addition they are ambassadors for RI as described in 5.3 above.
Recognise the range of skills appropriate to the role of the volunteer
7.1 Identify his/her own skills
Refer [A 1]
7.2 Illustrate a connection between his/her own skills and his/her interest in voluntary work
I believe that anyone can work in the voluntary sector. The key is to have a lot of common sense coupled with a willingness to contribute.
My keen interest in personal development is the motivating factor for me. I can use this enthusiasm to see development in others as well as myself.
7.3 Briefly describe how everyday skills are transferable to voluntary work
Again common sense is key. But so also are:
Enthusiasm
Compassion
A sense of humour
Wanting to accomplish something
Self motivating
There really isn’t any difference between voluntary work and everyday skills (or life). You are still the same person (with the same skills set) – dealing with people.
7.4 Set personal boundaries with respect to the voluntary role and indicate the reason for their implementation
The main boundary often with voluntary work involving young people is realising the potential for people you are working with to idolise the volunteer.
Often in volunteer work you are imparting knowledge or encouraging others which can in their eyes make you appear “marvellous”.
RI has a non-negotiable about this, Refer [B 4.1], but other volunteer organisations I’ve worked with do not go to this level although it’s an acknowledged, unwritten, policy.
Recognise and develop personal and professional resources needed to carry out voluntary work
Identify the range of resources / skills required in the activity
As a volunteer you do not necessarily have the broad range of skills required to partake. I certainly didn’t when getting involved with RI Refer Acceptance Letter App I first paragraph “subject to”.
In addition I had no medical training to speak of and limited outdoor experience.
Indicate how these resources can be obtained (e.g. Hiring tools, through training etc)
By attending the requisite Venturer Training Week (Refer Acceptance Letter App I first paragraph “subject to”) I had the opportunity to work with young people.
During this week and also the venturer assessment weekends a lot of feedback and support was given to the volunteers. RI staff were on hand at all times for questions and often floated around the teams observing and providing practical tips.
These training programmes and the staff assessment weekend were all camping based and provided the opportunity to learn more about the great outdoors.
Refer [B 4.2] regarding medical training.
Understand the organisation’s systems, and the nature and purpose of record keeping
9.1 Identify relevant records associated with the work
Refer Appendices in general.
9.2 Describe the importance of keeping written records
Keeping records are useful for many reasons. A few examples are:
Reflection & learning, easing frustrations e.g. diary
Assisting others e.g. PXR
Communicating e.g. plans and briefs
9.3 Give an example of an appropriately completed sample record
Refer SFRB App IV, Accounts PXR App IX, Project Planning Report App X
Demonstrate that s/he has put a minimum of 100 hours into voluntary work
10.1 Show that s/he has used the skills and knowledge gained whilst on the Raleigh International Millennium Awards programme to benefit their local community by their commitment to voluntary work
Working with RI has given me the impetus to get involved in voluntary work in general and will continue beyond my involvement in the Millennium Award.
In working with young people I have taken the newly learnt skills to teach swimming stroke correction to young people.
The personal satisfaction obtained from volunteer work has encouraged me to use my accounting knowledge and assist business for free.
Looking at the growth of young people has made me get involved in mentoring young people with a view to getting into the workforce.
10.2 Produce a timesheet of the hours worked on a voluntary project
Refer HBP Log App VIII
UNIT TITLE C: HELPING YOUNG PEOPLE TO DEVELOP WHILST ON A RALEIGH INTERNATIONAL ASSIGNMENT
Title of Programme: | Raleigh International Skills for Volunteer Staff | Credit Level: | 2 |
Unit Title: | Helping Young People to develop whilst on a Raleigh International Assignment | Number of Credits: | 2 |
Demonstrate an understanding of the Volunteer Staff relationship to Venturers involved on a Raleigh International Personal Development scheme
Discuss the roles and responsibilities of Volunteer Staff with respect to the Venturers
Refer SFRB App IV pages 13 – 15
The staff role is truly a balancing act. Knowing what hat to wear and when is the key.
Describe the process of facilitating Venturers’ development on expedition
The facilitator role is very much a stand back and observe role. On the training weekends and weeks for the venturers we let them get on with the task and then asked them to consider their own dynamics afterwards and reflect on how they had progressed and how they might improve.
DQ – Phase I – Facilitating
“The team is in a funny state this morning as G & S are not organising anything … this is making people look to their obvious leaders for direction and they (as a group of leaders) are pulling things together.”
Outline the skills and qualities required by Volunteer Staff in the context of helping Venturers to develop
This picture I believe shows the staffs understanding of what it’s like to come to a new country and needing some form of warm welcome. It also shows their “fun” sides and acknowledging the venturers being exhausted after a 13 hour flight and needing a mood pick-up.
Here I’m personally showing the need to know when it’s time to relax!
In working with venturers I found the following skills to be very useful:
Good communication
Ability to assess a situation
“helicoptering”
Leading
Facilitating
Mentoring
In working with venturers I found the following qualities to be very useful:
Sense of humour
Patience
Understanding
Compassion
Assertiveness
Understand the importance of clear expectations and professional boundaries in the staff role
2.1 Identify what is required in setting up a contract with the Venturer(s)
Contracts are useful tools in creating and adjusting expectations. I found that the best contracts were put together when all the team members contributed.
Initially a list of ideas would be put together and then each discussed and agreed or altered in turn.
Occasionally venturers would need to be drawn into the discussion.
Give examples of the boundaries in a staff - venturer relationship
In a S-V relationship you cannot be a true confidant – refer Disclosure Guidelines App VI. An example would be a venturer who – through discussions with you – has conveyed they may cause harm to themselves or others.
Whilst, as a staff member, it’s nice to be a member of the team and an equal you must realise that there are certain times when this is not possible. This is especially the case when safety is concerned – you may need to override the group and pull them back from the task they are performing to consider the safety aspects.
Part of the MA programme involves voluntary work and I have joined a swimming club to assist young people improve their stroke technique. In this environment it is not uncommon for the young people to develop “crushes” on their instructors. It is important to be aware of these situations.
Discuss the range of support necessary within a group of venturers
More often than not the venturers would use each other as support rather than approaching the staff. This is because, I believe, they felt a common bond and felt more comfortable discussing issues with their peers. And of course they may want to talk about the staff members.
On the training sessions in Scotland and on expedition the venturers would take on the staff hats themselves and be aware of what was going on within the team.
Clearly explain the importance and limits of confidentiality within the staff - Venturer relationship, using examples from your own experience
Refer Disclosure Guidelines App VI
Whilst at field base we were often in the position of having to consider confidentiality. This was because field base was also a sick bay for venturers who were ill or finding it hard to cope on project site.
On one occasion I was aware that a venturer wanted to go home to Scotland but the management team believed that it was in her best interests to remain on expedition.
I had the opportunity to discuss with her, in confidence, the reasons for her motivation in wanting to go home. Through the discussion she revealed some personal views that, I believed, would help the EL in making a decision as to how to work with this venturer.
I made it clear to her that I would be discussing these with the EL and confirmed that she understood my reasons for doing so.
Form an appropriate relationship with a Venturer with particular needs
3.1 Demonstrate that s/he has engaged on a personal level with the Venturer
In the lead up to going overseas there was a number of opportunities to engage with the venturers: assessment weekends, training weeks, fundraising activities and fitness training.
One venturer I saw quite a few times through being involved with her on all of the above activities. It was clear from our discussions that she had a problem with low self-esteem.
As we met often during the lead up it was easier on expedition to have a comfortable conversation with this venturer about how she was feeling about the expedition experience.
She was already in a position of trusting me and how I would work with her.
Recognise achievements of the Venturer(s) in a range of activities/ skills
4.1 Identify and discuss how individual Venturers have developed two of the following: a specific skill; an identified piece of knowledge; a personal talent; their confidence; their self-esteem
In terms of developing skills the venturers developed many of the same skills as the staff – Refer SFRB App IV pages 11 – 12.
Erecting support posts for a building
Teaching English to local village children
Reflect on the staff - Venturer relationship
5.1 Evaluate personal gain through participating in a youth development programme
One of my main goals on coming on expedition was to learn more about working with people.
Whilst on project site I had many opportunities to observe this in action - often in trying circumstances.
I learnt a lot from simply observing the venturers interact and used this knowledge when dealing with people.
5.2 Identify how s/he has reflected on a venturer’s development, skills and knowledge
Many venturers “grew” across the course of the expedition. Some even changed during the Scottish training sessions.
C was a young venturer who was on one of my training teams in Scotland. During the training it was apparent that she was confident in technical tasks but not as confident when imparting her knowledge to other members of the team, as they were older than her.
I was lucky enough to come across her again on project site during expedition and the change was dramatic. She was able to discuss her views confidently and not only that but seemed to feel comfortable with not saying anything and letting the others learn in their own way. This was a change from the training sessions where she was frustrated at her perception of their slowness in learning and not having the knowledge she had.
UNIT TITLE D: EFFECTIVE COMMUNICATION SKILLS
Title of Programme: | Raleigh International Skills for Volunteer Staff | Credit Level: | 2 |
Unit Title: | Effective Communication Skills | Number of Credits: | 2 |
Be able to communicate effectively with people from a community / voluntary sector organisation
Describe different ways to communicate with people in such organisations
Explain the advantages and disadvantages of each
Most communication these days is done by:
Phone
Email
Letter
Using the phone is good for the “personal” touch and also getting an immediate answer to a question. It can however interupt the receivers day and take them off what they were working on – so if you think the other party is busy or doesn’t want to be disturbed then email can be better and usual is still a fast communication method.
Email can be unreliable though as you are never sure whether the message was read or not.
Letters are useful for more in depth communication. They are good for longer more complex communications and also are helpful when there can be a language barrier for example the receiver is not so familiar with the language the sender is using.
Explain the importance of, and apply, good communication
Be able to develop a positive rapport with young people (e.g. Raleigh International “Venturers”)
2.1 Communicate with the young people in an easy, relaxed, open and friendly manner
In this example I noticed the team sorting out the food were a little bit down and so I suggested they pose for the camera and do a “thanks to our sponsors” joke shot.
2.2 Demonstrate an appropriate response to the needs of the young people
On many an occasion on expedition venturers would come to me and discuss problems they were having - often with other staff. I felt that they approached me as a) I had already developed a rapport with them during the training weeks and b) because they saw me as independent of the project staff team.
In these situations I would empathise with them but make sure I pointed out the responsibility / burden that was on the shoulders of the staff team and try to point out the staff members motivation for their actions.
It wasn’t always the case but, I believe, this would leave the venturers with a sense of satisfaction in that I understood their concern but also that their views were broadened to consider the other side.
Know how to use basic listening skills
3.1 Give responses that show the ability to apply the basic listening skills of active listening, using open questions, reading body language, valuing, openness and empathy
Using the same example sited under [A 4.4 b)] I’ve listed some of the things I said to P when he was concerned over not having enough money:
“OK so I can understand your concern here. You’ll be travelling on and are worried about having enough cash.”
“What do you wish me to do?”
I was in a position of having to say “no” or work out some alternative solution to his problem.
Know how to obtain information through asking questions
4.1 Describe different questioning techniques
Use a range of questioning techniques
At the venturer training programmes they were given a number of tasks to perform.
Even before the task was undertaken it was important to ask if they understood to task.
Once completed the staff would question the group.
Not only were we interested in how the group felt but also how individuals felt. We also asked questions about how the task could be performed in a better way i.e. a review.
When questioning the groups or individuals, due to the different personalities involved, some people would talk over others, but in, not answer the question etc.
In these situations to make sure all voices were heard we would have to say things like: “That’s interesting J but let’s put that to the group and see what they have to say”, “What do you think about that C?”
Check understanding through paraphrasing and summarizing
Refer [A 4.4 b)] and [D 3.1]
Know how to give information
5.1 Describe two different ways of giving information
5.2 Give correct information in appropriate form
When dealing with young people it’s important to remember they are not the same.
Using visual and verbal communication techniques together can help those that are not good with one on it’s own.
Plus you do not have to “give” the information. You can “extract” the information. On expedition often you are trying to remind the venturers of information they already have in their minds but perhaps not at the forefront.
By asking them what they think about a situation, for example what safety issues to consider before trekking in bad weather, you can impart the information from those that do know to those that do not.
Be able to deal with difficult situations
6.1 Correctly identify a potential conflict situation
During a venturer induction weekend L (a venturer) was particularly exhausted and hungry at the end of the first day. He was shouting verbal abuse and also disrupting the team.
6.2 Describe strategies for dealing with difficult situations that might arise, these may include confidentiality issues
In the above situation L was taken aside and the facilitator asked him the reasons for his frustration.
It was then quietly pointed out to L what impact his actions had on the group and that everyone was in the same situation as he.
Whilst a one-to-one chat doesn’t solve all situations it can be helpful, as people feel more able to discuss things on a one-to-one basis.
Sometimes the remedy is to bring issues out into the open and have the group discuss them as a whole.
On project site the staff members told me they were concerned with team dynamics and so I suggested an anonymous session whereby likes or dislikes where put into a hat and were discussed by the group one at a time.
6.3 Recognise own boundaries in a conflict situation
With the example above, there was only so much that could be done with L. The decision as to whether he stayed on the assessment weekend was up to him.
If he had continued to be disruptive and use verbal abuse he would have, by default, taken himself off the training weekend and lost the opportunity to go on expedition.
Understand and demonstrate the skills of feedback
7.1 Discuss the three major types of feedback
On expedition feedback was given to individuals or the team.
It could come from the staff or the other members of the team.
Feedback can be given in verbal or non-verbal forms.
Here I’ll discuss my three types in terms of expedition:
Direct to a person
With this method I am thinking of a one to one discussion where an issue has arisen and the staff member feels it is appropriate to explain the situation to a venturer. A simple example might be where a venturer approached a staff member to explain that another venturer was continually borrowing their things without asking and they didn’t feel comfortable discussing this with them.
Indirect to a person / to a group as a whole
Here there might be an issue with some venturers doing all the campsite cleaning and others doing none. At a team meeting the staff member could raise this issue and discuss it’s implications.
This method can be less effective that a) as people think “this is not directed at me”.
By discussion
Here I am considering a situation where the staff member believes the venturer to be self-aware enough such that they would know the issue and have come to their own conclusions.
7.2 Review the skills required in giving effective constructive feedback
It’s important to make the person feel comfortable and hence remove them from a situation and if possible give them time to reflect themselves before providing feedback.
It is sometimes useful to see how the person accesses a particular situation as often they will know how their actions are perceived by others and also know the remedy.
When providing feedback it is important to disassociate the task from the person. Often when providing feedback people get into discussions about personality traits.
The idea with constructive feedback is to empower the person so they feel they can take some action or make a decision on their own. Without this you simply leave someone with a bad feeling.
7.3 Demonstrate giving skilled feedback
As part of the feedback I believe an important step is to empower the individual or group such that they can see a way to take the feedback and see a way forward.
On the venturer assessment weekend one-to-ones I made sure that as well as looking at how a venturer deals with given situations we discussed other ways of dealing with those same situations.
UNIT TITLE E: EXPEDITION SKILLS
Title of Programme: | Raleigh International Skills for Volunteer Staff | Credit Level: | 2 |
Unit Title: | Expedition Skills | Number of Credits: | 3 |
Understand the requirements for a good campsite and how to set one up for a group of 12 people
Locate and set up a campsite bearing in mind the following:
Water (i.e. accessibility)
Tree Cover (i.e. availability, suitability for firewood)
Safety (i.e. location)
Build a basha
Assist in building a group shelter
During a three day jungle induction programme in Tamporuli, Sabah, volunteers were split into groups of approx. 12. Following a brief session run by the guides the volunteers had to set up nightly camps in a safe location with access to water – which was often difficult despite being in the rainforest! They had to build individual bashas; using stretcher beds and individual tarpaulins which were tied between trees to create hammocks or A-framed beds. Group shelters also had to be constructed to create dry areas for cooking.
Identify the health and safety requirements for living in a small group outdoors
Explain how and where to locate a fire with regards to the campsite
During staff induction jungle training, volunteers had to build numerous fires for cooking purposes. This involved finding a suitable location to create minimum impact to the environment and also a place where there was little human traffic and thus least risk to members of the group.
Explain the necessity for keeping the campsite tidy (i.e. potential hazards, keeping food & provisions secure against rodents etc.)
This image shows a venturer and local burning used tins to remove the smell that attracts animals and rodents.
Both during staff induction and time spent on project sites all volunteers were involved with keeping the campsite tidy to avoid tripping hazards. Furthermore with an allocated, limited food supply volunteers had to ensure food was protected from animals, insects and rain.
Discuss why it is necessary to think about the location of washing and toilet facilities on the campsite
Both of these facilities are in regular use on a campsite. The risk of disease is the main concern.
When considering their placement it’s important to consider the other users of the area –mainly animals and people.
At one project site the washing facilities were kept well away from the campsite and main paths mainly for privacy reasons but also near a good continuous water supply (a ground well).
Although there were portable toilets available to the group they made the decision to leave them for local use. It was important to have as small an impact on the local community as possible and it was felt that using their toilets would mean they would become less used by the locals.
Instead a long drop was made and walls erected around it for privacy. The choice of location was such that it was far enough away from the campsite and pathways but not too far to go at night times. The local toilets were closer and would have been easier to use so the toilets were close enough to encourage use and also meant that due to the shorter distance there was less chance of encountering hazardous animals.
Discuss the factors that may affect group and individual safety and take part in a risk assessment of a project site.
Refer Project Planning Visit App X.
Demonstrate expedition skills, including an understanding of the basic essentials for maintaining life
Light a fire with assistance as necessary
Throughout jungle training volunteers had to prepare and light a fire in the jungle, in order to cook.
Explain how to read a simple map and assist a group in getting from one location to another
Due to the difficult terrain ie. density of the trees and inherent problems trying to navigate in the jungle, the Trekking Leaders ran a session to introduce the use of pacing and compass work in conjunction with simple maps – all volunteer staff were involved in this session, then had to demonstrate their understanding of these skills by teaching the venturers to do the same.
Prepare and cook a meal for a group of people with some assistance
Volunteers had to carry, prepare and cook food for their group throughout the three days of jungle camp. It was also necessary for volunteers to plan their menu as only a finite amount of food was available.
State the main factors for sustaining life (i.e. water, fire, food and shelter)
Nutritional and comfort needs of the team were based around what type of project site the venturers were on. A static site had less to think of than a moving site. However there were similarities.
Water supplies needed to be maintained so each site had to be evaluated for both water quality and quantity. Even though they were in rainforests some sites required water to be brought in by Landrover.
For cooking purposes fires were essential. This meant that supplies of wood needed to be obtained with consideration for the natural habitat. It needed to be stored and kept dry.
Food storage and availability was important. Were there local markets or did food have to be carried into sites? How much was required, who and how would it be cooked.
As all volunteers carried their own bashas or shelters were available on static sites there was always somewhere to sleep. The considerations mainly revolved around where and the impact on the environment and locals.
With all resources (water, food etc) rationing had to be taken into account. How long would each item last?
Show how to use knots and lashings to construct a shelter
My basha showing the tarpaulin, mosquito net and hammock
A knowledge of knots and lashings were necessary to construct both individual bashas and group shelters. These knots were shown to volunteer staff by guides at staff induction, and staff had to impart this knowledge to their venturer teams
Demonstrate an awareness of basic first aid skills
Explain the priority treatment for casualties (i.e. breathing, bleeding etc.)
Demonstrate how to prevent and how to treat burns and blisters
Due to the remote nature of some of the project sites, all staff had to undergo indepth and comprehensive first aid training sessions run by the team of medics. These took place both in the fieldbase and ‘out in the field’. Sessions involved resusitation, CPR, broken bones, bleeding. Also prevention of sunstroke, blisters, dehydration and how to deal with them.
State what dangers there are in the local environment that could require first aid and how you would treat them (i.e. snakes, insects, leeches, heat etc.)
Detailed risk assessments of every site and every activity were carried out by volunteers including the local hazards unique to jungle life eg. Wildlife ranging from elephants to leeches.
Refer Project Planning Visit App X
UNIT TITLE F: GLOBAL AWARENESS
Title of Programme: | Raleigh International Skills for Volunteer Staff | Credit Level: | 2 |
Unit Title: | Global Awareness | Number of Credits: | 2 |
Demonstrate their critical awareness of global issues
1.1 Participate in a discussion that challenges attitudes to relative poverty, values systems and judgements
One of the RI workshops leading up to expedition asked the venturers to bring along clippings and photos to put together as a mural for the local venturers in Malaysia.
Part of this involved reading Malaysian newspapers to see what the issues were for Malaysians.
This allowed the venturers to gain and understanding of the cultural and economic similarities and differences faced by Scotland and Malaysia.
Give an example of an action taken locally for global sustainability
The Danum Valley rainforest project is a good example of this.
This project is essentially a last ditch attempt to resurrect the rainforests of the world to their glory days.
It’s a test programme that looks at the best combination of trees and habitat that encourages growth of the trees whilst maintaining the biodiversity of the rainforest.
Working in Danum Valley near Lahad Datu.
Give one example of a connection (e.g. trade) between the “developed” and the “developing” world
A hot topic at the moment is who will help Iraq run post-war. The media have been spreading stories that the US wishes to do this only so that the US companies can be the first involved in the reconstruction of Iraq.
Explain how a preconception or assumption can affect their view of other cultures
I like this picture as it shows many different facets of a local community life. This was taken at a homestay programme and is the main living area. It is used for eating the meals and entertaining. Part of it includes a bed with partition and it is the central room of the house.
On the wall are bags of items that are sold. They are items such as coloured pens and paper, toys etc. The owner and his neighbour’s daughter are watching a VCD player and singing karaoke after dinner.
For me it pains an interesting contrast – the neighbours cannot afford a TV, let alone a karaoke player. Yet here the household sells small items and also food at the roadside for 1/1000th of the price of the VCD player.
I was surprised to find the karaoke player in this remote area.
Some people still consider Borneo to be habited by small people with blowpipes. This misconception affects their view and the photo above would certainly surprise them.
Give an example of a misconception or fear about an unknown culture and describe how to address this issue
A current example would be the misbelief that all Muslims think alike. The government and media play a vital role in either dispensing propaganda or educational information.
People believed that going to Sabah, Malaysia where a large proportion of the people are Muslim was taking a risk.
There is a lot of negative publicity surrounding Muslims from Iraq and other parts of the world and it’s too easy to through all Muslims in as being all the same.
We found that all the people of Sabah were friendly and welcoming. Some of the most Muslim areas proved to be the most hospitable.
One way to change people’s attitudes is through education.
Recognise and accept cultural values of different societies
Observe and comment upon one similarity and one difference between their own society and that of their expedition country in each of the following topics:
a) Food and eating
Clothing
Traditions
(e.g. Ceremonies / Festivals)
At a homestay we were introduced to the concept of eating with no utensils and using our right hand alone - it was very challenging, especially eating rice.
Just as at home the local people spent a lot of time cleaning and put a high regard on the cleanliness of their homes and in particular their cooking areas.
Clothes like home are a derivation of what people could afford.
Their traditional costumes and ceremonies were important occasions involving the whole community.
b) Transport
Energy
Water
Like home, cars, trains, buses, boats were all used for transport. But instead of using public transport a villager might visit the local boat runner.
Most homes used electricity and / or gas except those in the jungle proper. There were however many power cuts, even in the capital, so for our expedition generators had to be available at field base to maintain means of communication with the project sites for safety reasons.
Water was largely available everywhere but its use and conservation was important in many areas. Locals would often wash in the rivers. Hot tap water was not widely visible.
c) Religion
Gender issues
Relationships
(family roles, hierarchy)
Like home Sabah is a mixing pot of nationalities and religions. But due to the large numbers of Christian and Muslim people there are many celebrations and festivals – particularly around Christmas and New Year including: Ramadan, Christmas, New Years, Hari Raya and Chinese New Years.
Due to religion and the nature of smaller villages genders were sometimes required to be separated for sleeping purposed.
Issues regarding personal contact also needed to be considered even between partners e.g. public contact between Muslim husbands and wife’s was not common.
There was also a greater gender divide with men appearing more prominent in rural communities.
Understand the benefits of well-planned development assistance projects
3.1 Describe the purpose of their work on a project site in their expedition country
Through partnerships and government assistance RI brings assistance to areas where it is most needed in expedition countries.
RI in essence provides labour on a project site to create or build something. But their role is wider than that.
Firstly RI is a youth development charity and utilises the project sites as a means for developing young people.
By doing this they also assist local communities by transferring knowledge, sharing ideas and increase the volunteers understanding of other countries.
This, I believe, brings countries and people closer together.
The end result for local people is a new school or water resource but in some ways more importantly a renewed involvement in their communities and the impetus to do more. They obtain new knowledge, new ideas and another step along the path to independence.
Explain the role of the Raleigh International project partner in country
The project partner provides the conduit between RI and the local community.
They pave the way for RI to get involved and also help identify the areas most in need and yet most prepared to make the best use of 12 –1 5 volunteers for three months.
Their role can be:
Volunteer
Translator
Facilitator
Tutor
Appendix II
SWOT Analysis
Strengths
Sense of humour
Integrity
Thorough
Appreciate diversity
Keen on personal development
Refer Acceptance Letter App I
Refer SAWLB1, SAWLB2 App III
Refer Post Expedition 1:1 App V
Weaknesses
Abrupt
Defensive
Judgemental
Moody
Don’t ask for help
Refer Acceptance Letter App I
Opportunities & Threats
Simply that I use the expedition to enhance the strengths and reduce the weaknesses or that I don’t.
Appendix VIII
HBP Log
DRAFT
Raleigh International | ||||
Mark Wideberg | ||||
HBP Log | ||||
Project | Activity | Partner | Period | Time (hrs) |
Ultimate coaching | Emails/calls | Midlothian Council | Aug-02 | 1 |
Netball assistance | Emails/calls | Netball Scotland - Jackie/Netball NZ | Mar-03 | 2 |
Sports coach | Emails/calls/interview | St Nicholas School - Sean Fallon | Mar-03 | 2 |
Strategic Review | Emails/calls | Light Trust of Port Glasgow/REACH | Mar-03 | 0.5 |
Life saver | Emails | Edinburgh Headway Group | Mar-03 | 0.25 |
Youth leader | Emails | Venture Scotland | Mar-03 | 0.25 |
Swimming coach | Emails | Grove Swimming Club | Mar-03 | 0.25 |
Swimming coach | Coaching | Grove Swimming Club | 30/03/03 | 2 |
Swimming coach | Coaching | Grove Swimming Club | 07/04/03 | 2 |
Mentoring | Emails/calls | Volunteer Centre Edin | 01/04/03 | 0.5 |
ICANZ-SIG | Committee meeting | ICANZ | 14/04/03 | 2 |
Facilitator | Facilitating | Science Festival | 14/04/03 | 7.5 |
Facilitator | Facilitating | Science Festival | 15/04/03 | 7.5 |
Facilitator | Facilitating | Science Festival | 16/04/03 | 7.5 |
Facilitator | Facilitating | Science Festival | 19/04/03 | 2 |
ICANZ-SIG | Networking | ICANZ | 23/04/03 | 2 |
Swimming coach | Coaching | Grove Swimming Club | 01/05/03 | 2 |
Finance advisor | Meeting | Equal Futures | 06/05/03 | 2 |
Finance advisor | Software search www | Equal Futures | 06/05/03 | 1 |
Swimming coach | Coaching | Grove Swimming Club | 08/05/03 | 2 |
Swimming Gala | Coaching | Grove Swimming Club | 09/05/03 | 3 |
Finance advisor | Software evaluation | Equal Futures | 11/05/03 | 1 |
Swimming coach | Coaching | Grove Swimming Club | 12/05/03 | 2 |
Finance advisor | Read minutes/plan: prep for planning meeting | Equal Futures | 13/05/03 | 1 |
Swimming coach | Coaching | Grove Swimming Club | 15/05/03 | 2 |
Finance advisor | Planning day | Equal Futures | 17/05/03 | 6 |
Finance advisor | Bank sigs | Equal Futures | 20/05/03 | 1 |
Mark Wideberg OCN PAGE 17
