Lesson 1 Introduction Motivation · PDF fileSlide 1 Instructors introduce themselves. a....

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Lesson 1 Introduction

Time Required: 30 minutes

Suggested Resources:

• LCD projector • Power Point slide show #1 (Introduction)

Motivation:

This lesson is designed to help students feel comfortable with the instructors and the expectations that will be placed on them to participate fully. You will learn valuable information about the group’s expectations and needs, which will help you deliver a successful course.

Educational Objectives:

At the end of the lesson students will: 1) Be introduced to the instructors and each other. 2) Be oriented toward the building etc. 3) Understand the schedule of the course.

Activities and Content:

Slide 1 Instructors introduce themselves. a. Summary of experience, why you instruct this course.

Slide 2 Provide some information about the location (bathrooms, rules, food, etc.) Slide 3 Give an opportunity for students to introduce themselves. This is a good

opportunity for an ice-breaker activity. a. Name, reasons why they are taking the course, experience. b. Ask students to name at least one expectation or objective that they

have for this course. i. Write those down and keep this list for lesson #14. ii. As best as you can, adapt the course to meet student’s

objectives. Slide 4 Present course overview and the event cycle

Slide 5-7 Present course schedule. Each lesson covers a sub aspect of the event cycle.

a. Mention that one lesson will cover the Scope of Practice and students must have read it to be able to participate fully. Lunchtime is a good opportunity to read the Scope if it has not been done yet.

Slide 8 Take a few minutes to discuss the exam.

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Lesson 2 Leader’s Motivations


Chapter 2 PP.8-10


• Case Study for Lesson 2 • Power Point slide show #2 (Motivations) • Color crayons

Motivation:

To be successful leaders, students need to understand how their motivations can affect their decisions. This type of reflection is an important part of ensuring the development of positive leadership practices.


At the end of the lesson students will: 1) Be able to explain why they want to lead events. 2) Be able to explain how motivations can influence the quality of events. 3) Be able to identify a few strategies to manage motivations and provide

quality experiences. 4) Be aware that reflecting and managing personal motivations is essential to

providing quality leadership. Activities and Content: Slide 1 (25 min.), slide 2-5 (10 min.), slide 6 (25 min.)

Slide 1 Case study “The Cave” a. Break the class in groups of 3-5 students. Give a case study to each

group and wait until all students have read the case study. b. Facilitate a class discussion and identify how Jim’s motivations

influenced the outcome. c. Remind students to focus their discussions on the questions in the

slideshow as opposed to fully exploring the case study and start talking about other aspects (i.e. risk management, logistics, etc.).

d. List of potential motivations: sharing powerful experience, impressing participants, boredom, impressing peers, impressing supervisors, expanding program areas, etc.

e. To find these motivations, students will need to make assumptions based on the short story. Most motivations are not mentioned, they are inferred.

f. This case study is ideal to introduce the concept of emotional injury. You do not need an injured person to have a low quality experience. Emotional stress can be enough (a skilled leader could turn this challenging situation into a very positive quality experience, but it is likely that Jim is lacking those skills).

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Slide 2-5 Review the key points covered in the leader’s motivations

Note for slide 3: (useful if certifying adventure therapists, or experiential educators)

a. In most cases meeting participant’s needs means ensuring that they are mostly happy during the event. In some cases, meeting a participant’s needs means giving them an opportunity to grow as a person, which is not always fun or easy in the moment. These cases are program specific and are only worth mentioning in the course if a student works for such programs.

Slide 6 Self-assessment a. Asks students to write down the reasons why they enjoy time

outdoors (example: a student writes solitude, spending time with people, exercise, physical challenge, fresh air, adrenaline and away from technology).

b. Using another color, ask students to circle all the reasons that are compatible with leading a group (example: student circles in blue fresh air, spending time with people exercise and time away from technology)

c. Using another color, ask students to circle all the reasons that are not compatible with leading a group (example: student circles in red solitude, physical challenge and adrenaline).

d. Ask students to look at the compatible reasons and circle those that are created by the event in a new color. Students can also add new reasons (example: student circles in green spending time with people, adds facilitating personal growth, organizing logistics to the list and circles those words in green)

e. Ask students to write negative impacts of leading outdoor events and circle those using a different color (example: student circles in brown time away from family, long hours and low pay)

f. Once completed, ask students to share their mind map with the class. Encourage students to do a similar reflection as they grow in their role as outdoor leader.

Solitude spending time with people exercise physical challenge fresh air adrenaline away from technology long hours facilitating personal growth organizing logistics away from family Low pay

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Lesson 3 Event Planning (Vision)


Chapter 3 PP.11-14


• Case Study for Lesson 3 • Power Point slide show #3 (Vision) • Flip chart and pens

Motivation:

Every aspect of the event is influenced by the choices we make during the vision phase of planning. To ensure quality, it is important to balance participants, activity and venue and maintain the relation to the objectives. These four components are foundational to participant-centered leadership practices.


At the end of the lesson students will: 1) Be able to explain relevant considerations pertaining to objectives,

participants, activity and venue. 2) Be able to give a few examples of event planning where these four

components are balanced. 3) Be able to give a few examples of event planning where these four

components are not balanced. 4) Be able to build some level of understanding that planning for safety and

planning for quality have much in common 5) To provide students with the experience of analyzing a case study with

special consideration as to how the participant perspective may differ radically from that of the leader.

Activities and Content: slide 1-8 (15 min.), slide 9 (25 min.), slide 10 (20 min.)

Slide 1 An increase of quality equals an increase in safety. For a quality event, good planning is needed in conjunction with good execution in the field.

Slide 2 Present the progression of the next 3 lessons devoted to event planning Slide 3 Present the vision and mention that each component interacts with the

others. Slide 4 Objectives are the foundation of purposeful programming. They are often

defined by the context in which a FL leads (ex. A teacher must meet some educational objective).

a. An objective IS NOT reaching a target (ex. Reaching a summit) b. Illustrate each objective presented (ex.: experience –to have fun,

community building –improve team cohesion, educational –local flora and fauna, health –improve cardio and reduce stress).

c. Note: the word objective can be replaced by curricular outcome, intention, purpose, reason, goal, or any other synonym.

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Slide 5 Present essential information to be gathered about participants. a. You can ask students to give examples of which information they get

from students and how they acquire it. b. If students mention that they cannot get foundational information prior

to an event (ex. Hiking club), mention that this will require a reduction in complexity (seen later) and adjustments with venue and activities.

Slide 6 Present essential considerations for the activity. If relevant, offer examples where the fit is good and where it is not.

a. Activity + objective i. Good: plant identification and slow walk in a forest. ii. Not good: plant identification and sprint on a trail.

b. Activities working together i. Good: walk to a viewpoint and then reflection activity. ii. Not good: soccer game in a field and then animal tracking in

the same field (all the tracks will be trampled). c. Level of challenge

i. Good: going on a 20km hike with experienced hikers. ii. Not good: going on a 20km hike with 8 year olds.

Slide 7 Present essential considerations for the venue. Slide 8 A global review of the vision. If not mentioned yet, highlight how the

objective is to reach a balance between participant, activity, venue. a. After clicking: other words to present the same information.

Slide 9 Case study “The Other Trail” (25 min.) a. Break the class in groups of 3-5 students. Give a case study to each

group and wait until all students have read the case study. b. Facilitate a class discussion. If necessary, remind students to focus

their attention on the vision and that the discussion will require them to make a few assumptions.

c. Question 1 emphasizes the idea of “looking at it from the participant’s point of view” (found on slide 5). To do this, you can ask students to create a story based on Lucy’s perspective. To help you with this, look at page two of “Case Study Lesson 3 FOR INSTRUCTORS”.

d. This case study is ideal to talk about the consequence of losing a participant. This is one of the worst possible situation since a lost person becomes irrational very quickly and can go into very dangerous terrain without knowing.

Slide 10 Creating visions (20 min.) a. Give students a list of objectives, participants, activity and venues. b. See next page for list. Print as many copies as required, cut along the

dotted lines, mix and match the words. c. Give a few minutes to create a balanced vision and one that is not. d. Ask students to present their visions to the class and explain why it is

balanced or not. If time permits, get input from the group. e. Use this activity as discussion points and encourage the students to

discover how closely quality and safety work together. Note: (useful for questions about participant centered planning). f. Participant centered planning (and leadership) means adapting the

implementation of the event cycle to meet the needs of participants.

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Objectives

Participants

Activities

Venues

Improving

Cardio

35- 55 yr. old international tourists

Tag game

Hiking

City park (10

square kilom

eters), 200 m

eters betw

een low

point and high point, m

ultiple trails in m

ultiple directions

Building trust

Solo

Lunch

5 km trail one

way, 200

meter to the

summ

it. Elevation gain is gradual.

Having fun

18 -25 yr. old students in outdoor training program

Building natural shelters

Lecture

Learning about local botany

Gr. 12

classroom

Participant presentation

Map and

compass race

Provincial park, m

ostly rolling hills (20 -60 m

eter elevation gain/loss), distance is 3 km

one way

(up and down

2 hills).

Improving

comm

unication G

r. 2 classroom

Harvesting

and cataloging

Hide and seek

(or cam

ouflage)

7 km one w

ay to alpine lake (recent glacial m

oraine), lake circum

ference is 1 km

, elevation gain to the lake is 500 m

.

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Lesson 4 The Event Plan (Schedule)


Chapter 3 PP. 14-16


• Map for Lesson 4 • Power Point slideshow #4 (The Event Plan) • Flip chart and pens

Motivation:

The event plan is an important step in transforming a vision into a quality event. Writing the schedule of the event plan enables Field Leaders to identify potential issues. Furthermore, having a written schedule will be useful in the field, it facilitates proper supervision and will be useful information to review in case of an incident, or accident.

Educational Objectives: At the end of the lesson students will:

1) Be able to write an event plan schedule for a 1 day event. 2) Be able to assign realistic times for each part of the schedule. 3) Be able to think of and include some alternative plans.

Activities and Content: slide 1-4 (5 min.), slide 5-6 (25 min.)

Slide 1 This slide is a visual review of the last lesson. Slide 2-5 Present the elements of an event plan schedule. Slide 5-6 Event plan schedule activity with East Sooke Park Map (or one of your

choosing). a. Break the class in two groups. Assign one objective to each group. b. Issue a map to each group. c. Give 15 minutes to each group to write an event plan schedule. d. If need be, refer to pp. 15-16 in the manual for additional information

about elements of the schedule. e. Have each group present their plan back to the class.

Notes: i. Meeting time (first bullet) refers to how much time people will

need to get organized before leaving. In this example, people meet at 8:00 but may not be ready to leave immediately. It is a good idea to allocate about 30 minutes for the meeting time.

ii. Often, novice Field Leaders do not give enough time for trailhead organization time. Although the right amount of time will vary from one situation to another, allotting a minimum of 30 minutes is often a good idea.

iii. Some students add multiple decision points throughout the day. This approach can work in rare cases, but is not really effective. Ask groups to choose 1-2 decision points and really think about which conditions would make them turn around.

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Lesson 5 Event Planning (Hazards and Defences)


Chapter 4 and 5 PP. 17-31


• Power Point slideshow #5 (Hazards and Defences) • Map for lesson 4 and activity plan written during lesson 4 • Flip chart and pens

Motivation:

Field Leaders have a responsibility for the safety of their participants and this lesson will provide practical guides for how to approach this responsibility. This lesson will introduce Field Leaders to foundational risk management concepts: reducing complexity and building resiliency.


At the end of the lesson students will: 1) Be able to explain the difference between hazards, defences, resiliency and

vulnerability. 2) Be able to use probability and consequence to assess the size of a risk. 3) Be able to explain how complexity influence size of risk. 4) Be able to explain how resiliency influence size of risk. 5) Be able to identify relevant defences to specific hazards and create a simple

risk management plan. Activities and Content: slide 1-8 (35 minutes) slide 9 (40 minutes)

Slide 1 Transition slide. Slide 2 Most slides in this lesson are designed for you to ask a specific question to

the students and guide them to the answer. Provide additional information on concepts as needed.

a. Give examples for each answers: i. Public opinion: newspapers reporting outdoor accidents,

parents, etc. ii. Industry standard: the OCC, certifying bodies, reputable

organizations (Outward Bound, Aventure écotourisme Québec, etc.), land managers.

iii. Your organization: policies, internal culture, insurance provider. iv. You: risk tolerance varies from one individual to another.

Slide 3 Reporting near misses has been shown to prevent accidents. However, reporting near misses can be difficult depending on the organizational culture. If appropriate, offer students some guidance on how to balance these conflicting realities.

a. For more information on this great and complex topic, you can refer to the proceedings of the 1999 Wilderness Risk Management Conference found on the outdoored.com website.

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https://www.outdoored.com/sites/default/files/documents/files/wrmc_proceedings_99_epics_haddock.pdf

Slide 4-5 These concepts will be applied at slide 9 and during the field session. Slide 6 Present the factors for class 1 terrain. They will be revisited during the field

session. a. If relevant: limiting complexity reduces exposure to hazards, requires

simpler defences and increases resiliency. This is especially true for novice leaders as their lack of experience makes them more vulnerable.

Slide 7 Remind people of this aspect in the Scope of Practice. The Scope will be explored in more depth later in the course.

Slide 8 This slide prepares students for the activity on slide 9. a. See PP. 25-31 in the manual for environmental, wildlife and people

hazards. b. Give a short description or examples for each defence:

i. Equipment: rain coat, first aid kit, etc. ii. Group management: keeping people together, setting the

pace, etc. iii. Situational awareness: pay attention to the weather, group

mood, etc. iv. Training: learning specific skills such as first aid course, etc.

and/or teach participants specific skills such as de-layering, pacing, etc.

v. Planning: doing step 1-2-3, confirming people have equipment, etc.

vi. Gathering information: weather forecast, research on the venue, etc.

vii. Transferring risk: hiring a bus company, a professional guide, etc.

Slide 9 Event plan risk management activity (continuation of the event plan from lesson 4).

a. Split the classroom in 2 groups. Give students 15 minutes to identify hazards, estimate the size of risk and identify defences for each hazard.

b. As a whole group, create a chart like the one below. Group defences according to the categories presented on slide 8. With one color, circle each instance of group management. With another color, circle situational awareness (it highlights the importance of both strategy in managing risk).

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Hazard Prob. Cons. Defence Dehydration High Low-med Equip., group man., plan., sit. aw. Rain Med Low Equip., plan, group man., sit aw. Lightning strikes somebody

Low High Info., sit aw., group man., training

Blisters high Low Training, equip., sit aw., group man.

Driving accident Low High Transfer, training Losing a person Low High Group man., training, sit aw. Heat or cold injury med Medium Equip., sit aw., group man., Fall exposure low Med-

high Sit. aw., info., group man., plan

Prob.: Low- is possible but less than 30% of events, Medium - will happen roughly 40-60% of events-, high -hazard is present on 70%+ of events-. (guidelines, not hard rule) Cons.: Low - little effect on plans -, Medium – require modified timeline and effort managing-, High - likely cancel plan and requires significant effort managing. (guidelines)

c. For probability and consequence, what matters is that students have a good reason for why they picked each value (not getting the value exactly right).

d. Sometimes the values for probability and consequence are relative to one another. This can help the sort out vague values (ex. “do you think it is MORE likely that you will get struck by lightning than have blisters?” or “is it worse to have everyone have a blister, or have one broken leg?”).

e. Group some hazards, (ex. cold injuries = hypothermia, frostbite, frost nip)

f. If relevant, mention how subjective factors (ex. time stress, pressure to perform, etc.) influence risk level.

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Lesson 6 Event Planning (Building Teams)


Chapter 7 PP. 36-40


• Power Point slideshow #6 (Building Teams) • Case Study for Lesson 6

Motivation:

Field Leaders do not operate in isolation. Not all stakeholders associated with events are obvious. Recognizing and understanding common stakeholders will enable students to maintain quality during their events.


At the end of the lesson students will: 1) Be able to name most common stakeholders associated with their event. 2) Be able to explain how they could meet typical needs for such stakeholders. 3) Be able to identify a handful of foundational tools when engaging with

stakeholders. 4) Be able to identify potential negative impacts if such tools are not used.

Activities and Content: slide 2 (30 min.) slides 3-8 (25 min.) slide 9 (20 min.)

Slide 1 Transition slide Slide 2 Case study “A Rainy Day in Tobermorry”

a. Facilitate a group discussion. b. List of typical team members and stakeholders: Participants, co-

leaders, land manager, transportation company, the organization and the parents.

c. Typical mistakes include not confirming the equipment, not clarifying roles with co-leaders, ineffective communication, overemphasis on one participant and forgetting the impact on the group, no plan B with bus company, lack of knowledge about the resources of the land manager and more. Some mistakes are inferred from the story as opposed to explicitly stated.

d. Gloria could have learned more about some stakeholders, followed up with others and communicated better with most. Exactly how she would do that can vary. Ask students to give concrete examples for question #3.

Slide 3 Transition slide into lecture section of this lesson. Slide 4 Ask the question and help students name the typical stakeholders.

Slide 5-7 These slides present common considerations when working with each stakeholder. Provide some concrete examples (or ask students to do so) for each bullet. PP. 36-38 in the manual cover most of the information found on the slides. Of note:

a. Slide 5/ field team/ think of informed consent: Field Leaders must provide enough information so participants can provide informed

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consent. A signed form listing hazards can be proof of this (recommended when the participant is paying for the service). Another method is to provide information about hazards and ask for approval by participants during a group meeting prior to leaving the trailhead (works well in a volunteer context).

b. Slide 5/parents/informed consent: when leading minors, parents or guardians provide informed consent. Having a written record of informed consent is essential. Typically, this is a signed form about the event and hazards.

c. Slide 6/ your organization: The organization is responsible for ensuring that events are well run, sufficiently supported and within risk tolerance levels. Some process must be in place to help this (usually through policy, a risk management plan, supervision + communication through paperwork). Link these bullets to the Scope of Practice.

d. Slide 6/ Land managers/ resource to support: these will vary. Most people think of shelters, parking lot, drinking water, and other venue considerations. However, in case of an unexpected situation, different land managers have different response capacity or resources available. Knowing if there is access to a heated building, and what is the search and rescue capacity are useful information.

Slide 8 You can use Gloria’s case study to illustrate each example listed. Of note: a. Barriers to communication: anything that hinders clear communication

such as emotional state (e.g. time stress), loud noises (e.g. wind), distractions, language chosen (e.g. speaking with English language learners), and more.

b. Dialogue: two-way process where listening is as important as talking. c. Role clarity: knowing what is expected helps people do the right thing. d. Delegate: delegating can decrease investment. Delegating to

increase investment requires giving choice when accepting a task, dialogue and some degree of freedom of how to accomplish the task.

e. Confirms information: this refers to feedback defined as “return of input”. For example, this type of feedback can be asking for a paraphrase to confirm that what you said has been understood.

f. Increases awareness: this refers to feedback defined as “information used as a basis for improvement”. For example, a co-leader can highlight how the Field Leader’s behavior impacts the group in a positive or negative way. The Field Leader can then adapt to make the event better.

Slide 9 Event plan activity (continuation of the event plan from previous lessons). a. Split the classroom in 2. Ask each group to answer the questions. b. Help students identify relevant considerations for stakeholders and

make a plan to address those. In some cases, students may not know what a stakeholder needs, or what the procedures are. In this case, a temporary plan can be to research this.

c. Ask each group to share their findings. Slide 10 This slide situates each portion of the planning process within the event

cycle. It is also a transition for upcoming lessons.

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Lesson 7

Scope of Practice Time Required: 30 minutes

Chapter 1 and Appendix A PP.5-7 and 59-62

Mandatory Resources:

• OCC Scope of Practice video

Motivation: The OCC Scope of Practice is an important part of this course. The Scope details what a Field Leader must do to remain within the limits of the certificate. The Scope parallels accepted practices and presents a systemic approach enabling Field Leaders to operate while ensuring quality. To implement the Scope of Practice, it is essential that Field Leaders have an in-depth understanding of the associated principles.


At the end of the lesson students will: 1) Be able to name the requirements of the Scope of Practice. 2) Be able to explain how the Scope can be implemented in their context. 3) Be able to explain requirements prior to leading in higher class terrain.

Activities and Content: Slide 1 (5 minutes) slide 2-3 (25 minutes)

Slide 1 Present the Scope of Practice video. Slide 2 This slide is intended to help the group discussion Slide 3 Facilitate a group discussion.

a. Applying the Scope is circumstantial. The principles remain, the implementation varies.

b. Remember the video: an essential underlying concept is to avoid operating in isolation.

c. If a Field Leader ask a question about the Scope, or how to implement it, and you do not feel confident about what you would answer, REFER THEM TO THE OCC: [email protected] or the phone # on our website.

d. The Scope enables Field Leaders to go into different terrain class only (up to class 3). Other OCC courses are available for overnight, winter, paddling or equine events.

e. Refer to the table below for some suggestions (not rules) of how the Scope can be implemented. Ultimately, it will be up to the organization to choose implementation. This can be tricky for a person operating an online hiking club on their own. In case of doubt, the Field Leader should consult with other respected outdoor leaders.

f. The legal standard of care is higher for paid outdoor leaders, or those who work with youth. It is strongly recommended that Field Leaders implement the Scope more thoroughly (moving towards the right side of table on the next page) if leading in these conditions.

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g. For minors: The Apprentice designation is enforced in the province where the Field Leader is operating (18yrs old in some province, 19 in others). Apprentice, need to be under direct supervision of a more experienced outdoor leader while in the field.

Slide 4 End slide Slide 5 Table provided within the PowerPoint if you want to use it (optional).

Implement the event cycle Little recording needed Record any change to

the event cycle

Inspect the venue No record needed Record visit date Record venue inspection

and list hazards, location and other information.

Risk management plan

Can be simple and short (1 page). **must be more detailed for higher class terrain**

Detailed plan: covers event risks, program

risks, media risk. Linked to policy. A process is in

place to review and update the plan on a regular (and realistic)

schedule.

Supervision Supervisor approval for events is not necessary. Oversight and mentorship can be done once or twice a year.

Approval can be verbal. Oversight is an ongoing process and a part of

every event. Mentorship can be less frequent. These can be done

verbally.

Every event needs documented approval.

Oversight and mentorship is an ongoing

process and a part of every event. Oversight

and mentorship processes are documented.

Validation

Documenting validation is recommended

Validation is recorded Rationale for going into higher class terrain is

documented. Rationale for why a person is chosen as ROL is

documented. Validation process is documented

and linked with risk management plan.

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Lesson 8 Preparing the Field Session and Miscellaneous


Chapter 6 PP. 32-35


• Map of venue • Directions to venue

Motivation:

This time has been allocated for instructors to help students prepare for the field session and answer any miscellaneous information.


At the end of the lesson students will: 1) Be ready for the upcoming field session.


1) The content will vary. Ensure that students know the directions to the venue. Consider gathering phone numbers if someone is late for the field session.

2) Answer any miscellaneous questions students may have. 3) Ask students to prepare the field session’s emergency plan.

a. Contact information for emergency services. b. Rescue capabilities of the emergency service. c. Identification of areas where outside rescue, or companion rescue

would be more difficult (furthest point from road access, areas that are difficult to access due to slopes or other barrier).

d. Communication device brought on the field session. 4) Important note about the choice of venue: Finding the right venue is

important, use the criteria below to guide your choice. The course schedule allocates 40 minutes of transportation time to the venue. If you need more time, you have two choices: 1) go further and finish the course later (inform your students as soon as possible), 2) go to a less than ideal venue.

a. Most of the venue is class 1 terrain. b. It has class 2 & 3 terrain, or this terrain is visible from the venue. c. The venue has good locations for a static site and for a tarp setup. d. The venue offers simple challenges that require judgment and

teamwork. For example, students could be asked to make simple route-finding decisions, or walk down a slope with many possible paths. Keep in mind the following:

i. Choose challenges that are real and not contrived. For example, do not blindfold students to give them a challenge.

e. Choose challenges that are calibrated with the Scope of Practice (ex. do not cross a raging river).

f. The length of the field session should be maximized to enable peer leadership practice. However, adjust according to weather conditions.

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Lesson 9 Last Minute Checks (Field Session)


Chapter 9 PP. 45-46


• Leader’s backpack • Check list

Motivation:

Last minute checks ensure that participants are physically and emotionally ready for the upcoming event. Running through a last minute check enables students to learn from example and discuss alternatives.


1) Be able to name elements to include in pre-event checks. 2) Be able to facilitate a simple last minute check.

Activities and Content: This activity can be done as a group discussion or a short lecture.

q Pre-event checks. a. Weather, trail conditions, equipment (for some groups)

q Determine responsibilities with co-leaders. a. Discuss expectations (lead-sweep position, what to

communicate, how to communicate, etc.) q Weather: check the night before and the morning of.

a. Check weather at location of venue. q Check in on the physical and emotional state of the participants.

a. Check-in with participants for recent injury, sickness or changes in pre-existing medical conditions.

b. Emotional state can be as simple as a thumb’s up/thumb’s down, or may require one-on-one conversations.

q Informed consent. a. Before leaving the trailhead, ensure participants have provided

informed consent. Either through a signed form and/or through presenting hazards to the group and asking if participants are OK with these. It is recommended that you role model this during the field session.

q Ensure everyone has the necessary equipment. a. For some group, this will be a visual check of each piece of

equipment. For other groups, this will be a verbal check. q Go through your pack and show examples of equipment.

a. This is a good opportunity to show the equipment you typically bring (refer to Appendix B for full list). Discuss how you adapt the equipment you bring depending on the venue and event.

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Lesson 10 Group Management (Field Session)

Time Required: 120 minutes + 30 minutes for lunch

Chapter 10 PP. 47-51


• An outdoor venue Motivation:

Effective group management includes a diversity of techniques aimed at providing quality and safety. Effective group management is essential for any outdoor event and is used throughout the event. The best approach to teach these techniques is for students to experiment with them in a natural setting.


At the end of the lesson students will: 1) Be able to name several group management techniques. 2) Have implemented several group management techniques. 3) Be able to explain the difference in management of a moving or static group.

Activities and Content: Give each student an opportunity to lead the group. Provide relevant information so that each leader can succeed in their role (destination, expectations, etc.). Use the leader’s actions and the group’s reactions as teachable moments to cover the content below. For example, if a leader gives instructions but nobody heard, you can present communication strategies. Conversely, if the leader sets the right pace, highlight this and talk about pacing. Group Management: q Head counts, when and how to use them.

a. Head counts should be performed often. Good times include intersections, stops, or when seeing the whole group. Head counts can be done in the leader’s head.

q Moving away from distractions when talking to participants. a. With important information, choose a time and a place with less

distractions. Communication barriers such as wind, time stress, voice level, cold or wet participants, tiredness, etc. hinder communication.

q First stop should be approximately 15 minutes along the trail. a. The first stop is ideal for de-layering, drinking water, talking about

blisters and other information. The first stop should be pre-planned, long enough to cover content, but not so long enough to get cold.

q Keeping the group together: counting off, leaders, sweepers, etc. a. The most common technique is a leader at the front and one at the

back. Alternative techniques include group count off, buddy system, within ear shot, smaller groups with designated leader. Discuss the difference between adult and youth participants.

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q Leader’s positioning.

a. Common positions include in front of the group, in the middle, at the back, or a few meters besides. Each position influence group management and situational awareness. I. Front: tight group control, leader has to turn to see group.

II. Back: see whole group, low control of front. III. Middle: compromise between front and back IV. Besides: sees whole group, can be in-between group and

hazard, difficult to do on most trails. q Managing trail intersections.

a. For most groups, wait for all participants at intersections. q The importance of managing food, hydration, bathroom, etc.

a. Ensuring participants are fed, hydrated and use the bathroom promotes enjoyment and resilience. Participants may forget to satisfy those needs. It is recommended to eat frequently, drink before feeling thirst. A person is hydrated if their urine is copious (a lot) and clear (light yellow). Constipation is not a medical concern on one-day event, but holding it in can make the participant feel miserable.

q Scheduled stops for de-layering, food, hydration, bathroom, etc. a. Role model how to make use of breaks for personal needs.

q Parceling out information for better communication. a. More effective to give information when needed, than all at once.

q The importance of effective communication. a. To provide effective communication, ask for paraphrase, face people

when talking, speak loud enough and slow enough to be heard. q Pacing: slowest member of the group, checking the pace, adjusting to trail.

a. Pay attention to conversations in the group and breathing. Hard breathing = the pace is too fast.

q Hiking techniques. a. Slow and steady. Uphill: Rest step, side step, duck step, zig zag.

q Adapting management to challenging sections (slippery, logs, rocks, etc.) a. Leader’s position to help participants, warn of the hazard, etc.

q Blister prevention. a. Loose boots, double socks, preventative tape and telling the leader if

a hot spot develops. Static Site (suggestion: use the field lunch to cover this content):

q Boundaries of static site. Pay close attention to class 2+ terrain. a. Set boundaries for the site, and expectations for how to use the

site (LNT and safety) q Using co-leaders to manage static site.

a. How to position leaders to provide maximum oversight and quick reaction in case of need.

q Adapting group management. a. Using a buddy system if applicable, ensuring participants remain

sheltered and comfortable even when stopped for a long time.

19

Lesson 11 Situational Awareness (Field Session)




• Hiking terrain matrix (P. 18) Motivation:

Situational awareness is an important leadership tool. This enables Field Leaders to gather essential information enabling preventative action. Situational awareness is an active process and is better learned by applying it in the field.


At the end of the lesson students will: 1) Be able to recognize factors separating class 1,2 and 3 terrain. 2) Be able to use techniques to gathering information through diversified

senses. Activities and Content: slide

q Eyes closed exercise. a. Ask students to close their eyes. Then, ask the following

questions: How many intersections did we cross? In what direction are the clouds moving? How many people in this group are wearing choose item (runners, gloves, jeans, etc.)? How many people were breathing hard on the last slope? From 1 to 10, what is your hunger level; what do you think is the average hunger level in the group?

b. Ask them to respond silently (showing numbers or direction with fingers, scribbling down).

c. Ask students to open their eyes and discuss the diversity of answers.

q Useful indicators: hard breathing, body posture, talking, leader discomfort, etc.

a. Body posture: hunched shoulders, looking down, slow, VS talking, smiling, looking up. If the leader is cold or hungry, participants are likely to feel cold or be hungry.

q Asking participants questions for input (emotional and physical state). a. Informal one on one check-ins are useful for gathering

information. q Good times and locations: open terrain for weather, any transition, etc.

a. Good leaders use terrain features to gather specific information. b. Whenever the terrain transition (ex. asphalt to gravel, flat to

slope, trail to river), leaders should make a mental note of this. Some transitions require no action and others require action (ex. Slippery section, river).

20

Terrain matrix: q Features of class 1-2-3, and examples within the venue.

a. Help students identify and assess terrain class. q Guide student in the inherent subjectivity of classifying terrain.

a. Help students navigate the subjectivity of the process. q Managing boundaries with hazardous terrain: where to gather, how close,

etc. a. Provide concrete examples to manage groups safely near hazardous

areas (ex. Full body length away from top of cliff, or lay on ground when closer).

21

Lesson 12 Setting a Tarp (Field Session)



• Tarp and rope (minimum one set, additional sets are recommended). Motivation:

Knowing how to install a tarp can significantly increase group resiliency. This simple tool can be useful in all natural environments. Consequently, this technical skill is included in the Field Leader training to help students prepare.


At the end of the lesson students will: 1) Have practiced setting up a tarp to provide effective shelter.

Activities and Content: Teach students how to set up a tarp. The technique and the knots used do not matter. What matters is that students can create a small sheltered area in case of need. This lesson can be taught prior to the field lunch. This has 2 advantages, it can provide shelter during the lunch (if need be), or it gives students time to practice during lunchtime. Time allotted for this lesson is limited. Again, the goal is not to teach perfect tarp technique, but to give foundational knowledge and let students practice a little. Students may not have time to complete their own tarps.

q Tarp protects from wind and rain. a. An effective tarp will provide shade and is installed in a way that

cuts the wind. The tarp will be taut enough to shed the rain (tarp should have minimal creases).

q Anchors are solid. a. The tarp will be attached to strong anchors. b. The chosen anchors will respect LNT principles.

q Recommended knot is the taut line hitch. a. This knot is a recommendation since it is easy to teach, strong

enough for most circumstances and easy to undo. Feel free to teach other knots.

22

Lesson 13 Unexpected Situations (Field Session)


Chapter 6 PP. 32-35


• Event plan (from lesson 4,5 and 6) Motivation:

Many outdoor leaders are not aware of the inherent complications associated with accidents. Creating awareness around the realities of injuries in the field is essential to adequately prepare students and reduce the likelihood of additional complications.


1) Be able to list common leadership considerations associated with accidents. 2) Be able to create and explain a simple field emergency plan. 3) Be able to explain why a detailed emergency plan is important.

Activities and Content: Choose a location that is difficult to access (ex. far from trailhead). Ask students to think of an accident needing evacuation (ex. twisted ankle) and discuss what they would do. Use this opportunity to emphasize the importance of an emergency plan.

q Group discussion about how to evacuate an injured person at venue. a. Helicopters are not always available or able to pick up the injured. b. Sometimes, an ATV can be sent to help. However, not all venue are

accessible by ATV and this option usually requires pre-planning. c. Carrying a person requires a significant amount of energy.

q Other emergency considerations (group needs, etc.) a. Assign responsibilities (big picture leader, first aid responder,

document what happened and reaction –include times) b. The uninjured participants will be stopped and will require shelter,

food, hydration and emotional support. q Rescue potential for venues used by students.

a. Review the information in chapter 6 pertaining to rescue responsibilities (RCMP, OPP, SQ and volunteer rescue groups, land managers, military SAR Tech). Ask students to consider who will respond on some of the venues they use.

q Advantages and disadvantages of different communication devices. a. Discuss cell phones, Sat. phones and GPS trackers (spot).

q Media communication plan a. Consider social media (participant posts a picture from venue). b. Is your organization ready with a communication plan? c. Communication should be limited to “no comment”.

q Reporting incidents and accidents. a. What should be reported and to whom (after event).

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Lesson 14 Reflection (Field Session)




• List of student objectives written during lesson 1 • Notebook or notepad

Motivation:

Reflection is an essential part of leadership growth. Post trip facilitation can be a powerful addition to the value of an event. It increases quality and safety. Exploring and modeling examples will assist students in developing their skills and confidence


At the end of the lesson students will: 1) Have participated in one or more of reflection process. 2) Be able to name essential elements of reflection (emotional safety and

facilitation). Activities and Content:

q Importance of reflection. a. To improve: (what went well, what can be improved, other). b. To deepen learning: (refer to Experiential Learning Cycle

https://en.wikipedia.org/wiki/Experiential_learning). It is used to construct and solidify abstract concepts into the learner’s mind.

c. Either type of reflection can be useful to the Field Leader, the field team, the participants and the organization.

q Ensuring emotional safety. a. Techniques include: setting expectations as to what is ok and what is

not ok to say, defining respect and expecting respect, etc. q Facilitation techniques.

a. Asking questions, paraphrasing answers, managing the flow of conversations (who is talking, who is not),

q Review of expectations. (10 minutes) a. Read the objectives students gave early in the course (lesson 1). b. Check if objectives were accomplished. If possible, provide

information that may address objectives that were not accomplished. q Course debrief. (20 minutes)

a. Facilitate a debrief of the course. This is an excellent opportunity for role modeling effective facilitation. The debrief can focus on these three questions: What went well? What can be improved? Other comments?

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Lesson 9,10,11,12,13,14 Field Session Cheat Sheet (print and bring to Field Session)

Time Required: Last minute checks: 20 minutes….…... Group management: 120 + 30 min…... Situational Awareness: 45 min……...… Tarp setup: 30 min. Unexpected situations: 30 min…..…… Reflection: 60 min……………………...

Chapters 6, 9, 10, 11, 12 PP. 45-46, PP. 47-51, PP. 52-54, PP. 32-35, PP. 55-58

Last Minute Checks:

q Pre-event checks. q Determine responsibilities with co-leaders. q Weather: check the night before and the morning of. q Check in on the physical and emotional state of the participants. q Informed consent. q Ensure everyone has the necessary equipment. q Go through your pack and show examples of equipment.

Group Management:

q Head counts, when and how to use them. q Moving away from distractions when talking to participants. q First stop should be approximately 15 minutes along the trail. q Keeping the group together: counting off, leaders, sweepers, etc. q Leader’s positioning. q Managing trail intersections. q Scheduled stops for de-layering, food, hydration, bathroom, etc. q The importance of managing food, hydration, bathroom, etc. q Parceling out information for better communication. q The importance of effective communication. q Pacing: slowest member of the group, checking the pace, adjusting to

conditions. q Hiking techniques. q Adapting management to challenging sections (slippery, logs, rocks, etc.) q Blister prevention. Static Site (suggestion: use the field lunch to cover this content):

q Boundaries of static site. Pay close attention to class 2+ terrain. q Using co-leaders to manage static site. q Adapting group management.

25

Situational Awareness: q Eyes closed exercise. q Useful indicators: hard breathing, body posture, talking, leader

discomfort, etc. q Asking participants questions for input (emotional and physical state). q Good times and locations: open terrain for weather, any transition, etc. Terrain matrix:

q Features of class 1-2-3, and examples within the venue. q Guide student in the inherent subjectivity of classifying terrain. q Managing boundaries with hazardous terrain: where to gather, how close,

etc.

Tarp setup: (technique taught does not matter, only the end result)

q Tarp protects from wind and rain. q Anchors are solid. q Recommended knots bowline and taut line hitch.

Unexpected situations:

q Group discussion about how to evacuate an injured person at venue. q Rescue potential for venues used by students. q Other emergency considerations (group needs, etc.) q Advantages and disadvantages of different communication devices. q Media communication plan q Reporting incidents and accidents.

Reflection:

q Importance of reflection. q Ensuring emotional safety. q Facilitation techniques. q Review of expectations. (10 minutes) q Course debrief. (20 minutes)

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Lesson 15 Quiz Review


All Chapters PP. 7, 10, 16, 20, 24, 28, 31, 35, 40, 44, 46, 51, 54, 58


• Quiz answers Motivation:

Reviewing quizzes is helpful to strengthen lessons learned and prepare for the evaluation.


At the end of the lesson students will: 1) Have reviewed the quizzes


1) Review quizzes with students. a. Some quiz questions are ambiguous. This is done with the intent to

promote conversations amongst the students. Facilitate such discussion as best as you can.

2) This can be a good time to answer any last miscellaneous questions. Post-test: Give students the course evaluation.

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