Leadership training (Boy Scouts of America)Leadership training in the Boy Scouts of America includes training on how to administer the Scouting program, outdoor skills training for adults and youth, and leadership development courses for adults and youth. Some of these courses like Youth Protection Training are mandatory. Most of the courses are offered by the local council, while a few are hosted at the national level, currently at Philmont Training Center in New Mexico.
They are available to members of all of the Boy Scout programs, including Cub Scouts, Boy Scouts, Explorer Posts, and Venture Crews. Adult leadership training.
Every adult leader must annually complete Youth Protection Training. Each adult must also complete a Fast Start training specific to their program. Position- specific training is provided, including unit committee members, Den Leaders, Cubmasters, Scoutmasters, Unit Commissioners, and others. Skill- specific training is also available to gain knowledge in outdoors skills including camping, hiking, first aid, Leave No Trace, swim safety, climbing safety, hazardous weather, and other skills. The highest level of training available to Cub Scouting, Boy Scouting, and Venturing leaders is Wood Badge for the 2.
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Century. The Philmont Leadership Challenge mirrors the experience youth get at National Advanced Youth Leadership Experience. Some councils use Powder Horn program to do this. Powder Horn is available to Venturing, Boy Scouting and Varsity Scouting leaders.
Individuals who take part on staff are eligible to wear three beads, while Course Directors are recognized with four beads. These beads were presented to the first Wood Badge participants by Baden- Powell, who obtained them while on a military campaign in Zululand, from a Zulu king named Dinizulu. Boy Scout troop Scoutmasters are encouraged to offer Introduction to Leadership Skills for Troops, a unit level three- hour training session for all new boy leaders. The first program is designed to be run as- needed in a troop setting. The Scoutmaster and senior patrol leader will conduct this three- hour training whenever there are new Scouts or there has been a shift in leadership positions within the patrol or the troop. This course is an in- depth training program covering a variety of leadership ideas and skills.
It is designed to simulate a month in the life of a Boy Scout unit. It uses fun and hands- on learning sessions to teach leadership skills. The Scouts learn about service- based leadership as they undertake a patrol quest for the meaning of leadership. Six courses were offered in 2. Transportation to and from Philmont is not included in the cost.
NAYLE uses elements of Philmont Ranger training as well as advanced search- and- rescue skills to teach leadership, teamwork, and the lessons of selfless service. The NAYLE program is held in the Philmont wilderness where participants are taught leadership and teamwork using the elements of NYLT. It trains youth staff members from all regions to help lead council- level NYLT courses. Crew officers can attend Crew Officer Orientation. Up to that point, junior leader training had been focused on Scoutcraft skills and the Patrol Method.
The national council’s program has gone through a number of revisions since then, and the emphasis on and description of the leadership skills has evolved over the years. NYLT is the most current incarnation of junior leader training program offered by the Boy Scouts of America. Its origins as a program that teaches leadership skills originated on the Presidio of Monterey at the Army Language School in California. Until the early 1. Scoutcraft skills and teaching the Patrol Method. In 1. 95. 8 he was Training Chairman of the Monterey Bay Area Council and a Hungarian language instructor at the Army Language School on the Monterey Peninsula. That summer he organized an experimental patrol to teach boys leadership skills at the Monterey Bay Area Council’s Pico Blanco Scout Reservation.
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A group of volunteer Scouters formally christened it as the White Stag program in 1. Perin provided guidance and acted as a liaison to the National Council.
Maurice Tripp of Saratoga, California, was a research scientist and member of the National Boy Scout Training Committee. They encouraged the national staff to look at the White Stag program. In January 1. 96.
Boy Scout executives and board members from the National Council and the Monterey Bay Area Council’s executive staff and some of its board members attended a meeting at Asilomar in Pacific Grove, California. Organized by Tripp, the purpose of the meeting was to acquaint the national council leadership with the new design for junior leader training and to evaluate whether the ideas could be effectively incorporated into teaching leadership skills within Scouting. The positions of the individuals from the headquarters of the Boy Scouts of America in New Jersey included top national BSA executives and board members.
From the National Council, attendees from the professional staff were Marshall Monroe (Assistant National Scout Executive), Bill Lawrence (National Director of Volunteer Training), Bob Perin (Assistant National Director of the Volunteer Training Service), Ken Wells (Director of Research Service), Jack Rhey (National Director of Professional Training), and Walt Whidden (Region 1. Executive). Also present were two volunteers: National Council President Ellsworth Augustus, and National Council Vice President Herold C. Hunt, a Professor of Education at Harvard. Representatives from the Monterey Bay Area Council were Tom Moore (Monterey Bay Area Council Executive), Dale Hirt (President of the Monterey Bay Area Council), B.
Army’s Human Resources Research Office), John Barr (Chairman of the Department of Education at San Jose State University), Joe St. Clair (Chairman, Hungarian Department at the Army Language School on the Presidio and Training Committee Chairman), Fran Peterson (member of the White Stag Advisory Board, Scoutmaster in Chular, California, and member of the National Council’s Engineering Service), F.
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Maurice Tripp (Chairman, White Stag Advisory Committee), Ralph Herring (member of the White Stag Advisory Committee), Ferris Bagley (a retired businessman with an interest in leadership development), and Judson Stull (a White Stag Committee member and local attorney). Larson, former Director of Boy Scout Leader Training for the National Council, . They didn’t get what he was talking about. Herold Hunt, a Professor of Education at Harvard, prevailed on the board to take a longer look. The BSA Research Service was tasked with conducting the necessary research.
Larson, at the time a staff researcher for the National Council, traveled to California and observed the program’s annual Indaba at the Presidio of Monterey later that year. Larson and Bob Perin traveled from New Jersey to California repeatedly. They conducted a thorough study, interviewing participants, parents, and leaders. They distributed questionnaires to program participants, reviewed the White Stag literature, and observed the program in action. They also conducted a statistical analysis of troops taking part in White Stag and compared them to non- participating units.
In December 1. 96. Chief Scout Executive Joseph Brunton received the White Stag Report. It stated that offering leadership development to youth was a unique opportunity for Scouting to provide a practical benefit to youth and would add substantial support to Scouting’s character development goals.
It recommended that Wood Badge should be used to implement the leadership development principles of White Stag. While immensely respected for his many contributions to Scouting, Chief Scout Joseph Brunton overruled Hillcourt’s objections and approved adapting the White Stag leadership competencies for nationwide use. Over the next several years, Larson repeatedly visited the Monterey Peninsula to observe and evaluate the White Stag program. He worked with Perin and B. Larson wrote the first syllabus for the adult Wood Badge program.
World Scout Conference in Helsinki, Finland. Leaders of the Mexican Scout movement asked B. He guided their national training teams in designing leadership development by design programs. Junior leader training programs had until that time focused primarily on Scoutcraft skills and teaching the Patrol Method. The new program marked the organization’s shift from emphasizing Scoutcraft skills in training to teaching leadership skills and gave credit to White Stag for its origins.
The eleven competencies were adapted from the White Stag Leadership Development Program. Experiments were carried out in non- commissioned officer schools at Fort Hood in California. Prior junior leader training programs had focused primarily on Scoutcraft skills and the Patrol Method.
The national JLT program extracted the leadership competencies from the White Stag program but did not adopt any of the other White Stag methods, including the spirit and traditions associated with the white stag of Hungarian mythology. The national program also changed some of the terminology used to refer to the leadership competencies and identified the competencies as . The new handbook made learning outdoor skills optional for the three lower ranks and completely eliminated outdoor merit badges, including Camping, Cooking, Nature, Swimming, Lifesaving, from the required list for the higher three ranks. Under the new program, a Scout could reach First Class without hiking, camping or cooking over a fire. It was a disastrous failure for Scouting and membership plummeted. It returned to the traditional Scouting program and had a great deal in common with Hillcourt’s earlier Handbooks (6th & 7th Editions).
It included entire paragraphs and pictures reprinted verbatim from the earlier editions. It was developed in reaction to the changes to Scouting, including the advancement rules that no longer required Scouts to take a hike before obtaining the first class rank.
American Youth Leadership Program . Participants travel abroad to gain firsthand knowledge of foreign cultures and to examine globally significant issues, such as the environment and climate change, food security and nutrition, the role of the media, and science and technology. Programs involve homestays with local families, language lessons, leadership training, and community service opportunities.
Participants implement a follow- on project in their communities once they return home.
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