Week two - Leadership and facilitation in outdoor education expeditions
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This document discusses leadership and facilitation in the context of an outdoor expeditioning course. It outlines key competencies of outdoor leaders, including skill, attitude, knowledge, behavior, confidence and experience. It also describes different leadership styles - autocratic, democratic, and abdicratic. The document then discusses the evolution of facilitation and how the expedition has been framed to focus on self-development, leadership, community development, and connections with nature. Educational goals are also outlined relating to self-goals, leadership development, and human/nature relationships. Participants are asked to choose a research topic on the alpine environment and facilitate delivering that information to the group during the expedition. Logistical details like meal planning and route cards are also discussed
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This document discusses different ways of knowing and relating to nature. It presents several perspectives on the human-nature relationship including:
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This document discusses stages of community development and models of group development. It summarizes Peck's stages of community as pseudocommunity, chaos, emptiness, and community. It also outlines Tuckman and Jensen's model of group development, which includes forming, storming, norming, performing, and mourning/adjourning stages. The document provides information on understanding individual, task, and group maintenance needs and balancing these needs. It discusses Maslow's hierarchy of human needs and behaviors that can occur in groups, such as resisting, manipulating, helping, emotional, and sub-grouping behaviors.
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Parker Palmer discusses how community is a gift that stems from contemplation and developing an individual capacity for connectedness. True community involves suffering as possibilities in others are realized and requires creating "pockets of possibility" within larger organizations. It assumes people are resourceful and leaders facilitate rather than force traditional leadership roles. M. Scott Peck describes the stages of community as pseudocommunity, chaos, emptiness, and finally community, where a soft quietness descends and emotions range from joy to sadness.
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Week two - Leadership and facilitation in outdoor education expeditions
- 2. What makes a good outdoor leader?
- 3. • In two groups, come up with the key competencies of outdoor leaders
- 4. A competent leader is a combination of: skill, attitude, knowledge, behaviour, confidence and experience.
- 6. Remember these? •Autocratic: telling / selling •Democratic: •Abdicratic:
- 7. Remember these? •Autocratic: telling / selling •Democratic: testing or consulting •Abdicratic:
- 8. Remember these? •Autocratic: telling / selling •Democratic: testing or consulting •Abdicratic: joining or delegating
- 9. Evolution of facilitation 1. Experience speaks for itself: learning and doing 2. Speaking for the experience-learning by telling 3. Debriefing the experience-learning through reflection 4. Directly frontloading the experience-direction with reflection 5. Framing the experience-reinforcement with reflection 6. Indirectly frontloading the experience-redirection before reflection
- 10. How have we framed or front loaded the expedition?
- 11. Framing the expedition • Self-development • Leadership • Community development • Environmental / connections with nature
- 12. Educational goals • Self goals - group goals for expedition. - Identify fears, concerns. - Rank them over time Identify everyone’s physical, psychological, emotional strength at the start.Community focus: e.g. Food: group cooking / community establishment
- 13. Educational goals •Leadership - Move towards abdicratic style when possible • i.e. leader is part of the group - Use of questions to probe issues which eventuate.
- 14. Educational goals •Community focus -Food: group cooking / community establishment
- 15. Educational goals •Human / Nature relationships - solo experiences and reflection within journal - nightly reflections
- 17. Research topic • Choose one aspect of the alpine environment to research. • Devise a creative method of delivering the information to the rest of the group. • The session is to be delivered during the expedition.
- 18. Research topic • Some possible topics are; - ecological history, early European/indigenous history, flora/fauna, geology, introduced species, history of the Alpine National Park. • Facilitate the transference of knowledge gained to the group members on leadership day.
- 19. The route • Which day will you lead? - create a route card for the whole day • Catering - which meal on which day? - who is to provide? - dehydrator - keep it moving around the group • Research topic - what will you choose?
Editor's Notes
- Group goals - Educational goals - Personal goals
- Education goals
- Education goals
- Education goals
- Education goals
- Education goals