WBHBPhilmont

w o o d b a d g e f o r t h e 2 1 s t c e n t u r y
WOOD BADGE
90
Handbook

Circle Ten Council
Philmont Scout Reservation
Cimarron, New Mexico
August 24‐29, 2009

Vision in Action
Patrol Roster
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Vision in Action
Table of Contents
Letter to Our Fellow Scouters___________________________________________________________ 2
Virtues in Scouting_______________________________________________________________________ 3
Troop Organization ______________________________________________________________________ 4
Staff Roster _______________________________________________________________________________ 5
Wood Badge Important Dates ________________________________________________________ 10
Wood Badge Order___________________________________ Error! Bookmark not defined.
Map of PTC ___________________________________________ Error! Bookmark not defined.
Philmont Scout Ranch _________________________________________________________________ 11
Grace at Meals__________________________________________________________________________ 11
Program and Service Patrol Responsibilities ________________________________________ 11
Flag Ceremonies _______________________________________________________________________ 13
Roles and Responsibilites _____________________________________________________________ 13
DAY 1 _______________________________________________________________________________________10
Orientation, Team Formation_________________________________________________________ 14
Gilwell Field Assembly ________________________________________________________________ 14
Day One Troop Meeting Plan__________________________________________________________ 14
Course Overview _______________________________________________________________________ 15
Values, Mission, and Vision ___________________________________________________________ 21
Listening to Learn______________________________________________________________________ 21
Wood Badge Traditions _______________________________________________________________ 22
Back to Gilwell _________________________________________________________________________ 24
Turk’s Head or Woggle Neckerchief Slide ___________________________________________ 25
The Campfire Program Planner_______________________________________________________ 27
Aims of Scouting Worksheet __________________________________________________________ 28
Patrol Leadership Positions___________________________________________________________ 30
Daily Patrol Self‐Assessment Form___________________________________________________ 31
Start, Stop, Continue Worksheet____________________ Error! Bookmark not defined.
The Art and Skill of Creating a Totem ______________ Error! Bookmark not defined.
DAY 2 _____________________________________________________Error! Bookmark not defined.
What Are You Most Afraid Of?” Worksheet__________________________________________ 35
Inclusiveness ___________________________________________________________________________ 36
Stages of Team Development _________________________________________________________ 37
Communication ________________________________________________________________________ 40
Project Planning________________________________________________________________________ 41
Vision in Action
Interfaith Worship Service (Instructional Portion) _________________________________ 44
Have You Seen the Light? _____________________________________________________________ 47
Interfaith Planning Worksheet _______________________________________________________ 57
Principles of Leave No Trace__________________________________________________________ 49
The Leading EDGE™ / The Teaching EDGE™ ________________________________________ 51
What Makes a Good Conservation Project? __________________________________________ 53
Conservation Project Planning Checklist ____________________________________________ 56
October Sky—About the Movie _______________________________________________________ 57
Gilwell Field Assembly ______________________________ Error! Bookmark not defined.
Leading Change ________________________________________________________________________ 59
Valuing People and Leveraging Diversity ____________________________________________ 60
Problem Solving and Decision Making _______________________________________________ 62
Managing Conflict______________________________________________________________________ 64
Coaching and Mentoring ______________________________________________________________ 69
Self Assessment ________________________________________________________________________ 70
360 Worksheet _________________________________________________________________________ 70
Leaving a Legacy _______________________________________________________________________ 74
Take Home Messages For 21st Century Wood Badge ______________________________ 76
Appendix ___________________________________________________________________________________78
Aims of Scouting Worksheet (answers)______________________________________________ 78
Additional Goal‐Setting Questions____________________________________________________ 79
Application for Training Recognition _____________________________________________________80
Answers and Debriefing Material for “Have You Seen the Light?” Quiz ___________ 80
Wood Badge Ticket __________________________________ Error! Bookmark not defined.
Wood Badge Songs________________________________________________________________________

Vision in Action
Letter to Our Fellow Scouters
Circle Ten Council
Boy Scouts of America

Fellow Scouters:

You hold in your hands the Wood Badge Handbook. It should be used during the course,
and I hope you will continue to use it at home. This handbook contains many resources
to support you during your Wood Badge experience. Included is course specific
information such as duties and ceremonies, as well as information that may not be
directly referenced in the course.
“Scouting is a game with a purpose” (B‐P). Scouting should be FUN, yet instructional.
Let us work together to find the fun in Scouting, both at Gilwell and at home in our
units.
Wood Badge is an opportunity to develop lasting friendships, while improving
leadership and personal skills. This course is challenging. It is full and demanding. We
need to stay focused and work together. For most participants, Wood Badge stands tall
as a highlight of their Scouting careers. Some have described it as a life changing
experience.
The staff of WB90 began preparing over a year ago for the events you will
participate in during these this week in Philmont. After completing this part of your
training, staff members will continue to follow up with you for the next 18 months. I tell
you this to let you know how seriously we all take the charge to “Deliver the Promise”
to our youth. At the end of the course you will have an opportunity to share your
thoughts with the staff—let us know how the course worked for you, and how you see
it helping others. Please take time to do this; it will help those preparing for next year’s
course improve their program.
This team is an outstanding group of Scouters, who have worked hard over the past
year to make the course a “mountain top” experience for you. Now it is up to you; work
with each other and the staff, have fun, and make this course a stepping stone to the
betterment of Scouting in your units, districts, and councils. Thank you for partici‐
pating, as that step alone distinguishes you as someone who cares and wants to make
Scouting the best experience possible for our youth.

Yours in Scouting,

Kimberly Colonnetta, Course Director

Vision in Action
Virtues in Scouting
The Mission Statement of the Boy Scouts of America
The mission of the Boy Scouts of America is to prepare young people to make ethical
choices over their lifetimes by instilling in them the values of the Scout Oath and Law.

Cub Scout Promise Law of the Pack
I, (name) promise to do my best The Cub Scout follows Akela.
To do my duty to God and my country, The Cub Scout helps the pack go.
To help other people, and The pack helps the Cub Scout grow.
To obey the law of the pack. The Cub Scout gives goodwill.

Cub Scout Motto: Do Your Best.

Boy Scout Oath or Promise Boy Scout Law
On my honor I will do my best A Scout is trustworthy, loyal, helpful,
To do my duty to God and my country friendly, courteous, kind, obedient,
and to obey the Scout Law; cheerful, thrifty, brave, clean and
To help other people at all times; reverent.
To keep myself physically strong,
mentally awake, and morally straight.

Boy Scout Slogan: Boy Scout Motto:
Do a Good Turn Daily Be Prepared

Venturing Oath: As a Venturer, I will, therefore, be faithful in my
I promise to do my duty to God and religious duties and will maintain a
help strengthen America, to help others, personal sense of honor in my own life.
and to seek truth, fairness,
and adventure in our world. I will treasure my American heritage
and will do all I can to preserve and
enrich it.
Venturing Code: As a Venturer, I will recognize the dignity and worth of
I believe that America's strength lies in all humanity and will use fair play and
our trust in God and in the courage, goodwill in my daily life.
strength, and traditions of our people. I will acquire the Venturing attitude that
seeks truth in all things and adventure
on the frontiers of our changing world.

Outdoor Code: As an American, I will do my best to be clean in my outdoor manners, be
careful with fire, be considerate in the outdoors, and be conservation‐minded.

Vision in Action
Troop Organization

Wood Badge is a Troop of Scouters. There
are up to eight Patrols in the Troop and
approximately 6‐8 Scouters per Patrol.
Each Patrol is led by a Patrol Leader. This
responsibility changes daily. A staff
member is associated with each Patrol
and serves in the position as Troop Guide,
much in the same way that the Troop
Guide serves to help a new Patrol in the
standard Scout Troop.
The Troop is led by a Senior Patrol
Leader. The Troop Guides and the Patrol
Leaders report to the Senior Patrol
Leader. The Senior Patrol Leader reports
to the Scoutmaster. The Senior Patrol
Leader is in charge of the Troop when we
meet at assemblies.
The staff is divided based on the
functional areas. The Course
Director/Scoutmaster is responsible for
the overall operation of Wood Badge.
Assisting the Course Director are Three
Assistant Scoutmasters—one for
Program, one for Support and one for
Troop Guides, in addition to the
Quartermaster and Troop Scribe.
Each staff member has been working
diligently for many months in preparation
for Wood Badge. Some have been working
for more than a year. We have assembled
over 400 years of Scouting experience to
serve you.
Vision in Action

Wood Badge 90 Staff Roster

Kimberly Colonnetta Ramsay Ellis Steve Bartholomew Margaret Bareis
Scoutmaster & Assistant Scoutmaster Assistant Scoutmaster Assistant Scoutmaster
Course Director for Program & BUCD for Troop Guides for Facilities

John Stone Debbie Wulf Dan Zaccara Patrick Wedding
Senior Patrol Assistant Senior Mentor Staff Advisor
Leader Leader

Bill Hemenway Rehan Ali Sam Hill Pete Sessions
Quartermaster Assistant Assistant Assistant
Quartermaster Quartermaster Quartermaster

Lance Pool Dave Demarest Eleanor Munson David Brown
Philmont Assistant Scribe Assistant Scribe/ Scribe
Liason Photographer

Vision with Action 2

Linda Demarest Jack Furst Scott Graham John Hunter
Troop Guide Troop Guide Troop Guide Troop Guide

Chasity McReynolds Sam Peterson Donna Robinson Scott Rorhrman
Troop Guide Troop Guide Troop Guide Troop Guide

Wood Badge 90 Important Dates

November 21, 2009 Final Troop Meeting (90 Day Reunion)
February ?, 2010 Wood Badge Reunion Dinner
February 28, 2011 Last day to submit completed ticket

Wood Badge Order

1 5
Beaver Owl

2 6
Bobwhite Bear

3 7
Eagle Buffalo

4 8
Fox Antelope

Map of PTC

Philmont Scout Ranch
Location and Geography
Philmont is located in the Sangre de flatland), but the interior is quite
Cristo Range of the Rocky Mountains of mountainous.
New Mexico. The closest town is The lowest elevation is 6500 feet, at
Cimarron, New Mexico. Philmont is the southeast corner. The highest point
about 12 miles across (east to west) at is Baldy Mountain 12,441 feet, on the
its widest point, and about 30 miles northwest boundary. The most
long. There are no mountains to the recognizable landmark at Philmont is
south of Philmont, or to the east (part of the Tooth of Time (9003 feet), a granite
the eastern fringe of the ranch is monolith protruding 500 feet vertically
from an east‐west ridge.
History
Once inhabited by Jicarilla Apache and company who attempted several
Moache Ute Indians, Philmont was the development schemes, but eventually
site of one of the first pioneer sold the land in tracts for farms and
settlements in northeastern New ranches.
Mexico. The present ranch is part of the Oklahoma oilman Waite Phillips
original Beaubien and Miranda Land became interested in developing a ranch
Grant which was granted to Charles out of the old land grant in 1922. He
Beaubien and Guadalupe Miranda by the eventually amassed over 300,000 acres
Mexican government in 1841. of mountains and plains in a ranch he
Beaubien's son‐in‐law, mountain man named Philmont (derived from his
Lucien Maxwell, led the first settlers to name and the Spanish word for
the grant in 1848. With the help of his mountain, "monte").
friend Kit Carson, Maxwell's settlement The Philmont Ranch became a
on the Rayado River prospered, despite showplace. Immense herds of Hereford
frequent Indian raids and harsh cows and Corriedale sheep grazed its
wilderness conditions. pastures. Phillips built a large Spanish
Maxwell moved his ranch north to Mediterranean home for his family at
the Cimarron River in 1857, the site of the headquarters, naming it the Villa
present day Cimarron. There it became Philmonte. He developed horse and
a famous stop on the Santa Fe Trail, hiking trails throughout the scenic
bringing American trade goods into backcountry along with elaborate
New Mexico. Ten years after Maxwell fishing and hunting cabins for his family
moved to the Cimarron, gold was and friends.
discovered on his ranch near Baldy Waite Phillips believed in sharing his
Mountain. For years afterward, the wealth with people outside his family. In
mountains and streams of Maxwell's this spirit, he donated 35,857 acres of
Ranch swarmed with prospectors and his ranch to the Boy Scouts of America
miners. in 1938. The area was named "Philturn
In 1870, Maxwell sold his ranch to an Rockymountain Scoutcamp" (after
English land company known as the Phillips' name and the BSA slogan, "Do a
Maxwell Land Grant and Railroad Good Turn Daily"). After observing the
Company. After several years the land enthusiastic response of the first Scout
was again sold to a Dutch based campers, Phillips augmented his original
gift in 1941, with an addition including In 1963, through the generosity of
his best camping land, the Villa Norton Clapp, vice‐president of the
Philmonte, and the headquarters National Council of the Boy Scouts of
farming and ranching operation. The America, another piece of the Maxwell
second gift was made so that "many, Land Grant was purchased and added to
rather than few" could enjoy his rich Philmont. This was the Baldy Mountain
and beautiful land. The property, now hiking area consisting of 10,098 acres.
totaling 127,395 acres was renamed This brought Philmont’s acreage to over
"Philmont Scout Ranch and Explorer 137,000 or 214 square miles.
Base." In recent years, Philmont has also
Phillips realized that the cost for been able to gain use of the "Valle Vidal"
maintenance and development of the section of the Carson National Forest.
property could not and should not be Since 1989, Philmont has had a series of
derived entirely from camper fees. As an five‐year special‐use permits from the
endowment, he included in the gift his Forest Service, allowing crews to hike
23‐story Philtower Building in Tulsa, and camp in the Valle Vidal as part of
Oklahoma. their Philmont treks.

Program and Activities
Philmont was run differently in the Cavalcades, similar to standard treks,
early years than it is now. Half a dozen but conducted on horseback.
"base camps" were constructed at Rayado Treks are twice as long as
strategic locations. A visiting group of standard treks, and considerably more
Scouts would stay at one of these camps strenuous. Rayado crews are put
for a week, and day‐hike to surrounding together by Philmont staff, and consist
locations of interest. If the Scouts of people from different parts of the
wanted to visit a different area, they country.
would pack up their gear, hoist it onto The Philmont Training Center offers
donkeys, and hike to another base camp. weeklong training programs for adult
Eventually, possibly due to the advent of leaders, and a variety of outdoor
modern lightweight metal‐frame programs for trainees' families.
backpacks and other backpacking The Roving Outdoor Conservation
technology, the program was School and various Trail Crew programs
restructured to be backpacking‐based. teach participants about ecology,
Most of those who come to Philmont conservation techniques, and trail
today come for the trek, an 11‐day construction methods.
backpacking trip. Since Philmont's first OA Trail Crew program.
camping season in 1939, more than Autumn Adventure program.
860,000 Scouts, Venturers and their Kanik winter program.
leaders have participated in the rugged Ranch Hands.
challenge of its backpacking program. Philbreak, a spring break program
Philmont's camping season is from mid‐ started in 2003 to help with various
June to late August. projects at Philmont.
Other program options include:
Base Camp
Base Camp is a town unto itself. It has a between 800 and 1000 trekkers.
post office, half a dozen chapels Trekkers are organized into crews of
(operating daily), two dining halls, a seven to twelve, with two to four adult
clinic, a store for souvenirs and sundry leaders. Around 360 trekkers arrive at
camping gear, housing (mainly tents) Base Camp every day of the season
for roughly 900 staff, and tents for
Camps
Philmont has 34 staffed camps and over includes several activities with a
55 unstaffed trail camps, generally set common theme, such as fur trapping,
no more than a couple of miles apart. Apache Indian life, Mexican homestead,
Each camp may have over 15 crew rock climbing, mining, fishing,
campsites, but they are often spread out horseback riding, burro packing, gold
over half a mile of trail or more, so that panning, 30.06 rifle shooting,
there is no sense of crowding. archaeology, mountain biking, and
Some camps have several live‐in staff interpretive programs such as
members, in charge of the camp's homesteading and mountain man
program. The program at any one camp rendezvous.

Philmont Training Center
Serving as the National Volunteer Invitation to the conferences is upon
Training Center for the Boy Scouts of recommendation of the local council or
America since 1950, the Philmont one of the BSA's National Committees.
Training Center offers a variety of week‐
long conferences for council, district, While a Scout leader is in a summer
and unit volunteers and professionals conference, programs are planned for
each summer. Each conference features all members of the family – infant
the latest tools and techniques, audio‐ through adult. Family members enjoy a
visuals, discussions, idea‐sharing, and staff‐led program of hiking, tours,
activities led by a faculty of experienced handicrafts, games, campfires, and
Scouters selected by the divisions and outdoor activities. A backcountry
committees of the National Council for adventure for older youth is also
their expertise in the conference's topic. available.

Grace at Meals
The 12th point of the Scout Law is:
A Scout is reverent.
In place of the command “Let us pray,” more inclusive, nonsectarian ways to invite
participation in a blessing include the following statements and invitations: “A Scout is
reverent” “Would you join me in prayer?” or “Will you all assume an attitude of
prayer?”

Wood Badge Prayer Philmont Grace
In the presence of our Almighty God, For food, for raiment,
We Scouters of Gilwell For life, for opportunity,
stand in humility, For friendship, and fellowship
asking Your guidance, We thank thee, O Lord
Your love, Your grace,
Your understanding in all Scoutmaster’s Benediction
that we do and can become. Now, may the Great Master of all Scouts
Be with us on the Scouting trail be with us until we meet again.

_

Flag Ceremonies
Guidelines for Conducting Flag flags for raising. The patrol leader asks
Ceremonies, Days One through Six the troop members to make the Scout
Preparations salute, then instructs the color guard to
At the Day One Gilwell Field Assembly, a “Raise the colors.” The U.S. flag should be
staff color guard conducts the flag‐raising hoisted rapidly. As soon as it is at the top
ceremony, setting the tone and providing of the flagpole, the patrol leader com‐
an appropriate model for subsequent flag mands “Two.” The historic flag and flags
ceremonies. of the Boy Scouts of America are also
During the remainder of the Wood raised quickly.
Badge course, the PROGRAM PATROL The patrol then makes its presentation
takes responsibility for the flag ceremony. of the historic flag. Upon completion of
That patrol will have had program the presentation, the historic flag and the
responsibilities since the previous day’s Gilwell troop flag are raised rapidly to the
Gilwell Field Assembly; that should give tops of their flagpoles. Note that The Star‐
them time to plan and practice the Spangled Banner and the Flag of 1818 are
ceremony, and to obtain the appropriate saluted, as they are still recognized as
historic flag from the Friendly QM. official flags of the United States of
Lyrics of the songs associated with America. Official U.S. flags are saluted and
historic flags can be found in your course other flags are not saluted.
songbook. The program patrol leads the group in
Flag Raising Ceremony singing a song associated with the historic
After the senior patrol leader reports to flag, then returns to its position in the
the Scoutmaster, “The troop is formed,” troop assembly.
the Scoutmaster replies, “Proceed with
the flag ceremony.”
The senior patrol leader directs,
“Program patrol, raise the colors.”
The patrol leader of the program
patrol takes charge, calling the members
of the troop to attention. The color guard
approaches the flagpoles and attaches the

Roles and Responsibilities
Role and Responsibilities of the Patrol  Represent the patrol as a member of
Leader the patrol leaders’ council (PLC).
 Take a leading role in planning and  Set a good example by living up to the
conducting patrol meetings and Scout Oath and Law.
activities.  Practice using the leadership and team
 Encourage patrol members to fully skills being presented during Wood
participate in the Wood Badge course Badge presentations.
and to achieve all they can.
 Ensure that daily patrol self‐ Role and Responsibilities of the
assessments are carried out in a Patrol Scribe
timely, effective manner.  Provide interesting and timely
 Provide patrol members with all the material about the patrol to the
resources and information they need publisher of The Gilwell Gazette—the
to succeed. daily newspaper of the course.
 Empower the patrol to become the The Troop Scribe will hand out guidelines
best it can be. to help scribes fulfill their duties and may
 See that the patrol is prepared for all briefly meet with all the patrol scribes to
course presentations and activities. discuss how best they can assist in
Role and Responsibilities of the Assistant making the Gazette worthwhile.
Patrol Leader  Set a good example by living up to the
 Assume the responsibilities of the Scout Oath and Law.
patrol leader whenever the patrol Role and Responsibilities of a Patrol
leader is unable to do so. Member
 Encourage patrol members to fully For a patrol to succeed as a team, each of
participate in the Wood Badge course its members must
and to achieve all they can.  Fully participate in the Wood Badge
 Assist the patrol leader in empowering course and achieve all he or she can.
the patrol to become the best it can be.  Practice using the team development
 Set a good example by living up to the skills introduced during Wood Badge
Scout Oath and Law. presentations.
Role and Responsibilities of the Patrol  Help his or her patrol meet its
Chaplain Aide obligations to fulfill assignments
In concert with the chaplain aides of the including the development and
other patrols and with the staff member presentation of the patrol project.
assigned to coordinate their efforts, the  Set a good example by living up to the
patrol chaplain aide will Scout Oath and Law.
 Learn what resources are available  Have fun!
that can be used for religious
observances during the course, and
make that information available to the
rest of the patrol.
 Develop and help present the
participants’ interfaith worship
service.
 Assist in conducting any other
religious observances that may arise
during the Wood Badge course.
 Set a good example by living up to the
Scout Oath and Law.

Program and Service Patrol  Provide leadership for the Day Four
Responsibilities participant campfire.

Program Patrol
Service Patrol
 Conduct the morning flag‐raising
 Be responsible for the general
ceremony
cleanliness of the camp, especially for
 As part of the flag‐raising ceremony,
the latrines, washing places, meeting
present a brief history of the historic
areas, and the campfire circle.
 flag for the day and lead the group in a
 Assist the quartermaster just prior to
song associated with that flag.
and after meals.
 Lower the flags in the evening.
 Assist the quartermaster with the
 Ensure that necessary equipment is on
evening cracker barrels.
hand before the start of each training
 Lay campfires, when requested, and
session, as requested by the staff
extinguish the fires when done.
member in charge.

Program and Service Patrol Assignments

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
Responsibiliy Monday Tuesday Wednesday Thursday Friday Saturday
Program Beaver Bobwhite Eagle/ Owl Bear/ Antelope

Patrol Fox Buffalo
Service Patrol Owl Bear Buffalo/ Beaver Bobwhite/ Fox

Antelope Eagle
Day One
Orientation, Team Formation
We gather together for the first time so Do you know: The sign for Cub
that you may: Scouting? And what they symbolize? Do
Form teams that will stay together you know the Cub Scout motto? What
throughout the course. does “Webelos” stand for? What’s the
Meet the staff member assigned to your purpose of Cub Scouting?
team. Staff Exhibit
Consider yourself, for the moment, to be The staff exhibit illustrates the various
a Cub Scout den led by a den chief (a programs that make up the family of
staff member). Scouting. This exhibit is a model of the
Enjoy several brief and entertaining get‐ exhibits that patrols will be creating
acquainted activities. later in the program. It sets a high
Locate the course facilities, meeting standard for what is acceptable in the
places, and other relevant landmarks. development and presentation of an
Understand emergency procedures. exhibit.
View the staff exhibit, both to gain from
the material being presented and to see
a model presentation of the sorts of
exhibits you will later prepare
yourselves.
Have FUN!

Cub Pack
We gather as a Cub Pack to review Cub‐
and Webelos‐related information.
However, you’ll be involved much like a
new Cub would be. That is, you’ll be
thrown into a (well planned) mêlée that
that includes fun activities.

Day One 14
Gilwell Field Assembly
Everyone is excited to be here! Where is Historic Flag Presentation
‘here’? Gilwell Field! It is one of the The Continental Flag
many key traditions that we uphold to
link our modern traditions to the long
and rich heritage of Wood Badge.
Gilwell Field was the home of the very
first Wood Badge course, and that it
serves as a symbol linking all Wood
When the Revolutionary War broke out,
Badge courses through the years and
the colonists felt the need for a new flag.
throughout the world. We’ll also see a
And so, on the first day of January 1776,
model flag ceremony—a serious
what was called the Grand Union Flag
ceremony that you will want to parti‐
was raised over George Washington’s
cipate in yourself. We model the best
headquarters in Massachusetts. The
‘duty to country’ that Scouting can offer.
Union was the same as that of the Queen
This morning’s assembly is suited to
Anne Flag, but six stripes broke the red
Cub Scouts, for that is what you are. We
field into seven red stripes. Now the
use the Cub Scout salute, and, with the
proper name for the flag is the
Cub Scout sign, recite the Cub Scout
Continental Flag.
Promise and the Law of the Pack.
Let us honor it by singing about the men
over whom it was first hoisted.
AMERICA
My country ‘tis of thee’
Sweet land of liberty
Of thee I sing;
Land where my fathers died,
Land of the pilgrims’ pride,
From every mountainside,
Let freedom ring

Day One 15
Day One Troop Meeting Plan

TOTAL
ACTIVITY DESCRIPTION RUN BY TIME
TIME
Preopening Making a Woggle Troop Guide 25 25 min.
25 minutes min.
Opening Opening ceremony Staff 5 min. 55 min.

25 minutes New‐Scout Induction ceremony Scoutmaster, 25
Senior Patrol min.
Leader
Skills Aims & Methods of the Boy Scouts of Troop Guides 15 70 min.
Instruction America min.
15 minutes
Patrol Role of Patrol Leader, totem, flags, Troop Guides 20 90 min.
Meetings responsibilities min.
20 minutes Elect Patrol Leaders Patrol Members
Daily Patrol Self‐Assessment Tool
Interpatrol Patrol Method Game Senior Patrol 10 100 min.
Activity Leader min.
10 minutes
Closing Patrol Leader installation Senior Patrol 5 min. 105 min.

10 minutes Scoutmaster’s Minute Leader and 5 min.
Scoutmaster

Day One 16
Course Overview
Learning Objectives  Appropriate Outdoor Skills
We aim to: Training. Training opportunities are
 Understand the progression of BSA targeted to enhance the outdoor skills
training opportunities and the place needed by leaders in Scouting’s
Wood Badge holds in that framework. various programs.
 Get an overview of the practical and  Wood Badge. The BSA’s ultimate
application phases of Wood Badge. leadership training for adults, Wood
 Understand why the Boy Scout troop Badge offers a six‐day immersion in
is utilized during Wood Badge as the the theory, practice, and experience of
model for training and team building. appropriate skills for leading others
 Discard any misconceptions or anxiety within Scouting and in many
regarding the course purpose, content, environments beyond the BSA.
and methods of presentation.  Philmont Leadership Challenge. The
Scouting and Leadership Training Philmont Leadership Challenge (PLC)
The quality of the Scouting experience for is an exciting new program where
Cub Scouts, Boy Scouts, Varsity Scouts, adult leaders live in the Philmont
and Venturers depends upon the quality Backcountry and practice the
of those leading the units and those leadership skills learned in Wood
working in the districts and councils Badge for the 21st Century.
throughout the nation. The BSA offers Lifelong Learning. In addition to its
leaders a progression of training oppor‐ progression of structured training, the
tunities to give them the skills they need BSA encourages leaders to take advantage
to provide leadership for Scouting and of opportunities for continuous learning
leadership for America. and supplemental training within the
Here’s how it works. Scouting organization—roundtables, pow
 Orientation and Fast Start. wows, COPE courses, Scouting’s
Accompanied by a video, these provide publications, special courses tailored to
a non‐structured introduction to the specific program areas of emphasis, etc.—
Scouting organization. and the great variety of possibilities
 This is Scouting. This is a 90‐minute beyond the BSA to increase skills. Lifelong
online overview of the mission, vision, learning is further enhanced when adults
and values of the BSA, and an accept the challenge of teaching skills to
introduction to each of the Scouting others.
programs. The front end of this, the progression of
 LeaderSpecific Training. Contained BSA training, is skills‐oriented. In the
in this training are the nuts and bolts middle, the emphasis is on leadership.
of specific positions in Scouting. Adult After that, the focus is on advanced skills
leaders can learn how best to fulfill that require leadership.
their particular leadership roles in Cub What Can You Expect From a
Scouting, Boy Scouting, Varsity Wood Badge Course?
Scouting, or Venturing, or as district or As a result of attending Wood Badge, the
council Scouters involved with participants will:
multiple Scouting program areas.
Day One 17
 Acquire a global view of Scouting as a  Tools of the Trade. Project Planning;
family of interrelated, values‐based Leading Change; Problem Solving and
programs providing age‐appropriate Decision Making, Managing Conflict,
activities for youth. Self Assessment
 Become familiar with contemporary  Leading to Make a Difference.
team leadership concepts. Leaving a Legacy
 Experience the stages of team Using the Troop Format
development and practice leadership Wood Badge is designed to be as valuable
approaches appropriate for those to leaders involved with Cub Scouting,
stages. Varsity Scouting, and Venturing as it is to
 Have great deal of fun in the company those primarily involved with the Boy
of interesting, like‐minded individuals. Scout program.
 Develop a renewed commitment to Participants begin a Wood Badge
provide Scouting with the best course as Cub Scouts. The pack format is
possible leadership. used initially, with the Cubmaster doing
Note: The five central themes of Wood the leading and den chiefs assisting with
Badge are represented in the Wood Badge the learning and activities. When parti‐
icon. The icon is in the shape of a penta‐ cipants bridge over at the blue and gold
gon around the BSA fleur‐de‐lis. Each side luncheon today, the troop format will be
of the icon represents one of the five incorporated, with the Scoutmaster
central themes of Wood Badge. Likewise, mentoring the senior patrol leader while
each of those themes is represented on the senior patrol leader takes over
the icon and throughout the course by management of the troop. The troop
one of the five colors of the MacLaren guides will aid with instruction and the
tartan. The themes are the threads of a ticket. Later on in the course, as the
course which, when woven together, form patrols advance in rank and no longer
the pattern of the tartan and the full need a troop guide, the troop guides will
measure of Wood Badge. become part of the Venturing program.
Wood Badge accomplishes these goals But for the bulk of the course, participants
by building all the pieces of the course on and staff will consider themselves to be
a foundation of five central themes. Those members of Gilwell Troop 1.
themes, and the presentations that A troop setting provides a good frame‐
directly support them, are as follows: work to practice the leadership skills
 Living the Values. Values, Mission, introduced during the course. Be assured,
and Vision though, that the course content and
 Bringing the Vision to Life. Listening leadership principles will be applicable to
to Learn; Communication; Scouters working throughout the move‐
Inclusiveness; Valuing People and ment and will provide a common found‐
Leveraging Diversity; Coaching and ation of leadership skills to be used in all
Mentoring program areas.
 Models for Success. Stages of Team There will be three troop meetings
Development; The Leading EDGE ™; during this course, one on each of the first
The Teaching EDGE™ three days. These represent three weeks
in the life of a Scout unit. The final portion
Day One 18
of the course—the outdoor experience— own way back to England at the end of
parallels the sort of activity a Scout troop, their service. To economize, soldiers
a Cub Scout pack, a Varsity Scout team, or nearing completion of their duties would
a Venturing crew would build toward for seek assignments at posts increasingly
the final week of a month long program. close to home—a process known as
The Gilwell Gazette working your ticket.
As the Wood Badge course progresses, During this course, participants will be
participants will find that they are being asked to develop a ticket—a list of goals
provided with a great deal of information, that will allow them to use their new
both through presentations and through leadership skills in ways that strengthen
resource material explaining what is Scouting in their home units, districts, and
happening and why. councils. Details of the ticket process will
Teams can develop most efficiently be discussed today at the patrol leaders’
when they have full access to resources. council meeting and during the Values,
The Gilwell Gazette is the newspaper Mission, amid Vision session.
of the Wood Badge course. It is distrib‐ Summary
uted each morning, with the intent of BSA training opportunities enhances
letting participants know as much as leadership for Scouting and for America.
possible about the inner workings of the A Wood Badge course is the pinnacle
course. In it participants will find the of leadership training for Scouting’s adult
schedule of events for the day, interesting leaders. The curriculum of a Wood Badge
stories about people and activities, course is built around five central themes:
articles submitted by patrol scribes, and — Living the Values
lots of material that relates to the — Bringing the Vision to Life
operation of the course. — Models for Success
Patrol Project — Tools of the Trade
Earlier in the day, everyone saw the — Leading to Make a Difference
exhibit developed by the Wood Badge  Wood Badge is appropriate training
staff. At the patrol leaders’ council for adults involved with Cub Scouting,
meeting after lunch, each patrol will be Boy Scouting, Varsity Scouting, or
tasked to plan and produce a project of its Venturing. The Boy Scout troop format
own. provides a practical framework for
The project must illustrate some much of a Wood Badge course.
universal aspect of Scouting that is clearly  An essential requirement of every
associated with Cub Scouting, Boy Wood Badge course is for participants
Scouting, Varsity Scouting, and Venturing, to have fun.
and it must consist of a self‐explanatory A. Course Offerings by Theme
display and an oral presentation. Patrols 1. Living the Values
will present their projects to the rest of — Values, Mission, and Vision
the troop on the fifth day of the course. 2. Bringing the Vision to Life
Wood Badge Ticket — Listening to Learn
One of the great traditions of Wood Badge — Communication
is the ticket. In Baden‐Powell’s day, those — Inclusiveness
in the military were expected to pay their
Day One 19
— Valuing People and Leveraging  Each project will illustrate an aspect of
Diversity Scouting associated with Cub Scouting,
— Coaching and Mentoring Boy Scouting, Varsity Scouting, and
3. Models for Success Venturing.
— Stages of Team Development  Each patrol can use as resources the
— The Leading EDGE/Teaching EDGE literature of Cub Scouting, Boy
4. Tools of the Trade Scouting, Varsity Scouting, and
— Project Planning Venturing.
— Leading Change  All projects are presented to the troop
— Decision Making and Problem Solving on Day Five.
— Managing Conflict D. Wood Badge Ticket
— Self‐Assessment  A commitment to complete goals
5. Leading to Make a Difference relating to your Scouting position.
— Leaving a Legacy  An opportunity to practice and
B. The Gilwell Gazette demonstrate a working knowledge of
• Published daily the leadership skills presented during
• Captures important developments Wood Badge.
• Includes the day’s agenda  A chance to strengthen Scouting in
• Includes articles by patrol scribes your unit, district, and council.
C. Patrol Projects  An opportunity for person growth.
 Each patrol is tasked to produce an
outstanding product.

Day One 20

Values, Mission, and Vision
“The mission of the Boy
Values are core beliefs or desires that
Scouts of America is to
guide or motivate our attitudes and
prepare young people to
actions. Values can take a variety of
make ethical and moral
forms. For example:
choices over their lifetimes by
 Principles or Standards
instilling in them the values
 Personal Qualities
of the Scout Oath and Law!”
 Character Traits

 Codes of Ethics
—Mission Statement of the
 Goals
Boys Scouts of America
A mission is a brief statement that
reflects the core values of an organization
and communicates the organization’s A vision is a picture of future success.
long‐term objectives—why the A vision forms when we think far
organization exists. enough ahead to realize there will be
Routinely, an organization’s mission is important challenges that we can prepare
formalized in a mission statement. for now, perhaps by doing something as
A mission statement simple as planting a few acorns.
 Serves as a communication tool
inside and outside the
organization.
 Aligns people with a purpose and
fosters commitment and unity.
 Defines directions for change and
growth.
 Acts as an evaluation tool to help
measure decisions, activities, and
programs.

Listening to Learn
Patrol, welcome home to your own  A skill that can be learned
private space! Let’s settle in and do the Why is Listening a Key Skill
following: of Leadership?
 Become aware of how we listen  Connecting
 See how good listening works as a  Decision Making
communication skill  Problem Solving
 Practice active and empathetic Two Parts of Effective Listening
listening  Active Listening
 Get some tips on how to receive and  Empathetic Listening
give feedback Active Listening Requires…
Listening is…  Rephrasing and Confirming
 An essential part of communication  Nonjudgmental Attitude
 Not taught in school
Day One 21
Empathetic Listening Requires…  Did the recipient understand what you
 Putting oneself in the speaker’s place said?
 Imagining the speaker’s viewpoint Tips on Receiving Feedback
 Understanding the speaker’s feelings  Seek out feedback.
Monitoring Our Listening Level  Listen carefully.
 Awareness  Listen actively.
 Adjustments  Listen empathetically.
 Powerful Tools  Monitor your emotions.
Listening in Adversarial Situations Effective Listening
 Nonjudgmental  A learned skill
 Productive Framework  Important to relationships and
 Positive Conversation problem solving
Giving and Receiving Feedback  Active and empathetic
 Can be difficult  Turns a negative situation into a
 Basic part of team development, positive one
leadership, and friendship  Give and receive feedback
 Both parties must use effective Ticket
listening Can this be part of your ticket?
Tips on Giving Feedback
 Is it helpful?
 Do others want it?
 Can it change a behavior?
 Is it specific?
 Does it describe behavior?
 How does it impact you?
 Does it contain an “I” statement?
Wood Badge Traditions
There are many traditions that unite our forest floor, a freeman was given the right
course with all other Wood Badge of loppage. Earned as a right by service, a
courses—past, present, and future—all freeman could cut limbs from the
around the world. Chief among these are: nobleman’s forest as high as they could
Gilwell Field. Baden‐Powell held the reach with an ax. The ax became the
first Wood Badge course at Gilwell Park badge of a freeman.
near London. To this day, Gilwell is MacLaren tartan. In 1919, a Scots‐
considered the international home of man named W. F. de Bois MacLaren, a
Wood Badge. Wherever on the globe a district commissioner for Scouting in
course takes place, the main assembly Scotland, purchased Gilwell Park and
area is known as Gilwell Field. presented it to the British Boy Scout
Ax and log. The ax and log is the Association. He explained that one of his
totem of Gilwell Park. The ax is the purposes in doing so was “to provide a
symbol of the English freeman. Whereas training ground for the officers of the
serfs could only gather wood from the Scouting movement.” In perpetual
Day One 22
appreciation for his generosity to Service Patrol and Program Patrol
Scouting, Wood Badge adopted the tartan Responsibilities
of the MacLaren clan. It is this tartan that Each day, one patrol will act as the service
appears on the Wood Badge neckerchief. patrol and one patrol will be the program
Wood Badge beads. In 1888 during a patrol. These duties are Wood Badge
military campaign in Africa, Baden Powell traditions and not necessarily part of a
acquired a necklace of wooden beads typical Troop’s operation. The period of
from the hut of a warrior chief named service will extend from the morning’s
Dinizulu. Years later at the conclusion of troop assembly on Gilwell Field until the
the first Wood Badge course, Baden‐ following morning’s assembly. (The
Powell gave each course graduate a bead exception will be Day One, when the
from the necklace. The “Wood Badge” service and program patrols assume their
program takes its name from those beads. duties during this lunchtime
Since then, more than 100,000 Scouters presentation.)
worldwide have completed Wood Badge The patrol leader notebook contains
courses and can wear replicas of the information on what is expected of the
original wooden beads. service and program patrols, and a roster
Neckerchief and woggle. Held in listing the patrols assigned to be the
place by a leather woggle, the Wood service patrol and program patrol for
Badge neckerchief—tan with a patch of each day of the Wood Badge course.
MacLaren tartan—may be worn by course Service and Program Patrol Symbols
graduates. Wood Badge beads, necker‐ The senior patrol leader will ask a
chief, and woggle may be worn only with member of the Day One service and
the official field uniform of the BSA. program patrols to come forward to
Kudu horn. During his military receive the symbols of office for those
service in Africa, Baden‐Powell observed patrols.
members of the Matabele tribe blowing • Service patrol symbol—a small shovel
on the horn of a kudu to signal to one • Program patrol symbol—a large set of
another. He brought a kudu horn back to beads
England with him, and in the summer of Encourage patrols to decorate the
1907 when he held his first experimental symbols in their keeping. Before they
camp on Brownsea Island, Baden Powell relinquish the symbols to the next day’s
sounded the horn to assemble his service and program patrols, they may
campers. The same horn was entrusted to wish to attach some version of their
Gilwell Park in 1920 for use in Scout totems, although they are free to devise
training courses. Since that time, the kudu any decoration of their own choosing.
horn has been a symbol of Wood Badge And, the final tradition of Wood Badge:
courses throughout the world. Gilwell Song. The Gilwell Song has
been sung by generations of Wood Badge
Scouters—always energetically, but with
wildly varying degrees of harmonic
success.

Day One 23
Back to Gilwell

Beaver Bobwhite Eagle Fox Owl Bear Buffalo Antelope

Day One 24
Turk’s Head or Woggle Neckerchief Slide

Place the braid around three fingers of the left
hand, palm up. The working end of the braid is
red "X" and the stationary end is yellow "Y".
Bring working end x over the stationary yellow

end (fig 1) and around the back of the hand.
Thread working end over first wrap and under

yellow (fig 2-3).
Turn left hand over, palm down. (fig 4)
Pull the second green wrap over the first yellow

wrap (fig 5). Hold the green wrap in position by
placing the forefinger of the left hand between the
green and yellow wraps.
Thread end X under yellow through the crisscross

loop thus formed by yellow and green.
Thread end X over green and under yellow again

(fig 7-8).
Turn left hand over, palm up (fig 9). Bring end X

along side of and parallel to stationary end Y by
threading the strand over green, under yellow and
over green again (fig 9-10).
The Turk's head neckerchief slide is formed by

following this strand Y around three times; i.e.,
until there are three braided strands parallel to
each other all around the slide (figs 10, 11, 12) It
may be necessary to go back around the knot and
take in any slack.
The second time around is indicated in fig 11 as

well as the beginning of the third time around. Fig
12 indicates end X on the completion of its third
time around.
Day One 25
In doing this it may be necessary to take in the

slack from time to time in order that there will be a
sufficient amount of material to complete the slide.
It is important to adjust the slide so that it will be

neat as well as the right size. Then, too, it will be
necessary to remove the slide from the fingers
when you thread end X around for the second and
third time (fig 11-12).
The slide ends at the same point at which it was begun (Y). Slide both ends underneath a
convenient strand on the inside of the Turk’s-head knot and trim. This completes the neckerchief
slide.

Day One 26
The Campfire Program Planner

Day One 27
Campfire Program

Aims of Scouting Worksheet

Day One 28

Day One 29
Patrol Leadership Positions
Daily Roster

Assistant Chaplain
Patrol Leader Scribe
Patrol Leader Aide*
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6

*The position of chaplain aide may be held by the same individual throughout the
course, or it may rotate among several or all members of the patrol. Because of their
involvement with the chaplain aides meeting on Day Two and Day Three, the person or
persons serving as chaplain aide should be patrol leader on days other than Day Two or
Day Three.
Note: Each day a different member will serve as leader of your patrol, thus allowing
each person to have at least one chance during a Wood Badge course to experience that
leadership opportunity. The person assigned as Assistant Patrol Leader will become
Patrol Leader on the following day.
Day One 30
Daily Patrol Self‐Assessment Form
The assessment process is meant to pro‐  In our patrol, what is not working?
vide members with hands‐on experience (Something we should STOP.)
in making assessments. It may also give  In our patrol, what is working well?
you fresh insights into ways that the (Something we should CONTINUE.)
patrol can more effectively develop into a Before, during, or after an activity you can
high‐performance team. An effective way always stop and check how it’s going by
to evaluate performance is to use the using the SSC tool. (Perhaps you know
Start, Stop Continue evaluation tool for this tool by another name: Thorns, Roses,
the daily patrol self assessment. and Rosebuds.)
The Start, Stop, Continue (SSC) tool A key to effective team development is
is used for a variety of purposes. In the self assessment—regularly measuring the
process of developing your Patrol, it will enthusiasm and skill level of the group.
be very helpful to assess team interaction The daily self–assessment encourages
and to modify actions and behaviors to course Scouters to do just that.
move you towards a stronger performing The Daily Patrol Self‐Assessment takes
team. Here is a brief outline of the steps place each morning during or just after
to follow in using the Start, Stop, Continue breakfast. Members use the following
worksheet. discussion points to assess their patrol’s
Think about your patrol’s activities for activities of the previous 24 hours.
the day. Think about what you are doing The evaluation is discussed only
as it pertains to actions within both your within the patrol. It is not shared with the
Patrol and in the Troop. Ask yourself patrol leaders’ council or the rest of the
these questions: troop.
 In our patrol, what should we put in A copy of each day’s assessment form
place to improve? should be kept in the Patrol Leaders
(Something we should START.) Notebook for future reference.

Fact: Your Boy Scouts learn to use Start, Stop, Continue in Buckskin Leader Training!

Day One 31
Start, Stop and Continue Worksheet

Category Assessment
In our patrol, what should we put in place to improve? (Some things we
Start should START)

1.

2.

3.

In our patrol, what is not working? (Some things we should STOP)
Stop
1.

2.

3.

In our patrol, what is working well? (Some things we should CONTINUE)
Continue
1.

2.

3.

Day One 32
The Art and Skill of Creating a Totem
Creating a totem is a method by which When the practical phase of your
members of a Wood Badge patrol can Wood Badge training is completed the
have a distinguishing symbol for them‐ totem will be with you for the remainder
selves and their patrol. The totem of your Scouting career. It is not
becomes a life long identifying charact‐ something that is changed or modified
eristic of the patrol that all members can after the course. Your fellow patrol
use as a reminder of their time at Wood members will expect you to maintain the
Badge Troop 1. totem you created as a patrol in its
A totem is unique to a particular original form.
patrol. It is unlike any other totem, even
those for patrols with the same name. For
example, not all Beaver totems are the
same, but they all have symbols that
reference a Beaver while differing in
design.
The totem is to be one which all
members of the patrol can easily repro‐
duce on their own from memory It should
not require any special artistic talent or
equipment Simplicity and creativity in
design are important elements to keep in
mind when designing a totem. The totem
design incorporates the Wood Badge
course number, and represents the patrol
animal or bird. Some totems also include
a part that is unique to each individual
patrol member. The totem for your patrol
should be presented to your Troop Guide
for review and guidance.

Day One 33
Day Two
United States. The Flag of 1777 flew over
Historic Flag Presentation the young nation for 18 years. George
The Flag of 1777 (Betsy Ross Flag) Washington was the only president to
serve under this banner. To this day, June
14, the birthday of our flag, is celebrated
each year as Flag Day.
Let us honor this flag with a song that
also honors America:

With the signing of the Declaration of America the Beautiful
Independence, the new American nation O beautiful for spacious skies,
needed a flag of its own. On June 14, 1777, For amber waves of grain,
Congress passed this resolution: For purple mountain majesties
“Resolved: That the flag of the thirteen Above the fruited plain!
United States be thirteen stripes alternate
red and white; that the union be thirteen America! America!
stars, white in a blue field, representing a God shed his grace on thee
new constellation.” And crown thy good with brotherhood
Each star and each stripe represented From sea to shining sea!
one of the colonies that would become the

Day Two 34
“What Are You Most Afraid Of?” Worksheet
Below is a list, in alphabetical order, of 14 common fears. You have two tasks:
1. Working on your own, rank all 14 items in the order in which you think a survey of
respondents from throughout the United States ranked them.
Rank them from “1” (most feared) to “14” (least feared).
2. Once everyone has completed the individual ranking, work together as a patrol to
come up with a group ranking of the items, again using “1” for most feared, up to
“14” for least feared.

Fear Individual Ranking Team Ranking
Darkness
Death
Deep water
Dogs
Driving/riding in a car
Elevators
Escalators
Financial problems
Flying
Heights
Insects and bugs
Loneliness
Sickness
Speaking before group
Day Two 35
Inclusiveness
Learning Objectives Patrol = People
 Understand a basic definition of  Successful patrols put differences to
diversity. work.
 Recognize the importance of  Successful patrols will function as a
Inclusiveness to a team. team.
 Understand what simple behaviors  Members of a team are responsible for
that can make inclusiveness work for the whole group.
you. How do you make diversity work in a
The Usual Suspects patrol? Include everyone on the team!
Think for a minute about the people in What can I do?
your unit at home. Think about the people  When you lead, make sure everyone
you work with. Are there people you has challenging opportunities to
count on all the time? When it really contribute and learn.
needs to get done do you turn to “the  Consider how your leadership
usual suspects” to make it happen? Why? behavior affects the team
 Do they work as you do? environment.
 Are you alike in many ways?  Take time to show you care.
 Do you know them better than others?  Recognize individual and team
 What about the other folks? How are achievements.
they different?  Reach out and learn something from
Diversity, Inclusiveness everyone.
For our purposes, diversity is any Food for Thought
dimension that can be used to  Does everyone understand and agree
differentiate groups and people from one on what success looks like for your
another. group?
Inclusiveness is our deliberate actions  Do you actively sense how team
to help someone become part of a group. members are doing and do something
What happens when a patrol makes about it?
diversity work?  Are you teaching each other skills so
 All skills and life experiences are put all can more fully participate?
to work to achieve success.  Does the team support each other
 The experience is richer for all. during times of conflict?
 Everyone feels values and appreciated.  Does the team work to ensure
But what happens if diversity isn’t made everyone is performing at their best?
to work as a strength?  Do you celebrate individual success as
 People feel disrespected—lack of a group?
communication and cooperation.  Does everyone feel like they are
 Strong emotions build that get in the contributing something to and getting
way—isolation, hostility. something from the patrol?
We are not talking about discrimination.
It can be as simple as always turning to
“the usual suspects.”
Day Two 36
Diagnosing problems 4. Interpersonal Relationships – How are
Everyone means well but sometimes a people getting along? Ensure open
group just isn’t working. communication between team
members, encourage creative and
One way to identify the disconnect is to inclusive contributions from all
use: GRPI. It’s a planning tool that can members.
help ensure a high performing team. Powerful Concepts, Simple Behaviors
While it should be used to make sure a  Diversity and inclusiveness are
plan is well defined, it can also be used as powerful concepts.
a diagnostic tool when team members  Make them work and the team will
may not be getting along. Simply ask the grow!
questions in the order they appear:  Make them work and you will grow.
1. Goal – Is the goal clearly defined? Do How will you include a diversity/
all agree? Define the team's mission inclusiveness goal in your ticket? In
and establish objectives that conform addition to your unit, consider other
to the "SMART" approach areas such as your district or council.
2. Roles – Are the roles clearly defined? For more information on publications
Define clearly each team member's available, search Scouting magazine:
function and the interrelationships www.scoutingmagazine.org/search.html.
between individual and team roles,
objectives, and processes; 80% of
disputes lie here!
3. Process – How are the activities and
their sequence supposed to work?

Stages of Team Development
Objectives
 Recognize the stage of development associated with a team.
 Understand the characteristics of each of the four stages of team development.
 Understand how enthusiasm and skill level relates to the four stages.
There are a variety of ways to illustrate team development. We’ll use the following:
Stages of Team Development
“Pickup Sticks” “At Odds” “Coming Around” “As One”
Forming Storming Norming Performing
Goal Goal Goal Goal

Day Two 37
1. The first stage in a team’s develop‐ increase, which contributes to a
ment is the Forming stage (“Pickup positive, even euphoric feeling. There is
Sticks”). increased clarity and commitment to
Most team members are fairly eager to purpose, values, norms, roles, and goals.
be on the team. However, they often Trust and cohesion grow as
come with high, unrealistic expecta‐ communication becomes more open and
tions. These expectations are accom‐ task‐oriented. There is a willingness to
panied by some anxiety about how they share responsibility and control. Team
will fit in, how much they can trust members value the differences among
others, and what demands will be themselves. The team starts thinking in
placed on them. Team members are also terms of “we” rather than “I.” Because
unclear about norms, roles, goals, and the newly developed feelings of trust
timelines. In this stage, there is high and cohesion are fragile, team members
dependence on the leadership figure for tend to avoid conflict for fear of losing
purpose and direction. Behavior is the positive climate. This reluctance to
usually tentative and polite. The major deal with conflict can slow progress and
issues are personal well being, lead to less effective decisions. Issues at
acceptance, and trust. this stage concern the sharing of control
2. The second stage in a team’s develop‐ and avoidance of conflict.
ment is the Storming stage (“At Odds”). 4. The fourth stage in a team’s develop‐
As the team gets some experience under ment is the Performing stage (“As
its belt, there is a dip in enthusiasm as One”).
team members experience a At this stage, both skill level and
discrepancy between their initial enthusiasm are high, and they reinforce
expectations and reality. The difficulties one another. There is a sense of pride
in accomplishing the task and in and excitement in being part of a high‐
working together lead to confusion and performing team. The primary focus is
frustration, as well as a growing on performance. Purpose, roles, and
dissatisfaction with dependence upon goals are clear. Standards are high, and
the leadership figure. Negative reactions there is a commitment to not only
to each other develop, and subgroups meeting standards, but to continuous
form, which polarize the team. The improvement. Team members are
breakdown of communication and the confident in their ability to perform and
inability to problem‐solve results in overcome obstacles. They are proud of
lowered trust. The primary issues in this their work and enjoy working together.
stage concern power, control, and Communication is open and leadership
conflict is shared. Mutual respect and trust are
3. The third stage in a team’s develop‐ the norms. Issues include continued
ment is the Norming stage (“Coming refinements and growth.
Around”). There are two important variables that
As the issues encountered in the second are woven through the four stages of
stage are addressed and resolved, team development: Enthusiasm and
enthusiasm begins to rise. Task Skill Level. Unlike skill level,
accomplishment and technical skills enthusiasm starts out high in the
Day Two 38
Forming stage. Then realizing the teams ground rules for a team in the
low skill level and inability to meet “Norming” stage.
expectations enthusiasm takes a sudden Different teams may proceed
dip as the team moves into the Storming through different stages at different
stage. As differences are explored, speeds, a process that can be affected by
expectations are aligned with reality, the fact that team members may also
and the team achieves results with have varying rates of progress.
increasing skill levels, enthusiasm Members should avoid making self
begins to rise in the Norming stage. fulfilling prophecies about how long
Ultimately, both enthusiasm and skill each stage will last.
level are high as the team becomes a A team may sometimes regress to an
high‐performing team in the Performing earlier stage. For example, team
stage. members may return to a previous stage
Understanding the stages enable us if they discover that a team’s mission or
to anticipate what a team is likely to go membership has changed, such as when
through. This will prevent team a significant number of new boys are
members from being surprised or added to a patrol.
depressed by various events such as It is possible for a team to be in
disagreements during the “Storming” different stages with respect to different
stage. aspects of its mission. For example, it
The stages enable us to use appropri‐ may still be in the “Storming” stage with
ate strategies to smooth the progress of respect to implementing its final plan,
a team as it evolves. For example, we even while it is in the “Performing”
can suggest a procedure for establishing stage with respect to efficiently
generating ideas for the plan.

Day Two 39
Communication
Learning Objectives: Barriers to Effective Communication
 Use listening skills learned in our  Lack of common ground
previous session  Lack of sincerity
 Develop strategies to overcome  Lack of authority
communication barriers  Lack of skill
 Practice effective instruction skills  Lack of clarity
 Look for feedback  Lack of receptiveness
Communication can be in various forms,  Poor environment
verbal and non‐verbal Ways to assure Good Communications
 Visually & Auditory i.e., spoken  Know your audience
word, performance  Truly show sincerity
(dance/theatre/song), symbols  Know the subject
(icons), written (stories, and many  Be receptive and willing to learn
more). something while teaching
What makes communication really  Be clear and concise
effective?  Pace your presentation to the
 Importance of the message audience
 Presenting ideas with relevance to  Physical environment has a impact
the listeners Effective Communication and the
 Establish authority on the subject Teaching E.D.G.E
 Have conviction and passion for the  Explain what is going to happen
subject  Demonstrate “how to”
 Use the skills of voice, tone, body  Guide by asking questions
language  Enable by encouraging others to try
Basic Blueprint of Communication it
 A sender Summary
 A message  Communications is a tool of
 A receiver leadership
Effective Communication…  Communication is essential to
 Good listening on the part of both effective teams
speaker and the audience  Communications happens on
 Engage the audience common ground
 Two‐way process  Communication should be clear and
Engaging the audience… concise.
 Presentation should not be all one  Sender and receiver consider each
way other
 Consider the listener’s perspective  Communication is written, verbal,
 Understanding the speaker’s feelings and nonverbal.
From the audience point of view, “What  Feedback is a gift. It truly is one!
do you want?”  Be generous in support and praise!
 Knowledge By the way…
 Skill How can this be part of your ticket?
 Understanding
Day Two 40

Project Planning
Objectives Approach or method:
 Identify the five stages of team‐based ____________________________________________
project planning. Assumptions and risks:
 Prepare an effective project ____________________________________________
overview related to their patrol Goals and Objectives
exhibit. Establish project goals and objectives
 Understand the importance of that pass the “SMART” test:
selecting an appropriate approach or S ‐ Specific: Is it specific in targeting
method. an objective?
 Avoid the “activity trap.” M ‐ Measurable: What are the
 Develop a work breakdown measurable indicators of success?
structure. A ‐ Attainable: Is it attainable by
 Implement and track a project plan. someone on the team?
Five Stages of Team‐Based R ‐ Relevant: Can it be achieved
Project Planning within the resources and time
1. Project overview allowed?
2. Work breakdown structure If not, then the goal is irrelevant
3. Activity assignments to project success.
4. Putting the plan into action T ‐ Time‐based: When will the
5. Project closeout project be completed?
Stage One: Project Overview Measures of Success
Create a strategic decision‐making The project overview should
document that  Identify problems early and
 Identifies the problem or determines the feasibility.
opportunity  Help others understand and commit
 States the scope of the project to the project.
 Establishes project goals  Provide the basis for a detailed plan.
 Lists important objectives  Help avoid “activity trap” and
 Explains how success is measured “scope creep.”
 Determines the approach or Approach or Method
methodology Consider the following when choosing
 Identifies assumptions and risks an approach or method:
Project Overview  Focus on goals and objectives.
Problem, opportunity, or situation to be  Challenge assumptions regarding
changed: usual approaches.
____________________________________________  Explore out‐of‐the‐box solutions.
Project goals:  Invent new methods when
____________________________________________ appropriate.
Objectives: Assumptions and Risks
____________________________________________ To help identify the project’s
Measure of success: assumptions and risks, answer these
____________________________________________ questions.
Day Two 41
 What resources are required?  Monitor each team member’s
 What risks are associated with performance.
obtaining these resources in a timely Stage Five: Project Closeout
manner? When closing out the project:
 What problems or delays could we  Recognize team members.
have?  Write a postmortem report.
 What effects will delays have? ‐Were goals and objectives achieved?
Stage Two: Work Breakdown Structure ‐Was the project completed on time?
The work breakdown structure helps ‐What lessons were learned?
keep the team focused and helps ‐ What ideas and recommendations
prioritize tasks. do you have for next time?
 Following the network of high‐level
objectives, break down each
objective into separate activities that
will be necessary to accomplish it.
 Order the activities by what must be
done and when.
Characteristics of Project
Activities
Project activities should
 Pass the “SMART” test.
 Have clear start and stop events.
 Incorporate easily estimated
time/cost.
 Be assignable and manageable.
Stage Three: Activity Assignments
When assigning activities, be sure
participants have
 Clarity regarding their assignment
 Clarity about the project’s purpose
 Clarity about resources and
deadlines
 A good match to their skills
 Established milestones and
reporting procedures
Stage Four: Putting the Plan Into Action
The implementation and tracking leader
should
 Provide leadership to the team.
 Provide additional resources.
 Assist with decision making and
problem solving.
 Monitor the critical path.
Day Two 42
Day Three
ready to surrender. Jones replied, ‘Sir, I
Historic Flag Presentation have not yet begun to fight!’ Eventually it
The Serapis Flag was the crew of the Serapis that
surrendered, though the Bonhomme
Richard was severely damaged. The
American sailors boarded the Serapis and
watched form the deck as the Bonhomme
Richard sank beneath the waves.
Let us honor this flag with a song that
also honors America.
Designed with 13 stripes alternating red,
white, and blue, this flag was raised by
Captain John Paul Jones on the British Columbia, The Gem of the Ocean
frigate Serapis during the most famous O Columbia, the gem of the ocean
Revolutionary War naval Battle. The home of the brave and the free
In 1779, after conducting sea raids on The shrine of each patriot’s devotion,
the coast of Britain, Jones took command A world offers homage to thee.
of a rebuilt French merchant ship that had
been renamed the U.S.S Bonhomme Thy mandates make heroes assemble,
Richard in honor of Benjamin Franklin. In When Liberty’s form stands in view,
September of that year, Jones engaged the Thy banners make tyranny tremble,
British Frigate Serapis in the North Sea, When borne by the red, white, and blue!
sailing in close, lashing his vessel to the
British ship, and fighting the battle at When borne by the red, white, and blue!
point blank range. During the fight, two When borne by the red, white, and blue!
cannon burst on the Bonhomme Richard. Thy banners make tyranny tremble,
The British Captain asked Jones if he was When borne by the red, white, and blue!

Day Three 43
Interfaith Worship Service (Instructional Portion)
Objectives
 Explore issues that can affect the content and presentation of an interfaith worship
service.
 Involve staff members in the presentation.
 Draw upon a diversity of resources.
 Be a model for conducting an interfaith worship service. (The second service, on Day
Five, is prepared and presented by the patrol chaplain aides.)
Why Include Religious Services in Scouting?
The Charter and Bylaws of the Boy Scouts of America recognize the religious element in
the training of the BSA’s members, but the BSA is absolutely nonsectarian in its attitude
toward that religious training. Religious instruction is ultimately the responsibility of
the home and the religious institution.
From the BSA’s Charter and Bylaws:
The Boy Scouts of America maintains
that no member can grow into the best kind of citizen
without recognizing an obligation to God.

From the Boy Scout Handbook, 11th edition:
A Scout is reverent. A Scout is reverent toward God.
He is faithful in his religious duties.
He respects the beliefs of others.

Wonders all around us remind us of our faith in God.
We find it in the tiny secrets of creation and the great mysteries of the
universe.
It exists in the kindness of people and
in the teachings of our families and religious leaders.
We show our reverence by living our lives according to the ideals of our
beliefs.

Throughout your life
you will encounter people expressing their reverence in many different ways.
The Constitution of the United States guarantees each of us
complete freedom to believe and worship as we wish without fear of pun
ishment.
It is your duty to respect and defend the rights of others to their religious
beliefs even when they differ from your own.

Day Three 44
What is an Interfaith Worship Service?
The explanation provided by Baden‐Powell is as valid today as when he wrote it:
Some Ideas on Interfaith Worship Service
For an open Troop, or for Troops in camp,
I think the interfaith worship service should be open to all denominations,
and carried on in such manner as to offend none.
There should not be any special form,
but it should abound in the right spirit,
and should be conducted not from any ecclesiastical point of view,
but from that of the boy.

Everything likely to make an artificial atmosphere should be avoided.
We do not want a kind of imposed church parade,
but a voluntary uplifting of their hearts by the boys
in thanksgiving’ for the joys of life,
and a desire on their part to seek inspiration
and strength for greater love and service for others.
An interfaith worship service should have as big an effect on the boys
as any service in church,
if in conducting the interfaith worship service
we remember that boys are not grown men,
and if we go by the pace of the youngest and most uneducated of those
present. Boredom is not reverence, nor will it breed religion.

To interest the boys,
the interfaith worship service must be a cheery and varied function.
Short hymns (three verses are as a rule quite enoughnever more than four);
understandable prayers; a good address from a man who really understands
boys (a homely “talk” rather than an address), which grips the boys,
and in which they may laugh or applaud as the spirit moves them,
so that they take a real interest in what is said.
If a man cannot make his point to keen boys in ten minutes
he ought to be shot!
If he has not got them keen,
it would be better not to hold an interfaith worship service at all.

BadenPowell
Printed in The Scouter, November 1928

Basic Concepts for Planning an Interfaith
Worship Service
 Choose a setting that lends itself to the
occasion and promotes reverence, a
Day Three 45
grove of trees, a site with a view of a recognize the universality of beliefs in
lake, pond, brook, etc. For small God and reverence.
groups, sitting in a circle can be a very Encourage Scouts and Scouters to
effective arrangement. participate in religious services. Let them
 Everything must be in good taste. know ahead of time the nature of a
 The service should be planned, timed, service so that those anticipating a
and rehearsed. (Generally 30 minutes multifaith experience do not find them‐
maximum.) selves surprised by a service that
 It should go without saying that those espouses the beliefs of a particular faith
attending an interfaith worship or religious tradition.
service will be courteous, kind, and Summary
reverent. They should respect the Whenever possible, BSA outings and
rights and feelings of others even if activities should include opportunities for
their beliefs and religious practices members to meet their religious obliga‐
differ from their own. tions. Encourage Scouts and Scouters to
 Everyone in attendance should have participate. Even the opportunity to share
opportunities to participate, if they the uniqueness of various faiths, beliefs,
wish, through responsive readings, and philosophies with other members
silent and group prayer, singing, etc. may be educational and meaningful.
Recognizing Diversity in a Interfaith Planning and carrying out religious
Worship Service activities can be as simple or complex as
Scouts practice many faiths and many the planners choose to make them.
units are composed of Scouts from a Care must be taken to support and
variety of faiths. When this is the case respect all the faiths represented in the
during a Scout outing, ask them to suggest group. If services for each faith are not
materials, to participate in the planning, possible, then an interfaith, nonsectarian
and to assist in leading the service. If the service is recommended. Scout leaders
group represents a mixture of religions, can be positive in their religious influence
you may choose to use inspirational without being sectarian.
passages instead of particular religious Interfaith worship service (Example)
materials. 1. Call to worship
Because different faiths observe 2. Hymns or songs
different religious practices and have a 3. Scripture(s) or readings from a variety
variety of holy days, it is not always of religious or inspirational sources
possible to conduct an interfaith service 4. Responsive reading
in a time frame that fully recognizes 5. Personal prayer
individual religious obligations. This 6. Group prayer
should be acknowledged and explained. 7. Inspirational reading or message
Other time may need to be built into the 8. Offering (World Friendship Fund)
schedule to allow individuals to meet 9. An act of friendship
their obligations. 10. Benediction or closing
“Interfaith” means a service that all
Scouts and Scouters may attend. There‐
fore, much attention must be paid to
Day Three 46
The World Friendship Fund World Friendship Fund donations are
sent to the International Division of the
BSA.

Have You Seen the Light?
How enlightened are you when it comes to knowing and applying the religious prin‐
ciples of the Boy Scouts of America? It is a little more involved than simply under‐
standing the 12th point of the Scout Law. Take a few minutes to complete this quiz.
1. True or False—Circle one
The Boy Scouts of America maintains that no member can grow into the best kind of
citizen without recognizing an obligation to God.
2. Multiple Choice— Circle the correct answer(s)
The 12th point of the Scout Law includes the following responsibilities:
a. personal religious obligations
b. duty to country
c. respect for the beliefs of others
d. all of the above
The word “nonsectarian” means
a. nondenominational
b. ecumenical
c. not affiliated with any specific religion
d. all of the above
Which of the following could be a violation of a religious belief?
a. recitation of the Pledge of Allegiance to the United States of America
b. removing one’s hat when indoors and/or during a meal
c. expecting everyone to taste a particular food
d. attending a program event or activity on a Saturday
e. drinking coffee, tea, or cola
5. True or False— Circle one
In accordance with their agreement with the Boy Scouts of America, some churches
sponsoring Cub Scout, Boy Scout, Varsity, or Venturing units can require members of
their units to participate in religious ceremonies and services distinctive to that church.
An interfaith worship service is one that all Scouts and Scouters may attend. It requires
careful planning to ensure that it does not violate the beliefs of any religion.
Some religions have specific requirements that cannot be fulfilled through an interfaith
worship service. Other arrangements might be necessary for Scouts of those faiths to
fulfill such commitments.
Of the eight major religions in the world, all are represented in the BSA’s religious
emblems program.
Day Three 47
“Duty to God” and “religious duties” are important components of
a. The Cub Scout Promise
b. The Law of the Pack
c. The Scout Oath
d. The Scout Law
e. The Venturing Oath
f. The Venturing Code
g. All of the above
Appropriate graces for meals at Scouting events do not refer specifically to a “central
figure”—Jesus Christ or Allah, for example.

Interfaith Worship Service Planning Guide
o Call to worship.
Day Three 48

_________________________________________________________________________________________________

o Hymns or songs.

________________________________________________________________________________________________

_________________________________________________________________________________________________

o Scripture(s) or readings from a variety of religious or inspirational sources.

_________________________________________________________________________________________________

_________________________________________________________________________________________________
o Responsive reading.

_________________________________________________________________________________________________

_________________________________________________________________________________________________
o Personal prayer.

_________________________________________________________________________________________________

o Group prayer.

_________________________________________________________________________________________________

o Inspirational reading or message.

_________________________________________________________________________________________________

_________________________________________________________________________________________________
o Offering (World Friendship Fund)

_________________________________________________________________________________________________
o An act of friendship.

_________________________________________________________________________________________________

o Benediction or closing.

________________________________________________________________________________________________
Principles of Leave No Trace
Day Three 49
1. Plan Ahead and Prepare but do not touch cultural or historical
Proper trip planning and preparation structures and artifacts. It may be illegal
helps hikers and campers accomplish trip to remove artifacts.
goals safely and enjoy‐ably while 5. Minimize Campfire Impacts
minimizing damage to natural and Some people would not think of camping
cultural resources. Campers who plan without a campfire. Yet the naturalness of
ahead can avoid unexpected situations, many areas has been degraded by
and minimize their impact by complying overuse of fires and increasing demand
with area regulations such as observing for firewood.
limitations on group size. 6. Respect Wildlife
2. Travel and Camp on Durable Surfaces Quick movements and loud noises are
Damage to land occurs when visitors stressful to animals. Considerate campers
trample vegetation or communities of observe wildlife from afar, give animals a
organisms beyond recovery. The resulting wide berth, store food securely, and keep
barren areas develop into undesirable garbage and food scraps away from
trails, campsites, and soil erosion. animals. Help keep wildlife wild.
3. Dispose of Waste Properly (Pack It In, 7. Be Considerate of Other Visitors
Pack It Out) Thoughtful campers travel and camp in
This simple yet effective saying motivates small groups, keep the noise down, select
backcountry visitors to take their trash campsites away from other groups,
home with them. It makes sense to carry always travel and camp quietly, wear
out of the backcountry the extra materials clothing and use gear that blend with the
taken there by your group or others. environment, respect private property,
Inspect your campsite for trash or spilled and leave gates (open or closed) as found.
foods. Accept the challenge of packing out Be considerate of other campers and
all trash, leftover food, and litter. respect their privacy.
4. Leave What You Find
Allow others a sense of discovery, and
preserve the past. Leave rocks, plants,
animals, archaeological artifacts, and
other objects as you find them. Examine

Day Three 50
The Leading EDGE™ / The Teaching EDGE™

The primary function of team leadership is to help the team move through the stages of
development.
Objectives Effective leaders usually have more than
 Describe the four leadership one leadership style. A key to good
behaviors included in the Leading leadership is to match the style of
EDGE™, and explain which behavior leadership to the people and the
is most appropriate for each stage of situation. A powerful tool for choosing
team development. the right leadership style is the Leading
 Describe the four skills instruction EDGE.
behaviors included in the Teaching The letters EDGE stand for
EDGE, and explain which behavior is  Explain
most appropriate for each stage of  Demonstrate
skills development.  Guide
 Enable

Review An effective leader of a team that is
Recall from the Stages of Team Forming will do lots of careful explaining
Development discussion yesterday: to help the team understand exactly what
Forming (High Enthusiasm, Low Skills) the leader expects them to do. There is
(Pick‐up Sticks) high dependence on the leader, some
anxiety about fitting in norms, roles,
timelines, etc.

Day Three 51
Storming (Low Enthusiasm, Low Skills) (At framework for matching each stage of
Odds) team development with an appropriate
In the Storming stage an effective leader leadership behavior.
will continue to make things clear by Remember, when serving as a team
demonstrating to the team how to leader, identify the current stage of team
succeed. There is some discrepancy development by accessing the team’s
between initial expectations and reality. level of enthusiasm and skill, and select
Negative subgroups form, with confusion an appropriate leadership style to use.
& frustration. The Teaching EDGE™
Norming (Rising Enthusiasm, Growing The ability of a team to succeed at a
Skills) (Coming Around) particular task often depends upon the
Leaders of teams in the Norming stage need for the members to individually or
can find success by giving team members collectively learn new skills.
lots of freedom to act on their own, but It is the leader’s responsibility to
being ready to provide guidance (coach‐ provide skills instruction when the need
ing) when a little help is needed. Trust is recognized. The leader may serve as
and cohesion grow as communications instructor if he or she has mastered the
become more task oriented. Start to think requisite skills, or arrange for an
of team as “we”. They avoid conflict instructor.
fearing losing positive climate. A learner responds best to skills
Performing (High Enthusiasm, High Skills) instruction tailored to the stage of skills
(As One) development the individual is
During the Performing stage a leader will experiencing at the moment. To provide a
enable team members to make decisions appropriate style of skills instruction. The
on their own and to keep progressing instructor must access the level of
toward completion of the task. Focus is enthusiasm and skill demonstrated by the
on performance, pride/excitement in learner.
being part of high performance team. A powerful tool for choosing the right
Roles, goals and purpose are clear. instruction style is the “Teaching EDGE;
To enable a team to make decisions again, Explain, Demonstrate, Guide, or
and move ahead on their own, the leader Enable?
must provide access to relevant infor‐ Skill Development Stages
mation and necessary resources. Forming
Regression (Going Backwards) (High Enthusiasm, Low Skills)
Regression, or moving back a stage or A person is enthused about something
two, can take place when there are new and motivated to learn, but has a low
changes in leadership, task, roadblocks or level of skill during the Forming stage. An
membership. Teams and/or individuals instructor will need to do lots of careful
can ‘regress’. explaining ‐ telling the learner exactly
what to do and how to do it.
The Relationship between Stages of Team Storming
Development and the Leading EDGE™ (Low Enthusiasm, Low Skills)
Together the stages of team development A person has been at it long enough to
and The Leading EDGE™ provide a realize that mastering a skill may not be
Day Three 52
easy and that lots of work remains to be own, supporting him with
done. As a result, his enthusiasm and encouragement, and helping him move
motivation are low. Skills are still low, closer to the goal.
too. An instructor must demonstrate the Performing
new skill to the learner, clearly showing (High Enthusiasm, High Skills)
him what to do and how to do it. Skills are high and so is enthusiasm and
Norming motivation. A learner has reached the
(Rising Enthusiasm, Growing Skills) point where he can act independently and
As a learner keeps at it, his level of skill be very productive. An instructor will
will rise. He realizes he is making need to enable the person—offer the
progress, and so motivation and learner plenty of freedom to make
enthusiasm will rise, too. An instructor decisions on their own and to keep
will need to guide the person – giving him moving ahead.
more freedom to figure out things on his

Explain, Demonstrate, Guide, or Enable?

Skill Teaching
Development Enthusiasm Skill Level EDGE
Stage (Morale) (Productivity) Behavior
Forming High Low Explain
Storming Low Low Demonstrate
Norming Increasing Increasing Guide
Performing High High Enable

A team responds best to leadership tailored to the stage of the team at the moment.
A learner responds best to skill instruction tailored to the stage of skill development of
the moment.

What Makes a Good Conservation Project?
Cub Scouts, Boy Scouts, Varsity Scouts, work are volunteering their time and
and Venturers undertaking conservation energy for the good of the environment. A
Day Three 53
worthwhile project allows them to feel Set Reasonable Goals
pride in what they are doing. It gives them Everyone likes a sense of completion to
a chance to experience something new. their work. Some conservation efforts can
Though the work may be hard, it should be finished in a few hours, an afternoon,
also be satisfying. or a day. Longer‐term projects may be
The following guidelines will help broken into intermediate goals achievable
Scout leaders and agency personnel plan in shorter amounts of time ~ planting a
conservation work that serves the needs certain number of trees, for example, or
of Scouts, of agencies, and of the environ‐ repairing the sites in just one area of a
ment. campground.
Involve Scouts in All Aspects of a Project Make a Difference
A sense of project ownership is important Appropriate projects allow young people
to young people. Scouts should under‐ to see that their efforts have a positive
stand the purpose of a conservation effect on the quality of their environment.
project. Increase their commitment to They learn about the importance of con‐
conservation by involving them in servation and gain a sense of pride in
planning as well as in carrying out the having done a Good Turn for the
work. environment and for those who will enjoy
Make Projects Fun the outdoors in the future.
Whenever possible, combine conser‐
vation efforts with other Scout activities Sample Conservation Projects
such as a hike, a campout, a swim, or a Conservation projects come in all shape
nature walk with someone who can and sizes. Among those that have been
discuss the area’s ecology. That will successfully completed by Scouts are the
enrich the experience for everyone and following:
also reinforce the idea that caring for the HABITAT AND WILDLIFE
environment is a fundamental part of the  Improve fish and wildlife habitat,
Scouting program. riparian areas, streams, and
Choose Reasonable First Projects shorelines.
The first projects undertaken by a  Stabilized threatened stream banks.
Scouting unit should be limited in scope  Collect discarded Christmas trees and
and last no more than a few hours or an install them as revetments to protect
afternoon. As the young people gain stream banks, or submerge them to
experience and confidence, projects can provide shelter for fish.
become more lengthy and complex.  Re‐vegetate damaged meadows and
Consider Skill Levels hillsides.
A good project is within the skill levels of  Plant trees, shrubs, and grasses to
the young people doing it and is age‐ control erosion, produce shade, and
appropriate. Work that is too demanding provide wildlife with sources of food
sets up young people to fail and to lose and shelter.
interest. On the other hand, the best  Remove exotic plant species and
opportunities challenge Scouts to push a restore native vegetation.
little beyond their current abilities and
master new skills.
Day Three 54
 Establish and care for urban equipment, and other outdoor
greenbelts, neighborhood parks, or recreational facilities.
other open spaces.  Build fences to prevent the
 Clean up urban waterways, paint overgrazing of riparian areas.
DUMP NO WASTE / DRAINS TO  Construct observation decks and
STREAM on storm drains, and blinds in wildlife refuges.
distribute informational fliers that  Prepare and install educational signs
outline appropriate ways of disposing along nature trails.
of oil, chemicals, and other toxic EDUCATIONAL
wastes.  Develop and maintain outdoor
 Construct and set up nesting boxes classroom sites.
and feeders for waterfowl and other  Teach environmental awareness skills
wild birds. to young people visiting resource
 Help fisheries officials stock lakes and areas.
streams  Provide training in appropriate
 Build structures in arid regions to hold camping, hiking, and other
water for wild animals. recreational skills that are easy on the
TRAILS AND CAMPSITES land.
 Return unwanted and abandoned  Offer conservation‐oriented
campsites and trails to their natural presentations and slide shows to
conditions. youth organizations and civic groups.
 Increase accessibility of resource area  Prepare informational brochures to be
facilities for handicapped visitors. distributed at agency visitor centers.
 Upgrade, maintain and help construct  Develop interpretive demonstrations,
trails for hikers, horseback riders, tours, and living history exhibits, and
bicyclists, and other users. help present them to visitors of
MONITOR resource areas.
 Monitor the quality of streams. HISTORICAL
 Conduct an ongoing census of selected  Clean and repair statues, gravestones,
wild animals. and other historic monuments.
 Conduct measurements of snow depth  Restore historic buildings.
at backcountry monitoring locations  Prepare and present research about
and forward the information to the people and events important to the
meteorological stations. heritage of an area.
STRUCTURES  Assist archaeologists in protecting and
 Maintain picnic pavilions, lifeguard studying archaeological sites.
towers, boat docks, playground
Day Three 55
Conservation Project Planning Checklist
Scouting leaders and agency personnel can use the following checklist to assist them in
planning conservation projects.
o What is the task to be done? ____________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
o Why is it important? _____________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
o How many Scouts and Scouters can take part in the work? __________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
o What is the time frame for completing the project ____________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
o What tools and materials will be needed, if any, and who will provide them? _____
_____________________________________________________________________________________________
_____________________________________________________________________________________________
o What leadership skills are required to oversee the work? ___________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
o Who will provide project leadership? (List youth and adult Scouting leaders and
any agency personnel.) __________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
o How will youth reach the work area? __________________________________________________
_____________________________________________________________________________________________
o What safety factors are involved and how will they be addressed? _________________
_____________________________________________________________________________________________

Day Three 56
October Sky—About the Movie
Opening comments Did you witness examples of‐
Why watch a movie about a bunch of Listening? Communicating?
boys building rockets during a training Inclusiveness
course for Scout Leaders?
What types of leadership did you
witness?
Authoritarian?
Participative?
Discuss the strengths and weaknesses of
the different leadership styles.

What roles did listening and
communication play in this story?
Did you see examples of enabling?
Did the conflict between Homer and
So far you have learned about John Hickam get resolved?
listening, inclusiveness, communication What is Miss Riley’s impact on Homer?
and stages of team development
(forming/storming/norming/ In your role as a Scout Leader (father,
performing), all items relating to mother, supervisor, etc.) would you say
running a Troop, or Pack, and working you are more like John Hickam? Or
with youth, other leaders, and unit Homer?
committees. Do you encourage, motivate and
This movie provides dynamic support others like Miss Riley?
examples of these throughout different
circumstances, with vastly different
characters. See which of these you
recognize, and the situations where you
notice them. Pay particular attention to
John Hickam, Homer Hickam, Miss Riley,
the “Rocket Boys” and the way they
interact with each other and those
around them.
 What drives John Hickam?
 What drives Homer Hickam?
 Why is it inevitable that they will
clash? How does Miss Riley affect
Homer’s destiny?

Post Movie analysis/discussion
What was the driving force of this entire
story ?

Day Three 57
Day Four

Historic Flag Presentatio Let us honor it by singing the first verse
The StarSpangled Banner of the song it inspired.

The Starspangled Banner
O say, can you see, by the dawn’s
early light,
Who so proudly we hailed at the
By 1795, Vermont and Kentucky had twilight’s last gleaming?
joined the Union, bringing the number Whose broad stripes and bright
of states to 15. The Stars and Stripes on stars, through the perilous fight,
the flag were increased from 13 to 15 on O’er the ramparts we watched, were
May 1, 1795. It was this flag of 15 so gallantly streaming?
stripes that flew over Fort McHenry in And the rockets red glare, the bombs
Baltimore the memorable night of its bursting in air,
bombardment in 1814 and inspired Gave proof through the night that
Francis Scott Key to write the verse of our flag was still there!
our National Anthem. O say, does that star‐spangled
The actual flag that flew over fort banner yet wave
McHenry that night is now preserved in O’er the land of the free and the
the Smithsonian National Museum of home of the brave?
American History.

Day Four 58
Leading Change
Change Happens: It is inevitable! What MISSION is made up of the steps that
choices do we have in how we react to lead to the realization of a vision.
change? VALUES are core beliefs or desires
 We can be fearful of change and that guide and motivate our attitudes
resistant to it, but that allows change and actions.
to control us. Step 4 – Establish Urgency
 We can accept changes and try to People need a compelling reason to
make the most of them. That’s better, change. Without urgency, great ideas
but it causes us to adapt to changes may sit on the shelf for years.
that are already occurring. Step 5 – Move Ahead, Regardless
 We can lead change by taking Some people are so resistant to change
responsibility for steering changes in that you may not be able to bring them
the best possible directions. That along on the journey to effective change.
approach not only accepts the They may not be able to accept changes
inevitability of change, but also does that are necessary or inevitable. They
something about determining the may find it impossible to embrace
outcome of change. change and to enjoy what it has to offer.
Objective of Leading Change Step 6 – Create a Culture That
When change is needed, leading change Embraces Change
can make it happen. An important goal of leading change is
When change is inevitable, leading to create a culture that embraces the
change can make it positive. need for change and that seeks it out
How to Lead Change: willingly, effectively, and with a sense of
Step 1 – Recognize That Change eagerness and anticipation. That can
Happens happen within a small team of people, a
Anticipate change. Change happens. And Scouting unit, a business, or an entire
once change happens, change will organization.
happen again. Three Characteristics of a Good
Step 2 – Empower Others to Help Incremental Goal
You Lead Change  It’s visible (people see for
Change is much easier to lead when themselves it’s not just hype)
others buy into new ideas and become  It’s unambiguous (a real win‐no
supporting players in developing a doubt)
positive future.  It’s clearly related to the change
Step 3 – Lead Change Based on effort
Vision, Mission, and Values The Ultimate Step ‐ Lead Change Through
To lead change, we need to know where Lifelong Learning
we are headed. The tools for finding that Leaders are educators. They don’t just
direction and staying on course are educate others, though. They are also
vision and mission based on a clear responsible for seeing to their own
sense of personal and organizational continuing education.
values.
VISION is a picture of future success.
Day Four 59
Mental Habits That Support  Solicitation of opinions
Lifelong Learning  Careful listening
 Risk Taking  Openness to new ideas
 Humble self‐reflection
Valuing People and Leveraging Diversity
Three Categories of Diversity  Language
 Human Diversity  Lifestyle
 Cultural Diversity  Heritage
 Organizational Diversity  Belief systems
Human Diversity  Religious beliefs
Human diversity is the raw material of  Traditions
who we are: Organizational Diversity
 Gender Organizational diversity is characterized
 Race by differences inherent in the values,
 Age vision and mission of organizations:
 Physical Appearance  Teamwork
 Health  Roles
Human diversity is the accumulation of  Relationships
our life experiences:  Leadership
 Education  Empowerment
 Marital and Parental Status  Education and training
 Occupation  Affiliations
 Geographic location How Can We Use Diversity?
Cultural Diversity  Aggressively recruit diverse
Cultural diversity arises from membership
differences in:
 Immediately identify and challenge  Admit our mistakes and offer sincere
unacceptable behavior apologies. Ask for guidance on how
 Encourage all members to contribute to avoid future missteps.
their talents and strengths  Keep trying. Setbacks are part of the
regardless of backgrounds process of learning and can be every
 Serve as a role models leveraging bit as important as our successes.
diversity and valuing others How We Respond
Barriers to Diversity  As leaders and role models we have a
 There is comfort in sameness. There responsibility to young people to
is learning in difference. help them understand how to
 We naturally resist change, even respond to those whose values may
when change can be positive differ from our own.
When We Fall Short Leading change
 Everyone will make mistakes. Our  Diversity generates change
difficulties often arise from a lack of Diversity Makes Us Stronger
understanding of the very diversity  Value and embrace differences
we are trying to grasp.  Organizations, community, nation
Day Four 60
 We are stronger together than we
are apart
Day Four 61
Problem Solving and Decision Making
In Scouting, there will be numerous There are five steps to systematic
projects, occasions and events when and effective problem solving. Let’s
effective planning is necessary to apply them to our example.
achieve a desired goal. On Day Two,
participants were introduced to the five 1. Describe the problem. Do this as
steps of team based project planning. accurately and completely as
These steps were a project overview, possible. The better you understand
work breakdown structure, activity the problem, the more efficiently you
assignments, action on the plan and a can solve it.
closeout report. By following these five For the Eagle Patrol, the problem is
steps, the individual or team increases the meals are not good, the cleaning
the chances of achieving their goal and is not getting done and everyone is
successful outcome. frustrated.
However, within the scope of the 2. Gather information. Consider
entire project, problems will arise that quantitative information (facts that
require immediate attention. Like can be measure) and qualitative
project planning, the steps that you take information (how people feel about
in resolving a problem play a big role in the situation).
achieving the desired and best outcome For the Eagle Patrol, there are six
for the team or individual. Let’s use a members of the patrol and four
real scouting example and walk through separate meals to cook and clean
the steps of effective problem solving (quantitative). Three of the patrol
and decision making. members have been doing all the
In Boy Scouts, camping trips work, while the other three members
represent the major activity of most are not helping. The three patrol
units. A big part of each camping trip is members doing all the work are
cooking. Prior to each camping trip, the frustrated at having to do all the
patrol develops a patrol menu and a work and mad at the other three
duty roster outlining each scouts (qualitative). As a result, all of the
cooking and cleaning responsibilities for meals are not prepared properly or
the various meals. The goal for the completely and the cleanup does not
patrol is to have good meals that satisfy get done at all.
each patrol member. For our example, 3. Determine the most important
the Eagle Patrol has developed a good factors that contribute to the
menu for their camping trip, however problem. Figure out what is causing
once they are in the woods things are the problem. Factors may include
not going as planned. As a result, the timing, personality, the setting, a
meals are not good and some members combination of all three or
of the patrol are frustrated. something completely unforeseen.
Finger pointing and blame is being For the Eagle Patrol, the initial cause
spread around various members of the may appear to be laziness on the part
patrol. How do we resolve this? of three members. However, the
cause could also be lack of
Day Four 62
knowledge about cooking and 1. Brainstorming allows for the free
cleaning, lack of understanding of flow of ideas. When the Eagle Patrol
each member’s role, lack of was preparing their menu for the
understanding about the duty roster camping trip, each member was
or a weak patrol leader unable to encouraged to give their input.
properly lead the patrol. For the Everyone’s ideas are valuable.
Eagle Patrol, the cause turned out to 2. Consensus occurs when a
be a lack of knowledge on how to discussion leads to an agreement
cook and clean. without resorting to a vote. For the
4. Visualize what success looks like. Eagle Patrol, everyone verbally agreed
Describe how things will be when to orange juice for breakfast, so a vote
the problem is solved and everything was not necessary.
is working well. 3. Multivoting When there are many
For the Eagle Patrol, success is acceptable options and no consensus,
having each patrol member multivoting allows team members to
knowledgeable about cooking and cut a list down to a manageable size.
cleaning and fulfilling their For example, the Eagle Patrol could not
responsibilities on the camping trip. reach a consensus on bacon, sausage or
5. Create action steps that will lead ham for breakfast, so they took a vote
to that success. Action steps close among members to choose. It may take
the gap between the current several votes, so if necessary, repeat
situation and your visualization of the voting process.
success. 4. Parking Lot This involves tabling
For the Eagle Patrol, the action steps part of a discussion that is not
include the patrol leader instructing immediately relevant or is not directly
members of the patrol on cooking related to finding a solution to the
and cleaning and then supervising problem at hand. For the Eagle Patrol,
them while they prepare a meal and the problem was a lack of knowledge
cleanup. about cooking and cleaning. The
immediate solution was for the patrol
For problem solving, the solution is not leader to instruct and supervise
always obvious. A systematic approach members on the current camping trip.
as outlined above can solve problems A good idea put forward was to have a
quicker, more efficiently and increase cooking class and demonstration at an
the odds for success. upcoming troop meeting. This was
When an individual or team is tabled until the next troop meeting.
working on a project or addressing a Scouting presents many opportunities
problem, decisions have to be made. The for scouts and scout leaders to organize
nature of the team, its experience projects and events. A systematic
together and the situation it finds itself approach to planning, problem solving
in can all contribute to the way a team and decision making will increase the
makes a decision. There are many ways chances of achieving the desired results.
that teams can reach decisions:

Day Four 63
Advantages of Systematic As teams become accustomed to
Problem Solving using a systematic approach, they can
The problem‐solving process is a time‐ solve problems more quickly and
saver. With an organized approach to a efficiently. A systematic approach
problem, issues can be dealt with in an increases the odds of success.
orderly and timely fashion.
Managing Conflict
We’d all like to: given time, will work itself out without
 Better understand conflict from a confrontation or argument.
leadership point of view. Be Aware of Others
 Acquire new tools for successfully Aside from when there is a safety risk,
managing conflict situations. look around and see if there are others
Leadership is easy when everything is working thru the situation. Perhaps you
going well—or when everybody is do not really need to intervene.
sound asleep. Much of the rest of the However, if there is a problem and
time, leadership involves managing no one is moving to solve it then
conflict by finding common ground leadership is called for. However, when
among individuals, providing tools for are people most likely to do what you
people to settle their own disputes, and ask them to do, especially if it is
on rare occasions stepping in to make something they are less than excited
unilateral decisions. about?
Specifically we want to:  When they trust you
 Consider the fact that we can’t make  When they have experience with you
people do what they don’t want to and have found you to be a reliable
do. leader and ally
 You can encourage others to act in a  When they understand that you are
specific way. making decisions for the good of the
 Be aware of the boundaries of your group
authority.  Most of all, when they sense that you
 Get some tips on how to receive and care about them
give feedback Active and Empathetic Listening
Ultimately, you can only empower Early in this Wood Badge course, we
yourself. Then, within boundaries, you discussed the importance of Listening to
can encourage others to act in certain Learn. Listening is the most important
ways. skill in resolving any conflict, whether
Be Aware of Yourself the conflict involves you as a participant
The first thing to do in any relationship, or as a moderator. Unless you make a
but especially one that may involve conscious effort to listen, you will miss
conflict, is to look at yourself. vital facts and beliefs that could lead to a
 Why is this issue important to you? satisfactory resolution.
 How important is the issue? Set the Scene for Cooperative Resolutions
 Should you really intervene? Think back to the Who‐Me Game we did
You may stumble upon a the self‐ earlier in this course. Think of how you
resolving conflict—a situation that, if and others in your patrol have shared
Day Four 64
information about yourselves with one responsibility on other people to be a
another. Remember the experiences you party in examining where they are and
have shared in the last few days. Those then in finding pathways to reach where
are all points of contact, connections they want to be.
that provide a foundation of trust, Questions 2 and 3 are vital. Don’t
understanding, and familiarity for skip them. They are questions that
further communication and, if empower people. Give people the time
necessary, for resolving conflicts. and encouragement to figure out the
In real estate, the rule is “Location, answers, to understand their own path.
location, location!” In leadership, and Too often we as leaders skip questions 2
especially when dealing with conflict, and 3. We ask, “What do you want?” and
the bottom line is “Involvement, then jump immediately to a variation of
involvement, involvement!” question 4, telling someone what we
As a leader, the more you have think they should do.
shared with those you lead, the greater Questions 2 and 3 help people figure
your chances of finding cooperative things out on their own and discover
resolutions for conflicts. Developing that their own path. Question 4 gives them a
kind of connection cannot happen way to invite you to help them explore
overnight, though. It is one of the other approaches to a problem. It
ongoing challenges and rewards of good encourages a cooperative effort—
leadership. working together to help everyone get
Questions for Conflict Resolution what they want.
Whenever you work with people, the
most important question to ask them is, Remember, you can’t control another
“What do you want?” person. But you can persuade. You can
Think about that. When was the last join forces with him or her in a mutual
time somebody asked you that? When search. You can encourage him or her to
was the last time somebody really become an active seeker after
listened to your answer? meaningful answers.

Once you’ve gotten the answer to “What Effective Communication in Conflict
do you want?” there are three follow‐up Situations
questions. In the Wood Badge session on
• “What are you willing to do to get Communication, we talked about the
what you want?” fact that there is much more to
• “Is what you are doing working?” conveying a message than simply
• “Do you want to figure out another repeating the words. Body language
way?” sends powerful messages, as does tone
Think about the power of these ques‐ of voice.
tions when asked in this order. The first If anger or frustration or some other
one focuses people’s attention on what emotion is clouding your ability to see
their real needs are and helps you see an issue as objectively as possible, it’s
more clearly other people’s points of probably wise to step back for a minute
view. The subsequent questions put or an hour, or even a day or more. Allow
Day Four 65
time to collect yourself before going  This is what I want.
forward. Remember the parenting trick  This is what I understand you are
of counting to 10 before reacting to a doing.
child’s confrontational actions? The  This is why that isn’t working for me.
same principle holds true when you are  Here’s what I need for you to do.
engaged in difficult interactions with While the end result is an immediate
teenagers or adults. change in behavior, this approach gives
Work on issues in the present and the leaders tools to explain themselves and
future, not in the past. Rather than provide a basis for a decision. It allows a
looking for blame and recrimination, leader and group members to interact
steer conversations toward seeking on a healthy level, and it provides the
solutions. opportunity for proscriptive decisions
Any time you feel that you aren’t to evolve into arrangements developed
making progress or that you don’t know through a more cooperative approach.
what to do next, return to the basic four As with any sort of leadership, being
questions. able to step in, if necessary, and set
A Proscriptive Approach certain boundaries is easier to do if
Sometimes cooperation fails. Leaders leaders have already established a
sometimes must make the decision that relationship of trust and understanding
certain behavior will not be tolerated. with those they are leading. Leaders
Perhaps the most dramatic instances who have taken the time to listen and
are when safety is being compromised learn and care for people in their groups
and someone must take action will have a much easier time negotiating
immediately. with group members and individuals to
Within the context of making such establish the needs and solutions of
decisions—that is, proscribing behavior everyone, leaders included. After the
and then demanding that it happen that proscriptive approach is used make time
way—it is still possible to act in a to explain the action so learning can be
manner that is effective for you and incorporated. This reinforces their trust
understandable to those you are in you.
leading. You can be open with people in your
Rather than four questions, group about your understanding of your
proscriptive conflict resolution is built responsibilities and what you expect
on four statements: from them. At its most basic, the cont‐
ract between leaders and those who are
led is as follows.

My Job Is ________________________________________________________________ Your Job Is
To do all I can to ensure your safety. _______ To tell me when you don’t feel safe.
To help you get the most out of this _____________ To help me ensure your safety.
experience. To be honest with you _____________ To be honest with me and treat
and treat you with respect.________________________________________ me with respect
Day Four 66
Ideas we don’t share often enough with others include these:
 “If I’m doing something that bothers you, I’d like you to tell me in a respectful way.”
 “How will it be if we really get along? What will that be like?”
 “If I see you’re having a problem, what do you want me to do?”
Conclusion
The right words will change things for the better, but it takes awareness and under‐
standing to discover what those words are. It is well worth the time and the effort.
The ultimate goal of conflict resolution—to build on common ground, to listen, to
find solutions to situations that allow us to grow closer to one another rather than
farther apart.

Day Four 67
Day Five
For us, there is further significance.
Historic Flag Presentation This is the flag that was flying over
46Star Flag American in 1910 when the Boy Scouts
of America had its beginnings.
Let us honor this flag with a song
that also honors our land.

GOD BLESS AMERICA
By 1908, the United States of American God Bless America, land that I love
had grown to encompass States from Stand beside her and guide her
the Atlantic to the Pacific. Nearly all of Through the night with the light from
the territory in between had also been above.
recognized with state‐ hood. When From the mountains to the prairies,
Oklahoma joined the Union, the U.S. flag To the oceans white with foam,
changed to include 46 stars, a design God bless America, my home, sweet
that would last for only four years and home.
the administrations of two presidents, God bless America, my home, sweet
Theodore Roosevelt and William Taft. home.

Day Five 68
Coaching and Mentoring
Responsibilities of Mentors and Coaches  Recognize what’s right versus what’s
 First, we must realize that when we wrong
accept positions of leadership, people  Value differences
will be looking up to us. We have a  Evolve and grow with the team’s life
responsibility to listen to them, to pay cycle
attention to them, and to attempt to What Mentors DO
understand what it is they want and  Advise, support, and/or provide
need. guidance on subjects that a young
 We also have a responsibility to person may find difficult to discuss
convey our values through our actions. with other leaders or peers.
We must be willing to live by the  Help a mentored person develop an
standards that we are expecting others understanding of the unit
to uphold. environment and “culture” and the
Coach practicalities of life in the unit.
A coach is an individual who develops  Instill attitudes, social intelligence, and
skills and capabilities in another person values embraced by Scouting
or in a group of people (a team).  Aid in retention of the mentored
Mentor individuals in our program.
A mentor is an experienced Scout or adult  Provide trusted counsel and a broader
leader who becomes a trusted guide and perspective on Scouting and personal
counselor of a less experienced issues.
individual. Tips on Being a Good Mentor
What Coaches DO  Provide a safe, non‐threatening
 Provide task direction and vision environment in which a person can
 Provide skill instruction ask difficult or sensitive questions.
 Build team and individual capabilities Keep confidences.
 Provide resources  Build trust early
 Facilitate external relationships for  Be a good listener
individuals and teams  Share personal experiences that
 Transfer responsibility for success to address the issue a mentored person is
the team facing
 Support the growth and progress of  Make suggestions on specific Scouting
individuals in the program problems
Tips on Being a Good Coach  Make suggestions on what it takes to
 Listen get things accomplished
 Supply energy
 Provide focus
 Provide information
 Influence, don’t control
 Recognize team and individual success

Differences
Coaching Mentoring
Day Five 69
Goals To correct inappropriate behavior, To support and guide the

improve performance, and impart skills as personal growth of the mentee
an individual accepts a new responsibility
Initiative The coach directs the learning and The mentee is in charge of his
instruction. or her learning.
Focus Immediate problems and learning Long‐term personal
opportunities development
Roles Heavy on telling with appropriate Heavy on listening, providing a
feedback role model, and making
suggestions and connections

Self Assessment
During this course, a lot has been talked We set goals for ourselves and have a
about on assessing team performance; fairly good sense of where we are in
measuring team progress, working on fulfilling those goals and objectives.
projects, personal interaction and how But there are limitations to listening
they have progressed through various only to ourselves. We all see the world
stages of development: forming, storming, from our own particular perspectives,
norming and performing. based on our unique histories and
 Each Troop meeting was assessed backgrounds. All of that is further shaded
during the Patrol Leader’s Council. by the way we want to see things rather
Each member of the council was given than the way things really are.
the opportunity to answer the A much more complete picture of our
questions... “How are you feeling?” progress comes through receiving
“How are we doing?” feedback from others.
 After the presentations of the patrol
projects you will be given the On day one, during the “listening to learn”
opportunity to assess your project and session we discussed the gift of feedback.
presentation. Tips on Giving Feedback
 Near the end of the course, on day 6, 1. Consider your motives. Feedback
you will also be asked to assess this should always be helpful; otherwise,
Wood Badge course. there is no reason to offer it.
Assessment can help a team and its 2. Find out if the other people involved
leaders to understand from where they are open to receiving feedback. Listen
have come; where they are; and can help carefully, and then rephrase what they
more effectively chart a course to where say to be sure you understand them.
they wish to go. 3. Deal only with behavior that can be
This session take a few moments to changed.
consider the importance of another type 4. Deal with specifics, not generalities.
of assessment; self‐assessment. 5. Describe the behavior and do not
In many ways, we assess ourselves all evaluate it.
the time. We measure ourselves against 6. Let the other person know the impact
each other and against all kind of social the behavior has on you.
standards.
Day Five 70
7. Use an “I” statement to accept a stake or interest in the outcome of your

responsibility for your own perceptions success or failure. Each stakeholder is
and emotions. viewing all aspects of your success or
8. To make sure the recipients of failure through their own perspective and
feedback have understood your message can provide valuable feedback and
in the way you intended it, ask them to productive opinions about your progress
rephrase what they heard you say. in reaching your goals.
Tips on Receiving Feedback As you embark on the mission of
1. Seek out feedback. It will nearly completing the goals set out in your Wood
always provide you with information that Badge tickets, each of you will discover
will in some way help you improve your that you have stakeholders.
performance. In Scouting, your stakeholders may be
2. Listen carefully. Receiving feedback fellow unit leaders, parents of Scouts,
requires a heightened awareness of your district executive, roundtable chair,
yourself and the person offering the Cubmaster, commissioners,
feedback. representatives of your chartered
3. Listen actively. Restate the feedback in organization, and other Scouters who
your own words so that the speaker have direct knowledge of your leadership.
knows that the message you are receiving Each of these stakeholders represents
is the same as the one the speaker a different perspective. Each has seen you
intended to send. in different circumstances and from a
4. Listen empathetically. Put feedback in unique point of view. Through a 360‐
its proper context by observing the degree assessment, these stakeholders
speaker’s body language, tone of voice, can provide you with valuable feedback.
and emotions. Consider the speaker’s
reasons for offering feedback. Instructions: Here are step‐by‐step
5. Notice how you are feeling when instructions for developing and using a
someone offers you feedback. Becoming 360‐degree assessment.
angry or defensive can cloud your ability 1. Determine the goals for which you
to listen effectively. wish to be assessed. The goals you are
writing for your Wood Badge ticket are a
Consider feedback to be a gift. good example. Ideally, the goals need to
It truly is. be clear, attainable, measurable, and
challenging.
One of the best ways for leaders to 2. Join with a facilitator to help with the
encourage effective feedback is by assessment process. This person should
developing and using a 360degree understand how a 360‐degree assessment
assessment. works. If your assessment is to be of your
A 360‐degree assessment is based on Wood Badge ticket goals, an appropriate
the idea that feedback comes from all facilitator may be your Wood Badge ticket
directions and depends on people counselor.
considered “stakeholders”; ones that have
3. Develop an assessment survey that will help you more effectively move
will provide the kind of feedback that toward your goals.
Day Five 71
4. Identify 5 to 10 of your stakeholders ways that you can use the results to

who can offer a wide range of more effectively progress toward your
perceptions about your progress. goals.
Provide each with a copy of the survey 6. Finally, make assessment an ongoing
and a stamped envelope addressed to part of your Scouting responsibilities
your facilitator. Assure each stakeholder and, where appropriate, in other areas
that only the facilitator will see the of your life. Self‐assessment should not
surveys. be a one‐time event, but rather a
5. Upon receiving the completed constant tool for gaining a clearer
surveys, your facilitator will compile the perception of your strengths and the
results, and then meet with you to areas where you can improve.
discuss the assessment and to talk about
Pointers on developing a 360‐Degree • Green Light (This is good. Keep Going.)
Assessment Survey • Yellow Light (This could be better)
1. Instructions to the stakeholders • Red Light (Some serious concerns
should be clear and unambiguous. here.)
Stakeholders should understand why they Or
are taking part in the assessment, how it • Way to go
will be used, and that only the facilitator • Ways to grow
will see their answers. Or
2. Questions must be developed based on • Start
the goals you are striving to reach. The • Stop
feedback the questions generate should • Continue
lead to real changes that will bring you The survey should also encourage
closer to your goals. stakeholders to add any comments and
3. Feedback comes from what those suggestions they feel would be helpful.
completing the form have actually This kind of feedback can be extremely
observed and can measure. There is helpful.
nothing to be gained in asking them to Use Assessment as a tool for Leading
assess what they have not seen or cannot Change
in some way quantify. Good 360‐degree assessments help
4. Answers to the questions can be people discover differences between how
simple and straightforward. Offer they perceive themselves and how others
stakeholders two or three options such as perceive them.
the following
Day Five 72
Sample 360‐Degree Assessment Survey
I am seeking productive feedback on my progress toward reaching these four goals that
have to do with my leadership in Scouting:
1. ________________________________________________________________________________

2. ________________________________________________________________________________

3. ________________________________________________________________________________

4. ________________________________________________________________________________

With those goals in mind, please provide an assessment of how I am doing. Of the
following questions, answer those for which you have personal knowledge. Your
answers may be either “Way to Go!” or "Ways to Grow." If an answer is “Ways to Grow,”
please feel free to suggest how I can do better in that area.
When you have finished the survey, please mail it in the enclosed envelope to my
assessment facilitator. The facilitator will provide me with a summary of all the
surveys. No one but the facilitator will see your answers.
Way to Go! Ways to Grow
1. Produces work on time
2. Communicates well with others
3. Encourages diversity in Scouting
4. Develops creative solutions to problems
5. Demonstrates a good knowledge of Scouting
6. Treats Scouts and Scouters in a respectful,
considerate manner
7. Creates an environment that makes progress possible
for all
8. Serves as a good role model
9. Shares knowledge with others
10. Takes active steps to ensure lifelong learning

Day Five 73

Day 6
 Life itself, childhood, youth, middle years
THE STATE FLAG OF NEW MEXICO and old age.
All of these are bound by a circle of life
The and love, without a beginning or end.
yellow
field and Let us honor this flag with a song that
red honors the State of New Mexico.
symbol O, Fair New Mexico
colors are Under a sky of azure,
the colors Where balmy breezes blow,
of Spain, first brought to New Mexico by Kissed by the golden sunshine,
Spanish explorers in 1540. On New Is Nuevo Mejico.
Mexico’s flag we see a red sun with rays Land of the Montezuma,
stretching out from it. There are four With fiery hearts aglow,
groups of rays with four rays in each Land of the deeds historic,
group. This is an ancient sun symbol of a Is Nuevo Mejico.
Native American people called the Zia.
The Zia believed that the giver of all O, Fair New Mexico,
good gave them gifts in groups of four. We love, we love you so,
Our hearts with pride o'reflow,
These gifts are: No matter where we go.
 The four directions – north, east, south and O, Fair New Mexico,
west. We love, we love you so,
 The four seasons – spring, summer, fall The grandest state to know
and winter. New Mexico
 The day – sunrise, noon, evening and
night.

Leaving a Legacy
Day Five 74
We’re about to wrap up this Wood Badge  Great leaders are great students, too.
course and conclude our six‐day study of They realize that learning is a lifelong
leadership. You’re probably thinking that process. They never stop learning—
there isn’t much more that can be said they have a passion for it.
about leadership, but there is one thing  Great leaders learn from what they do.
left that we want to share with you: The They assess, analyze, try new things.
Greatest Leadership Secret Through lifelong learning, they
1. It’s a Palindrome—Sort Of continually grow and improve.
Business sometimes refers to this process
A palindrome is a word, phrase, line, or
of lifelong learning as “continuous quality
verse that reads the same backward as it
improvement” or “total quality
does
management.” Use whatever works for
2. Lead From the Inside Out
you, but know that with continuous,
If you don’t put the big rocks in first,
careful analysis, everything can always be
you’ll never get them in at all. What are
improved, just about everything we can
the big rocks in your life? The best leaders
do, individually or as a team, we can learn
lead from the inside out. Lead yourself
to do better.
first before you lead others. Accept
4. Build Heart Connections
responsibility for your own growth and
Building heart connections is about
progress—your own rocks—and take
communicating genuine care and respect
care of them first.
for our fellow human beings—those we
Realize, too, that after you have taken
lead and those we don’t. It’s about
care of your big rocks, there will still be
reaching out and touching people,
room for more. There will still be space in
connecting with them at a very simple
your life for you to lead and serve others.
human level.
And you’ll be better at leading others
Respect, like love, has value only when
because you’ve practiced leading yourself
it is given freely and is genuine. People
first.
can see through counterfeit respect,
3. Great Leaders Are Great Teachers
caring, and love.
The third clue to the Greatest Leadership
It’s the same way with leadership. We
Secret is also another quality of great
nurture, we encourage, we care for
leaders—that’s the fact that great leaders
others.
are also great teachers.
5. It’s in Every One of Us
A key ability of a great Scout leader is
Taking charge of your own life—self‐
to create an atmosphere in which young
leadership—is the first step toward the
people can learn to lead their own Scout
kind of personal empowerment that will
units. Good leaders help others learn to
allow you to lead others. Accept
think, to judge, to act, and to motivate. If
responsibility for your own growth and
you are not teaching while you are
progress. Realize your own personal
leading, you are not doing your whole job
power.
as a leader.
As you give yourself the direction and
There are a couple of other dimensions to
support you need, turn outward and
this that are important to talk about as
begin empowering those you lead.
well.
Empower everyone you can. Authority is
Day Six 75
20 percent given and 80 percent taken. “What you hate,
Free those you lead to realize and utilize do not do to anyone.”
their own abilities. Help them develop —Judaism
self‐confidence.
All people have untapped leadership “Hurt not others
potential, just as all people have untapped that which pains thyself.”
athletic ability. With coaching and —Buddhism
practice, they can all get much better at it.

It’s in every one of us. As a leader you
must find it in yourself, and you must help “The real way to get
other people find it in themselves. The happiness
most effective leaders empower is by giving out happiness to
themselves and others, bringing out the other people.”
best in everyone. —BadenPowell,
6. Leave a Legacy ‘‘The Founder’s Last Message
The great thing about leadership is that it
can be studied and practiced. We can all In the form most familiar to us, the
get better. We can all win at this game of Greatest Leadership Secret is this:
life, and we can all leave legacies that “Do unto others as you would
bring us satisfaction and pride. have them do unto you.”
What will your legacy be? What impact —The Golden Rule
will you have upon others? How will you The importance of its meaning flows both
bring leadership to Scouting and to directions, as does that of a palindrome.
America? Its few words encompass the five
Conclusion important attributes of leaders, and
So what is the Greatest Leadership plenty of lesser qualities as well.
Secret? “Do unto others as you would have them
 You lead from the inside out. do unto you.” Simple, isn’t it? Obvious,
 Great leaders are great teachers. too, but the Greatest Leadership Secret
 Build heart connections. presents each of us with all we need to
 It’s in every one of us. know. As leaders, as Scouters, as human
 Leave a legacy. beings, we can all strive to meet this
The Greatest Leadership Secret is infused challenge of a lifetime, and in doing so
through human history, its message will find our lifetimes enriched with the
worded a little differently by different knowledge that we are doing our best.
traditions. All of you have the knowledge to be
“What you do not want done great leaders. All of you will find
to yourself, do not do unto opportunities to change lives. Each of you
others.” can leave a legacy, but none of that will
—Confucius, 551479 B.C. happen unless you take action. What will
your legacy be?
It’s your move.
Take Home Messages For 21st Century Wood Badge
Day Six 76
Living the Values Conflict Management
Values, Vision, Mission  High‐performance teams quickly
 Effective leaders create a compelling resolve conflict.
vision that they inspire others to Problem Solving and Decision
create as a reality. Making
 Your ticket will help you turn your  When teams use an effective approach
personal vision into reality. to problem solving, they can move
Bringing the Vision to Life more quickly toward high
Listening to Learn performance.
 We can all improve our ability to listen SelfAssessment
 Listening is a key element in  Self‐assessment is important to realize
communicating, learning, and your full potential as a leader.
leadership.  This tool equips a leader to do his or
 Feedback is a gift. her job in the unit or council.
Communicating Leading to Make a Difference
 Communication is essential to Leaving a Legacy
effective leadership and high‐ What’s the key take‐home message of
performance teams. “Leading to Make a Difference”? That’s for
Coaching and Mentoring you to determine in your own life. It’s for
 Small things have big consequences. you to make the most of the opportunities
Valuing People and Leveraging and challenges you find along the way.
Diversity You will write you own legacy.
 We are stronger when we are diverse. Three messages that you might
 We are stronger when we make consider are:
diversity work for us.  Values, vision and mission can change
 Leading change to become more the world.
diverse is critical for Scouting to  The choice of how you will lead to
remain relevant. make a difference in Scouting is up to
Models for Success you.
Stages of Team Development  Ask yourself, “What will my legacy
Leading/Teaching EDGE be?” Then act to make it real
 The job of the leader is to move the
team through the stages of develop‐
ment to become an empowered high‐
performance team.
Tools of the Trade
Project Planning
 Before starting anything, establish
goals and agree on an approach.
Leading Change
 Change is inevitable, but leading
change can make it a positive
experience.
Day Six 77
Appendix
Aims of Scouting Worksheet (answers)
The Aims of Scouting
Character development, citizenship training, and mental and physical fitness

The Methods of Scouting
Cub Scouting Boy Scouting Venturing
Boys grades 1‐5 Boys ages 11‐18 Young men and women
ages 14‐20

The ideals The ideals The ideals
Den Patrol Group activities
Advancement Advancement Recognition
Family Involvement Adult association Adult association
Activities Outdoors High adventure
Home‐ and neighborhood‐ Personal growth Teaching others
centered
Uniform Uniform
Leadership Leadership

Appendices 78
Additional Goal‐Setting Questions
The Twenty Questions precourse assignment was intended to help you lay the ground‐
work for the course by developing a clearer understanding of your personal interests,
values, and sense of the future. Now it’s time to begin developing a vision and consider‐
ing the mission that will allow you to make that vision a reality. That’s at the heart of
the Wood Badge ticket. Along the way, you are very likely to discover that the values of
Scouting form the foundation for your vision and mission.
The following list of questions may help you formulate some of your 5 ticket goals.
 Set aside time to think seriously about the following questions.
 Some may apply, others won't, you may think of more on your own.
 You may find them to be a helpful reference.
 Don’t worry about what the “right” answers are or about satisfying someone
else’s idea of how you should respond.
Consider:
What aspect of the scout program that Does your Unit participate in the
you are involved in do youth seem to Religious Awards Program?
enjoy most? How does your unit recruit new
… enjoy least / dislike / avoid? members?
How often are activities repeated? How well does your unit retain members?
What new programs / activities should be Why do youth leave your program?
considered / provided? How do Registered Adults support the
What new skills need to be developed? unit leader?
What new equipment does the unit need? How do Parents support the unit leaders?
How can programs / activities be changed How does your Charter Organization
to challenge youth / adults to improve support your unit?
their skills? How does District support your unit?
What aspect of the scout program do How does Council support your unit?
Adults seem to enjoy most? How does your unit support your Charter
… enjoy least / avoid? Organization?
What aspect of the scout program do you How does your unit support District?
enjoy most? How does your unit support Council?
What areas frustrate you? What service projects does your unit
Does your Troop follow the Troop perform?
Meeting Plan? Are all of your adults Trained?
Is your troop Adult Led or Boy‐Led? Are your youth leaders trained?
Who really runs Patrol Leaders Council? What Leadership opportunities are
Who Plans the Unit Annual Activity Plan? available for your youth?
Overwhelmed? Too much that's required. Plus, these are not set in
information? stone—if things change in the next year
Yes we all want world peace, justice, and or so, you’ll work with your Ticket
the perfect scout unit. But that’s not Counselor and change some of your Goals.
required for a Ticket. Just five simple It's OK; it'll all work out.
things that you can do in 18 months is all ___________________________________________ Ticket = ju
Appendices 79
Application for Training Recognition

Answers and Debriefing Material for “Have You Seen the Light?” Quiz
Appendices 80
1. True. This sentence is quoted directly church. A nonsectarian service is one that

from the Charter and Bylaws of the Boy is not affiliated with any specific religion.
Scouts of America. The BSA believes that The Charter and Bylaws of the Boy
the recognition of God as the ruling and Scouts of America recognize the religious
leading power in the universe is funda‐ element in the training of the BSA’s
mental to the best type of citizenship and members, but the BSA is absolutely
an important precept in the education of nonsectarian in its attitude toward that
young people. No matter what the relig‐ religious training. Religious instruction is
ious faith of the members may be, this the responsibility of the home and the
fundamental need of good citizenship religious institution.
should be kept before them. Being together to worship God in a
2. The correct answers are (a) personal Scout setting is an excellent way to “live”
religious obligations and (c) respect for the 12th point of the Scout Law: A Scout is
the beliefs of others. The 12th point of the reverent. In planning and carrying out
Scout Law reads, “Reverent. A Scout is religious activities it is important to
reverent toward God. He is faithful in his know, support, and respect all the faiths
religious duties. He respects the beliefs of represented in the group.
others!’ In addition to being a quote from A “truth in advertising” philosophy is
The Boy Scout Handbook, this statement is important. Accurately name and promote
also a part of the Charter and Bylaws of the service. Nothing is more offensive
the Boy Scouts of America. than anticipating a service for everyone
The Boy Scout Handbook goes on to and then attending one that espouses the
state: “The Constitution of the United beliefs of one particular faith or religion.
States guarantees each of us the freedom 4. The correct answers are (a), (b), (c),
to believe and worship as we wish (d) and (e). Although the religions vary,
without government interference. It is all of these practices could be a violation
your duty to respect and defend others’ of a religious belief. To become
rights to their religious beliefs when they knowledgeable someone’s religious
differ from your own. beliefs is to ask about them. Ignorance is
“Duty to country” is an important not an acceptable excuse if you have the
component of the Scout Oath, of course, opportunity to become informed.
but it is not a part of the BSA’s religious 5. False. This is clearly stated in the
principle. Just because something is Charter and Bylaws of the Boy Scouts of
patriotic doesn’t make it religious. America: “In no case where a unit is
3. The correct answer is (c) not connected with a church or other
affiliated with any specific religion. distinctively religious organization shall
This is a tricky one because not everyone members of other denominations or
uses these words correctly. A non‐ faiths be required, because of their
denominational service is, by definition, membership in the unit, to take part in or
usually just for Protestants, although it observe a religious ceremony distinctly
can be developed so it is appropriate for unique to that organization or church.”
all Christians—in which case it would also 6. True. In planning an interfaith
be ecumenical. An ecumenical service is worship service, much attention must be
one suitable for the whole Christian paid to recognize the universality of
Appendices 81
beliefs in God and reverence. An interfaith Shintoism do not—perhaps because the
worship service should be a nonsectarian number of adherents to those faiths in the
service. Any scripture reading, prayers, United States is relatively small.)
hymns, and other parts of an interfaith Religious emblems are not Scouting
worship service must be considerate of awards. Each religious group develops
the beliefs of all those present. and administers its own program,
7. True. The best way to know about a including the requirements.
person’s religious beliefs is to inquire 9. The correct answers are (a), (c), (d),
about them. The opportunity to share the (e), and (f). All of them include religious
various religious beliefs of members can components except the Law of the Pack.
be a great program feature and helps 10. False. A Scout does his duty to God by
everyone understand and appreciate our “following the wisdom of those teachings
religious diversity. every day and by respecting and defend‐
8. False. There are thousands of ing the rights of others to practice their
religions in the world, but only eight own beliefs!’—Boy Scout Handbook. When
major religions. Although the BSA has an in a nonsectarian group, Scouters should
extensive religious emblems program, ensure that Scouts from a variety of
only five of the eight major religions religions have the opportunity to offer a
currently have religious emblems for prayer in the manner of their custom.
Scouts to earn. (Judaism, Hinduism, Some Scouters choose to sidestep the
Buddhism, Islam, and Christianity have issue by offering a nonsectarian grace.
programs. Confucianism, Taoism, and
Appendices 82
Guidelines for Writing a Wood Badge Ticket
A primary purpose of the wood Badge experience is to provide leadership for Scouting
and leadership for America. Your ticket is a commitment to complete a set of goals that
will significantly strengthen the BSA program in which you are involved. Additionally,
the ticket provides and opportunity for you to practice leadership skills that will be of
value in many areas of your life, both within and beyond Scouting.
 Your ticket will include five significant goals.
The goals will be written in support of your current Scouting responsibilities and
should be designed to provide maximum positive impact for youth membership.
At least one of the five goals will incorporate some aspect of diversity. Possibilities
include goals that promote diversity in units, districts, and/or councils; that encourage
a more diverse BSA membership; of that help young people better understand the
nature and importance of diversity in Scouting and in America. This will be discussed in
detail on Day Four during “Valuing People and Leveraging Diversity.”
If you wish, one of the five goals may involve developing and applying a self‐
assessment tool to measure your progress and effectiveness in relation to the other
goals on your ticket. (This will be discussed in detail on Day Five during the “Self‐
Assessment” presentation.)
 The goals written for your ticket should be SMART:
Specific ‐ Describe this Ticket Goal in enough detail so that you and your ticket
counselor know specifically what is to be done; how it is important, or how it will
have an impact on the program. Is it challenging?
Measurable ‐ Describe how this Ticket Goal is Measurable. How will you know
when the goal has been accomplished?
Attainable ‐ Describe how this Ticket Goal is Attainable. Can it be accomplished?
Relevant ‐ Describe how this Ticket Goal is Relevant. How does it relate to your
Scouting job?
Timely ‐ Describe how this Ticket Goal is Timely. Can it be accomplished in a
reasonable amount of time? "A Goal Without a Deadline is Only a Dream!"
An effective way of defining your ticket goals is to use the Who, What, Where, When,
and Why steps. By describing each step for each goal, you can be assured that you will
have a well‐defined ticket goal. Then, after you have completed your ticket goal,
perform a self‐assessment to evaluate your goals. This is a good time to review your
goal with your troop guide or ticket counselor.
 For each goal, you will also indicate
Who ‐ Who is involved?
What ‐ What, specifically, will you do to help realize your vision through this goal?
Where ‐ Where will you work on the goal?
When ‐ When will you work on the goal?
Why ‐ Why is this goal important to realizing your vision?
How measured ‐ How do you measure the completion of your goal?
How verified ‐ How do you verify whether your goal helped to achieve your vision?
The troop guide assigned to your patrol will help you prepare your ticket and will
approve it when it is completed.
Wood Badge Ticket 83
You will be assigned a Ticket Counselor to help you in the completion of your ticket.
Upon returning home after your Wood Badge course, you will work with your ticket
counselor. You will meet with your counselor to finalize your ticket and establish a
review plan for completion.
The five goals of the ticket must be completed within 18 months of the end of the
Wood Badge course.
When you and your ticket counselor have agreed that you have fulfilled all the items
on your ticket, the following course of action should take place:
Your ticket counselor will:
 Submit your Wood Badge completion form to your council.
 Verify with your council that the form has been received and that your regalia is
available.
 Arrange with you when you would like to have your “Beading Ceremony”.
It is appropriate to hold this ceremony is the area where your ticket was worked. For
example; if you are a Cub Scout leader a pack meeting, Cub Scout Roundtable, or a
ceremony where you invite family, friends, and fellow Scouters would be appropriate. A
similar format would hold true for all others working at the unit level. For District or
Council positions, a District or Council Dinner or recognition event (with approval of
the appropriate executive) would be appropriate for you.
Your ticket counselor can help you arrange your ceremony and can enlist staffers to
present your regalia to you. If you have specific people in mind to participate in your
ceremony, let your troop guide know. A sample Wood Badge Ticket Ceremony is
available.

Wood Badge Ticket Goal Sheet Goal #____
Step 1: Name __________________________________________________ Patrol: __________________________
My Scouting Position: ___________________________________________________________________________
Who will benefit from my leadership: _________________________________________________________
Step 2: Describe your goal: _____________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Step 3: Complete the development of your goal by defining the following elements.
Who: ______________________________________________________________________________________________
What: _____________________________________________________________________________________________
Where: ___________________________________________________________________________________________
When: ____________________________________________________________________________________________
Why: ______________________________________________________________________________________________
Self‐Assessment:
How Measured: __________________________________________________________________________________
How Verified: ____________________________________________________________________________________
Step 4: All Ticket Goals should be “SMART” :
Specific – Describe this Ticket Goal in enough detail so that you and your ticket
counselor know specifically what is to be done; how it is important, or how it will have
an impact on the program. Is it challenging?
_________________________________________________________________________________________________
Measurable ‐ Describe how this Ticket Goal is Measurable. How will you know when
the goal has been accomplished?
_________________________________________________________________________________________________
Attainable ‐ Describe how this Ticket Goal is Attainable. Can it be accomplished?
_________________________________________________________________________________________________
Relevant ‐ Describe how this Ticket Goal is Relevant to your Scouting position?
_________________________________________________________________________________________________
Timely ‐ Describe how this Ticket Goal is Timely. What is the time frame to completion?
_________________________________________________________________________________________________
Troop Guide Goal Approval: _________________________________ Date: ________________

Note: The above is to be completed during the instructional portion of the Course. What
follows is to be completed after you return to your unit and “work your ticket”.

Step 5: The key to making the skills you’ve learned a part of your leadership style is to
practice using them. List the skills that will help you accomplish this goal and how you
plan to use them. It may be helpful to add additional details on this step here.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Step 6: Ticket Goal Progress Notes:
List what you’ve accomplished thus far while working on this goal.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
List your milestones and what you have accomplished in completing your goals.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Yes, with approval from your ticket counselor, you can modify your goals. If so, what
changes were made and why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Step 7: Ticket Goal Completion Notes:
What was the outcome of completing this goal? What did you learn by working on this
goal? What would you do differently next time? Which leadership skill was the most
helpful as you worked on this ticket goal? Think back to your vision statement; how’s it
going?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Ticket Counselor Goal Approval: _________________________________ Date: ______________________

My name: ______________________________________________________________________________Goal # ___
Wood Badge Song Book
Leading Songs

A meeting without a song is like a day without sunshine, and leading a song can be a
very rewarding experience. Remember that:
 Singing builds morale
 Singing produces group participation
 Singing breaks down barriers between people and groups
 A song can set the tone of your meeting
 A song can change the direction of a meeting that isn't going well
 A song will live in the memory of a youth longer than almost anything else you do
in your meeting
 A song brings FUN into your meeting

Most leaders don't sing because they don't think they can lead their group in a song.
Just remember to:
 SMILE!
 Be enthusiastic!
 Pick your song carefully according to your group:
 it must be of interest to them
 it must not offend anyone present
 it should be easy to sing
 it should be one YOU know
 Make sure everyone has a copy of the lyrics if they don't know it
 Give them a starting note
 Give them a starting signal so that everyone starts together
 Keep them together with simple motions—never let a song "drag"
 Use audience participation—it makes the group "buy into" the success of the
song

Wood Badge Song Book 87

Songs
All over me, etc. (direct hands from head

to feet)
Back To Gilwell
Last verse, repeat head, heart, feet, and all
I used to be a beaver, over me, in turn, pointing to appropriate
And a good old beaver too. spot.
But now I've finished beavering
I don't know what to do. America The Beautiful
I'm growing old and feeble,
O beautiful for spacious skies,
And I can beaver no more.
For amber waves of grain,
So I'm going to work my ticket if I can.
For purple mountain majesties
Chorus: Back to Gilwell, happy land. I'm
Above the fruited plain!
going to work my ticket if I can.
Refrain: America! America!
(Your own patrol name is inserted, where
God shed His Grace on thee,
appropriate, using the full name‐‐even
And crown thy good with brotherhood
though Bobwhiting may seem awkward,
From sea to shining sea.
at first)
Oh beautiful for patriot’s dream,

That sees beyond the years,
12 Days of Wood Badge
Thine alabaster cities gleam,
On my first day at Gilwell, Undimmed by human tears!
my Troop Guide gave to me,
A patrol site with poison ivy. Morning Has Broken
…two knots to tie,
Morning has broken, like the first
…three Beavers biting,
morning
…four Bobwhites bobbing,
Blackbird has spoken, like the first bird
…five impossible tickets,
Praise for the singing, praise for the
…six Eagles soaring,
morning
...seven feisty Foxes,
Praise for the springing fresh from the
…eight Owls a‐hooting,
world
…nine Bears a‐growling,
Sweet the rain's new fall, sunlit from
…ten Buffaloes roaming,
heaven
…eleven Antelopes loping,
Like the first dewfall, on the first grass
…twelve Staffers staffing.
Praise for the sweetness of the wet

garden
Wood Badge Song
Sprung in completeness where his feet
I've got that Wood Badge spirit pass
Right in my head, (point to head) Mine is the sunlight, mine is the morning
Right in my head, Right in my head, Born of the one light, Eden saw play
Praise with elation, praise every morning
I've got that Wood Badge spirit God's recreation of the new day
Right in my head, Right in my head to
stay.
I've got that Wood Badge spirit
Deep in my heart, etc. (point to heart)
All 'round my feet, etc. (point to feet)
The Quartermaster’s Store
There are snakes, snakes, snakes, Like a maid in a heavenly dream.
Big as garden rakes, Chorus
At the store, at the store.
There are snakes, snakes, snakes, Oh, often at night, when the heavens are
Big as garden rakes, bright,
At the Quartermaster’s store. With the light of the glittering stars.
Have I stood there amazed and asked as I
Chorus: gazed,
My eyes are dim, I cannot see. If their glory exceeds that of ours.
I have not got my specks with me. Chorus
There are mice, mice, mice,
Running through the rice, The Wood Badge
At the store, at the store. Quartermaster’s Store
There are mice, mice, mice, There are Beavers, Beavers,
Running through the rice, Beavers,
At the Quartermaster’s store. Wielding rusty cleavers,
There are rats, rats, rats, At the store, at the store.
Big as alley cats, There are Beavers, Beavers,
At the store, at the store. Beavers,
There are rats, rats, rats, Wielding rusty cleavers,
Big as alley cats, At the Quartermaster’s store.
At the Quartermaster’s store.
Chorus:
Home On The Range My eyes are dim, I cannot see.
Oh, give me a home where the buffalo I have not got my specks with me.
roam,
Where the deer and the antelope play. There are Bobwhites, Bobwhites,
Where seldom is heard a discouraging Bobwhites,
word, Wearing silky tights…
And the skies are not cloudy all day.
There are Eagles, Eagles, Eagles,
Chorus: Chasing little beagles…
Home, Home on the range,
Where the deer and the antelope play. There are Foxes, Foxes, Foxes,
Where seldom is heard a discouraging Stuffed in little boxes…
word,
And the skies are not cloudy all day. There are Owls, Owls, Owls,
Eating paper towels…
Oh, give me a land where the bright
diamond sand, There are Bears, Bears, Bears,
Flows leisurely down to the stream. With curlers in their hair…
Where the graceful blue roan goes gliding
along
There are Buff‐a‐los, With stuff between From California
their toes… to the New York Island.
There are An‐te‐lopes, From the redwood forest
Eating cantaloupes… to the gulf stream waters,
This land was made
There are Staffers, Staffers, Staffers, for you and me.
Swinging from the rafters…
I roamed and I rambled,
Scout Vespers and I followed my footsteps,
(Sung to the tune of To the sparking sands of
Tannenbaum) her diamond deserts,
Softly falls the light of day, And all around me
While our campfire fades away. a voice was sounding,
Silently each Scout should ask: This land was made
"Have I done my daily task? for you and me.
Have I kept my honor bright?
Can I guiltless sleep tonight? When the sun came shining
Have I done and have I dared and I was strolling,
Everything to be prepared?" And the wheat fields waving,
and the dust clouds rolling,
Taps A voice was chanting
Day is done, gone the sun, as the fog was lifting,
From the lake, from the hills, From the This land was made
sky; for you and me.
All is well, safely rest,
God is nigh. This land is your land,
Fading light, dims the sight, this land is my land,
And a star gems the sky, Gleamingbright, From Baldy mountain
From afar, drawing nigh, to Rayado Canyon.
Falls the night. From Cimarroncito
to the rugged Tooth of Time,
This Land Is Your Land This land was made
(Philmont Version) for you and me.
As I went walking This land was made
that ribbon of Highway for you and me
I saw above me
that endless skyway,
I saw below me
that golden valley.
This land was made
for you and me.

This land is your land,

this land is my land.

The Grand Old
Duke of York Chorus:
(Tune: "A‐Hunting We Will Go") New Mexico rain ‐ It's hot down in Texas
The Grand old Duke of York, New Mexico rain ‐ I call this my home
He had ten thousand men. If I ain't happy here, then I ain't happy
He marched them up the hill [everyone nowhere
stands up] New Mexico rain ‐ When my mind starts
And marched them down again [everyone to roam.
sits down] Oh the lights of the city, keep callin' my
And when you're up, you're up; [everyone name
stands up] And you know, I've been through that
And when you're down, you're down. before
[everyone sits down] It's just a giant hotel on a long four lane
And when you're only halfway up, street
[everyone half‐way up] With a checkout time on the door.
You're neither up nor down! [everyone If I had the money, I'd tell ya honey
stands up then sits down quickly] We'd be, on the New Delhi train
But as long as we're here, the answer is
On My Honor clear
On my honor I'll do my best We'll waltz in the New Mexico rain.
To do my duty to God.
On my honor I'll do my best Chorus
To serve my country as I may.
On my honor I'll do my best I've been talkin' all day, with a man in
To do a good turn each day. town.
To keep my body strengthened And he sure seems unhappy to me
And keep my mind awakened. He tells me he's going nowhere, he's goin'
To follow paths of righteousness. there fast
On my honor, I'll do my best. And he envy's this life that I lead
If I had the money, I'd tell ya honey
New Mexico Rain I'd keep him from goin' insane
Smoke cuts the night, in this old campfire You know there's one thing for sure, there
light just ain't no cure
And I'm thinking, where I'd rather be Like a walk in the New Mexico rain.
Maybe chasing señorita's, down in old
Mexico Chorus
Or standing at the edge of the sea
If I had the money, well I'd tell ya honey
We'd be on that first plane to Spain
But as long as we're here, the answer is
clear
We'll dance, in the New Mexico rain.

Amazing Grace Against an azure sky.
Amazing grace! How sweet the sound,
That saved a wretch like me! I once was Philmont, here's to thee,
lost, but now am found, Was blind, but Scouting paradise,
now I see. Out in God's country,
‘Twas grace that taught my heart to fear, Tonight.
And grace my fears relieved, How
precious did that grace appear, The The Philmont Hymn was written by John
hour I first believed! Westfall
Through many dangers, toils, and in 1945 at the Philmont Hunting Lodge.
snares, I have already come, It's grace
that brought me safe thus far, And grace It’s In Every One of Us
will lead me home. It’s in every one of us to be wise.
When we've been there ten thousand Find your heart, open up both your eyes.
years, Bright shining as the sun, We've We can all know everything, without
no less days to sing God's praise, Than ever knowing why.
when we first begun. It’s in every one of us, by and by.
The Lord has promised good to me, His It’s in every one of us, I just
word my hope secures; He will my remembered.
shield and portion be. As long as life It’s like I’ve been sleeping for years.
endures. I’m not awake as I can be, but my seeing
is better.
Philmont Hymn I can see through the tears.
Silver on the sage, I’ve been realizing that I bought this
Starlit skies above, ticket
Aspen covered hills, And I’m watching only half of the show.
Country that I love. But there is scenery and lights, and a
cast of thousands
Philmont, here's to thee, Who don’t know what I know, and it’s
Scouting Paradise, good that it’s so.
Out in God's country, It’s in every one of us to be wise.
Tonight. Find your heart, open up both your eyes.
We can all know everything without
Wind in whispering pines, ever knowing why.
Eagles soaring high, It’s in every one of us, by and by.
Purple mountains rise, It’s in every one of us, by and by.


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w o o d b a d g e f o r t h e 2 1 s t c e n t u r y

Program Beaver Bobwhite Eagle/ Owl Bear/ Antelope

Service Patrol Owl Bear Buffalo/ Beaver Bobwhite/ Fox

Opening Opening ceremony Staff 5 min. 55 min.

Closing Patrol Leader installation Senior Patrol 5 min. 105 min.

Bring working end x over the stationary yellow

Thread working end over first wrap and under

Turn left hand over, palm down. (fig 4)

Pull the second green wrap over the first yellow

Thread end X under yellow through the crisscross

Thread end X over green and under yellow again

Turn left hand over, palm up (fig 9). Bring end X

The Turk's head neckerchief slide is formed by

The second time around is indicated in fig 11 as

In doing this it may be necessary to take in the

It is important to adjust the slide so that it will be

Goals To correct inappropriate behavior, To support and guide the

7. Use an “I” statement to accept a stake or interest in the outcome of your

4. Identify 5 to 10 of your stakeholders ways that you can use the results to

1. True. This sentence is quoted directly church. A nonsectarian service is one that

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