WILD PART 3

WILD. JENUARY 2020 a youngster manual for future outdoor leaders CREDITS EMMA DI PIETRANTONIO in this issue: PUBLISHED BY VAGAMONDO CREW what if am I outdoor?

WILD. CONTENTS a youngster manual for future outdoor leaders what is WILD what if i outdoor? Outdoor Values Communication style Analisis Kolb learning styles Method: GAIA - mATRIX - 4E,EMENTS THEORY HOW TO GIVE FEEDBACK CONFLICT MANAGEMENT GROUP DYNAMICS AND TMB IMPLEMENTATION SCALE OF COOPERATION RISK MANAGEMENT STATE MANAGEMENT GOLEMAN'S LEADERSHIP STYLES GAMIFICATION

This Outdoor Book belong to

LEARNING JENUARY 2020 WILD- A YOUNGSTER MANUAL FOR FUTURE OUTDOOR LEADERS THE MATRIX METHOD THE MATRIX METHOD The Matrix method or the elements of a method is a tool to supporting you in defining your method, your usual systemized way of working, so you become more effective and more impactful in your daily work. This tool is there for you to break down the several parts or elements of your working method and this will give you the opportunity to understand what you do, how and why you proceed as you do in your daily work . The power of using this tool is that it allows reflecting both on how we work and how we perceive ourselves and the world around. Shortly, it allows you to focus on your personal and professional development, as a parallel process. The more you practice with this tool, the clearer it becomes. WILD |  41 1.CONTEXT Where and with whom? For example, it is different if you do it in a company with CEOS, in a organization with Youth workers, or doing work in the street with teenagers. What is the culture of this environment or country? It's quite different to develop work in a Scandinavian country or in Egypt. EMMA DPT FOR VAGAMONDO CREW FOLLOW UP NO BOX PROJECT

LEARNING JENUARY 2020 WILD- A YOUNGSTER MANUAL FOR FUTURE OUTDOOR LEADERS THE MATRIX METHOD In witch settings is the work happening? In witch physical environment? School class, outdoors, office, etc. What is your role within the context you're working in? A youth worker in a organization, a coordinator of peer educators, a teacher, a hired person for a short term project, a camp leader, a volunteer? 2. IDENTIFYING AND DEFINING THE ELEMENTS OF THE METHOD Once the ground is established then it is time to look at the five elements of the method: PRE-ASSUMPTION - STATEMENTS - GOALS - SKILLS AND WORKING PRINCIPLES. let'go explore WILD |  42 EMMA DPT FOR VAGAMONDO CREW FOLLOW UP NO BOX PROJECT

EMMA DPT FOR VAGAMONDO CREW FOLLOW UP NO BOX PROJECT LEARNING JENUARY 2020 WILD- A YOUNGSTER MANUAL FOR FUTURE OUTDOOR LEADERS THE MATRIX METHOD PRE ASSUMPTION STATEMENTS   OR It's OK to start by a general Pre Assumption are our DACLARATION goal- Improve access to  own views, opinions and Statements or education, for example- and ideas upon something. declarations are pre- upon that is fundamental Behind them there is a core assumptions which are that we make it S.M.A.R:T., so value of belief. They are explicitly formulated. there is a clear and implicit, meaning they This means trough an measurable direction. operate automatically at an affirmation we state or S.M.A.R.T. means: Specific unconscious level. This declare something about (the more concrete, the makes them hard to ourselves. The power of better), Measurable (so that identify for ourselves where doing so is that we define you know you have achieved as it easier to identify it on a context for ourselves or not), Achievable  (choose others. They are more easy and give ourselves a something it is within your to identify in situations or direction as well. For reach to accomplish, which is events where our values example: i am a caring realistic),Relevant where questioned or youth worker; I am a (something which is brought into focus. For change maker; I am a meaningful or important for example: Support is valuable member of my you) and Time-Bound (set a essential; Everyone community. time frame for it). For should  be equal; GOALS, PURPOSES OR example: during the next Communication has to be OBJECTIVES year, i'll support three young straight-forward; You learn Goals, purposes or people into finding a job. By from your mistakes; The objectives are what we'd the deadline of 31st of more skills i have the more like to achieve with our jenuary i'll finish this Manual enjoyable i became. work, making it the drive for all the lovely No Boxers. WILD 43 of the method.

EMMA DPT FOR VAGAMONDO CREW FOLLOW UP NO BOX PROJECT LEARNING JENUARY 2020 WILD- A YOUNGSTER MANUAL FOR FUTURE OUTDOOR LEADERS THE MATRIX METHOD SKILLS WORKING PRINCIPLES For example: I am available Skills are what we need in Working principles are the from 9:00 to 17:00 PM. order to achieve the goals, rules and habits we As a coach i don't give advice. and they  should be fitting develop for our working As a youth worker i don't go into the context of the context . The do's and to network meetings, my method. They require two dont's. They are the result time is for youngsters. things: knowledge and of reflecting on our Meetings start on time. practice. practical experience: we do something once, we Though the elements In order to facilitate a formulate an idea upon it, were explained in the training you need didactic and upon repetition and specific order, they skills (and knowledge). in depended weather it work can approached from order to do coaching you or not, we formulate, we any order. need to have skill on how to define a working support people in their principles upon it. To put it changing process. In order in another manner, they to coordinate a project you are a direct application of need communication and our pre-assumption in leadership skills. connection with our goals, while being an on-going guideline for using our skill. WILD 44

4 TH ELEMENTS THEORY Dynamic Judgement-formation®  is a very flexible process- instrument for increasing productivity of our HOW TO CREATE ACTIVITIES? communication so that groups and organizations can best HOW TO CREATE A PROGRAM? explore and resolve issues. Dynamic Judgement- formation®  utilizes the nonlinear quality of our natural The ancient Greeks believed that there were four conversation and is based on the dialogue principles of elements that everything was made up inquiry and reflection. By ‘staying in the question’ a safe of:  earth,  water, air, and  fire. This theory was environment is created for the participants to listen to suggested around 450 BC, and it was later and help each other access the information needed for supported and added to by Aristotle. The 4 balanced and integrated decision-making. Complexity is elements can also be applied to the outdoor ordered, misunderstanding and confusion are ‘put on the concept and specifically help us better table’. The process allows participants to experience their understand how to prepare an activity or an strengths and weaknesses and to develop more flexible entire program for a training. This method can be patterns in themselves.It is a powerful tool for improving also associated to kind of an advanced NAOMIE all areas of business, such as problem solving, sales calls, Method (pg. 34). customer contact, performance reviews and meetings, as well as an ‘overall’ concept for Management Development. It has been successfully used as an organization wide intervention for change. And it has been used for intra-, as well as inter-, group conflict resolution. “The only way of finding the limits of the possible is by going beyond them into the impossible.” WILD |  45 JENUARY 2020

WILD |  46 DYNAMIC FORMATION OF A JUDGMENT IS A PROCESS IN WHICH CREATES A BALANCE BETWEEN FOUR FIELDS.   1. the facts are showed (WATER) 2. they are put together in imaginations (FIRE) 3. there will be created feasible visions of the future (AIR) 4. there will be searched for realistic ways (GROUND) Basically when we have a purpose like the water we 1. Paths of knowledge and action flow, breaking down, where i want to take the group? Then the fire respond to the activity, action and what Forming a judgement is an inner activity. Expressing happened? Air is connected with the purpose because an opinion is not a phenomenon taking place outside like the air the purpose we can't touch but is every me, but an inner ability made manifest. This means time  around us. In the end we have the ground. The that one can learn to form an opinion, to make an ground represent  the reality check: my target, the assessment of things. What do these judgement material i need, the environment, etc. When people relate to, what is the focus of this inner faculty? They talk with each other, they usually exchange opinions. can relate to the past and to the future. Whenever I They think something about everything, something is express an opinion on a certain situation or try to thought as either right or wrong, something is beautiful comprehend it, my judgement relates to the past. I or just ugly, something is fitting or wholly unsuitable. am occupied with research. I am entering upon, what More often than not, they also have their views on what I would like to call: the path of knowledge. Whenever should be done and by whom to solve problems. All I express what should happen to solve certain these opinions have formed the reality in which we now problems, I relate to the future. I am occupied with live and will also determine the world of tomorrow. action: I want to change the world. I am entering Whoever is concerned about the world in which we live upon, what I would like to call: the path of action. My should ask himself how the opinions underlying its judgement may also relate to the present. In that creation were formed. To what degree were these case I express my experience of a situation here and judgments formed consciously and carefully? Could they now. I will refer to that in Section 9. In Section 4 I will perhaps be made more consciously and more carefully? demonstrate how the two paths - the path of In order to find out, we first have to define the meaning knowledge and the path of action are related to each of the term ‘opinion’ or, if you prefer ‘judgement’ or other, how they are interdependent and how ‘assessment’ and the way in which we arrive at it. This synthesis of the two is fundamental to a conscious subject will now further be elaborated. process of assessment. First, however, I am going to explore in more detail each of the paths separately.

2. The path of knowledge: precepts  and Judgments on the path of action may also bear on the relation between two concepts. Philosophically concepts speaking, the statement: “Man is a mammal” is a cognitive judgement, although no observations are In the previous section, the (provisional) outcome of the involved. A narrower concept is placed in the wider path of knowledge was called ‘insight’. What happens framework of a more comprehensive concept. This when a physician concludes his examination of a patient cognitive activity is allied, if not similar, to relating a by diagnosing asthma; what happens when a restricted observation to a more comprehensive management consultant traces an increase in red figures concept. back to a bad liquidity position; what happens when a paleontologist recognizes certain bones as being those of 3. The path of action: goals and means a dinosaur? In all those instances an opinion is expressed in the form of: “this is . . . . .“ or, “this is caused by . . . . .“. On the path of action too, the process of assessment Essentially, I express an opinion on the relation between involves a statement on a relation. As an acting human an observation (precept) outside me and a concept (or being I set my goals, I look for ways leading to these goals framework of concepts, a theory or hypothesis) inside and for the means to achieve them. At the end of Section me. By my own reflection, I took these concepts from the 1, the outcome of the path of action has been indicated by range of concepts at my disposal (com-pretend the term: ‘plan of action’. The term implies a judgement: by something). I may also have formed new concepts. these means I will and can achieve those goals, the goals Concepts are invisible, I cannot see them, I can think fit the means and the means are adequate with respect to them. The concept ‘chair’ is invisible, it comprises an the goals. On the path of action I express a judgement on infinite range of chair possibilities. In the conceptual the relation between the goals and the means. This landscape of my mind, the concept ‘chair’ borders on that relation may be widely divergent. The following extremes of ‘stool’ and ‘easy-chair’. When in the visible world an can be distinguished: object appears that fits one of those concepts, the • I am shooting at sparrows with cannons, in other words, corresponding mental picture of a chair, a stool or an the means applied bear no relation to the goals set; easy-chair arises in me. I recognize the concept in the • I am emptying the sea with a spoon, in other words, the reality and express the opinion: “This is a chair”. In the goals bear no relation to the means applied; assessment process the observations may become more • I am justifying the ends by the means, in other words, I complex: an escalated conflict situation, a political select means which by Judgment formation; a dynamic problem aggravated by a variety of factors, a vague model 3 their nature are inappropriate to, indeed syndrome giving conflicting test results. The conceptual unworthy of, the ends to be achieved; frameworks too may get more complex. In essence, • I am desecrating goals by the choice of my means, in however, the process of assessment is characterized by other words, for the sake of using certain means (e.g. relating a precept, (observation) to a concept. In popular electronic equipment), I give in to the temptation of parlance expressing an opinion means saying what you enthroning the goals which, in actual fact, should not be think of something: I find this funny, I find that improper, there. In the assessment process by the path of action, we I find that menacing. Such statements can be considered come across the same inner-outer phenomenon as by the as a preliminary stage of a mature judgement. This path of knowledge. On the path of knowledge the isshown from the fact that the statement concerns a observations were taken from outside, whereas the relation: the relation of myself to a phenomenon. Such concepts were found and form by an inner activity. On the an emotional relationship can be an obstacle towards a path of action the goals are inside, the means outside. genuine judgement. My statement reveals more about Admittedly, in organisations people often get their goals myself than about the phenomenon, and has the from outside, for instance, from their superior, and goals character of a prejudice. However, this emotional are, more often than not, concerned with something to be relationship can also pave the way towards a deeper achieved in the world outside, but ultimately, they spring cognitive judgement, if I manage to objectify my from an inner human source. Getting excited about certain emotional judgement with respect to both sides of the objectives, going for a future option, showing enthusiasm polarity: my observation and my concept. Likewise, this for an ideal, for moral values, are manifestations of an emotional relationship can lead to a better judgement on inner force. The means to achieve these objectives are to the path of action, if I realize that my feelings spring from be found in the world around me. It is there that I find the ceWrtaILinDintent|i o4n7s and prospects. material, the people, the organisational forms and the legal frameworks etc. which can help me on the way towards realization.

s I said in Section 2, in popular parlance, expressing a This position may continue for some considerable time judgement is saying what you think of a situation, but it also until, for instance, the moment has come when the implies saying how you think something should be; for financial resources have been depleted, doubt arises example: I think it should go in that direction, I’ve got the about the correctness of the choice of method, motivation impression that with those means they’ll never achieve their slackens. Then the path of action regains the foreground goal, or I find those goals improper. Such statements are a and the path of knowledge moves to the background: the preliminary stage of a mature judgement. This is again researcher shifts his attention to questions about the evident from the fact that the statement refers to a relation: sense, the objective and method of his research. The my relation to the future. This emotional relation can research itself is temporarily stopped and receives no obstruct the way towards a genuine judgement. My attention. A similar consideration is valid for the statement reveals more about myself than about the future. entrepreneur. He focuses primarily on the path of action: It has the character of a prejudice. However, such an he sets targets, chooses means and acts. Is the path of emotional relation may also pave the way towards a knowledge not concerned here? Of course it is, but without selective assessment as soon as I manage to objectify my it being in the foreground. The path of knowledge is emotional judgement on both sides of the polarity: the goals present in the background, in the form of all sorts of ideas and the means. the entrepreneur has conceived of the reality and how it Likewise, this emotional relation may lead to a judgement will tend to develop: that of his own company, of the on the path of knowledge, when I realize that my feelings market, of the competitors, of the trade unions, of politics spring from certain experiences and my interpretation of etc. Then the moment arrives when the reality works out them. Judgments arrived at by the path of action may bear differently from his expectations. Why those sudden on the relation between objectives. Just as concepts are part complaints, why does this or that product not sell any of a conceptual landscape with prime, middle and lower- more, whence that drop in motivation? These are all grade concepts, so are objectives not isolated in themselves, cognitive questions, which prompt the entrepreneur to but part of a complex of objectives with sub-targets, with shift his attention to the path of knowledge and to let the prime and lower-grade goals. One of the elements in the path of action recede for a while into the assessment process by the path of action is precisely background. Until the path of knowledge has provided him creating order in this complex of objectives. This activity is with new starting-points for his actions, enabling him to allied with, if not similar to, relating a means to a goal return his attention to the path of action. Here too, the paths of knowledge and action are alternately moving into 4.Foreground and background. the foreground or receding into the background. On a small scale, the same phenomenon occurs on the two So far I have distinguished two paths in the process of paths themselves. To begin by the path of knowledge: in a assessment and for each of these paths two fields: for the state of normal consciousness the sensory perceptions are path of knowledge: the fields of observations and somewhat in the forefront. Without our awareness, the concepts, and for the path of action: the fields of goals and concepts are guiding us, turning the perceptions into means.In this section I will go into the question of the mental pictures. This does not actually involve yet any mutual relationship between the paths conscious process of assessment. However, this changes and between the fields. Are they independent of each other the moment we are faced with phenomena we do not or do they need each other? To find out, let us join a understand, Now periods of heightened attention for the research-worker. He engages primarily on the path of sensory perception (what exactly do I see, what is the knowledge and, on the surface, it would seem that he is not phenomenon in question?) Alternate, with concentration interested in the path of action. But this is only seemingly on the search for or formation of relevant concepts (is this so. At one time, he set himself a goal and made choices with a falling star or a satellite?). Here too, we see perceptions respect to the research method. He and concepts alternately pushing to the forefront and also set apart certain means time, money, laboratory space). receding to the background. The same phenomenon can While doing so, he gave pride of place to the path of action, be recognized on the path of action. Our daily actions are the path of knowledge - the research proper - receding into of a highly routine character. The means have been the background. Once the work on the path of action has selected, the goals are implicit. In fact, no conscious been completed, he starts the research: as in a weather- process of assessment is going on. This Judgment house, the paths are changing places: the path of formation; a dynamic model 5 changes the moment our knowledge moves to the foreground, the path of action actions come up against resistance or fail to produce the recedWesILiDnto the| b4a8ckground. desired effect.

At that moment a process of assessment begins, whereby These considerations prompt the researcher to re-enter the attention focuses alternately on the questions: “Why am the Bfield with renewed interest, in search of facts, which I doing it, what prompts me, what exactly do I want?” When could underpin his hypothesis. If he finds them, his first one of the questions takes the foreground, the other does intuition proved correct. But usually, a renewed and closer not disappear, but recedes into the background to regain observation will reveal new phenomena, requiring him to the forefront at a later stage. The conclusion of this look for new concepts, to adjust his hypothesis, to correct consideration may be clear: the model here developed is a his theory, in short, to be active in the C-field. The results holistic one. In the process of assessment both paths and all of this activity should in their turn be verified in the B-field, four fields are simultaneously present. A consciously made until the researcher is satisfied. The process we described assessment requires both paths and all four fields. the two is rhythmical in nature, it may also paths are complementary to each other, the four fields are be called dialogical: B and C being in dialogue, questioning complementary in pairs. When during the process of each other and replying to each other, until they have assessment one pair moves to the foreground, its reached agreement and the researcher is (provisionally) complementary pair recedes into the background. If the satisfied. At first sight, it would seem obvious for the path model of assessment is holistic, the process of assessment of action to follow the logical-linear process. For it is logical is rhythmic. This may, in principle, have become clear from that first the objectives have to be clearly identified before the preceding considerations, but it will be further even seriously considering the paths leading to them. In elaborated in the following section. this case a sequence is evident and a phased model would seem justified: first D then E. Yet, this supposition is 5.Assessment in phases or as a disproved by experience. As a matter of fact, it is not at all simple to get D clear in one’s mind. D has to do with dialogue? impulses, intentions, prospective options; they belong to the sphere of the will, which is not easy to get through to The question regarding the nature of the assessment with our consciousness. Apparently, we need E to bring D process is of vital importance, because the nature of the into our consciousness. The path of action is usually process determines its outcome. Where the process of entered upon via the D-field. For example, we want to assessment is a mechanistic, logic-causal process, each step, solve a problem, end a conflict or, more positive with an with an iron regularity, following the preceding one and eye to the future, put environmentally friendly preparing the next one, it is to be expected that the views Judgment formation; a dynamic model 6 and plans of action resulting from such a process will not products on the market, allow staff members greater hold out against the realities of life, which, after all, demand participation etc. It will not be long before we move to the a different approach. Our age, in which our way of thinking E-field with the question of how these and acting is so strongly dictated by causal and logical, matters can be realized. Several scenarios are set up. linear and mechanistic processes, abounds in examples These provide concrete pictures (environment, health care, education etc.). The previous of what realization of the original goal can lead to. In the chapter already aroused the suspicion that the process of light of these pictures, one may ask oneself: “Is this what I assessment is essentially one of the rhythm and not of want, do I really warm to it?” Such questions - in the causal-linear steps. The causal linear principle belongs to D-field-give rise to reflection on and reconsideration of the the lifeless nature. Rhythm has to do with life-processes. Let objectives, whereupon the ways and means have again to us go into this phenomenon in greater detail. Usually, the be looked for in the E-field. Such ways do have their process starts in the Bfield of the path of knowledge, by an consequences, for instance, an unsuspected dependence observation we do not understand. Our thinking on certain groups, personal sacrifices, the need to acquire immediately rushes to the rescue with a concept, a new capabilities. These consequences should also be hypothesis, a possible theoretical explanation: could it be a willed. This shows that the originally formulated objective beech, could the patient have asthma, could we come up is part of a complex of objectives which should be willed in against the second phase of the conflict-escalation? The its entirety. This again raises the consciousness, prompts researcher is then pausing in the C-field and asks himself: if reflection and reformulation in the Dfield, followed by a it is a beech, its bark should have such and such renewed activity in the E-field. This continues until a plan characteristics, if it is asthma, the patient should have such of action has been found which adequately explicit goals and such symptoms, if we have to do with the second phase and paths and provides for a satisfactory relation between of escalation, such and such phenomena should also be the two. Here too, the process is in essence rhythmical, visible. ase after the image-building (path of knowledge). dialogical. WILD 49

I now come to the question of how the overall process, First the diagnosis, then the therapy, first analysis of the problem before you apply any Judgment formation; a involving both the path of knowledge and the path of dynamic model 7 measures. Is this then a case of phased linearity, without any dialogue coming into it? Not at all! action, evolves. Practically all literature on problem-solving Dialogues come into it on various points. Let us begin by a purely diagnostic conversation. The sole aim of such a and decision-making describes this conversation is to get to know what is wrong with a patient, what is the matter with a child, or why an process in phases. If the preliminary phase of formulation organisation is ‘shaky’. The path of actin does not come into it in the form of solutions, but it is, as it were, present of the problem is left out of account for the moment (we inside the path of knowledge. By the path of action on the inside of the path of knowledge I mean the following (see shall revert to it in the following section) , all the current also Section E). Every researcher has, at any time, formulated a research-target (motive) and conceived a models are variations on the basic pattern of image- path leading to it (method) or reserved the necessary means (money, space, time). The elements of this path of building - assessment - decision making. Three steps to be action accompany him on the path of knowledge. They spring to mind as soon as the targets are called into made in succession. When I consider this troika in the light question (by the research-worker himself or by the research-object) or when the means turn out to be of the preceding analysis, the image of the situation inadequate. At that moment, the path of knowledge is for a while abandoned and all attention and activity is appears at the end of the path of knowledge. The facts concentrated on reformulating goals and means. This may even occur several times during a short leg of the have turned into an image, because they have been path of knowledge. To that extent, there is a dialogue between the path of knowledge and the path of action. ordered and made transparent by my thoughts. Such an This is the first manifestation of this dialogue. At the moment the conversation has arrived at the point of image-building is the result of an intensive process of discussing solutions -thus explicitly embarking on the action path- the dialogue between path of knowledge and assessment. If judgement is suspended until after the path of action takes on two new aspects. Firstly, the solutions have continually to be tested to the situation. image-building phase, it means that, in fact, no image is These tests give rise to aspects, which so far had not been brought up in the discussion of the patient, being built, only bits of information have been collected. the child or the organisation, because they were then irrelevant. Now certain solutions need to be tested, via the If by assessment in the said troika is meant that in this path of knowledge, for their financial, organisational, technical, legal or political possibility and feasibility. phase people are allowed to air their feelings and tell how Secondly, only when the participants have set the goals and established the paths they experience the situation, what they think of it etc., leading to them, does it show how differently they regard the situation, interpret the diagnosis and read the image. their feelings can either be used as a step to contribute in It is as with the previous example whereby the goals are only brought to full consciousness by concrete paths. In the cognitive process or be introduced as facts in the B- such a case the path of action gives rise to completely new diagnostic questions, which prompt a return to the path of field. In either case there is no justification whatever for a knowledge. . separate assessment-phase after the image-building (path of knowledge). The same applies to the path of action. The plan of action at the end of the path of action is the result of an intensive process of assessment. If after the assessment-phase no further assessment were allowed, there would never be any plan of action at all. If in the context of the said troika, the assessment-phase allows feelings to be aired concerning the objectives and possible solutions, the same goes here as was said before on image-building. The feelings can either be used to intensify the assessment process on the path of action or should be taken into account in the mental pictures to be conceived from the consequences of certain solutions. In either case, there is no justification whatever for a separate assessment-phase preceding the decision-making (path of action). From this the conclusion can be drawn that the three-phase model resolves into a two phase one: instead of image-building - assessment - decision-making - : path of knowledge - path of action. The assessment process is dropped as an independent middle phase, or in other words: the whole process is one continuous process of (re-) assessment! There remains the question of the phases. The knowledge-action path-model could also be seen as a two-phase model: go the entire path of knowledge first,before entering upon the path of action. The logic of this order is inescapable. WILD 50

6. The key position of the underlying question Up till now I have defined the paths and the fields inside TIn reality, the question is neither at the beginning nor at them and I have shown that the end alone, but also in between, on the way. The the process of assessment is not linearly phased, but process of formulating the question, testing and rhythmical-dialogical. I haven’t yet examined what it is that reformulating it permeates the entire conversation. gives the process its dynamics and direction. The answer Actually, this process too is of a dialogical-rhythmical to the question of what propels and steers the process is nature: a dialogue between the (changing) question and as simple as it is fundamental: a question. Each active the (evolving) answer. process of assessment goes back to an underlying 7.The symbol of the lemniscate question. Anyone who does not feel a need to understand When we wish to symbolise the assessment process as the world and to change it through his actions is content it has hitherherto been described, the lemniscate springs with himself and with the world. He will at most say what to mind. The word comes from the Greek and means: a he thinks of the world and what should be changed. An flower garland. It was used to decorate the victor of a fight. active process of assessment starts only when questions The garland was hung around the head, was crossed over arise. These may manifest themselves as cognitive the heart and ended in a loop around the lower questions from a sense of dissatisfaction with oneself (I body.Mathematicians use the lemniscate to symbolise want to comprehend the world) or as selective questions infinity.For our purpose the symbol is practicable for the from a sense of dissatisfaction with the world (I want to following reasons: change the world). The cognitive questions provide the • It encloses the whole human being: head, heart and hand impetus for the path of knowledge and direct the process. (see drawing). The selective questions provide the impetus for the path • It represents a continuous process without beginning or of action and direct the process. In the course of a end. Processes of assessment always link up with existing conversation Judgment formation; a dynamic model 8 opinions and invariably end up in provisional conclusions. cognitive questions may concentrate on specific B-or C- In that sense they have no beginning and no end, they questions (what exactly has happened, what is the tenor of are uninterrupted life-processes. this concept?). Likewise, selective questions may • It represents a dialogue, a breathing-process between concentrate on specific D-or E-questions (What precisely is inside and outside. The inside of the left-hand loop becomes the outside of the right-hand loop and vice our objective, how do we envisage this path?). It is versa. On the path of knowledge the outcome lies within important to bear in mind that questions always come me (a learning process, comprehending the world), on the from a questioner. This is found out by asking: ”Who is the path of action the outcome lies outside Judgment question from, who has identified himself with this formation; A dynamic model 9 me (changing the world). On question, who, so to speak, is kept awake by it, who is the path of knowledge the objective facts are outside me really eager for an answer to this question?” When the 'B', my subjective thoughts and opinions are found inside answers to these questions are not clear, the process of me: 'C'. On the path of action the subjective impulses of assessment is bound to be flat and with little real my will are inside me 'D', the objective means are outside involvement. The result is correspondingly flat. In the me 'E'. It has a distinct center. At the intersection of the aforesaid phased model, formulation of the question two loops is man with his question (A). It is this question, forms the start of the first step. It is followed by image- which in actual fact sets the dialogue in motion and gives it building, assessment and decision-making. This shows direction. This man-linked question confers on each distinctly the poor realistic value of this model, because assessment process its own identity. everyone knows that questions are changing as one goes On the path of knowledge the outcome lies within me (a along. One discovers a question behind or beneath the learning process, original one or a sub-question suddenly gains an comprehend-ding the world), on the path of action the unexpected dominance, or the problem suddenly shows a outcome lies outside me (changing the world). quite different angle from what was originally thought. On the path of knowledge the observations are found Indeed, more often than not, the principal outcome of a inside me. On the path of action the impulses of my will conversation is the discovery and explicit definition of the are inside me, the means are outside me. question proper. Thus it comes at the end instead of at the begWinnILiDng. Onc5e1 the question proper is found, the solution is usually near at hand.

8. The significance of feeling When I try to ‘chart’ my inner life, I discover that it consists or example, this trio shows us where feeling plays a role in of three provinces. The first covers images, thoughts and the assessment: memories; the second comprises feelings, emotions and • The motive for the assessment. Underlying the cognitive experiences; the third covers desires, intentions and and the selective question, which we previously indicated impulses of the will. This inner world can be epitomized in as the energy source of the process, is a feeling. the words: thinking, feeling and willing. The outside world Underlying the cognitive question is a feeling of surprise, enters in me as an observation. My inner world is wonder (Plato already knew that all true science springs externalized in my actions. The preceding considerations from surprise), underlying the selective question is a feeling of oppressiveness, of responsibility. Such feelings may have created the impression that feeling does not enter into the process of assessment. On the path of can produce genuine cognitive and selective questions. knowledge thinking and observing are heavily relied on, on • The process of assessment. The feeling can judge the the path action willing and acting are mainly drawn on. quality of the process: does it go chaotically through the four fields, does it endlessly stagnate on the path of The feelings that we came across were considered either knowledge, does it jump prematurely to solutions, does it as preliminary stages of the assessment proper on the linger on in formulations of goals or is there a healthy paths of knowledge and of action or as facts, which we movement in which all the poles get their due? include in the B-field or the E-field. Does that mean that • The result of the assessment. Here again it is the feeling, we have detracted judgment formation; a dynamic model which is the ultimate ’referee’ on the result. Have the 10 from the quality of feeling? Here we come up against a participants got the feeling that the facts have remarkable paradox. The essence of assessment engages satisfactorily been explained and understood, have they feeling. Feeling is the faculty par excellence by which got the feeling that the plans of action on the path of to express how one thing relates to another: how fact action make sufficient allowance for the insights gained on relates to norm, how forms, colors, tones relate to each the path of knowledge? People are often heard saying: “I other, how people relate to each other and finally also have got the feeling that a number of facts have not how I myself relate to all this. Now the paradox is this: sufficiently been discussed, I have got the feeling that precisely because the assessment process is essentially a along these paths we won’t be able to achieve our goals” feeling activity, we should be very careful to draw into it etc. Such feelings can be taken seriously and thus be the the ordinary, subjective feelings, laden as they are with stimulus for intensification of the assessment process. sympathies and antipathies, with prejudices and Passing by these three ‘stations’, the feeling is purified of desires. Before being useful in the assessment process, its socially negative sympathies and antipathies and is such feelings have to undergo a thorough evolution. trained to become, what I would call, an organ of The way in which I have described the process of observation and cognition. In the following section I will assessment also points to the stages where the emotional illustrate that this fact opens up new prospects for the feeling can be trained. At three levels in the process we relations between the participants of a discussion group. come across the emotional feeling - other than in the subjective, emotion-charged judgments - comes into it, 9.Assessment and group formation namely in the motive, in the process and in the result of In a major part of the previous considerations I the assessment. Motive-process-result: they constitute a described assessment as an individual process. The fundamental trio for each human activity. The motive conclusions arrived at are certainly valid in situations often springs from unconscious depths and adds force to where people are individually dealing with questions. In the activity. The activity manifests itself in the process as a many cases, however, the social reality requires people series of actions in time. In the result the motive has jointly to arrive at a common judgement. Judgment solidified in space. We can apply this group of three, for formation; a dynamic model 11 judging individually is at instance, to a learning person (motive for learning, process the same time easier and more difficult. Easier, because no of learning, result of learning), to a researcher (motive for one contradicts you; more difficult, because it is not so research, method of research, result of research), easy to enter into a discussion with yourself, to get your to a working person (labor motive, labor process, labor own prejudices unstuck, to enlarge one-sided ideas of a result) and so forth. The trio helps us to discover a wide situation, to get off your hobbyhorses. variWetIyLoDf aspe5c2ts of an activity.

I Anyway, assessment in groups adds a new dimension: a This process keeps the discussion hygienic. Once the group is formed, relations are established, the group assessment along this path has promoted the group- process starts. Group-formation and assessment are as formation their interaction begins to show: improved the two sides of a coin: when people talk with each other, relations contribute to the quality of the assessment in there is -on the one side- a content (they talk about that one is prepared to give away or to accept certain bits something, assessment). On the other side, a relation of information, one dares give up established ideas, (something happens between them, group formation). thereby making oneself vulnerable, Over the past decades the social sciences have taken hold one dares hold back certain rationalizations and be more of these two aspects by two totally different tracks and direct and personal in calling things by their names. As a thereby alienated the one from the other. The content result, the assessment process gains in efficiency and became the object of a technocratic approach: the whole depth, which in its turn increases the group-members’ process of assessment was made into a linear, methodical confidence in each other. This process, whereby event of problem-solving and decision-making, as if no assessment and group-formation reinforce one another, relations existed between those involved. The relation can also be considered as a dialogue between the two, as became the object of group-dynamics and sensitivity interaction between the outside of the process (the training, a method whereby the group-dynamics is cut off content of the discussion usually lies outside the group in from the content-dimension: one is immersed in the there time and space) and the inside of the process (the and now of the relations, without any regard at all for a relational element lies inside the group in the path of knowledge and path of action. If one method leads here and now, see remark at the end of Section B). into a cold-programmed world, the other introduces us Judgment formation; a dynamic model 12 In addition to into a warm, but extremely unrealistic and dim world. The the basic attitude of the researcher (on the path of assessment process here described tries, via the content- knowledge) and of the entrepreneur (on the path of action) aspect, to enable the relational aspect to enter into it in a there is the basic attitude of the encountering person (in new way and integrate with the content. This takes place in the relation). The cognitive question and the selective four ways: question are now joined by a third one: the relational 1. The systematic engagement in the four fields and in the question of who is the other, how do I relate to him and underlying question raises new interest in the what is our joint task? If the cognitive and selective contributions people can make to ‘filling’ these fields. questions go back to feelings of surprise and This leads to acceptance of the fact that people, whatever oppressiveness respectively, so the relational question is their shortcomings, are committed to these fields. This based on a feeling of empathy, of involvement. To again gives rise to a new sense of responsibility for the fact conclude this article, I would characterize this model as a that through these fields, people also are, as it were, socio-ecological model. Let me explain this. committed to each other. Thus, going seriously into the The essence of an agricultural activity is ecological: taking dialogue between the fields and the paths is bound to care of a certain aspect of the environment, of a number of awaken an objective interest in, acceptance of and connected environmental factors in order that something responsibility for human relations. can grow. A farmer puts a grain of seed into the ground. 2. Since, in this assessment process, the feelings are called He cannot by himself transform this seed into a ripe ear. upon as an organ of observation and cognition, they are He must be confident that the ear is dormant in that seed purified of such destructive effects on relations as are as a potential quality. What he can do is look after those sympathies and antipathies. This gives the relations a environmental factors, which he can control: different filling’. sufficient mineral substances, water, air, light and warmth. 3. Subjective opinions with regard to the content are not These factors are not looked after only once or one after brushed aside, but taken seriously and used as a step the other, but taken into account alternately according as towards an intensified assessment. Consequently, they are necessity demands and throughout the whole period of not allowed to start a life of their own as undigested, growth. This image is an effective metaphor for the festering elements. process of assessment in a group. When 4. When relations within the group have to be discussed, the grain of seed (the question) is put into the ground (the experience has shown that the lemniscatic model offers a group), the group-members are, in actual fact, unable to firm foothold on this slithery and dangerous produce the answer. ground, so that slips and accidents can be avoided. For in this area too there is a question at stake and the four fielWdsILhDave to 5b3e worked through.

They can have the confidence that the answer is potentially present in the question-germ and can be liberated by a correct care of the environment, which means: sufficient hard facts in the B-field, mobile, resourceful ways in the E-field, clear thoughts in the C-field and inspiring goals in the D-fields. These socio-ecological environmental factors are not phased either nor cared for only once. They are looked after throughout the whole process of growth from the question to the answer according as the situation requires. If this is done properly, the answer dormant in the question-germ isl liberated and can be harvested at the end of the discussion. Dr. A.H. Bos 1-10-1993 Source The way \"Judgement Formation\" is considered in this paper, is based on the doctoral thesis written by the late Dr. Alexander Bos. The NPI - Institute for organizational development, in Zeist, the Netherlands provided the resources to write the thesis. The thesis, titled \"Judgement-formation in groups\", published in Wageningen in 1974, consists of three parts: 1. The development of the model. 2. Design of excercises. 3. Practical experiences. It is completed by a scientific and biographical justification. The thesis is written in dutch and can be ordered at: Stichting DIALOOG® Roemer Visscherstraat 4 NL – 8023 AM ZWOLLE -THE NETHERLANDS More information about (translated) publications in foreign languages and examples of international field eperience can also be acquired through the International Association for Dynamic Judgement-formation - WILD 54 http://www.judgementformation.org

HOW TO “Tell me and I GIVE forget, teach FEEDBACK me and I may remember, involve me and I learn.” ... It’s hard for us to feel like we’re The right reasons to give One well known strategy wrong, and it’s even harder for feedback: us to hear that from  others. As Commitment/ concern for for feedback is the it turns out, there’s a another; psychological basis for both of Sense of responsibility; “criticism sandwich,” these elements. To guide/mentor; The most important step is to To support/enhance. popularized by the above make sure that your potential Focus on the behavior, not the feedback is coming from the person. After entering the quote from cosmetics right place. Here’s a list of some conversation with the best of the  main motivating intentions, a  next guideline  is to maven Mary Kay Ash. In the factors  behind offering up separate behavior or actions feedback.The wrong reasons to from the person you’re speaking sandwich, you begin give feedback: Defend/excuse to.Focusing the criticism on just your own behavior; the situation you want to address with  praise, address  the vagamondo crew 55 To demoralize/ condemn You’re —on what someone does or says, in a bad mood; rather than the individual problem, and follow up To appease a third party; themselves— separates the To make yourself seem problematic situation from the with more praise. superior/powerful. person’s identity, allowing them to focus on what you’re saying without feeling personally

HOW TO feedback and GIVE respectful FEEDBACK confrontation are gifts we share to help one another grow.” There are four components to the Nonviolent Communication (NVC) model, as developed by Marshall Rosenberg, Ph.D., and shown in the diagram below.  The 4-Part NVC Process  can guide you to express  how you are,  or they can be used to emphatically receive  how another is.You can begin by preparing some open- ended  questions for those who know you well and can speak with confidence about your work. Here are  some great example questions: If you had to make two suggestions for improving my work, what would they be? How could I handle my projects more effectively? vagamondo crew 34 What could I do to make your job easier? How could I do a better job of following through on commitments? If you were in my position, what would you do to show people more appreciation? When do I need to involve other people in my decisions? How could I do a better job of prioritizing my activities?

HOW TO feedback and GIVE respectful FEEDBACK confrontation are gifts Ask for time to reflect on what we share to help you’ve heard,  one element at a one another time. “I have stopped people grow.” and told them, ‘Let me think about this.’ I’m willing to hear more criticism but not all at one time.” So if you need some time to reflect on multiple points of feedback, don’t be afraid to say so. Cultivate  a growth mindset. In the next page you'll have an info-graphic  about this. Take credit for your mistakes and grow. Take a page from the “embracing failure” movement and treasure the opportunities you’re given to improve and grow. vagamondo crew 34

LEARNING JENUARY 2020 WILD- A YOUNGSTER MANUAL FOR FUTURE OUTDOOR LEADERS CONFLICT MANAGEMENT EMMA DPT FOR VAGAMONDO CREW FOLLOW UP NO BOX PROJECT WILD 58

EMMA DPT FOR VAGAMONDO CREW FOLLOW UP NO BOX PROJECT WILD 59

LEARNING JENUARY 2020 WILD- A YOUNGSTER MANUAL FOR FUTURE OUTDOOR LEADERS CONFLICT MANAGEMENT Conflict management  is the process of limiting the negative aspects of  conflict  while increasing the positive aspects of conflict. The aim of conflict management is to enhance  learning  and group outcomes, including effectiveness or performance in an organizational setting. Properly managed conflict can improve group outcomes. Strong conflict management skills are an advantage in most positions, as conflict is virtually impossible to avoid, especially when you work with groups. TYPES OF CONFLICT MANAGEMENT SKILLS 1.COMMUNICATION Examples of good communication skills include: - Quickly Addressing Problems - - Understanding Reluctant Participants - Formalizing Agreements - Active Listening - Leadership - Mediating - Meeting with Parties - Modeling Reasonable Dialogue - Negotiating - Nonverbal Communication - Open Dialogue - Suppressing Conflict-Provoking Behaviors - Teaching Positive Behaviors - Written Communication WILD 60 EMMA DPT FOR VAGAMONDO CREW FOLLOW UP NO BOX PROJECT

LEARNING JENUARY 2020 CONFLICT WILD- A YOUNGSTER MANAGEMENT MANUAL FOR FUTURE OUTDOOR LEADERS 2.EMOTIONAL INTELLIGENCE Emotional intelligence is the ability to understand one’s own feelings and those of others, and to handle those feelings well. People who have high emotional intelligence are good at identifying and meeting the needs of others while taking responsibility for their own needs and feelings. A few ways they do this are: -Being Adaptable -Being Analytica -Asserting Feelings -Compromising -Showing Curiosity -Forgiving Transgressions -Helping Other - Identifying Triggers -Recognizing Improvements -Setting Ground Rules -Showing  Respect -Modifying Behavior -Being  Motivated Being Optimistic Being Self-Aware -Displaying Self Regulation WILD 61 EMMA DPT FOR VAGAMONDO CREW FOLLOW UP NO BOX PROJECT

LEARNING JENUARY 2020 CONFLICT WILD- A YOUNGSTER MANAGEMENT MANUAL FOR FUTURE OUTDOOR LEADERS 3.EMPATHY Empathy means feeling what others feel. The ability to see a situation from someone else’s viewpoint, and  to understand their needs, motivations, and possible misunderstandings, is critical to effective conflict management. Some people are naturally more empathetic than others, but empathy can be developed.At its most useful, empathy is augmented by an intellectual understanding of another’s situation, since emotional empathy alone can sometimes create complicated scenarios. Empathy is best applied in a work environment when paired with critical thinking, emotional intelligence, and other types of discernment. Hallmarks of empathy include: Accountability Asking for Feedback Building Trust Showing Compassion Embracing Diversity and Inclusion Giving Constructive Feedback Handling Difficult People Managing Emotions High Emotional Intelligence Identifying Nonverbal Cues Recognizing Differences Understanding Different Viewpoints Good Interpersonal Skills Ability to Recognize Problems Good Self-Control Ability to Embrace Different Opinions WILD 62 EMMA DPT FOR VAGAMONDO CREW FOLLOW UP NO BOX PROJECT

LEARNING JENUARY 2020 WILD- A YOUNGSTER MANUAL FOR FUTURE OUTDOOR LEADERS CONFLICT MANAGEMENT 4. CREATIVE PROBLEM SOLVING Examples of problem-solving conflicts in a training include: Understanding and Conflict Analysis Brainstorming Solutions communication are all very well Collaborating Verbal Communication and good, but do not help much Convening Meetings Creativity if you don’t have a solution for Decision Making Designating Sanctions the underlying problem, Nonverbal Communication Problem Solving whatever that problem may be. Sense of Humor Goal Integration Conflict often happens because Monitoring Compliance Re configuring Relationships no one can come up with a Fair Resolution From this argument is easily workable solution, so resolving introducethaenoTthMeBr imorpoirntanotthtoepric the conflict depends on creating word the team Building Implementation. a solution. That makes problem- solving  an in-demand skill for employers. WILD 63 EMMA DPT FOR VAGAMONDO CREW FOLLOW UP NO BOX PROJECT

WILD. a youngster manual for future outdoor leaders Writing this Manual- WILD a youngster manual for future outdoor leaders is harder than I thought and more rewarding than I could have ever imagined. None of this would have been possible without you. NO BOX Team members i say to you all my appreciation for this incredible adventure we lived together. It was AMAZING! Writing WILD i felt like i explored again all the places, the faces, the fantastic moments that we faced. I’m eternally grateful to Panagiotis Mamouzakis and Ilze Bergmane. You guys, taught me discipline, tough love, manners, respect, and so much more that has helped me succeed in life. Let's do more and more. My WILD graphic design wouldn’t have been made possible without Greta Nara and Vykintas Sniečkus, lots of credits to them for the amazing pictures. Love you! A very special thanks to Vagamondo President Fabiano Brn Thank you for introducing me to this wonderful project and give me this suggestion to create this work about Outdoor.Writing a book about Outdoor is a surreal process. I’m forever indebted to everyone of u. I’m honored to be a part of, thank you for letting me serve, for being a part of our amazing company, and for showing up every day and helping more people turn their ideas into stories.To all the people that cross my face, my work, my story or will do in the next future. To you that in this moment are reading WILD because someone talk to you about this or maybe you are interesting in Outdoor training and you find it. Hope that you like it, you read it, you love it, maybe write another edition who knows....let's bring knowledge to this world. A smile Emma

I READ, I TRAVEL, I BECOME. DEREK WALCOTT WILD. a youngster manual for future outdoor leaders THIS MAGAZINE IS THE FOLLOW UP OF \"NO BOX\" PROJECT REALIZED IN COOPERATION WITH SOLIDARITY MISSION AND PUBLISHED BY ASSOCIAZIONE VAGAMONDO SRL ALL RIGHTS RESERVED 2020