CHAPTER 3 Planning Your Crew’s Program Planning your year’s program is probably the single most impor- tant activity you will be involved in.Visit www.scouting.org/Youth/ContinueAdventure/Venturing.aspx.Planning your year’s program is prob- different because every crew is unique, but ably the single most important activity certain things contribute to that uniqueness.you will be involved in. Not only will you help A good crew programdetermine the activities your crew will be doing,you will also learn how to plan. ◆ Demonstrates a good match between the program capability inventory forms and the In this chapter, we will discuss the following Venturing activity interest surveysareas to help you plan a meaningful and success-ful program: ◆ Addresses the needs and interests of the crew members◆ The qualities of a good program ◆ Reflects a balanced program◆ Learning the steps in the planning process ◆ Involves as many crew members as possible◆ The planning of an individual activity through the course of the year in (1) suggesting ideas for activities, (2) planning the activities,◆ Making your program dynamic throughout and (3) participating in the activities the year ◆ Is a dynamic and action-oriented program, The planning process itself should contribute changing and adjusting through the year toto people growing and learning, and to officers the growth and development of crew membersand crew members feeling responsible for ensur-ing that their program is a good program. ◆ Is based on careful, consistent planning by the VenturersQualities of a Good Program ◆ Emphasizes new skills, new ideas, new experi- Every crew wants a successful and satisfying ences, and new challengescrew program. How can you achieve that kind ofprogram for your crew? Every program will be 45
Planning a year’s program is the focus of ideas for their ultimate effectiveness in yourthe next section. Some people think that plan- year’s program. That interferes with thening is the dull part of an activity; it isn’t. brainstorming process. Rather, be creative,Brainstorming ideas is fun—if you really brain- use your imagination, think about any and allstorm. Seeing your new program take shape is possibilities. Keep visualizing answers to thesatisfying. And learning how to plan might be question, “What could we do?”the thing you look back on in the years ahead asone of the most important things you gained in 3. Discussing and evaluating your list of anyyour Venturing experience. and all activity ideas. Now it’s time to think about the value ofLearning the Steps in the your suggested ideas in relation to the infor-Planning Process mation you reviewed in step one; namely, the PCI, the Venturing activity interest survey, You will plan your initial year’s program in the and the goals of the crew. It is now time tocrew officers’ seminar. This section clarifies the stand back and objectively discuss the advan-process you will use so that you will be adeq uately tages and disadvantages of each idea and toprepared to apply this process in the seminar weigh each in relation to the others.itself. In addition, your Advisor will guide youand offer assistance whenever necessary. 4. Selecting the activities for your year’s p rogram. Planning your year’s program is divided into In this last step, you decide whichtwo parts: activities you think would be best for the program, and you fit those activities into the◆ Part One: deciding upon the activities for the crew’s calendar. As a result of this last step, year’s program you should know which activity you plan to do in each month.◆ Part Two: practicing the steps for planning an individual activity This four-step process helps you discover that planning involves gathering essential infor-Part One: Deciding the Activities mation and ideas, sorting that information andfor the Year’s Program those ideas, and interpreting what you have sorted. Planning misses the mark when essential informa- In planning your year’s program, you will tion is not considered or included, when creativityengage in four steps to help you arrive at a deci- is missing in the process, or when p eople do notsion regarding the activities you select as a part integrate the information and the ideas.of your year’s program. Those four steps are: Part Two: Practicing the Steps for1. Gathering and evaluating information. Planning an Individual Activity In this first step, you will gather and In the crew officers’ seminar, you will also go d iscuss the PCI program planning form, the through the steps for planning one individual initial Venturing activity interest survey activity and then applying the same process to given after the officers’ briefing, and the the superactivity. goals of a Venturing crew. Every officer should be familiar with these three areas The purpose of this practice is to help you of information, and it is important that understand what goes into planning an activity you ask any questions you might have so that you can later support, as necessary, the about the information you are reviewing. activity chair and activity committee who will do the actual planning. Support is much more2. Brainstorming ideas. meaningful when you can discuss the issues of In this second step, you will suggest any each specific planning step. ideas for activities that come to your mind. At this point, don’t worry at all about judging46
CREW OFFICERS’ SEMINAR AGENDA Led by a council or district facilitator, if availableExplain the purpose and objective of the seminar. I. DUTIES—Review and discuss officer and Advisor roles and responsibilities: Why they joined and what they expect to get from their participation. II. ACTIVITIES—Discuss program planning process. Select one activity and practice steps in the planning process using the Activity Planner (page 15). Plan this activity using the following steps: 1. Determine the activity (what is to be accomplished). 2. Identify resources (equipment, costs, people). 3. Consider alternatives (brainstorm how to accomplish). 4. Reach a decision (what, when, where, make assignments). 5. Conduct the activity (share plan, follow up). 6. Evaluate the activity (determine if members liked it). III. SCHEDULING—Plan and schedule a year’s program. Review Program Capability Inventory and Venturing Activity Interest Survey for capabilities and interests. Use the brainstorming method to list definite activities for the year. Put the 12 monthly calendars on the wall and write in dates of crew meetings, topics of selected activities or special events, and the names of activity chairs. Avoid conflicts with school, vacations, etc. Before selecting activities, discuss their advantages and disadvantages and be sure activities are based crew goals. Decide which fund-raising activities are necessary. IV. MEETINGS—Discuss format for crew meetings (see Sample Regular Crew Meeting Agenda— page 44). Explain role of each officer, activity chair, and crew member. Develop sample agendas for meetings. V. STANDARD OPERATING PROCEDURES—Appoint a youth committee and chairperson with adult consultant to establish crew standard operating procedures and code of conduct. Establish rules of conduct, attendance expectations, qualifications for participating in crew superactivities, dues, and allocation of funds from approved money-earning projects, etc. VI. CLOSING—Congratulate officers. Reflect on and evaluate day’s activities. Reinforce need to carry out each assignment and that their newly planned calendar of activities should be printed and distributed to all crew members, crew committee members, consultants, and parents. 47
The planning process consists of seven steps: 6. Carry out your plan for this activity. The activity chair and activity committee1. Determine the desired outcomes of the activity. are responsible for leading the activity. They In this step, consider the purpose of the carry out the decisions made and the respon- activity and the goals you would like to achieve. sibilities committed to, using the previous You need to visualize what the members should five steps as their guide. gain as a result of engaging in this activity. 7. Evaluate the completed activity.2. Identify needed resources for the activity. After the activity, the crew leaders need to Identifying needed resources involves reflect on it and discover: Did the members answering questions such as: What expertise, like the activity? Were the desired outcomes facilities, and materials are needed? Who can (step 1) achieved? What would you do differ- we get to help? What is available at the location? ently the next time? Where can we get the necessary equipment? The PCI should be used in answering After completing the crew officers’ seminar, these questions. you should get to know these steps like the back of your hand, and so should every activity chair.3. Consider alternatives in case of That is an expectation you must clarify with the unforeseen circumstances. activity chairs of all crew activities. These steps This step involves considering the possibil- should become a part of the shorthand language ities for different things that might affect the of the crew so that you can easily and effectively activity. What if it rains? What if the activity keep up to date on the planning of crew activi- doesn’t work as planned? Does it depend on a ties in the year’s program. certain number of people participating? Planning an4. Make all the decisions involved Individual Activity with this activity. Determine specifically who will be in In chapter 5, you will practice planning an charge of the activity. Which other people individual activity. However, the actual responsi- will have specific responsibilities for the bility for planning an activity belongs to the activ- activity? Who will teach the skills, organize ity chair and activity committee. You have learned the contest, serve as officials, and so on? How the planning steps to be able to support them. will the activity be organized? Decide where and when the activity will be held. All these Becoming a leader is not only a goal for you decisions should be recorded on the activity as a youth officer. The goal of a Venturing pro- planner (see chapter 1). gram is to also give every member leadership opportunities. Being an activity chair represents5. Develop a plan for how to share that kind of opportunity. Just as your Advisors this activity with others. work to hand off the leadership of your crew In this step, discuss and decide how to to you, you also look for opportunities to give inform the members about the activity. Con leadership responsibilities to the members. sider whether a promotion effort is d esirable to encourage all crew members to participate. Definition of an Activity An activity is a hands-on experience in which all the members do something. A ski trip, vol- leyball game, sports medicine workshop, dance, service project, swim party, fitness test, or ethics debate are examples of activities.48
Role of the Activity Chair Developing a Dynamic Program The activity chair for an activity is selected bythe crew president and Advisor and is responsible The program you create in your crew offi-for (1) planning, (2) promotion, and (3) staging cers’ seminar is simply your initial program forthe activity. For relatively simple activities, the the year. You should constantly fine-tune youractivity chair alone may be sufficient to carry program of activities throughout the year. That isout these three responsibilities. However, some what makes a program dynamic.activities in a crew are more complicated. Forthese, the activity chair recruits a committee and, The following things should cause you todepending upon the activity, receives help from stop and reassess your program:the Advisor, crew committee, and consultants. ◆ Additional responses to the PCI For example, if the activity is a bowling night, The PCI is a form that should be usedthe activity chair probably can organize, promote,and run it alone. However, if the activity is a continually. Give a PCI form to any adult whowaterskiing party, then the activity chair might potentially could help the crew. The addedneed other Venturers and adults to help with information you receive from these responsesthings such as equipment and transportation. could affect activities you would like to do.Use the PCI to find adults who could serve asconsultants, obtain equipment, provide instruc- ◆ Venturing activity interest surveystion, and supervise safety procedures. Give Venturing activity interest surveys When a committee works with the activity to members on a consistent basis. Doing sochair to plan an activity, the chair and the com- allows you to check your initial programmittee should go through the seven planning against new or changed interests, with othersteps together. It is the responsibility of the chair suggestions for activities, or with the intereststo be sure that the activity planner is filled out of new members. If your crew members knowand filed with the crew records. you are on the lookout for new activities, they are more likely to suggest ideas that come toWorking With a Consultant their minds during the year. Consultants can be a great asset to an activity. ◆ Growth and developmentBecause these adults have been recruited by your You and your crew members will changecrew committee, you need not hesitate to askthem for help. The activity chair should explain and grow throughout the year. What seemedthe activity to the consultant who is helping and like an excellent idea at the beginning offind out how the consultant’s expertise can be the year might not seem as meaningful sixhelpful for the activity. In addition, the activity months later. You might have additional ideaschair should review with the consultant what is that better address where you are at these laterexpected of him or her and what equipment or points in time. Realize the importance of thissupplies are needed, if any. After this discussion, new insight and awareness, and adjust yourthe activity chair should follow up with a letter program accordingly.to the consultant, summarizing their discussion,so that there is no misunderstanding. Also thankthe consultant after the activity is over. Remember, though, the adult is there to help,not to chair the committee. 49
Note: Use the Venturing Program Planning Calendar, No. 331-012, Annual Program Flow to help you with your annual and monthly planning.50 August September October November ◆ Open house planning ◆ Open house planning meeting ◆ Crew officers’ seminar ◆ Weekend activity to orient new ◆ Program planning conference meeting No. 2 No. 3 members ◆ Superactivity critique ◆ Open house ◆ Conduct PCI March and party ◆ Conduct crew interest survey ◆ Elections ◆ Crew officers’ briefing December January February ◆ Christmas or holiday party ◆ Parents’ night April ◆ Annual crew recognition banquet ◆ BSA anniversary celebration month ◆ Scout Sunday and Sabbath May June July ◆ Review year’s programs ◆ Select open house chairman ◆ Recruit members to open house ◆ Superactivity planning committee ◆ Open house planning meeting No. 1
CHAPTER 4 How-To Section* Find out whether there is a service or project your community or chartered organization might needThis chapter deals with situations that you You might want to add other how-to areas might face in a Venturing crew in which that you discover are useful for your crew. Thatsome how-to’s could be helpful. way, your crew will have a written record from year to year of these other how-to areas from The following situations are covered: which future officers might benefit. We recom-◆ How to earn money mend that the secretary put any additional◆ How to brainstorm how-to’s in a similar format.◆ How to develop service projects◆ How to plan your superactivity How to Earn Money◆ How to introduce a speaker◆ How to lead a discussion Many crews decide to purchase equipment, take◆ How to teach a skill a trip, or plan a special project that requires addi-◆ How to use parliamentary procedure tional funds. Venturers who pay their own way will◆ How to generate publicity appreciate the equipment or trip more than those◆ How to conduct a crew parents’ night who don’t. The decision to plan a money-earning◆ How to recruit new members project should be made by the entire crew. Once a◆ How to use charts and posters money-earning project has been approved, all the◆ How to make a speech or presentation members should participate in the project. Crews should not seek contributions because this violates the policy of paying your own way and is against BSA policy. Planning a Money-Earning Project In planning a money-earning project, your crew should follow these guidelines:*Also may be used for programs at crew meetings. 51
◆ Determine whether you really — The plans and the dates for your project need the money. will not conflict with any programs of First, review your current budget to be your chartered organization, BSA local sure that members’ dues will not be sufficient council, or United Way. for your needs. If they aren’t, determine how much money you need to raise for which — Y our plan should be in harmony with specific needs. Then, develop a specific budget local ordinances, free from any stigma of based on your needs and goals. gambling, and consistent with the ideals and purposes of the BSA.◆ Be realistic. Consider carefully what your members — If a commercial product is to be sold, it should be sold on its own merits and not will actually do. Venturers have not been very merely on the basis of “helping Venturing.” successful with selling products door-to-door. Crews are more successful with one-time — Those selling need to act as individuals projects, such as a dinner or car wash. without attempting to capitalize on the goodwill of Venturing to promote sales.◆ Decide how funds will be accounted for. Decide in advance whether all funds — The buyers, even if they are family and friends, should be able to receive their raised will go into the crew general funds, money’s worth from the product, func- into individual Venturer accounts (within the tion, or service. crew account) based upon hours worked and profits made, or a percentage into the crew — The project should be carried out in a general funds and the balance into individual manner that does not infringe on the Venturer accounts. Venturer accounts belong rights of other Scouting units in the same to the crew and can be used by a Venturer area or on the right to a livelihood of local only to defray his or her share of costs of business people and their employees. crew activities. — If any contracts should be signed, they◆ Look for a need. should be signed by an individual without Find out whether there is a service or binding or committing the Boy Scouts of America in any way. p roject your community or chartered organi- zation might need. Ask questions—you might ◆ Beware of promotional schemes or be surprised. Some organizations in your questionable product sales gimmicks. community may be delighted to pay your crew Carefully check out the product and the to do a special project or service as long as the reputation of its supplier before you project doesn’t put someone out of work. become involved.◆ Get parents involved. ◆ Develop a plan for your Parents are excellent resources for ideas. money-earning project. Once you decide on a project, write a They might also be willing to provide leader- specific plan of who does what and of how ship or assistance. the money is handled. Be sure that crew members, parents, your chartered organiza-◆ Review your money-earning project with tion, and your BSA council understand and BSA policy and your chartered organization. approve your project. Submit a unit money- Check the BSA policy, and check with your earning application, No. 34427, to your BSA chartered organization to be sure the money- local council (see the sample application in earning project is appropriate. The BSA the Appendix). This is for your protection. money-earning policy is:52
◆ Obtain all necessary approvals before begin- chamber of commerce and convention bureau ning your project. know you are available. Be sure to obtain any necessary licenses, approvals, health regulations, and other per- ◆ Produce a play, carnival, fashion show, or missions in advance. booth show, selling tickets or space to other organizations.◆ Complete a project appropriately. After the project is completed, thank those ◆ Conduct or be part of a garage sale, rummage sale, auction, flea market, swap meet, or other involved, return any unsold products or bor- similar activity. Operate garage sales for neigh- rowed equipment, and provide for proper borhoods or community organizations on a accounting of funds. commission basis.Ideas for Money-Earning Projects ◆ Operate a Christmas tree lot, including m aking and selling wreaths, door decorations, The following ideas are crew projects, not or other holiday items. Wrapping gifts at aindividual employment efforts. All funds for booth, a retail store, or a mall is anothergoods and services should be paid to the crew service that a crew can do to raise funds.to avoid conflict with tax and employment laws.The crew is a nonprofit organization; individual ◆ Check with owners of vacant property formembers are not. Be sure the financial arrange- cleanup or beautification projects.ments of your project do not violate childlabor laws, income- or sales-tax regulations, or ◆ Perform services for businesses or organiza-employment regulations. This is another reason tions, such as stuffing envelopes, assemblingto obtain approval of your unit money-earning kits, and so on.application from the BSA council. ◆ Collect aluminum, paper, glass, or other recy-◆ Wash cars (perhaps at an employee park- clable materials. Be sure you have a source ing lot), wash private airplanes (at a small who will buy your collections, and find out airport), or wash boats (at a marina). how the recyclable must be prepared. Employees could pay as they come to work so that the crew would have all day to wash ◆ Sell Scouting show tickets. Participate and and/or wax these vehicles. show others what your crew does.◆ Control traffic; park cars; operate a check- ◆ Mow, rake, weed, trim, and clean up yards of room, nursery, or concession stand; sell homeowners or businesses. p rograms, take tickets, serve as ushers, and perform other services at community ◆ Operate a nursery or day care center during or sports events, including cleanup when community events. activities are over. ◆ Clean stadiums, fairgrounds, or other facilities◆ Stage a pancake breakfast, spaghetti dinner, after public events. or similar event. Aim for the unusual such as wild game dinners, chili cook-offs, barbecues, ◆ Distribute newsletters or promotional fliers and so on. (don’t necessarily endorse their product or cause).◆ Offer a birthday party service. Plan games, dress as clowns, provide refreshments, super- ◆ Operate a weekend kennel, walk dogs, or vise activities, and so on. provide other pet-related services.◆ Organize a color guard, drill team, band, ◆ Sell or collect plant specimens. dance group, or other entertainment for con- ventions or community affairs. Be sure the ◆ Pick fruits or vegetables. ◆ Catch or raise fish bait to sell. 53
◆ Shovel snow and treat icy walkways or ◆ Clean private beaches for resorts parking lots. or homeowners.◆ Sell magazine subscriptions. ◆ Sell programs or souvenirs at parades or c elebrations.◆ Design and sell T-shirts and similar promo- tional items. ◆ Offer to decorate floats for parades.◆ Perform household repairs, cleaning, painting, ◆ Offer to run day care centers, staff day and similar services. camps, help at summer camps, or help with similar events for churches and◆ Take photos at dances or conventions. community organizations.◆ Organize ski swaps, part sales, or similar ◆ Put on plays or run activities for youth groups. functions for a commission or booth rental. How to Brainstorm◆ Recycle the parts from defective products for a business or industry. Brainstorming is an essential part of good thinking, and it is also an essential part of com-◆ Clean irrigation ditches, gates, or drains. ing to good decisions. How does brainstorming help you think better and make better decisions?◆ Provide a crew for harvests or other events requiring temporary workers. First, it helps you get out good ideas and information.◆ Sign up with temporary service bureaus. Second, it fosters creativity; it encourages◆ Check vacationers’ homes. Take care of yards, people to see possibilities. Brainstorming causes pets, mail, and so on, while they are away. you to stretch—to not stop at the first thing that comes to your mind but to keep thinking.◆ Wash and maintain boats in marinas while owners are away. Third, it encourages everyone in a group to participate.◆ In resort areas, check and provide outside maintenance of vacation homes. Fourth, brainstorming is fun, and causes us to get caught up with thinking in a way that◆ Construct and maintain fences for farmers makes us want to think some more. or ranchers. Brainstorming is a part of many Venturing◆ Operate a coffee/food service at construction activities, like developing your year’s program of sites, freeway rest areas, or harvest locations. activities. This how-to section offers some sug- gestions to help make brainstorming happen.◆ Organize a high school fashion show for a We’ll look at some suggestions to apply to your- department store. self, and at some guidelines to apply to a group brainstorming together.◆ Plant a garden on vacant land and sell pro- duce at a roadside stand (with permission). Individual Suggestions◆ Help people planning to move with packing, The following are some suggestions to help loading, garage sales, and cleanup. you get in the mind-set to brainstorm.◆ Maintain yards of vacant homes that are for ◆ Relax. Let pictures freely come to your mind. sale. (Check with real estate agencies.) ◆ Concentrate on what you’re brainstorming◆ Check with political parties to provide meals, about. Try to get everything else off your cleanup, or other services at rallies or picnics. mind and focus on the subject at hand.54
◆ Don’t criticize or judge your own ideas inter- How to Develop nally. If you do, you’ll start hesitating and Service Projects being too careful. In Venturing, it’s important to demonstrate a◆ Take creative risks; think in terms of no limits. crew’s orientation to the community. The purpose of this how-to section on service is to give you◆ Believe in and use your own experiences as a some ideas on developing your service projects. springboard for ideas. Each person has all the In particular, it describes one method that will experiences he or she needs for brainstorming. help you first identify needs for service, and then identify projects that address those needs.Group Guidelines Need-to-Solution Method Now you’re ready. The next step is to help cre-ate the right kind of environment for the group Performing a service project will be of theto brainstorm together. You contribute to this most value when you respond in some way to akind of environment when you need you see within your community.◆ Encourage as many ideas as possible. The following steps will help you identify both needs and solutions.◆ Don’t judge ideas (as good or bad) during brainstorming. 1. Brainstorm a list of service needs. Always begin in the brainstorming mind-◆ Don’t look ahead to making decisions; stay totally in the brainstorming mind-set. set (see the how-to section on brainstorm- ing). In this step, simply list any needs for◆ Build on one another’s ideas. service that exist in your community. Think about experiences you’ve had, articles you’ve◆ Encourage participation from everyone in read, people you know, or things you’ve the group. heard about. Don’t worry about judging your service needs, making decisions, or choosing◆ Don’t worry about the words you’re using to the words to describe a need. express an idea. Simply try to describe the picture you’re seeing. The following is a sample list of needs that demonstrate both a variety of ideas and◆ List the ideas that your group comes up with the authentic way in which the brainstormers so that you don’t lose them. in this situation expressed their ideas. When you engage in brainstorming, think Sample listabout the two words that make up this word.Once you experience brainstorming, you’ll real- ◆ Do something about getting people interestedize that it is like a storm in the brain. Ideas begin in reading—especially kids.to flow that you never knew you had—and oneidea breeds another idea, and that idea breeds ◆ What about people who can’t read?yet another. ◆ Make riding in a bus safe. Brainstorming often surprises people. It blowsoff the thoughts that lie on top and exposes ideas ◆ Find out what older people who still live inwe are often unaware are inside of us. We begin their homes in our neighborhood needto appreciate more fully what we are capable of help with.and how creative we are. By causing us to stretchbeyond our usual way of thinking, brainstorm- ◆ Get kids interested in doing somethinging makes it hard for us to snap back to where worthwhile during the summer.we were before, because we’ve grown. 55
◆ Is there anything we can do in emergency the three to five needs. Go through the same room situations? Like help people fill out process to develop this list as you did when forms or just sit with them? you developed your list of service needs.◆ I think we need to do something about kids 4. Select your service projects. drinking and using drugs. Discuss and weigh the various ideas on◆ I feel like nobody knows anyone in this neigh- your list for service projects. Select the best borhood anymore. How about helping people service project idea for each need. In your get to know their neighbors? discussion, ask questions like: What do we like best about each of these ideas? What do◆ What about all the dogs and cats at the we like least? How could we use the special Humane Society that nobody knows about? interest of our crew in any of these service projects? Does this project idea really address◆ I think we should do something for children the need we want to do something about? who have been abused. Will it make a difference in people’s lives? Will our members get excited about carrying◆ Can we do anything about kids who out this project? How will the people we’re are missing? trying to help feel about our service project?◆ I think people need to laugh more, and enjoy 5. Carry out the seven steps for planning an life. Everyone seems so uptight and serious individual activity. all the time. Can we do anything to cheer A service project is an activity, and it people up? should be planned like any other individual activity. Select an activity chair and activity◆ I’m worried about all the garbage we have, committee for each service project who will and I think people should know more about be responsible for carrying out the seven the importance of saving trees and protecting steps for planning an individual activity water, and getting rid of some of the pesticides (see pages 46 and 48) and for filling out an we’re eating. activity planner. In step 2 (identify needed resources), the crew committee should be◆ Is there anything we can do to help people consulted to help identify and contact who need a job? community agencies that might provide assistance with each service project.2. Pare and prioritize your list. Once you’ve gathered a list of ideas, it’s A good service project can be very simple. It might never attract the attention of others. time to discuss the various ideas on that list. In That doesn’t mean it can’t do as much good as this step, you sort through your ideas to weigh projects that garner lots of attention. Attention is them. Your goal is to pare down your large list not the goal—service is. Sometimes, it’s the little to the top three to five service needs. This will things we do consistently that make a real differ- allow you to develop enough service projects ence in someone’s life. For example, think about to intersperse throughout your year’s program an older person who has always loved to read but of activities. In your discussion, ask questions who can no longer go to the library. What if you like: Which of these needs has the most mean- went with this person or went by yourself to the ing to our crew? Why? Do we see any common library to pick up and return books each week? concerns that are a part of several needs? What needs do we really feel strongly about? The ultimate goal of service projects is to improve the community or to help someone3. Brainstorm solution ideas. live a healthier, safer, more dignified and You now have a pared-down, prioritized enjoyable life. list of service needs. Opposite those needs, develop a brainstorming list of possible solu- tions (ideas for service projects) for each of56
H ow to Plan Your 3. One-on-one contact between adults and youth Superactivity crew members is not permitted. In situations that require personal conferences, the meeting The highlight of your crew’s program should should be conducted in view of others.be its superactivity. A superactivity is a majorproject, activity, trip, or other event that piques 4. Males and females are required to have separatethe interest of your crew’s members and serves latrines and bathing and sleeping accommo-as a long-range goal around which to rally your dations. If it becomes necessary to share anycrew’s program. A superactivity might be a trip facilities, special care should be taken to preventto discover more about your crew’s program violations of personal privacy. Likewise, youthinterest, a long-term service project to help and adults must shower at different times.your community, a high-adventure trip, a train-ing activity to become more proficient in your 5. Adult leaders should respect the privacy ofcrew’s program specialty, or even a visit to a youth members in situations such as changingforeign country. into swimsuits or taking showers, intruding only to the extent required for the health and A superactivity requires more than normal safety of crew members. Adult leaders shouldplanning and preparation. The first step is to protect their own privacy in these situations.select a superactivity that all crew members wantto do. Then, make the decision—commit to it. 6. During Venturing trips and outings, adultThe money, equipment, leadership, and trans- leaders may not sleep in the same quarters asportation seem less challenging once the com- youth members except when the adult is themitment is made. parent or guardian of the youth. If your crew is new, keep the superactivity 7. Proper attire is to be worn for all Venturingsimple so that it will be a success. Be sure to pick activities. For example, skinny-dipping oran activity that is within the capability of your revealing bathing suits are not appropriate ascrew members. part of a BSA activity. The following considerations need to be a 8. Proper equipment and safety procedures arepart of your planning. required for all Venturing activities. Care must be taken to ensure that no crew member is◆ Youth Protection coerced into activities for which he or she is not adequately prepared. 1. Any suspected case of sexual or other abuse in the Venturing program must be reported to 9. Bullying and physical hazing are prohibited and the local authorities and the council Scout may be not included in any BSA authorized executive (or the Scout executive’s designated activity. Initiations and secret organizations representative) immediately. The Scout execu- are prohibited as part of Venturing or any tive will take appropriate action for the safety Scouting program. of our Venturers, make appropriate notifica- tion, and follow up with investigating agencies. 10. The roles of volunteer adult leaders in the Venturing program require that clear 2. Two-deep leadership is required on all boundaries be established between adult Venturing trips and outings. This is a minimum leaders and youth members. For this reason, requirement; additional supervision may be fraternization—the formation of peer-based necessary depending on the nature of the social relationships between adult and youth activities and the size of the group. When the members—is not permitted. This prohibition activity is coeducational, adults of both sexes extends to Venturing crew members who must accompany the group, and at least one register as adults after their 21st birthday. of those individuals must be registered as an adult member of the BSA. 57
11. Discipline used in Venturing should be con- bases, Scout camps, hostels, churches, and structive and reflect Venturing’s values. The use with other crews. Make definite plans, and of corporal punishment in any form (spanking, obtain reservations well in advance. slapping, hitting, belt lines, etc.) is prohibited. If a crew member behaves in ways to interfere ◆ Budget with the crew’s operation, he or she may be Determine how much your superactivity suspended from the program. Many Venturing crews develop “codes of conduct” that establish will cost, how you will pay, and whether you their own boundaries for acceptable behavior. need to pursue any money-earning proj- Crew members are more likely to obey rules if ects. Break down the cost per member, and they help to develop those rules. determine how you will pay along the way. Consider using traveler’s checks.◆ Date Schedule your superactivity well in Health and Safety advance, preferably a year. This will allow If your superactivity involves physical activity, crew members to fit it into their personal and make plans to get crew members in shape and family plans. Be sure that your crew commit- have medical checkups by a physician. Include tee, parents, and chartered organization are safety, first aid, learn-to-swim, and related sub- aware of and approve of your plans. jects at crew meetings. Plan a shakedown trip or cruise to familiarize everyone with procedures◆ Location and equipment. Consider sunburn, proper Make any necessary reservations well in foot care, altitude, first-aid supplies, and emergency procedures. advance, and be sure to find out whether any deposits are required. Get all confirmations in Insurance writing, and be sure there aren’t any hidden costs, rules, or surprises. If your crew doesn’t have a health and acci- dent policy, obtain short-term insurance for◆ Equipment the trip (available through your BSA council). Determine and make a list of the equip- Be sure to take along the necessary forms and claim numbers. ment needed, the equipment the crew must secure from other sources, and the equipment Tour Information and Plans the members need to have for the superac- tivity. Determining these equipment needs Send a completed Tour Plan application to should be done well in advance so that crew your BSA local council. (See the Appendix, pages members have ample time to obtain the 279–282, for the Tour Plan.) Be sure all parent needed items. releases and permission slips are obtained. This resource contains detailed planning help, BSA◆ Food policies, and recommendations for a safe and Food is an important consideration. exciting trip. Also see chapter 8 and Passport to High Adventure. Determine and make a list of where you plan to eat; who has responsibility for plan- Development of Plan ning the menus, purchasing, and cooking the food; the equipment that will be needed; and Carry out the seven steps for planning an how much it will cost. Be sure that the menu individual activity, and be sure you have filled out includes nutritious foods. an activity planner. Design a month-by-month plan to obtain the necessary equipment, funds,◆ Lodging reservations, preparations, and promotion for Determine where you will stay and what your superactivity. Crew members should be continually aware of and involved in the planning. members need to bring if your superactivity involves lodging. Look into staying at military58
Sample BudgetExpenses Amount per crew Amount per personFood __________________________ __________________________Housing __________________________ __________________________Travel __________________________ __________________________Equipment __________________________ __________________________Tickets or fees __________________________ __________________________Insurance __________________________ __________________________Incidentals __________________________ __________________________TOTAL EXPENSE __________________________ __________________________Income __________________________ __________________________Crew treasury __________________________ __________________________Individual fees __________________________ __________________________Money-earning projects __________________________ __________________________*Other income __________________________ __________________________TOTAL INCOME *Include any pledged donations of food, gas, or equipment. 59
The crew president and Advisor should recruit How to Introducea member to be the activity chair and an activ- a Speakerity committee sufficient to do the job. Involveassociate Advisors, crew committee members, and The proper introduction of people presentingparents. The activity committee for your superac- programs to the crew is important. Venturerstivity should meet regularly, and the activity chair expect qualified speakers, and a proper intro-should report on a monthly basis at your crew duction lends prestige and sets the tone of theofficers’ meetings and crew meetings. meeting. Here are some suggestions:Parents’ Night ◆ Before the introduction, contact the speaker or someone who knows him or her to get correct Believe it or not, one of the most important name (and pronunciation), title, job and fam-aspects of a successful superactivity is parental ily background, education, organization mem-involvement. Without parent knowledge of the berships, honors, hobbies, and any specialsuperactivity and the expenses and prepara- interests or abilities. Condense this informa-tions involved, most Venturers wouldn’t even tion into a brief and appropriate introduction.be allowed to go. Early in your planning process, Practice giving your introduction. Be sure tohold a parents’ night meeting where you tell pronounce the speaker’s name correctly.parents about your detailed superactivity plan.Include costs, trip itinerary, adult supervision, ◆ Be brief. You are the introducer, not the speaker.equipment needs, etc. You need parental support! ◆ Avoid clichés or stilted phrases such as, “ThisCommunication and Publicity speaker needs no introduction . . .” or “We are gathered here tonight . . .” Be sure those at home know your scheduleand how to contact you in case of an emergency. ◆ Avoid jokes or being too familiar unless youIn addition, be sure you have emergency tele- know the speaker well.phone numbers of parents. ◆ Include the subject of the speech, why this Give the local news media and your school subject is of interest to the crew, and why thisnewspaper information on your superactivity, speaker was chosen to present this subject.stressing any unusual, exciting, or newsworthyactivities. See whether they will publish a daily ◆ Give the speaker a sincere buildup, but don’treport by one of your crew members, including embarrass him or her by overdoing it.photos and follow-up reports. (Don’t wait untilyou get back; then your trip is no longer news.) ◆ Save the speaker’s name until last. (This usu-Once you have made these contacts with the ally is a signal for him or her to step forward.)media, it is essential that you follow through on Climax your introduction with the speaker’sall commitments. name. Pause before stating it, state it clearly, and raise your voice a bit: “I am pleased to Occasionally, a newspaper, magazine, or tele- present (short pause) . . . Mr. Donald Smith.”vision station will even send a reporter along onall or part of your trip. In case of an accident or ◆ Thank the speaker after the presentation.emergency, contact your BSA local council firstand follow its advice on dealing with the news Sample Introductionmedia for this kind of situation. The following is an example of an introduc- Detailed planning, involvement of crew tion that incorporates some of the suggestionsmembers, good communication, and effective from the previous section:leadership are the keys to having the best pos-sible superactivity experience. “Cave exploring is one of the last great frontiers and one of our crew’s major interests. Tonight, we are honored to have a speaker whose experience60
and background will bring cave exploring to life. ◆ Encourage informality and good humor.After graduating from high school in California, Permit friendly disagreement on the pointour speaker moved to Austin, Texas, to attend under discussion, not among personalities.the University of Texas and to be close to Mexico,where some of the world’s deepest and wild- Guidelines for a Discussionest caves are located. Our speaker is an assistantU.S. district attorney, having graduated from the If you participate in a discussion, the followingUniversity of Texas law school. He has continued guidelines will help you contribute effectively tohis interest in cave exploring, having led many the group:surveying expeditions in Texas, Mexico, and NewMexico caves. He is responsible for surveying and ◆ Be an active part of the group.mapping an estimated 600 miles of cave passages.He is married and has two teenage children. It is ◆ Work to solve common problems.my pleasure to present . . . William Steele.” ◆ Discuss completely, but do not argue. How to Lead a Discussion ◆ Contribute ideas related to the subject of A group discussion is a planned conversation the discussion.between three to 10 people on a selected topic,with a trained discussion leader. The purpose is ◆ Ask questions to clarify ideas.to express opinions and gain information on thetopic and learn from the other group members. ◆ Be clear and brief. Group discussion is an effective way to ◆ Listen and learn.◆ Share ideas and broaden viewpoints ◆ Write down good ideas.◆ Stimulate interest in problems Leading a Discussion◆ Help participants express their ideas If you lead a group discussion, the following guidelines will help you distinguish your role as◆ Identify and explore a problem the leader versus a participant:◆ Create an informal atmosphere ◆ Help the group feel at ease. See that everyone knows everybody else.◆ Get opinions from persons who hesitate to speak ◆ Give everyone a chance to talk. Let the person talking remain seated. More people will partic-Preparing for a Discussion ipate, and those talking will feel more at ease. Preparation is important to the success of any ◆ Don’t allow anyone to monopolize the discus-event. A discussion is no different. The following sion. Interrupt the “speech maker” tactfully,things encourage a good discussion to happen: and lead the discussion to another person.◆ The preferred seating arrangement is a circle, ◆ Call on individuals who seem ready to talk semicircle, U, or hollow square. All these rather than going around the circle. formations allow everyone in the group to see one another. ◆ Direct rather than dominate the discussion by easing yourself into the background when the◆ Make the room as comfortable as possible. group gets into the swing of it. Check the ventilation and lighting. ◆ Be sure the discussion is of interest to all◆ Have paper and pencil ready to record the participants. main points. ◆ Keep the discussion on track. If it gets side-◆ Start and end the discussion on time. tracked, bring it back to the main subject by suggesting more important points that need to be covered in the time allotted. 61
◆ If you feel that some important point is being Teaching a Skill neglected, mention it. Teaching a skill is more objective and tangible◆ Summarize periodically. Stop occasionally to in nature than, for example, trying to teach an review the points that have been made. insight. However, the focus is still on the learners; you are trying to help them gain this skill and◆ Stick to the time limit. If there isn’t time to be able to use it with a sense of comfort cover the subject sufficiently, mention this in and confidence. your evaluation, and take action to correct this before the next group discussion. In Venturing, skills often come into play in an activity situation, so it’s important that you◆ Keep spirits high. Encourage ease and infor- know how to teach a skill. This is especially mality. Let everyone have a good time. Don’t important for activity chairs and activity com- let the discussion drag or become boring. mittee members. Teaching a skill involves five basic steps.◆ Quickly summarize the conclusions in such a way that everyone will realize the important Preparation facts brought out in the discussion. The first step in teaching a skill is to obtain the How to Teach a Skill necessary equipment and supplies in sufficient quantity so that the skill can be demonstrated, This how-to section addresses two important taught, and practiced. For demonstrating andissues: (1) how to teach and (2) how to teach a teaching, simulated or makeshift equipment isskill in particular. Let’s start with talking about never adequate. Preparation also means that youan approach to teaching, based on discovery and have carefully thought through how to teach thislearning through experiences. skill in a way that causes the learners to understand its usefulness and to gain the necessary experienceTeaching to acquire the skill. Teaching is not primarily telling. It’s helping Explanationother people learn. That means the focus is on the The explanation serves two purposes: (1) tolearners, not the teacher. Earlier in this manual, wesaid that people learn best through experiencing introduce the subject by giving some backgroundsomething themselves, so when you are striving to about its usefulness and application; and (2) toteach something, you are constantly trying to describe the subject in a simple, complete, and tantalizing way. The explanation should create a◆ Get into the shoes of the learners so that you desire to become proficient in the skill. Unusual can better understand where they are and facts or illustrations arouse interest and create what they need from you to learn the subject an appreciation of the value of learning the skill. under study. The learners should be able to sense your respect for the skill and the importance of being able to◆ Develop learning experiences in which the perform this skill. learners are trying to do something with the insights or skills involved. Demonstration This is where you actually show how to do the◆ Help learners realize what they have learned to increase their comfort and confidence in skill. You need to demonstrate each step slowly using an insight or skill in actual situations. and clearly so that the learners can easily follow you and gain confidence in their own ability to◆ Appreciate that learners do not have one acquire this skill. set, definite way of demonstrating that they understand or know something. Each learner is an individual.62
Practice ◆ If the learner is not familiar with the skill, go This is the heart of teaching a skill to others. In slowly. Insist on accuracy first, then speed (if speed is a factor).this step, the learners try out the skill under yourguidance and careful coaching. Learners should ◆ Don’t interfere when learners try to do it onhave enough opportunity to try the skill so that their own. Don’t interrupt their efforts unlessthey feel comfortable and confident. You should they bog down or go off on the wrong track.be especially sensitive to the differences in howpeople learn. Some participants in this practice ◆ Let the learners make mistakes if this will helpmight be ready to go very quickly, while others them learn. Simply point out mistakes tactfully.will need to practice the skill more deliberately. ◆ Never make corrections sarcastically or for theApplication benefit of onlookers. This final step gives learners the chance to ◆ Encourage the learners by making remarks ondemonstrate this skill to someone else. They their progress, pointing out the completionbecome the teacher. You are still there in the role of each step, and remarking on the steps theyof a coach to provide help when necessary. This have done well.last step should give learners the awareness thatthey are ready to use this skill in actual situations. ◆ Urge them to practice and to teach someone else.Time Balance in Teaching a Skill H ow to Use Parliamentary The most important part of teaching a skill Procedureis having the participants practice it. Therefore,most of the time involved in teaching a skill This short section about parliamentary pro-should be devoted to practice. cedure is not to be considered a complete set of rules to cover all possible questions that might The proper time balance is: arise. It is to be used as a guide to cover the points most often encountered. For a more detailed◆ Explanation (hearing): 10 percent of the time set of rules, we recommend Robert’s Rules of Order, Newly Revised and The Standard Code of◆ Demonstration (seeing): 25 percent of the time Parliamentary Procedure. For more information, contact these organizations:◆ Practice (doing): 65 percent of the time National Association of ParliamentariansTips on Coaching a Skill 213 South Main St. Independence, MO 64050-3808 The following tips will help you teach a skill Phone: 816-833-3892 or 888-NAP-2929effectively. As you read each item in this list, try Fax: 816-833-3413 or 816-833-3893to visualize yourself using this tip when you are www.parliamentarians.orgactually teaching a skill. American Institute of Parliamentarians◆ Be able to perform the skill well yourself. 550 M Ritchie Hwy., No. 271 Severna Park, MD 21146◆ Review your own experience in learning it, Phone: 888-664-0428 and work out a series of steps for teaching it. Fax: 410-544-4640 www.aipparl.org◆ Keep the instruction personal by working with an individual or small group and letting them teach others in this small group.◆ Size up your audience’s abilities and personality traits and consider how the abilities and person- alities affect your teaching of the skill. 63
How to Make a Motion The amendment to a motion, if seconded, must be voted upon before the original motion. Obtain the floor as follows: Address the If the amendment to the motion is carried, thepresident by saying “Mr. President” or “Madam original motion must be voted as amended.President” and then wait to be recognized beforepresenting a motion. State the motion carefully. Point of OrderThis usually is done by saying, “I move that . . . ”or “I move the adoption of the following resolu- A point of order may be raised by a membertion.” The motion must be seconded. A motion whenever a parliamentary inquiry or disorderlycannot be discussed unless it is seconded; also, procedure has been made. This may be doneunless it receives a second, it is lost. Any eligible without recognition by the chair. If a personvoter other than the one making the motion is speaking when a point of order is raised,may second it. That person simply says, “I sec- then that person must stop speaking. The chairond the motion.” decides whether the point was well made. The chairperson must repeat the motion in full The decision of the chair may be appealedand call for any discussion. The motion is then in the same manner as a point raised, exceptopen for discussion. This is done by members that it requires a second and is debatable. Anof the group who obtain the floor by addressing appeal may be made by any member of thethe chair and being recognized by the chair. The assembly and decided by a vote of the assem-person who made the motion is usually given the bly. Business is resumed where it broke off,opportunity to open and close the discussion. with any changes needed. After the discussion, the vote is taken in How to Generate Publicityone of the following ways: (1) acclamation, (2)standing or raising the hand, (3) roll call, or Publicity is the communication that a crew(4) ballot. produces or attempts to get in connection with an event or activity. Publicity can be in the formHow to Amend a Motion of a talk, special event, dinner, demonstration, exhibit, interview, conference, news story, feature An amendment to a motion is really a new story, or photo essay. The list is limited only bymotion made to change or modify the previous each crew’s imagination and industriousness.motion that is under consideration. An amend-ment may consist of any of these four things: Using News Releases to Gain Publicity◆ Add or insert a certain word, words, or sen- tence to the motion under consideration. News releases from organizations, business firms, and public relations agencies are a vital◆ Strike a certain word, words, or sentence from part of any newspaper. A goal of a Venturing the motion. crew is to develop a news release that gains the attention of the editor for that section◆ Substitute another motion for the one in a newspaper. being considered. An editor wants news. What is news? News◆ Substitute words to replace wording is a timely, informative, unusual, interesting, or under consideration. entertaining summary of something not seen or heard. It may have the element of conflict, An amendment, like the principle motion, report on progress or change, provide humanmust be seconded. It is also debatable and may interest, or be unusual, offbeat, informative,again be amended. The proper form for making amusing, or helpful.an amendment is: “I move to amend the motionto read . . . ” or “I move to amend the motion . . .”64
Editors judge news on the following points: The following rules should be observed in any news release: Be accurate, factual, brief,◆ Timeliness informative, and objective. Use active words. Nothing is deader or less interesting than Mention the subject first. Be specific. Avoid repetition. News releases should be typewritten yesterday’s news or events. Venturing events or computer printed on 81⁄2-by-11-inch paper, should be reported promptly. centered and double-spaced. The top of the page should include a title, contact name, and tele-◆ Proximity phone number. The crew number and chartered Is an event or news item close to home? organization are also needed. Do not use the reverse side of the page, but continue to another Does it have a local frame of reference? Can a sheet of paper. Venturing event in another part of the country be tied in with the activities of a local crew? Here are a few examples of news releases that a Venturing crew might use.◆ Importance Is the event or news item of some impor- News Release Sample 1: Election of Officers tance or benefit to the community? Members of (chartered organization)◆ Prominence Venturing Crew (number) elected officers for the Are prominent people in the community coming year at their meeting (date) at (place). involved in any way? The involvement of a Newly elected officers are (list names, ages, prominent person will more readily catch the schools attended, and offices). reader’s attention. Crew (number) is part of the (name) Council,Writing News Releases Boy Scouts of America, and is made up of young men and women, age 13 with completion of the Every news release must be written to answer eighth grade, or ages 14 through 20, who arethe essential questions of any news item, com- interested in (crew specialty).monly called the “five Ws plus one”: At (date) meeting, crew members also (give◆ Who will do it? summary of other actions taken, activities planned, or invitations to membership).◆ What will they do? News Release Sample 2:◆ When will they do it? Special Crew Trip◆ Where will they do it? (Location) is the destination of (number) members of (chartered organization) Venturing◆ Why will they do it? Crew (number). The local Venturers will be in (location) from (date) through (date).◆ How will they do it? Making the trip will be (give names, ages, and The structure of the news release is important. schools attended). They will be accompanied byIt must be written so that the reader has the essen- (give names of accompanying adults and titles).tial information at the outset. The lead, usually the While in (location), the Venturers will (givefirst paragraph or two, should summarize general itinerary of trip, historic sites to bethe “five Ws” to give the reader an overview. visited, and other activities planned).The subsequent paragraphs will specificallyanswer the six questions. The trip is planned as one of the crew’s special activities for this year. Crew (number) is part of Details should be given in descending order the (name) Council, Boy Scouts of America, andof importance. Information that is useful but is made up of young men and women, age 13not essential should be at the end of the release.Editors often cut from the bottom up, and thisinformation likely will be the first to go. 65
with completion of the eighth grade, or ages 14 are interested in (crew specialty). Highlights ofthrough 20, who are interested in (crew specialty). the (activity) will be (give summary of planned activity, listing important events, reasons for hold-News Release Sample 3: ing the activity, and invited guests). RepresentingParents’ Night (chartered organization) will be (list names and professional positions). Parents of members in Venturing Crew (num-ber) have been invited to attend the crew’s meet- News Release Sample 6:ing, (day and time), at (place). Parents have been Service Projectinvited to attend the (month, date) meeting toobserve the workings of the crew and become (Chartered organization’s) Venturing Crewfamiliar with the crew’s special-interest activities. (number) will hold (service project) on (dayCrew (number) is made up of young men and and time) at (place). The purpose of the (servicewomen, age 13 with completion of the eighth project) is (give specific reasons for project).grade, or ages 14 through 20, who are interestedin (crew specialty). The crew is part of the (name) Venturing Crew (number) is made up ofCouncil, Boy Scouts of America. At (day’s) meet- young men and women, age 13 with completioning, (give summary of guest speaker scheduled or of the eighth grade, or ages 14 through 20,other planned activity or event). who are interested in (crew specialty). Crew (number) is part of the (name) Council, BoyNews Release Sample 4: Scouts of America. (Give schedule of activitiesVenturing Open House planned in connection with the service project.) Young men and women, age 13 with comple- Radio and Television astion of the eighth grade, or ages 14 through 20, Sources for Publicitywho are interested in (crew specialty) are invitedto attend (chartered organization) Venturing Local radio and television stations areCrew (number’s) “open house” program (day, another source for placing news items and sto-place, and time). The purpose of the open house ries. As with newspapers, it is important to knowis to encourage high school–age young people to the media and the types of stories in which theyparticipate in the program developed by the crew. might be interested. The following suggestions are helpful in trying to place stories. Venturing is the young adult division of theBoy Scouts of America. Potential members are ◆ Make contacts.being contacted as a result of a Venturing Staff members of radio and television sta-activity interest survey administered in localhigh schools through the (name) Council, Boy tions are usually too busy to spend time withScouts of America. At (date) meeting, (give someone who drops in with vague ideas. Comesummary of scheduled activities). Representa prepared with written proposals or ideas. Knowtives of (chartered organization) attending the whom you want to see, and call in advance formeeting will be (give names and positions held). an appointment. Possible contacts include:News Release Sample 5: — N ews director or assignment editor. PresentSocial Activity ideas for straight news coverage of an event, an unusual feature, a humorous A (social activity) will highlight the (month) story, or a documentary program.programs of Venturing Crew (number). The(activity) will be held (date, time, and place). — P rogram director. Get ideas on local pro-Crew (number) is chartered to (chartered orga- grams and how a Venturing story mightnization) and is part of the (name) Council, Boy be included.Scouts of America. Crew (number) is made up ofyoung men and women, age 13 with completion — Public service director. Find out how to placeof the eighth grade, or ages 14 through 20, who an announcement or a story; the public service director is responsible for balancing the competing demands for free air time.66
◆ Draft proposals. — Avoid simple yes or no answers. Be pre- Before trying to promote an idea or a story pared to respond fully, but do not ramble. Get in the most important points first. to a station, watch or listen to the target pro- gram on a regular basis. Become familiar with — Check clothing. This is important for the type of program it is and with the style of television. Avoid bright, flashy colors or materials presented. Write a specific proposal sparkling jewelry. Wear appropriate for a program or for program participation. clothing; look your best.◆ Get professional help. Advertising as a Means Seek professional help in producing radio of Publicity and television programs. A professionally Advertising, both in print and for electronic trained voice and professional recording media, is an effective means of communication equipment will make an effective for a Venturing crew, but it is important that presentation. Television presents its own materials be professionally produced. For a crew’s specific requirements: advertising to be effective, some professional assistance is advised. Almost anyone can write a — Develop graphics that are not lost on classified ad, but developing successful advertising screen. Television cuts off about 15 per- for print and broadcasting calls for expert help cent of the edges of a color slide, so copy in design, layout, writing, production, and and graphics must fit. media selection. — Write copy that “sells.” Ten words is about Seek the assistance of potential volunteers all that can be included on a slide. such as local advertising agencies, advertising departments of commercial organizations — Check color quality. Make certain the (manufacturers, department stores), university c olors are defined. Washed-out color is instructors, and advertising clubs. Freelance art- not acceptable. ists, photographers, illustrators, and copyw riters also might be willing to help. Use the talents of◆ Evaluate news subjects. retired people. News directors have an abundance of news Preparation is essential. Before seeking pro- assignments, so a Venturing event must have fessional help, do the following: widespread interest to merit coverage. Short features, humorous stories, or presentations ◆ Determine your target audience. of useful information are more likely to Which group or groups within the com- be used. munity are you trying to reach with the mes-◆ Consider the production of programs. sage? This needs to be determined before any Some crews might have their own show, other action is taken. but more likely, a crew will have a segment ◆ Determine the purpose of on an existing program such as a talk show, the advertisement. sports program, or community activities What action do you want your audience program. Whatever the case, these points to take? Do you want young people to join a are important to remember if you make Venturing crew? Are you seeking members a presentation on television: of the community to serve on a special crew committee? — Check with the producer in advance. Determine what materials are needed: audiotapes, still photos, color slides, or film. — Make suggestions as to the types of questions an interviewer might ask. 67
◆ Determine how to match the purpose of the ◆ Command ad with the needs of your target audience. Advertising should motivate the reader to What appeals or messages can be used to meet the needs of your target audience? How take some action, so the urgency to do some- can the programs and activities of the crew thing must be there. As a result of the ad, be tied in with the needs of an organization the reader should be motivated to call, write, within the community? phone, join, support, or mail in a coupon. After making these determinations, research ◆ Layoutthe circulation or audience of the newspapers, The message must stand out, so themagazines, or broadcast stations that are beingconsidered for placement of an ad. Research layout must be pleasing to the eye andmight indicate that their respective readers or easily understood.listeners are not the group the crew wants toreach with its message. Category 2: Public Service AnnouncementsTwo Categories of Advertising Public service announcements (PSAs) are also Advertising for the crew can be broken called spots. By either name, they are great fordown into two basic categories: public service informing listeners about a crew’s programs andadvertising and public service announcements. activities. Because public service time is madePublic service advertising refers to ads placed in available at no cost, any announcement aboutnewspapers or magazines, while public service crew activities likely will be included in a listingannouncements refer to announcements made of various community events. A short, conciseon radio and television. Each form has its announcement that gives the viewer or listenerown requirements. all the pertinent information is most likely to be used on the air. Special crew activities may alsoCategory 1: Public Service Advertising afford opportunities for submitting public All print ads, ads placed in newspapers or service announcements.magazines, contain the same elements: It is important to be as concise as possible. The following format is useful in preparing◆ Headline a PSA: The headline attracts attention and ◆ Opener involves the reader by promising a benefit, The first line must act as an intriguing filling a need, providing news or information, or satisfying a want. (Example: VENTURING headline, one that will catch the attention of BSA LEADS THE WAY!) the listener. Attention-getters are a challeng- ing question, a statement of fact, a promise of◆ Text or Copy some benefit, a contrast of two ideas or prod- The copy continues the idea from the ucts, or a quotation from a prominent person. headline by explaining how the service ◆ Message or product can benefit the reader, or how The message must “sell” the product or Venturing meets the needs of a potential member or chartered organization. idea. A Venturing spot can ask for support, stimulate recruiting, announce an event,◆ Illustration invite the public, or provide information. Use a photo, artist’s conception, line draw- ◆ Command ing, or other art to demonstrate the idea, The spot must motivate the listener to show benefits, or appeal to wants and needs. Venturing ads are people ads, so use photos. take action. A good photo with an appealing headline Public service announcements can vary in might be all that is needed. length. They are 10, 15, 20, 30, or 60 seconds in length. The 30-second spot is the most68
common. Typewritten copy can be delivered out more about the programs and activities that to the station to be read by a staff announcer, are planned. That’s Venturing Crew (number), or it can be recorded in advance and delivered hosting parents’ night (day, place, and time). to the station on audiotape or cassette. If this (20 seconds) course is taken, professional announcers and technicians should be used to ensure good PSA Sample 5: Venturing Open House quality. Typed copy should be on a standard Young men and women who are age 13 and 81⁄2-by-11-inch page, in a form similar to that used for news releases. The following exam- have completed the eighth grade, or ages 14 ples of public service announcements indicate through 20 who are interested in (crew specialty) the format to be used: are invited to attend the meeting of Venturing Crew (number) at (time, day, and place). ThePSA Sample 1: Membership Recruiting Venturing program of Crew (number) is offered Who has fun trying out new hobbies or to high school–age young people by (chartered organization). For more information about thishigh-adventure activities? The Venturers, that’s meeting, phone (number). Take advantage of thiswho. You may join if you are interested in (crew opportunity to learn more about Venturing andspecialty) and if you are of high school age and opportunities in (crew specialty). (30 seconds)under 21. (Chartered organization) VenturingCrew (number) gives young men and women PSA Sample 6: Service Projectthe chance to learn about activities and skills in Members of (chartered organization)(crew specialty). Phone (number) for informa-tion about this program. That’s (phone number) Venturing Crew (number) are (service project)for Venturing. (30 seconds) on (day and time) at (place). Phone (number) for further information. (10 seconds)PSA Sample 2: Crew Advisorsand Volunteers Photo Publicity Young men and women in this community Editors generally like photos of youth eventswant to learn about (crew specialty), but they because they rate high in readership studies.need Advisors. If you are a (profession or People, regardless of age, enjoy seeing youngjob description), you can help form a Venturing people in print. If an event is newsworthy, thecrew. Call (phone number) for details. local paper might send out a photographer.(15 seconds) However, newspaper staff photographers usually are busy with coverage of general news assign-PSA Sample 3: Special Event ments. Therefore, an editor might be grateful for Snow skiing season is almost here, and if a good picture of a crew event that can be used.you’d like to see a demonstration, come to Although it is not necessary to use the same(location) this (day and time). Venturing Crew equipment a professional photographer might(number) will show you how to ski, exhibit new use, it is important to have a camera that willequipment, and conduct a safety clinic. That’s give a sharp, news-quality print. A 35mm cam-this (day) at (time) at (location) for a snow era or larger works best. Cheap cameras andskiing demonstration by Venturing Crew Polaroids generally fail to give a sharp enough(number). (20 seconds) photo, but small daily papers or weeklies might use them. Venturing photos include a numberPSA Sample 4: Parents’ Night of possibilities: Parents of young men and women in ◆ Spot news—get a picture of anVenturing Crew (number) are invited to attend unplanned happening.the crew’s meeting (day, place, and time).Parents are invited to attend the meeting to ◆ Feature photo—cover a planned event orobserve the operation of the crew and to find situation, usually arranged in advance. 69
◆ Mood or emotion—capture a mood or Photo Essay an emotion. A photo essay or story is a great device for◆ Record photo—identify people, places, gaining Venturing publicity. A photo essay is and things. a planned and organized sequence of photos telling a story of an event, personality, or single◆ Photo story or essay—submit a series of subject or idea. Emphasis can be placed on photos on a central theme or subject. words, with photos used to illustrate the text, or the pictures can tell the story with few words In all your photos, remember that “faces sell.” accompanying them. Many types of photo essays It is essential that photos of crew events exist. The following list provides some examples.show Venturers wearing the crew uniform orother identifying clothing. Otherwise, nothing ◆ Themein the photo will distinguish the activity as a Photos are arranged in a logical sequenceVenturing event. An editor decides whether and where a photo to present a theme, such as a Venturing crewis to be used. A number of factors influence rock climbing/rappelling demonstration.this decision: ◆ Repetition◆ Technical quality A person, idea, or object is shown in a The photo should be sharp, in focus, and series of steps. One person or idea is best. precisely developed, with a good balance An example of this type of essay would be a between black and white areas. Venturer working a day with the ski patrol.◆ Composition ◆ Chronology Emphasis should be on one idea or subject, A series of photos can be based on time with proper lighting and an uncluttered back- alone, with no narrative or story line, such as ground. Unwanted areas should be cropped photos of a crew social event. out. Move in close to the subject. An average distance of five or six feet is best. ◆ Narrative A story line series consists of a beginning,◆ News value The photo should inform, interest, or some elements of suspense, and a conclusion. An example would be a crew exploring the entertain a majority of the readers. inner depths of a cave.◆ Subject ◆ Contrast The subject should be prominent. Contrasting photos are used mainly in◆ Action instructive photo essays, such as how to and The photo should show or imply how not to sail a boat. physical action. ◆ How to A how-to photo essay presents a series of◆ Good taste The photo should conform to ethical and steps showing how to do something, such as waterskiing. moral standards of propriety for the public. To avoid wasting time and film, plan a◆ Freedom from clichés photo essay in advance. Shoot the photos from Avoid photos of handshaking, crowd a sequence known as a “shooting script.” Make a penciled layout, and take it and the photos scenes, subjects staring at the camera, subjects to one of the newspaper’s editors for the best looking at a piece of paper or pointing, cere- advice on how to proceed. monial groundbreakings, and ribbon cuttings.70
Using Exhibits to ◆ Professional assistanceGenerate Publicity Department stores are good sources of Exhibits, including displays and demonstra- help in designing and mounting exhibits.tions, are a useful publicity tool. Exhibition spaces Personnel know how to display merchandiseare common in shopping malls and office build- and decorate for various promotions. Thisings; many opportunities exist for a crew to be same skill can be applied to a Venturing event.creative and imaginative in setting up an exhibit.The following suggestions provide some guidance. ◆ Location If given a choice of locations, select the◆ Theme The starting point of every exhibit is its area with care. Check traffic flow, lighting, security, and other desirable features. central theme or message. All elements must relate to and carry out the theme. ◆ Cooperation Shopping center managers are eager to stage◆ Impact Lead the viewer’s eye into the exhibit, and events that will attract people to the center. Meet with the manager and the public relations rep- focus it on a single impact device. Do not clut- resentative, and work out p rocedures for staging ter the presentation with unnecessary material; the event in the mall or parking area. otherwise, the viewer will miss the point. Again, it is important for people in the com-◆ Identification munity to see young men and women wearing All exhibits need a sign to identify the char- some form of Venturing identification, such as a crew jacket, T-shirt, or crew uniform. Otherwise, tered organization, state the theme, and provide a vital recognition of the crew as a Venturing other information. If a commercial artist is not unit may be lost. available for lettering, press-on letters or other commercial lettering aids can be used. H ow to Conduct a Crew Parents’ Night◆ Security Eliminate the possibility of pilfering and One of the most successful and important programs developed by crews is an annual crew vandalism by using guards and securing parents’ night held in February or March. This all items. is a good opportunity to “show off” crews to the parents of Venturers, many of whom might not◆ Motion know much about Venturing, and to share infor- Many simple electronic motors and turn mation about the superactivity. tables can be used to give an exhibit movement. Objectives◆ Regulations The objectives for a parents’ night include Be alert to local fire regulations and do not the following: use flammable materials. ◆ To give Venturers a chance to show their parents what they have done in the crew.◆ Props Props can help to dramatize a display or ◆ To recognize the crew’s chartered organization for its time, expense, and workforce. demonstration, but they also can clutter it. Use them only if they contribute. ◆ To inform parents about Venturing and involve them in future program planning.◆ Photos Photos are good for an exhibit, but they ◆ To share superactivity information. must be blown up large enough for the casual observer to see. 71
Parents’ Night Suggested Agenda6:45 p.m. The meeting place depends on the crew, chartered organization, and7:10 specialty. Make it as interesting as possible.7:30 7:45 Set up meeting location, chairs, displays, room arrangements, decorations, welcome7:55 signs, name tags, etc.8:15 Welcoming committee, consisting of two crew members and two committee members,8:30 arrives. They arrange the area for signing in and handing out name tags.9:00 Gathering time. Parents and crew members gather and view displays and demonstrations. Meeting begins. Crew president, crew Advisor, and head of the chartered organization welcome the parents and make introductions. Tour of chartered organization facility (optional); one group or several, as needed. About Venturing: ◆ Purpose of Venturing ◆ Boy Scouts of America and Venturing ◆ Scouting unit—Venturing crew ◆ Crew committee ◆ Chartered organization ◆ How crew was organized ◆ How the council is financed—request for parents’ support of the Friends of Scouting program ◆ Questions and answers Presentation by crew officers and members. A visual (if possible) and verbal explanation of your crew’s operation. The report should present the crew’s organization, its rela- tionship to the chartered organization, specialty activities, and participation in council Venturing activities. Highlight the superactivity, with dates, costs, preparation, etc. Adjournment—refreshments and fellowship72
◆ Possibly to give parents the opportunity to or other special crew function. A sample let- support the continuing success of Venturing ter of invitation and open house agendas are by their financial support as sustaining mem- found in this manual on pages 38–39. Follow bers of the council. up with a reminder phone call just before the meeting.Promotion Ideas An alternative to the survey is to contact Make every effort to get all the parents of nearby high schools to see whether the coun-active Venturers to attend. Ideas that crews have selor has names of students who might beused include formal invitations sent to parents, interested in what your crew does. The coun-personal letters from the Advisor or chartered selor might be willing to give you the names,organization, telephone committees, and good distribute letters of invitation, or even arrangesalesmanship by Venturers in urging their a meeting after school for those who mightp arents to come. be interested.Program Planning ◆ Publicity or Promotion Many crews place meeting notices or The crew committee, Advisor, and officersselect a suitable date during February or March. posters in schools, churches, or young adultThe key leadership of the chartered organization centers. Radio and newspaper publicity couldshould be involved in planning the program. feature your crew and invite those interestedMake every effort to show the best that the char- to attend an open house. Crews may put uptered organization and crew have available— notices in ski or outdoor equipment stores,displays, slides, tours, and demonstrations. sports crews place notices in gyms, and malls or other appropriate locations. The program should be carefully reviewedwith crew members and committee members. Some crews even make 30-second promo-Get everyone involved. Invite the top executive tional videos for their school TV systems orof the chartered organization. Most executives use Hangin’ Out, a 90-second video availablewill be delighted to tell parents about their crew. from your district. A suggested agenda for parents’ night is ◆ Personal Contactshown on page 72. Ask each crew member to list three to five Have hands-on activities. Let parents do the prospective members on cards. The adminis-things that Venturers do, like rappelling. Make trative vice president sorts the cards and elim-the meeting interesting and fun. inates duplication. The names are reviewed at a crew meeting, and those who know the H ow to Recruit people best are assigned to invite them to a New Members meeting. Don’t assign more than three pros- pects to a crew member. Set a target date for Some crews have waiting lists and don’t have to the contacts to be completed, with regularworry about recruiting new members. However, reports on progress.the majority of crews must make regular effortsto find and recruit new members. The following ◆ Recruiting Tipsmethods may help. When prospective members visit your◆ Venturing Activity Interest Survey crew, make them feel welcome. See to it that Many councils conduct a Venturing crew members circulate among the prospects and encourage them to join. Get names, activity interest survey of high school stu- addresses, and phone numbers. Call them dents. The names and addresses of those in right after the meeting and invite them to the your crew’s program area should be available. next meeting. Keep careful track of who came, The crew president should write a personal and be sure they know you want them to letter to each, inviting them to an open house 73
join and when your next meeting takes place. bolts and thumbscrews. If the flip chart is not self- Avoid any jokes about initiations or voting supporting, tie it to the top of a stand, an easel, or a on new members, because this might turn off movable chalkboard. You can improvise a stand by prospects. The Advisor or associate Advisor using the back of a chair or an upended table. might call the prospect’s parents to tell them about the crew and to encourage their son or Suggestions for Effective daughter to join. Flip Charts Recruiting new members should be an ◆ First, write out your flip chart in miniature. ongoing process. Most crews experience a It’s a good idea to write out the flip chart turnover in membership. Members move, get jobs, or graduate and are unable to continue in miniature form while you are planning it. in your crew. Watch your attendance, contact Changes or corrections can easily be made members who miss two or three meetings, before you make the actual chart. Organize and continually encourage crew members to your papers as follows: look for and invite prospects. — Designate the first page as the title page. H ow to Use Charts and Posters — Define the subject on the second page. Charts and posters can be used effectively in — Use the following pages to explaina crew. The goals of Venturing, the Venturing the subject.Oath, or the desired outcomes of a particularactivity could be listed on a chart or poster. — Demonstrate that your explanationPresentations and officer reports may also make is sound.use of posters or charts. In particular, charts andposters are used to — Summarize and ask for action on the last page.◆ Attract and hold attention ◆ Use large lettering that can easily be seen.◆ Develop an idea The following tips can help you make your◆ Present information to small groups lettering attractive and legible:◆ Highlight key points — U se wide-tip marking pens.◆ Review and preview — U se plastic stick-on letters.◆ Add variety to discussions — U se lettering patterns or stencils to trace letters.◆ Speed learning — Emphasize or underline key words.◆ Increase retention — U se colored marking pencils, watercolors,Making a Flip Chart art markers, or highlighting markers to emphasize key points. Excellent flip chart pads are available commer-cially, or you can make your own with a tablet of — U se one idea per page.newsprint, an artist’s pad, or sheets of constructionpaper, newsprint, or brown wrapping paper. If the — D on’t crowd too much on any page.paper is not in pad form, reinforce the top of thesheets with a double fold of paper or cardboard. — Prepare a cue sheet.Staple sheets together, or fasten with lightweight To provide the presenter with a cue sheet, duplicate in miniature on the back of the preced- ing page what the audience is seeing. Then, you can stand slightly behind the flip chart, face the audience, and explain what the audience sees.74
Other Types of Charts — For letter sizes, follow this guide: Use letters 1\" high, 1⁄8\" thick if 10–15 Besides flip charts, there are other kinds ofcharts you might find useful: people are 10 feet away. Use letters 11⁄4\" high, 3⁄16\" thick if 15–30◆ Pinboard chart Word strips or sentence strips rest on pins people are 25 feet away. Use letters 11⁄2\" high, 1⁄4\" thick if 30–60 stuck in a pinup board. people are 45 feet away.◆ Sentence holder chart Use letters 3\" high, 1⁄2\" thick if 60–100 Word strips rest in a shallow pocket made people are 75 feet away. from cardboard and fastened to a board. ◆ Try out color and illustrations.◆ Folded word chart Word strips are folded in the center and — C olor adds interest to posters. Use colored ink or poster paint to fill in letters. then opened during the presentation. — Select colors that contrast sharply with the◆ Strip chart background color. Strips of paper are used to hide the points — C ut out pictures from magazines. until time to show them. — T race pictures from magazines.Making Posters — Pictures or diagrams from magazines can You don’t have to be a sign painter or an artist be enlarged by using an opaque projector.to make good posters. Follow these simple rules,and your posters will carry a terrific punch: — M ake the main idea the largest and brightest.◆ Select the main idea. Jot down a few simple words that explain it. ◆ Use white space effectively.◆ Decide on the desired effect. How to Make a Speech or Decide on the effect you want to create— Presentation funny, dramatic, serious, or factual. When called upon to make a speech, consider the following suggestions to help make your◆ Try different ideas. speech more interesting, worthwhile, and fun for Brainstorm at least five ideas, and put both you and your audience. them down on scratch paper. ◆ Prepare.◆ Use attractive and legible lettering. — Find out about your target audience. Consider their interests, their ages, their — B lock out the chart using lightly needs, and anything else about them that penciled guidelines. will help you connect with them. — If you aren’t an artist, use plastic stick-on — W rite down the purpose of the speech (or letters or pressure-sensitive letters, trace review the learning objectives), and decide lettering patterns, or use letter stencils. on the ideas that should be covered. This saves a lot of time. — R esearch the subject, taking brief notes. — U se plain, block letters. Make them a little taller than they are wide. — T alk with others who know the subject, and make notes of their ideas. — D on’t squeeze the letters together or place them too far apart. — O utline your speech, including only the most important points. Put them into a — A void fancy or difficult-to-read lettering. logical sequence. 75
◆ Practice. ◆ Illustrate. — R ehearse your speech until you have it — U se a chalkboard or flip chart to list your well in mind. Some presenters like to main points, or draw diagrams or sketches use a tape recorder so that they can while you talk. Training aids help make hear themselves. your speech more interesting and rein- force the learning process. — W rite in your notes the time allotted to major points. This will help you stay — B alance what you say with what you show. within the time limits. Don’t let the visual aid be so elaborate that it is distracting. — Put your outline in final form so that it will not be cluttered with discarded ideas. — Show the equipment and materials needed to do what you are talking about. — T ry to be ready for extemporaneous speaking, with an occasional look at your — Show literature resources on the subject. outline. Do not memorize or read it word for word. — Illustrate your important points with human-interest stories, preferably some- — W hen you are well prepared, you will feel thing that actually happened. True stories, more at ease during the speech. Also, it not necessarily funny, are excellent. When helps to take a few deep breaths before interest is waning, an amusing story you begin. usually helps.◆ Personalize. ◆ Pace yourself. — M ake each person feel that you are talking — Stay within the time limit. to him or her. Look at the audience as indi- viduals, not as a group. If you are nervous, — Stay on the subject; don’t get sidetracked. find a friendly face in the audience, and direct your remarks to that person for the ◆ Summarize. first few minutes. — R estate the main idea or problem, its — W atch the group’s reaction as you go. Stay importance, and the major points you close to their interests. have made. — U se thought-provoking questions. This — G ive your listeners a chance to ask ques- will help stimulate everyone’s thinking. tions either during or after the speech. It also will help you get feedback from participants, which will tell you whether they understand what you are saying.76
CHAPTER 5 How to Become a Better Leader Values and ethical principles are the foundation that gives leadership a sense of direction.We have talked about leadership from ◆ Looking at citizenship and service, based on the very first page of this manual. this leadership modelBecoming and being a leader is your primarygoal as a youth officer. But exactly what is meant ◆ The conditions that promote growthby leadership? We have purposely waited until and developmentthis chapter to answer that question becausewe hope you have had a chance by this time to ◆ Applying leadership to specificconduct some crew business—to have tried your crew e xperienceshand at leading. Before reading the first section, on the We also know that, initially, leadership may desired model of leadership, stop for a moment.seem like a nebulous concept: it feels like a piece Imagine the following scene:of soap that keeps slipping out of your hands.It’s important that you are able to put your Beth, Doug, and Dave are talking togetherhands around this concept—to understand (see the cartoon on the next page). Well, maybeleadership—because this understanding will we should say that Beth is talking, and Doug andshape how you approach your officer responsi- Dave are mostly listening . . .bilities, how you interact with one another, howyou make decisions, and which kinds of activi- At two o’clock, Beth is at the park. She looksties and special projects you choose to engage around for Doug and Dave. They are nowherein as a crew. in sight. To help you gain this understanding, we’ll “Where in the world are Doug and Dave?”discuss the following areas in this chapter: Beth wonders. “I told them everything they needed to get . . . and when to be at the park.◆ The desired model of leadership in a Where could they be?” Venturing crew In this chapter, you will discover that leader- ship is not power over others. It is not making decisions for others, and it is not telling others 77
what to do. Rather, leadership is about empower- Control and manipulation can easily result froming others through service. Leadership is about this kind of leadership.creating an environment within the crew whereeveryone feels a sense of self-worth, where people In Venturing, we turn that model of leadershipgrow and choose to be present—physically, men- upside down. What’s different about this secondtally, and emotionally—because they want to be. kind of leadership, this upside-down version?The Desired Model Leaders in this position see themselves asof Leadership people who serve the best interests and needs of the people they’re leading. They see them- Leaders come in two basic varieties, from selves more in the role of a coach, counselor, ortwo different positions of looking at themselves guide than in the role of a general. They do notand others. take away the responsibility of others thinking for themselves, making decisions, or weighing The first position is often thought of as the their own actions. They encourage interdepen-traditional one, or the usual way of getting things dence, versus dependence on them or a kinddone. It’s how Beth approached Doug and Dave of individu alism that is more focused on the Iin the brief scenario you just read. Leaders who than the we. They replace self-centeredness withare in the first position see themselves as people other-centeredness.who make decisions for others, who tell peoplewhat to do, who see people as tools to get their Three things characterize this kind of leader-own needs met and the work accomplished. ship in Venturing: This kind of leader sees himself or herself at First, this kind of leadership means servingthe top of an organization, and this “top mind- others. Service is leadership. The best way to tellset” easily allows the person to have thoughts whether this kind of leadership is happening isand feelings of being better of deserving more that those being served grow as individuals andprivileges. Leaders with this kind of thinking grow together with one another. Simply put,often let their titles give them their sense of that means the members in your crew grow andself-worth. This type of leader is not known for develop under your leadership as officers andlistening well, for delegating responsibility, or grow as a group, an interconnected group whofor noticing those with less privilege and power. appreciate more and more how each person is valuable to the whole crew.78
Second, the desired leadership in a Venturing How Do You Become This Kindcrew is shared leadership. This shared sense of Leader?of leadership is a natural outgrowth of seeingservice as leadership. With shared leadership, We all probably know some, if not all, of thethe goal is to involve everyone in the decision- things we must do to become this kind of leader.making process. Everyone has a responsibility The specifics that follow are not full of surprises.to participate. The process begins and ends with our taking responsibility for actually doing these things until Third, the desired leadership is grounded in they become a part of us. That’s what is hard!values and ethical principles. Values and ethicalprinciples are the foundation that gives leader- To become and to be the second kind ofship a sense of direction when it comes to actu- leader, we need toally doing something, making decisions, lookingat one’s own behavior, and making desired ◆ Think for ourselveschanges. Values influence what we think about.Values are the kinds of things that result in char- ◆ Have respect for the value of each personacter. They are at the heart of what makes a car-ing and responsible person. ◆ Listen and empathize with the thoughts and feelings of others As a Venturer, you may hear a term used toconvey a kind of leadership that is grounded in ◆ Clarify our expectations and the expectationsvalues. That term is Ethics in Action. This term of othersreinforces the idea that we learn by doing andby looking at what we have done. You will come ◆ Commit to our responsibilitiesto realize the meaning of leadership best, notthrough preaching or mandates, but through ◆ Face problems for the purpose of solving themaction—through sharing activities with oneanother and by interacting with caring and ◆ Notice growthresponsible adults. ◆ Take every opportunity to encourage, provide You may also discover the part of Ethics in support, and provide timely feedbackAction called reflection. An experience is notcomplete until you’ve had a chance to think ◆ Accept our own humanity and the humanityabout it and understand it. of others—see the humor in our actions ◆ Reflect on our actions—examine our thoughts and feelings 79
◆ Choose to change, when change is necessary Introduction to Leadership for growth Skills for Crews◆ Discover what we value, and reaffirm those The purpose of the Introduction to Leadership values in how we act Skills for Crews course is to teach crew members with leadership positions about their new roles and◆ Respect other people to the point that we how to most effectively reach success in that role. give them the same right and responsibility It is intended to help Venturers in leadership posi- to do these things—to think, clarify their tions within their crew understand their respon- expectations, commit to their responsibili- sibilities and to equip them with organizational ties, and so on and leadership skills to fulfill those responsibilities. Introduction to Leadership Skills for Crews is theBack to Beth first course in the series of leadership training offered to Venturers and is a replacement for the Again, before going on to the next section, Venturing Leadership Skills Course. Completionstop for a minute. Remember the episode with of Introduction to Leadership Skills for Crews isBeth, Doug, and Dave? If Beth had been the a prerequisite for Venturers to participate in thesecond kind of leader in that scenario, can you more advance leadership courses National Youthvisualize what she might have said, and how she Leadership Training (NYLT) and the Nationalmight have acted? Think about that before read- Advanced Youth Leadership Experience (NAYLE).ing the second scene of the cartoon. It is also required for Kodiak. The scenario could be rewritten a thousand As part of the Youth Training Continuum,different ways because each of us is a unique Introduction to Leadership Skills for Crews pro-person and, therefore, will be a unique leader. vides the core unit-level leadership skills everyThere is no one way for becoming the second Venturing leader should know. This is followed bykind of leader. Much depends on our intent and the now-coed National Youth Leadership Trainingthe spirit in which we do something. course, which expands on the skills learned in Introduction to Leadership Skills for Crews and One more thing: People are not necessar- provides Venturers with more advanced leader-ily one kind of leader or the other. Often, we’re ship skills and experience during a six-day courseboth kinds of leaders at different times. A part delivered in an outdoor setting. If desired, a crewof growth is getting better and better at catching or its members can take the newly redesignedourselves at what we’re doing. Kodiak course, which reinforces the skills learned in this session and in NYLT through experiential learning on a trek. The National Advanced Youth Leadership Experience is an exciting program that80
allows NYLT graduates to enhance their leader- ◆ Team taught by two instructors per crewship skills in the Philmont backcountry. NAYLE of 5–8.offers Venturers an unforgettable wildernessexperience as they use leadership and team- ◆ Only five leadership skills taught,building skills to resolve exciting and challenging called Commissions.backcountry situations. ◆ Can be offered as weeklong or on Choose an outdoor setting to conduct the two weekends.course. Completion of this course is a requirementfor the Silver Award and the Venturing Advisor ◆ Uses hands-on learning approach withAward of Merit. very short presentations. The training can be conducted on the district or ◆ Constant reinforcement.council level, but it was designed to be conductedat the unit level. The unit may choose to conduct ◆ Creates a leadership fraternity.the course at a weekend retreat or at severalcrew meetings. Looking at Citizenship and Service You can learn more about the Introductionto Leadership Skills for Crews, No. 511-013, by Seeing leadership as service has some profoundvisiting www.scouting.org. implications for a Venturing crew and for you, a crew leader. Leadership and service to others are two keytenets of Venturing, the Boy Scouts of America’s Life is a process of receiving and giving. Bothfast growing teenage program. Combine these two are extremely important. It is as important forelements and you get the concept of “the servant us to be able to receive the gifts of others—theirleader.” Servant leadership as a philosophy teaches ideas, skills, and insights—as it is for us to givethat the leader works with and through a team those things to others.to accomplish the mission. Rather than just talk-ing about leadership, Venturing through the new “Generosity of spirit is thus the abilityKodiak course teaches usable, relevant leadership to acknowledge an interconnectedness—skills that every teen can use. one’s debts to society—that binds one to others . . . It is also the ability to engage in theMethods caring that nurtures that interconnectedness. It is a concept of citizenship that is still alive◆ Challenging outdoor trek to use nature as a in America that everyone should strive for.” classroom (not indoors). Robert Bellah◆ May be offered by a council, a district, or Habits of the Heart even a crew. Requires council approval. 81
As young people, you are not waiting to be Conditions Promotingcitizens. You already are citizens. You have as Growth and Developmentmuch to give as anyone else, and our families,communities, and our country need your gifts. Every age has exciting possibilities for growth.Don’t underestimate what you can do or what We go through different stages of growth inyour crew members can do. our lives, and each one is crucial to our overall development. Adolescence is one of those Think about the number of lives affected by vital stages.the crew members in California who markedthe trails in a national forest for the visually Important things have been discovered aboutimpaired so that they could learn about the flora the growth and development that needs to hap-and fauna. Think about the lives that have been pen at this time in life, things that you, as youngaffected by a ham radio crew in Arizona that people, must not miss out on. The reason is that,provides communication services in emergency when young people miss out on these kinds ofsituations. Or think about the effect of a history things, they may become adults who are notcrew in Iowa that faithfully re-created the daily healthy or whole. Perhaps those adults keeplife of an 1850s frontier settlement. looking back and trying to fill the holes in their lives rather than looking forward and living full, In this upside-down version of leadership, productive lives.where you see yourselves serving others, con-sider yet another important implication. What are these things that are so critical to growth and development? Young people need We don’t rely on others to define the limits or experiences that provide opportunities tofrontiers of what we can do. Instead of lookingup an organization and asking, “Do you have a ◆ Interact with peers and acquire a senseproject you need help with?” you take the next of belongingstep. Think about the needs you see around you,you look at the talents and resources of your ◆ Gain experiences in decision makingcrew, and you come up with ideas. You are thedesigners, the dreamers, the true venturers. ◆ Discuss conflicting values and formulate their own value systems In the second scenario when Beth asked, “Doyou have any ideas?” there were many important ◆ Reflect on self in relation to others andthings going on. It was not only that Beth asked discover more about themselves by lookingher friends for ideas, it was also the manner in outward as well as inward, by interactionwhich she asked the question. She believed that and introspectionthey had good ideas. That is the kind of lead-ership your members need to hear from you. ◆ Experiment with their own identity, with rela-They’ll come up with ideas, just as Doug did, tionships to other people, and with ideas, andwho, after thinking for a minute, excitedly said, try out various roles without having to com-“I have an idea! I have an idea!” mit themselves irrevocably In chapter 3, we talked about planning your ◆ Develop a feeling of accountability in thecrew’s program. Remember the implications we context of a relationship among equals; todiscussed in this section as you consider, sug- participate as a responsible member of agest, ask for ideas from the members, and plan group of peopleyour actual program. Think about the unlimitedpower you have to make a difference. ◆ Cultivate a capacity to enjoy life (Conditions described in Requirements for Healthy Development of Adolescent Youth by Gisela Konopka)82
Consider how many of these conditions are Officers and members must feel that theyan essential part of Venturing. Look back at can contribute something of value to the goalsthe goals of Venturing, and think about your of each crew activity. As a leader, you must beresponsibilities as a leader. They are all related to sure everyone is encouraged to contribute andthe conditions necessary for growth and devel- everyone is carefully listened to. Sometimes,opment listed above. in an organization or community, it’s easy to get into a pattern where we listen to ideasApplying Leadership from the same people again and again. It’sto Crew Experiences important that leaders in any organization ensure that it is including a diversity of ideas. Let’s try to apply what we’ve said about lead-ership to the kinds of experiences you will have ◆ Keeping a meeting, a seminar, or anas a crew leader, and take a moment to examine activity on track.three kinds of experiences in particular: If you know and have really thought through the expectations and goals of the◆ Experiences with certain expectations and crew experience you’re engaged in, you will specific goals know when that activity is getting off track. Using the goals and expectations is also an◆ Common, everyday experiences excellent way to objectively get people back on track. They help keep personalities and◆ Very challenging experiences emotions in their proper perspective.Experiences with Specific ◆ Weighing and examining whether whatExpectations and Goals occurred in these specific crew experiences achieved their goals. As a leader, you will be involved with many Reflection should be an integral part ofcrew experiences that have definite expectations each crew experience. When you reflect onand specific goals associated with them. All the crew experiences with definite expectationsevents in the first three months of your crew’s and goals, you have a good way to assessprogram year fit this description, as does any how successful or worthwhile that completedactivity in your year’s program of activities, your activity was, and to ask the next question:superactivity, your regular crew meetings, and Why or why not?your officers’ meetings. Common, Everyday Experiences This kind of crew experience asks certainthings of a leader, of an officer. It asks you to We sometimes make the mistake of thinkingtake responsibility for: that it’s the big events that make all the difference in a successful Venturing program. Often, it’s the◆ Having carefully thought through the pur- common, everyday moments that characterize pose or mission of that activity. a crew. For example, if you are the president, one of your goals in the officers’ briefing is to For example, officers’ reports are a regular explain to the other officers the purpose of part of crew meetings and officers’ meetings. the crew officers’ seminar. That means you As a leader, could you make a difference by have carefully gone through the agenda for complimenting other leaders when they give the crew officers’ seminar with your Advisor, particularly good reports or presentations? and spent some time by yourself deciding Could you make a difference if you personally how best to communicate the seminar to talked with an officer whose reports had become your officers. stagnant, who seemed to be just going through the motions?◆ Helping everyone feel a part of the mission of each of these specific crew experiences. 83
Consider other common, everyday moments ◆ If we are honest with ourselves, we are prob-like these: ably more aware than we’d like to admit that we know when support is still needed and◆ Being on time when it is time to let go. Often, the problem is not knowing the answer to this question—it◆ Participating in unexciting duties, such as get- is confronting ourselves and admitting that ting the necessary equipment for an activity it’s hard for us to give up some of our control, to step away from trying to do everything and◆ Remembering to say thank you to people— letting someone else have the opportunity. members, other officers, and adult leaders ◆ It’s important that when you do delegate◆ Pairing up with different members in an responsibility, you give people the opportu- activity, not the same ones nity to both succeed and fail. You do not step in too quickly; you truly give them◆ Taking the time to discover why someone who the responsibility. has often suggested ideas hasn’t in a while In Venturing, we have developed two learning◆ Finding out why someone’s attendance is activities to help you with two specific kinds of becoming sporadic challenging experiences. The first activity is (prob- lem solving) designed to help you solve problemsChallenging Experiences that arise inside or outside of your crew. The second activity (ethical controversy) is designed Whenever there are people, there are chal- to help you learn how to think through the ethi-lenging experiences. A challenging experience cal considerations of challenging situations andmay be an interpersonal conflict or a problem to lead a group to a consensus after consideringthat needs to be addressed. In Venturing, we those ethical issues. Both of these activities arehave discovered that one of the most challenging explained in chapter 9 of this manual.experiences that a leader has is the area ofdelegating responsibilities. It’s often hard to When you begin to consider these three kindsknow when support and direction are still of experiences—experiences with definite goals;needed and when it’s time to let go. common, everyday experiences; and challenging experiences—where you as a leader can make a We’re not going to make this challenging difference, you begin to realize more and moreexperience seem easier than it really is, but we’ll the need and purpose for ongoing contemplation,talk about some guidelines for you to consider: for thinking about things, for reflection.◆ Keep in mind that every situation is unique and that the individuals involved are unique. You should consider each situation on its own merits.84
CHAPTER 6 Leadership Checkup Consider your own growth as an individual officer.Introduction ◆ Consider your own growth as an individual officer and the growth of your youth leader-In this leadership reflection chapter, you’ll ship team as a whole have an opportunity to think about andcheck on your growth and development as an ◆ Be as specific as possibleofficer. Because one of the responsibilities ofthe crew president is to “assess on an ongoing What happens in this checkup is helpful tobasis whether the responsibilities of the officers each officer because you get a better feeling forare being carried out effectively,” the president your strengths and what you’ve accomplished asshould ensure that the checkup becomes an an individual officer and as a youth leadershipintegral part of officer training. team. You’ll not only have a chance to look back, you’ll also have the opportunity to see what you Take this checkup on a regular basis, at least would like to work on and accomplish in the nextevery three months. A good time to do this three months. You’ll find that accomplishingwould be in your officers’ meetings. In addition, specific goals is motivating: It spurs you on toit probably is a good idea to have the members want to accomplish other specific goals.in your crew take this checkup as well, so thatyou have a comparison of how they feel andhow you feel.During this checkup, be sure that you◆ Are honest with yourself and one another◆ Give yourself credit for your growth and development 85
Checkup Points First, complete the following individually, and second, discuss your responses as a group. Itis important that you think through and answer these questions on your own before discussing yourresponses with one another.1. Describe specific areas of growth. Growth refers to anything you’ve learned or gotten better at, like making presentations, listening to others, being on time, doing the little things you used to avoid, let- ting others lead, encouraging others, or taking the lead where once you might have held back. Think of anything that shows some kind of growth. Describe areas in which you personally have grown:2. Rate your youth leadership team on the following scales in terms of how you feel you have worked to achieve the goals of Venturing and carried out your individual responsibilities. Goal 1: Gain practical experience in your crew’s specialty. 1 2 3 4 5 6 7 8 9 10 Goal 2: Engage in a program of activities to encourage an understanding of and the development of the whole person. 1 2 3 4 5 6 7 8 9 10 Goal 3: Experience positive leadership from adult and youth leaders and be given opportunities to take on leadership roles. 1 2 3 4 5 6 7 8 9 10 Goal 4: Have a chance to learn and grow in a supportive, caring, and fun environment. 1 2 3 4 5 6 7 8 9 103. Explain the ratings you gave in the previous question.86
4. Describe specific moments of leadership that you’ve taken notice of since the previous checkup. Describe actual experiences you were a part of or observed. First, in regard to yourself: Second, in respect to any of the other officers: Third, in respect to crew members: In your group discussion, share your examples where you saw other officers or members demonstrate special moments of leadership. Keep the examples about yourself to yourself, and see whether anyone else noticed these examples in regard to you. If they didn’t, that doesn’t take away from the significance of those experiences for you. In addition, see whether you are surprised by any examples that others observed about you, that you missed or didn’t think were important. 87
5. Set goals based on these questions and needed areas of improvement. Think about your responsibilities as an individual officer and the four goals of Venturing. What do you think are realistic goals for yourself and for your leadership team? First, in regard to yourself: Second, in regard to your leadership team as a whole: In the discussion following this checkup, try to come to a consensus about the specific areas of growth for you as a youth leadership team, and talk about specific ways to achieve this needed growth.88
CHAPTER 7 Arts, Hobbies, and Sports Program Ideas Select crew activi- ties that will give each Venturer the opportunity to pursue each interest.Arts 4. Create an idea for an advertisement, then plan its layout, lettering, typography,Consultants and illustration. Artist, publishing company art department, 5. Visit the advertising departments ofmuseum curator, theater production company, business and industrial firms, commercialart buyer, sculptor, potter, art teacher art studios, advertising agencies, or television production companies.Crew Activities 6. Research the various ways to enter the 1. Explore the fundamentals: design and profession or hobby, such as through a lib- color; techniques of lettering and drawing; eral arts two- or four-year college program, perspective; composition; use of various through a community college, through implements including pen, pencil, paints. specialized art schools, or by apprenticeship. 2. Visit with an artist in a particular area of 7. Attend a theater production. Critique interest. Learn what jobs he or she started the work of the artist in set design and with as a beginning artist, and the training decoration and in costume design. or education taken. Some areas in which artists work are publishing, advertising, tex- 8. Investigate the role of the artist in tiles, newspapers, graphic arts, theater arts, American history. architecture, packaging, and communica- tions media. 9. Collect trademarks. See how well the artist’s skill has communicated the thought, 3. Practice drawing from real life. purpose, and field of enterprise represented by each trademark. 89
10. Collect paper jackets of books you have 20. Go to libraries and museums. Examine read. See if the artwork related to the story the ways in which early American artists or was aimed only at attracting the buyer. communicated ideas and feelings in How would you improve the design? periodicals and other art media.11. Look into art aimed at young children— 21. Analyze the influence of cartoon drawings coloring books, comic books, books that in American politics through the years. teach. How does the art relate to the child’s age? 22. Study the artistic renderings of antiquity such as cave drawings and see how archaeologists12. Design posters for events of school, council learn about those cultures from the drawings. service center, religious group, civic associa- tion, or community service group. 23. Talk with artists about the psychological needs of the profession; for example, how13. Organize a children’s artistic expression to maintain freshness and originality, how opportunity. Arrange for children’s draw- the creative person sometimes must give in ings and paintings to be displayed in a store to practical demands of time and money, w indow, bank lobby, or shopping mall. how to take correction gracefully, and how Involve children who may be in community to keep up to date on trends in society. care institutions. Arrange for community- donated prizes. 24. Look into the ways that artistic expression is used in psychology; for example, in analysis14. Do the above project for senior citizens. when an individual’s artistic expressions are used to create a personality profile, and art15. Accompany blind persons to a movie, a as an expressive o utlet for disturbed children theater show, or an opera. Possibly arrange and for incarcerated criminals. for free tickets. Using your artistic training, describe the show, particularly in terms of 25. Attend a seminar or meeting of profes- colors, settings, and costuming. sional artists.16. Make suggestions for improving council 26. Take part in art shows. Submit individual service center newsletters and activity and post originals. Serve as planners, announcem ents with drawings, photographic guides, and ticket-takers. layouts, and lettering. Work with the relation- ships team and with journalism, photography, 27. Do the artistic planning, design, and and advertising posts. sets for a theme party or event of your chartered organization, the council,17. Produce a youth group newsletter. or a religious group.18. See the artist as one who improves the 28. Select a theme to be expressed through an environment. Look at examples of artwork art form. Theme ideas could include out- in posters, billboards, and other outdoor doors, sports, ethics, drug abuse, service, etc. advertising. Determine how an artistic rendering might improve a neighborhood, a. Create the messages you want to convey. such as paintings on buildings or decora- Use a variety of art forms—ceramics, tion of temporary construction barricades, sketching, oil, watercolor, sculpture, then design and (with permission) execute fabrics, p hotography. your ideas. b. Let the theme determine the audience,19. Attend an outdoor art exhibit or put one then take the display and use it as a on through your Venturing crew. backdrop for informing others. Make presentations in schools, in libraries, at90
civic association meetings, and at meet- Crew Activities ings of Venturers such as the council Venturing officers’ association and area 1. Learn to play a variety of sports. Read the Venturing activities. rules and regulations. Read biographies of players. Be knowledgeable about the rules, c. Time the presentation to coincide with facilities, and equipment for each sport. related, existing local and national campaigns, including Fire Prevention 2. Become reasonably proficient in a sport of Week in October; Mental Health each season. Month (May), Defensive Driving Week in April, and Hunting and 3. Look into the job of a talent scout, includ- Fishing Day (September). ing scouts hired by major ball clubs or minor leagues as well as unpaid local29. Plan, organize, and conduct a Scouting/ “tipsters.” Determine how they identify USA art fair. Have events for different age talent and p otential. groups and d ifferent categories; for example, for the hobbyist, the semiprofessional, and 4. Find out about the training of officials and the p rofessional. umpires. Recognize that a referee’s skill and knowledge may have nothing to do with a. Publicize the event throughout the p roficiency at playing a sport. council area. Expand to the region if desired. Contact local media for cover- 5. Compare the skills needed to be an elec- age. Invite a well-known artist in your tronic journalist (radio or television part of the country to be the “sponsor.” sportscaster, announcer, technician, or photographer) with those needed to be a b. The fair could include drawings, newspaper sportswriter or columnist. paintings, ceramics, decoupage, sculpture, wood c arving, antiquing, 6. Delve into the role of the publicity person and leatherworking. For greater local and the different facets of the publicist’s impact, have community fairs with the work: press meetings, public address winners of these p reliminaries taking systems, scorekeeping, statistics, player part in the finals, to be held in a c entral status, and public image-building for geographic location. The finals could the players and the club. be held in a shopping mall, museum, school, community center, or the lobby 7. Look into the coach’s role: preparation for of a large building. the job, relating to players, building team spirit, coaching for individual sports. c. Design the sets in which the entries will be displayed. 8. Ask a trainer to talk to the crew about the different training needs of males and d. Ask other crews to help. females in the same sports, the trainer’s career-education needs, and the trainer’sSports responsibilities as a part of a ball club’s management staff.Consultants 9. Look behind the scenes of a sports event: Physical education teacher, recreation specialist, ticket and program printing and sales;umpires’ association, publisher of special-interest publicity; food concessions; medicalsports magazine, sports editor of local newspaper, services for players and audience; first aidformer athletes, amateur associations stations; traffic and parking arrangements; guards; insurance; licenses; electricity; stands and grounds maintenance; effects of 91
adverse weather conditions; players’ 23. Recognize the value of sports to a high contracts; equipment purchase, deprecia- school or college in terms of public tion, and replacement. relations, fund-raising among alumni, and attracting students.10. Look into the possibilities of turning a hobby sport into a profession. Ask someone 24. Help with a high school or college home who made the transition to explain the coming celebration. advantages and disadvantages. Recognize the small percentage of hopefuls who make 25. Find out how sports have been used to it to the top in a sport. bridge language and ideological differences among nations. Learn a sport that is popular11. Become familiar with the electronic equip- in another land. ment that is a part of many sports, from scorekeeping to service as mechanical 26. Look into the role of sports in making p artners for practice. social mobility possible for some people, through athletic scholarships for the dis-12. Know how to care for and repair advantaged, for example, and expanding sports e quipment. opportunities for female athletes.13. Teach a sport to the disabled. Organize 27. Compare athletic programs in the United competitions suited to their capabilities. States with those in countries in which sports are subsidized by the government.14. Serve as timers, caddies, ushers, or score How do they differ? keepers for community sports events. 28. Know the regulations with which an15. Assist recreation directors of parks or com- amateur in a sport must comply. Know munity recreation departments. what is required to turn the amateur into a professional.16. Help a social or community services crew by organizing games for or playing with the 29. Investigate the role of school and college people the crew serves. sports as psychological and sociological p ressure valves—that is, how they distract17. Play a sport for each season. students and the community from pressures not under their control, create a sense of18. Go on a ski trip. community identity, and bond diverse groups.19. Look into jogging. Find out about the hazards 30. Talk to young children about sportsman- for certain people. Set up a jogging schedule ship and sports etiquette. for each member of the crew based on the physical needs of individual members. 31. Investigate licensing rules. What physical examinations are required to play certain20. Organize an all-Venturing sports meet for sports? What are the minimum health your council. r equirements for each sport in which you are interested?21. Organize a community bike ride. Secure police support to alert motorists. 32. Know the hazards of your sport, how to avoid them, and how to treat possible inju-22. Look into the role of sports in the ries. Take a first-aid course. e conomics, image, and politics of a com- munity, city, or state. What is the financial 33. Discuss the problem of violence in sports. impact of ticket sales, image-enhancement, Do players engage in it because they think tourism, and taxes? the audience wants to see violence? If the92
audience wants violence, what does this 42. Complete the Fitness for Life program say about the sociological and psychological required in the Quest program. condition of American society? What problems does this present as you try 43. Put on a sports clinic for a Cub Scout pack, to teach sportsmanship and fair play elementary school class, or other group, to children? Ask psychologists for their based on the Quest Award. thoughts on this subject. Conservation34. Put on a sports clinic in your neighbor- hood. Try to bring in experts. Consultants35. Find out about amateur sports groups, U.S. Forest Service, Bureau of Land Manage what they are, and what they do. ment, state superintendent of parks, forest management company, environmental forester,36. Promote sports as a beneficial way to spend meteorologist, Izaak Walton League, biologist, leisure time, both for health and for getting Leave No Trace trainer people together. Crew Activities37. Work for more bikeways in your com- munity. Get some city streets designated as 1. Find out about the conservation work of pedestrian and bike malls on Sundays. the forester: p rotection of water and wild- life resources, stewardship and protection38. Help with the registration of bicycles in of forests (against disease, insects, and your community. Help plan and conduct fire), forest management, overseeing camp- bike safety tests for young children. grounds, rescue operations, forest economics, forest utilization (harvesting39. Promote sports in other crews as a way to and marketing), tree measurement. fulfill the “personal fitness” experience area of Venturing. Invite other crews to join in 2. Study trees, their identification, diseases, your sports and athletic events and outings. growth, and reproduction.40. Develop plans for a community playground 3. Take part in tree planting, fertilizing, for disabled children or see that a few of and thinning. the playground equipment items are espe- cially suited for the disabled. Look into 4. Find out about the work of parks and their special needs, such as a ramp to a recreation land management personnel: low slide instead of steps, and swings that protecting natural resources and wildlife can be operated by hands and the strength and supervising recreational areas in private of the upper torso. Study the effects of a or public parks. particular handicap, then design, test, and build a piece of play equipment that would 5. Investigate land-use policies that try to be practical, safe, and fun. Enlist the help keep a balance between urban development of the businesses in your community to needs and the preservation of open areas donate dollars or equipment to make your and waterways for recreation. playground a reality. 6. Find out about the work of the range41. Survey all of the local buildings and stadiums manager: conserving resources, protecting in which athletics events are held. Check wildlife, guarding rangelands, maintaining to see if these facilities are accessible to records, policing hunters, creating guidelines the disabled. Where needed, make recom- to ensure proper use of grazing land, mendations to o wners to make the and knowing methods of disease and necessary adaptations. pest control. 93
7. Arrange for summer work in the area 24. Become familiar with the licensing require- of interest. ments of this specialty, such as any licenses that must be obtained for the use of chemi- 8. Track the route of a product derived from cals for insect and vegetation control. wood from the forest tree to the consumer. Note the related industries, the various 25. Learn about the psychological aspects of processes used in transformation, and the the job related to dealing with the public, economic implications. Visit companies working in peak-load times, being resource- involved in a variety of processes along ful, and working outdoors in all seasons. the route. 26. Arrange to see films on conservation. 9. Improve a community area. 27. Plan a picnic in a forest for families10. Provide support to forest firefighting units. of crew members and the chartered organization.11. Plant trees to reforest a cutover area. 28. Take a group of disabled or low-income12. Host a conservation campout for children, a Sunday school class, or other other crews. youth groups on field trips to the forest, an arboretum, or an agricultural school13. Perform a conservation project. experimental or display garden.14. Spend a weekend at a forest lookout s tation. 29. Take a Leave No Trace course.15. Work with park personnel to design and 30. Organize a memorial forest or park build a dam, bridge, or road in a park. where people are asked to donate the cost of a tree. Plant these trees to16. Go on an animal or insect control tour. restock burned-out forests or to create green areas in the community.17. Take part in forest regeneration efforts: site preparation, nursery work, cone collection, 31. Construct a trail. aerial seeding, hand-planting, or container- ized planting. Work at a different activity 32. Design and construct a campsite. each season. 33. Adopt a stream. Rehabilitate it and protect18. Participate in bird-banding operations. it from pollution. Arrange a schedule and a place where the public can come to see the birds before they 34. Prepare a nature trail display. are released after banding. Act as guides to tell the audience about each species. 35. Do tree-thinning as a money- raising project.19. Visit a bird or wild animal rehabili- tation center. 36. Improve wildlife habitat.20. Tour the recreational parks in Photography your community. Consultants21. Become familiar with the history of laws that protect wildlife, their habitat areas, Photographers’ guild or union, manufacturer and vegetation. of photographic equipment, film processing company, commercial photographer, community22. Find out about forest ecology. college, photo studio23. Work with museums to learn how to accu- rately depict wildlife in its natural habitat.94
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