2. Blue Peter The Sea School Youth Leader Training Tell me, and I will Forget; Show me, and I may remember; Involve me, and I will understand.

3. Unmet needs can influence our behaviour Gaps model Adventure model Stress and performance model Stages of group development model Situational leadership Outline of this session

4. Abraham Maslow’s Hierarchy of Needs: What are Needs? “something that is essential for people”`

5. William Glasser:  The need to be secure and comfortable  The need to belong  The need to be somebody  The need to love  The need for fun  The need to be free… “beyond all these, or perhaps before all of them” Another needs model

6. Individual or group needs may include: knowledge and skills relevant to the activity needs relating to their stage of development physical needs emotional needs special needs The conscious or unconscious desire to meet our needs can affect people’s motivation and behaviour. Understanding Needs Using a needs framework: Assists in separating the individual from the behaviour Informs your program design and intervention Increases your understanding of groups and individuals Increases your range of appropriate responses

7.  The need to be secure and comfortable  The need to belong  The need to be somebody  The need to love  The need for fun  The need to be free… Understanding behaviour

8. 7 The Adventure Model stage 1: play stage 2: adventure! stage 3: frontier adventure stage 4: misadventure.

9. The Gaps Model Stimulus Large Gap Small Gap Play Adventure Frontier Adventure Misadventure For any given stimulus, people will have varying responses to that because of their competence, skills, experience and picture of the world in relation to that stimulus.

10. Stress and Performance Model MAXIMUM PERFORMANCE PERFORMANCE LEVEL STRESS EXPERIENCED PLAY ADVENTURE FRONTIER ADVENTURE MISADVENTURE CONSTRUCTIVE AND POSITIVE STRESS PRODUCING OPTIMUM LEARNING

11. ACTIVITY FRAME DEBRIEF ACTIVITY

12. “ You meathead! Now watch! … the rabbit goes up through the hole, around the tree five or six times …”

13. Stages of Group Development Forming Storming Norming Performing Mourning These stages may not follow logically – groups can jump stages – groups can be in two stages at the same time – groups can fall back stages

14. Situational Leadership Model (Low) (High) Relationship Behaviour (Supportive Behaviour) MOURNINGNORMING Share ideas & facilitate in making decisions High Relationship Low Task STORMING STORMING Explain your decisions and Explain your decisions and provide opportunity for provide opportunity for clarification clarification High Relationship High Relationship Low Task Low Task Low Relationship Low Task Turn over responsibility for decisions & implementation PERFORMING High Task Low Relationship Provide specific instructions & closely supervise performance FORMING FORMING Relationship Behaviour (Supportive Behaviour) Task Behaviour (Directive Behaviour)

15. Leadership styles AutocraticDemocraticLaissez-faire Leaders actions: The leader makes the decisions and gives directions that the group has to follow. The leader provides opportunities for discussion and consultation before the group and leader together make the decision about actions. Both leader and group are involved in the decision making process, but the group is responsible for the decisions made. The leaders role is predominantly advising and coordination. Appropriate when: When a group needs direction (eg. forming, storming) or tighter control eg during emergency situations or with limited time frames and heavy consequences When group commitment is required, group rapport is being developed, people feel safe and there is time for consultation in the decision making process. For matters that the group may assume responsibility and when it is shared among group members who are capable of performing at the level required.

16. Maintain a safe and supportive environment We have a duty of care to ensure the physical and emotional safety of all participants. The behaviour of yourself and other leaders in the group can dictate the nature of the social environment. From the beginning, it is your role to ensure that a safe and supportive environment is set up within the group eg. principles of respect and challenge by choice. This will assist in enhancing the quality of the learning experience and produce more effective transferable change.

17. Scenarios: Think of a situation related to youth leadership that you would like to unpack Think of a situation related to youth leadership that you would like to unpack Describe and discuss the situation with the people at your table and decide on which one to use as an example for discussion Describe and discuss the situation with the people at your table and decide on which one to use as an example for discussion