1. Welcome Module 9 Working With Adults

2. Description Working effectively as a member of an adult team This means: Communicating effectively Helping others to solve their own problems Knowing the decision-making structures of the Movement Representing others

3. Working With Others Aim To provide the underpinning skills and approaches that an adult needs in order to work effectively with other adults

4. Objectives There are nine overall objectives for this module Communicate effectively with both adults and young people as individuals and in groups Demonstrate awareness of different aspects of verbal and non-verbal behaviour and respond appropriately to these Listen and identify the main features of non- verbal communication i.e. those features in communication that are achieved by means other than speech, such as gesture, posture and facial expression

5. Objectives Identify situations when listening skills are particularly important Explain the value of listening skills when working with individuals and groups Demonstrate the techniques of effective listening skills Describe the practical application of The Scout Association’s Child Protection Policy when communicating with young people

6. Objectives Describe the communications and decision-making structures of The Scout Association and explain their role in that process. Represent the views of others in formal and informal settings

7. Session 1 Verbal and non-verbal communication Key objectives: 1.Communicate effectively with both adults and young people as individuals and in groups 2.Demonstrate awareness of different aspects of verbal and non-verbal behaviour and respond appropriately to these 3.Listen and identify the main features of non-verbal communication i.e. those features in communication that are achieved by means other than speech, such as gesture, posture and facial expression 4.Describe the communications and decision-making structures of The Scout Association and explain their role in that process. 5.Represent the views of others in formal and informal settings

8. Verbal and non-verbal communication Task 1 Two volunteers should hold a discussion in front of the group using a string telephone with their eyes shut. Others in the group should observe how each of the volunteers puts their point across.

9. Verbal and non-verbal communication Task 2 Watch some scenes from television programmes or films. Comment on the verbal and non-verbal communication demonstrated between the characters. Consider the following points for each: Verbal Pitch, tone and volume of voices How much of the communication was verbal? Non-verbal Gesture Posture Facial expressions How much of the communication was non-verbal

10. Verbal and non-verbal communication Think about how you would react in the same situation. When you greet someone, what do you do? What is the balance between verbal and non-verbal communication? When you are arguing with someone, what do you do? Do you wave hands around? Do you move your head around? Do you raise your voice? Do your facial expressions alter?

11. Verbal and non-verbal communication Task 2 In the same groups as before, discuss how you feel the situation would change if you were representing someone else’s views at the same meeting, if indeed the same personalities were present. How would this change if the meeting was less or more formal? You may wish to think about the following: What skills and qualities are required to represent the views of others? What would those people you represent expect of you in such a meeting? What difficulties do you anticipate when representing others?

12. Session 2 Listening Skills Key objectives 1.Identify situations when listening skills are particularly important 2.Explain the value of listening skills when working with individuals and groups 3.Demonstrate the techniques of effective listening skills 4.Describe the practical application of The Scout Association’s Child Protection Policy when communicating with young people

13. Listening Skills Task 1 In small groups, think of some situations when listening skills are particularly important. Think of some occasions when listening skills have been vital to your role in Scouting. Record the answers on a flipchart

14. Listening Skills Task 2 Pick out three situations from Task 1 when listening skills have been particularly important. How valuable were your listening skills in these situations? What would have happened if you’d been working as an individual or a group? Be prepared to report back your discussion with the rest of the group.

15. thank you