Leadership Development and Junior Leader Training -- White Stag Leadership Development

This section describes briefly the content of the White Stag Leadership Development Program^TM , or the leadership competencies which we teach.

The content of the eleven competencies in our diagram is not fixed in concrete. As our assessment efforts indicate a need for change in the curriculum, the content and the manner in which these competencies are presented is amended.

The leadership competencies, which have been developed into eleven general categories for the White Stag program, were derived from over 80 specific descriptors of leadership behavior originally defined by Bela Banathy. However, because of the differences in maturity and experience among girls and boys, these eleven competencies (our curriculum) are divided into what we call "Phases."

Each phase of the curriculum is designed to reflect the needs of young people at a particular point in their own personal development. When they are young and just beginning their leadership development, they need to understand certain basic elements of working within a group situation; as they mature and broaden their outlook, their leadership development needs become more sophisticated.

The Venture Crew 122, White Stag Leadership Development Program^TM , is designed to match these developmental stages. There are three phases in the Post's program. Each phase is organized in a parallel manner, each having three "levels:" candidates, youth staff, and adult staff. Each phase has a specific purpose and content.

The purposes have been developed based on first, the underlying principles of our program, and second, the needs of our learners.

The content describes the design for candidates. It does not describe the training content for youth staff participants. Youth staff competency levels typically reflect those expected of the next higher Phase's candidate participants upon completion of the summer camp, plus additional development and practice.

The content described below is not set in concrete. As long as the purposes of the program and the phase are met, there are few limitations. This is how the Post maintains its dynamic nature. While the goals or purposes for the overall program change very little from one year to the next, the means or content may, depending on the learner's needs.

The qualifications required for participation in each of the phase programs are described in Chapter 4 - "Organizational Structure".

Patrol Member Development

To help young people understand and experience the purposefulness and power of the Patrol Method. They are exposed to the responsibilities of a patrol member, individually and collectively, and to elementary leadership competencies.

The youth develop:

• An understanding of the organization of small groups.
• Membership and leadership responsibilities in these small groups.
• Understanding the significance of the small group and their own competency to function within the same group.

In Phase I, Patrol Member Development, the candidates will develop basic level competency in:

• Setting the Example
• Getting and Giving Information
• Evaluation
• Knowing and Using the Resources of the Group
• The Patrol Method

The youth develop some competency to assume leadership roles which are usually distributed among members of a patrol in camp. These include cook, fire-tender, clean-up, Assistant Patrol Leader, and so forth. (Patrol Leader is a youth staff member role.)

In addition, they are given elementary instruction in a few basic camping skills including:

• Camp set-up
• Knots
• Knife and axe
• Cooking
• Personal hygiene
• First aid
• Respect for the outdoors
• Hiking safety
• Fire building and safety

This is the only Phase that deliberately instructs candidates in camping skills, as they usually are inexperienced; however, the outdoor skills are taught only as a means to transmit the leadership skills.

Phase I typically hikes in to camp on Day One without backpacks, and goes for one short (one to two miles) overnight hike towards the latter part of the week.

The patrols are led by Youth Staff Patrol Leaders. Learning is primarily facilitated via the regular, day-to-day activities expected in a summer camp setting.

Patrol Leader Development

For leaders and potential leaders of patrols. They are exposed to all leadership competencies in carrying out the responsibilities of a leader of 6-9 others. The youth develop:

• An understanding of basic principles of leadership;
• Knowledge of the characteristics of small groups;
• Understanding of the functions and responsibilities of the leader;
• Awareness of the resources available to the small group;
• The ability to relate the operation of a small group to the main (larger) body;
• An understanding of group operations and leadership roles of a group of several small groups;
• Knowledge of membership roles in the staff groups.
• Understanding of their own competency to function as a small group leader.

The candidates in Phase II, Patrol Leader Development, will develop an intermediate level competency in:

• Setting the Example
• Manager of Learning
• Controlling the Group
• Representing the Group
• Sharing Leadership

• Counseling
• Objective and Goal Development

Phase II candidates typically hike into camp on Day One; take a day hike in the form of an extended "Adventure Trail" towards the middle of the week; and also take a three to five mile overnight hike.

The patrols are led by candidate-elected Patrol Leaders who rotate jobs on a daily basis. They are advised by a Youth Staff Patrol Counselor. The concept of "hurdles" is introduced. Learning is motivated via these overt "Guided discoveries," precipitating the need to learn the leadership competencies. special events, including the Adventure Trail, are planned. All participants are required to have certain minimum skill and experience requirements (see Chapter 4 - "Organizational Structure" for additional information).

Troop Leader Development

For those youth leaders who will or are working directly or indirectly with two or more small groups. They receive intensive exposure to, and opportunity for extensive application of all leadership competencies in carrying out the responsibilities of a senior youth leader.

The youth develop:

• An understanding of the principles and processes of leadership development.
• Knowledge of the characteristics of a group composed of smaller groups.
• An understanding of the functions and responsibilities of the group manager and other leaders.
• Knowledge of the resources available in the group.
• Knowledge of how to manage operations based on patrol method.
• An understanding of the interaction of adult and the young leaders within a group.
• An understanding of their own ability to function in group leadership positions.

The candidates of Phase III typically take an extended hike with their backpacks on Day One; take an extended day hike towards the middle of the week; and spend two nights in the field in quest of a "mountain top" experience.

The patrols are led by candidate-elected Patrol Leaders; they rotate jobs on a daily basis. A Staff Patrol Counselor plays an increasingly secondary role as the week progresses. Major challenges to the youth's leadership abilities in the form of complex hurdles are planned.

The candidates develop a high level of competency in:

• Getting and Giving Information
• Knowing Group Needs and Characteristics
• Evaluation
• Problem-solving
• Knowing and Using Group Resources

They develop an intermediate level competency in:

• Manager of Learning
• Controlling the Group
• Representing the Group
• Setting the Example
• Sharing Leadership

They also develop an elementary level competency in:

• Counseling

The Youth Staff's level of skill is at least one step beyond that which they intend to instruct the candidates. In addition, the Youth Staff develop elementary competency in:

• Hurdle Development and Implementation
• Goal and Objective Writing
• Alternative Teach/Learn Methods.