In order to put the PdA into operation in a listening group without it implying a total break with what has been done up until now, and to work progressively and adapted to the reality of the grouping, we propose the following actions:

1º.- Make the proposal known to the scout group volunteers, always from a critical but constructive point of view. It must be assessed which actions and tools will be useful for working in our group. In addition, each volunteer must assess which phase of the volunteering cycle they are in and act accordingly.

2º.- Adapt the profiles to the reality of our listening group. It must be clear that the profiles must be adapted to the reality of the listening group, and not to the individual preferences of the volunteers, since they can change every year and with each person, causing it to lose consistency and seriousness with respect to the rest of the profiles. The listening group is the one who decides which profile they want for each position and then they look for the person who comes closest to this profile, so we will be working objectively.

3º.- Develop and train both the figure of the kraal facilitator and the grouping coordinator so that one of their functions is monitoring the kraal.

4º.- Within the elaboration of the Grouping Educational Project (PEA), when we work on the line of the educational community, we must carry out an analysis of what phase the educators are in and carry out the choice of work objectives of the kraal and the distribution of educators in the branches taking this into account.

In addition to these actions, when working on the launch of the Adult Program in the scout group, there are three contents that we must consider:


It is important to consider what phase each volunteer in the group is in, that the person accepts what phase they are in and that they work accordingly. Similarly, the rest of the kraal or the committee must be aware of this and not demand more or less.


When a volunteer defines himself in one phase or another, he will adapt to one of the proposed profiles by assessing whether this profile suits his personal approach, so that the rest of the kraal knows what he is committing to and what can be expected from him. ‘him, as well as what he expects from the grouping.


It is essential that each volunteer knows what he is entitled to as a volunteer and what he must do when choosing to volunteer in the scout group. This allows us to develop the democratic game within the group and to have a framework for how neither the volunteer nor the group should act.

These three contents must be developed in the group, especially in the realization of the PEA, since they allow us to locate the volunteer space of the scout group and the development process of each volunteer. Finally, we must bear in mind that we must not work at a specific moment, but during the monitoring and evaluation of the PEA and not in a single round, but progressively during the successive rounds.

The PdA has four main objectives to achieve the goal of developing quality scouting through the work of volunteers. We understand that it is essential to achieve these goals for the optimal development of volunteers within the Scout group. These objectives are proposed to be achieved by the scout group, understood as a space for the development of volunteering, which facilitates their achievement through concrete actions. For this we propose several actions, with their corresponding indicators, to facilitate the achievement of the objectives.

Involve volunteers in their process of personal growth within scouting. – Attractive profiles and features.
– Promotion of the kraal.
– Realization of training courses and “know how to be” spaces.
– Dissemination of publications.
– Get involved in kraal activities.
– Assumption of responsibilities progressively and consistently.
– Number of trained volunteers.
– Assistance in kraal activities.
– Duration of the volunteers within the scout group.
– Realized dynamics.
– Kraal moments.
Encourage the development of volunteer participation spaces. – Holding dynamic kraal meetings.
– Accompanying the volunteers in their participation spaces.
– Realization of training courses and “know how to be” spaces.
– Involvement in the preparation of volunteer activities.
– Assistance in kraal activities.
– Involvement in group activities.
– Number of trained volunteers.
– Meeting environment.
Provide volunteers with tools to optimally develop their work. – Dissemination of publications.
– Working to accompany the volunteers in the group.
– Contact with CreEquip.
– Promotion of kraal.
– Number of publications known to the kraal.
– Amount of specific activities for the kraal.
– Responsibilities taken by volunteers.
Promote adequate management of FEV resources to cover the needs of volunteers. – Consultation of the FEV media.
– Contact with CreEquip.
– Holding dynamic kraal meetings.
– Amount of FEV resources used.
– Assistance in kraal activities.
– Responsibilities taken by volunteers.

Apart from these actions in the grouping, many more can be put into practice that are alternative or complementary to these. These are only a proposal as a guide or example to carry it out.