Adults Program.
The FEV Adult Program (PdA) is a volunteering strategy that seeks to ensure the appropriate management of all volunteers who participate in any FEV space. The purpose of the PdA is “To develop quality scouting through the work of volunteers” , through 4 objectives:
1.- Involve volunteers in their personal growth process within scouting.
2.- Encourage the development of volunteer participation spaces.
3.- Provide volunteers with tools to optimally develop their work.
4.- Promote adequate management of the *FEV’s means to cover the needs of the volunteers.
This means that at the FEV we firmly believe in the human value offered by volunteers and that we believe that without this contribution we would never be able to achieve our mission, to educate for social transformation. Without the educators and committees of the groups, the county coordinators, the volunteers of the action teams, the trainers of Lluerna and the management teams, the FEV would not be able to carry out its work. For this reason, because the FEV would not exist without its volunteers, a strategy is necessary that defines:
-How is volunteering in the FEV
-What are the participation spaces
-Which profiles are necessary
-What are the phases of volunteering
-What are the rights and duties of all volunteers
With this we will get volunteers who are more motivated, more involved and with a much stronger commitment to the organization. We want to offer scouting where volunteers can develop personally, progress, put their values into practice and where they feel part of something bigger that works for social change. The PdA seeks to promote that in the FEV we devote the necessary time and effort to the fact that the experience of our volunteers is positive and fruitful , because this will have a direct impact on the quality of the education in values that we offer to the children and young people of the listening groups In addition, the motivation of the volunteers and their involvement will have a direct impact on the FEV itself, since, as we have said, we would not be able to achieve our mission if there were no human capital, all those volunteers who dedicate their time and effort to social change
The PdA’s own development has been structured on the basis of the four volunteering spaces with which the FEV explains:
1. Scout groups.
2. Volunteer teams.
3. The trainers and collaborators of our Lluerna training school.
4. The associative and federative management teams.
Just like the Youth Program, this program appears as a proposal , which, despite being comprehensive, allows the adaptation and inclusion of those elements that are worked on in each of the voluntary areas of the different Scout groups. The application of this proposal by the groups is voluntary, as so far have been all the proposals that have been transferred from the FEV.
Summary of the volunteer spaces that can be found at the FEV:
– Scouting groups
– Teams of volunteers
– Lluerna School
– Management teams
In this section, we seek to make known each of the FEV’s spaces: scout groups, action teams, Escola Lluerna and management teams, from which volunteering can be carried out. With this, it is sought that both the volunteers and the work team themselves know in advance of the fact that they are going to commit and what are the specific functions and the commitment required. To learn more about any of these aspects, you can download the PdA publication below.
| LISTENED GROUPS |
| The essence of scouting is to educate, support and guide children and young people so that they become responsible, engaged citizens who seek and promote social change. This essence is materialized in the realization of socio-educational activities, which require many and very varied tasks. For this reason, volunteering within a scout group is made up of people with different responsibilities, motivation, involvement, positions and tasks. In order to carry out logistical support work within the scout group there will be a Group Committee, a set of people involved in the group’s organizational work that supports its educational work. |
| VOLUNTEER TEAMS |
| The FEV has teams of volunteers assigned to a specific area of work, whose function is to develop tools or activities that promote this area. Each team will have specific objectives and actions to carry out that are determined by the federative program, responding to the needs that scout groups and the FEV have and must change to adapt to reality. They will be teams designed to create, manage and coordinate resources and activities. For the volunteer, it is another way of experiencing scouting where you support the work of scouting groups by contributing your knowledge in a specific area and where you develop personally in this area. |
| LUERNA TRAINING SCHOOL |
| Escola Lluerna is the training school of the FEV. The purpose of this volunteering space is to work together to provide training to anyone who needs it, design it and keep it updated along with the training process and training plan. In addition, we seek to convey the educational proposal of the FEV, generate educational resources and ensure our own training, always meeting the educational needs of the FEV. This space offers volunteers the possibility of ensuring the proper functioning of the School and providing the FEV with a fundamental space for the correct development of its educational purpose through the scout method. |
| MANAGEMENT TEAMS |
| They are teams of volunteers voted by their respective assembly for a period of three years whose mission is to ensure the proper functioning of the federation or association they represent. At the level of the volunteer person, it is a space where they can support the growth and strengthening of the listening movement from more strategic spaces, through personal knowledge and experiences. The presidents of the three associations are part of the FEV Management Team, being representatives of the association within the team. The ultimate purpose of this is to ensure the connection between the FEV and the associations and to be able to respond to mutual needs. |
Exposition of the rights and hardships of FEV volunteers at a general level and specifically in each volunteer space.
This section sets out the rights and duties that affect all FEV volunteers. In addition to the general aspects, specific rights and duties are determined for each volunteer space. To learn more about any of these aspects, you can download the PdA publication in the Adult Program section.
GENERAL RIGHTS OF ALL VOLUNTEERS OF THE VALENCIA SCOUTING FEDERATION
1. Be treated without discrimination, respecting their freedom, dignity, privacy and beliefs.
2. Receive the information that defines the FEV: FEV Charter, internal structure, educational proposals, operation, decision-making bodies…
3. Request and receive guidance and advice on your voluntary work.
4. Access to training that facilitates the development of their work (listening methodology, values education, team management, volunteer training…).
5. Facilitate access to media and/or resources (materials and tools for the performance of their work).
6. Assume responsibilities, acquire commitments and tasks, specific to the work carried out, being consistent with personal realities and motivations.
7. Participate actively as a kraal, volunteer or trainer, having the right to be heard and valued by the other members.
8. Be recognized for the work done as a volunteer.
9. Receive evaluation on your work, as well as that of others, in a constructive way.
10. Be insured against the risks of accident and illness arising directly from the exercise of the voluntary activity, with the characteristics and for the sums insured established by regulation.
11. Carry out their activity in safe and hygienic conditions depending on the nature and characteristics of the activity.
12. To say no, being aware of the responsibilities that are assumed.
13. To make mistakes and learn from the mistakes made.
14. Find in your volunteer activity a space for promotion and personal growth.
15. Obtain the personal satisfaction deserved for the effort made and enjoy the merits obtained, as well as the work well done as a volunteer.
16. Transmit your opinions in a respectful and proactive manner, always with the aim of improving the volunteer space.
17. Enjoy scouting and volunteering as a complement to our daily lives.
Apart from all these, volunteers in each field have more specific rights.
GENERAL DUTIES OF ALL THE VOLUNTEERS OF THE VALENCIA SCOUTING FEDERATION
1. Respect the rest of the volunteers, as well as their work.
2. Know the principles and values that define FEV.
3. Act in your voluntary life responsibly, coherently and consistently with the principles and values that define the FEV.
4. Participate in the training tasks provided for by the federation in a specific way, as well as those that are required on a permanent basis to maintain the quality of volunteering.
5. Respect and take care of the material resources and tools that the federation and its groups make available to its members, making responsible use of them.
6. Carry out volunteer work in a responsible manner and fulfill the commitments acquired as volunteers.
7. Actively participate and develop the skills of the position as an educator, volunteer or trainer.
8. Listen, respect and value the rest of the volunteers, as well as their work, accepting and respecting the diversity of opinions and realities that also define the rest of the volunteers.
9. Value and accept constructive criticism and evaluations received during volunteer work, with the aim of improving the performance of our work.
10. Respect the rights of children and young people who are recipients of our voluntary activity.
11. Keep, when appropriate, confidentiality of the information received and known from the development of your voluntary activity.
12. Use the position or position of volunteers properly and be treated equally to the other members.
13. Take care and ensure the well-being of the rest of the volunteers, as well as the work they do.
14. Inform sincerely about changes in availability and/or motivation so that the volunteer space can clearly know with whom it is explaining and to what extent.
Apart from all these, volunteers in each area have more specific duties.
Explanation of the phases that the volunteer goes through in their personal development process in any volunteer space
The volunteering cycle allows for a comprehensive view of all the phases of collaboration that exist between the volunteer and the FEV’s work areas and facilitates the functioning of volunteering in the volunteering space. In this way, the volunteer cycle does not focus only on specific areas or programs, such as recruitment or training, but is carried out in a transversal way, taking into account the volunteer and his relationship with the volunteer space from beginning to end.
In the volunteering that is carried out in the FEV we have several phases, although in most cases they are not defined or protocolized, only a scheme is followed that has been acquired over the years and through traditions or processes that in many cases its exact origin is unknown. With the definition of these phases, it is intended to provide basic knowledge and references when organizing a volunteering cycle, clarifying the essential aspects at each moment of the process and a series of tools to facilitate management. Instruments are also offered for the analysis of the situation in each phase and it is indicated which actions may be the most appropriate. To learn more about any of these aspects, you can download the publication below.
Due to the operation of the different areas of the FEV, the logical cycle of volunteering that is defined is as follows:
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DEFINITION AND PREPARATION |
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INCORPORATION |
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DEVELOPMENT |
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MATURITY |
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ACKNOWLEDGMENT AND DISCONNECTION |
Transversal phase: TRAINING
Transversal phase: ACCOMPANIMENT
Transversal phase: RECOGNITION
Transversal phase: EVALUATION
DEFINITION AND PREPARATION PHASE
Before the volunteer becomes part of the volunteering space, we must define the profile of this volunteering, and specifically its function in each of the specific situations. Therefore, it is necessary to think about what are the necessary profiles, how the search will be carried out and how the selection process will be carried out. Then we search for possible people who want to participate and choose the volunteer. Here volunteering is contextualized in the area where it is to be developed and its management, planning, etc. is structured.
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SCOPE OF THE LISTENING GROUP Start: When you express interest or the group expresses interest. Recommended duration: 1-2 weeks. Recommended training: no. Recommended profiles: none in particular. Responsible for Monitoring: Group Coordinator, Branch Coordinator, Kraal Facilitator. Acknowledgment: Prior contact. Documentation: Grouping Educational Project. Completion: When joining the Kraal. To take into account… This phase must be adapted depending on whether the volunteer comes from outside scouting, or comes from the scout group itself. |
SCOPE OF VOLUNTEER TEAMS Start: When you express interest or COVOL expresses interest. Recommended duration: 2-3 weeks. Recommended training: no. Recommended profiles: coming from a scout group or specific knowledge of the team’s area. Responsible for monitoring: the COVOL and the team coordinator. Acknowledgment: Prior contact. Documentation: Federative Program and FEV Charter. Completion: When he joins the team. |
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FIELD OF MANAGEMENT TEAMS Beginning: When he expresses interest or the Management Team expresses interest. Recommended duration: from 1 month to half a round. Recommended training: REF course, MSC specific courses and other related entities. Recommended profiles: coming from a scout group, a volunteer team or global knowledge of the field of the management team. Responsible for monitoring: the COVOL and the president of the management team. Acknowledgment: Prior contact. Documentation: Federative Program and FEV Charter. Completion: When it is voted on in an assembly. To take into account… the level of commitment, having a medium-long term vision, commitment to fulfilling the mandate. |
AREA OF THE LLUERNA SCHOOL Start: When you express interest or COVOL expresses interest. Recommended duration: 1 month. Recommended training: no. Recommended profiles: coming from a scout group or pedagogical knowledge. Responsible for the follow-up: the Team of tutors. Recognition: Prior contact. Documentation: Youth and Adult Program. Completion: When the process of becoming a trainer begins. To take into account… The Lluerna School has a team of trainers in the Maturity stage who are responsible for tutoring (monitoring) the volunteers who want to join. |
PHASE OF INCORPORATION
In this phase the person becomes part of the structure of the volunteer space. At this moment, the commitment and the activity to be carried out are specified.
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SCOPE OF THE LISTENING GROUP Start: When joining the kraal. Recommended duration: 1 round. Recommended training: specific monographs. Recommended profiles: branch educator. Responsible for Monitoring: Branch Coordinator, Kraal Facilitator. Recognition: scarf of the grouping. Documentation: P. Educational of grouping and branch. Completion: when he begins to exercise positions of responsibility in the grouping. To take into account… At this stage it is not recommended that you carry out advanced training (monitor, director), but that you contact the group. |
SCOPE OF VOLUNTEER TEAMS Start: when you join the team. Recommended duration: 6 months – 1 round. Recommended training: specific monographs. Recommended profiles: team volunteer. Responsible for monitoring: COVOL and team coordinator. Recognition: federative scarf. Documentation: Specific knowledge of the team’s work area. Completion: when you start to coordinate some activity within the team. |
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FIELD OF MANAGEMENT TEAMS Beginning: When he joins the management team. Recommended duration: 2 months. Recommended training: REF course, MSC specific courses and other related entities. Recommended profiles: member of management team. Responsible for monitoring: president of the management team or COVOl. Recognition: Voting in the assembly. Documentation: Federative program, RRI functions of each position, FEV letter, previous project, operation/legislation of an association. Completion: when he begins to coordinate actions in his work area exercising his position. Keep in mind… Don’t let them assume too many things for their motivation. |
AREA OF THE LLUERNA SCHOOL Start: When the tutoring process begins. Recommended duration: 1 round (adapted in each case). Recommended training: Training tutors course. Recommended profiles: person aged 22 or over and a monitor or director qualification. Responsible for monitoring: tutor and COVOL Recognition: federative scarf. Documentation: training plan, School Project, Youth Program. Completion: when the team of tutors approves their incorporation into the school. |
DEVELOPMENT PHASE
This phase occurs once the person actively joins and is assigned different responsibilities. The volunteer space considers the actions linked to the volunteer’s stay and their personal development.
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SCOPE OF THE LISTENING GROUP Beginning: when he begins to exercise positions of responsibility in the listening group. Recommended duration: From 2 to 5 years. Recommended training: Monitor or director course, according to current legislation. Recommended profiles: Branch educator, branch manager and management positions. Responsible for follow-up: Cluster coordinator, branch manager or kraal facilitator. Recognition: Wooden sign. Documentation: Group Educational Project, Branch Educational Project. Termination: when he exercises a greater responsibility. |
SCOPE OF VOLUNTEER TEAMS Beginning: When you start to coordinate some activity in the group. Recommended duration: From 2 to 3 years. Recommended training: Course REF. Recommended profiles: Team volunteer. Responsible for monitoring: Team Coordinator, Team Leader and COVOl. Recognition: transversal. Documentation: Federal program. Completion: when you move on to coordinate the team. |
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FIELD OF MANAGEMENT TEAMS Beginning: When he begins to coordinate actions in his work area exercising his position. Recommended duration: From one and a half rounds to 2 and a half rounds. Recommended training: REF course, specific monographs related to your position. Recommended profiles: member of management team. Responsible for follow-up: Chair of the management team, CoVol. Recognition: when volunteers value you. Documentation: Federative Program, MSC Scouts Program, association project. Termination: When you choose another managerial position or decide to leave your volunteering. |
AREA OF THE LLUERNA SCHOOL Beginning: When he enters the cloister of trainers. Recommended duration: 2 – 4 rounds. Recommended training: ADF course. Recommended profiles: trainer. Responsible for monitoring: Lluerna assembly and Pedagogical Board. Recognition: Third woods. Documentation: training plan, School Project, Youth Program and ADF dossier. Completion: When he starts to coordinate courses, he joins the teaching staff or decides to leave his volunteer work. |
PHASE OF MATURITY
After some time, the volunteer has already acquired sufficient knowledge and internalized it to exercise roles of responsibility. At that moment is when you should start following up with other volunteers who are in the development stage because they are acquiring experience and being a model for the rest of the volunteers.
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SCOPE OF THE LISTENING GROUP Beginning: When exercising positions of responsibility in the grouping. Recommended duration: from 2 rounds to indefinite duration. Recommended training: specific monographs. Recommended Profiles: Branch Coordinator, Cluster Coordinator, Kraal Facilitator. Responsible for follow-up: group coordinator, other educators in the Maturity phase. Recognition: transversal. Documentation: Federal program. Completion: When he states that he intends to leave the kraal. |
SCOPE OF VOLUNTEER TEAMS Start: When coordinating a volunteer team. Recommended duration: from 2 to 4 rounds. Recommended training: specific monographs. Recommended profiles: team coordinator. Responsible for monitoring: Head of volunteer teams, CoVol. Recognition: transversal. Documentation: operation of similar teams at regional or state level. Termination: When he no longer has responsibilities within the team. |
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FIELD OF MANAGEMENT TEAMS Beginning: With the election of another managerial position or renewing the previous one. Recommended duration: 1 to 2 terms. Recommended training: specific monographs. Recommended profiles: the management team. Responsible for monitoring: Chairman of the management team, management team. Recognition: election at the assembly. Documentation: Federative program, MSC Scouts Program, associative project and Program of other entities. Completion: When another candidate is presented for his position. |
AREA OF THE LLUERNA SCHOOL Beginning: with the coordination of courses. Recommended duration: from 3 rounds to an indefinite duration. Recommended training: ITT course. Recommended profiles: course coordinator, tutor, director and teaching desk. Responsible for the follow-up: assembly of the Escola Lluerna and the pedagogic board. Recognition: Fourth woods. Documentation: Pedagogical and coordination documentation Completion: When you become a collaborator of the school. |
RECOGNITION AND DISCONNECTION PHASE
At this moment we play, on many occasions, not only that the person behaves and maintains a good memory of his voluntary action but also his subsequent incorporation in other like-minded entities or collaboration with us in the future. The volunteer space must manage this phase to make the most of the previous stages and their contribution, as well as recognize their work through specific actions aimed at valuing the volunteer’s contribution. You must also make sure that, after leaving the volunteering space, this person feels satisfied with the process experienced.
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SCOPE OF THE LISTENING GROUP Beginning: When he states that he intends to stop belonging to the kraal. Recommended duration: 6 months. Recommended training: no. Recommended profiles: branch monitor, kraal booster. Responsible for monitoring: The person who relieves him in his position, the grouping coordinator, CoVol. Recognition: Farewell ceremony. Documentation: Information from other related entities or the grouping committee. Termination: When no longer listed as part of the kraal. Keep in mind… In many cases it is a good time because they become part of the grouping committee, carrying out a process similar to that of the kraal. |
SCOPE OF VOLUNTEER TEAMS Beginning: When you no longer have responsibilities within the volunteer team. Recommended duration: 1 round. Recommended training: no. Recommended profiles: team volunteer. Responsible for monitoring: COVOL and team manager. Recognition: transversal. Documentation: information from other related entities. Termination: When you stop having regular contact with the new team. |
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FIELD OF MANAGEMENT TEAMS Beginning: When he states that he intends to leave the position. Recommended duration: 2-3 months. Recommended training: no. Recommended profiles: Management team member or team volunteer. Responsible for follow-up: HR and COVOL manager. Acknowledgment: Thank you at the exit assembly.. Documentation: information from other related entities. Termination: When you stop having regular contact with the new team. |
AREA OF THE LLUERNA SCHOOL Start: When you stop coordinating courses. Recommended duration: From 1 round to 3 rounds. Recommended training: no. Recommended profiles: collaborator. Responsible for monitoring: Pedagogical desk. Recognition: Farewell ceremony of the School. Documentation: Information from other related entities. Termination: When you leave the collaborator profile and disassociate from the school. |
Exhibition of the different profiles that can be found in each volunteer space
Within each of the four volunteer areas, profiles of the volunteers that are needed are defined and specified , defining the functions, characteristics of volunteering, skills and aptitudes. With this, it is sought that both the volunteers and the work team themselves know in advance of the fact that they are going to be committed and what the specific functions are, the required commitment and the necessary skills for each profile. Likewise, the choice of profiles and positions will be made more consciously, adjusting expectations to reality.
These profiles are recommendations based on experience and analysis of reality and have the sole objective of ensuring that volunteers do not “burn” stages prematurely, feel comfortable and can develop according to their experience and ability. To learn more about any of these aspects, you can download the PdA publication below.
| LISTENED GROUPS | |||
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The volunteer in the scout group will mainly carry out socio-educational activities directly with children and young people, although they will also carry out all the tasks that are necessary to carry out the activities such as looking for a bus, keeping accounts, buying material , do events, meet with parents… On the other hand, the Group Committee is a set of people involved in the organizational work of the group that supports the educational work of the scout group, so their functions will be defined and required from the team of educators It is also the representative body of the families, through how they take an active part in the organization of the group. In addition to the profiles explained here, each scout group is free to create their own based on their needs for each solar round. In this case, it is important that who does what is defined so that the functions are performed and the responsibility is not diluted. |
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| KRAAL | ADVISORY | COMMITTEE | |
| GROUPING COORDINATION | SECRETARIAT | PRESIDENCY | |
| TREASURY | EDUCATOR | SECRETARY | |
| KRAAL DYNAMIZATION | BRANCH COORDINATOR | TREASURY | |
| RESPONSIBLE FOR PERSONAL PROGRESSION | RESPONSIBLE FOR MATERIALS | VOCALS | |
| VOLUNTEER TEAMS | |||||
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For the volunteer, joining a team is another way of experiencing volunteering within scouting where you support the work of scouting groups by contributing your knowledge in a specific area and where you develop personally in this area. According to specific needs, the number of people in the team will vary, but there will always be the figure of a team coordinator and the figure of a participant in the team. |
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| COORDINATION OF | VOLUNTEER TEAMS IN ACTION TEAMS | ||||
| MANAGEMENT TEAMS | |||
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The operating structure of the FEV is made up of a Management Team of eight positions, to which positions can be added or subtracted according to the federative project. Highlight that the indication in the profiles of a “minimum age” of 25 years to participate in Management Teams, is a recommendation for volunteers to enjoy, learn and not burn their stages in the groups. In the same way, the associations also have management teams voted by the associative assembly whose mission is to ensure the correct functioning of the associations. These teams must have at least four positions: President, Secretary, Treasury and Councilor. Based on these minimums, each team could propose to the assembly, according to statutes, needs and availability, the positions that are considered appropriate. |
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| FEDERATION OF | COUNTY | ASSOCIATIONS | |
| PRESIDENCY AND VICE PRESIDENCY | SECRETARY | PRESIDENCY AND VICE PRESIDENCY | COORDINATION |
| TREASURY | COMMUNICATION RESPONSIBLE | TREASURY | TREASURY |
| RESPONSIBLE FOR GROWTH AND HUMAN TEAM | COORDINATOR OF VOLUNTEER TEAMS | SECRETARY | SECRETARY |
| RESPONSIBLE FOR PEDAGOGICAL ANIMATION | ADVISORY | ADVISORY | |
| LUERNA SCHOOL | ||||
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Escola Lluerna is the training school of the FEV. This space offers volunteers the possibility of ensuring the proper functioning of the School and providing the FEV with a fundamental space for the correct development of its educational purpose through the scout method. These volunteers respond to the pedagogical needs of the federation and the Lluerna School project, which define what the needs, objectives and actions are to be fulfilled, so at each moment the different courses and work teams and their functions will be defined for each period. |
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| TRAINER | COURSE COORDINATION | TRAINING TUTOR TEACHING | DESK | DIRECTION OF SCHOOL LLUERNA |
Explanation for the practical application of the PdA in the listening group and its evaluation.
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:
THE WORK OF THE PHASES OF THE VOLUNTEER CYCLE
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.
VOLUNTEER PROFILES
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.
RIGHTS AND DUTIES OF VOLUNTEERS
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.
| OBJECTIVES | PROPOSED ACTIONS | INDICATORS |
| 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.
Documentation Adult Program (PdA).
Download in pdf the material you want from the PdA: general program, methodological guide, profiles, etc.
