AMC Outdoor Leader Handbook Appalachian Mountain Club Leadership Training Department th January 2017– 14 Edition http://www.outdoors.org/volunteer/volunteer-resources/?tab=3 Feedback on this handbook is always welcome. Please address all questions and comments to: AMC’s Leadership Training & Risk Management Department [email protected] © Copyright 2017 Appalachian Mountain Club 1 AMC Outdoor Leader Handbook Table of Contents Introduction 3 Leaders and Groups Leadership Styles 6 Participant Roles 8 Adapting Leadership Styles to Participant Roles 9 Group Life Cycle 10 Decision Making 16 Trip Planning and Management Introduction 18 Routes and Trip Plans 19 Screening Participants 21 Trip Planning and Management Flowchart 24 Trip Planning Form 25 Trip Management 26 Leave No Trace & Backcountry Ethics Introduction 29 Principles of Leave No Trace 30 Applying the Principles of Leave No Trace 32 Human Waste and Hygiene 37 Backcountry Leadership Skills Weather 38 Lightning 41 First Aid and Accident Scene Management 44 Incident Documentation 45 Hypothermia and Hyperthermia 46 Mosquitoes and Ticks 49 Liability and Insurance FAQ: Liability Protection for AMC Trip Leaders 51 Appendix: AMC Policy and Forms and Information AMC Leadership Requirements and Guidelines 53 AMC Volunteer Release Agreement 62 FAQ: AMC Volunteer-Led Release Agreement 64 AMC Crisis Communication Chart 66 AMC Patient Care Form 67 AMC Incident Report Form 69 AMC Policies 71 Essential Eligibility Criteria 72 Activity Database Style Guide 78 Service Animals on Volunteer-Led Activities 86 FAQ Information Regarding Youth Participation 87 Trailhead Talk Card 88 Mountain Leadership School 2017 89 Sources Cited 90 2 Introduction Leadership is an association between an individual (the leader) and a group of people sharing a common interest or goal, with the leader guiding the group’s behavior. One of a leader’s most important functions is to influence the members of a group to work together for the benefit of all. During many outdoor activities, a group of people working together will be able to accomplish much more than one person acting alone—and the activity will be safer and more enjoyable. A leader’s ultimate responsibility is to a group as a whole, rather than to himself or herself or to his or her friends. When we address the issue of outdoor leadership, we must consider the characteristics of a leader and group members; the outdoor environment in which an activity takes place; and a group’s objectives for an activity. Also, it is important to recognize that although an individual may be an effective leader in one situation, he or she may not be effective in others. For example, a person who can successfully lead a small, experienced group of day hikers in the White Mountains of New Hampshire might find it difficult to lead a large group of less experienced day hikers in Harriman State Park in New York (or vice versa). Outdoor leadership skills can be developed and improved over time through a combination of self-study, formal training and experience. Leadership training workshops are offered frequently by volunteers and staff of the AMC. The trainings range between one-day, or weekend, trainings in each chapter to the 5-day Mountain Leadership School held in the White Mountain National Forest’s backcountry each summer. Prospective leaders should start by co-leading trips with experienced leaders and by volunteering to “sweep” on these activities. (By sweeping, a leader will gain first- hand experience of the problems likely to occur in back of a group.) We also recommend prospective leaders work with a number of different leaders to familiarize themselves with a variety of leadership styles and techniques. After observing different styles, leaders can choose techniques that work best for them. This AMC Outdoor Leader Handbook has the following goals:  To provide information for leaders to assist them in minimizing risk while leading enjoyable AMC trips;  To raise each leader’s level of outdoor leadership awareness;  To help leaders become aware of the skills they need to develop;  To build confidence and enthusiasm about leading AMC trips; and  To teach leaders how to plan, organize, and lead AMC trips. 3 Leaders and Groups It’s one thing to be proficient at an outdoor activity and quite another to lead a group of people proficiently on an outdoor activity. Leadership is an elusive concept. What makes people follow a leader? Why do some people follow while others do not? Are people born with the ability to lead or can it be developed? Exactly what is leadership? •A situation must exist where leadership is required. This can be a crisis, a planned event, or a group of people learning to interact with one other. •Leadership is a response to a need. The Situation •Leadership: an association between an individual (the leader) and a group of people with a shared common interest and/or goal. The leader guides the group's behavior to achieve a particular objective. The leader accepts responsibility for the needs of the group and influences its members to work together for the benefit of all. The Leader •The leader is reponsible for what is said and done while the group is together. •The individual members of a group must be willing to be led, and they must agree to follow a course of action to meet the group's goals. Group members enter into a contract with the leader, accepting his/her guidance as a way to The achieve their own goals. •Leadership fails when the group does not accept, or loses faith, in the leader. Participants No single personality type is preferable for leadership. Some people seem to be "born” leaders. Shy, introverted people may not enjoy being in a leadership role, but they can be very effective leaders. Good leadership traits can be found in all personality types. Generally, a person who is comfortable with responsibility, decision-making, and being a resource for others, will find satisfaction in serving as a leader. 4 Leaders become good leaders through hard work and many years of experience. In the outdoors, a leader must be prepared to face physiological, psychological, and environmental challenges. Experience generally reduces a leader's anxiety about the situations s/he may confront, and thus makes him or her more confident and skillful than someone with less experience. An experienced leader may also have a better idea of how his/her personality will affect others and will have developed the ability to select an appropriate approach for relating to his or her participants, depending on the situation. 5 Leadership Styles The way in which a leader approaches both a group and a situation is called leadership style. For example, a leader may decide to be low key instead of highly interactive. The leader's style reflects his or her personality, experience, and the situation at hand. A style type should be selected according to the situation and the participants. To address the needs of a group, or individuals within that group, a leader may need to employ several different leadership styles. Choice of style greatly influences a leader's effectiveness. A decision to change styles can be very important either as a long-term adaptation or as a quick adjustment in response to a new situation. When faced with many options, a leader must adopt a style that will bring about unity when participants cannot agree. It is possible to delineate several styles of leadership. No leader should rely on only one. Leadership styles are fluid and most people find themselves using several or all the styles at one time or another depending upon the situation. The four main styles are: DIRECTING SELLING PARTICIPATING DELEGATING ♦ Directing: This leader is in command. S/he makes the decisions for the group and provides information as “orders.” This style is task-oriented and geared to deal with the problem at hand. For example, a thunderstorm is approaching. The leader assesses the situation and says, “Everyone turn around now! We're going down.” This style is particularly useful with children, or groups in crisis or close to panic. When done well, this style can be very attractive to many participants who do not want to be involved in any of the decision making. ♦ Selling: This leader also knows what he or she wants the group to do. There is little room for the participants not to “buy” the leader's point of view. The leader sells, persuades, and convinces participants to do what he or she has decided. Continuing with our bad-weather example (but without a thunderstorm), this leader would say, “Look guys, there are some clouds building up over there. I think it's a bit risky to continue. We're probably going to get caught in a storm. We definitely don't want to get wet, right? Let's go down.” ♦ Participating: This leader also makes the decision for a group. The difference is that participants’ opinions are solicited and considered before he or she arrives at a decision. This leader questions, listens, reflects, and often paraphrases what has been said, and then he or she directs the group. The participants have a much greater sense of participation in the decision-making process. In this style, there is a focus on the process of decision making rather than just the outcome. Returning to the example we used above, this leader would start a conversation with the group by saying, “Look at those clouds over there. What do you think about continuing?” S/he would 6 then listen to everyone's concerns, think about what everyone said, and then the leader would make the final decision. “I've thought it over and I've decided we should go down. I know not everyone feels the same, but I agree with Bob and Sarah that it's too risky to continue.” ♦ Delegating: This leader makes decisions only in emergencies, spending time facilitating a process by which participants make their own decisions. S/he will lead the group in questioning, listening, reflecting and informing to allow participants to arrive at a decision about what is to be done. This leader allows the group to have ownership and responsibility for its decisions. Continuing with our weather example from above, this leader might be the first to notice and mention the clouds building up, but he or she might also wait until someone in the group mentioned it, and then say, “I noticed them, too. What do you think? Should we continue to the top?” He or she would continue to ask questions and encourage everyone in the group to voice an opinion, occasionally summarizing what he or she is hearing. “So far this is what I hear: John and Sue, you definitely want to go down. Sandy, you seem undecided. What concerns do you have?” The discussion would continue until a solution was found that everyone could accept. “I have a real sense now that we all want to go back down to camp.” With this style the leader facilitates the decision, but the group makes the decision. Discussions take time, but the end result is greater support for each decision. Leader and participant involvement in the decision-making process varies with each of these styles. The directing leaders have all of the decision-making responsibility, while the delegating type leaders give their participants all the responsibility. Two other leadership styles worth mentioning, but not as easy to define as the others above are: Laissez-faire and Charismatic: 1. Laissez-faire. This leader is not concerned with moment-to-moment decision making. This style is suitable only with groups of competent, friendly, and well- motivated participants. For this style to work, each group member, and the group as a whole, must make good decisions. With this style it is often difficult to recognize the leader until a situation arises where he or she is needed. Most of the time this leader’s role is not different from that of other participants. 2. Charismatic. This is the leader whom others wish to follow because of the attractiveness of his or her personality. This is the leader who inspires us and makes us want to accomplish more. Taken to extremes, this can be a very dangerous style if participants stop using their own judgment and follow blindly. This is often the style we think of when we think of “leadership,” but it is not a style that we attempt to teach or develop. Its role is limited in the outdoor environment, but it does have a place. When participants are tired and hungry, it helps to have the lift that an inspirational leader can provide. 7 Participant Roles Leadership is not isolated to a leader but is very strongly linked to participants. Just as there are models for leadership styles, there are also models for participant roles. Here we’ll look at three major roles:  Opposer  Follower  Bystander 1. Opposer: This person tends to criticize, challenge, and attempt to undermine the leader. The form of opposition may be very subtle (someone in the back of the line muttering and complaining under his or her breath) or very obvious (someone who is constantly questioning the leader's decisions in front of the whole group). A leader's reaction to this type of participant is usually anger, and some leaders may be intimidated. 2. Follower: This person respects authority and is usually very supportive of the leader. This participant may develop a real dependence on the leader or may just have a need to accept someone else's guidance. The leader's reaction to this person is usually appreciation. This type of participant confirms the leader's role. 3. Bystander: This person tends to be somewhat aloof, going along with the program, whatever forms it takes. If there is a conflict in the group, the bystander will not become involved or take sides. The leader's reaction to this person tends to be neutral (as contrasted with the negative reaction to the opposer and the positive reaction to the follower). As with the different leadership styles, participant roles are flexible. A person, who is by nature a follower, may suddenly become an opposer if he or she is put into a position perceived as threatening or uncomfortable. Conversely, an opposer might become a follower if a leader’s actions earn the respect of this individual. 8 Adapting Leadership Styles to Participant Roles How does a leader's style mesh with participants’ roles and abilities? When do you use what style? What situation calls for what style? These are difficult questions to answer but can be the key to excellent, flexible leadership. We can make a few suggestions based on examples of different situations and different types of groups. You will notice objective hazards and participant skill levels are critical – the greater the risk, the more forceful or decisive your leadership style will most likely need to be. However, because each group is different, any style may work in any situation. H Participating Delegating P i a g r h ti Selling c i p a n t s ’ S k Selling i l l L L e o Directing v w Delegating e l Low High Objective Dangers There are no rules and regulations governing the choice of leadership style. A good leader approaches each situation and each participant as unique. Previous experience might inform a leader’s decisions, but flexibility and adaptation are the keys to success. Leaders need the ability to switch from one style to another as the situation changes and as they get to know their participants. Leadership style is also an important factor to consider when selecting or working with a co-leader. If there is a particular leadership style you find challenging, consider seeking out a co-leader who is innately comfortable with that style. When working with a co-leader, take time to discuss your strengths and weaknesses in terms of leadership style(s) so you can give each other support as well as opportunities to practice different roles. 9 Group Life Cycles Simply defined, a group is a collection of people sharing some kind of interrelationship. We can identify many different types of groups, both large and small. Examples of large groups might include a society, a community, a major business enterprise (such as a “Fortune 500” company), an organization (such as the AMC), or a sub-organization (such as an AMC chapter). Small groups may be defined as those consisting of no more than twenty to thirty people. Examples of small groups might include a family, a project team in your workplace, a committee (such as an AMC chapter’s hiking or backpacking committee), a trail maintenance crew, or a gathering of friends. Groups engaging in the kinds of outdoor activities addressed by this manual are small groups, ideally consisting of around ten people. On any backpacking trip, or on hikes in environmentally sensitive areas, group size must be limited to ten or less. In many cases, the local land agency puts limits on the number of people (in a group) allowed in certain areas. Be sure to check with the managing agency for the area in which you intend to travel. In other instances, such as day hikes in a heavily used parks close to major metropolitan areas, the group size may be more than ten people—but leading a larger group offers different challenges, esp. for a new leader. Certain characteristics are inherent to the successful formation of a small group. Its members must:  Be able to communicate easily with one another;  Be engaged in an activity in which they share a common goal/objective;  Be aware of their interdependence and recognize it is in their best interest to cooperate with one another; and  Work together for a sufficient period of time. In many ways, a small group of individuals is its own complex living entity. If its members are together long enough, a group can progress through a series of developmental stages or “life cycle,” just like the individual human beings who comprise it. 10