What does it mean to be a professional Adventure Educator?
Reflection by Elisha Schofield
By observing Christian and Jamie, two very experienced adventure educators during the last expedition, I learned many valuable lessons about how to lead and instruct an educational backcountry expedition. Both instructors demonstrated the 12 elements of effective outdoor leadership described by Gass and Priest in their book Effective Leadership in Adventure Programming. These twelve elements consist of technical, safety, environmental, organizational, instructional, and facilitation skills, along with flexible leadership style, experienced-based judgment, effective communication, professional ethics and problem-solving, and decision-making skills.
Both leaders displayed their knowledge of technical skills with teaching their class how to properly set up camp, create an effective bear hang, how to properly light and tend a camp stove, reviewing the basics of map and compass and many other skills that their class needed to learn in order to create and carry out a successful expedition of their own.
No expedition can be carried out properly unless safety is addressed and understood by both the instructors and participants. Both leaders made sure that before the class had left; all participants had filled out the appropriate paperwork, including the Assumption of Risk form. Safety talks continued out into the field. For example, demonstrations were shown on how to properly manage interactions with bears and other wildlife that the group may encounter during their time in the woods.
Since the class was taken out into the White Mountains for their expedition, the instructors seemed aware of the surrounding environment. This was strongly defined when I hiked with Jamie. He recognized that I was interested in the surrounding plant life, and encouraged my interest by teaching me the names of many plants, and also showing me why the land looks the way it does now. It made me excited to learn something new and unfamiliar. As an educator, it’s important to go the extra mile, to spark such learning and fascination in a participant’s experience.
It was apparent how organized the instructors were even before they took the class out into the field. They made sure that every participant had the correct gear packed and that all the necessary paperwork was completed. Also classes were given in trip planning, menu planning, food packaging, pack packing, group gear inspection, map 101, women and men specific hygiene lesson and risk management-extended field trip information. They also informed us of the plan for the first 72 hours in the field.
The two leaders’ instructional skills were impeccable. I came not knowing many skills but after being taught the correct procedure and practicing, I felt confident in my ability to no longer need to ask questions and have the instructor present, where I needed them to coach me before. Also, the instructors took advantage of “teachable moments†throughout the trip. Things such as proper foot care, how to conserve energy while ascending a mountain, and the proper procedure for taking a poo in the woods. Taking time to address these matters as they arose offered the participants a hands on and real life experience. Participants were able to see how professional adventure educators handle these situations.
There were important times in which Christian and Jamie’s facilitation skills decided what was best for the group and one in particular stood out to me. On Wednesday night when we arrived at camp, we had a lot to accomplish in order to get camp up and running. By the time dinner was cooking, the moral of the participants was tired and hungry. The two instructors saw these traits present and decided to postpone the activity planned for that night. They decided to wait until the group could fully devote their attention to the activity and to get the most out of what was planned.
The two instructors’ flexible leadership style made it possible on Thursday to let the participants decided which route they wanted to take for the day. The group was given an opportunity to choose if they wanted to bush whack or continue on the trail. By presenting this choice, the participant could choose what they wished to do based on how they felt that day. They were not forced into going one way, but given a choice.
The experience-based judgment shown by Christian and Jamie was very apparent through out the entire trip. Things like knowing where to set up camp, scouting the trail before the morning hike, packing up their own bag and being ready to go before even waking the participants up. The trip went very smooth, and I think this can be attributed to both leaders extensive knowledge about leading expeditions and also their sound experience-based judgment.
When we arrived to camp late on Wednesday night, it was the instructors’ problem-solving skills that made setting up camp and making dinner such a success. Until that point, the leaders had us working as a team on constructing the shelters, preparing food, and getting ourselves changed and warm. However, since it was so late, and there was much to accomplish, the leaders divided the participants into three groups, to complete everything in a shorter amount of time. By being able to solve problems like this, makes for a more happier and productive group.
Decision-making played a huge part in this expedition’s success. Decisions such as teaching skills to participants and making sure that they understand and can perform that skill on their own. Then throughout the expedition, having the leader step back and observe, while letting that participant show what they have learned.
The two leaders showed both effective communication to each other and the group that they lead. I observed Christian and Jamie many times talking together about what to do and who was to do what throughout the trip. Having these talks with your co-leader can help the day go much smoother. They also made sure that after they taught a lesson, everyone understood it.
One professional ethic that I observed Christian and Jamie putting into effect was Leave No Trace. They explained how best to deposit water left over from cooking, how to properly respect the wildlife by constructing a proper bear hang, and also how to plan ahead and prepare for the expedition.
To be a truly effective outdoor leader, these twelve elements should be practiced and perfected. By integrating all the above elements, you should know how to handle any situation that comes your way. They will help you to become a stronger and more knowledgeable leader, in all aspects of your life, including your role as an outdoor leader.
Work Cited
Priest, Simon. Gass, Michael A. Effective Leadership in Adventure Programming, Second Edition. Champaign, IL: Sheridan Books, 2005.
July 28th, 2007 at 7:35 pm
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