EnEd 3309
Recreation Leadership
Spring Term, 2016
Final Exam – Part I
40 pts.
[8] 1.
Name ________________________
A. Draw a diagram of the situational leadership model.
B. Include the approximate length of time it takes for each
phase to work:
C. Describe 1 example of what behavior a group member
would show/say to indicate the phase the group is in.
D. Provide a behavior and/or phrase that you, as leader,
would say to the group while in each phase.
A. & B.
Democratic
Authoritative
(5-6 days)
C: I’m ok; you’re not ok
D. Part.: Let’s wash bring the
dishes here to wash them.
Lead: Good selection! What
were your reasons for
choosing it?
Abdicratic
(3-4 days)
C: I’m not ok; you’re not ok
D. Part.: Is this where I should
do dishes? Lead: Remember
what you learned? What
things need to be considered
when choosing a spot?
Autocratic
(7-9 days)
C: I’m ok; you’re ok
D. Part.: Let’s go and do the
dishes. Lead: Great!
(1-2 days)
C: I’m not ok; you’re ok
D. This is how and where we
will do dishes for this trip
Autocratic: C. The student is highly dependent upon the leader. Their
skill and belief is low.
D. The leader is teaching skills and setting program norms.
Authoritative: C. The participant has higher skill but still low belief.
D. The leader reinforces the skill and encourages the belief (so the
student can be confident to do it on their own).
Democratic: C. The participant has a high belief but inadequate skill
and/or experience.
D. The leader encourages decisions but makes final decision in a
manner that reinforces experience.
Abdicratic: C. The participant has high belief and high skill.
D. The leader becomes more of a group member, but does not
completely relinquish their role. This is difficult because the leader
needs to abide by decisions/actions that they may not agree with.
They only intervene if a skill or behavior is beyond that of the group.
[8] 2. In planning for an extended outdoor recreational trip, identify the
steps a leader must take to adequately ensure a successful
trip. Include pre-trip; on-trip; & post-trip steps.
1. Know expectations of trip based on program purpose & type.
2. Discuss leader expectations.
3. Review trip features – hazards, natural history, routes, permits,
emergency contacts, and policies of managing agency. Review
policies of agency for trail behavior.
4. Discuss group expectations – with group members. Discuss area
& route.
5. Fees paid, health forms, liability waives, nutritional needs
(special needs).
6. Equipment & food prep, pack-out, check vehicles & trailers.
7. Do trip.
8. Post-trip – put gear away, re-supply first-aid kits & repair gear,
complete forms (near-miss, evaluations).
[4] 3. Describe the responsibilities a trip leader must consider in being
part of an organizational risk management plan:
1. Know industry standards (swimming, climbing, emergency care
procedures).
2. Know agency policies & follow them!
3. Know risk team – field staff, program supervisor, agency
director, insurance agency, board of directors, legal defense.
4.
5.
6.
7.
Communicate with all or within policies set by them. Field staff
need to give & receive guidance toward policies & procedures.
Have proper certification & training.
Have proper experience &/or skill with audience type & area
traveled in.
Identify, record & report trip routes & evacuation & emergency
contacts - Pre, During, Post.
Carry out all policies & procedures on the trail in a positive
manner.
[3] 4. According to Priest and Gass, identify 3 (of the 6) “Generations”
(types) of facilitation (Provide an example phrase you might use
in facilitating each method):
1. Pre-brief: “What specific leadership skill are you going to work on
today?”
2. De-brief: “From what you accomplished, how did you ..”
3. Front loading: “Today we are going to experience this…”
4. Let experience speak for itself: “Look at that! Nice….”
5. Telling about the experience (speaking for it): “Today, when you
did ….., this is what you were experiencing…”
6. Talking through the experience: “I know this is hard and that
right now you are tired. What do you need to make it to …..?”
7. Reflecting the experience: “Ok, so you practiced your specific
leadership skill today. How well did you accomplish this?” “How
do you feel about it?” “What will you do different next time?”
[5] 5. Describe the steps used to effectively guide conflict resolution:
1.
2.
3.
4.
5.
6.
Determine initial issues
Ask questions of all involved to understand the issue.
Determine the underlying issue(s) – the “true” issue(s)
Discuss what can resolve them (specific behaviors)
Work toward Compromise vs. “win/lose”
Resolution must be accepted by all involved – participants and
leader(s). (They do not have to like the solution, but they must
accept the solution).
7. Be clear on consequences if the behavior is not changed
8. Follow-up and follow-through.
[6] 6. We discussed the idea of: Unintentional Dis-invitation;
Intentional Dis-invitation; Unintentional Invitation; and
Intentional Invitation.
A. Provide a behavior or phrase that would indicate each level of the
four above.
B. Explain how these apply to building a cohesive & inclusive group.
1. Answers should include something pertaining to Intentional
Invitation that recognizes the difference of life experiences
among group members and leaves openness to different
perspectives and contributions.
C. Consider Schlossberg’s Mattering vs. Marginality model. What are
three behaviors that let you know someone feels valued and
included? What are three behaviors that let you know someone
feels not valued and excluded?
[6] 7. Describe the four phases in the Circle of Courage (Belonging,
Mastery, Independence, Generosity) as well as the overall
progression of the phases.
1. Belonging – How one finds a sense of purpose, connectedness,
and belonging in a place and community
2. Mastery – The development of skills, strengths, talents,
knowledge within that community
3. Independence – The ability to use one’s skills, etc. to function
and be self-sufficient within an interdependent community
4. Generosity – using one’s skills, etc. to help others develop a
sense of belonging, master skills, and be independent in the
community. Giving back.