leadership basics: a guide to leading groups of volunteers

8/14/2019 Leadership Basics: A Guide to Leading Groups of Volunteers

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F E D E R A T I O N O F O N T A R I O N A T U R A L I S T S

F O R O N T A R I O C O N S E R V A T I O N V O L U N T E E R S

Leadership Basics:A Guide to Leading

Groups of Volunteers




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F O R O N T A R I O C O N S E R V A T I O N V O L U N T E E R S



Andy Rockall

Frances Gertsch

March 2001

The publication of this manual has been madepossible through the generous support of:


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ProductionDesign and Layout FrancesGertschPrinting DTP Interna-tional, To-rontoEditors Andrea Kettle

Frances GertschGraham Bryan

Cover Photograph Julie OBrien

Published byFederation of Ontario Naturalists355 Lesmill RoadDon Mills, Ontario M3B 2W8Tel: (416) 444-8419Toll free: 1 (800) 440-2366Fax: (416) 444-9866

E-mail: [email protected]: www.ontarionature.org

Cover PhotographVolunteers building a drylandboardwalk at the FONs Bruce AlvarNature Reserve on the Bruce Peninsula,Ontario, June 2000.

March 2001

The Federation of Ontario NaturalistsThe Federation of Ontario Naturalists(FON) protects Ontarios nature throughresearch, education, and conservationaction. FON champions woodlands,wetlands and wildlife, and preservesessential habitat through its own sys-tem of nature reserves. FON is a chari-table organization representing15,000 members and over 100 membergroups across Ontario.

AcknowledgementsWe wish to express our gratitude andthanks to all the people who helpedmake this manual possible.

To the St. Paul Canada Insurance

Company and the AXA Global RiskInsurance Company for their contribu-tion towards the cost of producing thismanual.

To the partners of LMS Prolink Ltd. fortheir financial contribution towards thecost of this project.

To Rick Barnard of LMS Prolink Ltd. forhis vision and organization of thisproject.

To Andy Rockall for contributing hisoutstanding knowledge and extensiveexperience to the Working for Wildernessprogram, and for writing the originaldraft of this manual.

To the staff of the Federation of OntarioNaturalists Graham Bryan, FrancesGertsch, and Andrea Kettle for theirefforts in reviewing, editing, coordinat-ing, designing, and assembling this andthe other manuals in this series.


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Table of ContentsPreface ................................................................................................................................................................ vii

CHAPTER I: HOW TO LEAD GROUPS ............................................................................................ 1

What is a leader?..................................................................................................................................2Leaders responsibilities ......................................................................................................................2Allocate tasks ........................................................................................................................................2Monitor progress..................................................................................................................................3Provide feedback...................................................................................................................................5Manage the group .................................................................................................................................5Understand individual needs..............................................................................................................6Maslows hierarchy of needs..............................................................................................................6

CHAPTER 2: ORGANIZINGTH E PROJECT ....................................................................................... 9Prepare before the expedition........................................................................................................10Establish a posit ive first impression ...............................................................................................10The first work day..............................................................................................................................11Through the project ..........................................................................................................................12Organize the work site .....................................................................................................................13Finish the work day............................................................................................................................13Finish the project ................................................................................................................................14

CHAPTER 3: EDUCATIONAN D TRAINING ..................................................................................... 15Present information ...........................................................................................................................16Encourage learning .............................................................................................................................16Develop own skills .............................................................................................................................17Resources.............................................................................................................................................18

CHAPTER 4: ACCOMMODATIONAN D HOSPITALITY ...................................................................... 19

Accommodation .................................................................................................................................20Food provision ....................................................................................................................................20Social events and recreation ............................................................................................................21

CHAPTER 5: CHALLENGING SITUATIONS .................................................................................... 23Scenarios...............................................................................................................................................24

CHAPTER 6: A DMINISTRATION .................................................................................................... 27Staff responsibilit ies............................................................................................................................28Work with FON staff ........................................................................................................................28Promote FON .....................................................................................................................................28Administration ....................................................................................................................................28Grievance and discipline ...................................................................................................................29

Understand FON driving requirements .......................................................................................30

CHAPTER 7: SAFETYAN D EMERGENCY MANAGEMENT .................................................................31Emergency equipment .......................................................................................................................32Emergency procedures .....................................................................................................................32Resources for training .......................................................................................................................33


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APPENDIX A: STANDARDSOF LEADERSHIP.................................................................................. 47APPENDIX B: VEHICLE USE POLICIES ......................................................................................... 51APPENDIX C: FIRST A ID KIT CONTENTS.................................................................................... 53


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Preface

This manual was created as a teaching tool for the Federation of OntarioNaturalists Working for Wilderness program. The leaders in the Working for

Wilderness program are volunteers who provide leadership to groups ofindividuals on conservation projects, ranging from building boardwalks torestoring habitats, or from ecological surveys to improving nature trails. Theirwork is demanding and challenging, and requires them to hone all aspects oftheir leadership skills.

This manual is often used in conjunction with the FONs ConservationLeadership Training program. It provides information on the basics of leadinggroups and running conservation volunteer projects. Leadership skills,however, need to be honed by all members of volunteer groups, whether you siton an executive council or volunteer to take naturalists on a hike. This canoften be done by leading or assisting with the leadership of group projects or

events. Resources such as this manual are filled with useful information thatcan assist you and your group in the development of leadership skills.


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1c h a p t e r

How toLeadGroups

What is a leader?Leaders responsibilities

Allocate tasksMonitor progressProvide feedback

Manage the groupUnderstand individual needsMaslows hierarchy of needs

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How to Lead Groups

The leaders pr im ary task is to create an environment t hat encourages

learning, while learning them selves. It is from this foundat ion t hat a leader

can genuinely influence and inspir e others.

What is a leader?A leader is someone who leads. Aperson who through power ofknowledge, personality, position, orinfluence achieves something.This frequently involves delegationof tasks to other people and anelement of instruction, training,direction, or supervision.

discretion.

Leaders responsibilitiesThe WfW expedition leader is avolunteer and is the link betweenthe FON, the volunteer participants,and the person or organization forwhom the work is being done. Aleaders ultimate responsibility is

the management of the group:ensuring safety, while providing anexperience for the participants.Some responsibilities of the leaderand coordinator overlap. Bothpeople work to make the expeditionrun smoothly and work together toensure the project aims are met.

Allocate tasksTo get the most out of an expedi-

tion, volunteers should be involvedin all activities. There should be aminimum of standing around andwaiting for guidance and a maxi-mum of delegation of tasks thatneed completing. Jobs should bedelegated so as tasks are appropri-ate to peoples experience, needs,and abilities. A good leader recog-nizes that he/she cannot do every-thing and that participants havevolunteered because they want to

be actively involved. Many of theleaders responsibilities can bedelegated to members of the group.

Leadership and volunteering are thefoundation of many conservationinitiatives. In the case of FONsWorking for Wilderness (WfW)expeditions, leaders volunteer forthe WfW coordinator and areresponsible for implementing thefield expeditions. Dedicated leadersare essential for the success andfuture of the program.

Leaders face the challenge of beingpart of a group whilesimultaneously leading it. This ishard to do well and requires a mixof skill, hard work, initiative, and

Definit ion of a leaderYou measure a leader not in terms of theskills he/she possesses, but in terms of theskills she develops in others; not in terms ofthese she helps, but in terms of those shehelps help themselves; not in terms ofdecisions she makes but how she frees othersto make decisions; not in terms of the powershe has over others but in terms of thepower she releases in others; not in terms ofwhat she has accomplished, but what theyhave accomplished that is the measure of a

leader.


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Leader s responsibil it ies Check that necessary equipment and

guidance has been provided by the WfW

coordinator.

Divide tasks with co/assistant leadersappropriately.

Arrange food (including menu, grocery

shopping, etc.).

Administer expedition and finances

(including completion of an expeditionreport, keeping on budget, and usingstandard policies when handling money).

Adhere to FON policies and procedures.

Adhere to WfW volunteer policy.

Liaise with everyone involved in the

expedition to establish project aims anddesired methods of achieving them.

Ensure that necessary work and skills are

fully understood by self and participants.

Ensure that health and safety guidelines

are followed.

Supervise volunteers to ensure that work

completed is of the highest standard.

Facilitate volunteers education/enjoyment

of expedition experience.

Maintain vehicle and vehicle safety.

Complete project goals.

In many cases, volunteers needrepeated, clear instruction aboutthe job they are asked to do. This isespecially true of long or compli-cated tasks. The leader shouldcheck understanding and encouragepeople to request clarification asneeded. Leaders should rememberthat for many tasks, demonstrationis better than explanation.

When managing the group, leadersmust continously assess groupmembers needs, expectations, andabilities and must consider thosefactors when allocating tasks. This

assessment will evolve during theexpedition.

Monitor progressThe goal of each working project is

to complete the task(s) at hand, yetmeeting participants needs mustalso be achieved. Leaders mustmonitor the work and the groupcontinuously, which can be donethrough the model of task, team,and individual. (See Task, team,and individual model, page ?).

The best leaders are those whointegrate the needs of the task, the

team, and the individual to create astrong team of happy participants,and have tasks completed to a highstandard. Without active monitoringfollowed by thoughtful decisions,the integration of the needs of thetask, the team and the individualwill not occur, and the aims of theproject will not be reached.

Leaders must monitor progressagainst: the targets, the motivation

and the enthusiasm of the volun-teers; the suitability of individualsfor specific jobs; the weather; thesafety of the vehicle; the safety oftool use at the worksite; the prepa-ration of food; and many otheritems. Monitoring is a constanttask that requires leaders to be veryaware of their surroundings and theinteraction of group members.Monitoring is as important at theaccommodation site and during freetime as it is at the work site.

At work, the leader should talk toeach volunteer regularly (at leastevery two hours). This can be done


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Task, team, individual m odel


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subtly by doing jobs that involve themost movement around the worksite, such as carrying mulch be-tween the pile and the user. Notonly is the leader seen to be doing

the least interesting job whichmotivates others but the leaderwill regularly have the chance toassess peoples moods, the workthey are doing, and the groupsoverall progress.

Provide feedbackFeedback follows monitoring andmust be provided in a manner thatinforms volunteers about both

group and individual progress.Feedback must be constructive innature, especially when correctingor improving work.

Feedback can also be delegated toindividuals. Once the work is clearlyunderstood, people should be en-couraged to assess their own work.Be aware that people are often theirown worst critics; leaders shouldstop people from being too hard on

themselves.

Whatever the quality or volume ofwork produced, all volunteers de-serve sincere thanks for their will-ingness to volunteer. This should begiven regularly and always at theend of the expedition.

Manage the groupManaging the group is about

transforming a bunch of individualsinto a well-functioning team thatworks efficiently and effectivelytoward the same goal(s). This iseasier on some occasions thanothers and requires people skills

50 t ips for bet terleadership

by Russell H. Ewing

1. Lead by training others.

2. Never stop learning how.3. Master the simple first.

4. Look for leadership in others.

5. Cultivate the right climate.

6. Be faithful to principle.

7. Be buoyant.

8. Be a good follower.

9. Learn to like people.

10. Be yourself all the time.

11. Earn r espect.

12. Inspire others.

13. Be exciting and enthusiastic.

14. Be confident.

15. Match people to the job.

16. Expect the best of people.17. Keep your poise.

18. Be active.

19. Be humble, but not too humble.

20. Be consistent

21. Be gracious.

22. Know your organization.

23. Be an attentive listener.

24. Follow the chain of command.

25. Learn from others.

26. Be cooperative in seeking answers.

27. Be interested.

28. Dont show off authority.

29. Be thoughtful.

30. Criticize constructively.31. Admit your own mistakes.

32. Delegate authority.

33. Be firm but fair.

34. Plan programs in advance.

35. Study the great leaders.

36. Be affirmative.

37. Give credit.

38. Praise your people publicly.

39. Reprove tactfully.

40. Rate fairly.

41. Keep people informed.

42. Respect the work of others.

43. Give reasons.

44. Talk directly, briskly.45. Compromise, dont appease.

46. Be good to yourself.

47. Be brave, not brash.

48. Be dynamic.

49. Cultivate a sense of humor.

50. Cultivate moral fiber.


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such as public speaking, tact,discretion, decision-making,initiative, even-handedness, a senseof humor, willingness to givefeedback, and perhaps above

anything else hard work.

Leaders will encounter manysituations that require them tomake decisions that affect thewhole group. A few of thesesituations include volunteers thatfind they are not interested in thework, personality clashes, poorweather, prejudice, lack of tools,accidents, dietary issues, and risksto health and safety. Experiencehelps leaders deal with thesesituations but there are someprinciples that apply to them all.

Basics of group m anagement

Effort should be made to integrate the

group, but particularly on the firstevening and day of the expedition.

Anything that is a threat to health and

safety needs immediate attention.

Heavy or boring jobs must be shared

and rotated. Domestic jobs must be shared by all

members of the group.

Treat everybody equally.

Allow for personal space and personal

choice. The group does not have to staytogether during free time, however, theleader should know everyoneswhereabouts.

Prejudices (racism, sexism, ageism, etc.)

should not be tolerated from anybody.

Keep everybody informed of everything

that is happening.

that peoples individual needs arebeing met. Abraham Maslow, aprofessor of psychology, constructeda five-tiered pyramid that representsthe relative importance of an

individuals five different kinds ofhuman needs (Figure 1). These fiveneeds operate as a hierarchy withthe premise that: a) behaviour ismotivated by needs; b) there aredifferent levels of needs,representing different stages ofdevelopment and influence by theenvironment; c) lower level needsmust be satisfied before higherones; d) each higher level isdependent upon lower ones and aslower level needs are satisfied,higher ones emerge; and e) if a levelof need remains satisfied, it stopsbeing a source of motivation. Inother words, a person who justdrank two litres of water is notlikely to be motivated by a need formore water.

Maslows hierarchy of needsLevel 1: Survival

These are needs that relate to yourphysical well being. Such things asthirst, hunger, or needing to knowwhere the bathroom is, are essentialrequirements to fulfill. If a personcannot satisfy these needs, they cannot feel comfortable and thus willsuffer from physical instability. As aleader, it is important that youspend time when your groupmembers arrive touring theaccommodation and worksite,showing them their bed, seeingwhere they will be eating, andstopping by the bathroom. Withoutcomfort on level 1, it is impossibleto attain level 2.

Understand individual needsEach person has needs. In order toestablish a safe mentalenvironment, leaders must ensure


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Level 2: SafetySafety and security must then beaddressed. The participant needs to

feel that they are in a safeenvironment at this level. Suchthings as knowing rules, trustingdecisions made by leaders andfeeling that the others in his/hergroup can be trusted. Withoutfeeling safe one cannot move on tolevel 3.

Level 3: Social recognition andbelongingAcceptance needs make up thislevel. The participant must feel theyhave input into decisions, isrespected by the group and itsleaders, and feels like a part of thegroup. The leader needs to see eachparticipant as an individual andhelp him/her to find acceptance.Without acceptance one cannotattain level 4.

Level 4: Self-esteem

Esteem needs are now ofimportance to success. This iswhere a participant needs to feelgood about themselves. A leadermust tell participants what he/shedoes well and what they like about

them. It is also important thatpersonal hacks do not occur withany of the group members. If notaccomplishing success on this level,level 5 is not possible.

Level 5: Self-actualizationThis is the final stage towards whatis called self-actualization. At thisstage one feels in charge of theirown destiny and will feelcomfortable enough to grow. Untilone is dead this level cannot enddue to the fact that one is alwaysgrowing. A participant, however,can digress to a lower level if

suddenly a crisis occurs at thatlevel (e.g. a fight) or if put into anew situation. Try to keep allparticipants at this ideal level.

Character ist ics ofself-actualizing people

They have better perceptions of reality

and are comfortable with it.

They accept themselves and their own

natures.

They lack artificiality.

They focus on problems outside them-

selves and are concerned with basic issuesand eternal questions.

They like privacy and tend to be detached.

They rely on their own development and

continued growth.

They appreciate the basic pleasures of life

(do not take things for granted).

They have a deep feeling of kinship with

others.

They are deeply democratic and are not

really aware of differences. They have strong ethical and moral

standards.

They are original and inventive, less

constricted, and fresher than others.

Self-actualization

Self-esteem

Social recognition/belonging

Safety

Survival

Figure 1: Maslows hierarchy of needs


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Notes


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2c h a p t e r

OrganizingtheProject

Prepare before the expeditionEstablish a positive first impression

The first work dayThrough the project

Organize the work siteFinish the work day

Finish the project

1 01 01 11 21 31 31 4


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Organizing the Project

A project r equires a considerable amount of organizing coordination, and

planning of details to guarantee a quality volunteer work experience.

Prepare before the expeditionA large part of the projects successis determined by the level oforganization that is carried outbefore and during the event.

Most pre-expedition preparation iscarried-out by the WfW coordinator.The leader, however, must preparebefore meeting the participants.

This may be as simple as readingprovided information or it mayinvolve visits to the work site andmeeting with the WfW coordinatorto confirm details.

A sample checklist for leaders toconsider before an expedition be-gins is included. Leaders are free toadd their own preferences to thislist, such as learning the naturalhistory of an area. This list is theminimum required.

Before each expedition you willreceive two documents: a leaders

package and a final details package.The leaders package will be distrib-uted approximately one month priorto the expedition. The final detailspackage will be distributed to youthe week prior to the expedition.These packages should include alldetails you need to know before thetrip (i.e. participant list, medicalforms, transportation details, etc.).

Establish a positive first

impressionThe first day or evening of theproject is crucial to the social side ofthe event. Once everyone is to-gether, it is important for the leader(and assistant) to encourage com-munication between members of thegroup. This is easier with somegroups than others. Communicationis encouraged if participants areinvolved in something that requires

cooperation, for example preparingand cooking food.

Project preparation checklist(Sample)

As the leader, you should:

Know when and where the pick-up is

and whom you are picking up;

Know where the accommodation isand how to get there;

Know when and where youre meeting

the partner/client;

Shop for food, allowing for known

dietary preferences/requirements;

List and check tools;

List and check catering kit;

Check first aid kits;

Know how to contact the WfW

coordinator and the client/partner;

Know where the nearest telephone

and 24-hour hospital emergencydepartment are located; and

Know the emergency procedures.


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completed should ensue, followedby a site tour. A tool demonstrationis the next step. Safe use and han-dling of all tools to be used must bedemonstrated in a manner that

everybody regardless of languagebarriers or ability can understand.Where people in the group speakdifferent languages or are deaf, toolinstruction by mime is possible. Inall cases, it is better to demonstratethe way a tool should be usedrather than show improper use.Depending on the work, the tooldemonstration may involve manytools and take some time, but it isrequired for a number of reasons.

It is good practice to demonstratethe work technique in a safe man-

At some point during the first fewhours of the group being together,the leader should give an introduc-tory talk. This is the first opportu-nity for the leader to tell the partici-

pants face-to-face how the projectwill run.

Good communication between theleader and the group is vital. En-couraging people to talk to eachother is also a central part of theleaders role. Participants can oftenbe included in or excluded from thegroup in these first few hours. Theshorter the project, the more impor-

tant this time will be.

The first work dayThe first morning at work sets anexample for the rest of the project.The expectations of a typical workday should be communicated (e.g.time of breakfast, length of workday, other meals, break times, andsocial activity options). Individualslike to know what is ahead of them.Often the WfW coordinator will

arrange for a member of the partnerorganization (e.g. ProjectC.A.N.O.E.) to meet the group onthe site on the first morning. Thisperson should be encouraged togive a short talk to the group cover-ing the reasons for the work andany important features of the worksite and surrounding area. Thismeeting is a good opportunity forthe group to get an understandingof why the work is being carried outand the aim of the project. It mayalso be the first opportunity for theleader to meet somebody from thepartner organization.Following this introduction, a de-tailed discussion of the work to be

Reasons for givinga tool safety talk

Most participants will have used few

if any of the tools before. They needinstruction in the correct techniquefor their own and other peoplessafety.

If tools are being used properly,

people are doing the work with theleast effort and the least likelihoodof straining themselves.

Work will be completed more

efficiently if tools are being usedcorrectly. Insurance companies maymake adequate demonstration oftools a requirement of theirinsurance; people who do notreceive tool instruction may not beinsured.

If tools are used properly, they will

last longer.

ner. This should take place afterinstruction in tool use. Site haz


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Essential firstmorning practices

1) Get to the worksite on time.2) Provide tool instruction to all

participants.3) Provide information about the work

site and surrounding area.4) Outline reasons for work.5) Describe the work.6) Demonstrate the work.7) Inform people about the aims of the

project.8) Make people aware of the site safety

hazards and precautions to be taken.

ards can then be outlined, safetyprecautions discussed, and first aidprovisions identified.

The first day provides the best back-

ground for the work to be achieved.It also gives the leader an opportu-nity to ensure that all group mem-bers have a clear understanding ofthe project aims and the approacheschosen to accomplish them.Through the project

The leaders role on the work site

changes over the course of theproject. At the start, leaders areresponsible for developing partici-pants skills and tool handling,ensuring that everybody is able tosafely complete the work required toa high standard. By the end of theproject all participants should befamiliar with the work and complet-ing tasks without training input. Atthis later stage, the leader shouldbe ensuring that the quality of work

produced is acceptable. Increasedeffort at the start makes the last fewdays easier for the leader. If leadersset high standards at the beginningof the trip, then ensuring thesestandards are met at the end of the

trip is a relatively simple task.

The change in leadership roles is asubtle one and its extent varies withthe task, the group, and the indi-

vidual participants. Participantsalways need individual attentionand some people will require inten-sive handling for the duration ofthe project. Others will come know-ing as much, or more, about thepractical work as the leader. Bycarefully pairing participants withinthe group, previous experience canbe used to improve the quality ofwork and experience.

Throughout the project it should bethe leader who assigns tasks toindividuals and ensures nobody iswaiting for something to do. Theleader should also be making surethat everybody has a role that issuitable for him or her. The leadershould be rotating jobs so thatparticipants learn all aspects of thework, and all aspects of the workare distributed throughout the

entire team.

The best leaders do little work in thefirst few days because they are busytraining. They complete more them-selves towards the end of the projectwhen participants know the workand need less direct supervision.

5 item s to include in a tool talk Tool name Tool use & on-site storage Tool hazards & safety precautions Tool maintenance & cleaning Tool storage


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Organize the work siteEach work site is different andleaders must be able to organize thework site safely and in a way thatenables the project to be completed.

Some work sites are large (or long,in the case of trails) and otherssmall, some have safety risks thatneed constant monitoring, andothers are exposed to potentiallydangerous weather conditions. Inpractice, most work sites have acombination of these factors. Allwork involves a degree of risk thatmust be monitored. Leaders must,therefore, treat each site as unique

and be prepared for any imaginablehazard.

The single most important questionabout the work and site that theleader must constantly ask is: is itsafe? If the answer is ever no, thenimmediate action should be takento improve the safety level of thesite. It is good practice to havepeople working in pairs. Eachperson is then able to support his

or her partner and share any previ-ous experience or understanding ofthe leaders instructions. It is im-portant that the leader carefullyselect work pairs. In making thischoice, the leader should: Consider the experience of each

person; Avoid any possibility of

personality clashes; Split up cliques that may be

developing in the group; and Ensure that people with first aid

qualifications are dispersedthroughout the site.

Provided it is safe and that there is

a first aid kit at each site, groupsmay be split and work at more thanone location. In such cases, it iswise to put at least some of themost experienced participants on

the site away from the leader. Theleader, however, should spend mostof his/her time going betweengroups ensuring that the work isbeing completed safely, to a highstandard, and that everybody iscomfortable with what they aredoing and the instructions theyreceived. On a split site, the leadercompletes less work compared toplaces where everybody is within

sight and sound of each other.

Finish the work dayVolunteers should not work beyondthe expected end of the work day. Ifthey are told that the group willfinish work at 5 oclock then that isthe time to stop; however, the leadercan decide to stop early. Reasonsfor stopping work early include aconvenient point in the work, badweather, accidents, illness,

tiredness, and in the case ofmundane work boredom. Whenthinking about ending times,leaders should be aware thatprecedents are easily set. Ifpossible, avoid finishing early onthe first day.

The end of every project day shouldbe as well organized as the start.Tools need to be collected, the worksite should be tidy and safe and thevehicle loaded properly. Plan aheadfor it and have people finishing ortidying while others are stillworking. Leaders


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Things to know about t hework and work site

Location, size, and importance of

the work site.

How do you get to the work site?

What is the work to be done?

How is the work to be done?

Who prepared the work plans?

Reasons the work is taking place.

Site management, contact number.

Site ownership.

Location of nearest phone.

Location of nearest hospital

emergency room.

Is there public access to the site?

Any likely threats to safety from

either the work or the work site?

Who is providing and delivering

materials?

When and where will the materials

be delivered?

Finish the projectOn the last working day the leaderneeds to make it clear that workquality should be as good as on anyother day. This is particularly thecase when the work is not going tobe completed. Do not rush work, itis always better to leave unfinishedwork of high quality than to leavefinished work of poor quality.

All tools should be cleaned andoiled, and broken ones should beidentified for future repair. If toolsare missing, a thorough search ofthe site should be made.Hopefully the project goal will be

achieved on the last day of work.Ensure people know that the projecthas been a success. Thank peoplefor their efforts. This helps to makethe work worthwhile for all

concerned.

At the end of the project theaccommodation should be left as itwas found. It will need cleaningafter the group has lived there;again this is a job that the wholegroup should be involved in. Peopleshould be responsible for tidyingtheir own space and then helpingwith communal areas.

After all participants have beendropped off at convenient points orhave departed from the work site,the leader is then left with thevehicle, tools, food, and otherequipment to drop off or deal withas arranged with the WfWcoordinator. The leader is alsorequired to account for any moneyspent and produce a short reportthat is used to improve the

program.

inevitably have to tidy up afterpeople. Try to avoid it, the less youdo the first day, the less you willhave to do at the end.


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3c h a p t e r

EducationandTraining

Present informationEncourage learningDevelop own skills

Resources

1 61 61 71 8


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Education and Training

In m ost cases, the leader should be able to educate and t rain the par t icipants

in the work t hat is being car r ied out during the project . This suggests some

pr ior knowledge; the except ion is where an expert is joining the group to

provide t raining in the skills needed t o complete the work.

Present informationParticipants should receive instruc-tion on the work to be carried out.The starting point is always instruc-tion to the group as a whole. Thismust be simple enough to alloweverybody to follow and also inter-esting enough that experiencedpeople still learn something new.Training must be provided for alllevels of ability present. Until peopledemonstrate their ability, leadersshould assume that they knownothing about the work.

Instruction should be communi-cated using clear, simple languagethat can be heard by everybody andin a way that encourages people to

participate and ask questions. Drawupon the experience of the groupand accept contributions from oth-ers. Encourage participants to vol-unteer and assist you with thedemonstrations.

Demonstration of techniques mustbe seen by everybody and repeatedas necessary throughout theproject. If the work is complicated, itmay be worth starting with theinitial stages and later demonstrat-ing new aspects as they arise. Peo-ples interest will wander if they areexpected to absorb information fortoo long of a period. Keep instruc-tions as short as possible, but en-

sure you still cover all relevant andimportant points.

Encourage learning

I hear, I forgetI see, I rememberI do, I understand

People retain 10% of what theyhear, 20% of what they are shown,and 70% of what they do. Experi-encing something is a better way oflearning than watching a demon-stration, which is a better way oflearning than simply listening to anexplanation. Get people doing thework as soon as possible. Initially,this means the leader may have tocorrect mistakes, but this is better

Basics of training Tailor the level of instruction to group

and individual ability.

Repeat things as necessary.

Doing is better than seeing which is

better than listening.

After group instruction, give people

individual instruction as needed. Check peoples understanding by

asking questions.

Welcome mistakes as learning

opportunities.

Provide feedback as work requires and

use this as an opportunity to givefurther instruction.


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than people being expected to learnenough to be perfect before startingthe work.

After the work has begun, people

should be individually approachedto check understanding of the in-structions and their ability to com-plete the work as assigned. This isdone by asking questions of peopleand viewing their completed work.Individual instruction should begiven as needed and the leadershould provide feedback on workcompleted. In the early stages, hintsand tips on improvements can begiven to nearly everybody.

Make improvements to work assoon as they are noticed rather thanallowing them to build up. It isbetter to explain to an individualhow their work could be improvedand let them make changes ratherthan have other people do it. Thisgives participants ownership overtheir part of the project and respon-sibility for their own standard of

work. Both engage people in, andkeep them committed to, theproject. This allows them to learnhow to produce acceptable work asquickly as possible.

From the start of the project, par-ticipants should be encouraged toask questions about the work andthe techniques chosen. Some peo-ple will ask lots of questions andothers very few; neither implies a

greater understanding of the work.The only real measure of under-standing is the work produced.Until the work is seen, the leadermust not assume that they havesuccessfully trained people in the

technique. Even then, if work of ahigh standard is produced, partici-pants may not have absorbed waysof transferring that skill to anotherpart of the project. The leader

should never stop thinking aboutimproving peoples understanding ofthe work.

Develop own skillsLeaders have the responsibility tobe as good as they can be. Partici-pants expect and deserve highstandards of leadership. Thismeans that leaders should be learn-ing about practical skills, leader-ship, Working for Wilderness, andconservation as often as possible.Leading is not a short-term commit-ment and people who wish to beleaders should be prepared to spendtime improving their ability as lead-ers. Where resources allow, WfWwill provide training and assistancefor people who have demonstratedcommitment to the program.The best way to develop skills is to

practice them. Continued involve-ment with the program is also a wayto develop skills. Participating in,leading, and organizing projects arethe best ways to maintain yourinvolvement in the program. WfW isabout doing practical conservationand offering people the oppor

Par t icipants shouldlearn about... Management of the site.

Natural history of the site.

Reasons for the work.

How to do the work.

WfW program.

FON.


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tunity to do tasks instead of talkabout issues; this applies to leadersas much as it does to anyone else.

Resources

Appalachian Mountain Club.www.outdoors.org.

Carolinian Canada.www.carolinian.org

Charity Village.www.charityvillage.ca

Federation of Ontario Naturalists.355 Lesmill Road, Don Mills,Ontario, M3B 2W8. Telephone: (416)444-8419, Toll free: 1 (800) 440-2366, Fax: (416) 444-9866. E-mail:[email protected], Website:www.ontarionature.org.

Great Outdoor Recreation Pages.www.gorp.com.

Greyhound Canada.www.greyhound.ca. 1 (800) 661-TRIP.

Kals, W. S. (1983). Land navigationhandbook: The Sierra Club guide tomap and compass. Sierra ClubBooks: San Francisco.

Mason, B. (1984). Path of thePaddle: An illustrated guide to the artof canoeing. Key Porter Books:Toronto.

Meyer, K. (1994). How to Shit in theWoods: An environmentally soundapproach to a lost art. Ten SpeedPress: Berkley, California.

Ontario Parks.www.ontarioparks.com

Rohnke, K. (1984). Silver Bullets: Aguide to initiative problems,adventure games and trust activities.Kendall/Hunt Publishing: Dubuque,

Iowa.

Rohnke, K. & Butler, S. (1995).Quicksilver: Adventure games,initiative problems, trust activitiesand a guide to effective leadership.Kendall/Hunt Publishing: Dubuque.

Society for Ecological Restoration.www.serontario.org.

Steele, P. (1991). Far From Help!Backcountry medical care. Cloudcap:Seattle.

Tallgrass Ontario.www.tallgrassontario.org.

Trent University-Fleming College TrailStudies Unit. www.trentu.ca/academic/trailstudies.

ViaRail. www.viarail.ca. 1 (888)

VIARAIL.

Wake, W. (Ed.) (1997). A NatureGuide to Ontario. University ofToronto Press: Toronto.

Weather Office, The.www.weatheroffice.com. Weatherinformation from EnvironmentCanada.

Wilkerson, J. A. (Ed.), Bangs, C. C.

& Hayward, J. S. (1986). Prevention,Recognition, and PrehospitalTreatment: Hypothermia, frostbite,and other cold injuries. Douglas &McIntyre: Vancouver.


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4c h a p t e r

Accommodationand Hospitality

AccommodationFood provision

Social events and recreation

2 02 02 1


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Accommodation & Hospitality

Although the work is the prim ary reason for t he project , the event is not all

work! Most W fW projects will involve the group living together for some

period of t im e. The leader is as much responsible for the resident ial aspects

as for the work that takes place.

AccommodationAccommodation will be organizedbefore the group arrives. It willrange from camping to cottages,from fairly basic to comfortable, andfrom cramped to spacious. Althoughit will vary, in all cases the leaderhas to ensure that it is occupiedsafely, that it is not damaged in anyway, that other users have space (ifaccommodation is shared), and thatit is left at least as tidy on departureas it was on arrival. Leaders are alsoresponsible for contact with theaccommodation owner/managerduring the groups stay.

The leaders main concern is tomake and keep the

accommodation as comfortable aspossible for group members. Insome buildings this may meanerecting temporary screens usingtarpaulins to allow segregatedsleeping, before going to that effortcheck that people prefer it. Whensmokers are in the group,designated smoking areas should beorganized. Check that these areagreeable with everybody else in thegroup and with the accommodation

manager.

Food provision

In most cases the group will operateas a team and be self-catering usingpans, crockery, cutlery, etc. providedby WfW. This equipment is basic butsufficient to cook for groups of up to1 2 .

Regardless of their own preferences,leaders must cater for every diet inthe group. The most commonminority diets are vegetarian, vegan,and dairy free. Others restrictions,such as a peanut allergy, must alsobe observed. Volunteers who havefood that they dislike put in front ofthem are unlikely to return to theprogram and are unlikely to have anenjoyable experience; therefore,provision of healthy, tasty food for

people who are doing physicallabour is required. The bestapproach is to ask people what theycan or cannot or will or will not eat.This information is collected duringthe WfW registration process andwill be provided to you.

Some leaders prepare an expeditionmenu, others leave this up to theWfW Coordinator, and others do notplan a menu. This is up to the


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leader but in all cases food must bestored, handled, and prepared ashygienically as possible.

Self-catering is something that is

easily delegated to people who arehappy to cook, but many people feelpressured at the thought of cookingfor groups. Once people have agreedto cook it is best if the leader leavesthem to it but if possible watchesthe quantities that are beingproduced. The most commonmistake in cooking for groups iseither in not making enough or inmaking too much. This is something

the leader can easily monitor, byfinding an excuse to be in thekitchen once or twice duringcooking.

Social events and recreationIn the groups time away from thework site, the leader must try tokeep all of the people happy all ofthe time.

Two factors can restrict the groupssocial life: The relative isolation of the

accommodation, and The imagination in the group.

Other than those factors andprovided it is safe and legal, thegroup and the leader have theability to arrange and do whateverthey like.

Ten rules of food hygiene

These rules should be displayed in theaccommodation:

1. Always wash your hands beforehandling any food and after usingthe toilet.

2. Tell the leader at once of any skin,nose, throat or bowel t rouble.

3. Ensure that cuts and sores arecovered with waterproof

dressings.4. Keep yourself clean and wear clean

clothing.5. Do not smoke in a food room. It

is illegal and dangerous. Nevercough or sneeze over food.

6. Clean as you go. Keep allequipment and surfaces clean.

7. Prepare raw and cooked food inseparate areas. Keep food coveredand either refrigerated or pipinghot.

8. Keep your hands off food as oftenas possible.

9. Ensure waste food is disposed ofproperly. Keep the lid on thegarbage and wash your hands afterputting waste away.

10. Tell your supervisor if you cannotfollow the rules.

Examples of social events Guest speakers to present slide show

Local naturalist to lead hike to learn

about nature in the area/see sights

Sing-song, campfire Board games, card games

Visit local museums, galleries, attractions

Swimming, canoeing, hiking, biking

Talk to the group members: often they haveideas of what they would like to do duringtheir free time. Often the WfW coordinatorand the partner group will plan tourist-typeactivities so that participants can experiencethe areas local flavour.


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Notes


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5c h a p t e r

ChallengingSituations

Scenarios 2 4


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Challenging Situations

Every project has challenging situations. Preventing problems is the best way

of dealing with them, and good leaders are usually able to for see issues

before they become problem s. This may be as sim ple as finishing wor k early

because somebody is beginning to suffer in the rain. Or it can be as

challenging as recognizing a potential personalit y conflict and subt ly

managing the group to m inim ize the possibilit y of it becoming serious.

In dealing with problems the health,safety, and well-being of the wholegroup should be in the leadersmind. Apply common sense,

consider options before making adecision and where helpful, talk tothe WfW coordinator. If you needsupport, contact the WfWcoordinator as your first line ofdefence. The group is also a sourceof knowledge and experience, neverbe afraid to ask for advice.Remember that asking for advice isnever poor leadership.

Here are five common problems that

have been encountered. Generalresponses are presented. There isno way that every situation could becovered here and experience willgive all concerned an understandingof appropriate actions.

ScenariosChallengeA participant fails to arrive at themeeting point.

SolutionThis is common and may resultfrom missing a transport connectionor a decision not to attend, whichhas not been communicated. Action

depends on the place of meeting. Inall cases the leader should find outthe persons next possible arrivaltime (e.g. when is the next bus/

train/plane/boat arriving that theycould be on?). It may be worthwaiting until it arrives before doinganything. There should be a contactnumber where participants canleave messages about travel delays.The leader should be able to checkthis contact for any messages. Thenext step, assuming nobody arrivesand no message has been received,is to phone the participants contacttelephone number. This number

should be the participants homenumber and not an emergencycontact. Calling emergency contactsat this early stage could causeunnecessary panic. The leadershould not unnecessarily keep thepeople who have turned up waitingfor someone who has not. It may beworth making two trips to theaccommodation site, particularly ifit is nearby. At some point, it must

be accepted that the person is notcoming. However, the WfWcoordinator should be informed thatsomebody has not turned up.


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ChallengeOne participant is continuallydifficult during the project, perhapsignoring safety recommendations orsexually harassing another member

of the group.

SolutionGood leaders should be aware ofthis from an early stage. Theindividual concerned may not beaware of the problem, and shouldbe informed of the difficulty. Thisshould be done away from the restof the group. If the problem persistsit may be worth discussing theconcern with the WfW coordinatorand asking them to talk to theindividual. In serious cases, theleader is authorized to ask people toleave the project. In this eventfirmness and tact are needed, andthe person leaving the projectshould be taken to the publictransport, which allows them to gethome.

SolutionThe leader has several options. Thebest outcome is that when theproblem is explained to theparticipant they change their tool

use. In other cases the participantcan either be given another job,using different tools, or simply andforcefully, told to use the tools inthe recommended way. This impliessanctions that may be difficult toenforce. Dangerous tools use mustbe stopped and if it persists theparticipant concerned should beasked to leave the site.

ChallengeThe vehicle breaks down miles fromanywhere during the project.

SolutionLook to the safety and well being ofthe participants first. Get people outof the vehicle, well away from theside of the road and then attempt todeal with the problem. Find thenearest phone and if possible, talkto the WfW coordinator who may be

able to assist with another vehicleor in some other way. If the vehicleis registered with a recovery service,contact them. If they are thenunable to fix the problemimmediately, try and arrangetransport for the group. If they arefriendly and approachable considercontacting the project partner, theymay be able to help.

ChallengeIt becomes apparent that the workwill not be finished.

Key points in dealing

with challenging situations

1. Learn to spot problems coming.2. Avoid problems, do not ignore them.3. Do not be rushed, take time to stop,

think and plan.4. Use common sense and discretion

5. All solutions must be safe.6. There is rarely ever one single correctsolution.

7. FON will support you if you have donethe above and acted reasonably.

ChallengeSomeone is continually using toolsin a dangerous way.


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SolutionLeaders should not have tonegotiate directly with the partnerorganization on this issue but as

soon as they realize that the workwill not be completed, they shouldinform the WfW coordinator, whomshould inform the partnerorganization. Action will depend onthe agreement previously madeabout work. Participants need to beinformed of the reason for failing tofinish work and reassured that theirhard work was not to blame.


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6c h a p t e r

Administration

Staff responsibilitiesWork with FON staff

Promote FONAdministration

Grievance and disciplineUnderstand FON driving requirements

2 82 82 82 82 93 0


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Administration

Administ rative responsibili t ies must be fulfilled by project leaders. This

includes final report s, budgeting, and inventor y/maintenance of equipment.

Staff responsibilitiesLeaders responsibilities have beenoutlined. The WfW coordinator alsohas certain duties without whichexpeditions would not occur. Staffare the link between the leader andFON, as such they provide supportto leaders and provide the resourcesto enable the projects to run.

Work with FON staffLeaders and the WfW coordinatorshould make the effort to develop agood working relationship. Eachneeds a level of trust and confidenceto be able to work with the other.The leader needs to have theconfidence that the WfWcoordinator will, provided they haveacted reasonably, support them.This comes from the WfWcoordinator communicating clearlywhat they expect of leaders.Similarly, the WfW coordinatorneeds to be confident that theleader will lead according to WfWguidelines. The leader can buildconfidence by adhering to standardsin early stages of communicationabout the project.

Promote FONLeaders are expected to have a clear

knowledge of FON and the WfWprogram. This is essential whendealing with the media and vital forpromoting the organization andprogram to project participants.

AdministrationRegrettably there is paperworkattached to everything, even leadingprojects.

The administration side of WfW is assimple as possible, but it must becompleted fully, accurately, and

promptly in order to keep theprogram running smoothly.

There are several stages in theadministration of a WfW expedition.Some will not involve

W fW coordinator

responsibilities

Provide equipment necessary for

project to run successfully.

Find work projects. Work with partners to specify work.

Organize a pre-project site visit to

discuss work.

Advertise projects, ensure booking

system operates, and provideinformation to participants.

Arrange visit to project whilst in

progress.

Provide emergency contacts.

Provide money to leader to allow

preparation for project.

Train and educate the leaders.

Provide information that allows

leaders to represent WfW and theFON.

Collection of statistics for reports and

funders.

Communicate project aims to leaders.


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the leader at all. The leader,however, should be aware thatmuch background work goes intoorganizing the projects.

The leaders first involvement willusually be when they are asked tolead a project. On agreement to leadthey will begin to receiveinformation but, except reinforcingtheir knowledge of the work andarea, there is no requirement forthem to do anything until a coupleof days before the project starts.

Administrative tasks involving theleader are: Responsibility for the expedition

budget when leading. Do notspend it all at the start.

WfW requires a written report oneach project.

Account for tools, know howmany tools you take out andreturn that number.

Account for money spent. Keepreceipts and return them to FONpromptly and in an organized

(and balanced!) fashion.

Money often causes concerns.Leaders can either spend their ownmoney and then claim it back fromWfW or, get an advance of moneyfrom WfW, spend what they needand then return the balance. Inboth cases receipts for allappropriate expenses are required.A request for an advance must be

submitted at least one month inadvance.

Items that leaders can spend moneyon include food, fuel, travel costs,parking, camera film (with priorWfW approval), tools (only if

absolutely necessary), meals andaccommodation for themselveswhile traveling between projects.Money cannot be spent on alcoholor personal items. This list is not

complete; if in doubt, ask. Tightmanagement of the expeditionbudget can make a differencebetween losing and breaking even,ask the question: do I need to spendthis money? Only spend when theanswer is yes.

Grievance and disciplineThere may be occasions whendisagreements escalate to the pointthat a formal conflict resolutionprocess is needed. This process iscontained in the FON Board MemberManual in Section 4, Staff Policiesand Procedures Manual. Thisprocess should only be initiatedafter consultation with anappropriate member of FON staff.Either the WfW coordinator or, ifthey are involved in the dispute,their line manager.

Some items to includein a leaders report :

Expedition name and location

Dates

Work completed and how many work

days it took

Names of potential leaders

Any problems faced and how they

were overcome

Details of any accidents

Comments on suitability of

accommodation

Useful contact information

What happened in the free time Did the group have enough tools and

were they in good condition.


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Understand FON drivingstandardsFON requires that leaders safelydrive any vehicle containingvolunteers and with the comfort of

the passengers in mind. This meanscomplying with all relevantlegislation. Do not drive over thespeed limit. Do not drink and drive.Drive for the comfort of thepassenger in the least comfortableseat in the vehicle. This is usuallythe back seat, if the person sittingthere is uncomfortable then you arenot driving properly.


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7c h a p t e r

Safety andEmergency

Management

Emergency equipmentEmergency proceduresResources for training

3 23 23 3


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Safety and Emergency Management

All leaders are required t o have at least Emergency First Aid and level A

CPR before leading an expedit ion. It is prefer red that this t raining be

Standard First Aid and level C CPR. A copy of this cer t ification m ust be

provided to the W fW coordinator pr ior t o leading an expedit ion. Leaders

wit h t raining will be given preference.

Emergency equipmentThe WfW coordinator is responsiblefor providing full and complete firstaid kits to the leader before theproject begins. The leader shouldcheck these before leaving theoffice. Appendix C contains a list ofwhat should be present in a first aidkit. Once away from the office theleader has responsibility for firstaid. They are responsible for thefirst aid kits (placement on site, inthe vehicle and in theaccommodation, care and return),and provided they act within thescope of their training they areresponsible for first aid treatment

throughout the project, work site,accommodation and free time.

People who administer first aid to acasualty within the scope of thetraining they have received arecovered by the Good Samaritans Act.You should not attempt first aidtreatment that is beyond thetraining you have.

Emergency proceduresLeaders are expected to know theWfW emergency prevention andsafety policies and emergencyprocedures (see pages 34-38) and torecognize when to implement them.Err on the side of caution, but do

not call the Executive Directorbecause somebody has slightly cuttheir finger.

All accidents, injuries, and illnessesmust be recorded. Health

information about participants isprovided to all leaders on thepersonal health form (see PersonalHealth Form, pages 39-40). Theappropriate forms are included inthis chapter. They include theMedical Treatment form (see page41), and the Accident/Illness reportform (see pages 42-43). The medicaltreatment form should be completedwhile providing first aid to the ill or

injured person. A copy of this formshould be given to the medicalprofessionals who then care for thisperson (e.g. paramedics, doctors,nurses, etc.). A copy of this formshould also be submitted, inconfidence, to the WfW coordinator.The accident/illness report formshould be completed after theindividual nd the rest of the grouphas been cared for. This form willreport all of the details required by

the FONs insurance company. Thisform should be submitted to theWfW coordinator, who will then


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submit it to the ChiefAdministrative Officer of theorganization.

What is an accident? Every time you

use the first aid kit, no matter howminor it should be recorded.Leaders should note that injuries tobacks are particularly sensitive andanything they are aware of thatcould cause subsequent backtrouble (e.g. slip, trip, or sprain) to aparticipant should be recorded. Thisis an insurance requirement.

Resources for trainingThe enclosed British Trust for

Conservation Volunteers safetyguidelines have been included foryour reference (see pages 32-33).

All group leaders should maintainemergency training. The followingorganizations offer courses of alltypes, including emergency,standard, and wilderness first aid,for the general public.

The Canadian Red Cross

www.redcross.ca

St. John Ambulancewww.sja.ca

Sirius Wilderness Medicinewww.siriusmed.com

Wilderness Medical Associateswww.wildmed.ca

Madawaska Kanu Centre

www.owl-mkc.caOntario Recreational CanoeingAssociationwww.orca.on.ca

More information about risk managementand insurance is available in the:

Canadian environment and nature grouprisk management manual

Available from:Federation of Ontario Naturalists

355 Lesmill RoadDon Mills, Ontario M3B 2W8

Tel: (416) 444-8419Toll free: 1 (800) 440-2366

Fax: (416) 444-9866E-mail: [email protected]

Website: www.ontarionature.org


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Brit ish Trust for Conservat ion Volunteerssafety pract ices for conservation wor k

Conservation work should be carried out as safely as possible. Being aware of various safety points notonly reduces the risk of accidents or illness but also enables groups to work more effectively increas-

ing everybodys enjoyment and satisfaction. Safe work is good work and vice versa.

Everyone within a group has a responsibility for safety. The WfW coordinator and project leadersshould ensure that safety is taken seriously and leaders should be adequately trained. Participants mustbe made aware of their own need to act responsibly, as individuals can otherwise be personally liable.

Assessing t he safety r isksBefore the day of the project, there are several safety points to consider.

Inherent hazardsThese are already on the site and include such issues as underground cables and drains, concealedholes, difficult access, inclement conditions, dangerous lit ter, and subsidence on r iver banks. These

should be recorded on a site survey form or management plan if applicable. Points of access should benoted, together with the location of the nearest telephone and hospital in case of emergencies. Makesure that one vehicle is parked ready to leave should there be an emergency.

Created hazardsThese stem from your activities. If tools have been transported to the site, make sure that this iscarried out safely. In vehicles, all tools should be wrapped (to protect them, as well as participants) andstored so that they cannot move around if the vehicle has to stop or manoeuvre quickly.

Risk assessmentA hazard is defined as something with the potential to cause harm, and covers ill-health, injury anddamage to property. A risk is the likelihood of that harm actually taking place. Risk assessment is aboutidentifying hazards and the level of risk associated with them, then prescribing measures to control or

reduce those risks.

Risk management must take into account a number of factors:1. What are the things that can go wrong (e.g. the hazards)?2. How likely is it that something will go wrong?3. How often does the risk arise daily, every time a particular tool is used; annually?4. How many people would be affected?5. Are the effects immediate or chronic?6. What does the law actually dictate (e.g. are there specific regulations covering this hazard)?

ToolsCarrying Never carry more tools than you can comfortably manage.

Always carry tools at your side, with the business end facing forward, points or blades facingtowards the ground.

Always keep a good distance between yourself and others when carrying tools.Never carry tools over your shoulder; human heads are easy to damage!


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When not in use, all tools should be laid flat on the ground. Spades, shovels, forks, and rakes shouldbe placed with points downwards. This prevents the tools flying up if the points are trodden on.

Working Always use tools correctly.

Be aware of people around you, and always work at a safe distance twice the length of your tool-plus-arm when swinging tools.

Never wear gloves when swinging any tools. Your bare hand gives a much better grip. Such tools include hammers, billhooks, and slashers. But do protect the other hand with a glove (i.e.

the hand holding the wood when working with a billhook). Never use a tool with a split or damaged handle, or with a loose head. If you think a tool might be

damaged in any way, dont use it.

Maintenance A well-maintained tool is safer, lasts longer, and is easier to use. Make sure tools are clean and rust-free, that blades are sharp and heads secure. Handles should be

free of splinters, and tools with split or damaged handles should not be used but repaired at theearliest opportunity.

Moving materialsWhen lifting, pushing, or carrying, you should not attempt to move weights that are too heavy or tooawkward for you. Remember to lift with your back straight and your knees bent, letting your legs dothe work. The majority of all injuries are related to moving and handling tools and materials, soparticular attention must be paid to encouraging safe working practices.

Protective clothing Always wear strong boots, preferably with steel toecaps. Dont wear overly loose clothing. Long hair should be tied back if it may get in the way.

Gloves should be worn when clearing rubbish, to avoid cuts, but should not be used with edgedtools such as billhooks and slashers.

Safety t echniques and talksThe following general points should always be covered in safety talks:It is important that all volunteers know of any risks involved and how to use the tools properly,making work both easier and safer. To ensure that everyone knows how to stay safe during the workand when using any of the tools, project leaders should give a suitable talk at the beginning of the day.Even if volunteers attend regularly, it is well worth going over the main points, as people may forgetto bear safety in mind. Remember talks will also mean that new volunteers are not embarrassed toask the name of the particular tool, what it is used for, about safe practice or good conservationtechniques.

If volunteers are joining the project at various times of the day, make sure that those arriving laterare given individual tuition, especially new volunteers. Many tools have specialist uses, so try to avoid

jargon as it may put people off asking questions for fear of seeming stupid. Make all volunteers awarethat if they come across a tool that they do not know how to use, they should ask someone who hasused it before. You should also use the talk to give information on the purpose of the project, whothe appointed leader and first aider are, precautions to take, where the first aid kit is, and how thegroup and the day will be organized.


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W orking for W ilderness emergency prevent ion and safety policy

To prevent emergency situations, the leader is expected to follow the guidelines below, as well as usecommon sense, discretion, initiative, and good judgment at all times:

1) W ATER SAFETYa) Canoeing

i) No running rapids;ii) No lining or t racking; andiii) No walking or dragging with water over participants or leaders knees. The only reason

to walk is if the water is too shallow for a loaded canoe.

b) At t he Accommodationsi) Any person leaving the accommodations in a canoe must advise the leader of their

destination and estimated time of return;ii) Any person leaving the accommodations in a canoe must wear a PFD and carry a whistle;

and

iii) It is recommended that anyone leaving the accommodations in a canoe travel withanother person.

c) Swimmingi) The depth of the swimming area and potential hazards must be checked before the group

enters the water;ii) One person should be supervising the group from the waters edge at all t imes;iii) No swimming after dark;iv) No swimming alone;v) No diving; andvi) Before jumping into the water, water depth and potential hazards must be checked by a

member of the group.

d) On Open W ateri) In a canoe or other boat, PFDs must be worn by all members of the group;ii) While travelling, canoes should remain within sight and voice communication of each

other;iii) No paddling after dark; andiv) No one should be on the water during lightening or thunderstorms (or for 30 minutes

thereafter), high winds, or foggy conditions.

2) MOTORVEHICLE SAFETYa) All drivers shall obey the Highway Traffic Act and will drive at the posted speed limit;b) The driver must perform a circle check (see policy in van) before the vehicle is driven;c) No one shall drive longer than 3 hours without a break, except in an emergency situation;d) All passengers shall wear seat belts at all t imes when the vehicle is in motion;e) All packs and equipment must be secured in the vehicle, or tied down to the trailers or roof

racks so that they do not become projectiles; andf) All staff/leaders insured as drivers will have no previous, serious driving offences.


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3) W ORK SIT E SAFETYa) The leader shall assess the work site prior to the work beginning to determine and evaluate

potential hazards and risks;b) The leader shall minimize all hazards and risks using the following hierarchy:

(1) Eliminate

(2) Substitute(3) Guard/Segregate(4) Safe System of Work(5) Supervise(6) Train(7) Inform(8) Personal Protective Equipment

c) The leader shall provide the standard Tool Safety Talk to all participants and work projectvolunteers who may join the group, prior to the work beginning, and will demonstrate alltasks at the beginning of each work day to ensure all participants are appropriately trained inthe tasks to be completed; and

d) The leader will continually assess the work of the participants and the hazards of the worksite and make changes to maintain the groups safety as appropriate.

4) HEALTHAN D HYGIENEa) The leader will ensure food hygiene and personal hygiene are maintained to the highest

standard and in accordance with provincial regulations;b) The leader will, where possible, ensure participants have access to appropriate washroom and

cleaning facilities (e.g. showers, running water), or will instruct those participants who areinexperienced on the appropriate methods for maintaining personal hygiene (e.g. how to digholes for human waste disposal in the backcountry, etc.);

c) The leader will make him/herself familiar with the Personal Health forms and requirementsfor each participant, making note to the group as appropriate, and in consultation with theparticipant, regarding other conditions that may require the groups attention (e.g. Sally isallergic to bees; Joe has diabetes); and

d) The leader will make all members of the group aware of the location of the first aid kit anddetails regarding emergency procedures for their location (e.g. emergency telephonenumbers, telephone access, etc.) at the beginning of the expedition.


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W orking for W ilderness Emergency Procedures

The emergency procedures below are to be followed by FON staff or volunteer leaders should anemergency arise. Common sense, discretion, and initiative are also to be used by staff or leaders to

deal with serious situations as quickly and efficiently as possible and to ensure the staff or leadersactions are appropriate to the situation. Communication with the FON office is critical to ensurethat the staff or leader (herein after the leader ) receives all support available during the emergency.

EMERGENCY PROCEDURES

The following constitutes a major emergency and must be reported to the FON officeimmediately:

1) Death;2) Fracture of skull, spine, or pelvis;3) Major fire at accommodation;4) Any injury or illness that is life threatening;

5) Loss of limb;6) Multiple injuries in vehicle accident;7) Multiple poisonings or gassings;8) A part icipant or leader lost for more than 12 hours;9) A group that is 24 hours late at a scheduled pick-up/drop-off;10) Evacuation for any reason;11) Sexual, physical, or emotional assault;12) Suicidal threat; or13) Other as deemed an emergency by the leader.

The following constitutes a minor emergency and must be reported to the FON office as soon aspossible:

1) Any incident that requires admission to the hospital that is not life threatening; or2) Any incident that is not on the list of major incidents.

In t he case of any emergency, the leader is expected to:

1) Control the situation while ensuring their own safety and making sure the situation is safe for allother group members and anyone else in the area. Injur ies to oneself and other individuals areto be avoided as far as possible.

2) Locate a telephone. When you arrive at a site, ensure you are familiar with the location of thenearest telephones.

3) Deal with the situation as required, including application of first aid to the leaders level oftraining, and by contacting the OPP, ambulance, hospital, etc. Hand over responsibility for the

emergency to emergency services when they arrive. Cont inue to maintain the safety andcomfort of the rest of the group.

4) Call the designated Emergency Contact Person at the FON office. If they do not answer theirtelephone, press 0 and speak with Dianne Slyford (receptionist). If the Emergency ContactPerson is not there, or it is after hours, leave a message with the following information and thencall them at their home telephone number:


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i) nature of the problemii) your locationiii) a detailed account of the emergencyiv) how the situation has been handled to this pointv) which participant(s) and/or leader(s) have been involved

vi) number of people to be evacuatedvii) phone number where you can be reached for the next 30 minutes, or a time when you

will phone back5) If the Emergency Contact Person cannot be reached at the FON office or at home, continue

attempting to contact the Secondary and then Tertiary Contact Persons at the FON office or athome. Only contact ONE person. When contact is made with a secondary or tert iary person,have them leave a message with the others to advise who is coordinating the emergency.

6) Write a factual report of the event. Ask every member of the group to do the same. Thisshould be a report of the facts of the event only, not a subjective description. As far as possible,the reports should be completed independently. The enclosed accident report form will assistgroup members in recalling important details of the event. The reports should be forwarded tothe Working for W ilderness Coordinator (or Manager of Lands for Nature) as soon as possible.The leader should ensure their report contains:

i) a chronological description of the incidentii) name of casualtyiii) what happenediv) what injuries were received/incidents occurredv) where and when the event happenedvi) what action was taken/has been takenvii) where the casualty is

viii) a contact number for the group leaderix) the emergency contact number of the casualty, etc.x) communications with all other parties (including time and telephone numbers)

7) Complete any relevant paperwork (e.g. WSIB, insurance, etc.).8) Make a decision as to whether or not the expedition will continue with Emergency Contact

Person considering the safety and well-being of the rest of the group.

The Emergency Contact Person who is coordinating the emergency is expected to:

1) Follow the telephone contact instructions left by leader(s) (e.g. phone back immediately or waitfor their next call);

2) Gather all information and facts from trip leader, and record on Incident Information Form;3) Alert the Working for Wilderness Coordinator or Manager, Lands for Nature;4) Alert Jean Labreque who will inform the insurance company via the agent, Rick Barnard;5) Alert the Executive Director in the case of amajoremergency;

a) The Executive Director will then appoint a spokesperson, who is responsible for:i) gathering patient information and facts and preparing a statement;ii) informing the Chair of the Board of the emergency;

iii) calling the casualtys next of kin;iv) talking to news media;

v) coordinating incoming information and passing it to Directors, next of kin, and media.

6) If you are the secondary or tert iary emergency contact, leave a message with the other contactpeople telling them you are managing the emergency. If you are the secondary or tert iaryemergency contact and reach the primary emergency contact, follow the instructions of the


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primary contact person;7) Keep a communications log of the events and the communications that occur throughout the

emergency, including the time of communications, telephone numbers, and parties spoken to;8) Other responsibilities may include:

a) Picking up and transport ing group members;

b) Helping prepare emergency plan;c) Helping re-route expedition;d) Visiting the group and the incident site;e) Considering the safety and well-being of the rest of the group;f) Deciding whether the tr ip will continue;g) Considering the need for legal advice; orh) Other duties as required or appropriate for the situation.

NOTE:No one, including the spokesperson, will release any information that identifies responsibility for anaccident without first obtaining legal counsel. Never speak with the media about emergency situations. Do notprovide the media with information regarding the nature of the illness or injury, especially prior to diagnosis by alicensed physician. Do not release the names of casualties to the media, especially do not do this until the nextof kin being notified.

Following the incident, the leader and FON staff will:

1) Refer all media inquiries to the Executive Director ;2) Remember that the rest of the group requires attention as well as the casualty(ies);3) Record all incidents in their wr itten report ;4) Not apologize, as apologies can be taken as admissions of liabilit y; and5) Follow-up with the casualty, casualtys family after the event to confirm the FONs interest in and

concern about, the person and their health.


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Personal healt h form


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Personal healt h form continued


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Medical r eport form


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Accident/Il lne ss Report Form

1 . Person making report: Date:Address: Phone:

2 . Identify outing as Club:

3 . Date of Accident: Time:Weather Conditions:

4 . Location of Accident:

5 . Brief factual description of accident (state no opinions respecting cause):

6 . Identity of ill or injured person:Association Member? Yes NoName:

Age: Sex: Height: Weight:Address: Phone:

7 . Description of injury or illness:First Aid Given:By whom:

8 . Copy of this report sent to appropriate outing committee overseer.Please check and provide information.

Outing Chair Group Chair Leadership Training Chair Safety Chair

Name and Address:

Complete the following when rescue help and evacuation is needed, otherwise skip to 13and complete.

9 . Does injury or illness require immediate evacuation?Manpower and equipment available with injured party?

1 0 . Exact place rescue party to meet?

1 1 . Notify family? Yes NoName: Relation:

Address: Phone:

1 2 . Agency contacted for rescue:Call back phone numbers:Person making rescue request?Date request is made: Time:

Submit to Association with privileged information attached.


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1 3 . Witness(es) to accident and rescue (use back of sheet for additional information ifnecessary) :

Name Address Phone

1 4 . Full description of accident and rescue including discussion of preceding eventsand conditions (use back of sheet for additional information if necessary).

1 5 . Leaders evaluation. Give your opinion of the cause of the accident. Be specific.Show sources of information and whether accident could have been prevented (useback of sheet for additional information if necessary).

16. I, personally, have supplied the confidential information requested above for theassociations legal committee:

Name (please print):

Signature: Date:

Confidential - DO NOT COPY

DO NOT COPY


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Notes


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Aa p p e n d i x

Standards ofLeadership

Standard 1: Leading the groupStandard 2: Organize the expedition

Standard 3: Educate and trainStandard 4: Organize basic needs

Standard 5: AdministrationStandard 6: Professional conduct

Standard 7: DrivingStandard 8: Emergency management

4 84 84 84 84 94 94 94 9


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Standards of Leadership

The leader of the W fW expedition is the individual wit h t he pr imary

responsibili t y for t he entire group for the duration of the event. As such, the

expedit ion leader has the following qualificat ions and exper ience:

Completed W fW Leadership Training Levels I & II;

Possesses Emergency Fir st A id and Basic Rescuer A CPR

leadership basics: a guide to leading groups of volunteers

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