This document discusses leadership and facilitation in the context of an outdoor expeditioning course. It outlines key competencies of outdoor leaders, including skill, attitude, knowledge, behavior, confidence and experience. It also describes different leadership styles - autocratic, democratic, and abdicratic. The document then discusses the evolution of facilitation and how the expedition has been framed to focus on self-development, leadership, community development, and connections with nature. Educational goals are also outlined relating to self-goals, leadership development, and human/nature relationships. Participants are asked to choose a research topic on the alpine environment and facilitate delivering that information to the group during the expedition. Logistical details like meal planning and route cards are also discussed

1. LeadershipLeadership
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FacilitationFacilitation
FacilitationFacilitation
FacilitationFacilitation
OEEDU 6002 Expeditioning - Week
2

2. What makes a
good outdoor
leader?

3. • In two groups, come up with the key
competencies of outdoor leaders

4. A competent leader is a
combination of:
skill, attitude, knowledge, behaviour, confidence
and experience.

5. Remember these?
•Autocratic:
•Democratic:
•Abdicratic:

6. Remember these?
•Autocratic: telling / selling
•Democratic:
•Abdicratic:

7. Remember these?
•Autocratic: telling / selling
•Democratic: testing or consulting
•Abdicratic:

8. Remember these?
•Autocratic: telling / selling
•Democratic: testing or consulting
•Abdicratic: joining or delegating

9. Evolution of facilitation
1. Experience speaks for itself: learning and doing
2. Speaking for the experience-learning by telling
3. Debriefing the experience-learning through reflection
4. Directly frontloading the experience-direction with
reflection
5. Framing the experience-reinforcement with reflection
6. Indirectly frontloading the experience-redirection
before reflection

10. How have we
framed or front
loaded the
expedition?

11. Framing the expedition
• Self-development
• Leadership
• Community development
• Environmental / connections with
nature

12. Educational goals
• Self goals
- group goals for expedition.
- Identify fears, concerns.
- Rank them over time Identify everyone’s physical,
psychological, emotional strength at the start.Community
focus: e.g. Food: group cooking / community
establishment

13. Educational goals
•Leadership
- Move towards abdicratic style when possible
• i.e. leader is part of the group
- Use of questions to probe issues which
eventuate.

14. Educational goals
•Community focus
-Food: group cooking / community
establishment

15. Educational goals
•Human / Nature relationships
- solo experiences and reflection within
journal
- nightly reflections

16. Research topicResearch topic

17. Research topic
• Choose one aspect of the alpine environment
to research.
• Devise a creative method of delivering the
information to the rest of the group.
• The session is to be delivered during the
expedition.

18. Research topic
• Some possible topics are;
- ecological history, early European/indigenous history,
flora/fauna, geology, introduced species, history of the
Alpine National Park.
• Facilitate the transference of knowledge
gained to the group members on leadership
day.

19. The route
• Which day will you lead?
- create a route card for the whole day
• Catering
- which meal on which day?
- who is to provide?
- dehydrator - keep it moving around the group
• Research topic
- what will you choose?