Training Professional Outdoor Leaders

Introduction
Spending time outside for work or play is part of human history, both past and present. Interest in the outdoors is constantly growing with new human-powered and motorized activities/sports emerging on a regular basis. The development of more sophisticated equipment allows access to more challenging terrain and environments...and greater risk. Use permits, once unheard of, are now the rule—and are increasingly difficult to procure for both individuals and organizations. Wilderness ethics are changing as use increases and "leave no trace" has become a mantra for many. In short, the outdoors has become a thriving industry.

Most traditional sports (football, baseball, soccer, golf, etc.) take place in a controlled environment, at a fixed site with known hazards (a sports field, court, mat, etc.), and in close proximity to medical assistance. In contrast, many outdoor activities occur in a potentially challenging and austere environment, where unexpected hazards can appear at any time, and where access to definitive medical care is typically delayed, sometimes for days. At any moment, trip leaders may be called upon to make on-the-spot decisions that directly affect the health and safety of those under their care. To be effective under these conditions, trip leaders require in-depth and often specialized training. As interest increases in camping, hunting, fishing, outdoor recreation, outdoor therapy, and outdoor education, there is also an increased need for effective outdoor leaders and guides. This is the first article in a three-part series that examines the training of outdoor leaders: where it is today and perhaps where it is going, or needs to go, in the future.

Regardless of the type of outdoor activity, outdoor leadership skills can be broken down into four areas:

1. Outdoor Skills
2. Human Skills
3. Educational Skills
4. Administrative Skills

Outdoor skills include the activity-specific technical skills (climbing, sailing, paddling, skiing, etc.), equipment repair and maintenance skills, medical skills, hazard recognition, rescue skills, and site management skills a student must master before becoming an outdoor leader. Human skills include the ability of the student to accurately assess themselves and others (students, staff, parents, etc.) and the communication, coaching, counseling, and mentoring skills required to interact effectively with their students and co-workers. Educational skills include the ability of the trip leader to develop effective activity progressions and teach the required outdoor and human skills necessary for their students to manage the risk they encounter while on the trip or engaging in an outdoor activity. Each of the skills in each skill set must be taught, practiced, and assessed prior to working for an organization as a trip leader; and each are specific to the activity, environment, and organization. Most organizations hire entry-level staff based on their outdoor and human skills. In some cases, the educational skill set is ignored. In other cases—typically those associated with college and university undergraduate and graduate programs—the outdoor skills are ignored. More about this later. A typical trip leader skill progression is illustrated in the diagram below.

A challenge in our current and still maturing outdoor industry is to create an operational language and training pathways to develop effective outdoor leaders and administrators. Unfortunately, while the human, educational, and administrative skill sets may be taught along traditional college and university pathways, the outdoor skill set must be taught off-campus—in the mountains, rivers, deserts, canyons, and oceans under the conditions where the trips/activities occur. Over the years, numerous grass root certification programs have emerged to fill the outdoor skills training gap with varying degrees of success. College and university undergraduate and graduate programs followed after many of the certificate programs became established as industry standards. Unfortunately many of the collegiate programs have no outdoor skill requirements and some certification programs are ineffective.

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Inherent & Actual Risk
Different activities and environments have different levels of inherent risk associated with them. For instance, a backpacking trip on relatively smooth, well-marked trails in mild weather has less inherent risk than an off-trail backpacking trip, over rough terrain, in wind and rain (or extreme heat) which, in turn, has less inherent risk than a winter high-altitude mountaineering trip in avalanche terrain that includes technical mixed climbing on snow, ice, and rock. It's also worthy of note that the inherent risk in a new trip or one that includes a new activity or new environment is higher than that of an established trip. That the inherent risk is higher doesn't necessarily mean that the actual risk is higher. The actual risk of any program, trip, or activity depends on how the inherent risk and hazards are managed. How risk is—and hazards are—assessed and managed is one of the primary purposes of trip leader and administrator training and evaluation.

Significant student injuries and deaths are rare in outdoor programs because most trips and activities have low inherent risk and those with higher inherent risk tend to be managed well. That said, serious injuries and deaths do occur. In my experience, they are usually the end result of a cascade of errors, a set of fallen dominoes where each domino represents a poor, often seemingly minor, decision. While initial errors can be made by program administrators, the "final" error is always made by the trip leader in the field. Training focuses on recognizing the potential decision points and how to make the "correct" decision, the one that interrupts and derails a potential cascade. With 20/20 hindsight many of these decision points are evident, but only if you take the time to look. Most programmatic near misses, injuries, and deaths can be traced back to a training and/or assessment error by the program administration.

On the macro level, program and trip safety depends on the ability of the administration to balance risk inherent in the program design with the competency of the field staff. On the micro level, course and activity safety depends on the site management ability of the field staff.

Certification & Degree Programs
Certifications and degree programs are independent efforts to train and evaluate outdoor leaders. The ultimate purpose for both is to prepare students for employment by training them how to assess and manage risk and provide documentation of their outdoor, human, and educational skills. On the surface, this appears to be both logical and reasonable.

What is unreasonable is to assume that because a student takes a course and receives certification, or a passing grade, for successfully completing that course, they have mastered the material. In the overwhelming majority of cases, this is a false assumption. It takes practice and mentoring to master most skills; this is especially true for the majority of outdoor skills. In addition, both skill mastery and retention require constant practice and on-going training.

Employers, regardless of the industry or job, typically rely on a resume and Vita that includes recommendations, certifications, degrees, and experience to initially screen applicants. In this, the outdoor industry is no different; however, problems can arise when an employer relies solely on the paperwork and does not directly assess the applicant's skills in the field. This is especially true for applicants with undergraduate and graduate degrees that do not include documented field time and training logs.

The Pros & Cons of Certifications
Pros

• Provides a set of standards the student is trained to and assessed on. The most effective certification programs—those that instill mastery—are those that separate training and evaluation into separate courses and levels, and require on-going training to maintain the certification.

Cons

• Unless the standards set are high and the assessment consistent, the certification is of limited value as a hiring and screening tool. Consistency in training and assessment is a current problem for many outdoor certifications.
• Certifications that do not provide accurate feedback or lead to mastery may give a graduate an inaccurate assessment of their skills that may, in turn, lead to a critical judgment error.
• Cost and time. Unless the employer picks up the tab for maintaining required certifications, the cost can be prohibitive.

The Pros & Cons of Undergraduate & Graduate Degree Programs
Pros

• A college or university setting is typically well-suited to training many of the human and basic educational skills—technical writing, counseling, psychology, educational philosophy, etc.—and the administrative skills associated with program management—budgeting, permitting, marketing, retail, statistics, etc. Some topics, like natural history, weather prediction, geology, etc., require field time to make the information practical.
• Well-designed undergraduate co-curricular programs that include at least one field semester and blend academic learning with basic outdoor skill acquisition and mentored trip leading experience can produce entry level trip leaders upon graduation. Well-designed graduate co-curricular programs can produce effective field supervisors and administrators if they have strict prerequisites surrounding the required instructor skill sets.

Cons

• There are no national graduation requirements for outdoor skills and no national outdoor skill prerequisites for entering graduate programs. As a result many students who graduate with an undergraduate degree in outdoor education, recreation, or  therapy are not prepared to be trip leaders. As a result—and somewhat ironically—many professors do not have the practical outdoor skills or field experience required to train outdoor leaders. An employer seeking to hire someone as a trip leader or administrator has no bench-mark for screening. In an effort to off-set a lack of standards and prerequisites, many colleges and university degree programs require students to obtain certifications (see above for the pros and cons of certifications).
• Outdoor skills do not lend themselves to a campus-based format and many professors are not interested in spending months in the field, preferring instead to have a sustainable family and social life.
• Unless the program has high standards for outdoor skills training and documented assessment, the degree is of limited value as a hiring and screening tool.
• Degrees that do not provide accurate feedback or lead to mastery may give a graduate an inaccurate assessment of their skills that may, in turn, lead to a critical judgment error.
• Cost and time. The outdoor field is notorious for it's poor trip leader salaries. It is extremely difficult for a graduate of a state college or university to pay back their loans on a trip leader's salary and impossible for a graduate who attended a private college or university.

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In order to become an effective outdoor leader you will need to master the outdoor leadership skills required for your job. Currently you don't need a college degree to learn and master them—or to get a job—but you will need training, practice, mentoring, and at least a certification in wilderness medicine, typically a Wilderness First Responder; some jobs require additional certifications. To become an effective outdoor program administrator you will need to be an experienced outdoor trip leader and trainer and you will need a full administrative skill set.

You can receive training in outdoor leadership skills—and in many cases certifications—from:

1. Outdoor schools and outfitters. Many outdoor schools and outfitters offer skills training courses to the general public. Research these programs carefully. Semester and instructor programs by NOLS and Outward Bound are widely accepted routes for obtaining basic outdoor leadership skills.
2. Undergraduate degree programs, including community colleges.
3. Recreational trips and classes from colleges or universities.
4. Administrative skills can be taught in college and university graduate programs. Consider a graduate assistantship to gain experience within the collegiate setting.

Pathways for Professional Trip Leaders
Consider the following options or combination of options. While formal training can help speed skill mastery, you will need to spend a significant amount of time practicing on your own trips and expeditions.

• Job research. If you have a specific job or position in mind, contact that organization for an application. After reviewing the application, contact them again and ask questions related to specific training pathways. Follow their suggestions. Many organizations have internal staff training programs for entry level positions. River companies, camps, and outdoor therapy programs. Consider the possibility that your employment goals may change.
• Self-directed study. Research, read training manuals and watch videos, consult with a respected outdoor retailer who has staff that regularly participate in the activity you want to learn then purchase gear, and experiment. Be conservative. You will make mistakes; avoid serious ones and learn from the ones you do make. Take a course in wilderness medicine to make sure you understand and are prepared for injuries.
• Outdoor skills training courses. Research organizations that offer training in outdoor skill(s) you want to learn. Choose multi-day trainings over single day trainings and those that include a skill assessment. Buy equipment and practice what you have been taught until you have mastered the basic skills. Some of these programs will offer certification; note that programs with certification pathways typically are more expensive than those without because a portion of your tuition goes to the certifying body.
• Non-degree collegiate recreation programs. Choose a college or university with a highly developed outdoor recreation program that trains student leaders to run outdoor trips for the student body. Typically this type of outdoor program is housed under student life and is partially funded by tuition. Many programs have work/study options. Make sure to visit the program's space on the campus and speak directly with the director and students. If you choose this pathway and the college or university has an academic major or minor in recreation (or other euphemisms for a campus recreation program that teaches outdoor skills to students) DO NOT choose the degree pathway unless the program is co-curricular, you can meet the financial obligations without going into debt, you get references from currently employed graduates, and you are sure you would like a career in outdoor recreation or education.
• Associate degree programs. There are a few excellent—and a number of poor—associate degree programs in outdoor leadership available from community colleges. Do your research. Make sure all your credits can transfer to an undergraduate degree program within the same system. Contact a number of program graduates before enrolling. A well-designed associate degree program from a community college is often a inexpensive route to an entry level outdoor leadership position.
• Collegiate undergraduate degree programs. Because the overwhelming majority of undergraduate degree programs in outdoor leadership (or other euphemisms for a degree programs where employment requires outdoor skills) do not have graduation requirements for outdoor skills, they do not provide accurate hiring information for employers; graduates of undergraduate degree programs may not have the skills to lead outdoor activities and trips, In most cases, guides do not need a college or university degree. It may be to your benefit to pursue a different degree to increase your options upon graduation. If you decide to pursue an undergraduate degree in outdoor leadership, make sure the program is co-curricular with at least one full integrated field semester, that you can meet the financial obligations without going into debt, that you get references from currently employed graduates, and that you are sure you would like a career in outdoor recreation or education.
• Certifications. Many organizations like to see certification in specific outdoor skills; colleges and Universities typically give hiring priority to applicants with instructor certifications. NOTE: to be considered a valid applicant for most positions, certification must be accompanied by documented experience and references.
  

Widely Accepted Certifying Bodies within the United States

• Wilderness Medicine. You will need a Wilderness First Responder certification from a nationally recognized provider.
• The Professional Climbing Instructors Association and the American Mountain Guides Association offer nationally accepted instructor certifications in managing single pitch climbs outside and climbing walls. You may need one of these certifications to work in a program that has a climbing wall or does top-rope climbing.
• The Association for Challenge Course Technology certifies challenge course instructors and managers. You may need certification if you want to work for an organization who runs a challenge course.
• The American Mountain Guides Association also offers national and international guide certification in rock climbing, mountaineering, and skiing. Guide certification is typically not necessary if you want to teach basic climbing for an organization or teach skiing at a resort. It may be required to work for some mountain guide services in the United States and is required to work as a mountain guide in Europe and Asia.
• Rescue 3 International and the American Canoe Association offer certification in river and ocean rescue. One of these certifications is typically required for a trip leader position in programs that offer water-based trips.
• The American Canoe Association also offers certification in canoeing, kayaking, stand-up paddle boarding, and rafting. Some organizations give preference to applicants with ACA certifications, other do not.
• The Professional Ski Instructors of America—American Association of Snowboard Instructors certify     ski and snowboard instructors for front-country resorts. Professional ski and snowboard instructors are certified. Ski and snowboard school directors typically hold Level I certifications.
• The American Avalanche Association and the American Institute for Avalanche Rescue and Education offer courses in avalanche education, prediction, and rescue. Certification is typically                    required if you want to lead trips in avalanche terrain.
• While not technically a certification, the principles taught in Leave No Trace courses have become the ethical standard for wilderness use and most applicants for positions at colleges and universities are capable of teaching Trainer and/or Master Educator courses.

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Pathways for Administrators

• Collegiate graduate degree programs. Because most graduate degree programs in outdoor leadership do not have outdoor skill prerequisites or graduation requirements, graduates of masters and doctorate programs may not have the skills ore experience to effectively manage outdoor programs or teach. If you want to work for a collegiate recreation program, you will need, at minimum, a masters degree; if you wish to work for a collegiate academic program you will need a PhD. Business degrees at the masters and doctorate level and experience managing non-profits and/or for-profits are typically necessary if you are looking for a management position in the private sector.
  
• Trip leader training and experience. You will need documentation of your training and experience as a trip leader and staff trainer; both are required to be an effective administrator of an outdoor program.
  
• Certifications. If you the job you are seeking involves training outdoor program staff, you may need—and will certainly benefit from—having instructor certifications in the outdoor skills you expect to teach.