1. technology and computing
2. internet technology
3. isps

ALIGNMENT TO ACADEMIC AND CORPS OF CADETS LEARNING OUTCOMES
Ropes Course Practitioner (Facilitator) Training, Level I
Occurring Through the 40.0 Hour Intensive Training or in LEAD 2813 3.0 Credit Class
Level 1
TIER I "To produce leaders possess and exercise fundamental knowledge of the human and physical worlds."
Level 2
TIER II – Employ theories and dynamics of leadership (Tier II Know #10)
Level 3
TIER III (BSL) – Display an appropriate level of core knowledge and skills from various Leadership theories and the Behavioral Sciences.
TIER III (BSL) – Demonstrate an increased understanding of cultural diversity and the connectivity of local, national, and global communities.
US Army Leadership Framework Be-Know-Do – KNOW “A leader with intellectual capacity”, sound judgment
US Army Leadership Framework Be-Know-Do – KNOW “A leader with intellectual capacity”, domain Knowledge
US Army Leadership Framework Be-Know-Do – DO “What a good leader does” - leads others
US Army Leadership Framework Be-Know-Do – DO “What a good leader does” - extends influence beyond chain of command
US Army Leadership Framework Be-Know-Do – DO “What a leader does”, communicates
US Army Leadership Framework Be-Know-Do – DO “What a leaders does”, develops others
US Army Leadership Framework Be-Know-Do – DO “What a leaders does”, creates a positive environment
Level 4
Classroom Goal 1 – To understand and apply theoretical concepts and constructs underlying ropes course programming and
philosophy. Students will:
Level 5
(How they do it / What they do)
● Meet basic, routine General / Core Competencies found in the ACCT Challenge Course Standards Section B (Pg 4041, See Skill S.E.T.)
Level 6
(How it is evaluated)
Evaluation Tool: General Knowledge Competencies Knowledge S.E.T. Level I
Evaluation Tool: Test 80% or better
○ Knows the Yates Leadership Challenge: Standard Operating Procedures and the Course Manager’s
Operating Procedures including the mission, facilitator vision, staffing ratios, course policies, and
facilitator responsibilities.
● Be able to teach all relevant information to participants including nature of program, explanation of challenge course
curriculum, inherent risks, behavioral norms, specific program objectives, and safety information prior to use of any
activity or element. (ACCT General / Core Competency)
Level 6
Level 1
Evaluation Tool: General Knowledge Competencies Knowledge S.E.T. Level I
Evaluation Tool: Test 80% or better
○ Knows the emergency action policies and procedures, and can take appropriate action/implement
the emergency action plan for various medical incidents.
○ Knowledgeable and able to screen participants for necessary health and physical information.
"To produce leaders who internalize uncompromising character"
Level 2
TIER II – Apply an integrated body of knowledge to team and individual goals (Tier II Char #3 )
TIER II – Employ team dynamics (Tier II Char #5)
TIER II – Demonstrate an understanding of an ethical approach to decision-making (Tier II Char #7)
TIER II – Demonstrate the capacity to embody the emotional attributes of a leader (Tier II Char #9)
TIER II (CMDT) – Become a productive and supportive team member
TIER II (CMDT) – Adhere to the Honor Code, displaying ethical and moral behavior
Level 3
TIER III (BSL) –Display an appropriate level of core knowledge and skills from various Leadership theories and the Behavioral Sciences.
TIER III (BSL) –Demonstrate, using an analytical process, why particular Leadership, Social and Behavioral Science events/concepts are
meaningful.
TIER III (BSL) –Demonstrate an increased understanding of cultural diversity and the connectivity of local, national, and global communities.
TIER III (BSL) – Demonstrate increased ability to make ethical decisions.
US Army Leadership Framework Be-Know-Do – BE “What a good leader is” - a leader of character, values & integrity
US Army Leadership Framework Be-Know-Do – KNOW “A leader with intellectual capacity”, domain knowledge
US Army Leadership Framework Be-Know-Do – KNOW “A leader with intellectual capacity”, interpersonal tact
US Army Leadership Framework Be-Know-Do – DO “What a good leader does”, leads by example
US Army Leadership Framework Be-Know-Do – DO “What a good leader does”, prepares self
Level 4
Classroom Goal 2 – To demonstrate the ability to accomplish tasks using the fundamental principles of teamwork. Students will:
Level 5
●Understand stages of group development, know how to assess physical abilities and readiness, and be able to select,
sequence and adapt or adjust the level of challenge of activities that are appropriate suitable for the group based on
an assessment of skills, abilities, program objectives, and social / cultural norms (ACCT Facilitation Competency).
Level 6
Evaluation Tool: Facilitation Competencies Knowledge S.E.T. Level I
Evaluation Tool: Test 80% or better
○ Ability to provide various populations a positive environment, where participants are free to
encourage one another, explore, take risks, and learn. Encourages and supports others to grow as
individuals and teams and prepares others for success.
○ Demonstrates effective time management the group effectively and adapts the program, allotting
enough time for each program segment.
○Able to provide basic programming and tailor sequencing according to leadership theory. This
includes a basic understanding of Maslow’s Hierarchy, Equity Theory, Acquired Needs Theory,
Reinforcement Theory and Socialized vs. Personalized Power.
○ (LEAD Only) Is able to examine the relationships between followers and leaders by understanding
behaviors and the theories and contexts in which they act within specific leadership models. This
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Yates Leadership Challenge Complex – © Eric Evertson
includes a more thorough understanding of Maslow’s Hierarchy, Equity Theory, Acquired Needs
Theory, Reinforcement Theory and Socialized vs. Personalized Power.
Level 5
●Be able to assess when spotting, belay or other protection is necessary and continually calculate hazards and adjust
the level of challenge at a rate appropriate to the group’s abilities, goals and program objectives (ACCT Facilitation
Competency).
Level 6
Level 4
Classroom Goal 3 – To develop appropriate facilitation competencies including communication skills and proficiencies with program
design, assessment, and implementation of a challenge course as part of a leadership education facility (ACCT Pg 48-51). Students
will:
Level 5
● Meet basic, routine Facilitation Competencies found in the ACCT Challenge Course Standards Section B: Be able to
effectively facilitate specific initiatives, and low and high elements herby generating an environment that does not
enlarge the reasonable risk potential for harm related to emotional, physical, social and cultural domains of safety
(ACCT Facilitation Competency).
Level 6
Level 4
●The facilitator will be able to provide appropriate opportunities for participants to identify and reflect upon their
experience through a reflective process in relation to the group’s goals and outcomes (ACCT Facilitation
Competency).
Level 6
Evaluation Tool: Facilitation Competencies Knowledge S.E.T. Level I
Through observing the value and contributions of each member of the group and discussing
(LEAD Only) Evaluation Tool: Personality Profiles
○ Is able to lead after-action discussions following an activity to facilitate consistent improvement.
Understands how to utilize teachable moments.
○ After a task or event has been briefed but before starting the next activity the facilitator consistently asks
the group if they have any questions.
○ Makes use of behavior contracts (psychological contract) to handle behavior problems. Effectively
coaches hesitant or nervous participants through difficult situations. Ability to redirect students toward
positive outcomes. Effectively implements Challenge by Choice and Goal Setting Theories.
Classroom Goal 5 – Apply sound critical thinking and sound ethical decision making skills. Students will:
Level 5
● Develop an understanding of the philosophy and ethics of ropes courses, the ropes course policies specific to NMMI.
Identify the role of a ropes course facilitators and how the ropes course is used as a leadership education tool.
(ACCT General / Core Competencies)
Level 6
Level 5
Evaluation Tool: General Knowledge Competencies Knowledge S.E.T. Level I
Evaluation Tool: Test 80% or better
(LEAD Only) Evaluation Tool: Journal Entries
○ Knows the policy and procedures of the course, has an understanding of ethics including the ability
to recognize unethical actions
○ Possesses a philosophical and theoretical understanding of the field – can explain the experiential
learning cycle, challenge by choice philosophy, and other relevant facilitation/education/leadership
theories related to group assessment at the ropes course.
●Be provided the opportunity to develop increase confidence in interpersonal skills, encourage a more positive personal
outlook, enable them to recognize and embrace the value of different leadership styles ultimately empowering them
to act as a leader within this organization.
Level 6
Level 4
Evaluation Tool: Facilitation Competencies Knowledge S.E.T. Level I
○ Arrives on time and prepared for programs and meetings. Acts as a leader by taking initiative and
frequently contributing important insights.
○ Is an effective communicator, verbally and non-verbally, actively listens to others - clearly presents
activities and expresses ideas to participants appropriately to ensure understanding
○ Able to select and evaluate appropriate risk management strategies to effectively mitigate risk before
and during various challenges according the needs and abilities of the group.
○ Ability to frame activities/tasks to target group specific goals and/or themes.
○ Can list all of the rules, guidelines and tasks for all initiatives covered in training/s.
○ Is able to facilitate groups toward outcomes of learning leadership skills and character education.
○ (LEAD Only) Possess a knowledge of how to facilitate outcomes for learning leadership skills and
character education necessary to accomplish a task including topics such as, but not limited to, goal
setting, planning, teamwork, brainstorming, critical analysis, innovation, communication and
problem solving.
Classroom Goal 4 – To use team assessment and evaluation techniques and tools to improve team performance. Students will:
Level 5
Level 4
Evaluation Tool: Facilitation Competencies Knowledge S.E.T. Level I
○ Able to assess situation, draw feasible conclusions and soundly adapt programs based on group
altered level of challenge to meet the needs of the group, including obstacle adjustments, rule
alteration, time constraints, etc.
Evaluation Tool: Program Leadership Competencies Knowledge S.E.T. Level I
By gaining knowledge through discussions and encouragement from others.
By understanding the value and necessity of skilled leadership.
○ Effectively interact with others by working with their strengths to be a productive team member and
practicing these skills contributing to group goals
○ Improve one’s capacity to understand interactions with others;
○ Develop an awareness of how others see you
Classroom Goal 6 – Develop the capacity to embody the emotional attributes of a leader. Students will:
Level 5
● (LEAD Only) Utilize established goal setting techniques and evaluation methods for facilitation strategies, personal
growth and increase confidence
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Yates Leadership Challenge Complex – © Eric Evertson
Level 6
Level 4
Classroom Goal 7 – To gain a greater understanding of self and where they may fit effectively in society. Students will:
Level 5
●Examine their own leadership values and traits and relationships between other leaders and followers by broadening
the understanding of behaviors and the contexts in which they interact within specific leadership models and
discover their personal leadership style.
Level 6
Level 1
Evaluation Tool: Program Leadership Competencies Knowledge S.E.T. Level I
(LEAD Only) Evaluation Tool: Personality Profiles
Through observing the value and contributions of each member of the group and discussing
○ Understand how perceptions act as a lens for understanding the operating beliefs of people around
them, each is able to reflect on how their values and beliefs impact their attitudes and behaviors.
○ By doing the best they can in all situations each is encouraged to work on increasing productivity /
efficiency, reflecting on continual improvement.
○Through the development of the team each member encourages the others to seek self-improvement
and organizational growth and maintain high standards in all aspects.
"To produce leaders able to meet challenging physical demands"
Level 2
Tier II –Demonstrate skills and attributes necessary for present and future individual physical performance demands. (Phys #2)
Tier II –Demonstrate in team and/or group settings the attitudes and behaviors relative to all aspects of leadership, including followership, in a variety of
physically challenging environments. (Phys #3)
TIER II (CMDT) – Become a positive leader with an understanding of authority, responsibility and accountability
TIER III (CMDT) – Demonstrate positive character development and personal integrity
Level 3
TIER III (BSL) – Demonstrate in team and/or group settings the attitudes and behaviors relative to all aspects of leadership…, in a variety of
physically challenging environments (Tier III # 3-BSL)
TIER III (BSL) – Demonstrate their ability to plan, create and execute wide ranging activities, for individuals and groups, in physically challenging
environments with regard to research based strategic, social, technical, motivational, and safety considerations
US Army Leadership Framework Be-Know-Do – BE “A leader with presence”, physically fit
US Army Leadership Framework Be-Know-Do – BE “A leader with presence”, confident
Level 4
Classroom Goal 8 – To demonstrate technical and safety skills and attributes necessary for present and future individual physical
performance demands. Students will:
Level 5
●Meet basic, routine technical psychomotor skills as outlined ACCT Challenge Course Standards Staff Competencies
Section B (Pg 41-48). These skills includes set-up and take-down of the ropes course, spotting, rope use and
equipment care, belay skills, static course, rappel, assisting with high-angle rescues, and implementing the
emergency action plan according to each person’s designated certification level (See specific Skill Evaluation Tool or
S.E.T.).
Level 6
Level 4
Evaluation Tool: Technical Competencies Knowledge S.E.T. Level I
Evaluation Tool: Spotting SET
Evaluation Tool: Rope & Equipment Use SET
Evaluation Tool: Technical Belay SET
Evaluation Tool: Static SET
Evaluation Tool: Rappel SET
Evaluation Tool: Rescue SET (Level I)
○ Consistently shows up ahead of time to set up and inspect all equipment used for the day.
○ Study the necessary technical expertise to accomplish specified task and/or function according to
manufacturer’s recommendation.
○ Have an appropriate level of knowledge to correctly use, maintain and continually assess the
condition of all ropes course equipment
○ Knows emergency policies, and is able to recognize and take appropriate actions regarding unsafe
environmental hazards, weather, and participant state of mind.
○ Thoroughly and consistently assesses participant’s clothing and personal equipment to mitigate risk.
○ Able to manage participant movement and organize traffic flow.
○ Able to comfortably move to all positions on the course
○ Takes responsibility to maintain course areas, including sweeping of grounds, taking out trash,
cleaning Equipment Room, etc.
○ Is able to tie a variety of knots
○ Knows how to assist the Level II Facilitator in a high angle rescue.
Classroom Goal 9 – To evaluate follower and leader readiness to take on responsibility through evaluation of their skills, attitudes
and knowledge. Students will:
Level 5
● Define perceived risk and its application to the ropes course, and their personal growth and well-being.
Level 6
Level 1
Evaluation Tool: Program Leadership Competencies Knowledge S.E.T. Level I
○ Uses established goal setting techniques for facilitation thereby encouraging personal growth within
the group finally translating them into specific actions.
○Gaining confidence through direct leadership experience, allowing the student the opportunity to test
and surpass preconceived limits in regards to perceived risk and emotional growth to obtain their
personal goals.
Evaluation Tool: Test 80% or better
○ Understand the difference between actual risk and perceived risk and how it applies to group
dynamics in order to assess each participant’s readiness – physical, mental, etc. and to use this
understanding to support one’s emotional health and conceptual abilities under stress and to project
self-confidence
"Documentation: The Whole Cadet – Mind, Body, Spirit”
Level 2
TIER II – NA
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Yates Leadership Challenge Complex – © Eric Evertson
Level 3
TIER III – NA
Level 4
Classroom Goal 10: Be able to tangibly demonstrate or showcase leadership, academic and/or fitness accomplishments,
competencies, for personal use, campus use, prospective employers and/or for further graduate work. Students will:
Level 5
● Achieve an 80% or better on the written exam
● DOCUMENTATION for Portfolio: Complete all documentation indicating that they “Meet” proficiency in five skills:
Spotting, Ropes & Equipment Use, Technical Belay, Static, & Technical Rappel and High,-Angle Recues
● DOCUMENTATION for Portfolio: Complete all documentation indicating that they “Meet” expectations for
General/Core Knowledge Competencies, Facilitation Competencies, and Technical Competencies, Program
Leadership Competencies as outlined respectively.
● DOCUMENTATION for Portfolio: (LEAD Only) Create a professional portfolio for Level II Certification used as a
collection describing and documenting a person’s achievements and learning. That includes a resume, documents
all ropes course trainings, facilitation hours, ropes course skill S.E.T.s and relevant leadership artifacts.
● DOCUMENTATION for Portfolio: (LEAD Only) To apply concepts of effective goal setting to personal, interpersonal,
and career development and translating these goals into specific actions ultimately creating a Professional
Development Plan(PDP or Officer Evaluation Report (OER) for their short, medium and long-term goals and in
translating these goals into specific actions.
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Yates Leadership Challenge Complex – © Eric Evertson