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1) Two risk management strategies would be treat and transfer.
For treat, it will be ensuring the atmosphere is high during any activities by have check-ins with the leaders if they are feel okay and giving them the time to experience and learn to assisting them with hints to keep within our stipulated time set. Also, upon knowing the number, we improvised and carried out the activites to the best of our abilites.
For transfer, it will be taking over one student which I found out that she is an introvert and she was selected to be given the chance to find herself as well as step out of her comfort zone but as an individual who is taught 'challenge by choice' when one of my teammate called for me as the leader did not want to participate, upon taking over and seeing she needed a break, I pulled her out and allowed my teammate to focus on the rest.

2) Firstly, the change in numbers as well as being informed that we will be given the best out of the leaders, I prepared myself to have leaders who will need more attention or cliques which indeed happened. This affected the learning outcomes slightly especially in the area of communication majority were bonded leaving one leader who is an introvert alone. For this, giving constant gentle reminder before or during the game to ensure that all are included and that no one is left out as one for all, all for one.
Another would be, from observation, the leaders are bonded as well as cooperative but with cliques and an introvert again it cause a slight lack in communication leading to teamwork being there - although it can be improved as it can be seen in our game 'connectiles' one group was faster than the other and they were more individualistic rather then working together to find the secret message faster.
Overall, through observation they did their best. However, trust and communication is still a long way to go for them which I hope will get better in time to come for them before their camp.

3) My takeaway from today's session is to always be on the lookout for the students as always as being able to read and observe the individuals you take may be a bit hard and some might not even respond which takes patience. Another would be to always expect the unexpected as what is told may not always go as said which was how I was prepared to split close friends during games where space is taken advantage of by swapping them around and always be on standby for students who does not want to participate or feels overwhelmed as we were once there. Also, as a facil/trainer, emotions should be kept in check and as the head-main or over-all in-charge trainer, there is no harm in stepping in when you see the students looking lost. Repeat of instructions and hints, goes a long way. Simply, Adapt, Improvise, Standby and Be aware.

All in all just want to say good job to the team for making today's programme a good first one for those who are experiencing this first time! Reset well y'all if you see this :)

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Treat- One of the risk management that i used in today's programme is to treat an injured (Small rug burn ) Student Leader. He approached me to treat his rug burn that he suffered while playing the spider web activity. I inform Ms Sabrina and was told to treat the injury. I did what was required of me and gave the student a choice of using the plaster he decided to ask me to put it on the wound.

Tolerate- The second risk management that we used today was to tolerate the risk during the spider web game as they had decided to carry their peers through the spider web. We mitigated the risk by ensuring that our facilitators were on both side on sending the students through the spiderweb and also on the side of receiving the students through the spider web.

Q2 There was a deviation from the very start of the programme when we were told that only 21 students were coming. That has caused some discomfort to our plans as this means the timing has been adversely changed. Even if it is a small group i believe that we had only helped them to scratch the surface of what it means to be a Student Leader. What it means to lead and face the consequence of their peers action. I really tried to help them raise the capacity to be a leader in their own ways. We faced some hinderance in terms of the student leaders not being mission focused therefore losing track of the learning objectives that we have set out for the activities. Again it may be a success to some but we have only increased the capacity by a little. There was few strategies that the main IC of the group tried to execute but with little success as there was already a clique formed and it was quite difficult to seperate the two students. A successful strategy was putting them in a difficult spot while not allowing to communicate verbally i believe it was successful as this forces them to think on the spot.

Q3 The main takeaways that i gain today was that some may break under pressure but with that pressure new and better people will emerge. Not everyday will be a success but it is how u deal with the cards you are dealt with and that what has happened as a cohort i believe that we have achieved some of the learning objectives but it was too little time to really drill the objectives home.

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Q1) Treat : During the enegizers phase, the student leaders were unsure of what do and didn't know how to achieve the objective of the connectile game. They were stuggling with the game & were have a hard time communicating amongs the student leaders. So we 'treat' this activity by giving the student leaders hints to ease their stress in mind.

Tolerate : During the spider web activity, we decided to adapt the 'tolerate' as we decided to take a certain level of risk, rather than taking futher action to eliminate or control it. As it allows the student leader to be able to perform at its highest.

Q2) The outcome of today's program was not as expected due to the students' low involvement and participation in the connectiles activity. This resulted in communication and collaboration issues among the students. Efforts were made to make the program more challenging for the student leaders and enhance communication, however, individual unresponsiveness and cliques still impeded the team's ability to develop these skills. Additionally, there was a lack of confidence among the students during the TP shuffle task, making it hard to attain the desired educational outcome. To enhance the program in the future, it may be beneficial to evaluate the group's dynamics at the start to tailor the program to meet the needs of the participants.

Q3) My takeaway from today's session was the first hand experience in developing a programme for a group of individuals. As someone who has no background or understanding regarding the fundamental programme designing.

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1. The risk management strategies used in a program during the games conducted were "Treat" and "Tolerate". One of the activities, "Connectiles", was challenging for the students and caused confusion, leading to wasting time. To resolve this issue, the environment was hyped up again by giving the students hints. Another game, "Spiderweb", was also challenging as participants had to cross the web without touching it. However, the students were able to find ways to execute the plan, even if it meant tolerating the rough floor. During the preparation phase, the strategy used was "Transfer" by being informed about proper set up procedures and potential risks. During the execution phase, a leader sustained injuries during the "Spiderweb" activity and was placed aside while Ms Sabrina was informed and performed first aid. Another leader had trouble during the "Connectiles" energizer, but the issue was solved by "Treat". The program was adjusted by instructors to manage the expectations of the activities due to the participant's profile. In the case of injury, the strategy used was to "Transfer" by resting the leader for a round, and "Treat" by using first aid.

2. Today's program deviated from its intended outcome due to a lack of engagement and participation from the students during the connectiles activity. This led to difficulties with communication and teamwork among the students. The program was adapted to challenge the student leaders and encourage communication, however, individual lack of participation and cliques still affected the team's ability to build these skills. Furthermore, there was a lack of trust among the students during the TP shuffle activity, making it difficult to achieve the intended learning outcome. To improve the program in the future, it may be helpful to assess the group dynamics at the start to ensure the program is tailored to the participants.

3. From this session, I learned about having to adapt to situations on the spot. It may not be much but for me, adapting to the situations made a great impact. An example would be the number of leaders that were assign to us. It was supposedly 1:1 ratio but a few hours before the session, leaders were told that there are only 21 and they were to be split into 2 groups. With that, our class had to think on our feet and change some of the games to adapt to the size of our group. Thus, i feel that one takeaway from today session is being to adapt to changes quickly.

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Q1. The first risk management strategy would be Treat, in which a student leader was injured at the spider web station due mainly to the rough floor. The second risk management strategy is Terminate, in which student leaders are given the option of participating in the games or not based on their own degree of confidence.

Q2. I believe there was no deviation from the plan in today's program that affected the learning outcomes. I just feel that the learning outcomes that are set up are not being met effectively since the student leaders are still weak in communication and trust in each other because they are not intact. The method I would employ is for the student leader to claim ownership of the game station by becoming the game's leader. This can be accomplished by taking turns on different levels of each station as the strength of the student leader allows. Because of their age, this boosts their confidence and indirectly improves their communication and trust. The facilitator must guide the student leader since it benefits our learning curve.

Q3. My takeaway is planning, as the class has put in a lot of effort by properly planning through productive discussion with an open mind. This helps the class learn and appreciate the importance of communication in maintaining a smooth conduct. It also enables us to gain confidence and understanding about how programs are run from preparation to execution to recovery.

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1. The two risk management strategies I got to see or used were to Treat and Transfer. During the spider web activity, there was a leader that got injured and told the game master about it and was asked to rest for that round. (Transfer) Although Aiman has helped the leader to put the plaster, it still came off. I went over to the leader with the first aid kit and treated him again and gave him the choice if he wanted to put some cream before putting the plaster. (Treat)

2. The number of participants participating and the gender that was been brief to us were different as there were way lesser participants than excepted and ended up having more guys than girls. This resulted in the games ending faster than the expected timing. The strategies we used to overcome it by adding more levels of challenges in the game and give them some talks for them to reflect and improve for the next activity.

3. The takeaway I have from today's session is always expect the unexpected and being flexible with what we have and make do with it. We must look from their perspective if they understand how to play it even though we have gone through it before as the generation gap of knowledge and experience may differ.

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1) Treat- Personally, out of all the games conducted, Connectiles was tough for the students. They were a lot of confusion here and there, thus leading them to wasting a lot of time. After seeing this, we immediately tried to hype up the environment (treat) again by giving them hints, little by little.

Tolerate- For example, Spiderweb game. It was quite evident that it was challenging to not touch the strings when trying to get across. Despite it being challenging, (tolerate) the students were able to come up with ideas and to execute the plan.

2) There was a deviation in today’s plan programme. It was during the connectiles. The students were not very interactive. Most of them were staring into thin air or just daydreaming. It was not very engaging as we had to give them hint’s multiple of times for the activity to continue.

3) My takeaway from this session, is how to properly plan and manage a programme and to execute a back-up plan, incase one fails. It was very exciting to see, some of my classmates, with actual facilitator background trying to conduct the session. I can totally learn and pick up some knowledge from them.

Also, as it was my first time, I did learn how to properly converse with my participants. It was tough at first, but along the way, I got the hang of it. Everyone can be leader, if we try!

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Q1)
Risk: Activities are too challenging for the participants (connectiles)
Management Strategy: Treat – Instructors to manage the expectation of the activity due to the participant’s profile. (we assisted them in the activity by giving more hints, essentially do it with them at the start)

Risk: Injuries sustained during activity. (spider web: haziq injured)
Management Strategy: Treat – Participants to self-treat the injury. Safety medic to attend to the participants ASAP to provide treatment and assess the injuries. (haziq sent to first aid post for treatment immediately and lecturer was informed)

Q2)
we thought that the group was intact and knew each other before they came for the programme. this affected the learning outcome because they lack communication within the group. furthermore, most of our activities were revolving around the value of communication and this scenario made it difficult to achieve the intended learning outcome

one strategy we could have done was to do a quick assessment of the dynamics of the group at the start of the programme. this would give us time to modify the programme's activities to adapt to the participants.

Q3) my takeaway from today's session is that i have to communicate differently with different age groups because they interpret and understand things very differently.

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Q1. During the spider web activity, there seemed to have a few issues such as student leaders not participating and even some getting abrasions from sliding through the lower levels of the web.

Q2. For today, as the number of participants was lesser than we thought, we had to adapt to the timings as a lot of our planned activities ended early due to the smaller group size. The game ICs adapted and created ways to challenge the student leaders by adjusting the games and their rules to make the student leaders think outside the box and communicate with one another.

Q3. Things will always be unpredictable and we must always either have a back-up plan or be able to adapt to changes to overcome situations

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1.  During the preparation phase, we used the transfer strategy by being well-informed about the proper set up procedures and potential risks we might encounter during the programme. This helps us to reduce the risks and any potential injuries.

During the execution phase, we used the Treat strategy by assessing the injury and providing suitable treatment. One of the leaders, Haziq, sustained a knee abrasion while playing the spider web game and Gerald treated it using his knowledge.

2.  I feel that the team did not fully build their communication and teamwork skills because of their individual lack of participation and cliques. We can split these cliques up and encourage the quiet ones to speak up and have a sharing session where everyone has to contribute one idea so that they can at least build self-confidence which may lead to better communication and teamwork skills.

3. From this session I learned what a good decision is like. I have never seen a participant that does not want to participate. Usually, the instructor will encourage them to play one round, but we use the terminate strategy by allowing them to step out rather than forcing them and risking their safety.

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1. One risk management strategy that was used in today's programme was Tolerate. During the game of spiderweb, the participants are required to go pass the web without touching it. In order to get across, some students chose to go over carefully while others chose to leap over to the other side. When leaping over the participants have to tolerate the rough floor and may have a chance of getting injured. Another risk management strategy that was used in today's programme was Terminate. We gave the participants the options to choose if they want to participate in the spiderweb or to sit out because they know what they are capable of and if they chose to sit out they may have their personal reasons for it.

2. There was a slight deviation in today's programme as the main learning objective for today was for them to build on their communication and teamwork. However, I noticed that during the second energizer, connectiles, one of the groups lacked communication and teamwork and thus the group made no progress. One strategy to overcome is to try and make them communicate and work as a group by getting someone from the group to take leadership. Another way is to give them hints to get them going on their puzzle.

3. The takeaway I attained from today's lesson is how to manage and host a program. During this program, I also realized that even though I may think that the game I planned is interesting, the participants may not find it interesting and may just sit out. Not only that, but I must also be prepared to have some participants that are introvert and may need a morale boost in order to get them to open up with the rest of the participants since the games requires communication within the team.

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1. One of the Another risk management strategy I got to see was to Treat. During the spider web, I remember when the leaders were instructed not to try jumping into the holes by level 3, and there were proper ways to carry a leader to get through the web and minimizing harm. However, because we were allowed to do such activities with the leaders despite the fact that carrying someone and trying to move them through the web could have caused someone to fall, we continued anyway, which means we are Tolerating some risk here.

2. To me, I did not really see any sort of major deviations in the plan, but I did notice some things about the way the different leaders would act in the games that were insightful. Some deviations were leaders who did not understand the rules correctly, which is understandable sometimes (eg. one nemo who did not get a line formed), but I also saw things like a bit of reluctance to participate (people who were more quiet, and some leaders were not willing to try the spider web). I think some of these things take encouragement and definitely stronger communication to overcome these obstacles. Of course, we need to give instructions better, but I felt that maybe the programme could have tried to consider what the leaders' comfort zones were and how to tailor to that. Do we let them be or do we push them?

3. My takeaway was about how an activity is organized by seeing some of my classmates in action. From the time it takes to set up, scheduling, to the things we were going to do, to what the instructors are supposed to say.
Some insightful stuff I saw were using chants (is that ok? Alright!) to get the leaders to be more enthusiastic, or how we can talk to the students to feel more comfortable to take part during the games. I liked how I got to see how we could get everyone to bond in such a short period of time, so that was nice. It also made me understand how the minds of secondary 2 students work, and  it seems as though we could bridge the gap between us and them, even though there was still a gap. Overall, it was quite fun for me, still a good day

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Q1. Firstly, during the execution phase, a leader sustained injuries during the spider web activity. The leader was then placed aside, and Ms Sabrina was informed before performing first aid. Secondly, during the energizer, connectiles. It was a bit challenging for the leaders and we had to step quite a few times to aid them but once they got the hang of it, it got better along the way. Both of the risk assessment was solved by "treat".

Q2. I don' think the student managed to trust each other during the 2 activities that we had planned as I feel like during the TP shuffle, everyone was still thinking about themselves, and they didn't trust in supporting each other when conquering the challenge but I think after the debrief session. It made them think about how they would applied what they have learnt in their upcoming may camp and the trust was somewhat built or shown during the combined activities.

Q3. It really broadens my insights on how a programme is being held, it didn't really go as how I imagine it to be. But thanks for Zahirah for always answering my enquires on things that i didn't understand. It really made me reflect if I would be able to perform better for my future programmes. Like how a leader wasn't able to participate fully due to her personality and seeing how Zahirah handled the situation really gave me an understanding on how to include everyone in a programme, and how to push a leader out of her comfort zone without over doing it.

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Q1 Describe two risk management strategies that you used in today’s programme.

Q2 Was there any deviation from the plan in today’s programme that affected the learning outcomes? Describe what strategies to overcome them.

Q3 What is your takeaway from today's session?