General:
Common understanding among the Board, Executive Director and staff about the goals, policies and practices of the Outward Bound School makes a significant contribution to the effectiveness of operations. Only through maintenance of systematic channels of communication within the organization can the Board ensure its own responsibility for the school's programs.

The Board: 
Has the responsibility to see that regular channels of communication are set up. These may include:

1. Regular scheduled and planned conferences between the Executive Director and the Chairman and between the Executive Director and other individuals on the Board (officers, committee chairperson).
   
   
2. Participation of staff members on appropriate committees.
   
   
3. Procedures for timely reporting of staff opinions and recommendations to the Board and Board opinions and decisions to the staff.
   
   
4. The Board could also consider the possibility of inviting clients, non board members and non Outward Bound individuals and groups to Board and committee meetings to explore common concerns.
   
   
5. Prepared Materials especially prepared manuals can help clarify the Outward Bound School's purpose, policies, etc. Examples of these are: a board members handbook and staff operations manual

The Executive Director:

1. Perhaps the most important responsibility of the Board is the selection of the Executive Director. The knowledge, skill and leadership of the person employed will determine to a significant extent the Outward Bound School's effectiveness and competence in carrying out its mission. The Board should establish expectations for the position, qualifications, salary and other benefits. The qualifications will depend on the size and scope of the school and its programs. It is of fundamental importance that the individual be able to impart under- standing and knowledge to the Board and instill confidence and trust on the part of staff and Board members.
   
   
2. A detailed job description is essential, clearly outlining the Executive Directors scope of authority and responsibilities.
   
   
3. Thoughtful consideration must be given to the ongoing training and development of the Executive Director. This should be carried out systematically seeking areas that would benefit both the school and the indvidual.
   
   
4. The Executive Director should have a performance appraisal against clearly stated objectives during the first six months of tenure and thereafter annually. All too often this is an area which is neglected.
   
   
5. Questions relating to the retention of the Executive Director are usually addressed by a special committee appointed by the President or Chairman. Her/his committee should meet with the Executive Director and discuss reasons for considering termination. If, after discussion, further action seems warranted, several things might be done by the commitee:

• It may call in a professional consultant with the Executive Director's full knowledge.
• It may offer the Director a stated time to improve the situation.
• It may suggest that her/his resignation be submitted to the Board.
• It may recommend dismissal for cause to the Board.

Staff:
Most Boards do not include regular staff in direct Board deliberations. Reasons for this include conflict of interest, limitations on objectivity, etc. A general practice is for staff to participate with Board members at the committee level and be invited to attend Board meetings to make or participate in certain presentations.

1. The generally accepted procedure for staff to make their wishes and expressions of opinion known to the Board is through the Executive Director. This is a straightforward method in which the Board can have access to professional staff opinion without undermining sound administrative principles.
   
   
2. Board members should not listen to staff members' complaints about an Executive Director without confirmation that the staff members have exhausted available channels of communication and have informed the Executive Director of their intention of taking the dispute to the Board. This violates professional ethics and usually reflects a severe problem of internal management communications.
   
   
3. Under no circumstances should Board members ask staff members for information about the Executive Director's work. This would place the Director and staff in untenable positions and would lead to administrative chaos.
   
   

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