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Staff Training Handout #1
Sample “Biggies” to Have on Your Mind‐ Federal Employment Laws and Regulations Federal Employment Law Title VII (Civil Rights Act of 1964) prohibits discrimination on the basis of sex, race, religion, color or national origin. Also prohibits retaliation for filing a charge, testifying, etc. Civil Rights Act of 1991 expands remedies under Title VII and makes suits easier for plaintiffs alleging discrimination. Americans with Disabilities Act. Age Discrimination in Employment Act (ADEA) prohibits discrimination on the basis of age (40 and over). National Child Protection Act of 1993 establishes a central computerized data base of child abuse crime information. States are required to report arrests, convictions, and final dispositions of child abuse offenders. Fair Labor Standards Act regulates payment of wages and overtime requirements, etc. Occupational Safety and Health Act requires employers to provide workplaces free from recognized hazards to employees and requires employers to comply with occupational safety and health standards issued by OSHA. Requires employers to have programs for: (1) hazardous materials; (2) locking out/tagging out machinery; and (3) protecting employees from blood‐borne diseases. Family and Medical Leave Act of 1993 provides employees with 12 weeks of unpaid leave for maternity, adoption, personal and family illness. Veterans protection/preference laws require employers to grant leave to employees for military service and return employees to work after military service. Enforcement Agency Equal Employment Opportunity Commission (EEOC) EEOC States are encouraged, but not required to pass laws requiring child care providers to obtain background checks on paid staff and volunteers. Secretary of Labor Occupational Safety & Health Administration Secretary of Labor U.S. Attorney U.S. Equal Employment Opportunity Commission The EEOC is responsible for enforcement of the Civil Rights Act of 1964 (Title VII), the Equal Pay Act (EPA), the Age Discrimination in Employment Act (ADEA), and the Americans with Disabilities Act (ADA). The Department of Labor There are many agencies within the DOL that are helpful to human resource issues. Check with your own state department of labor. Occupational Safety and Health Administration OSHA’s role is to assure the safety and health of America's workers by setting and enforcing standards; providing training, outreach, and education; establishing partnerships; and encouraging continual improvement in workplace safety and health. The Wage and Hour Division The WHD is responsible for administering and enforcing some of our nation’s most comprehensive labor laws, including: the minimum wage, overtime, and child labor provisions of the Fair Labor Standards Act (FLSA); the Family and Medical Leave Act (FMLA); the Migrant and Seasonal Agricultural Worker Protection Act (MSPA); worker protections provided in several temporary visa programs. Office of Disability Employment Policy ODEP provides information of employment issues related to the Americans with Disabilities Act (ADA). The Bureau of Labor Statistics The BLS is the principal fact‐finding agency for the federal government in the broad field of labor economics and statistics. State Human Resources and Labor Information There is information available on the federal Department of Labor site that will link you to individual state organizations related to labor issues ELAWS ELAWS stands for "Employment Laws Assistance for Workers and Small Businesses." This Web site was developed to help employers and workers understand their rights and responsibilities under the federal employment laws administered by the U.S. Department of Labor © 2013 American Camping Association, Inc. NDO: Staff Training Handouts
Staff Training Handout #2
Sample Objectives for Staff Training You will need to establish objectives before you determine the content of staff training. Once objectives have been set, the steps to successfully complete these objectives should lead to setting the schedule, covering various subjects, and completing tasks that will provide a satisfactory experience for staff. Objectives might include: 1. To provide an opportunity for staff to get acquainted with each other and to develop a working relationship. 2. To allow time for staff to become familiar with the program resources of the site and facility. 3. To provide opportunity for the staff to understand and help establish personal, program, and overall camp objectives. 4. To help staff understand how to implement the camp's objectives through program activities. 5. To provide an opportunity for staff to follow the routines of a camp day. 6. To give staff the opportunity to improve and to practice skills necessary to carry out program effectively at camp. 7. To integrate new and former staff into a cohesive group. 8. To demonstrate and use the procedures necessary to effectively function at camp. 9. To develop programming ideas for special events, evening and daily activities. 10. To help staff become familiar with the characteristics of the camper group to be served. 11. To help staff become familiar with assigned campers through discussions, and review of camp records and parent completed forms. 12. To help staff become familiar with the camp's philosophy on behavior management. 13. To help staff learn and practice camp's health and safety procedures. © 2013 American Camping Association, Inc. NDO: Staff Training Handouts
Staff Training Handout #3
Staff Training Topics Topic for Staff and Standard(s): Administrative Areas Camp purpose, focus, mission, history Intended goals and outcomes of the camp or organization (PD6) Staff relationships and organizational chart (HR 18) Personnel policies, rules and regulations (HR 8) Records and reports that must be filled out Routines‐arrival and departure of campers, meal time, rest hour, mail, etc. Maintenance of site and facilities (SF 7,SF 9,SF 10) Responsibilities for first aid and health care (HW 13) Emergency procedures ‐fire drills, storm procedures, care of injured and communication plan and procedures (OM7,OM 12,OM 15,PD 13) Safety procedures for reporting incidents and accidents, dealing with intruders, missing, lost or runaway, being in public, and transportation (TR 7,TR 9,TR 10,OM 6,OM 13, OM 14,OM 16,PD 13,PD 14) Counseling Areas Expectations of staff performance (HR 6,HR 7,HR 14,HR 15,HR 17,HR 20) Developmental needs of campers (HR 15,PD 8,PD 9,PD 10) System to care for special needs of campers (HW 10,HW 15) Behavior management and camper supervision (HR 15,HR 16,HR 17) Guidelines for child protection; child to child and adult to child. Team building, group dynamics, games © 2013 American Camping Association, Inc. Pre‐
Arrival On‐Site Sample Method(s) NDO: Staff Training Handouts
Appropriate behavior staff/camper and staff/staff Familiarize supervisors on how to supervise (HR 19, HR 20) Programming Areas How each area functions, assigned activities, free choice Staff responsibilities regarding general program activities; mealtimes, intentional use of outdoors, cabin/unit group times, evening program Ordering and maintaining program materials and equipment How to plan and carry out special programs(overnight trip, day trip, themes) © 2013 American Camping Association, Inc. NDO: Staff Training Handouts
Staff Training Handout #4
Training Tool Tips for Camp Directors (and Camp Counselors) Drawing from what we are learning through the ACA Research Initiative, we've gathered some tools that could help you and your staff. With so little time in pre‐camp orientation to do everything you want to do, you may find it helpful to step back and set priorities for your training time with counselors. Take the time to sort out what needs to be said and understood versus read and understood. Make the most of both, and you’ll have more time for group interaction using methods that build skills and capitalize on the talents your staff members bring to the job. Facilitation can be challenging to teach, but when your counselors "get it," the results are phenomenal. Facilitation, sometimes called processing, helps create an atmosphere where campers are encouraged to process feelings and behavior; resolve conflict; and gain both confidence and skill in decision making. Additionally, facilitation exercises help campers develop a sense of belonging. Camp provides the ideal setting for the kind of active learning researchers and educators find as the most effective way for people of all ages to learn. Recent brain research points to active learning as one of the keys to prepare campers to meet the challenges of our changing society. Methods are the techniques used to stimulate interest and help participants learn. It has been said that to be a good teacher, one must be able to teach the same facts in five different ways. Some people are visual learners, some verbal; some learn best by reading, others by doing. Some are whole learners starting with the big picture and then focusing on detail. Others are part learners wanting to go one step at a time. Some need a combination of teaching methods in order to learn thoroughly. Instructors need to be sensitive to the group. The following is a list of those methods and suggestions for how and when they are most appropriately used. Group Planning Group planning as a teaching method helps the group establish a working relationship and provides a systematic approach giving order, clarity, and purpose to their task. The following planning system includes the minimum elements necessary for productive group planning: 1. Clearly identify a group goal. The activity may be predetermined by the leader or identified by the group. 2. Determine the group’s objectives. Objectives are the quantifiable statements of planned accomplishments. An objective should answer: who, what, when, why, how much, and where. 3. Consider any conditions or factors that might affect accomplishing the objectives. The leader or group should consider conditions such as: time, space, materials, cost, age and/or ability, skills, or other data. 4. Revise objectives. Conditions or factors affecting the ability to accomplish objectives may indicate that the objectives are not achievable and need revision. 5. Finalize the plan. Answer the who, what, when, why, how much, and where questions and include the specifics determined by conditions or factors necessary ©2013 American Camping Association, Inc. to complete task. For example, to plan a training session: Goal: To provide constant supervision of children in camp. Objective: Plan a training session on supervision of campers. Plan What: A session on supervision of campers for pre‐camp. Why: To help staff understand the expectations for supervising children at camp. How: Review procedures in staff manual and hold a panel discussion. Where: Dining Hall Who: A panel of experienced counselors. When: June 17th from 9 to 11 A.M. 6. Put the plan into action. Follow the objectives and plans that you have created. 7. Evaluate. Evaluation is an ongoing process. As progress is made, if there is no progression, as information is collected, and when decisions are finalized, objectives should be evaluated and reevaluated. Will we have enough time? Would we NDO‐ Staff Training Handouts have a better discussion if we predetermined the questions? How can we make it work better? Use checklists, observations, story boards, discussion, or other means to evaluate the success of the plan. Conduct a final group evaluation after the training and/or later in the camp season. Presentation/Lecture/Panel Lectures and presentations of information are one‐way communication methods, and, if used, should be short and not just a repeat of what is in the text. Some people have short attention spans and find lectures boring, causing them to lose excitement about the subject. However, for most adults a short talk may provide a worthwhile change of pace, give background or specific information, or provide an introduction to a more interactive session. If you choose to use this technique:  know your subject  be prepared and don’t read your notes  ask for questions Generating/Sharing Ideas Groups must develop trust levels in the very beginning if group members are to share ideas. In the early stages of group development, participants may be somewhat tentative, shy, and perhaps even fearful of participating in the group. Spontaneous discussion and involvement may not occur naturally with these inhibitions. Generally, as group participation increases, so does the trust and quality of the outcome. The following includes ways to generate ideas and involve the group in decisions: Brainstorming Brainstorming is a method designed to get as many suggestions as possible in a short period of time. The process separates idea creation and idea evaluation. The rules for brainstorming are: 1. All ideas are recorded 2. No put‐downs or critical remarks allowed 3.
It’s okay to add to another idea 4. The wilder the better 5. The more ideas the better 6. Evaluation comes later Set a reasonable time limit for offering suggestions. Share the rules and emphasize that there are no wrong ideas and there will be no discussion or critique of the ideas at this phase. Appoint a recorder and, if possible, record ideas ©2013 American Camping Association, Inc. where the group can see the list. After all the ideas have been shared they can be discussed and/or prioritized. Group Discussion Productive total group discussion does not just happen. It takes a skillful trainer and a setting where everyone can see each other. Participation in the group discussion requires involvement, motivation to contribute, and acceptance of responsibility for one's actions. Successful group discussion and participation are directly related to:  the skill of the trainer to control discussion and recognize persons wishing to contribute  how well the group agrees with the task  how well the group communicates  how much interest or relevancy the task has  the time for completion of the task  how the group members feel about their participation  the size of the group and the individual’s ability to be heard and seen The trainer must be able to keep the group focused; lack of focus results in non‐productive time, diverted attention, and a lack of commitment to purpose. The trainer should facilitate the discussion by encouragement and giving group members opportunities to participate. Asking questions is a good technique for encouraging member interaction. In order to facilitate group discussion the leader should do the following:  state purpose of discussion  state rules of conduct  encourage and praise  mediate differences of opinion  refocus the group's attention  clarify definitions  provide relevant facts  give new ideas when group has exhausted its own  check how receptive the group is to ideas  summarize discussion Group Decision Making There are many different ways a group can make a decision. Depending on the purpose of the decision and the desired outcome for the group, some ways are more effective than others. Here are seven choices for decision making: 1. group consensus NDO‐ Staff Training Handouts 2.
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majority vote small groups representing a large group averaging opinions of the group relying on an expert in the group some appointed authority deciding after the group has made recommendations 7. relying on some authority over the group who has no personal involvement Task Group/Sharing This is a technique of breaking up the large group into smaller groups for problem solving. This technique is used when the group can function without a discussion leader and can equally share ideas and experiences. State the problem or issue and break into small groups. 1. Assign each group a task 2. Set time frame for completion 3. Begin with small group idea sharing, discussion and brainstorming 4. Stop when time limit is reached or when groups are finished 5. Appoint someone to report to large group If groups have had the same assignment, wait until all groups have reported to discuss the reports. If some ideas are the same, you can limit the report time by asking each group for only additional ideas. If each has had a different assignment, discuss each report as it is given. Role Playing This technique is used for visualizing and understanding an issue. Role playing can seem threatening if done in front of a large group. Role plays can be done in triads with two players and one observer. In a small group, the entire group might have roles. 1. Begin by explaining the purpose of role playing and what is to be achieved 2. Explain that persons in roles can stop action at any time the discussion is not being productive 3. Define the situation, problem or issue and assign roles 4. Set the time frame 5. Begin the role play, observe progress and extend or shorten time slightly as needed ©2013 American Camping Association, Inc. 6. Stop role play, ask the observers to explain what happened first 7. Discuss situation, ideas, and actions Observation This process helps people to sharpen their observation skills, create excitement and make learning fun. For example, visit a camp, school play ground, or shopping mall and observe how children are being supervised. There are also many observation games or activities, that can be used to sharpen observation skills. A game or activity may increase interest or curiosity and lead to other activities or discussion. Helpful hints for observation:  Build on and encourage comments  Use all of the senses  Model observing by pointing out things  Take time to look  It's okay not to have all the answers ‐ learn together  Ask key questions that will stimulate interest  Observe from a different point of view, e.g., what would parents or a board member think, etc. Demonstration and Practice Combined demonstration and practice is a good technique for teaching a skill and helping participants develop basic competency. Demonstration by itself can bore participants. Demonstrating something you know very well is often difficult, because you must break it into steps the learner can understand. Helpful hints to make demonstration a learning experience:  Break skill down into easy steps  Consider right hand/left hand  Demonstrate slowly  Enlarge or personalize demonstration so all can see  Repeat/review/practice and check progress  Praise/reinforce success, encourage participants to try again and learn from any failure  Help everyone participate  Make it fun and non‐threatening NDO‐ Staff Training Handouts Staff Training Handout #5
Questions Every Instructor Needs To Ask about Staff Training Designing and implementing staff training is a process of making choices. What will be included and when? How much time will I allot for each topic? What form will I choose to communicate the information? How will I handle returning staff? How will I develop a team and a sense of interdependence within the team? The content and methods employed at staff training vary greatly because they seem to be primarily functions of our own personal experiences, training, and judgment. After the orientation period and the formal pre‐camp training, staff begin to work and apply their skills while “unlearning” and “relearning” information based upon interactions with both peers and campers. Where should directors begin when planning staff training? When answering this question, the most common response is “with last year’s plan and schedule.” The challenge is to how to decide what to teach and facilitate during pre‐camp staff training and what can be included as on‐going training throughout the season and year. Questions to ask yourself and other key staff involved in the planning include:  What information can be communicated to staff before they arrive on the property while they are most curious and less focused on group dynamics?  What training issues are so complicated that we need the face‐to‐face interaction to tackle?  What can we introduce and then return with more depth in a week or so? Thinking of staff training as a process allows for flexibility and flow while communicating to staff that we always have something to learn. What do my staff need to know to be effective? All of us want happy staff that are effective in their jobs, but have we taken the time to articulate our expectations clearly? For example, what baseline skills and knowledge do I expect staff members to know the moment the campers arrive? What topics can be addressed with more in‐depth coverage once the staff have a better understanding of how these issues play out in camp. What do staff need in order to effectively accomplish the goals and mission of our program? Each camp program will have a different twist to this process, but the following steps can guide the process: Step 1: Make a list of skills (things staff do) and knowledge (things staff know) to clearly guide the intended outcomes desired in staff. Examine job descriptions, performance‐review tools, and past incident and accident reports. Many of the valued skills are spelled out plainly in these documents. You will also remember areas of stress and under‐performance from past staff members. Step 2: Take out a copy of last year’s plan (or quickly jot down the schedule). Be sure to include the information staff receive prior to arrival, on‐site schedule, and the in‐service training schedule. Step 3: Mark each content area according to the type of information needed. You might think of it in terms of information “out” (meaning you have the content and want to tell your staff; i.e. many policies, what to do when, etc.), information “created” (meaning you need a high level of buy‐in or shared creativity; i.e. team‐
building, games leadership, program planning, special event ideas, values discussions), or “interactive” information (meaning you can’t explain it, you have to see and do it; i.e. behavior management, group processing and facilitation, conflict resolution, many procedures like dining‐room, cook/camp‐out, missing person procedures). ©2013 American Camping Association, Inc. NDO‐ Staff Training Handouts Step 4: Talk with the experts. Take each topic and tap into your network. Ask for input from former staff members and supervisors‐‐ both the stellar ones and those you would rather forget! Each group will have a unique perspective about what they wish they had known, what they felt was too much information in a short period of time, and what they felt they already knew. Insuring involvement from potential returning staff just might be the factor that convinces them to come back for another summer. Step 5: Think about the best way to communicate the training content. For example, whose voice should the staff hear? Hearing from a parent panel how important health and safety are will make a bigger impact than the camp director voice. Hearing from a youth panel about what they like and dislike about past counselors will make it all very real. Your list of skills and knowledge can now serve as a template and outline for your decision‐making process. Go back through your list, but this time think about expectations for mastery by your staff. Is it something they could come to camp already knowing (many camps now require staff to get First Aid training prior to camp so that more time to focus on camp‐specific training)? Is it something that is tough to understand until one has tried it (consider an introduction to homesickness and then the first in‐service training one‐week into camp do some active role plays and provide tools)? Is it something that one can never fully master, so in‐service training would be helpful? Is it something everyone in camp needs to know or only a subset of specialists? Is it something that is helpful, but not necessary, so could wait until the first staff meeting? These conscious decisions rather than ones based only on scheduling or tradition can be helpful guides in developing your training plan. Back to the schedule Now it is time to review last year’s schedule. You may be pleasantly surprised when you re‐examine the schedule, or you may need to re‐align and start with a blank page. Regardless of the judgment, by following these steps you will have a different perspective and a core of staff who will have thought about staff training in a different way. Challenge yourself to re‐think how you update returning staff...they report they are tired of sitting in the same sessions. If you know they “get” certain aspects of training, it is okay to have a parallel session occurring where they are getting more in‐depth content on a “sticky” issue (bring in a guest speaker, offer more challenging scenarios for them, build their skills). After implementation this year, the planning can begin anew for next year by talking with new and returning staff during their first two or three weeks of work and asking similar questions as discussed above. This process will also help update annually the job descriptions and performance‐review tools to reflect the growth of the body of knowledge created during this examination and planning process. Staff training is one of the most challenging, yet rewarding planning projects we do. If done thoughtfully, we will have happier and more effective staff, a philosophy of long‐term learning, ideas for in‐service trainings that provide needed renewal for staff during the summer, and opportunities for our campers and staff to have input into this important process. You may start small with just one or two new ideas from this article or you may want to do a complete overhaul‐ the key is to start…take the first step! Web Resources: http://www.ACAcamps.org/research/ http://www.ACAcamps.org/research/ydo.php References: Adapted from: Powell, G.M. (2002). Staff‐training: Planning for next summer can start with recruitment and retention now. Camping Magazine, 75 (6), 46‐49.
©2013 American Camping Association, Inc. NDO‐ Staff Training Handouts Staff Training Handout #6
Incorporating Different Voices in Staff Training Creating community…that’s what camp is all about…so setting that tone from the start is a great first step. Here are some tried and true ideas to allow many voices to be heard during pre‐camp training. Parent Panel The goals for inviting parents in to talk with seasonal staff include an opportunity to: 1) hear expectation straight from the parents 2) remind staff who they are accountable to 3) strengthen the partnership with parents as they learn more about how we train Getting Started: Invite 4‐5 verbal, articulate parents to come spend an hour answering questions from your staff. It is better to have a fewer number of people willing to talk honestly, than a larger panel of people. Select a diverse group of parents, representative of your camper population, seeking to include a variety of professions (teacher, nurse, one new family, one long‐time family, etc.). Parents appreciated having advanced notice of the “must ask” questions so they could prepare more thoughtful responses. The list of questions can be supplemented by asking staff to write down one question on an index card the day before the panel. This serves to get staff thinking about the upcoming event as well as helping the director organize the questions for the panel. Timing: Holding this type of session right before a meal resulted in informal discussion spilling over to the mealtimes, and the parents and staff seemed to appreciate the opportunity for more in‐depth conversations as follow‐up. By spreading the parents out in the dining room, more staff could continue the dialogue. Questions to Ask to Get the Conversation Rolling: Please introduce yourself and explain why your family invests in camp for your child and why our camp in particular? What are your fears (be sure one parent is willing to say death of our child while at camp)? What is your child worried about related to coming to camp? What makes a good counselor? What issues do you struggle with at home with your child that you think camp can help with? What is most special about your child? Camper Panel The goals for inviting campers to assist with staff training include: 1) To remind staff that camp is for the camper…to help keep the focus youth centered 2) To allow counselors to hear what matters to the campers 3) To demonstrate the importance of the campers voice in the planning process Getting Started: Invite 4‐5 campers of different ages to come spend about 30 minutes to an hour sharing their perspective with staff. Campers appreciated knowing some of the questions in advance so they could realize they really were the experts and could easily answer the questions. Question to Ask to Get the Conversation Rolling: Please introduce yourself and tell us how many years you have been coming to camp and what you like best about our camp. What makes camp different than school? If you had a magic wand, what would you change about camp? What things do bad counselors/teachers do? What things do good counselors/teachers do? ©2013 American Camping Association, Inc. NDO‐ Staff Training Handouts Staff Panel The goals for inviting staff from a variety of positions to assist with staff training include: 1) To inform staff that all the jobs at camp matter and are linked to each other 2) To talk openly about the camp culture, traditions and philosophy 3) To demonstrate the value of open dialogue about issues and talk about peer expectations for support Getting Started: Getting started: Invite 4‐5 returning staff with different jobs in camp to spend about an hour sharing their perspective with other staff. Panelists appreciated knowing some of the questions in advance so they could realize they really were the experts and could easily answer the questions. Questions to Ask to Get the Conversation Rolling: Why do you choose to work at camp? What is the most challenging part of your job here at camp? What does a “superstar” staff member at this camp do differently as compared to other staff? What does a “slacker” staff member at this camp do differently as compared to other staff? What is a strategy you have found helpful to reduce your personal stress level? What is something we can do as a camp community to make your specific job easier? What advice do you have for new staff members? How can we all work together as a team to implement the camp mission and philosophy? Involving New Staff in Session Leadership During the first couple of days while everyone is learning about each other, ask a different new staff member to lead a new song, ice‐breaker or game. Ask them what they plan to lead so you can use the discussion as a teachable moment before it actually is played if it is not appropriate for your setting. In addition, look back through your interview notes and remember the specific skill set you saw during the interview and brainstorm about how you can give them a moment to shine during orientation. The Power of the Written Word Sometimes reading something while alone helps reinforce a message that is trying to be demonstrated. Here are some simple techniques to help reinforce a point:  Find a poem or song that communicates part of the camp mission. Put a copy under each person’s pillow, in their lunch bag, behind their program equipment….someplace where you know they will find it   Hide a quote in the cereal box, a basket of muffins, first aid kit, group day pack, etc.  Ask a key veteran staff member who can’t return this season to write a letter to the new staff about what camp has meant to them and what they will miss by not being in camp this year. Then photocopy the letter and put it in the staff mailboxes. The Bottom Line Giving voice to others during training can be scary...what if they say the wrong thing? What if the training session gets out of control? A safety valve for this scenario is to plan several times during the session a natural opportunity to re‐direct or gently correct. Ask the person leading the session to pause a few times (especially at the end) and ask you (the camp director), “What would you like to add?” You then can respond, “Great job! Continue on.” or “Another way to look at this situation is…..” Camp generates unique communities, built on cycles…each with an opportunity to begin anew. Sharing the power of many voices builds community and strengthens skills of the individual voices. Web Resources: http://www.ACAcamps.org/research/ http://www.ACAcamps.org/research/ydo.php ©2013 American Camping Association, Inc. NDO‐ Staff Training Handouts Staff Training Handout #7
SAMPLE STAFF TRAINING CHECKLIST These topics should be covered in Staff Orientation. Use this planning tool to record the date covered, the length of the session and who the facilitator was. Please attach the signed roster for each session. TOPIC SESSION LENGTH DATE
FACILITATOR BASIC EMPLOYEE DATA Review Personnel Policies and Procedures Review Position Descriptions Complete tax forms and I‐9 Evaluation procedures EMERGENCY PROCEDURES Severe weather Missing Person Major injuries, accidents and illness Camper illness Staff first aid Staff CPR Accident/incident reporting First aid documentation Crisis management training Defibrillator and EpiPen Administration Hazardous materials ACTIVITY AREAS Camptivity notebooks Archery Ropes Course Horseback riding / barn mgmt Swimming pool Watcher training Canoeing CAMPER/STAFF INTERACTION Camper orientation Behavior management Communication with campers Developmental stages Homesickness and bedtime Child abuse Valuing differences / Diversity Camper supervision GENERAL PROCEDURES Camp goals Orientation to camp Dining hall operation Check in/check out procedures Daily schedule Evening activities Kapers (Insert Name) ways ACA Standards ©2013 American Camping Association, Inc. NDO‐ Staff Training Handouts OUTDOOR SKILLS Cookouts GENERAL Maintenance requests Purchase Orders M,,mn ©2013 American Camping Association, Inc. NDO‐ Staff Training Handouts