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by Carol Hanover, ARM
Mention training and staff often respond that they don’t
have time for training, that they already know this stuff, or that training
is just a waste of time. Many times staff members don’t share the same
values or goals regarding training and, therefore, cannot embrace its
objectives.
Training can generate long-term benefits for both staff
members and the camp. But, effective training won’t happen unless the
camp administration commits to creating a learning environment and rewarding
those employees who succeed. Some general benefits of training include:
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increased job satisfaction and morale among staff
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increased staff motivation
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increased efficiencies in camp activities, resulting
in financial benefits
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increased capacity to adopt new technologies and
methods
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reduction in accidents and incidents at camp
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reduction in loss of work time
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retention of staff
Identifying Training Needs
To have long-term effects, training and education must
be ongoing and reinforcing. A series of programs that builds on previous
training sessions or accommodates regular updates in material (such as
changes in federal laws or regulations) is efficient and ensures that
camp staff will have continuing training.
Camp managers and supervisors should evaluate their camp’s
required training and work with staff to develop programs that better
meet staff’s needs. The first step should be to identify what training
currently exists and if this training is necessary and/or effective. The
next step would be to list the type of training missing from the agenda
and review the value of this training. Many training sessions are legal
requirements. You should always check OSHA requirements and state and
local laws and regulations to ensure you are in compliance.
Training can be initiated for a variety of reasons. Some
examples include:
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To fulfill job duties or responsibilities; for example,
to train maintenance staff on how to conduct property inspections.
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To improve effort as the result of a performance
appraisal; for example, to identify key areas of performance needing
attention and provide specific training for the individual.
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To benchmark the status of improvement; for example,
to track industry trends and review successful models from other camps.
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As part of an overall professional development program;
for example, to provide ongoing continuing education units (CEU) required
in many specialty areas.
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To assist staff in a planned change in the camp organization;
for example, changes in resources or staffing that may impact staff
job duties.
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To reduce accidents and improve productivity as part
of a total safety concept; for example, to provide training in proper
lifting techniques.
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To train camp staff on specific identified topics;
for example, team building, conducting performance appraisals, or
camp violence.
To work with staff, consider an informal brainstorm luncheon
to seek new ideas for training sessions. Both returning and new staff
members have great ideas worth considering. Be sure to give them feedback
on your progress so they feel included and valued in the process. Sometimes
just a simple thank you note is all that is necessary for them to feel
valued. If staff and management share the same goals, the training won’t
be “just a waste of time.”
Key Components of Training
There are concerns common to any environment where people
are gathered together to accomplish a similar task or achieve a similar
goal. An ideal training program will address them all. How many of these
issues do your programs address?
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Communication: learning how to process the information
exchanged between staff through a common system such as e-mail, memos,
and letters.
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Computer skills: providing training in new computer
skills needed for a job. This is a new area that may need to be addressed
at your camp.
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Diversity: learning how to value differences in views
and perspectives.
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Ethics: creating shared values and goals.
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Human relations: getting along at camp and learning
how to resolve conflicts.
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Quality initiatives: training about concepts, guidelines,
and standards for quality at camp.
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Safety: reducing accidents and injuries; should be
ongoing for all staff.
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Sexual harassment: reviewing your policies and procedures
regarding harassment; teaching staff what constitutes sexual harassment,
how to respond to it, how to record incidents.
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Camp violence: understanding the camp’s policies
and procedures; learning the warning signs of violence and how to
handle oneself and campers in a crisis.
Establishing learning goals
Once you identify the needed training, establish specific learning goals.
What are your objectives for the training? Write them down and share them
with your camp staff members. At the beginning of a training session,
ask staff members to write down and share what their personal goals are
for the training. Remember, listen carefully to your trainees. Your training
goals are not written in stone; changes should be made as necessary to
work toward a common goal.
Determining the Delivery Format
The next step in developing a training program involves
the delivery format. A simple training formula consists of three concepts:
tell them, show them, and ask them to tell you.
People learn differently. Ideally, you will integrate
several different learning styles into a training program. A good training
program isn’t just a talking head. Your program may include written materials,
presentations, games, role-playing, and/or interactive problem-solving
activities.
Developing an interactive, fun training session encourages
more involvement than the boring talking head and helps participants remember
more of the presented information. Remember back to your school days and
those teachers who had the greatest impact on your learning.
Interaction is the key to effective learning, and adults
learn best by applying information to current, real-world problems. Be
sure to select training methods that include applying new information
and methods at camp to a real-life problem. Reach out to staff prior to
training and ask them to contribute some practical issues or problems
that can be incorporated into the training as case studies or role-plays.
Follow-up and Retention
Follow-up and retention assessments are important components
to evaluate the training’s effectiveness. Written examinations provide
immediate feedback. However, future assessments will better show the learning
retention. Think of how you can measure training value by the long-term
impact it has on the camp staff. Remember that learning is any change
in behavior.
Seek Feedback from Participants
Trainers need to work with the trainees in a cooperative
effort to improve future programs, so after your training program seek
feedback from participants. Ask which topics they want or need more training
on. Encourage your staff to get involved and offer constructive feedback.
You can do this in many ways. Here are some ideas that include tried-and-true
and innovative approaches.
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Ideas for future feedback. At the conclusion of training,
ask each attendee to fill out an index card with an outline of what
they have gained from attending the training. Then ask each person
to put the index card into an envelope and address the envelope to
himself or herself. The trainer then collects the envelopes and holds
on to them for three to six months. At the end of this time period,
the trainer mails each envelope with an insert note asking trainees
if their achievements for training are still valid. This is also a
great time to ask trainees for additional feedback on the training,
especially for the seasonal training your camp may provide.
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Talk with people before, during, and after training.
Listen. Really listen to what people have to say about the training.
Sometimes you may hear something that is important enough to be immediately
added to the training agenda.
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Watch body language. By observing participants’ body
language, a trainer can key in to areas such as preoccupation, boredom,
or confusion. Don’t be afraid to ask questions.
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Keep a learning log. Use a small notepad or your
day planner to jot down training ideas from things you hear, see,
or observe in others. You can even include some ideas borrowed from
other camps.
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Don’t be afraid to ask, “How am I doing?” You might
be surprised by the feedback you receive.
Your assessment of your training programs may conclude
that your sessions are working or that your program needs to be redesigned
or even eliminated. Just as you don’t want staff to feel they are wasting
their time, you also want management to believe the training is valuable.
In the end, the staff members themselves will demonstrate the value of
your training.
Originally published in the 2001 July/August
issue of Camping Magazine. |
