by
Greg Cronin, C.C.D.
"He did what?" "She never acted like that when she
was a camper." "Are you sure that’s what happened?" Do
these comments sound familiar? Camps offering leadership development
programs are sometimes surprised at choices young people make — even
if they were known as campers. The responsibility of training young adults
is clearly one of the biggest challenges camp administrators face. Many
aspects of running a camp change from year to year, but few are as complex
as teaching the group who are no longer campers and yet not old enough
to be paid staff. It is common for senior staff to express frustration
at seemingly unexplained behavior or poor choices on the part of an aspiring
Counselor-in-Training or CIT. What can be done to alleviate this dilemma
and what should camps include in a quality program?
Are You Prepared for This Age Group?
Whether you have an existing leadership development program or are thinking
about starting one, (similar programs may be called Leaders in Training,
Leaders in Development, Counselor Assistants), you must decide how
much time you are willing to devote to these special people. The complexities
of being successful when dealing with this age group are often dependent
upon having someone on staff with the unique ability to communicate
with young people using language they understand. As the priorities
change for this age group, so do the methods for teaching them. Here
is a quick example. How many directors know what the #1 song is on
the billboard or hip hop charts? Who has taken the time to purposely
see how CITs are relating to each other in their daily lives away from
camp?
OK, this may be a little extreme for traditional programs, but how
do you see this position affecting the future of your camp? What are
you doing now to ensure your camp’s developmental staffing goals are
being met? The task is to express your ideals and principles experientially
while providing a safe environment for individual growth. To effectively
understand this position is to recognize CITs must create their own identity.
They will ultimately understand their success by the capacity they have
to produce. Since their responsibilities are all new, CITs must absorb
a lot of information at an alarming rate. This "sponge syndrome," or
the process of retaining camp knowledge from a staff’s perspective,
must be carefully monitored for its content. In addition to camp philosophy,
it must include fundamental concepts that help new CITs understand who
they are, where they came from, what the parameters are for an open discussion,
and the most unique feature — they have the right to fail.
An Environment That
Rewards Effort
One of the great things about being a CIT is working in an
environment that rewards effort. Since the underlying camper responsibility
is always someone else’s, it is the perfect opportunity for young
people to try different leadership techniques without the fear of failure.
By allowing CITs to work only with certain age groups or areas, you are
creating a safe environment that allows them to develop their own individual
leader-ship styles.
When outlining a quality program, it is extremely important that potential
applicants understand the process of gaining leadership qualities is not
exact. Take a moment and explain the type of decision-making they will
do and what will happen as a result of their actions. Often CITs make great
choices and when it happens, compliments should be both immediate and specific.
Let them know beforehand while all their decisions will not be right, they
will have an opportunity to correct them. Unfortunately, when situations
arise which are not handled well, it reflects poorly on you and your staff.
To assure the success of this process, it is very important CITs be placed
into situations where lead staff control the level of decision-making.
Take the Risk
This sounds very risky, so why would a camp start or continue a program
that could potentially lead to problems based on inexperience? The answer
lies in the importance of how information is transferred. Since the age
group you are training is closest to the campers, it stands to reason their
experiences are invaluable in the process of camper development. Providing
this program will ensure each link on the staff development chain will
be represented. CITs are typically eager to learn and feel extremely empowered
when asked what their opinion is in certain situations. Sometimes the best
way to solve a camper problem is to combine your wisdom and knowledge with
CIT ideas and terminology.
New or Existing Program?
Even though the rewards of a well-run program will far outweigh any potential
problems, you still have to start a new program or improve an existing
one. New programs do not have any pre-existing bias so it is a matter of
finding applicants, developing a curriculum, and implementing it. If you
have an existing program, challenge yourself to make it more relevant by
including former staff in content development. You can partially fix any
problems from last year by reviewing what areas need to be improved, but
you can vault ahead of that one-sided perspective by looking at it from
another direction. To dramatically increase your productivity from 2004,
try developing your curriculum using outcome-based objectives. First determine
the expected outcomes you wish to achieve then work backwards in program
development. Always keep in mind every activity or task they are given
should support the original mission — what will they be better able
to accomplish as a result of completing your leadership program?
Training Them to Do Your Job
Make It Meaningful
To meet the programmatic needs of CIT development, you must determine
how to transfer pertinent information. If you begin with the premise — you
are training them to do your job — the purpose for this position
will be more meaningful. Examine what has occurred in their lives over
the past year and relate that to what will change in terms of camp function.
This is best accomplished by defining areas requiring explanation.
To keep this process simple, topics will be divided into two areas: camp
and personal. Depending on your organization’s goals and objectives,
these may differ, but some general camp topics might include philosophy,
safety, clientele, program, physical plant, natural barriers, emergency
procedures, team building and the like. Personal questions may include
life away from home, being from another country, no longer being a camper,
camp status, peer explanations, first-time job doubts, or understanding
camp responsibility. The director’s ability to blend these concepts
will go a long way in determining the success of a CIT’s performance.
Personalize the Components
Training is further personalized by describing program components. Be
sure to include subjects like readiness requirements, group placement,
skill levels to be obtained, camp job knowledge, and the actual experience.
To accomplish these on a consistent basis, you will create or refine
a curriculum, which will include the teaching of each individual concept.
This is the core material or manual by which all experiences are based.
It should include all the important topics you deem necessary for someone
to complete in order to advance. Each lesson should be interactive and
include some type of response on the part of each CIT. Typical examples
would be to define the role of a CIT, understanding camp philosophy,
dealing with diversity, learning about specialty area requirements, how
to set goals and objectives, or defining leadership techniques.
It is critical to pre-determine what these program components are going
to look like in practice. Getting the most out of a potential applicant
begins with the initial contact.
- Structure your conversations, letters, and visits so each
applicant feels you are establishing an important working relationship.
- Take the time to go over the application process and explain what
you are sending. Remember, this is a first-time process for them
and young applicants need to know you care.
- Tell them what their timetable is for returning paperwork and be
sure to inform them of upcoming CIT meetings. Preorientation interaction
is extremely important even if it is electronic. This allows them
to bond, have an outlet for nervous comments, and share ideas before the summer
starts.
Don’t Isolate Your CITs
Tell staff during orientation what this program means to camp and how
everyone is expected to be treated. During times of general programming,
purposely have the CITs solve problems using a "hands-on" approach. Let
them have fun creating visual pictures, writing rules, and acting as
a group. Put individual CITs in group activities with older staff and
allow them to interact in situations where the outcome is not solely
based on their participation. Begin to teach them communication skills
and what they need to accomplish socially to feel included. This should
carry over into each activity area by adding information about traditions,
expectations, and an explanation of why they exist in your program.
Resident Camps
To be effective, each type of camp program must have a method to implement
job specifics. In resident camps, it is best to meet daily as personalities
and/or problems can manifest overnight. Take the time to schedule a one-on-one
at least once a week and make notes of that meeting. Whoever is running
the program should move around and be able to comment on general cabin
behavior, activities, morning line up, meals, canteen or trading post,
special events, late sleep-ins, etc. Clearly define supervisory responsibilities
so senior staff can identify who has it and how it relates to the CITs.
It is the camp’s responsibility to create a situation where a successful
experience is likely. Staff interaction is camp-wide but position opinions
are frequently discussed in or around the cabin area. To avoid any potential
problems that result from unadvised comments, have CITs make decisions
on simple issues where all staff can have equal weight. Have them visit
other camps for a day to see how other programs are run. Place them in
specialty areas to experience the responsibilities of other staff. Have
the whole group of CITs plan an activity for younger campers and let them
supervise it. Make sure evaluations are completed and submitted when needed.
Day Camps
Day camp routines are different for two reasons: time and daily parent
interaction. In discussing day camp responsibilities, it is critical
to emphasize how important transition times are in the minds of parents.
A professional approach will impress other staff and will help immensely
in the desire for self-generated mentoring. In addition to meals, medical
concerns, and transportation, there are the daily pressures of knowing
the logistics for extended hours, extra activities, and evening events.
Aspiring leaders must be prepared for immediate feedback from both peers
and parents.
In non-traditional camp regions, it can be difficult for staff to explain
what they do to their friends. Because some assignments may require work
from home, this preparation can make the difference between success and
frustration. Staff development, especially for applicants who have been
campers, can be difficult. Explain the pitfalls of having friends who
are still campers and neighbors at the same time. Having them wear their
own official camp CIT shirt will go a long way towards creating an identity.
They will feel empowered and proud once they know a few tricks such as
different teaching techniques, time-filler games, how to convey ideas,
and the development of age-appropriate rules. Make sure the experience
reflects what has been outlined to their parents so in times of hardship
or camp-related stress they will support your mission.
Expectations
When training young men and women, make sure to alter your expectations
so they reflect each gender’s maturity level. Begin by predicting
possible complications and be ready to modify core lessons when needed.
Be patient when dealing with young men and remember their learning curve
may not be as advanced as the women. Above all else, compliment each person
for approaching you with the request to work. This is a HUGE step in their
lives, and they need to be congratulated for wanting to advance in leadership
development. Inside, you should be elated when former campers call you
and ask to move into this new position. This request for more responsibility
is the ultimate confirmation your camp is producing a meaningful experience.
Embrace this moment and congratulate each applicant on being so responsible.
Let them know their contributions have a defining role in the success of
the program. Building this foundation now will pay big dividends toward
the end of the summer when people are tired. Staff will want to stay committed
and motivated because you made their relationship a priority.
Creating Quality Leaders
If you are not creating quality leaders from your program or you need
to start a process to improve future staff, consider implementing some
of these ideas. By taking the time to outline different aspects of program
development, you can begin to actively introduce new staff into an existing
program.
- Start by learning specifics pertaining to applicants and create
a positive working environment by outlining the unique features
of your program.
- Try and have one person oversee the CITs even if several assist
with daily operations.
- Review each application with the understanding of gender and experience.
- Establish a working relationship with CIT parents by providing an
avenue for their questions to be answered.
- Create preorientation meetings designed to alleviate potential nervous
tension.
- Give CITs a chance to bond prior to the start of camp.
- Make sure the orientation schedule includes a few hands-on activities
just for CITs.
- Determine what the important components are for your program and
write them into core lessons.
- Thank each applicant for being responsible and discuss the kinds
of responsibilities included in the program.
- To make the process more time effective, implement a year-round
schedule of procedures designed to create a safe working environment.
Providing an opportunity for leadership development in a carefully
structured environment is vital to today’s young adults. With all the pressures
of growing up in an instant information society, it is critical that CITs
have an avenue supporting quality decision making through guided personal
choice. In order to succeed, camps must offer programs which change with
time yet stay true to their mission. By empowering CITs to meet this challenge,
you are training future staff who will be motivated and dedicated to your
camp for many years to come.
Originally published in the 2005 March/April
issue of Camping Magazine. |
