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Page 1: Youth Staff Training Program i Module 12: Program Management · Youth Staff Training Program v Module 12: Program Management Acknowledgments y sful working with youth and include

Youth Staff Training Program i Module 12: Program Management

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Youth Staff Training Program ii Module 12: Program Management

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Youth Staff Training Program iii Module 12: Program Management

Module 12: Program

Management

Content Guide

_______________

Youth Staff Training Program

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Youth Staff Training Program v Module 12: Program Management

Acknowledgments

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sful working with youth and include real-life situations faced by middle school and teen youth very day.

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ssional Recognition whose “Functional Areas” rm the basis of the “core competencies” for youth staff.

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rown, Nora Clouse, Bea Curl and Ingrid sewalt for reviewing and providing feedback on the modules.

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reserved. Photocopying or reproduction strictly prohibited except ithin the Department of Defense.

ervice marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, www.charactercounts.org

The Youth Staff Training Program is a series of self-study training modules that form the core of the NavFoundation Training Program for Program Assistants working with youth in sixth – twelfth grades. The competency-based training modules equip Program Assistants with the skills and knowledge necessary to be succese To promote training consistency across Child and Youth Programs (CYP), the module format and selected activities and content are patterned after similar series of training modules developed by Teaching Strategies Inc. used by military School-Age Care (SAC), Child Development Center (CChild Development Homes (CDH) Programs. We thank Teaching Strategies, Inc. for laying the groundwork and developing a self-study training format that supports Navy staff working across child and youth program areas. We also thank the Council for Profefo Many people contributed to the concept, writing, and overall development of this training program. Fwe would like to thank M.-A. Lucas, Director of Army Child and Youth Services, who recognized the impact staff have on the lives of military middle-school and teen youth and identified the need for quatraining in the youth program. Special thanks to Mary Ellen Pratt, Chief of Army Child DevelopmentPrograms / CYS Training Programs, Army Youth Modules Project Manager, for her guidance and direction throughout the development of the modules. We also want to recognize Roxanne Spillet, President Boys and Girls Clubs of America (BGCA) and Sarah Berry-Rabun, BGCA Youth Modules Project Manager, for their collaborative support on this project. In addition, we are appreciative of the encouragement and assistance provided by Kevin Mdevelopment of The Youth Staff Training Program P content primary authors / editors: Karen Shannon, BGCA Consultant

Chris Corrado, BGCA Director of Training & Professional Development Donna M. McGrath, Army Youth Sports & Fitness Program Manager (ProjeDeb Marple, Army 4-H Coordinator, 4-H/Army Youth Development Project

In addition, the following served as primary authors for specific modules: Derry G. Koralek, DGK Associates (Safe) and, from the USDA/ Army Youth Development Project - Marcia McFarland (Professionalism), Dr. Jacqueline Scott (Social and Cultural; Guidance; Families, Communities and Schools) and Dr. Angela Huebner (Guidance). Content on Character Counts! and the Six Pillars of CharacterSM

1 was provided throughout the modules by Mary Jo Williams, Character Education Specialist, 4-H/Army Youth Development Project. Other contributing authors include: from Army CYS Headquarter– Nancy Campbell, Linda Harwanko, Maria Lopez Henderson, Kevin Montgomery and Mary Ellen Pratt, and from the USDA/Army Youth Development Project – Courtney Gaskins and Marianne Reynolds. We would also like to thank Army CYS Headquarters staff Virginia BO This training program will allow staff to expand their knowledge about middle school and teen youth antheir interests, challenges and overall development. Through the completion of the modules, staff will also have the opportunity to build skills in programming, communicating with grow and develop into productive citizens and leaders in their communities. Copyright 2006 AMWRF. All rights w 1 CHARACTER COUNTS! and the Six Pillars of CharacterSM are s

.

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Youth Staff Training Program vii Module 12: Program Management

Welcome to Module 12: Program Management. For a youth program to have the intended impact on young people, the day-to-day program plans and issues need to be managed. This guide shows you the importance of being part of a team that manages the youth program. The Table of Contents below will give you an overview of what you’ll be covering. Throughout this Content Guide, you’ll be directed to the companion Skill Building Journal. This journal contains a module checklist for you to use to chart your progress, a pre-training assessment as well as worksheets for each of the activities in this guide. Together, the Content Guide and Skill Building Journal will help you identify opportunities for growth and put your new ideas into practice. After you move through this Content Guide and Skill Building Journal, your final step will be to complete this module’s knowledge and competency assessments. When you have finished this module, let your trainer know you are ready to schedule them. After you have successfully completed the assessments, you will be ready to begin a new module. Section Page 12.1 Introduction 1

Overview 1 Take a Closer Look 5 Self-Reflection 11

12.2 Pre-Training Assessment 12 12.3 Learning Activities 13

A. The Importance of Following Policies and Procedures 14 B. Your Role in Program Operations 17 C. Providing Support for Administration of the Program 20 Summarizing Your Progress 23

Program Management

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Youth Staff Training Program 1 Module 12: Program Management

Following administrative policies and procedures.

12. Program Management

Program Assistants assist in program management by: • following administrative policies and procedures; • working as a member of a team to manage day-to-day program operations; and • providing staff support for administration of the program.

Overview Good program management skills can make or break a program. If a program and a facility aren’t managed well, then factors such as youth participation, parent and command support and your own work environment are all impacted. While the Director and other management staff carry the major responsibilities for program administration and direction, you, as a Program Assistant, are also a key player. Following administrative policies and procedures

One important role a Program Assistant plays in program management is following administrative policies and procedures. By knowing and understanding program policies and procedures, you help staff at the Youth Center keep on schedule with tasks that need to be completed. You also play an important role in keeping accurate and timely records. When

substitute staff step in, you can provide them with important information on Youth Center programs and schedules. This helps keep the Youth Center running efficiently and effectively. Here are ways a Program Assistant shows knowledge of administrative policies and procedures in the Youth Center:

Know, understand and communicate program policies, procedures, Standard Operating Procedures (SOPs). Example: Ms. Linda takes time out of her schedule to review the program policies and procedures once a week. This review helps her understand and in turn communicate them to co-workers, youth, parents and external partners.

Review program policies before starting a new task. Example: Mr. Edward is assisting with a field trip. He looks through the SOPs regarding field trips. He identifies the tasks that need to be completed a month prior to the event. He develops his plan to complete the tasks. Just before the field trip he reviews his plan to be sure all tasks have been completed.

Complete management tasks according to a schedule. Example: Using the lesson plans, Ms. Lisa develops her task list of what needs to be accomplished on a daily basis.

12.1 Introduction

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Overview

Youth Staff Training Program 2 Module 12: Program Management

Follow the program’s system for accurate and timely record keeping. Example: Mr. Doug completes his attendance sheets for his specialized group clubs at the end of each day. He also submits the statistics to his supervisor.

Provide substitute staff with adequate information on plans and program practices. Example: Mr. Sidney cannot conduct his gardening club activity next week because he has a doctor’s appointment. He meets with Ms. Clara, who will be his substitute, a week prior to the gardening activity to make sure she is clear on the program plan for the group.

Answer parents’ questions about program policies and procedures and refer them to the supervisor when appropriate. Example: Captain Lopez is questioning Ms. Lucy about why her 11-year-old daughter can’t stay at the Youth Center later in the evening. Ms. Lucy informs her about the policies regarding teen time in the Youth Center during evening hours. Ms. Lucy also lets Captain Lopez know that her supervisor is available to explain these polices further if needed.

Managing the day-to-day program

Working as a member of a team to manage day-to-day program operations.

In addition to understanding and conveying the Youth Center policies and procedures, a Program Assistant works as a member of a team to manage day-to-day program operations. Here’s how: Know and follow program ratios for the facility. Example: Prior to a dance for the youth, Mr. Keith looks up the staff/youth ratio to make sure he knows the number of staff and volunteers needed to properly supervise the number of participants attending the dance.

Follow ratio contingency plan in emergency situations. Example: When a youth was hurt playing basketball, Ms. Donna sent Tony (15) to get her program manager. She asked that another staff member be assigned to supervise youth in the gym so that she could take care of the injured youth.

Utilize a reservation system that identifies spaces for regularly scheduled 11-12 year old users and occasional users. Example: Ms. Cynthia knows that last year 10 slots were available for regularly scheduled 11-12 year olds. This year 15 slots are needed for regularly scheduled 11-12 year old youth. Ms. Cynthia lets her program manager know that 5 additional slots will be needed to accommodate the youth and that adjustments will be needed in staffing.

Know hours of operation and communicate hours to patrons. Example: Mr. Louis is conducting a presentation regarding the Youth Center programs at the local school and is handing out a program schedule with the hours of operations and articulates this to the group.

Involve youth in developing rules of conduct for the program facility. Example: Ms. Karen meets with a focus group consisting of seven youth. The group reviews the rules of conduct on a quarterly basis.

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Overview

Youth Staff Training Program 3 Module 12: Program Management

Post and distribute rules of conduct. Example: Prior to opening the Youth Center for the daily program, Ms. Gayle checks the rules that are posted to make sure they are current. She also makes copies of the written rules for each new youth’s orientation package.

Work with youth to determine appropriate space for various program activities. Example: The youth are planning an indoor intramural soccer game and are inviting parents and guests to attend. With Mr. Eric, the youth are checking out the capacity of the bleacher space prior to sending out the invitations. Follow agreement for use of shared space to include MWR locations, schools, etc., as well as the Youth Center. Example: Mr. William is planning a trip to the bowling center. He looks up the current partnership agreement with the bowling center. He checks on times available and makes his plans.

Communicate with other staff to ensure smooth flow of program sessions. Example: Mr. Kevin let the other staff know that Ms. Beverly called in sick. That way they would know they needed to cover the art room to provide a smooth flow of programs for the day.

Providing support

Part of being a good team member means being a good communicator. This helps provide support for managing the youth program. As a Program Assistant, you will get to know youth very well and be able to provide important information. This information may affect programming, influence new strategies in the Youth Center and help youth get the services and support they need.

Program Assistants must also learn how to handle confidentiality. When do you report issues? Some issues such as child abuse are reported immediately. Other issues such as sex or smoking need to be handled in a way that does not diminish a youth’s trust in you yet gets them the information they need. Here’s how a Program Assistant can provide support for the administration of the program:

Providing staff support for administration of the program.

Participate in staff meetings to share operational issues and identify concerns. Example: Ms. Aida attends the weekly staff meeting and shares that there doesn’t seem to be enough lighting outside the Youth Center. This is a safety issue that needs to be addressed.

Offer ideas and data for development of the overall organizational program plan. Example: After having a discussion with a group of youth, Mr. Dan learns that the Youth Council would like to plan a quarterly sports event. He brings this up at a staff meeting so staff can help support what the Youth Council plans.

Provide Director with new information on special needs of youth. Example: Ms. Veronica brings to Mr. Ronnie’s attention a new youth that just registered that is diagnosed with ADHD. His parents noted this on the Youth Center registration form. This is why she felt it was OK to share this information with other staff.

Offer input on scheduling of staff to meet program needs. Example: Ms. Jennifer notices there has been an increase in attendance at the Youth Center on Wednesdays. She shows the Director the sign-in sheet and discusses how additional staff are needed on Wednesdays.

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Overview

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Assists in exploring alternatives for transportation issues. Example: Ms. Sarah was planning a field trip. She followed procedures to reserve two vans for the transportation.

Provide ideas on youth snack preferences, portion sizes and other related ideas impacting the USDA Food Program. Example: Based on input from the youth, Mr. Kevin suggested that the Youth Center provide healthy food choices in vending machines.

Contribute and develop ideas for marketing of program. Example: The Youth Center is planning a family night open house. Ms. Lorene volunteers to make sure all youth receive flyers about the event. She plans a way for them to be distributed at the end of each day during the week before the open house. Volunteers will also drop off flyers at other MWR locations.

Share program evaluation results and other feedback from youth with co-workers and the Director. Example: After the 10 weeks of the technology group club program, Ms. Mary brings the positive feedback she received from the group to the staff meeting. This informed other staff about the program’s success with youth.

Assist with the posting of activity schedules. Example: Prior to opening the Youth Center, each day, Mr. Peter goes to each program area to check that the most current activity schedules are posted.

Two of the Six Pillars of CharacterSM

1, responsibility and fairness, are important to program management.

For example, being responsible means doing your part, being prepared and doing what you are supposed to do. Fairness means following the rules, being open-minded, listening to others and not taking advantage of others. It means using the same rules for everyone in the same situation. That way, no one has an unfair advantage. Responsibility and fairness are important when supporting policies and procedures and making fair judgments. Remember, being a good team member is being a good communicator. Whether you are discussing policies and procedures with new Youth Center parents, or sharing Youth Center hours with local organizations or even discussing program issues with other staff, how well you communicate impacts day-to-day program management.

1 CHARACTER COUNTS! and the Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics, www.charactercounts.org.

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Take a Closer Look

Youth Staff Training Program 5 Module 12: Program Management

Take a Closer Look Now you have a broad overview of program management, but how do these concepts affect you as a Program Assistant? On the following pages, you’ll find situations you might encounter on the job. As you read the situations, think about how the Program Assistants are using program management skills. Have you found yourself in similar situations? These examples are designed to help you further administer policies and procedures, work as a team member and promote staff support for administration of the program. After you read each example, you will be directed to your Skill Building Journal to answer questions. Example 1

Following administrative policies and procedures.

1. Know, understand and can communicate program policies, procedures and Standard Operating Procedures (SOPs).

2. Review program policies before starting a new task.

3. Complete management tasks according to a schedule.

4. Follow the program’s system for accurate and timely record keeping.

5. Provide substitute staff with adequate information on plans and program practices.

6. Answer parents’ questions about program policies and procedures and refer them to the supervisor when appropriate.

The Youth Center is short on staff and a staff person from SAC has been assigned to help with the program. Mr. Montez, a Program Assistant, has been asked to work with Ms. Maureen from SAC to make sure she understands the planned programs and policies and procedures that are to be followed in order for the program to run efficiently and effectively. Ms. Maureen is checking in at the front desk when Mr. Montez greets her. "Hi Ms. Maureen! It's so good to see you here. My name is Montez," says Mr. Montez. "Hi! I'm glad I could help today. The SAC Coordinator informed me yesterday that the Youth Center would be short handed, so I'm all yours!" says Ms. Maureen. "I'm so glad SAC was able to recruit your assistance. We're really short on staff tonight and needed a sub. It's important that the programs we offer youth aren't cancelled because of a staff shortage. Have you assisted us before?" asks Mr. Montez. "Yes, but it's been awhile, so I’d appreciate your leadership and guidance," replies Ms. Maureen. "Last time I conducted an art program. I remember also assisting in the Youth Technology Lab. I love art and computers, so I am always happy to share my skills with young people," replies Ms. Maureen. "Great! We could use your help in the Youth Tech Lab tonight. We had a map scavenger hunt planned. We have the program lesson for you to review before the program begins. I'll also review some of the policies and procedures with you that'll be necessary to conduct the program," says Mr. Montez as they walk over to the Youth Technology Lab.

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Take a Closer Look

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As they walk to the lab, a parent calls Mr. Montez' name. "Mr. Montez, how are you?" she asks. "Good, Sergeant Bell! How can I help you?" "I know the program isn't open for the teens at this time of day. But would it be possible for Sarah to come in a little earlier tomorrow night?" asks Sergeant Bell. "I'd like to help you, but our policy is to have teens attend the program during their allotted program time. If you can wait, I'll ask my Director to assist you," responds Mr. Montez. "That'd be fine. Thanks Mr. Montez! I'm in no hurry. I'll be at the front desk registering Sarah for the trip next week." Mr. Montez talks with the Director. She tells him she’ll talk to Sergeant Bell. Mr. Montez returns to Ms. Maureen. "Sorry for the delay, Ms. Maureen. We can go over the policies and procedures in the Youth Tech Lab," says Mr. Montez as they enter the Lab. Mr. Montez carefully explains the policies and procedures for the Youth Technology Lab. He also reviews the program policies in relationship to equipment usage, program times, and the program's system for record keeping. "All the youth who participate in the program need to be counted. Here’s a list of youth who’re registered for the map scavenger hunt this evening. You’ve got a few more slots that are open. You can register three more youth in case you have any walk-ins. At the end of the program, please turn in the roster to my director. Do you have any questions Ms. Maureen?" asks Mr. Montez "I don't think so. That was extremely helpful," replies Ms. Maureen. "I'll leave this file with you so you can review. Now, let's go over the program plan for the map scavenger hunt. Youth love this activity. The participants are put in teams of three and given a list of items, people or things. They then go onto the Internet and find the appropriate country that has those items. There are prizes for the team that completes their list." "Sounds like a fun and educational activity. I think I'll enjoy this!" replies Ms. Maureen. "Let's take a tour of the Youth Center. I'll also give you the evening schedule so you're familiar with the other programs that are being offered tonight. You'll have about 45 minutes to prepare before the teens arrive," Mr. Montez says as he begins to give her the tour. “Please, don't hesitate to ask me or my supervisor any questions. We'll both be by during the program to see if you need our assistance." "Thanks so much for your help Mr. Montez." What’s next?

Go to the Skill Building Journal and answer the questions for Example 1 in Section 12.1, Take a Closer Look. When you are finished, return to this guide and continue on with Example 2.

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Take a Closer Look Example 2 Working as a member of a team to manage day-to-day program operations.

7. Know and follow program ratios for facility.

8. Follow ratio contingency plan in emergency situations.

9. Utilize a reservation system, which identifies spaces for regularly scheduled 11-12 year old users and occasional users.

10. Know hours of operation and communicate hours to patrons.

11. Involve youth in developing rules of conduct for the program and facility.

12. Post and distribute rules of conduct.

13. Work with youth to determine appropriate space for various program activities.

14. Follow agreement for use of shared space to include MWR locations, schools, etc., as well as the Youth Center.

15. Communicate with other staff to ensure smooth flow of program sessions.

Mr. Glen is meeting with a group of youth who were selected to assist in reviewing the rules of conduct in the Youth Center. These rules are reviewed by youth every 6 months. Their task is to review the rules and provide feedback regarding revisions. They are also to come up with a plan to make sure the rules of conduct are posted and distributed. “I want to thank all of you for taking the time to help develop the rules of conduct for the Youth Center. Your input’s important to us. We want to make sure that not only do the rules make sense, but that they keep all members safe,” says Mr. Glen as he hands out copies of the rules of conduct. The group took some time to review the rules. They made comments on their copies and discussed them. “I think we have too many rules right now Mr. Glen,” says David (14). “How could anyone remember all these rules?” The group laughs. Michelle (16) says with a smile, “Maybe it’s you David, and you just have a bad memory.” David grins and replies, “Well, maybe I do! Who knows! But, can’t we just have three rules?” “Three rules?” asks Rebecca (15). “This place would be a mess if there were only three rules! Like Mr. Glen says, we need to make sure everyone is safe. We can do that by making sure the rules are clear to everyone. We can’t do that with three rules!” “What three rules David?” asks Mr. Glen. “Well, what about respect yourself. Respect the Youth Center. Respect others. Wouldn’t everything on this list fall under each of these categories?” asks David. “How would anyone understand what that means?” asks Rebecca. “Wait a minute,” replies Michelle. “Let’s think about David’s suggestion. Maybe we can shorten or

Youth Staff Training Program 7 Module 12: Program Management

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Youth Staff Training Program 8 Module 12: Program Management

redo some so that they are not so complicated. I think the rules need to be written so everyone understands them. Let’s talk about positive rules” “Good point Michelle,” says Mr. Glen. “Instead of saying ‘No snacks allowed in the gym,’ you could say something like ‘Snacks are only allowed in the snack bar area.’” “Yes, that’s exactly what I mean!” says Michelle. “We also need to just keep the rules of conduct for the Youth Center that are really important. They should apply to every area of the Youth Center,” adds Rebecca. The youth continue to provide feedback and agree on the revisions. Their next step is to share the draft with other youth and come back in two days with the final feedback. At the next meeting, they are pleased with the results. They made sure only the essential rules of conduct were listed. They also made sure the rules emphasized positive behavior. “Great job everyone!” exclaims Mr. Glen. “Let’s come up with a plan to post the rules of conduct in the Center so everyone can see them. We’ll also make sure that all youth and parents receive copies of the rules and sign off on them.” “We’ll walk around the center to find the best places to post them, Mr. Glen, so everyone sees them,” says David. “Thanks again group! Your work will help the Youth Center to be a safe place,” says Mr. Glen.

What’s next? Go to the Skill Building Journal and answer the questions for Example 2 in Section 12.1, Take a Closer Look. When you are finished, return to this guide and continue on with Example 3.

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Take a Closer Look Example 3

Providing staff support for administration of the program.

16. Participate in staff meetings to share operational issues and identify concerns.

17. Offer ideas and data for development of the overall organizational program plan.

18. Provide Director with new information on special needs of youth.

19. Offer input on scheduling of staff to meet program needs.

20. Assist in exploring alternatives for transportation issues.

21. Provide ideas on youth snack preferences, portion sizes and other related ideas impacting the USDA Food Program.

22. Contribute and develop ideas for marketing of program.

23. Share program evaluation results and other feedback from youth with co-workers and Director.

24. Assist with the posting of activity schedules.

At a weekly staff meeting, the group is discussing youth who have been identified with special needs that participate in the program. Also being discussed are operational issues regarding youth that are important for ensuring quality attention and programming. “Thanks for attending our weekly meeting,” says Mr. Tyler. “Today we want to focus on our youth who might have special needs and how to address those needs.” “Did everyone know that Salem (15) can’t hear very well?” asks Mr. Leroy. “I noticed that while in the teen center his peers called out his name a few times and he just continued to stare at the video he was watching. I told him his friends wanted him to join them in a game of chess, and he said he didn’t hear them. He told me he had a hearing impairment. I didn’t know that.” “Yes, I do recall that he had a hearing challenge when he submitted the Youth Center registration form. I apologize for not sharing that with the group. Salem does have a slight hearing impairment. The school and the SLO are aware of this. He is one of our newest youth to join the Center,” replies Mr. Tyler. “Thanks for bringing this to our attention Mr. Leroy. Make sure that he sees you when you are talking to him so he can understand and hear you. Also, please understand that he will sit closer to ‘sound’ so he can hear.” “Do the other youth know about his hearing impairment?” asks Ms. Rose. “I believe he has told them. Maybe we should talk with Salem about making the other teens aware that he may not be hearing them. We don’t want to share confidential information. But we can ask him if we can share the info when appropriate so others don’t think he’s ignoring them,” says Mr. Tyler. “Any other special needs we should be aware of?” asks Mr. Tyler as he writes down notes on each youth with special needs. “Well, Heather (14) broke her leg,” replies Ms. Rose. “She’ll be on crutches for a while. Once she has permission from her parents and her doctor to participate at the Youth Center again, we will

Youth Staff Training Program 9 Module 12: Program Management

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Take a Closer Look

Youth Staff Training Program 10 Module 12: Program Management

need to make sure she only joins in activities approved by her doctor.” “Thanks Ms. Rose. That may be a long recovery,” says Mr. Leroy. “She is such an active girl, and I’m sure in time and lots of physical therapy, she’ll be back in the swing of things, but it’ll take a while to heal. She is going to miss playing sports.” “I have an idea! What if we ask her is she wants to keep score for the games that are coming up?” suggests Mr. Leroy. “That way she will still be a part of the sports program and with her friends.” “And she’ll feel a sense of usefulness,” adds Mr. Tyler. “Those are great suggestions. Anyone else we should be aware of that participates in our program?” “Yes, there is,” responds Ms. Rose. “I learned yesterday that Jake’s (13) parents are deployed and he’s being cared for by a relative. He seems really upset and told me he’s worried about and misses his parents. We need to keep our eyes open for any major signs of depression and refer him for additional help if needed.” “Thanks Ms. Rose,” says Mr. Tyler. “It’s an emotionally difficult time for Jake now.” “Let’s be sure to make ourselves available if he wants to talk about how he feels. It’s important that we listen to his feelings,” adds Mr. Leroy. They staff agreed to take time to discuss any youth with special needs at every staff meeting to make sure their emotional and physical needs were being met.

What’s next? Go to the Skill Building Journal and answer the questions for Example 3 in Section 12.1, Take a Closer Look. When you are finished, return to this guide and continue on with Self-Reflection.

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Self-Reflection

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Self-Reflection The difference between a bunch of individuals and an actual team is cooperation, involvement, productivity and energy. Winning teams rarely happen by chance or luck. They are the results of individuals that rise above their own self-interest and become encouragers and supporters for each teammate. School sport teams and debate teams are a sampling of the teams you might have been part of as a youth. As a Program Assistant, you are now part of the Youth Center team. The best teams encourage Work is a mental-physical-technical experience done in a social and, at times, even an emotional setting. The major reason why people can be discouraged at work is not physical fatigue, strain, technical inability or lack of skill. The major reason for stress is social. Each member of the team needs to be encouraged. Encouragement doesn’t happen by chance. Encouragement happens when each member of a team realizes that he or she is important – and also that people in other positions are just as important. Make a commitment not only to do your job well, but to bring out the best in others. That’s encouragement.

What’s next? Go to the Skill Building Journal and answer the questions for Self-Reflection in Section 12.1. When you are finished, return to this guide and continue on with the Pre-Training Assessment.

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Youth Staff Training Program 12 Module 12: Program Management

Before you can move forward in any area of life, you need to know where you stand. How could you begin improving your program management skills without a clear sense of what you need to work on? To give you that sense of where you are now, a pre-training assessment will help you look at how you currently assist in managing the youth program. This assessment will measure the knowledge and skill areas that you will be studying, and it will help you pinpoint areas for improvement. Ultimately this assessment, and other checklists in the Skill Building Journal, will help you develop a plan for your own skill development. Don’t worry – this assessment is not a test. It will not be graded or judged. Rather, it is a tool for you, an opportunity to identify knowledge and skill areas that you may want to improve. As you answer the questions, be thoughtful and honest with yourself. That’s the only way you can get a true picture of your needs and create a useful plan of action for your professional growth.

12.2 Pre-Training Assessment

What’s next? Go to the Skill Building Journal and complete the Pre-Training Assessment in Section 12.2. When you are finished, return to this guide and continue on with the Learning Activities.

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Section Page

A. The Importance of Following Policies and Procedures 14

B. Your Role in Program Operations 17 C. Providing Support for Administration of the Program 20 Summarizing Your Progress 23

12.3 Learning Activities

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Learning Activity A

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A. The Importance of Following Policies and Procedures2

In this activity, you will learn to: • identify your program’s administrative policies and procedures; and • complete management tasks according to a schedule.

As part of Child and Youth Programs, you belong to a large organization. And by now you know that there’s a wide variety of activities that can be happening any given day. In any big group, it’s important that people work together and follow the policies and procedures that are in place to ensure things run smoothly. So remember that coordination and communication are key, whether it’s with co-workers, youth, parents or other groups on or off installation. Standard Operating Procedures (SOPs) For example, where do youth go if there’s a fire? In an emergency, what are the procedures? What is the procedure if another group comes in to share Youth Center space during programming? You can see how critical knowing this information is to you, other staff, youth and their parents. Where do you find the information to answer these questions? Most programs describe their policies and procedures in various handbooks or as Standard Operating Procedures (SOPs). They usually focus on topics such as the following:

hours of operation registration procedures and fees handling of cash safety requirements health requirements transportation fire prevention and evacuation procedures contingency plans for facility / program use in emergencies policy on closing for bad weather reporting accidents using, ordering and replacing consumable supplies reporting suspected child abuse and neglect installation touch policy reporting maintenance needs for furniture and equipment guidance and discipline

Become familiar with your Youth Center’s SOPs and other regulations. It’s essential that everyone follows the same procedures during the Youth Center’s daily operations. Without these regulations there

2 Adapted from Module 12: Program Management, The School Age Staff Training Program, developed for Department of the Army by Teaching Strategies Inc., 1994.

Learning Activity

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Learning Activity A

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would be chaos. Additionally, both youth and parents may have questions about program hours, special events, accidents or other issues. So, you need to go well beyond just reading the policies and procedures. You need to understand them so you can communicate them to others. For example, a parent may be used to the rules in the school-age facility. Questions may come up. You need to know the correct answers. It helps parents feel confident that you know what you are doing. But, if you are not sure of a policy, just let the parent know you will check on it, or get your supervisor. Mobilization and Contingency Plan (MAC) Another important policy is the Mobilization and Contingency Plan (MAC). Every installation has a CYP MAC Plan that must be followed. A CYP MAC Plan is a locally determined installation plan that identifies how child and youth needs will be met during:

mobilization and deployment natural disasters emergency situations other contingencies

The MAC Plan is a commander’s assurance that lack of childcare and youth supervision options will not interfere with mission readiness or family functioning during mobilization and contingency situations. It should project anticipated care demand and youth supervision needs. It also should outline potential care and supervision options and support services. The plan identifies facilities, personnel, transportation and financial resources and addresses linkages with schools. A team that includes CYP staff and installation proponents develops the MAC Plan. It is approved by the commander and considered an annex to the Installation Mobilization Plan. The Regional Child and Youth Program Management and/or commander or appointed designee should review the MAC Plan annually. Records and forms The different types of records and forms that staff needs to complete, collect and maintain on file are outlined in the various policies and procedures. This is an important management task and your role will vary depending on the particular record or form required. Examples are:

observation and assessment reports weekly program plan outlines daily sign-in/sign-out logs medical emergency consent forms accident reports forms for monitoring and tracking youth self-medication field trip permission forms inventory records supply request forms staff time sheets staff leave request forms

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Learning Activity A

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The reports or forms listed previously are not all due at the same time. Some may be due each day while others are needed weekly. Permission slips for a field trip are due prior to the event and accident reports are completed when the incident occurs. The inventory report is usually only done once a year. All the reports are important. For example, reports on food dates, prevents spoiled food from ever being served to youth. Every detail does have an impact on the program. To keep track of these report requirements, make a list or chart outlining the type of report, what you need to do and the due dates. Your responsibilities will vary depending on the form or report required. Staff may need to review some reports on a periodic or regular basis such as program assessments, evaluations of events and activities and observation and assessment reports for youth. Some reports that are written by one staff member may be filed so other staff can also review the information. It is important to know the policies and procedures and do them on time so that the Youth Center runs smoothly. Without these policies and procedures, you or a co-worker might not have the materials you need for a program. Up-to-date program plans would not be available when a substitute is scheduled. This would impact the program! Finally, it is your responsibility to not share with anyone, other than the staff who also works with youth in your Center, any confidential information. Maintaining confidentiality is an essential characteristic of your job.

What’s next? Go to the Skill Building Journal and complete the worksheets for Activity A in Section12.3. When you are finished, return to this guide and continue on with Activity B.

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Learning Activity B

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B. Your Role in Program Operations

In this activity, you will learn to:

• identify ways to work as a team member to help maintain the program; • identify key topics impacting program operations; and • involve youth in the day-to-day operations of the program.

Programs are much more than a calendar of events. A Youth Center program is based on planned activities and programs in the Four Service Areas. The plan is outlined by day (lesson plans), week and month to support programming in the Four Service Areas. What makes a program run smoothly? Organizations are essentially about people working together. Working together translates to really working as a team. An effective team can accomplish much more than an individual working alone. Organizations are essentially about people working together. A team can accomplish much more than the sum of its individual members. Teamwork is defined as individuals working together to accomplish more than they could alone. People who describe their experience on successful work teams say the following are very important characteristics to a team:3

Inclusion – All team members have access to information they need and feel included in the work and purpose of the whole group. There are no second class citizens. Team members have a fair chance at challenging work. Members receive quick responses when they need help.

Commitment – All team members have a commitment to goals in the Youth Center and care about the results.

Loyalty – All team members are loyal to the team and to each other. Members go out of their way to assure the success of others. Each member is always given the benefit of a doubt.

Pride – All team members take pride in being a success against all odds. Trust – All team members can always count on a member to do what they say they are going to

do. These five team characteristics all help the youth program have a successful work team. For the Youth Program to run smoothly and efficiently and meet the needs of the youth participants, all members of the staff need to work together as a team. As a team you manage day-to-day program plans and issues. Different members of the team have different responsibilities. All are important.

3 Developing Superior Work Teams Workshop Materials, Boys and Girls Clubs of America.

Learning Activity

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Learning Activity B

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As a Program Assistant you have a variety of roles in the operations of the program. Some days you may be responsible for doing safety checks of the building. Other days you may take a lead in programming. Flexibility and teamwork lead to a well run program. In programming, you’ll always be applying what you’ve learned about communication, guidance and human relationships. How well you can communicate your ideas and concerns to other team members affects the quality and safety of the Youth Center program. For example, if the emergency lights are out, it’s important to communicate this to the appropriate staff. Another part of smooth program operations is making sure basics such as ratios, space usage and rules of conduct are understood and followed. By this time, knowing and following the appropriate ratios for the program and facility should be a routine part of your working day. If you don’t work with high risk or other special activities very often, be sure you know the ratios needed to ensure appropriate youth supervision and safety. Also, be sure to know what the contingency plans are for covering ratios in emergency situations whether it’s during an outdoor recreation activity or in the Youth Center. Ratios are in place for the safety of youth but also for your protection. Program areas and space Space is an important part of programming. Everyone should be aware of personnel who have access to the building during different time periods. If the facility is shared with the SAC or another group, it’s important to know what areas of the building are available to the different groups at different times. Even if a Youth Center is only used by the 11-18 year old youth, there is still a need for each age group to have its own space some of the time. And program areas that focus on interests of a small number of the youth probably aren’t appealing to a broader spectrum of youth on the installation. So it’s important for you to know the interests of the current group of youth you work with in the Youth Center. This impacts programming and determines how space is used. Consider both the size of your program and the size of the installation. When looking at space usage, also think about the number of youth who are in the building at different times of day. Is the whole facility available all the time? Are some areas not available to youth when numbers are low? Questions like these impacts how space is used and how well it is managed. Interacting with youth One of your most important roles is interacting with the young people in your program. This is why good communication skills are so important. As a respected adult, you have the opportunity to guide and support youth as they build social skills, learn to make decisions and solve problems. You can also help youth explore a variety of interests and accept leadership responsibilities. You need to be a good communicator to find out the needs and interests of youth. You and your co-workers will involve youth in developing rules of conduct for the program. Youth should feel ownership of the program and developing rules and helping enforce them is one way for this to happen. Working as a team can also help you in your relationships with youth. Talk with co-workers who are more experienced. What suggestions do they have in how to better interact with youth? Another way for youth to have ownership of their program is to assist in determining how the space is used. Some youth may want space just used for their favorite activities and only for their specific age

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Learning Activity B

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group. Involve them in learning about and understanding the different audiences and program needs that must be met in youth programs. Youth can be great “solvers” of some of the challenges faced in deciding the best use of facility space. Your role and the role of other staff are to give them appropriate parameters in which to work. Remember, a youth program runs smoothly when a Youth Center team works well together. When you and your co-worker effectively interact with youth, you learn information that impacts how well your program runs. Involving youth is an important aspect of managing the program. Their input and ownership contributes to your program’s success. Your ability to be a good communicator impacts all aspects of program management.

What’s next? Go to the Skill Building Journal and complete the worksheets for Activity B in Section 12.3. When you are finished, return to this guide and continue on with Activity C.

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Learning Activity C

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C. Providing Support for Administration of the Program

In this activity, you will learn to:

• identify the factors involved in scheduling staff, developing the long range program plan; and

• develop ideas to use in marketing program opportunities.

Successful administration of the Youth Program depends on many people. As a Program Assistant, you work within the program and with the youth participants on a regular basis. Because of this you are an important resource to your program. You can provide the Director with helpful information that impacts the program around topics such as:

keeping accurate records; possible transportation alternatives for issues facing youth; potential outreach sites for youth not living near the Youth Center, both on- or off-installation; ideas on the type of foods youth prefer for snacks; ways to involve youth in the planning and operation of the program; input on youth special needs; and budget information and related program needs.

As an important resource for your Youth Center, you will also want to talk with your supervisor about keeping your own training up to date. Long range program plan Each installation should have a long range program plan. This plan is a tool for determining strategies on how you will accomplish youth development programming at your installation. All staff is involved with the plan and strategy development. For example, in the Youth Program, input from Program Assistants is essential in deciding how to integrate designated curriculum and programs from partners such as USDA Cooperative Extension / 4-H, and Boys & Girls Clubs of America with the Navy Youth Program Framework (Four Service Areas). The plan also outlines the training plans for the year; especially looking at training needs to help staff meet the strategies that have been identified. Other strategies might be developed for improved record keeping, program marketing, and coordination with the local schools to name a few. Well planned programs are fun and engaging. They are developmentally appropriate and offer opportunities for all age groups. They are also diversified in all Four Service Areas. As you assist in implementing the Youth Center programs, keep in mind that effective programs include varied methods of program delivery. This includes small groups, large groups and individual opportunities. Effective programming also has varied activities. Activities should be a combination of instructional, competitive and cooperative learning opportunities.

Learning Activity

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Learning Activity C

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Program ratios One of the keys in managing a program efficiently is staffing the program to meet ratios and at the same time being cost effective. As a Program Assistant you aren’t responsible for developing the staffing schedule but you are directly impacted by it and should understand how the schedule is developed. Even though adolescents are older than school-agers, it’s still important to have the appropriate number of staff working for the number of youth attending the program. Sign-in/sign-out logs are an important resource for helping a Director determine the number of staff needed at different times. For example, if not enough youth are signing in, the Director will know the Center’s overstaffed. Key times need more staff to keep staff-to-youth ratios in line. Other key resources are the plans you and other staff have developed for programming in both the immediate upcoming weeks, for the longer term and for summer. It’s especially important to note activities that require additional staff or adult volunteer support. Marketing your program So, a great program has been developed, but how do you market the program? Here are some ideas on how to successfully market your program. You should:

know your overall youth audience; learn how to use various media to communicate your messages; be able to target specific groups for different program components or program messages; and involve youth in the process.

Here are a few points to help you as you and the management staff develops marketing strategies:

Become familiar with the demographics of your installation’s youth population – it’s important to know what ages the youth are, where they live, and where they go to school even if they aren’t currently involved in your program.

Know what the interests are of the youth who participate in your programs but also collect information on interests of those youth who are occasional users or not yet involved in programs.

Recognize what marketing tools are available at your installation, e.g., cable TV, radio, newspapers, and display opportunities at CYP Central Registration, schools, the NEX and other locations.

Develop a relationship with the local marketing department and with media representatives to learn about their requirements and deadlines.

Determine ways to involve youth in working directly with media representatives and other marketing resource people.

Create opportunities for youth to develop skills in creating marketing materials to include, Web sites, press releases, slide presentations and more.

Your ideas, observations and knowledge of youth are important to management staff and for the overall administration of the Youth Program. Participation in regularly scheduled staff meetings and other opportunities for communication allow all staff to share thoughts and ideas as well as plan how to strengthen the program – from administrative aspects to actual programming.

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Learning Activity C

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Summarizing Your Progress

You have now completed the learning activities for this module. Whether you are an experienced Youth Program Assistant or a new one, you have probably gained new information and developed new skills for assisting with program management. Summarizing your progress will give you a chance to analyze what you have learned. A summary sheet has been provided in the Skill Building Journal to help you do this. Your final step in this module is to complete the knowledge and competency assessments. Let your trainer know when you are ready to schedule them. After you have successfully completed both assessments, you will be ready to start a new module. Congratulations on your progress so far.

Go to the Skill Building Journal and complete Summarizing Your Progress in Section 12.3.

What’s next?

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Summarizing Your Progress

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