The ABCD's of orientation planning

Camping Magazine, May-June, 2007 by Greg Cronin

So many topics ... so little time. Planning staff orientation is one of the most time-consuming, difficult tasks camp directors do. Each year, in addition to camp-specific content, new regulations must be included in already overtaxed schedules. With changing weather patterns and school schedules becoming unpredictable, how are camp leaders going to have time to produce quality orientations?

This logistical programming puzzle begins the amazing experience we call camp. Even with all the constraints, most of the important topics get covered, and it seems like just yesterday we were hearing old Uncle Bill tell everyone to conserve water and not to use too much toilet paper. While that speech may never get old, preparing staff for summer 2007 requires a fresh approach with lots of insight. By now you should have a well-prepared, interactive, and fun schedule planned, which features more theater than teaching.

Open your orientation file to assure your existing plan contains exactly the right content to meet your expectations. Start by visualizing the ending (what you want to have accomplished) and work back towards the beginning. Include a variety of tactics for transferring important information while you simultaneously model preferred teaching methods. Important note: keep the orientation schedule as close to the actual schedule as possible. This will help staff become accustomed to their new environment using the natural rhythm of a typical camp day.

Set the Tone

Directors have the responsibility to set the tone for the summer. The three most common ways staff interpret camp culture are:

* unspoken actions appearing in director behavior;

* stories/examples used by supervisors; and

* what is allowed to happen.

Staff will carefully observe everything leaders do and immediately form judgments. New staff will use their backgrounds as students and mentally evaluate everyone in the same manner as they do their teachers. Returning staff will look to reinforce their opinions from the previous year, or in the case of a difficult summer, wait to "see" changes. Caution: camp leaders should transmit both form and structure when using stories as a training technique. This type of teaching provides a direction for the expected norm by conveying trust through relevant camp experiences.

Preparing staff to be proficient in all aspects of camp life is an extremely difficult task. Regardless of the type of camp you run, the precamp orientation time is all about informing staff of policies and procedures while helping them with their own personal transition. Remember, they just finished school and final examinations, some have come directly from school to camp with no break, others are worried about being away from home, a few will question their decision to be there, and some will have reasons unbeknownst to you.

Staff are accustomed to knowing what the course contents are for their classes or what skills they must possess to make a team--camp should be no different. It is important to inform staff what your objectives are for orientation and how they support the camp's mission. Do this early on day one of orientation. Don't go "objective crazy" when you write or (re-write) these, but it does take some time. You should have at least ten to fifteen objectives for orientation, and some camps have a lot more. It is important to remember your purpose for orientation. Staff can only effectively absorb so much before they begin to disengage. By the time they seem bored, lackadaisical, or disinterested, they have already checked out mentally. When introducing new material, make it interesting!

Writing Objectives

Quality objectives take time to write and should include four essential components. The ABCD's of writing objectives ensure you will include:

* Audience

* Behavior

* Conditions

* Degree

The audience is who will be doing the learning. Behavior is described as a verb and object which describes an observable action. Conditions are the limitations placed on staff when they are evaluated. Degree is the decision point or acceptable performance the staff member attains to prove they have mastered the objective.

For example, let's say your orientation list includes an objective like "all staff will get acquainted with each other." The idea is good, and you obviously see the intrinsic value in staff becoming familiar with one another, so how do we make it better? In other words, how do you know each staff member is actually accomplishing this task? Remembering our ABCD's, we could improve the objective by restating it as follows: Through a series of social interaction activities (condition), all staff (audience) will actively participate (behavior) in a five-day precamp orientation (degree). It is now your responsibility to carefully plan the type of games, special events, skits, role-playing, or team building that will accomplish your objective.

Other common areas for typical orientation objectives are: learning about health and safety procedures, becoming familiar with behavior management philosophy, following daily camp routines, skill development, getting to know group or cabin campers, knowing special-event procedures, how to integrate new and returning campers, dining hall policies, specialty area expectations, and the like.