Module 12: Program Management
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Module 12: Program Management
Acknowledgments The Youth Staff Training Program is a series of self-study training modules that form the core of the Navy Foundation 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 successful working with youth and include real-life situations faced by middle school and teen youth every day. 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 (CDC), and Child 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 Professional Recognition whose “Functional Areas” form the basis of the “core competencies” for youth staff. Many people contributed to the concept, writing, and overall development of this training program. First, we 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 quality training in the youth program. Special thanks to Mary Ellen Pratt, Chief of Army Child Development Programs / 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 Montgomery, Chief of Army Youth Programs, for the development of The Youth Staff Training Program. Project 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 (Project Lead) Deb 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 1 CharacterSM 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 Headquarters – 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 Brown, Nora Clouse, Bea Curl and Ingrid Osewalt for reviewing and providing feedback on the modules. This training program will allow staff to expand their knowledge about middle school and teen youth and their interests, challenges and overall development. Through the completion of the modules, staff will also have the opportunity to build skills in programming, communicating with youth and helping youth to grow and develop into productive citizens and leaders in their communities. Copyright 2006 AMWRF. All rights reserved. Photocopying or reproduction strictly prohibited except within the Department of Defense. 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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Skill Building Journal
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12.1
Program Management
Module Checklist The chart below has been designed to help you track what you have completed in the module. As you complete each assessment or worksheet, check the appropriate box to indicate you have finished that portion of the module. When you have completed all sections, let your trainer know you are ready to schedule your knowledge and competency assessment.
Section
Activity Completed
Discussed Activity with Trainer
Overview – Example 1
Overview – Example 2
Overview – Example 3
Self-Reflection
Pre-Training Assessment
Activity A: The Importance of Following Policies and Procedures
Activity B: Your Role in Program Operations
Activity C: Providing Support for Administration of the Program
Summarizing Your Progress
Schedule Knowledge and Competency Assessment
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12.1
Skill Building Journal Program Management
Table of Contents Welcome to Module 12: Program Management Skill Building Journal. This journal contains the pretraining assessment and worksheets referenced in your Content Guide. The outline below provides a list of the worksheets you will be completing as you work through this module. Also note that there are some answer sheets that will help you as you move through the module. You will begin this module in the Content Guide and return to this journal as directed.
Section
Assessments and Worksheets
Page
12.1 Introduction
Take a Closer Look – Example 1
1
Example 2
2
Example 3
4
Self-Reflection
5
12.2 Pre-Training Assessment
Assessment
7
12.3 Learning Activities
Learning Activity A
10
Learning Activity B
14
Learning Activity C
21
Summarizing Your Progress
30
Take a Closer Look – Examples 1, 2, and 3
31
12.4 Answer Sheets
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Take a Closer Look
12.1
Example 1 – Following administrative policies and procedures. Answer the following questions about Example 1 from the Content Guide. Compare your answers to those on the Answer Sheet provided in section 12.4 of this journal. Share and get feedback on your responses from your trainer.
1. Why did the Youth Center contact SAC?
2. How did Mr. Montez demonstrate that he understands and can communicate program policies, procedures and Standard Operating Procedures (SOPs)?
3. How did Mr. Montez assist Sergeant Bell with her question regarding her daughter Sarah?
4. What did Mr. Montez explain about the policies regarding record keeping?
What’s next? Return to the Content Guide and continue with Example 2 in Take a Closer Look.
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Take a Closer Look
12.1
Example 2 – Working as a member of a team to manage day-to-day program operations. Answer the following questions about Example 2 from the Content Guide. Compare your answers to those on the Answer Sheet provided in section 12.4 of this journal. Share and get feedback on your responses from your trainer.
1. How did Mr. Glen involve the youth in developing the rules of conduct?
2. What suggestions and ideas did the group come up with?
3. What did youth suggest to make sure the rules stressed positive behavior?
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Take a Closer Look
12.1
4. What plan did they come up with to make sure the rules of conduct were posted and distributed?
5. Why is posting the rules at the Center and providing them to parents important?
What’s next? Return to the Content Guide and continue with Example 3 in Take a Closer Look.
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Program Management
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Take a Closer Look
12.1
Example 3 – Providing staff support for administration of program. Answer the following questions about Example 2 from the Content Guide. Compare your answers to those on the Answer Sheet provided in section 12.4 of this journal. Share and get feedback on your responses from your trainer.
1. Why did the staff identify concerns at their weekly meeting?
2. What information regarding special needs of youth was discussed?
3. What ideas did they explore to assist youth with special needs?
4. Why is it important to share information regarding youth with special needs at staff meetings?
What’s next? Return to the Content Guide and continue with Self-Reflection in Section 12.1.
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Self-Reflection
12.1
Your Own Team Building Skills Complete the questions and chart that follow to help you assess your team. Reflect on and answer the questions that follow. Share and discuss your responses with your trainer.
1. What different kinds of teams have you been a part of in the past? (i.e., at work, school, social, civil?) List them and describe how you felt being a part of the team.
2. What are the advantages of having an effective team at the Youth Center?
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Self-Reflection
12.1
3. What can happen when people do not work together well?
4. What qualities do you posses that make you a good team member?
What’s next? Return to the Content Guide and read about the Pre-Training Assessment in Section 12.2.
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Pre-Training Assessment
12.2
Read the Pre-Training Assessment that follows and record whether you do these things regularly, sometimes, or not enough by checking the appropriate box. Review your answers. List three to five skills you would like to improve or topics you would like to learn more about. When you finish this module, you can list examples of your new or improved knowledge and skills. Share and discuss your responses with your trainer.
Regularly
I Do This Sometimes Not Enough
Follow 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.
Work 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 can communicate hours to patrons. 11. Involve youth in developing rules of conduct for the program and facility.
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Pre-Training Assessment
Regularly
12.2
I Do This Sometimes Not Enough
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.
Provide 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.
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Program Management
Pre-Training Assessment
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12.2
Review your responses. List three to five skills you would like to improve or topics you would like to learn more about. When you finish this module, you can list examples of your new or improved knowledge and skills.
1.
2.
3.
4.
5.
What’s next? Congratulations, you are ready to begin the learning activity section for this module. Return to the Content Guide and continue with Learning Activity A in Section 12.3.
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Learning Activity A
SECTION
12.3
The Importance of Following Policies and Procedures Program Management
Learning About Reports 1 Review your program’s administrative policies and procedures for completing various kinds of reports. Identify the reports you will be responsible for as a Program Assistant. Begin by reviewing the example of a report schedule provided below. Complete the worksheets that follow. First determine when reports are due and then describe what your responsibilities are with regard to completing them. Share and discuss your responses with your trainer.
Report Schedule (Example) Report
Due Date
Program Assistant Responsibility
Observation and assessment
Review with director on first Monday of each month.
Complete recordings of observations; record assessment information on report form.
Time sheet
Every Friday
Fill in hours worked each day
Supply requisition
15th of each month
Request consumable supplies when inventory is low
Annual leave request
Two weeks prior to date for which leave is requested
Request leave
Inventory
June 1st
Record quantities of equipment, program materials and consumable supplies
1
Activity adapted from Module 12: Program Management, The School Age Staff Training Program, developed for Department of the Army by Teaching Strategies Inc., 1994.
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Learning Activity A
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12.3
The Importance of Following Policies and Procedures Program Management
Report
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Due Date
Program Assistant Responsibility
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Learning Activity A
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12.3
The Importance of Following Policies and Procedures Program Management
Report
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Due Date
Program Assistant Responsibility
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Learning Activity A
SECTION
12.3
The Importance of Following Policies and Procedures Program Management
What’s next? Return to the Content Guide and continue with Activity B in Section 12.3.
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Learning Activity B
SECTION
12.3
Your Role in Program Operations Program Management
Qualities of a Successful Team Think about how you interact with your team at the Youth Center and how this impacts programming. Complete the worksheet that follows by giving an example of something you do on the job that supports the quality of a successful team. Then describe how your example affects your work team. Share and discuss your responses with your trainer.
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Learning Activity B
SECTION
12.3
Your Role in Program Operations Program Management
Quality
Give an example of something you did on the job that supports team quality.
Describe how your example affects your work team?
Inclusion
Commitment
Loyalty
Pride
Trust
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Learning Activity B
SECTION
12.3
Your Role in Program Operations Program Management
Use and Management of Space in the Youth Center Use this activity to work with your Director and other management staff to look at how space is used and managed in your facility. Complete the questions below. Share and discuss your responses with your trainer.
1. Is your facility used by any group(s) other than the youth program? If so, what groups and during what hours? List below. Groups using facility
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Hours of use
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Learning Activity B
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12.3
Your Role in Program Operations Program Management
2. Observe the facility during program hours and record how space is used and managed. Program hours
How space is used
How space is managed
Table continued on next page.
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Learning Activity B
SECTION
12.3
Your Role in Program Operations Program Management
Program hours
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How space is used
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How space is managed
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Learning Activity B
SECTION
12.3
Your Role in Program Operations Program Management
3. For shared space (whether with another program or within the youth program), what agreement has been developed for how space is used?
4. How are you involved in managing this agreement?
5. How does working as a team affect how the program operates?
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Learning Activity B
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12.3
Your Role in Program Operations Program Management
6. Whether space is shared or not, how have youth been involved in deciding on space usage?
7. What current needs for space have been identified but aren’t being met? If youth haven’t been asked about use of space recently, then survey them.
8. Meet with your Director to discuss your observations and ideas on use of space in your facility.
What’s next? Return to the Content Guide and continue with Activity C in Section 12.3.
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Learning Activity C
SECTION
12.3
Providing Support for Administration of the Program Program Management
Staffing Schedules Review the worksheets that follow. They contain questions for you to answer that are central to develop a staffing schedule. Complete the worksheets, discussing the questions with your Director. Assist your Director in determining two staff schedules. Share and discuss your responses with your trainer.
Collect the Sign-in/Sign-out Logs for the past month and review them. Using the logs, answer the following questions. 1. What trends do you see for numbers and peak times of use for the 11-12 year old youth?
2. What trends do you see for numbers and peak times of use for the 13-15 year old youth?
3. What trends do you see for numbers and peak times of use for the 16-18 year old youth?
4. What implications do these trends have for staffing in the facility?
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Learning Activity C
SECTION
12.3
Providing Support for Administration of the Program Program Management
In addition to the log, study the staffing schedule that was used during that same time period. 1. What ratios were in place during different times of the day or evening during both the week and the week-end?
2. Were there times when staff were over or under ratio? List those times and describe the situation (time of day, numbers of youth, programs going on, etc.)
3. Were any staff on leave during that time period? If so, list the staff members and times they were not available.
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Learning Activity C
SECTION
12.3
Providing Support for Administration of the Program Program Management
How many Program Assistant’s currently work in the Youth Program? Are there any vacancies? If so, how many? Of the current staff, how many are full-time employees? How many are regular part-time? How many are flex?
Discuss with the Director how he or she determines the staffing schedule and how adjustments are made. 1. Note what you learned from your discussion.
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Learning Activity C
SECTION
12.3
Providing Support for Administration of the Program Program Management
Assist the Director in determining the next two staffing schedules. 1. What were some of the challenges you had to deal with?
2. How did you resolve these challenges?
3. How were adjustments handled during the staffing period?
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Learning Activity C
SECTION
12.3
Providing Support for Administration of the Program Program Management
Marketing Plan Research and complete the demographics worksheet that follows. This will give you a feel for the strategies that are needed for marketing your Youth Center program. Identify the media resources available to the program. Complete the media resource worksheet providing the location and contact person for each resource. Conduct an interview of the staff person responsible for marketing the programs using the worksheets provided. Share and discuss your responses with your trainer.
Marketing Demographics
Age Group
Numbers on your installation
% of youth that live on- installation
% of youth that live off- installation
11-12 13-15 16-18 For youth living off-installation, how far do most live from the Youth (or Teen) Center?
School
Grades included
Number of schools oninstallation
Number of schools off-installation
Middle School High School
How many youth in the Youth Center program are home schooled?
Where do youth congregate on-installation?
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Learning Activity C
SECTION
12.3
Providing Support for Administration of the Program Program Management
Interests of youth List at least six interests that have been identified by youth that regularly participate in the program. 1.
2.
3.
4.
5.
6.
List at least six interests that have been identified by youth that do not regularly participate in the program. 1.
2.
3.
4.
5.
6.
How do the demographics you gathered impact marketing the Youth Center program?
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Learning Activity C
SECTION
12.3
Providing Support for Administration of the Program Program Management
Media resources Identify location of resources and contact people available to your program: Resource Marketing Department
Location
Contact Person
Cable TV
Radio
Newspaper
Youth Web Pages
Central Registration
Other
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Learning Activity C
SECTION
12.3
Providing Support for Administration of the Program Program Management
Youth Program Marketing Efforts Interview the Director or Youth Center staff person who is in charge of marketing the Youth Center program. Ask about two recent marketing efforts. Ask to see copies of the marketing materials, promo spots, displays, etc. Marketing Effort #1 Who was the target audience? What were their demographics?
What process was followed when working with media contacts?
How were the marketing materials created?
How successful was the marketing effort?
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Learning Activity C
SECTION
12.3
Providing Support for Administration of the Program Program Management
Marketing Effort #2 Who was the target audience? What were their demographics?
What process was followed when working with media contacts?
How were the marketing materials created?
How successful was the marketing effort?
What’s next? Return to the Content Guide and continue with Summarizing Your Progress in Section 12.3.
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Program Management
Summarizing Your Progress
SECTION
12.3
Review your responses to the Pre-Training Assessment in Section 12.2 in this journal. Summarize in the space below what you learned and list the skills you developed or improved. Share and discuss your responses with your trainer.
New Information
New and Improved Skills
What’s next? Congratulations, you have completed Module 12. Let your trainer know you are ready to schedule your knowledge and competency assessments.
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Answer Sheet
SECTION
12.4
Take a Closer Look Program Management
Example 1 Following administrative policies and procedures. 1. Why did the Youth Center contact SAC? a. To provide a substitute staff person to ensure adequate ratios. b. To maintain coverage so that programs would not be cancelled for the participants. 2. How did Mr. Montez demonstrate that he understands and can communicate program policies, procedures and Standard Operating Procedures (SOPs)? a. He was able to articulate the adequate information on plans and program practices and the policies and procedures of the Youth Center and the Youth Technology Lab. b. He carefully reviewed all information with Ms. Maureen prior to the evening program. c. He also left her the file for her reference. 3. How did Mr. Montez assist Sergeant Bell with her question regarding her daughter Sarah? a. He was able to respond to her question about policies for teens regarding program participation times. b. He referred her to his supervisor. 4. What did Mr. Montez explain about the policies regarding record keeping? a. He explained that all youth who participate need to be counted. This way they know how many slots are available for walk-in youth. b. He explained to submit the report to his supervisor.
Example 2 Working as a member of a team to manage day-to-day program operations. 1. How did Mr. Glen involve the youth in developing the rules of conduct? a. A group of youth was selected to review the rules of conduct. b. The group discussed and provided input for the revised rules. 2. What suggestions and ideas did the group come up with? a. They suggested keeping only the essential rules of conduct so youth could remember them. b. They added three more simple rules: respect yourself, respect the Youth Center and respect others. 3. What did youth suggest to make sure the rules stressed positive behavior? a. They suggested that instead of saying “No” in the statements, they rewrite the rules to inform the members what is allowable.
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Answer Sheet
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12.4
Take a Closer Look Program Management
4. What plan did they come up with to make sure the rules of conduct were posted and distributed? a. Mr. Glen would make sure that all youth and parents received the revised rules and sign-off on them. b. The youth suggested that they walk around the Center and post the rules in locations that were visible to all youth. 5. Why is posting the rules at the Center and providing them to parents important? a. When the rules are posted everyone knows the standard and it ensures fairness. b. Knowing the rules provides a concrete way for everyone to act responsibility.
Example 3 Provide staff support for administration of the program. 1. Why did the staff identify concerns at their weekly meeting? a. So all staff would be aware of information regarding the special needs of youth. b. Sharing concerns emphasizes everyone’s responsibility for understanding and paying attention to the youth. 2. What information regarding special needs of youth was discussed? a. A youth who had a hearing impairment, b. A youth who had broken her leg. c. Another youth whose parents were deployed. 3. What ideas did they explore to assist youth with special needs? a. When talking to Salem, staff would be sure he could see what they were saying. b. Give Heather the opportunity to assist as a score keeper while her leg heals. c. Pay attention to Jake’s behavior. Make sure to notice any signs of depression while his parents are deployed. Be available to listen to his feelings. 4. Why is it important to share information regarding youth with special needs at staff meetings? a. So all staff are aware of special needs of youth. b. So all staff can respond appropriately to each youth with the special needs.
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Acknowledgments The Youth Staff Training Program is a series of self-study training modules that form the core of the Navy Foundation 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 successful working with youth and include real-life situations faced by middle school and teen youth every day. 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 (CDC), and Child 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 Professional Recognition whose “Functional Areas” form the basis of the “core competencies” for youth staff. Many people contributed to the concept, writing, and overall development of this training program. First, we 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 quality training in the youth program. Special thanks to Mary Ellen Pratt, Chief of Army Child Development Programs / 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 Montgomery, Chief of Army Youth Programs, for the development of The Youth Staff Training Program. Project 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 (Project Lead) Deb 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 1 CharacterSM 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 Headquarters – 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 Brown, Nora Clouse, Bea Curl and Ingrid Osewalt for reviewing and providing feedback on the modules. This training program will allow staff to expand their knowledge about middle school and teen youth and their interests, challenges and overall development. Through the completion of the modules, staff will also have the opportunity to build skills in programming, communicating with youth and helping youth to grow and develop into productive citizens and leaders in their communities. Copyright 2006 AMWRF. All rights reserved. Photocopying or reproduction strictly prohibited except within the Department of Defense. 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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Skill Building Journal
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12.1
Program Management
Module Checklist The chart below has been designed to help you track what you have completed in the module. As you complete each assessment or worksheet, check the appropriate box to indicate you have finished that portion of the module. When you have completed all sections, let your trainer know you are ready to schedule your knowledge and competency assessment.
Section
Activity Completed
Discussed Activity with Trainer
Overview – Example 1
Overview – Example 2
Overview – Example 3
Self-Reflection
Pre-Training Assessment
Activity A: The Importance of Following Policies and Procedures
Activity B: Your Role in Program Operations
Activity C: Providing Support for Administration of the Program
Summarizing Your Progress
Schedule Knowledge and Competency Assessment
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Skill Building Journal Program Management
Table of Contents Welcome to Module 12: Program Management Skill Building Journal. This journal contains the pretraining assessment and worksheets referenced in your Content Guide. The outline below provides a list of the worksheets you will be completing as you work through this module. Also note that there are some answer sheets that will help you as you move through the module. You will begin this module in the Content Guide and return to this journal as directed.
Section
Assessments and Worksheets
Page
12.1 Introduction
Take a Closer Look – Example 1
1
Example 2
2
Example 3
4
Self-Reflection
5
12.2 Pre-Training Assessment
Assessment
7
12.3 Learning Activities
Learning Activity A
10
Learning Activity B
14
Learning Activity C
21
Summarizing Your Progress
30
Take a Closer Look – Examples 1, 2, and 3
31
12.4 Answer Sheets
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Program Management
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Take a Closer Look
12.1
Example 1 – Following administrative policies and procedures. Answer the following questions about Example 1 from the Content Guide. Compare your answers to those on the Answer Sheet provided in section 12.4 of this journal. Share and get feedback on your responses from your trainer.
1. Why did the Youth Center contact SAC?
2. How did Mr. Montez demonstrate that he understands and can communicate program policies, procedures and Standard Operating Procedures (SOPs)?
3. How did Mr. Montez assist Sergeant Bell with her question regarding her daughter Sarah?
4. What did Mr. Montez explain about the policies regarding record keeping?
What’s next? Return to the Content Guide and continue with Example 2 in Take a Closer Look.
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Program Management
SECTION
Take a Closer Look
12.1
Example 2 – Working as a member of a team to manage day-to-day program operations. Answer the following questions about Example 2 from the Content Guide. Compare your answers to those on the Answer Sheet provided in section 12.4 of this journal. Share and get feedback on your responses from your trainer.
1. How did Mr. Glen involve the youth in developing the rules of conduct?
2. What suggestions and ideas did the group come up with?
3. What did youth suggest to make sure the rules stressed positive behavior?
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4. What plan did they come up with to make sure the rules of conduct were posted and distributed?
5. Why is posting the rules at the Center and providing them to parents important?
What’s next? Return to the Content Guide and continue with Example 3 in Take a Closer Look.
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Example 3 – Providing staff support for administration of program. Answer the following questions about Example 2 from the Content Guide. Compare your answers to those on the Answer Sheet provided in section 12.4 of this journal. Share and get feedback on your responses from your trainer.
1. Why did the staff identify concerns at their weekly meeting?
2. What information regarding special needs of youth was discussed?
3. What ideas did they explore to assist youth with special needs?
4. Why is it important to share information regarding youth with special needs at staff meetings?
What’s next? Return to the Content Guide and continue with Self-Reflection in Section 12.1.
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Self-Reflection
12.1
Your Own Team Building Skills Complete the questions and chart that follow to help you assess your team. Reflect on and answer the questions that follow. Share and discuss your responses with your trainer.
1. What different kinds of teams have you been a part of in the past? (i.e., at work, school, social, civil?) List them and describe how you felt being a part of the team.
2. What are the advantages of having an effective team at the Youth Center?
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3. What can happen when people do not work together well?
4. What qualities do you posses that make you a good team member?
What’s next? Return to the Content Guide and read about the Pre-Training Assessment in Section 12.2.
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12.2
Read the Pre-Training Assessment that follows and record whether you do these things regularly, sometimes, or not enough by checking the appropriate box. Review your answers. List three to five skills you would like to improve or topics you would like to learn more about. When you finish this module, you can list examples of your new or improved knowledge and skills. Share and discuss your responses with your trainer.
Regularly
I Do This Sometimes Not Enough
Follow 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.
Work 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 can communicate hours to patrons. 11. Involve youth in developing rules of conduct for the program and facility.
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Regularly
12.2
I Do This Sometimes Not Enough
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.
Provide 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.
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12.2
Review your responses. List three to five skills you would like to improve or topics you would like to learn more about. When you finish this module, you can list examples of your new or improved knowledge and skills.
1.
2.
3.
4.
5.
What’s next? Congratulations, you are ready to begin the learning activity section for this module. Return to the Content Guide and continue with Learning Activity A in Section 12.3.
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12.3
The Importance of Following Policies and Procedures Program Management
Learning About Reports 1 Review your program’s administrative policies and procedures for completing various kinds of reports. Identify the reports you will be responsible for as a Program Assistant. Begin by reviewing the example of a report schedule provided below. Complete the worksheets that follow. First determine when reports are due and then describe what your responsibilities are with regard to completing them. Share and discuss your responses with your trainer.
Report Schedule (Example) Report
Due Date
Program Assistant Responsibility
Observation and assessment
Review with director on first Monday of each month.
Complete recordings of observations; record assessment information on report form.
Time sheet
Every Friday
Fill in hours worked each day
Supply requisition
15th of each month
Request consumable supplies when inventory is low
Annual leave request
Two weeks prior to date for which leave is requested
Request leave
Inventory
June 1st
Record quantities of equipment, program materials and consumable supplies
1
Activity adapted from Module 12: Program Management, The School Age Staff Training Program, developed for Department of the Army by Teaching Strategies Inc., 1994.
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Report
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Due Date
Program Assistant Responsibility
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Report
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What’s next? Return to the Content Guide and continue with Activity B in Section 12.3.
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Learning Activity B
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12.3
Your Role in Program Operations Program Management
Qualities of a Successful Team Think about how you interact with your team at the Youth Center and how this impacts programming. Complete the worksheet that follows by giving an example of something you do on the job that supports the quality of a successful team. Then describe how your example affects your work team. Share and discuss your responses with your trainer.
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Your Role in Program Operations Program Management
Quality
Give an example of something you did on the job that supports team quality.
Describe how your example affects your work team?
Inclusion
Commitment
Loyalty
Pride
Trust
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12.3
Your Role in Program Operations Program Management
Use and Management of Space in the Youth Center Use this activity to work with your Director and other management staff to look at how space is used and managed in your facility. Complete the questions below. Share and discuss your responses with your trainer.
1. Is your facility used by any group(s) other than the youth program? If so, what groups and during what hours? List below. Groups using facility
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Your Role in Program Operations Program Management
2. Observe the facility during program hours and record how space is used and managed. Program hours
How space is used
How space is managed
Table continued on next page.
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Program hours
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How space is managed
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Your Role in Program Operations Program Management
3. For shared space (whether with another program or within the youth program), what agreement has been developed for how space is used?
4. How are you involved in managing this agreement?
5. How does working as a team affect how the program operates?
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Your Role in Program Operations Program Management
6. Whether space is shared or not, how have youth been involved in deciding on space usage?
7. What current needs for space have been identified but aren’t being met? If youth haven’t been asked about use of space recently, then survey them.
8. Meet with your Director to discuss your observations and ideas on use of space in your facility.
What’s next? Return to the Content Guide and continue with Activity C in Section 12.3.
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Learning Activity C
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12.3
Providing Support for Administration of the Program Program Management
Staffing Schedules Review the worksheets that follow. They contain questions for you to answer that are central to develop a staffing schedule. Complete the worksheets, discussing the questions with your Director. Assist your Director in determining two staff schedules. Share and discuss your responses with your trainer.
Collect the Sign-in/Sign-out Logs for the past month and review them. Using the logs, answer the following questions. 1. What trends do you see for numbers and peak times of use for the 11-12 year old youth?
2. What trends do you see for numbers and peak times of use for the 13-15 year old youth?
3. What trends do you see for numbers and peak times of use for the 16-18 year old youth?
4. What implications do these trends have for staffing in the facility?
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Learning Activity C
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12.3
Providing Support for Administration of the Program Program Management
In addition to the log, study the staffing schedule that was used during that same time period. 1. What ratios were in place during different times of the day or evening during both the week and the week-end?
2. Were there times when staff were over or under ratio? List those times and describe the situation (time of day, numbers of youth, programs going on, etc.)
3. Were any staff on leave during that time period? If so, list the staff members and times they were not available.
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How many Program Assistant’s currently work in the Youth Program? Are there any vacancies? If so, how many? Of the current staff, how many are full-time employees? How many are regular part-time? How many are flex?
Discuss with the Director how he or she determines the staffing schedule and how adjustments are made. 1. Note what you learned from your discussion.
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Assist the Director in determining the next two staffing schedules. 1. What were some of the challenges you had to deal with?
2. How did you resolve these challenges?
3. How were adjustments handled during the staffing period?
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Providing Support for Administration of the Program Program Management
Marketing Plan Research and complete the demographics worksheet that follows. This will give you a feel for the strategies that are needed for marketing your Youth Center program. Identify the media resources available to the program. Complete the media resource worksheet providing the location and contact person for each resource. Conduct an interview of the staff person responsible for marketing the programs using the worksheets provided. Share and discuss your responses with your trainer.
Marketing Demographics
Age Group
Numbers on your installation
% of youth that live on- installation
% of youth that live off- installation
11-12 13-15 16-18 For youth living off-installation, how far do most live from the Youth (or Teen) Center?
School
Grades included
Number of schools oninstallation
Number of schools off-installation
Middle School High School
How many youth in the Youth Center program are home schooled?
Where do youth congregate on-installation?
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Providing Support for Administration of the Program Program Management
Interests of youth List at least six interests that have been identified by youth that regularly participate in the program. 1.
2.
3.
4.
5.
6.
List at least six interests that have been identified by youth that do not regularly participate in the program. 1.
2.
3.
4.
5.
6.
How do the demographics you gathered impact marketing the Youth Center program?
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Media resources Identify location of resources and contact people available to your program: Resource Marketing Department
Location
Contact Person
Cable TV
Radio
Newspaper
Youth Web Pages
Central Registration
Other
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Providing Support for Administration of the Program Program Management
Youth Program Marketing Efforts Interview the Director or Youth Center staff person who is in charge of marketing the Youth Center program. Ask about two recent marketing efforts. Ask to see copies of the marketing materials, promo spots, displays, etc. Marketing Effort #1 Who was the target audience? What were their demographics?
What process was followed when working with media contacts?
How were the marketing materials created?
How successful was the marketing effort?
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Marketing Effort #2 Who was the target audience? What were their demographics?
What process was followed when working with media contacts?
How were the marketing materials created?
How successful was the marketing effort?
What’s next? Return to the Content Guide and continue with Summarizing Your Progress in Section 12.3.
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Summarizing Your Progress
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12.3
Review your responses to the Pre-Training Assessment in Section 12.2 in this journal. Summarize in the space below what you learned and list the skills you developed or improved. Share and discuss your responses with your trainer.
New Information
New and Improved Skills
What’s next? Congratulations, you have completed Module 12. Let your trainer know you are ready to schedule your knowledge and competency assessments.
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Answer Sheet
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12.4
Take a Closer Look Program Management
Example 1 Following administrative policies and procedures. 1. Why did the Youth Center contact SAC? a. To provide a substitute staff person to ensure adequate ratios. b. To maintain coverage so that programs would not be cancelled for the participants. 2. How did Mr. Montez demonstrate that he understands and can communicate program policies, procedures and Standard Operating Procedures (SOPs)? a. He was able to articulate the adequate information on plans and program practices and the policies and procedures of the Youth Center and the Youth Technology Lab. b. He carefully reviewed all information with Ms. Maureen prior to the evening program. c. He also left her the file for her reference. 3. How did Mr. Montez assist Sergeant Bell with her question regarding her daughter Sarah? a. He was able to respond to her question about policies for teens regarding program participation times. b. He referred her to his supervisor. 4. What did Mr. Montez explain about the policies regarding record keeping? a. He explained that all youth who participate need to be counted. This way they know how many slots are available for walk-in youth. b. He explained to submit the report to his supervisor.
Example 2 Working as a member of a team to manage day-to-day program operations. 1. How did Mr. Glen involve the youth in developing the rules of conduct? a. A group of youth was selected to review the rules of conduct. b. The group discussed and provided input for the revised rules. 2. What suggestions and ideas did the group come up with? a. They suggested keeping only the essential rules of conduct so youth could remember them. b. They added three more simple rules: respect yourself, respect the Youth Center and respect others. 3. What did youth suggest to make sure the rules stressed positive behavior? a. They suggested that instead of saying “No” in the statements, they rewrite the rules to inform the members what is allowable.
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Take a Closer Look Program Management
4. What plan did they come up with to make sure the rules of conduct were posted and distributed? a. Mr. Glen would make sure that all youth and parents received the revised rules and sign-off on them. b. The youth suggested that they walk around the Center and post the rules in locations that were visible to all youth. 5. Why is posting the rules at the Center and providing them to parents important? a. When the rules are posted everyone knows the standard and it ensures fairness. b. Knowing the rules provides a concrete way for everyone to act responsibility.
Example 3 Provide staff support for administration of the program. 1. Why did the staff identify concerns at their weekly meeting? a. So all staff would be aware of information regarding the special needs of youth. b. Sharing concerns emphasizes everyone’s responsibility for understanding and paying attention to the youth. 2. What information regarding special needs of youth was discussed? a. A youth who had a hearing impairment, b. A youth who had broken her leg. c. Another youth whose parents were deployed. 3. What ideas did they explore to assist youth with special needs? a. When talking to Salem, staff would be sure he could see what they were saying. b. Give Heather the opportunity to assist as a score keeper while her leg heals. c. Pay attention to Jake’s behavior. Make sure to notice any signs of depression while his parents are deployed. Be available to listen to his feelings. 4. Why is it important to share information regarding youth with special needs at staff meetings? a. So all staff are aware of special needs of youth. b. So all staff can respond appropriately to each youth with the special needs.
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