Needs Assessment

Needs Assessment
American Camp Association
Basic Camp Directors’ Training
Business & Finance Module

Prepared by
Genesis Learning Systems
On behalf of
The University of Georgia College of Education
January 29, 2008

Background

The American Camp Association (ACA) is a not for profit organization that seeks to provide training, support and accreditation to the more than 2400 camps nationwide. It provides a professional community where the almost 7000 members can share their knowledge and experiences with each other.

The Basic Camp Directors Course (BCDC) is a four-day, 14-module, face-to-face training offered by ACA to provide camp directors, program directors and site managers with the skills needed to successfully manage all aspects of the camp environment. One component of this training, the Business and Finance Module, is the focus of our initial efforts.


Problem Overview

Discussion with the ACA Director of Education, Kat Shreve, and our client, Dr. Gwynn Powell, a volunteer and trainer for the ACA revealed that the current face-to-face method of delivery does not meet the training needs for this critical component. In its most recent survey of ACA membership’s Educational Needs (2006), 78 percent of camp directors indicated that adequate funding and financial planning were factors that challenge their effectiveness in their camp roles (see fig. 1). ¬

Figure 1

They also indicated that there was a critical need for information in this area during the next 18 months (see fig. 2).

Figure 2

Why then, if the need for training in this area is so critical, are relatively few directors attending ACA events that offer training in business and finance components?

Within current funding and time constraints, the ACA is able to conduct the BCDC training four times each year with a class size of 25 learners per class. Since the training is held regionally, learners wishing to take the course may need to travel significant distances. The fee for the training is modest at $350 per student (including materials) but the addition of travel time and expense, often places the training out of reach for many. Last year, only about 100 of the 700 eligible camp administrators attended BCDC training. Camp directors indicated in the survey that is was a matter of timing (70%) and cost (38%).

If camp administrators cannot access and efficiently use the training, it is likely that they will find fiscal management of their camp program more challenging and less efficient and/or seek out alternative learning opportunities

Indicators

• The majority of camp directors do not receive BCDC training from ACA.

• The directors believe that information about adequate funding and training would improve the effectiveness of their camp roles.

• Growth of the population of camp directors will increasingly result in a need for training to reach a wider audience.

• Every year, there is a waiting list each for BCDC training. Some camp directors cannot access training because of restrictions imposed by the date, time, location and cost of training.

In summary, the current method of delivery of the BCDC course provides insufficient access to flexible and adequate training for the wide audience of camp directors.

Analysis indicates that an effective instructional program utilizing an alternative delivery system could fill this gap.

Results and Recommendations

The needs assessment that was conducted determined that camp directors would benefit from online or CD-ROM access to the training materials on the BCDC. An interactive delivery method would allow more flexible training in fundamentals and make training available to more participants. These basics, such as accounting principles, are necessary for successful camp operation; thus, they will increase effectiveness in program delivery. This delivery could also serve as a reference for current camp directors or as a refresher to the training to be conducted in face-to-face sessions.

The purpose of this project is to develop an online or CD-ROM-based learning environment for the Business and Finance Unit, and to provide a framework for the remaining thirteen core areas. It will incorporate objective-based materials and present engaging, interactive scenarios that afford the learner the opportunity to use what they have learned.

The GLS team believes that the ACA program coordinator and others have conducted a sufficient educational assessment and have determined from these interviews, survey results, and discussions that the needs assessment process has taken place. Further, based on the results, a problem statement and instructional goals have been composed.

These directors would be willing to use a web-based or CD-ROM method for this important instruction if it were available.

• 70 percent say they would likely use web-based instruction for training to access outstanding education in an area of interest.
• 67 percent say they would use Computer CD-ROM training if it were available.
• 86% and 82% respectively have not used web-based or CD-ROM training in the past 24 months.

This might seem to be contradicting data, but the previous question’s response indicates that the lack of availability of these media may be the reason.

Instructional Goals

The ACA’s Checklist for the Business & Finance Unit then become the overall goals of this unit.

After completing this unit, the camp director will be able to
1) Outline the camp budgeting process.
2) Describe a basic procedure to handle four types and explain four basic principles of fund raising.
3) Identify appropriate purchasing and receiving procedures.
4) Describe basic procedures for handling cash.
5) Identify camp store income, expenses and calculate profit margin.
6) Design and manage the steps to computerize manual accounting tasks.
7) Implement and document a record retention policy.

Genesis Learning 15/5 Mar0608

This has been a watershed week for us. We have finished up the last big chunks of planning and documentation, at least for now. We’re working on our first module, figuring that getting the simplest one done first will be the easiest way to get the kinks out before we do the other five.

We’ve divided up the tasks, with each of us taking a different piece. We hope we can put them together, at least as a draft, at our meeting tonight. That, along with working out some details like file-naming protocols will take us the major portion of our meeting time.

I had an excellent meeting with our client yesterday and gained sign-off on the evaluation plan, the software/software specs, the learner profile and the treatment rationale. In addition, we discussed how to handle some content issues. The textbook we are working from is poorly organized, including some illustrations for things not mentioned, blank forms with no instructions about where to get the information or how to use it. There are also some overly-simple instructions like “sufficient space for records and storage is essential” in a camp office and “computers with Internet connections should be near phone lines.” Dr. Powell has agreed that we may delete these minor sections and that, if necessary, we may add clarifying material to other sections. We will have to keep an eye out for scope creep.

We have located a number of excellent resources, including a site of free accounting games that Melinda found. I have found a number of templates for basic forms and Donna came up with some great tools for storyboarding.

We’re moving right along. Although next week is Spring Break, at least three of us will meet online Monday evening.