Personnel Policies - Revision history

Tony at 14:07, 10 June 2021

2021-06-10T14:07:09Z

Tony at 14:04, 10 June 2021

2021-06-10T14:04:43Z

Tony at 14:03, 10 June 2021

2021-06-10T14:03:59Z

Tony at 13:39, 10 June 2021

2021-06-10T13:39:01Z

Tony at 13:33, 10 June 2021

2021-06-10T13:33:39Z

Tony at 12:55, 10 June 2021

2021-06-10T12:55:08Z

Tony at 12:50, 10 June 2021

2021-06-10T12:50:10Z

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Tony at 18:35, 5 June 2021

2021-06-05T18:35:06Z

Tony at 18:34, 5 June 2021

2021-06-05T18:34:55Z

Tony at 18:34, 5 June 2021

2021-06-05T18:34:42Z

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 At the discretion of the Supervisor, a second Verbal or Written Notice may be deemed appropriate prior to a Written Warning. Records of all Verbal and Written Notices will be retained.
-======Action Level 2: Plan of Action/Performance Improvement Plan======
+======Action Level 2: Defined Plan of Action/Performance Improvement Plan======
 A documented Plan of Action/Performance Improvement Plan may be implemented with a staff member who demonstrates an attempt to improve yet requires or requests additional support. The Plan of Action/Performance Improvement Plan is the final step in supporting the staff member. The Supervisor will schedule a time during work hours to meet with the staff member and a Director to identify specific steps that may successfully address performance issues. A fixed timeline will be set for the Plan of Action/Performance Improvement Plan, clearly defined actions will be agreed upon, and measurable indicators of success will be determined. Supervisors will ensure that staff members receive a signed copy of the plan, demonstrate understanding of the it, and understand what next steps would be if corrective action is not taken.

@@ Line 242: / Line 242: @@
 The health, safety, well-being, and respect of Trackers (children), Guides, the Trackers Earth organization, and the community at large are the driving force behind these guidelines, as is the need to set high expectations for ourselves and Trackers Earth programs.
-===== Verbal & Evaluative Feedback =====
+=====Verbal & Evaluative Feedback=====
 This is the baseline state for all our programs and interactions at Trackers. Feedback can come in the form of verbal check-ins or formal performance evaluations. Everyone at Trackers receives verbal and evaluative feedback. It is our tool to consistently calibrate expectations with one another. It is how we plus, and do it better. When any of us receive verbal or evaluative feedback its a mutual investment in our constant improvement. Verbal and evaluative feedback is ongoing. Constructive feedback does not necessarily mean something negative, it is simply more information to generatively improve program quality and calibrate program alignment.
@@ Line 258: / Line 258: @@
 **Improper care or use of equipment
 *Inconsistent implementation and presentation of Trackers Teams curriculum (unless program it is not designated for, such as Art programs)
-*Not helping to facilitate Backstage time of co-guide</span>
+*Not helping to facilitate Backstage time of co-guide
 *Limited or dysfunctional group management skills and practices
@@ Line 279: / Line 279: @@
 ======Action Level 3: Termination======
 Should a staff member prove unable/unwilling to make the performance improvements supported through the Progressive Discipline structure, termination of employment is the final recourse.
 '''Zero Tolerance'''

@@ Line 203: / Line 203: @@
 These policies have been developed because of real past experiences. For example:
 *Former teachers use pictures taken during camps to market another outdoor program.
 *Former employees copy and paste exact wording from our website to market another outdoor program.
@@ Line 234: / Line 233: @@
 </blockquote>
-==Staff Employment Expectations==
+==Staff Employment Expectations Structure==
-We recognize that staff engage Trackers through different experiences, needs, and backgrounds. Our ability to make work within that range is based on whether we can all meet our goals and responsibilities.
+We recognize that staff engage Trackers through different experiences, needs, and backgrounds. Our ability to make work within that range is based on whether we can meet all our goals and responsibilities.
-This is more than an expectation policy. This is a process to ensure everyone working at Trackers understands the structure we utilize to realign goals and expectations. When any staff requires intensive intervention maintain and offer safe and quality programs in alignment with Trackers goals, we will implement the following processes to reestablish functional working interactions and quality within our programs.
+This is more than an expectations policy. This is a process to ensure everyone working at Trackers understands the structure we utilize to align goals and expectations.
 With any challenges that arise, we always practice ongoing feedback with staff. If that is no longer feasible to accomplish the  expectations for our program, this progressive Employee Expectations Structure is outlined below to ensure that employees are treated in a fair and transparent manner, and that Trackers Earth can provide timely, constructive feedback and support for staff development.
@@ Line 243: / Line 242: @@
 The health, safety, well-being, and respect of Trackers (children), Guides, the Trackers Earth organization, and the community at large are the driving force behind these guidelines, as is the need to set high expectations for ourselves and Trackers Earth programs.
 =====Progressive Action Levels=====
 Most interaction around areas for improvement will follow a four-step process:
 ======Action Level 1: Verbal or Written Notice(s)/Verbal Counseling(s)======
-A Verbal or Written Notice is an opportunity for a Supervisor to meet privately with a staff member to inform them there is an area in need of improvement and to provide support. Supervisors will clearly state that an official Verbal or Written Warning is being issued, ensure that the staff member understands what it means to receive a Verbal or Written Notice, and what next steps (including potential disciplinary action) would be if corrective action is not taken.
+With Verbal or Written Notice our goal is a conversation to identify staff choices that reflect an inability to exercise independent discretion that maintains a programming or a professional environment fully aligned with the goal and code of Trackers.
-Our goal with this conversation is to identify staff choices that reflect an inability to exercise independent discretion that can maintain a programming or a professional environment fully aligned with the goal and code of Trackers.
+The Supervisor meets privately with a staff member during work hours to inform them there is an area in need of improvement and to provide support for that improvement. Supervisors will clearly state that an official Verbal or Written Notice is being issued and ensure that the staff member understands and what next steps (including additional Action Levels) would be if corrective action is not taken. This conversation may include steps that we can take to help them meet expectations, as well as ways that they are going to adjust performance choices.
 If the staff member is unable or unwilling to make an agreement for better choices or to acknowledge and understand their choice's impact, this immediately escalates the next Action Level. If the choice is deemed serious enough, Action Level 2 or 3 may be implemented at the discretion of a  supervisor.
-When communicating Verbal or Written Notices, the Supervisor will schedule a time during working hours to meet with the staff member and a Director.
+At the discretion of the Supervisor, a second Verbal or Written Notice may be deemed appropriate prior to a Written Warning. Records of all Verbal and Written Notices will be retained.
 ======Action Level 2: Plan of Action/Performance Improvement Plan======
-A documented Plan of Action/Performance Improvement Plan may be implemented with a staff member who is demonstrating an attempt to improve and requires or requests additional support. The Plan of Action/Performance Improvement Plan is the final step in supporting the staff member; the goal of the plan is to successfully address the performance issue the staff member is exhibiting. The Supervisor will schedule a time during working hours to meet with the staff member and a Director to identify specific steps which could be taken to meet the performance expectations. A fixed timeline will be set for the Plan of Action/Performance Improvement Plan, clearly defined actions will be agreed upon, and measurable indicators of success will be determined. Supervisors will ensure that staff members receive a signed copy of the agreement, demonstrate understanding of the plan, and understand what next steps would be if corrective action is not taken.
+A documented Plan of Action/Performance Improvement Plan may be implemented with a staff member who demonstrates an attempt to improve yet requires or requests additional support. The Plan of Action/Performance Improvement Plan is the final step in supporting the staff member. The Supervisor will schedule a time during work hours to meet with the staff member and a Director to identify specific steps that may successfully address performance issues. A fixed timeline will be set for the Plan of Action/Performance Improvement Plan, clearly defined actions will be agreed upon, and measurable indicators of success will be determined. Supervisors will ensure that staff members receive a signed copy of the plan, demonstrate understanding of the it, and understand what next steps would be if corrective action is not taken.
-Plans of Action/Performance Improvement Plans lapse at the successful completion of the stated time frame. Should a staff member continue to have performance issues after the successful completion of the Plan of Action/Performance Improvement Plan, they will be subject to the appropriate step of the Progressive Discipline structure.
+Should a staff member continue to have performance issues after the successful completion of the Plan of Action/Performance Improvement Plan, we may need to escalate to the next Action Level.
 ======Action Level 3: Termination======
 Should a staff member prove unable/unwilling to make the performance improvements supported through the Progressive Discipline structure, termination of employment is the final recourse.

@@ Line 246: / Line 246: @@
 Most interaction around areas for improvement will follow a four-step process:
-======Action Level 1: Verbal or Written Warning(s)/Verbal Counseling(s)======
+======Action Level 1: Verbal or Written Notice(s)/Verbal Counseling(s)======
-Verbal or Written Warnings are an opportunity for a Supervisor to meet privately with a staff member to inform them there is an area in need of improvement and to provide support. Supervisors will clearly state that an official Verbal or Written Warning is being issued, ensure that the staff member understands what it means to receive a Verbal or Written Warning, and what next steps (including potential disciplinary action) would be if corrective action is not taken.
+A Verbal or Written Notice is an opportunity for a Supervisor to meet privately with a staff member to inform them there is an area in need of improvement and to provide support. Supervisors will clearly state that an official Verbal or Written Warning is being issued, ensure that the staff member understands what it means to receive a Verbal or Written Notice, and what next steps (including potential disciplinary action) would be if corrective action is not taken.
-Our goal with this conversation is to identify choices that may lead to programming or a professional environment not aligned with the goal and code of Trackers, or staff choices that reflect an inability to exercise independent discretion
+Our goal with this conversation is to identify staff choices that reflect an inability to exercise independent discretion that can maintain a programming or a professional environment fully aligned with the goal and code of Trackers.
-. We then make an agreement with the staff about the  expectations we have in order for them to maintain program harmony and a quality professional environment. This conversation may include steps that we can take to help them meet expectations, as well as ways that they are going to adjust work choices.
+We then make an agreement with the staff about the  expectations we have in order for them to maintain program alignment and a quality professional environment. This conversation may include steps that we can take to help them meet expectations, as well as ways that they are going to adjust performance choices.
-If the staff member is unable or unwilling to make an agreement for better choices or acknowledge and understand their choice's impact, this immediately escalates the next Action Level. If the choice is deemed serious enough, Action Level 2 or 3 may be implemented at the discretion of a  supervisor.
+If the staff member is unable or unwilling to make an agreement for better choices or to acknowledge and understand their choice's impact, this immediately escalates the next Action Level. If the choice is deemed serious enough, Action Level 2 or 3 may be implemented at the discretion of a  supervisor.
-If the issue is more serious, Written Warnings are an indication that a staff member has either not attempted to, or been unable to make positive change in areas identified as needing improvement. When communicating Written Warnings, the Supervisor will schedule a time during working hours to meet with the staff member and a Director. Supervisors will ensure the staff member receives a copy of the Written Warning, understands what it means to receive a Written Warning, and what the next steps would be if corrective action is not taken.
+When communicating Verbal or Written Notices, the Supervisor will schedule a time during working hours to meet with the staff member and a Director.
-At the discretion of the Supervisor, a second Verbal Warning may be deemed appropriate prior to a Written Warning. Records of all Verbal Warnings and Written Warnings will be retained.
 ======Action Level 2: Plan of Action/Performance Improvement Plan======
@@ Line 281: / Line 282: @@
-<span class="s1">'''Zero Tolerance'''</span>
+'''Zero Tolerance'''
-<span class="s2">Egregious behavior which threatens the health, safety, well-being, or respect of any or all stakeholders may be sufficiently intolerable that a Zero Tolerance approach will be adopted. Additionally, behavior which harms Trackers, parents, staff members, the community as a whole, or programs may be subject to a Zero Tolerance approach. In a Zero Tolerance circumstance, the staff member will face immediate termination of employment. Examples of issues/infractions that may be subject to a Zero Tolerance approach are as follows (please note: this list is for reference, it is not comprehensive)</span>.
+Egregious behavior which threatens the health, safety, well-being, or respect of any or all stakeholders may be sufficiently intolerable that a Zero Tolerance approach will be adopted. Additionally, behavior which harms Trackers, parents, staff members, the community as a whole, or programs may be subject to a Zero Tolerance approach. In a Zero Tolerance circumstance, the staff member will face immediate termination of employment. Examples of issues/infractions that may be subject to a Zero Tolerance approach are as follows (please note: this list is for reference, it is not comprehensive).
-*<span class="s1">Theft</span>
+*Theft
 *Poor judgement that represents a concerning potential to not exercise appropriate independent discretion in the field.
-*<span class="s1">Purposeful physical and/or emotional harm</span>
+*Purposeful physical and/or emotional harm.
-*<span class="s1">Use of or being under the influence of drugs or alcohol while on the job</span>
+*Use of or being under the influence of drugs or alcohol while on the job.
 *Dangerous or negligent actions with serious outcomes, including (but not limited to):
 **Improper/unsafe instruction of dangerous activities
@@ Line 294: / Line 295: @@
 **Improper care or use of equipment
 **Being unaware of all group participant’s locations and activities through the day
-*<span class="s1">No call, no show to assigned work times</span>
+*No call, no show to assigned work times.
-*<span class="s1">Contact with campers outside of the program (see Safety & Quality Manual involving prior experience with students outside of Trackers or when working with other organizations)</span>
+*Contact with campers outside of the program (see Safety & Quality Manual involving prior experience with students outside of Trackers or when working with other organizations).
-*<span class="s1">Harassment/Bullying  </span>
+*Harassment/Bullying.

@@ Line 51: / Line 51: @@
 With any of these substances, it is up to the discretion of your Coordinator to decide if a student or staff member has improperly abused or broken a rule, thereby incurring actual or potential damage to the organization and its reputation, premises or relationships. If a Coordinator decides rules have been broken, they reserve the right to dismiss or expel the violator from all programs, events and premises, in the short-term or forever.
-== <span class="s1">Dating & Consensual Workplace Relationships</span> ==
+==<span class="s1">Dating & Consensual Workplace Relationships</span>==
 <span class="s1">Generally, Trackers considers employee personal relationships to be their personal business. However, when personal relationships develop between employees, they have the potential to impact our work environment and operations. Therefore, we have developed this policy to help create a more positive work environment, help avoid conflicts of interest, any real or perceived favoritism, special treatment or retaliatory action, and disruption to our organization.</span>
@@ Line 231: / Line 231: @@
 Save it for Later: During a challenging event may not be the best time for humor. Consider carefully: will this diffuse the situation or make things harder?
-Sarcasm: While adults use and enjoy sarcasm, it’s important to remember that many younger children do not understand it at all. It can also be used in a passive-aggressive manner or to make others feel bad. Use sarcasm with caution.
+Sarcasm: While adults use and enjoy sarcasm, it’s important to remember that many younger children do not understand it at all. It can also be used in a passive-aggressive manner or to make others feel bad. Use sarcasm with caution.<br />
 </blockquote>
 <hr />
 <big>'''Next Article''' [[Caring for Children|Caring for Children >>]]</big>
 [[Category:Safety & Quality Guide]]
 [[Category:Part 1: Policies & Procedures]]

@@ Line 50: / Line 50: @@
 ===Final Word===
 With any of these substances, it is up to the discretion of your Coordinator to decide if a student or staff member has improperly abused or broken a rule, thereby incurring actual or potential damage to the organization and its reputation, premises or relationships. If a Coordinator decides rules have been broken, they reserve the right to dismiss or expel the violator from all programs, events and premises, in the short-term or forever.
 ==Inclusion==
 We strive to provide an inclusionary, safe, and welcoming environment. We enthusiastically support increasing diversity in the outdoor
@@ Line 141: / Line 151: @@
 <span class="s1">Trackers expects all employees to exercise appropriate judgment with regard to personal appearance, dress and grooming to be most effective in the performance of their workplace duties. The company recognizes that personal appearance is an important element of self-expression and strives not to control or dictate appropriate employee appearance, specifically with regard to jewelry or tattoos worn as a matter of personal choice. We want you to be your awesome self, while being aware of how appearance affects first impressions of parents, students and fellow staff.</span>
-===== <span class="s1">Key Features</span> =====
+=====<span class="s1">Key Features</span>=====
 <span class="s1">Be aware of the impression you are making, Trackers allows reasonable self expression through personal appearance, unless:</span>
-* <span class="s2"></span><span class="s3">It conflicts with an employee’s ability to perform their position effectively or with their specific work environment.</span>
+*<span class="s2"></span><span class="s3">It conflicts with an employee’s ability to perform their position effectively or with their specific work environment.</span>
-* <span class="s2"></span><span class="s3">It is regarded as offensive or harassing toward co-workers, families, or others with whom Trackers conducts business and has contact with employees.</span>
+*<span class="s2"></span><span class="s3">It is regarded as offensive or harassing toward co-workers, families, or others with whom Trackers conducts business and has contact with employees.</span>
-* <span class="s2"></span><span class="s3">It suggests profanity, graphic violence or promoting hate are not allowed.</span>
+*<span class="s2"></span><span class="s3">It suggests profanity, graphic violence or promoting hate are not allowed.</span>
-====== <span class="s1">Procedures</span> ======
+======<span class="s1">Procedures</span>======
-# <span class="s2"></span><span class="s3">'''Optimize trust''' Be presentable dress, hygiene, general appearance, and demeanor to optimize building trust on first impressions and beyond with youth students, adult students, parents, and guardians from a wide variety of backgrounds and expectations. Wear clothing in good repair. ''No holes and rips.''</span>
+#<span class="s2"></span><span class="s3">'''Optimize trust''' Be presentable dress, hygiene, general appearance, and demeanor to optimize building trust on first impressions and beyond with youth students, adult students, parents, and guardians from a wide variety of backgrounds and expectations. Wear clothing in good repair. ''No holes and rips.''</span>
-# <span class="s2"></span><span class="s3">'''Avoid strong odors and fragrances''' While some think an intense natural smell is great others may disagree. Remember that camp activities are similar to extreme sports and we recommend a more frequent bathing schedule during programming. Wearing merino wool also  reduces odors as it is antibacterial by wicking moisture from the skin. Some students and staff are sensitive to strong body odor, fragrances in perfumes, shampoos, oils and other products. For the safety and comfort of our participants, we reserve the right to ask staff to abstain from using overly fragrant products. </span>
+#<span class="s2"></span><span class="s3">'''Avoid strong odors and fragrances''' While some think an intense natural smell is great others may disagree. Remember that camp activities are similar to extreme sports and we recommend a more frequent bathing schedule during programming. Wearing merino wool also  reduces odors as it is antibacterial by wicking moisture from the skin. Some students and staff are sensitive to strong body odor, fragrances in perfumes, shampoos, oils and other products. For the safety and comfort of our participants, we reserve the right to ask staff to abstain from using overly fragrant products. </span>
-# <span class="s2"></span><span class="s3">'''No adult habit odors''' Remember that the smell of cigarettes, alcohol, marijuana, and other personal adult habits not allowed at camp. Know they can linger on the clothing and hair. Please make sure you come to work devoid of these smells.</span>
+#<span class="s2"></span><span class="s3">'''No adult habit odors''' Remember that the smell of cigarettes, alcohol, marijuana, and other personal adult habits not allowed at camp. Know they can linger on the clothing and hair. Please make sure you come to work devoid of these smells.</span>
-# <span class="s2"></span><span class="s3">'''Model safety and the Trackers Kit''' Properly dress in clothing that provides for safety and complete resiliency to the environment, conditions, activities, and duration you are working in—modeling expectations of safe personal gear choices to students.</span>
+#<span class="s2"></span><span class="s3">'''Model safety and the Trackers Kit''' Properly dress in clothing that provides for safety and complete resiliency to the environment, conditions, activities, and duration you are working in—modeling expectations of safe personal gear choices to students.</span>
-# <span class="s2"></span><span class="s3">'''Cover''' Assure you are not coming close to or actually showing “bathing suit” parts. Short shorts and plunging necklines are a few examples of awkward clothing. Make sure your clothing can handle bending over in front of children.</span>
+#<span class="s2"></span><span class="s3">'''Cover''' Assure you are not coming close to or actually showing “bathing suit” parts. Short shorts and plunging necklines are a few examples of awkward clothing. Make sure your clothing can handle bending over in front of children.</span>
-# <span class="s2"></span><span class="s3">'''Costume well''' If in a program that is aligned with Trackers Teams curriculum, wear assigned kit materials. This definitely includes the Band and any other apparel or gear as available. Model proper respect  for Trackers Kit apparel and gear as applicable to how students are expected to maintain and relate to them. For camps that rely on costumes as part of their story, work with Coordinators and Regional Director to design something of quality that connects with the story. </span>
+#<span class="s2"></span><span class="s3">'''Costume well''' If in a program that is aligned with Trackers Teams curriculum, wear assigned kit materials. This definitely includes the Band and any other apparel or gear as available. Model proper respect  for Trackers Kit apparel and gear as applicable to how students are expected to maintain and relate to them. For camps that rely on costumes as part of their story, work with Coordinators and Regional Director to design something of quality that connects with the story. </span>
-# <span class="s2"></span><span class="s3">'''Model footwear''' Staff are required to wear shoes at all times, unless it is for a specific stealth activity at a private site in an area fully scouted for hazards. Footwear should be sturdy and closed toed to model appropriate gear for students.</span>
+#<span class="s2"></span><span class="s3">'''Model footwear''' Staff are required to wear shoes at all times, unless it is for a specific stealth activity at a private site in an area fully scouted for hazards. Footwear should be sturdy and closed toed to model appropriate gear for students.</span>
-# <span class="s2"></span><span class="s1">'''Groom''' To build trust with parents at their first impression, hair and other features of appearance must convey a feeling of grooming and care. Trackers ''does not'' have a policy prohibiting facial hair, but we encourage a conversation regarding facial hair that reduces the public’s perception that the skills we teach to kids are connected to prepper imagery. We want the skills and competencies we share to convey a high level of accessibility to people, cultures, and communities from all walks of life.</span>
+#<span class="s2"></span><span class="s1">'''Groom''' To build trust with parents at their first impression, hair and other features of appearance must convey a feeling of grooming and care. Trackers ''does not'' have a policy prohibiting facial hair, but we encourage a conversation regarding facial hair that reduces the public’s perception that the skills we teach to kids are connected to prepper imagery. We want the skills and competencies we share to convey a high level of accessibility to people, cultures, and communities from all walks of life.</span>
 ==Program Media==

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-'''Contents''' [[Safety & Quality Guide]]
+:'''Contents''' [[Safety & Quality Guide]]
 :'''Next Article''' [[Caring for Children|Caring for Children >>]]
 <hr>