Personnel Policies

Contents Safety & Quality Guide

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Alcohol, Tobacco, Coffee & Drugs

Conversation Appropriate

Discussing personal use, glamorizing (even inadvertently) or advocating for illegal drugs and alcohol with students is not allowed and can be grounds for dismissal.

Drugs

Federally and locally illegal drugs and narcotics are not allowed in, around, or near the program or premises. This includes marijuana (which is not yet federally legal). Violation of this policy should get the violator banned from the organization.

Tobacco

Recreational tobacco represents a short- and long-term health hazard to both students and staff. That said, we recognize that asking an addicted individual to completely give up tobacco use during a program may result in withdrawal symptoms that limit their abilities. With those concerns in mind, we allow tobacco use with the following limitations:

• Absolutely no smoking or tobacco use in areas where youth are present.
• No staff smoking with adult participants.
• Smoking is allowed only in areas designated by the Coordinator.

Smoking areas must adhere to the following rules:

• Must be at least 50 feet away from buildings, structures or gathering areas.
• Must not be visible to public.
• Must have proper receptacles and be free of brush to prevent fire hazards.
• Cigarette butts must be disposed of in proper receptacles. Regular cleaning of those receptacles is the responsibility of the smokers who use them.
• Coordinator may revoke smoking area privileges at any time.

Alcohol

Alcohol can be appropriate within a community that celebrates with potlucks and other meals, but good judgment is essential.

• Absolutely no alcohol use during youth-specific programs.
• No underage drinking by staff or with participants. If any managers find themselves present at an event with staff engaging in underage drinking, they must kindly ask the activity to cease and leave if it does not.
• Alcohol is only allowed in adult programs and community events and only during non-program time.
• Alcohol should always be considered a potluck item brought by participants. It is never charged for unless an event has proper permitting and licensing.
• When drinking alcohol, stay within legal limits for any task you need to do.
• Do not get drunk. Know your body and know your limit ahead of time. Also, realize that once you take that first drink, your judgment about limits is impaired. Know ahead of time.
• Be responsible for friends taking it too far. Just like swimming, have a buddy (or better yet, a Truddy!) and keep an eye on each other.
• Always provide good options for those who don’t drink alcohol.
• Pick up every single bottle, can or remnant of alcohol use to avoid someone finding these items during educational programs.
• Remember, don’t talk about alcohol when kids are around. That is not an appropriate conversation for youth culture.
• Foster a culture that uses beer, wine, cider, etc. as part of meal or celebration, not as an event unto itself.
• When engaging the whole of staff, do not suggest beyond camp meetups at bars that limit entry to under 21 years of age. Our goal is to be inclusive those who cannot enter or abstain for alcohol.

Remember, use of alcohol is a community privilege, not a workplace entitlement. This is for the safety of our participants as well as our colleagues. Alcohol has a dark side: accidents, domestic abuse, hangovers. Please respect “spirits” and only use them intelligently. Don’t ruin it for everyone else. The organization would rather fire you than ban the responsible use of alcohol by legal adults.

Coffee

Coffee keeps many people going throughout the day. It is often available for staff during camps, but caffeine should still be recognized as drug.

• Youth are not allowed to drink coffee. The only exception is teens 16 and older with their parents’ permission (e.g. the parent talked to you).
• Never brew bad coffee. That is just wrong.
• Always turn off the coffee pot. You burn the place down, you buy a new one.

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.

Dating & Consensual Workplace Relationships

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.

Co-worker and Employee-Customer/Supplier Relationships: Consensual romantic personal relationships between individuals who work for Trackers, as well as romantic personal relationships between one of our employees and an individual employed by one of our customers or suppliers, are not automatically prohibited. Those who engage in such relationships, however, should be aware that concerns may later arise regarding conflicts of interest or the actual freedom of choice of one of the parties. In these situations, Trackers requires the individuals involved in such relationships to disclose the relationship immediately to the Regional Director and to the Human Resources Department, so that appropriate staffing decisions can be made. Trackers also requires that employees involved in such a consensual romantic personal relationship immediately notify the same parties if the relationship terminates or is no longer consensual.

Supervisor – Subordinate Relationships: Romantic relationships between supervisors or managers and subordinate employees are not permitted, this includes Coordinators, Coordinator Guides and Directors. In the event that such a situation develops, the individuals involved in such relationships are required to disclose the relationship immediately to their Regional Director and to Trackers’ Human Resources Department, so that appropriate staffing decisions can be made.

Staffing Decisions: In the event that any consensual romantic relationship develops in our workplace, Trackers may require staffing changes at its discretion. Generally, Trackers will separate the parties’ workplace interactions to avoid any real or perceived favoritism, special treatment, retaliatory action, lack of freedom of choice or conflict of interest, etc., (all referred to herein as a “conflict of interest”). A lateral move will be attempted whenever possible and we determine that the move is in Trackers business interests. When both individuals work for the Trackers, the couple’s recommendation may be considered as to which person will be reassigned. Any such move will be kept as discreet as possible, and will not be considered punitive in any way; however, compensation adjustments may be necessary in certain moves. In the event that Trackers determines a conflict of interest exists and determines that moving one or both employees is not appropriate, Trackers may ask one or both of the individuals to resign their employment. Failure to disclose the existence and/or the termination of a consensual romantic relationship immediately will be considered a violation of this Policy, and each individual involved in the relationship may be subject to disciplinary action up to and including immediate discharge for such failure to disclose. Further, nothing in this policy changes Trackers policy prohibiting sexual harassment and retaliation. All employees are expected to comply with those policies at all times and to maintain appropriate professional conduct in the workplace.

Inclusion

We strive to provide an inclusionary, safe, and welcoming environment. We enthusiastically support increasing diversity in the outdoor education industry, and strongly supports staff who are traditionally under-represented in our profession. We provide equal employment opportunities to staff and applicants without regard to race, color, religion, national origin, sexual orientation, gender presentation or identity, age, disability or veteran status. Inclusion extends beyond simply providing opportunities and relies on clear, healthy communication and treating each other with respect. The only limited exceptions to this policy would be when gender or age considerations are bona fide occupational requirements (i.e. overnight camp teacher gender balances, or to meet legal age minimums, such as with a commercial drivers license). If any staff person feels that another member of staff is acting in a way counter to the above policy, intentionally or accidentally, and you feel comfortable we encourage that person to talk directly with their colleague and peer. If you feel uncomfortable in any way at work, please bring the issue to your program coordinator or to the local director. We will work with all parties to encourage a safe and respectful community.

Harassment

We must provide a workplace and learning environment for employees and students that is free from sexual harassment or harassment of any kind. Harassment in the workplace is against the law and will not be tolerated. When we determine that an allegation of harassment is credible, we will take prompt and appropriate action. Harassment can include but is not limited to: repeated or offensive verbal comments related to gender, gender identity and expression, age, sexual orientation, disability, physical appearance, body size, race, ethnicity, religion (or lack thereof), inappropriate sexual images in work spaces, inappropriate physical contact, and unwelcome sexual attention.

Sexual Harassment

Unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature constitute sexual harassment when:

• An employment decision affecting that individual is made because the individual submitted to or rejected the unwelcome conduct.
• The unwelcome conduct unreasonably interferes with an individual’s work performance or creates an intimidating, hostile, or abusive work or learning environment.

Certain behaviors, such as conditioning promotions, awards, training or other job benefits upon acceptance of unwelcome actions of a sexual nature, are always wrong.

Unwelcome actions, like any of the following, are inappropriate and may by themselves meet the definition of sexual harassment or contribute to a hostile work environment:

• Sexual pranks, or repeated sexual teasing, jokes or innuendo.
• Verbal abuse of a sexual nature.
• Touching or grabbing of a sexual nature.
• Repeatedly standing too close to or brushing up against a person.
• Repeatedly asking a person to socialize during off-duty hours when the person has said no, or has indicated they are not interested

(supervisors in particular should be careful not to pressure their employees to socialize).

• Giving gifts or leaving objects that are sexually suggestive.
• Repeatedly making sexually suggestive gestures.
• Making or posting sexually demeaning or offensive pictures, cartoons or other materials in the workplace.
• Off-duty, unwelcome conduct of a sexual nature that affects the work environment.

The victim of sexual harassment can be any gender, and of any standing in the organization. The victim can be of the same sex as the harasser. The harasser can be a supervisor, co-worker or other employee or non-employee who has a business relationship with the organization or with a student.

Reporting Harassment

Our #1 priority is the safety of our students and our staff. And, we have an obligation to be thorough and respectful in any harassment investigation. Staff are always free to directly decline any unwanted social or sexual contact, comments, or attention from coworkers or supervisors, at or away from the workplace. Staff are empowered to express their discomfort with any contact or comment from a coworker. If you feel that you need assistance responding to unwanted contact, you are strongly encouraged contact your Coordinator, Director or any supervisor. If the contact is ongoing or more severe in nature, speak with your program coordinator or local director immediately so they may investigate. Depending on the outcome of the investigation, either your Coordinator, Director, or other supervisor may follow up. Outcome of an investigation may range from creating written documentation, written disciplinary action, reassignment, or dismissal of the offender.

Performance Optimization

Caring for yourself is critical. During the intensity of teaching and programming, staff often neglect basic routines of self-care that we require of our students, such as drinking water or eating a hearty lunch. Or showering. Outdoor programs can be as demanding as a marathon. You need to take care of yourself as any elite athlete would. Again, that includes showering.

Peak Awareness

We need you to be healthy so you can maintain the awareness required to keep students safe. When you drink and eat right, when you stay clean and avoid getting sick, you optimize your awareness. And your awareness (your Whiskers) is your most important safety tool.

Sleep & Shelter

Good sleep in a comfortable environment is critical to maintain peak awareness and long-term health. Studies have shown that people who get less sleep have a higher mortality rate. You need at least 8 hours of sleep to be refreshed for the next day. Also, consider the environment you live in. Is it conducive to come home and relax after a rigorous day of camp? Or do your roommates insist you party every night, playing Parcheesi until the wee hours of the morning? Tell them it can wait. Get enough sleep, for the sake of the children.

Water

Water is the most important element for our bodies. While teaching, drink more water than you might be used to. If you get a dehydration headache, it will be harder to focus. Drinking water helps maintain your peak awareness and models good behavior for kids (and adults).

Food

Eating well is another key to your energy level and peak awareness. Eating consistent meals is important. Eating fresh, healthy foods, especially vegetables, enhances your peak awareness. Properly cook and watch for spoilage with personal or camp food. Food poisoning can lead to staff and participant sickness.

Protect Your Physical Health

Children constantly stick their fingers in their ears, noses, and everywhere else. Then they spread that stuff everywhere. Imagine yourself surround hundreds of those germ-riddled vectors of disease. Welcome to camp! We often teach in urban centers and come into contact with a lot of people, and are exposed to the poor sanitation habits of children, therefore we must be vigilant in protecting our health.

Wash the Hands – A lot

I know we sound like Mom, but we’re serious. Studies have shown that people who thoroughly wash their hands with soap get sick far less often. Follow these guidelines:

• Use soap.
• Scrub vigorously.
• Encourage your students to do the same.

Watch Where You Put Your Hands

A kid sneezes on the bus. The mucous atomizes into a mist and flies through the air touching down on the vinyl seat. You put your hands on this seat and then rub your eyes. Did you know people transfer disease into their bodies through the permeable membranes of the eyes? Translation: Be grateful for your skin and don’t rub disease directly into your permeable mucous membranes.

Vaccinations

We strongly recommend staff receive updated and relevant vaccinations to keep everyone healthy and safe. Whooping cough and measles are on the rise. The flu and tetanus vaccinations are especially helpful for people who work in outdoor programs.

Mental Health

Performance Optimization is also about your mental health. Working in outdoor education is an intense experience. If you don’t take care of your mental health, you risk burning out. Here are some ideas for mitigating burnout:

• Ask for help.
  • Talk to your Coordinator. Let them know how you are feeling and ask for help and ideas for feeling better.
  • Talk to your colleagues. You are not alone. Most teachers have struggled with feelings of burnout. They may have some great suggestions.
  • Pamper yourself. Do the things that relax you and give you joy: yoga, meditation, hiking, cooking, long baths.

Pacing

As we all know, working in outdoor education can feel like running a marathon. Run yours like a marathon, not like a 100-yard dash. Intelligent pacing is essential not only to make it through a program, but also to maintain peak awareness—to keep your Whiskers on full.

One Little Corner: People often spend more time worrying about whether they will finish a task instead of just diving in. It’s like what your mom use to tell you when cleaning a messy room, “Start in one little corner and work your way out.” To get started, do something Truly Helpful, no matter how small.

Eagle’s Eye View: Outlining the big picture of what needs to get done often helps you avoid wasting time focused on tasks that aren’t relevant to the greater whole. When feeling overwhelmed, take a step back and get a broader view of what’s important. Then take it one step at a time.

Prime Directive: Bottom line, the most important thing is that you follow Rules #1 and #2. That means keeping everyone safe. Safety is your priority. If there’s an activity that’s overwhelming and you feel like you can’t keep kids safe, stop it immediately. Do something more relaxing and simple. If you have to eliminate teaching some awesome skill because you need more time to work on a safety plan, go ahead.

REMEMBER All you really need to do is keep kids safe every day. Rule #1 No one dies. Rule #2 No wounds that don’t heal in four days.

Schedule in Relaxation: Build downtime into your program. Of course, keep the kids engaged for safety's sake, but you don’t need to be racing all the time.

Plan and Prepare: Proper planning and preparation keeps you relaxed while doing your program. The more you have ready ahead of time the less stress enacting the program becomes.

Enjoy Yourself: Enjoying the time with your students is essential to feeling relaxed and maintaining peak awareness. If you find yourself feeling unhappy or missing the joy while working with your students, talk with your Coordinator. Brainstorm ideas to get the fun back.

Professional Appearance Policy

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.

Key Features

Be aware of the impression you are making, Trackers allows reasonable self expression through personal appearance, unless:

• It conflicts with an employee’s ability to perform their position effectively or with their specific work environment.
• It is regarded as offensive or harassing toward co-workers, families, or others with whom Trackers conducts business and has contact with employees.
• It suggests profanity, graphic violence or promoting hate are not allowed.

Procedures

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. 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.

Program Media

Great programs thrive on the stories they share. We take great care in how we create those stories. To avoid confusion, the organization retains ownership and discretion over all content and media created by employees during the time of their employment. This includes programs, events, and anything related to our intellectual property. Legally this means:

The organization retains full ownership of the creative content produced and proceeds related to your employment. This includes all curriculum, narratives, stories, characters, plot lines, song lyrics, names, likenesses, other written materials, photographs, video, media, activities, camps created by any employee. The organization is considered the author of such works and employees retain no rights to them whatsoever. Examples include but are not limited to:

• A photograph or video of students at the range taken during archery camp.
• A story related to the characters, themes, universes, or other intellectual property of the organization.
• Artwork created for a camp or curriculum guide.
• Schedules and curriculum created for a camp.
• Written work for activities.

The reason for this policy is three-fold:

1. To protect paying students whose image we are not authorized for distribution.
2. To allow the organization to effectively produce creative content and materials vital to our programs, while avoiding ambiguity of ownership.
3. To maintain clear and proper use of the organization’s intellectual property, copyrights and trademarks.

Personal Use of Media

We all like to share our experiences doing this challenging, yet radical job. There’s an understandable desire to post your adventures on social media. Yet we need to respect the limitations of the image release form parents consent to when they register their child. This is for their protection and ours. When a parent asks to not have their child’s image used for publicity, it may be to prevent an estranged domestic partner from finding the family. Putting that information out there can be dangerous. Before you post any photo on social media follow these rules:

• Check participant’s waiver release to make sure they have given permission to use photos.
• Get permission to use the photo in writing from your Coordinator. A text is fine but note in the message that you checked the waiver release. Then if a mistake happens we have a record of our due diligence. Only post photo after you receive written approval.
• Give credit to the organization via tag or other means.

If you ignore this policy by consistently posting camp photographs to your personal social media pages without first getting permission from a Coordinator, disciplinary action should be taken.

Because we own all media developed during our programs, we reserve the right to use this content on our social media pages and even request it be removed from your personal page at any time, possibly even after the duration of your employment.

Professional Use of Media

It is not appropriate, allowed, nor legal for an employee or former employee to utilize any media of any program for professional services other than our own, unless we give explicit written permission. Again, such permission is revocable at any time and said media will be subject to removal. All media must show the organization in a favorable light and clearly state that they were taken at our program.

Again, Why?

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.
• Other camps use our exact program titles and descriptions for their own programs.

A healthy organization takes pride in being creative and unique. If employees choose to start their own programs, we want them to develop their own content true to who they are, not copy ours.

Representing Our Program to the Public

When representing yourself outside of the program, you should identify yourself with your job title and duties. If you are going to be in the media (e.g. interviewed for the news, participate on a reality TV show, featured in a podcast), please check in with your Coordinator for approval and further instructions. This policy is not to hide your affiliation; this is to help us thoughtfully keep track of and optimize our media presence.

The Role of Humor

Laughing is essential. The willingness to laugh at yourself is a skill we should share and teach. Humor can be compassionate and constructive, or it can lead to hurt feelings. Here are some tips for using humor appropriately:

Be Clear: Explain the need for humor and establish boundaries for what’s appropriate. Explain that poking fun at ourselves is how we learn.

Offer an Out: Let kids know they can talk with you about any concerns if humor feels overwhelming.

Make Fun of Yourself: First and foremost, show them you know how to laugh at yourself (without being overly negative or self-destructive). Role model how much fun it is to not take yourself too seriously.

Be Agile: Teach kids the agility of emotion. Switch at appropriate moments. This lets students know they should never let their Whiskers down and should always Pay Attention.

The Bottom Line: The reality is that you believe your students are awesome! That one fact should underlie all communication with them. There should be no doubt that you are there to take care of them while helping them push their edges and improve.

About Community: Humor carries over into interactions with fellow staff and the Village. Remember all the above points even when interacting with your colleagues. Believe or note, even your Coordinators may have feelings that require a positive word once in a while.

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.

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 meet all our goals and responsibilities.

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.

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

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.

Is only when strong examples of a lack of alignment is identified that we engage in Progressive Action Levels of our Expectations Structure. When any staff requires intensive intervention to 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.

Progressive Action Levels

Examples of issues/infractions that may be subject to the Progressive Action Levels process are as follows (please note: this list is for reference, it is not comprehensive):

• Punctuality and Attendance
• Poor judgement that reflects a need to improve capacity to exercise appropriate independent discretion in the field.
• Inappropriate communication with Trackers, parents, staff, or general public
• Failure to follow COVID-19 guidelines
• Dangerous or negligent actions with no or minor negative outcomes, including (but not limited to):
  • Improper/unsafe instruction of dangerous activities
  • Allowing participants to break safety protocols
  • 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
• Limited or dysfunctional group management skills and practices

Most interaction around areas for improvement will follow a four-step process:

Action Level 1: Verbal or Written Notice(s)/Verbal Counseling(s)

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.

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.

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 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.

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.

Zero Tolerance

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).

• Theft
• Poor judgement that represents a concerning potential to not exercise appropriate independent discretion in the field.
• Purposeful physical and/or emotional harm.
• 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
  • Allowing participants to break safety protocols
  • Improper care or use of equipment
  • Being unaware of all group participant’s locations and activities through the day
• No call, no show to assigned work times.
• 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).
• Harassment/Bullying.

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