Recent events such as the G20 and the NHL Final in Vancouver are examples of what happens when security issues are not given the attention required. In once situation, there was inadequate time to train people for the situations that were expected and in fact did happen, and in the other, there appeared to be little planning at all.

Security is needed for most events from the most innocuous (in-house residence nights) to the regular (pub nights) to the obvious (Homecoming/major sports events). Its importance needs to be reflected in the planning. Like most matters, building a strong foundation is key. Security personnel, whether full-time or part-time, must be properly trained. Too often we see campus security not involving themselves in situations because “they don’t want to get hurt”.
When a situation occurs on campus, in most instances, the community is required to call campus police first, but if they refuse to get involved in de-escalating a situation, the situation will likely worsen, and time has been lost in the delay of calling police. If there are concerns about the involvement of security on campus, this needs to be communicated. Simply sitting back and complaining about the situation will not improve the situation and could be a recipe for disaster.

The first responder must make an assessment as soon as possible. That will start with the call-in, – location, how many, males/females, crowd situation, weapons, injuries. The assessment will continue throughout the incident – once the first security officers arrive (and they should be in pairs), they will continue to make their observations, and decide whether other officers and/or local police will be required.

Crowd control will be critical at all times. The incident may occur in the stadium or arena or pub where there will be many people but even in situations of an altercation involving 2-3 people, it can quickly turn into a spectator sport, or even a participatory event, if the crowd is not managed. The age of social media means that any situation can be fluid and change from controlled to out of control in seconds if there are not people who have a handle on the crowd.

If possible, talking (not screaming or yelling) needs to be attempted first. Only force that is reasonably necessary to bring the situation under control is legally allowed. There have been numerous cases involving the issue of force and each case will be decided on its facts. But the worst case situation is when security personnel lose their cool and therefore lose perspective on the situation. This is when more force than is necessary is used, and injuries result. Usually, the perpetrator becomes the victim and the security officer the “bad guy” resulting in potential criminal charges, and usually liability against the employer.

A common denominator in most situations where things go out of control is the lack of planning and training. One of the issues of the G20 riots was the fact that the meeting was moved to Toronto on fairly short notice. While there was around the clock planning by the police forces, it was still too short a time line to put proper procedures in place.
What is clear, is that for regular occurrences, there needs to be a plan in place and it needs to be reviewed on very regular basis.

There will certain campus events that happen every year, from Homecoming to Halloween, to certain sport events to particular pub nights. We know there are going to be issues, so the planning needs to occur immediately, involving all stakeholders, from the event planners to campus security to local police. Those who will be involved need to be trained properly if security is not a full-time job. The training can be found in a variety of areas and doesn’t need to cost a lot, but neither should it be short-changed. Cutting back on this cost could result in the bigger costs of property damage, injury and liability.

Make sure there is a plan of which everyone is aware. The plan will include how many people are required for security (which includes simply watching for exits and potential trouble spots, as well as actual hands on), trouble spots such as location, certain groups, and particular activities if the event is multidimensional.

It is also important to realize that problems may still occur. Therefore, it is important to have a bit of flexibility and to be aware that the unexpected may occur. Security is critical in that it is part of the “reasonably foreseeable” aspect of liability. One campus officer stated that when planning a major event, the team should look ahead to the worst possible situation and what would happen if that occurred, i.e. a coroner’s inquest. While that may seem a bit extreme, it forces the stakeholders to imagine the worst case, and then take steps to try to insure that it does happen.

There also needs to be constant follow up. For regular activities, such as pub nights, a following meeting with staff to review what went well and what didn’t go well, can help minimize further problems. Likewise, a meeting following a major event should occur to make recommendations for the next year.

Bear in mind that if there is a recommendation that an event should not occur in the future, the event may go underground and occur without the blessing of the institution. It still creates the same headaches and some potential liability without the control.

Solution: Web-based training modules which provide flexibility and high quality training opportunities

Action: Incorporate the NIRSA Webinar Training Modules into your training program!

2012-2013 Highlights

• 21 Webinar training modules (12 are NEW)
• Individually priced – you choose only the ones(s) you want!
• Reasonably priced – most are $50 – $75

Benefits

• Recorded Webinars are accessible at any time, on any laptop or desktop
• Year-long access to Webinars allows consistent and ongoing training of full/part-time staff
• Content is delivered by experts – saving staff time in preparing and delivering training material.

NIRSA Webinar Training Modules:

New
Hazing
Concussions
Level 5 In-service Training
Waivers Simplified
Medical Screening Simplified
Missing Persons Planning
Negligence Awareness for Intramural Staff
Negligence Awareness for Sport Club Officers
Negligence Awareness for Summer Camp Staff
Risk Management Committee
Climbing Wall Supervision
Event Planning Simplified

Updated Webinars
Negligence Simplified
The Nuts & Bolts of Risk Management Planning
Negligence Awareness Training for Part-time Student Staff (tracking option available)
Waivers Advanced
Safety Training for Sport Clubs Officers
Transportation: Planning Essentials
Travel Planning Tools using ‘Google Docs’
Emergency Action Plan – Putting it Together
Emergency Action Plan – Training, Rehearsals & Drills

General Information
Launch Date Mid-August, 2012
All Webinars Accessible at any time, on any computer, for whole academic year
Webinar length Varies: from 20-45 minutes
Target Audience Most Webinars target full-time staff
‘Negligence Awareness’ webinars target student staff and Sport Club Officers

More information coming soon!

By Katharine M. Nohr, JD
Nohr Sports Risk Management, LLC

Recently, Hawaii was hit by unexpected tornadoes, hail and thunder and lightning—weather events that are rare for the islands. Tornadoes are more common on the continental United States, with foreseeability resulting in better preparedness. Hopefully, your sports facility did not suffer any damage from the tornadoes that recently struck Kentucky, Indiana and Alabama. Even if your area is not accustomed to experiencing weather events such as tornadoes, consider that tornadoes have even struck Hawaii when doing your disaster planning.

Weather and Natural Disaster Risk Assessment
In assessing your organization’s weather and natural disaster risks, identify what possible weather related risks that your facility faces. Once those risks have been listed, the likelihood of such risks should be assessed. For example, your region may have frequent lightning storms, intermittent hurricanes and tornadoes, and very infrequent cold spells. Your risk management planning should focus on lightning storms, tornadoes and hurricanes, by developing detailed action plans for such events. Addressing cold spells should be a lower priority.
Safety During Tornadoes
Since tornadoes have captured the nation’s attention most recently, the following is provided to enhance your knowledge and preparedness. Tornadoes can strike facilities and outdoor venues quickly and with little or no warning. Although the peak tornado season for the southern states goes from March through May, the northern states risk tornadoes primarily from the late spring through early summer. Since tornadoes generally occur between 3 p.m. and 9 p.m., when many sport practices and games are taking place, safety plans should be in place.

In order to educate yourself regarding tornado safety, it is a good idea to consult FEMA’s website at: http://www.fema.gov/hazard/tornado/index.shtm.
FEMA suggests that before a tornado, you should listen to NOAA Weather Radio or other commercial television and radio newscasts as well as look for the danger signs of approaching storms, which include: “dark, often greenish sky, large hail, a large, dark, low-lying cloud (particularly if rotating), loud roar, similar to a freight train”.
FEMA also provides tips for what to do during a tornado at: http://www.fema.gov/hazard/tornado/to_during.shtm. If your sport activity is in a gym or other facility, hopefully, a pre-designated shelter for patrons during tornados. The shelter would be a safe room, basement or storm cellar. If none of those exist, then escape can be made to the “center of an interior room at the lowest level.” FEMA suggests that you stay “away from corners, windows, doors, and outside walls” and that you “put as many walls as possible between you and the outside”. A sturdy table may provide some protection and it’s a good idea to use your arms to protect your neck and head.

Risk Financing for Weather Disasters
Standard business owners’ policies provide coverage for damage caused by tornadoes, including physical damage to business property business interruption—reimbursement for lost income. If your organization has done risk management planning in advance, you may have already planned to operate at an alternative location while the facility is being repaired or rebuilt. Some business owners’ policies also cover this extra expense. One of the challenges that your operation may be faced with is that the coverage that was purchased might not be high enough to cover all of the losses as a result of the tornado. A tornado can fully or partially destroy a dwelling, swimming pool, athletic fields and structures, parking lots, motor vehicles, and injure and kill people. Athletic equipment, computers, furniture, lockers, supplies and many other items may be lost or damaged.

When considering the amount and nature of the insurance that you purchase, make sure that you have included everything that could be at risk of destruction or damage. You should also consider the amount of your deductible or self insured retention when deciding on insurance—will your organization be able to pay that deductible? Many businesses are not able to survive after a natural disaster. Make sure that your risk management planning includes a plan for risk financing so that it will be able to recover from natural disasters relatively quickly, survive and thrive thereafter. It is important to discuss these issues with your trusted insurance agent or broker at least annually so that whatever weather disasters come your way, you will be prepared.

Prepare for Continuity of Business
It is a good idea to make arrangements in advance for use of alternative facilities. All details for relocating can be planned in advance. How should communication of this change occur? How will players, personnel and spectators be transported to such facility? How will equipment be transported?
If the above steps are taken in preparation for addressing expected and unexpected weather disasters, hopefully your organization will face fewer losses and resume operation without interruption.

Matthew D. Griffith, M.S., RCRSP
Georgia Institute of Technology

The practice of in-service training is critical to keeping your employees prepared to prevent injuries and respond to emergencies. Despite the fact that the importance of on-going training for staff has been almost unanimously agreed upon in some recreation program areas for years (e.g. aquatics), other areas are much further behind when it comes to in-service training. Employee in-service training programs can not only prevent skill erosion and improve emergency preparedness, but also facilitate individual employee development into contributing members of the community. That’s where the concept of Level 5 in-service training comes in. Developed by the author and Dr. Joseph Walker, it addresses observed deficiencies in current practices and maximizes the impact of staff participation. It will enhance the development of the individual and also function as a recruiting tool for future employees.

“Level 5” refers to a structured, comprehensive system that incorporates all required skills and knowledge. But it takes this a step further with an outcome-oriented, benefits-based approach that enhances individual development. A Level 5 strategy is not required to have a successful in-service training program, but it does ensure that in-service training reaches its maximum potential. Although originally developed for and applied to lifeguards, Level 5 in-service training can be equally effective for any employee in the recreation department.

THE LEVEL 5 HIERARCHY: FILLING THE BUCKET

Level 5 is the highest level in the hierarchy of recreation staff training. Each level of training continues to build and develop a competent and effective employee. As each progressive level is implemented, the organization gets closer to “filling the bucket” of an employee’s training. Components of Level 5 could be incorporated alone, but to achieve all the benefits Level 5 training (and a “full” bucket), they must be implemented with the training acquired in the previous four levels.

Level 5 in-service training is one of the best risk management/safety strategies available to recreation professionals to ensure employees have the ability to respond effectively to emergencies and, more importantly, have the skills to effectively prevent many emergencies from escalating or ever occurring. This structured system comes in the form of weekly or biweekly sessions that are one to two hours long. Over the course of twelve weeks (about one semester), all knowledge and skills are reviewed and practiced multiple times. To maximize efficiency and effectiveness, as well as ease facilitation, each session follows the same general format. Example categories for one session might include:

• Team building
• Policy and procedure review; professionalism; and guest service training
• Preventive actions
• Emergency response skills
• Leadership and mentoring

All necessary skills and knowledge have been systematically categorized and scheduled throughout the twelve weeks (many topics appear multiple times). For example, the emergency response skills required for lifeguards are categorized into four basic topic areas: CPR/AED, first aid, spinal injuries, and water rescues. One topic is covered each week, with each topic reviewed at least once per month. A similar process can be applied to the skills and knowledge required in other recreation program areas, including site-specific information to be supplemented by each agency and facility. This structure ensures that no aspect of the emergency response plan is inadvertently neglected, and also provides very strong legal support that each employee is competent in all the required skills.

There are a few important components to a successful training program that are purposely left out of the Level 5 structure. These include health and safety certification and pre-service training/orientation. Because these are the essence of Levels 1 and 2, they should be addressed separately, realizing that without the foundation of basic lifesaving certification and quality pre-service training, Level 5 cannot be attained. Both components, along with the training in levels 3 and 4, are needed in addition to the other parts of the system in order to reach Level 5 potential.

While skill development and reinforcement are important components of Level 5, the key benefit of Level 5 is mentoring—and it can have a far-reaching impact. Through mentoring, student employment programs have the potential to be one of the recreation department’s most effective services. To have the greatest impact, however, a reliable mentoring model must be applied, such as the Benefits-Based Staffing Model (see Griffith & Walker).

Application of the Benefits-Based Staffing Model is one of the attributes that sets Level 5 apart from, and above, the other levels of employee training, but it does require the manager to take on the role of mentor. While many managers recognize the benefits that mentoring can have on staff, few know the principles to perform it effectively with part-time employees. To use an analogy, a mentor is a salesman. The question is then: What is the mentor selling? Mentors, in the employment context, must sell employees to themselves. It is the utmost responsibility of a mentor to recognize the potential of individuals and help them to reach it.

Mentoring can be accomplished through well-designed in-service training. It is during training, more than any other time, that managers have the absolute attention of the employees. But it extends far beyond the confines of in-service training and must take place continuously. Managers must seize teachable moments as they occur. Another method is through expanding educational opportunities available.

If implemented successfully, current staff and former employees will be able to articulate the benefits of the mentoring program, and will become ambassadors for the department and university long after they have worked for the organization. The program may also have an epiphanic impact on some of the student employees, who will then go on to become future campus recreation professionals. After all, many current professionals chose the field in part due to a mentor recognizing their potential and encouraging them.

Regardless of how managers achieve it, mentoring is the key to realizing the potential of Level 5 training. A highly structured in-service training program covering all the job-related skills can only take you to Level 4. However, by incorporating the Benefits-Based Staffing and Level 5 concepts in your program, you will ensure that in-service training maximizes its impact on employees and contributes to the holistic growth and development of the entire community.
To learn more about Level 5 in-service training and how to implement a comprehensive system in your program, look for the upcoming webinar (Fall 2012) developed in collaboration with McGregor & Associates.

References
Griffith, M., & Walker, J. (2008, July). Benefits-based staffing: Maximizing your impact on seasonal staff. Parks and Rec Business, 6(12), 46-47. http://griffithaquatics.com/Articles_files/Benefits-Based%20Staffing.pdf

Editors Note:
An article on ‘Benefits-Based Staffing’ by the current author will appear in the September 2012 edition of the Newsletter.

My enthusiasm for climbing was sparked when I was still a University student and I took a Sunday afternoon to go to a cliff with a coworker. After a brief introduction, away I went. As I tried to make my way up this sharp granite face, I can still recall the intense focus and physical challenge of the route. I also remember being so absorbed in the task that I did not notice being afraid. It was intense and incredibly empowering. With a handful of outdoor climbing opportunities, I was convinced that climbing was an amazing experience that everyone should have. Within a year, I was working diligently with Climb Nova Scotia (a not-for-profit organization), a few working professionals and the Dalhousie Department of Athletics and Recreation to get approval to install a climbing wall in the recreation facilities on campus. Through the process of this endeavor, however, many lessons were learned. And still more lessons became more apparent when I eventually returned to manage this wall, and a newer one in the same building. With the responsibility of administering a wall, I gained a new insight into the key elements in operating a safe and successful facility.

Climbing is still a fast growing market and as a result, more and more people are interested in having a climbing wall in their facility. I recently visited a facility that purchased a wall from a manufacturer, complete with holds installed, climbing equipment provided and the structure installed. After looking at the facility I can tell you the company took advantage of them. To ensure they were not liable for the structure, the organization ended up paying an engineer to come in and inspect the structural integrity of the wall. This involved the labor of removing panels and inspecting the wall behind the panels and then reinstalling them with reinforcement. Imagine the added expense for this work! The ropes provided by the company who designed the wall were not long enough, they installed twice as many belay anchor bars than one would safely use, building at least an unnecessary additional $600US into the equipment cost. The holds were put on when the paint was wet so very labor intensive to change and there were no floor anchors installed, which could lead to some serious safety issues. The lesson here is – to learn what you don’t know.

For some wall owners or potential owners, the question is, “we want to build one, what do we do?” And sometimes the question is, “we have one, what do we do?” Immediately, I begin to ask more questions, with the intent of discovering how to best answer either of these questions. Running, operating or even just having a climbing wall places the operator in a position of responsibility and opportunity. The degree to which you want to be involved with the elements of responsibility and the opportunity shapes what you do with your wall or what wall product you buy. A third element is the resources you have available to you. If you think of these three elements as circles, you can begin to see how the outcome or opportunities can be impacted by the level of risk you may or may not be willing to bear. Similarly, the resources you have will have an impact on the goals or opportunities you have with the wall. Let’s look at these three elements more closely.

Resources:

1. How much money do you have to spend on the installation and ongoing operation?
2. What are the things you currently know about operating a climbing gym? Comparing your knowledge to those operating a facility, how well does your knowledge compare? Or do you have other knowledgeable people to support your project?
3. How much space do you have?
4. What type of space do you have?
5. What is the wall structurally supported by? Or is it a free standing structure?
6. Who will be using this wall? What is the size of this population? Age? Economic status?
7. Who will monitor safety? Are there enough people to monitor safety relative to your access time and numbers of users?

Goals/Opportunities:

1. How many people and groups would you like to see access it?
2. Is the wall required to generate revenue or not?
3. What type of experience would you like a user to have; more casual play or meaningful learning?
4. Is the wall a show piece or for actual use?
5. Are you trying to cultivate a climbing community?

Responsibility and Risk:

1. What is the skills and training of those monitoring the wall?
2. What is the skills and training of those instructing (if that is something you are doing)?
3. Who will monitor safety checks and maintenance of equipment?
4. How easily can the wall be accessed?
5. What flooring are you using?
6. Can people climb past the recommended bouldering height without a rope or supervision?
7. What is the planned response to an injury or potential risk?

After reviewing these questions, more clarity is developed around the potential for the project. You can see that the answers to some questions influence the other questions. For example, If the wall is easily accessible by passersby, then supervision of the space will be necessary in order to manage risk, OR you may have build a bouldering wall only. Some aspects will be of more importance to you than others. If for example developing a climbing community is very important to you, then investing more funds initially to ensure a space that can actually facilitate a climbing community and having events, clinics and knowledgeable climbers will be very important to your success. It is also my hope that these audit questions will provoke some additional questions on your part. For example, what is the protocol for flooring under a bouldering wall? How high is a safe bouldering height? What do most instructors need to know? Is there a staff certification process? (Now you know that there is a process through the CWA.) What kinds of programs or clinics do other climbing gyms run? Is there a local climbing community already?

So how do you find out what you don’t know?

Who to contact:

1. For Industry Guidelines 

   The Climbing Wall Association is an organization which has been “the voice of the industry and does the work no one else can do. Since 2003, the CWA has been protecting the industry from regulation, promoting sound risk management practices, and providing valuable benefits and services to the climbing community.” This organization (the CWA) has a number of resources available that outline the industry standards for everything from the operation of your wall, the equipment, to the architecture and engineering standards. They provide valuable resources regarding policy and law concerning climbing walls and have publications available for purchase to assist you in gaining knowledge. The CWA also hosts a Summit each year where wall owners and operators have the opportunity to learn from each other about changes and progression in this industry. http://www.climbingwallindustry.org/index.phpI strongly recommend you continue your connection with the Risk Management experts like Sport Risk as well. These general types of risk management resources are very helpful in giving broad facility guidelines and a community through which you can learn and continue to become more knowledgeable about the risk and responsibilities you as an operator have. The equipment within the industry continues to change, standards change with the number and impact of users. http://www.sportrisk.com/

2. For Instructor Certification and Training

For instructional certification information, the main organizations are the American Mountain Guides Association (US), http://amga.com/, the Association of Canadian Mountain Guides (CA), http://www.acmg.ca/ and the UIAA (UK). These organizations all have indoor wall as well as outdoor accreditation programs and have an excellent reputation. You can also look to the CWA for guidance with indoor climbing wall instructor accreditation standards. These are available from their website.

3. For Climbing Walls

You will find lots of different climbing wall companies out there, but a general rule for finding a reputable one is to ask about previous projects and check some references. I recommend that rather than focusing on what you want to spend, discuss with them what you want to create with the wall and see what projects they have done which are similar. Then begin the discussion around cost and space requirements. Here are a few links of what are in my opinion some of the better organizations to contact.
http://eldowalls.com/
http://www.epusa.com/
http://www.climbingwalls.net/

Check with the CWA for a detail list of Climbing Wall manufacturers.

4.  For Climbing Community and Climbing Programs, Clinics
I recommend you call some of your local gyms or sister facilities. Find organizations like your own which run programs. For example, if you are a University, you could conduct a search of Universities with climbing walls. If you are a recreation center, you could look at a similar venue. I recommend speaking with more than one operator. Some walls are more show pieces and not used frequently, others are run by accredited staff. Some are geared toward revenue generation and some are not. There are also not-for-profit organizations that represent climbers – the Access Fund, for example who protect outdoor areas and in Canada the Tour de Bloc who represent competitors. Many of these can be found in the back of a Climbing magazine, for example, Climbing or Rock & Ice.

For Programs and Clinics, you can do a search of various walls websites and find out what types of programs they offer. Most will provide an introductory experience on using ropes. Some offer movement clinics or technique clinics. Some facilities provide competitions and have regular route setters to keep it interesting. For example, in the facility I operate, we have a badge program for Bouldering (a style of climbing) and Rope climbing (more safety and ropes oriented). There are 5 levels in each and youth progress from one level to the next over a 10 week program or over a camp week. Some facilities base a lot of their business on the birthday party experience or group booking, catering more to schools and Scouts or Girl Guide groups. The more programming you have, the potential you have to create committed climbers however, it also takes more instructor training and ongoing maintenance than the one time visit introductory clinics. Depending on the knowledge of your local climbers it may still make sense or not. The following are links to various sites for climbing walls so you can get an idea about programs and clinics.
http://www.totalclimbing.com/page.php?pname=membership/courses
http://athletics.dal.ca/recreation_fitness/rock_climbing.html
http://athletics.dal.ca/children_youth/climbing_programs.html

To sum it all up, I would suggest anyone interested in building a climbing wall, or operating one do some research. The Climbing Wall Association is probably the best place to start and from there, begin to get in touch with walls in operation that are not unlike what you feel you want to offer. There are many ‘wall manufacturers’ out there who will not even be aware of what the industry guidelines are. If they don’t know or haven’t heard of some of the organizations I have listed in this article, I suggest you keep looking. When looking for knowledgeable instructors, get a feel for where they have obtained their experience, speak with clients they have taught or people they have worked for. Most importantly, take some time to go to various gyms yourself and try them out. Let yourself be walked through the experience of a first timer in a facility and get a sense of what you are looking for. The bottom line is no matter how experienced the climber is, all climbers of all levels just want to feel safe.

• Camp Accident Medical Program

• Camp General Liability Program

For more information, go to http://www.summitamerica-ins.com/programs/index.asp

Or contact Carol Malouf at Carol@summitamerica-ins.com

Chances are, if you are like most Americans, you have experienced or witnessed a bullying incident in your workplace. A 2010 study by the Workplace Bullying Institute and Zogby International confirmed the findings of their 2007 study that 50% of American workers have experienced bullying at work, 35% experienced it firsthand and another 15% witnessed workplace bullying. Of these 50%, 26% report being the victims of workplace bullying on an ongoing basis.

This is just a small sample of an extensive research base into the dark side of people in organizations. Scholarly research has been conducted under many different labels including workplace bullying, supervisor undermining, interpersonal aggression, abusive supervision, petty tyranny, and incivility in the workplace, among others. Regardless of the title given, these studies all focus around one common subject: workplace jerks. Most of these studies have focused on the destructive side of the jerk’s behavior and found it usually to be directed downward—by supervisors to their subordinates. Nearly all have similar conclusions: these mean-spirited people do a lot of damage to victims, witnesses, and organizational performance.

The damage done by these demeaning jerks can be a substantial risk to organizations on many levels. A comprehensive enterprise risk management system should be concerned with expelling bullies and other jerks from the organization and screening out applicants who will not promote a civil workplace. Although researchers who write about workplace abuse use a variety of operational constructs and definitions, Robert Sutton includes a useful test in his book, The No Asshole Rule (2007), for spotting someone who is acting like a jerk:

• Test One: “After talking to the alleged [jerk], does the ‘target’ feel oppressed, humiliated, de-energized, or belittled by the person? In particular, does the target feel worse about him- or herself?”

• Test Two: “Does the alleged [jerk] aim his or her venom at people who are less powerful rather than at those people who are more powerful?”

The Damage Done
The application of the two tests will help determine whether someone is being a jerk and what damage might be done. This damage is well documented in extant research. In Tepper’s (2007) review of the literature, for example, he found that abusive supervisors who used ridicule, put-downs, the silent treatment, and insults, contributed to decreased job satisfaction, lack of organizational commitment, and increased intentions to quit in their subordinates. Other studies have had similar findings with victims reporting reduced job and life satisfaction, reduced productivity, and psychological distress such as higher rates of depression, anxiety, and burnout.

The effects of jerks sap people of their energy and self-esteem through the cumulative effects of negative interactions. Negative interactions have a far bigger impact on our moods than positive interactions. An interesting study found that, although three times more interactions with coworkers were positive than negative, the negative interactions had a five times stronger effect on mood than positive interactions (Miner, Glomb, & Hulin, 2005). This indicates that nasty people pack a lot more punch than civilized people. These findings help explain why jerks are so devastating on their victims.

Workplace jerks don’t just damage the immediate targets of their abuse though, bystanders including coworkers, family members, or friends who watch—or just hear about—these incidents suffer too. In one study, Rayner (1997) found that 27% of bullied victims and 8% of witnesses quit their jobs. Even if they don’t quit, witnesses often suffer other nasty effects. Nearly three-quarters of witnesses to workplace bullying reported increased stress and almost half worried about becoming targets themselves. Both witnesses and victims claim that bullying reduced their productivity. Much of these effects can be explained by fear. The witnesses wanted to intervene to help the victims but were afraid to do so. As evidenced in the research, workplace jerks and bullies don’t just hurt their targets, but everyone in the workplace.

In addition to the devastating effects that jerks have on other employees, they also impair organizational performance. This is seen in the costs of increased turnover, absenteeism, decreased commitment to work, and reduced productivity. In addition to increased turnover, Tepper, Duffy, and Shaw (2001) found that people who feel abused and mistreated at work expressed higher levels of resistance (i.e. unwilling to perform requests). When employees feel supported and satisfied, the opposite is true. In a study investigating the relationship between abusive supervision and job performance, Harris, Kacmar, and Zivnuska (2007) found that both self-rated and leader-rated job performance suffered in those with abusive supervisors. Also, tyrants can damage the reputation of the organization and drive away potential employees.

While the research conclusively shows that being uncivil is harmful to an organization, the issue of whether being a jerk is illegal is still unsettled in the United States. In an excellent article, attorney Paul Buchanan (2001) warned that, “While the true equal-opportunity jerk usually is breaking no law, proving that the offending employee doled out abuse without discrimination may be a difficult and awkward task for an employer. Employers who fail to discipline aggressively and weed out the boor, the bully, the power-monger…may find themselves vulnerable to expensive and difficult employment lawsuits as disgruntled employees ascribe some unlawful motivation to the abusive conduct.” Although it is not against the law yet, a “Healthy Workplace Bill” has been proposed in Congress which would give employees the right to sue for an “abusive work environment.” In addition, many states have also heard such legislation, but none have passed it yet. The story is different in other countries though. In Canada, for example, Quebec, Ontario, and Saskatchewan have all passed anti-workplace bullying laws in the last decade. Courts in the United Kingdom have recently been awarding large settlements to victims of psychological abuse at work, including one against a commercial bank for 800,000 pounds for failing to stop the bullying and harassment of a secretary by her manager.

At What Cost?
Clearly, the employment of bullies, creeps, tyrants, tormentors, narcissists, and other jerks and assholes can have major consequences for the organization and people who work there. This is a risk that most organizations should take seriously. In fact, promoting civility in the workplace makes good business sense. One Silicon Valley company, profiled in Sutton’s The No Asshole Rule (2007), calculated the total cost of one jerk salesperson at their company to be $160,000 per year (excluding his salary and commission). Although not every jerk may cost an organization this much, the damage described throughout this article does have a calculable cost, and it is probably more than you think. It is prudent for organizational leaders and managers to build a civilized workplace by getting rid of the jerks that cause so much damage and do everything possible to avoid hiring new ones.

References
Buchanan, P. (2001, September). Is it against the law to be a jerk? Washington State Bar Journal.
Harris, K. J., Kacmar, K. M., & Zivnuska, S. (2007). An investigation of abusive supervision as a predictor of performance and the meaning of work as a moderator of the relationship. The Leadership Quarterly, 18(3), 252–263.
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Jen Rose
Assistant Director, Sports and Youth & Family Programs
Southeast Missouri State University

Risk management is a hot topic in the world of campus recreation. Whether we are running sport programs, managing facilities, hosting special events or operating an aquatics center we deal with high-risk situations on a daily basis. It is our responsibility in this profession to be proactive in our risk management procedures and for most departments this is a regular topic of discussion. In the mix of everything we do in campus recreation there is one program area that poses some very serious risks, but is often not even thought about when discussing campus recreation risk management. Youth summer day camps is that often overlooked and systematically run program that holds some serious risks for programs. These camps are just a small part of what we do and are often put on the calendar to make revenue or get the community in the door, but are we protecting ourselves and the participants as much as we can or should?

The potential risks involved in running a summer day camp read like a horror story to many recreation professionals – supervision of minors, serious injuries, legal obligations regarding parental consent, missing children, sexual assaults, parental restraining orders, and mandated child abuse reporting, just to name a few. Often those involved with running a summer day camp have a background in programming but have worked mainly with college-age students; or the department may have someone with a background in childcare, but who doesn’t understand the risk management factors of running physically demanding programs. The risks involved with summer camps run the gamut, but most of these risks are easily managed and often avoidable, but the key is being aware and prepared before incidents occur.

A strong training program is a key factor in managing the risks involved in summer camps. A competent, well trained staff will prevent many potential incidents, and when incidents do occur they will be able to handle them appropriately. Training programs should run for 3-5 days in order to fit in all training components.

In addition to training your staff and requiring appropriate certifications, it is important to have a good training manual. This training manual should include anything and everything you need your staff to know for the summer. It should serve as an outline for the training program, but more importantly it is their guidebook for getting through the summer. A good training manual covers a variety of topics and will vary for each specific camp, but here are some topics you may want to consider including:

• mission/vision of camps program

• contact information for staff

• job responsibilities

• mandated reporter training (check your state requirements)

• certification requirements e.g. child CPR, AED and First Aid

• conduct and responsibilities

• camper discipline policies

• emergency action plans

• positive programming guidelines

• camp rules and procedures

•  behavior plan

• schedule of daily camp

• organization of activities

• lesson plan outlines and sample lesson plans

• all forms (incident, accident, etc), and samples of correctly completed forms.

• radio use guidelines

As you fill your manual with all these important and necessary tools, you may also consider adding songs lyrics and never-fail games so they are easily accessible for the staff throughout the summer. Another consideration for including in your training program schedule is a mock camp day. The more information you provide clearly and in writing the easier it is for all involved. The manual gives the counselors a reference if they are unsure how to handle a situation or know they learned something in training, but can’t recall the correct procedure. The focus of your training program is to prepare the staff to safely and competently handle any of the unexpected situations a summer camp program can throw at them.

On the subject of manuals, there is another important manual you should have for your summer camp program….the Parent Manual. The Parent Manual should be provided to all parents who register their child in your program. Items you may wish to consider:

•  mission or focus of camp

• staff backgrounds

• schedule of sessions

• dress policies

• swimming guidelines

• what and what not to bring

• lunch needs

• pick up and drop off policies

• discipline policy

• absence procedures

• payment deadlines, tax information, parking information

• emergency contact information

• any other policies that may affect parents directly.

It is also recommended to include a form for the parents to sign that they acknowledge and understand the camps rules and guidelines and will adhere to said policies. You can also include a photo release sign-off on the form if you do not have one in your registration packets.

Included in this article is just a very quick look at what to think about for a training program and manuals for both staff and parents. Within those manuals it is important that you have specific and clear policies and action plans for everything from natural disasters to missing campers, camper release policies to behavior management and everything in between. Summer day camps are fun and exciting, but the risks are high and it is our responsibility to create a safe environment for campers. Many camps are happy to share their manuals, policies and forms with other programs. Take the time to speak with other camp directors and become knowledgeable of problems and issues others have dealt with so you can put measures into place that will prevent or properly manage the unexpected.

Many people involved with the operation of camps and youth programs feel an obligation to protect and support the kids who become involved in their programs, but it is important to know that for most of us it is also a legal obligation.
“Approximately 48 States, the District of Columbia, American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the Virgin Islands designate professions whose members are mandated by law to report child maltreatment” as stated in the Child Welfare Information Gateway in 2010. If your camp falls into one of the above mentioned geographical areas the counselors are most likely required, by law, to report issues. The US Department of Health & Human Services points out that although laws vary from state to state, typically a report must be made when during the course of your job you suspect a child has been abused or neglected, or you observe or have knowledge of a situation in which conditions could result in harm to the child. Mandated reporters can be held legally responsible if they ignore this obligation.

Regardless of whether it is a requirement in your state, mandated reporter training programs are very helpful and provide counselors with a better understanding of how to deal with these difficult situations. Most communities have a local organization that will come to your camp’s training and provide a session for your staff. These sessions range from 2-4 hours typically and are filled with important information and tools for dealing with suspected abuse or neglect situations. Some states are now offering web-based training programs. If you need to find a training program in your area, a good place to start is your local department of social or family services.

Throughout my experiences directing summer day camps I have personally reported several suspected incidents and have had counselors go though the reporting process themselves. If it wasn’t for the mandated reporter training programs we went through each year I would not have been comfortable looking for the signs, understanding my responsibility to report, and knowing how to actually file a report. As a professional, these trainings were important, but even more so for the college-aged counselor staff we employ. It is important to know not only the legal requirements and how to file a report, but also what signs to look for in recognizing potential situations and what happens after a report is made. When we take on the legal responsibility to supervise children we often take on the role of mandated reporter and this role should not be taken lightly.

It was an overcast early spring day in 1992. My partner and I were on a weekend road trip to White Horse slab and Cathedral Ledge in New Hampshire. We’d just completed two full days of climbing and would be soon loading up the car for the twelve hour drive back home. Despite being ardent sport climbers, focusing on routes no higher than fifty feet, we decided to do an easy long multi-pitch route. This means the route would be multiple rope lengths – in the hundreds of feet. I had some experience with this traditional style of climbing, but my partner had none. Off we went. When we had gone about 3 pitches, it started to rain. When it gets wet, a rock face becomes like a skating rink, particularly in climbing shoes. Eventually we decided going up was no longer a safe option, and rappelling down was the only way to go. Our problem was we only had one rope and each anchor point was almost a full rope length away. We could do it with one rope, but it would mean leaving some gear behind. In the end, that didn’t happen since we were not the only climbers in this predicament. We joined up with another group of climbers and used our ropes together to get all five of us off the wall – wet, but safe and sound.

This was an incredibly humbling experience. Despite being a seasoned climber (and a pretty good climber too), this experience introduced me to the realization of how much I didn’t know. Here I am years later, running a climbing wall and taking risk management courses and still learning some new things. I have been a certified outdoor top rope instructor for almost 20 years, , I have trad climbed, sport climbed and bouldered. I have traveled the world climbing and even wrote a book on training for climbers (Climbing Your Best, 2001 Stackpole Books). And through all of these years, I continue to see more and more people making assumptions about the inherent safety in climbing rather than the inherent risks.

I have met people who know nothing about climbing, but went climbing once and then decided to open a climbing gym because it had been such a powerful experience for them that they wanted to share it. I have met people who clip only one bolt at the top of a route because really, why do you need two? I have seen countless people trust that an auto-locking belay device will stop a climbers’ fall. Even more people trusting that whoever is running this gym must run a safe operation. But probably what scares me the most and where I see the greatest potential risk is with someone like me who has so much experience, I assume I already know everything I need to know. I also take for granted that others can see and understand when something is not safe.

The risk inherent in climbing should not take away from the joy experienced in climbing, but to this end, it becomes incumbent on gym managers and owners to provide inspiring and fun opportunities for people interested in climbing to learn more about how to stay safe. The following are some ideas on how you as a gym owner or operator can achieve this.

1. FREE (or incredibly cheap) CLINICS
   This seems pretty obvious, providing an opportunity for education and connection with your clients or potential clients. The tricky part is that generally you will only get those who know they need to learn. One way around this is to invite some of the experienced folks in your gym to teach or co-teach.
2. FRIENDS OF YOUR GYM GROUP
   Like a book club, this can be a great opportunity for climbers of all levels of ability to get together and share experience and knowledge. I see this as an evening get together with a goal: re-set the gym; a slide show or talk; a shoe demo. Then turn the conversation around toward something educational.
3. BADGES OR ACHIEVEMENT PROGRAM
   In our gym, The Rock Court at Dalhousie University in Halifax, we offer a number of youth programs after school and throughout the summer. To this end we created a badge program in Bouldering, Rope Safety and in Outdoor Climbing. For completion of the badge requirements, we focus on a number of skills in which youth must achieve competency and fitness. Given that there are currently four levels, they quickly learn there is much more to learn.
4. ENGAGING AND WLL TRAINED INSTRUCTORS
   The best way to educate your clientele is to educate your instructors and choose employees who are passionate about sharing that knowledge and then support them with education on how to teach and engage clients. Even as they welcome folks and monitor their safety, they will take very opportunity to share their knowledge with others.
5. HOW YOU TEACH
   As a person who went through more years of University than I care to remember, I can say that most people learn by doing or need to move to learn. Demonstration doesn’t work so well for these folks. Reading a very detailed and intricate instruction manual doesn’t help them grasp the concepts. For many people, they need to do or move. Ensure that all opportunities to learn whether it is about rope safety, haul systems, belays, or climbing technique provide opportunity for movement and doing.
6. CREATE OPPORTUNITIES FOR OTHERS TO STRUT THEIR STUFF
   One of the best ways for a person to learn is to try to teach it to someone else. Allowing people the opportunity to teach to another person really forces them to grasp an understanding of the concepts.
7. ASK QUESTIONS
   Often times people are resistant to suggestions, however asking someone to explain something to you creates an opportunity for them to teach and we all like to be the one who knows. Asking a question like, “What do you do when it rains and you are on a multi-pitch climb half way up?” provides an opportunity for that person to consider what they know and how to apply it.

With all things in our life, we don’t know what we don’t know and it is only when we must figure it out that we learn. Hopefully this article will encourage you to become a better instructor and manager, with safety education being a key component of your overall teaching strategies.