Development of a Competency Model for a State 4-H Camp Counselor Program

Abstract

EXECUTIVE SUMMARY: Residential camp counselors are responsible for campers 24 hours a day, thus they have a great impact on the camp environment and contribute to the quality of a camp program (Garst, Browne, & Bialeschki, 2011). Nationally and in Ohio, 4-H is known for its use of teens as camp counselors. Ohio 4-H’s continued commitment to a quality camping program led us to consider developing a camp counselor competency model. Competencies are individual knowledge, skills, abilities, and other characteristics associated with high performance. Competency modeling may benefit an organization by supporting better processes for recruitment, selection, training, and performance evaluation. We reviewed competency models developed for camp professionals (American Camp Association, 2010) and youth development professionals (Astroth, Garza, & Taylor, 2004; National Collaboration for Youth, 2004; Starr, Yohalem, & Gannett, 2009). However, there were no models suited to the roles and responsibilities performed by teen camp counselors. Therefore, the purpose of this study was to develop and validate a competency model for Ohio 4-H camp counselors. A mixed-method research design was used, with an emphasis on qualitative approaches. Methods used included a review of literature, interviews, modified nominal group technique, focus groups, and a survey. The process included data gathering, analysis, integration, and peer debriefing in four phases: (a) review of literature, document review, and idea generation; (b) new model development; (c) model validation; and (d) final refinement and confirmation. 

Roles and responsibilities form the basis for a competency model; there were 16 agreed upon for Oho 4-H camp counselors. After several iterations, 15 competencies met the criteria for inclusion in the final model. Eight competencies were considered essential by half or more of the 4-H professionals who responded to the survey: health, wellness and risk management; supportive relationships; professionalism; role model; teamwork and leadership; child and adolescent development knowledge; thinking and problem solving; and cultural awareness. The remaining competencies received very important as their highest rating: program planning, teaching and facilitating, professional development, personal commitment, communication, self-direction, and understanding the organizational and camp environment. In addition to a definition, three to seven key actions further described each competency. 

Ohio 4-H professionals have begun to align their county-based training, statewide training, and curriculum development with the model. We discuss implications for research and make recommendations for using the model and applying results. The process reported here could serve as a model for other organizations that might be interested in creating, updating, or refining a competency model. 

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