Questions operators might ask groups

by Don MacDowall

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Different groups have different needs

Some groups make lack any experience of camping. For others their experience may be long out of date. Operators will benefit by learning about the group's needs and helping the group with their planning. Some schools are intent on certain program elements ("We must have a flying fox!") but many community groups have vastly different needs.

• Family groups might be more concerned about safe open space - indoors and out - for very young children as well as comfort for the older adults.
• Groups from other countries or cultures might just want to savour the uniqueness of camping and try new activities.
• Older adults, after enjoying a busy day supported by program staff, might want a glass of wine and an extended mealtime.
• Groups with physical disabilities might need good physical access and more time to complete activities.

Your catering might need to deal with requirements, not just preferences.

Food and catering

See sample menus for various groups. For many groups there's not a lot of difference.

• What special catering needs might the group have? Vegan? Vegetarian? Hala? Kosher?
• Are there allergies or cultural needs that need to be considered? Perhaps the group won't care!
• Might they prefer certain products such as meat or rice - cooked in a particular way? Rice could be sticky or fluffy. It might be plain white rice or brown rice or jasmine rice. As rissotto or basmati style?
• Will the preferred bread be white, whole grain, flat bread or kisra? Or don't care?
• Might they welcome your suggestions for meals?
• Might they prefer two meals a day instead of three?
• Is morning and afternoon tea important to them? (An American friend was amazed at the prominence of morning tea in our camping day)
• Will everyone eat together?
• Will they prefer chopsticks, use bread as a scoop or prefer knives and forks?
• A barbecue that has been used for chops and sausages might not be acceptable to certain vegetarian groups.

Accommodation

Forty per cent of your customers Nearly 40 per cent of your clients were either born overseas or have a parent born overseas.By the way, this statement applies to me (both my parents were born overseas), my children (their mother was born overseas), and my grandson (his father was born overseas).This makes us one of the most culturally diverse communities in the world. It also gives us people from 230 countries with 200 languages who follow more than 120 religious faiths.Don

Joust in time Many years ago at the ACA office I took a phone enquiry from a person seeking a venue. In discussion about their special needs they mentioned a couple of hundred adults and children, lots of rooms, self-catering, the possibility of pitching many tents and the wish to bring horses and horse-drawn vehicles to the venue. I thought they'd finished but they added one more "it-would-be-good-if" request - they'd like a place where they could build a tower and burn it down on the last day! Turns out they were medieval re-enactment group! Don

Accessibility It's easy to think of people in wheelchairs as the main group with special access needs. But people with limited vision or learning difficulties, young parents (or grandparents) with toddlers, prams and pushers might also need a little extra assistance. Older active adults are an increasing part of the community who would benefit from better access than might be adequate for schools. Of course schools have students that would benefit from improved access.

• Might the group only want to use the bottom bunks?
• Older adults or disability groups might prefer some beds instead of bunks.
• Might males and females need to be in separate buildings or completely separate areas?
• Might a family need to have the same room?
• Might toilets and showers for males need to be well separated from facilities for females?
• Explain if the group will be sharing with another group and what that might mean in practical terms - e.g. common or separate eating areas, common or separate recreation areas.

Cultural practices

• Will the group have needs that stem from their cultural practices?
• Will certain people need their own room?
• Will they need rooms or times to be set aside for religious observances or prayer times?
• Will the group be comfortable with male and female staff members leading them?
• Will the group be comfortable with touching, lifting, etc. that might be required in activities?
• Will a participant dress code require changes to activities?

Language and bureaucracy

For many community groups the level of paperwork, deposits, permissions and authorities can be off-putting.
• Explain your paperwork, stress the importance of it to you and them; help them complete it.
• If their language skills in Englsih are limited you may need to explain the contents of paperwork.
• Instructions might be best covered in a talk and a demonstration, rather than just relying on written information. This applies to general site information and especially to activity and safety information.
• Young people might be more fluent and aware than older adults for whom English is not their first language.
• What paperwork can you provide that might help the group? Personal equipment list? Directions? A list of activities they can conduct without your staff? Nearby resources?
• Carefully explain (don't just assume the paperwork will be read and understood) matters such as minimum numbers, deposit, cancellation procedures, loss of deposit, due dates, etc.

Safety

For people unfamiliar with the bush or our outdoors, or those for whom English is not their first language, you may need to stress
• The restrictions of a total fire ban
• Dangers of disposal of cigarette butts outdoors
• Potential dangers of bodies of water such as lakes and beaches
• Operating procedures for activities
• Food service hygiene
Again, the best way might be by demonstration rather than by written information.

Physical access

Some groups would find
• Beds better than bunks, at least for some of the group
• Rooms for one or two people, rather than six or eight
• Toilets and showers adjacent to sleeping areas
• Floor space to allow wheelchairs, prams or walking aids to be manoeuvred
• Activities (not just rooms) accessible for people with limited mobility or walking aids.

See a sample accessibility report

Transport

• Do they need help arranging transport?
• Will lots of cars cause problems?
• What are the options and costs?
• Do they have a realistic understanding of travel time, road conditions, etc.?

First aid

• What are the first aid implications?
• Will the group have people with first aid skills? If not, what options are available to them?

Program

• What's the purpose of their program? Can you help clarify it and suggest how you can strengthen it?
• What skills do they need for their program?
• What program skills can they get from the site?
• What program skills might they have within their group or be able to get?