Are RDOs worth the money?
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our RDO seems to be working energentically but in doing so is producing a lot of extra work for us.A recent committee meeting took an hour just going through communications from her on all manner of things - some of which we struggled to find the relevance of. Also all this work in schools - its all very well setting it up - but where are the people who are meant to follwo it up - yes Iknow they're offering to pay for it - but most women(except me - ha ha ha) work these days - which leaves the good old active retired etc. I'm not knocking the concept - I'm just not sure it's been thought through enough - and as you know I remain to be convinced about the value of school work!
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Mrs H. - nope godmother
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and as you know I remain to be convinced about the value of school work!
But if the school work isn't done, then we'll continue to see thousands of children getting a completely wrong impression of O (or no impression at all). It's just as much about laying down a long term positive image as getting youngsters in directly.
And you don't need many schools involved to make a big impact: as those clubs who have benefited from feed from regular orienteering schools can testify.
The thing is, that schools penetration is something a goverrning body can help with effectively. The family side is the one that clubs can lead on.
our RDO seems to be working energentically but in doing so is producing a lot of extra work for us
Only if you let that happen and if you want to do it. Taking an hour over correspondence sounds more like the committee needs to rethink its procedures than something to be laid at the RDO's door.
Can't talk about the accuracy as we dont have one up here, but it is perfectly possible for someone to be doing a pointless job as well as it could be done.
Totally agree - but that wasn't what Guest was saying.
But if the school work isn't done, then we'll continue to see thousands of children getting a completely wrong impression of O (or no impression at all). It's just as much about laying down a long term positive image as getting youngsters in directly.
And you don't need many schools involved to make a big impact: as those clubs who have benefited from feed from regular orienteering schools can testify.
The thing is, that schools penetration is something a goverrning body can help with effectively. The family side is the one that clubs can lead on.
our RDO seems to be working energentically but in doing so is producing a lot of extra work for us
Only if you let that happen and if you want to do it. Taking an hour over correspondence sounds more like the committee needs to rethink its procedures than something to be laid at the RDO's door.
Can't talk about the accuracy as we dont have one up here, but it is perfectly possible for someone to be doing a pointless job as well as it could be done.
Totally agree - but that wasn't what Guest was saying.
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awk - god
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awk wrote: sounds more like the committee needs to rethink its procedures
Don't be so snidey - of course we've changed our procedures - we wouldn't have had a committee for very long if we hadn't - but it would have been rude not to have treated her correspondence the same as everyone elses' in the first instance wouldn't it?
what i was saying about this - and the schools follow up requirements - which you ignored - is that RDOs need to be mindful of what clubs can deliver - whether it be time at committee meetings or people to take school clubs - perhaps they should tailor their initiatives more to what can be practically met!
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Mrs H. - nope godmother
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awk wrote:they did a brilliant job doing just that sort of work and a lot more besides, especially when one considers they were only part-time. A general complaint, which is what this implies, would be grossly unfair and inaccurate.
I know there are some really good RDOs out there, which makes the difference all the more noticable.
I believe that the appropriate channels are being used to rectify the situation. I was suprised from CHS's posting that this was part of their role.
- Guest
The trouble is with work in schools it is only of value whilst the teacher/helper stays in post. And as a helper you need the support from the school. I've been doing this for the last ten years and have found that this is the case. School enthusiasm wans rapidly when the teacher leaves or the helper moves on. It seems impossible to create continuity.
Hocolite
Hocolite
- Guest
Hocolite wrote:
Yes, there are solutions to this problem.... BUT... What we need is a "Good Practice" section to this forum... so that folk with systems and ideas that do work in their area can pass them on.
We shouldn't dismiss or denegrate initiatives just because someone fails to see their value.
The forum should be moderated to remove opinion and just illustrate where ideas have worked and how successful they have been.
For instance, how do you go about approaching the Scouts in such a way that input will encourage them to continue O at some other time, after you have put on a taster session at their meeting?
And back to Hocolite's problem... Does the system you employ deal with this drop off of interest when the member of staff leaves?
The trouble is with work in schools it is only of value whilst the teacher/helper stays in post. And as a helper you need the support from the school. I've been doing this for the last ten years and have found that this is the case. School enthusiasm wans rapidly when the teacher leaves or the helper moves on. It seems impossible to create continuity
Yes, there are solutions to this problem.... BUT... What we need is a "Good Practice" section to this forum... so that folk with systems and ideas that do work in their area can pass them on.
We shouldn't dismiss or denegrate initiatives just because someone fails to see their value.
The forum should be moderated to remove opinion and just illustrate where ideas have worked and how successful they have been.
For instance, how do you go about approaching the Scouts in such a way that input will encourage them to continue O at some other time, after you have put on a taster session at their meeting?
And back to Hocolite's problem... Does the system you employ deal with this drop off of interest when the member of staff leaves?
- RJ
Mrs H. wrote:Don't be so snidey
Talk about black pots and kettles! Seriously though, it wasn't meant to be a snide remark - having sat in numerous club and regional committtees, it's things like correspondence that so often take up unnecessarily large amounts of time, and I've rarely if ever sat in one that couldn't be made more efficient. And if you take an hour to discuss correspondence from anybody, RDO or otherwise, then that strikes me as way too long, and that the committee is letting it's time be taken up.
what i was saying about this - and the schools follow up requirements - which you ignored - iis that RDOs need to be mindful of what clubs can deliver - whether it be time at committee meetings or people to take school clubs - perhaps they should tailor their initiatives more to what can be practically met!
Agreed, but the reason I didn't address it is that this isn't your problem, but the RDO's. You don't have to give that amount of time, nor is there a 'requirement' to follow up. Your RDO has produced NO extra work for you unless you want to make it so. Her job might be to convince you of the value of that work, or as you say, tailor it more to your requirements. One of the most basic principles of development - only work with those people who want to work with you, or make sure that what you do is what they want to do.
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awk - god
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Anonymous wrote:The trouble is with work in schools it is only of value whilst the teacher/helper stays in post. And as a helper you need the support from the school. I've been doing this for the last ten years and have found that this is the case. School enthusiasm wans rapidly when the teacher leaves or the helper moves on. It seems impossible to create continuity.
Hocolite
This is a perennial problem. What the development system should do (and it's something we tried to do with mixed success) is go with the teacher/helper. It is not ideal, but does give continuity - continuity with the people with whom you're involved, and it's their knowledge and experience that has been the real investment.
The opposite side of this coin is that a teacher/helper has contact with far more children than a parent, and is often far more effective at sowing seeds. Also, whilst the family unit is obviously a very important element in developing juniors, a lot of children do grow away from the sport their parents do - no guarantee of going the distance.
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awk - god
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