Provider Needs Assessment - ICN · Training Needs Assessment of ... unique training needs and operating a home-based business ... The researcher solicited the services of the Center

Training Needs Assessment of Family Day Care Home Providers

Participating in the Child and Adult Care Food Program

National Food Service Management Institute The University of Mississippi

NFSMI Item Number R-78-04

2004

This publication has been produced by the National Food Service Management Institute - Applied Research Division, located at the University of Southern Mississippi with headquarters at The University of Mississippi. Funding for the Institute has been provided with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service, to The University of Mississippi. The contents of this publication do not necessarily reflect the views or polices of The University of Mississippi or the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of Mississippi is an EEO/AA/TitleVI/Title IX/Section 504/ADA/ADEA Employer.

National Food Service Management Institute

The University of Mississippi

Building the Future Through Child Nutrition The National Food Service Management Institute (NFSMI) was authorized by Congress in 1989 and established in 1990 at The University of Mississippi in Oxford. The Institute operates under a grant agreement with the United States Department of Agriculture, Food and Nutrition Service. PURPOSE The purpose of NFSMI is to improve the operation of Child Nutrition Programs through research, education and training, and information dissemination. The Administrative Offices and Divisions of Technology Transfer and Education and Training are located in Oxford. The Division of Applied Research is located at The University of Southern Mississippi in Hattiesburg. MISSION The mission of the NFSMI is to provide information and services that promote the continuous improvement of Child Nutrition Programs. VISION The vision of the NFSMI is to be the leader in providing education, research, and resources to promote excellence in Child Nutrition Programs.

CONTACT INFORMATION

Headquarters The University of Mississippi

Phone: 800-321-3054 Fax: 800-321-3061

www.nfsmi.org

Education and Training Division

Technology Transfer Division The University of Mississippi

6 Jeanette Phillips Drive P.O. Drawer 188

University, MS 38677-0188

Applied Research Division The University of Southern Mississippi

118 College Drive #10077 Hattiesburg, MS 39406-0001

Phone: 601-266-5773 Fax: 888-262-9631

Acknowledgments

WRITTEN AND DEVELOPED BY

Deborah H. Carr, PhD, RD Applied Research Director

EXECUTIVE DIRECTOR Charlotte B. Oakley, PhD, RD, FADA

Training Needs Assessment of Family Day Care Home Providers Participating in the CACFP 5

TABLE OF CONTENTS

Abstract………………......……………………………………………………………………7

Introduction…………......…………………………………………………………….……….8

Purpose…………………..……………………………………………………………..…….10

Methodology……..…………………………………………………………………………..10

Results and Discussion………....……………………......…………………………………..11

Conclusion.…………………………………………......…………………………...........….22

References…………………………………………………………………………….....…..24

Appendix A: Telephone Survey………………………...........................................................25

Appendix B: Information Letter to Sponsoring Organization Directors.................................34

Appendix C: Information Letter to Sampled FDCH Providers...............................................36


LIST OF TABLES

Table 1: Disposition of Telephone Survey Calls…….……………..........................................12

Table 2: Characteristics of Family Day Care Home Providers............…………...…...............13

Table 3: Training Issues of Family Day Care Home Providers...............……....................…..16

Table 4: Training Topics Important to Running a Quality Child Care Program........….....…..18

Table 5: Greatest Challenge to Providing Quality Child Care Services in the FDCH Setting..20


Abstract

Understanding the training needs of Family Day Care Home (FDCH) providers and

responding to those needs leads to program excellence. Little is known regarding how FDCH

providers operating in-home child care services within the guidelines of the Child and Adult

Care Food Program (CACFP) perceive their training needs. The purpose of this research was

to assess the needs and issues related to training of FDCH providers participating in the

United States Department of Agriculture (USDA) CACFP.

A telephone survey was conducted using a proportional stratified random sample

(N=700) of FDCH providers representing the seven USDA regions. The researcher designed

the survey to limit individual survey time to no more than five minutes. Data were collected

and descriptive statistics determined using SPSS Version 11.5. Three hundred sixty-four

respondents (52%) participated in the study. The majority of respondents (96.4%) indicated

that they participated in training. Respondents reported that the preferred location for training

is off-site from the FDCH and training with hands-on activities and small group sessions

were indicated as the top two methods of training, respectively. Also, three hundred forty-

two (94%) conveyed that they would attend approved training conducted by a

provider/mentor as reinforcement to the sponsor monitor directed training.

The findings indicated FDCH providers embrace training opportunities. Training

professionals and sponsoring organizations are advised to explore diverse forms of delivering

training to FDCH providers. A training model that incorporates a local FDCH provider to

serve as a training mentor for other local providers is recommended for consideration by

NFSMI, state agency, sponsoring organization, USDA, and training professionals.


Training Needs Assessment of Family Day Care Home Providers

Participating in the Child and Adult Care Food Program

Introduction The National Food Service Management Institute (NFSMI), Applied Research

Division embarked on a study to assess the needs and issues related to training of Family Day

Care Home (FDCH) providers participating in the United States Department of Agriculture

(USDA), Child and Adult Care Food Program (CACFP). The CACFP is a federally funded

nutrition assistance program designed to provide healthy meals and snacks to children and

adults receiving day care. The CACFP provides reimbursement for meals and snacks, meal

preparation cost, and training in meeting nutrition needs and food safety, while providing

assistance to ensure nutrition guidelines set by the United Stated Department of Agriculture

(USDA) are met (USDA, 2003). For many FDCHs, the subsidized reimbursement for food

and meal preparation costs serves as a key source of financial support. The resources offered

within the guidelines of the CACFP provide a wide-reaching safety net for thousands of

children receiving care in the FDCH setting. Since the inception of the FDCH program in

1977, providers have prepared and served over 694 million meals to children in their care

(USDA, 2004). One form of program accountability is the regulations that mandate annual

training opportunities for the FDCH provider.

State agencies administer the federally funded CACFP to assure program regulations

are implemented at the local level. State agencies also approve and screen organizations that

sponsor and provide direct contact with the local level CACFP programs. For FDCHs, the


monitor/home visitor is employed by the approved sponsoring organization and serves as the

direct link to the provider. The FDCH provider operates within a signed agreement with the

sponsoring organization to participate in the CACFP (USDA, 2003). The monitor/home

visitor’s oversight of the FDCH program is guided by a monitoring system, which

incorporates the delivery of training as a component of that system. It is the monitor/home

visitor’s oversight that plays a vital role in supporting the delivery of quality day care

services that assist in providing a foundation of program integrity.

Understanding the training needs of this group of child care professionals and

delivering training based on those needs leads to the delivery of program excellence.

Effective training is often a shared responsibility between the training participant and those

supplying the training. By gaining a better understanding of the actual needs and delivering

high-quality training opportunities accordingly, the training experience serves as an integral

component to assuring program excellence. It is the sponsoring organization that serves as

the gatekeeper for training accountability and opportunities. Supporting the training efforts of

the FDCH monitor/home visitor creates opportunities for a collaborative partnership while

creating an environment for professional growth. Often, providing training as a collaborative

partnership is a challenge for those involved with the process because every provider has

unique training needs and operating a home-based business restricts the provider’s time to

participate in training (Carr & Pawlak, 2003).


Purpose

The purpose of this study was to assess the training needs and issues associated with

Family Day Care Home (FDCH) providers participating in the Child and Adult Care Food

Program (CACFP).

Methodology

A descriptive study was conducted to assess the needs and issues associated with

training FDCH providers who participate in the CACFP. A telephone survey questionnaire

was developed by the researcher. Survey questions focused on identifying factors that depict

a FDCH provider, the type of training providers participate in, the preferred training location,

the desired method of training, the desired training topics, the challenges to providing quality

child care, the interest in receiving training from a provider/mentor, and the type of training

equipment available in the home.

The researcher solicited the services of the Center of Analysis, Research, and

Evaluation (CARE) telephone research laboratory at The University of Southern Mississippi

to conduct a telephone survey. Efforts were made to limit individual survey response time to

no more than five minutes. Trained English-speaking interviewers from the CARE telephone

research laboratory conducted the survey interviews. A ten-station Computer Assisted

Telephone Interviewing (CATI) system using Sawtooth Ci3 WinCATI software was used for

calling and data collection. Data files were prepared in SPSS 11.5 and descriptive statistics

were determined. The project was approved by the Institutional Review Board of The

University of Southern Mississippi. The telephone survey questionnaire was pilot tested


among 24 role incumbents from the Southwest USDA region. An improved questionnaire

was the outcome of the pilot process. See Appendix A for Telephone Survey.

The Child and Adult Care Food Program Sponsor’s Association, the national

professional organization for those who administer the USDA CACFP, was contacted to

provide a complete information database of sponsoring organizations. Sponsoring

organization directors (N=1055) were mailed a letter informing them of the study and

requesting that they provide a listing of sponsored FDCH providers and contact information

(name, mailing address, and telephone number). See Appendix B. Sponsoring organization

directors representing 33 states and seven USDA regions provided the requested information.

A stratified proportional random sample of 100 FDCH providers was systematically chosen

from each of the seven USDA regions, yielding a national sample of 700 FDCH providers.

The sampled FDCH providers were mailed letters informing them that they were randomly

selected to participate in a telephone survey to determine the training needs of FDCH

providers across the United States. Potential participants were informed that their

participation in the survey was voluntary and that they could expect a call within two weeks.

See Appendix C for the complete letter.

Results and Discussion

The national sample generated a total of 364 completed telephone surveys or a 52%

rate of return. The CATI system used by CARE tracks the disposition or nature of all calls

made by the interviewers. The responses represented a range of 47 to 57 completed calls

from each of the seven USDA regions. Study respondents also represented 31 states.

Approximately 16% of those sampled refused to participate in the process after the

interviewer completed the introduction portion of the survey, and 5% were not able to

participate due to a language barrier. The actual disposition of all calls is reported in Table 1.


Participants were asked to verify their work titles as an effort to validate that the sampled

participants represent the desired study group. Three hundred fifty-nine (97%) responded that

they considered FDCH provider as their work title. The remaining 3% felt the title of FDCH

Director, Owner, or Operator best described their work title. Three hundred fifty three (97%)

reported participation in the CACFP, a food assistance program.

Table 1 Disposition of telephone survey calls (N=700)

Disposition Frequency

Completed 364Refusal to Participate 110Callback Requested 42Disconnected Service 39Language Barrier 35Answering Machine 24Immediate Hang Up Pick Up 24No Answer 20Not Qualified 13Number Changed 9Fax/Data Line 8Physically Unable 5Busy Telephone Line 4Call Block 2Cellular Phone 1

Provider Characteristics

Forty-two percent of the FDCH providers surveyed indicated that they had been

in-home child care providers for one to five years. By nature, an FDCH provider cares for

small numbers of children. Fifty-two percent of those surveyed reported that they cared for

six or less children in their home. Two hundred sixty three (72%) reported having a high

school diploma/GED or some college, while 22% indicated that they had an associate or

baccalaureate degree. Of those having some form of college education, the reported areas of


study were Early Childhood, Education, Business, Healthcare, Human Services, Art,

Accounting, Applied Science, Technology, and Criminal Justice. Fifty-three percent of

survey respondents confirmed their age range as 36-55 years. Characteristics of the FDCH

providers are listed in Table 2 with findings presented in descending order.

Table 2 Characteristics of family day care home providers (n=364)

Topic of discussion Frequency Percent

How long have you been an in-home child care provider?

1 to 5 years 154 42.36 to 10 years 83 22.811 to 20 years 80 22.021 to 30 years 24 6.6Less than 1 year 19 5.231 to 40 years 3 0.841 to 50 years 1 0.3 How many children do you care for? 1 to 6 children 191 52.47 to 12 children 145 39.913 to 19 children 26 7.120 to 24 children 2 0.6 What is your highest level of education? Some college 133 36.5High school diploma or GED 130 35.7Associate degree 43 11.8Baccalaureate degree 38 10.4Less than high school diploma or GED 14 3.8


Table 2 (continued) Characteristics of family day care home providers


What is your age range? 26-35 years 106 29.136-45 years 101 27.746-55 years 93 25.556-65 years 43 11.8Over 65 years 10 2.725 years or less 9 2.5

Training Issues Three hundred fifty one (96%) indicated that they participate in training, and 96%

felt that they are provided enough training. Individuals (13) who indicated that they did not

participate in training reported the influencing factors for their decision were not enough

time, new to the profession, and difficulty with adequate transportation.

Approximately 90% of study respondents expressed that their opportunities for training

conducted outside the FDCH setting were conveniently located. Eighty-six percent (314)

reported the most desired time to have training was the evening or weekend. Ninety-nine

percent (360) indicated that training received was helpful to their providing a quality child care

program. Eighty-nine percent (325) designated that their training was provided by the

sponsoring organization monitor/home visitor. Seventy-three percent (267) specified their

desired methods of training were hands-on or small group activities, with 3% (12) of the

respondents reporting one-on-one instructions as their most desired method of training. Ninety-

seven percent (354) reported that training does occur in the FDCH and 70% (254) indicated

that they would prefer training off-site or away from the FDCH setting. When asked questions

regarding the types of training equipment FDCH providers have in their home, the number one

response was “VCR and TV.” See Table 3 for training issues.


Regarding training materials, 85% (311) responded that they had no suggestions for

needed training materials, while 15% (53) indicated a need for training materials/resources

that addressed

• accessibility to training tapes/DVDs/manuals,

• resources on communication with parents,

• delivering hands-on resources for children,

• resources for children with special need issues,

• providing a child-safe environment,

• age-appropriate concerns for the child, and

• delivery of online learning for the FDCH provider.

Study participants were asked if they knew other FDCH providers in their local

geographic area. Approximately 75% (271) reported that they did know other providers in their

local area. Forty-six percent (169) indicated that they considered one of the other local

providers as a mentor, and 94% (342) indicated that they would attend approved training that

was conducted by a local provider/mentor.


Table 3 Training issues of family day care home providers (n=364)


Do you participate in training? Yes No

35113

96.4 3.6

Do you feel you are provided enough training opportunities?

Yes No

34816

96 4

Are training opportunities conveniently located? Yes No

31836

89.8 10.2

What is the most desired time to have training? Evening Weekend Anytime/No Preference Weekend Evenings Weekday Afternoon Weekday Morning

179135251087

49.2 37.1 6.9 2.7 2.2 1.9

Do you have training opportunities outside the FDCH setting?

Yes No

35410

97.3 2.7

Do you feel the training received is helpful to providing a quality child care program?

Yes No

3604

99 1

Does your monitor/in-home visitor provide training?

Yes No

32539

89 11


Table 3 (continued) Training issues of family day care home providers


What is your most desired method of training? Hands-on Activities Small Group Training Lecture Other (i.e., In-home video/online) One-on-one Instruction

139128642112

38 35 18 6 3

Where do you prefer to have your training? Off-site Training In-home Training Other (i.e., online)

2458327

70 23 7

Where is your training provided? Off-site Training In-home Training In-home and Off-site

2282968

63 8

19 Would you attend approved training if a local provider/mentor conducted the training?

Yes No

34222

94 6

*What types of training equipment are available in the home?

VCR and TV Computer DVD and TV Internet Access Satellite Dish TV only None Available

3353112932819921

26.5 23.2 21.8 20.9 7.4 0.1 0.1

*How have you received training in the past? Small Group Training Lecture Hands-on Activities One-on-one Instruction Other

25222719310530

31 28 24 13 4

*Multiple response question


Table 4 presents training topics perceived as important by FDCH providers to running

a quality child care program, in descending order. The researcher coded the open-ended data

into the 21 categories presented in the table. The majority of the unrestricted responses (58%)

focused on three areas important to running a quality child care program. The top three

training topics important to running a quality child care program are

• Promoting Health/Safety,

• Understanding Child Development, and

• Promoting Nutrition/Healthy Eating.

Table 4 Training topics important to running a quality child care program (n=364)


Promoting health/safety Understanding child development issues Promoting nutrition/healthy eating Understanding behavior/discipline Importance of quality child care Activity/craft/play/training I don’t know CACFP Effective communication with parents Managing a professional FDCH Quality food preparation Quality menu planning following the meal pattern Establishing an age-appropriate environment Awareness of child abuse/neglect Children with special needs Feeding issues for children Handling job stress Understanding childhood obesity Disaster training Providing Godly instruction Teaching the child to read

10355553026251599755552221111

28.3 15.1 15.1 8.2 7.1 6.9 4.1 2.5 2.5 1.9 1.4 1.4 1.4 1.4 0.5 0.5 0.5 0.3 0.3 0.3 0.3

Interviewers asked FDCH providers what was their greatest challenge to providing

quality child care services. In an effort to capture their thoughts the question was open-ended.


The researcher performed data coding of the 364 responses into 35 categories, one of which

was “I don’t know.” See Table 5 for a complete listing. The top five responses regarding

challenges to providing quality child care services in descending order were

• Communications with parents and children,

• I don’t know,

• Managing behavior/discipline issues,

• Understanding age-appropriate needs, and

• Maintaining a safe environment.


Table 5 Greatest challenge to providing quality child care services in the FDCH setting (n=364)


Communications with parents and children I don’t know Managing behavior/discipline Understanding age-appropriate needs Maintaining a safe environment Knowing the child as an individual Balancing long hours and family time Age appropriate activities that are seasonal Providing a caring environment Teaching activities to enhance learning Assuring a quality environment Managing space issues (inside and outside) Financial management Picky eaters/eating together Understanding developmental issues Special needs issues Backup provider support Training children to follow a routine Job stress and burnout Creative nutritious meals Regulations and licensing paperwork Possessing appropriate educational skills Keeping the program interesting and fun Transportation issues Afterschool/older children Managing a professional business Cooking and cleaning Infant care Competition with other FDCHs Controlling cost/financial issues Caring for a sick child Training travel Weather issues Working an additional job

745632261714131312111199866554444332222111111

20.315.48.87.14.73.83.63.63.33.03.02.52.52.21.61.61.41.41.11.11.11.10.80.80.50.50.50.50.30.30.30.30.30.3

The researcher explored the opinions of FDCH providers embracing a local provider

serving as a trainer mentor. Survey participants were asked if they viewed one of the local


providers as a mentor. Seventy-five percent (271) of respondents replied that they knew other

FDCH providers in their local areas. Based on the two hundred seventy one responses, sixty-

two percent (169) indicated that they thought of one of the local providers as a mentor. When

asked if they would attend approved training conducted by a local FDCH provider, ninety-

four percent (342) conveyed that they would attend.

As interviewers ended the survey, participants were asked if they had comments

regarding the survey. Three hundred forty eight (95.6%) responded that they had no

comments to add to the survey results, while 16 (4.4%) provided favorable comments and

expressed appreciation of the study focus. Samples of the comments were as follows:

• “Great survey.”

• “I think that the survey is a good survey.”

• “I hope the survey results will provide more training opportunities.”

• “I feel that the survey is very needed.”

• “I really appreciate our concerns being addressed.”

• “I feel the survey covers every aspect of our needs.”


Conclusion

The findings indicate that FDCH providers are well educated child care professionals

with a commitment to participating in professional development training opportunities. Of

the 364 respondents participating in the telephone interview survey, the majority (51.4%)

indicated that they had been FDCH providers for 6 to 30 years. Only 5.2% reported working

as a FDCH provider for less than one year.

Training professionals would be advised to explore diverse forms of delivering

training. Respondents appear to be experienced with the use of the computer and Internet.

Three hundred eleven confirmed the availability of a computer in the home. Two hundred

eighty-one indicated accessibility to the Internet. Based on respondents’ comments, the

VCR/TV, computer, DVD/TV, and Internet were ranked as the top four forms of accessible

training equipment. Also, the majority of respondents (73%) indicated that their most desired

methods of training were hands-on activities and small group training sessions.

Three hundred forty two (94%) study respondents supported the question, “Would

you attend approved training if a local provider/mentor conducted the training?” Sponsoring

organizations faced with the CACFP regulation to provide training would strengthen their

training commitment following a model that embraces the provider/mentor level of

reinforcement training. Following this model, the provider/mentor would be supplied training

resources by the sponsor monitor based on regulatory needs and sponsoring organization

goals and then customize the professional development experience by selecting and

designing provider/mentor directed training appropriate to meet the needs of the local

providers. For this model to be successful, sponsor monitors or in-home visitors would

facilitate the professional development experience of the mentoring provider and support the

activity as a reinforcement training opportunity for other providers. Developing a


systematically planned model for training would ensure that the experience is implemented

properly.

NFSMI, state agencies, sponsoring organizations, USDA, and training professionals

are advised to embrace a training model that supports a local FDCH provider to serve as an

extension of the training process by becoming a training mentor for other local FDCH

providers. Also, the stated CACFP professionals and organizations should continue to

examine the professional development opportunities provided and developed for FDCH

providers as a means for assuring the implementation and maintenance of a quality managed

FDCH.


References

U.S. Department of Agriculture. (2004). Child and Adult Care Food Program annual

summary. Retrieved May 14, 2004 from http://www.fns.usda.gov/pd/ccsummar.htm.

U.S. Department of Agriculture. (2003). Why is CACFP important? Retrieved May 14, 2004

from http://www.fns.gov/cnd/care/cacfp/aboutcacfp.htm.

Carr, D.H. & Pawlak, R. (2003). Management issues impacting family day care homes

operating within the Child and Adult Care Food Program guidelines: A review of

literature (R-60-03). University, MS: National Food Service Management Institute.


APPENDIX A

Telephone Survey


Telephone Survey Q: Introduction My name is [INTERVIEWER NAME]. I am calling on behalf of the National Food Service Management Institute. We are conducting a research project on identifying your training needs. ***************************************** A few weeks ago, you should have received a letter in the mail informing you that you would be receiving a call from us to complete a survey. Do you have time to answer a few survey questions? 1 Yes - CONTINUE SURVEY 2 No - SCHEDULE CALLBACK ***************************************** Q: IRB Thank you. This will take less than five minutes of your time. Your answers are confidential and will never be linked to you in any way. You may end the call at any time and you do not have to answer any question you do not want to answer. ***************************************** Q: Q1 Does Family Day Care Home provider best describe your work title? 1. Yes 2. No If (answer = 1) skip to Q2 ***************************************** Q: Q1b What best describes your work title? Open-end ***************************************** Q: Q2 Does your home participate in the Child and Adult Care Food Program? 1. Yes 2. No ***************************************** Q: Q3


How many children do you care for? ***************************************** Q: Q4 How long have you been an in-home child care provider? Open-end ***************************************** Q: Q5 Do you participate in training? 1. Yes 2. No If (answer = 2) skip to Q5B ***************************************** Q: Q5A What type of training do you participate in? Open-end Skip to Q6 ***************************************** Q: Q5B Why not? (Why do you not participate in training?) Open-end ***************************************** Q: Q6 Does your monitor (or home visitor) provide training? [PROMPT ONLY IF NECESSARY...Field Consultant, Field Rep, or Consultant from Sponsoring Organization.]

1. Yes 2. No

IF (answer = 2) skip to Q8 *****************************************


Q: Q7 Is the training provided onsite or offsite? 1. Onsite (in the home) 2. Offsite (out of the home) 3. Both ***************************************** Q: Q8 Do you feel that you are provided enough training opportunities? 1. Yes 2. No ***************************************** Q: Q9 Where do you prefer to have your training? 1. Home training 2. Offsite training 3. Other ***************************************** Q: Q10 Do you have training opportunities outside of your home? 1. Yes 2. No If (answer = 2) skip to Q11A ***************************************** Q: Q10A Are they conveniently located? 1. Yes 2. No ***************************************** Q: Q11a How have you received training in the PAST? [MARK ALL THAT APPLY] 1. Lecture 2. Hands-on activities 3. Small Group training 4. One-on-one instruction 5. Other. Please specify ***************************************** Q: Q11b


What is your most desired method of training? [SELECT ONLY 1] 1. Lecture 2. Hands-on activities 3. Small Group training 4. One-on-one instruction 5. Other. Please specify ***************************************** Q: Q12 What training topic is most important to you in running a quality child care program? [PROMPT IF NECESSARY....Child Safety Topics, Food Program Issues, Nutrition, Food Safety, Feeding young children, infant feeding.] Open-end ***************************************** Q: Q13 Do you feel the training you receive is helpful to you in providing a quality child care program? 1. Yes 2. No *****************************************


Q: Q14 I'm going to read you a list of training topics. Please tell me the top three most important topics to you. Feel free to list others. Mark Three… Read All Answers! 1. Caring for the special needs child 2. Child development 3. Child safety issues 4. Cooking with children 5. Creditable and non-creditable foods 6. Family style meal service 7. Feeding young children 8. Food portion sizes 9. Food program requirements 10. Food safety issues 11. Infant feeding 12. Meal pattern 13. Menu planning 14. Nutrition 15. Providing quality child care 16. Quality child care in the home 17. Stretching the food dollar 18. Others. Please specify ***************************************** Q: Q15 Do you know other Family Day Care Home providers in your local area? 1. Yes 2. No ***************************************** Q: Q15A Do you think of one of the providers as a mentor in your local area? (Mentor – a provider to call for advice) 1. Yes 2. No ***************************************** Q: Q16 Would you attend approved training if a local provider/mentor conducted the training? 1. Yes 2. No ***************************************** Q: Q17


Identify from the following listing the training equipment that you have access to in your home? 1. Computer 2. Internet Access 3. VCR and TV 4. DVD and TV 5. Satellite dish 6. None - no equipment available 7. Other (please list) ***************************************** Q: Q18 What is your greatest challenge to providing quality child care services? Open-end ***************************************** Q: Q19 What is the most desired time to have training? [INTERVIEWER: BE SURE TO INCLUDE BOTH DAY OF WEEK AND TIME OF DAY] Open-end ***************************************** Q: Q20 What is your highest education level? 1. Less than high school diploma or GED 2. High school diploma or GED 3. Some college 4. Associate degree 5. Baccalaureate degree 6. Other (please list) 7. Refused ***************************************** Q: Q20A What was your area of study? Open-end *****************************************


Q: Q21 What is your age range? 1 Under 25 years 2. 26-35 years 3. 36-45 years 4. 46-55 years 5. 56-65 years 6. Over 65 years 7. Refused ***************************************** Q: Q22 Do you have suggestions for needed training materials? Open-end ***************************************** Q: Q23 Do you have suggestions as to how training is delivered? Open-end ***************************************** Q: Q24 What state do you provide child care services as a Family Day Care Home provider? 1. Alabama 25. Illinois 51. Montana 77. Rhode Island 3. Alaska 27. Indiana 53. Nebraska 79. South Carolina 5. Arizona 29. Iowa 55. Nevada 81. South Dakota 7. Arkansas 31. Kansas 57. New Hampshire 83. Tennessee 9. California 33. Kentucky 59. New Jersey 85. Texas 11. Colorado 35. Louisiana 61. New Mexico 87. Utah 13. Connecticut 37. Maine 63. New York 89. Vermont 15. Delaware 39. Maryland 65. North Carolina 91. Virginia 17. Florida 41. Massachusetts 67. North Dakota 93. Washington 19. Georgia 43. Michigan 69. Ohio 95. West Virginia 21. Hawaii 45. Minnesota 71. Oklahoma 97. Wisconsin 23. Idaho 47. Mississippi 73. Oregon 99. Wyoming 49. Missouri 75. Pennsylvania 101. REFUSED *****************************************


Q: Comments Do you have any comments about the survey? Open-end ***************************************** Q: Thanks Thank you for participating in this study. *****************************************


APPENDIX B

Information Letter to Sponsoring Organization Directors


Dear Sponsoring Organization Director: The National Food Service Management Institute (NFSMI), Applied Research Division, is conducting a national research study to determine the training needs for Family Day Care Home (FDCH) providers. The study is a telephone survey and will be conducted by trained interviewers from a survey research laboratory at The University of Southern Mississippi. To select a national sample, we are asking you and other sponsoring organization directors to provide a list of FDCH providers that are sponsored by the sponsoring organization and contact information (name, mailing address, and telephone number). Your support for this request is vital to the outcome of the study. The survey questions are attached for your review and should take less than five minutes of the FDCH provider’s valuable time. Upon receipt of the requested information, the FDCH providers randomly selected from the pool of names provided will be contacted by U.S. mail and informed of the telephone survey and their selection in the process. They will also be told that their participation is voluntary and that their responses will be anonymous. In an effort to expedite this appeal, the requested information may be sent to me electronically at [email protected]. If you prefer, the information may be faxed to my attention at 601-266-4682. I would appreciate receiving the requested information on or before Thursday, December 18, 2003. Thank you for your cooperation and assistance in this study. The study findings will assist NFSMI in developing training resources that will serve the needs of FDCH providers. If you have any questions, please do not hesitate to contact me via email or at 1-800-321-3054. Sincerely, Deborah H. Carr, PhD, RD Research Scientist Enclosure

mailto:[email protected]


APPENDIX C

Information Letter to Sampled FDCH Providers


Dear Family Day Care Home Provider: Within the next two weeks, we will be calling you from the Applied Research Division of the National Food Service Management Institute (NFSMI) located at The University of Southern Mississippi. We are conducting a telephone survey to determine the training needs for family day care home providers across the United States. You are one of 700 family day care home providers randomly selected to participate in the telephone survey process. Your input and willingness to participate in the telephone survey is very important. We are writing to you in advance of receiving our telephone call because we have found that many people appreciate being informed of this type survey prior to receiving the phone call. Every effort will be made to NOT call you during mealtime. The telephone survey is being conducted by trained interviewers from a survey research laboratory at The University of Southern Mississippi. You will be asked to answer short and easy questions that relate to your training needs. There is no right or wrong answer. Your participation in the survey is voluntary. All responses are confidential and anonymous, and you may terminate the call at any time. The survey questions should take less than five minutes of your time to answer. If you are called at an inconvenient time, please tell the interviewer and they will be happy to schedule the call at a more convenient time. We appreciate your support of this survey and the work that you do to provide quality child care services. If you have any questions, please do not hesitate to ask the interviewer. You may contact me directly by phone at 601-266-5773 or by email at [email protected]. Sincerely, Deborah H. Carr Research Scientist “This project has been reviewed by the Human Subjects Protection Review Committee, which ensures that research projects involving human subjects follow federal regulations. Any questions or concerns about rights as a research subject should be directed to the chair of the Institutional Review Board, The University of Southern Mississippi, Box 5147, Hattiesburg, MS 39406, (601)266-6820.”

mailto:[email protected]

Documents

Provider Needs Assessment - ICN · Training Needs Assessment of ... unique training needs and operating a home-based business ... The researcher solicited the services of the Center