Caitlin Brown & Devon Chan

Growing our Children from the Ground Up

Table of Contents

Caitlin Brown & Devon Chan

1. Foundations
1.1
About Our Program... 4
1.2
Philosophy
1.2.1 Values and Beliefs 4
1.2.2 Vision Statement 6
1.2.3 Mission Statement 6
1.3
Planning Strategies/ Theories 6
1.4
Needs Assessment
1.4.1 Needs Assessment Technique .. 7
1.4.2 Prioritizing Needs . 9
1.5
Goals and Objectives
1.5.1 Goals 10
1.5.2 Program Objectives . 10
1.5.3 Outcome Objectives .... 10
2. Program Design
2.1
Program Area ... 11
2.2
Program Format ... 11
2.3
Program Content .. 11
2.4
Timing and Schedule ... 11
2.5
Facilities... .12
2.6
Setting .. 12
2.7
Equipment and Supplies .. 12
2.8
Staffing
2.8.1 Gardening Instructors . 12
2.8.2 Assistant Instructors ... 14
2.8.3 Maintenance Staff .. 14
2.8.4 Sample Interview ... 14
2.9
Registration ..... 14
3. Risk Management
3.1
Risk Identification .. 15
3.2
Risk Analysis and Management . 15
3.3
Risk Control ....18
3.4
Risk Monitoring and Evaluation .... 18
4. Financial Management
4.1
Revenues .... 19
4.2
Expenditures .. 20
4.3
Line-Item Budget Sheet . 21
4.4
Financial Controls .. 22
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5. Implementation
5.1
Implementation Barriers
5.1.1 Organizational Barriers .. 22
5.1.2 Implementor Barriers ..... 22
5.1.3 Community-level Barriers ...... 22
6. Marketing Mix
6.1
Product..... 23
6.2
Price
6.2.1 Monetary Costs ...... 23
6.2.2 Non-monetary Costs and Benefits .. 23
6.3
Place .... 23
6.4
Promotion .... 24
7. Evaluation
7.1 Evaluation Model .. 25
7.2 Sample ...... 25
7.3 Methods of Collection .. 26
Appendix
A: Door-to-door questionnaire... 29
B: Sample Activity .... 30
C: Gantt Chart ... 31
D: Sample Job Interview ... 32
E: Registration Form . 33
F: Medical History Form ... 35
G: General Waiver Form..... 36
H: Brochure and Coupons ...... 37
I: Family Feud Scoring Sheet...... 38
J: Family Evaluation Survey ...... 39

1. Foundation
1.1 About Our Program
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TrueRoots is a family styled program that is geared towards educating participants

on gardening techniques. It is opened to families with children 5+ years old, in which it will
provide opportunities to work together as a team through interactive classes and activities. Run
through the Panorama Recreation center in the heart of North Saanich on Vancouver Island, our
program allows participants to get their hands dirty and get in touch with their roots.

1.2 Philosophy
1.2.1 Values and Beliefs
The following section conveys the philosophy, core values, and beliefs that provide the
foundation for the planning of TrueRoots. These key values and beliefs were incorporated into all
aspects of the decision making and planning process.
Diversity
At TrueRoots, we value the involvement of a diverse range of skill levels and abilities. The
involvement of a diverse range of individuals will stimulate open discussions and will encourage
members to teach each other; thus, sharing their knowledge and promoting group learning.
Teamwork
We believe that families that work together, grow together. In order to reap the benefits of their
hard work, the activities are structured first and foremost around encouraging families to
communicate and work as a team. The gardening practices that our program offer, requires
teamwork and cooperation of families and fellow participants. When individuals work together
to achieve a common goal, not only will growth be demonstrated by the bounty of the plants, but
by the strengthened bonds of family members.
Learning
We value the importance of learning and practicing new skills; thus, we strive to provide the
most optimal learning environment for our participants. We believe that participants will learn
best when education is supplemented with a hands on learning experience. By allowing
individuals to get involved with the planting and growing process, we believe that they will not
only gain more knowledge, but also feel a connection with the environment. Additionally, we
believe that the optimal learning experience involves sharing knowledge with each other. Sharing
information will be an important part of TrueRoots, as many activities involve parents helping
their children learn.

Health
We believe that a healthy person is a happy person and further, that living a healthy life will
translate to a productive life. We know that a diet rich in fruit and vegetables has beneficial
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health effects. By having participants grow their own food, we will demonstrate that fresh
produce is not only highly nutritious, but extremely tasty. Our program also gets participants
outdoors and achieving their daily exercise requirements in a fun and unique way. As well,
through working with others, TrueRoots encourages group interactions and improves social
wellbeing.
Sustainable Development
We value the importance of sustainable development. Sustainable development involves
conserving the environment, utilizing resources, and protecting human health. Specifically, we
believe that our choices matter and it is the choice of the individual to create a sustainable future.
TrueRoots was founded on this value, as the program strives to encourage families to get their
hands dirty and utilize the abundant resources in the environment around them.
Quality
We strongly value the importance of providing our participants with high quality teaching and
delivery of gardening knowledge; thus, we strive to produce excellent classes and activities that
are taught by highly- experienced staff. If participants are presented with information that is
trustworthy and delivered in a fresh and exciting manner, it is more likely that they will associate
positive experiences with their newly developed skills. Subsequently, this will increase the
probability that they will share this information with their peers and incorporate this knowledge
in their everyday lives.
Efficiency
We strongly value the time and commitment of the participants as we understand that our
program cannot function without all the families and staff involved. Therefore, we are committed
to providing classes and activities that are well-organized and delivered in an understandable yet
concise way. As well, we believe that the talents of our teachers and resources should be used in
the most economical way.
Customer Service
Our customers include the children and parents involved in the program. By valuing customer
service, we strive to ensure all staff are willing, responsive, and attentive to the participants. With
this, we hope participants develop good relationship with staff in which they feel comfortable
verbalizing concerns or questions. Not only does this program tend to external customers, but the
program also believes in ensuring that the teaching environment is ideal for the program
instructors.

1.2.2 Vision Statement

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The focus of the vision statement is to create a mental image that is bold, broad,
and inspiring. The purpose is to reflect TrueRoots worth in the community and focus on the
benefits of the program. The vision statement is as follows:
Growing our children from the ground up.
The vision statement blends the activities of the program, which is growing and caring
for plants and produce, with the idea that we need to care, educate, and work with our children in
order for them to achieve success; this is similar to a plant growing from a seedling to a
flourishing flower.
1.2.3 Mission Statement
The purpose of the mission statement is to reflect the intentions of our TrueRoots
philosophy. It helps to define the work of our program, as well as provide the participants with a
knowledge of the intent of our program. It includes information on the purpose of our program,
who it is intended for, and how the purpose will be achieved. The mission statement is as
follows:
To provide an interactive learning experience to local families, educating them on how to grow
and maintain plants and produce using a variety of gardening skills and techniques.

1.3 Planning Strategies/ Theories

In order to ensure the planning process is both credible and tailored to satisfying the
needs of our participants, two planning strategies are used: social planning and social marketing.
Social Planning
The first planning strategy used is social planning. Social planning is used to plan
programs for the client; the clients of TrueRoots are families. Social planning involves going to
the literature and collecting data to ensure that the appropriate program is planned for the clients.
The trend in society appears to be that families are becoming more separated and children are
becoming more independent earlier in life. This introduces a real social problem: families are
lacking opportunities to work together and bond. As well, it appears that there is a movement
away from utilizing local resources, as the rate of families buying quick foods that are
nutritionally poor is progressively increasing. That being said, social planning is used as it is
goal-driven towards finding a solution to real social problems. In order to solve these social
problems, we need to rely on professional and expert knowledge to plan a program for the
families. Lastly, social planning also ensures that the planning process is done efficiently, while
being technical and credible.
Social Marketing
One weakness of social planning is that it lacks awareness of what is happening at the
grassroots. Therefore, we also use social marketing during the planning process. The main
focus of social marketing is to satisfy the customer; this is important to TrueRoots as it aims to
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guarantee that all participants are satisfied with the program and activities. In order to
ensure the satisfaction of the participants, we need to analyze the needs and wants of our families
and then plan a program accordingly. This involved doing extensive marketing research to ensure
that the program is offering the best product and price, while being located in the most ideal
place. Social marketing is also incorporated in the development and design of the promotion for
the program.

1.4 Needs Assessment

1.4.1 Needs Assessment Technique
Social Indicators
We utilized statistics to identify the trends in society associated with family bonding and
use of local resources. After analysing the statistics, it was found that families are becoming
more separated based on statistics outlining parent involvement in childrens activities,
schooling, and leisure time. As well, it was found that there is an increasing trend towards
families buying fast foods. These statistics were used to highlight the social problems in society
that were the target of our social planning strategy. We also used synthetic estimates to determine
the percentage of the target population that met the daily requirements for fruits and vegetables
as indicated by Canadas Food Guide. This data was used to determine that 47% of the
population was not fulfilling the fruit and vegetable recommendation of 5-6 servings for
children and 7-10 servings for adults. This data correlated with the gradual 30% increase in fast
food consumption indicated through past Canadian dietary intake logs. We then decided that an
initiative needed to be implemented to make produce more accessible to families.
Secondary data analysis was also used to examine the benefits of family affairs. We
found that eating meals together as a family resulted in lower occurrence of childhood obesity
and encouraged healthy food choices. Family mealtime was also found to promote family
interactions and improve mental health. Positive outcomes associated with strong family
interactions were translated across a variety of studies. This influenced the programs value that
families that work together, grow together.
Open House
We held an open house at the recreation center to determine which activities families
were interested in participating in; therefore, we tested both created and expressed needs. At the
open house, we had families walk around and test out various family activities, including sports
teams, cooking classes, book clubs, games nights and gardening classes. These are considered
created needs, because we identified for the families activities that they may be interested in;
through exposure, families became familiar with what they wanted. After participating in the
various activities at the open house, families were allowed to enroll in the various classes. From
looking at enrollment numbers we were able to identify the expressed needs of the present
population. During enrollment, there was a section provided for the families to indicate why they
were interested in the particular activity. From this feedback, we gathered that gardening classes
were interesting to both the child and adult population because it allowed for the families to be
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outdoors, and interact with and teach one another. As well gardening classes lacked the
strict rules and competition that sports have. Further, families indicated that gardening classes
would provide knowledge and skills that are transferable to a real world setting; and provide a
long term family activity that could be implemented outside of the program.
Interviews
We also held casual interviews to talk to families with school-aged children about their
felt needs regarding family bonding and gardening. Parents verbalized that they would like to be
more involved with their children; however, they felt like there is a lack of opportunities to
interact with their children in an engaging and fun way. Once this felt need reoccurred in many
interviews, it provided the goal for creating an opportunity for family bonding and activities for
the whole family. As well, families verbalized that they felt like there was a large social pressure
to eat locally; however, it was too costly to buy locally and more convenient to buy premade and
fast foods. When questioned about their thoughts on growing their own produce, it was found
that families did not understand the benefits of growing their own produce and lacked the
knowledge of how to garden; thus, we identified a felt need of gardening knowledge and
techniques.
Environmental Scan
Environmental scans were performed to examine the distribution of community garden
plots and home-garden plots available in the Saanich and North Saanich area. An objective of the
program was to encourage families to start their own gardening plot once the program had
finished. From these scans, information was gathered about the feasibility of implementing a
gardening program that would teach skills that could be transferred outside of the program, and
be able to be replicated at home. In particular, information was gathered regarding the plants and
produce that would thrive in the Saanich and North Saanich area, and that did not require care
from greenhouses or other materials that were not available to the target population. TrueRoots is
aimed at teaching skills that are relevant to the needs of the community.
Lastly, the product of the environmental scan allowed for TrueRoots to identify an
environment that was suitable for the program to be held. This helped when selecting Panorama
recreation center as an acceptable location, as they provided the resources needed for TrueRoots
to thrive as a program.
Surveys and Questionnaires
From the environmental scan, it was identified that there was an abundant amount of
available land (at local community plots and at residential homes) to create a personal garden;
however, this land was being underutilized. This led to a door-to-door survey to determine the
reason why the lands were not being used for personal gardens (see Appendix A). The
information obtained reflected a felt need, as community members felt as though they would like
to be using it. Questions that were asked to household owners and members found that the

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primary reason for the land not being used was due to lack of knowledge of what the land
could be used for, and the lack of skills to create a garden.
Surveys were also circulated through schools to determine whether children and parents
would be interested in learning about gardening. The results from the school-based survey
identified that parents and children felt like they did not have enough skill to participate in a
gardening class. A final survey was distributed through homes and filled out by the parents. This
survey was used to assist in identifying the average time schedule of families. From this survey,
it was obtained that many parents have weekday jobs that require them to work Monday-Friday
from 8am till 5pm, thus allowing them to have weekends off. Parents further indicated that on
Saturdays their children are often involved in extracurricular activities and not available for
family activities. The survey found that both parents and children were available on Sundays,
and would enjoy spending this time with their family members. It was concluded that mornings
were the optimal time for activities, as they did not interfere with meal time, homework or
preparing for work.
1.4.2 Prioritizing Needs
The needs that we identified through the various needs assessment techniques were
prioritized using a two-dimensional graph of importance and feasibility. A need is considered to
be of high importance if it is relevant, it is within the scope of the practice (not being either too
large or too small), it is urgent, and it affects a large amount of people. A need is considered to be
feasible if the program has the available resources to address it, it is acceptable, and it comes
with a high likelihood of change and a perception of achievability.
I
High
M
P
O
R
T
A
N
T
A
N Low
C
E

Create a Family- styled Program

Teach skills and knowledge about
gardening

Have all families grow their

own produce
Create a program that is accessible to all
families

Provide opportunity for family bonding

Help all parents become more involved with
their children
Increase awareness of affordability of
growing own produce

Increase population intake of daily fruits and

vegetables

High

Low
F E AS I B I L I TY

1.5 Goals and Objectives

In order to help focus our resources and link the participants needs to our program, goals and
objectives were formulated.
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1.5.1 Goals
The following goals were used to define the creation of TrueRoots. All goals were expressed as
broad statements that highlight the long term and ideal outcomes of the program.
Goal 1: To provide a fun and interactive program that engages the entire family.
Goal 2: To help families develop the skills and knowledge to initiate and maintain their own
garden outside of the classes.
Goal 3: To give the families the opportunity to work and learn as a team.
1.5.2 Program Objective
The purpose of the program objective was to help guide our work when developing TrueRoots.
Program Objective:
TrueRoots will run from 10am-12pm every Sunday for 2 consecutive months in the spring and
summer at the Panorama Recreation Center.
1.5.3 Outcome Objectives
These objectives were created to be specific, measurable, attainable, time orientated, and
realistic. The performance objectives were created to highlight the benefits that the participants
will realize and establish when engaging in our program. There were two outcome objective
created: performance and behavioural.
Performance Objectives:
By the end of the session, all families will demonstrate their knowledge of gardening techniques
and skills by competing in the fun TrueRoots Family Feud competition during the last day of
class. As a whole family, their knowledge will be measured based on successfully completing a
round of the game.
By the end of the session, parents will feel confident in maintaining their new skills and
applying them outside of class by ranking 5 on 90% of the questions on the end of program
survey.

After the 8 weeks, 50% of the children will gain confidence by successfully presenting one
gardening fact to their parents during our end of program children teach parents activity.
Behavioural Objectives:
After completing the program, 50% of the families will initiate a garden in a community plot or
in their backyard as indicated by a follow up email sent out 1 month after the program.

2. Program Design
2.1 Program Area
True Roots is a family program that focuses on involving the whole family in a fun and
interactive learning experience. Therefore, there are two areas of the program: Educational and
Family Program.
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2.2 Program Format

True Roots will include a mixture of weekly classes and drop-in gardening hours. Classes
will be structured around lecture-styled sessions with interactive activities that are tailored to the
parents and the children. We decided to format our program with additional drop in hours to
encourage families to spend time together and practice their newly developed skills more than
once a week. As well, families will be provided with a tomato plant which they will be working
with through the program; therefore, drop-in hours will be encouraged for them to care for their
plant throughout the week.

2.3 Program Content

Since True Roots aims to engage children and parents, it will include a variety of
activities during each weekly session. These activities will be structured as one of the following:
hands on learning or group-learning. Hands on learning activities will involve the parents and
children putting their newly learned knowledge to use. Examples of hands on activities will
include: matching gardening tools with name tags, planting their own seeds, and tending for their
plants (see Appendix B). Group teaching activities place emphasis on parents teaching their
children and children teaching their parents. During these activity, children and parents learn a
different fun fact during a fun lecture-styled session, and then they will be provided time to
come together to share this information with each other. Since the sessions will take place over a
2 hour block, a snack time will also be included where parents and children can refresh and
refuel.

2.4 Timing and Scheduling

As previously mentioned, the program will run every Sunday morning at 10am for 2
hours over two consecutive months in the spring and summer. The spring session will run from
March through April, while the summer session will run from July to August.

1.
2.
3.
4.
5.
6.
7.

The general day schedule will be as follows:

20 minute informational session
30 minute Activity 1
10 min Discussion and Questions
15 min break
20 min activity groups
20 min sharing/ group teaching
Debrief
The general topics covered in 2 months:
Week 1: Learning the Roots (What is gardening?)
Week 2: How to plant and what to plant (Germination)
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Week 3: Garden Tour

Week 4: Getting our hands dirty
Week 5: Lovin and Carin
Week 6: Advances skills and Techniques
Week 7: Continual Care
Week 8: Family Feud test of knowledge
Refer to Appendix B, for sampled activity
Refer to Appendix C, for the complete Gantt Chart for the program.

2.5 Facilities
True Roots will take place at Panorama Recreation Center. Families will be working on a
2 acre plot of land that has been specifically dedicated for the TrueRoots program. Classes will
be held inside the recreation center. Activities will involve being in the recreation center and at
the gardening plot (when weather permits). Additionally, picnic areas are located outside the rec
center, as well the rec center will provide shelter for unfavourable weather conditions, washroom
facilities, and meal areas.

2.6 Setting
Panorama Recreation Center is clean, safe, and urban. The classrooms include chairs,
tables, and a kitchenette. The gardening plot is placed on a well-kept 2 acre plot of land
positioned right behind the recreation center. TrueRoots program will offer a friendly, safe, and
encouraging environment in which participants can connect with each other, the staff, and nature.

2.7 Equipment and Supplies

Supplies:
Seeds
Potting Soil
Disposable gloves
Germinating mix
Wooden plant markers
Tomato Cage
Stakes/ Poles
Handouts
Disposable Pots
Tomato Plant

Equipment:
Shovels
Watering Cans
Rakes
Gardening Cart

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Buckets
Pruners
Compost bins

2.8 Staffing
2.8.1 Gardening Instructor (2 required)

The Gardening Instructor will be required to have the necessary certifications, experience, and
knowledge to instruct a well devised gardening program. These requirements include:
MSc Organic Grower/Educator, Farm
Previous teaching experience
Passion for gardening
Strong communication skills
Enthusiastic, attentive, responsive, and willing to engage with participants
Criminal Record check
The Gardening Instructor will run a 2 hour class with approximately 6 families (30 people
maximum). The instructor will also be available to answer participants questions through email.
The instructor will be responsible for planning informational sessions, as well as coordinating
group activities, hands-on activities, and leading group discussions. During the activities the
instructor will supervise and provide instructions, help, and feedback where necessary. The
instructor will be expected to deliver information in an enthusiastic, engaging, and
understandable manner. Additionally, roles will include: arriving 15 minutes before sessions for
set up, taking attendance, completing a weekly logbook overviewing family participant and
success of the activity, and staying 15 minutes after class for cleanup. He or she will be paid an
hourly wage of $30 an hour.

2.8.2 Assistant Instructors (2 required)

Requirements for the Assistant instructor will include:
Currently completing their diploma for Horticulture Technician in the present year
Friendly, enthusiastic, displays a true passion for gardening
Strong communication skills
Criminal record check
Assistant instructors will be responsible for helping the instructors during informational sessions,
as well as helping participants during all activities. Assistant instructors will not be required to
teach the class; however, they will be expected to be attentive, responsive, and enthusiastic to
help and engage with the participants. By assisting a well-trained instructor, TrueRoots ensures
that the assistant instructor will have an opportunity to learn from the expert instructors, while
also sharing their knowledge and assistance to the families involved in the program. Additional
duties of the assistant instructors will be to check equipment for potential hazards before each
class and help setup and cleanup activities. He or she will be paid $18 an hour.
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2.8.3 Maintenance Staff (2 required)

Plant knowledge and identification
Landscaping experience
The maintenance staff will be responsible for the upkeep of the TrueRoots garden. They will be
required to maintain the plots; this would include watering, weeding, removal of debris and
pests, harvesting edibles, tilling the soil (adding compost), and fixing plot and plant supports as
necessary. Maintenance staff will be required to tend to the garden 3 times a week (Monday,
Wednesday, and Friday). He or she will be paid $30 an hour.
2.8.4 Sample Interview
See Appendix D

2.9 Registration
Registration for the program will be online through the Panorama Recreation Centers website or
in-person at the Panorama Recreation Centers front desk. The registration form can be found in
Appendix E. Registration for the spring session will open on February 1st and the summer
registration will start June 1st. Due to the limited class sizes, registration will occur on a firstcome-first serve basis, no holds will be accepted. Parents must fill out a waiver and medical
forms for all children (see Appendix F and G). These forms will be accessible in person (via the
Panorama Recreation Center front desk) or online.

3. Risk Management
Risk management involves employing strategies to prevent risks from occurring during
the program. Since our program will involve young children and many tools, risk management is
taken very seriously in the planning process. The steps taken include identifying the potential
risks, measuring the risks, controlling the risks, and planning steps to monitor risks.

3.1. Risk Identification

Four key sources of risk include facilities, equipment, people, and program. The three
types of risk are property loss or damage, wrongful actions, and physical injury. Through
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inspections of both the facility and equipment, as well as identifying the proper staff
training protocols, we have identified the possible sources of risks that are applicable to
TrueRoots. The equipment appeared to pose the greatest source of physical injury as families
will be using rakes, shovels, and pruners. Potential wrongful actions involve inappropriate
language used by staff or inattention of staff while families are using the equipment. Since the
recreation center does regular maintenance and site inspections, only minor risks were identified
from the facility.

3.2 Risk Analysis and Measurement

As a planner, we needed to determine the frequency and severity of the risks, as well as
assign a grade of low, moderate, or high to the possible risks. This was followed by developing a
chart of prioritizes and actions.
Source of
Risk

Type of Risk

Frequency

Severity

Priority &
Control

Actions

Facilities
Proximity
to Traffic

Physical
Injury

High

Low

Moderate,
Reduce

Use gated route walking from

recreation center to garden
plot. Use proper signage and
correct directions to guide
families away from roads

Damage to
gardening
plots

Property
Damages

Moderate

Moderate

Moderate,
Reduce

Enforce rules and use proper

signage to prevent public
from using plots

Program
Allergies

Physical
Injury

Moderate

High

Low,
Transfer

Remind families about

working environments and
possible allergies due to
grasses and plants during the
registration. Transfer risk
using wavier form

Extended
sun
exposure

Physical
Injury

Moderate

Moderate

Moderate,
Reduce

Enforce rules to have

Participants apply sunscreen
and wear hats. Implement
breaks in the shade on hot
days

Harsh
Chemicals

Physical
Injury

Low

High

High,
Avoid

Do not use; instead only use

organic products.
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Dehydratio
ns

Physical
Injury

Moderate

Moderate

Moderate,
Reduce

Monitor group to make

sure they are taking water
breaks.

Over
excursion

Physical
Injury

Moderate

Moderate

Moderate,
Reduce

Leave lifting heavy items and

raking of gardening plots to
the maintenance staff.
Monitor participants
throughout day. Provide
breaks.

Poisonous
plants

Physical
Injury

Low

High

High,
Avoid

Do not allow plants in the

garden that although pretty in
appearance may be
poisonous, and dangerous if
ingested. Have staff members
read the packages of seeds
before planting.

Insect Bites

Physical
Injury

Moderate

Low

Low,
Retain

Direct families to use bug

repellent if they are
concerned about insect bites

Dirt &
Disease

Physical
Injury

Low

Low

Low,
Reduce

Make sure participants wash

hand after being in the
gardening plot and before
eating

Pulled
Muscles

Physical
Injury

Low

Low

Low,
Reduce

Have participants perform in

a light warm-up/stretch
before gardening

People
Unfair
treatment
by
instructors

Wrongful
Actions

Low

Moderate

Moderate,
Reduce

Deliberate interview process

to hire good staff; ensure
proper training

Not
tailoring to
specific
ability
levels

Wrongful
Actions

Moderate

Moderate

Moderate,
Reduce

Deliberate interview process

to hire good staff; ensure
proper training

Inappropri
ate

Wrongful
Actions

Low

Moderate

Low,
Reduce

Follow professional standards

and code of conduct
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language
Equipment
Accidental
cuts and
scraps

Physical
Injuries

High

Moderate

Moderate,
Reduce

Enforce rules for using

equipment, check equipment
for malfunctions, monitor
tool use, use correct
emergency plan if accident
occurs

Chemical
burns

Physical
Injuries

Low

High

High,
Avoid

Do not use any chemicals that

may cause dangerous
chemical reactions and burns

Damage to
gardening
tools

Property
Damage

Moderate

Moderate

Moderate,
Reduce

Enforce rules for using

equipment and provide
adequate directions for tool
use

Loud
Noises

Physical
Injury

Low

Low

Low,
Reduce

Require that maintenance

staff wear ear protection
when using power tools.

3.3 Risk Control

Measures will be taken to reduce the occurrence of low to moderate risks; various
strategies to reduce the risks will be applied. These strategies include signage, a strict
maintenance and repair schedule, and a professional code of conduct and behaviour followed by
staff members. As well, proper documentation of physical injuries, wrongful actions and
property damage or loss will be recorded in a logbook. Risks that are high grade will be avoided
or transferred to the participants by way of waivers and informed consent. The following actions
to control the identified risks are highlighted in section 3.2. As a preventative measure,
TrueRoots will be insured in the event of major property damage or loss. Further, if the risk is
due to inappropriate behaviour of a child, the gardening instructor will be required to confront
the parents; if they cannot or refuse to control their child, then they will be asked to leave the
class. This rule is in place for the safety of other participants.

3.4 Risk Monitoring and Evaluating

While we have identified and controlled for the possible risks, it is important to monitor
and evaluate the risk management strategies throughout the program. To ensure that all
participants are safe, evaluation will happen on a regular basis. As part of the recreation center, a
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site inspection of the entire facility occurs at the end of each week. Before each sessions,
the assistant instructors will be responsible for checking equipment before participants perform
activities. Any injuries, damage, or loss will be recorded in the recreation centers logbook, as
well as past incidents will be followed up on by instructors. Lastly, all instructors and assistant
instructors will undergo a review at the beginning and end of each session to ensure that their
training is up to the standards of the program.

4. Financial Management
The creation of our budget significantly contributed to the planning process, and will
further aid in the implementation of TrueRoots. The budget plan serves as a reference point,
allowing us to identify and prioritize the needs of TrueRoots. In the creation of the budget plan,
we developed a thorough description of our program, estimated the costs and predicted the
potential revenue, using a line-item budgeting system. The budget will not be approved until we
established a budget that will allow the program to profit.

4.1 Revenue
TrueRoots will receive based funding from Panorama Recreation Center. As well,
Panorama Recreation Center also gifted TrueRoots with a gardening plot. An additional source of
revenue comes from the fee it costs to register in the 8 week program; registration fees are
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charged according to the number of family members signing up for the program. There is
also a revenue from the charge to rent tools. The cost of registration is set at a price that
encourages families to register in the program; however, allows for the program to make a profit.
TrueRoots Sources of Revenue
Revenue

Compulsory
Resources

Base-funding

Earned Income

Registration
Fee

Rental Fee

Contractual
Receipts

Gifts (garden
plot)

Financial
Assistance

4.2 Expenditures
The expenditures of the program came from a variety of different sources.
TrueRoots Expenditure Types
Expenses

Operating

Staffing

Supplies

Equipmen
t

Capital

Direct

Indirect

Fixed

Variable

Advertisin
g

Facility
Rental

Insurance

Overhead
(including
janitorial

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staff,
registrati
on desk)

4.3 Line-Item Budget Sheet

Estimated Expenditure

Amount

Staffing
i. Gardening Instructor (2)
ii. Assistant Instructors (2)
iii. Maintenance staff (2)

$30/hr= $960.00
$18/hr= $576.00
$30/hr= 1440.00

Supplies
i. Seeds
ii. Potting Mix
iii. Disposable Pots
iv. Disposable gloves
v. Germinating mix
vi. Wooden plant markers
vii. Tomato cage
viii.Stakes
ix. Handouts

$30.00
$27.00
$12.50
$30.00
$9.95
$2.00
$78.60
$17.50
$5.50

Equipment
i.
Shovels
ii.
Watering cans
iii.
Rakes
iv.
Pruners
v. Compost bins

$72.00
$30.00
$15.00
$36.00
$50.00

Advertising
i. Brochures

Potential Revenue

Amount

Registration Fees

$7,200

Toolkit Rentals

$872.00

Base Funding

$1000.00

Gift (Garden Plot)

$0.00

$61.00

Facility
i. Rental
ii. Utilities (Water,
Electricity, Sewage)

$1,120
$200.00

Overhead

$700

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Total Expenditure

$5473.05

Total Revenues

$9072.00

Balance

$3500.98

4.4 Financial Controls

In order to protect the finances of TrueRoots, as well as ensure the base funding is being
properly used, the following financial controls will be set into place. Firstly, there will be a
banking authority set in place. This means that the program directors are the only people allowed
to sign cheques received from participants enrolled in the class. The program directors will also
attend to the base funding. Staff members will be required to sign a timesheet at the Panorama
Recreation Center registration desk. This will allow for the programmers to guarantee that the
staff are arriving to work to perform the pre-class duties, and staying after class to clean up as
outlined in the job description. Therefore they will not be claiming hours that they were not
working; the same applies for maintenance staff. Another form of financial control is capital
purchase authority. The gardening instructors will be allowed to buy supplies and equipment in
case of malfunction; however, if they are purchasing supplies/equipment, they will need the
program directors to sign off on the purchase.

5. Implementation
The focus of our implementation strategy is to transfer the program from paper to
practice as smooth and efficiently as possible. We will use the blended implementation theory as
it mixes a top-down and bottom-up approach. Specifically, the top down approach includes the
instructors delivering the program exactly as planned; consequently, this does not allow any
flexibility in the delivery of the program. The bottom-up approach allows for this adaptation of
the program to the needs of the participants, yet this causes the program to be delivered without
the expertise of the programmer. Since we will be using a social planning strategy, it is very
important to include the information from the literature and experts in order to deliver a credible
program. By using the blended theory, we will take into consideration the concerns of the
instructors and incorporate this into our planning strategy. The blended theory also will help to
eliminate implementor barriers by ensuring that the instructors agree with the program.
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5.1 Implementation Barriers

5.1.1 Organizational Barriers
The key organizational barrier is due to budget. While we will receive base-funding, it is
important that we do not exceed the budget or else there will be difficulties encountered in the
running of our program. In order to control for this barrier, we will we do deliberate financial
planning to ensure that our expenditures do not exceed the budget. Another typical organizational
barrier is lack of support from key management. That being said, Panorama Recreation center
encourages the delivery of our program and has expressed additional support through dedicating
the gardening plot to our program.
5.1.2 Implementor Barriers
Common implementor barriers include inadequate training, disagreement with the plan,
lack of experience, and lack of resources (equipment or supplies). As previously mentioned,
TrueRoots strives to produce a plan that the instructors agreed with by incorporating their
concerns into the planning process. In order to overcome barriers due to instructors knowledge
and training, we will use knowledge, skills, and ability questions mixed with competency-based
questions during the interview process. As well, a sessional review period will be conducted to
make sure the instructors training is up to the standards of the program. Lastly, we will use an
intensive financial management process to make sure the needed resources will be available to
the instructors.
5.1.3 Community-level Barriers
The community-level barriers include barriers that our participants must overcome in
order to take part in the program. Since we are planning for multiple families with different
schedules, the main community level barrier is time and cost. Additional barriers are
inconvenience, lack of skill, and conflicting interests from children and parents. Communitylevel barriers will be controlled through by our marketing strategy (see below).

6. Marketing Mix
6.1 Product
In order for participants to join our program, it is important to pose the right product. The
product of this program is the TrueRoots family-styled gardening program. This is an
opportunity for families to learn and grow together through interactive classes and activities.

6.2 Price
The price of the program refers to the exchange between costs and benefits that the
participants associate with the program. There are both monetary and non-monetary costs of
participating in the program, and non-monetary benefits.
6.2.1 Monetary Costs
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The monetary costs include the registration fees and the fees for toolkit rentals. In
order to decrease the monetary costs, we have planned to give a quantity discount for families
registering more than three children in the program. We also acknowledge the difficulty placed
on single parents trying to register for the program; therefore, there will also be a special offer
for single parents to give them a discount on registration fees.
6.2.2 Non-monetary Costs & Benefits
The non-monetary costs include the time, energy, and effort associated with getting the
entire family to the program. Reducing the non-monetary costs is a large priority for TrueRoots
as we want to ensure that parents can look forward to bringing their children to the program. In
order to reduce the non-monetary costs, we will plan the program around a typical time frame,
assuming that families are usually home at the same time. Specifically, our home survey
indicated that the most frequent time families spend together is Sunday morning; therefore, we
will embed our program into a time that families tend to be free to attend a program together. We
will also try to reduce the psychological stress for parents by hiring two assistant instructors who
will help keep their children engaged in the program. The benefits of the program include
learning new skills and developing family bonds.

6.3 Place
We want to make sure that the location of our program is convenient and accessible to the
target market; therefore chose North Saanich as there is a large community and a lot of available

gardening lands in this area. The place of program is Panorama Recreation Center.

6.4 Promotion
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The promotion of TrueRoots is focused on creating a message that is meaningful,

distinctive, and believable. Promotion is important as it communicates the benefits of the
products to the customers. The promotion techniques we will use include advertising, publicity
and sales promotion. Advertisement is a paid message that is sent out to mass media. Our
advertisement will be presented as brochures that will be displayed at the recreation centers
front desk, as well as handed out at elementary and middle schools in North Saanich (see
Appendix H). The local newspaper was so intrigued with our program, we will receive publicity
(free message in mass media) on their online website. Lastly, sale promotion will be used as
coupons for a free toolkit rental will be distributed to other Panorama recreation center classes
during the registration period (see Appendix H). The intent of the sales promotion is to also
encourage personal selling, as we hope that families will inform other families about the coupons
and registration for our program.

7. Evaluation
Lastly, the program will be evaluated in order to improve TrueRoots for further seasons.
The purpose of the evaluation is to account for the money used and gained in the process, to
assess the effectiveness of the program and to decide whether or not the program should be
continued in the future. Program continuation will be evaluated on the basis of financial success
and participant satisfaction. Three evaluation strategies will be used to assess the success of
TrueRoots; these include formative, process and summative evaluation. Formative evaluation
will be used at the beginning of the program plan. Formative evaluation will be used to assess the
program as it is being piloted including needs assessment using open house, interviews, and
distributed survey. From the formative evaluation, information about the materials and needs of
the participants will be evaluated. Process evaluation will be used to appraise the delivery of the
program; this includes the participation level, activities that took place, and the successes and
challenges in delivery. The summative evaluation that will be utilized is sub classified as an
impact evaluation, and will allow for the evaluation of immediate changes that result from the
program. In particular the impact evaluation will look at the increases in knowledge and
confidence, as well as behavioural changes that are a result of attending TrueRoots.

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7.1 Evaluation Model

Both a discrepancy-objective-based model and communicative and interactive approach
will be used to evaluate TrueRoots. The discrepancy-objective-based model will be used to
determine if the initial objectives were met; therefore the discrepancy between expected and
actual performance changes will be assessed. If large discrepancies are found in our program, the
context of the program will be altered in order to address these discrepancies. For instance, after
the completion of TrueRoots, if families do not feel that they are able to start and maintain their
own garden, we will implement changes to the lesson plan. The purpose of the communicative
and interactive approach is to obtain direct feedback from participants and gather information
about customer satisfaction. This information will be gathered using the Likert rating scale and
open ended questions for recommendations for future improvement. TrueRoots runs on customer
participation; therefore, customer satisfaction is of utmost importance. The use of direct feedback
from our participants will help us to make the appropriate changes to the program.

7.2 Sample
The sample that we will use in the evaluation will include the families that participated in
the program and the staff members. Although this sample is limited to the initial 30 participants,
it is representative of the population that we want to elicit feedback from. This sample will
provide us with important information regarding possible changes and help us to increase
customer satisfaction. We are further interested in feedback from the staff on how to improve
program delivery.

7.3 Methods of Collection

Evaluation will be in the form of a survey administered to the families (see Appendix J).
Further evaluation will be based on a follow-up with participants distributed by email. The
follow up study will be used to determine whether or not participants have started their own
garden. Evaluation from the staff will be conducted by way of semi-structured interviews.
Objective

Evaluation Type

Evaluation Tool(s)

Program: TrueRoots will run

from 10am-12pm every Sunday
for 2 consecutive months in the
spring and summer at the
Panorama Recreation Center

Process: Mixed
approach of
quantitative and
qualitative to examine
reach and recruitment,
resources, participant
feedback, and level of
participation.

Evaluation of recruitment
will be done by reviewing
enrollment numbers, as well
as checking attendance sheets
filled out by the instructor
each class. Level of
participation and success of
activities will be based on
qualitative observations by
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the instructors which will be

recorded in their weekly
logbooks. Evaluation will
also include a end of
program evaluation which
records participant feedback
(see Appendix J).
Performance: By the end of the
Summative: Impact
session, all families will
Quantitative approach
demonstrate their knowledge of
gardening techniques and skills
by competing in the fun
TrueRoots Family Feud
competition during the last day of
class. As a whole family, their
knowledge will be measured
based on successfully completing
a round of the game.

Knowledge of participants
will be evaluated based on
TrueRoots Family Feud
game (see Appendix I).
Improved knowledge will be
measure by families
completing a round of the
game which will be recorded
and scored using a score
sheet.

Performance: By the end of the

session, parents will feel
confident in maintaining their
new skills and applying them
outside of class as indicated by
selecting 5 on the evaluation
survey 90% of the time.

Summative: Impact
Quantitative approach
through surveying
(administered
questionnaire).

Participant will complete an

end of program survey
administered on the last day
of the sessions (See Appendix
J). Confident will be
measured using a rating scale;
where 5 reflects the best
possible response.

Performance: After the 8 weeks,

50% of the children will gain
confidence by successfully
presenting one gardening fact to
their parents during our end of
program children teach parents
activity

Summative: Impact
Qualitative approach
through observation.
Quantitative approach
through surveying.

Observations made by
instructors during child
teaching parent activities.
End of program survey
asking direct question about
confidence as rated on a
ranking scale. (see Appendix
J)

Behavioural: After completing

the program, 50% of the families
will initiate a garden in a

Summative: Impact
Quantitative approach
through surveys sent

Emails will be sent to

participants 1 month after the
program. The email will be

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community plot or in their

out via email.
backyard as indicated by a follow
up email sent out 1 month after
the program.

distributed questionnaire and

include closed questions,
such as have you started a
garden, yes or no? and
ranking questions.
Weblink to questionnaire will
be emailed out to all families:
https://www.surveymonkey.c
om/s/YYCY9SH

Appendices
(A-J)
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Appendix A
Door-to-Door Questionnaire
Do you have the land available for an at home garden? (Yes or No)
Are you aware that there is a local community garden nearby? (Yes or No)
Do you utilize this land for gardening of plants or produce? (Yes or No)
If not, why? (Select all that apply)
Do not know what the land can be used for
Lack the skills and knowledge to start an at home garden
Unaware of the plants and produce that would thrive in my garden
Lack of time
Lack of interest
Lack of money
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Would you be interested in developing a garden at your home? (Yes or No)

Would you be interested in attending gardening classes that would teach you the skills and
knowledge that are needed to implement and maintain an at home garden? (Yes or No)

Appendix B
Sample Activity
Seed Planting: Hands-on Activity
Equipment/Supplies:

Disposable pots
Seeds
Potting soil
Shovel

Activity Type:
Full family activity (parents and children work together)
Instructions:
1. Instructor demonstrates basics of seed planting
2. Participants section off into family groups to plant their seeds
3. One member of family chooses seeds (from a selection of seasonal vegetables)
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4.
5.
6.
7.
8.

Children select appropriate tools from tool kit

Instructor confirms that appropriate seeds and tools have been selected
Family works together to plant seed
Instructor provides feedback
Family determines whether pot should receive morning or afternoon sun

Appendix C
TrueRoots Gantt chart

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Appendix D
Job Interview (Example Questions)
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Job Title: Gardening Instructor

1. Self Assessment:

How would you describe yourself as a person?

What are your hobbies or interests?
What is an achievement you are proud of?
What are your strengths and weaknesses?
2. Work experience:

What kind of training or qualifications do you have?

What is your highest level of complete education?
Why do you think your education is relevant for the current position?
Have you done this kind of work before?
How often were you absent from your last job?
3. Knowledge, Skills, & Abilities:

Can you describe the safety protocol for handling pruners?

What is the ratio of water to germination mix used for potting?
Can you use the provided material to set up plant support?
4. Competency- Based:
A child in your class is recklessly using the tool and their parents are distracted listening to their
other child. How would you handle this situation?
A parent keeps using inappropriate language in class and other parents have approached you with
their disapproval. What procedures would you use to handle this situation?
Have you ever worked with/for someone that you did not get along with, and how did you handle
the situation.

Appendix E
TrueRoots Registration Form
(Must be accompanied with form of payment)

Family Name:
______________________________________________________________________________

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Address:
______________________________________________________________________________
City: _____________________________________ Postal Code:_________________________
Home Phone: __________________________________Cellular:_________________________
E-mail: ____________________________________ Add me to your newsletter: (yes) (no)
I would like to register for the following course:
Course #:
____________________________________________________________________________
Please indicate the amount of people who will be participating in the course:
Adults ($280 ea.): ___________ Children (under 18) ($200 ea.): _________________
What are the ages of the children?
_________________________________________________________
Discounts:
>3 children ($160 ea.)

single parent (10% off total cost)

Payment Method:
Visa

Master Card

Cheque

Cash

Total Payment Enclosed:

______________________________________________________________________________
Credit Card #: ____________________________________ Expiry: __ __/ __ __
Name on Card: _________________________________________________________________
Signature: _____________________________________________________________________
**Note: Cheques are payable to TrueRoots Gardening. If paying by cheque or cash, the
registration form must be dropped off or mailed to: 1885 Forest Park Dr, North Saanich, BC V8L
4A3

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Terms and Conditions:

Cancellation/ Refund Policy:
Must notify one week in advance for full money back
Within a week incur 10% cancellation fee per day
Liability:
By signing up for TrueRoots Gardening Program you have accepted responsibility for possible
physical injury, loss or damage that may occur while attending the program or while on facility
grounds.

For information about the program call: (250) 656-7271

Appendix F
Participant Medical History
(For children under the age of 18)
Name of Participant: ________________________________________________
Gender: (male)

(female)

(self identified)
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Relationship to participant: ____________________________________________

Does your child have any of the following conditions? (check all that apply)
Allergies
If yes, please indicate:
____________________________________________________________
Asthma
If yes, do they require an inhaler: (Yes)

(No)

A history of fainting, becoming nauseous, dizzy or ill when in the sun for extended periods of
time
Seizures
Diabetes
Requires an epi-pen
Experiences frequent headaches or migraines
Has been treated for ADD or AD/HD
Use of medication
If yes, please indicate: ___________________________________________________________
Other
If yes, please indicate: ___________________________________________________________
Is your childs tetanus immunization up to date? (Yes)

(No)

Appendix G
General Waiver Form
At TrueRoots, participants will be required to participate in activities and use gardening
equipment. The staff at TrueRoots is dedicated to providing care for the participants; the staff
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will supervise all activities and perform regular maintenance checks on equipment and
facility grounds. These activities serve the potential for risk.
I _____________________, hereby assume the responsibility for any injury or damage that may
occur to __________________________ (child name) while attending TrueRoots gardening
program.
Parent/Guardian Name (please print): ______________________________________________
Parent/Guardian Signature: _______________________________________________________
Date: _________________
Supervisor Signature: __________________________________ Date: _________________

Appendix H

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Appendix I

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Scoring Sheet
Question 1: Name 4 tools used to MAINTAIN a garden
Question 2: Name 4 vegetables that can be grown in Victoria
Question 3: List 3 ways you can help your plants grow
Question 4: Is a tomato a fruit or a vegetable?
Question 5: List 3 different types of seeds
Question 6: Name 3 insects found in the garden
Question 7: List the differences between an annual or perennial
Question 8: Name the recommended planting depths for seeds
Question 9: Describe the best time to plant in your garden
Question 10: How many times a day should you water your plant?

Family Name: ___________________________

Memebers: ____________________________________________________________

Number of Question Correct: _____________________

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Appendix J
Family Evaluation Survey
(Rate on a scale from 1-5; with 5 being the best possible response)
Evaluation to be completed by child/children:
How would you rate your experience at TrueRoots?

1
2
3
4
5
Are you interested in continuing gardening at home with your family?

1
2
3
4
5
Do you feel closer to your parent(s)/sibling(s)?

1
2
3
4
5
Do you feel like you learned a lot about gardening and growing your own fruit and vegetables?

1
2
3
4
5
Do you feel confident in your new skills?

1
2
3
4
5
Would you recommend TrueRoots to your friends and classmates?

Yes

No
What was your favourite part of the TrueRoots program?
Learning about the plants
Participating in activities
Teaching your parents what you know
Working with your family members
Evaluation to be completed by parent(s):
How would you rate your overall experience at TrueRoots?

1
2
3
4
5
Did you learn new information and skills?

1
2
3
4
5
How would you rate the effectiveness of the instructors?

1
2
3
4
5
Do you believe the course was cost-effective?

1
2
3
4
5
Will you start your own garden or attend a community garden after the program?

1
2
3
4
5

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Do you feel like TrueRoots helped you bond with your children?

1
2
3
4

What is your level of confidence with utilizing gardening skills in your own garden after
attending TrueRoots?

1
2
3
4
5
Would you recommend the course to friends?

Yes

No
If selected no, please indicate why not:
Skills were not relevant or transferrable
Too expensive
Did not enjoy course material
Lack of interest
Do you have any recommendation to make TrueRoots a better program?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How did you hear about TrueRoots?
Advertising in the paper
Advertising in the news
Online
Through the school
Through Panorama Recreation Center
Friends or family

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