COMMUNITY OPERATING PLAN

Complete parts A-D before the presentation/event, and then parts E

implementation. Use this outline as a guide for developing all programs and
presentations. The questions in each section are designed to help you in the
development process. You must answer all of the questions listed, but if you feel
there is other important information please include that as well.
A. PROJECT INFO:
Event: Union Leader Health Fair

Topic: Healthy & Fast Fall Snacks

Event Date: 10/19/16

Location: UL Office Building

Intern Name(s): Erin Heidenreich, Kristina Cooke

Team Leader: Kristina Cooke

Preceptor: Stephanie

Person responsible for writing the COP: Kristina Cooke

B. NEEDS ASSESSMENT:
1. Identify site contact: Emily Whalen, ewhalen@unionleader.com
2. Identify population
a) Gender: Male and Female (equal distribution)
b) Age: from early 20s to mid-70s
c) Education level: some high school and college level
d) Number of participants: About 75
3. How was topic determined (Did you speak with anyone about the group? Did you
get to observe the setting and participants beforehand? If so, describe the
participants and any other pertinent information (i.e. if in a classroom, observe
classroom management techniques).
Yes, we were in contact with Emily who told us last years cucumber salad was less
than successful, and she preferred we do something a bit more challenging. She
stated shed like to have a diabetic option. We opted for a pumpkin parfait
sweetened with stevia and topped with toasted almond and coconut to reduce CHO
(as opposed to sugar-heavy toppings like granola). We did not have time to observe
the setting before, but were in contact with Emily regarding set-up, supplies, and
demographic. We gathered that wed have a 6-ft table (no linens), electricity was
available (not needed), and any mixing bowls and disposable serveware was to be
purchased and included in the UL budget.

a) Other programs recently presented- This was the first time for KSC DI at
the health fair. Employees had received wellness information from other sources
through newsletters and health promotion programs (such as a walking challenge).
b) What the audience knows- Nutrition knowledge ranges, but the majority of
employees at UL are not well-informed on nutrition and health topics. Most
employees know basic nutrition and healthy eating options, but not necessarily how
to apply it.
c) What the audience wants to know- HR would like to improve the health of
the employees, but has seen some resistance in the past. Education on how to
make healthy eating simple and convenient would be beneficial for this group. They
would like to see some examples of simple recipes, information on nutrition myths,
and practical applications. Furthermore, there is a prominent population of diabetics
that Emily wanted us to target by making the recipe diabetic-friendly.
d) Evaluate health literacy - and other cultural issues- Most participants were
educated individuals with some knowledge of nutrition. However, there was a
range. Some participants engaged in conversation about their own healthy food
practices, while others mentioned altering the recipe with whipped cream and
honey. Therefore, the social and cultural home environment of the individuals we
served was quite varied. Other issues were that some did not like pumpkin, nuts, or
yogurt. We were not aware of the particular economic factors at play. One
participant was deaf, but we pointed to the can of pumpkin puree, yogurt, and
showed her our sample. She shook her head, showing she did not like it. She had an
interpreter with her later, but not at our station.
4. Setting - tour of facility
We were not able to have a tour of the facility beforehand, but we did know what
wed be provided with. We had a 6 foot table and chairs, which was sufficient
information for us to do well.

a) Room size and set up (diagram)

b) Presentation resources: Table, chairs, and electrical supply provided.

Limited space for set up. We were also provided a purchasing card for ingredients
and supplies. From the intern office we utilized an easel, markers, spoons, a serving
platter, and a red tablecloth with autumn leaves for decorations. From home, we
used tupperware containers, serving spoons, construction paper, cans of pumpkin
and fresh apples for show.
c) Availability of food prep area: There was no designated food prep area
other than the table at our assigned booth.

d) AV resources - space available for visual teaching aids: The table at our
booth and area for a easel stand, which was small but worked well as we nudged it
in.
5. Day of week/ time of day for presentation: Wednesday 8:30-11:30 (during the
employee's typical work hours). We arrived 30 minutes prior for set up, and stayed
30 minutes after for tear down.
6. Duration: 8:30 am - 11:30 am, with 30 minutes to set up and 30 minutes to clean
up.
a) Attention span: Adult population with long attention span, however they
quickly passed the booths so something to grab their attention, like our food
sample, was very helpful to have them intrigued for the duration of them tasting it.
Also, their time to stay at the booth is limited (<5 minutes), as they were interested
in seeing other things.
b) Conflict with other activities for population: There will be other groups with
booths and information that the employees will be walking around to see. Since it is
during the work day the employees will not have much time to stop and learn. Most
of them were interested in having their slips signed to show the insurance
providers, but that was enough to deliver short bouts of nutritional information.
7. Marketing potential - whose responsibility: No marketing necessary, the Health
Fair is marketed through the UL HR.
8. Budget
a) Will there be a charge- none
b) Funds to cover supplies- $200 provided for food cost and supplies
c) Cost of marketing- none
9. Best way/time to reach site contact for future plans: Email Emily Whalen. Any
time worked, and she replied within 1 day or less.
10. Write a community group focused PES statement based on your assessment.
Food- and nutrition-related knowledge deficit related to lack of nutrition education
as evidenced by need for nutrition booth at the Health Fair.

C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1. Meeting Dates
Dates scheduled for planning and who will attend: Kristina and Erin meeting
week of Oct. 10th.

7 day meeting - N/A for this presentation

Evaluation meeting scheduled for: Directly after the presentation with Kristina,
Erin, and Emily Whalen.
2. Based on the results of the needs assessment, what did you do to prepare?
There was not much information provided, but we did gather that there was a fairly
large diabetic population within the company. We knew the size, age, and type of
career they had and were able to deduce information from that. We aimed our
booth and information towards a diabetic-friendly option, and geared all of our
snack options around it as well. We also featured a snack, with our recipe and
tasting, that boasted protein, healthy fats, and had no added sugars.
3. How did you go about the development process? Who was involved? Emily,
Sara, Kristina, Erin. We were in contact mainly with Emily, who provided us with
information. She was also able to print our handouts. Zach (our intern) is Saras
son, so he had their purchasing card and went shopping for our ingredients with us.
4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section. We used the knowledge we learned
in our undergrad careers, as it was a fairly simple presentation opportunity. Their
main focus was to have a healthy, appealing food sample.

D. DEVELOPMENT (what the outcome of your planning and

development):
1. Measurable Learning Objectives: For health fair participants to walk away
understanding 1 low glycemic snack option that encompasses seasonal produce.
2. Outline of presentation:
Describe all components of the program or material, and the team member
responsible for them. Include descriptions of the content, learning activities, food
activities, visuals, education materials and evaluation methods/materials. (May
attach as separate document.)
Kristina- table decorations like tablecloth, leaves, etc. Easel health facts, snack
ideas, drawings.
Erin- handout with recipe and tips, decorations like spices and pumpkin.
Both- determining healthful snack and recipe, needs assessment, food shopping,
speaking to passersby.
3. Describe how your presentation addresses different learning styles:

Auditory: writing, speaking with health fair participants.

Visual: colorful tablecloth, leaves, writing on easel and handout

Kinesthetic: having a food sample for them to taste, picking up and smelling the
spices.
List ways that you included multiple intelligences in your planning. We knew that
as they were sampling the food, wed be speaking to them and leave them with a
colorful take-home handout that matched the autumn colors.
4. Explain how your planned evaluation method will show whether your learning
objectives were met. Not applicable. Emily and Saras feedback was our evaluation,
as well as feedback from participants which went well.
5. What problems did you encounter in the development process? None.

Complete sections E after the presentation/event is complete.

E. IMPLEMENTATION and EVALUATION:

1. For a program or presentation, describe objectively what happened the day of
the presentation, using examples. Include any last minute changes to the planned
setting, audience, number of participants.
We packed our things and put down the tablecloth, decorations, and prepared the
samples. We had a bit less space than anticipated, but everything fit and worked
well. There were truly no issues. The audience strolled through in varying amounts
so everything was easy to control for. We came early to set up, and stayed a bit
longer to clean up. Everything was simple.
2. Did the presentation go as planned? Reflect on what went well? Yes, even better.
We had participants coming up to us telling us that others recommended our booth.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback. The audience enjoyed the information, and many were excited
to try the recipe at home since it was so quick and easy. Some had never
considered this idea before. The preceptor at the site gave us great feedback and
said her main concern was that people enjoyed it. She loved the sample.
4. How well did the audience grasp your objectives? We were not able to define our
objectives in this setting, but we made sure they understood that the topping was a
lower CHO option which was less sugar-heavy.
5. What would you do differently/the same the next time - or what would you
change if you had more time? How effective do you feel your program/material was

for the target audience?

If we had to change it, we would make the other snack options more standout. We
realized they would only listen to one to two sentences before they left for the next
booth so our main focus was low sugar and high protein snack. We wish we had
more time to actually discuss other healthful options.
6. Recommendations for future Interns: Come up with a snack idea that looks as
great as it tastes! Try unique flavors or ideas and consider the needs of the
participants. Realize that you only have about 10 seconds before you lose their
focus and theyre off to another booth.
7. Financial Report:

Cost of Development: (Includes: labor for preparing the project, food cost for
testing the food activity; please note that labor costs include hours worked by ALL
team members)
Labor ($25/hour): 200
Food: 75
Cost of Presenting: (Includes: labor, food, flip charts ($28), see following link for
cost of copies http://www.keene.edu/mailsvs/printfees.cfm, and other supplies)
Labor ($25/hour): 200
Copies:0
Food: 75
Other supplies and costs: 28

Overall costs:578

Within one week of the presentation, provide internship preceptor with a completed
COP, Presentation Evaluation form, Handout(s), a Team Leader Report, and PDE if
completed by an outside supervisor. (PDE required for sites with 2 presentations or
>32 hours). Attach a copy of the materials, PowerPoint, and any handouts/resources
used for the presentation.