Diversity training: accepting the challenge.

According to Goldsmith (1994) demographic trends indicate that by the year 2000, births of African American, Latino and Asian children will make up half the total population of the United States. This increasing diversity presents a challenge to the park and recreation professional. Yet, at the same time offers new opportunities for the workplace. The challenge to the park and recreation professional is how to proceed in integrating diversity concerns into the management of their agency or organization. A tool that is increasingly used by organizations to address cultural diversity issues is diversity training programs.

This article is two-fold in its purpose. First, we will review diversity issues that have been addressed or suggested by park and recreation organizations. Second, we will provide a discussion of diversity training from a specialist perspective.

Defining Diversity

Diversity has been defined as "any difference in race, gender, age, language, physical characteristics, disability, sexual orientation, economic status, parental status, education, geographic origin, profession, lifestyle, religion, or position in hierarchy of the organization" Johnson and O'Mara). This definition was developed at Pacific Gas and Electric, a company which has received many accolades for its diversity training program. It is imperative that companies be clear in their understanding of diversity and the expectations of employee behavior. This includes understanding the diverse populations to be served, staff diversity in the workplace and program opportunities. This will help in managing diversity which "requires the creation of an open, supportive and responsive organization in which differences are understood, encouraged, appreciated, and managed" (Johnson and O'Mara).

Review of Literature

A review of recent literature reveals the growing interest in diversity issues within park and recreation management. However, there is a noticeable lack of discussion concerning the establishment of diversity training programs to meet these challenges. This may be attributed to the complexity of addressing these issues, the seemingly overwhelming task of building diversity in organizations, and that it is a fairly new field of endeavor. Diversity training which may be occurring in organizations is yet to be reported in widely disseminated journals or magazines. Therefore, park and recreation managers and planners looking for exemplary models of diversity training must turn toward research and resources utilized by companies and organizations across the U.S. It is believed that the literature summarized here will assist in understanding the value of diversity training and give guidance toward the research and resources to assist in establishing an effective diversity training program.

Cultural Diversity: From the Field

National Park Service

Changing demographics in the U.S. that impact on attendance, programs and services has not gone unnoticed by the National Park Service (NPS). Traditionally, NPS has been in the forefront of accepting the challenge of providing special services to different identity groups, including the elderly, those with disabilities and international tourists (Goldsmith, 1994). Providing these special services has allowed the National Park Service to welcome a variety of groups. However, the challenge of attracting ethnic minorities to national parks is more daunting. Studies show that the fast growing black and Latino populations do not regularly visit national parks. Goldsmith (1994) suggests a number of reasons why the largest and most popular attractions are not being visited by ethnic groups: famous parks are isolated from diverse population centers; visitation was traditionally confined to a more semi-exclusive group and expansion has not included underrepresented groups; and staffing at parks do not mirror the changing demographics.

The Park Service and its many park-oriented interest groups are working to correct the imbalance of participation. For example, the Santa Monica Mountains National Recreation Area offers programs for school districts in Southern California. Providing wilderness and environmental education opportunities to groups that would not otherwise have them is an important step in changing this imbalance (Goldsmith, 1994). NPS is recognizing the importance of providing diversity and cultural-based opportunities and programs in all aspects of their service.

Backcountry Recreation Management

New faces are appearing in backcountry recreational areas. Meredith (1994) addresses the concerns of backcountry recreation management and the changes that are needed to integrate cultural diversity. He suggests two categories of changes: internal (research, training and employment) and external (partnerships, education and communication tools). More social research is needed to understand the users of the recreation areas so improved services and delivery systems can be implemented. Training is essential to implement changes in management practices, attitudes and culture. Greater representation of minority groups in the recreation workforce will bring greater understanding of the improvements needed. Forging partnerships with academia, industry, community and non-profit groups will help in providing more financial resources, media networks, political influence and an understanding of the concerns of different groups.

Higher education institutions can provide resources and research that explore cultural diversity issues. Exposing younger children to outdoor recreation can have long-term benefits. Finally, actively engaging employees in communicating with constituency groups is an effective way to inform these groups of the new initiatives being proposed or implemented. In addition, the use of modern forms of media will mean rapid and effective distribution of information.

Intramural-Recreational Sports

The increasing numbers of minority students at four-year institutions of higher education presents intramural-recreational sports professionals with a challenge. The challenge is not only to recognize the important issues of the varied constituency groups but to plan effective strategies that will result in multiculturally sensitive programs. Thus, multicultural diversity must not only be recognized and discussed, but a direct relationship must be established between the issues and the processes designed to enhance diversity. Only then can universities better understand the benefits of addressing sensitive multicultural issues and strategies to improve programs (Espinosa, 1991). Moore (1991) mentions a practical approach to creating an experiential process for staff training that was devised by Glenn Poling of the National Conference of Christians and Jews (NCCJ). Both authors (Espinosa and Moore) recognize the need for intramural-recreational sports professionals to move forward as change agents in addressing cultural diversity in their work and play environments.

It is evident from the literature that park and recreation professionals are becoming aware of multicultural needs and diversity issues and how these needs affect program opportunities and outcomes. Improving the campus climate and strengthening the sense of community is a responsibility shared by all those involved in higher education. Recreation professionals can take a leading role in this endeavor by maintaining an open, supportive and responsive environment in addressing the needs of students on a multiculturally diverse college campus.

Camps

A camp can serve as the training ground for living in a multicultural society (Kennison, 1991). Diversity issues and the necessity for diversity training are being recognized in the camping community (Jordan, 1994, Kennison, 1991 and Henderson, 1994). This goes beyond recruiting diverse populations; it extends to the training of staff and campers to better equip them to address the challenges that occur because of cultural differences. As noted by Jordan (1994), camping strives to welcome people with all dimensions of diversity in which the value of the person is the primary focus. Having culturally competent staff is an important first step in ensuring a positive training ground for living in a multicultural society. Camp settings, as microcosms of society, can strive to develop multicultural organizations that help people recognize, accept and respect diversity in its many faceted forms.

Diversity Training: Making It Work

As noted earlier in this article, diversity issues have become an important concern of park and recreation managers. As a result, managers recognize the need for diversity training for their staff. However, the literature indicates that there are limited practical approaches and resources that park and recreation professionals have used to address diversity training in their organization. Fortunately, much can be gleaned from the advancement of diversity training in companies and other organizations across the U.S. This section will provide examples of approaches used by companies and consultants that have assisted organizations in being more responsive to the challenges of an increasingly diverse workforce and populations.

What is Diversity Training?

Diversity training can mean a multitude of things. Training can focus simply on the understanding of cultures of various identity groups and revealing a person's biases, prejudices and stereo-types (often called awareness training). Diversity training can also be more skill-based where staff learn a set of skills to help them deal effectively in the diverse workplace and with diverse clientele. This may include developing strategies that enhance the effectiveness of programs and policy changes. Specialists in diversity training have found that organizations that are eager to become involved in diversity training of their staff personnel have taken a variety of approaches.

Some seem to march forward without specific goals and purposes, thus not knowing whether they are attempting to change individuals, the organization or both (Rossett and Bickham, 1994). Others, however, approach diversity training with a strategic plan, clarifying their goals and objectives before training begins (Evans, 1992). It is essential that the diversity programmers determine if the aim is to highlight morally legitimate concerns of certain groups, or make people aware of their own personal biases. The latter aim is perhaps less a diversity program and more of "an introduction to ethical thinking" (Koehn, 1995).

Before discussing research pertaining to staff training, it is beneficial to note that the dimensions of diversity wheel, developed by Loden and Rosener (1991), which provides an easy visual effect to understand aspects of diversity. The wheel is made up of two dimensions. The inner, or primary dimensions, are the most difficult to change and are usually the more visible characteristics. They include age, race, ethnicity, gender, physical abilities/qualities and sexual orientation. The secondary dimensions, or the outer wheel, are characteristics that are learned, probably easier to change and generally chosen. These dimensions include religion, marital status, military experience, work background, education level, socio-economic status, and geographic location. Individually, we are made up of both characteristics, primary and secondary. It is important not to label one characteristic over another as good or bad, right or wrong, but instead to focus on the value of the person.

Ann Perkins Delatte and Larry Baytos (1993), consultants specializing in diversity training services, suggest eight key guidelines for success in developing a staff diversity training program. (1) Distinguish between education and training. Education provides a framework for actions while training involves activities aimed at building usable skills. (2) Position training in the broad diversity strategy. It is imperative that a definition of diversity is developed first. After a definition is determined, establish a motivation for the program and then examine specific diversity issues. It is important to determine the role of training in the strategy. (3) Do not start training prematurely.

Carefully determine objectives before designing programs to meet the objectives. (4) Do a thorough needs analysis. Ask a lot of questions, conduct focus groups. (5) Use a participative design process. Include diverse input into program design from as many voices as possible. (6) Test thoroughly before implementing. Develop a pilot program to determine danger points, as well as to gauge its targeting, and effectiveness. (7) Balance the use of internal and external resources. Provide a balance between using outside consultants and in-house trainers. (8) Incorporate diversity education and training into the core curriculum so it becomes an on-going part of the organization.

After considering the above guidelines in developing a successful training program, the next step is determining the approach to be used. The approaches most used by various organizations are awareness-based training and skill-based training (Carnevale and Stone, 1994). Although they interrelate, awareness training is directed toward heightening each staff person's awareness of diversity issues and revealing personal assumptions. Skill-based training provides a set of skills for staff that assists them in dealing effectively with diversity in the workplace. Awareness-based training is often utilized in the beginning of diversity training programs. It often includes the cognitive issues of diversity and provides more substantive information about the cultures of the identity groups being addressed. Introductory training programs may begin with the the simple exploration of cultural diversity and how it manifests in our daily lives. Skill-based training can then be implemented to assist the workers to effectively approach behavioral issues and build individual skills.

Carnevale and Stone (1994) recommend that training should be provided at intervals and not on a one-time basis. Follow-up activities and evaluations are needed as means to monitor changes in behavior. It is imperative that the organization's leadership is committed to diversity training. Organizations also need to recognize staff strengths in providing in-house training or utilizing outside resources. Howard (1993) provides several suggestions when seeking diversity consultants to assist in developing and facilitating diversity programs. Hiring of consultants can be an expensive endeavor for many organizations. He recommends shopping around and being tough in negotiating fees. Hiring someone locally can cut down on extra expenses such as travel and hotel costs. Howard also encourages the use of internal staff as trainers.

Regardless of the fact that staff diversity training programs are on the rise, each agency must also be prepared for the backlash that some of the issues address. Diversity issues can evoke deep emotional responses. Diversity trainers have to be able to handle their own attitudes so as not to influence their training. They have to be "capable of implementing successful training in the face of resistance" (Mobley and Payne, 1992). Organizations that learn to use diversity as an asset will stride ahead of those that do not. The pay off will be in productivity (greater output), quality (fewer errors), flexibility (faster response to change), and innovation (more creativity).

Organizations that do not learn to respect, value and utilize individual differences (including differences in sex, race, age, education, function and other areas) will continue to be "socked" with discrimination and harassment lawsuits, low morale, high recruitment costs, high turnover, and a lack of creativity (Mobley and Payne).

Meeting the Challenge

It is imperative that park and recreation professionals recognize the diversity of their environment whether it be those participating in activities or staff providing the leadership. Diversity training can provide an organization with the tools to equip the staff in addressing diversity in the workplace and sensitivity in the kinds of programs and services offered. By observing and utilizing methods developed by corporations and consulting firms, park and recreation agencies can move forward in developing their own diversity training programs. The following suggestions are recommended:

* Establish a committee (include different levels of the organization) to help develop your vision and strategy.

* Bring your leaders on board.

* Do your homework. Review literature and resources available. Resources such as the Cultural Diversity at Work newsletter may assist in developing your diversity training program.

* Determine your organization's culture and needs.

* Consider utilizing consultants or use inside resources.

Conclusion

As changing demographics and other diversity issues continue to impact our society, park and recreation agencies must accept the challenge of building and managing diversity in their organizations. Developing and maintaining a quality diversity training program is an important step in managing diversity so that park and recreation professionals can effectively face the 21st Century.

References

Barringer, J.M. (1989). Services to Minority Populations: What Does It Take to Be a Culturally Competent Professional? Tompkins County Mental Health Association Newsletter.

Carnevale, A. P. & Stone, S. (1994, October). Diversity: Beyond the Golden Rule. Training and Development, 48(10), 22-39.

Cultural Diversity at Work. A Publication of The Gildeane Group. 13751 Lake City Way NE, Suite 106, Seattle, WA., 98125-3615. [phone].

Delatte, A. R & Baytos, L. (1993, January). Guidelines for Successful Diversity Training. Training, 30(1), 55-56, 58-60.

Dwyer, J. F. & Gobster, P. H. (1992, September). Recreation Opportunity and Cultural Diversity. Parks and Recreation, 27(9), 2233,128.

Espinosa, C. (1991, Winter). Toward Greater Multicultural Diversity: Change and Challenge for Intramural-Recreational Sports. National Intramural-Recreational Sports Association Journal, 15(2), 22-24.

Evans, S. (1992, May). Developing a Strategic Vision: Challenges of a New Diversity Manager. Cultural Diversity at Work, 4(5), 3.

Goldsmith, J. (1994, May/June). Designing for Diversity. National Parks, 68(5/6), 20-21.

Henderson, K. A. (1994, September-October). Unlearning the Issues. Camping Magazine, 67(1), 19-23.r

Howard, W.W. (1993, May). My Two Cents' Worth: Managing the Costs of Diversity. Cultural Diversity at Work, 5(5), 3, 19.

Johnson, R. & O'Mara, J. (1992, May). Shedding New Light on Diversity Training. Training and Development, 46(5), 44-48.

Jordan, D. (1994, September-October). The Wealth of Diversity. Camping Magazine, 67(1), 14-17.

Kennison, J. (1991, April). Training Staff for Multicultural Diversity. Camping Magazine, 63(6), 14-17.

Koehn, D. (1995). The Law and Ethics of Diversity. Institute for Business and Professional Ethics, DePaul University, World Wide Web.

Loden, M. & Rosener, J. (1991). Workforce America! Managing Employee Diversity as a Vital Resource. Homewood, Illinois: Business One Irwin.

Meredith, D. (1994). Cultural Diversity and Backcountry Recreation Management. Trends, 31(3), 30-32.

Mobley, M. & Payne, T. (1992, December). Backlash! The Challenge to Diversity Training. Training and Development, 46(12), 4552.

Moore, J. (1991, Spring). Diversity: Are you Part of the Solution? National Intramural Recreational Sports Association Journal, 15(3), 38-40.

Rossett, A. & Bickham, T. (1994, January). Diversity Training: Hope, Faith, and Cynicism. Training, 31(1), 40-42, 43-46.

Kathryn L. Hollister is an assistant director for Intramural-Recreational Sports at Southern Illinois University at Carbondale. Diane E. Hodgson is a foreign student advisior at the same institution.