Innovation and resourcefulness: recruit and retain a diverse staff in the 21st century. (Research Update).

Fact: By the year 2006, approximately 50% of the current recreation professionals will be retired.

Fact: Currently, there is a decrease in the number of incoming undergraduates majoring in parks, recreation and leisure studies.

Fact: The Census 2000 has indicated a dramatic increase in various racial groups in America.

These facts and figures are only a few of the many statistics available and in each of our minds, this information is either exciting or scary. Meeting the challenges of a rapidly changing society is not an option. Parks and recreation agencies must continue striving to achieve diversity in the future and be prepared to face many challenges in the process. Organizations across the country are employing a number of creative solutions to address such recruitment challenges, from launching alternative outreach programs to strategically redefining the target audience. Preparing your workforce for the twenty-first century should include the best practices of recruiting and retaining diverse staff.

The importance of diversity as an issue for professionals in the field of parks and recreation is undeniable -- and this "issue" has been the subject of considerable discussion for over a decade. Unquestionably, diversity consists of many elements from age, gender and education, to ethnicity and religion. This research update presents current research findings concerning recruitment and retention relating to employment of people from diverse ethnic and cultural backgrounds. The authors also provide recommendations regarding what recreational professionals can do to improve current efforts and develop new initiatives.

The current literature in parks and recreation regarding successful methods and techniques for recruiting professionals from various ethnic backgrounds specific to parks and recreation is inadequate. The few sources that were found in this field focused on institutions of higher learning (e.g., Bedini, Stone, & Phoenix, 2000; Glover, 1991). Reasonable, positive efforts towards recruiting ethnic minorities to pursue parks, recreation and related fields as a major course of study have been made. Other related literature revolved around diversifying curriculum content in universities (see Aguilar & Washington, 1990; Ward & Young-Overby, 1993; Blazey & James, 1994) and others provided valuable information relating to diversity education in professional practice (see Washington, 1996; Holland, 1997). However, the authors of this research update have drawn the majority of literature from related journals pertaining to recruitment of teachers for various disciplines or experiences of ethnic minority students at predominantly white institutions (e.g., Terrell, 1992; Love, 1993). Most of the approaches presented herein can be applied to parks and recreation, and they provide a practical, action oriented approach that can benefit this profession.

While there is certainly an assortment of organizations in America that are multicultural in nature, many parks and recreation organizations and agencies are still primarily in the stage of contemplating the "lack of people of color" and lack specific plans of action to alter this situation. At times, we, as professionals, like to believe life is pretty simple yet "we," as individuals (and through institutional norms), make it a lot more difficult than it has to be. The authors also recognize that the profession continues to face tough issues and challenges. Recruitment and retention efforts of ethnically and culturally diverse staff must work in harmony with the organization's mission and strategic plan to create a "win-win" situation for both employees and institutions alike. The information in this research update is not meant to be exhaustive. The authors do hope, however, these strategies and guidelines (based on what has worked elsewhere) help to generate new action-oriented ideas for accomplishing both professional and organizational goals. Enhancing workforce diversity in parks and recreation is no longer an issue that we can afford to "discuss" year after year. The time to do something and truly improve our systems is now. If not, when? If not you, then who? The ideas in this research update can help you get serious and get busy!

Recruitment Strategies

Minority recruitment becomes a high priority as organizations attempt to achieve required affirmative action goals. Given the complexity of challenges regarding race relations in this country, any effort to recruit ethnically diverse candidates must be well planned and take all issues facing the organization into account. Many organizations that depend on traditional recruitment techniques, however, fail to recruit qualified minority candidates effectively. There are many reasons for this ranging from not knowing where to advertise in order to reach ethnically diverse audiences to a subconscious desire to maintain the status quo (e.g., people have a tendency to surround themselves with people like themselves). Miller (2000) states it accurately when he declares "one's personal value system must be in sync with the organization's mission" (p. 35). This is absolutely essential in general, and more importantly with regard to people in upper management level positions. Change cannot occur without commitment and recognition of personal bias and prejudices. Biases, whether conscious or unconscious, create either subtle or overt barriers to the development of pragmatic recruiting strategies. To value diversity also means to approach such endeavors with a genuine anticipation of all the tremendous benefits (Miller, 2000).

One meaningful and commonly utilized strategy involves introducing young people at the high school level to an agency (Zapata, 1988; Jocullo-Noto, 1991; Mack, 2000). Though the model presented by Zapata (1988) focuses on Hispanics, it is applicable to other minority groups and communities. Examples of goals for implementation of a project adapted from Zapata include: 1) providing academic support to ethnic minorities who want to pursue some aspect of parks and recreation as a career but who lack the academic skills to do so; 2) providing emotional and psychological support to minorities with an interest in pursuing parks and recreation (e.g., explicitly stating "this is a viable career option"); and 3) providing minority role models for students interested in parks and recreation as a career. Clearly this would involve partnerships and collaboration with other organizations and/or local schools. Seeking these partnerships with sincere desire and strong convictions enhances the potential for success of such an undertaking (see Zapata, 1988). Typically the primary goal of most models that begin at the high school level is making students aware of the positive aspects of a career in parks and recreation.

Research points to other important strategies. For instance, it has been demonstrated that financial assistance plays a major role in recruitment and retention of ethnic minorities (e.g., Case, et al., cited in Jacullo-Noto, 1991; Lyons, 1999; Bedini et al., 2000). For example, the provision of paid internships or fellowships can promote interest for students in obtaining experience with an organization. In order to ensure success, projects should be well defined and supervised to meet everyone's needs. It helps if interns have mentors, and not just "direct supervision."

Furthermore, organizations should align themselves with higher education institutions such as Historically Black Colleges and Universities, Hispanic Serving Institutions and Tribal Colleges (Roberts, 2001). Several of these institutions currently have undergraduate curriculums in leisure and recreation, and eight are currently accredited by NRPA. These include: Grambling State University, NC Central University, Lincoln University, West Virginia State University, Winston-Salem State University, California State University at Northridge, Cal State at Fresno, and Florida International. Their web sites can be reviewed for more information.

Regarding predominately white colleges and universities, a strategy often overlooked is recruiting within multicultural centers and student affinity groups supporting various racial/ethnic groups. Additionally, recruitment through targeted presentations on these campuses can be an effective approach. By developing relationships with professors, career counselors, or other on-campus staff that serve as mentors to all students, the recruiter can increase the visibility of your agency considerably as a potential employer.

Recruitment of staff for parks and recreation organizations and staff must also occur within the community Various community organizations, such as the Urban League and the NAACP, or nationally based organizations such as the National Parks Conservation Association community partners program, or Junior Rangers, can help identify potential candidates for parks and recreation positions. In addition, there are national career organizations such as the Society for Minorities in Agriculture, Natural Resources, and Related Sciences (MANRRS) and the National Hispanic Environmental Council whose primary mission is to expose minority high school and college students to careers in non-traditional fields. The Student Conservation Association is another national organization providing both high school and college students with education, experience and exposure relating to opportunities in parks and outdoor recreation professions.

Framing the issues and identifying strategies are essential to the process of recruiting diverse staff. And this is only one aspect. Employers must also showcase best practices. For the individuals who are part of the management structure of an agency (i.e., decision making team) setting standards for personnel policies is crucial. As noted by Mack (2000), having the ability to influence an agency regarding equal opportunity and fair-employment practices also means helping break down barriers. For instance, negative attitudes of employees, misperceptions about certain groups of people, and erroneous assumptions about why someone may be hired because they are from a minority group as opposed to having skills and competencies required to get the job done, all create a chilly climate in the workplace. Therefore, addressing internal staff obstacles and training needs is essential if external recruitment initiatives are to be successful.

Retention

Purposeful scheduling of diversity training with follow up is essential. There is limited benefit to recruiting staff from ethnically diverse backgrounds if people of color subsequently feel omitted from dialogue or are not included in decision-making processes. One place to begin is that professionals must convince co-workers and employees from the dominant, majority culture that they have as much to gain from valuing and nurturing diversity as do people of color (e.g., Miller, 2000; Roberts, 2001). Professionals within the management structure must create opportunities for all employees to have meaningful interaction. This interaction allows employees to make "mistakes" without the fear of being labeled racist, insensitive or stupid. Without appropriate training, cultural awareness often emerges through making mistakes. For many people, it is easier to simply not interact effectively with co-workers different than they are, than to tangle with why someone prefers the label "African American" to "black." Interaction that is both encouraged and facilitated through organizational training creates empathy that leads to basic understanding, tolerance and acceptance of differences. Minorities are less inclined to leave due to not feeling welcome or included.

As in a university setting, intelligence and ability alone will not necessarily lead to success for some individuals working within parks and recreation. As reported in Ward and Young-Overby (1993), non-cognitive variables from dealing with racism and gaining leadership experience, to serving one's community and finding a role model or mentor, are equally important. Although Young-Overby's premise revolves around college students, conceptually the principles are the same for staff in recreation organizations and agencies. For example, various forms of experiential learning, where professionals are involved in dynamic processes that include self-investigation while internalizing learning, are important aspects for the retention of ethnic minorities.

Providing training and preparation for professional certification is another area that will help preserve the desire for longevity within an organization. This type of encouragement and support goes a long way.

Accountability

Any successful retention effort must have accountability. Who is responsible if the desired results are not attained? How can people stay in policy-making positions and lead decision teams for ten, fifteen and twenty years when minority retention rates remain low? Traditionally, parks and recreation agencies shrug their shoulders, shield their "real" retention figures, disseminate propaganda that gives the appearance of concern, and pay lip service by putting together a diversity task force. It is not enough for us to brag about improved recruitment figures if those same staff members are quitting or being terminated because retention figures are being masked.

Successful recruiting of ethnic minorities to parks and recreation programs solves only one-half of the equation. If an agency is sincerely interested in keeping minority staff, it is essential to plan and implement retention activities that enhance the learning experience, support the cultural climate of the organization, and offer professional development opportunities. Furthermore, a flexible planning process that results in multiple goals and employs multiple strategies with specific individuals assigned to various tasks has the best chance of succeeding.

More and more organizations realize that a diverse workplace not only provides them with a competitive advantage, but that utilizing an expanded pool of talent, experience, and insight can be a force for innovation and change (Mack, 2000). This is true for a myriad of organizations from non-profit and private recreation sectors, to state and federal park management agencies.

As national and global events, including changing demographics, continue to evolve, parks and recreation organizations and agencies will change. These changes will not come easily and will be accompanied by challenges and conflict. Advocates of the status quo will struggle to maintain tradition and perhaps privileges. Disunity will be evident. The future of greater ethnic and cultural diversity within the parks and recreation profession will be determined by the degree to which we, as professionals, can successfully meet these challenges by being innovative and resourceful in implementing the agenda for change. Measures are already underway on many college and university campuses as well as within various parks and recreation departments. The future is looking bright for organizations that accept the challenge of being models for the 21st century.

RESEARCH INTO ACTION: STRATEGIES FOR SUCCESSFUL RECRUITMENT AND RETENTION.

Parks and recreation organizations need to increase their commitment to recruit and retain people of color. While the need for recruitment of a diverse staff is frequently discussed, careful planning and purposeful actions are required if this element of "diversity" is to ever truly become a reality.

The following are a few key strategies and web resources derived primarily from teacher recruitment literature adapted for the parks and recreation profession, as well as a few ideas garnered from the few sources found in the recreation and leisure studies literature.

Recruitment strategies

1. Educate high school students about careers in parks, recreation and leisure studies. Speak in classrooms and/or attend career fairs at local high schools in your area. Provide internships and part time jobs to introduce them to potential opportunities.

2. Encourage local initiatives that employ community residents surrounding local recreation centers.

3. Post job descriptions/position announcements on electronic listservs and available jobnet web sites that bring together the particular groups you may be seeking (e.g., professional women, people of color, specific ethnic group, people with disabilities) and in community minority/ethnic news magazines.

4. Financial assistance: Offer paid internships for ethnically diverse college students (or any students!). Research demonstrates that availability of financial aid/assistance plays a major role in recruitment and retention.

5. Partner with minority institutions of higher education: Align your organization with Historically Black Colleges, Hispanic Serving Institutions, and American Indian Tribal Colleges. For instance, establish a liaison with faculty within parks, recreation & leisure studies curriculum, offer to be a guest speaker in specific classes, post job announcements on visible bulletin boards.

6. Participate on campus career days especially at the HBCU's, HACU's and Tribal Colleges.

7. Recruitment campaign materials should have photographs of minority leaders and/or participants (at any level).

8. Utilize print and broadcast media geared towards minority audiences (e.g., newspapers, magazines, radio spots, etc., that may cater to specific ethnic groups).

9. Ensure minority representation and inclusion on your Board of Directors and Advisory Committees.

Retention strategies

1. Be sure your organization has a strong policy statement supporting Equal Employment Opportunity.

2. Establish mentoring programs within your specific agency (e.g., academia, local recreation center, outdoor education program).

3. Have sustainable programs whose identity is not continuously changing due to "budget cuts."

4. Establish employment policies that include professional training and career development even to part time or seasonal staff.

5. Provide and encourage opportunities for individual creativity.

6. Minority participants may evaluate program staff to the extent of which staff members are involved in issues that have a direct impact on their lives. This can apply to minority employees evaluating supervisors (directors/managers). Given this evaluative paradigm, verbal support by your leadership about minority recruitment, when devoid of action, may result in feelings by minorities of betrayal, loss of trust, and suspicion.

7. Training opportunities such as leadership development, specific skill building, and management strategies should be offered and encouraged to minority employees (as much as for any other staff). Whether internal or external opportunities, this is dependent on commitment, resources, and schedules (make sure training is in your budget!).

8. Conduct periodic workshops/ training sessions for program staff, directors, administrators, etc. on ethnic and cultural awareness and sensitivity. These should be experiential in nature and developed with progression in mind.

9. Ensure minority representation on senior level management teams within the operating structure of your organization. Establish a team of professionals on your staff to participate on a "think tank" (not everything has to be a task force!). Such discussions - with potential action items - positively affect retention by lifting consciousness, awareness, motivation, and the spirits of all employees.

10. Develop a system to monitor the overall retention program, gather data on employee attrition (who's leaving/why?), evaluate the effectiveness of each aspect of the retention program and allow for modifications as needed.

11. Exit interviews should be conducted with all employees. Be sure to include other questions specific to people of color on your staff in order to identify unique problem areas related to race/cultural issues. Don't be afraid to keep it real!

Internet Sites of Interest

1. American Indian College Fund: www.collegefund.org/ main.shtm. For list of Tribal Colleges/Universities, click "Where are the colleges?"

American Indian Higher Education Consortium (AIHEC): www.aihec.org

2. Earthforce: "National Youth Advisory Board:" www.earthforce.org/check_it_out.htm

3. Environmental Careers Organization (ECO): "Diversity Initiative:" www.eco.org

4. Hispanic Association of Colleges and Universities (HACU): www.hacu.com

For list of Hispanic Serving Institutions, Associate Members, International Members: www.hacu.com/members/list/ HSI.htm

5. Historically Black Colleges and Universities (HBCU) Home page: www.edonline.com/cq/ hbcu. To post job announcement, click "new listing"

For college and university listing of HBCU's: www.edonline.com/ cq/hbcu/alphabet.htm or www.hbcu-central.com or www.hbcunetwork.com

6. Minorities in Agriculture, Natural Resources & Related Sciences (MANRRS). "National Career Fair and Training Conference:" www.manrrs.org

7. National Hispanic Environmental Council (NHEC). "Minority Youth Environmental Training Institute:" www.nheec.org

8. National Parks Conservation Association: "Cultural Diversity Program" -- Mosaic in Motion (annual conference); Community Partners Program; Native Expressions; Junior Rangers: www.npca.org

9. National Urban League: "Career Center:" www.nul.org. Can post jobs online and view resumes

10. Student Conservation Association (SCA): "Diversity Internship Program" (college level); "Urban Youth Corps" (high school program): www.scainc.org

11. The Roundtable Associates (RTA). "Blueprint for Improving the Quality of Park, Recreation, and Conservation Services for Minority Populations:" http:// hubcap.clemson.edu/~jmcdnld/ rta.html.

12. USDA 1890 National Scholars Program. Provides scholarships to students to attend 1890 universities to study agriculture, food, and natural resources: http://1890scholars.program.us da.gov/

13. Minority On-line Information Service (MOLIS). Online database used by agencies, organizations, and the private sector to develop partnerships with minority institutions: http://content. sciencewise.com/molis/

References

Aguilar, T.E. & Washington, S.J. (1990). Towards the inclusion of multicultural issues in leisure studies curricula. Schole: A Journal of Leisure Studies and Recreation Education, 5, 43-52.

Bedini, L.A., Stone, C.F., & Phoenix, T.L. (2000). Increasing diversity among students in recreation, parks, and leisure studies curricula: A case study. Schole: A Journal of Leisure Studies and Recreation Education, 15, 47-62.

Blazey, M. & James, K. (1994). Teaching with diversity. Schole: A Journal of Leisure Studies and Recreation Education, 9, 63-72.

Glover, P.I. (1991). Recruitment and retention of students of color. Schole: A Journal of Leisure Studies and Recreation Education, 6, 57 -67.

Holland, J. (1997). Enhancing multicultural sensitivity through teaching multiculturally in recreation. Parks & Recreation, 32(5), 42-48.

Jacullo-Noto, J. (1991). Minority recruitment in teacher education: Problems and possibilities. Urban Education, 26(2), 214-230.

Love, B.J. (1993). Issues and problems in the retention of black students in predominantly white institutions of higher education. Equity and Excellence in Education, 26(1), 27-36.

Lyons, N.L. (1999, June). Focusing on minority recruitment: Campuses use creative measures to promote diversity amid anti-affirmative action movements. Case Currents, 44-49.

Mack, G.H. (2000). Recruit and retain the best: Diversity at youth-serving agencies. In M.T. Allison & I.E. Schneider (Eds.), Diversity and the recreation profession: Organizational perspectives (pp. 125-130). State College, PA: Venture.

Miller, R. (2000). Diversity: A personal and professional journey and commitment. In M.T. Allison & I.E. Schneider (Eds.), Diversity and the recreation profession: Organizational perspectives (pp. 35-38). State College, PA: Venture.

Roberts, N.S. (2001, April). Minority recruitment and retention. Paper presented at The Roundtable Associates National Forum and Training Institute, The Changing Rules of Engagement- Recreation, Parks, Conservation and the Minority Community, Shreveport, LA.

Terrell, M.C. (1992). Diversity, disunity, and campus community. Chicago, IL: National Association of Student Personnel Administrators.

Ward, V. & Young-Overby, L. (1993). Retention strategies for leisure studies and dance curriculums. Journal of Physical Education, Recreation and Dance, 71-73, 80.

Washington, S.J. (1996). Diversity education for professional practice. Journal of Physical Education, Recreation & Dance, 67(2), 42-44.

Zapata, J.T. (1988). Early identification and recruitment of Hispanic teacher candidates. Journal of Teacher Education, 19-23.

Nina S. Roberts, M.A., CPRP, is a doctoral candidate in the Department of Natural Resource Recreation and Tourism at Colorado State University in Fort Collins. Corliss Wilson Outley, Ph.D. is an Assistant Professor of Youth Development and Urban Recreation at the University of Minnesota, Minneapolis.

Research Update is edited by Cheryl A. Estes, Ph.D., assistant professor in recreation and leisure studies at East Carolina University in Greenville, North Carolina.

This month's ORRRC at 40 article is written by Nina S. Roberts, M.A., CPRP, and begins on page 108. Dr. Rodriguez has been on the faculty in the Department of Natural Resource Recreation and Tourism at Colorado State University for 10 years and he currently serves as the director of the Environmental Studies Program in the College of Natural Resources at CSU. Roberts is a doctoral candidate in the Department of Natural Resource Recreation and Tourism at CSU.