Staff Development Practices: Is Your Organization "Learning" in the 21st Century?

Practitioners and academics should be amazed at the lack of data designed to assist park district managers and programmers with making decisions about best practices in staff development. It would be useful if public officials had meaningful research to help them to make decisions regarding hiring practiceS, staff training and certification standards.

Unfortunately, there appears to be more theory than research examining the benefits of being career professionals, continuing education for staff and its effects on advancement, and the relationship between job performance/programming satisfaction and the credentials of those performing the jobs.

Recent Theory and Research on Staff Development

With the coming of the 21st century, it has been noted that a highly skilled and adaptable work force is fundamental for an organization's survival. Many American corporations are responding with state-of-the-art training practices that prepare employees for global pressures, changing technologies and increased diversification in the workplace. This trend and organizational phenomenon has been profiled in the book, Corporate Quality Universities by Meister (1994), when she reviewed Corporate Quality Universities in 30 such corporations.

Meister (1994) notes a number of key issues that are readily applied to park and recreation organizations. One, employees must not only be able to perform the technological aspects of their jobs, but also know how to adapt to new technologies and meet or exceed consumer expectations. Two, managers must now learn to become coaches and facilitators rather than masters of work schedulers and enforcers. Three, companies are now meeting challenges by shifting from one-time training events to building a culture of continuous learning within the organization. A smorgasbord of courses where employees were left to decide no longer suffices. Progressive organizations identify competencies and develop a plan for each employee so s/he can improve mastery and productivity linked to these competencies (Meister, 1994).

Educators and practitioners have called this staff development model "continuing education" over the years. Ray (1981) admonished us over 20 years ago that little research existed to examine practitioners who deliver leisure services. What we do know a lot about is recreation users and participants. Ray (1981) examines why therapeutic practitioners participate in continuing professional education. His results reveal that motivation took place when consequence as a result of action permeated behavior. The most significant motivators for engaging in continuing education were previous continuing education activity and reinforcement by significant others. In other words, employees were motivated to continue to advance their professional knowledge through on-going activity and other people encouraging them to do so.

Wald (2000) envisions the effective park and recreation organization today as one that is a "learning organization." A learning organization is one where systems are in place to review and implement new ideas and employees are "empowered to take action." Wald (2000) outlines essential building blocks to effect change with policies and practices in five qualities that learning organizations possess: 1) utilizing systematic problem solving methods--e.g., using data rather than assumptions to solve problems, 2) experimenting systematically with new methods and procedures--e.g, asking "Is there a steady flow of new ideas?," 3) learning from past experiences--as opposed to being doomed to repeat history, 4) learning from others--e.g, using the business model of benchmarking to locate "best practice" organizations and adopting their methods to your agency, and 5) using total saturation of ideas--total communication ensures that ideas will be used and modeled.

Rossman and Schlatter (2000) discuss training and re-training as important and time-consuming tasks for programmers within the park and recreation field. They note that the various types of training that are needed become obvious as programmers get to know and observe staff operating programs and facilities. As a rule, if a programmer wants something accomplished in a certain way, instructions for performing the procedure must be included in the training process. However, a well-trained staff is an essential part of a successful program and well worth the invested time.

In a similar vein, Smale and Frisby (1992) examine managerial work activities and the perceived competencies of municipal recreation managers as they relate to training and development. A questionnaire was circulated to full-time managers who were members of two professional municipal recreation associations. The results indicate that recreation managers devote a similar percentage of their time to planning, but variations exist in their involvement in organizing, influencing, controlling and non-managerial related duties. There were, however, significant differences between how involved municipal recreation employees, at different levels of management, were in several managerial work activities and how proficient they felt they were to perform these duties. In other words, customizing the training program to the park professional is best. These results have carryover implications for professional development programs directed to specific levels of management, for human resource development, career planning and employment equity programs. Consequently, customizing to fit an organization's culture, and its specific training needs, is going to be more effective.

Edginton, Hanson, Edginton and Hudson (1998) indicate that there are three types of training that leisure service supervisors organize and deliver: orientation, inservice, and developmental. Orientation training helps employees learn about the organization's culture (i.e. values and philosophy), mission, and vision. Also important is sharing knowledge about the organization's structure, roles and methods and procedures for conducting business.

Building further on the work of Edginton, et.al. (1998), in-service training reinforces already shared information and seeks to upgrade or improve existing skills, e.g., budgeting guidelines, sexual harassment prevention training, and so on. In-service training is a good time to let employees have vital input so that they can be "solution finders" instead of "blame finders." Developmental training keys in on personal enhancement with no specific focus in mind other than self-improvement. Examples include classes in time management, stress management, and conflict resolution. If the employee gains, the organization gains. Both in-service and developmental training can be called continuing education.

A decade or so ago, a number of studies were supported by NRPA to emphasize the importance of continuing education. McKinney and Lowery (1989) note that the largest item in a parks and recreation budget is the cost of personnel and that personnel are an organization's most valuable resource. The effectiveness of any organization rests with this assumption that provides a strong justification for dedication to providing staff training and development. McKinney and Lowery (1989) believe that the training of people for the fullest expression of their talents should be of the highest priority and concern. Their seminal work provides a step-by-step procedure for the development of a training and development program that can be adapted to the needs of the individual organizations.

Huffman and Humphreys (1993) commend leaders in the field of parks and recreation for encouraging the continuing education of professionals. They call upon professionals to broaden the scope and increase number of educational opportunities in the future. They also call for education program planners to expand their perspectives on what appropriate media, locations and sponsors should be if professional education is to excel in the future.

Gladwell and Beeler (1993) suggest that certified programs for individuals who continue their education and skill development will aid their profession in its continued growth and development. In turn, the public will benefit by receiving quality programs and services.

Kastel-Forest (1998)reminds us that "certified professionals" are "career professionals." Career professionals consistently provide superior programs, activities, facilities and services. The key is commitment, strong interest in long-range self-improvement, and also long-range improvement of the agency. Kastel-Forest concludes that gaining leadership skills, effective budget management, and current personnel management methods of participants to programs and facilities is possible. Certification for park board members was also recommended.

All too frequently park and recreation departments are asked to hire urban planners, lawyers, and accountants into upper level administration who have limited (or no) knowledge of the recreation and leisure services profession. In 1999, the NRPA Board of Trustees adopted a position statement entitled "Statement of Need for Professional Leadership for Public Park and Recreation Agencies." This statement drives home the point that park, recreation, and cultural services add value to local communities by enhancing contentment and quality of life. Community benefits include aiding the economy, providing settings for ethnic and cultural diversity, providing alternatives to delinquent behavior, and providing opportunities for socialization. The maximizing of "return on investment" calls for "professional leadership in the provision of leisure services." The Board recognizes the need for personnel who can work together with educators, citizen groups, volunteers, and business leaders. An understanding of politics is as necessary as funding methods, marketing skills, entrepreneurial thinking, and creativity. So how is the organization juggling all these competing needs supposed to manage?

The Board feels strongly that a park and recreation professional must be academically prepared to manage all of these aspects of the job. Remaining current on trends, issues, and technology that effect the quality of these services is done by engaging in professional continuing education programs, attending professional conferences, and reading professional publications. The Board notes that professional leaders should also be professionally certified through an appropriate certification board. Cities, towns, counties and special districts entrust the management of their leisure service investment in those people who are properly educated, and professionally trained and certified.

Two Examples of Staff Development Theory in Practice

Two staff training models that have been met with a high degree of success are as follows.

The Chicago Park District University (CPDU), a staff development academy fashioned after the Corporate Quality University model (Meister, 1994) is customized to meet the training and development needs of CPD staff. The Neighborhoods First program that supports the University is an intervention strategy that makes a significant change in both operating culture and structure. Whereas earlier reform efforts met with little or no significant improvement in the level of programming quality, park safety or cleanliness, the Neighborhoods First program is noteworthy (Pesavento, 2000). The Neighboorhoods First program was difficult to execute because many of the participants had not had the advantage of additional training in all of their years with the organization. Ages of participants ranged from 19 to 60 and study skills were problematic. Recreation leaders, physical and art/craft instructors, playground and park supervisors, area and region managers, and city-wide recreation directors received both required and elective training since the program's inception in 1996. Elective training varied with job description and covered everything from dance to landscape management. Certifications such as sports officiating and naturalist training were conveniently scheduled.

The quality of the instruction, and the way courses were customized to combine theory with day-to-day applications, was well received. Among the training topics were the required Readiness (Introduction to Recreation and Leisure) and the Capstone (Introduction to Program Planning) courses, which were the equivalent of 30-hour courses, taught by professors (from Chicago State University), and also available in expanded 45-credit hour versions. It is important to note that a staff development initiative of this magnitude has not been attempted before where student-employees were allowed to go to training on "park time," had their books and materials paid for, and were able to take the knowledge base back to their individual gymnasiums, offices, parks, playgrounds and conservatories. As a testament to how much the District has evolved, in 1998 the Chicago Park District earned national accreditation from the commission for Accreditation of Park and Recreation Agencies (CAPRI).

A second example, Anderson, Frederickson and Dybiec (1995) notes that many professionals have completed their formal education before these new ways of thinking took hold at the management level. Their research evaluated a continuing education program implemented by a Minnesota State Park to upgrade the knowledge base and job performance of all staff with recreation resource management responsibilities. Their post-training evaluation resulted in several findings:

* the existence of organizational barriers can block the application of newly acquired knowledge,

* a need exists for additional training,

* there is a need course topics considered relevant by the staff

* participants perceived that their knowledge base increased, and

* the participants were a more professional and competent workforce after the training.

Conclusions

If leisure service organizations want to continue to have a place in 21st century society as valued programs that have as their purpose providing local communities, parks, recreation, and cultural services which result in enhanced contentment and quality of life, it is imperative that they see themselves as learning organizations. If we want employees to see themselves as "solutions finders" and not "blame finders" within leisure service organizations, then leisure service managers need to recognize that staff development is an integral component in the professionalization process. Learning organizations or blaming organizations? The future course is ours make and the power lies within all of us.

References

Anderson, D. H., Frederickson, L. M., & Dybiec, C.A., (1995). Increasing agency professionalism and job performance through training: The Minnesota State Park's example. Journal of Park and Recreation Administration, 13(1), 43-57.

Edginton, C., Hanson, S., Edginton, S., & Hudson, S. (1998). Leisure programming: A service-centered and benefits approach. Burr Ridge, IL.:WCB/McGraw-Hill.

Gladwell, N.J., & Beeler, C.S., (1993). Professional certification: Its benefits and problems. Park Practice - Trends. National Recreation and Park Association, 30(3), 1720.

Henderson, K. & Bialeschki, D. (1995). "Career development and women in the leisure service profession". Journal of Park and Recreation Administration, 13(1), 26-42.

Huffman, M., & Humphreys, M. (1993). Continuing education in parks and recreation: Trends, issues and potential solutions. Park Practice -- Trends. National Recreation and Park Association, 30(3), 4.

Kastel-Forest, K., (1998). Certified professionals reap important benefits. Illinois Parks and Recreation, July/August, 7.

McKinney, W. & Lowery, G., (1989). Staff training and development for park, recreation and leisure service organizations (2nd ed.). National Recreation and Park Association.

Meister, J., (1994). Corporate quality universities: Lessons in building a world-class workforce. Burr Ridge, IL: Irwin Publishers.

NRPA Board of Trustees. (October, 1999). Statement of need for professional leadership for public park and recreation agencies. National Recreation and Parks Association.

Pesavento, L. C., (2000). Reorganizing the Chicago Park District: From patronage to professional status. Journal of Leisure Research, 32 (1), 116-120.

Ray, R. O., (1981). Examining motivation to participate in continuing education: An investigation of recreation professionals. Journal of Leisure Research, 13(1), 66-75.

Rossman, J. R., & Schlatter, E. B., (2000). Recreation programming (3rd ed.). Champaign, IL: Sagamore.

Smale, B. & Frisby, W., (1992). Managerial work activities and perceived competencies of municipal recreation managers, Journal of Park and Recreation Administration, 10(4), 81-108.

Wald, W. J., (2000). Is your agency a learning organization? Illinois Parks and Recreation, January/February, 8-9.

RESEARCH INTO ACTION: THE POWER LIES WITHIN

Introduction

There is evidently a need for more research that examines the benefits of being career professionals, continuing education for staff, and its effects on advancement. The impact of continuing education on the relationship between effective job performance and programming satisfaction is key. The link between credentials and quality needs further exploration and validation.

Impact of the Information

The information summarized here suggests over and over again that prospering organizations place their focus on staff development. They use their time (and money) to empower staff. They recognize that the everyday interactions between front-line staff and program participants are the single most important factor that contribute to program success by targeting training dollars towards front-line staff.

Research indicates that the true power to create high quality programming that meets the needs of society lies within the leisure service organization itself. But, the power within needs a catalyst to stimulate and ensure the best results.

How to Use This Information

* Leisure service managers need to commit resources to create "learning organizations" so that an environment of commitment, dedication and care will lead to professionalism.

* Employing programming packages with national-level backing that have proven results such as NASPE's Physical Best/Fitnessgram, AALR's Kids At Hope, and NRPA's Benefits Are Endless management, programming and marketing materials can further professionalize the organization's delivery of services.

* Customizing training efforts with models that are geared toward a specific employee audience such as women may also be more effective in the long run. Personal and professional characteristics, career patterns, career satisfaction, family situation and equity issues are all noteworthy (Henderson & Bialeschki, 1995).

* Researchers and leisure service managers need to collaborate to assess the impact that becoming a learning organization has on the quality of agency services.

* Additional research that examines the impact of the theoretical perspectives mentioned in this month's "Research Update" in practice is needed to build a data base of practical applications for leisure service managers can be built. Leadership is probably need if this is to become a reality.

* Additional research about the link between credentials and quality needs further exploration and validation.

Lisa C. Pesavento is currently a professor and chair in the Department of Health, Physical Education and Recreation at Chicago State University where she serves with Mary Grace Bator, associate professor and director of student teaching and held experiences, and assistant professor Jo-Ellen Ross.

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.