The Leisure Service Programmer HPR 322 Chapter 3

The Leisure Service Programmer HPR 322 Chapter 3

Today = Thursday, Sept 5, 2013 Program Proposal Assignment ◦ If not done already, be thinking specifically about the agency you are planning on behalf of and the program you will be planning Today’s topic – The Leisure Service Programmer

What do you call what you do? Recreation specialist Recreation programmer Counselor Instructor Coach Manager Recreation Administrator Assistant Director Coordinator Facilitator Leader Facility Manager Different organizations use different job titles May or may not indicate function ◦May be related to salary level/seniority (Rec Specialist I, III) The smaller the organization/department, the more important you might sound (Assistant Director, Vice-President, etc. )

Responsibilities Start new programs Administer current programs Help with special events Lead or instruct programs From supervising a specific program to managing a facility From face-to-face to supervisor to administrator

Responsibilities HR duties hire/supervise/ evaluate staff (salaried, part time, contract, volunteers) Purchasing Troubleshooting Handling problems or complaints Facilitator, counselor, information provider, developer of ideas

Common Elements of a Profession 1. Organized body of knowledge ◦ Serves society in a unique way so the body of knowledge is unique – professional knowledge Information drawn from scientific disciplines Values we profess and to which we subscribe Applied or engineered skills 2. Organizations and institutions that exist to transmit professional knowledge ◦ ◦ Colleges and universities – Curricula Professional organizations – conferences, workshops, online learning, journals

3. Creation of professional authority as a result of public sanction ◦ ◦ Society accepts the authority of a profession through licensure, certification, registration – these stipulate knowledge and boundaries Accreditation of educational programs Sanctioned due to being the only occupation that provides the service 4. A Code of Ethics and Standards to guide professional practice ◦ ◦ NRPA Professional Code of Ethics on pg 65 ATRA Code of Ethics

ATRA Code of Ethics The American Therapeutic Recreation Association's Code of Ethics is to be used as a guide for promoting and maintaining the highest standards of ethical behavior. The Code applies to all Recreational Therapy personnel. The term Recreational Therapy personnel includes Certified Therapeutic Recreation Specialists (CTRS), recreational therapy assistants and recreational therapy students. Acceptance of membership in the American Therapeutic Recreation Association commits a member to adherence to these principles. Principle 1 Beneficence Recreational Therapy personnel shall treat persons served in an ethical manner by actively making efforts to provide for their well-being by maximizing possible benefits and relieving, lessening, or minimizing possible harm.

Principle 2 Non-Maleficence Recreational Therapy personnel have an obligation to use their knowledge, skills, abilities, and judgment to help persons while respecting their decisions and protecting them from harm. Principle 3 Autonomy Recreational Therapy personnel have a duty to preserve and protect the right of each individual to make his/her own choices. Each individual is to be given the opportunity to determine his/her own course of action in accordance with a plan freely chosen. In the case of individuals who are unable to exercise autonomy with regard to their care, recreational therapy personnel have the duty to respect the decisions of their qualified legal representative.

Principle 4 Justice Recreational Therapy personnel are responsible for ensuring that individuals are served fairly and that there is equity in the distribution of services. Individuals should receive services without regard to race, color, creed, gender, sexual orientation, age, disability/disease, social and financial status. Principle 5 Fidelity Recreational Therapy personnel have an obligation, first and foremost, to be loyal, faithful, and meet commitments made to persons receiving services. In addition, Recreational Therapy personnel have a secondary obligation to colleagues, agencies, and the profession.

Principle 6 Veracity Recreational Therapy personnel shall be truthful and honest. Deception, by being dishonest or omitting what is true, should always be avoided. Principle 7 Informed Consent Recreational Therapy personnel should provide services characterized by mutual respect and shared decision making. These personnel are responsible for providing each individual receiving service with information regarding the services, benefits, outcomes, length of treatment, expected activities, risk and limitations, including the professional’s training and credentials. Informed consent is obtained when information needed to make a reasoned decision is provided by the professional to competent persons seeking services who then decide whether or not to accept the treatment.

Principle 8 Confidentiality & Privacy Recreational Therapy personnel have a duty to disclose all relevant information to persons seeking services: they also have a corresponding duty not to disclose private information to third parties. If a situation arises that requires disclosure of confidential information about an individual (ie: to protect the individual’s welfare or the interest of others) the professional has the responsibility to inform the individual served of the circumstances. Principle 9 Competence Recreational Therapy personnel have the responsibility to maintain and improve their knowledge related to the profession and demonstrate current, competent practice to persons served. In addition, personnel have an obligation to maintain their credential.

Principle 10 Compliance with Laws and Regulations Recreational Therapy personnel are responsible for complying with local, state and federal laws, regulations and ATRA policies governing the profession of Recreational Therapy. ◦ Revised by the ATRA Board of Directors | July 2009

Responsibilities of Professional Practice Placing the needs of the customer first Commitment to the ideals of the Leisure Service Movement – adhere to philosophy Protection of the Customers’ Rights ◦ Trust, mutual respect, protection and access of privileged information Acquisition of adequate and appropriate knowledge prior to engaging in professional activities

◦ ◦ ◦ Practice of the highest standards of professional service Consistent quality Continuous Upgrading of professional knowledge, skill, abilities Operating ethically and equitably Don’t discriminate or provide misleading info Maintain a collaborative relationship with the customer 2 -way exchange of information

Self-regulation ◦ Set standards and monitor adherence Contributing to the development of the profession and other professionals ◦ Individual professionals have an obligation to contribute to the profession – advocacy, involvement, mentorship, sharing knowledge

Leadership Characteristics Based on a large study ◦ Honest - integrity ◦ Competent – technical, conceptual, human relation skills ◦ Forward-looking (visionary) – sense of direction and concern for the future ◦ Inspiring – enthusiastic, energetic, encouraging

Leaders vs Managers Manager administers – Leader innovates Manager is a copy – Leader is original Manager maintains – Leader develops Manager focuses on systems and structure – Leader focuses on people Manager relies on control – Leader inspires trust Manager has short-term view – Manager has long-term view Manager asks who and how – Leader asks what and why Manager has eye on bottom line – Leader has eye on the future

Leadership Styles HPR 323 – an entire class about leadership; leadership styles; leadership studies, etc. A very (very!) brief overview: ◦ Leader, participants, setting all influence style ◦ For recreation, ideal traits may be: fun loving; people liking; group-minded and democratic; prepared; creative; humble; has faith (sees the best) in people, not afraid to make decisions

Leadership Styles What prior leadership experiences have you had (in recreation or otherwise)? ◦ Who did you lead? (age, experience level, number of people) ◦ What were your responsibilities? ◦ How did you express your authority? ◦ If you could change one thing about the experience, what would it be?

Leadership Styles If you have never been a leader (or cannot remember what it was like): ◦ Describe a leader you had in the past ◦ What was the setting? (description of group members, how large of a group, purpose of group) ◦ What were the leader’s responsibilities? ◦ How did he/she express his authority? ◦ What was effective or not effective about the way that person led?

Leadership Style Self-Assessment Two different Quizzes One uses ‘traditional’ definitions One uses different, more up to date definitions

LEADERSHIP STYLE QUIZ 1 – ITEMS 1 -6 of 12 As a leader, I tend to 1. Make my own decisions 2. Tell others what to do 3. Suggest a decision to others 4. Persuade others to do things my way 5. Participate just like any other person 6. Provide resources to others FOR EACH ITEM, INDICATE: 4 – Always 3 – Often 2 – Sometimes 1 - Never

LEADERSHIP STYLE QUIZ 1 – ITEMS 7 -12 of 12 As a leader, I tend to 7. Gather others’ feedback before deciding 8. Rely on my own judgment 9. Make certain the majority rules 10. Turn decisions over to others 11. Ask others to brainstorm choices 12. Share my own ideas. Suggest a decision to others As before, FOR EACH ITEM, INDICATE: 4 3 2 1 – Always – Often – Sometimes - Never

LEADERSHIP STYLE QUIZ 1 – Scoring ◦ ◦ ◦ Add total for Questions 1, 2, 4, 8 Style = Autocratic Add total for Questions 3, 7, 9, 11 Style = Participatory Add total for Questions 5, 6, 10, 12 Style = Free Rein Predominant style is reflected by the highest score

LEADERSHIP STYLE QUIZ 1 – Definitions Autocratic – Direct and controlling; more oriented toward productivity and goals. Strengths include accomplishment of tasks and quick decisions. Prefer freedom to manage self and others. Participatory – Requires input from others. Higher concern with process and allowing everyone to have a voice. May be a slow, thoughtful decision maker. Tend to be good listeners and cooperative. Free Rein – Relaxed and supportive. Details are less of a concern, belief that things will get done. Comfortable with teamwork and group activities.

Leadership Quiz 2 – 20 items, 1 -6 For each item, indicate: 0= 1= 2= 3= 4= 1. 2. 3. 4. 5. 6. never true for me hardly ever true for me sometimes true for me fairly often true for me frequently if not always true My focus is on productivity, achieving goals and targets Taking care of my people takes priority over tasks at hand I’m comfortable with power and I seek higher positions I expect to be promoted on the merit of my work and reputation I like change, anything new & different, lots of options, choices I’m more comfortable following tried & trusted procedures

Leadership Quiz 2 – items 8 - 14 For each item, indicate: 0 = never true for me 1 = hardly ever true for me 2 = sometimes true for me 3 = fairly often true for me 4 = frequently if not always true 7. I like a good challenge and enjoy working by myself independently 8. I’m a great team player and enjoy the comfort of working in a group 9. I love to make decisions, take risks and act from gut instinct 10. I like to seek everyone’s views & gather information before deciding 11. Inventing new solutions and dreaming up new strategies excites me 12. I love nothing better than problem solving 13. Competition motivates me and brings out my best qualities 14. I never feel qualified enough, despite years of study and experience

Leadership Quiz 2 – items 15 -20 For each item, indicate: 0 1 2 3 4 = = = never true for me hardly ever true for me sometimes true for me fairly often true for me frequently if not always true 15. I don’t like rules, punishment, or being managed 16. I prefer set procedures, routines, and satisfying clear requirements 17. I need to be in control and prefer to have my own project or area 18. I love camaraderie, everyone getting along and working together 19. It’s not what you know, it’s who you know that counts 20. Friendly relationships and loyal camaraderie are what I value and trust

LEADERSHIP STYLE QUIZ 2 – Scoring Add total for Odd questions (1, 3, 5, 7, 9, etc. ) Add total for even questions (2, 4, 6, 8, 10) ODD much higher than even = current style is high in credibility, leadership, innovative thinking and achieving targets EVEN much higher than odd = current style is high in approachability, people skills, information gathering and problem solving ODD and EVEN totals are close – balance of credibility and approachability make you a good liaison or mediator, and possibly a charismatic leader

PARTICIPANTS Who do we work with? ? ? ◦Participants ◦Patrons ◦Customers ◦Clients ◦Members ◦Users ◦Visitors ◦Guests ◦Consumers

What factors influence Leisure Choices? Analysis of Customer Decision Making related to Leisure ◦Customers evaluate financial risk ◦Higher financial risk = extended (more complex process) decision making (RV) ◦Low financial risk = routine decision making (inexpensive supplies) Lifespan variables ◦Age-related phases impact ‘needs, ’ abilities and priorities Other characteristics ◦Gender, personality, health, place of residence, mobility, culture

Leisure Competencies Designing programs that contribute to mental, physical, and social well-being of customers(based on needs of consumers) Leisure experiences can translate into improvements in other areas of participants’ lives (‘social competence, ’ for example)

Origins of Leisure Behavior May be based on competencies a person already possesses (or believes he/she possesses – perceived competencies) as well as… Availability of activities, facilities, resources

Relationship between Leaders and Participants What benefits can participants get from the following activities? What are possible negatives results for participants? What can a recreation leader do, if anything, to improve the participants’ experiences? ◦ Dodgeball ◦ A Dance (social dance) ◦ Art Class (painting, drawing, etc)

Knowing or Adapting to Participants in Group Programming You don’t always have to follow the rules ◦ Participants may ‘invent’ a more satisfying variation Participant-chosen teams may not always be preferred ◦ Leader finds a creative way to divide up participants; leader can readjust teams as needed What about unwilling participants? ◦ Try to find some way to appeal or draw in

Knowing or Adapting to Participants in Group Programming Part 2 “Watching” or “keeping score” may not qualify as inclusion ◦ Try to find a way to involve anyone who would like to participate – partial participation, etc. Try to be aware of what participants are looking for in your program ◦ Just came to appease spouse, friends, etc. , may not be concerned about accomplishing anything (but don’t allow someone to become a negative force or distraction) ◦ Looking for social aspects rather than fitness, for example – exercise care when encouraging participants to focus or they may simply stop coming to your programming. Consider how best to adjust the programming to meet everyone’s needs.