HPR 322Chapter 3

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

Recreation specialistRecreation programmerCounselorInstructorCoachManagerRecreation AdministratorAssistant DirectorCoordinatorFacilitatorLeaderFacility Manager

Different organizations use different job titlesMay or may not indicate function

◦May be related to salary level/seniority (Rec Specialist I, II, III)

The smaller the organization/department, the more important you might sound (Assistant Director, Vice-President, etc.)

Start new programsAdminister current programsHelp with special eventsLead or instruct programsFrom supervising a specific program to managing a facilityFrom face-to-face to supervisor to administrator

HR duties - hire/supervise/evaluate staff (salaried, part time, contract, volunteers)PurchasingTroubleshootingHandling problems or complaintsFacilitator, counselor, information provider, developer of ideas

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 service4. A Code of Ethics and Standards to guide

professional practice◦ NRPA Professional Code of Ethics on pg 65◦ 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

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

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

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

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

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?

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?

Two different Quizzes One uses ‘traditional’ definitions One uses different, more up to date

definitions

As a leader, I tend to1. Make my own decisions2. Tell others what to do3. Suggest a decision to others4. Persuade others to do things my way5. Participate just like any other person6. Provide resources to others FOR EACH ITEM, INDICATE:4 – Always3 – Often2 – Sometimes1 - Never

As a leader, I tend to7. Gather others’ feedback before deciding8. Rely on my own judgment 9. Make certain the majority rules10. Turn decisions over to others11. Ask others to brainstorm choices12. Share my own ideas. Suggest a decision to others

As before, FOR EACH ITEM, INDICATE:4 – Always3 – Often2 – Sometimes1 - Never

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

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.

For each item, indicate:0 = never true for me1 = hardly ever true for me2 = sometimes true for me3 = fairly often true for me4 = frequently if not always true1. My focus is on productivity, achieving goals and targets2. Taking care of my people takes priority over tasks at

hand3. I’m comfortable with power and I seek higher positions4. I expect to be promoted on the merit of my work and

reputation5. I like change, anything new & different, lots of options,

choices6. I’m more comfortable following tried & trusted

procedures

For each item, indicate:0 = never true for me1 = hardly ever true for me2 = sometimes true for me3 = fairly often true for me4 = frequently if not always true7. I like a good challenge and enjoy working by myself independently8. I’m a great team player and enjoy the comfort of working in a group9. I love to make decisions, take risks and act from gut instinct10. I like to seek everyone’s views & gather information before deciding11. Inventing new solutions and dreaming up new strategies excites me12. I love nothing better than problem solving13. Competition motivates me and brings out my best qualities14. I never feel qualified enough, despite years of study and experience

For each item, indicate:0 = never true for me1 = hardly ever true for me2 = sometimes true for me3 = fairly often true for me4 = frequently if not always true

15. I don’t like rules, punishment, or being managed16. I prefer set procedures, routines, and satisfying clear requirements17. I need to be in control and prefer to have my own project or area18. I love camaraderie, everyone getting along and working together19. It’s not what you know, it’s who you know that counts20. Friendly relationships and loyal camaraderie are what I value and trust

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

Who do we work with???

◦Participants◦Patrons◦Customers◦Clients◦Members◦Users◦Visitors◦Guests◦Consumers

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

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)

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

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)

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

“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.