Special Feature

A Message to Students

I Know Where I Came From,
But Where Am I Going?

by
Terry G. Schwartz

Last September, the President and President-Elect of the Illinois Park and Recreation Association spoke at the student conference at Illinois State University. During a two-hour visit, they discussed a variety of issues. This article is the first of a two-part series containing excerpts from their discussions, as well as thoughts on similar topics. It is hoped this will benefit other students who were unable to attend the conference.

The history of the leisure profession tells us a lot about where today's students are going in this exciting field. Although parks and recreation systems began developing during the early part of the century, the explosion of the leisure movement began in the late sixties and early seventies. As communities in Illinois, and particularly in the Chicago area, grew, so too did the need for leisure services.

In Illinois, we are fortunate to have legislation that creates a special taxing district, which levies taxes to support parks and recreation opportunities within the community. To date, there are over 300 park districts throughout the state.

Other forms of park and recreation systems are also found in the state. The municipal parks and recreation system, usually a function of city government, is the most common system found across the United States. There are over 60 such agencies in Illinois. Thirteen forest preserve districts offer leisure programs in addition to their primary charge of preserving open space. Thirty special recreation associations exist to provide leisure opportunities for disabled citizens.

As communities authorized the formation of park and recreation departments, and the special taxing district, the need arose for leisure professionals. Enrollment in the leisure departments at the various schools increased dramatically and new programs were initiated. When students graduated, job placement was almost immediate. Currently, seven colleges and universities in Illinois offer leisure and therapeutic recreation curriculums. Nearly all of these schools are accredited through the National Recreation and Parks Association.

During the late 1960s and early 1970s most agency directors were in their twenties and early thirties. Prior to the creation of the university curriculum, movement at the director level often occurred at election time. This often was referred to as "musical chairs." As universities graduated more highly trained staff, this practice diminished. People changed jobs only to seek new challenges, take over bigger agencies, or because they were discharged. This development represented a settling-in and getting comfortable with the community in which the directors lived and worked.

Now, after several decades of growth, the profession is represented in the public sector through the 2,000 members of the Illinois Park and Recreation Association. In the public sector (park districts and park and recreation departments, for example) there is potential for employment in administration, programming, facility management, therapeutic recreation, and education. As we continue to meet the growing need and demand for more service, the scope of employment will widen. Other employment opportunities exist in the military, the private sector (fitness and country clubs, for example), and industrial settings such as IBM and Texas Instruments.

Opportunities In the Immediate Future

In recent years, because of the maturity of the profession, it has been difficult for new graduates to find jobs in the public sector. Now, most superintendents and supervisors are in their thirties and forties. Directors have become very comfortable in their communities, and little movement has occurred. When positions do become available, there is tremendous competition among many qualified individuals. What was once a very active job market has slowed considerably. The job opportunities increasingly are open to candidates statewide or nationwide, with greater competition as a result. This means job preparation is paramount.

The current lack of movement in positions will have a positive effect within ten to 15 years. As administrators approach their fifties, retirement and career changes will occur and opportunities will appear in both the public and private sector. The retirement among this age group will mean exceptional opportunities for those students and supervisory level professionals who are well prepared.

Preparation

It has been said that the harder one works, the luckier one gets. Others say luck is a combination of preparation and opportunity. Preparation is represented by working, volunteering, and studying. Opportunity is the chance to show what you have gained through preparation.

Educators do an excellent job of preparing students academically for their intended careers. The student, however, has some difficulty in practical application of the experience on the job to the theoretical knowledge acquired in school. Some experience may be gained through field work and the internship program, but these experiences need to be supplemented.

Potential for employment would be greatly enhanced if a "game plan" for employment were developed earlier in the student years. This plan would need to be individualized for each student, but would have three basic components: accumulated practical experiences, professional involvement, and a quality internship program at a site that enhances employment potential.

To gain worthwhile practical experiences before graduation requires an investment of time. But remember that this investment will repay you tenfold in employment potential. Such pre-graduation experience gained through voluntary, part-time, and summer program opportunities can be found at your local parks and recreation agencies.

Public parks and recreation agencies are genuinely interested in your well-being, and in your talents. In few other fields is it possible to get this kind of experience, which will place you ahead of your fellow students when interviewing for a position after graduation. Educators really should give credit for this work experience prior to graduation.

Secondly, students should be required to attend local, state or national conferences to enhance their given curriculum. Attendance would be with a purpose (for example, reports of the area of interest, interviews with various professionals about the jobs, or interviews for a possible job for themselves). The valuable opportunity for networking with other students, and more importantly, professionals should not be underestimated. Last year, the Illinois Park and Recreation Association initiated the student mentor program. The program links a student with a professional who provides educational or professional tutoring. If you are not already involved, serious consideration should be given to joining this program.

Finally, when it comes time to select an intern site, make the extra effort to ensure that your experiences will be worthwhile. It is often tempting to select a glamorous location that looks and sounds appealing. Before you do so, ask yourself and the prospective agency the following questions. Who will be your immediate supervisor? How long has this person been in the position and how many interns have they supervised? What is their placement rate of interns within the agency after internship? What is their placement percentage of interns in other agencies? Do they help interns during the placement process and, if so, in what way? Is there a schedule of responsibilities and does it fit your learning needs? What kind of evaluations are conducted and what role does the supervisor play in that process?

These are only a few of the questions you should be prepared to ask during your interview. Your advisors at school should help you with others. This process will be the most important in your college career. Don't treat it lightly if truly you want to know where you are going in your chosen career.

About the Author

Terry G. Schwartz is superintendent of revenue facilities at Arlington Heights Park District, and is responsible for the revenue facilities of the park district. He is President of the Illinois Park and Recreation Association, a regent with the Western Revenue Sources Management School, a board member of the Chicago District Tennis Association, and a doctoral candidate at Northern Illinois University.