"People who like people ..."
If one were to ask any professional in the field what is the best thing about working in the leisure service field, they would more than likely answer working with people.

By the same token, if one were to ask what is the worst thing about working in this field—and depending on the day, time and a whole host of other circumstances—they would probably answer working with people.

Working with people and learning to deal with all of their idiosyncrasies are criteria for a career in the leisure field. If a student does not know the meaning of the word compromise, they had better learn it. If one is threatened by compromise, if they feel they loose advantage by compromise, if they must always have their way in any type of relationship—then they are going to have problems in the leisure profession.

The media portrays powerful people in our society as never compromising. Winners are portrayed as the better-do-it-my-way type of personality. But in reality, life does not work that way. Whether in this profession or out of it, people need to be able to compromise to positively accomplish anything. Understanding and embracing this concept will help alleviate potential problems in whatever career one chooses.

"Can I have a volunteer?"
Students also need to determine whether they are the type of person who is the first to stand up in a classroom or workshop situation when the presenter says they need a volunteer.

Also, can they speak in front of their peers and instructors with confidence and be able to talk in a coherent, logical manner?

Leisure professionals speak to and motivate groups of people in all types of different situations. Whether it's leading a group in a recreational activity, explaining procedures to employees, or speaking at a board meeting—the leisure professional will need to be able to present like a professional.

In day-to-day operations, the leisure professional will create fun situations or environments for participants. This involves many different components, but one of the most important things the professional can bring to a program is the "air" or mood that is created by their presence. People in group situations are looking for a leader and the leisure professional should be this leader.

"Details? Don't bother me with details."
As a student, are you detail-oriented? When thinking about an activity or function, for example, can you develop it from participant arrival to the program, knowing where they are to park, which building to go to, and which door to use? Other details to consider include:
• Is the door to the facility unlocked? Do the other locked exterior doors have signs on them indicating which door the participant should use?
• Are supervisors on duty to indicate which room the participant should go to? If no supervisors are on duty, are there appropriate signs to direct participants?
• Does the instructor know where to go and what time they should be there? Does the instructor have a class list? Are the requested materials on-site, and is the room set up the way the instructor requested?
• Is the temperature and lighting of the facility appropriate for the activity?

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This by no means completes the list, but all of the above are good examples of the various issues that must be addressed in order to ensure that participants have a positive recreational experience. Like a set of dominos stacked in a row, knock one of the above listed elements down and they all will topple.

"If I turn it in late, I'll only lose a couple of points."
This statement might be the best example of the difference between school and the "real world."

If a professional is late in getting something accomplished for a program, they not only compromise themselves and their job situation, but they have tipped that row of dominos again. His or her tardiness will affect the instructors, the participants, the support staff, as well as the effectiveness of the program, the integrity of the agency, and the confidence level that the participants have in the agency.

Also, tardiness sends a message not only to the participants and staff but a message to the employer as well. That message is the professional does not care about what they are doing. And it does not take long for that message to filter out in all directions. If the professional personally does not care about the quality of the job they are doing, nobody else is going to care about the job they are doing.

"No experience means no job, no job means no experience."
This is probably the most frustrating "Catch-22" a student faces. There is, however, a solution to this dilemma for leisure service students, and it exists on all college campuses.

Probably without exception, every college or university has an incredible array of activities and organizations on campus. Being involved with these sponsored activities can translate into real marketable experience. By doing just a quick inventory of the various interest groups and activities, a person can be introduced to a wide variety of skills. Looking at a bulletin board in the student union will show the wealth of activities that are available.

Examples include everything from rock climbing, bicycling, dance, music, theatre, athletics and all types of clubs and interest groups.

For example, assume a student has entered the leisure field because they have a background in athletics. They probably have participated in all kinds of athletics throughout their formative years. But, enter a "reality check" here. One must understand that there are just so many athletic-oriented positions in the leisure profession. When the student starts to actively seek a position, there may be only one or two openings available. If the student's entire background is in athletics, they have limited their skills and marketability and narrowed their employment possibilities.

Students should take the time to acquire as much experence in as many different areas as possible. For example, students can volunteer to run the lights at a theatre presentation; serve as a program chair; volunteer to help at a bake sale; work at an Easter Egg Hunt; help direct parking at a large special event; help at a marathon. Special Olympics, or Senior Games. This translates into real experience that employers will be looking for.

"The E Word"
Whether the student selects a career in the leisure field or chooses another field of endeavor, there is one component that will serve them well in whatever profession they eventually embrace: enthusiasm for their profession.

If somebody approaches a job with enthusiasm, most potential employers greet this like a breathe of fresh air. If a student wants to make an impression in a job interview, they need to act like they want to be there, that they are interested and that they have something to contribute. Instead of spending time worrying about what paper to print their resume on, they should approach an interview and the position with enthusiasm and be assured, they will make a lasting impression.

Enthusiasm can be expressed in many ways. The obvious ways are manners, attitude, attire, conduct during the interview, and knowledge of the profession. It benefits the student to develop this enthusiasm. If you cannot develop this enthusiasm for your chosen profession, then you should seriously start to consider whether you have chosen the right career path. This serious reflection will save yourself and others a lot of trouble down the road.

"It's in their blood."
Michael Brandewin, a frequent presenter at the IAPD/IPRA Annual Conference, knows how to identify a recreation person. He says they immediately become apparent when you are at a family picnic or at a wedding.

"Recreation people," says Brandewin, "are the ones telling the host of the event how they could better organize the reception or food line so that people can serve themselves or greet people in a quicker fashion. Or, they are the ones who have no problem in organizing games for rambunctious children at the event."

The point of Brandewin's comments—which brings a smile to any recreation professional—is that evoking their programming skills at all types of function, is in the recreation professional's blood. They just cannot help themselves.

The skills that have been discussed in this article are basics, but very important ones for the leisure profession. They are skills that are developed by actually using them. Through experience these skills will eventually, like Brandewin's says, become second nature to the practitioner and will serve them well throughout their career. 

Thomas S. Suhs, CLP, is the director of recreation for the Oak Brook Park District. He earned a bachelor's degree in Park and Recreation Administration from Southern Illinois University at Carbondale and is currently working toward a master's in Administration of Leisure Studies from Aurora University.

Illinois Parks & Recreation * November/December 1996 * 35