COMPARISON STUDY: GENERATIONAL PERCEPTIONS OF COMPETENCIES OF PARKS AND RECREATION PROFESSIONALS A THESIS PRESENTED TO THE DEPARTMENT OF HEALTH, PHYSICAL EDUCATION, RECREATION, AND DANCE IN CANDIDACY FOR THE DEGREE OF MASTER OF SCIENCE By TIMOTHY PEITZMEIER NORTHWEST MISSOURI STATE UNIVERSITY MARYVILLE, MISSOURI JULY 2011
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COMPARISON STUDY:
GENERATIONAL PERCEPTIONS OF
COMPETENCIES OF PARKS AND RECREATION PROFESSIONALS
A THESIS PRESENTED TO THE DEPARTMENT OF HEALTH, PHYSICAL EDUCATION,
RECREATION, AND DANCE IN CANDIDACY FOR THE
DEGREE OF MASTER OF SCIENCE
By
TIMOTHY PEITZMEIER
NORTHWEST MISSOURI STATE UNIVERSITY
MARYVILLE, MISSOURI
JULY 2011
Generational Perceptions
Running Head: GENERATIONAL PERCEPTIONS OF COMPETENCIES
A comparison study: Generational perceptions of
competencies of parks and recreation
professionals
Timothy J. Peitzmeier
Northwest Missouri State University
THESIS APPROVED
Thesis Advisor Date
Dean of Graduate School Date
Generational Perceptions
iii
ACKNOWLEDGEMENTS
I would first like the thank all of the professionals and students who volunteered their
time to complete the online survey. Without all of these people’s help there is no way I would
have been able to complete this study. The information that I obtained from their results will be
used in the future in the Parks and Recreation field. I would also like to thank the National
Recreation and Park Association for allowing me to conduct my questionnaire at their annual
conference in St. Louis, Missouri.
I would like the thank all of the professors that have helped me along the way throughout
my college career. Without their help and knowledge I would have never made it this far and
accomplished so much. I would like to thank Dr. Susan Myllykangas for being there whenever I
needed help and providing so much guidance through this whole process. I would also like to
thank Dr. Alice Foose for helping me through the data collecting and analyzing process, without
her help and knowledge this process would not have ran so smoothly. I would finally like to
thank Dr. Jean Memken for her guidance throughout this thesis writing process.
Finally, I would like to thank everyone else who helped me along the way. Especially, I
would like to thank my parents and graduate school friends, without them being there pushing
me to finish this project I would never have had the motivation to buckle down and do this paper.
I would also like to thank my girlfriend Aimee Freeman, if it wasn’t for her bugging me every
day and reminding me how I needed to get this paper finished before summer, I would have
never pushed myself so hard.
Generational Perceptions
iv
ABSTRACT
Job competencies in the Parks and Recreation field are very important in order to prepare
students for their future careers in the field. There are research studies that address this topic but
there are a very small number of them. The focus of this study is to discover whether or not job
competencies that students believe are necessary for entry level positions are consistent with the
desired competencies that professionals believe are essential. To look deeper into this subject,
the different birth generations of professionals were sorted and their responses analyzed.
Students and professionals attending the National Recreation and Park Association Conference
in St. Louis, Missouri were surveyed on what they believe are the most important job
competencies for entry level positions. The survey links were also printed in the spring edition
of the National Parks and Recreation news letter and was also featured two of the weekly online
newsletters. Further student data was collected from students enrolled in a recreation class at a
Midwest state university.
Generational Perceptions
v
TABLE OF CONTENTS
ACKNOWLEDGEMENTS…………………………………………………………………….. iii
ABSTRACT…………………………………………………………………………………….. iv
TABLE OF TABLES…………………………………………………………………………… vii
Chapter
I. INTRODUCTION………………………………………………………………............. 1
II. REVIEW OF LITERATURE…………………………………………………………… 3
Larsen’s Results………………………………………………………………………… 3
Generational…………………………………………………………………………….. 5
III. METHODS……………………………………………………………………………… 10
Introduction……………………………………………………………………………... 10
Procedure………………………………………………………………………………... 10
Research Design and Data Analysis…………………………………………………….. 10
Population……………………………………………………………………………….. 11
Sample…………………………………………………………………………………... 11
Instrumentation………………………………………………………………………….. 12
Internal Validity………………………………………………………………………… 13
IV. RESULTS……………………………………………………………………………….. 15
Park and Recreation Employees………………………………………………………… 15
Park and Recreation Students…………………………………………………………… 15
Comparison with Larsen’s Study……………………………………………………….. 24
Comparison with Larsen’s Study In Larsen’s (2007) study, data was collected on the perceived competencies were
entry level persons coming into the parks and recreation field. She took the responses of
the parks and recreation professionals and the students pursuing degrees in the same field.
When the data, was collected the mean of the perception rating for each competency were
compared. Though the mean showed the average response of each of the groups, it is not
a very strong way to analyze data coming from a Likert Scale. Therefore in the current
study the percentage of responses for each choice (1-5) in each question was analyzed for
stronger data to support the study.
Larsen’s (2007) study used the mean of each question in order to determine which
competency was rated the most important. Since this current study did not use mean, the
data was not able to be directly compared to Larsen’s (2007) data. It is still possible to
look at the percentages of each answer in the current study and determine what the top
rated competencies were.
When analyzing the data obtained from the professionals in Larsen’s (2007)
study, her top five highest rated responses were a) ability to clearly communicate with
customers (4.81), b) ability to work well with people (4.66), c) have the ability to listen to
staff and customers (4.65), d) be enthusiastic and have a positive attitude (4.64), and e)
ability to take initiative (4.51). After analyzing the data obtained from the current study
it was found that the competencies rated the most important in Larsen’s (2007) study
were the exact same ones with the highest percentages of “5’s” (most important) in this
study. The competencies were even rated in the exact same order as they were in
Larsen’s (2007) study; a) ability to clearly communicate with customers (79.3%), b)
Generational Perceptions 25
ability to work well with people (65.9%), c) have the ability to listen to staff and
customers (64.6%), d) be enthusiastic and have a positive attitude (61.0%), and e) ability
to take initiative (56.1%). With the competencies being in the same order in both studies
it supports the initial study done by Larsen (2007) that the information gathered for this
section is accurate.
Larsen (2007) identified the following as the top five rated competencies by
students: a) be enthusiastic and have a positive attitude (4.70), b) ability to work well
with people (4.69), c) ability to clearly communicate with customers (4.66), d) possess
effective oral communication skills (4.66), and e) have leadership skills and abilities
(4.64). When analyzing the data obtained from the current study only the top three
competencies matched up with Larsen’s (2007) top responses. The top competencies in
the current study are a) ability to work well with people (71.3%), b & c) be enthusiastic
and have a positive attitude and ability to clearly communicate with customers (both
69.0%), d) have the ability to listen to staff and customers (65.5%), and e) have basic
knowledge of the field in several areas (i.e. sports, instruction) (59.8%). Since not all
five of the top competencies were exactly the same, the current study cannot support the
previous study all of the way but is still able to support the study in regards to the top
three answers.
Professionals versus Students
In Larsen’s (2007) study the main focus was comparing professionals in parks and
recreation and students pursuing degrees in the same field. The current study examined
the same thing but and breaking down the professionals by generational cohort. In order
to follow up further on Larsen’s (2007) study the information obtained from the
Generational Perceptions 26
professionals as a whole and the students pursuing parks and recreation degrees were
compared.
Just like Larsen’s (2007) study, many of the top competencies were the same in
both professionals and students. Out of the top five competencies in both groups, four of
them matched up. For the professionals the competency ability to take initiative had the
fifth highest percentage in the “most important” column. This competency did not match
up with the students’ top five. The competency have basic knowledge of the field in
several areas (i.e. sports, instruction) had fifth highest percentage in the students’ top
competencies.
When comparing the student and professional percentage for each competency
many of the percentages were very close to each other. There were a few that stood out
by having a large difference between the two groups. The competency knowledge of the
community and its composition had 56.3% of the students rate it as “most important”. On
the other side the professionals had only 35.4% of the survey takers rate it as most
important, and 43.9% rated this competency as a “4”. Also, the competency have basic
knowledge of the field in several areas (i.e. sports, instruction) which was rated in the
students top five qualities has a 59.8% rate of column “5”. Opposite of that, the
professionals only have the competency at a 24.7% in the most important column and
53.1% in the “4” column.
Traditionalists versus Students
After looking at the professionals as a whole, the different generations
(Traditionalists, Baby Boomers, Generation X, and Generation Y) were looked at
individually. After collecting the data there was only one respondent from the
Generational Perceptions 27
Traditionalists generation, therefore valid information was not obtained, and the data for
that respondent was excluded from the study.
Baby Boomers versus Students
After gathering all of the information from the current study there were a total of
34 respondents from the Baby Boomer generation. The Baby Boomer generation had the
same top five highest percentage competencies as the total professional group. The first
and the fifth highest percentage competency were the same but the second, third and
fourth largest were in a different order.
When looking at the Baby Boomers and the students’ responses there were a few
competencies that were rated differently between the two groups. The competencies that
had the biggest difference in rating are; a) possess knowledge of management principles,
b) ability to schedule programs, leagues, and staff, c) ability to network within and
outside the profession, d) continue to learn about the field through education
opportunities, and e) have basic knowledge of the field in several areas (i.e. sports,
instruction).
The competency that had the largest difference between the two groups was have
basic knowledge of the field in several areas (i.e. sports, instruction). This competency
for the students had 59.8% of their ratings in the “most important” and 35.6% in the “4”
column. This was the fifth highest rated competency in the most important column for
the students. On the opposite end, the Baby Boomers only had 23.5% rate it in the most
important column, and 50% rated it in the “4” column. This competency was rated very
high for the students, but when it came to the Baby Boomers it was the second overall
lowest rated skill.
Generational Perceptions 28
Generation X versus Students
After all of the information was obtained from the current study, there were a total
of 27 respondents from the Generation X generation. The competencies from the
Generation X respondents that had the highest rating in the “most important” column
were the same as the professionals except possess an understanding of customer service
practices was in the top five for this generation. Generation X did not have as high of
ratings in the “most important” column as the students did. The majority of this
generation’s ratings fell into the “4” column.
There were two competencies that stood out as being different from the students’
ratings. The competency possess effective public speaking skills had 28.7% of the
students’ ratings in the most important column and 48.3% of the ratings in the “4”
column. On the other side, Generation X had only one person (3.7%) rated this
competency in the most important column and the majority of the votes (85.2%) fell into
the “4” column. Both groups had a higher percentage of their rates in the “4” column but
Generation X had almost none in the most important, where the students had a little over
a fourth of their votes in that group.
The other competency that stood out was possess knowledge of management
principles. The students had 37.2% of their ratings in the most important column and
51.2% in the “4” group. The Generation Xers had only two respondents (7.4%) rate this
competency in the most important column and 63.0% in the “4” group. This competency
was the same in comparison to the previously stated one in regards to the students having
it rated fairly high the most important column and the Generation Xers had only one or
two people believe that it to be that important.
Generational Perceptions 29
Generation Y versus Students
A total of 19 people completed the survey from Generation Y. Generation Y was
very similar to Generation X in regards to most of the highest percentage of their
responses ended up in the “4” column. Only three of Generation Y’s highest rated
competencies matched up with the students’ top responses. The two competencies that
were different from the students’ top five were possess an understanding of customer
service practices and ability to take initiative. These two had high percentage of
responses in the most important column for the Generation Yers but not for the students.
After the data was analyzed, two of the competencies stood out with differences
between the two generations. The competency ability to be creative and innovative had a
wide variety of responses; seven (36.8%) rated it as most important, five (26.3%) rated it
as a “4”, and six (31.6%) rated it as a “3”. When that is compared to the students’
responses, 40 (46%) believed it to be most important and 37 (42.5%) rated it as a “4”.
The Generation Y respondents’ did not believe this competency to be very important
since nearly one third of their responses fell into the “3” column, where the students
believed it to be more important and had around 90% of their responses fall into the most
important and “4” columns.
Another competency that stood out was continue to learn about the field through
education opportunities. The Generation Yers had six (31.6%) rate it as most important,
seven (36.8%) as a “4”, and six (31.6%) as a “3”. When that was compared to the
students, they had 47 (54%) as most important and 33 (37.9%) as a “4”. This showed
that the Generation Yers believed this competency not to be as important as the students
did since their responses are more widely spread out.
Generational Perceptions 30
Table 3 (The column “Not Important” was removed due to zero ratings from all groups) Generational Competency Results
Competency Most Important 4 3 2
Ability to clearly communicate with customers
Baby Boomers 79.4% 20.6% 0.0% 0.0% Generation X 77.8% 22.2% 0.0% 0.0% Generation Y 78.9% 15.8% 5.3% 0.0% Students 69.0% 27.6% 3.4% 0.0%
Possess effective public speaking skills Baby Boomers 26.5% 47.1% 23.5% 2.9% Generation X 3.7% 85.2% 11.1% 0.0% Generation Y 21.1% 47.4% 21.1% 10.5% Students 28.7% 48.3% 20.7% 2.3%
Have the ability to listen to staff and customers
Baby Boomers 64.7% 32.4% 2.9% 0.0% Generation X 66.7% 33.3% 0.0% 0.0% Generation Y 57.9% 31.6% 10.5% 0.0% Students 65.5% 32.2% 2.3% 0.0%
Possess effective written communication skills
Baby Boomers 38.2% 41.2% 17.6% 2.9% Generation X 37.0% 51.9% 11.1% 0.0% Generation Y 31.6% 57.9% 5.3% 5.3% Students 42.5% 32.2% 23.0% 2.3%
Knowledge of the community and its composition
Baby Boomers 35.3% 41.2% 20.6% 2.9% Generation X 33.3% 48.1% 18.5% 0.0% Generation Y 31.6% 47.4% 21.1% 0.0% Students 56.3% 37.9% 5.7% 0.0%
Know how to assess the needs of the community
Baby Boomers 44.1% 41.2% 14.7% 0.0% Generation X 29.6% 51.9% 14.8% 3.7% Generation Y 42.1% 42.1% 15.8% 0.0% Students 62.1% 28.7% 8.0% 1.1%
Generational Perceptions 31
Possess an understanding of customer service practices
Baby Boomers 55.9% 38.2% 2.9% 2.9% Generation X 51.9% 37.0% 11.1% 0.0% Generation Y 57.9% 31.6% 10.5% 0.0% Students 51.7% 40.2% 8.0% 0.0%
Ability to be creative and innovative Baby Boomers 38.2% 47.1% 11.8% 2.9% Generation X 22.2% 48.1% 25.9% 3.7% Generation Y 36.8% 26.3% 31.6% 5.3% Students 46.0% 42.5% 10.3% 1.1%
Be enthusiastic and have a positive attitude
Baby Boomers 70.6% 29.4% 0.0% 0.0% Generation X 55.6% 37.0% 7.4% 0.0% Generation Y 47.4% 42.1% 10.5% 0.0% Students 69.0% 27.6% 3.4% 0.0%
Ability to take initiative Baby Boomers 58.8% 38.2% 2.9% 0.0% Generation X 44.4% 44.4% 11.1% 0.0% Generation Y 63.2% 31.6% 5.3% 0.0% Students 58.6% 36.8% 4.6% 0.0%
Ability to work well with people Baby Boomers 70.6% 26.5% 2.9% 0.0% Generation X 66.7% 29.6% 3.7% 0.0% Generation Y 52.6% 36.8% 10.5% 0.0% Students 71.3% 26.4% 2.3% 0.0%
Ability to resolve conflict and solve problems
Baby Boomers 52.9% 44.1% 2.9% 0.0% Generation X 33.3% 63.0% 3.7% 0.0% Generation Y 57.9% 26.3% 15.8% 0.0% Students 55.2% 40.2% 4.6% 0.0%
Possess knowledge of management principles
Baby Boomers 26.5% 52.9% 14.7% 5.9% Generation X 7.4% 63.0% 29.6% 0.0% Generation Y 26.3% 63.2% 10.5% 0.0% Students 37.2% 51.2% 10.5% 1.1%
Generational Perceptions 32
Have leadership skills and abilities Baby Boomers 38.2% 50.0% 11.8% 0.0% Generation X 25.9% 66.7% 3.7% 3.7% Generation Y 31.6% 57.9% 10.5% 0.0% Students 50.6% 44.8% 3.4% 1.1%
Ability to utilize effect organizational skills
Baby Boomers 47.1% 38.2% 14.7% 0.0% Generation X 29.6% 63.0% 7.4% 0.0% Generation Y 31.6% 42.1% 26.3% 0.0% Students 47.1% 43.5% 8.2% 1.1%
Ability to schedule programs, leagues, and staff
Baby Boomers 35.3% 35.3% 26.5% 2.9% Generation X 25.9% 44.4% 25.9% 3.7% Generation Y 36.8% 36.8% 15.8% 10.5% Students 50.6% 35.6% 12.6% 1.1%
Ability to network within and outside the profession
Baby Boomers 23.5% 44.1% 26.5% 5.9% Generation X 18.5% 59.3% 14.8% 7.4% Generation Y 15.8% 52.6% 26.3% 5.3% Students 49.4% 39.1% 10.3% 1.1%
Continue to learn about the field through education opportunities
Baby Boomers 23.5% 55.9% 20.6% 0.0% Generation X 18.5% 70.4% 7.4% 3.7% Generation Y 31.6% 36.8% 31.6% 0.0% Students 54.0% 37.9% 8.0% 0.0%
Have a basic knowledge of the field in several areas (i.e. sports, instruction)
Baby Boomers 23.5% 50.0% 23.5% 2.9% Generation X 18.5% 55.6% 18.5% 7.4% Generation Y 33.3% 55.6% 11.1% 0.0% Students 59.8% 35.6% 4.6% 0.0%
Possess effective oral communication skills
Baby Boomers 52.9% 47.1% 0.0% 0.0% Generation X 37.0% 59.3% 3.7% 0.0% Generation Y 36.8% 42.1% 21.1% 0.0% Students 59.8% 34.5% 4.6% 1.1%
Generational Perceptions 33
CHAPTER V
DISCUSSION
Introduction
When comparing the necessary competencies for entry-level professionals, it was
easy to see that there were many similarities between students pursuing degrees in the
Parks and Recreation field and the different generations of the professionals. There were
also many competencies that did not match up when the generations were broken down
into their separate sub-groups. In a previous study done by Larsen (2007), the
competencies were broken down and measured by the mean score of the responses.
Though this gives information on what the competency may have had a higher overall
score it is a very weak way of analyzing the information. When using a 5-point Likert
scale, each column represents something different to every person. So, instead of
combining all of the responses into one number, each column (1-5) was analyzed
individually and a percentage was found for each competency.
In Larsen’s (2007) study the mean was found for each competency, and since the
current study found percentages of each response column they could not be directly
compared. If you look at the previous study, the top five responses for the professionals
did match the top five highest percentages in the “most important” column on the current
study. These responses were even in the same order from highest to lowest in both
studies. When analyzing the students’ responses only three of the top rated competencies
in Larsen’s (2007) study matched the highest percentage of “most important” in the
current study.
Generational Perceptions 34
Generational Analysis
When analyzing the data collected from all of the generational cohorts there were
many competencies that matched up and had similar responses in each of the groups.
There was one competency that stood out as being the most important competency in
every generation. The competency ability to clearly communicate with customers had the
highest percentage of “most important” responses in each of the generations.
After reviewing the literature for the Baby Boomer generation Fogg, Kehoe, and
Kestner (2007) found that many of the Boomer generation are getting towards the age of
retirement, but are most likely going to stay and work. They also stated that the Baby
Boomer generation enjoy making a difference and receive enjoyment from performing
their work. When comparing these statements to the responses of the competencies from
the Baby Boomer generation, the competencies be enthusiastic and have a positive
attitude and ability to work well with people stood out. Both of these competencies had
very high responses in the “most important” column. This confirms the literature that
people in the Baby Boomer generation gain enjoyment from what they do at work and
have a positive attitude on what they are doing.
Another competency that agreed with the literature provided by Coleman,
Hladikova, and Savelyena (2006) stated that people in the Baby Boomer generation are
not very tech-savvy and trying to get their attention by using new technologies will not
work too well. The competency ability to be creative and innovative had the majority of
the percentage of responses in the “4” column. This reiterates that the Baby Boomer
generation does not find it as important to be innovative in what they do. Brazeel (2009)
Generational Perceptions 35
states that the Boomer generation likes things the way they are and doesn’t like things to
be changed.
The literature that had been found for the Generation Xers stated that this
generational cohort works to live. This being said the Gen Xers enjoy time with their
family and community and are able to network outside of their work and have the
knowhow to assess the needs of their community (Who’s Who, 2010). When the
information was analyzed from the survey, there is no support for this notion. The
competencies, knowledge of the community and its composition, know how to assess the
needs of the community, and ability to network within and outside of work, did not
received high percentages in the “most important” column. The majority of the highest
percentages fell into the “4” column, which is still on the upper half of the Likert scale
but is not what the literature believes to be the most important competencies for the Gen
Xers.
As Payment (2008) stated, the Generation Xers are individualistic people, so
therefore they do not work well with other people. The competency ability to work well
with people was in the top five for the highest percentages in the “most important”
column. This statement contradicts what the Generation Xers believe to be an important
competency. Hart states that people in the Generation X group like to hear feedback on
the work they do, so with this trait comes good listening skills (2006). The competency
have the ability to listen to staff and customers had the second highest percentage in the
“most important” column. This confirmed that people in this generation believe that
listening is an important quality to possess for entry-level professionals.
Generational Perceptions 36
The final generation is the Generation Yers. This generation is known to be great
at multitasking, excelling at teamwork, community work, patience, and trust (Lower
2008). After examining what Lower states in the literature, it makes sense that third
highest percentage competency in the “most important” column is have the ability to
listen to staff and customers. Both the competencies, knowledge of the community and its
composition and know how to assess the needs of the community, did not have very high
percentages in “most important” and the “4” columns but the Generation Yers both
believed them to be fairly important. So, although the literature said the generation
excelled at community work, the data did not support what Lower stated.
Lower also stated that since people from the Generation Y grew up around
technology, they may not have the best intrapersonal skills. This being said, Lower also
explained that because of the lack of intrapersonal skills, this generation may not like
public speaking or talking to very large groups (2008). The competency, possess
effective public speaking skills, had the lowest percentages overall in the “most
important” and the “4” column for Generation Y. They had the same number of people
say that this competency was “most important” and in the “3” column. This skill was the
lowest percentage competency from every generation.
Van Dam’s stated that people born in Generation Y have the mentality that their
work should be based on how much they have completed, not where and how it was
completed (2006). With this mentality, this generation is more willing to get the job done
no matter if they do the work at the office or at home. The competency be enthusiastic
and have a positive attitude had very high percentages in the “most important” and “4”
Generational Perceptions 37
column. This shows that people from this generation are passionate about their job and
will do everything in their power to get the work finished.
Limitations
One limitation of the study was the population that was surveyed. A large group
of people were surveyed but only a very small number from the State Parks and
Recreation Convention actually participated. While surveying the attendees, the
researcher only had access to one computer and was limited to electricity to keep the
laptop charged. If the electricity issue would have been known in the future we could
have requested a booth near an outlet. Also, more than one computer would have
immensely helped since people were not willing to take part in the survey if they were
walking with a partner, so the other person did not have to wait.
A second limitation was the number of competencies used. In the current study
20 competencies were used in the survey. In the previous study from which the
competencies were obtained, 21 were used. One of the competencies (the need and want
to help children and the community) was overlooked in creating the survey instrument
and did not make it onto the IRB form in time.
Another limitation was not specifying “entry level” on the survey. In the previous
study the surveyor encountered the same problem. The term entry level should have been
specified on the survey so that survey takers did not have to ask questions about it.
Recommendations for Future Research
Research in the future should focus on the different generations individually and
gain a larger population of each group. With only a limited sample in each group it is
hard to gain an actual opinion of the generation as a whole. If more people participated
Generational Perceptions 38
from each generation, it would make the data stronger to either support of reject the
information that was obtained from this study. In particular the Traditionalist generation,
whose information had to be discarded because of the lack of survey takers needs to be
researched further. With this generation being older than others and not very technically
sound, the survey may have to be administered by hand as opposed to an online survey.
Further research is needed to analyze the difference in gender from professional to
student and also the different generations. Gender was included on the survey but the
data was not broken down by gender when it was analyzed.
Recommendation for Practitioners
Employers in the parks and recreation field need to consider using the information
obtained from this research while making their job descriptions. Communication skills
were rated very high by each generational cohort, so oral and written skills need to be
included in the curriculum. Universities could also benefit from this information by
using what is expected of the entry level workers and teach these skills to the students
before they get into the real world.
Employers also need to examine what the different generations of employees
already in the field believe to be the most important skills to be successful in parks and
recreation. If the managers can understand the mindset of the different generations of
employees and what they believe to be the most important competencies, it will help the
business as a whole run smoothly and accomplish more.
Conclusion
The current study has supported research conducted within the past ten years
regarding competencies for entry-level professionals and different characteristics that are
Generational Perceptions 39
associated with generations presented. The results of this study found that all of the
professional generations believe communication skills to be the most important aspect of
the entry-level professionals, which include oral, written, and listening skills. Research
in this subject is slowly growing and the information obtained is essential to professionals
already in the field, are able to better manage the entry-level students and the different
generations of workers already in the field. As time goes by this information will change
with what is going on in society and as the generations age, so this topic must be
addressed and continually updated in order for professionals in parks and recreation to
have the most success.
Generational Perceptions 40
REFERENCES
Barcelona, B., & Ross, C. (2004). An analysis of the perceived competencies of
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Generational Perceptions 43
APPENDIX A
Generational Perceptions 44
Professional Perspective on Job Competencies Survey
This research study concerning perceived competencies of employees is being conducted in partial fulfillment of requirements for a Master of Science degree in Parks & Recreation Management. Your participation is appreciated. Confidentiality Statement: To safeguard your privacy, any information obtained during this research will be kept strictly confidential. The software collecting the information provides results in an aggregated format and so there are no possibilities of linking your responses to you. Participation in this study is voluntary and you may decide to withdraw at any time without penalty. There is no remuneration for your participation. By checking the box you are acknowledging that you have read and agree to voluntarily participate in this study. Gender: Male Female Race: Caucasian African American Asian/Pacific Island Hispanic Other Birth Year: 1920-1945 1946-1964 1965-1979 1980-2000 Employment Status: Full Time: Part Time Seasonal Type of Location: Rural Urban Type of Agency: Public Sector Private Sector /For-Profit Non-profit Agency Focus: Community Commercial Manufacturing Other What program areas do you work in or plan to work in? (check all that apply) Adults Adventure/Outdoor Recreation Aquatics Educational Environmental Expressive Arts (crafts, drama, music, ect) Fitness General Health/Wellness Hobbies Inclusive Services Maintenance/Environmental Services Seniors Social Sports/Games Youth
Generational Perceptions 45
Other (please describe) ____________________________ Years of Professional Service: <1 2-5 5-9 10-14 15-19 20 + Are you responsible for the hiring/supervision of entry-level staff? : Yes No Please rate the following statements on what you believe is necessary to be successful in the parks and recreation field on a scale of 1-5. (One being NOT IMPORTANT, Five being MOST IMPORTANT) Not Most Important Important Ability to clearly communicate with customers 1 2 3 4 5 Possess effective public speaking skills 1 2 3 4 5 Have the ability to listen to staff and customers 1 2 3 4 5 Possess effective written communication skills 1 2 3 4 5 Knowledge of the community and its composition 1 2 3 4 5 Know how to assess the needs of the community 1 2 3 4 5 Possess an understanding of customer service practices 1 2 3 4 5 Ability to be creative and innovative 1 2 3 4 5 Be enthusiastic and have a positive attitude 1 2 3 4 5 Ability to take initiative 1 2 3 4 5 Ability to work well with people 1 2 3 4 5 Ability to resolve conflict and solve problems 1 2 3 4 5 Possess knowledge of management principles 1 2 3 4 5 Have leadership skills and abilities 1 2 3 4 5 Ability to utilize effect organizational skills 1 2 3 4 5 Ability to schedule programs, leagues, and staff 1 2 3 4 5 Ability to network within and outside the profession 1 2 3 4 5 Continue to learn about the field through education 1 2 3 4 5 opportunities Have a basic knowledge of the field in several areas 1 2 3 4 5 (i.e. sports, instruction) Possess effective oral communication skills 1 2 3 4 5
Generational Perceptions 46
Student Perspective on Job Competencies Survey
This research study concerning perceived competencies of employees is being conducted in partial fulfillment of requirements for a Master of Science degree in Parks & Recreation Management. Your participation is appreciated. Confidentiality Statement: To safeguard your privacy, any information obtained during this research will be kept strictly confidential. The software collecting the information provides results in an aggregated format and so there are no possibilities of linking your responses to you. Participation in this study is voluntary and you may decide to withdraw at any time without penalty. There is no remuneration for your participation. By checking the box you are acknowledging that you have read and agree to voluntarily participate in this study. Gender: Male Female Race: Caucasian African American Asian/Pacific Island Hispanic Other Birth Year: <1964 1965-1979 1980-1994 1995-2009 Class: Freshman Sophomore Junior Senior Graduate School Size: <5,000 5,001-15,000 15,001-25000 25,001-40,000 40,000+ Area of Study: Therapeutic Recreation Tourism Parks and Recreation
Commercial Health/Wellness What program areas do you work in or plan to work in? (check all that apply) Adults Adventure/Outdoor Recreation Aquatics Educational Environmental Expressive Arts (crafts, drama, music, ect) Fitness General Health/Wellness Hobbies Inclusive Services Maintenance/Environmental Services Seniors Social Sports/Games Youth Other (please describe) ____________________________
Generational Perceptions 47
Have you completed an internship/field experience to fulfill an educational requirement? : Yes No Please rate the following statements on what you believe is necessary to be successful in the parks and recreation field on a scale of 1-5. (One being NOT IMPORTANT, Five being MOST IMPORTANT) Not Most Important Important Ability to clearly communicate with customers 1 2 3 4 5 Possess effective public speaking skills 1 2 3 4 5 Have the ability to listen to staff and customers 1 2 3 4 5 Possess effective written communication skills 1 2 3 4 5 Knowledge of the community and its composition 1 2 3 4 5 Know how to assess the needs of the community 1 2 3 4 5 Possess an understanding of customer service practices 1 2 3 4 5 Ability to be creative and innovative 1 2 3 4 5 Be enthusiastic and have a positive attitude 1 2 3 4 5 Ability to take initiative 1 2 3 4 5 Ability to work well with people 1 2 3 4 5 Ability to resolve conflict and solve problems 1 2 3 4 5 Possess knowledge of management principles 1 2 3 4 5 Have leadership skills and abilities 1 2 3 4 5 Ability to utilize effect organizational skills 1 2 3 4 5 Ability to schedule programs, leagues, and staff 1 2 3 4 5 Ability to network within and outside the profession 1 2 3 4 5 Continue to learn about the field through education 1 2 3 4 5 opportunities Have a basic knowledge of the field in several areas (i.e. 1 2 3 4 5 sports, instruction) Possess effective oral communication skills 1 2 3 4 5