Approved by Faculty Senate.
Rationale for PER 326
(Organization and Administration)
University Studies Writing Flag
This course fulfills the writing intensity requirement by way of four (4) assignments during the term. Each of the projects requires 15-20 pages of manuscript and is written in partnership with another student (their business partner). Different sections of each project are individually written and must be critiqued by the business partner. The critiques are returned to the writer prior to submission so they can make adjustments to their writing. The feedback must also be attached to the project when it is submitted to the instructor. The instructor will offer feedback on each project when it is returned. In addition, all partnerships are invited to submit their assignment prior to the due date for additional feedback.
The first project requires students to conceive and develop a recreation, tourism or therapeutic recreation venture. They must describe its scope of services and products, its location and the clients it serves by researching comparable, real world ventures. Students are required to use U.S. Census data and other research to justify the venture’s viability. Finally, they must design and describe an organizational structure that will fit the venture they have proposed. In the second project, student partners are required to develop personnel policies for their workforce. Policy writing is practiced in class and students are encouraged to seek advice about the content of personnel policies from professionals in their chosen field. In the third assignment, students must follow governmental procedures and protocol for the development of a position within their organization. They must develop a job description and compensation package, a job announcement and advertising plan, candidate interviewing and selection criteria, and the rationale for the final choice of candidate after mock interviews of several other students. The final project is a marketing/promotions plan that will describe the partnership’s strengths/weakness/opportunities/ threats and strategies that will gain them market share.
Students write their manuscripts in accordance with the APA referencing style. Otherwise they will use a business report style. These writing projects will account for 60% of the student’s final grade in class.
The Writing Flag criteria are met as follows:
- Promotes the students’ ability to practice the processes and procedures for creating and completing successful writing in their fields.
- Promote the students’ ability to understand the main features and uses of writing in their fields.
- Promote the students’ ability to adapt their writing to the general expectations of readers in their fields.
- Promote the students’ ability to make use of the technologies commonly used for research and writing in their fields.
- Promote the students’ ability to learn the conventions of evidence, format and usage, and documentation in their field.
Recreation, tourism and therapeutic recreation professionals’ work across a spectrum of governmental, not-for-profit, and for-profit organizations. They are required to propose ideas, develop plans and document actions. The four written assignment ask all of these things from students in their writing. Each assignment is accompanied with instruction in class and manuscript models by which they can gauge their progress.
As part of their reading packet and within the class content, professionally written documents are provided to students so they understand the standards required and the subsequent use of each assignment. Each assignment is accompanied by a writing sample that students can use to ascertain the minimum expectations.
With an assignment sample and professionally generated examples as their models, students will gain an understanding of the expectations required within the recreation, tourism and therapeutic recreation fields. Feedback from their business partner and instructor, on four separate occasions, will allow students to modify their writing to meet the standards of the profession.
Students will use various software applications (word processing, graphics, presentation packages and spreadsheets) to complete each assignment. They will be required to access various databases and Internet sites to gain information necessary to complete content requirements. These sites include but are not limited to: U.S. Census data, market research data, recreation provider websites, national governing body sites, and data based that hold job vacancies.
Each assignment must be referenced and formatted in a way consistent with the fields of recreation, tourism and therapeutic recreation. To this end, the American Psychological Association (APA) is used. Instruction is given in this style and format at the beginning of the course.
Winona State University
College of Education - Department of Physical Education and Recreation
O
RGANIZATION AND ADMINISTRATION OF RECREATIONPER 326
CATALOG DESCRIPTION
Principles of supervision and administration as applied to tourism/outdoor recreation and therapeutic recreation settings.
Credit: 3 hours
Prerequisites: PER 229 AND PER 245; Eng 111 - College Reading and Writing
COURSE OBJECTIVES
This course meets the NRPA/AALR accreditation standards of: 8.08; 8.09; 8.10; 8.16; 8.21; 8.22; 8.24; 8.26; 8.28; 8.29; 8.30; 8.33; 8.37.
This course meets the USS writing flag course requirements for:
Directive #1- Clear guidance, criteria and feedback for writing assignments;
Directive #2 - A significant amount of writing to be distributed throughout the semester;
Directive #3 - Writing will comprise a significant portion of the students’ final grade;
Directive #4 - Students will have opportunities to incorporate readers’ critiques of their writing;
Objective A - Processes and procedures for creating and completing successful writing in their field;
Objective B - Understand the main features and uses of writing in their field;
Objective C - Student will adapt their writing to the general expectations of readers in their field;
Objective D - Make use of the technologies commonly used for research and writing in their field;
Objective E - Learn the conventions of evidence, format, usage and documentation in their field.
1. Develop understanding of organizational/management/supervisory concepts and processes, and the roles & responsibilities of leisure service managers related to the delivery of recreation/leisure opportunities through creating a written, but fictitious, leisure service organization (8.29; 8.10; 8.21; 8.22; 8.26; 8.30).
2. Demonstrate knowledge of current organizational structures and policy processes based upon the legal structure for public & private leisure service agencies by developing personnel policies for the organization (8.16; 8.24; 8.29). Objectives: B, C, and E
3. Demonstrate understanding of personnel management related to recruitment, hiring, compensation, performance appraisal, staff development, management style, employee motivation, & ethical & professional behavior through the development of a recruitment plan and the other relevant steps necessary to hire on a new employee (8.08; 8.09). Objectives: A, B, C, D, and E
4. Demonstrate understanding of promotional concepts related to delivery of leisure services (8.37; 8.38). Objectives: A, B, D, E
5. Develop a series of semester projects that tie together essential administrative elements (mission statement and organizational development, service offerings and programs, organizational structure, personnel policy development, advertising and the administration of interviews, and the promotion of organizational services) of an organization that meets professional expectations of written, oral and visual presentation (8.28; 8.33). Objectives: A, B, C, D, E
COURSE OUTLINE
I. INTRODUCTION
A. Course requirements
B. Process model for managing leisure services
II. ORGANIZATIONAL THEORIES & STRUCTURES
A. Management concepts
B. Organizational structures (simple to complex patterns)
C. Controlling Bodies
– boards & commissions of leisure services agencies
III. PLANNING IN RECREATION & LEISURE SERVICE SYSTEMS
A. Planning systems (Strategic planning, TQM)
B. Policy development
1. Policy characteristics
2. Policy units/boards:
- organization, functions, & internal/external relationships
IV. PERSONNEL ADMINISTRATION IN RECREATION & LEISURE SERVICES
A. Position/job development in leisure services organizations
B. Selection process/legal issues related to selecting leisure service workers
C. Financial & benefit compensation issues in parks and recreation
D. Staff development
- orientation, in-service, developmental training)
E. Performance appraisal/legal issues related to evaluation
F. Supervisory responsibilities related to:
- organizational climate, employee motivation, conflict management
- Disciplinary procedures/legal issues related to procedures
X. PROMOTIONS & PUBLIC RELATIONS
A. Promotions concepts (e.g. orientations, marketing mix, service quality)
B. Public relations concepts (e.g. publics/audiences, communication activities)
BASIC INSTRUCTIONAL METHODS
Through lectures, discussions, readings, the use of media events, role playing, homework assignments, exams and the series of semester assignments, students will gain an understanding and working knowledge of recreation related organizations and their administration. A series of four writing intensive projects will require that students to:
- Design and document an organizational structure by first considering the community and clients served, then the programs and services offered, and finally the delivery system that will make this happen;
- Develop at least thirty personnel policies that are far to both workers and to the organization’s "bottom line";
- Formulate an employee search (advertising to interviewing) along with the documentation necessary to make it a legally sound;
- Develop and marketing and promotion plan that will attract clients.
Directive #2 - A significant amount of writing to be distributed throughout the semester;
Directive #3 - Writing will comprise a significant portion of the students’ final grade;
Directive #4 - Students will have opportunities to incorporate readers’ critiques of their writing;
COURSE REQUIREMENTS
I. DESCRIPTION AND PURPOSE:
To undertake projects based on a therapeutic recreation/leisure service/tourism organizations in order to demonstrate an understanding of the organizational and administrative functions therein. The course will also be "writing intensive" with four extensive documents to be produced.
Directive 2 - A significant amount of writing to be distributed throughout the semester;
Directive 3 - Writing will comprise a significant portion of the students’ final grade.
II. FORMAT:
Projects will be typed, double-spaced and will reflect the highest professional and academic standards. The
conventions of the American Psychological Association will be used in this regard.
Each partner will proof the others written work and will provide a "seal of approval" for their writing. The "seal" will be dated and a handwritten feedback sheet will be provided to the writer. The sheet will also be submitted to the instructor when the document is finished.
The instructor will offer feedback about content and writing style on all written documents if they are submitted at least two days before the due date. In addition, students will be able to adjust their writing on each successive project.
Directive 1 - Clear guidance, criteria and feedback for writing assignments;
Directive 4 - Students will have opportunities to incorporate readers’ critiques of their writing;
Objective B - Understand the main features and uses of writing in their field;
Objective C - Adapt their writing to the general expectations of readers in their field;
Objective E - Learn the conventions of evidence, format, usage and documentation in their field;
PROJECT 1 AGENCY DESCRIPTION
A. Your letter accepting the position of CEO in your leisure services organization.
B Introduction that describes
(a) the agency and its location/community,
(b) nature of clientele generally served by the agency;
(c) programs and services provided that meet leisure needs and desires
C. An organizational chart and a description of the structure, communications flow, roles of employees. For large organizations a division or department may be adequate.
D. A Mission Statement and Vision Statement
Objective A - Processes and procedures for creating and completing successful writing in their field
Objective B - Understand the main features and uses of writing in their field
PROJECT 2 PERSONNEL POLICIES
This is a sample of the content that one may find in a leisure service personnel policy manual. Some of these policies may not be applicable to your organization. Within the classroom setting, one half of these policies will be chosen and the student team will develop policies that are appropriate (fiscally, legally, ethically) for their organization.
I. GENERAL REGULATIONS OF AGENCY POLICIES
Responsibility for understanding policies
Adoption procedures for policies
Revision procedures for policies
Integration of policies within the agency
Distribution plan for policies
II. CLASSIFICATION PLAN
Contents and Maintenance of Plan
Employee review procedures
Qualifications incorporated into Plan
Exceptions procedures for Plan
III. DEFINITIONS
Full-Time/Part-Time
Regular/Temporary
Seasonal
Salaried/Hourly Wage
IV. EMPLOYMENT
A. Application (must meet Affirmative Action requirements)
B. Recruitment and Selection
1. Residence requirements
2. Recruitment procedures (must meet Affirmative Action requirements)
3. Selection (must meet Affirmative Action requirements)
C. Appointment
1. Examinations
2. Certification
3. Temporary Appointments
4. Physical Examinations
5. Employment Agreements/Contracts
6. Layoffs
D. Probation (for new employees)
1. Purpose
2. Period of Time, Permanent Appointment
3. Release from Probation (procedures)
4. Seasonal/Part-Time
E. Seasonal Appointments (differences from other employees)
F. Employee Evaluation/Performance Appraisal
1. Purpose
2. Who evaluates personnel?
3. When evaluations occur
4. Employee evaluation procedures (by supervisors)
5. Supervisory evaluation procedures (by employees, superiors)
6. Review process
7. Appeals/Grievance
G. Promotions - Procedures and Compensation
H. Assignment and Transfer
1. Procedures for applying
2. Seniority
- Downgrading
I. Disciplinary Actions
1. Procedures
2. Reprimands
3. Probation (as discipline)
4. Suspensions
5. Dismissal
6. Demotions
7. Appeal/Grievance
J. Separation and Resignation
1. Separations
2. Resignations
K. Reinstatement
V. HOURS OF WORK
Work Week
Full-time Salaried Employees; Full-time Hourly Employees
Seasonal Hourly Employees
Official Agency Hours; Holidays
Work Schedules
Inclement Weather/Other Emergency Disruptions to Schedule
VI. COMPENSATION AND RELATED BENEFITS
A. Salary Classification and Schedule
Salary Schedule: Salaried - Hourly
Preparation and Adoption
New Appointments
Advances in Salary Schedule
Seniority Increases
B. Pay Periods and Time Reports
C. Deductions
D. Holidays
E. Overtime (Definition; Approval, Compensation Time; Accumulation; Transportation Time)
F. Vacations (Definition; Accrual; Requests; Approval; Termination of
Services; Vacation as Sick Leave
G. Insurance
Health/Hospitalization (choice HMO or independent)
Dental and Vision
Group Life Insurance
Worker's Compensation
Liability Insurance
H. Retirement (Joining; Contributions; Mandatory Retirement; Early Retirement;
Delayed Retirement; Refunds)
I. Credit Union
VII. ABSENCES AND LEAVES
A. Absences (with/without compensation; absence without leave; absence reports)
B. Health and Hardship Leaves
Sick Leave (Definition; Accumulation; Proof of Illness; Improper Use)
Hardship Leave
Maternity/Paternity Leave
Military Leave
Sabbatical Leave
Jury Duty Leave
Terminal Leave
Bereavement Leave
VIII. TRAVEL AND VEHICLE USE
Agency vehicles; private vehicles; reimbursement
IX. ORIENTATION/IN-SERVICE/DEVELOPMENTAL TRAINING
A. Orientation - New Employees (Purpose; Content)
- Change in Position (Purpose; Content)
B. In Service - Staff meetings; Conferences; Workshops
C. Developmental Training (Time Off; Reimbursement for Coursework)
X. RULES OF CONDUCT
Dress/Appearance
Employee Cooperation
Reporting for Duty
Participation in Agency Activities
Smoking
Sexual Harassment
Employee Political Activity
False Records
Telephone/Vehicle/Agency Property Use
Keys/Equipment
Outside Employment
XI. RELATIONS BETWEEN EMPLOYEES-AGENCY-COMMUNITY
A. Superior-Subordinate Relations
Channel of Procedures
Complaints and Grievances
Unlawful Behavior of Employees
Suggestions
B. Employee - Community Relations (Handling of complaints)
C. Gifts
D. Solicitation of Funds
E. Management of Funds
F. Publicity Releases
G. Employee - Patron Relationships (authority in maintenance of order/discipline for those providing direct
service)
H. Accidents to Patrons/Serious Accident Procedures
PROJECT 3 - JOB ANNOUNCEMENT AND PERSONNEL POLICIES
A. Develop a job description for an entry-level position in your organization.
B. Construct a recruitment plan to attract a quality candidate pool.
C. Develop a job announcement that can be posted on the web or can be sent to potential employees.
D. Write an application form that complies with fair labor practices.
E. Generate and write a series of interview questions for visiting job candidates – conduct the interview on two classmates.
F. Write a justification for hiring one candidate over the other candidate.
G. Devise a plan that will orient new employees to the organization and their job.
H. Construct an evaluation form to be used when assessing the yearly/ six-month work performance of employees.
Directive 1 - Clear guidance, criteria and feedback for writing assignments
Objective A - Processes and procedures for creating and completing successful writing in their field
Objective B - Understand the main features and uses of writing in their field
Objective E - Learn the conventions of evidence, format, usage and documentation in their field
PROJECT 4 - PROMOTION PLAN
You will need to develop a plan to promote your products or services, but you will also need some background information before choosing the best way to accomplish this task. You will need to complete the following tasks.
SITUATIONAL ANALYSIS
1. SALES HISTORY
Sales history of a comparable site will reveal trends, spot problems and highlight opportunities. The information provided here should be meaningful in terms of predicting for future action.
Briefly summarize the main points:
 | How do sales/customer usage breakdown within your service/product categories? |
· Are growth, decline or the status quo trends reflected?
· Are there abnormal cycles or seasonalities that affect customer purchases?
Describe the life-cycle stages of your various services.
| Is it necessary for you to develop extension strategies to maintain usage levels, prevent decline or promote growth? Or is it appropriate |
withdraw from the market because of lack of demand or death of a fad?
Participants’ refers to both customers and personnel. As well as providing a descriptive summary of your market, this section of analysis will reveal strengths and weaknesses to consider when formulating marketing objectives.
(i) Customers
| Who are your customers? Present a typical demographic customer profile. Is there any evidence that ethno-cultural factors need consideration? |
· Is there any evidence of incompatibility amongst different market segments using your facility at the same time? (e.g. does a young school group detract from an individual adult experience?)
· Do you serve a nationwide, citywide or neighborhood customer base?
· Does non-local traffic significantly contribute to your visitation numbers?
(ii) Personnel
· Is your service described as having high contact customer-staff interaction? If so, what mechanisms are in place to ensure positive
interactions?
· Which staff members regularly interact with customers? Have they been trained in customer relations? Are all staff members given adequate orientation and training?
2. SEGMENTATION
 | What methods do you use to establish major market segments (target markets)? |
STRATEGIES
1. PRODUCT/SERVICE
It is said that "the only two things people ever buy are good feelings and solutions to problems."
(i) Perceived Benefits
· What are the benefits your customers derive from the consumption of your service?
· Are there any unmet benefits or wants you could exploit to gain new customers or increase repeat business?
· Are you actively developing customer relationships?
· How do you make your customers aware of the great service they are getting?
· How do you treat each customer as someone special and unique?
(ii) Quality of Service
· Is your service reliable and consistent?
· Do you regularly survey your customers so your research data is current and you know what your customers want?
· How do you tell your customers what they need to do to get full benefits and have a quality experience?
2. PHYSICAL EVIDENCE/SERVICE ENVIRONMENT
Analyze and assess the physical environment where your service(s) is consumed. In your management of the physical evidence are changes or
improvements required to increase or maintain the desired customer perceptions of quality and approachability.
· Does the service environment clearly define the nature of the service?
· Do your certificates, brochures, signs and uniforms reflect the quality image you wish to portray?
· Does your capacity match peak demand? Does overcrowding detract from a pleasant experience and if so is
there a solution you can implement?
| If you have private sector contracts, do they successfully contribute to the overall physical evidence? |
3. PRICING
· What is the objective of the current prices for each activity with a purchase price? (e.g. to recover costs)
| Are the prices charged comparable to similar suppliers? |
4. PROMOTION-MIX
State the marketing communication objective for:
(i) Each of your major services, and
(ii) The promotion-mix variables required to achieve your objective(s), including:
— advertising (newspaper and billboard)
— news releases and PSA’s
— newsletters, monthly calendars, brochures
— direct mail
— special event publicity
— sales promotion and incentives (discounts, coupons)
— personal sales
— cross-promotions
— co-sponsorships or corporate sponsorship
— trade show attendance
· What customer benefits do you recommend highlighting in all marketing communication messages?
· What is the best promotional vehicle to reach your targeted audience according to research results?
Directive 1: - Clear guidance, criteria and feedback for writing assignments
Objective A: - Processes and procedures for creating and completing successful writing in their field
Objective B: - Understand the main features and uses of writing in their field
Objective E: - Learn the conventions of evidence, format, usage and documentation in their field
MEANS OF EVALUATION
Grading:
Grade distribution based on content. Written accuracy problems incur deductions after the content is graded.
A = 90 - 100% Superior coverage of material with initiative, creativity, and professionalism clearly displayed
B = 80 - 89.9% Above average coverage plus initiative, creativity and professionalism clearly displayed
C = 70 - 79.9% Adequate coverage of assignment or answer - adequate professionalism
D = 60 - 69.9% Less than adequate coverage or professionalism
F = 0 - 59.9% Inadequate coverage of assignment or professionalism displayed
Points Accumulation
Assignment Your Points Possible Points
Test One _____ 100
Test Two _____ 100
Final _____ 100
1 Agency description and structure _____ 100
- Personnel policy _____ 100
- Job analysis- description- advertisement _____ 100
4 Marketing and Promotion plan _____ 100
Total points ____ 700
Directive 2 - A significant amount of writing to be distributed throughout the semester
Directive 3 - Writing will comprise a significant portion of the students’ final grade
REQUIRED TEXT AND OTHER REFERENCES
Required Text:
Van der Smissen, B. (1999). Management of park and recreation agencies. NPRA: Ashburn, VA
Additional Texts and References:
Anderson and Dunkelberg (1997). Managing small businesses. West Publications, Minneapolis, MN
Chelladurai, P. (1999). Human resource management in sport and recreation. Human Kinetics, Champaign, IL.
Kraus and Curties (2000). Creative management in recreation, parks and leisure services (6th ed.) McGraw Hill: Dubuque, IA.
Mull, R; Bayless, K; Ross, C & Jamieson, L (1997). Recreational sport management (3rd ed.) Human Kinetics: Champaign, IL
O’Sullivan, E. (1996). Marketing for parks, recreation and leisure. Venture Publishing Inc: State College, PA
Stier, W. (1999). Managing sport, fitness and recreation programs. Allyn and Bacon: Boston, MA
ADDITIONAL INFORMATION
COURSE REQUIREMENTS & STANDARDS
1. Students are responsible for their own notes and attendance is the only way of acquiring this information. Material distributed in class will not be distributed at any other time unless a bonafide excuse is provided. Students should make their own arrangements to secure notes and information for classes they miss.
2. Students should notify the instructor when personal situations occur. The end of the semester is too late. The instructor will attempt to alleviate academic problems caused by these situations. Situations within the control of student will not be considered.
3. Students are permitted two unexcused absences. These absences are intended for special situations such as minor illnesses, interviews, necessary trips, religious holidays, etc. Bona fide documentation must accompany any other absence. These absences include but are not limited to, officially sanctioned college activities (athletics and competing academic duties), court dates, family situations, and major illnesses.
4. Students will work in a partnership to develop a leisure service organization. Written documentation will punctuate each stage of the development using the written conventions and formats that characterize the leisure services field.
Directive #2 A significant amount of writing to be distributed throughout the semester
Directive #4 Students will have opportunities to incorporate readers’ critiques of their writing
Objective A Processes and procedures for creating and completing successful writing in their field
Objective B Understand the main features and uses of writing in their field
Objective C Student will adapt their writing to the general expectations of readers in their field
Objective D Make use of the technologies commonly used for research and writing in their field
Objective E Learn the conventions of evidence, format, usage and documentation in their field
EXAMINATION/ASSIGNMENT POLICY:
1. Makeup tests are given under extraordinary circumstances based on evidence of bona fide documentation.
2. Copying examinations and papers, or from books or articles not placed in quotation marks and attributed to their author, are considered unethical practices. If such practice occurs, the instructor will assign a grade of zero.
3. Grading for assignments will be based on the following criteria:
A) Use of supporting evidence or sources where appropriate;
B) Originality, initiative and creativity;
C) Quality of presentation - spelling, typographical accuracy, format, grammar.
4. Reward will be given to initiative & creativity over pedantic thinking. It is expected that all work will be representative of the highest standard of which the student is capable. To this end, an assignment that only fulfills the requirements is likely to receive a grade ranging from C- to B-.
- Written communication skills are critically important. It is essential that students' proof-read their work carefully. In this class it is also essential that your partner proof-read the work. For this reason, assignments will first be graded for content. One percentage point will be subtracted for each written inaccuracy.
- Late assignments are not accepted without bona fide documentation. All assignments are due before class starts on the due date. Late assignments will be reduced one letter grade for every 24 hour period beyond the due time and date. Computer or technological problems are not considered to be excuses.
- Three tests will be conducted in class. The tests will be in a short answer/essay format. Five questions will be asked and four will be answered.
- No extra credit or re-submission of assignments is allowed as every student has the same opportunity to excel. A student may submit assignments for suggestions before the due date and substantial feedback will be provided.
Directive 4 - Students will have opportunities to incorporate readers’ critiques of their writing
Objective C - Adapt their writing to the general expectations of readers in their field
Objective E - Learn the conventions of evidence, format, usage and documentation in their field
Directive 1 - Clear guidance, criteria and feedback for writing assignments
Directive 4 - Students will have opportunities to incorporate readers’ critiques of their writing
Objective C - Adapt their writing to the general expectations of readers in their field
Objective E - Learn the conventions of evidence, format, usage and documentation in their field