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North Central Region 4-H Volunteers Documenting Their Contributions and Volunteer Development
Abstract
Documenting volunteer contributions strengthens Extension partnerships with volunteers. A team of North Central Region 4-H volunteer specialists collaborated to conduct a study of 4-H volunteer contributions and impacts related to working with youth within the 4-H program. Over three thousand (3,332) 4-H volunteers from throughout the 12-state North Central Region completed the survey. Volunteers are critical partners to the success of 4-H, making it possible for millions of young people to have access to 4-H programs.
... While the implementation of STEM programming has been positive, retention of 4-H Extension educators to carry out the programming is an ongoing issue (Harder et al., 2014;Safrit & Owen, 2010;Vines et al., 2018). Safrit and Owen (2010) found training is an important aspect of job satisfaction and retention of 4-H Extension educators.. Additionally, 4-H programs rely on volunteers to ensure the success and impact of 4-H programs in promotion of positive youth development (Alexander & Freel, 2018;Pleskac, 2009;Sinasky & Bruce, 2007). Numerous researchers found volunteers are motivated for a variety of reasons and it is also important to address their motivation and retention as it relates to the 4-H program (Alexander & Freel, 2018;Cleveland & Thompson, 2007;Culp & Schwartz, 1999a;Terry et al., 2013;Worker, 2016). ...
Science, technology, engineering and math (STEM) skills have become essential for today's youth. STEM-literate individuals are a necessity to fill the ever-growing STEM employment pipeline. Employers are expecting applicants with STEM skills. 4-H programs across the nation have recognized the importance of educating STEM-minded youth. As STEM programs become more prevalent within 4-H, it is essential to address challenges Extension educators and 4-H volunteers face when teaching STEM curriculum. In this study the Delphi technique was utilized to collect the opinions of a geographically dispersed group of 4-H Extension educators and volunteers. Each group served on a separate panel and were asked the question, "What challenges do you face when teaching STEM curriculum?" After 3 rounds of study, both the educator and volunteer panels identified 2 challenges faced when teaching STEM curriculum. Through identification of these challenges, Oklahoma state 4-H staff can better address the professional development needs of educators and volunteers within the organization, and support the desired scientific literacy outcomes of 4-H youth.
... To describe characteristics and perceptions of participants in the PMG program, as well as to identify potentially predictive variables for volunteering behaviors, a web-based questionnaire using an online survey platform (Qualtrics, Provo, UT) was created. This instrument was developed based on previous instruments used for the improvement of the PMG program, and it used items from prior studies (as written or adapted for this questionnaire) (Chapin et al., 2009;Furco et al., 1999;Weber et al., 2004). A pilot test was conducted using the questionnaire for MGs in a county excluded from the final questionnaire to address validity and reliability (n = 75), and adaptations to the final version were made to increase reliability (Cronbach, 1951). ...
In the United States, more than 80 million households participate in some type of gardening activity, including lawn care, vegetable gardening, and flower gardening. This considerable interest in gardening has led to the demand for accurate information about horticultural topics, trends, and research. One credible source for this information is the Extension Master Gardener (MG) Program, of which volunteering is a foundational component. Descriptive characteristics of Purdue Master Gardener (PMG) and PMG interns, characteristics of program participation, and volunteer behaviors were measured through an online survey questionnaire. Demographics, attitudes, self-efficacy, participation in the PMG program, and prior volunteering experience were measured and relationships between predictive variables and total volunteer hours were explored. Overall, the data revealed participants (N = 673) had strong positive attitudes about volunteering. Participants also reported having increased self-efficacy through participation in the MG program, and attitudes and self-efficacy were highly correlated. Based on the results and theoretical framework, a model was developed that can be used to predict volunteering behaviors within MG programs. The predictive model for volunteering behavior revealed that the number of years as an MG and the participant’s level of self-efficacy were good predictors of the total number of volunteer hours.
... Participants also completed a written questionnaire that included demographics questions (age, marital status, occupation, income, status if a university student and children attending afterschool garden club program schools) and questions on the influence of the project on personal growth, level of volunteerism and gardening experience (Appendix B). The interview questions and questionnaire were created based on the research literature on volunteer retention (Pleskac, 2009;Wolford, Cox & Culp III, 2001;Culp III, 1997). Volunteers who participated in the case-study were given a ten dollar gift card for their participation. ...
Is there a need for episodic (short-term) volunteers in your Extension programs? A survey asked people why they weren't volunteering. Seventy-nine percent of the respondents said they would volunteer if the jobs were shorter in duration. Short-term volunteers will be more productive and will be more likely to continue in their service if they are recruited, supported, and valued as partners in the educational process. By using the information in this article, professionals who work with volunteers has the capability to increase the overall size and scope of their programs.
The research reported here is a test of the applicability of an identity theory model, developed with samples of blood donors, to two other forms of institutional helping: volunteering and charitable donation. The model fits all three forms of helping; perceived expectations, parental modeling, personal norms, past behaviov, and role- identity as a donor are significant predictors of intentions to donate. Role-identity is predicted from perceived expectations, modeling, personal norms, and past behavior. Past behavior is consistently influenced by perceived expectations and modeling. Although the fit of the model is very similar across forms of giving, the past volunteer- ing of time-the most "public" form of donation-appears to be affected more strong- ly by others' expectations than are gifts of blood or money. Past blood donation is affected more strongly by modeling from parents than is volunteering. Feelings of moral obligation have a stronger effect on role-identity as a blood donor than as a donor of time or money.