Horticultural Therapy: Job Analysis, Performance Evaluation, and Educational Needs

Abstract

This study was conducted to provide a job analysis for, and assess the job performance of horticultural therapists, as well as examine future educational needs. To this end, a chart developed using the DACUM method was chosen as the appropriate tool for the job analysis of horticultural therapists (Study 1). Based on the chart, a survey using an evaluation form was produced to investigate the current level of job performance and future required level of horticultural therapists (Study 2). A total of 8 duties and 45 tasks were classified to examine job performance, based on analysis of the DACUM Council (Study 1). These duties include A. Decide execution organization for horticultural therapy (HT) program, B. Diagnose and assess clients before starting the HT program, C. Plan HT program, D. Develop HT program, E. Prepare to implement HT program for each session, F. Implement HT program for each session, G. Implement overall assessment for HT program, and H. Develop oneself as a horticultural therapist. Their duties were broken down further into five to eight tasks per duty, totaling 45 tasks. Based on the horticultural therapist job performance sheet developed through this process, an assessment of the current job level of horticultural therapists was performed and future required level were examined (Study 2). The evaluation forms were sent to 779 horticultural therapists with level 1 or 2 certification via email or mail delivery. The analysis of 242 questionnaires (31.1%) revealed that horticultural therapists with level 1 certificates have a significantly higher job performance level for 34 of the 45 tasks. Regarding future required level, 20 out of 45 tasks were assessed as higher for level 1 horticultural therapists than level 2. In addition, a Borich formula was utilized to identify the priority of educational needs for the 45 horticultural therapist tasks. The results revealed the following top three tasks: H1. Receive feedback from the supervisor for the horticultural therapy program; A1. Distribute promotional materials about the horticultural therapy program; and H2. Submit a grant proposal for horticultural therapy program to organizations such as welfare foundations. The results of this study are anticipated to facilitate understanding and improve work conditions for current horticultural therapists or horticultural therapists-in-training. In addition, institutions that train horticultural therapists will be able to use this as basic research to develop a practical training curriculum.Additional key words: DACUM method, gardening, human issues in horticulture, socio horticulture

Job Analysis of Korean Horticultural Therapists for Developing Specialized Training Using Developing a Curriculum Method

“…As a result of the job analysis conducted during this study, it was found that horticultural therapists performed six duties and 32 sub-tasks. These findings deviate from those of previous studies that examined eight duties and 45 sub-tasks (Kim et al 2014). Kim et al (2014) identified the following duties of horticultural therapists: selection of implementation institutions; diagnosis and evaluation of subjects; establishment of therapy plans; development of therapy; preparation for therapy implementation; horticultural therapy implementation; evaluation of therapy; and self-improvement of horticultural therapists.…”

“…These findings deviate from those of previous studies that examined eight duties and 45 sub-tasks (Kim et al 2014). Kim et al (2014) identified the following duties of horticultural therapists: selection of implementation institutions; diagnosis and evaluation of subjects; establishment of therapy plans; development of therapy; preparation for therapy implementation; horticultural therapy implementation; evaluation of therapy; and self-improvement of horticultural therapists. In the present study, certain tasks from previous studies were combined into broader categories to simplify the job analysis.…”

“…These results indicate that the job performances of horticultural therapists with the same qualification levels are similar. This finding was in contrast with that of Kim et al (2014), who reported differences in most items by qualifications. In contrast to the situation 15 years ago, when there was a noticeable difference in job performance based on the qualification level, current horticultural therapists perform similar duties regardless of their qualifications.…”

“…Job analysis, as an essential technique used for developing specialized curricula, involves a series of processes aimed at analyzing a specific job, identifying the necessary actions for job performance (Cascio 1998), and delineating the tasks performed by individuals in that field (Oh and Choi 2005). Previous studies conducted by Starling et al (2014) in the United States and Kim et al (2014) in Korea have contributed to establishing and progressing vocational training courses based on job analysis.…”

Effects of Competency-based Instructional Design of Indoor Gardening Course on Job Performance for University Students with Disabilities

“…Step Procedure with the ability indicators for each competency as knowledge (K), skill (S) and attitude (A), where knowledge represents the definition, concept and principle required to perform the tasks, skill represents the behavioral ability that can be obtained on site when anticipated result can be produced, and attitude represents inner disposition to respond even if it does not come out as an actual behavior (Kim et al, 2014). Using this self-diagnosis questionnaire, the professor of the course faithfully explained the content of the test according to the level of university students with developmental disabilities, after which the pre-diagnosis and post-diagnosis were carried out in Week 2 after the orientation and Week 14 before the final exam in the last week, with the items rated on a 5-point scale.…”