Ohio 4-H Agents' Perceptions Of The Level Of Importance And Frequency Of Use Of The Eighteen Components Of The Gems Model Of Volunteer Administration

Deppe, Catherine A.; Culp, Ken

doi:10.5032/jae.2001.04032

Cited by 9 publications

(7 citation statements)

References 4 publications

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“…Numerous studies have identified the deficiencies of Extension professionals in coordinating volunteers and volunteer programs (Collins, 2001;Culp & Kohlhagen, 2001;Deppe & Culp, 2001;Hange, Seevers & VanLeeuwen, 2002).…”

Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

Identifying Competencies For Volunteer Administrators For The Coming Decade: A National Delphi Study

Boyd¹

2003

JAE

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More than 109 million Americans volunteered for nonprofit organizations in 1998, carrying out almost one-third of the organizations' work. More than 624,000 volunteers assisted the Cooperative Extension system in carrying out its 4-H and youth development program last year. Volunteer activities are largely directed by professionals within these organizations. A nationwide Delphi study was conducted to identify the competencies that will be required by volunteer administrators (VAs) during the next decade. The study also sought to identify barriers that prevent VAs from acquiring such competencies and how those barriers may be eliminated. Thirty-three competencies were identified by a panel of 13 experts in the field of volunteer administration and categorized into the following five constructs: organizational leadership, systems leadership, organizational culture, personal skills, and management skills. Twelve barriers to acquiring the competencies were identified by the panel, as well as 21 methods for addressing those barriers and motivating volunteer administrators. It is recommended that volunteer driven organizations, especially Cooperative Extension, seek employees with the required competencies or provide resources and opportunities to acquire them. Creating an organizational culture that values the contributions of volunteers and the role of the VA is also recommended.

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Section: Introduction/theoretical Frameworkmentioning

confidence: 99%

Identifying Competencies For Volunteer Administrators For The Coming Decade: A National Delphi Study

Boyd¹

2003

JAE

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“…The typical Agent in Kentucky was nearly identical to that of an Ohio agent as described by Deppe & Culp (2001) except for their level of education; Ohio 4-H Agents were required to complete a Master's degree, Kentucky Agents were required to hold a Bachelor's degree, at a minimum.…”

Section: Discussionmentioning

confidence: 99%

“…However, while the rank order for frequency of use was similar to that of competence, the scores had more fluctuation and a wider range of distribution across the scale. Deppe and Culp (2001) reported that Ohio 4-H Agents ranked the order for the 18 phases of GEMS for their perceived frequency of use as Providing Resources, Orienting, Selecting, Recognizing, Screening, Engaging, Teaching, Protecting, Recruiting, Motivating, Supervising, Retaining, Disengaging, Job Description, Identifying, Redirecting, Needs Assessment and Evaluating. The categories were ranked as Educate, Mobilize, Generate and Sustain according to the perceived frequency of use.…”

Section: Discussionmentioning

confidence: 99%

Kentucky 4-H Agents’ Perceptions of Their Levels of Competency and Frequency of Use of Volunteer Administration Function

Culp¹,

Kohlhagen²

2004

JAE

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The purpose of this study was to determine how 4-H Youth Development Agents in Kentucky perceived their level of competence and the frequency of use in each of the four categories and 18 phases outlined in the GEMS Model of Volunteer Administration. The difference between the level of competence and the frequency of use yields a need score which provides a framework for determining which phases of volunteer administration should be emphasized in staff development to increase agents' knowledge or performance. These phases include: (Generate) needs assessment, writing job (position) descriptions, identifying, recruiting, screening, selecting; (Educate) orienting, protecting, providing resources, teaching; (Mobilize) engaging, motivating, supervising; (Sustain) evaluating, recognizing, retaining, redirecting and disengaging. The three phases of greatest competency were found to be Providing Resources, Recognizing and Engaging. Conversely, agents reported Disengaging as their least competent phase. Respondents also indicated that they most frequently Provide Resources, Recognize and Engage volunteers. 4-H Agents also least frequently use the Disengaging phase. The Borich Model (1979) was utilized to calculate the need score for each phase where by (Competency -Use) * Competency = Needs Score. The five phases with the highest need scores included Providing Resources, Recognizing, Supervising, Recruiting and Engaging.The findings indicate that 4-H Agents' perceived level of competency to be greatest for the Mobilize category, followed by Educate, Generate and Sustain. An identical rank was calculated for frequency of use. The Mobilize category was also found to be ranked the highest for the calculated need score, followed by Sustain, Educate and Generate.

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“…Development professionals in the Cooperative Extension Service have five years experience or less as both 4-H Youth Development and volunteer leadership development professionals (Deppe, 1998;Kohlhagen, 1999).…”

Section: Studies From Ohio and Kentucky Found That Half Of The 4-h Youthmentioning

confidence: 99%

“…The primary focus of this article is the identification of the differences in the levels of education, occupation, and college major of the volunteer leaders, field staff and state staff, or faculty, along with the implications for leadership education that these differences will have for the volunteer leaders. (Deppe, 1998;Kohlhagen, 1999).…”

Section: Introduction and Review Of Literaturementioning

confidence: 99%

Core Competencies for 4-H Volunteer Leaders Differentiated by Occupation, Level of Education, and College Major: Implications for Leadership Education

Nestor¹,

McKee²,

Culp³

2006

Journal of Leadership Education

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The purpose of this study was to demographically describe 4-H volunteer leaders' competencies for effective delivery of 4-H youth development programs. As a subset of the data, occupation, level of education, college major of the volunteer leaders, staff and faculty were gathered as the primary focus the article. The study was descriptive and correlational in nature. The study found that 4-H volunteer leaders are more highly educated than those from earlier studies; educational majors are more diverse; 10 of the 32 competencies were found to be significant by level of education; and level of education has no impact upon the ten fundamental competencies needed to effectively deliver 4-H programs.

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Ohio 4-H Agents' Perceptions Of The Level Of Importance And Frequency Of Use Of The Eighteen Components Of The Gems Model Of Volunteer Administration

Cited by 9 publications

References 4 publications

Identifying Competencies For Volunteer Administrators For The Coming Decade: A National Delphi Study

Identifying Competencies For Volunteer Administrators For The Coming Decade: A National Delphi Study

Kentucky 4-H Agents’ Perceptions of Their Levels of Competency and Frequency of Use of Volunteer Administration Function

Core Competencies for 4-H Volunteer Leaders Differentiated by Occupation, Level of Education, and College Major: Implications for Leadership Education

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