CYM dissertation - Jane Stewart by Institute for Children, Youth and Mission

Investigating the Relationship between youth work and volunteer management in faith based contexts in NI. by Jayne Stewart

CYM Dissertation Showcase www.cym.ac.uk

Acknowledgements

I would like to express my appreciation and thanks to my research supervisor, Mr Tony Silcock who provided much needed help and support throughout the research process. I would also like to thank the participants form the various youth organisations for agreeing to participate in the questionnaires and semi-structured interviews. Without their co-operation this project could never have been completed. I must note my gratitude to my placement, Wellington Presbyterian Church, and my line manager, Eleanor Drysdale, for their support throughout the course and particularly over the last months as Iâ&#x20AC;&#x2122;ve balanced by youth work practice and course load. Additional thanks must also be given to the staff at Centre for Youth Ministry, Belfast Bible College and Youthlink, in particular Lyndsay Parr, for their help in regards to the use of the library and answering queries. Finally a special thanks to my family, especially my parents and my fiancĂŠ Daniel for their love, support, encouragement and their proof reading skills.

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Abstract

This research project was conducted to examine the relationship between youth work and volunteer management in the faith-based sector of Northern Ireland. The research was undertaken as both the youth work and volunteer management sectors are becoming increasingly professionalised and quality based therefore determining a relationship between the factors could positively affect the quality of the other. Research was carried out through quantitative questionnaires with participants in ten faith-based youth organisations throughout Northern Ireland and qualitatively in the form of semi-structured interviews with participants in a position of leadership within five of the organisations. Results have shown that overall; a relationship exists between the quality of youth work and volunteer management, though not directly proportional. The findings have also highlighted good quality practice in a number of areas including child protection, diversity and equality. Conversely a number of concerns have also been raised, particularly concerning pastoral care and personal and professional development. Nonetheless, it is possible to conclude that a relationship exists between the quality of youth work and the quality of volunteer management in this study.

Contents Page

Acknowledgements

Abstract

Contents Page

List of Figures

viii

1.0 Introduction

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1.1 Topic Outline

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1.2 Aim

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1.3 Objectives

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1.4 Rationale

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1.5 Key Definitions and Research

2.0 Literature Review

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2.1 Youth Work

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2.2 Faith Based Youth Work

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2.3 Managing Volunteers

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2.4 Faith Based Volunteering

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2.5 Theology of Volunteering and Managing Volunteers

3.0 Methodology

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3.1 Research Design

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3.2 Sampling

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3.3 Methodology

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3.3.1 Questionnaires

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3.3.2 Semi-Structured Interviews

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3.4 Data Analysis

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3.5 Reliability and Validity

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3.6 Ethical Context

4.0 Findings and Discussion

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4.1 Initial Observations from Quantitative Data

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4.2 Discussing Individual Quality Statements

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4.3 Qualitative Data

31 v

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4.3.1 Open Questions from the Questionnaire

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4.3.2 Semi-Structured Interviews

4.4 Key Findings

5.0 Evaluation and Conclusion

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5.1 Evaluation

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5.2 Recommendations

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5.3 Conclusion

6.0 Appendices

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6.1 Volunteer Management Process

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6.2 Investing in Volunteers Standard

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6.3 Improving Quality: Raising Standards

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6.4 Sample Questionnaire

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6.5 Semi-Structured Interview Transcript

7.0 Bibliography

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7.1 Books

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7.2 Journals

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7.3 Documents

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7.4 Online Documents

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7.5 E-Books

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7.6 Websites

8.0 Ethical Clearance Form

List of Figures

Figure 1.1 – Table of reduced quantitative data

Figure 1.2 – Bar graph of average response to statements of quality

Figure 2.1 – Bar graph of average response to statement one:

Strategic leadership Figure 2.2 – Bar graph of average response to statement two:

Child protection and relevant policies Figure 2.3 – Bar graph of average response to statement three:

Evaluative practice Figure 2.4 – Bar graph of average response to statement four:

Planning and implementing appropriate programmes Figure 2.5 – Bar graph of average response to statement five:

Needs analysis and expectations Figure 2.6 – Bar graph of average response to statement six:

Recognising achievements Figure 2.7 – Bar graph of average response to statement seven:

Resources and facilities Figure 2.8 – Bar graph of average response to statement eight:

Personal and professional development Figure 2.9 – Bar graph of average response to statement nine:

Pastoral care Figure 2.10 – Bar graph of average response to statement ten: Diversity and equal opportunities

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1.0 Introduction 1.1 Topic Outline This research topic was in relation to youth work and managing volunteers. The researcher will begin by outlining the aim, objectives and rationale for the research topic followed by key definitions and research. 1.2 Aim The purpose of research is to seek answers to a specific problem through the application of scientific methods to yield information that is reliable and unbiased (Khan, 2011). To answer a specific problem the researcher must state what they intend to find out through a brief, clearly worded aim to identify the problem (Kahn, 2011). The aim of this research project is to examine the relationship between youth work and volunteer management in the faith-based sector of Northern Ireland (NI). 1.3 Objectives Objectives within research are defined as a “statement of purpose for which the investigation is to be conducted” (Ardales, 1992). Objectives can be worded as a question to be answered or a statement to be achieved. ‘SMART’ objectives are stated specifically in a manner that is easily measured and with achieve realistic results with a time frame (Calmorin et. al, 2007). ‘SMART’ is an acronym of the key qualities of objectives, these are detailed more fully in McManus, 2006, P36. The objectives are: 

Explore the relationship between youth work and volunteer management using relevant up-to-date literature.

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Theologically reflect on the relationship between faith based youth work and managing volunteers and the research process.

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Compare quality of youth work and volunteer management using key performance indicators as the basis for comparison.

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Examine trends and patterns immerging from quantitative data regarding youth work and volunteer management. 1

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Explain trends and patterns from qualitative data.

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Achieve objectives within research timeframe of 3 months.

1.4 Rationale The rationale is the clear reason why the researcher has chosen the topic and it justifies whether the topic is important or inconsequential (Chandler, 2012). The rationale for this research project stems from two main areas. The first is that of the researcher’s experience in the youth work field. From youth work practice the researcher became aware of difficulties and pressures facing volunteers involved in youth work. It seemed, particularly in the faith based youth sector, that volunteers although valued were not being managed to the benefit of the volunteer or organisation. “Volunteers are extremely important to the church… The church couldn’t function without them…” yet many people experience a lack of training, ill-fitting roles, lack of recognition and unfair treatment (Petri, 1996. PP1-5). Pastoral care and support was a particular issue that came to the attention of the researcher. Pastoral care is vitally important for staff, volunteers and service users. The faith-based sector, particularly the church, has been charged by Jesus with the pastoral care of people (John 21). The second area this rationale stemmed from is the increasing professionalism of both the youth work sector and volunteer management field, particularly in regard to quality assurance (Banks, 2012., Connors, 2011., Youth Work NI, 2012., and Investing in Volunteers, 2003.). As interest in these topics grew the researcher became aware that very little research had been carried out directly linking youth work and volunteer management. Within NI there is an established faith based youth work sector; however, there seems to be less establishment of faith based volunteer management. This is particularly interesting as most churches rely heavy on volunteers, as do many other faith based organisations. Theologically there is a basis for good volunteer management from Exodus 18 where Moses appoints people to judge for him because the job is too big for him alone and he oversees their judgements. In the New Testament there are also many examples of where Jesus discipled and trained his followers to do specific jobs and roles such as in Luke 10 where he sends out the seventy-two.

1.5 Key Definitions and Research: The definition of youth work is currently under review in NI as part of the consultation on “Priorities for Youth” particularly with regard to the age of participants (Department of Education, 2012). For the purpose of this study youth work will be defined under the “NI Youth Work Strategy 2005-2008”. “The Mission of the youth service is to promote the development, well-being, rights, and participation of young people (aged 4-25) by ensuring that high quality youth work is inclusively and effectively delivered to facilitate the personal and social development of young people within a supportive public policy framework. Youth work may engage in all aspects of a young person’s development – personal, social, educational, political, cultural, spiritual, physical, and vocational.” (NI Youth Work Strategy, 2005, P4) In relation to this, faith-based youth work will be defined as facilities and programmes offered to the advance of personal and social development in youth people aged 425years by faith-based organisations. This definition is examined in more detail in the literature review. The term ‘volunteer management’ lacks an appropriate definition; therefore, for the purpose of this study the term will be used to mean the management of volunteers not specifically management by volunteers. For the purpose of this study volunteer management will be defined as, the process by which volunteers are recruited, inducted, supported, supervised, and evaluated (McCurley et. al., 2012. See Appendix 6.1). This is discussed further through the literature review. Within the NI context the main sources of recent data and social policy will be from Volunteer Now formerly Volunteer Development Agency (2007, 2011), Department of Education (2005, 2010, 2012), Faith-Based Interest Group (2006, 2012), Curriculum Development Unit (2004) and Youth Work NI (2012). [850 words]

2.0 Literature Review It is the intention of this literature review to examine the terms youth work, faith based youth work and volunteer management. This review also explores the role, function and the development of professionalism and quality assurance in both youth work and volunteer management. 2.1 Youth work Youth work in NI has been policy based since the introduction of the “Policy for the Youth Service in NI” (Department of Education, (DOE) 1987). This policy was replaced in 1997 with the “Model for Effective Practice” and its wider curriculum (Curriculum Development Unit, 1997). This model was then updated in 2004 and a new strategy was released to reflect this: “NI Youth Work Strategy 2005-2008” (DOE, 2005). The “NI Youth Work Strategy 2005-2008” defines youth work as promoting personal and social development, well-being, rights and participation of young people aged 425 years old (DOE, 2005). This definition is derived from and in agreement with the “Model for Effective Practice” (Curriculum Development Unit, (CDU), 2004). This fundamental model seeks the personal and social development of young people within a context of values and principles (CDU, 2004). All further definitions or policy concerning youth work in NI are related to the “Model for Effective Practice” (CDU, 2004). The “Model for Effective Practice” (CDU, 2004) is foundational in youth work, in NI, as it sets out the unpinning values and principles to achieve personal and social development of young people. These values of equity, diversity and interdependence have resulted in good practice guidelines such as anti-discriminatory and antioppressive practice. The principles of testing values and beliefs, promoting acceptance and understanding and preparing for participation, are intentional aspects of building an appropriate programme for young people, nonetheless a framework is needed to effectively put these values and principles into practice. The Ingram and Harris’ (2001) NAOMIE model is a popular framework for youth work practice, used widely throughout Britain, and specifically in a number of council youth plans for example; Pembrokeshire County Council, 2012 and Hertfordshire County Council, 2007. Although not cited as a source, aspects of the NAOMIE model (Ingram and Harris, 2001): “needs, aims, objectives, method, indicators/implementation, and 4

evaluate” are also aspects of the Department of Education (2010) document “Improving Quality: Raising Standards (Youth Sector)” (see Appendix6.3). There has been no policy change or update since the “NI Youth Work Strategy 20052008” however there is currently consultation on-going regarding a potential new policy, “Priorities for Youth” (DOE, 2012). The current consultation of “Priorities for Youth” will have an impact on the definition and outworking of youth work in NI. The proposed action of the Education Standards Authority includes dividing youth work into four main age bands, 4-8 years, 9-13 years, 14-18 years and 19-21 years old. This would result in a shift of age focus and perhaps result in a lack of provision for 22-25 year olds. The “Priorities for Youth” document highlights several core priorities for education including informal education (DOE, 2012). The Priority 1 of the document is ‘Raising Standards for All’ which is consistent with the national aim of raising standards and quality assurance in the youth work sector across the United Kingdom (DOE, 2012. PP17-19.) . This national aim is evident in the National Youth Agency document “Raising the Standards: a guide to quality systems in the Youth Sector” (2008). In NI two similar documents have been produced in relation to the youth sector, “Improving Quality: Raising Standards” (DOE, 2010) and “A Quality Assurance Framework for the youth work sector in NI” (Youth Work NI, 2012). The latter document is a framework for discussing and improving quality within a context whereas the former document is made up of quality indicators. In order to measure a concept, an indicator or indicators are necessary to tap a concept that is less directly quantifiable (Bryman, 2012). In social research indicators are often used when the data is not quantifiable numerically but can be compared to an indicator. Therefore the quality indicators, from “Improving Quality: Raising Standards” (2010, see Appendix 6.3) are used as the basis for measuring quality in youth work as part of this research when examining the relationship between youth work and managing volunteers, particularly in regards to quality assurance. 2.2

Faith based youth work

In 2002 the Faith-Based Interest Group was set up to represent the voice of faithbased organisations in the youth sector. On behalf of this group Macaulay Associates were recruited to carry out research into the faith-based youth sector in NI. From this research Macaulay defined faith-based youth work as the informal, voluntary personal and social development of young people that is motivated by any religious faith and underpinned by the values of a religious faith (Faith-Based Interest Group, 2006). 5

An analysis of this data from Macauley Associates (2006) and data from the Youth Council NI (2005) found that 68% of youth groups registered with the Educational board were faith/church based and 57.8% of all registered members were participants in a faith/church youth group (Faith-Based Interest Group, 2006). Based on the 2001 Census and 2005 Youth Council NI data, 20% of the youth (5-25 years) population of NI participated in faith/church youth groups (Faith-Based Interest Group, 2006). As the faith based sector currently accounts for over half of the registered youth groups in NI it is important that they have a role in shaping the future of youth work (Youth Council NI, 2005). The Faith-Based Interest Group and Youthlink NI, representing the inter-church youth service, have been actively involved in the consultation on “Priorities for Youth” (DOE, 2012) as it has the potential to dramatically shape the future of youth work in NI. The Faith-Based Interest Group believe the purpose of the Youth Service is to ensure young people are valued and supported in their holistic development to reach their full potential (Faith-Based Interest Group, 2012). Their response to “Priorities for Youth” (DOE, 2012) includes comment that there is an over-emphasis on standards and education rather than developing a framework for holistic development. Another concern of the Faith-Based Interest Group is that the document undervalues and lacks a support structure for volunteers involved in youth work (Faith-Based Interest Group, 2012). These concerns highlight the desire for volunteer management in the faith based youth work sector. The relationship between the faith-based sector and volunteers will be discussed in a further section however, the nature of volunteerism and its management must be considered first to establish the context. 2.3 Managing volunteers Volunteer England (website, 2013) defines volunteering as voluntary altruistic, unpaid work that aims to benefit others or the environment whether through public, private, voluntary or community organisations. Although volunteering is well defined there is no single recognised definition of volunteer management therefore the definition used within this piece of research comes from fundamental management definitions and functions that also apply to volunteer management. Management is the process of achieving organisational objectives through the efficient and effective use of resources, including personnel 6

(Kreitner, 2001). Kreitner (2001) further suggests that management is made up of eight fundamental functions: planning, decision making, organising, staffing, communicating, motivating, leading and controlling. These functions are then set within a realm of personnel management with the personnel being volunteers, as defined as someone motivated by altruism rather than monetary gain and who is actively involved in unpaid work of their own free will (Warburton and Oppenheimer, 2000). According to McCurley et al. (2012) there is a recognised process and functions within volunteer management. The volunteer management process (see Appendix 6.1) includes elements of identifying suitable volunteers and creating a motivational support structure (McCurley et. al. 2012). The management of volunteers includes many of the fundamental functions Kreitner (2001) suggests, such as aspects of leadership, personnel management, programme management and training volunteers (Fisher and Cole, 1993). Despite this multifunctional role, volunteer managers usually hold other responsibilities within an organisation and few manage volunteers in a fulltime capacity (Deloitte, 2009b). Since 1993 there has been recognition of the role of professionalism in volunteer management and this is still an on-going process. Many volunteer managers had little prior experience, training or education pertaining to management therefore professional development is highly important (Fisher and Cole, 1993). An Urban Institute study in the United States determined that of charities and congregations involved in social service outreach 33% had not received any training in relation to volunteer management (Urban Institute, 2004). In comparison, the Institute of Volunteering Research (IVR) in the UK, investigated organised charities and other small volunteers groups and it was found that 50% of the respondents have received training or education regarding managing volunteers. Most agreed that professional development in volunteer management would be useful but preferred informal personal and professional development to accredited courses (Machin and Paine, 2008). However it was not widely accepted that professionalism is a desirable quality. Ilsley (1990) believed that balancing this trend towards professionalism and the altruistic independent spirit of volunteering would be the biggest challenge to be faced in the following years. Conversely Connors (2010) describes professionalism in the voluntary sector as treating volunteers with respect by respecting their motivation and 7

participation in the organisation. Goodhall (2000) suggests that professionalism is neither good nor bad but can complement volunteerism and volunteer management. The rise in professionalism can be attributed to the increased number of partnerships between large corporations and government bodies (Ilsley, 1990). This has resulted in a joined up approach to volunteerism and volunteer management by regionalised centres and agencies devoted to the co-ordination of volunteering, such as Volunteer Now in NI, Volunteering England, Volunteering Wales, and ‘Do-It’ Youth Net UK. As a result of increasing professionalism there grew a desire to measure and quantify quality and from this desire different frameworks and standards emerged to assess and evaluate services (National Youth Agency, 2008). In 1998, a three year pilot programme was developed to create an “Investing in Volunteers Standard”. The “Investing in Volunteers Standard” was then available throughout the UK from 2004. The “Investing in Volunteers Standard” provides quality indicators in nine sections to assess the overall quality of volunteer management (Investing in Volunteers, 2003. See Appendix 6.2). It is these indicators that will be used as part of the methodology to determine links between youth work and managing volunteers. 2.4 Faith based volunteering Much recorded volunteering occurs through or in partnership with religious and faith based organisations (Corporation for National and Community Service, 2006). In 2011, America experienced its highest level of volunteers in 5 years, 64.3million people however, the number involved in faith based volunteering is unknown (Corporation for National and Community Service, 2012). In comparison, NI has experienced a significant drop in the number of volunteers stating their involvement in “helping out at church”, a decline from 40% in 1995 to 13.2% in 2007 (Volunteer Development Agency, 2007). This figure may have fallen further as indicated by a mapping survey carried out by Volunteer Now across NI where faith based organisations account for approximately 12.5% of volunteers in NI (Volunteer Now, 2011). These figures are concerning when research indicates that 90% of the workforce involved in delivering and supporting youth work in NI are volunteers, 78% of which are involved in uniformed organisation or church-based youth work (Youth Council NI, 2011).

The decline of volunteers stating they helped out in a church or religious activity may be explained by the definition. For example, a volunteer may be better able to describe their activity by stating they are involved in youth work in a church rather than giving a generic response of being involved in religious activity. 25% of the volunteers surveyed defined their organisation type as being a church or religious body however, when describing the activity of their organisation only 10.4% stated religion. Of those who stated they were engaged in formal volunteering with churches, 25% were involved in youth/children’s activities (Volunteer Development Agency, 2007). This sets out the context of how volunteer management is linked to youth work particularly in the faith-based sector. 2.5 Theology of volunteering and managing volunteers The theology of volunteering is quite prominent in the Bible as people gave of their gifts, talents and time freely throughout history. This doesn’t negate the need for paid professionals in ministry but it does affirm the work of volunteers (Berkley, 2008). There is a cultural expectation of evangelical Christians to be voluntarily involved in social and spiritual issues creating a culture of volunteerism (Larsen and Treir, 2007). There is an argument that paid staff have been “called” therefore they are expected to do the entire ministry when in fact God calls and equips all people to be used in different ministries (Alexander, 2010). Using gifts, talents and time freely and without pay is the essence of volunteering. But what of managing volunteers? There are two ways to consider the theology of managing volunteers – supervision of volunteers and pastoral care of volunteers. Analogies such as Jethro’s advice to Moses regarding a ‘system of organisation and leadership’ in Exodus 18 or Jesus as a Rabbi with his disciples are examples of supervising and leading volunteers. Additionally in faith-based contexts, such as churches, are instructed by Jesus to feed and tend the sheep and lambs (John 21). Those involved in feeding and tending the flock, pastoral care, are both staff and volunteers within the church however there is little literature available regarding the pastoral care for those involved in unpaid ministry. Clebsch and Jaekle (1964. P4.) define pastoral care as “helping acts, done by representative Christian persons, directed towards the healing, sustaining, guiding and reconciling of troubled persons.” Pastoral care should be an on-going process but it can often end up being solely reactive; supervisors of unpaid staff should provide 9

pastoral care and a caring community where others will rally around should a crisis arise (Willford and Willford, 2007). Quality of pastoral care and attitudes regarding it will be considered further in the discussion chapter (P29-30 and P33-34). [2095 words]

3.0 Methodology The methodology is the framework for research encompassing the theoretical rationale, approach to research and methods of data collection and analysis (Hussey and Hussey, 1997). The purpose of this research was to examine whether there is a relationship between the quality of managing volunteers and the quality youth work in light of current literature to encourage best practice. By stating this purpose, the researcher is making a hypothesis that a relationship exists and can be observed; therefore the overall approach was to test this hypothesis. 3.1 Research design As the topic for this research is exploring social science rather than statistical or formal science, a case study approach was the method chosen for this research project (George and Bennett, 2005). A case study focuses on a single instance of social interaction or phenomenon, most commonly a specific group of people, in this case a youth organisation (Babbie, 2012.) Henceforth, this method was chosen as the purpose of a case study research is to “understand the complex relationship between factors as they operate within a particular social setting”, in this instance the relationship between youth work and volunteer management (Denscombe, 2010, P.5). The advantages of a case study approach include data collected from personal experience is based in reality which allows for the understanding of complex social interaction and structures (Cohen et. al., 2000). The Dictionary of Sociology (cited in Flyvbjerg, 2001, P66.) in its definition highlights a potential limitation; that a case study may not “provide reliable information about the broader class”. To minimise this limitation and to explore a broader range of case studies the researcher examined and compared ten case studies of faith based youth organisations in NI. 3.2 Sampling Due to the nature of the study a stratified sample was taken of faith based organisations in NI. This type of sample represents categories in relation to their appearance in the total population (Wisker, 2009). For this research project ten organisations were chosen to represent the following categories: 

The main denominations in NI: Catholic, Presbyterian, Methodist, Church of Ireland (NISRA, 2011).

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Two other denominations. 11

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Two youth organisations that have achieved the “Investing in Volunteers Standard” award (Investing in Volunteers, 2003).

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Two youth organisations that operate nationally.

This method of sampling was chosen to yield a wider range of results however, it is not proportionally representative of the total number of faith based youth organisations in NI. A sample representing ‘categories of interest’ is also easier to measure than a proportionally representative sample, as it can be tailored to an appropriate size according to the scale of the research project. While not proportionally representative, it is important to sample representative categories of faith based youth organisations as they operate differently and often have specialised roles within the youth sector, particularly in regards to targeted youth work (DOE, 2012). This stratified sample could be compared to the Body of Christ (1 Corinthians 12), where the body represents the numerous diverse faith-based organisations, getting a health assessment; the doctor doesn’t check every little bone or organ but rather checks the major systems and specific areas of interest. Initially the researcher approached ten youth organisations with information sheets regarding involvement in this research project. Nine of the ten organisations agreed to take part in the study. Unfortunately there was no response from the Catholic youth organisation that was approached; therefore the researcher approached other Catholic agencies, however after approaching four different agencies the researcher decided to proceed without this case study. In place of a Catholic youth club the researcher recruited a local youth club with a mixed denominational board of trustees to represent the tenth youth organisation. 3.3 Methodology The nature of this research is to examine the hypothesised relationship and compare quality of managing volunteers and youth work. Lodico et. al (2010) states that deductive reasoning employs a hypothetic deductive method where the researcher makes a general predication then seeks evidence to validate it. In contrast inductive reasoning uses observation and research to build a picture of what is being studied. 3.3.1 Questionnaires For this reason the researcher chose to begin with a deductive quantitative approach in the form of questionnaires to determine the nature of this hypothesised relationship. Quantitative research is defined as “explaining phenomena by collecting numerical data that are analysed using mathematically based methods” (Aliaga and 12

Gunderson cited in Muijs, 2011. P1.) Mitchell and Jolly (2010) states that using a quantitative method of data collection ensures that a large quantity of data can be collected in a short period of time. Babbie (2012) also suggests that the anonymity of using questionnaires is more likely to yield more honest answers. However, there are limitations to questionnaires such as a low return rate or misunderstanding of questions (Mitchell and Jolly, 2012). This limitation is the most concerning as a minimum number of questionnaires are needed for the research to be viable and reliable. The researcher had set a minimum of 66% of the questionnaires being returned as the minimum needed for reliability. Firstly, the researcher identified what information was required and how that information would be acquired using questionnaires. The beginning of the questionnaire consisted of open and closed questions [see Appendix 6.4]. The closed questions were used to identify key facts about the participant; for example the name of the youth organisation involved in. As this method of research is deductive, ‘open’ questions can be exploratory and yield unexpected answers (Cohen et al., 2007). Although questionnaires are generally considered a method of quantitative research, in this case the questionnaire began with three ‘open’ qualitative questions. Qualitative data is non-numerical information usually based on observations, opinions and ideas rather than statistics (Babbie, 2010). An example of an open qualitative question was ‘Why does your youth programme need volunteers?’. The remainder of the questionnaire was divided into two quantitative sections: statements regarding youth work and statements regarding managing volunteers. These statements were then given a response based on the Likert scale (Babbie, 2012). This scale is composed of standardised responses in an attempt to improve levels of measurement in social research (Babbie, 2012). The questionnaire was designed with space for comment on each of the statements in addition to the numerical response. Ten statements for each section were designed using key performance indicators from “Investing in Volunteers standard” (2003) for organisations involving volunteers and Department of Education (2010) “Improving Quality: Raising Standards (Youth Sector)” while also focusing on the overall aim of the research and the contents of the literature review. For example, “Investing in Volunteers Standard 2”: “The organisation commits appropriate resources to working with all volunteers, such as money, management, staff time and materials” was used in designing the question

â&#x20AC;&#x153;Your youth programme has committed financial and personnel resources for volunteer involvement and managementâ&#x20AC;? (see Appendices 6.2, 6.3 and 6.4). Three questionnaires were provided with consent forms to each of the ten youth organisations to be completed, preferably, by a member of staff and two volunteers. These questionnaires were provided digitally via email or as a hardcopy at the preference of the youth organisation. Although each organisation was provided with three questionnaires, in line with the perceived limitation of questionnaires (Mitchell and Jolley, 2012), there were discrepancies in the number of questionnaires returned. Some organisations returned all three questionnaires, while others returned one or two of the three questionnaires. This may lead to bias in the results and will be discussed later in the evaluation and conclusion (P38). Twenty of the thirty questionnaires were returned ensuring the viability of the research. Findings from these shaped the content of the inductive research method, semi-structured interviews. Data from both research methods then formed the basis of the findings and discussion chapter (4.0 P18). 3.3.2 Semi-structured interviews The researcher chose semi-structured interviews as the secondary, inductive method of research. Interviews can be fact gathering but are better used to explore complex or subtle phenomena, such as opinions, feelings, emotions and experiences (Denscombe, 2010). Semi-structured interviews are constructed around a core of standard questions and the interviewer has the freedom to ask follow-up questions based on answers given (Mitchell and Jolley, 2012). It is advantageous to be able to ask a follow up question; however, it can lead to bias as follow up questions may shape the answers to the standard questions (Mitchell and Jolley, 2012). In this project, as the primary method was questionnaires, semi structured interviews are more explorative than structured interviews and as a result add reliability through employing both deductive and inductive reasoning (Denscombe, 2010). The semi-structured interviews were compiled of six questions based on the results and areas of interest raised in the questionnaires. These questions could then be asked in any order with follow up questions or comments. The researcher interviewed five participants in person or via the phone at the participantsâ&#x20AC;&#x2122; preference. The interviewees were chosen from the questionnaire participants to represent a diversity of youth organisations and those in a position of leadership. Each interview was recorded using a Samsung recording device whilst taking notes. After all the

interviews were recorded, one interview was transcribed as an example of how the semi-structured interviews were conducted [see Appendix 6.5]. 3.4 Data analysis After the data was collected, the raw information from the questionnaires and interviews were stored digitally on a secure computer and physically locked in a cabinet to ensure privacy. It is important that data is stored securely to maintain data protection so that information is not misappropriated (Bryman, 2012). The data from the questionnaires was then divided into categories, qualitative and quantitative and the results from the Likert scale were given numerical significance (Seidel and Keele, 1995). This numerical data was entered into Microsoft Excel for comparison and to measure the central tendency (Babbie, 2012). Hardy (2009) discusses the ability to ‘see’ what is happening with small amounts of quantitative data however, as the amount of data increases it becomes more difficult to discern trends and patterns, therefore it is vital to reduce and distil the data into a manageable form. Hardy (2009) further suggests the use of frequency tables, central tendency and dispersion to reduce the data. The data from the Likert scale along with the initial closed questions were compiled and displayed in an Excel table to ‘see’ the initial findings from the mass data (Miles and Huberman, 1994). The data was then interpreted and analysed in terms of discerning trends and correlation between the variables and displayed in charts and graphical form (Babbie, 2012). The qualitative data from the questionnaires and semi-structured interviews were entered into charts and coded by content. This coding consisted of bridging the gap between raw qualitative data and research concerns which was achieved by determining relevant text, repeating ideas, themes, theoretical constructs and theoretical narrative (Auerbach and Silverstein, 2003). The findings from the data analysis will be discussed within the findings and discussion chapter (4.0 P18). 3.5 Reliability and validity Reliability and validity are essential components of empirical research. “Reliability refers to extent to which your data collection techniques or analysis procedures will yield consistent findings.” (Easterby-Smith et al., 2008. P109.) Internal reliability is particularly important when comparing data on a scale, such as the Likert scale used in this research (Bryman, 2012). To ensure reliability the method of data collection was kept as consistent as possible; with participants having as much time as they needed to fill in the questionnaires or 15

complete the semi-structured interviews. This minimised the effect on time pressure or feeling awkward in front of the researcher however, it may have resulted in further external variables and influences on the participants resulted in the amount of detail given in comments. Validity refers to whether an indicator is an appropriate gauge to measure a concept (Bryman, 2012). In this research the key performance indicators are the “Investing in Volunteers standard” (Investing in Volunteers, 2003) and “Improving Quality: Raising Standards” (DOE, 2010). These documents are nationally recognised and are widely used by organisations therefore the researcher deemed them valid to gauge quality. To ensure authenticity of received data, participants were asked to sign the questionnaire to acknowledge that the information provided was their own personal opinion. All sources of secondary data were also screened to determine their authenticity and if they have been collected by an official, recognised source (May, 2001). Reliability and validity is a vital aspect of research to maintain the integrity of the project. Valuing integrity and ensuring validity is a theological concept. Acts 17:11 demonstrates the passion of the Jews in Berea who searched the Scriptures day and night to determine the validity and authenticity of what Paul and Silas were sharing. Likewise in social research it is crucial to exhibit the same passion in making every possible effort to record an honest collection and interpretation of the data. 3.6 Ethical context Ethics is the science of morality where a judgement or distinction in made between right and wrong, or good and evil (Roberts, 2009). An ethical issue, therefore, is when morality and best practice comes into question normally in contrast to an ethical code. In youth work there are a number of ethical codes such as National Occupational Standards document “Fulfil the legal, regulatory and ethical requirements relevant to youth work” (2012), National Youth Agency’s “Ethical conduct in youth work” (2004) and the United Nations Convention on the Rights of the Child (1989). Banks (2010. P.3) states, “ethical issues are endemic in youth work. As an activity or practice, youth work involves working with participants who have fewer rights than adults, are often vulnerable, lack power and may be suggestible – hence giving scope for their exploitation, harm and manipulation.” Research with young people raises many ethical issues regarding their participation particularly around sensitive topics. The topic of youth work and volunteer 16

management is not sensitive, nevertheless the researcher chose to only approach adult (over 18 years old) participants to minimise ethical risk. Although values in youth work promote youth participation the researcher felt that the ethical issues involved with researching with young people out weighted the benefits of their participation in this research. As per university guidelines an ethical clearance form was submitted and approved for this research project and can be viewed in chapter 8.0 (P58) of this research piece. [2,192 words]

4.0 Findings & Discussion This chapter presents an analysis of the findings from the research outlined in the methodology (PP11-17). The findings are then discussed in light of the literature review. This discussion is carried out with the objectives of exploring and theologically reflecting upon the hypothesised relationship between youth work and managing volunteers and comparing the quality of these factors, while investigating additional trends or patterns. 4.1 Initial observations from the quantitative data When analysing the data, the researcher initially reduced the quantitative data from the Likert scale in the questionnaires into an Excel table using the closed questions ‘Youth Organisation’ and ‘Paid or Voluntary’ to identify the different questionnaires. The table was designed to illustrate the results from the youth work section and managing volunteers section of the questionnaire (Fig. 1.1 shown below).

Youth Organisation High Kirk Presbyterian Youth Initiatives St Paul's COI St Paul's COI St Paul's COI Carrickfergus YMCA Carrickfergus YMCA Carrickfergus YMCA Cornerstone City C. Cornerstone City C. Netownabbey Meth. Netownabbey Meth. Youth for Christ Cheers Youth Centre Cheers Youth Centre Cheers Youth Centre Portstewart Baptist Exodus Exodus Exodus

Vol./ Paid Paid Paid Paid Vol. Vol. Paid Vol. Vol. Vol. Vol. Paid Vol. Paid Paid Vol. Paid Paid Vol. Paid Vol. Av.

YouthWork Section Volunteer Management Section YW 1 YW2 YW3 YW4 YW5 YW6 YW7 YW8 YW9 YW10 VM1 VM2 VM3 VM4 VM5 VM6 VM7 VM8 VM9 VM10 3 4 4 4 3 3 4 2 2 4 3 4 4 4 3 4 4 3 2 4 4 5 4 4 3 5 3 4 4 4 4 5 4 4 4 5 3 4 4 5 4 4 3 3 4 5 4 3 3 3 5 4 4 2 3 5 4 4 4 4 5 5 5 5 5 5 5 5 5 5 3 5 4 4 4 5 5 3 5 5 3 4 4 3 UN 5 4 4 4 5 3 4 4 3 3 4 4 5 4 5 5 5 4 5 5 5 3 4 4 5 4 5 4 5 5 5 3 5 4 5 4 5 4 4 5 5 3 5 4 5 4 5 4 3 4 4 4 4 4 5 3 4 4 4 4 5 3 3 3 5 3 4 4 3 3 4 3 3 4 5 4 4 3 5 4 5 4 3 3 5 3 4 4 3 3 4 4 3 2 4 5 5 4 4 4 4 3 4 1 5 4 5 5 4 3 5 5 4 1 5 2 5 4 4 3 5 4 3 2 4 4 5 3 2 2 4 4 3 2 4 4 5 5 5 UN 5 3 2 4 4 5 5 5 2 UN 2 2 2 UN 4 5 4 3 5 3 5 3 2 3 4 3 4 3 4 5 4 3 2 2 4 5 5 3 4 4 4 4 5 2 5 4 4 5 4 4 4 2 4 5 5 5 5 5 4 4 5 5 4 3 4 4 5 4 4 4 5 5 4 3 4 4 5 5 5 3 3 5 4 3 4 3 5 4 4 5 3 5 5 4 5 3 4 3 2 2 4 4 2 4 2 2 5 2 2 2 UN 3 2 2 4 4 5 5 4 UN 5 5 4 5 5 5 5 5 4 5 5 4 5 5 5 5 5 5 5 4 5 5 5 5 5/ / / 4 5 5 5 5 5 5 4 5 5 5 5 4 4 5 5 5 5 5 5 5 4 5 4 5 5 5 4.05 4.65 4.1 4.2 3.82 4.6 3.9 3.65 3.45 4.4 3.74 4.63 4.05 3.5 3.74 4.32 3.8 3.75 3.53 4.6

Figure 1.1 Table of Reduced Quantitative Data

This data showed that 50% of the twenty respondents were paid staff. From this reduced data it was also possible to ‘see’ the beginning of some trends (Hardy, 2009). At a glance, the data has revealed that it is possible to see that several statements received consistently high ratings while others showed more variation. It is important to remember that these numerical figures are representative of the Likert scale; where ‘1’ represents strong disagreement with the statement of quality and where ‘5’ 18

represents strong agreement with the statement. When the central tendency is examined in the table above: statement two, six and ten in both sections yield the highest averages.

Disagree - Likert Scale 1-5 - Agree

Average Response to Questions Youth Work 4.74.6

5 4

Volunteer Management

4.14.1

4.1 3.7

4.6 4.3

4.2 3.5

3.83.7

4.6 4.4 3.93.8

3.73.8

3.53.5

3 2 1 1

Statements of Quality Figure 2.2 Bar graph of average response to statements of quality

This graph demonstrates the relative similarity between the quality of youth work and the quality of volunteer management indicated by each of the statements of quality. Visually, the graph (Fig. 1.2) clearly highlights the statements with the lowest average quality, such as statement eight and nine, and statement four having the greatest difference between youth work and volunteer management. 4.2 Discussing individual quality statements By taking each statement in turn the researcher will explore any obvious trends or patterns and discuss them in relation to of the objectives and literature review. The qualitative data will then be examined in light of the quantitative data as the secondary method of data collection, the semi-structured interviews, where influenced by the issues raised in the questionnaires. Statement one: Statement one of the quality indicators refers to the â&#x20AC;&#x2DC;strategic leadershipâ&#x20AC;&#x2122; of the organisation in terms of setting goals and objectives for ministry with an intentional commitment to young people and volunteers. This quality indicator is derived from indicators 1.1-1.4 in the volunteer document and 1.1.1 of the youth document (Investing in Volunteers, 2003. and DOE, 2010. See Appendix 6.2 and 6.3).

Disagree - Likert Scale 1-5 - Agree

Strategic Leadership 5 4 3 2 1

YW1 VM1

Youth Organisations

Figure 2.1 Bar graph of average response to statement one: strategic leadership

This graph shows the variation in responses to this particular statement. 40% of the surveyed organisations had similar figures (3-4) in both youth work (YW) and volunteer management (VM). This may be due to a good overall quality of leadership within these organisations. One of these participants commented on how strategic leadership is demonstrated through “training/discussion with all staff to strategise the forward moving of programmes.” Of the remaining 60%, two organisations rated the quality of their volunteer management higher than that of their youth work. This may be reflective of the participants from Exodus whose roles are primarily regarding volunteering rather than their youth discipleship groups. The graph shows a significant difference between the quality of youth work and volunteer management, particularly within Youth for Christ where there was a difference of two degrees in the Likert scale. This participant from Youth for Christ commented with regard to youth work that “all of our programmes and projects are determined from the NAOMIE model and [are] regularly evaluated” whereas the comment regarding managing volunteers referred to a marked improvement over the last three years but seems to suggest that further improvement was needed. This comment hints at the continual process of improvement that is necessary. This graph and results demonstrate that although largely positive there is a lack of consistency between the quality of strategic leadership in both youth work and volunteer management. Proverbs 29:18 (KJV) states “Where there is no vision, the people perish”. People need vision and a means to attain that vision therefore strategic leadership is a very important aspect of youth work and managing 20

volunteers as models, as demonstrated by the NAOMIE model (Ingram and Harris, 2001) and the volunteer management process (McCurley et al., 2012). Policies and procedures are increasingly tending towards professionalised goal setting and assessed outcomes, such as the standards being used to measure quality (Investing in Volunteers, 2003, and DOE, 2010). With this in mind the researcher feels there needs to be strong leadership and a strategic plan to move forward within this increasingly professionalised sector. Statement two: Child protection and other safeguarding policies and procedures are the indicators of quality in statement two. These indicators are taken from 5.1-5.4 of the volunteer document (Investing in Volunteers, 2003) and 2.3.2 of the youth document (DOE, 2010). Safe guarding the rights of the youth people and volunteers are important aspects of ‘United Nations Convention on Rights of a Child’ (1992) and ‘NI Children’s

Disagree - Likert Scale 1-5 - Agree

Order’ (1995).

Child Protection and Relevant Policies 5 4 3 2 1

YW2 VM2

Youth Organisations

Figure 2.2 Bar graph of average response to statement two: child protection and relevant policies

The graph indicates the overall good quality (4>) of child protection and other safeguarding policies in place within the surveyed youth organisations. Only two of the organisations recorded a minimal degree of difference between the quality of youth work and managing volunteers. There was no comment given for this difference however it is clear that there is an overall high quality of practice in the area of practice. This aspect of practice is one of the few dictated by law; child protection, risk assessment and appropriate insurance are legal requirements therefore it is very 21

encouraging that all the organisations surveyed are meeting this standard to a good quality. Though encouraging it should also be expected particularly within the faithbased sector that follows the Biblical edict of obeying those in authority (Romans 3:17). Even without legal obligation, there would still remain an ethical, moral and theological responsibility to protect children, young people and those working with them. As Banks (2010. P3) states, “youth work involves working with participants who have fewer rights than adults, are often vulnerable, lack power and may be suggestible”. Consequently, there is an ethical duty to protect the vulnerable and this is echoed throughout scripture, for example Isaiah 61. Statement three: The third statement of quality is regarding evaluative practice which is of ethical and developmental importance to any form of professional practice (Hepworth et al., 2012). The NAOMIE model (Ingram and Harris, 2001) has evaluation as an essential part of its framework of youth work practice. One participant commented on their organisations (Youth for Christ) use of the NAOMIE model in response to statement one regarding strategic leadership; however this organisation had one of the lowest rankings in quality evaluative practice. It was commented that in some youth organisations “it’s more about survival than development of practice”. Although a concerning reflection on youth work practice this idea of survival is all too common with several youth work and youth ministry books taking this approach, such as “The Ultimate Survival Guide for Youth Ministers” (Lund, 2011). However, the same participant also commented that “as a professionally qualified youth worker I am constantly evaluating and reflecting on my practice and the practice of others, informally”. Therefore the perception of evaluation, whether formal or informal, may shape the responses to this statement. Evaluation is also an aspect within the volunteer management process (McCurley, et al., 2012). McCurley et al. (2012) outline five systems of evaluation based on mission, outputs, customers, standards and outcomes. This research project is an example of evaluating against appropriate standards.

Disagree - Likert Scale 1-5 - Agree

Evaluative Practice 5 4 3 2 1

YW3 VM3

Youth Organisations

Figure 2.3 Bar graph of average response to statement three: evaluative practice

The graph above, it is clear that organisations have a mixed response to evaluative practice though largely positive. Out of the ten organisations 60% had a similar average figure for evaluative practice in both managing volunteer and youth work. Only one of the ten organisation rated evaluative practice as less than adequate (<3 on the Likert scale) with no reason was cited for this low quality. Questionnaires from two separate organisations contained positive comments that feedback occurred within leadership meetings with staff and volunteers. There would seem to be a strong level of correlation between the quality of youth work and volunteer management in this area. As stated previously by the participant from Youth for Christ, he was constantly evaluating not only his own youth work practice but also the practice of others. When you consider this in light of the IVR study (Machin and Paine, 2008) where only 50% of those managing volunteers having received training, perhaps it is admirable in this study that evaluative practice is of largely positive quality. Statement four: Statement four of the questionnaire was concerning planning and implementing appropriate programmes. Within youth work the programmes should be focused on the personal and social development (Curriculum Development Unit, 2004) and in managing volunteers, programmes should be based in the volunteer management process, including needs analysis and programme planning (McCurley, et al., 2012). McCurley et al., (2012) describe possible elements and a checklist for implementing a 23

volunteer programme including training staff in volunteer management, role

Disagree - Likert Scale 1-5 - Agree

descriptions for volunteers, trial-period and volunteer agreement.

Planning and Implementing Appropraite Programmes 5 4 3 2 1

YW4 VM4

Youth Organisations

Figure 2.4 Bar graph of average response to statement four: planning and implementing appropriate programmes

The graph demonstrates the diversity of responses surrounding the quality of programme planning and implementation. 60% of the organisations gave similar responses to both youth work and volunteer management. Of these organisations, five gave a response of 3> on the Likert scale, representing good quality whereas the other organisation responded with 2, representing a lack of quality in this area. The results of the other 40% of organisations indicated a higher quality in youth work than in managing volunteers, particularly obvious in Newtownabbey Methodist Mission with a difference of over 2 degrees. Two participants commented on the lack of volunteers and induction process. One participant proposed “Is it possible to supervise 15 volunteers?” These concerns and lower quality of volunteer management may be explained as a bias of the research. The organisations chosen are faith-based youth organisations therefore their priorities may lie fundamentally in providing quality youth programmes, as suggested by the comment: “YFC [Youth for Christ] have yp [young people] at its core and everything we do involved yps [young people’s] participation so that the process and outcomes are in their best interest.” If the main emphasis is on the programme for youth then would it understandable if the quality of volunteer management was lower, as shown above in 70% of the organisations? The purpose of this research is to determine the relationship between the quality of youth 24

work and volunteer management therefore it would be interesting to revisit this question after intentional commitment to volunteer management programme and explore its effects on the quality of youth programmes, if any. Statement five: Statements number five for both the youth work section and managing volunteers section of the questionnaire are different but still comparable, regarding needs analysis of young people and volunteers but also the expectations for volunteers. Statement five is about meeting needs and expectations for the youth organisation,

Disagree - Likert Scale 1-5 - Agree

its staff and clients.

Needs Analysis and Expectations 5 4 3 2 1

YW5 VM5

Youth Organisations

Figure 2.5 Bar graph of average response to statement five: needs analysis and expectations

The graph depicts the wide range of responses to statement five. The average response to statement five was 3.82 in the youth work section and 3.74 in managing volunteers section (Fig.1.1). Nevertheless, this graph depicts a more varied respond to the question of quality. 30% of the organisations recorded a similar figure for both youth work and volunteer management. This wider variation becomes more stark when 40% of the organisations rated youth work higher quality than managing volunteers and another 40% rated volunteer management higher than youth work, although one response is only a marginal difference. The variety of responses is concerning when needs analysis is a basic aspect of the NAOMIE model in youth work (Ingram and Harris, 2001). Although the graph demonstrates the average response of the organisation to the statement it doesnâ&#x20AC;&#x2122;t take into account any non-standard responses given by individual 25

participants. Three participants responded ‘unsure’ to statement five in the youth work section and one also responded with ‘unsure’ in the volunteer management section. These ‘unsure’ responses were not included in the average therefore the number of responses is lower for this statement. One limitation with questionnaires is the inability to clarify questions or ask follow up questions (Mitchell and Jolley, 2012). Due to these limitations, this statement and its responses are less reliable than others as several of the participants may have misunderstood the statement. Statement six: Recognising achievements is a core part of both youth work and managing volunteers. 64% of volunteers in the Volunteer Now survey stated that the sense of personal achievement was a main benefit of volunteering (Volunteer Now, 2007. P60). Achievement may be recognised through an official awards ceremony such as Millennium Volunteer Awards; however other non-official forms of recognising achievements are more widely used, such as encouragement, thank you cards etc. Encouragement is a major theme in the Bible and there are many verses such as 1 Thessalonians 5:11 and Hebrews 10:24-25, that instruction us to “encourage one another”. As encouragement is an important value (Standard 8, National Occupational Standard, 2012. PP43-46) it is very positive to see the evidence that faith-based

Disagree - Likert Scale 1-5 - Agree

organisations in NI reflect this value in their practice.

Recognising Achievements 5 4 3 2 1

YW6 VM6

Youth Organisations

Figure 2.6 Bar graph of average response to statement six: recognising achievements

There is a noticeable anomaly in the graph, one of the participants was ‘unsure’ about how volunteer achievements are recognised therefore there is no volunteer column for Portstewart Baptist. Nonetheless, there is a clear positive response to this statement. 26

Excluding the ‘unsure’ response, 90% of the participants responded that the quality of recognising achievements in their organisations was good or very good. Several organisations commented that they have annual or bi-annual events for volunteers as a thank you and some included an awards ceremony. Participants also mentioned a variety of methods used to encourage young people such as awards dinner, cards and celebrating achievements such as good grades or getting a job. This aspect of youth work and managing volunteers has the potential to grow; as measuring outcomes (DOE, 2012 and National Youth Agency, 2008) become increasingly important so in turn will opportunities to celebrate positive outcomes. Statement seven: This statement relates to indicator 2.5 of the volunteer document (Investing in Volunteers, 2003) and 1.1.4-1.1.5 of the youth document (DOE, 2010). For effective youth work and volunteer management appropriate resources need to be available

Disagree - Likert Scale 1-5 - Agree

and used efficiently.

Resources and Facilities 5 4 3 2 1

YW7 VM7

Youth Organisations

Figure 2.7 Bar graph of average response to statement seven: resources and facilities

The graph illustrates the variation in positive responses from organisations to statement seven regarding resources and facilities. 100% of the organisations rated the quality in this area to be 3> therefore positive. There is some variety in contrasting youth work and managing volunteers though mostly minimal differences; 50% recorded a similar level of quality (<0.5 difference). Comments from participants such as “we use what we have which is very little but what we have we make sure to use it appropriately to get the most from it” and “as with anything, more resources would be nice but good use is made of what we have” suggest that although there 27

may not be much resources available they are used as efficiently as possible. These results and comments raise questions whether there is adequate funding available, whether available funding is being accessed and possibly, the stewardship of resources. Many funding opportunities are accessed through the youth service therefore with many faith-based youth organisation not registered with the youth service this limits funding opportunities (Faith-Based Interest Group, 2006). Funding is also being reduced to the youth service as currently only 1.5% of the education budget is allocated to the youth service (Youthnet, 2011). There seems to be not only a lack of funding available but many faith-based organisations are unable to access it due to limitations regarding ethos (Grant Tracker website, 2013.). Statement eight: Personal and professional development is a vital component of youth work and volunteer management. 1.1.3, 3.1.2 and 3.1.3 in the â&#x20AC;&#x153;Improving Quality: Raising Standardsâ&#x20AC;? (2010) document highlights the importance in staff development in youth work as well as the personal development of the young people. The Urban Institute study (2004) and IVR survey (2008) highlight the lack of training for volunteer managers therefore personal and professional development is vital for volunteers and their managers through the access to training, support and opportunities for selfreflection. Volunteers, in particular, prefer informal personal and professional development to formal training and accreditation (Institute for Volunteer Research,

Disagree - Likert Scale 1-5 - Agree

Machin and Paine, 2008).

Personal and Professional Development 5 4 3 2 1

YW8 VM8

Youth Organisations

Figure 2.8 Bar graph of average response to statement eight: personal and professional development

All of the organisations, except one, responded with similar figures (<0.5 of difference) in relation to youth work and managing volunteers. 40% of the organisations responded that there was a lack of quality in this area (<3) in youth work and volunteer management. This statement yielded the second lowest average scores of all the statements in the questionnaire (Fig. 1.2). Although positive that 60% of organisations responded that personal and professional development was of good quality, it is surprising the correlation of the results that drew concerns. This correlation would suggest that organisations either offer opportunities for development to both young people and volunteers or not at all yet this doesn’t take into account the vast differences in youth work and volunteer management, primarily that youth work is defined as the “personal and social development… of young people” (DOE, 2005). This unusual correlation will be examined further in light of the qualitative data (4.4 P36). Statement nine: This statement was based on sections 2.3.1 ‘Quality of Pastoral Care and Ethos’ (DOE, 2010). Pastoral care is of particular importance in faith based youth work as it fits into the wider ecclesiastical calling to pastor and shepherd God’s people (Viola, 2012). 1 Peter 5:1-5 exhorts the elders and those in positions of leadership and authority in

Disagree - Likert Scale 1-5 - Agree

the church to “shepherd the flock” with humility and compassionate concern.

Pastoral Care 5 4 3 2 1

YW9 VM9

Youth Organisation

Figure 2.9 Bar graph of average response to statement nine: pastoral care

The responses to statement nine were the most unexpected results from the questionnaires. 30% of the youth organisations responded that both their pastoral care of young people and volunteers were of very good quality (4>). Conversely 40% 29

of organisation felt that their pastoral care in both areas was not of good quality (<3). This could be related to the concern of the Faith-Based Interest Group, that the current trends in youth work and potential effect of “Priorities for Youth” (DOE, 2012) may result in a lack of support structure for volunteers (Faith-Based Interest Group, 2012). As the lowest results recorded (Fig. 1.2 P20), this aspect of youth work and volunteer management was examined specifically in the semi-structured interviews and discussed in detail later in the chapter (4.3.3 P33). Statement ten: The final statement of the questionnaire was concerning diversity and equal opportunities. As part of ‘Section 75’ of the NI Act (1998) equal opportunities and diversity is an important aspect of society including work with young people and volunteers. Points 3.1-3.5 in the ‘Investing in Volunteers Standard’ (2003) are key performance indicators to encourage and determine the quality of diversity. Fundamental values from the “Model for Effective Practice” in youth work include diversity, equity and interdependence therefore equal opportunities and antioppressive practice is at the heart of youth work (Curriculum Development Unit,

Disagree - Likert Scale 1-5 - Agree

2004).

Diversity and Equal Opportunities 5 4 3 2 1

YW10 VM10

Youth Organisations

Figure 2.10 Bar graph of average response to statement ten: diversity and equal opportunities

From the graph it is clear that the majority of organisations highly value diversity and have a good quality of practice in this area. 90% of organisations rated the quality of both youth work and managing volunteers as 4> in this area. Only one organisation responded with a lack of quality in this area, this was explained by the following comment. “Some leaders have struggled with managing bad behaviour, attitude is 30

part of this and lack of tolerance”. Although this organisation is facing a struggle in this area, it is encouraging that these organisations largely reflect the underpinning values of youth work in NI (Curriculum Development Unit, 2004). Personal and professional development would be important for those volunteers and leaders struggling to work with a diverse group of young people. 4.3 Qualitative Data 4.3.1 Open questions from the questionnaire: The responses to the open questions at the beginning of the questionnaire were compiled and coded to reveal trends and patterns. The first open question was directed at those who were volunteers in their organisation. Fifteen of the respondents (ten volunteers and five paid staff) answered, “Why do you volunteer in this youth programme?” The primary response (five of the respondents) regarded the participants own personal enjoyment and passion for the programme. Personal pragmatic reasons were the second most popular response including “gap year”, “gain experience” and “personal development”. The second open question follows on from the first but asked from an organisational perspective, “Why does your youth programme need volunteers?” Two participants did not answer the question with no explanation given for the lack of response; this demonstrates one of the limitations of questionnaires (Mitchell and Jolley, 2012). Of the eighteen responses eleven commented that volunteers were necessary to meet ratios. This is in line with the responses from the questionnaires where child protection was of best quality (Fig.2.2). The secondary response (four respondents) was that volunteers were needed to give young people the opportunity to grow and develop. This reflects the purpose of youth work as outlined in the “Model for Effective Practice” (CDU, 2004) and “NI Youth Work Strategy 2005-2008” (DOE, 2005). The final open question was the most deductive and yielded the most diverse responses. “Do you think there would be a difference in how volunteers are managed in a secular setting verses a faith-based context? Why?” 85% of the participants thought that there would be a difference in how they are managed. Of these, four participants cited the main difference would be the emphasis on faith and spiritual development. Additionally, two participants thought that the values would be very different and influence how volunteers are managed, and another two participants commented that the sense of community would be stronger in a church context. Other responses favouring secular youth work; included “more training in secular” and 31

“more strict about volunteer management and procedures”. A few participants also commented on the motivation for volunteering, suggesting that in a secular setting volunteers are motivated by the CV or credits whereas in a faith based context they want to develop their gifts and do it for the “love of it”. One comment the researcher found particularly interesting was, “churches over work volunteers”. This seems a controversial statement however there may be some basis for it as there is an increasing awareness of ‘burnout’. One author, Anne Jackson (2009), compared burnout in the church to an epidemic like mad cow disease, the potential for burnout lies dormant for some time before mental and physical health begins to deteriorate. However, there does not seem to be any specific evidence to suggest that ‘burnout’ and overworked volunteers occurs solely within the church. 4.3.2 Semi-structured interviews Interviews were conducted with five participants who had previously completed questionnaires. Of these participants two were volunteer co-ordinators and the other three were youth workers in their respective organisations. The responses from the questionnaires shaped the core questions of the semi-structured interview. A transcript can be found in Appendix 6.5 as an example of how the interviews were conducted and to examine the core questions. The questions where prepared in an order that would flow best; nevertheless, in practice due to the informal nature of semi-structured interviews the researcher asked the questions in the order that best responded to what was being said. These questions have been distilled into themes that will be discussed below. Connection between youth work and volunteer management Of the five interviewees three commented that there was a direct link between volunteer management and youth work in that: happy, motivated volunteers will lead to more productivity and happier young people. One participant commented regarding volunteers, “Better managed they give more and get more”. Furthermore, three interviewees commented that when volunteers are valued they are more committed. Another participant also stated that when management results in matching skills and roles, volunteers find the experience more rewarding and young people sense this. Gary Morlander (online article, 24/8/2012) in his article concerning burnout, believes that this idea of matching skills is a factor in burnout. He states “in my situation, burnout wasn’t about being tired, but about being recruited into ministry positions for

which I was not well-suited.” It is clear that there are many interlinking factors managing volunteers and promoting their welfare. Describe how volunteers are managed Interviewees mentioned several of the aspects of the volunteer management process (McCurley, et al., 2012). Four of the interviewees mentioned training was an aspect of their volunteer management but highlighted that it can be difficult to encourage volunteers, particularly long-term volunteers, to partake in training. This was found to be particularly the case for those trained in vocations relating to youth work, such as teaching. Several of the interviewees mentioned volunteer meetings as a form of management and supervision. Two participants shared about celebrating volunteer achievements through awards and events. One organisation stated that they had volunteer agreements and expectations and volunteers must sign up to the organisation ethos and code of conduct. Organisations stated they managed their volunteers in teams, through one to one meetings with volunteers three times annually and managed by their project leader on a weekly basis. Pastoral care of volunteers Due to the low quality of pastoral care rated on the Likert scale (Fig. 1.2 and Fig. 2.9) the researcher asked the interviewees specifically about pastoral care. Three of the organisations highlighted that their main form of pastoral care was in small groups or teams. This type of pastoral care has been used in churches and religious movements for many years (Clinebell and McKeever, 2011). Another form of pastoral care mentioned was “general congregation support” meaning the support from the congregation of a church and the normal level of pastoral care to members. However, two interviewees mentioned that with rotas and variety of volunteers, people can “get lost” and one interviewee stated that volunteers were “only followed up when they default”. This participant felt that they were weak to pick up on signs before a volunteer defaulted therefore the pastoral care was frequently responsive rather than preventative. Despite this, the participant’s questionnaire recorded a higher quality of pastoral care of volunteers than young people. This may suggest an inconsistency between the quantitative and qualitative data or alternately reflect the varying opinions and experiences of pastoral care from the participants in that particular organisation. Another interviewee stated the need to draw alongside volunteers in personal support in addition to pastoral support in their role as a volunteer. 33

This participant felt that

personal support is very important and this is further evidenced as the previous interviewee commented the main reason volunteer’s defaults was due to personal issues. Quality volunteer management affecting youth work It was felt that if volunteers understood their role in the organisation and the expectations of them they would know how to be more effective. One interviewee shared the idea of the organisation passing on their heart and their vision to motivate volunteers and give them purpose. It was also commented that when volunteers are in the “best shape” and “equipped”; this results in a “positive outflow”. A supportive process such as McCurley et al. (2012) volunteer management process is vital to determine a framework for enabled volunteers to develop and reach their potential to strive to the best of their abilities. Improvements in managing volunteers Four of the five interviewees stated that team building and a team/small group approach to supervision and pastoral care would improve the quality of volunteer management and in turn improve the quality of youth work. Two of the participants felt that appropriate training would be beneficial. Other improvements included: better personal development, finding an alternative to time consuming one to one support, mentoring and session planning. These suggestions seemed to be the results of evaluative practice with an intentional commitment to pursue the realisation of these improvements. Additional questions and comments Additional questions and comments included two participants commenting on the value of young volunteers and how they learn and develop through volunteering. Another two interviews remarked on the question in the questionnaire regarding the difference in volunteer management within secular setting and faith based organisations. One felt that the main difference would be regarding discipleship as an aspect of supporting and developing volunteers, particularly with young volunteers as an aspect of youth work. The other felt that there were examples of good volunteer management in both faith-based and secular organisations, rather leadership and motivating volunteers resulted in differences. A comparison study of volunteer management in the faith based sector and wider secular youth work sector would

provide evidence of whether there are difference in practice or whether the main differences would be the ethos and values of the organisations. 4.4 Key Findings From this data analysis and discussion the key findings are as follows: 

A consistency or correlation exists between the quality of youth work and the quality of managing volunteers



Pastoral care is an area of concern for youth work and volunteer management



Aspects of youth work and volunteer management that have legal repercussions such as equality and child protection are of higher quality



Personal and professional development is an area of concern, however it is understood that there is a need for further training and personal support.

From the results of the questionnaires there is a visible trend between the quality of youth work and managing volunteers (Fig. 1.2). From the raw data (Fig. 1.1) and analysing the individual statements (Fig. 2.1-2.10) there is an overall consistency whereby the quality of youth work and managing volunteers are similar within an organisation. There are obvious exceptions to this such as Portstewart Baptist in regards to diversity (Fig. 2.10) or Newtownabbey Methodist Mission concerning planning and implementing appropriate programmes (Fig. 2.4). Despite these, there is at most a 0.7 degree of difference between the quality of youth work and volunteer management in the overall statement comparison (Fig. 1.2), as measured by the Likert scale. On a scale of 1-5, 0.7 is observable but not significant difference. This would suggest that the overall quality of youth work and volunteer management in the organisations studied are relatively similar when considered in light of Fig. 1.2. Pastoral care does appear to be a significant area of concern raised in the questionnaires and explored in the semi-structured interviews. Although this is a concern, the interviews highlighted steps being taken and further improvements that could be made to address this issue. A team or small group approach seems to be most widely held and with additional team building this personal and professional support may be what is needed to combat the current lower quality of pastoral care. The high quality of youth work and managing volunteers regarding child protection is a positive discovery. Protecting children and adults through safeguarding and equality legislation is becoming increasingly essential. Section 11 of the Children’s Act (2004) places a duty on those working with children to safe guard and promote the welfare of 35

children (Department of Education and Skills, 2007). This policy has been reviewed and updated to form the “Working Together to Safeguard Children” (Department of Education and Skills, 2013) policy published March 2013 to promote an inter-agency approach to children’s welfare. Personal and professional development of young people and volunteers has been shown through the research to be an area that is under development. Three of the four organisations rating the quality of personal and professional development as less than or equal to three were churches, therefore perhaps there is a need to target development in churches (Fig. 2.8). The 2008, Institute for Volunteering Research national survey (Machin and Paine, 2008, P6.) revealed that participants preferred informal personal and professional development to formal professional training courses. From the results of this study personal and professional development of young people and volunteers (Fig. 2.8) is of mixed quality, either both of good quality or neither of good quality. There were several comments regarding training in the semi-structured interviews but only one mention of personal development. Is there is a need for more informal development rather than structured training? Organisations such as Youthlink NI offering this informal development through opportunities such as the ‘Invest Youth’ conference, therefore perhaps more youth workers and others need to avail of these opportunities. [5,189 words]

5.0 Evaluation & Conclusion This section of the research project is a critical evaluation of the success, limitations and potential bias of the research. As Dane (2010, P12) states, “before we apply research results, before we accept them as reasonable … we need to evaluate research results and the methods used to produce them”. This evaluation will test the research results against the research aim and objectives and consider the limitations and potential bias of the methodology. 5.1 Evaluating Aim and Objectives The purpose of this research project was to explore the hypothesis of a relationship between youth work and volunteer management, in terms of quality, in faith-based organisations in NI. This aim (1.2. P1) has been achieved through a stratified study of ten youth organisations and their attitudes to youth work and managing volunteers. The objective of exploring the relationship between youth work and volunteer management using relevant up-to-date literature has also been achieved through the literature review. There has been quite a substantial amount of recent literature to consider which has been essential in providing a basis for the research. One limitation found was the lack of research in NI. There were a few core studies available, which are highlighted in the introduction as key research (1.5. P3); however for a broader comparison it was necessary to reflect on this data with sources from Great Britain and the United States. Throughout the research there has been theological reflection on the relationship being explored and the research project. This was successful in the literature review as the reflection was solely on the relationship; however it proved more difficult to reflect theologically on the research process as it is largely scientific. This has resulted in the research piece being more factual and technical than reflective and theological. Although this topic has the potential for theological depth perhaps the role of theological reasoning is secondary to the empirical analysis in this style of research. One aspect of the research that has been most effective is comparing the quality of youth work and volunteer management using key performance indicators as the basis for comparison. The “Investing in Volunteers standard” (2003) and “Improving Quality: Raising Standards (Youth Sector)” (2010) have proven to be appropriate, 37

valid measures to gauge quality (Bryman, 2012). The design of the questionnaires using these key performance indicators was also successful as the Likert scale provided an excellent method of quantifying the responses. However the limitations with using questionnaires have had a significant influence on the quality of the research (Mitchell and Jolley, 2012). Due to only twenty of the thirty questionnaires being returned there was a bias, where some organisations returned three questionnaires whereas others only returned one. The use of central tendency for each organisation for Figure 2.1-2.10 was intended to reduce the bias created by the limitations of the questionnaire. If this study was to be repeated it would be beneficial to survey a wider range of organisations with more questionnaires nonetheless the number of participants chosen was based on the scale of the research project. The findings and discussion chapter clearly examined the trends and patterns emerging from the data and related the information to the literature review. The key findings emerging from the data were that a relationship exists between the quality of youth work and the quality of managing volunteers; areas of good practice included child protection and equal opportunities; and areas of concern were highlighted regarding pastoral care and personal and professional development. The research was complete in a timely fashion with due care and attention to the standard required by university guidelines. 5.2 Recommendation 5.2.1 Recommendation 1 From findings of this research project the researcher would propose a further study of the same topic on a larger scale. It was intended to survey thirty participants from ten organisations with questionnaires, and then to interview a participant from half of the organisations. A small scale project, such as this one, is useful to begin investigating a topic; however to yield more accurate results a larger study would be more beneficial. A study of one hundred organisations across NI would result in data that is more representative of the wider sector. 5.2.2 Recommendation 2 There is much potential with this topic and it would be interesting to see if the relationship between youth work and managing volunteers held when comparing faith-based youth work alongside secular youth work. 85% of the questionnaire participants felt that there would be a difference in how volunteers are managed in a 38

faith-based context and in a secular context therefore this would be worth investigating. A comparison study regarding the quality, attitudes and practice in faith-based organisations and secular organisations would add validity to the findings of this study. 5.2.3 Recommendation 3 There is also the potential to carry out a longitudinal study to determine whether the quality of both aspects of the relationship increased as one set of standards were introduced, either “Investing in Volunteers standard” (2003) or “Improving Quality: Raising Standards” (2010). This would be interesting to determine the proportionality of the relationship and whether high quality volunteer management will directly increase the quality of youth work. 5.3 Conclusion In conclusion the results of the research have successfully proven that a relationship exists between youth work and managing volunteers. Through the findings and discussion chapter there is conclusive evidence to suggest that consistency exists between the quality of the two factors however this is not incidental. The quality of one aspect does not necessary result in equal quality of the other as proportionally has not been tested, nevertheless, this trend suggests that there is a definite relationship between the two. Despite the limitations encountered the research has been worthwhile as it has highlighted areas of good quality practice and areas of concern to be targeted, as defined in the key findings (4.4 P35). The semi-structured interviews suggest that organisations are evaluating and desire to improve their services, particularly in the areas of concern, such as pastoral care (4.3.2 P35). Reflecting from the point of the researcher’s personal youth work practice, the relationship between quality in these areas potentially is the result of using transferrable skills and value based practice. Overall while not conclusively proving there is a direct proportionality between the quality of youth work and the quality of managing volunteers, this research project has completed its intentions and determined that a relationship does exist. [1,025 words]

6.0 Appendices 6.1 Volunteer Management Process â&#x20AC;&#x201C; McCurley, et. al. (2012. P32)

6.2 Investing in Volunteers Standard (2003)

6.3 Improving Quality: Raising Standards (Youth Sector) â&#x20AC;&#x201C; DOE (2010)

6.4 Sample Questionnaire

Dissertation Research Project Questionnaire Youth Organisation:

Role:

Are you a volunteer or paid staff?

How long have you been in this role?

Why do you volunteer in this youth programme?

Why does your youth programme need volunteers? Do you think there is/would be a difference in how volunteers are managed in a secular setting verses a faith-based context? Why?

Please state to what extend you agree or disagree with the following statements regarding youth work practice within your organisation.

strongly disagree 1 ------- strongly agree 5 [ ( ) for number or UN for unsure. Additional comments welcome.]

1. Your organisation demonstrates strategic leadership through intentional needs analysis and corresponding personal and social development of youth people. ( )

2. Your organisation has an up-to-date child protection policy and protects young people through risk-assessments, insurance, codes of conduct and police vetting. ( )

3. Your organisation is constantly evaluating practice to develop and improve. ( )

4. Your organisation is effective in its planning and implementation of programmes to aid the personal and social development of young people. ( )

5. Appropriate needs based curriculum is used as the basis for programme planning. ( )

6. Youth achievements are celebrated and encouraged. ( )

7. Appropriate resources, finance and facilities are available and used efficiently. ( )

8. Your organisation shows an intentional commitment to the personal/professional development and training of staff, both paid and voluntary. ( )

9. A pastoral care policy/procedure is in place with appropriate delegation and data protection that promotes faith development and supports young people. ( )

10. Your organisation promotes an atmosphere where equal opportunities and diversity inclusion is encouraged. ( )

Please state to what extend you agree or disagree with the following statements regarding managing volunteers within your organisation.

strongly disagree 1 ------- strongly agree 5 [Additional comments welcome. Alternatively write UN for unsure]

1. Your organisation demonstrates strategic leadership through intentional involvement and management of volunteers. ( )

2. Your organisation has an up-to-date child protection policy and protects volunteers through risk-assessments, insurance, codes of conduct and police vetting. ( )

3. Your organisation is constantly evaluating practice to develop and improve. ( )

4. Your organisation is effective in its planning and implementation of procedures to aid volunteer recruitment, induction, supervision and retention. ( )

5. Appropriate volunteer role descriptors form the basis for volunteer involvement. ( )

6. Volunteers are encouraged through intentional recognition of their efforts. ( )

7. Appropriate resources, finance and facilities are available and used efficiently. ( )

8. Your organisation shows an intentional commitment to the personal/professional development and training of volunteers. ( )

9. A pastoral care policy/procedure is in place with appropriate delegation and data protection that supports volunteers and is easily accessible. ( )

10. Your organisation promotes an atmosphere where equal opportunities and diversity inclusion is encouraged for volunteers. ( )

Name of Participant:

Date: __ / __ / __

Participant Signed: ___________________________________________ Researcher Initials ___

6.5 Interview Transcript Semi-Structured Interview Questions [9:05 mins] The questionnaires were about managing volunteers and youth work obviously, and the connection or the relationship there …do you think there is a connection between the two? Do you think volunteers important to youth work? Volunteers are crucial in terms of, like you wouldn’t run your organisations if you didn’t have volunteers. There’s a certain amount of hours that even paid staff, paid people can do but there’s a limit to what they can do. So I suppose volunteers, without them you don’t have, run youth organisations basically. As well the volunteers need to be motivated in what they’re doing, they need to feel valued otherwise their level productivity - is a very business word, but that kinda idea where you need to look after them and to be making sure – youth club is a good example where some leaders are just happy volunteering but it’s maybe not enough – they want to be doing something that they are interested in. We’ve had a few ones doing cooking with the young people and just them having that something that they love to do and that allows them to connect with the kids to they are coming away from youth clubs now thinking “I had something to contribute there”. They are built up and more likely to come back whereas before that they were maybe on tuck shop which is important and qwneeds to be done but its maybe not as rewarding a role. So that kind of matching their skill set and their desires are to the role you’re asking them to do is important. How would you describe how volunteers are looked after in High Kirk? I think it ranges probably across organisations and in some cases it depends, a wee bit, on the attitude of the volunteers as well. So I find that with our younger volunteers, they are more up for doing training and more up for, they want to learning and do things to the best of their ability and they’re aware we need to learn how to do it. Whereas it’s probably harder with people who have been doing it for a long period of time, who maybe are reluctant to change the way they’ve done it or are reluctant to go to training. It’s like especially for some people who are maybe teachers who are qualified and have had training and it’s like why do I need extra training, I’ve been trained in how to work with young people. Although in a lot of cases it’s a different environment and so therefore they maybe do need training but it’s that kind of, it’s hard to know, you can’t force people to do training but I’d say probably in High Kirk, if people want to train and want to get better we create opportunities for them whether that’s – we’ve put some leaders through the OCN Level 2 training recently or we’ve had leaders do the trainee leaders development that we’ve put them through and there is sort of standalone training events that we encourage them to go to either as part of PCI or that we run as a church. So it’s the kind of thing where we think it’s important to develop our volunteers but it’s up to the volunteers, if they don’t want to come to that you can’t really make them. So what about the pastoral care side of looking after volunteers? Pastoral care is, again it varies, we have the likes of our BB and GB leaders who all work together for the whole year and they would be good in you know that if something happened or you know if someone’s sick the other leaders will go and look after them. They would be very much a team even like a small group almost, supporting and bringing meals round; the same with the BB as well. The likes of our youth fellowship would be kinda of a good close group where people know each other and are friends outside of that which helps. Sunday school is a wee bit harder because we have got people who are rotas so you are only doing it for 6 weeks throughout the year and because there is such a big gap between, people can get 49

lost in that and its hard within a church setting, I suppose it’s part of the bigger, wider pastoral care so we try and give the people leaders within the youth organisations but essentially you are saying we want you to get involved in something else within the church like in a small group that’s spreading out the pastoral care across the board. [Follow up question] Do you find that some of your volunteers are involved in a lot of things, a lot of different organisation or do you find that ‘this is my area’? Some of them are but we’ve tried to streamline things so that this is your one things, you don’t want people to be serving in too many different areas because then we think it affects the quality and they end up getting burnt out and exhausted whereas I suppose we’d rather they would do one thing well. There’s obviously exceptions to that with people who are involved in a few but actually we’ve had a few in the past couple of years that have stepped down from one organisation and maybe moved into another one rather than do both together. Do you think how well you look after volunteers affects how well the young people are then looked after? Do you think there’s a direct link there? Yeah, I think there is. I suppose if you look after your volunteers then they are in the best possible condition, the best possible shape, you know there equipped as they as they can to do the role so then I think if you’ve got a motivated staff young people pick up on that and they know when people really want to be there or they know, they can see through it if this person is just here to put in a few hours. I think it is crucial that you do look after your volunteers well. Do you think there are any ways you could be better looking after your volunteers than you already are? Or things that you would like to see improved? I think it’s nearly like an on-going… this is nearly a cop out answer, but it is kind of an ongoing thing where I don’t think you can ever arrive and say ‘now we’ve got this sorted’ because I suppose that’s the nature of pastoral care, that things constantly change and I think it’s where we’re sort of – I mentioned Sunday School as an area that’s maybe weaker and it’s something we’re looking at, to get the leaders all together to feel part of a team, this kind of team ministry so that everybody does things as teams so it’s less about one individual running an organisation and that’s the way we’re trying to go. So that people have got others around them who are there to support them and a leader in charge so that they are looking and who’s coming up after them and kind of mentoring and succession planning that we’re working on. That’s probably where we’re trying to do to. Any other thoughts or comments that you thought of from the questionnaire or this discussion? From the questionnaire I thought it was quite interesting the question where it asked is it different in faith-based to outside work. I suppose I’ve a wee bit of experience working with the Waverny youth club and they do things really well. Their volunteers are well looked after and it’s a well-motivated team but a lot of it comes down to the lead person. Like Janine, she’s motivated herself and that spreads to the rest of the team, but she’s got good volunteers as well. So it’s seeing that balance between good leadership but also good volunteers who are willing to try things, who are willing to improve and get better. I think that’s a crucial sort of mix whether its faith based or outside. I think it’s having people who have a heart for their volunteers but also volunteers who want to strive to get better. Yeah, I think there is good example and bad example of practice on both sides, so I’m not sure one necessarily has it better than the others but that’s probably one good example that I’ve seen from outside church, that’s in the Waverny. 50

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Ilsley, P., 1990. Enhancing the Volunteer Experience: New insights on strengthening volunteer participation, learning and commitment. Jossey-Bass: USA. Ingram, G., and Harris, J., 2001. Delivering Good Youth Work: a working guide to surviving and thriving. Russell House Publishing: UK. Jackson, A., 2009. Mad Church Disease: Overcoming the Burnout Epidemic. Zondervan: USA. Kahn, J. A., 2011. Research Methodology. APH Publishing: India. Kreitner, R., 2001. Management. 8th edition. Houghton & Mifflin: USA. Larsen and Treir, 2007. The Cambridge Companion to Evangelical Theology. Cambridge University Press: UK. Lodico, M., Spaulding, D., & Voegtle, K., 2010. Methods in Educational Research: From Theory to Practice. John Wiley & Sons. Lund, J., 2011. Ultimate Survival Guide to Youth Ministry: Maintaining Boundaries in Youth Ministry. WestBow Press: USA. Machin, J., and Paine, A., 2008. Management Matters: A National Survey of Volunteer Management Capacity. Institute for Volunteering Research: UK. May, T., 2001. Social Research: Issues, methods and process. 3rd Ed. Open University Press: USA. McCurley, S., Lynch, R., and Jackson, R., 2012. The Complete Volunteer Management Handbook. 3rd Edition. Directory of Social Change: UK. McManus, J., 2006. Leadership: Project and Human Capital Management. Butterworth-Heinemann: UK. P36. Miles, M., and Huberman, M., 1994. Qualitative Data Analysis: An expanding sourcebook. SAGE: USA. Mitchell, M and Jolley, J., 2010. Research Design Explained. 7th Ed. Cengage Learning: USA Mitchell, M., and Jolley, J., 2012. Research Design Explained. 8th Ed. Cengage Learning: USA

National Youth Agency, 2004. Ethical Conduct in Youth Work. 2nd Edition. National Youth Agency: UK. National Youth Agency, 2008. Raising the Standard – A guide to Quality Systems in the Youth Sector. National Youth Agency: UK. Petri, G. A., 1996. The Proper Care and Feeding of Church Volunteers: A Practical Guide for Volunteer Leaders. Rowman & Littlefield: USA. P1-5. Roberts, J., 2009. Youth Work Ethics. Learning Matters Ltd: UK. Seidel, J., and Kelle, U.,1995. Different Functions of Coding in the Analysis of Textual Data cited in Kelle, U., 1995. Computer-aided Qualitative Data Analysis: Theory, Methods and Practice. Sage: UK. Urban Institute, 2004. Volunteer Management Capacity in America’s Charities and Congregations: A Briefing Report. Urban Institute: USA. Viola, F., 2012. Reimagining Church: Pursuing the Dream of Organic Christianity. 2nd Edition. David C. Cook: USA. Volunteer Development Agency, 2007. It’s All About Time: Volunteering in NI 2007. Volunteer Development Agency: UK. Warburton, J., and Oppenheimer, M., 2000. Volunteers and Volunteering. Federation Press: Australia. Willford, C., and Willford, C., 2007. How to Treat a Staff Infection: Resolving Problems in Your Church or Ministry Team. Baker Books: USA. Wisker, G., 2009. The Undergraduate Research Handbook. Palgrave Macmillan: USA YouthWork NI, 2012. A Quality Assurance Framework for the youth work sector in NI’. YouthWork NI: UK. 7.2 Journals: Brudney, J., 2000. ‘The Effective Use of Volunteers: Best Practices for the Public Sector’. [journal] Law and Contemporary Problems, Vol. 62, No. 4. Easterby-Smith, M., Golden-Biddle, K., and Locke, K., 2008. ‘Working with pluralism: determining quality in qualitative research.’ [journal] Organizational Research Methods, Vol. 11 No.3. Page 109. 54

Langton, S., 1981. Journal of Voluntary Action Research. “The New Voluntarism”. [journal] Vol. 10. No. 1 Van Til, J., 1987. Journal of Voluntary Action Research. “Mapping the Third Sector: Voluntarism is a Changing Social Economy”. [journal] Vol. 16. No. 1&2. 7.3 Documents:

Corporation for National and Community Service, 2006. Faith-based and

Community Organizations and Volunteering. [factsheet] Department of Education and Skills, 2007. Safeguarding Children and Safer Recruitment in Education. Department of Education and Skills (England): UK.

Faith-Based Interest Group, 2006. Faith-Based Youth Work in NI. [research report] Youthnet: UK. National Occupational Standards, 2012. Fulfil the legal, regulatory and ethical requirements relevant to youth work. National Occupational Standards: UK.

7.4 Online Documents: Corporation for National and Community Service, 2009. Volunteering in America’s Faith-Based Organizations. [research brief] Available http://www.volunteeringinamerica.gov/research.cfm [Accessed 05/2/12] Corporation for National and Community Service, 2012. Volunteering and Civic Life in America 2012. [newsletter] Available http://www.nationalservice.gov/about/role_impact/performance_research.asp#VIA_2 012 [Accessed 05/2/12] Deloitte, 2009b. ‘Executive Summary: Deloitte Volunteer IMPACT Survey’ [online report], Deloitte Development LLC. Department of Education and Skills, 2013. Working Together to Safeguard Children. [online document] Available http://www.workingtogetheronline.co.uk/documents/Working%20TogetherFINAL.pdf [Accessed 1/4/13]

Department of Education, 2010. ‘Improving Quality: Raising Standards in the Youth Sector’. Available http://www.etini.gov.uk/index/support-material/support-materialyouth/quality-indicators-for-use-in-the-youth-sector.pdf [Accessed 3/2/13] Hertfordshire County Council, 2007. Youth Work Curriculum 2007. (document) Available http://www.youthconnexionshertfordshire.org/documents/PDF%20Files/Youth%20WOrk%20Curriculum-1.pdf [Accessed 8/4/13] Investing in Volunteers, 2003. ‘Investing In Volunteers Standard’ [document] Available http://iiv.investinginvolunteers.org.uk/images/stories/Investing-InVolunteers/Documents/Other/The-IiV-Standard-2010.doc [Accessed 3/12/12] Molander, G., 2012. Burned Out – An Anonymous Letter from a Church Volunteer. [online] Available http://www.garymo.com/2012/08/24/burned-out-an-anonymous-letter-from-achurch-volunteer/ [Accessed 1/4/13] NISRA, 2011. Census 2011: Key Statistics. (article). Available http://www.northernireland.gov.uk/news-dfp-111212-census-2011-key [Accessed 18/3/13] Northern Ireland Act, 1998. Section 75. Online document. Available http://www.legislation.gov.uk/ukpga/1998/47/section/75 [Accessed 17/4/13] Pembrokeshire County Council, 2012. Planning Projects, Sessions and Activities. (article) 30/1/2012. Available http://www.pembrokeshireyouthzone.co.uk/content.asp?nav=10,163&parent_director y_id=1&id=222 [Accessed 8/4/13] The Children’s Evidence Order, 1995. Online document. Available http://www.legislation.gov.uk/nisi/1995/757/contents [Accessed 17/4/13] United Nations, 1989. United Nations Convention on the Rights of a Child. Online document. Available http://www.education.gov.uk/childrenandyoungpeople/healthandwellbeing/b0074766/ uncrc [Accessed 17/4/13] Volunteer Now, 2011. ‘Volunteer Now Annual Report 2010-2011’ [report] Available http://www.volunteernow.co.uk/fs/doc/Volunteer%20Now%20Annual%20Report%20 HR.pdf [Accessed 3/2/13]

YCNI, 2011. â&#x20AC;&#x2DC;A Profile of the Youth Work Workforce in NIâ&#x20AC;&#x2122; [research] Available http://www.ycni.org/downloads/youth_work_training/YW_WorkforceProfile.pdf [Accessed 3/2/13] 7.5 E-Books: Chandler, D., 2012. Writing a Dissertation: Some Guidelines for University Students. Aberystwyth University. [e-book] Available http://users.aber.ac.uk/dgc/Modules/dissertation.html#B [Accessed 23/1/13] 7.6 Websites: Grant Tracker, 2013. Website. Available http://www.granttracker.org/knowledgebase/fundraising-faith-based-organisations [Accessed 17/4/13] Volunteer England, 2013. Website. Available http://www.volunteering.org.uk/iwanttovolunteer/what-is-volunteering [Accessed 17/4/13]

8.0 Ethical Clearance Section A Student information

Name: Jayne Stewart

Address: 29 Phoenix Fields, Railway Street, Ballymena. BT42 2BF

Tel. No.: 07926923172

Email: missjaystewart@gmail.com

Regional Centre: Ireland

Title of Dissertation: An investigation into the relationship between volunteer management and youth provision in the Northern Ireland faith based sector.

Section B

Initial declaration This investigation will include formal study of children, young people or vulnerable adults This investigation will include formal study of adults

Yes / No Yes / No

If you have answered YES to either statements above, then it is presumed that you are completing an Empirical -based Dissertation. You must complete Sections C, D E and F.

You will also MUST include a copy of your Consent Form and Information sheet for human subjects.

If you have answered NO to BOTH statements above, then it is presumed that you are completing a Library-based Dissertation. You must go straight to Section E and obtained your tutor's signature only, then complete Section F.

Section C

Please answer the following questions, and give details if answering Yes (or if necessary to explain No):

Does the study involve participants who are particularly vulnerable or unable to give informed consent?

Yes / No

Will the study require access to groups or individuals because of their membership of a particular group, organisation, place of study or dwelling place? (e.g. particular youth group, school, community group)

Yes / No

Will it be necessary for participants to take part in the study without their knowledge/consent at the time?

Yes / No

Will the study involve discussion of sensitive topics not usually addressed in your placement work?

Yes / No

Could the study induce psychological stress, anxiety, or cause harm or negative consequences beyond the risks encounter in normal life?

Yes / No

Will financial inducements (other than reasonable expenses) be offered to participants?

Yes / No

All participants will be informed adults.

Participants will be selected based on their involvement with volunteers and youth provision.

Participants will be aware of their involvement in the study and give consent.

Volunteer management and youth provision are unlikely to be sensitive topics.

Section D The investigation that you are about to begin is potentially harmful to participants. You are being judged on four issues: Is your study valuable enough to ask other people to give up their time? Have you considered that some people might not want to take part in your study, and how they will say no (the issue of informed consent)? How can individuals leave the study if they wish to? How are you going to store and use the information you have gained?

1. What do you hope to achieve through this study? I hope to achieve an increased understanding of the relationship between volunteer management and the quality of youth provision that organisations might invest in their volunteers to the benefit of their youth provision. I also aim to raise the profile of volunteer management in the faith based youth sector. 2. How will the study be carried out? (e.g. interviews, questionnaires, observation) The study will be carried out using questionnaires, focus groups, and interviews with participants from a number of organisations working with young people that involve volunteers. 3. How will you collect and store the data (e.g. recording, written notes) The data will be recorded on paper questionnaires and the researchers personal notes which will be kept in a secure filing system. Audio data will also be collected during the focus group and interviews and will be recorded on a password protected audio device. The data will then be analysed on a secure, private, password protected laptop. 4. How many participants will be recruited, and by what criteria will they be selected? Participants will be recruited for interviews and questionnaires from 10 faith based organisations/churches throughout Northern Ireland. The focus group will be carried out with youth workers primarily from the Centre for Youth Ministry Ireland. 5. Outline your plan for gaining informed consent (a) initial approach Organisations will be contacted by email/telephone and given an outline of what the study entails and a copy of the information sheet will then be emailed/posted. The researcher and organisation will then come to an agreement on number of participants and whether interviews or questionnaires are more appropriate. Ideally two volunteers and a volunteer manger will be recruited for interview or questionnaire from each organisation. (b) individual consent Consent forms will be read threw with the participant prior to any interview or questionnaire and must be signed by the participant. (c) ability to withdraw The participant have the right to withdraw at any time from the study and this is listed as a point in the consent form. (d) parental consent Participants must be over 18 to be involved in the study therefore parental consent in not required. 6. Do you foresee any potential adverse effects of the study? There is the potential for organisation to be unhappy with feedback from volunteers or managers however the information sheet and consent form highlight that any information gathered is for the sole purpose of the study and will not be shared with the organisation without permission from the individual. Anonymity of organisations and individuals will be maintained throughout the study however the individual organisations will be aware of 60

their own participants. 7. Will confidentiality be maintained and if so how? (a) Confidentiality of the INDIVIDUAL? Anonymity will be maintained in the complied data by coding individuals to protect the identity of individuals. (b) Confidentiality of the AGENCY? Organisation/ Churches will be listed in the study but will have coded references during the data compilation, discussion and analysis to protect the integrity of the organisaiton.

Section E Supervisors Supervisors are required to have personal experience of formally studying human subjects. The professional practice agency line-manager / gatekeeper (if appropriate) has a particular responsibility to ensure the wellbeing of the people involved in the study.

CYM Supervisor

Professional Practice Agency Line-manager /Gatekeeper (empirical-based dissertation only)

Name: Tony Silcock

Name: Eleanor Drysdale

Address: 31 Colin Road

Address: Wellington Presbyterian Church

Belfast

Sourhill Road

BT17 0LG

Ballymena BT42 2NB

Tel: 07749531698

Tel:07762300357

Email: tony@youthinitiatives.com

Email: eleanordrysdale@btinternet.com

Signature:

Section F

I agree to conduct this study in line with the ethical guidelines laid down in the National Youth Agency document â&#x20AC;&#x2DC;Ethical Conduct in Youth Workâ&#x20AC;&#x2122;, and the ethical expectations placed on me by the Practice Agency supervisor.

Signature of student ......................................................................................

Date: ..................................