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Kaufman Vol 26 No 3
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Abstract
Volunteer administrators recognize that development of volunteers is both an art and a science.
This paper outlines a seven-step approach that was successfully applied when planning and
implementing a professional development program for volunteers who serve in leadership roles
with a grassroots, nonprofit organization in the USA. The steps are based upon principles of
adult learning, known in the education field as “andragogy.” Accordingly, the steps draw
connections to the Andragogy in Practice Model, outlining the process from the point of needs
assessment through program evaluation. The implementation of the program was based on the
theory that adult learning improves when the learners are engaged in all aspects of the planning
and implementation of their learning experiences.
Key Words:
andragogy, grassroots, education, program, planning
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Andragogy:
Core Adult Learning Principles
Situational Differences
- resource
- mental models
Societal Growth
Institutional Growth
4. Readiness to Learn
- life related
- developmental task
5. Orientation to Learning
- problem centered
- contextual
6. Motivation to Learn
- intrinsic value
- personal payoff
Individual Growth
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Process
Elements of
Evaluation Andragogy
Diagnosis of
Needs
Applied
Steps Diagnosing
Program
evaluation for needs through
revision mutual
assessment
Adragogical
Learning Setting Setting of
Activities Implementing Principles Objectives
learning objectives
Learners Need to Know
activities through mutual
Self-Concept of the Learner negotiation
Prior Experience of the Learner
Readiness to Learn
Orientation to Learning
Setting the Motivation to Learn
learning climate Designing
at program learning plans
gatherings to fit the
Preparing context
Climate
learners in Designing
& program Learning Plans
promotion
Planning
Preparing
Learners
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the program advisory committee and other leaders. More importantly, the promotional
Farm Bureau representatives to ensure that materials pointed out that the topics and key
the end product would meet the needs of the points offered in the program were based on
organization and the intended audience. the felt needs of Farm Bureau members and
Although the materials were written by leaders. These points were organized into
university representatives, they were best practices, making use of participants’
presented to Farm Bureau in a train-the- familiarity with the concept of “best
trainer format, so that the program could be management practices” that are
delivered locally by Farm Bureau field staff recommended for improving the efficiency
members who were knowledgeable of the and effectiveness of business and land-use
individual and situational differences of the activities. The most effective method for
target population. Farm Bureau leaders preparing learners for the program may have
believed this approach would be well been the informal conversations that Farm
received by program participants, because Bureau staff had in recruiting program
the local board members would already have participants. Because the Farm Bureau staff
a well-established relationship with the members were familiar with the program,
program presenters. In addition, they were able to guide potential participants
opportunities would be available for into knowing what to expect and to prepare
program presenters to incorporate local them for an enhanced learning experience.
examples of the concepts being presented.
Although four-hour, face-to-face workshops Setting the Learning Climate at Program
were the primary events associated with the Gatherings
program, the complete program included The workshops for the program
follow-up learning opportunities. Workshop began by taking 10 to 15 minutes to develop
participant manuals were designed to allow (or reinforce) a felt need to learn and to
program participants to take home a engender confidence in the program. This
summary of the key points from the was accomplished indirectly through the
program. Participants also received follow- previously established credibility of the
up mailings in the months following the presenters (Farm Bureau staff members) and
workshops. These mailings included more directly through group discussion of
professional newsletters that reviewed the the learning objectives. In addition to
key points from the program. personal examples (which may vary from
one presentation to another), consistent
Preparing Learners in Program Promotion program examples were provided in the
As Farm Bureau staff marketed the form of video segments in which Farm
program, they highlighted aspects of the Bureau members and leaders discussed the
program that suggested it would be different practical value of the topics about to be
from any passive participation that members addressed in the program. The program
might expect from an educational program. presenters shared that the program success
Program participants would be expected to was dependent upon participant
actively engage in learning activities and engagement. Although the workshops
contribute to discussion throughout the offered some structured progression through
program. A promotional brochure noted that pre-identified topics, presenters noted that
the program was an investment by the the engagement in the learning activities and
organization into the professional the reflection upon each activity would be
development of its members and local essential to the learning process. Program
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participants were invited to ask and assist in asked to what extent they could use the ideas
answering any questions relevant to the and skills learned in the workshop, all
program’s focus. participants indicated that they expected to
apply program concepts, with 59%
Implementing Learning Activities expecting to apply the skills and ideas “to a
Throughout the program, learner great extent” and 37% “to a moderate
motivation was reinforced by involving extent.” One participant wrote, “I’ve been
learners in activities and discussion. One wanting/needing this info for years.”
important concept emphasized through the Additional evaluation research was
learning activities was Dale’s (1969) “Cone conducted six months after the program was
of Experience” which suggests that people initiated. This follow-up evaluation involved
generally remember 10% of what they read, a mailed questionnaire to program
20% of what they hear, 30% of what they participants and non-participants. It also
see, 50% of what they see and hear, 70% of included interviews with program
what they discuss with others, 80% of what presenters. Although program participants
they experience personally, and 95% of and presenters continued to express
what they teach someone else. Although satisfaction with the program, evaluation
workshop participants may have had little findings did offer insights into opportunities
opportunity to teach concepts, the activities for improving the program. These
did provide some opportunity to experience recommendations provided guidance for
the concepts being learned and certainly changes to program implementation that will
opportunities to discuss what was being further improve program efforts.
learned. Presenters were urged to keep
activities moving, while also being sure to Conclusions and Implications
take time to allow the group to process what Like many adult learning situations,
was being learned. In addition, learning personal development for volunteers is often
reinforcement was offered through the an extra commitment. As a result, it requires
follow-up mailings to participants in the input and buy-in throughout the program
months following initial participation. As planning process. The Andragogy in
participants applied concepts from the Practice Model can be a helpful guide for
program in “real-life” situations, they ensuring the learners are engaged in the
received informal feedback from their process, and the case of Farm Bureau’s STV
experience. As this occurred, Farm Bureau program provides a practical example. The
staff encouraged them to continue process elements are not necessarily linear,
application of the concepts. yet Farm Bureau’s steps may serve as a
helpful guide for others to ensure that
Program Evaluation and Revision essential principles of adult learning are not
The first program component, “Farm overlooked. The seven steps include: 1.
Bureau Foundations”, was applauded by Diagnosing needs through mutual
both participants (volunteers) and presenters assessment, 2. Setting objectives through
(paid staff). At the end of each Farm Bureau mutual negotiation, 3. Designing learning
Foundations workshop, participants were plans to fit the context, 4. Preparing learners
encouraged to complete evaluation forms. in program promotion, 5. Setting the
The collected evaluations indicated that over learning climate at program gatherings, 6.
98% of participants were “satisfied” or Implementing learning activities, and 7.
“very satisfied” with the workshop. When Program evaluation and revision.
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This program planning process is staff members have praised the program for
effective for many reasons. The two most the professional growth that occurred for the
important characteristics are the long-term staff members involved in the development
planning and the direct involvement of and delivery of the program. Staff members
participants throughout the process. The have improved their facilitation skills; and
planning process was a comprehensive perhaps more importantly, the professional
approach that stretched across years of development model has shaped their
research and program development. During thinking on the best way to guide, influence,
that time, the involvement of stakeholders and develop grassroots leadership.
over and over again helped to ensure that the After early success of Farm Bureau’s
program was on-target, and it allowed for grassroots leadership development program,
increased willingness to commit to other groups have expressed interest in
involvement in an intensive program. developing similar professional
Although learner participation was development programs for their volunteers
highlighted as a success in this program in leadership roles. The process outlined in
planning project, more can and should be this paper may provide a helpful guide for
done. The program advisory committee that program planners. The process is based on
was instrumental in designing learning plans sound principles of learning, offered by the
included curriculum developers and Andragogy in Practice Model (Holton,
organizational staff members, but it failed to Swanson, & naquin, 2001; Knowles, Holton,
include volunteers for which the program & Swanson, 1998, 2005). Even still, further
was targeted. The justification for this research is needed to confirm its success
absence was partially related to volunteer with other organizations and contexts. In
availability. While the absence of the addition, researchers and practitioners
learners in advisory committee meetings did should continually seek out ways to
not appear to be a limiting factor in this maximize the value of educational
case, the participation of at least a few of the programming for volunteers. Individuals and
targeted learners may have improved the organizations designing professional
function and effectiveness of the advisory development programming for volunteers
committee. The learners’ immediate should apply the steps outlined in this paper
reactions to program ideas may have been and share any helpful adaptations with other
insightful as to curriculum pieces that should practitioners.
be reconsidered. In addition, the learners are
best positioned to ensure that learner needs References
are interpreted appropriately and kept at the Bradner, J.H. (1999). Leading volunteers for
forefront. Program planners who follow the results: Building communities today.
model presented in this case study should Winnetka IL: Conversation Press.
take extra effort to include targeted learners
as members of the program advisory Brennan, M.A. (2007). Placing volunteers at
committee. the center of community
Farm Bureau is still implementing development. The International
the “Strengthening the Voice” program Journal of Volunteer Administration,
through added modules. As time passes, 24(4), 5-13.
program benefits continue to surface. In
addition to the direct program benefits for Carter, H.S.F. (2004). Leadership
program participants, Farm Bureau state expectations and perceptions of the
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Hannah S. Carter is an assistant professor at the University of Florida and serves as director of
the Wedgworth Leadership Institute for Agriculture and Natural Resources. Her research
interests include organizational leadership and agricultural leadership.
Rick D. Rudd is professor and department head for Agricultural and Extension Education at
Virginia Polytechnic Institute and State University. His research interests include critical and
creative thinking and problem solving.
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