Volunteers for Outdoor Colorado: Volunteer Management Strategies for Crew Leaders. Retention and Succession. Stephanie Beard. PUAD 5361, Spring 2012

Transcription

1 Capstone 1 RUNNING HEAD: VOLUNTEERS FOR OUTDOOR COLORADO Volunteers for Outdoor Colorado: Volunteer Management Strategies for Crew Leaders Retention and Succession Stephanie Beard PUAD 5361, Spring 2012 Dr. Martell

2 Capstone 2 Table of Contents Executive Summary 4 Introduction 5 VOC, Crew Leaders, and Volunteer Management 6 Literature Review 8 Methods 14 Results 17 Policy Implications of the Study 23 Conclusion 31

3 Capstone 3 Table of Figures Figure 1. Mean Volunteer Motivations 18 Figure 2. Correlations of Age and Volunteer Motivations 19 Figure 3. Correlations of Volunteer Outcomes and Volunteer Intentions 20 Figure 4. Response Pattern to Question One 21 Figure 5. Correlations of Volunteer Outcomes and Training Intentions 21 Figure 6. Response Pattern to Question Two 23

4 Capstone 4 Executive Summary To assist Volunteer s for Outdoor Colorado (VOC) in devising policy to improve retention and training participation for crew leaders, this project investigated the impact of motivation on volunteer behavior (M. Martinez, communication, January 6, 2012). Through a review of academic literature this project discovered that people of different ages can be motivated to volunteer for different reasons (Okun & Schultz, 2003), motivationally relevant volunteer management policy can improve retention (Garringer, 2008), and volunteer participation in training can be influenced by the extent to which volunteering was motivationally fulfilling for these individual s in the past (Farmer & Fedor, 1999). Through primary data collection using a survey and semi-structured interview administered to a sample of crew leaders it was found that crew leaders of different ages are motivated to volunteer with VOC for the same basic reasons (Orcher, 2007; Walliman, 2011). However, it was revealed that crew leaders who have had specific motivationally fulfilling experiences at VOC are more likely to plan on continuing to volunteer and train with the organization in the future. By drawing from these key findings and a review of practitioner literature this project offers VOC strategic policy recommendations to improve retention and training participation for the average crew leader by appealing to their motives for volunteering. Recommendations for monitoring the success of these strategic policies are also offered to VOC. The following is a brief overview of these recommendations: To increase crew leader involvement in large scale projects, VOC s recruitment messaging should emphasize the environmental value of these projects and how (by participating) volunteers will have the opportunity to learn new skills (Garringer, 2008).

5 Capstone 5 VOC should use recognition activities that illustrate the positive impact crew leaders have had in promoting environmental stewardship to improve retention (Garringer, 2008; Hager & Brudney, 2004). Intangible and tangible rewards should be offered to crew leaders for completing training with VOC to incentivize future participation by reinforcing the organizational importance of this accomplishment (Clary, Snyder & Ridge, 1992; Phillips & Phillips, 2010). A performance evaluation system should be used by VOC to assess the effect of these volunteer management policies on retention and training participation rates for crew leaders (Bryson, 2011). Furthermore, this project presents pros and cons for each recommendation accompanied by implementation plans for VOC. Introduction Understanding what motivates volunteer behavior (the act of participating in voluntary service) is a potentially useful source of information when designing policy to recruit, retain, and encourage volunteers to participate in elective activities (Rochester, Paine & Howlett, 2011). For example, research has demonstrated that psychological motivation such as values or needs can drive a person to pursue and engage in unpaid work (Rochester, et al., 2011). In the nonprofit sector, managing volunteer behavior can be a challenge however as there are many factors, such as time constrains, which can deter a person from volunteering (Rochester, et al., 2011). Nonprofit managers must therefore be strategic when designing recruitment, retention, and engagement policy for these individual s (Rochester, et al., 2011). Appealing to volunteer s unique psychological motivations is one of many strategies nonprofit managers can use in order to incentivize positive volunteer behavior (Rochester, et al., 2011). At present, Volunteers for

6 Capstone 6 Outdoor Colorado (VOC) is experiencing this challenge first hand in deciding which policies would help the organization effectively manage its crew leader program (S. Anderson, personal communication, December 15, 2011). Specifically, of the 241 volunteers currently enrolled as crew leaders with VOC only 90 to 100 volunteer annually and another eight to 12 percent dropout each year (M. Martinez, communication, January 6, 2012). Qualitatively VOC has discovered that crew leaders between the ages of 40 to 70 participate more actively (measured in terms of annual volunteering and training participation) and drop-out less often than crew leaders between the ages of 25 to 31 (M. Martinez, communication, January 6, 2012). Though VOC has instituted policies to retain crew leaders and encourage their participation in training, these issues still appear to be present (M. Martinez, communication, January 6, 2012). The purpose of this project is to address these issues by determining whether differences in crew leaders motivations to volunteer are impacting their rates of retention and participation in training. Through literature review and primary data collection and analysis three questions are answered. 1. Is there a relationship between volunteer motivation and age? 2. Is there a relationship between volunteer motivation and retention? 3. Is there a relationship between volunteer motivation and training participation? By answering each question this project offers VOC strategic policy recommendations to incentivize retention and successive training participation by appealing to crew leaders motives. VOC, Crew Leaders, and Volunteer Management VOC is a Denver-based nonprofit organization whose mission is to motivate and enable citizens to become active stewards of Colorado s natural resources (Volunteers for Outdoor

7 Capstone 7 Colorado [VOC], 2011a, p.1). This organization works with thousands of volunteers statewide to plant trees, remove invasive weeds, build trails, and even restore historic structures on public lands (VOC, 2011b). Each year VOC orchestrates between 20 and 40 large scale environmental conservation projects (VOC, 2011b). Crew leaders, who guide and instruct groups of volunteers during these projects, help ensure their success (VOC, 2011b). These important volunteers are responsible for the safety of those assigned to them on project day and making sure their experience with VOC is fun ( Path to VOC, 2011). The following crew leader positions are offered by VOC: 1) community project crew leader; 2) trail crew leader I; 3) trail crew leader II; 4) trail crew leader III; 5) historic preservation crew leader; 6) ecological restoration crew leader; 7) assistant crew lead manager; or 8) crew lead manager ( Path to VOC, 2011). In order to qualify for any of these positions potential crew leaders must complete Outdoor Stewardship Institute (OSI) training (VOC, 2011a). To receive a promotion in crew leader rank successive participation in this training program is required ( Path to VOC, 2011). There are several volunteer management strategies VOC uses to retain crew leaders and encourage their participation in training (M. Martinez, communication, January 6, 2012). For example, the organization s website VolunteerOutdoors.net, a centralized recruiting tool, aids VOC in reducing turnover of crew leaders by matching volunteers to tasks that prove a good fit with their interests (VOC, 2011b). Furthermore, VOC offers a series of rewards to crew leaders as these individuals reach certain volunteering milestones (M. Martinez, communication, January 6, 2012). For instance, a crew leader who has completed 25 or more projects with VOC is awarded a McLeod pin (M. Martinez, communication, January 6, 2012). By providing rewards for the number of projects crew leaders have participated in VOC

8 Capstone 8 encourages these volunteers to continue actively participating with the organization into the future (Rochester, et al., 2011). Though these strategies have helped VOC improve retention and training participation for crew leaders, based on current program data, more still needs to be done (M. Martinez, communication, January 6, 2012). A new approach to volunteer management policy is one avenue for VOC to take (Rochester, et al., 2011). Literature Review Motivation is what drives a person to behave in some future way (Denhardt, Denhardt & Aristigueta, 2009). In public and nonprofit sector literature, volunteer motivation has received extensive analysis from two conceptual schools of thought: 1) sociology and 2) psychology (Rochester, et al., 2011). Within nonprofit sector literature psychological study of volunteer motivation has received far greater attention (Einolf & Chambre, 2011; Garringer, 2008). A widely accepted method for assessing volunteer motivation within this particular school of thought is functional motivation theory (Clary, et al., 1992; Einolf & Chambre, 2011). Developed by Clary et al., (1992) this theory postulates that people are motivated to volunteer to satisfy self-serving needs. Essentially, the act of volunteering with a nonprofit organization is an attempt to satiate needs for: 1) understanding; 2) social interaction; 3) value expression; 4) protection; 5) career; or, 6) self enhancement (Rochester, et al., 2011). Given these trends in nonprofit sector literature, review of volunteer motivation for this project is limited to psychological theories and corresponding empirical research (Einolf & Chambre, 2011; Garringer, 2008). In the following sections, functional approaches to volunteer motivation are considered and organized by research question (Rochester, et al., 2011). (For a

9 Capstone 9 brief overview of sociological and psychological theories of volunteer motivation however please refer to Appendix A.) Is a relationship present between volunteer motivation and age? Volunteer behavior has been shown to vary by age (Grimm, Dietz, Foster-Bay & Nesbit, 2006). For example, a Current Population Survey (CPS) conducted in 2010 by the U.S. Bureau of Labor Statistics (2011) found that participation in volunteer activities for the 60,000 American households sampled differed for the following age groups: to 24 year olds 25 to 34 year olds 35 to 44 year olds 45 to 54 year olds 55 to 64 year olds 65 year olds and older Volunteer Participation Rate A study conducted by the Corporation for National Community Service (CNCS) revealed similar results by demonstrating that some age groups have shown greater enthusiasm for volunteering than others over the last 30 years (Grimm, et al., 2006). Specifically, the rate at which teenagers age 16 to 19 volunteer has doubled since 1989 while the rate at which adults age 45 and older volunteer has jumped by nearly ten percent since 1974 (Grimm, et al., 2006). Researchers have begun to investigate what factors may be contributing to these volunteer behaviors. Research has demonstrated that there is an inverse relationship between age and functional volunteer motivation (Okun & Schultz, 2003). In reaching this finding, Okun and Schultz (2003) surveyed volunteers with Habitat for Humanity International (HHI) using an instrument called the Volunteer Functions Inventory (VFI). This inventory assesses six needs people are presumably driven to satisfy by volunteering: 1) understanding, volunteering to learn new skills; 2) social, volunteering to make friends; 3) values, volunteering to express altruism or

10 Capstone 10 important beliefs; 4) protective, volunteering to avoid negative feelings; 5) career, volunteering to gain work experience; and, 6) enhancement, volunteering to bolster self-esteem (Okun & Schultz, 2003). As age of participants in their study sample rose, they found that rates of career and understanding motivations to volunteer decreased while rates of social motivation to volunteer increased (Okun & Schultz, 2003). Generational groups have also been found to display similar motives for pursuing volunteer opportunities (Gage & Thapa, 2011). In a survey of 9,482 undergraduate college students (median age 22.2 years) from 600 universities spanning 12 countries Handy, et al., (2010) assessed the importance of three dimensions of motivation (altruism, resume building, and social interaction) on students willingness to volunteer (Handy, et al., 2010). It was discovered that students were more willing to volunteer for altruistic and resume building reasons than for social reasons (Handy, et al., 2010, p. 509). Despite cultural boundaries, students of the same generation were apt to volunteer for the same motive driven reasons (Handy, et al., 2010). A study conducted by Gage and Thapa (2011) assessing volunteer motivations of first year college students in the United States found comparable results. Using the Volunteer Functions Inventory (VFI) it was found that the strongest motives of students age 22 and younger to become volunteers were values and understanding (Gage & Thapa, 2011). What this generational group wanted out of volunteer work was to do something altruistic and gain a skill (Gage & Thapa, 2011). The literature suggests that people of different ages might be seeking volunteer work to fulfill different motives (Okun & Schultz, 2003) and the type of motive people display for becoming volunteers can have a generational link even cross-culturally (Gage & Thapa, 2011; Handy, et al., 2010). Researchers have begun questioning whether differences in motives may

11 Capstone 11 help to explain some of the variability by age in volunteer behavior (Okun & Snyder, 2003). Few studies are present in the literature however that can confirm or refute this perceived relationship (Clary, et al., 1992; Rochester, et al., 2011). Is there a relationship present between volunteer motivation and retention? When the motives that bring a person to volunteer with an organization are not met, the likelihood that person will choose to continue volunteering decreases (Jamison, 2003). Penner (2003) stresses once volunteers agree to join a nonprofit organization, managers can encourage these individuals to stay long-term by reinforcing the motives which led them to volunteer to begin with. For instance, research shows that retention can be positively influenced when nonprofit managers provide volunteers with motivationally enriching experiences in addition to basic organizational support (Hager & Brudney, 2004; Jamison, 2003). In a study conducted by Jamison (2003) in which volunteers with three different nonprofit organizations were surveyed, she found that active volunteers were ten percent more likely than inactive volunteers to indicate that their organization provided them with a work environment (hygiene factor) that made it easy to engage in unpaid work and a self-fulfilling experience (motivator) which made them want to volunteer (Jamison, 2003). These indicators were found to positively correlate with how satisfied participants rated they were with their organization and how likely they would remain involved with their organization (Jamison, 2003). The probability of attrition increases, however, if no organizational benefits are offered to volunteers for volunteering annually (Yanay & Yanay, 2008). Research has demonstrated that attrition is most likely to occur in this circumstance after a volunteers motives for joining a nonprofit organization have been met (Yanay & Yanay, 2008). For example, in a two-year

12 Capstone 12 longitudinal study of volunteer emergency hotline workers, Yanay and Yanay (2008) discovered that after volunteers participated in training activities that were motivationally enriching many could not derive any other personal gain or benefit by remaining involved with their organization. As a consequence, Yanay and Yanay (2008) suggest, these individuals chose to stop volunteering as emergency hotline workers. It appears that retention can be negatively affected when nonprofit organizations offer volunteers only motivationally enriching activities (Yanay & Yanay, 2008). To deter attrition these organizations must also offer volunteers incentives (organizational benefits) for volunteering long-term (Yanay & Yanay, 2008). Research has shown that active volunteers view intangible rewards as a more appealing retention incentive than tangible rewards (Phillips & Phillips, 2010). In reaching this finding by surveying annual volunteers with Meals on Wheels, Phillips and Phillips (2010) also found that the functional volunteer motivation of active volunteers appears to mediate their intangible reward preference. These researchers discovered, for instance, that active volunteers motivated to fulfill values needs were more likely to indicate that they would keep volunteering in the future if they were recognized by their organization for making [their] community a better place (Phillips & Phillips, 2010, p.17). In contrast, active volunteers motivated by social needs were more likely to view opportunities to meet people being served as a more appealing intangible reward to incentivize their future volunteer participation (Phillips & Phillips, 2010, p.17). Motivationally relevant intangible rewards (Garringer, 2008), as this finding illustrates, may influence retention rates for target groups of volunteers (Phillips & Phillips, 2010). The literature suggests that satisfaction of volunteer motivation may correlate with retention (Rochester, et al., 2011). The precise mechanism for satisfying volunteer motivation for the purpose of improving retention is not explicitly defined in the literature. However, some

13 Capstone 13 management practices, functionally relevant rewards/recognition (Phillips & Phillips, 2010) and assigning volunteers to tasks that prove to be a good fit with their motives for volunteering (Hager & Brudney, 2004; Jamison, 2003), have been shown to improve retention by positively impacting volunteer job satisfaction (Gazley, 2009; Rochester, et al., 2011). Is a relationship present between volunteer motivation and training participation? Volunteers whose expectations for engaging in unpaid work have been met have been shown to elect to join voluntary activities more often than their counterparts (Farmer & Fedor, 1999). In their study of 451 staff and volunteers with a large nonprofit fundraising agency, Farmer and Fedor (1999) discovered that when steps were taken by managers to ensure volunteers expectations regarding the terms and conditions of their involvement with the agency were kept, these individuals were more likely to elect to join a variety of activities (Farmer & Fedor, 1999, p.365). Specifically, volunteers whose motives for participating in unpaid work were reinforced by their experiences with the agency had higher rates of participation in executive committees than volunteers who did not share this experience. These individuals were assigned tasks by management which allowed them to express their altruistic values. By meeting volunteers expectations for unpaid work by addressing their motives for volunteering it appears that managers influenced their rate of participation in voluntary activities (Farmer & Fedor, 1999). Research has demonstrated that when volunteers expectations are met by engaging in unpaid work they may be more likely and/or willing to participate in a variety of activities throughout the organization with which they are volunteering (Farmer & Fedor, 1999). Participation in training, an elective activity, may therefore be influenced by the degree to which

14 Capstone 14 volunteers experiences with a nonprofit organization have allowed them to express their motives for volunteering (Farmer & Fedor, 1999). Literature Review Summary There are three research findings present in academic literature which are important in addressing the purpose of this project: 1) volunteer motivation has been shown to correlate with age (Gage & Thapa, 2011; Okun & Schultz, 2003); 2) motivationally relevant volunteer management practices (rewards and recognition) have been found to improve retention (Clary, et al., 1992; Garringer, 2008; Phillips & Phillips, 2010); and, 3) volunteer participation in elective activities has been shown to be influenced by the degree to which volunteers expectations for motivational enrichment have been met during previous volunteering experiences (Farmer & Fedor, 1999). Hypotheses By drawing from these research findings (Farmer & Fedor, 1999; Gage & Thapa, 2011; Garringer, 2008; Phillips & Phillips, 2010; Okun & Schultz, 2003) as well as Clary et al. s (1992) functional motivation theory this project hypothesizes the following: 1. Functional volunteer motivation differs among crew leaders by age. 2. Crew leaders whose experiences with VOC have been motivationally fulfilling are more likely to indicate they will continue volunteering with the organization. 3. Crew leaders whose experiences with VOC have been motivationally fulfilling are more likely to indicate they will continue OSI training. Methods This project confirms or refutes each hypothesis through primary data collection from

15 Capstone 15 crew leaders and analysis. Study results were used to form recommendations for volunteer management strategies for VOC s crew leader program. Participants Participants for this study were selected from VOC s current roster of crew leaders. VOC collects information from volunteers who enroll in the organization s programs and maintains a database listing the names, basic demographic information, and contact information for these persons (M. Martinez, communication, January 6, 2012). There are 241 active and inactive crew leaders listed in VOC s internal database (M. Martinez, communication, January 6, 2012). Approximately one percent of these individuals are aged 16 or younger, 11 percent are aged 17 to 31, 34 percent are aged 32 to 47, 45 percent are aged 48 to 66, and nine percent are aged 67 to 87 (M. Martinez, communication, January 6, 2012). A convenience sample of 30 active and inactive crew leaders was chosen to participate in this study (Orcher, 2007). Crew leaders under the age of 18 were excluded from the sample. Procedure A survey and semi-structured interview were used to collect data from the sample population. Crew leaders were solicited via by Matt Martinez, Senior Projects and Trainings Manager with VOC, for their involvement. These persons were told the basic premise of the study and ensured that should they participate, their responses would be kept completely confidential. Crew leaders were instructed to self-administer the survey and semi-structured interview sent to them via as a Microsoft Word attachment by Matt Martinez. Crew leaders were then given ten days to forward their responses to the researcher to be included in the sample. Two reminder s were sent to crew leaders prior to the ten day deadline. These s reiterated the basic premise of the study, included as a Microsoft Word attachment the

16 Capstone 16 survey and semi-structured interview, and instructed crew leaders to forward their responses via to the researcher. Instrument The Volunteer Function Inventory (VFI) developed by Clary et al. (1992) was used to measure crew leaders motivations to volunteer (reasons for volunteering), whether their motives have been satisfied or fulfilled by volunteering (experiences/outcomes volunteering), and what their future volunteering plans (long-term intentions) are. This instrument assesses six dimensions [of volunteer motivation]: understanding, social, values, protective, career, and enhancement (Gage & Thapa, 2011). The VFI includes 30 Likert-type questions which operationalize these motives (Gage & Thapa, 2011) as well as an additional 17 questions operationalizing volunteer experiences which satisfy/fulfill these motives (Clary, et al., 1992). One question in the VFI measures volunteers intentions to remain with their respective organization (Clary, et al., 1992). Two new questions were also added for the purpose of this study. The first instructs crew leaders to indicate their age, the second asks crew leaders to indicate one year from now, will you be a) continuing OSI training or b) not continuing OSI training. A semi-structured interview consisting of two questions was used as well to ask study participants what they felt VOC could do to incentivize their retention and OSI involvement. These questions included: 1) what could VOC offer you to volunteer annually; and 2) what could VOC offer you to take training classes. (For a copy of both instruments please refer to Appendix B) Data Analysis Data collected from the VFI were analyzed with SPSS software to determine mean scores

17 Capstone 17 for each volunteer motivation dimension (Clary, et al., 1992; Orcher, 2007). These data were then compared by age of participants. SPSS software was also used to calculate Pearson r to determine if correlations were present between age and volunteer motivation (Orcher, 2007). This test was then used to determine if correlations were present between volunteer outcomes (items assessing if volunteers motives were satisfied by volunteering) and long-term intentions (items assessing retention and training involvement plans) (Clary, et al., 1992; Orcher, 2007). Pattern coding was used to assess responses to the semi-structured interview (Walliman, 2011). This analysis was conducted to identify what factors participants consider to be important for them to volunteer and/or train annually (Walliman, 2011). Results Profile of Participants Of crew leaders solicited to participate in this study, a total of 27 responded to the researcher by with the results of their self-administered surveys and semi-structured interviews. Due to uncompleted surveys, five participants were eliminated from this sample, leaving a total population of 22. Approximately 18 percent of participants fell between 25 to 44 years old, 68 percent were between 45 to 64 years old, and 14 percent were 65 years old or older. No crew leaders between the ages of 18 to 24 responded to the solicitation to participate in this study. It should be noted that this age variation does mirror demographics of VOC s current roster of crew leaders relatively well (M. Martinez, communication, January 6, 2012). Hypothesis one: Functional volunteer motivation differs among crew leaders by age. Contrary to the stated hypothesis, the data shows that the study sample generally favors the same motives for volunteering. Figure 1 shows the mean distribution of volunteer motives by age of participants. Across ages, participants are more likely to indicate on average that their

18 Mean Favoribility Rating Capstone 18 most important reason for volunteering with VOC is to express their values (Clary, et al., 1992). According to Clary et al. (1992) volunteers who favor this motive seek voluntary work in order to act on beliefs that are important for them. In this instance, that belief system is helping the environment (VOC, 2011a). Respectively, on a scale of five not at all important to 35 extremely important (Clary & Snyder, 1992, p.2), the mean score for items assessing values motives among participants aged 25 to 44 was 23.5 while the mean score for items assessing values motives among participants aged 45 to 64 was Among participants aged 65 and older this score was These findings suggest volunteering for values motives is highly important to the sample. Figure 1. Mean Volunteer Motivations Career Motivation Social Motivation Values Motivation Understanding Motivation The second most important reason the study sample indicates for volunteering with VOC is also consistent on average across age groups. Volunteering to fulfill a motive of Enhancement Motivation understanding, to learn new things about the world and exercise skill sets which one often cannot during day-to-day life, received the second highest ranking for volunteering at VOC among participants aged 25 to 44 at a mean of as well as among participants aged 65 or older at a mean of 22.3 (Clary, et al., 1992). Participants aged 45 to 64 averaged a mean of 22.5 for survey items assessing understanding motives as their number two reason for volunteering with VOC Protective Motivation 25 to 44 years old to 64 years old years old and older

19 Capstone 19 (Clary, et al., 1992). These finding suggest volunteering for understanding motives is of moderately high importance to the sample. However the calculated Pearson s r scores demonstrate that there are statistically significant positive and negative correlations present between age and volunteer motives among participants in the study sample. Figure 2. Correlations of Age and Volunteer Motivations Career Social Values Understanding Enhancement Protective r N r N r N r N r N r N Age -0.37* * * * * 22 *Significant at.05 level (two tailed) Specifically, it seems that as the age of participants increases the likelihood that these individuals will indicate that fulfilling career motives are an important reason for them to volunteer with VOC decreases at a statistically significant rate (r -0.37). Furthermore, as the age of participants increases the likelihood that fulfilling protective motives, using volunteering to reduce negative feelings or cope with personal problems (Clary, et al., 1992), will be identified by these individuals as an important reason for them to volunteer with VOC declines at a statistically significant rate (r -0.13). It is also shown that as the age of participants increases the probability that social motives, volunteering in order to form social relationships (Clary, et al., 1992), will be identified by crew leaders as an important reason for them to volunteer with VOC increases at a statistically significant rate (r 0.12). This relationship is also found in regards to values (r 0.07) and understanding motives (r 0.09) but at longer rates of statistical significance by comparison. Hypothesis two: Crew leaders whose experiences with VOC have been motivationally fulfilling are more likely to indicate they will continue volunteering with the organization. It is also confirmed using Pearson s r that there are statistically significant positive correlations present between volunteer outcomes (survey items assessing motives fulfilled by

20 Capstone 20 volunteering) and long-term volunteer intentions among participants in the study sample (Clary, et al., 1992). Figure 3. Correlations of Volunteer Outcomes and Volunteer Intentions Career Outcomes Social Outcomes Values Outcomes Understanding Outcomes Enhancement Outcomes Protective Outcomes r N r N r N r N r N r N Volunteering intentions 0.25* * * * * 22 *Significant at.05 level (two tailed) The data shows that when participants have experiences with VOC where they are able to fulfill protective motives this increases the probability at a statistically significant rate (r 0.37) that these individuals will plan to volunteer with VOC next year. Two items in the VFI measure the degree to which volunteering fulfills protective motives using a one to seven attitudinal scale from strongly disagree to strongly agree, volunteering at this organization allows me the opportunity to escape some of my own troubles and by volunteering at this organization, I have been able to work through some of my own personal problems (Clary & Snyder, 1992, p.1). The data also shows when participants have experiences with VOC where they are able to fulfill understanding motives this increases the likelihood at a statistically significant rate (r 0.27) that these individuals will plan to volunteer with VOC next year. This relationship is measured by the VFI with two items using the same attitudinal scale as well: I have learned how to deal with a great variety of people through volunteering at this organization and I have been able to learn more about the cause for which I am working by volunteering with this organization (Clary & Snyder, 1992, p.1). However the results of the semi-structured interview suggest that there are two intervening variables which impact annual volunteer plans for the study sample. These are accessibility and project variety. When participants were asked what VOC could offer them to volunteer annually a clear pattern emerged in which these individuals suggested VOC engage in

21 Capstone 21 certain activities to make it easier for them to volunteer and to make volunteering a novel experience (Walliman, 2011). Specifically, two emergent concepts are prevalent (Walliman, 2011). The majority of participants in the study sample indicated that they have limited time to commit to VOC. These individuals stated they would like VOC to offer more local projects because they are less difficult to attend than projects that take place outside of the Denver metro area. Notably, participant s age 25 to 44 overwhelmingly suggested that if VOC offered accessible projects, they would be more apt to volunteer annually. Many participants in the study sample also stated that they would volunteer annually if VOC offered them a variety of new projects. (Refer to Figure 4 for more detailed information.) Figure 4. Response Pattern to Question One Variety of projects Good slate of projects Variety More multi-day projects Metro area projects More projects close to home More local projects Accessibility Hypothesis three: Crew leaders whose experiences with VOC have been motivationally fulfilling are more likely to indicate they will continue OSI training. The calculated Pearson s r shows that there are statistically significant positive and negative correlations present between volunteer outcomes (motivationally fulfilling experiences with VOC) and intentions to continue OSI training among participants in the study sample. Figure 5. Correlations of Volunteer Outcomes and Training Intentions Training Intentions Career Outcomes Social Outcomes Values Outcomes Understanding Outcomes Enhancement Outcomes Protective Outcomes r N r N r N r N r N r N 0.18* * * * * * 22 *Significant at.05 level (two tailed)

22 Capstone 22 At the highest level of statistical significance (r 0.38) the data shows when participants have experiences at VOC where they are able to fulfill enhancement motives the probability that these individuals will plan to take training classes next year increases. VFI items from volunteering at this organization, I feel better about myself and my self-esteem is enhanced by performing volunteer work in this organization measured using a one to seven attitudinal scale assesses the degree to which enhancement motives are fulfilled through volunteering experience (Clary & Snyder, 1992, p. 3-4). Furthermore, at the second highest level of statistical significance (r 0.23), the data suggests when participants have experiences at VOC where they are able to fulfill protective motives the probability that participants will plan to take training classes next year increases. The results of the semi-structured interview demonstrate, however, that there are three intervening variables which may impact training participation among participants in the study sample: convenience, course specificity, and organizational support. Specifically, when asked what VOC could offer participants to take training classes three prevalent concepts emerged (Walliman, 2011). (Please refer to Figure 6 for more detailed information.) It was found that the majority of participants, particularly younger members of the study sample, indicated they would take training classes if course scheduling is flexible and they are given reminders ahead of time to attend. These participants also indicated that they would attend training classes if courses are specific to VOC projects and VOC culture. Furthermore, many participants suggested that if VOC offers clear guidelines for trainees/mentors as well as good mentoring programs (i.e., organizational support after training is completed), they would likely attend more training classes in the future. Figure 6. Response Pattern to Question Two

23 Capstone 23 Offer classes on VOC projects Offer classes on VOC culture More relevant classes Specificity Guidelines for VOC mentors/trainees Good mentoring program Convenient schedule Flexible schedule Reminders Low cost classes/free classes Classes offered at several different times Limitations of the Study Support Convenience Given that this study uncovered several intervening variables which appear to influence annual volunteering and OSI participation among crew leaders, it is advisable that further research be conducted. Additional research should investigate whether programmatic barriers at VOC may limit volunteer behavior of crew leaders, especially among those who face personal barriers to volunteer as well, such as time constraints. In particular, ease of access to volunteer projects, convenience of course scheduling, and relevance of course topics to volunteers job task are three areas which may deserve more thorough review than was afforded here. There are also several limitations of this study due to design. A convenience sample instead of a random sample was used which may limit the degree to which findings can be generalized to all crew leaders (Kumar, 2005). Furthermore, no crew leader between the ages of 18 to 24 participated in the study. Lastly, the survey instrument used assesses only functional motivation theory (Clary, et al., 1992). There are other empirically validated theories of volunteer motivation (Rochester, et al., 2011). Policy Implications of the Study The policy implications of this study for VOC s management of age diverse crew leaders are as follows:

24 Capstone Even though crew leaders appear to display different volunteer behaviors by age (M. Martinez, communication, January 6, 2012) that does not mean these individuals pursue work with VOC for fundamentally different reasons. On average crew leaders across ages join VOC to act on values and understanding motives, to pursue an important cause for them, and to develop skills (Clary, et al., 1992). Therefore, uniform recruitment messaging to entice volunteers to join VOC s crew leader ranks and attend projects may be sufficient for the program (Hager & Brudney, 2004). 2. Individually crew leaders, depending on their age, may consider some reasons for volunteering with VOC (to fulfill certain motives) as more important to them than others. Younger crew leaders are more likely to volunteer for career motives while older crew leaders are more likely to volunteer for social motives (Clary, et al., 1992). It may therefore be appropriate for VOC to provide crew leaders with career and social networking opportunities (Garringer, 2008). Furthermore, the policy implications of this study regarding how VOC manages for crew leader retention and training participation are as follows: 1. Crew leaders volunteer annually for different reasons than they join VOC. It appears that crew leaders who have experiences with VOC that fulfill protective motives, where they are able to escape from negative feelings (i.e., feeling less lonely by volunteering etc.) (Garringer, 2008), are more likely to plan to continue volunteering with the organization in the future (Clary, et al., 1992). New retention policy tailored to address crew leaders protective motives may improve annual volunteering rates for the program (Garringer, 2008; Hager & Brudney, 2004).

25 Capstone Retention differences among crew leaders appear to be affected by volunteers time constraints and VOC projects being difficult to attend largely due to location. Program or recruitment changes might be necessary to improve retention; however, more research is needed. 3. Crew leaders participate in training for reasons that differ from volunteering annually or joining VOC. Having self-enhancing experiences at VOC, which leave volunteers feeling important and needed (Garringer, 2008), positively influences whether crew leaders will plan to take training classes. New policy designed to instill these feelings in crew leaders may improve training participation rates for the program (Garringer, 2008). 4. Course scheduling, course variety (i.e., VOC specialization of courses), and quality of mentoring offered by VOC appear to impact crew leader training participation plans (VOC, 2011a). Program changes to OSI might be necessary in order to see improvements in training participation rates for crew leaders (VOC, 2011a). More research is needed to confirm or refute this observation, however. By drawing from academic literature, the policy implications of this study, as well as practitioner literature four recommendations for VOC s crew leader program to potentially improve retention and training participation were developed. Recommendation one: To persuade crew leaders to participate in large scale projects, VOC should use recruitment messaging that emphasizes the environmental value of these projects and how-by participating-crew leaders will learn something new. Practitioner literature suggests that clear and inviting messaging is important for encouraging volunteers to become involved in an organization s activities (U.S. Department of Health and Human Services [HHS], 2005). A successful recruitment message should identify the

26 Capstone 26 purpose of a project or activity and how volunteers will benefit by agreeing to participate (HHS, 2005). Messages should also be tailored to the target population an organization wishes to recruit (HHS, 2005). To recruit more crew leaders for annual large scale projects, VOC should consider promoting the motivational relevance of these projects for the average crew leader (Clary, et al., 1992). Appling the results of the study can be done by clearly communicating to crew leaders what the long-term environmental value of these projects are (values motive) and how by participating, crew leaders will be granted an opportunity to further expand their skills (understanding motives) (Clary, et al., 1992). By strategically tailoring VOC s recruitment message for large scale projects VOC may appeal to more crew leaders (Clary, et al., 1992; VOC, 2011a). It follows then that their participation rates in these projects may increase (Clary, et al., 1992). It should be noted however that personal barriers that crew leaders may be experiencing that prohibit them from volunteering are not addressed by this strategy (HHS, 2005). Recruitment messaging would simply create a more enticing image of large scale projects for this target population in the hope that they would be persuaded to participate (HHS, 2005). To implement this strategy it is advisable that VOC take the proceeding steps (Hager & Brudney, 2004; HHS, 2005). First, VOC must identify who will be responsible for overseeing the recruitment of crew leaders for large scale projects (Hager & Brudney, 2004). It is preferable that this individual be a volunteer manager who is familiar with the dynamics of VOC s crew leader program (Hager & Brudney, 2004). Next, VOC s recruitment message should be developed by this individual in line with stated parameters (HHS, 2005). The ultimate goal is to appeal to the average crew leaders values and understanding motives through this message (Garringer, 2008). This message should then be reviewed by upper management/voc s board of

27 Capstone 27 directors for their approval (HHS, 2005). Finally, VOC s recruitment message should be disseminated to crew leaders through , face to face solicitation by staff during volunteer meetings, and use of flyers (HHS, 2005). Recommendation two: To improve crew leader retention rates, VOC should institute recognition activities that illustrate the positive impact crew leaders have had in promoting environmental stewardship with the organization. Research demonstrates that by showing appreciation for volunteers nonprofit managers can improve retention (HHS, 2005). This management practice centers on making volunteering experiences more pleasant or satisfying (Hager & Brudney, 2004). To improve crew leader retention rates, VOC should pursue new recognition activities tailored to reinforce volunteer motives that have been shown to mediate crew leader intentions to annually volunteer with the organization (Garringer, 2008; Hager & Brudney, 2004). Specifically, the previous study demonstrates that volunteer experiences which fulfill protective motives impact crew leader intentions to keep volunteering at VOC (Clary, et al., 1992). Applying this finding, VOC could recognize crew leaders strategically by identifying the positive influence they have had in teaching other people to be environmental stewards (Garringer, 2008; VOC, 2011b). By communicating this message to crew leaders, the likelihood these individuals will see that VOC is a place where one can successfully escape negative feelings like loneliness or guilt over harming the environment (i.e., protective motives) increases, which may in turn spur higher retention rates (Garrison, 2008; Phillips & Phillips, 2010). This strategy is simply an approach to make annual volunteering more appealing to the average crew leader, however (Garringer, 2008). Personal or program barriers (time constraints and projects being difficult to attend due to location) which may prevent some crew leaders from volunteering

28 Capstone 28 annually are not addressed and can therefore still impact retention rates (HHS, 2005). New recognition activities could be implemented by VOC in the following ways. Using VOC s existing coordinator for recognition activities to oversee this effort is preferable (M. Martinez, communication, January 6, 2012; HHS, 2005). Furthermore, VOC should continue its current practice for identifying exemplary crew leaders for recognition, by allowing staff and volunteers to nominate someone (VOC, 2011a). Crew leaders nominated should then be given tribute by VOC during the organization s special celebrations in line with stated parameters (Garringer, 2008; HHS, 2005). Staff may consider telling these individuals that they are receiving recognition for the positive impact they have had (specific to the person receiving recognition) in teaching other Coloradans to be stewards of the environment (Clary, et al., 1992). VOC should also consider recognizing all crew leaders on an annual basis for the positive influence of their contributions (not specific to the person receiving recognition) in promoting environmental stewardship as well (Garringer, 2008; HHS, 2005). This can be done informally by sending an thank-you to crew leaders on a regular basis or having staff thank crew leaders during meetings or following large scale projects (HHS, 2005). Special thanks could also be given to all crew leaders formally by allocating resources to arrange interviews or stories with local newspapers to praise these volunteers (HHS, 2005). Recommendation three: To incentivize crew leaders to enroll in OSI training in the future VOC should offer crew leaders intangible and tangible rewards for the important achievement of completing OSI training in the past. Studies have shown that rewards can be used by nonprofit managers as a tactic to improve volunteer retention (Hager & Brudney, 2004). Rewards are often offered in tandem with a specific event or activity that nonprofit managers wish to reinforce in the future (HHS, 2005).

29 Capstone 29 By presenting volunteers with an intangible or tangible reward for having participated in an event or activity nonprofit managers validate this behavior (Phillips & Phillips, 2010). To incentivize crew leaders to participate in OSI training, VOC management can offer intangible and tangible rewards for past participation (Phillips & Phillips, 2010). By offering these rewards VOC is effectively providing crew leaders with a volunteering experience which was found to correlate with OSI training plans during the previous study, fulfilling crew leaders enhancement motives (Phillips & Phillips, 2010). Presumably, by being rewarded for training participation, VOC is demonstrating to crew leaders that their professional development is important and needed (enhancement motives) for the organization to be successful (Garringer, 2008; VOC, 2011b). Communicating this message to crew leaders when they receive rewards is also advisable (Garringer, 2008). By strategically providing crew leaders with this experience through volunteer management the likelihood more crew leaders will plan to continue OSI training into the future may increase (Garringer, 2008). This tactic does not change that fact that crew leaders who participated in the study indicated they would continue training if more VOC specific classes were offered and more flexible class schedules were provided. Thus, for some, a motivationally appealing incentive may not be enough to keep taking these courses (Hager & Brudney, 2004). To implement a new system of rewards for OSI completion, it is advisable that VOC do the following (VOC, 2011b). First, revenue may need to be allocated for this pursuit if tangible rewards are offered (HHS, 2005). A small percentage of the cost charged to take OSI classes could be used to provide this benefit to crew leaders who successfully complete courses, if the loss of revenue does not pose a threat to VOC s operations (VOC, 2011b). Possible tangible rewards could include prizes such as gift cards, a luncheon, or party with fellow volunteers and