幼童軍團實施家長志工制度之行動研究
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Date
2012
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Abstract
本研究旨在探討幼童軍團家長志工制度及其實務上遭遇到的問題與解決方法，試圖瞭解幼童軍團家長志工參與幼童軍服務員訓練的意願，並分析家長志工在個人層面與組織層面的情形。
本研究援引行動研究理論作為研究設計的理論基礎，參酌志工制度運用的要素，以及新北市的績優幼童軍團所運用家長志工的模式，來設計家長志工招募、培訓、督導、獎勵等行動方案。本研究以忠義國小幼童軍團十四位家長志工為研究對象，透過訪談、參與觀察，並輔以文件分析及問卷調查來進行資料蒐集。
經資料分析，本研究之結果與發現如下：
一、志工招募：招募方式主要來自三種管道，因團集會時間的改變，招募對象由原本平日不上班的家庭主婦，擴大到平常日要上班但週休二日的家長。招募內容最重要的訊息是服務時間及服務內容，因此服務時間宜明確，服務內容宜清楚。
二、志工培訓：童軍家長志工皆認同服務前培訓的必要性。培訓讓童軍家長志工更快進入狀況，提供童軍家長志工在服務前實作的機會，也更能凝聚團隊的向心力。培訓課程的規劃以本學期團集會課程為主，讓童軍家長志工有更多互相認識、分享的機會，有助於日後彼此合作更加順利。
三、志工督導：督導方案具有正面的功效，有實施的必要。小隊輔導分組功效較不彰，須跟童軍家長志工多加宣導。「師徒制」的分層督導方式，幫助新進童軍家長志工很快進入狀況。工作月誌幫助童軍家長志工反省、檢討，進而提升服務的品質。
四、志工獎勵：獎勵不是童軍家長志工願意服務的最主要因素，但這些獎勵方案在精神層面對志工具有肯定與鼓勵之效果。領巾、團服能讓童軍家長志工對團隊有認同感，代表其身分被認同，可提高其繼續服務的意願。
五、除了上述要素外，研究發現合理的經費預算編列，和諧的組織氣氛與互動，服務過程的成長與收穫，團長領導人的特質及童軍家長志工隊長的特質等要素，均為幼童軍團實施家長志工制度尚需考慮的要素。
六、童軍家長志工願意持續服務的理由，可歸納為：志工認為不會有太大負擔，團長很尊重家長志工，團隊彼此之間的氣氛很好，認同童軍對品德教育的教育價值，本身與子女在服務過程中的成長，並從中得到成就感等。吸引童軍家長志工加入家長志工團隊的因素主要有：1、有志同道合的夥伴；2、有領導能力、能包容的團長；3、熱情可愛的小朋友；4、認同童軍的教育價值，並看到孩子的成長；5、自我成長與人際關係的拓展。阻礙童軍家長志工加入家長志工團隊的主要因素為家庭因素和工作因素。服務的過程中，童軍家長志工的改變與收穫主要有：1、提升自信心，更勇於面對人群；2、得到肯定，自我突破與成長；3、改善溝通模式，增進親子互動；4、認識童軍，學習童軍知能。
七、童軍家長志工認為擔任幼童軍團家長志工的經驗能提高自己參加幼童軍服務員木章基本訓練與幼童軍服務員木章訓練的意願，但對參加幼童軍服務員木章訓練的意願較低。
八、歸結忠義國小幼童軍團實施家長志工制度所遭遇到的問題計有：1、小隊輔導分組功效不彰；2、分層督導未能真正落實；3、團領巾與團服發放的時機；4、家庭與工作因素阻礙家長志工參與；5、需要學校行政單位的支持及更多老師的參與。
根據研究結論，研究者針對幼童軍團家長志工組織、學校行政單位與主管教育機關及未來研究等方向提出建議。
This study attempts to explore the implementation of the Parent Volunteers System for Cub Scouts (hereafter abbreviated as PVSCS), various problems arising therein and their solutions, to understand the wishes of parent volunteers of cub scouts to participate in the Cub Scout staff training, and to analyze current situations of parent volunteers at the individual and organizational levels. The referential framework of this study is based on action research theory. Taking into account of elements of volunteer system and the model of parent volunteers introduced to accredited cub scouts in New Taipei City, the study investigates the design of action programs on recruitment, training, supervision, and incentives. Based on 14 parent volunteers from Chung-Yi Elementary School Cub Scout, New Taipei City,the subject matters of the study include interviews, participant observations, document analysis, and questionnaires. Through data analysis, the results and findings of this study are as follows: 1.Volunteer Recruitment: There are three main sources of recruitment. Due to the change of the assembly time, the object of recruitment expands from full-time housewives to parents who must work on weekdays, but do not work on weekends. The service time and content are the most important messages of recruitment; therefore, these two factors should be noted clearly. 2.Volunteer Training: Scout parent volunteers all agree with the need of pre-service training. Training makes parent volunteers get acquainted with situations faster, providing the opportunities for pre-service implementation and solidarity among the team. Training courses are based on the contents of the assembly. Thus the training process helps Scout parent volunteers know one another and make cooperation more smooth. 3.Volunteer Supervision: The supervisory program has a positive effect. If the effectiveness of squad instructor is weak, there should be more advocacy with Scout parent volunteers. The model of “Apprenticeship” helps the new Scout parent volunteers to get into the situation quickly. Months blog may help Scout parent volunteers to reflect, review, and enhance the quality of services. 4.Volunteer Reward: The reward is not the most important factor that Scout parent volunteers are willing to serve, but still sure that these incentive programs confer affirmation and encouragement on volunteers at the spiritual level. Scarves and uniforms are symbols that make Scout parent volunteers identify with the team and promote their willingness to continue to serve. 5.In addition to the factors mentioned above, the study also finds that a reasonable budget provision, the harmonious climate of organization and interaction, the growth and gain of the service process, the personality of the cub Scout leader and the captain of parent volunteer team play important roles in the implementation of PVSCS. 6.There are five indicators that Scout parent volunteers are willing to serve continuously. First, there is not much burden; second, cub Scout leaders pay respect to parent volunteers; third, the team atmosphere is very good; fourth, they recognize that Scout has value of moral education; fifth, they enjoy growth for their children and themselves and achieve a sense of accomplishment in the process of service. The main factors to attract Scout parent volunteers to join the team are as follows: There are like-minded partners, tolerant scout leader with leadership, warm and lovely children. In fact, they appreciate the opportunity of self-growth and expansion of human relationships. However, the main factors that hinder the Scout parent volunteers from joining the team are family and work. In the process of service Scout parent volunteers undergo some changes: to improve self-confidence and courage to face the crowd; to be affirmed, self-breakthrough and mature; to improve communication skills and to enhance parent-child interaction; to understand the Scouts and to learn Scout knowledge. 7.Scout parent volunteers’ experience as a Cub Scout parent volunteer can improve their own willingness to participate in the Wood Badge Basic Training of Cub Scout Attendant and the Wood Badge Training of Cub Scout Attendant, with the latter lower than the former. 8.The problems that Chung-Yi Elementary School Cub Scout encountered when implementing PVSCS can be summarized as follows: The effectiveness of squad instructor is weak; hierarchical supervision has not been truly implemented; the timing of grant for group scarves and uniforms lags behind activities; family and work factors hinder the Scout parent volunteers from participating; the support of school administrative units and much more teacher involvement are needed. According to the research findings, the researcher thus makes some recommendations for PVSCS, school administrative units, educational institutions, and future research direction.
This study attempts to explore the implementation of the Parent Volunteers System for Cub Scouts (hereafter abbreviated as PVSCS), various problems arising therein and their solutions, to understand the wishes of parent volunteers of cub scouts to participate in the Cub Scout staff training, and to analyze current situations of parent volunteers at the individual and organizational levels. The referential framework of this study is based on action research theory. Taking into account of elements of volunteer system and the model of parent volunteers introduced to accredited cub scouts in New Taipei City, the study investigates the design of action programs on recruitment, training, supervision, and incentives. Based on 14 parent volunteers from Chung-Yi Elementary School Cub Scout, New Taipei City,the subject matters of the study include interviews, participant observations, document analysis, and questionnaires. Through data analysis, the results and findings of this study are as follows: 1.Volunteer Recruitment: There are three main sources of recruitment. Due to the change of the assembly time, the object of recruitment expands from full-time housewives to parents who must work on weekdays, but do not work on weekends. The service time and content are the most important messages of recruitment; therefore, these two factors should be noted clearly. 2.Volunteer Training: Scout parent volunteers all agree with the need of pre-service training. Training makes parent volunteers get acquainted with situations faster, providing the opportunities for pre-service implementation and solidarity among the team. Training courses are based on the contents of the assembly. Thus the training process helps Scout parent volunteers know one another and make cooperation more smooth. 3.Volunteer Supervision: The supervisory program has a positive effect. If the effectiveness of squad instructor is weak, there should be more advocacy with Scout parent volunteers. The model of “Apprenticeship” helps the new Scout parent volunteers to get into the situation quickly. Months blog may help Scout parent volunteers to reflect, review, and enhance the quality of services. 4.Volunteer Reward: The reward is not the most important factor that Scout parent volunteers are willing to serve, but still sure that these incentive programs confer affirmation and encouragement on volunteers at the spiritual level. Scarves and uniforms are symbols that make Scout parent volunteers identify with the team and promote their willingness to continue to serve. 5.In addition to the factors mentioned above, the study also finds that a reasonable budget provision, the harmonious climate of organization and interaction, the growth and gain of the service process, the personality of the cub Scout leader and the captain of parent volunteer team play important roles in the implementation of PVSCS. 6.There are five indicators that Scout parent volunteers are willing to serve continuously. First, there is not much burden; second, cub Scout leaders pay respect to parent volunteers; third, the team atmosphere is very good; fourth, they recognize that Scout has value of moral education; fifth, they enjoy growth for their children and themselves and achieve a sense of accomplishment in the process of service. The main factors to attract Scout parent volunteers to join the team are as follows: There are like-minded partners, tolerant scout leader with leadership, warm and lovely children. In fact, they appreciate the opportunity of self-growth and expansion of human relationships. However, the main factors that hinder the Scout parent volunteers from joining the team are family and work. In the process of service Scout parent volunteers undergo some changes: to improve self-confidence and courage to face the crowd; to be affirmed, self-breakthrough and mature; to improve communication skills and to enhance parent-child interaction; to understand the Scouts and to learn Scout knowledge. 7.Scout parent volunteers’ experience as a Cub Scout parent volunteer can improve their own willingness to participate in the Wood Badge Basic Training of Cub Scout Attendant and the Wood Badge Training of Cub Scout Attendant, with the latter lower than the former. 8.The problems that Chung-Yi Elementary School Cub Scout encountered when implementing PVSCS can be summarized as follows: The effectiveness of squad instructor is weak; hierarchical supervision has not been truly implemented; the timing of grant for group scarves and uniforms lags behind activities; family and work factors hinder the Scout parent volunteers from participating; the support of school administrative units and much more teacher involvement are needed. According to the research findings, the researcher thus makes some recommendations for PVSCS, school administrative units, educational institutions, and future research direction.
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Keywords
幼童軍, 志工制度, 行動研究, Cub Scouts, volunteer system, action research