Kurzfristig (< 1 Jahr)
Mikro (Individuum)
Sozial
2017

positive development of job competency as a result participation in trainings

Berufliche Orientierung

Results indicated that self-reported competency scores increased as individuals spent more days in training, and those who spent 10 or more days in training had significantly higher self-reported competency scores, F(1, 4)¼3.06, p<.05, than those who spent 3–5 days in training. In addition, a series of t tests revealed significant relationships between two types of agency support and youth workers’ self-reported competency. Program staff who reported that their agency formally recognizes and rewards certification had higher self-competency scores than staff who did not receive this type of support, t(1, 602)¼2.28; p<.05.

Beschreibung der Aktivität

Ausbildungsprogramme für JugendarbeiterInnen der schulbezogenen Jugendarbeit
professional development of youth workers working in out-of-school-time programs by means of agency support and by participation in trainings and professional development opportunities
USA
work with youth ages 10 to 18; youth workers: mean age 38 years
PraktikerInnen/ JugendarbeiterInnen/ MentorInnen
PraktikerInnen/JugendarbeiterInnen/MentorInnen

Evaluierung der Aktivität

Quantitative Fragebogenerhebungen (online/telefonisch)
Data were collected through a Web-based survey using surveymonkey.com, a Website specifically designed for survey research. The survey was assigned an individual Web address, which was made accessible through a link embedded in email messages sent directly to youth workers and administrators. Thus, the survey could only be accessed by individuals who had obtained the Web address from the researchers or through their organization. The data used for this study were part of a larger, international study of youth workers and administrators of youth-serving agencies.
A self-reported competency scale (SRSC) containing seven subscales and 27 items was used for the purposes of this study: physical and psychological safety (3 items); adequate program structure (6 items); supportive relationships (3 items); positive social norms (2 items); developing social capital (3 items); skill building opportunities (6 items); and social integration of family, school, and community (4 items).
10-point scale ranging from ‘‘I am not good at this’’ to ‘‘I am extremely good at this.’’
979 individuals completed the survey, 639 youth workers met the criteria
September 2008 and April 2009