Youth Worker Characteristics and Self-reported Competency as Predictors of Intent to Continue Working with Youth

Abstract

Using a web-based self-report survey, this study examined the characteristics of individuals who worked directly with youth in out-of-school time programs. Specifically, it examined the relationships among intent to continue working in the youth development field and youth program staffs' experience, training, educational background, and selfreported competency in implementing the features of positive developmental settings for youth (Eccles and Gootman, Community programs to promote youth development, 2002). To accomplish this, we also developed a self-report youth worker competency measure and present its psychometric properties. Results suggested that intent to continue working in the youth development field is higher for youth workers who reported higher overall jobrelated competency, received professional development training, reported life experiences similar to the youth with whom they worked, learned aspects of their job from more experienced staff, had adequate supervision and support, and worked in programs where staff were more involved in program decision-making. Results are discussed in terms of the value of training and professional development in retaining frontline youth workers.Keywords Staff retention Á Staff competency Á Frontline youth workers As attention to the value of promoting positive development in youth increases, greater emphasis is being placed on the role of organized community-based out-of-school time programs in that process. Participating in organized activities fosters and supports personal growth among participating youth by providing them an opportunity to interact with peers and adults in their communities (Hirsch 2005;Perkins et al. 2003). As such, the goals of community-based youth programs include not only ameliorating problems associated with various risk conditions and behaviors (e.g., drinking, drugs, delinquency), but also preparing youth to meet other life challenges and make decisions that promote their own

Youth Work Supervision: Supporting Practice through Reflection

“…In Jenkinson's (2010) project, staff reported that they felt that the improved atmosphere and sense of teamwork contributed to better quality programs. Youth workers need to feel competent in their abilities to implement quality program features that improve program quality (Hartje et al, 2008).…”

The construction of employee competency developmental plans for a private residential youth care facility

“…A constant influx of inexperienced and inadequately trained workers diminishes the skill level, strength and effectiveness of the programs. Hartje et al (2008) find that staff retention related to working with youth is higher for staff who received job related training, view themselves as being overall competent in working with youth, have opportunities to participate in work-related decision-making, and receive help from co-workers in learning job-related skills.…”

“…In the residential youth care environment, research has revealed that positive developmental outcomes for youth are linked with residential programs that are effective in providing physical and psychological safety, appropriate structure, supportive relationships, opportunities to belong, opportunities for skill building, and integration of family, school, and community efforts (Eccles and Grootman, 2002). For a program to be effective in these dimensions, youth care workers need to be aware of these benefits, and feel competent in their ability to implement these features (Hartje et al, 2008). Studies have consistently identified caregiver specialized training and education as one of the strongest predictors of child care quality (Gable and Halliburton, 2003).…”

“…An in-depth review of the literature into factors essential for promoting youth care worker success revealed that care workers desire: (1) adequate compensation and opportunities for advancement (2) opportunities for professional development and training (3) a supportive environment that fosters success through adequate supervision and a climate of collaboration (4) clear role descriptions and perceived competence to perform those roles (5) a sense that their work is valued (6) opportunities for professional networking (Hartje et al, 2008).…”

“…Limited or inadequate training leads to staff lacking the competence and confidence required to implement program elements (Hartje et al, 2008). This results in increased levels of burnout and shortened tenure among staff.…”