高齡者參與志願服務學習之研究
Abstract
本研究透過探討高齡者參與志願服務的動機、持續參與的因素、參與志願服務的學習內涵以及對個人成長的影響，深入瞭解高齡者參與志願服務之學習歷程。
本研究採質性研究，研究者透過深度訪談及參與觀察搜集各種資料，從數位研究者長期接觸的高齡志願工作者篩選五位參與志願服務工作達10到20年者進行其服務學習的研究，並以其生命故事為訪談與書寫的主軸，其家人和志工夥伴的訪談內容與其他相關資料則作為補充及驗證的參考內容。
最後歸納整理出本研究結論為：高齡志工參與志願服務工作因參與動機多重且兼容並蓄所以其志願服務之目的顯得多元化；宗教信仰是其心靈寄託及持恆參與的動力；高齡志工較能全心全力付出，且其學習內容豐富、學習方式多樣。高齡志工乃藉由正式志工培訓、在職研修、經驗學習、觀察學習及「做中學」的過程實踐「學中覺」，藉由「做中學、學中覺」的體現豐富學習的內涵，並以其無私無我的付出影響親朋好友，因而帶動社區其他居民投入志工行列，促成許多周邊效應成為眾人學習的典範。
根據研究結論，本研究針對高齡志工、其他志工組織及未來研究者分別提出建議。（1）建議高齡志工珍惜學習機會以開展成長空間，並透過反思達到自我實現，作為年輕人的學習典範。（2）建議其他志工組織採柔性管理、鼓勵成員參與決策以凝聚共識，建立健全的培訓制度並與其他單位進行策略聯盟。（3）建議未來研究者針對不同性別的高齡志工再深入探究其差異，取樣年齡可再詳細切割並分階段深入探討。
This study aims at exploring the learning process of the elderly through investigating the motivations of the elderly participants in voluntary service. It also focuses on the factors of their continuous participation, the essence of their voluntary service learning, and their personal growth brought up by their voluntary services. This study adopts the qualitative approach, conducting a series of in-depth interviews and participatory observations. Among the many elderly voluntary participants, the researcher selected five cases whose voluntary services range from 10 to 20 years. Interviews with their family and partners, and relevant information about their voluntary work serve as supplementary materials. Conclusions derived from the research findings are: Elder volunteers participate in voluntary service with various motives for diverse purposes. Religious belief is their spiritual support for their continuous engagement in the voluntary services. Compared to the young volunteers, the elder ones are more devoted to voluntary services with highly self-guided learning. Through formal training, on-job training, experience accumulation, interactive learning with the other volunteer members, and “learning by doing”, they practice volunteer services with the spirit of “Being mindful in learning”. While practicing “learning by doing” and “Being mindful in learning”, their learning is greatly enriched. They not only learn to devote themselves to the services with an unselfish heart, but also motivate and inspire their close others to join volunteer services. Most significantly, their learning experiences have created unexpected results, creating much peripheral effects. They become the role models in their communities. According to the above conclusions, the researcher would propose several suggestions for the elder volunteers, voluntary service organizations, and future studies. (1) For elder volunteers, each learning opportunity should be fully utilized to enhance personal growth. Constant introspection is essential to the elder volunteers to achieve self-fulfillment and broaden life visions for youngsters. (2) For the voluntary service organizations, it is necessary to adopt soft management, encourage member participation in decision-making, create a good training system, and form strategic alliances with other organizations. (3) For the future studies: Differences in learning among the elder volunteers of different genders should be further investigated. The sampling age groups can be further divided and explored in various stages.
This study aims at exploring the learning process of the elderly through investigating the motivations of the elderly participants in voluntary service. It also focuses on the factors of their continuous participation, the essence of their voluntary service learning, and their personal growth brought up by their voluntary services. This study adopts the qualitative approach, conducting a series of in-depth interviews and participatory observations. Among the many elderly voluntary participants, the researcher selected five cases whose voluntary services range from 10 to 20 years. Interviews with their family and partners, and relevant information about their voluntary work serve as supplementary materials. Conclusions derived from the research findings are: Elder volunteers participate in voluntary service with various motives for diverse purposes. Religious belief is their spiritual support for their continuous engagement in the voluntary services. Compared to the young volunteers, the elder ones are more devoted to voluntary services with highly self-guided learning. Through formal training, on-job training, experience accumulation, interactive learning with the other volunteer members, and “learning by doing”, they practice volunteer services with the spirit of “Being mindful in learning”. While practicing “learning by doing” and “Being mindful in learning”, their learning is greatly enriched. They not only learn to devote themselves to the services with an unselfish heart, but also motivate and inspire their close others to join volunteer services. Most significantly, their learning experiences have created unexpected results, creating much peripheral effects. They become the role models in their communities. According to the above conclusions, the researcher would propose several suggestions for the elder volunteers, voluntary service organizations, and future studies. (1) For elder volunteers, each learning opportunity should be fully utilized to enhance personal growth. Constant introspection is essential to the elder volunteers to achieve self-fulfillment and broaden life visions for youngsters. (2) For the voluntary service organizations, it is necessary to adopt soft management, encourage member participation in decision-making, create a good training system, and form strategic alliances with other organizations. (3) For the future studies: Differences in learning among the elder volunteers of different genders should be further investigated. The sampling age groups can be further divided and explored in various stages.
Description
Keywords
高齡者, 高齡志工, 志願服務, 學習歷程, elderly, elder volunteers, voluntary service, learning process