Indirect Services:
Brooklyn, New York: Service Trip with the INN University Ministries
Indirect services are the activities that a human services professional completes that do not involve direct client interaction. The broad scope of program planning and evaluation, information management, managing budgets, managing staff and volunteers, and capacity building are some activities that would be defined as indirect services. Even before I entered the human services program I was inclined towards these types of activities. And during my time in the program I have interned in several places that have given me opportunities to put these skills and interests into practice. While I was moderately aware of what indirect services were before I entered the program I did have one significant mis-perception that I think a lot of people share. The idea is that direct service professionals interact with people and indirect service professionals do not. I thought this was generally true and I think a lot of others do as well. I have learned through coursework and internships that this is not the case. The Council for Standards in Human Service Education (2009) National Standard #21 states that, “the program shall provide field experience that is integrated with the curriculum” (p. 10). During my internship experiences at Love INC and the Bellingham Boys and Girls Club I learned that while indirect services do not involve direct interactions with clients, they do indeed involve a high level of interaction between the indirect service professional and other individuals such as volunteers, other employees, employers, community members and donors. Indirect services do not remove the “human” from human services.
Since I was a young girl I have been participating in fundraising activities: fundraising for camp, fundraising for youth group events, fundraising for trips. Fundraising is a critical piece of program planning processes. In order to develop a sustainable program there need to be activities outlined that generate income sources that are diverse and sustainable. CSHSE (2009) National Standard #14 states that, “the curriculum shall provide knowledge and skill training in systematic analysis of service needs; selection of appropriate strategies, services or interventions” (p. 7). Fundraising is an appropriate strategy for meeting the need for financial support. After high school I became responsible for managing several fundraisers including small car washes and bake sales and also, a larger scale fundraiser, an annual fundraising dinner. This is a fundraiser I have the opportunity to coordinate each year for the youth group that I work with. The fundraiser is coordinated by an adult and almost entirely ran by teenage students. The dinner includes a meal, games, a speaker, raffle tickets and prizes and various other items that go into planning an event. While this is and has been a great opportunity for me to learn about fundraising processes and a need to diversify funds, I have also realized recently through my participation with the Boys and Girls Club 32nd Annual KidsFest Auction, that there are a lot of areas I can improve on in the future. During my participation with the Boys and Girls Club auction I learned the importance of donor relationships and creating a system of support that feels appreciated and acknowledged. It is not reasonable or sustainable to expect community members or businesses to continue to support your causes without any sort of reciprocated relationship. It is important for non-profits seeking community support to develop a system for recognizing donors and other volunteers who offer time and support. I gained further knowledge and understanding about fundraising processes in my organizational analysis of the Whatcom Literacy Council. I reflected on my understanding of new fundraising models by saying, “The new engagement model is outlined as a ladder of engagement ranging from an individual who would consider themselves a happy bystander, to a spreader of information, to a donor, to an evangelist to an instigator. This engagement fundraising model seeks to strengthen and expand donor/organization relationships.” In this organizational analysis I was able to analyze WLC’s fundraising strategies against what I had learned about fundraising theory in HSP 435, Management.
In HSP 435, Management, and HSP 485, Program Planning and Evaluation, the focus was on the use of Logic Models as an effective approach to organizational management and program planning. Again, CSHSE (2009) National Standard #14 states that, “the curriculum shall provide knowledge and skill training in systematic analysis of service needs; selection of appropriate strategies, services or interventions” (p. 7). Prior to practicing how to use Logic Models as a tool for program planning as I did in my organizational analysis of the Whatcom Literacy Council and my program plan for Tee(n)s 4 Change: T-shirts, I attempted to implement a program at the Boys and Girls Club as one of my learning goals. At this point I did not understand Logic Models and therefore was not able to effectively determine appropriate strategies, services or interventions. My lack of knowledge about logic models did not mean that the youth at the club did not participate in my program or that they did not enjoy it but I implemented the program in a way that I was unable to evaluate the program or logically explain how my activity, writing thank you notes, led to the mission of the club, “to enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.” As demonstrated in my program plan for Tee(n)s 4 Change: T-shirts, using logic models equips professionals to implement programs using the most effective strategies, services and interventions based on resources and desired outcomes, outputs and vision.
CSHSE (2009) National Standard #15 states, “the curriculum shall provide knowledge and skills in information management” (p. 7). This includes such skills as gathering client information through intakes, interviews and active listening, skills to gather and disseminate other professionally relevant information, appropriate use of such information in terms of confidentiality and appropriate use of technology to process, locate and evaluate such information. Information management is a process of deciding how to collect information, collecting it, recording the results, and analyzing the results. In HSP 325, Interviewing, I was able to practice the skill of information gathering and management. I reflected on this in Video #1 Reflection. I also demonstrated an understanding of theory related to information gathering in the essay, Constructivist Theory, which outlines various techniques for interviewing and interacting with clients. CSHSE (2009) National Standard #21 states that, “the program shall provide field experience that is integrated with the curriculum” (p. 10). During my internship with Love INC I had the opportunity to practice the intake and interviewing skills that I learned in HSP 325, Interviewing, and HSP 345, Case Management and Interventions. The direct services part of information management emphasizes the methods used to gather information such as intake forms, surveys and interviews and processes such as confidentiality practices and strategies for sharing the information. In HSP 385, Applied Research Methods, and HSP 485, Program Planning and Evaluation, we focused on data significantly. We created surveys in HSP 385 to gather information related to what forms of communication individuals utilize depending upon the purpose for the communication. We entered the data and then created graphs and charts to analyze the data. I also participated in data entry processes at the Whatcom County Pregnancy Clinic for their Walk for Life fundraiser. Considering my experiences at my internships and my coursework I have discovered the significance of information management skills for efficiency and effectiveness.
CSHSE (2009) National Standard #18 states that, “the curriculum shall provide knowledge, theory, and skills in the administrative aspects of the service delivery system” (p. 8). This includes skills related to program planning and evaluation as discussed in relationship to CSHSE (2009) National Standard #14, fund and budget development as discussed in regards to fundraising and volunteer and staff management, as also discussed in regards to fundraising. It is becoming more and clearer to the interrelatedness of each of the CSHSE National Standards. Much of my knowledge about service delivery theory is highlighted in my organizational analysis of the Whatcom Literacy Council as I applied my knowledge of theory to the strategies and process the Whatcom Literacy Council was utilizing. I then used this same knowledge as I developed my own program plan for Tee(n)s 4 Change. In this plan I was able to demonstrate how I would utilize my knowledge of effective strategies to develop a service delivery plan. Through these assignments and internship experiences I have now more fully understand the significance of each service delivery activity ranging from consideration of fundraising processes to employee management to donor relationships. When implemented effectively each activity has a specific purpose and methodology.
As I consider all of the ways that direct services are implemented and developed I continue to know that this area of services is where my passion lies. It is a complex area of service that requires a variety of skills, but that Is what I love about it. I enjoy being able to say that I have a certain skill and that this skill equips me to increase efficiency, effectiveness and even funds.
Since I was a young girl I have been participating in fundraising activities: fundraising for camp, fundraising for youth group events, fundraising for trips. Fundraising is a critical piece of program planning processes. In order to develop a sustainable program there need to be activities outlined that generate income sources that are diverse and sustainable. CSHSE (2009) National Standard #14 states that, “the curriculum shall provide knowledge and skill training in systematic analysis of service needs; selection of appropriate strategies, services or interventions” (p. 7). Fundraising is an appropriate strategy for meeting the need for financial support. After high school I became responsible for managing several fundraisers including small car washes and bake sales and also, a larger scale fundraiser, an annual fundraising dinner. This is a fundraiser I have the opportunity to coordinate each year for the youth group that I work with. The fundraiser is coordinated by an adult and almost entirely ran by teenage students. The dinner includes a meal, games, a speaker, raffle tickets and prizes and various other items that go into planning an event. While this is and has been a great opportunity for me to learn about fundraising processes and a need to diversify funds, I have also realized recently through my participation with the Boys and Girls Club 32nd Annual KidsFest Auction, that there are a lot of areas I can improve on in the future. During my participation with the Boys and Girls Club auction I learned the importance of donor relationships and creating a system of support that feels appreciated and acknowledged. It is not reasonable or sustainable to expect community members or businesses to continue to support your causes without any sort of reciprocated relationship. It is important for non-profits seeking community support to develop a system for recognizing donors and other volunteers who offer time and support. I gained further knowledge and understanding about fundraising processes in my organizational analysis of the Whatcom Literacy Council. I reflected on my understanding of new fundraising models by saying, “The new engagement model is outlined as a ladder of engagement ranging from an individual who would consider themselves a happy bystander, to a spreader of information, to a donor, to an evangelist to an instigator. This engagement fundraising model seeks to strengthen and expand donor/organization relationships.” In this organizational analysis I was able to analyze WLC’s fundraising strategies against what I had learned about fundraising theory in HSP 435, Management.
In HSP 435, Management, and HSP 485, Program Planning and Evaluation, the focus was on the use of Logic Models as an effective approach to organizational management and program planning. Again, CSHSE (2009) National Standard #14 states that, “the curriculum shall provide knowledge and skill training in systematic analysis of service needs; selection of appropriate strategies, services or interventions” (p. 7). Prior to practicing how to use Logic Models as a tool for program planning as I did in my organizational analysis of the Whatcom Literacy Council and my program plan for Tee(n)s 4 Change: T-shirts, I attempted to implement a program at the Boys and Girls Club as one of my learning goals. At this point I did not understand Logic Models and therefore was not able to effectively determine appropriate strategies, services or interventions. My lack of knowledge about logic models did not mean that the youth at the club did not participate in my program or that they did not enjoy it but I implemented the program in a way that I was unable to evaluate the program or logically explain how my activity, writing thank you notes, led to the mission of the club, “to enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.” As demonstrated in my program plan for Tee(n)s 4 Change: T-shirts, using logic models equips professionals to implement programs using the most effective strategies, services and interventions based on resources and desired outcomes, outputs and vision.
CSHSE (2009) National Standard #15 states, “the curriculum shall provide knowledge and skills in information management” (p. 7). This includes such skills as gathering client information through intakes, interviews and active listening, skills to gather and disseminate other professionally relevant information, appropriate use of such information in terms of confidentiality and appropriate use of technology to process, locate and evaluate such information. Information management is a process of deciding how to collect information, collecting it, recording the results, and analyzing the results. In HSP 325, Interviewing, I was able to practice the skill of information gathering and management. I reflected on this in Video #1 Reflection. I also demonstrated an understanding of theory related to information gathering in the essay, Constructivist Theory, which outlines various techniques for interviewing and interacting with clients. CSHSE (2009) National Standard #21 states that, “the program shall provide field experience that is integrated with the curriculum” (p. 10). During my internship with Love INC I had the opportunity to practice the intake and interviewing skills that I learned in HSP 325, Interviewing, and HSP 345, Case Management and Interventions. The direct services part of information management emphasizes the methods used to gather information such as intake forms, surveys and interviews and processes such as confidentiality practices and strategies for sharing the information. In HSP 385, Applied Research Methods, and HSP 485, Program Planning and Evaluation, we focused on data significantly. We created surveys in HSP 385 to gather information related to what forms of communication individuals utilize depending upon the purpose for the communication. We entered the data and then created graphs and charts to analyze the data. I also participated in data entry processes at the Whatcom County Pregnancy Clinic for their Walk for Life fundraiser. Considering my experiences at my internships and my coursework I have discovered the significance of information management skills for efficiency and effectiveness.
CSHSE (2009) National Standard #18 states that, “the curriculum shall provide knowledge, theory, and skills in the administrative aspects of the service delivery system” (p. 8). This includes skills related to program planning and evaluation as discussed in relationship to CSHSE (2009) National Standard #14, fund and budget development as discussed in regards to fundraising and volunteer and staff management, as also discussed in regards to fundraising. It is becoming more and clearer to the interrelatedness of each of the CSHSE National Standards. Much of my knowledge about service delivery theory is highlighted in my organizational analysis of the Whatcom Literacy Council as I applied my knowledge of theory to the strategies and process the Whatcom Literacy Council was utilizing. I then used this same knowledge as I developed my own program plan for Tee(n)s 4 Change. In this plan I was able to demonstrate how I would utilize my knowledge of effective strategies to develop a service delivery plan. Through these assignments and internship experiences I have now more fully understand the significance of each service delivery activity ranging from consideration of fundraising processes to employee management to donor relationships. When implemented effectively each activity has a specific purpose and methodology.
As I consider all of the ways that direct services are implemented and developed I continue to know that this area of services is where my passion lies. It is a complex area of service that requires a variety of skills, but that Is what I love about it. I enjoy being able to say that I have a certain skill and that this skill equips me to increase efficiency, effectiveness and even funds.
