Skill development of student volunteers in Non-Profit Organizations of Lahore Research Proposal of Social Research Methods

1. SKILL DEVELOPMENT OF STUDENT VOLUNTEERS IN NON-PROFIT
ORGANIZATIONS OF LAHORE
SOCIAL RESEARCH METHOD-2
RESEARCH PROJECT
SUBMITTED TO : DR. AMIR SAEED
GROUP MEMBERS
MAHNOOR SHAHID 59
ISMA KHALID 31
SAWERA USMAN 42
SHAZEEN QAYYUM 45
BISMA ADEEL 23
AYMEN ZAHID 26

2. Introduction:
The non-profit sector of Pakistan traces its roots to the colonial period, although the history of philanthropic
and voluntary activities goes back to the early-recorded history within the geographical boundaries that now
constitute Pakistan. The main reasons for philanthropic activities in this region were religious beliefs and
socio-cultural practices. These voluntary and philanthropic activities were first institutionalized in the colonial
period. In the early years of Pakistan, the non-profit sector was focused on the reconstruction and rehabilitation
of migrants by providing them shelter, food, and healthcare services. As years passed, activities of NPOs
diversified by the addition of services like non-profit ambulance, destitute homes, graveyard services,
prisoners’ aid, and refugee assistance. Currently, most non-profit organizations work for community service
by provision of food, shelter, healthcare services, and funds to needy people. Governments have increasingly
used the non-profit sector and their volunteers to help achieve a range of social policy goals through direct
service provision (Holmes 2009; Oppenheimer 2008; Plowden 2003).
Nonprofit sector is generally defined as
“ The range of organizations that are neither public sector nor private sector. It includes voluntary and
community organizations (both registered charities and other organization such as associations, self-help
groups and community groups), social enterprises, mutual and cooperatives. ”
People of Pakistan actively take part in philanthropic activities by giving charity and time .According to a
study by Pakistan Center of Philanthropy , individuals in Pakistan donated an estimated Rs. 240 billion in
2014, (amounting to approximately 0.9% of the nation’s GDP) out of which the monetary valuation of time-
volunteerism accounts for 34% percent of total giving. Detailed data of total magnitude of giving by type and
province is as follows :
Province Monetary Zakat In-kind In-time Other Total
Punjab 39.3 12.3 23.1 18.4 19.4 112.6
KPK 10.1 6.5 4.7 13.0 4.1 38.4
Baluchistan 1.3 2.3 1.9 3.1 1.8 10.3
Sindh 20.1 4.3 5.4 48.6 - 78.4
Pakistan Total (Rs. Billion) 239.7
Table: Total Magnitude of Giving by Type and Province -2014
Source : PCP IIP Data Individual Indigenous Philanthropy

3. Other than monetary donations , a large number of student volunteers join the nonprofit sector and volunteer
by investing their valuable time. Most organizations offer internships or volunteering opportunities for varying
time periods.
Student Volunteer is defined as
“An individual , who is attending a Higher Education Institution and is actively engaged in voluntary activity
.”
Most students join NPOs for their capacity building by development of skills. But the extent of skill
development of student volunteers in nonprofit organizations is unknown. This study focuses on skill
development of time-volunteering students in the capital of province Punjab where monetary valuation of
volunteering time-volunteerism equals PKR 18.4 Billion.
Skill development is defined as
“An ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and
adaptively carryout complex activities or job functions involving ideas (cognitive skills), things (technical
skills), and/or people (interpersonal skills).” (Chandra, 2019)
Literature Review
The literature review examined a number of research and evaluation reports on young people’s volunteering
and professional development. There have been multiple approaches followed to understand what the word
Volunteer can mean. Different authors have defined the word volunteering in similar and different ways.
Researchers have put a big emphasis on the absence of monetary benefits whereas some authors have studied
the usefulness of little token of appreciation to volunteers in the short-run (Lacetera, Macis, & Slonim 2014).
It is clear from the review that young people, and those working with them, believe that they benefit from
volunteering and their skill development level has increased. The evaluation of Action Pays (Evans, R et al,
Does Youth Action Pay? An evaluation of Action Pays. University of Hull, 2002) three-year program
supporting youth-led action, concluded that ‘almost all the participants felt that the most important gains made
were increased self-confidence, teamwork skills, having fun, cooperation, compromise, listening to others,
communication, meeting people and making friends. In addition to the development of these personal and
social skills, the literature highlights some less tangible aspects such as being treated with respect, feeling
more engaged with others, and a sense of achievement, which in turn affect young people’s behavior and
willingness to engage in learning.
According to research done by The National Youth Agency (U.K) on Young People’s Volunteering and Skills
Development has identified a range of personal and social skills that young people acquire through
volunteering. In particular, they focused upon increased and improved communication skills, and ability to
work with other people more effectively. Many young people also develop a range of practical skills related
to their specific areas of volunteering. The research highlighted the importance of young people receiving

4. recognition for their volunteering. They interpreted recognition in a range of ways, from being respected in
their communities to gaining specific qualifications. While a minority – usually those who were achieving
well in formal education – did not see formal recognition as important but most young people wanted the skills
they had gained through volunteering to be recorded and/or accredited in some way. They highlighted the
importance of receiving certificates, and of being able to include their volunteering experiences on their CV.
This was seen as particularly important for those who had not done well in formal education. However, it is
also important that young people who are doing well academically understand that the skills they have gained
through volunteering are valued by employers and educationalists, and are able to identify and articulate these
skills.
A review of international volunteering literature suggests that volunteers, require specialized skills for the
tasks they perform. Souza and Dhami 2008). A positive correlation has been observed between volunteers’
level of training and both their commitment to service(Nassar-McMillan and Lambert 2003) and the quality
of the service they provide(Carkhuff 1968; Souza and Dhami 2008)
Skill, knowledge and attitudinal development takes place throughout the working life. Individuals continually
construct and make sense of the knowledge and skills they require. Many of the activities in which volunteers
take part are not dissimilar from those in which they engage in everyday life, such as cooking, driving,
cleaning, befriending and caring for children. Training that is provided should not only be quality training, but
should also adapt to the needs of the volunteer in order to recognize the value of their donated time (Fahey,
Walker, and Lennox 2003).
Based on a mixed methods study in Australia they examined the capability of volunteers based on a
volunteering skill question and found that while 92.9 percent of volunteers and 70.1 percent of non-volunteers
agreed that they had the skills required for volunteering and their existing skill level can be enhanced .For
example, volunteers agreed more than non-volunteers that volunteering skills can be developed, that
volunteering can help develop new skills. On the other hand, non-volunteers agreed more than volunteers that
volunteering requires specific knowledge and a range of skills, they were more afraid than volunteers that a
volunteer organization would not value their skills and/or that they were under-qualified to volunteer.
According to the International Labor Organization and most precisely United Nations Volunteer Program,
many volunteer programs and projects claim they provide opportunities for volunteers to develop and build
skill sets. They also claim to develop human capital, which covers skills, knowledge, ability to labor and good
health. In this study, researchers distinguish again between hard skills and soft skills: Hard skills are job-
specific, technical skills, which are often the main criteria for recruitment. Soft skills, also referred to as core
skills or portable skills are transferable between jobs. Most of these soft skills are not part of curricula in
formal education institutions and cannot be taught in the same manner as technical skills in a classroom. Some
are exercised in a real life environment in order to be promoted, depending on personal experience and diverse
exposure. “As a volunteer, I learned how to liaise with the government, which means learning how to be

5. diplomatic and how to adjust communication. I improved my negotiation skills.” - Danang Nizar, Volunteer
in disaster risk reduction.
Through volunteerism, women are challenging traditional places and roles in society and are experiencing
greater empowerment beyond the work place. A former volunteer from Indonesia reflected on her volunteer
assignment with an international organization and explained her empowerment as a young woman is the
biggest gain from the experience. In a culture where young people, especially women, tend to remain quiet
during meetings and are discouraged from taking initiatives in places of work, she learned to be confident and
to speak up in meetings and big events. She says this is a skill that she could not have learned anywhere else
and which will serve her for life, especially in her career.
The present study is aimed to determine the skills and knowledge development that student volunteers derive
from volunteering in non profits organizations of Lahore that whether their personal and social skills has
increased, decreased or stayed the same as a result of their volunteering.
Skill development: An Overview
Volunteering enables students to learn new skills and explore their passion for training and social activities.
As volunteers are not paid for their activities, their skill development and personality development is the only
perceived return. The current study put emphasis on the following four sets of skills that students learn by
volunteering in nonprofit organizations but our main focus will be social and personal skills development.
1) Personal Skills:
Personal skills generally include individuals’ ability to identify and manage themselves. This umbrella of self-
management skills covers many factors like patience, anger management, adaptability, self-confidence, self-
awareness, decision power, etc.
2) Social Skills:
Social skills refer to the set of skills required in communication and working with other people. It includes
skills like teamwork, active listening, leadership, negotiation, etc. In the nonprofit sector, some social activities
are done by groups of volunteers that allow them to learn social skills.
3) Contemporary skills
These skills enable volunteers to identify their role at the broader level of society through an understanding of
the impact of their actions on society and the development of values and attitudes which encourage their active
involvement in community service It generally includes fundraising, understanding values, beliefs,
discrimination, rights, and responsibilities.

6. Theoretical Framework:
1) Personal and Social Capabilities (PSC) Framework
Pearson’s PSC Framework was created through an extensive review of existing 21st century skills
frameworks. According to Pearson , personal and social skills are critical to career success and a key goal of
most learners which includes community service learners, Social and interpersonal learner etc. and how they
are able to enhance and develop these skills in broad range of areas including communication, reading and
writing,, skills for teamwork, and skills for the workplace and engaging with the world around you. It also
tells that how students volunteers can progress through these qualifications to supported employment, and
further education. Pearson identified six common categories of personal and social skills people need to
succeed in any employment setting:
● Collaboration and Teamwork: Perspective taking, coordination, empathy, trust, flexibility
● Communication (Oral & Written): Persuasiveness, presentation skills, active listening, influence
● Critical & Creative Thinking: Problem formulation, problem solving, reasoning.
● Leadership: Managing self, integrity, working with others/teams, managing and planning, vision
● Self-Management : ownership, goal orientation.
● Social Responsibility: Ethics/integrity, cultural awareness, sustainability.
2 ) Service Learning Model
Service Learning is an approach where a student learns theories in the classroom and at the same time
volunteers with an agency (usually a non-profit or social service group) and engages in reflection activities to
deepen their understanding of what is being taught and apply theoretical knowledge which students gain from
community service programs to "real world" situations . Eyler and Giles (1999) and Furco (2003) describe
Sigmon and Pelletier's (1996) typology of service learning as a balance between community service and
academic learning where service and learning goals are explicitly integrated
According to service learning model civic engagement, community development, advocacy, philanthropy,
social change, volunteerism, community service and experiential learning is a cycle of theories, practices, and
reflection tools to broaden knowledge and critical thinking skills for social change.
As a result of service learning, students learn more about the community and themselves while fulfilling a
need in the community and meeting classroom or degree requirements.
service learning projects includes indirect service to people such as organizing a fundraising event, collecting
donations or planting trees to help the environment. service learning is important because it connects student
learning in the classroom with real-world experiences in the community. Students who participate in it are

7. more deeply engaged in their local communities, gain practical skills, develop their career and personal
interests, and are usually more engaged citizens.
Research Problem
A large number of students serve as volunteers in nonprofit organizations but the skill development of these
volunteers in the nonprofit sector is not researched yet whether their personal and social skill development
level has increased or decreased
Research Question
Do the skills of students volunteers get developed by volunteering in locally registered nonprofit
organizations of Lahore?
Research Objectives
● To explore the skills development at the individual level that young students derive from volunteering.
● To find whether the personal and social and contemporary skill development level of student volunteers
is increasing or decreasing.
Research Methodology
The research methodology will be quantitative. A well-framed questionnaire will be used for this purpose .
Hypothesis
H1: There will be difference in personal and social skill development level of student volunteers
H2: Skill development level will be a strong predictor of student volunteers.
H3 : Demographic variables of student volunteers will significantly effect on personal, social and
contemporary skills.
Variables of study
The student volunteers both male and female will be taken as dependent variable while skill development
(personal, social and contemporary skills ) will be taken as independent variables.
Research instrument:
Online Questionnaires
Population of the study:
Student volunteers of non profit organizations of Lahore both male and females and aged between 19-23.

8. Sample
• Al-khidmat Foundation
• Rizq Foundation
• Shaukat Khanam
• Akhuwat Foundation
• The Citizens Foundation
• Sundas Foundation
• Faida Foundation
• SOS Children Villages
Sampling Strategy
Snowball Sampling and a sample of 80-300 student volunteers will be taken.
Ethical considerations:
The researcher will follow a proper code of ethics while conducting research.
● Before the data collection, the respondent will be briefed about the purpose of the study.
● Information related to the respondents will be kept secret.
● Collected information will not be available to anyone else i.e. confidentiality of the data will be
guaranteed.
● The anonymity of participants will also be taken into consideration.

9. Work Schedule - Gantt Chart
literature
review
data
collection
data analysis
write final
draft
dissertation
due
October November December January February
identify
research
area
formulate
research
question
formulate
research
strategy,
research
design and
select
methods
write
research
proposal

10. Results
Data collected for the present study were analyzed by using IBM SPSS (International Business Machine). The
differences, relationship and evaluation between study variables were determined by applying t-test and
correlation To test the hypothesis in line with the objective of the study.
Demographic Information:
Demographic information of the participants consisted of age, gender, organization name.
Demographics Characteristics of the Sample (N= 300
Statistics
Student...volunteers Organization.Name Age Age.Range
N
Valid 300 300 300 300
Missing 0 0 0 0
Mean 1.55 4.25 21.26 1.00
Median 2.00 4.00 21.00 1.00
Mode 2 5 22 1
Std. Deviation .498 2.220 1.243 .058
Variance .248 4.931 1.544 .003
Skewness -.216 .069 -.167 17.321
Std. Error of Skewness .141 .141 .141 .141
Range 1 7 4 1
Minimum 1 1 19 1
Maximum 2 8 23 2
Sum 466 1275 6378 301
Percentiles
25 1.00 2.00 20.00 1.00
50 2.00 4.00 21.00 1.00
75 2.00 6.00 22.00 1.00
Frequency Table
Student...volunteers
Frequency Percent Valid Percent Cumulative Percent
Male
134 44.7 44.7 44.7
Female
166 55.3 55.3 100.0
Total
300 100.0 100.0

11. Organization.Name
Frequency Percent Valid
Percent
Cumulative
Percent
Al-khidmat Foundation 48 16.0 16.0 16.0
Rizq Foundation
29 9.7 9.7 25.7
Shaukat Khanam
45 15.0 15.0 40.7
Akhuwat Foundation
33 11.0 11.0 51.7
The Citizens
Foundation
50 16.7 16.7 68.3
Sundas Foundation
43 14.3 14.3 82.7
Faida Foundation
22 7.3 7.3 90.0
SOS Children Villages
30 10.0 10.0 100.0
Total
300 100.0 100.0
Age
Frequency Percent Valid Percent Cumulative
Percent
19 26 8.7 8.7 8.7
20 66 22.0 22.0 30.7
21 70 23.3 23.3 54.0
22 80 26.7 26.7 80.7
23 58 19.3 19.3 100.0
Total 300 100.0 100.0
Age Range
Frequency Percent Valid Percent Cumulative
Percent
19-23 299 99.7 99.7 99.7
2 1 .3 .3 100.0
Total 300 100.0 100.0

14. Independent Samples Test
The Independent sample t- test was used for comparing the mean differences between personal, social and
contemporary skills of student volunteers in both male and female student volunteers as presented in table below
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
F Sig. t df Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95%
Confidence
Interval of the
Difference
Lower Upper
Personal Skills
Equal variances
assumed
.035 .851 2.513 298 .012 .269 .107 .058 .480
Equal variances
not assumed
2.515 285.726 .012 .269 .107 .059 .480
Taking.
responsibility
Equal variances
assumed
.291 .590 .980 298 .328 .119 .121 -.120 .357
Equal variances
not assumed
.988 292.495 .324 .119 .120 -.118 .355
Improving.own.
learning.and
performance
Equal variances
assumed
.036 .850 .906 298 .366 .095 .105 -.111 .301
Equal variances
not assumed
.908 286.900 .365 .095 .104 -.111 .301
Communication
Equal variances
assumed
.075 .785 .306 298 .760 .031 .101 -.168 .230
Equal variances
not assumed
.306 282.894 .760 .031 .101 -.168 .230
Problem.solving
Equal variances
assumed
.069 .794 2.012 298 .045 .232 .115 .005 .459
Equal variances
not assumed
2.023 290.118 .044 .232 .115 .006 .458
Self.awareness
Equal variances
assumed
.194 .660 .306 298 .760 .034 .111 -.185 .253
Equal variances
not assumed
.305 281.579 .761 .034 .112 -.186 .254
Self.management
Equal variances
assumed
1.15
8
.283 1.304 298 .193 .145 .112 -.074 .365
Equal variances
not assumed
1.321 295.416 .188 .145 .110 -.071 .362
Self.confidence
Equal variances
assumed
.942 .333 .981 298 .327 .106 .108 -.106 .318

15. Equal variances
not assumed
.988 290.946 .324 .106 .107 -.105 .316
Making.decisions
Equal variances
assumed
.256 .613 2.924 298 .004 .355 .121 .116 .593
Equal variances
not assumed
2.964 295.742 .003 .355 .120 .119 .590
Social Skills
Equal variances
assumed
2.90
0
.090 1.692 298 .092 .194 .115 -.032 .420
Equal variances
not assumed
1.686 280.457 .093 .194 .115 -.033 .421
Teamwork
Equal variances
assumed
.005 .946 .633 298 .527 .070 .111 -.148 .289
Equal variances
not assumed
.633 285.246 .527 .070 .111 -.148 .289
Leadership
Equal variances
assumed
.028 .868 -.060 298 .952 -.007 .116 -.235 .221
Equal variances
not assumed
-.060 287.194 .952 -.007 .115 -.234 .220
Managing.
relationships
Equal variances
assumed
.927 .336 1.800 298 .073 .222 .123 -.021 .465
Equal variances
not assumed
1.819 293.964 .070 .222 .122 -.018 .463
Negotiation
Equal variances
assumed
.289 .591 2.692 298 .007 .326 .121 .088 .565
Equal variances
not assumed
2.699 287.287 .007 .326 .121 .088 .564
Contemporary Skills
Equal variances
assumed
.259 .611 2.585 298 .010 .293 .113 .070 .516
Equal variances
not assumed
2.570 278.075 .011 .293 .114 .069 .517
Understanding.
prejudice.and.
discrimination
Equal variances
assumed
3.66
7
.056 2.046 298 .042 .221 .108 .008 .434
Equal variances
not assumed
2.035 278.531 .043 .221 .109 .007 .435
Understanding.
values.and
.beliefs
Equal variances
assumed
1.08
0
.300 1.527 298 .128 .169 .111 -.049 .387
Equal variances
not assumed
1.546 295.118 .123 .169 .109 -.046 .384
Rights.and
responsibilities
Equal variances
assumed
7.15
4
.008 2.011 298 .045 .246 .122 .005 .487
Equal variances
not assumed
2.049 297.546 .041 .246 .120 .010 .482
Preparation.for.
work
Equal variances
assumed
5.80
5
.017 1.699 298 .090 .201 .118 -.032 .433
Equal variances
not assumed
1.729 297.234 .085 .201 .116 -.028 .429
*p<.01, **p<.001

16. The result indicated that both groups were significantly different in personal social and contemporary skills.
The means further indicated that personal social and contemporary skill level was higher in male student
volunteers as compared to female student volunteers.
Group Statistics
Student
volunteers
N Mean Std. Deviation Std. Error Mean
Personal Skills
Male 134 3.21 .918 .079
Female 166 2.94 .926 .072
Taking.responsibility
Male 134 3.21 .997 .086
Female 166 3.09 1.078 .084
Improving.own.learning
.and.performance
Male 134 3.34 .892 .077
Female 166 3.24 .909 .071
Communication
Male 134 3.41 .878 .076
Female 166 3.38 .864 .067
Problem.solving
Male 134 3.30 .966 .083
Female 166 3.07 1.016 .079
Self.awareness
Male 134 3.40 .973 .084
Female 166 3.36 .948 .074
Self.management
Male 134 3.41 .895 .077
Female 166 3.27 1.010 .078
Self.confidence
Male 134 3.64 .896 .077
Female 166 3.54 .951 .074
Making.decisions
Male 134 3.43 .969 .084
Female 166 3.08 1.101 .085
Social Skills
Male 134 3.32 1.008 .087
Female 166 3.13 .973 .076
Teamwork
Male 134 3.55 .954 .082
Female 166 3.48 .958 .074
Leadership
Male 134 3.43 .984 .085
Female 166 3.44 1.006 .078
Managing.relationships
Male 134 3.40 1.005 .087
Female 166 3.18 1.108 .086
Negotiation
Male 134 3.22 1.031 .089
Female 166 2.90 1.054 .082
Contemporary Skills
Male 134 3.08 1.004 .087
Female 166 2.79 .952 .074
Understanding.prejudice.and
discrimination
Male 134 3.18 .957 .083
Female 166 2.96 .910 .071
Understanding.values.and.beliefs
Male 134 3.47 .890 .077
Female 166 3.30 1.000 .078
Rights.and.responsibilities
Male 134 3.62 .948 .082
Female 166 3.37 1.130 .088
Preparation.for.work
Male 134 3.63 .922 .080
Female 166 3.43 1.086 .084

17. Correlations
Correlation test was used for analyzing the relationships between personal, social and contemporary skills of
student volunteers (N= 300) is presented in table.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Persona
l Skills
- .729** .626** .500
**
.705
**
.564
**
.51
2**
.390
**
.65
9**
.55
1**
.454
**
.32
2**
.51
5**
.54
3**
.534
**
.54
5**
.42
6**
.476
**
.422
**
Taking
Respon
sibility
- - .669** .529
**
.693
**
.592
**
.54
3**
.464
**
.57
6**
.60
7**
.621
**
.48
8**
.63
1**
.58
8**
.399
**
.41
3**
.46
3**
.513
**
.433
**
Improvi
ng own
learning
&
experie
nce
- - - .647
**
.645
**
.631
**
.55
6**
.550
**
.56
1**
.63
9**
.572
**
.50
3**
.56
1**
.56
1**
.402
**
.49
6**
.48
2**
.515
**
.482
**
Commu
nication
- - - -- .532
**
.661
**
.58
5**
.620
**
.46
6**
.51
5**
.546
**
.52
4**
.46
5**
.39
4**
.338
**
.40
8**
.44
6**
.509
**
.488
**
Problem
Solving
- - - - - .593
**
.49
9**
.485
**
.69
3**
.58
1**
.430
**
.39
0**
.54
5**
.61
5**
.514
**
.51
9**
.45
5**
.497
**
.441
**
Self-
awarene
ss
- - - - - - .68
5**
.671
**
.54
6**
.60
8**
.588
**
.49
0**
.45
3**
.46
7**
.394
**
.44
6**
.53
9**
.582
**
.496
**
Self-
manage
ment
- - - - - - - .631
**
.56
5**
.58
5**
.561
**
.54
1**
.48
0**
.48
1**
.459
**
.48
1**
.44
0**
.546
**
.557
**
Self
Confide
nce
- - - - - - - - .48
3**
.52
6**
.544
**
.56
4**
.35
5**
.42
2**
.333
**
.39
7**
.39
3**
.465
**
.415
**
Making
decision
s
- - - - - - - - - .54
2**
.446
**
.37
5**
.57
5**
.59
4**
.503
**
.54
4**
.44
2**
.492
**
.453
**
Social
Skills
- - - - - - - - - - .699
**
.54
9**
.67
0**
.63
0**
.469
**
.57
7**
.49
4**
.526
**
.481
**
Teamwo
rk
- - - - - - - - - - - .71
7**
.65
9**
.57
9**
.410
**
.50
6**
.50
2**
.548
**
.520
**
Leaders
hip
- - - - - - - - - - - - .58
1**
.49
9**
.377
**
.43
7**
.43
2**
.514
**
.496
**
Managin
g
relation
ships
- - - - - - - - - - - - - .73
5**
.502
**
.57
0**
.48
7**
.546
**
.535
**
Negotiat
ion
- - - - - - - - - - - - - - .557
**
.59
7**
.46
9**
.512
**
.445
**
Contem
porary
Skills
- - - - - - - - - - - - - - - .68
7**
.40
9**
.432
**
.405
**

18. Underst
anding
prejudic
e and
discrimi
nation
- - - - - - - - - - - - - - - - .55
2**
.560
**
.501
**
Underst
anding
values
and
beliefs
- - - - - - - - - - - - - - - - - .809
**
.707
**
Rights
and
respons
ibilities
- - - - - - - - - - - - - - - - - - .843
**
Preparat
ion for
work
- - - - - - - - - - - - - - - - - - -
**p<.001
Result of correlation indicated that personal skills scores were having significant positive correlation with
social skills and contemporary skills. These results suggested that an increase in personal skills scores will
result an increase in social and contemporary skills scores. In other words, an increase in personal skills is
likely to increase social and contemporary skills in student volunteers and vice versa .
Percentages of Skills

28. Analysis of Research
Main focus of study was on comparing personal, social and contemporary skills of student volunteers of non
profit organizations of Lahore Exploring gender differences in personal, social and contemporary skills od
student volunteers. Exploring the relationship between personal, social and contemporary skill level is student
volunteers and to investigate the effects of demographic variables on personal social and contemporary skills
of student volunteers in order to explore their association and interplay in socio-cultural context of Pakistan.
Intuitively, it seems that students should learn more when they engage actively in community service
organizations and deal constructively with challenges they encounter while working on these tasks and persist
in the face of obstacles and setbacks. Empirical evidence corroborates this intuition: Student’s engagement in
community service (Fredricks, Blumenfield, & Paris, 2004) their personal skills (Hess & Copeland, 2001)
and social and contemporary skills level (Martin & Marsh, 2009) each predict skill building and academic
success (i.e., learning, class-room grades, and achievement)
According to Service Learning model which is an approach where a student learns theories in the classroom
and at the same time volunteers with an agency (usually a non-profit or social service group) and engages in
reflection activities to deepen their understanding of what is being taught and apply theoretical knowledge
which students gain from community service programs to "real world" situations . Eyler and Giles (1999) and
Furco (2003) describe Sigmon and Pelletier's (1996) typology of service learning as a balance between
community service and academic learning where service and learning goals are explicitly integrated
According to service learning model civic engagement, community development, advocacy, philanthropy,
social change, volunteerism, community service and experiential learning is a cycle of theories, practices, and
reflection tools to broaden knowledge and critical thinking skills for social change.
A review of international volunteering literature suggests that volunteers, require specialized skills for the
tasks they perform. Souza and Dhami 2008). A positive correlation has been observed between volunteers’
level of training and both their commitment to service(Nassar-McMillan and Lambert 2003) and the quality
of the service they provide(Carkhuff 1968; Souza and Dhami 2008
In our present study a positive correlation has been developed between personal, social and contemporary
skills and student volunteers. The present study aimed to find out the differences and relationships in level of
personal, social and contemporary skills and effect of demographic variables on population of student
volunteers.
The first concern of this study was to analyze the differences between the means of two groups. Independent
sample t-test was carried out for this purpose. It is commonly used to predict the statistical differences between
the means of two groups, statistical differences between the means of two interventions and statistical
differences between the means of two change scores ( Howell, 2007).

29. The result indicated that both groups (men and women) were significantly different in Pesonal, social and
contemporary skill development level. The means further indicated that Personal, social and contemporary
skill development level was higher in male students as compare to female student volunteers.
Second concern of this study was to analyze the relationships and correlation between the variables.
Correlation was carried out for this purpose. Correlations are useful because they can indicate a predictive
relationship that can be exploited in practice. It is mainly used in deriving the degree and direction of
relationship within the variables, in reducing the range of uncertainty in matter of prediction and in predicting
the average relationship between any variables through a single value of coefficient of correlation. (Moed,
2005)
Result of correlation indicated that personal skills scores were having significant positive correlation with
social skills and contemporary skills. These results suggested that an increase in personal skills scores will
result an increase in social and contemporary skills scores. In other words, an increase in personal skills is
likely to increase social and contemporary skills in student volunteers and vice versa
The findings also indicated that the standardized direct effects of independent variables personal, social and
contemporary skills level were significant predictors of dependent variables student volunteers.
Limitations of the research
Research, simply, is a scientific and systematic quest for obtaining new knowledge on a particular topic
to benefit mankind. Scientific progress and cultivation of knowledge is based upon research. A perfect
research may be out of the scope of human beings. Writings of reputed philosophers like Descartes, Spinoza,
and Locke etc. indicate limitations of human beings (limited senses, limited capabilities, limited power, limited
resources, limited time etc.) in their quest for knowledge. May be this led Griffiths to state that ‘There Is No
Hope of Doing Perfect Research’ (Griffiths, 1998, p97).
This research provided a preliminary and provisional model for understanding. Although this research fulfilled
the basic criteria for good research, however, like all other researches in social sciences, this research also had
certain limitations. A flawless and perfect research may be almost impossible in social sciences. Some
limitations of this research, which need to be assessed in future studies like this include:
• The resources and design of research did not allow the inclusion of “Non profit organizations of other
cities as well in this research. There is a strong need to conduct similar studies on Skill development
level of student volunteers of Punjab.
• Qualitative exploration is required for better understanding of the results

30. Implications of Research
The findings of this research are preliminary and require evidence that is more empirical. This research,
however, attempts to provide provisional model which provide the bases for further research on skill
development level of student volunteers in socio-cultural context of Pakistan.
So, Certain effective steps should be taken and strategies or plans should be conducted to enhance the skill
development level of student volunteers. Different Conferences, seminars and workshops should be conducted
in universities for the awareness of community service programs and organizations and they can help to
increase the personal, social and contemporary skill level of volunteers.
Personal and social skills are critical to career success and a key goal of most learners which includes
community service learners, Social and interpersonal learner etc. and how they are able to enhance and develop
these skills in broad range of areas including communication, reading and writing,, skills for teamwork, and
skills for the workplace and engaging with the world around you. It also tells that how students volunteers can
progress through these qualifications to supported employment, and further education.
(Carnicer and Calderon, 2013) revealed that Non profit organizations plays a significant role in the skill
development level of students. service learning projects includes indirect service to people such as organizing
a fundraising event, collecting donations or planting trees to help the environment. service learning is
important because it connects student learning in the classroom with real-world experiences in the community.
Students who participate in it are more deeply engaged in their local communities, gain practical skills,
develop their career and personal interests, and are usually more engaged citizens.
Every university should have affiliated organization which can help to develop personal and social skill level
of students and university should be responsible for every student to provide platform for them to engage in
such activities.
These are some possible implications of this research; mainly based upon inferences of the results of this
research. Although these findings are provisional and preliminary yet these findings can potentially open the
avenues for the further indigenous research.

31. Questionnaire
Volunteering and Skills Project Questionnaire for Volunteers
Reference: Great Britain. Department for Education and Skills (DfES) National Youth Agency (Great
Britain)(NYA). (2007). Young people’s volunteering and skills development.
In this questionnaire The data gained will be coded against a framework for personal and social development
skills previously developed by The NYA. They will also be asked to rate their skills on a five-point scale
from very low to very high.
Name of organization:
Name of volunteer:
How long have you been volunteering?:
Personal Skills Very
Low
Low Medium High Very
High
Comments
Planning
Taking
responsibility
Improving own
learning and
performance
Communication
Problem solving
Self-awareness
Self-management
Self confidence/
esteem
Making decisions

32. Social skills/
interpersonal
skills
Very
Low
Low Medium High Very
High
Comments
Active listening
skills
Working with
others/teamwork
Leadership
Managing
relationships
Negotiation
Contemporary
issues/world of
work
Very
Low
Low Medium High Very
High
Comments
Budgeting/
fundraising
Understanding
prejudice and
discrimination
Understanding
values and beliefs
Rights and
responsibilities
Preparation for
work

33. Bibliography
Chandra, A. (2019). Gender Gap in Skill Development: An Analytical Review. The Gandhigram Rural
Institute.
Great Britain. Department for Education and Skills (DfES) National Youth Agency (Great Britain)(NYA).
(2007). Young people’s volunteering and skills development.
Enos, S., and M. Troppe. 1996. Curricular models for service learning. Metropolitan Universities 7(1): 71-
84.
Haski-Leventhal, D., Meijs, L. C. P. M., Lockstone-Binney, L., Holmes, K., & Oppenheimer, M. (2018).
Measuring volunteer ability and the capacity to volunteer among non-volunteers: implications for social
policy. Social Policy and Administration, 52(5), 1139-1167.
Great Britain Department for Education and Skills & National Youth Agency 2007, 'Young people’s
volunteering and skills development', DfES research report, no. RW103
Pakistan Centre for Philanthropy The State of Individual Philanthropy in Pakistan, 2016 ‘Individual
Indigenous Philanthropy’
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