I have the ability to analyze, synthesize, think critically, solve problems, and make decisions for the purpose of strengthening nonprofit organizations, the nonprofit sector, and society at large.

Competency 2 Reflection: Critical Thinking, Problem Solving, and Decision-Making in the Nonprofit Sector

Developing the ability to analyze information, synthesize insights, solve problems, and make informed decisions is essential for strengthening nonprofit organizations and the communities they serve. Competency 2 reflects this foundation, emphasizing how nonprofit leaders must apply critical thinking to real challenges in program design, volunteer engagement, evaluation, and organizational improvement. My coursework in PAD 6327 (Program Evaluation) and PAD 5145 (Volunteer Management) helped solidify this competency by allowing me to work directly with evaluation frameworks, logic models, data collection strategies, volunteer systems, and problem-solving methodologies. Together, these assignments deepened my analytical skillset, improved my decision-making, and aligned with practical challenges I face in my nonprofit leadership roles.

Program Evaluation: Applying Analytical and Decision-Making Skills

The PAD 6327 Program Evaluation Plan Assignment provided a comprehensive opportunity to practice applied evaluation methods. Working with my group, we developed a full evaluation plan for the Boys & Girls Clubs of Central Florida – Oviedo Branch, which required using logic models, evaluation questions, indicators, and mixed-methods data collection strategies (Program Evaluation Plan, pp. 7–13; ). This assignment required us to thoroughly analyze the program’s structure, goals, and operational challenges. We grounded our evaluation framework in Rossi et al.’s (2019) model of program theory and evaluation, which emphasizes defining program components before assessing outcomes.

A key analytical component of the evaluation plan was the development of the logic model, which outlines inputs, activities, outputs, and intended outcomes. This process forced me to think critically about how youth development activities translate into measurable results and how to assess short- and long-term effectiveness. The Kellogg Foundation’s (2004) Logic Model Guide states that logic models are essential for clarifying assumptions and identifying gaps between planned services and expected outcomes. Our team applied this guidance by structuring outcomes in a way that connected staff activities to youth skill development, academic readiness, and social-emotional growth.

My personal contributions within the group included helping refine the evaluation questions, aligning them to the organization’s mission, and ensuring they matched the logic model’s intended outcomes. I also contributed to designing the mixed-methods approach, combining staff interviews, student surveys, attendance data, and observational assessments to strengthen reliability and validity. This required synthesizing course readings with the organization's contextual needs, an ability that Worth (2023) identifies as central to solving nonprofit management problems—leaders must understand both the “people” side and the “data” side of evaluation.

Critical thinking also emerged when we analyzed potential limitations in the evaluation design. Our group identified issues such as staff capacity, limited evaluation training, and potential sampling bias in self-reported surveys. These challenges required problem-solving and contingency planning. Drawing on guidance from Hatry (2014), we suggested strategies such as simplifying data collection forms, training frontline staff, and using triangulated data to minimize bias. This reinforced the idea that evaluation is not only a technical skill but also a managerial and problem-solving function.

Volunteer Management: Using Case Analysis to Strengthen Decision-Making

The PAD 5145 Volunteer Case Study on the United Foundation of Central Florida’s volunteer program allowed me to apply critical thinking to real organizational challenges, particularly related to recruitment, retention, and volunteer engagement (Volunteer Case Study, pp. 3–6; ). The assignment required an in-depth analysis of UFCF’s volunteer dynamics and a review of established volunteer management literature. This case study aligned directly with my nonprofit leadership experience, making the assignment both academically rigorous and personally meaningful.

Through this case study, I evaluated how UFCF structures its volunteer processes, the strengths of its community-centered approach, and gaps that restrict long-term volunteer sustainability. I drew upon theories such as Hager and Brudney’s (2004) findings on volunteer retention, which emphasize organizational support, communication, role clarity, and recognition. Using these theories, I identified several problems, such as inconsistent onboarding and limited structured feedback mechanisms. I recommended improvements such as establishing formal training, improving task descriptions, and implementing a volunteer feedback survey—solutions grounded in both literature and experience.

This assignment strengthened my ability to synthesize theory with practice. For example, Esmond and Dunlop’s (2004) Volunteer Motivation Inventory helped me evaluate motivation categories among UFCF’s volunteers—values-driven, social, protective, and career-oriented motivations—and analyze how well current systems respond to those motivations. By applying this framework, I recognized that UFCF’s program could improve by tailoring volunteer roles to motivations and offering clearer pathways for long-term engagement.

Problem-solving was also central to the assignment. One core issue identified was that demand for services often outpaces volunteer capacity. This mirrors sector-wide concerns highlighted by the Urban Institute, where nonprofits increasingly rely on overextended staff and volunteers to meet community needs. Addressing this problem required strategic thinking about how to use volunteer roles more effectively, how to strengthen recruitment pipelines, and how to align volunteer opportunities with organizational priorities.

Integrating Analytical and Decision-Making Skills Across Assignments

Taken together, the program evaluation and volunteer case study assignments demonstrate my growth in the ability to analyze complex nonprofit challenges and make informed decisions. The evaluation project strengthened my technical skills in designing assessments, creating logic models, selecting methodologies, and anticipating implementation barriers. The volunteer case study strengthened my qualitative analysis, problem-solving abilities, and capacity to synthesize academic research with organizational realities.

These assignments also reinforced the importance of evidence-based decision-making in nonprofit leadership. Both required reviewing literature, comparing best practices, assessing organizational structures, and understanding stakeholders’ experiences. In both assignments, the process of analyzing data, identifying underlying issues, and proposing solutions mirrored the decisions nonprofit executives make daily. This competency directly connects to my leadership role at UFCF, where I regularly assess programs, analyze trends, implement data-driven strategies, and make decisions that impact youth, families, staff, and volunteers.

Ultimately, Competency 2 represents the intersection of academic learning and professional practice. These assignments helped me sharpen the analytical foundation that underpins effective nonprofit leadership—understanding not just what decisions must be made, but why they matter, who they affect, and how to implement solutions that strengthen both the organization and the broader community.

References

Esmond, J., & Dunlop, P. (2004). Developing the volunteer motivation inventory to assess the underlying motivational drives of volunteers in Western Australia. Perth: Lotterywest.

Hager, M., & Brudney, J. (2004). Volunteer management practices and retention of volunteers. Urban Institute.

Hatry, H. P. (2014). Transforming performance measurement for the 21st century. Urban Institute Press.

Kellogg Foundation. (2004). Logic model development guide. W.K. Kellogg Foundation.

Rossi, P., Lipsey, M., & Henry, G. (2019). Evaluation: A systematic approach (8th ed.). SAGE Publications.

Urban Institute. (2024). Nonprofit leaders’ top concerns entering 2025. Urban Institute.

Worth, M. J. (2023). Nonprofit management: Principles and practice (6th ed.). SAGE Publications.

Evidence Documents (Unpublished)

Serrano-O’Neil, J., et al. (2024). Boys & Girls Clubs of Central Florida – Oviedo Branch: Program evaluation plan [Unpublished manuscript].

Serrano-O’Neil, J. (2025). United Foundation of Central Florida volunteer program case study [Unpublished manuscript].

PAD 6327 Public Program Evaluation

Evidence: PAD 6327 Program Evaluation Plan

PAD 5145 Volunteerism in Nonprofit Management

Evidence: PAD 5145 Volunteer Program Case Study: UNITY Volunteering Program