sustain:if:able kiwi

Bubble course participant survey

“80% of respondents indicated they had made changes, with many expressing confidence to try new things, particularly online.”

During Level 3 in Aotearoa, KCML offered Bubble courses to provide input for leaders, elders, ministers and whole people of God. They were offered as timely, conversational, engaging, thought-provoking. Their usefulness was affirmed with a request to offer one particular Bubble course – Building Community and Increasing Participation Online to church leaders in Australia.

As part of action-reflection Bubble course participants were invited to provide feedback. While there are many ways to gain feedback, for example analysing chat interactions), as survey provides an opportunity for more considered evaluation.

11 questions were asked,
• Which Bubble course did you do? (tick box 3 options)
• How did you hear about the Bubble courses?
• Demographics – Role in church
• What about the Bubble Course you attended would you like to affirm?
• What about the Bubble Course you attended would you like to see improved?
• What about doing a Bubble course online enhanced your learning?
• What about doing a Bubble course online diminished your learning?
• Have you done anything differently as a result? (if yes, what)
• Are there any special thanks you would like to share (anonymously)?
• Would you be interested in another Bubble topic at another time?
• What future topics would interest you?

Here is a summary, which I provided a few weeks ago to one of our governance groups and publicly to the church last week on the KCML website:

Executive summary

KCML ran 6 Bubble courses during lockdown, covering preaching, change, and building an online community. Each course attracted between 30 to 45 participants. Of the potential 90 participants, 20 responded to a request for feedback. These were de-identified, collated, and organised thematically. What follows is a summary of over 4 pages of comments.

Those who provided feedback occupied a range of leadership roles, primarily ordained but including paid workers and laypeople. The average age of those who responded was 59 years old. Some 75% were women. The best mode of advertising was through Presbytery mailouts, with KCML channels (apart from the Principal’s personal Facebook) having no impact.

The courses were overwhelming received as positive. They were experienced as significant in decreasing isolation and providing a strong sense of connectivity and inclusion. Specific comments noted the sense of being valued and being able to learn alongside other recognised leaders in the church.

The courses were experienced as professional and of high quality. Particular strengths of the Bubble courses appreciated by participants included the fact that KCML had a go in the first place, the interactive nature of the courses and the quality of the resourcing. Some spoke of being willing to pay.

Within a week of completion of the Bubble courses, 80% of respondents indicated they had made changes, with many expressing confidence to try new things, particularly online. There is a sense that as they saw risk-taking in the offering of the Bubble courses, they felt empowered to take risks. This encouragement to take risks is worth further reflection in terms of how leadership is experienced within church organisations.

The main suggestions from respondents for improvement included requests for longer sessions. More time would allow for more interaction and reflection. The breakout room experience was variable. Some found them very helpful, others not. It was clear that good moderation would be beneficial, for example through appointing a “moderator”.

There was overwhelming (100%) support for more Bubble Courses. While this is only from those who responded (20 of the 90), it is still very encouraging. The reasons for wanting more Bubble Courses included the valuing of accessibility, along with the positive experiences of being individually resourced and being more connected to the wider church. The most requested topics include pastoral care, public theology, mission and innovation, worship and mental health.