Volunteer Development:YourYour Best Bet for SuccessBest Bet for Success Volunteer Development:YourYour Best Bet for SuccessBest Bet for Success

Originally presented by:Carolyn Ashton, Oregon State UniversityDale Leidheiser, Univ. of California Cooperative ExtensionLinda Schultz, New Mexico State UniversityAnd Steve Dasher, Colorado State Universityat the 2009 Western 4-H Institute

Edited and Adapted by Dale Larson for use at Washington State University

4-H Youth Development:By the Numbers (in Washington)

• 17

• 75,245

• 6,583

• 200

• $19.51

• $25.7M

• 69%

• # of professional 4-H FTE’s

• # of 4-H youth

• # of 4-H volunteers

• Hours/year volunteered

• Value of volunteer time

• Total value of 4-H volunteers

• Female

Value of Volunteers (in billions of

dollars)

149.0169.6 176.4 182.3

210.6225.9

239

280

100.0

150.0

200.0

250.0

300.0

1987 1989 1991 1993 1995 1998 2001 2004

0% 10% 20% 30% 40% 50% 60%

Volunteer

Don'tVolunteer

U.S. Volunteer RateU.S. Volunteer Rate

Did You Ask?Did You Ask?

No50%

Yes50%

Percentage of people who volunteer when asked

71%

Percentage of people who volunteer when not asked

29%

Independent Sector2001 Giving and Volunteering in the United States

Those least likely to be asked: Those least likely to be asked: (percent of population not asked)(percent of population not asked)

• Income below $20KIncome below $20K 67%67%• Retirees age 65 and overRetirees age 65 and over 65%65%• SinglesSingles 63%63%• Persons aged 18 - 24 Persons aged 18 - 24 63%63%• DivorcedDivorced 63%63%• African-Americans African-Americans 62%62%• HispanicsHispanics 56%56%

In 2008 6,583 adult volunteers were involved in Extension Youth programs, a decrease of 72 over the previous year.

Of these, 5,134 (78%) were women and 1,449 (22%) were men.

756 members were enrolled as youth volunteers.

Reported adult and youth volunteers totaled 7,339.

VOLUNTEERS IN WASHINGTON STATE 4-H YOUTH DEVELOPMENT

4-H Volunteers

Total Adult Volunteers = 6,583

Total Youth Leaders = 756

Adult Women

5,188

69%

Extension Volunteer Research

• Volunteers say Extension could do a better job of:

– matching skills with tasks positions

– providing training to fill gaps

– giving feedback and providing evaluation

Extension Volunteer Research

• Extension Professionals with 4-H Youth Development responsibility spend approximately 50% of their time engaged in volunteer development activity.

Volunteer Development ModelVolunteer Development Model

• ISOTUREISOTURE

Volunteer Development GoalsVolunteer Development Goals

• Provide a safe learning environment Provide a safe learning environment for youth.for youth.

• Assure volunteers have the skills for Assure volunteers have the skills for the position they are seeking.the position they are seeking.

• Decrease volunteer dropout rate.Decrease volunteer dropout rate.• Increase volunteer satisfaction in Increase volunteer satisfaction in

accomplishing program goals.accomplishing program goals.

Volunteer Development GoalsVolunteer Development Goals

• Ascertain the volunteers' attitudes Ascertain the volunteers' attitudes and motivations for involvement.and motivations for involvement.

• Improve communications.Improve communications.• Assess the training needsAssess the training needs• Make the best "fit" between the Make the best "fit" between the

volunteer and the program.volunteer and the program.• Improve the quality of the Improve the quality of the

educational experience for children.educational experience for children.

IdentificationIdentification

• Explore the need for volunteers in a Explore the need for volunteers in a program - who, what, where, why, program - who, what, where, why, when?when?

• What will be their responsibilities?What will be their responsibilities?• What are the necessary What are the necessary

qualifications, skills and attitudes?qualifications, skills and attitudes?• How long will the position be How long will the position be

needed?needed?

Identification ToolsIdentification Tools

• Position descriptionPosition description

• Position announcementPosition announcement

• Plan of workPlan of work

• Advisory committeeAdvisory committee

• Program plans/needsProgram plans/needs

Volunteerism & Diverse Communities

Value of Recruiting Volunteers from Diverse Communities

• Youth and their families tend to join groups that engage volunteers that are like them.

• Diverse volunteer base contributes to a richer organization in ideas and practices.

• Participants in an organization deserve the opportunity to work with all cultures and groups in their community.

• A program that is able to be fluid and responsive to the evolving needs of the people in a community will prosper for many years.

Challenges of Recruiting

• Limited knowledge of diverse cultural norms and values.

• Current organization norms and policies are at odds with community needs.

• Existing staff may lack the skills to reach out and work with new audiences.

• Limited knowledge or experience with the organization in the community.

Ways to Connect with Diverse Communities

• Participate in the local community to learn about the people in the community and for them to know you.

• Make personal contacts.

• Partner with existing organizations in the community.

• Be patient and take the time up front to learn about the community from which you want to recruit volunteers.

Building Relationships & Trust in a Community

• Spend time up front learning about the community and its members.

• Become involved with the community.

• Enlist the support of those who are already a part of the fabric of the community.

• Choose the right outreach staff for that community.

• Demonstrate respect and patience in all you do.

Generational Cohorts

• What is a generational cohort?

– A group of people programmed at similar time

– Common forces that affected millions at once

– Affected by:• Media messages• School systems (unique set of values)• Parenting patterns (unique to the

generation shape and mold children)

Generational Cohorts

• Greatest Generation (GG): 1925-1942

• Baby Boomer (BB): 1943 – 1960

• Generation X (X): 1961-1981

• Millennial (M): 1982 – 200?

Source: Strauss, W., & Howe, N., The Fourth Turning: An American Prophecy.

Greatest Generation

• Job strength: Stable• Outlook: Practical• Work Ethic: Dedicated• View of Authority: Respectful• Leadership: by Hierarchy• Relationships: Personal Sacrifice• Turnoffs: Vulgarity• Diversity: Ethnically Segregated• Feedback: No news is good news• Work/Life Balance: Need help shiftingSource: Raines - Connecting Generations: The Source book for a

new workplace

Greatest Generation

• MARKETING: – Messages speak to family, home,

patriotism, & traditional values – Age & experience – viewed as assets not

liabilities • TRAINING:

– Take your time – Share expectations, policies, who’s who – Share history

• RECOGNITION:– Personal touch – Traditional awards

Generational Funnies…

Baby Boomers

• Job strength: Service Oriented/Team Players

• Outlook: Optimistic• Work Ethic: Driven• View of Authority: Love/Hate• Leadership: by Consensus• Relationships: Personal Gratification• Turnoffs: Political Incorrectness• Diversity: Integration Began• Feedback: Once a year with

documentation• Work/Life Balance: Work as priority,

wanted it “all”

Source: Raines - Connecting Generations: The Source book for a new workplace

Baby Boomers

• MARKETING: – Need to know their experience will be

valued– Want to “make a difference” – Want warm, humane place to volunteer

• TRAINING:– Want to volunteer for a worthy cause– They want to solve problems & turn

things around– Boomers may have an “I know all that”

chip on their shoulder. • RECOGNITION

– Personal approach – Show how much they are needed– Like perks & public recognition

Generational Funnies…

GenXers• Job strength: Adaptable & Techno-literate• Outlook: Skeptical• Work Ethic: Balanced• View of Authority: Unimpressed and

unintimidated• Leadership: by Competence• Relationships: Reluctant to Commit• Turnoffs: Cliché’/Hype• Diversity: Fully Integrated• Feedback: Interrupts and asks how they are doing• Work/Life Balance: Wants balance NOW! Source: Raines - Connecting Generations: The Source book for a new workplace

GenXers

• MARKETING: – Need balance – don’t want this to be “their

life”– Need fun, informal and relaxed

environment – Like hands-off supervision

• TRAINING:– Time for questions – Give them lists of who to call for what – FAQ’s list – Use deadlines, lists, graphics, bullets– Value continuing education

• RECOGNITION – $$$, Useful items – Could take or leave Public Recognition

Generational Funnies…

Millennial

• Job strength: Multi-taskers and techno-savvy

• Outlook: hopeful• Work Ethic: determined• View of Authority: polite• Leadership: by Pulling Together• Relationships: Inclusive• Turnoffs: Promiscuity• Diversity: No Majority Race• Feedback: Wants feedback at the push of a

button• Work/Life Balance: Needs flexibility to

balance activitiesSource: Raines - Connecting Generations: The Source book for a new

workplace

Millennial:

• MARKETING: – Meet their own personal goals– Create clear picture of volunteer

environment – Continuous training & skill development – Civic minded– Mentor programs

• TRAINING: – Clear expectations, but not rigid– Use current technology– Offer new skill development

• RECOGNITION:– Frequent, positive feedback– Creative TY’s (e.g., e-mail, notes, My

Space)

Generational Funnies

Is Your Program Ready? Things to Consider

• Are you able to build long term relationships with the community?

• Are you able to collaborate with those necessary to get the job done?

• Is your organization designed to be a partner?

Volunteer SelectionVolunteer Selection

• How do you make the best How do you make the best match between the position match between the position you have available and the you have available and the knowledge, attitudes, skills knowledge, attitudes, skills and abilities of the potential and abilities of the potential volunteer?volunteer?

Selection ToolsSelection Tools

• Volunteer Marketing ResourcesVolunteer Marketing Resources• Application formApplication form• Reference forms - mail/telephoneReference forms - mail/telephone• Volunteer interviewVolunteer interview• Screening and Background Screening and Background

checkschecks• ObservationObservation• Your gut . . .Your gut . . .

Mass Media

Targeted Media

Commit

Prefer

Aware

Personal Contact

Involve

Volunteer

Marketing ToolsMarketing Tools

• News Releases• Radio/TV PSA• Posters• Brochures• Word of Mouth• Social Networks• Podcasts• Buzz Marketing• Websites: Craigslist, Volunteer groups,

YouTube

Volunteer Marketing Plan

• Develop a plan for marketing the 4-H volunteer experience in your county/area

• Consider what currently exists and what in addition is required to address the interests and needs of youth

• Set priorities and targets• Recruit leaders and form new clubs/groups• Provide orientation and support• Mainstream into on-going activities &

events

Volunteer Selection:Volunteer Selection:

Finding Clarity in a Cloudy Finding Clarity in a Cloudy SeaSea

What do you see?

Sometimes it’s what you don’t know

that can hurt you . . .

Volunteer Selection – The Complete Picture

• What do we see?

• What do we need to see but can’t?

Organizational Chaos

Moving in the same direction?

Organizational Order

• I• S• O• T• U• R• E

The “Right” Selection is not just a fluke!

Assessing Triggers

• The Setting• The Contact• What’s Special?

– Communications– Age– Ability– Location

TRAINING

• 4,982 adult volunteers and 2,126 youth volunteers were reported as participating in training conducted at the county and state levels; 978 other adults (4-H professionals, non-volunteers, or adults from other organizations) were trained through 4-H programs in Washington State.

Tools and Resources to Support 4-H Volunteer Development

• The following links are designed to connect you with the most up to date and relevant information about 4-H volunteer development. 

• WA state 4-H deems these three resources as critical information for all 4-H staff and volunteers to know. In fact, WA 4-H Program Policy states that the following information meets the minimum training requirements for new 4-H volunteers. 

• Please become familiar with each resource and be sure to educate your volunteers using them as your guide during their first year of service.

http://4h.wsu.edu/volntr/register.htm

• (Basic Volunteer Training) – This is an interactive tool to provide essential information for learning about 4-H.  This program provides introductory training for staff and volunteers. 

Many counties use this as the first part of their training program.  If you have questions about accessing the E-learning training, please contact Tiffany Boswell at tiffany_boswell@wsu.edu.

http://4h.wsu.edu/staff/vm/index.htm

• This guide provides an overview of all aspects of 4-H, clarify roles of all involved in 4-H, emphasizes the policies and laws to which 4-H is obligated and helps you become effective as a leader of youth.  These units have been designed for staff to provide volunteers with the tools to be successful.  Thank you for joining our 4-H family!

• These training units provide an overview of 4-H, clarify roles of all involved in 4-H, emphasize the policies and laws to which 4-H is obligated.  If you have questions, concerns or ideas about using the Staff Guide for Volunteer Training, please contact Ann Hennings at hennings@wsu.edu.

Washington State 4-H Youth Development Program Policy

• Minimum guidelines and policies for staff and volunteers as established through Washington State University Extension.  This document is a vital resource to lead the county professional in delivering 4-H programming. If you have questions about these guideline and policies, please contact Pat BoyEs, State 4-H Program Director, at boyesp@wsu.edu.

Volunteer UtilizationVolunteer Utilization

• How do you effectively utilize How do you effectively utilize the people who want to the people who want to volunteer?volunteer?

• Volunteers need to make complaints face-to-face

• Not your problem, theirs• You are the model of good

communication, you model techniques

• Keep the conflict confidential and have them do the same

• Listen for conflict causing behavior: jabs, put-downs, body language, things that cause division

CarolynDaleLinda Steve

• ASK questions. Even if you think you know what they are saying, ask open-ended questions

• Know your conflict style and make necessary adjustments

• 3 Time Rule - if you’ve solved it and it comes up again - you haven’t really solved it

• Acknowledge feelings, body language, tones and clarify what they mean

• Admit when you’re not modeling correct style

Volunteer RecognitionVolunteer Recognition

• Honoring and recognizing Honoring and recognizing individuals for their unique individuals for their unique contribution to educational contribution to educational program effortsprogram efforts

Recognition ToolsRecognition Tools

• Understanding human motivationUnderstanding human motivation– altruismaltruism– affiliationaffiliation– achievementachievement– powerpower

Evaluation

Measuring Performance to Meet Expectations

Evaluation: What is it?

• Systematic collection of information– Volunteer performance– Overall program– Impacts

• Based on a plan• Ongoing process

Why Measure Performance?

• Answers the question, “How am I doing?”

• “Customer” Satisfaction• Identifies what’s working / not

working• Provides feedback• Outcomes focus• Validates volunteer program

Methods of Data Collection

• Face to Face– Individual– Group

• Survey– Telephone– Mail– Internet

• Direct Observation– Competency

based

• Self Assessment– On-line– Paper

Who Can Evaluate

• Professionals or staff• Volunteers

– Middle managers– Organizational/unit volunteer – Project volunteers– Self- evaluation by volunteer

• Members• Other stakeholders

– Parents– Community partners

Planning Process

• Decide purpose of the evaluation

• Determine the audience• Write an outcome objective• Select method of evaluation• Develop questions• Sample test the survey• Adjust evaluation tool• Complete the evaluation

Keep in Mind

• Plan of Work• Position Description• Performance• Feedback from others• Personal Observation• Formal and informal

evaluation

Remember. . .

• Were the expectations of the position clear?

• How well did the individual accomplish the goals and objectives established for the position?

• What are the options you have with the volunteer?

Evaluation Implications

• Continue in position• Continue in another position• Continue with “qualifiers”• Discontinue volunteer service

Volunteer Development:

Your Best Bet for Success!

Thanks to:

Carolyn Ashton, Oregon State UniversityDale Leidheiser, Univ. of California Cooperative ExtensionLinda Schultz, New Mexico State UniversityAnd Steve Dasher, Colorado State University

Whose full presentations may be found at http://www.4h.wsu.edu/institute/voldev.html