Volunteer

Training and Supervision

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Presenter: Sandra MillerConsultant/Trainer, Volunteer Centers of Michigansaltzmiller@gmail.com

Administrator: Chelsea Martin Program Manager, Volunteer Centers of Michigancmartin@mivolunteers.org

Michigan Community Service Commission, Michigan Nonprofit Association, Volunteer Centers of Michigan, Michigan Campus Compact, and the LEAGUE Michigan with support from the Connect Michigan Alliance Endowment Fund and the Corporation for National and Community Service, are proud to support the ENGAGE Volunteer Management training series.

www.mnaonline.org www.mivolunteers.org

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Goals

• Identify the purpose and importance of volunteer training and supervision.

• Identify a process.

• Share tips and tools.

Training & SupervisionWill Vary by

Organization and

Volunteer Position

TRAINING & SUPERVISION

SETTING THE STAGE FOR SUCCESS

Establish Expectations

Purpose

• Make Connections• Build Trust• Set Expectations• Teach Skills• Increase Self-confidence

• Prevent problems• Evaluate “the match”• Redirect, Reassign• Risk management

Obstacles to overcome

Diversity• Culture• Experience• Skill levels

Time Constraints

Motivations

High Expectations “Don’t waste

my time”

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Four Steps in Training Volunteers

Step 1: Identify Training Needs

Step 2: Design Training—Starts with the position description

Step 3: Deliver Training

Step 4: Assess and Refine Training

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IDENTIFY TRAINING NEEDS

Step One

Training

The process of providing volunteers with the ability to perform specific types of work

Skills

Attitudes

Knowledge

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• Safety• Process• Background—cause, effects, solutions

Increase Knowledge

• Task related—review position description• Application of knowledge• Equipment Operation

Increase Skills

• Cultural, Diversity• Awareness of Community Needs• Problem-solving

Change Attitudes

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DESIGN TRAINING

Step Two

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Goals

• Provide resources

• Facilitate discussion & sharing

• Identify best practices specific to volunteer recruitment and retention

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POLLWho trains your volunteers?• One staff member• Staff—depending on volunteer position & duties• Other volunteers—buddy or mentor system• Volunteer leaders

What is included in your training? Type an example in the chat box.

Training must:• Be relevant• Build on participants’ experience• Be interactive• Appeal to different learning styles--visual, auditory and

experiential modes• Allow for participant to apply learning• Demonstrate immediate value

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Know Your Community

• Consider Cultural Differences & Expectations• Provide for Diversity including Disabilities

Different Needs & Expectations

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ADULTS YOUTH

Problem-centered Subject-oriented

Results-oriented Future-oriented

Self-directed Often--Adult-directed/lead

Skeptical about new information Likely to accept new ideas

Seek currently applicable informationLearning must “make sense”

Seeks opportunities preparing them for the future. Enjoy exploring theoretical

Experience-based Must build the experience

Specify the Competencies

• Meals on Wheels: Deliver food • 2-1-1: Provide relevant information to caller• Mentoring: Listen with empathy

Task skills

• Plan route and approach for delivery• Develop familiarity with communication technology• Arrange comfortable, uninterrupted environment

Task Management

Skills

• Strategies for special issues such as client illness, vehicle breakdown, refusal of meal, etc.

• Circumstances triggering a referral• Managing confidentiality issues INCIDENT REPORTING

Contingency Management

Review the volunteer positions description

DELIVER THE TRAINING

Step Three

Four principle decisions

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WhenWhere

WhoHOW

When:

• When volunteers are open to it

• Before the training is needed

• When the learned information can be applied quickly

• When it is convenient

22Indianapublicmedia.org

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POLLHow is your training done?

• Group training on site• Group training off-site• Manual• Video• OnlineRaise your hand if your organization requires several hours of training.

Where:

• SAFE

• CONDUCIVE TO LEARNING & TRANSFERANCE OF SKILLS– At the project Site– Lab setting

• CONVENIENT– Your building (or the location where the volunteering will occur)– At the volunteer’s place of employment– In a public area

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WHO Consider

Credibility• Establish trust• Connect with volunteers• Represent the community

Knowledge, Skills• Experience with tasks• Subject-area knowledge• Knowledge of organization• Communication skills• Presentation skills

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How • Consider volunteer needs—time & availability

– Person-to-person– Online—Google Tools & Groups, Email,

Skype– Videos, Manuals

• Consider how learning will be measured

• Need to simulate the environment

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ASSESS & REFINE

Step Four

• Participant evaluations

• A reflection exercise at the end of the training

• “Check-in” sessions with volunteers

• Observation/Supervision– Volunteer’s performance evaluation– Volunteer Feedback

• Other

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METHODS

Review

ReviseRetrain

SUPERVISE & SUPPORT

NEXT—Follow Up

Steps in Supervising Volunteers

• Step 1: Define and Communicate Clear Expectations (Training)

• Step 2: Guide and Support Volunteers

• Step 3: Elicit & Provide Feedback & Recognize

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PURPOSE

• Direction• Support & Advice• Connection• Prevent Problems• Redirect, Reassign• Recognition• Evaluation• RISK MANAGEMENT

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TYPE AND DEGREE of supervision varies

Number of Hours

Nature and Demands of the Role

Volunteer’s Experience & Skills

Types & Methods

• Self Direction/Check-in• Monitoring• Prior Approval• Directing

• Informal Catchup• Phone, email• Group Supervision• Direct Supervision• Buddying/Mentoring

Guidelines• Take care of the person, not the task

• Provide guidance the way that works for the volunteer.

• Support is not bossing or controlling

• Everyone is different and all have their own preferred supervision style.

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Confronting Problems

Anticipate• Have a policy• Provide training• Provide supervision

Support• Appropriate time & place• State purpose• Describe the situation—no

judgments • Use I statements, avoid “you

statements”• Ask for feedback—what’s their side

of the story?• Summarize their viewpoint• Explore solutions• Ask—How can I help?• Summarize and write up agreement

Effects

• Retention• Proficient Performance• Volunteer well-being• Staff buy-in and expectations• Agency effectiveness• Client Satisfaction • Agency image

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THANK YOU

Please respond to the evaluation that you will receive by email.

Your input is valuable

Next webinarMarch 28—Evaluation and Feedback

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