Recruiting and Training Volunteers & Building an Effective Volunteer Training Program

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CHAPTER 10

Training Volunteers Mary Kay Hood, MS

Hendricks Regional Health

Volunteers are on board, committed, oriented, and now ready to go, right? Not sofast. Orientation and training, while similar in nature, are definitively two different entities with two different purposes. Orientation includes a broad overview and intro- duction to the organization, its culture and norms, and basic rules and regulations along with behavioral expectations. Training, on the other hand, provides methods for the volunteer to be successful in their specific position, tasks, or opportunities.

As the quest continues to keep volunteers on the right path for the organization, providing meaningful training is but one method to keep them engaged. According to The Fifth Discipline Fieldbook (Senge, Kleiner, Roberts, & Ross, 1994), training is part of building a learning organization, not only because organizations want supe- rior performance, but also to improve quality, build competitive advantage, energize the work force and manage change. Today’s current world demands that training be a part of the organization success. It follows that volunteers be included in training for these same reasons.

According to Senge, the ability to do things that could not be done before is but one way to measure the genuine learning cycle. Skills and capabilities fall into three areas, as illustrated in Exhibit 10.1.

EXHIBIT 10.1 Three Areas of Skills and Capabilities

237 The Volunteer Management Handbook : Leadership Strategies for Success, edited by Tracy D. Connors, John Wiley & Sons, Incorporated, 2011. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=697552. Created from ashford-ebooks on 2022-04-21 10:09:43.

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1. Aspiration. The desire or capacity to seek more information 2. Reflection and conversation. The ability to reflect on information and behavior 3. Conceptualization. The ability to see the larger systems and forces that work to-

gether to create the world in which we live

Learning Styles

Jones and Chen address experiential learning in their New Supervisor Training (2002) guide. According to Pfeiffer and Jones’s (1981) theory of experiential learning cycle, there are five phases represented as shown in Exhibit 10.2.

1. Experiencing. The activity phase which involves engaging in common activity that directly relates to duties/tasks.

2. Publishing. Where people share with others what they have learned. 3. Processing. Group discussion that reinforces learning activity. 4. Generalizing. The transition state from theoretical discussion to how it can be

applied in the real world. 5. Applying. The move from generalizing to actually doing.

While most training activities focus on the experiencing phase, the other four phases are just as crucial to solidifying the information exchange. It is not a bad idea to ask questions that hit the heart of each phase during the training process. Question- ing in the publishing phase might deal with emotions: what the volunteers experi- enced as well as if they noticed what others seemed to be experiencing. For the processing phase, questions should focus on whether the volunteers noticed patterns of behavior emerging from the group. In the generalizing phase, questions about conclusions drawn from the training and how work might be affected should

EXHIBIT 10.2 Learning Cycle

238 Training Volunteers

The Volunteer Management Handbook : Leadership Strategies for Success, edited by Tracy D. Connors, John Wiley & Sons, Incorporated, 2011. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=697552. Created from ashford-ebooks on 2022-04-21 10:09:43.

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be discussed. The applying phase, as the name suggests, focuses on how the training can be translated to the actual work, which in turn allows the volunteers to consider actual implementation.

In a similar fashion, Senge et al. (1994) refer to the wheel of learning (Exhibit 10.3) beginning with the reflecting phase. This phase concentrates on the thinking and feeling of what is about to happen. As the learning continues, connecting is the next stage. Connecting is all about creating ideas and possibilities—thinking outside the box—rearranging existing thought into new forms. Once all options have been explored, the deciding phase is the next step. Often the phase where action plans are decided, this phase also brings choice into the process. Last, the actual doing is where the task is actually being performed. Frequently done in an experimental frame of mind, “doing” helps determine if it is the correct course of action so that changes can be made if deemed necessary.

While this wheel of learning refers to an individual, when considered in a group setting, this translates to public reflection, shared meaning, joint planning, and coor- dinated action. David Kolb (1994) suggests that most people are naturally drawn to one or two of these phases. He goes on to suggest quadrant style learning represented in Exhibit 10.4.

The divergent thinkers then become the “brainstormers” in the group. They have the capability to see things/problems/solutions from all different perspectives. The di- vergent thinkers are essential to successful learning because they are the ones who will offer alternatives and options. The connection makers, thought to be the systems thinkers, take all the options presented and draw hypotheses, suggesting the reason- ing behind why something may or may not work. The solution finders, considered the convergent thinkers, while capable of considering the abstract, are drawn to experi- mentation to verify solution analysis. The last group, accommodators, aptly named because they accommodate the process for the entire group. Transforming through all four quadrants, the accommodators can move from theory to reality.

The National Training Laboratories of Bethel Maine believes that there is a learn- ing pyramid framework illustrated in Exhibit 10.5. Complete with average retention

EXHIBIT 10.3 Wheel of Learning

Learning Styles 239

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rates of material learned, this coincides with the concept of audio, visual and experi- ential learning.

Education and training generally agrees that there are three basic styles of learning: visual, auditory, and kinesthetic. Learning is dependent on the senses to process infor- mation. Most people tend to use one of their senses more than the others. Visual learn- ers learn by seeing and looking, auditory learners learn by hearing and listening, and kinesthetic learners learn by touching and doing. Everyone has a mix of learning styles: some may use one style in one situation and a different style in a different situation. General characteristics of these three different learners can be summarized as:

Visual Learners

& Take numerous detailed notes. & Tend to sit in the front. & Are usually neat and clean.

EXHIBIT 10.4 Quadrant-Style Learning

EXHIBIT 10.5 Learning Pyramid

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& Often close their eyes to visualize or remember something. & Find something to watch if they are bored. & Like to see what they are learning. & Benefit from illustrations and presentations that use color. & Are attracted to written or spoken language rich in imagery. & Prefer stimuli to be isolated from auditory and kinesthetic distraction. & Find passive surroundings ideal. & Have a sharp, clear picture of an experience.

Auditory Learners

& Sit where they can hear but need not pay attention to what is happening in front. & May not coordinate colors or clothes but can explain why they are wearing what

they are wearing. & Hum or talk to themselves or others when bored. & Acquire knowledge by reading aloud. & Remember by verbalizing lessons to themselves (the concept can be translated or

described in words) & Identify sounds related to an experience.

Kinesthetic Learners

& Need to be active and take frequent breaks. & Speak with their hands and with gestures. & Remember what was done but have difficulty recalling what was said or seen. & Find reasons to tinker or move when bored. & Rely on what they can directly experience or perform. & Activities such as cooking, construction, engineering, and art help them perceive

and learn. & Enjoy field trips and tasks that involve manipulating materials. & Sit near the door or someplace else where they can easily get up and move

around. & Are uncomfortable in classrooms where they lack opportunities for hands-on

experience. & Communicate by touching and appreciate physically expressed encouragement,

such as a pat on the back. & Develop a strong feeling towards an experience.

While the three learning styles are generally accepted in the educational arena, these can also be dissected a bit more into the next types:

& Visual (spatial). Preference for using pictures, images, and spatial understanding & Aural (auditory-musical). Preference for using sound and music & Verbal (linguistic). Preference for words, both in speech and writing & Physical (kinesthetic). Preference for using the body, hands, and sense of touch & Logical (mathematical). Preference for using logic, reasoning, and systems & Social (interpersonal). Preference for learning in groups or with other people & Solitary (intrapersonal). Preference for working alone, using self-study

Learning Styles 241

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Adult learning styles need to be considered in volunteer training, but it is important not to overlook the importance of physiological and psychosocial variables. Taken from the VolunteerToday.com Web site physiological variables can be described as:

& Health. Temporary or continuing physical conditions can influence attendance, attention span and cognitive abilities.

& Hearing. If the training will employ auditory techniques, diminished hearing has significant ramifications for training.

& Seeing. Adults (and teens) of all ages experience visual problems that may hinder their ability to read printed material.

& Energy. As volunteers age, energy levels can be affected with fatigue setting in as energy wanes.

Psychosocial variables include:

& Personality. Typically a consistent way of behaving, personality encompasses so- cial attitudes, motivation, values and beliefs, temperament, pathological disposi- tion, stylistic traits, intellectual and cognitive abilities, and physique.

& Cognitive. Learning is a process that is influenced by the state of the learner, prior knowledge, and attitudes.

& Role. Defined as a social set of rights and obligations. & Experience. Often considered the “demographics” to learning, this relates to age,

sex, race, religion, heritage, education, region, work history, etc.

Understanding adult learning styles, physiological and psychosocial variables is but one way towards achieving success of volunteers engaged in your organization. Another factor to consider is the generational relevance. In other words, how do gen- erational issues relate to individuals and how does that interface with successful training.

Generational Issues

According to Richard McBrien (1981):

It has been observed that if the last fifty thousand years of human existence were divided into lifetimes of approximately sixty-two years each, there have been about eight hundred lifetimes. Of these eight hundred, six hundred and fifty were spent in caves. Only during the last seventy lifetimes has it been possible to communicate through the written word, and only during the last six lifetimes has the human community had access to the printed word. Only during the last four lifetimes have we been able to measure time precisely, and only in the last two have we had the use of an electric motor. And within the same lifetime—our own—we have seen part of the world pass successively from agriculture as the primary form of human labor, to the manual labor of the factories, and then to the so-called white-collar labor of salespersons, administrators, educators, com- municators, and so forth.

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It is an interesting concept to think of all the changes seen in a lifetime. In today’s world, those changes happen faster than they did in previous lifetimes. Dealing with volunteers in any organization means dealing with people of all ages, from teens to 90-somethings. Dealing with young teens requires diversity and different styles than dealing with the senior volunteers. Add to that the idea of recognition and retention in volunteer programs and it is easy to see that under- standing the generations helps in providing a volunteer environment for everyone. Mastering the art of training, recognition, retention or any other aspect of volunteer program management is based on an understanding of your audience. The audi- ence of today’s youth and teens is vastly different from the older volunteers that might be in volunteer programs.

According to Lancaster and Stillman (2002), the four generations break down into:

& Traditionalists: born from 1900 to 1945 & Baby Boomers: born from 1946 to 1964 & Generation Xers: born from 1965 to 1980 & Millennials: born from 1981 to 1999

Proponents of ageless thinking, Lancaster and Stillman (2002) believe that the events and conditions that are experienced in the formative years are those that deter- mine who we are and how we see the world as adults. And though there are common life stages that everyone passes through, different generations do not approach these common life stages in the same way.

Exhibit 10.6 presents a snapshot of the 2000 Census Data, illustrating numbers that make up the generational areas.

Age 85+

80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-49 35-39 30-34 25-39 20-24 15-19 10-14

5-9 <5

1215 12 159 96 63 0 Millions

Male Female

2000 1950 1900

EXHIBIT 10.6 Total Population by Age and Sex: 1900, 1950, and 2000

Source: U.S. Census Bureau.

Generational Issues 243

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Some obvious interesting tidbits about the generations include:

& The Millennials are sometimes referred to as the Net Generation, or Generation Y, but all grew up with computers, Internet and interactive technology, something totally foreign to the Veteran generation in their formative years. However, the important thing to remember when considering technology is that this is the first time in history that children are an authority on something important.

& Boomers are the largest generation this country has seen, representing 45% of the adult population.

& The Gen Xers are the smallest generation in U.S. history largely due to the intro- duction of the birth control pill. With the pill, people could for the first time, deter- mine when and how many children they wished to have and as illustrated in Exhibit 10.6, the smallest generation following the Boomers is the Gen Xers.

No matter how many generations are considered, the key to survival of business lies in communication. And different generations think, process information, and com- municate differently. The reason for that is the concept of “defining moments” (Merrill, 2001). The key question to ask in determining the values of people is not how old they are now but rather what happened when they were young. Any Veteran of the Traditionalist generation will mention the Depression and World War II. Ask any Boomer where they were when they heard President John F. Kennedy had been shot and they can all tell you. Boomers also dealt with the Vietnam War. The Gen Xers will most likely list the Challenger explosion and the first Gulf War as something that had great impact for them. And of course, for the Millennials, it will be September 11. The full impact of that defining moment remains to be seen but the event certainly changed the face of daily operations for this country.

Some broad generational characteristics are summarized and illustrated in Exhibit 10.7.

Considering the defining moments, how does this translate to values for each generation? The Veterans are a stable and loyal generation. This generation went to work for one company and then retired some 35 to 45 years later. They dealt with things in a consistent, uniform manner and valued law and order. With distinct gender roles, this generation is hardworking and dislikes ambiguity and change. Shaped by the depression and the war, this generation rebuilt the nation into the American Dream. Respectful of others, they value their experience and wish to have their

EXHIBIT 10.7 Characteristics of Different Generations

Boomers Gen X Millennials

Confident X X X Techno-Savvy X X Team Oriented X X Street Smart X Globally Conscious X X Diversity X X Optimism X X Entrepreneurial X X X

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expertise and dedication valued in the workplace. The Veterans generally value hard work, duty, sacrifice, thriftiness, and quality work. As a generation who often worked at the same places their entire work life, this generation does not like change. They are comfortable in the way things have been done and see no reason to shake things up for the sake of change. Their philosophy is if it’s not broken, don’t fix it.

Representing 45% of the adult population in the United States with 70% of women working outside the home, the Boomer generation attained a first for women whose traditional role had been the stay-at-home mom. True to the times, this generation fights against authority with nostalgia for the 1960s. Optimistic in nature, this genera- tion is team oriented, looking for personal growth and gratification. In the workplace, this generation wants to be valued, with the recognition that their contribution is unique and important. As a generation who began crusading their causes in the 1960s, this generation will again crusade their causes through their activity in the re- tirement years. That could be through part-time employment or volunteer activity. At any rate, this socially conscious generation will re-define things into the future in much the same way they have re-defined things in the past. With a “buy now and pay later” mentality, this generation seeks to work efficiently, but still values the hierarchi- cal structure of who to turn to for guidance, advice and sometimes decisions.

The Gen Xers represent the smallest generation in the history of the United States. This was the first generation of latchkey kids who came home to an empty house while both parents worked. Considering that they often came home to an empty house, these children were truly wanted by their parents. Often independent and re- sourceful, this generation has a bit of a survivor mentality. This generation wants to be appreciated, but they want to be flexible and have a life beyond work. In creating a team environment, this gives this generation the family they never had as kids be- cause of the dual working parents. With a personal focus, they live for today. In the workplace, they are seeking and willing to eliminate the unnecessary tasks when possible.

The Millennials have the most age-diverse group of parents. As such, this gener- ation can be judged by the fact that they were definitively wanted by their parents and will be wanted in the job market. Parents gave this generation quality time and the result is a generation of coddled and confident young people. This generation has the potential to be the largest generation since the Baby Boomers and will shape trends, consumption and markets in the future. Technologically savvy, this group has the tenacity to stick it out and figure it out until it works right. With an ability to multitask, this generation needs supervision, structure, growth opportunities and di- versity in projects. They have lofty financial and personal goals and fully expect to meet them. The Millennials are always asking, “What’s next?” doing things on their terms by just showing up. With a mindset to earn to spend, this generation is more likely to do exactly what’s asked, nothing more or less. Born during a time of eco- nomic growth, the country made a mid-course economic shift leading to genera- tional change as well. With the economic change and subsequent world event of September 11, the long-term effect of these happenings will be known only in the future. However, it is important to remember that the Millennials have never known life without technology. While many of us can remember the introduction of color television, this generation has grown up with cell phones, pagers, faxes, voice mail and computers you can hold in your hands.

Generational Issues 245

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When it comes to values, some generational differences are shown in Exhibit 10.8.

And so it is with this understanding that four generations work together in the organization. To be successful, managers/supervisors and leaders must be able to communicate in four languages, one for each generation as described. With com- munication as a part of training, techniques for communicating with each genera- tion requires an understanding of the best method of communication for each generation and presenting information in a way that can best be understood by the generation receiving the information.

Nuts and Bolts of Training

Never assume that people know, understand, and comprehend what seems like sec- ond nature to you. Everyone needs orientation to the environment and training on how to be successful for the tasks/duties they are expected to do. When you begin to think about designing a meaningful program, you should consider:

1. What knowledge, skills, or abilities does the volunteer need to perform this assignment?

2. What kind of skills is the training supposed to provide? 3. What kind of individual learning experiences can be incorporated that will give

the volunteer ample opportunities to practice the skills required?

Incorporating meaningful training opportunities into the volunteer program is an investment. Usually thought of as an expense in most organizations, the long-term payoff for adequately trained resources will be obvious. As the design is identified, promote the department and organization as one with a culture of learning. This sends the message to volunteers that training is not solely limited to new volunteers. If vol- unteers and paid staff don’t stay current with the fast-paced changes in today’s world, the organization will only fall behind and become obsolete.

Management needs to be supportive of training and training needs. It’s easy to believe that the easy answer to the organization’s needs is getting volunteers…but if they are not adequately trained, how can the organization expect the volunteers to remain committed to your cause or the organization? This hits the entire concept of making volunteers truly feel as if they are part of the organization.

There are situations that call for general knowledge/information sharing that can be done in large group settings (broad information about the organization,

EXHIBIT 10.8 Generational Differences

Veterans Baby Boomers Gen Xers Millennials

Hard work Personal fulfillment Uncertainty “What’s next?” Duty Optimism Personal focus On my terms Sacrifice Crusading causes Live for today Just show up Thriftiness Buy now/pay later Save, save, save Earn to spend Work fast Work efficiently Eliminate the task Do exactly what’s asked

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expectations with regard to basic rules, etc). The more intricate and difficult detailed training expectations, the smaller the group should be. This allows for adequate op- portunity for volunteers to open up for discussion, ask questions, review the learning and develop the skills.

If the thought of small training sessions appears as though it may overload your schedule, consider enlisting the assistance of more experienced volunteers to function as trainers for the training. Experienced volunteers can provide excellent examples of role playing while providing insight into how best to handle problems and objections.

Part of the responsibility of the volunteer program manager is to help potential volunteers achieve their best results through the training efforts provided. Some tips to assist in this endeavor include:

& Training should be done incrementally—one step at a time, building upon the base established.

& The learning should be in structured logical order so that the content can be learned sequentially.

& Provide concrete examples in the training wherever possible—it solidifies the idea for the volunteer.

& Don’t be afraid to ask for feedback from the volunteer to ensure that they are grasping the content.

& Reinforce learning with the volunteer as they demonstrate understanding and competency.

& Where possible, demonstrate by actually doing the tasks or through role-playing. It makes it more realistic.

Create Learning Environments

Do not ignore the environment in which the training will be taking place. It is impor- tant to create a learning environment to maximize the understanding of the concepts/ topics/issues to be covered. Jones and Chen (2002) refer to four conditions that create opportunities for maximum learning.

1. Confidentiality. It is human nature to not wish to be seen or perceived as igno- rant. Training needs to focus on the concept of gained knowledge and skill build- ing to do the tasks at hand, rather than any opportunity to make someone appear weak or inept. Reassure all participants that the training will remain confidential and then stay true to your word.

2. Freedom from distractions. The time spent should be focused on the training at hand rather than work and personal demands. In today’s world with multi- purpose cell phones everywhere, it’s a smart idea to set the expectations before the training begins. Ask volunteers to turn cell phones off or put them on vibrate.

3. Personal responsibility for learning. The trainer/facilitator can only go so far. They can present the information with as much interaction as possible. But it is still up to the participant to be actively engaged and committed to learning.

4. Group-wide participation. Everyone brings a unique perspective to the training. Be sure to allow adequate time for group discussion and information sharing.

Nuts and Bolts of Training 247

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The checklist in Exhibit 10.9 may seem simple, but it serves as a reference and an easy way to make sure all things are considered.

Design

As you begin to brainstorm what needs to be covered in the training, you should con- sider these things: What information needs to be imparted for the volunteers to be successful in their tasks and what skills do they need to do their work? Once these basics have been identified, then some pieces to consider as you design the appropri- ate training should include:

& Break up the time allotted into segments and construct the broad concepts to be covered in each time segment.

& Create each segment with the thought of a beginning, middle, and end to tie the training together. The beginning should focus on the purpose of the session, with learning objectives clarified. The middle segment of training should focus on the actual content with the end of the training functioning as the summarizing point where volunteers have the opportunity to debrief on the learning.

& Anticipate which training segments or activities might take more time than expected.

& Transition as seamlessly as possible from one training segment or activity to the next. Consider “bridging” the gap by describing what has been learned and how that will tie into the next segment.

& Allow adequate time for debriefing. Adequate debriefing allows volunteers to so- lidify the knowledge gained in training.

& Describe a step-by-step process so volunteers have an understanding of what is to be learned.

& Make sure the volunteers see how pieces fit together. & It may be necessary to create a follow-up session for volunteers to make sure that

they have grasped all that has been covered in the training session.

As mentioned, when considering content, the first focus should be on identifying the learning goals that need to be achieved. This can be accomplished through a needs assessment. It is important to keep the focus on the learning goals, not the activ- ities. Goals focus on the deliverable content and the activities are how the content delivery is executed.

EXHIBIT 10.9 Checklist

Physical Human Organizational

Space Welcoming Policy Temperature Assessing needs Information on class Seating Informality Displays Ventilation Shared leadership Agenda Rest rooms Evaluation of trainer Paperwork AV aids Clear objectives Structured activities Lighting Warm-up exercises Start and finish on time Breaks Name tags Scheduling Parking Mutual planning

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Pay attention to the beginning and ending activities. Just as you do not have a second chance to make a first impression; so too, getting off to an erroneous start in training can be damaging beyond repair. Think through the opening carefully. The introductory words can set the tone for the entire volunteer experience. Some key topics are listed next.

Key Topics

& Organization’s mission, vision and values & Policies and procedures & Safety issues & Risk management issues & Confidentiality issues

Allow plenty of time for debriefing. Volunteers need the chance and opportunity to talk and discuss the concepts that have been covered. A good rule of thumb is to plan as much time to debrief as for the educational activity.

Always have some contingency plan or activity ready. You never know when the best laid plans will fall apart. Maybe one learning activity finished faster than antici- pated or some unexpected emergency has arisen. Having some additional activities or contingency plan allows for the training session to maintain continuity.

Do not hesitate to solicit feedback for the training session before delivering it. Department staff where volunteers will be working might be a good resource to review the training session to make sure all pertinent aspects of volunteer training are covered. Be willing to acknowledge that training sessions can be reviewed, revised, and revital- ized to keep the content accurate, current, and worthy of the volunteer’s time.

Creating appropriate training sessions requires creativity, use of all resources, and validates volunteers and the volunteer program. Solid training opportunities pay off in the long run not only for the organization but also for the volunteers.

A step-by-step preparation guide for training session might look like the one shown in Exhibit 10.10.

EXHIBIT 10.10 Preparation Guide

Nuts and Bolts of Training 249

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Preparation Guide

1. Identify participants or volunteers. Be sure to assess critical training needs and who needs to be included in the training.

2. Determine time availability for training session. How much time is required to im- part the appropriate training needed to get the work done? Is it an hour, two hours, half-day training or multiple days?

3. Select highest value content to be delivered. This should be based on previous information delivered.

4. Schedule session. Keep in mind that training may need to be done in the evenings or on weekends to allow some of the volunteers who work a day job to participate.

5. Arrange facility. This component is often forgotten but is important in providing an environment conducive to good learning. Does it make sense to have the ta- bles in classroom style? Or will round tables foster better discussion?

6. Invite participants/volunteers. Often forgotten, it is important to formally invite the volunteers to the training. Or if it is part of the intake process, be sure to let them know that it is an expectation. Be clear in dates, times and locations.

7. Send confirmation to participants/volunteers. It is not a bad idea to send a re- minder or confirmation notice to volunteers. Do not hesitate to include agenda and any preparatory handouts that will be useful for the training session.

8. Prepare training materials. As the training date nears, the materials that will be used and shared with the volunteers need to be done well in advance of the train- ing session.

Discussion up to this point has been related to creating meaningful training op- portunities to ensure the volunteer success in the organization. Be careful not to over- look some of the obvious things that should be included in the initial training for volunteers.

& Where do they put a purse, coat, keys, etc? & Where are the restrooms? & What is the organization’s protocol on having something to eat/drink? & Who does the volunteer notify in event of absence? & Where does the volunteer go for supplies? Who will supply them?

Although these things should be covered in the orientation portion, it is not a bad idea to reiterate these again. Just as new employees feel overwhelmed by too much information, new volunteers may experience information overload as they are bom- barded with information through the entire intake process.

Evaluation

It is important to know if the training has been successful. Evaluation can take on different levels of measurement.

Level 1—Reaction. This level measures the reaction or satisfaction of the volun- teers in the training. Sometimes referred to as “smile sheets,” this measures

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the gut reaction on whether volunteers liked the training and doesn’t address the knowledge changed or outcome.

Level 2—Learning. Employing this level provides an indication on whether the knowledge base has been increased, skills have improved and attitudes have changed.

Level 3—Behavior. This level begins to address outcomes by providing an indica- tion of behavioral change as a result of the training.

Level 4—Results. This level is where outcomes are measured. What outcomes or results were changed because of the training?

What kinds of tools exist to provide meaningful evaluation? The easiest and quickest model to evaluate training methodology is to do a pre- and post-test. Asking a predetermined set of questions before the training and after the training has been completed can easily be done. Comparing the difference between the pre-test and post-test gives an indication if the training has been successful.

Based on the feedback received through whatever evaluation method is used, the training module(s) can be modified to meet the needs, demands and changes that normally occur in any organization.

Coaching

Different from training, coaching takes an ongoing approach, helping others expand and apply skills, knowledge, and ability. Adapting to each situation, it involves teach- ing, motivating, empowering and listening to maximize other’s performance. It is im- portant to note that sometimes coaches will be challenged by the concept that the volunteer may not want to admit ignorance or inadequacy when it comes to complet- ing volunteer tasks.

Caution must be taken to ensure that the coaching does not inadvertently contrib- ute to low self-esteem or cause the volunteer to feel inadequate or stupid.

Instead, recognize that the person being coached is not you. They may not have the same values, experiences, skills, and ideas as you do. Separate coaching activities from performance management activities. Be sure to set realistic goals with the volun- teer, acknowledging that everyone has different rates of learning.

McCurley and Lynch (1996) outline a useful process to employ when coaching volunteers. Described as the EIAG Process, this learning model assists the volunteer leader with those difficult discussions that sometimes have to happen. The letters EIAG really do not spell anything specific; rather they refer to four major steps in the coaching process.

Experience. People learn from their experiences whether through training exer- cises or real world events. Sometimes, people experience the same thing over and over with no learning taking place. In those instances, the three additional steps help to solidify the learning process.

Identify. If the person is to learn from an experience, it is important that they can identify what it is. Once it has been identified, then the next step to full under- standing is analyzing.

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Analyze. The third step focuses on the volunteer’s ability to describe and explore factors in the situation that produced the experience. Only when the volun- teer can analyze and understand can they broaden the experience into the generalization phase.

Generalization. It is at this point that the person can translate the educational experience to other situations.

Vineyard and McCurley (2001) believe there are four factors that make for suc- cessful coaching when dealing with volunteers. Those factors include:

1. Caring. It is important for the volunteer to believe that you genuinely care about their success. Coaching behavior should include expression and demonstration by you reinforcing that concept.

2. Competence. As a coach, you must be knowledgeable about what you are coach- ing the volunteer on. Successful learning is a result of belief in the fact that the coach has confidence in what they are trying to teach.

3. Encouragement. As the volunteer tiptoes through their learning, it is important to provide specific positive encouragement. This allows them to build a solid foun- dation, one small success at a time.

4. Patience. This factor addresses the concept that everyone learns at different rates; some grasp ideas/concepts quickly. Some may want to see it; others may want to hear it and still others may need to experience it. This all refers to the broad con- cept of learning styles previously discussed.

Sometimes it may become necessary to move the coaching concept onto counseling. Coaching focuses on improving volunteer skills while counseling focuses on the correction of inappropriate behavior or problems. If counseling is necessary, the key is to keep it objective focusing rather on identifying the prob- lem, identifying the cause of the problem, identifying alternatives, identifying a better course of action and then challenging the volunteer to learn from their experiences.

Leaders as Leaders

As the leader for volunteers in your organization, training is an essential component of successfully engaging volunteers. However, as the leader, you should be willing to lead by example. According to the Ragan Communications (1999), there are seven effective traits shared by true leaders. How many do you have?

& Make others feel important. Make sure your goals are not self-centered. & Promote a vision. Do not hesitate to let the volunteers see the vision that you have

for their involvement, the job, the organization. & Follow the Golden Rule. Treat others as you wish to be treated. Abuse and dis-

respect will get you nowhere. & Admit mistakes. Everyone is human and mistakes will happen. Do not be afraid to

admit the mistake…you might be surprised to discover that you can actually gain support by admitting the mistake rather than covering it up.

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& Criticize/critique quietly. If you need to correct or criticize someone or some- thing, do so privately. There is nothing to be gained by publicly embarrassing someone.

& Stay close to the action. Be visible. As the leader of the volunteers in the organiza- tion, all the volunteers may not directly report to you, but you should be visible to them.

& Make a game out of competition. As the volunteers become immersed in the orga- nization, don’t hesitate to challenge competition amongst the volunteers— either in group activities or department activities.

Factor in the seven habits of highly effective people according to Mary Merrill (1998) and the list looks like this:

& Be proactive. Be responsible, take initiative, and do not blame others. & Begin with the end in mind. Understand and be able to verbalize the organiza-

tion’s vision, mission, and purpose. & Put first things first. Walk the talk and live your values, being true to yourself. & Think win-win. Look for the mutual benefit and think like a winner. & Seek first to understand, then to be understood. Listen to the language and com-

municate with one another. & Synergize. Understanding that the answer lies between us and that the whole is

greater than the parts. & Sharpen the saw. Key to understanding is the willingness to always be learning,

seeking knowledge and renewing one’s self. If there is that expectation for volun- teers, then there should be the same expectation for the leader of volunteers.

Conclusion

Training is just one aspect of building the relationship with the volunteers. Adequate training provides the foundation for volunteers to begin their relationship with the organization. Understanding all the aspects and components of providing appropriate orientation, training and coaching will increase the likelihood that volunteers will feel confident in their work for the organization. It also sends the message to volunteers that they are worth the time and effort involved, which speaks highly of the organization.

References

Jones, J. E., & Chen, C. (2002). New supervisor training. Alexandria, VA: ASTD Publications.

Lancaster, L. C., and Stillman, D. (2002). When Generations Collide. New York, NY: HarperCollins Publishers.

McBrien, R. P. (1981). Catholicism. San Francisco, CA: Harper & Row. McCurley, S., & Lynch, R. (1996). Volunteer management. Downers Grove, IL:

Heritage Arts.

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Merrill, M. (2001, September 25) Generations speak: How to appeal to people of all ages. Presented at the ISDVS Conference, Indianapolis Convention Center, Indianapolis, IN.

Merrill, M. (1998, November 20) Establsihing Your Credibility in Volunteer Manage- ment. Presented at the Northern Indiana Association for Volunteer Administration conference, Fort Wayne, IN

Pfeiffer, J. W., & Jones, J. E. (1981). “The Experiential Learning Cycle,” in Reference Guide to Handbooks and Annuals. San Francisco: Pfeiffer.

Ragan Communications (1999). The 7 traits of effective leaders: How many do you share? Manager’s Intelligence Report.

Senge, P. M., Kleiner, A., Roberts, C., & Ross, R. (1994). The fifth discipline fieldbook. New York, NY: Doubleday.

Vineyard, S., & McCurley, S. (2001). Best practices for volunteer programs. Darien, IL: Heritage Arts Publishing.

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