RECRUITING AND TRAINING VOLUNTEER

CATECHISTS

RECRUITING AND TRAINING VOLUNTEER

CATECHISTS

Part 1Who is a Catechist?

Part 1Who is a Catechist?

OverviewOverview

Understanding VolunteerismThe catechist’s role as

vocationRole description for the

volunteer catechistWhat Church documents sayWhat Scripture says

Understanding VolunteerismThe catechist’s role as

vocationRole description for the

volunteer catechistWhat Church documents sayWhat Scripture says

OutcomesOutcomes

As a result of this segment you will be able to: Identify the principal reasons why

people volunteer Articulate the role of catechist as a

vocation Create a working role description

for a volunteer catechist Place catechist’s role descriptions

in the context of Scripture and Church documents

As a result of this segment you will be able to: Identify the principal reasons why

people volunteer Articulate the role of catechist as a

vocation Create a working role description

for a volunteer catechist Place catechist’s role descriptions

in the context of Scripture and Church documents

Why People VolunteerWhy People Volunteer

AchievementChallengeCreativityIndependenceLeadershipRecognitionSelf-ExpressionServiceSocialization

AchievementChallengeCreativityIndependenceLeadershipRecognitionSelf-ExpressionServiceSocialization

“Idea Pool, Volunteer Support And Recognition"

“Idea Pool, Volunteer Support And Recognition"

The Catechist’s Role as Vocation

The Catechist’s Role as Vocation

“The vocation of the laity to catechesis springs from the sacrament of Baptism.”

(GDC #231)

“The vocation of the laity to catechesis springs from the sacrament of Baptism.”

(GDC #231)

The Catechist’s Role as Vocation

The Catechist’s Role as Vocation

“Indeed, efforts must be made to encourage in parishes and Christian communities vocations for catechesis.” (GDC #233)

“Indeed, efforts must be made to encourage in parishes and Christian communities vocations for catechesis.” (GDC #233)

A Sample Role Description

A Sample Role Description

Jesus’ Role Description for Discipleship

Jesus’ Role Description for Discipleship

“But how are they to call on one in whom they have not believed?

And how are they to believe in one whom they have never heard?

And how are they to hear without someone to proclaim him?

And how are they to proclaim him unless they are sent?

As it is written, “How beautiful are the feet of those who bring good news!”

Romans 10.14-15 (NRSV)

“But how are they to call on one in whom they have not believed?

And how are they to believe in one whom they have never heard?

And how are they to hear without someone to proclaim him?

And how are they to proclaim him unless they are sent?

As it is written, “How beautiful are the feet of those who bring good news!”

Romans 10.14-15 (NRSV)

Part 2: Recruiting and Screening

Part 2: Recruiting and Screening

OverviewOverview

Creating a positive “buzz”RecruitingTailoring toolsHandling objectionsScreening

Creating a positive “buzz”RecruitingTailoring toolsHandling objectionsScreening

OutcomesOutcomes

As a result of this segment you will be able to:

Communicate the image of your program in ways that motivate volunteers

Plan effective recruiting strategiesScreen prospective catechists with

confidence and purpose

As a result of this segment you will be able to:

Communicate the image of your program in ways that motivate volunteers

Plan effective recruiting strategiesScreen prospective catechists with

confidence and purpose

Our Religious Education Program Is…

Our Religious Education Program Is…

Creating a Positive BuzzCreating a Positive Buzz

Ministers and MarketersMinisters and Marketers

“No one who lights a lamp hides it away or places it under a bushel basket, but on a lampstand so that those who enter might see the light.”

Luke 11.33

“No one who lights a lamp hides it away or places it under a bushel basket, but on a lampstand so that those who enter might see the light.”

Luke 11.33

Creating a Positive BuzzCreating a Positive Buzz

Ministers and MarketersOwnership leads to

involvementQuality is key

Ministers and MarketersOwnership leads to

involvementQuality is key

“Use good paper and a good printing process…If you have something well-thought-out…prospective volunteers…get the idea that your program is concrete.”

--The Effective DRE/Recruiting

“Use good paper and a good printing process…If you have something well-thought-out…prospective volunteers…get the idea that your program is concrete.”

--The Effective DRE/Recruiting

“For the children of this world are more prudent in dealing with their own generation than are the children of light.”

Luke 16.8

“For the children of this world are more prudent in dealing with their own generation than are the children of light.”

Luke 16.8

Recruit Early and Often and Don’t Do It Alone!

Recruit Early and Often and Don’t Do It Alone!

Form a recruiting committeeStart early (Jan/Feb)Market everywhereJesus’ method of recruiting

Form a recruiting committeeStart early (Jan/Feb)Market everywhereJesus’ method of recruiting

Gender is not an indicator of time, talent, or willingness to teach.

Invite everyone to live their baptismal call.

Gender is not an indicator of time, talent, or willingness to teach.

Invite everyone to live their baptismal call.

ScreeningScreening

The InterviewThe ChannelingThe Paperwork

The InterviewThe ChannelingThe Paperwork

The InterviewThe Interview

The Joy of DiscoveryThe Joy of Discovery

“Catechist Interest Form”

“Catechist Interest Form”

Thank you for your interest in teaching! Please give some thought to the following statement and bring this completed sheet to our meeting on _____at____in the Religious Education Office. I look forward to seeing you.

1. My primary reason for wanting to teach is:2. When it comes to teaching…

My fear is that:My hope is that:I am excited about:

3. I feel I offer the following talents and skills in this ministry:4. I feel I need the following things to make me a good catechist:5. I am a person of faith because:6. The ways I would like to grow in my faith are:

Thank you for your interest in teaching! Please give some thought to the following statement and bring this completed sheet to our meeting on _____at____in the Religious Education Office. I look forward to seeing you.

1. My primary reason for wanting to teach is:2. When it comes to teaching…

My fear is that:My hope is that:I am excited about:

3. I feel I offer the following talents and skills in this ministry:4. I feel I need the following things to make me a good catechist:5. I am a person of faith because:6. The ways I would like to grow in my faith are:

The ChannelingThe Channeling

Never waste a volunteerNever waste a volunteer

Dismissing a CatechistDismissing a Catechist

InformInstructInspire

InformInstructInspire

The PaperworkConsult Your Diocesan Office

The PaperworkConsult Your Diocesan Office

Application for Parish CatechistApplication for Volunteer ServiceSample Reference LetterApplication Form for MinorsParish Catechist Referral FormCatechetical Staff Record

Application for Parish CatechistApplication for Volunteer ServiceSample Reference LetterApplication Form for MinorsParish Catechist Referral FormCatechetical Staff Record

“Catechists must be able to be, at one and the same time, teachers, educators, and witnesses of the faith.”

GDC #237

“Catechists must be able to be, at one and the same time, teachers, educators, and witnesses of the faith.”

GDC #237

Part 3: Developing SkillsPart 3: Developing Skills

Developing skillsDeveloping skills

Considering differences: responding to needs

Hey, who’s got time to train? I’m just glad they said “YES”!

Designing catechist training sessions

Considering differences: responding to needs

Hey, who’s got time to train? I’m just glad they said “YES”!

Designing catechist training sessions

OutcomesOutcomes

As a result of this segment you will be able to:Identify your challenges and

concerns in training catechistsOutline the needs and concerns of

new, returning, and veteran catechists

Use an assessment tool to plan catechist inservice opportunities

Apply principles for adult learning to create dynamic and effective catechist training

As a result of this segment you will be able to:Identify your challenges and

concerns in training catechistsOutline the needs and concerns of

new, returning, and veteran catechists

Use an assessment tool to plan catechist inservice opportunities

Apply principles for adult learning to create dynamic and effective catechist training

Considering Differences: Responding to Needs

Considering Differences: Responding to Needs

What comes after they’ve said “Yes!”?

Catechists are not a homogenous group

What comes after they’ve said “Yes!”?

Catechists are not a homogenous group

“New, Returning, and Veteran Catechists.”

“New, Returning, and Veteran Catechists.”

Who’s got time to train?Who’s got time to train?

Have you ever heard this…?Assessing your past year’s

efforts in four areas:OrientationTheological EducationSkill DevelopmentSpiritual Growth

Have you ever heard this…?Assessing your past year’s

efforts in four areas:OrientationTheological EducationSkill DevelopmentSpiritual Growth

Strong = 1, Good = 2, Mediocre = 3, Weak = 4

Training OptionsTraining Options

Independent training opportunities

Group training at the parish must be:Organized and systematicBased on needsBased on diocesan certification

Local, regional, diocesan, and national training opportunities

Independent training opportunities

Group training at the parish must be:Organized and systematicBased on needsBased on diocesan certification

Local, regional, diocesan, and national training opportunities

“Volunteers’ Theological Background and Skills Needs”

“Volunteers’ Theological Background and Skills Needs”

“Things to Keep in Mind When Designing Your Training Session”

“Things to Keep in Mind When Designing Your Training Session”

Designing Catechist Training Sessions

Designing Catechist Training Sessions

Recall one of your best or worst adult learning experiences

What ingredients made the experience:Very goodVery poor

Recall one of your best or worst adult learning experiences

What ingredients made the experience:Very goodVery poor

“Principles for Adult Learning”“Principles for Adult Learning”

Part 4: Supporting and Retaining Volunteers

Part 4: Supporting and Retaining Volunteers

OverviewOverview

Support and recognition of volunteers

Definitions and distinctionsSupport, recognition, and

role of the DREMotivation as a key

Support and recognition of volunteers

Definitions and distinctionsSupport, recognition, and

role of the DREMotivation as a key

OutcomesOutcomes

As a result of this segment you will be able to:Structure a support

framework to ensure catechist well-being

Identify “support and recognition” approaches that work for you

As a result of this segment you will be able to:Structure a support

framework to ensure catechist well-being

Identify “support and recognition” approaches that work for you

Support and RecognitionSupport and Recognition

Favorite approachesTeamwork is essential

With staff, catechists, and parents

All with parish communityEach and all as responsibleDRE as team leader

Favorite approachesTeamwork is essential

With staff, catechists, and parents

All with parish communityEach and all as responsibleDRE as team leader

Personal Support Is…Personal Support Is…

Knowing where to go with a problem

Knowing it’s OK to ask for helpBeing held accountableHaving others care in times of

needHaving others celebrate with

you in times of joy

Knowing where to go with a problem

Knowing it’s OK to ask for helpBeing held accountableHaving others care in times of

needHaving others celebrate with

you in times of joy

Individual Affirmation Is: SMART

Individual Affirmation Is: SMART

SpecificMeaningfulAuthenticRelevantTimely

SpecificMeaningfulAuthenticRelevantTimely

Public Recognition: Principle Approaches

Public Recognition: Principle Approaches

Formal commissioningAppreciation dinnerAwards or certificatesPublishing volunteer names

Formal commissioningAppreciation dinnerAwards or certificatesPublishing volunteer names

“Public Recognition Action Plan”

“Public Recognition Action Plan”

Support, Recognition, and the Role of the DRE

Support, Recognition, and the Role of the DRE

ResourcingSupervisionRecord KeepingAssessment for Growth

ResourcingSupervisionRecord KeepingAssessment for Growth

Ongoing Support, Recognition, and the

Role of the DRE”

Ongoing Support, Recognition, and the

Role of the DRE”

Why People VolunteerWhy People Volunteer