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Jennifer Bennett, CVA Senior Manager, Education & Training VolunteerMatch

Welcome! Let’s set some goals and some ground rules for today! • What brings you here today? What are you

hoping to learn? What questions do you want to answer?

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Welcome! Create a safe environment to share and learn: • Respectful interactions • Confidentiality outside of this room • Listen and connect • Nurture innovation and creativity

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Developing a Volunteer Training Program

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Today:

• Goals for Good Training Programs

• Determine What Your Volunteers Should Know

• Information Delivery Systems

• Building Your Training Program

• Evaluating Your Training Program

• Things to Think About

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Goals for Training Programs

• Understand how they can participate as part of

the organization

• Understand why what they do is important

• Feel confident and comfortable with the work

• Prevent injuries/accidents and mitigate risk

This can all help to increase retention and build lasting relationships with volunteers.

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What do you want your volunteers to know? • Information about being a volunteer

• Philosophy, Dos and Don’ts

• Things to know about your organization • Mission, History

• How to do the job or work you’re asking them to do • Program/Organization Specific, or Pro Bono

Consultant? On the Job, or Classroom Work?

• Professional development or continuing education

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Gathering the Information • Build from existing training programs

• Keep what works • Ask for feedback from existing or past volunteers • Involve staff and leaders

• Identify new information to be included • Survey staff and volunteers • Include content for new/seasonal programs • Focus on outcomes “we need volunteers to be able to…”

• Include information from outside the organization • Best practices, research from the field

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Presenting the Information • In-Person Trainings

• More personalized for each volunteer • Answer questions immediately • Only happens at a certain time/place

• Recorded Trainings

• Flexibility for volunteers • May be hard to stay engaged • No ability to adjust pace

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Presenting the Information • Pre- Reading/Homework

• Can be more in depth • Volunteers move at their own pace • Hard to ensure material is being read

• On the Job Training

• Job and Organization specific • May be the only way to learn certain actions/processes • Potentially variable depending on trainer – the “right” way

to do something may be different

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Presenting the Information • Reference Binder or Textbook

• Comprehensive • Can be used to identify the proper way to complete tasks • Hard to ensure material is being read

• Job Aids – Posters, signs, cheat sheets

• Just in time training • Can remind volunteers of procedures • Inherently brief • Easily overlooked

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Building your Training Program • The rules of three

• Provide three different ways to access information • Explain what a volunteer will learn, teach them the

information, remind them what you’ve taught them

• Understand how much information can be shared in and hour • About 20 minutes of information at a time • Allow time for processing/reflection • Using the rules of three 20 min of content = 1 hour of

training

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Getting Creative • Meet your volunteers where they are

• Think about how you would want to learn • Survey them – what do they know, what do they think

they know • Involve leadership volunteers in the process as SMEs or

as trainers

• Train outside of the box • Walk a mile in the client’s shoes • Use humor, problem solving, or situational training • Using the rules of three 20 min of content = 1 hour of

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Building your Training Program • What do your volunteers need to know?

• What needs to be learned on the job? • What can be learned independently? • Is team building an important part of the training

process? • Create learning outcomes

• At the end of this training a volunteer will be able to…

• Remember how much can be learned at one time • Create a tiered curriculum • Use a variety of training methods • Contextual learning, mentoring relationships • Ongoing learning, professional development

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Evaluating your Training Program • What did your volunteers learn? Ask them

• Formal v. informal • Practical testing – “show me how you would…” • Situational testing – Mock tour, phone call

• Ask paid staff, managers/supervisors and clients • Evaluate retention of information

• Tiered learning • Build on contextual learning • Staggered practical or situational testing at 3 months, 6

months

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Things to Think About • What are you doing now?

• What’s working? Where are the holes? • What are you doing because you’ve always done it that

way?

• Investigate new technology and delivery systems

• Engage others • Volunteers, paid staff, clients or members

• Build in evaluation points/processes

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Break

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Creating Engaging Trainings

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Curriculum Development Worsheet

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Learning Outcome Action Verbs

Knowledge • List • Define • Recognize • Describe

Comprehension • Explain • Discuss • Summarize • Review

Application • Apply • Demonstrate • Discuss • Conduct

Analysis • Analyze • Calculate • Diagnose • Measure

Synthesis • Develop • Formulate • Create • Construct

Evaluation • Review • Defend • Compare • Assess

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Lunch

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Successfully Implementing Volunteer Program Changes

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Today we’re talking about:

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• The seven stages of change & the emotions that come with them

• What’s the problem? What needs to change? Why?

• Creating consensus and collaboration for change • Developing clear, open and honest

communication • Creating a plan for change • Things to think about

High

Low Time

Shock

Disbelief

Self-Doubt

Acceptance

Getting Stuck

Experimentation

Search for Meaning

Implementation

Change Happens

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Seven Stages of Change

Seven Stages of Change

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Status Quo leads to premonition & anxiety around change • Shock and fear – low emotions • Disbelief: anger, resentment – high emotions • Self-Doubt: frustration, rational acceptance –

emotions wane • Acceptance: grief – low emotions

• Can get stuck here with out real change/adoption. Boycott, resistance

Seven Stages of Change

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• Experimentation: open, curiosity – emotions rise • Search for Meaning: Change becomes real.

Question what has happened & why • Integration: Change becomes new attitudes &

behavior - emotions stabilize

What needs to change?

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Both internal and external forces can prompt change • Start or stop programs or policies • Changes in volunteer demographics • New or different roles/work for volunteers • Risk management or screening practices • Shifts in organization culture/priorities

Don’t fall into the trap

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It may seem “easier” to present changes as fait accompli – but it’s not.

• No one likes to be told what to do or feel like they have no agency in the decision being made.

• Enact policies to “enforce” change – my way or the highway

• Remember the “getting stuck” path – you won’t get to the experimentation/inclusion stages. Silent resistance, volunteer exodus

• Really change can only happen with collaboration and consensus

What needs to change? Why? When?

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• Is there flexibility or is the change fixed? • Is compliance mandatory, or can adoption

happen over time or in certain roles? • Does the change make sense or is it a power

play? • Because I want it this way, it makes my job easier, it

was important in the past • Is it reasonable to ask volunteers to make these

changes? • May be easier to eliminate program

Creating Collaboration & Consensus

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Even if the change is fixed and mandatory engaging volunteers & paid staff in the process can lead to adoption and buy-in. • Identify the change • Articulate and validate the change – Build the

case • Identify the issues or personality concerns • Negative impact on strategic initiatives of

organization

Creating Collaboration & Consensus

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• Discuss Problem or Issue with Supervisor or Leadership

• Provide Solution Recommendation to Organization • Pros and Cons • Potential Legal or Liability Ramifications • Budget or Cultural Impacts • Timing • Responsibilities

Create a Clear Communication Plan • Clear communication strategy

• Roles and messages are understood and shared • Open and transparent communication

• Honesty and clarity in messages. Know what it “sounds like”

• Listen and validate concerns • Engage all in the conversation • Be open to feedback, engage others in solutions

• Be open and honest even around difficult topics • Organizational realities, money, failures

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Make a Change Management Plan • What is the current situation?

• Is the change an opportunity or a problem? • How are constituents engaged now?

• What needs to change? • Are there actions or attitudes that need to change?

Deliverables or outcomes? • Focus on what could be accomplished

• Who are the stakeholders? • Who is invested in how things are now? • What actions or attitudes need to change? • Identify your champions/challenges and identify roles

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Make a Change Management Plan • What are the barriers?

• What (or who) is stopping the change from happening? • What type of information or actions could be

compelling? • What are the outcomes of not adopting/addressing the

change? • Consider the timing

• Is there a calendar or busy season to consider? • Is the change time bound?

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Thinking about change

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• Don’t talk to your stakeholders like children • No one wants to be told what to do without a stake in

the outcomes • Foster open conversation and creativity

• You don’t want to aim for silent compliance. Encourage your stakeholders to own and experiment with the changes.

• Be open to suggestions and feedback • Make innovation part of your culture

• Exposure to change and experimentation can prevent some anxiety.

• Give volunteers an opportunity to get involved.

Enforcing the change

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• Include the enforcement plan in the handbook • Everyone knows the rules and reference the policies

• Be prepared to follow through • Policies are only effective if they are enforced. If you

said there’d be consequences, there have to be consequences

• Don’t be the only policeman • Create leadership positions for volunteers • Engage volunteers in the planning, writing and

training • Empower volunteers to enforce and monitor their own

community

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Challenges for Ending Relationship This is the last conversation, not an opening • Consider and plan negative impacts

• Budget shortfall, loss of major donor or community connector

• Maintain Trust and morale of remaining volunteers • Communicate difficulty of decision • Protect confidentiality • Quell gossip

• Keep volunteer’s integrity intact • Behaviors and issues, not personal attack

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Strategies for Ending the Relationship • Be decisive, professional and efficient

• Once decision is made – Act • Is it amicable? • Does it require legal counsel? • Letters of commendation

• Contributions and Work • Personalized and Heartfelt • To Organization Leader

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Strategies for Ending the Relationship • Public Acknowledgement of Contribution • Difficult Termination

• Engage outside professional if needed • Inform leadership and/or security of date, time,

location

Break

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Next Steps

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What changes do you want to explore when you get back?

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Final Thoughts

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Thanks for attending!

For any questions contact: Jennifer Bennett (415) 321-3639 @JenBennettCVA jbennett@volunteermatch.org

Curriculum Development Worksheet 1 VolunteerMatch 5/17/2016

Curriculum Development Worksheet Training Name: Training Level: Pre-requisites: Learning Outcomes: 1. 2. 3. Training Delivery Methods: 1. 2. 3. Training Team Members/SMEs: Internal/External Resources: Formal/Informal Testing: Timeline & Process for Evaluating Retention:

Curriculum Development Worksheet 1 VolunteerMatch 5/17/2016

Curriculum Development Worksheet Training Name: So, You Want to Answer the Hotline? Training Level: Introductory Pre-requisites: Orientation, Signed Agreement Letter, Background Check Learning Outcomes: 1. Identify the 4 primary types of calls received, and describe the appropriate way to respond

2. Assess the caller’s needs and complete the Hotline Call Action Sheet 3. Role-play common call scenarios and integrate learnings into live calls Training Delivery Methods: 1. Classroom/On-demand presentation of 4 primary call types modeling good/better/best responses. Discussion of how Better/best responses differ. 2. Role-play common and uncommon Hotline questions with Hotline Training Team. Group discussion of challenges and Successes. (peer learning) 3. On the job training – volunteer shadows experienced Hotline Volunteer (Senior or Shift Leader) and is shadowed by Hotline Training Team. Training Team Members/SMEs: Hotline Training Team, Internal/External Resources: Everything You Need to Know Senior Hotline Volunteer, Hotline Shift Leader Hotline Binder, Managing Compassion Fatigue article (CompassionFatigue.org), Hotline Training Team Formal/Informal Testing: Post training quiz on 4 primary call types testing knowledge of types and appropriate response. At least 2 shadowed shifts. Independent status to be determined by Hotline Training Team. 2-4 “secret shopper” calls to be conducted during the volunteer’s first month – evaluation to be done by Hotline Training Team. Timeline & Process for Evaluating Retention: One-month check-in/review done by Hotline Training Team and Hotline Shift Leader. 3 Month Skills Test – successful completion qualifies for regular Hotline Volunteer status.

Training Design Worksheet Learning outcome or skill development: (At the end of this training volunteers will be able to… Use action/learning verbs, not understand.) How are volunteers learning this now? How is this training meeting the learning needs of the volunteers? What are the current challenges or barriers to learning this outcome or skill? What delivery systems would increase understanding, utilization, compliance, retention? What evaluation or testing process could you use to determine how successful or unsuccessful the training is?

Best practices for creating on-demand volunteer trainings

Identify your learning outcomes: What does a volunteer need to know or be able to do at the end of the training?

Keep it short: One learning outcome per video, and each video 2-4 minutes long. Volunteers can re-watch the video, or consider linking to articles or additional resources for more in depth information.

Keep it simple: Screen casts (recording what's happening on your computer screen) requires the least amount of technical expertise. If you add in sound or live presenters make sure you use the proper equipment - microphones, tripods, etc.

Get help: Engage others - skilled volunteers, outside experts, subject matter experts - if you aren't sure how to get started or if you need help.

Just do it: The first one will take the longest, and it doesn't have to be perfect. Strive for the intersection between minimal and viable - the next one will be better For more detailed information or additional resources please see the slide deck from Telling Your Visual Story. This session was on creating a video to promote the work that volunteers do in your organization, but many of the points are applicable. http://www.slideshare.net/volunteermatch/telling-your-visual-story Resources for creating online volunteer training videos: Create Screen Casts: Jing - http://www.techsmith.com/jing.html Screencast-o-matic - http://www.screencast-o-matic.com/

Video Editing Tools: Windows Movie Maker http://windows.microsoft.com/en-us/windows/get-movie-maker-download Lists of Best Online Tools: Online Training Tools - 21st Century Ed http://21stcenturyed.com/my-favorite-free-tools-for-creating-online-training/ Macs - WonderShare.com http://www.wondershare.com/video-editor/free-video-editing-software-mac.html PCs – Tech Radar http://www.techradar.com/us/news/software/applications/best-free-video-editing-software-9-top-programs-you-should-download-1136264#null

Implementing Volunteer Program Changes 1 VolunteerMatch 6/1/2016

Implementing Change Worksheet 1 VolunteerMatch 1/17/2014

Volunteer Engagement Change Worksheet

Current situation or opportunity – What’s the problem?

Outcomes, actions or deliverables – What could be accomplished?

Internal stakeholders – Who’s accountable or responsible?

Barriers or challenges – What (or who) is stopping you?

Timeline – What needs to happen first? When does it need to happen?

Goal Setting Worksheet 1 VolunteerMatch 4/19/2012

Goal Setting Worksheet and Action Plan

What are the deliverables or outcomes?

Who are the stakeholders?

Who is accountable and responsible?

What are the barriers? When does it need to be completed?