Volunteer training & supervision

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  • 1. VolunteerTraining and SupervisionThe presentation will begin momentarily.Please be certain that you have speakersconnected or dial in using the phone numberprovided then enter the access code followedby the # sign.
  • 2. Presenter: Sandra MillerConsultant/Trainer,Volunteer Centers of Michigansaltzmiller@gmail.comAdministrator: Chelsea MartinProgram Manager, Volunteer Centers of Michigancmartin@mivolunteers.org
  • 3. Michigan Community Service Commission, MichiganNonprofit Association, Volunteer Centers ofMichigan, Michigan Campus Compact, and the LEAGUEMichigan with support from the Connect Michigan AllianceEndowment Fund and the Corporation for National andCommunity Service, are proud to support the ENGAGEVolunteer Management training series.www.mnaonline.org www.mivolunteers.org
  • 4. Goals• Identify the purpose and importance of volunteer training and supervision.• Identify a process.• Share tips and tools. 4
  • 5. Establish ExpectationsTRAINING &SUPERVISIONSETTING THE STAGE FOR SUCCESS
  • 6. Purpose• Make Connections • Prevent problems• Build Trust • Evaluate “the match”• Set Expectations • Redirect, Reassign• Teach Skills • Risk management• Increase Self- confidence
  • 7. Obstacles to overcome Diversity • Culture Time • Experience Constraints • Skill levels High Expectations Motivations “Don’t waste my time” 8
  • 8. Four Steps in Training VolunteersStep 1: Identify Training NeedsStep 2: Design Training—Starts with the position descriptionStep 3: Deliver TrainingStep 4: Assess and Refine Training 9
  • 9. Step OneIDENTIFY TRAINING NEEDS
  • 10. TrainingThe process of providing Knowledge Skillsvolunteers with the ability toperform specific types ofwork Attitudes 11
  • 11. Increase • Safety • ProcessKnowledge • Background—cause, effects, solutions Increase • Task related—review position description • Application of knowledge Skills • Equipment Operation Change • Cultural, Diversity • Awareness of Community NeedsAttitudes • Problem-solving 12
  • 12. Step TwoDESIGN TRAINING
  • 13. Goals• Provide resources• Facilitate discussion & sharing• Identify best practices specific to volunteer recruitment and retention 14
  • 14. POLLWho trains your volunteers?• One staff member• Staff—depending on volunteer position & duties• Other volunteers—buddy or mentor system• Volunteer leadersWhat is included in your training? Type anexample in the chat box. 15
  • 15. 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 16
  • 16. Know Your Community• Consider Cultural Differences & Expectations• Provide for Diversity including Disabilities
  • 17. Different Needs & Expectations ADULTS YOUTHProblem-centered Subject-orientedResults-oriented Future-orientedSelf-directed Often--Adult-directed/leadSkeptical about new information Likely to accept new ideasSeek currently applicable information Seeks opportunities preparing them forLearning must “make sense” the future. Enjoy exploring theoreticalExperience-based Must build the experience 18
  • 18. • Meals on Wheels: Deliver food Task skills • 2-1-1: Provide relevant information to caller • Mentoring: Listen with empathy Task • Plan route and approach for deliveryManagement • Develop familiarity with communication technology • Arrange comfortable, uninterrupted environment Skills • Strategies for special issues such as client illness, vehicleContingency breakdown, refusal of meal, etc. • Circumstances triggering a referralManagement • Managing confidentiality issues INCIDENT REPORTINGSpecify the Competencies Review the volunteer positions description
  • 19. Step ThreeDELIVER THE TRAINING
  • 20. Four principle decisions 21
  • 21. When:• When volunteers are open to it• Before the training is needed• When the learned information can be applied quickly• When it is convenient Indianapublicmedia.org 22
  • 22. POLLHow is your training done?• Group training on site• Group training off-site• Manual• Video• OnlineRaise your hand if your organization requires several hours oftraining. 23
  • 23. 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 24
  • 24. WHO ConsiderCredibility Knowledge, Skills• Establish trust • Experience with tasks• Connect with volunteers • Subject-area knowledge• Represent the community • Knowledge of organization • Communication skills • Presentation skills 25
  • 25. 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 26
  • 26. Step FourASSESS & REFINE
  • 27. METHODS• 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 28
  • 28. ReviewRetrain Revise
  • 29. NEXT—Follow UpSUPERVISE & SUPPORT
  • 30. Steps in Supervising Volunteers• Step 1: Define and Communicate Clear Expectations (Training)• Step 2: Guide and Support Volunteers• Step 3: Elicit & Provide Feedback & Recognize 31
  • 31. • Direction • Support & Advice • Connection • Prevent Problems • Redirect, ReassignPURPOSE • Recognition • Evaluation • RISK MANAGEMENT 32
  • 32. TYPE AND DEGREE of supervision variesNumber of HoursNature and Demands of the RoleVolunteer’s Experience & Skills
  • 33. Types & Methods• Self Direction/Check-in • Informal Catchup• Monitoring • Phone, email• Prior Approval • Group Supervision• Directing • Direct Supervision • Buddying/Mentoring
  • 34. 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. 35
  • 35. Confronting ProblemsAnticipate Support• Have a policy • Appropriate time & place • State purpose• Provide training • Describe the situation—no• Provide supervision 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
  • 36. Effects• Retention• Proficient Performance• Volunteer well-being• Staff buy-in and expectations• Agency effectiveness• Client Satisfaction• Agency image 37
  • 37. THANK YOUPlease respond to the evaluation that you willreceive by email. Your input is valuableNext webinarMarch 28—Evaluation and Feedback 38