1. American Painters’ Museum Proposal for the Design of Art Museum Volunteer Training
Narration:
Welcome to the presentation of our design proposal for volunteer training at the American Painter’s Museum.
The American Painter’s Museum has been a vital member of this community for 32 years.
The Education 3004 design team, composed of Phyllis Batson, Nicholas Caprarola, Colleen Schreurs, and Quincy Whetstone is here today to demonstrate how the implementation of our curriculum design for volunteers can support the continued growth and respect of this museum within the community.
Grant Wood, American Gothic (1930)
Art Institute of Chicago
EDUC 3004 Group A Design Team
Phyllis Batson, Nicholas Caprarola, Colleen Schreurs, and Quincy Whetstone
Walden University

2. Introduction – Executive Summary and Proposal
Proposed State with multifaceted instructional program
Addresses knowledge gaps
Imparts application and evaluative skills
Supports On-the-job Training (OJT)
Current State of volunteer job-shadowing program
Relies on veteran knowledge and approach
Promotes Inconsistent knowledge transfer
Produces low confidence and job satisfaction
Narration:
Based on the instructional analysis conducted by our design team,
in order to increase retention of museum volunteers and satisfaction of visitors/members with their experience at the art museum, The American Painters’ Museum needs to adopt a multifaceted instructional program for volunteers. This program needs to (1) address knowledge gaps across all volunteer tasks, (2) impart application and evaluative skill sets, and (3) support on-the-job training (OJT) opportunities.
Currently, The American Painters’ Museum uses a job-shadowing technique to train volunteers. Unfortunately, this approach lends itself to (1) reliance on veteran volunteer’s pool of knowledge and interpersonal style, (2) inconsistent and insufficient knowledge transfer to volunteers, and (3) lack of confidence and job satisfaction for volunteers. Subsequently, volunteer retention is low and visitor/membership numbers are down. Patron satisfaction surveys indicate a lack of trust in volunteer’s capabilities and a weakened respect for the museum in the community.
Without an effective multifaceted instructional approach for volunteers, The American Painters’ Museum will continue to see a decline in visitor attendance, membership numbers, and volunteer retention. Education 3004’s design team proposes a robust multifaceted instructional approach that serves to provide a solid knowledge base for volunteers which will increase their confidence in interactions and enhance visitors/members’ museum experience allowing The American Painter’s Museum to meet its educational and community goals.
Our proposal presentation will provide an overview of the program by reviewing the goals and objectives of the program, the instructional strategies and activities, assessments, and program evaluations. In conclusion we will we highlight why our program design will address the current volunteer and patron issues The American Painters’ Museum is experiencing.
Our Proposal
Goals and Objectives
Instructional Strategies and Activities
Assessments and Program Evaluations
Edward Hicks - Peaceable Kingdom, c. (1834)
National Gallery of Art

3. Program Goals and Objectives
Accurately identify 19th & 20th century art and artists
Provide accurate information to patrons about museum and programs
Share interesting facts about art and artists
Goal
Conduct efficient and informative tours
Complete 12 solicitation calls with 60% participation rate
Create solicitation campaigns and merge with database
Conduct fundraising activities via and phone
Greet visitors using approved greeting; Provide accurate information; Communicate and summarize key events
Offer annual memberships; Update database with addresses
Accurately identify member participation levels and offer upgrades
Staff information desk and answer visitor questions
Update patron database with notes and contribution information
Add, change, and update membership records and create reports
Manage and update patron database
Narration:
The first major goal of the program is to equip volunteers to conduct museum tours.
When conducting tours, volunteers will be able to identify all artists and works in the gallery and provide accurate background history.
Volunteers must have synthesis level understanding about the museum, history of painters and paintings in order to accurately contribute to discussions, provide information, and answer patron questions.
The key objectives for tour skills include:
Using the museum map, volunteers will locate and succinctly explain directions to any area of the museum within sixty- seconds.
List the artists featured at the museum by both 19th and 20th century within two minutes or less.
Share ten important facts about an artist and their paintings including the life-span of the artist, date of the painting, proper title of
the painting, and techniques employed by the artist in their work.
____________________________
The second goal for the program is to support the development of fundraising skills for volunteers.
When contacting patrons by phone or , volunteers will be able to identify levels of participation, explain contribution benefits, and influence patrons to donate funds to the museum.
Fundraising is a critical skill for volunteers to develop, and is immediately transferrable to roles outside of their museum experience. Volunteers must be able to encourage patron membership and influence patrons to donate funds to the museum. Strong evaluative skills are required to identify opportunities and manage conversations. Interpersonal communication, cold calling, sales, and fundraising techniques need to be learned to build skill and create confidence in the volunteers.
We’ve developed 2 high level objectives for fundraising:
Using a prepared call script and museum fundraising guidelines, volunteers will solicit funds from a dozen patrons by phone
with a 60% contribution rate.
Following a prepared template and using established museum event and fundraising guidelines, volunteers will create and manage an campaign to solicit support for a series of ‘Artist in Residence’ workshops.
__________________________________________________
Staffing and managing the museum information desk is the next program goal.
When assigned to the information desk, volunteers will use branded messaging to greet visitors, promote programs, and provide accurate responses to inquiries.
Volunteers will need to demonstrate sales and program promotion skills in person, on the phone, and in writing. Volunteers will demonstrate application level skills using all three contact channels. Training volunteers to use prepared greeting scripts will help brand the museum experience for all visitors and members.
The Information Desk Objectives are:
Given a prepared script, volunteers will acknowledge and greet visitors within 60 seconds of entering the museum.
Using the membership database, volunteers at the information desk will identify the appropriate level of upgrade with 100% accuracy, and make offers to all current museum members.
Using current sales materials volunteers will offer annual membership to 100% of non-member visitors, and solicit address for free subscription to museum blog to all non-members.
The final goal for the program is focused on developing administrative skills for volunteers.
Given information on new members and fundraising results from contributors, volunteers can accurately build and modify patron information and data using the Excel database.
High level application skills are required o efficiently and accurately build and manipulate patron data in the Excel database.
We’ve developed two main objectives for training administrative skills:
Given the results of the most recent fundraising drive, volunteers will update the patron database in Excel with date of contact, donation amounts and any appropriate follow-up notes with 95% accuracy.
Given data from a recent campaign, volunteers can add and update records in the membership database, sort responses by contribution amount, and create a report outlining totals by geographic area.

4. Instructional Strategies and Activities
Literature, Job Aids, and Interactive Media
Role Play and Practice
On-the-Job Training (OJT)
Narration:
During program instruction we will concentrate on three instructional strategies that will be employed based on their relevance to specific program goals and objectives:
Strategy 1 – Literature, Job Aids, and Interactive Media
This strategy will support the acquisition of declarative and intellectual knowledge
Strategy 2 – Role Play and Practice
Role play sessions and simulations allow volunteers time to apply knowledge to volunteer tasks. These mandatory sessions will be scheduled throughout the three week training period.
Strategy 3 – On-the-Job Training (OJT)
OJT provides volunteers real-world practice in learning basic operations for each task, including how to field the types of questions presented at the information desk (directions, artist information, membership requests), how to conduct tours, and to learn patron membership levels, fund-raising efforts, and the museum database
Georgia O’Keeffe
Ram’s Head White Hollyhock and Little Hills (1935)
National Gallery of Art

5. Instructional Strategies and Activities
Conducting Tours
Literature, Job Aids, and Interactive Media
Museum History Multimedia Presentation
19th and 20th Century American Painters Presentations
American Painting Movements Textbook
Painter/Painting Job Aid
Role Play and Practice
Mock Tours
On-the-Job Training
Museum Orientations
Tour Observation
Fundraising Activities
Membership, Programs, and Fundraising Training
Membership Info Job Aid
Fundraising Script Job Aid
Role Play Simulation Interactive Multimedia
Membership Drives
Fundraising Events
Narration:
Let’s take a closer look at each learning task and how instructional strategies and activities will be applied to meet program goals and objectives.
Conducting Tours
All three instructional strategies will be utilized to support Goal 1
An orientation will be conducted at the museum which will begin with the presentation of the museum’s history.
A sequential progression through multimedia presentations on American Painting eras/movements and artist histories will be conducted at the museum and will also be available through the museum volunteer website for review/study from home.
Volunteers will receive literature with daily reading assignments to be completed in conjunction with the multimedia presentations.
During the initial orientation the volunteers will tour the museum to acclimate them to the layout and artist sections.
Volunteers will take subsequent detailed training tours as well as observe visitor tours conducted by veteran volunteers to learn these skills. The repetitive touring of the museum allows volunteers to become experts in the layout, artist sections, and featured paintings. This serves to increase confidence and practice navigating the museum and memorizing locations. The scaffolding approach allows for volunteers to master declarative information and move into the evaluative skill level needed to conduct tours.
Finally, the volunteer will conduct a mock tour with other trainees and veteran volunteers acting as visitors. This will allow for formative assessments and feedback to improve tour skills.
A Painter/Painting job aid will be available for use during tours
Strategies to support Fundraising Activities will include:
Volunteers will complete web-based training on museum policies on membership, programs, and fundraising. During this instruction they will learn about membership levels, various museum programs, and fundraising methodologies to prepare them to work with scripts for phone campaigns, campaigns, and promote membership and programs at the information desk.
A role play simulation will engage volunteers in membership, program, and fundraising conversations with patrons and potential members
OJT opportunities will provide support as volunteers work with membership drives and fundraising events.
Job Aids detailing membership levels and fundraising scripts will support volunteers as they work in the museum

6. Instructional Strategies and Activities
Information Desk
Literature, Job Aids, and Interactive Media
Museum History Multimedia Presentation
19th and 20th Century American Painters Presentations
American Painting Movements Textbook
Membership, Programs, and Fundraising Training
Painter/Painting Job Aid
Floor Plan Job Aid
On-the-Job Training
Provide Directions
Answer Visitor Questions
Membership Services
Program Information
Database Management
Excel Database Web-based Training
Database Entry Job Aid
New Membership Data Entry
Fundraising Data Entry
Narration:
Information Desk
As volunteers gain skills and knowledge from literature and multimedia sources, become familiar with the museum through tour training, and learn about museum membership, programs, and fundraising these will be transferable to their duties at the information desk.
In addition, OJT will allow them time for practical application of these skills.
For Database Management
volunteers will receive database training through a web-based application and in one-to-one mentorship during OJT.
During OJT volunteers will enter data into spreadsheets and manage patron information to practice. Job Aids will be available to reference as they become proficient in their skill level.

7. Assessment Strategy Pencil and Paper Assessments Formative Timed Tests
Matching artist to paintings
Century timeline and artist cards
Mapping artist sections of museum
Summative Written Assessment
20 Question Exam
Written Script
Where did the Impressionism movement begin? A.
Great Britain C.
France B.
Italy D.
Germany
Narration:
To ensure the instruction has been successful in meeting the stated goals and objectives we will conduct both formative and summative assessments of the volunteers’ knowledge and skills.
Pencil and paper assessment tests will be used to test declarative knowledge of museum history, programs, membership information, and featured artists and paintings at the museum, which will provide indicators to the effectiveness of the instruction against multiple goals and objectives.
Formative timed tests throughout training will be conducted using the following formats:
Matching artist to painting for quick selection recall
Century timelines and index cards with artists names for learners to sort correctly under the timeline within increasingly shorter timeframes
Mapping artist sections of a museum on a blank map
A summative written assessment will include 20 questions using multiple choice, matching, and fill in the blank questions.
Students will also be prompted to compose a written script to solicit membership and share information about current museum attractions and specials.
Rationale: Pencil and paper assessments are reliable in testing declarative knowledge where recall is required. The script composition also allows for more constructed answers based on memory.

8. Assessment Strategy Performance Assessments
Formative Museum Tour Assessment
Facilitate a 20 minute tour of the museum
Cold Calling Simulation
Utilize written script
Record and analyze calls again performance criterion
Database Simulation
'In-Box' exercise in Member/Patron database
Identify various patron levels and programs
Organize and prioritize tasks
Create new accounts for new museum members
Upgrade memberships
Code and prepare patron packages for mailing
Narration:
Three performance assessments will also be conducted to determine the value of the recent instruction and provide formative feedback to the volunteer.
A Formative Museum Tour Assessment will identify the level of learning toward the museum tour objective
Volunteers will conduct a 20 minute tour of the museum with instructors and students acting as visitors where they will be given questions to answer about the museum and its contents.
During the tour they will select a painting and share ten important facts about the artist and the painting including the life-span of the artist, date of the painting, proper title of the painting, and techniques employed by the artist in the painting.
The Cold Calling Simulation will provide an opportunity for the volunteer to demonstrate their newly acquired skills against the second goal of instruction – fundraising activities
Volunteers will take the script developed during the written assessment and role play interactions with "members“
The calls will be recorded and analyzed against a performance-criterion checklist for appropriate responses
Database Simulation – finally the database simulation will assess skills and knowledge level against the database management goal.
The volunteers will access an 'In-Box' exercise designed around the Member/Patron database to demonstrate their database management skills.
In the exercise they will:
Identify various patron levels and programs
Organize and prioritize tasks
Create new accounts for new museum members
Upgrade memberships
Code and prepare patron packages for mailing
Rationale
Role play and simulation will provide insight into real-time interaction with visitors and members. It will also identify thinking and problem solving skills, assess communication and interpersonal skills, and knowledge of programs, services, and systems.

9. Program Evaluation Strategies
3 Forms of Evaluation:
Level One Course Evaluation
Objective/ Subjective Observations
Member Satisfaction Survey and Focus Groups
Key Questions
Have volunteers acquired the knowledge and skills outlined in the goals and objectives?
Do volunteers demonstrate knowledge/skill in interactions with visitors, patrons, and with museum systems?
Have the visitor and patron satisfaction ratings improved as a result of the volunteer training?
Success Indicators
20% increase in volunteer satisfaction and retention rates
40% reduction in visitor/member complaints
25% increase in patron membership
Narrative:
In this final phase of the project we look back on the original expectations of the program and evaluate how well the effort met our stated goals and objectives.
Have the volunteers acquired the knowledge and skills outlined in the goals and objectives?
Do the volunteers demonstrate their knowledge and skill in interactions with visitors, patrons, and with museum systems?
Have the visitor and patron satisfaction ratings improved as a result of the volunteer training?
As a result of this focused and comprehensive training effort we expect The American Painter’s Museum to realize a:
20% increase in volunteer satisfaction and retention rates
40% reduction in visitor/member complaints and a
25% increase in patron membership
We have grouped the evaluation activities into three categories:
Overall course evaluation
Objective and subjective observation
And Satisfaction Surveys

10. Program Evaluation Strategies
3 Forms of Evaluation:
Level One Course Evaluation
Objective/ Subjective Observations
Member Satisfaction Survey and Focus Groups
Pen/Paper Post Training Evaluation
Rate instructor, materials, training exercises
Evaluate ease of use, comfort with learning tasks, appreciation of tools
Interviews and Task Validation
Conducted by veteran volunteers
Evaluate overall program effectiveness, learning transfer, retention and satisfaction rates
Focus Groups
Solicit participation from member groups
Evaluate efficiency and effectiveness of volunteers, satisfaction with tours and museum experience
The initial step in evaluation is focused on the training participants. Using pen and paper surveys we ask participants to rate the instructors, the training materials and tools, and provide feedback on the training exercises and the overall training experience. Using these tools we can collect information on ease of use, learner comfort with the learning tasks, and their appreciation of training tools used.
The next level of evaluation is focused on Objective and Subjective Observations. Interviews and task validation exercises will be completed by veteran volunteers and management staff using criterion-based checklists with a 4-point rating scale. This phase of the evaluation is expected to begin 2 weeks after volunteers begin leading tours. These evaluations are designed to test for:
Overall effectiveness of volunteers at with ratings expected at 95% meeting a 3 or better on a 4-point scale
Learning transfer; Are volunteers effectively using new skills across all three performance areas (tours, front desk, and administration)? Performance is expected at 95% meeting a 3 or better on a 4-point scale.
And finally, changes and improvements in retention rates for volunteers. In this category, an overall improvement of 20% is projected.
_____________________________________
The final phase of the program evaluation involves soliciting specific feedback through satisfaction surveys and focus groups, directly from members and patrons who have visited the museum and participated in a tour or program within 3 months of the completion of the volunteer training program.
The focus groups will be made up of a random sample of 20 museum members (including mid-level contributors, top members, corporate members, first time visitors, and frequent visitors. Focus group members will be able participate either in-person or via webcast using online survey tools. Instructors will facilitate discussions with prepared questions highlighting key program goals and objectives.
These evaluation strategies are expected to elevate customer satisfaction ratings with tours and their overall museum experience, the efficiency and effectiveness of the volunteers post training, and the willingness of members and patrons to promote the museum experience.

11. Conclusion A new multifaceted instructional program Thank you
Create volunteer commitment
Improve visitor attendance
Increase member loyalty and satisfaction
Narration:
A new multifaceted instructional program which utilizes instructional strategies to lay a foundation of declarative knowledge, provide role play and practice for formative and summative assessment, and on-the-job training (OJT) to merge newly acquired knowledge and skills with practical application will result in increased retention of volunteers as they feel supported, knowledgeable, and valued as a result of the training they receive. Visitor attendance and membership loyalty will improve as their trust in information provided by the volunteers grows along with the positive experiences they enjoy at the museum.
Thank you for the opportunity for our design team at Education 3004 to present our proposal.
We will be happy to answer any questions you may have at this time.
Winslow Homer, The Gulf Stream (1899)
Metropolitan Museum of Art, New York City
Thank you

12. References Photo References
Charles and Emma Frye Free Public Art Museum. (2014). Guided tours. Retrieved from Frye Art Museum:
Wikimedia Foundation, Inc. (2013, December 5). Visual art of the United States. Retrieved from Wikipedia, the free encyclopedia:
References
Lawrence, D. R. (2014, January 4). Guide for writing project proposals. Retrieved from The University of British Columbia:
Smith, P. L. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc
Witt, C. (n.d.). Designing PowerPoint slides for an oral proposal. Retrieved from Witt Communications:
Narration: