Supporting Volunteers and Managing Teams

Supporting Volunteers and Managing Teams
Developed by: Volunteer Services and Office of the Ombudsman Slide Time: 3 Total Run Time: 3 Say: The American Red Cross is comprised of a workforce that includes both volunteers and employees. The ability for our teams to accomplish the mission of the organization starts with our ability to work in partnership and as part of a team with the same goals. This workshop is designed to benefit you as someone who works with or supervises volunteers. It is designed to benefit those who are new to working with volunteers as well as those of you who have previous experience. Each of you, regardless of your tenure, will have a chance to raise your self awareness about what you are doing well and ways you might make positive changes to enhance your success as a supervisor of volunteers. As I said, we also understand that many of you have already had years of supervisory experience while for others, this may be your first opportunity to supervise others. Let’s take a moment to recognize the breadth of supervisory experience amongst our group. Please raise your hand if you have experience supervising others. Ask: How many years of experience do you have? Solicit a few responses. Thank them for sharing. Say: Please raise your hand if this will be your first supervisory opportunity. Say: As you can see, there is a wealth of experience in this room combined with an opportunity for all of us to learn, regardless of our experience. The good news is that this is a collaborative and active learning environment. Its design is intended for us to learn from each other as we explore the content.

Overall Learning Goals
Understanding the American Red Cross Volunteer Strategy Learning why people volunteer and what they need as volunteers Exploring the importance of a positive and civil workplace environment Exploring parts of the volunteer lifecycle Laying the groundwork Supporting remote volunteers Coaching, giving and receiving feedback Providing recognition Identifying strategies to lead through change Identifying one action you can take immediately Slide Time: 2 Total Run Time: 5 Say: Let’s review our agenda for today and look at what we hope to achieve, refer to participant guide page 1 for course content. As you can tell, we have a lot of information to cover. Ask: Does anyone have any questions about the agenda before we get started? Say: We will also have a parking lot available. If you think of something you want to cover or ask, please write it on a post it note and place it on the Parking lot. Thank you! Say: Ok, let’s get started!

Before We Start Be present/participate Be respectful Confidentiality
No or unnecessary texting Be on time Listen to everyone Speak up Breaks/lunch Slide Time: 2 Total Run Time: 7 Ask: Before we start, does everyone have a participant guide and name tent? Say: If you have not already done so, please write your name on the name tent and place it on the table in front of your seat. Thank you! Say: We are all challenged by competing priorities and it is tough to be in a workshop, even for a few hours. As a facilitator, it is my role to help you make this worth the investment of your time and attention. Your manager and Red Cross believe your development is important so I’d encourage you to take advantage of this learning opportunity – the more you put into it, the more we’ll all get out of it. We have a lot to cover today and I’m going to need everyone’s help to accomplish our goals. Which brings me to our Working Agreements and our Rules of Engagement for our time together. Be Present/Participate: Your contribution and engagement today will make a huge difference to your learning. I will encourage all of you throughout our session to actively participate. *Help create a learning environment. *Have questions…ask them. *Examples are valuable & welcomed. Be Respectful: Please listen when others are speaking; no side bar conversations. Confidentiality - Your experiences that you share will add value to our discussion and learning. Be respectful of your situations and teammates – no names shared… *What we say and do here, stays here. No unnecessary or texting– please put your phones on silent and I’d ask that if at all possible, you put them away. I understand there may be a pressing issue but if it can wait until a break, please do so. If you have to take a call, please step outside and keep it brief. There is a lot of interactive learning and I don’t want you to miss out!  This is your time to focus on your development. Timeliness - *Start on time…end on time. Please be respectful of everyone’s time and come back on time from breaks. This can be a challenge, so I will ask all of you to help keep us on track – no side bar conversations, keep to topics, etc. Review the schedule – breaks, lunch, restrooms etc. Ask: Is there anything you would like to add to these operating norms? Accept all responses Say: Ok, now let’s take some time to meet one another!

Opening Activity and Introductions
“People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” -Maya Angelou Slide Time: 6 Total Run Time: 13 Activity: Opening Introductions “People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” (Maya Angelou) Say: Within your table groups, introduce yourself: name, how many years you have been with the Red Cross and what you do for the Red Cross. Please keep it brief as you will only have 2-3 minutes to do this for the whole table, which means about 30 seconds a person. (Bring the group back to center). Now that you have meet the people at your table, we will move to our first group discussion of the day. NOTE: For larger groups, SAY: Please turn to the person on your right and introduce yourself: name, how many years you have been with the Red Cross and what you do for the Red Cross. Please keep it brief as you will only have 2-3 minutes. (Bring the group back to center). Thank you. We will now move to our first group discussion of the day. Ask: Would someone like to read this quote for the group? (Thank you!) Say: You and your staff play a significant role in increasing their sense of satisfaction with the volunteer experiences. Your actions and ability to create a positive experience and work environment greatly impact those you work with and even impact those we serve. As you build a relationship with your volunteers and impact their sense of satisfaction with their experience, they will likely share the word firsthand that the American Red Cross is a great place to volunteer and will not only return but encourage others to volunteer with us. Activity: DIALOGUE QUESTIONS Say: In your table groups take 1 minute to discuss this quote. NOTE: For larger groups, SAY: With your partner from the first conversation, please take 1 minute to discuss this quote. What is your reaction to this quote? How does this quote make you feel? How does it relate to our working relationships with our teams? What is the take away from this quote? Activity: LARGE GROUP DEBRIEF Ask: What were some of the conversations around the room? Solicit a few responses Say: Thank you for your participation and insights. Say: As we continue our conversations, I hope you are able to relate these thoughts to how we support our volunteers and manage our teams. What is your reaction to this quote? How does this quote make you feel? How does it relate to our working relationships with our teams? What is the take away from this quote?

Volunteer Strategy Slide Time: 1 Total Run Time: 14
Say: The Volunteer Growth Strategy was developed with the 2017 Vision for the Red Cross. The success of our organization is dependent on the successful engagement of volunteers at every level and across all departments within the Red Cross. The first way for us to do this is by building our capacity to successfully engage more volunteers.

Volunteer Growth Strategy
Drive more mission by increasing volunteer presence We can serve more people in more communities by increasing our volunteer base, activity and presence in local communities. Invest more in volunteers, increase resources Investments such as the reallocation of staff time and improvements in technology to support volunteers fosters growth in volunteer activity and numbers to meet our Vision 2017 goals. Improve volunteer satisfaction Volunteers who are engaged in meaningful work that links directly to our core mission, and who work in respectful partnership with their supervisors are highly satisfied. Engaging volunteers in fundraising Volunteers can engage in fundraising by cultivating and stewarding donors, asking for financial donations as well as by becoming financial donors themselves. Slide Time: 5 Total Run Time: 19 Say: By increasing our volunteer base, activity and presence in local communities we can provide more of the needed services of each community. We are currently doing this through the engagement of Community Volunteer Leaders that are working directly with Executive Directors as the Face of the Red Cross. We have also begun the practice of a formalized Needs Assessment. Ask: How many of you have been asked to contribute to the regions Needs Assessment? Solicit a few responses. Say: If you have not been involved, please reach out to your Regional Volunteer Services Officer and offer to assist with the process. Say: Working with the staff structure with in regions, we have dedicated staff to help with the recruitment and onboarding. We have created resources on the Exchange and are identifying required training needed. We are continuously enhancing Volunteer Connection in order to improve the technology and be more user friendly. Say: It is important that volunteers are engaged in meaningful work that they are interested in, that they have the skills to accomplish and which links directly to our core mission. Volunteer satisfaction correlates to being able to work in an environment that offers respectful partnership with their supervisors and team members. Say: Fundraising has always been an area that we have tread lightly upon when it comes to volunteers. There is always the myth that volunteers will not give money because they give time or blood. However, what we do know is that volunteers are the most invested in the organization because they choose to be there and help. They understand the needs and often times that translates to wanted to also help with financial support. Volunteers are our best marketing tool – they know what we do and the importance of the mission. Because they are always in the community, volunteers can engage in fundraising by cultivating and stewarding donors, asking for financial donations as well as by becoming financial donors themselves. Ask: Are there any questions or comments on the volunteer strategy before we move on? Say: Now let’s take a minute to think about how our work with volunteers aligns with the Red Cross’s vision and values.

Orientation to Red Cross Vision and Values: Relating Work to Mission
The American Red Cross, through its strong network of volunteers, donors and partners, is always there in times of need. We aspire to turn compassion into action. Values: We reaffirm our commitment to the Fundamental Principles of the International Red Cross and Red Crescent Movement and add to these principles five values that are essential to our continued success in meeting our mission. Compassionate * Collaborative * Creative * Credible * Committed Slide Time: 4 Total Run Time: 23 Say: As you know, in addition to the mission of the organization, the American Red Cross also has a vision and values statement. The mission, vision statement and 5 Values statements can be found in your participant guide on page 2. These values are not new to the Red Cross, but this gives us a common language and foundation to grow on. The values drive how we accomplish our goals and conduct ourselves to execute and achieve our Strategic Journey. Compassionate: We are dedicated to improving the lives of those we serve and to treating each other with care and respect. Collaborative: We work together as One Red Cross family, in partnership with other organizations, and always embrace diversity and inclusiveness. Creative: We seek new ideas, are open to change and always look for better ways to serve those in need. Credible: We act with integrity, are transparent guardians of the public trust and honor our promises. Committed: We hold ourselves accountable for defining and meeting clear objectives, delivering on our mission and carefully stewarding our donor funds. Ask: When working with volunteers, how can you relate the mission, vision and values of the organization to the importance of the volunteer assignment? Why is it important to connect the mission, vision and values to the volunteer assignment? Please take two minutes to discuss these questions at your table. Solicit a few responses. Thank the participants. Say: The mission, vision and values helps to identify the culture of the organization and the give all of us the foundation for why we are here and why the work for the Red Cross is important to us. It gives us our structure, our over arching goals and our sense of completing work that makes a difference to our communities. Ask: What questions do you have before we move ahead? Answer any questions the group may present. Say: Okay. Before we move to the next unit, let’s take a look at how the topics we’ll be covering today relate to the volunteer strategy and fit into the Volunteer Engagement Cycle.

Focus Areas of Engagement Cycle
Communication Understanding volunteer motivations Creating a positive environment Setting the stage Evaluation Coaching Giving and receiving feedback Continuous Improvement Managing conflict Leading through change Slide Time: 3 Total Run Time: 26 Say: In your participant guide on page 3 you have the volunteer engagement cycle. It’s likely that many of your are already familiar with this cycle. If you’re not, you soon will be. The Volunteer Engagement Cycle helps to depict the activities that are necessary to successfully manage the volunteer process. The outside circle focusing on the standard areas to be addressed and which may have compliance or metrics attached, while the inner circle is the activities that will help drive the success of the outer circle. All of the items are dependent on each other and are in continuous motion. In order to give you a sense of how the topics we’ll cover today relate to the overall volunteer engagement process we wanted to provide you with a roadmap for the training that links it to this cycle. Really, today’s concepts apply to the entire cycle and have a place in each step. But they’re especially pertinent to these areas: Click for animation Say: Communicating with your volunteers during the on-boarding process– We’ll talk about understanding the motivations behind volunteering, creating a positive environment in which to work, and how your can set the stage for an effective volunteer relationship by discussing expectations and providing the right tools early on. Say: Evaluation – We will cover skills for discussing performance and that piece of the inner circle, continuous development. Specially, effective coaching behaviors and how to give and receive feedback in a way that’s positive for all parties. Say: And finally we’ll cover skills that are essential to continuous improvement – conflict management and leading through change. Say: So, let’s begin.

Why Do People Volunteer?
Slide Time: 1 Total Run Time: 27 Say: Now that we understand the volunteer engagement strategy, let’s explore what motivates volunteers to donate their time and energy to our organization. Say: Let’s begin with an exercise.

Activity: What Motivates You?
We all have expectations and motivations. Awareness of yours and your team’s can help improve team performance. What expectation and motivations do you think others have? Let’s find out… Slide Time: 6 Total Run Time: 33 Say: All Red Cross workers bring personal expectations and motivations to their work at the Red Cross. An awareness of expectations and motivations can lead to improved individual and team performance. What are motivates you? What about others? Let’s find out… Group Activity: WHAT MOTIVATES YOU? Do: Ask each table/partner pair to think about what motivates people to work for the Red Cross. Say: At your table, brainstorm a list of reasons or motivations people might have for working with the Red Cross, both paid and unpaid staff. Please write your ideas on page 4 of your participant guide. Say: When I say, “Red Cross Rocks!” you will have 2 minutes to discuss. Have each group report DEBRIEF Do: Have each group report out on their discussion. 2 minutes. Say: Thank you for sharing. Many of the motivations you came up with fall under larger motivational categories. Let’s look at some of these broader motivational factors and think about how they might inform our interactions with volunteers

People Volunteer to Satisfy Emotional and Psychological Needs
Achievement Affiliation Impact Need feedback Wants responsibility Like problem solving Sticks with task to completion Needs specific goal Needs to be liked Needs personal interaction Seeks socialization opportunities Likes group projects Likes personal contact with supervisors Seeks responsibility Has eye on overall organizational goals Needs to feel and see his/her impact on others, on programs Enjoys teaching and mentoring others May like being brought in on project planning and strategy Slide Time: 5 Total Run Time: 38 Say: At a basic level, people are motivated to volunteer because they see it as a way to satisfy emotional and psychological needs. These needs fall into three categories that we all experience – the needs for: achievement, affiliation and impact. Achievement – a sense of achievement comes from doing something - meeting a goal, closing a deal or finishing a project – and feeling like you’ve done it well. People seeking achievement are satisfied by seeing a product or process to its end, and knowing they’ve gained skills along the way. In the context of volunteering for the Red Cross, achievement might look like: Understanding - learning more about the world and/or exercise skills that are often unused or learn new skills through volunteering. Enhancement - grow and develop psychologically through involvement in volunteering. Career development - gaining career-related experience, leadership experience, explore a career or enhance a resume Affiliation – a sense of affiliation comes from being with others in a positive, enjoyable way. Those seeking affiliation like to be on teams, make friends, and feel accepted by those around them. They may also value their connection to a respected organization or cause. Volunteering may satisfy the need for affiliation by allowing one: Build networks – the chance to create and strengthen ties within the community. Socialize – opportunities to make friends and spend quality time with them. Connect – to be seen as part of a worthy cause or mission and the positive perception that can earn. Impact – a sense of impact come from contributing to or changing something. People seeking to have an impact like to understand how their efforts affect the larger organization or mission. They like to know their work has done some good – be it for one individual, the community or the world. Along these lines, volunteering can offer individuals a chance to: Express or act on important values - such as humanitarianism and helping the less fortunate or giving back to their community. Protect self image - if the individual uses volunteering to reduce negative feelings, such as guilt, or to address personal problems. These needs are important to everyone, but depending on the person one may standout as particularly valuable or salient. Each person has expectations for his/her volunteer experience – about both the work they’ll do and how they’ll do it. When these expectations are not met – even when they have not been articulated – there may be a surprisingly strong personal and emotional reaction. Volunteers may respond with anger, sadness, decreased effort or by leaving the organization to look for fulfillment elsewhere. In order to retain volunteers, we need to ask about and try to understand at the particular motivations/needs of the volunteer to design suitable position with optimal “fit” that also meet the region’s needs. Unfortunately, volunteers will rarely come into the Red Cross saying, “I’m hoping to satisfy this emotional need and here’s what will do it.” These factors are less tangible than that, and volunteers may not express (or even be aware of) what they’re looking for in this way. Still, you’ll be able to better place and support volunteers if you are able to elicit these underlying motivations. Say: Let’s think about some questions to help optimize volunteer fit that you might want to consider asking as volunteers come aboard.

Using Volunteer Needs to Optimize Placement
Achievement Impact What keeps them motivated to work? What will the end result of their effort be? Which values do they share with ARC? How will they contribute to the mission? Meeting volunteers’ needs through the work they’re assigned Slide Time: 4 Total Run Time: 42 Click to Highlight the Achievement Box Say: To get at motivations around achievement, ask volunteers about what they’d like to do and to get done. What keeps them motivated to work? Share with them your goals or targets for a specific project. Do you hope to take away any skills or abilities from your experience with the Red Cross? Click to Highlight the Affiliation Box To get at motivations around affiliation, ask volunteers about who they’d like to work with. Do you work best individually or on a team? Is there any particular part of the community which you would most like to interact with? Click to Highlight the Impact Box To get at motivations around impact, ask volunteers about their values and how they hope to make a difference. What about the Red Cross mission stands out most to you? Explain how their work will contribute to the larger services provided by the Red Cross. Click to Highlight the Keywords Section Ask: Can you think of any other questions that might help you better understand what an individual hopes to gain from volunteering with the Red Cross? Solicit a few responses. Say: Remember, these are not just things you can ask them, they are also answers you can provide. For example, if a volunteer asks you who will be on their team, that’s an indication that affiliation is important to them. Providing that person with a full, clear answer – and maybe even facilitating an introduction – will go a long way to begin satisfying that need. These elements take your discussion around volunteers expectations beyond a “position description.” A position description tells volunteers what they will do, but does not always cover how they will do it, who they will be working with or how their work will contribute to the organization as a whole and our mission. Unpacking volunteer needs take the conversation that extra step. Say: All of what we have discussed so far is related to the understanding of volunteers and their motivation. As you work to understand volunteers’ needs, the needs and expectations of the organization should also be at the forefront of the conversation. We need to be sure that all members of our teams understand what it means to be a part of the larger Red Cross organization, its mission and values. Who will be on their team? Who might they interact with in the community? Affiliation Recruitment Placement Retention Recognition

Setting the Stage and Clarifying Expectations
Slide Time: 1 Total Run Time: 43 Say: Of course, attempting to satisfy volunteer motivations doesn’t mean we should let volunteers do whatever they want , or that we shouldn’t hold them accountable for producing quality work. Building partnership between the Red Cross and a new volunteer involves balancing the expectations of the volunteer and the expectations of the organization and being clear about how you will interact moving forward. Say: Let’s talk about some ways to do this as well as some things to keep in mind along the way.

Expectations: Things to Keep In Mind
Volunteers may bring particular expectations that are different from the organization’s. Supervisors and paid staff can tiptoe around volunteers Be afraid to assign less desirable work. Be afraid to give real feedback. May hesitate to hold volunteers accountable for their work. Lines and boundaries are not always so clear What can I reasonably expect from a volunteer? How and how often should I communicate with volunteers? Do they really want the feedback? Clarifying expectations early on can help minimize apprehension and confusion. Slide Time: 5 Total Run Time: 48 Say: Please refer to your participant guide on page 5 and take a minute to review this information. Do: Allow participants 1 minute to read. Say: There is a critical need to manage expectations from the start and it’s not always so easy. Ask: When have you experienced any of these things happening? And what was the result? Solicit a few responses. Ask: What is the impact when supervisors are not direct? What is the impact when expectations are unclear? Say: Let’s talk about some elements of a constructive expectation setting dialogue.

Setting the Stage Part of the volunteer supervisor role is to set the stage for volunteers as they come aboard. This includes tasks like: Matching the volunteer and the job Providing orientation Connecting the volunteer with appropriate training It also includes having a dialogue with volunteers about their expectations for working with the Red Cross in these areas: Behavior and Demeanor Outcomes and Contributions Supervision and Assignments Communication and Conflict Resolution Decision-making What questions might you ask to understand a volunteer’s expectations for what working with the Red Cross will be like? Slide Time: 4 Total Run Time: 52 Say: As a supervisor you need to make sure you have the tools and information you need to manage your volunteer. There are plenty or resources and training available to support you in this efforts. You can create a positive experience for your volunteers throughout the volunteer engagement cycle. As we have already learned, in the needs assessment piece you will create meaningful positions that match your needs, in the interview process and placement you will match the right volunteer in the right job, and as the volunteer is placed in your unit you need to make sure that you create an environment where your volunteer is comfortable communicating with you and key stakeholders of their projects. Beyond these tasks, setting the stage for new volunteer relationships also includes having a conversation about their expectations for working with the Red Cross. These are some topics it is helpful to cover during your first interactions with a volunteer Behavior and Demeanor Outcomes and Contributions Supervision and Assignments Communication and Conflict Resolution Decision-making As someone that’s familiar with the organization, it’s easy to take these details for granted and assume that everyone already knows them. Some of these issues may seem straightforward, but they’re critical information for new members to become aware of as they came on board. Click for animation Ask: So, what questions might you ask to understand a volunteer’s expectations around these issues and for what working with the Red Cross will be like? Solicit a few responses. Say: Thank you for those suggestions. We’ve also provided a list of helpful questions to ask and answer during your first interactions with volunteers. Those are in your participant guide on page 5.

Setting the Stage for Remote Volunteers
Distance and virtual communication add an extra layer of complexity to supporting volunteers Delays and technological breakdowns in communication Less familiarity between team members Feelings of isolation or disconnect from the organization When discussing expectations with remote volunteers, consider these additional elements What technology or programs will be used? Do they know how to use those programs? How and how often will you be in touch? Who else is on their team, or working on the same project, that they can contact with questions ? Be proactive about checking in with remote volunteers Slide Time: 5 Total Run Time: 57 Say: When we talk about remote volunteers, we are referring to any individuals whom you don’t see in person on a regular basis. They could simply work from home most of the time, or they could live hundreds of miles away. In any case, managing volunteers across large regions presents many challenges: Managing from a distance Lack of direct observation Missing context in communication – you don’t get the benefit of seeing a person’s non-verbal communication, which helps us understand others’ feelings and concerns in a more holistic way Delays in communications, interaction You might not have the chance to see the volunteer for days or weeks Less familiarity, access can lead to additional conflict Examples of challenges: Possibility: not all team members are dispersed. You might have some volunteers working out of a regional headquarters building, and others in rural areas who don’t come to town. This can lead to perceptions, for example, that the office volunteers are special or have more advantages Varied geographic environments and cultures can lead to people being out of sync People have to rely on electronic communication, or they might not have access to technology You need to have more explicit rules for virtual communication – what are your team’s norms? People should always say if they need to leave a conference call, don’t just hang up vs. people shouldn’t interrupt a call to say they need to leave s should always have a greeting and sign-off, otherwise they are rude vs. s should be direct and to the point, not waste people’s time Managers should trust that I know what I’m doing vs. I need my manager to provide more guidance now that I don’t see him all the time Ask: What are some fundamental ways to bridge these gaps? Say: You must be more proactive in checking in with remote volunteers. This can happen on the phone, in an , or in person. Please see page 5 in your participant guide for examples of questions you might ask, and when you might ask them, to ensure that you and your remote volunteers are on the same page or making changes where necessary. Bear in mind that you can also use these questions with any worker at any time to strengthen your working relationships, improve communication and provide opportunities for feedback.

Break: 15 minutes Checking-in
Slide Time: 15 Total Run Time: 1:12 Do: GIVE 15 MINUTE BREAK Say: We will now think about the elements of a positive environment and how to create them in the workplace. Ask: What questions do you have before we move ahead? Do: Check in with participants with questions from the “Checking in” bullets below Progress - How are you doing? - Are we accomplishing our goals? - Are we on target? Is there anything we need to tweak in how we are doing things?” (Do this when things seem to be getting stuck, at points of closure, and at least once per discussion.) Pace - Are we moving too fast, too slow, or about right? - If too fast or too slow, what would help? Process - Are the tools and approaches we are using the right ones? Are there changes, additions, suggestions you have? (Do this when the tool or approach you are using isn’t yielding the results you expected, or if it is evident that the process isn’t being followed as laid out.) Pulse - How are you feeling? - Are you energized or wiped out? What would perk us up? (Do this when people seem distracted, tired, frustrated, and at least once each discussion.) Say: No more questions? Lets move on

Working in a Positive Environment
Slide Time: 2 Total Run Time: 1:14 Say: Red Crossers spend a lot of time at work; work becomes not just something that you do, but a part of who you are. And because of this we understand the value of a positive work environment and of enjoying what you do and where you do it. When you work in a place where you feel respected and valued, you take pride in what you do, you perform better and you care about the organization and its future – and all of this makes you feel good about yourself and makes you want to continue contributing in the way that you are. This is equally true for volunteers, right, if not more so because volunteers aren’t being paid, or forced to work, or volunteering for the Red Cross because it’s the only place that will take their time. The only reason anyone volunteers is because they feel good about doing it. We just talked about how volunteering provides folks with some type of positive affirmation, and that positive feeling is enhanced by being in a positive environment… perhaps that’s a no brainer. Say: So for the next 15 minutes or so we’re going to talk about what a positive workplace environment looks like and the ideas you guys have for how you can help build and maintain this kind of space – an effort that begins from the moment you say, “Welcome to the team.” Please refer to page 7 in your participant guide.

Reflection: What Are Some Elements of a Positive Environment?
Supported Respected and Valued Engaged What makes an environment feel open and relaxed? What aspects of the space you work in make you feel motivated and valued? In what setting are you best able to accomplish your goals? Slide Time: 3 Total Run Time: 1:17 Say: So first, we want you all to take a moment for yourself to reflect on what environmental elements make you feel comfortable and motivated in the workplace. As an employee or volunteer of the American Red Cross, think about what you want from your work environment. Consider these questions: Ask: What makes an environment feel open and relaxed? Ask: What aspects of the space you work in make you feel motivated and valued? Ask: In what setting are you best able to accomplish your goals? Say: Please take a couple minutes to think and quietly write down your thoughts. There’s a space to respond in your participant guide on page 7. Allow two minutes for writing. Say: Thank you. Now you’re going to have the opportunity to bring your ideas to life!

Exercise: What Does a Positive Environment Look Like?
No Words! Slide Time: 15 Total Run Time: 1:32 Say: The goal of this activity is to create a picture perfect environment…so to speak. ACTIVITY: Marker Pass Do: Divide participants into groups of 4 or 5. Give one marker and one piece of newsprint to each group. (Groups of 4 or 5 each with their own paper or flipchart) NOTE: for a very large group, you may: have individuals do this activity with a person seated next to them ask for 4-5 volunteers to come to the front of the room and do the exercise just for a couple of minutes. Say: Here are the instructions and some rules. Please refer to page 7 in your participant guide: As a team, you will silently work together to draw a positive environment Each member will add one element to the drawing and then pass the marker to the next team mate. Continue passing the marker until each member has added 4-5 times. You will have about 5 minutes to complete this task. After you have completed your picture, take 2 minutes to discuss within your group the final product You will then have 1 minute to report out and interpret your picture to the larger group. Rules This is a silent activity. Please do not talk with your team mates until the debrief. Do not write words. Don’t worry about drawing perfectly! Use stick figures. Use symbols, squiggles and arrows to represent intangible things like moods and relationships. Ask: Does anyone have any questions? Say: Ok when I say DRAW – the first person pick up the pen and start drawing….DRAW! Do: After 5 minutes drawing, give the groups 2 minutes to discuss their creation amongst themselves. Do: After 2 minutes discussion, go around the room and give each group 1 minute to share their drawing with the room. Ask: What themes emerge from all of these illustrations? Solicit a few responses. Say: Thank you all for participating! We will keep your pictures up around the room so that they stay in mind as we continue. Do: Hang pictures around the room. Say: We will now look at the role of civility in a positive environment. Ask: What questions do you have before we move ahead? Answer any questions the group may present. Say: If there are no more questions, lets move to Unit 5. No talking! No Artistic talent needed!

The Role of Civility in Creating a Positive Environment
Slide Time: 2 Total Run Time: 1:34 Say: In any workplace the positivity of the environment, or the positivity you feel in that environment, is going fluctuate day to day. As we are all aware, there are many times when the demands of our jobs and personal life cause us to become stressed. You got up late this morning ‘cause the alarm didn’t go off, …you missed your ride to the office,… you walked into the office and were handed a new deadline for a project,… and the project staff called in sick! Now…There's a way to start your day! And we all have these days, and we all handle the stress in different ways. Some way withdraw; others may become testy. And for some people it may not be clear how the stress is affecting them. But the point is we understand that it’s not realistic to expect everyone to come to work every day all smiles and bubbles and rainbows. At the same time, we don’t want to allow our bad mood or circumstances to detract from the environment for others. As a supervisor you can’t permit meanness of hurtfulness, no matter the situation. So, in trying to find that balance rainbows and rudeness, we landed on this word civility. We believe that the term civility captures a way of interacting that maintains positivity in the workplace environment and that we can all realistically achieve every day, even when we miss the alarm, or a deadline is looming, or in the face of a personality clash. Say: So let’s talk about civility and what we think it actually means. Please refer to page 8 in your participant guide.

What is Civility? In society… In the workplace…
Civility is the sum of the many sacrifices we are called to make for the sake of living together. - Civility: Manners, Morals, and the Etiquette of Democracy by Stephen L. Carter In the workplace… Involves treating others with dignity, acting with regard to others’ feeling, and preserving workplace norms. - Andersson and Pearson, 1999 Coworkers’ personal interest and respect toward each other; coworkers’ cooperation; and valuing of differences among individuals. – from Journal of Applied Behavior Science, 2009 Slide Time: 4 Total Run Time: 1:38 Say: Of course, civility is one of those words – like respect, justice, morality – that can be defined in many different ways. Its meaning is informed by context, culture, and lived experience. Civility probably means something a little different to each person in this room. Civility… Does not depend on whether or not we like someone. Creates an affirmative duty to do good, not just a promise to do no harm Assumes we will disagree; it requires us not to mask our differences but to resolve them respectfully. Requires that we listen to others knowing that they might be right and we are wrong. Requires that we express ourselves in ways that demonstrate our respect for others. Allows, and sometimes requires, criticism of others, but the criticism should always be posed in a way that is respectful and constructive. Ask: What’s difficult about defining civility in a place where people from all different cultures and walks of life work together? Solicit a few responses. Say: Given civility’s subjective nature, it’s probably more useful to talk about what civility looks like in practice.

Civility: How does it look like to you?
Listen to a person’s concerns as you think that s/he would like them to be listened to. Acknowledge that others may have different values and ways of doing things. Avoid imposing your way on others. Paraphrase statements for which you need clarification and ask for help in understanding. Verbalize your concerns and let the other person know your boundaries. If involved in abusive situations, don’t escalate the problem - step away and get help. Support and stand up for civility if you see others being put down. Seek out assistance when you don’t know what to do. Slide Time: 4 Total Run Time: 1:42 Say: So, what does civility look like to you? Ask: What specific actions or behavior do you believe model civility? Ask: Can you think of civil actions or behaviors that you believe are specific to the workplace or to working with volunteers? Solicit a few responses. Click for animation Say: These are some behaviors commonly seen as examples of civility in American culture. Listen to a person’s concerns as you think that s/he would like them to be listened to. Acknowledge that others may have different values and ways of doing this; avoid imposing your way on others.. Paraphrase statements for which you need clarification and ask for help in understanding. Verbalize your concerns and let the other person know your boundaries. If involved in abusive situations, don’t escalate the problem – step away and get help. Support and stand up for civility if you see others being put down. Seek out assistance when you don’t know what to do. Ask: So how is civility relevant to managing and supporting volunteers? Adapted from Program I – Opening the Right Doors – of the video, The Respectful Workplace

Civility and Civil Treatment are Major Components of Volunteer Motivation and Support
Bolsters teamwork Strengthens relationships Smoothes communication Promotes continued respect for our organization and brand. Slide Time: 1 Total Run Time: 1:43 Say: Civility and civil treatment will heighten a volunteers experience with the Red Cross in almost all areas. It will: Bolster teamwork Strengthen relationships Smooth communication Encourage continued respect for our organization and brand from volunteers and others. Say: On the flip side, incivility can take a real toll on your relationship with volunteers and their perceptions of the Red Cross.

Costs of Incivility Team Spirit Deteriorates
In response to experiencing incivility in the workplace… Many people intentionally decrease work effort. Lose time worrying about the incident. Teamwork becomes more difficult. Effort and Creativity Suffer Incivility is contagious and reciprocal! Those who experience incivility are more likely to treat others in kind. One’s sense of loyalty to an organization decreases. Team Spirit Deteriorates Incivility is one of the major reasons people cite for leaving an organization. “Witnessing just a single unpleasant interaction leads people to generalize about other employees, the organization, and even the brand.” Workers and Clients Leave Slide Time: 4 Total Run Time: 1:47 Ask: Please turn to page 8 of your participant guide and take a couple minutes to review the information on this slide. Allow two minutes to read Say: I’d like to highlight the last red box in particular. Incivility is one of the major reasons people cite for leaving an organization. And add that while this is true for workers, it’s also true for community members and donors and potential donors. And the next quote, witnessing just a single unpleasant interaction leads people to generalize about other employees, the organization, and even the brand is especially resonant at the Red Cross because we work for an organization that relies heavily on the strength of its brand to operate, to draw donation and volunteers. Ask: Any questions or comments about this chart? Say: Just like civility, incivility is easiest to talk about in terms of behaviors and examples. Let’s take a minute to brainstorm what some might be. Harvard Business Review, Porath & Pearson, 2013

What Does Workplace Incivility Look Like to You?
Overt Subtle Harassment Discrimination Bullying Threats Assault (verbal and physical) Forgetting or forgoing greetings or courtesies Disengagement Ex: texting during a presentation Teasing, “just jokes” or “just playing” Unresponsiveness or untimely responses to communications Gossip, cliques Interrupting, showing impatience Slide Time: 4 Total Run Time: 1:51 Ask: What does workplace incivility look like to you? Solicit a few responses. Click for animation Say: Thank you. This chart captures many of the examples you’ve raised and some others. Please refer to page 8 in your participant guide. Please note that these may be actual acts of incivility or may represent perceptions of action. Meaning, a person may exclude someone from a meeting and that act may be perceived as incivil, though that may not have been the person’s intention. The perception of incivility can be just as divisive as objective acts of incivility. Say: Certain instances of incivility are easy to spot. Examples of these are in the left column and there’s little discrepancy around whether actions like these are civil or not. Most people can tell that these are uncivil – certainly it’s clear to the people observing these behaviors from the outside, and often also to the person him/herself . Luckily, there are laws and resources in place to protect against them – laws, company policies. The examples to the right are more subtle and potentially ambiguous, though they can still cause severe harm to relationships and working environments. Often, perceptions of subtle incivility are caused by differences in culture or in personal preference. What seems acceptable to one person may seem rude or insensitive to another. For example, in some cultures it is disrespectful to look a superior in the eye. In some religions, unrelated men and women cannot shake hands. Both action can be perceived as rude or incivil to those who are unaware of the rationale for such behavior. Neither interpretation is right or wrong. But in situations like these it’s helpful to remember the platinum rule – Treat others in the way they wish to be treated. Ask: What are other examples of actions or behaviors that might be civil/acceptable to one person but seem uncivil/unacceptable to another? Say: These subtle types of incivility are harder to prove, and there are not usually formal resources in place to handle them. There are, however, steps you can take yourself to minimize this type of incivility…. Note: these may be actual acts of incivility or may represent perceptions of action.

Preventing Incivility in the Workplace
When perceived in others Bring it to the other’s attention Give a BIFF response - Brief, Informative, Friendly and Firm In yourself Model the behavior you would like to see Ask for feedback and truly listen, rather than react or defend Within a group Create group norms around civility Start a dialogue within your team about expectations and accountability. When your team is dispersed, work to create shared understanding of appropriate conference call behavior and etiquette. Slide Time: 5 Total Run Time: 1:56 Say: Here are a couple things you can do when you perceive others to be acting with incivility: Bring it to the other’s attention: It may be that the person is unaware their actions seem rude to others Give a BIFF response - Brief, Informative, Friendly and Firm Good for seemingly hostile s or when someone is venting Ends the cycle of incivility, does not reciprocate emotional discharge Focuses on the relevant information, not the hostility Say: To promote civility in your own behavior you might… Model the behavior you would like to see There is no guarantee your idea of civility will align with those of others’, but you set a powerful example when your actions match your words. Ask for feedback and take the time listen, rather than react or defend Say: And finally, here are some ideas for fostering civility in group settings: Start a dialogue within your team about expectations and accountability. When your team is dispersed, work to create shared understanding of appropriate conference call behavior and etiquette. Ask: Does anyone have questions? Say: Let’s take a minute to practice one of these skills. On page 9 of your participant guide there’s a space to practice BIFF responses. Please take 2 minutes to read the examples and think about how you might respond using BIFF. Allow 2 minutes to read Ask: Would anyone like to share their responses? Say: Thank you. If there are no more questions, let’s move to Unit 6. BIFF Responses from High Conflict Institute, 2007; Harvard Business Review 2013

Motivating and Developing Through Coaching and Feedback
Slide Time: 1 Total Run Time: 1:57 Say: Even with the most solid ground work and clearest expectations, volunteers will continue to need direction and developing. They may grow into new roles. They may encounter new situations you hadn’t anticipated. Or your original expectations may need to be revisited. This is a natural part of volunteer development. Say: In this section, we’ll discuss how to effectively develop your volunteers using coaching and feedback.

Performance Development
LEARN Help volunteer prepare “PACK” for current assignment Provide /clarify role, job/task, work directions, guidelines, procedures, expectations Provide information, tools and resources for volunteer to be successful Conversation initiated by supervisor when giving feedback or volunteer when asking for clarity/help Debrief, or “UNPACK,” volunteer experience Discuss current assignments Understand person’s motives and goals (at start/end of assignment) Slide Time: 2 Total Run Time: 1:59 Say: Please refer to page 10 in your participant guide. Coaching for performance focuses on results - on getting the work done and done correctly. We use the term “PACK” as a way to describe your role when coaching for performance. By helping a volunteer “PACK” for their assignment, you are ensuring they are prepared to succeed in their current assignment. It is similar to what we do to prepare in “blue sky” for a disaster – we anticipate and prepare for needs that may arise. By “packing” before an event, we are better prepared for the event. Coaching for performance is done when volunteers get the information they need about their work, and the resources they need to be successful. Either you or your volunteer can initiate this discussion – the goal it to make sure there is clarity about the assignment and the work gets done correctly. Coaching for development focuses on the volunteer’s learning, both in their current assignment as well as targeted towards future or career development by helping volunteers debrief or “UNPACK” the experiences they have had. Unpacking gives you useful information about each volunteer‘s experience in terms of their satisfaction with the current assignment. It also allows you to discuss the strengths you saw, improvements they might need to be successful, and options for them to develop as needed. It’s important to note that Coaching for Development helps you understand each volunteer’s motives and goals. This is an effective coaching conversation that can be held at the start and/or at the end of the volunteer’s work assignment. Say: There are also specific skills that effective coaches use to provide useful, hearable feedback. We’ll look at those now.

Coaching is Built on Key Behaviors
Observing Diagnosing Slide Time: 1 Total Run Time: 2:00 Say: Here are some of the skills a supervisor uses when Coaching. In order to effective Coach for Performance or Development, a supervisor must: Observe the volunteer in action to diagnose what is happening compared to what needs to happen, then provide whatever feedback is appropriate, positive or constructive feedback. When starting a coaching conversation, it is important for the coach to watch the language, words and tone of voice being used in the conversation. And, to understand the volunteer’s perspective from their experience, a good coach asks questions, listens actively, and asks clarifying and probing questions to truly understand the situation. Say: Let’s talk more about the coaching mindset and the language and tone effective coaches use. Please refer to page 10 in your participant guide. Providing Feedback Language Words Tone Clarifying Listening Asking Questions . 30

Talking with vs. talking at…
Language of Coaching The power of words… A different tone… Talking with vs. talking at… Slide Time: 2 Total Run Time: 2:02 Say: Supervisors with a coaching mindset approach conversations from a collaborative, helpful perspective. They recognize the power of words, the importance of tone of voice and the importance of talking with the other person instead of at that person. The tone and body language you use makes a difference when coaching, and it affects the way your feedback is received. Say: Try this. Sit down with someone you trust (a friend or a relative) and ask them to give you feedback on the way you communicate. How does that person perceive your tone? What does your body language convey? How do they think your tone or language changes when you’re giving advice or suggestions? These questions are in your participant guide on page 10 so you can try this at home. Say: Coaching works because it builds another person’s confidence and lets them know you are committed to helping them succeed. Research has proven that there is a correlation between coaching, productivity and results. Say: A large part of coaching is providing and receiving feedback. On the next slide we’ll discuss this further. Jeff Daly, former chief of design at the Metropolitan Museum of Art , once said, “Two monologues do not make a dialogue.”

Feedback: A Two-Way Conversation
Giving Feedback Receiving Feedback Start with something positive. Choose your priority areas. Give people time to “get it” themselves. Own your own feedback but be aware it is only one perception. Write down the key points in the conversation, or ask the volunteer to do so. Listen carefully to what the giver has to say and don’t interrupt. Make an effort not to be defensive. Seek examples of the behavior at issue to help you understand exactly what the person is emphasizing. Summarize in your own words what you understand the giver of the feedback to be saying. Slide Time: 2 Total Run Time: 2:04 Say: Please take one minute to refer to page 11 in your participant guide. Say: Much like the expectations dialogue, feedback is also a two-way street. It’s important that your as a supervisor can share important information with the volunteer, and for the volunteer to feel like he/she can share information in return. Here are some best practices for giving and receiving feedback: Start with something positive - Share something that shows you value the person and his or her contribution. Make sure this comment is factual. Ex: “I see how much effort you’ve put in on this project.” Choose your priority areas - Even if there are many things going wrong, it can be demoralizing for someone to receive a lot of negative feedback at once. Aim to address important areas first. Give people time to “get it” themselves -Provide space for people to recognize the implications of their behavior and, if possible, come to the same conclusions that you have. Own your own feedback but be aware it is only one perception - Listen for alternative views and avoid pre-judging the person. Write down the key points in the conversation, or ask the other person to do so - Review the list together to ensure it accurately captures what you discussed so that you leave with the same understandings. This need not be a formal document – even an will do. As the receiver of feedback, you determine what you can take from the feedback and how you will modify or change your behavior. This may mean giving yourself some time to think about or sort out what you heard. Say: Feedback is a two-way conversation. Some suggestions on how to receive feedback include: Listen carefully to what the giver has to say and don’t interrupt. Avoid spending that time just thinking of how you will respond. Make an effort not to be defensive. Evaluate what is being said with an open mind and try to understand it. Seek examples of the behavior at issue to help you understand exactly what the person is emphasizing. Summarize in your own words what you understand the giver of the feedback to be saying. This helps you check for misunderstandings and also lets the other person know that you were listening. And of course, don’t forget to breathe. Say: After a feedback session, it is important to keep momentum moving forward, and work towards improving the volunteers work and your relationship in light of the information shared. Ask volunteer to name one or two insights from the conversation. Ask volunteer for (at least) one concrete thing they could do to address any of the issues raised. Ask: Are there any questions about these suggestions? Say: Let’s try our hand at some feedback right now. Say Thank You at the end of the conversation!

Exercise – House of Cards
Feedback What did your partner do well? Where could they have improved? What could you do to support your partner next time? Slide Time: 20 Total Run Time: 2:24 Group Activity: HOUSE OF CARDS Say: Now you’ll have a chance to practice giving and receiving feedback in the moment. Please refer to page 11 in your participant guide. Here’s what we are going to do: Each pair of you will get a half a deck of cards. Assign one partner to be the builder and the other to be the architect. Together, build the biggest, best house of cards you can. The architect cannot touch the cards. The builder cannot move the cards without the architect telling him/her how to do so. Build for about 5 minutes After 5 minutes hold a feedback session. Each of you give your partner five minutes of feedback: What did your partner do well? Where could they have improved? What could you do support them next time? Ask: Are there any questions about these directions? Begin exercise. Allow 5 minutes to build and then announce that it is time to stop building and begin exchanging feedback. Click for animation Do: Allow 5 minutes for feedback. Do: Bring whole group back together. Ask: What was the most constructive piece of feedback you received? Solicit a few responses for each question - What made it helpful? - What did your partner do to make it easier to hear the feedback? What was hardest for you about giving feedback? What would you want to do differently in the future? What about this exercise is similar to managing volunteers? Say: Remember that volunteers can’t do some things without permission/guidance from supervisor, and that supervisors cannot do all things themselves and need volunteers to complete tasks. So, we have “architects” and “builders” at the Red Cross and they need to be able to work together to get the mission done. Say: Now let’s talk about another kind of feedback – recognition.

Recognition and appreciation
Recognition is respect made visible Effective recognition and appreciation practices span a continuum of ideas, rationale and methods Provided to all volunteers. Personalized and flexible. Ongoing and constantly evaluated. A responsibility of the entire unit. Recognition individual motivation Volunteers motivated by being with people and establishing warm relationships. Volunteers motivated by achieving goals, completing assignments, mastering tasks and solving problems. Slide Time: 2 Total Run Time: 2:26 Ask: What have you seen work well in other jobs or experiences? What type of recognition or appreciation is meaningful to you? Solicit a few responses. Say: Please refer to page 11 in your participant guide. Recognition is respect made visible. It is an essential part of a well-managed volunteer program and offers the opportunity to be creative, insightful and deliberate in our expressions of gratitude and commendation toward volunteers, who give of their time and skills to make an impact in the community. More than the annual banquet or event, more than a simple thank you, effective recognition and appreciation practices span a continuum of ideas, rationale and methods. In its foundational elements, effective recognition should be: Specific Provided to all volunteers. Personalized and flexible. Ongoing and constantly evaluated. A responsibility of the entire unit. Budgeted by all departments that engage volunteers. If any one of these elements is missing, the recognition portion of your unit’s volunteer program will be compromised. Say: The most meaningful recognition is in alignment with the motivation of the individual volunteer. Say: If a volunteer is motivated by being with people and establishing warm relationships, recognition could include: Opportunities for team interaction. Award or certificate presentations in front of peers. Praise from peers and supervisors. Recognition events in a social setting. Say: If the volunteer is motivated by achieving goals, completing assignments, mastering tasks and solving problems, recognition could include: Increased responsibility. New, more challenging assignments. Promotion to a new position. Awards or certificates recognizing specific achievements. Naming a new technique or process after the volunteer who designed it. A leadership position. A note or telephone call from the unit’s leadership. A request for advice or counsel and participation in both formal and informal decision- making. Say: Even in the best-run teams, there will undoubtedly be moments of tension or conflict. That’s okay! When managed well, conflict can be good for the team. It tells you where your attention is needed, it provides opportunities for innovation and problem-solving, and builds the resilience of team members to work through tough times. Let’s look at conflict with a bit more depth and explore some techniques to keep conflict constructive. Say: Let’s look at conflict with a bit more depth and explore some techniques to keep conflict constructive. Ask: What questions do you have before we move ahead? Answer any questions the group may present. Say: If there are no more questions, lets move to Unit 7.

Managing Conflict Slide Time: 1 Total Run Time: 2:27
Say: As was said, in this next section we are going to explore techniques for turning conflicts from destructive, disruptive events into opportunities to problem-solve and create constructive solutions. First we will look at conflict styles and the different approaches people often take in conflict situations

Different Conflict Styles: Yours and Theirs Provides awareness of our choices of motives and approaches. High Compete/Control (Win/Lose) Collaborate (Win/Win) Concern for Personal Goals Compromise (Mini-win and Mini-lose) Slide Time: 6 Total Run Time: 2:33 Say: We all come to work with a different default method of dealing with difficulty and conflict. Our styles are influenced by a number of factors, from where we grew up and how our families managed problems, to our professional training and even the preferences of a boss from years ago. The important thing to remember is that there is no one wrong or better style. Instead, there is a time and a place for each style. The key, as a leader, is to be able to think strategically about how to deal with a problem, rather than simply react in your default style. Let’s take a look at this chart. Please refer to page 12 of your participant guide. It describes two dimensions of consideration when looking at a conflict. On the horizontal axis is your concern for the relationship you have with the other person. In the workplace, we need to maintain most of our relationships so we can continue to get our work done. Along the vertical axis is our concern for ourselves, or the outcome. Let’s consider a few examples. Let’s say you are negotiating to buy a new car. You’re probably not terribly concerned about the car dealer’s feelings or your relationship moving forward. You want the lowest price, the most options, free oil changes for life, and whatever else you can get. In this case, you’ll compete to win (point to compete in the upper left corner). Now lets imagine that you’re in the same situation, but instead of buying the car from a dealer, you are buying it from your aunt, whom you love. You want the best price, but you also want to be able to have peace in your family. You’ll probably collaborate with your aunt to find an outcome that serves both of your needs as best you can (point to collaborate in the upper right corner). Okay, now let’s picture the same car-buying experience. Except this time, you don’t actually need the car. You already have two great cars, and you just thought it would be nice to have a third one for when your son starts to drive next year. If the dealer is playing hard ball, you might just back off completely. The outcome isn’t that important, and neither is the relationship. (point to avoid in the lower left corner). Now, imagine that you are buying the car from your boss (please don’t do this!). You are somewhat concerned about the outcome, but you are more concerned about maintaining your relationship. So, if the boss wants to charge you an extra $200 over what you think is fair, you might just say okay to keep the peace (point to accommodate in the lower right corner). In the final scenario, you can compromise. This could be an option probably in any of the examples used above – as long as both parties are willing to engage. Often, the outcome of a compromise will be livable, even if it doesn’t meet every need. But now imagine that you only used one style – or NEVER used another. Ask: What is the impact on relationships when you always compete? When you never compete? What happens when one person avoids conflict and the other person is big on collaboration? What other conflicts can emerge? What style do you typically use? What would your friends say? What style do you want to strengthen? Solicit a few responses for each question Say: As we’ve seen, there’s a time and a place for all styles. Your volunteers will come with their own way of managing difficulty, and you can observe how they tend to react. As you become aware of their styles, and stay alert to your own tendencies, you can begin to more strategically navigate situations to bring out the best in your volunteers. Say: Now let’s talk about some techniques that can help you manage conflict when it arises. Avoid (Leave-lose/Win) Accommodate (Yield-lose/Win) Low Concern for Relationship High Adapted from: Katz- Lawyer, Thomas-Kilmann

Interest-Based Problem Solving
Solve problems by focusing on interests, rather than by haggling over positions. Five Basic Principles: Be hard on the problem, and easy on the people Focus on interests, not positions Create options for mutual gain Agree on ways to evaluate options Jointly decide on outcomes Slide Time: 3 Total Run Time: 2:36 Say: There are few steps to keep in mind when trying to resolve conflicts that come up at work, remembering that in most of these situations, you want to maintain – and even strengthen – your relationship with the other person. The same goes for volunteers – being able to help volunteers manage the difficulties that will inevitably arise will encourage them to stay and will help them feel valued and respected. These five basic principles describe a model called Interest-Based Problem Solving. It’s basically about finding out what is driving the conflict and trying to find common ground among the different needs of those involved. Here are each of the steps in this process. They can also be found on page 12 or your participant guide: Be hard on the problem, and easy on the people Focus on interests, not positions Create options for mutual gain Agree on ways to evaluate options Jointly decide on outcomes Say: We’re going to focus on how to elicit interests as a way to help manage and resolve conflicts.

Manage Conflict: Explore Interests
What we want vs. why something is important Behind every complaint is a request, behind every position is an interest What are the other person’s needs, motivations, pressures? What are your own? What pressures are you working under? Emphasize shared nature of the problem and joint problem solving POSITIONS INTERESTS NEEDS Slide Time: 5 Total Run Time: 2:41 Say: Take a look at the image on this page. Very often, an iceberg is used to describe interests and positions. A position is what someone wants – the tip of the iceberg. But underneath that want is a sea of needs – the rest of the iceberg. There’s a lot under there – like we say behind every complaint is a request, beneath every position is an interest. A story that is often used to illustrate positions and interests involves two children who are fighting over an orange. Both children’s position is “I want the orange!” Their mother comes in to settle the argument. The mother could have just cut the orange in half, but instead, she asked each child why they wanted the orange. As it turns out, one kid wanted the pulp for juice and the other wanted the rind to put in cookies. These are their underlying interests. By dividing the orange based on each child’s underlying interests, the mother was able to help them find common ground and both have their underlying needs met. A person’s interests can involve needs, motivations, and pressures. You have them, too. By eliciting the person’s interests, you may find that you have common ground across your interests. This will help you find options to resolve the problem. Let’s consider an example. Say a volunteer comes to you and says that she wants to be a DAT leader. You don’t think she’s ready for that role. Ask: What could be her interests in taking on this role? Solicit a few responses for each question. What are your interests in this situation? Ask: What happens if you just say no? Solicit a response for each question. What is the impact on the relationship? Why else could the volunteer be asking for this position? What else could you do to support her interests? What options does this line of thinking open up that weren’t there before? Say: You know that people are talking about their interests when you hear things like this: “What I’m trying to do here is…..” “I have to do X because….” “I cannot do X because…..” “I’m really concerned about….” Say: Here are some great questions you can ask to learn about someone’s interests: Adapted from Fisher and Ury, Getting to Yes, 1980

Understanding Interests
Focus on open-ended, interest-clarifying questions What need/concern does this satisfy? What makes that important? How is that useful? What will having this do for you? What happened to make you feel this way? Can you tell me more about . .? What was it like to . . ? How do you feel about . . ? Slide Time: 3 Total Run Time: 2:44 Say: Here are some questions that will help you get underneath positions to understand people’s interests. These questions are listed in your participant guide on page 12. Please take a minute to look over them. Ask: What do these questions have in common? Solicit a few responses. Click for animation Say: Then there are questions that do the opposite of helping people feel heard and safe. Leading questions trap people and often embed the right answer right inside. These are the kinds of questions that sow distrust and can alienate people. There are few other tips to remember when you’re trying to resolve a conflict at work: Allow for silence – give yourself, and others, a chance to think. You don’t have to fill every second with talking. Ask people to expand on their thoughts by saying “Is there anything else you think I should know?” If you’re unsure of someone’s meaning, ask them to clarify. If you’re not sure you’re understanding someone, you could misread whatever comes next in the conversation. Another way of managing confusion is to summarize what someone said and ask if you got it right. Weigh options – offer options in a tentative way so that people can “try on” different ideas/solutions without feeling threatened or forced into a choice. Explain why you are asking questions. This reduces defensiveness, explains what you are doing and why, and builds trust. OPTIONAL: Say: We’re going to have a 15 minute break and when we get back we’ll jump into an exercise. OPTIONAL: Break for 15 minutes. Avoid leading questions Don’t you think that was a mistake? We’d like to reach agreement, wouldn’t we? If you trust me, why are you hesitating?

Exercise: Eliciting and Exploring Interests
Slide Time: 27 Total Run Time: 3:11 Say: You’ll notice that we are using interests here to resolve the problem, rather than disciplinary action. Please note that when something happens at the office that is dangerous, threatening or completely unacceptable, you should reach out to your supervisor, Volunteer Services officer, or Human Resources for assistance. These situations may require disciplinary action, suspension or termination, depending on what has occurred. In a minute we’re going to do a role play activity involving a supervisor working with a volunteer who has recently had some conduct issues. The goal of the supervisor is to find out what’s concerning the volunteer, why it’s concerning, and what they should to do address the concern using the type of interest-clarifying questions we discussed. Group Activity: Bringing skills together: Feedback, coaching and interests fishbowl Do: Arrange two chairs in the front or middle of the room. NOTE: If you want to highlight working with remote volunteers, you can arrange chairs back-to-back so that the role players cannot see one another, but can only hear one another, mimicking the experience of being on the phone rather than face-to-face. Say: We will have one person play the volunteer and one person start out as the supervisor. For the rest of you, this is a tag in and out kind of exercise. Those of you observing, if you notice the supervisor getting stuck, or if you have a good idea for how to advance the questioning, please walk to the front and tap the supervisor’s shoulder so you can take his/her seat and assume the role of supervisor. We will continue the role play and tapping in until the volunteer’s issue has been fully fleshed out. Please note that the purpose of this is NOT to achieve resolution, but to uncover the volunteer’s underlying interests. Any questions? Say: First, I’d like you all to please read the scenario in your participant guide on page 13. Allow 1 minute to read. Say: Thank you. Now, I need someone to play the volunteer. You’ll be part of the scene for the whole time, so who’s our star actor in the room? Person raises hand/select person. Say: Thank you! Please join me up here for a minute. Say: While I give some additional instructions to the volunteer, I’d like the rest of you to please think about some questions you might ask as a supervisor to uncover this volunteer’s interests. Bring volunteer to the side of the room and share with him/her the basic scene in the participant guide, the Underlying Interests and additional instructions listed below. A volunteer has been with the local Sheriff’s department for more than 10 years. This person volunteers in the office more than 25 hours a week. The volunteer is helpful to clients and also understands and follows all police department procedures. In general, the person’s colleagues view the volunteer as a valuable member of the team for their institutional knowledge, flexibility, and drive to help members of the public. Recently, however, the volunteer has lashed out at other volunteers. After an event three weeks ago, the volunteer harshly criticized a fellow volunteer, in front of others, for mistakes he made during an emergency response. For this poor conduct the long-time volunteer received a verbal warning. At that meeting, the volunteer expressed surprise, saying that the other volunteer ought to be disciplined instead. Then, last week, the volunteer yelled at and insulted another coworker for showing up late to departmental meeting where important new confidentiality policies were discussed. The volunteer’s supervisor has scheduled a meeting to discuss these incidents and how to proceed. Volunteer’s underlying Interests (only to be seen by the fishbowl participant playing the volunteer) The volunteer is deeply committed to the mission of the Sheriff’s department to providing quality service to members of the public. The volunteer’s spouse was a police officer for years. The volunteer is worried that others’ mistakes will cause hardships for members of the force. When the volunteer came on board, a more senior volunteer served as a mentor and made sure to fully explain team procedures. The volunteer feels a responsibility to make sure new volunteers gain this same understanding. The volunteer hopes to become a senior volunteer leader and is worried that other volunteers’ mistakes will reflect badly on their accomplishments and jeopardize that opportunity. SAY TO THE VOLUNTEER: The purpose of this activity is for the supervisor to practice eliciting these interests from the volunteer with good, clarifying questions. You don’t want to stump the supervisor, but you also don’t want to be forthright with your interests that the exercise becomes unhelpful. Say: Okay, our volunteer is ready. Next, I need someone to start us off in the role of the supervisor. Who would like to step up? Person raises hand/select person. Say: Thank you! Please take one of these seats. Remember, the purpose of this exercise is to uncover and explore the volunteer’s interests, and not to develop a solution to the problem. Say: Thank you. These two will start us off. The goal of the supervisor is to find out what’s concerning the volunteer, why it’s concerning, and what they should to do address the concern using the type of interest-clarifying questions we discussed. Supervisor, please begin. NOTE: You can mention that you may “stop the action” at certain points to highlight certain aspects of the exchange and/or ask participants for ideas. Allow 15 minutes for exercise. Encourage participant to tag in as needed. Debrief (5 minutes) Ask: What was the best question you heard someone ask? What stood out to you as the turning point – when they seemed to be on the road to resolution? What was difficult about eliciting interests? Solicit a few responses for each question Say: Now that we have some practice eliciting underlying concerns, let’s think about how we can apply this thinking to working through change with volunteers. Ask: What questions do you have before we move ahead? Answer any questions the group may present. Say: If there are no more questions, lets move to Unit 9.

Leading Through Change
Slide Time: 5 Total Run Time: 3:16 Say: In this section we’ll discuss how you can help people, and volunteers specifically, navigate change in the workplace. We’ll also talk about how you can constructively respond when faced with resistance to change which, as you know, we all experience. Say: First, let’s reflect on what change means for us personally. In your participant guide on page 14, there are two questions. What’s most difficult for you in dealing with change? How have you seen change affect your team? Please take a minute to reflect on these questions for yourself. Ask: Would anyone like to share their responses? Accept a few responses Transition: Thank you. As we talk about change, and leading through it, it’s helpful to think about the change process and the different stages and emotions people can experience when undergoing a transition.

The Change Process – What You Can Expect
Ending Neutral Zone Beginning Letting go Confusion and distress New start Disengagement from what we do Dis-identification from who we are Disenchantment from what we know and see Disorientation – for where we are heading Slide Time: 5 Total Run Time: 3:21 Say: When people go through change, they typically go through three stages. We are using this model from William Bridges because it is straightforward and easy to relate in a short amount of time. Click for animation Say: In the first stage, letting go, they must leave something behind, something must end. It could be a way of working with clients, processing information, or even the core of someone’s job. Every change begins with an ending. Refer to quote on slide. Say: After the ending comes a period that can be marked by confusion or distress as people figure out how to adapt to the new way of doing or thinking. When we ask people to go through change, they can experience some or all of the following: Disengagement from what we do Dis-identification from who we are Disenchantment from what we know and see Disorientation – for where we are heading Say: Finally, with effective, compassionate leadership, people can begin to accept the change and begin to make progress towards a new beginning. Say: Of course, things are never this clean cut. People go through these stages at all different speeds, and in different ways. Some people never leave the first or second stage – they cannot find a way forward, they do not want to find a way forward, or they are not getting the help they need to do so. Some people can quickly pick up whatever new thing is thrown at them. On your team, and among your volunteers, you’ll see folks across this spectrum. This spectrum is on page 14 of your participant guide. Ask: Please share examples of situations when you’ve faced change. What stage was hardest for you? Solicit a few responses Say: It’s pretty common for people to resist change. They may do so for various reasons, which we’ll discuss next. The key as a supervisor is to recognize what change demands of people and be thoughtful about what people need in order to move forward. Sometimes, this resistance can be pretty draining to face. But there are some tools that might help. “We have to let go of the old thing before we can pick up the new – not just outwardly, but inwardly.” Source: Transitions: Making Sense Of Life's Changes, William Bridges

Reactions to change: Understanding resistance
Level 1 I don’t get it Based on facts, figures, ideas Lack of information, disagreement with data, lack of exposure to critical information, confusion over what it means Level I don’t like it Based on emotional reaction, fear, danger Worry that change will cause them to lose face, status, control – maybe even their jobs. Makes it hard to communicate, listen. Level 3 I don’t like you (or what you represent) Lack of trust/confidence in leadership, history of too much change and/or lack of follow-through, skepticism, cynicism Slide Time: 5 Total Run Time: 3:26 Say: Resistance is in the eye of the beholder. The people resisting don’t see what they are doing as resistance – they often see it as survival. Resistance to change is a reaction to the way a change is being led. There are no born “resistors” out there waiting to ruin otherwise perfect plans. People resist in response to something. Resistance protects people from harm. In an organization, resistance keeps me from saying “yes” to an assignment that I think will kill my career. The better we are at seeing what causes resistance, the easier it will be to build support for our ideas. In other words, if we understand resistance, we also understand the other side of that coin – support for change. Let’s look at each level of resistance. Level 1: I don’t get it. Based on facts, figures, ideas Lack of information, disagreement with data, lack of exposure to critical information, confusion over what it means Level 2: I don’t like it . Based on emotional reaction, fear, danger Worry that change will cause them to lose face, status, control – maybe even their jobs. Makes it hard to communicate, listen. Level 3 I don’t like you (or what you represent) Lack of trust/confidence in leadership, history of too much change and/or lack of follow-through, skepticism, cynicism Say: Many make the mistake of treating all resistance as if it were Level 1. Well-meaning leaders give people more information – hold more meetings, and make more PowerPoint presentations – when, in fact, something completely different is called for. And that’s where Levels 2 and 3 come in. Say: Let’s consider some ways of dealing with each level of resistance. Source: Rick Maurer, e.g. Beyond the Wall of Resistance

Navigating Resistance
Level What can you do? 1 I don’t get it Explain “why” behind change or request. Adapt your language to meet the audience. Find multiple ways to make the case. 2 I don’t like it Ask genuine questions to understand the fear (interests!) Emphasize what is in it for them. How will it serve them? What would they need to make this manageable? Get them engaged in the process – give them a role in it. Be honest about where it might hurt or be hard. 3 I don’t like you (or what you represent) Take responsibility for things that may have led to current tensions. Keep your commitments. Demonstrate your trustworthiness. Spend time with them to get to know them and build trust. Allow yourself to be influenced by those who are resisting you: admit you were wrong/that they have a good point/they have ideas worth considering. Incorporate their thinking into the process – they may see something you are missing/something to preserve. Slide Time: 5 Total Run Time: 3:31 Say: After you have a sense for the level of resistance, including using your skills in understanding people’s underlying interests, here are some tips to managing the concerns that arise. You will find this chart on page 15 of your participant guide. Please take a few minutes to read the chart there, as it’s easier to read than on the slide. Say: Remember dealing with resistance is not about convincing, persuading, or cajoling. It’s not about making someone agree with you, or having you agree with someone else. It’s about dealing with problems in a constructive way to maintain relationships and keep people engaged and feeling respected. Say: We are going to consider some examples of resistance and what you could do to manage them.

Exercise: Resistance Scenarios
A long-time volunteer, who helped start the local chapter, has not come to any of your recent meetings about the new real estate footprint for your region. A would-be Board member, who is president of the local bank, informs you that he won’t submit to the standard background check for volunteers. A volunteer hasn’t entered any hours in Volunteer Connection since her first week on the job. When she is asked to take more responsibility for entering hours, she says she’ll do it but it never happens. Slide Time: 20 Total Run Time: 3:51 Group Activity: RESISTANCE SCENARIOS Say: Let’s look at each of these scenarios. You can find them on page 15 of your participant guide. Let’s consider the possible level of resistance at play. Consult the chart to consider possible actions. Okay, let’s read the first scenario. Ask: What level of resistance could be at play? What could be this person’s underlying concerns? How might you manage this situation? Solicit a few responses for each question. NOTE: Don’t limit the participants to just one level. The more they think about each scenario, the more they are considering underlying interests rather than just the “position” being taken. Examples of answers for each scenario: Scenario 1: Level 1: Doesn’t understand why the RC is selling buildings. Take time to walk through the rationale and plan with the person. Level 2: Feels worried that the change in footprint will negatively impact the RC presence in the community. Acknowledge that it is difficult to see beloved buildings sold. Ask the volunteer what is most concerning to them and how their values could be honored. Level 3: Feel s angry about restructuring and sees the changes to the real estate footprint as another example of short-sighted, damaging policy from NHQ. Bring the volunteer into a discussion about the changes and what he/she thinks is missing from the dialogue. Ask what you may not know or understand about the situation; see if any of their recommendations could be included in your thinking. Scenario 2: Level 1: Doesn’t know much about the onboarding process – needs clarification. Provide materials that outline the process – ask how the volunteer would like to receive that information. Level 2: Feels offended that the RC doesn’t trust her already. Explain why this process is beneficial to the Red Cross, in terms of protecting the organization. Emphasize that the background check applies to all volunteers, not just them. Scenario 3: Level 1: Volunteer isn’t computer savvy; needs 1:1 assistance to navigate the system. Offer to provide support to the person, perhaps set them up with a “buddy” to help. Level 2: Volunteer is worried that she’s not entering enough hours and the volunteer supervisor will be upset with them. Understand what the person is finding most challenging, worrisome. Ask them what would help resolve their concerns – get them engaged in finding a solution. Level 3: Volunteer feels stressed about added responsibility, resents the fact that the Red Cross has become so focused on capturing metrics instead of focusing on the importance of the work. Spend time with the person to understand the concerns they have about the changes taking place. Build trust by asking how you can support them in adapting to the new system; perhaps they have ideas on how to support others with similar concerns. Repeat for scenarios 2 and 3. Spent about 5 minutes discussing each scenario. Say: Thanks for your great insights into these volunteer’s concerns and needs. As we wrap up, think about everything we’ve talked about today and the importance of your role working with volunteers or as a supervisor of volunteers. Let’s remind ourselves of the unique strengths each of you bring to this role and how you can leverage them to make a difference in your volunteer’s experience as a Red Cross volunteer.

Workshop Objectives State the American Red Cross Volunteer Strategy
Recognize volunteers' needs and their expectations Explain the importance of a positive and civil workplace environment Explore ways to support volunteers Laying the groundwork Supporting remote volunteers Coaching, giving and receiving feedback Providing recognition Identify strategies to lead through change Identify one action you can take immediately Slide Time: 2 Total Run Time: 3:53 Say: Let’s review our agenda for today and look at what we hope to achieve. Our learning goals today include: Understanding the American Red Cross Volunteer Strategy Learning why people volunteer and what they need as volunteers Exploring the importance of a positive and civil workplace environment Exploring parts of the volunteer lifecycle Laying the groundwork Supporting remote volunteers Coaching, giving and receiving feedback Providing recognition Identifying strategies to lead through change Identifying one action you can take immediately As you can tell, we have a lot of information to cover. Ask: Does anyone have any questions about the agenda before we get started? Say: We will also have a parking lot available. If you think of something you want to cover or ask, please write it on a post it note and place it on the Parking lot. Thank you! Say: Ok, let’s get started!

Transfer of Learning What is one key takeaway that you put into practice right away? Slide Time: 5 Total Run Time: 3:58 Say: Take a moment to turn to page 16 in your manual and think about your responses to this question. I’d like to ask you to share with everyone here a key takeaway or a learning you plan to put in place. This will enable us all to hear what each of us found of specific value. Ask: Who would like to start? Do: Allow silence, as people will need time to think. As each person shares, say thank you. There probably won’t be time for everyone to share yet encourage as many comments as responses. This is very powerful debrief exercise that should prove meaningful to participants and to you as the presenter.

Thank You Say: Thank you for these inspirational comments. We look forward to supporting you as you continue on in this important role. Say: Our intention today was to invest in your development as a supervisor of volunteers and manager of teams. You have the opportunity to have a powerful impact on our volunteers. They, and you, come to the Red Cross because of the services we provide and the opportunity to make a difference in others’ lives.” I hope the information we shared with you today has reinforced for you the things you are doing well, and challenged you to think of what you can do to be even more effective. You are the face of the American Red Cross to our volunteers. It is up to each of you to do for our volunteers what they do for those we serve – value their time, acknowledge their contributions, and help them feel like they have contributed to accomplishing something great.” We want to thank you for everything you do on a daily basis to mobilize our volunteers to achieve the mission and vision of the American Red Cross. Ask: What questions do you have before we conclude? Answer any questions the group may present.

Supporting Volunteers and Managing Teams

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