1. YourBest Bet for Success Volunteer Development: Your Best Bet for Success Originally presented by: Carolyn Ashton, Oregon State University Dale Leidheiser, Univ. of California Cooperative Extension Linda Schultz, New Mexico State University And Steve Dasher, Colorado State University at the 2009 Western 4-H Institute Edited and Adapted by Dale Larson for use at Washington State University

2. 4-H Youth Development: By the Numbers (in Washington) 17 75,245 6,583 200 $19.51 $25.7M 69% # of professional 4-H FTE’s # of 4-H youth # of 4-H volunteers Hours/year volunteered Value of volunteer time Total value of 4-H volunteers Female

3. Value of Volunteers (in billions of dollars)

4. U.S. Volunteer Rate

5. Did You Ask? No 50% Yes 50% Percentage of people who volunteer when asked 71% Percentage of people who volunteer when not asked 29% Independent Sector 2001 Giving and Volunteering in the United States

6. Those least likely to be asked: (percent of population not asked) Income below $20K67% Income below $20K67% Retirees age 65 and over65% Retirees age 65 and over65% Singles63% Singles63% Persons aged 18 - 24 63% Persons aged 18 - 24 63% Divorced63% Divorced63% African-Americans 62% African-Americans 62% Hispanics56% Hispanics56%

7. In 2008 6,583 adult volunteers were involved in Extension Youth programs, a decrease of 72 over the previous year. Of these, 5,134 (78%) were women and 1,449 (22%) were men. 756 members were enrolled as youth volunteers. Reported adult and youth volunteers totaled 7,339. VOLUNTEERS IN WASHINGTON STATE 4-H YOUTH DEVELOPMENT

8. 4-H Volunteers Total Adult Volunteers = 6,583 Total Youth Leaders = 756 Adult Women 5,188 69%

10. Extension Volunteer Research Volunteers say Extension could do a better job of: –matching skills with tasks positions –providing training to fill gaps –giving feedback and providing evaluation

11. Extension Volunteer Research Extension Professionals with 4-H Youth Development responsibility spend approximately 50% of their time engaged in volunteer development activity.

12. Volunteer Development Model ISOTURE ISOTURE

13. Volunteer Development Goals Provide a safe learning environment for youth. Provide a safe learning environment for youth. Assure volunteers have the skills for the position they are seeking. Assure volunteers have the skills for the position they are seeking. Decrease volunteer dropout rate. Decrease volunteer dropout rate. Increase volunteer satisfaction in accomplishing program goals. Increase volunteer satisfaction in accomplishing program goals.

14. Volunteer Development Goals Ascertain the volunteers' attitudes and motivations for involvement. Ascertain the volunteers' attitudes and motivations for involvement. Improve communications. Improve communications. Assess the training needs Assess the training needs Make the best "fit" between the volunteer and the program. Make the best "fit" between the volunteer and the program. Improve the quality of the educational experience for children. Improve the quality of the educational experience for children.

15. Identification Explore the need for volunteers in a program - who, what, where, why, when? Explore the need for volunteers in a program - who, what, where, why, when? What will be their responsibilities? What will be their responsibilities? What are the necessary qualifications, skills and attitudes? What are the necessary qualifications, skills and attitudes? How long will the position be needed? How long will the position be needed?

16. Identification Tools Position description Position description Position announcement Position announcement Plan of work Plan of work Advisory committee Advisory committee Program plans/needs Program plans/needs

17. Volunteerism & Diverse Communities

18. Value of Recruiting Volunteers from Diverse Communities Youth and their families tend to join groups that engage volunteers that are like them. Diverse volunteer base contributes to a richer organization in ideas and practices. Participants in an organization deserve the opportunity to work with all cultures and groups in their community. A program that is able to be fluid and responsive to the evolving needs of the people in a community will prosper for many years.

19. Challenges of Recruiting Limited knowledge of diverse cultural norms and values. Current organization norms and policies are at odds with community needs. Existing staff may lack the skills to reach out and work with new audiences. Limited knowledge or experience with the organization in the community.

20. Ways to Connect with Diverse Communities Participate in the local community to learn about the people in the community and for them to know you. Make personal contacts. Partner with existing organizations in the community. Be patient and take the time up front to learn about the community from which you want to recruit volunteers.

21. Building Relationships & Trust in a Community Spend time up front learning about the community and its members. Become involved with the community. Enlist the support of those who are already a part of the fabric of the community. Choose the right outreach staff for that community. Demonstrate respect and patience in all you do.

22. Generational Cohorts What is a generational cohort? –A group of people programmed at similar time –Common forces that affected millions at once –Affected by: Media messages School systems (unique set of values) Parenting patterns (unique to the generation shape and mold children)

23. Generational Cohorts Greatest Generation (GG): 1925-1942 Baby Boomer (BB): 1943 – 1960 Generation X (X): 1961-1981 Millennial (M): 1982 – 200? Source: Strauss, W., & Howe, N., The Fourth Turning: An American Prophecy.

24. Greatest Generation Job strength: Stable Outlook: Practical Work Ethic: Dedicated View of Authority: Respectful Leadership: by Hierarchy Relationships: Personal Sacrifice Turnoffs: Vulgarity Diversity: Ethnically Segregated Feedback: No news is good news Work/Life Balance: Need help shifting Source: Raines - Connecting Generations: The Source book for a new workplace

25. Greatest Generation MARKETING: –Messages speak to family, home, patriotism, & traditional values –Age & experience – viewed as assets not liabilities TRAINING: –Take your time –Share expectations, policies, who’s who –Share history RECOGNITION: –Personal touch –Traditional awards

26. Generational Funnies…

27. Baby Boomers Job strength: Service Oriented/Team Players Outlook: Optimistic Work Ethic: Driven View of Authority: Love/Hate Leadership: by Consensus Relationships: Personal Gratification Turnoffs: Political Incorrectness Diversity: Integration Began Feedback: Once a year with documentation Work/Life Balance: Work as priority, wanted it “all” Source: Raines - Connecting Generations: The Source book for a new workplace

28. Baby Boomers MARKETING: –Need to know their experience will be valued –Want to “make a difference” –Want warm, humane place to volunteer TRAINING: –Want to volunteer for a worthy cause –They want to solve problems & turn things around –Boomers may have an “I know all that” chip on their shoulder. RECOGNITION –Personal approach –Show how much they are needed –Like perks & public recognition

29. Generational Funnies…

30. GenXers Job strength: Adaptable & Techno-literate Outlook: Skeptical Work Ethic: Balanced View of Authority: Unimpressed and unintimidated Leadership: by Competence Relationships: Reluctant to Commit Turnoffs: Cliché’/Hype Diversity: Fully Integrated Feedback: Interrupts and asks how they are doing Work/Life Balance: Wants balance NOW! Source: Raines - Connecting Generations: The Source book for a new workplace

31. GenXers MARKETING: –Need balance – don’t want this to be “their life” –Need fun, informal and relaxed environment –Like hands-off supervision TRAINING: –Time for questions –Give them lists of who to call for what –FAQ’s list –Use deadlines, lists, graphics, bullets –Value continuing education RECOGNITION –$$$, Useful items –Could take or leave Public Recognition

32. Generational Funnies…

33. Millennial Job strength: Multi-taskers and techno-savvy Outlook: hopeful Work Ethic: determined View of Authority: polite Leadership: by Pulling Together Relationships: Inclusive Turnoffs: Promiscuity Diversity: No Majority Race Feedback: Wants feedback at the push of a button Work/Life Balance: Needs flexibility to balance activities Source: Raines - Connecting Generations: The Source book for a new workplace

34. Millennial: MARKETING: –Meet their own personal goals –Create clear picture of volunteer environment –Continuous training & skill development –Civic minded –Mentor programs TRAINING: –Clear expectations, but not rigid –Use current technology –Offer new skill development RECOGNITION: –Frequent, positive feedback –Creative TY’s (e.g., e-mail, notes, My Space)

35. Generational Funnies

36. Is Your Program Ready? Things to Consider Are you able to build long term relationships with the community? Are you able to collaborate with those necessary to get the job done? Is your organization designed to be a partner?

37. Volunteer Selection How do you make the best match between the position you have available and the knowledge, attitudes, skills and abilities of the potential volunteer? How do you make the best match between the position you have available and the knowledge, attitudes, skills and abilities of the potential volunteer?

38. Selection Tools Volunteer Marketing Resources Volunteer Marketing Resources Application form Application form Reference forms - mail/telephone Reference forms - mail/telephone Volunteer interview Volunteer interview Screening and Background checks Screening and Background checks Observation Observation Your gut... Your gut...

39. Mass Media Targeted Media Commit Prefer Aware Personal Contact Involve Volunteer

40. Marketing Tools News Releases Radio/TV PSA Posters Brochures Word of Mouth Social Networks Podcasts Buzz Marketing Websites: Craigslist, Volunteer groups, YouTube

41. Volunteer Marketing Plan Develop a plan for marketing the 4-H volunteer experience in your county/area Consider what currently exists and what in addition is required to address the interests and needs of youth Set priorities and targets Recruit leaders and form new clubs/groups Provide orientation and support Mainstream into on-going activities & events

42. Volunteer Selection: Finding Clarity in a Cloudy Sea

43. What do you see?

44. What’s On His Mind?

45. Sometimes it’s what you don’t know that can hurt you...

46. Volunteer Selection – The Complete Picture What do we see? What do we need to see but can’t?

47. Organizational Chaos Moving in the same direction?

48. Organizational Order I S O T U R E

49. The “Right” Selection is not just a fluke!

50. Assessing Triggers The Setting The Contact What’s Special? –Communications –Age –Ability –Location

51. TRAINING 4,982 adult volunteers and 2,126 youth volunteers were reported as participating in training conducted at the county and state levels; 978 other adults (4-H professionals, non-volunteers, or adults from other organizations) were trained through 4-H programs in Washington State.

52. Tools and Resources to Support 4-H Volunteer Development The following links are designed to connect you with the most up to date and relevant information about 4-H volunteer development. WA state 4-H deems these three resources as critical information for all 4-H staff and volunteers to know. In fact, WA 4-H Program Policy states that the following information meets the minimum training requirements for new 4-H volunteers. Please become familiar with each resource and be sure to educate your volunteers using them as your guide during their first year of service.

53. http://4h.wsu.edu/volntr/register.htm (Basic Volunteer Training) – This is an interactive tool to provide essential information for learning about 4-H. This program provides introductory training for staff and volunteers. Many counties use this as the first part of their training program. If you have questions about accessing the E-learning training, please contact Tiffany Boswell at tiffany_boswell@wsu.edu. tiffany_boswell@wsu.edu

54. http://4h.wsu.edu/staff/vm/index.htm This guide provides an overview of all aspects of 4- H, clarify roles of all involved in 4-H, emphasizes the policies and laws to which 4-H is obligated and helps you become effective as a leader of youth. These units have been designed for staff to provide volunteers with the tools to be successful. Thank you for joining our 4-H family! These training units provide an overview of 4-H, clarify roles of all involved in 4-H, emphasize the policies and laws to which 4-H is obligated. If you have questions, concerns or ideas about using the Staff Guide for Volunteer Training, please contact Ann Hennings at hennings@wsu.edu.hennings@wsu.edu

55. Washington State 4-H Youth Development Program Policy Minimum guidelines and policies for staff and volunteers as established through Washington State University Extension. This document is a vital resource to lead the county professional in delivering 4-H programming. If you have questions about these guideline and policies, please contact Pat BoyEs, State 4-H Program Director, at boyesp@wsu.edu. boyesp@wsu.edu

56. Volunteer Utilization How do you effectively utilize the people who want to volunteer? How do you effectively utilize the people who want to volunteer?

61. Volunteers need to make complaints face-to-face Not your problem, theirs You are the model of good communication, you model techniques Keep the conflict confidential and have them do the same Listen for conflict causing behavior: jabs, put-downs, body language, things that cause division Carolyn Dale Linda Steve

62. ASK questions. Even if you think you know what they are saying, ask open- ended questions Know your conflict style and make necessary adjustments 3 Time Rule - if you’ve solved it and it comes up again - you haven’t really solved it Acknowledge feelings, body language, tones and clarify what they mean Admit when you’re not modeling correct style

63. Volunteer Recognition Honoring and recognizing individuals for their unique contribution to educational program efforts Honoring and recognizing individuals for their unique contribution to educational program efforts

64. Recognition Tools Understanding human motivation Understanding human motivation – altruism – affiliation – achievement – power

65. Evaluation Measuring Performance to Meet Expectations

66. Evaluation: What is it? Systematic collection of information –Volunteer performance –Overall program –Impacts Based on a plan Ongoing process

67. Why Measure Performance? Answers the question, “How am I doing?” “Customer” Satisfaction Identifies what’s working / not working Provides feedback Outcomes focus Validates volunteer program

68. Methods of Data Collection Face to Face –Individual –Group Survey –Telephone –Mail –Internet Direct Observation –Competency based Self Assessment –On-line –Paper

69. Who Can Evaluate Professionals or staff Volunteers –Middle managers –Organizational/unit volunteer –Project volunteers –Self- evaluation by volunteer Members Other stakeholders –Parents –Community partners

70. Planning Process Decide purpose of the evaluation Determine the audience Write an outcome objective Select method of evaluation Develop questions Sample test the survey Adjust evaluation tool Complete the evaluation

71. Keep in Mind Plan of Work Position Description Performance Feedback from others Personal Observation Formal and informal evaluation

72. Remember... Were the expectations of the position clear? How well did the individual accomplish the goals and objectives established for the position? What are the options you have with the volunteer?

73. Evaluation Implications Continue in position Continue in another position Continue with “qualifiers” Discontinue volunteer service

74. Volunteer Development: Your Best Bet for Success! Thanks to: Carolyn Ashton, Oregon State University Dale Leidheiser, Univ. of California Cooperative Extension Linda Schultz, New Mexico State University And Steve Dasher, Colorado State University Whose full presentations may be found at http://www.4h.wsu.edu/institute/voldev.html http://www.4h.wsu.edu/institute/voldev.html