CHAPTER 11: VOLUNTEER TRAINING

Chapter HighlIghts Effective training for volunteers is necessary for a successful volunteer program. Volunteer training: Helps volunteers become familiar with Head Start and the population it serves. Informs volunteers and builds their self-confidence. Increases advocacy for children. Head Start uses both group and individual training formats. Group training provides volunteers with an opportunity for mutual support and communication, while individual training allows for more personal, one-on-one Instruction. Training must be appropriate for the trainees. When designing volunteer training, staff may want to consider such trainee characteristics as: Age. Literacy level. Primary language. Educational background. Understanding of Head Start children and their familIes. Trainers should be knowledgeable of the topic(s) to be covered In the training. Volunteer coordinators may need to Identify other staff or community volunteers to provide the training. Trainers should be screened carefully and receive an orientation to the program before they conduct training.

BENEFITS OF TRAINING

Well-designed and ongoing training sessions lie at the heart of successful volunteer efforts. Like the orientation, training helps volunteers become familiar with Head Start and the population it serves.

Training also provides additional knowledge and helps build self-confidence, which can lead volunteers to seek out and obtain increasingly responsible positions. For many Head Start parents, volunteer training serves as the first step in a career ladder.

Another important benefit of training is increased advocacy for children. Head Start parents are more likely to stay involved with their children throughout school if they have knowledge and information supporting them. At the same time, community volunteers become advocates of appropriate child development programs for all children in the community.

TYPES OF TRAINING

Head Start programs use both group and individual training for volunteers. The type of training used depends on:


• The background and experience of the volunteer(s).
  
  
• The objective of the training.
  
  
• The approach that is most comfortable for the staff providing the training.
  
  

Group Training

Group training gives volunteers an opportunity for mutual support and communication. Volunteers who are unsure of their abilities may be reluctant to discuss their questions and concerns individually with staff. Many volunteers will feel more confident in group training, where they can discover and discuss mutual concerns.

The most common group training format is the workshop. Many volunteer trainees prefer this format because it allows them to share information and learn with other new volunteers. Examples of other group training formats include college courses, lectures, and meetings.

Suggested steps for designing a workshop are presented below. These steps can be adapted to other training formats--both group and individual--as well.

STEP 1: Determine the Workshop Objective

The first and most important step in designing a workshop is determining its objective (purpose). The volunteer coordinator should work with other appropriate staff and parents to decide what the trainees need to know or be able to do after the workshop. Other staff involved in planning the training may include the responsible component coordinator and the staff who will have the most direct contact with the volunteers.

The objective should be carefully defined and narrow in focus. It is best to identify only one activity or one area of understanding as the objective. Too much information may overwhelm participants. If necessary, separate training sessions should be planned.

EXAMPLE: Estella Jones is the volunteer coordinator for a Head Start program. A new group of volunteer classroom aides needs training. Ms. Jones forms a planning group including classroom staff, parents, and the education coordinator. Using the volunteer classroom aide job description, the group lists everything the new volunteers need to know to work in the classroom. Then the group numbers the items on the list by order of importance. The group decides that the volunteers first need training in classroom routines. The objective becomes: Volunteers will understand and support the classroom routine.

STEP 2: Define the Workshop Content

Next the staff planning the workshop defines what content (information) is needed to achieve the training objective. The staff should make a list of everything the trainees should know at the end of the workshop.

EXAMPLE: Ms. Jones asks the group what kinds of information the trainees will need to have in order to understand the daily routine. The group lists the following:


• Consistent routines are important to children. If children are able to depend on each day's events, it will help them develop a sense of trust.
  
  
• Children need help moving from one segment of the day to another. Adults need to support them.
  
  
• Preparation is important.
  
  

STEP 3: Select Training Approaches

Then the group decides how to train participants. in each skill area listed above. EXAMPLE: The group decides that some information will need to be presented through lectures or films. This information includes:


• The rationale for consistent classroom routines.
  
  
• Segments in the routine. and timing.
  
  
• Preparation.
  
  Other information will be learned through examples and practice:
  
  
• Supporting children through transitions.
  
  

STEP 4: Design the Training

The easiest way to design a training session is to develop a "working agenda." This tells what will happen when, who will do it, how they will do it, and for what length of time. A sample working agenda is shown on the following page.

STEP 5: Plan Activities for Transfer of Learning

Most adults learn best if they are able to use new information as it is presented to them. The trainer should develop a plan to help the participants learn by doing.

EXAMPLE: Ms. Jones and the other group members decide they will help volunteers use the information by:


• Having classroom teachers participate in the same training. This will also let the teachers know the training content and expectations.
  
  
• Having volunteers observe .a session focusing on the routine, the length of time children are involved in a specific activity, and how to transition to the next activity. The volunteers will then discuss their observations with the volunteer coordinator or education coordinator.
  
  
• Having the volunteer plan with the classroom team, if possible.
  
  
• Providing training to classroom teachers on how to give feedback to volunteers.
  
  

STEP 6: Plan a Training Evaluation

Training is not complete without some way of knowing how well it worked. The group should develop a plan to evaluate the effectiveness of the training once it Is complete.

EXAMPLE: The group decides to evaluate the training using the following methods:


• Trainees will evaluate the training session using the program's standard evaluation tool.
  
  
• Two weeks after the training, teachers will be asked to evaluate the volunteers' ability to support children through the routine, including transition.
  
  

Individual Training

The other type of training is individual (one-on-one) training. Because volunteers enter the program at different times throughout the year, some training will always be one-on-one. Also, some volunteer positions that are held by only one volunteer will require one-on-one training. Some disabled volunteers may need one-on-one training or a combination of group and one-on-one training. For example, a blind volunteer may need more information presented orally than a sighted volunteer.

One example of one-on-one training is feedback. This involves observing a volunteer's behavior and discussing it with the volunteer in an objective and productive manner. Feedback provides volunteers with recognition of their efforts and also helps them become more competent and comfortable with their work. Both of these are necessary to retain the volunteer and to keep the program functioning smoothly. Tips for using feedback effectively are shown below.

Another example of one-on-one training is evaluation. For volunteers, evaluation should be seen as part of the training framework. Evaluation provides the volunteer with specific, objective feedback on each item in the job description as well as the volunteer's work habits.

USING FEEDBACK EFFECTIVELY Feedback should be used to recognize achievement and to improve performance. When feedback is used to identify a problem area, the person receiving feedback should have an opportunity to respond. Feedback must be objective and behaviorally focused. It also must present alternatives. For example: "Ms. Brown, you were really effective with the children today. I noticed you standing apart from the children and watching them. When the opportunity presented itself, you went and sat beside the children working with clay. The children wanted you to play with the clay. You took the clay and began working with it, talking with the children as you did so. This was a really appropriate way of entering the children's play." Or, "Ms. Brown, during snack time, you told the children that they must eat everything on their plates before you begin story time. I recognize your concern about wasting food, but remember that when we discussed Head Start regulations, we said we were prohibited from forcing children to eat. Can you think of some other ways the situation could be handled?" (Time for response, acceptance.) If Ms. Brown responds with appropriate ideas, you may want to say, "Those are good ideas. Let's try them. If you want some help, let me know." Or, "You may want to work with Johnny a little. Encourage him not to take so much food. Let him know that he can always have some more. If he continues to take more than he can eat, please let me know, and we will try to work out some other ways of handling the problem."

Each evaluation should include a development plan. This plan should:


• Be specific and objective.
  
  
• Recognize the volunteer's achievements.
  
  
• Provide suggestions for improvement for weak areas.
  
  
• Provide for ongoing evaluation of the volunteer.
  
  A third kind of one-on-one training is on-the-job training. This training is provided by the volunteer's supervisor as the volunteer works. For example, the volunteer may be asked to participate in a daily planning session. As objectives and activities are developed, the classroom teacher explains the rationale for the activity and how it supports the child's growth. The classroom teacher also presents strategies to use in waiting with the children. As the volunteer becomes more comfortable with planning meetings, the volunteer contributes ideas and the classroom teacher provides feedback on the ideas as they are incorporated into the daily plan.
  
  

TRAINEE CHARACTERISTICS

The adults who volunteer in the program will come from many walks of life, cultures, age groups, and educational backgrounds. Volunteer trainees will vary in both their ability to understand new information and their emotional and social maturity.

In planning training, staff must consider trainee characteristics and how they might affect training needs. Some questions staff may need to answer include the following:


• Are the volunteers very young? If so, will the material need to be adjusted to their experience and educational background?
  
  
• Are the volunteers young parents? If so, will they need opportunities to explore their own interest in their children?
  
  
• How literate are the volunteers? Will they need most of the material presented orally or audio visually? Will they need a literacy referral or literacy component in the volunteer program?
  
  
• What are the volunteers' primary languages?
  
  
• What level of education have the volunteers achieved? What kinds of school or training experiences have they had?
  
  

TIPS FOR SUCCESSFUL TRAINING Keep the participants involved. Participants need to be active and involved throughout the training. Nothing will turn volunteers away faster than a training session that does not let them give input and exchange ideas. Keep the training flexible. Sessions must be planned and organized, but they also must be flexible to meet needs that may arise during the training. Make the training varied. If the session opens with a presentation, follow it with opportunities for smaller group discussion or sharing from the audience. Use films, handouts, flipcharts, and slides. Arrange different types of presentations, such as panels. Give the participants plenty of opportunities to practice. If participants can "play" with the information presented, they will be more likely to understand and remember it. They also need to try out new ideas, using group discussions, role plays, and dramatizations. Make the training specific and meaningful to the volunteer. Volunteers are giving of themselves and their time. They need to see the training as meaningful and useful to them. Training should be planned with objectives clearly specified. Include reviews in the training. Reviewing and summarizing the information helps participants understand and remember the information.

• Are the volunteers from the immediate community? If not, what will they need to know about Head Start children and their families? Will the volunteers need a session about the cultures of the families in the program?
  
  Knowing the volunteers' reasons for volunteering can help the trainer identify and address potential problems. For example, the volunteer who comes to Head Start to make friends may spend more time in the classroom talking to other adults than interacting with children. Knowing this, the trainer can emphasize to this volunteer the importance of adult/child interaction.
  
  

SELECTING A TRAINER

To develop training, specific areas of knowledge are essential. Volunteer coordinators with little knowledge of the topic(s) to be covered in training must identify other staff or community volunteers to provide the training.

Possible sources of expertise in various areas include the following:


• Staff with advanced education in a specific area
  
  
• Local community and 4-year colleges
  
  
• Associations devoted to particular interest areas
  
  
• Hospitals and clinics
  
  
• Community organizations.
  
  Since social services coordinators work with many community agencies, they may be able to identify potential trainers and community resources.
  
  The volunteer coordinator must interview and screen potential trainers carefully. It can be very difficult to overcome incorrect information provided by an inappropriate "expert." The volunteer coordinator should make sure that the trainer:
  
  
• Supports Head Start goals.
  
  
• Is sensitive to the multicultural nature of the program.
  
  
• Is aware of the problems faced by families in poverty.
  
  Trainers should receive an orientation to the program before they conduct training.
  
  

REQUIRED VOLUNTEER TRAINING

Head Start requires training in certain areas for volunteers. These areas are discussed below.

Program Orientation

Head Start policy specifically states that volunteers should receive an orientation to the program. The orientation is described in detail in Chapter 10: Volunteer Orientation.

Training for Position

Head Start policy states that volunteers should receive on-the-job training. Training for volunteers should be similar to training for paid employees performing similar tasks.

Identifying Child Abuse and Neglect

Head Start policy requires all staff and volunteers to be trained to identify and report cases of child abuse and neglect. The training should cover the program's policy regarding sexual abuse, physical abuse, and neglect. It should also include information on working with children who are victims.

Increasing numbers of abused or neglected children are being referred to Head Start. Staff and volunteers must be sensitive to these children and their caregivers. They must also know how to respond to behaviors that result from being victimized.

Confidentiality

Head Start policy also requires that staff and volunteers be trained in issues of confidentiality. Programs should set their own policy on confidentiality and have it approved by the policy council.

Training in issues of confidentiality should cover the following:


• The program's policy on confidentiality
  
  
• The importance of keeping confidential any information that children give about their home lives
  
  
• The need to respect children's and families' privacy.
  
  

RECOMMENDED VOLUNTEER TRAINING

In addition to the training required to accomplish the tasks outlined in their job descriptions, volunteers in Head Start programs should receive some training addressing the topics listed below.

Basic Child Development

Because Head Start is an early childhood development program, all staff and volunteers--from bus drivers to the director--should have some knowledge of basic child development. They should know:


• Normal stages of development.
  
  
• Appropriate activities for each stage of development.
  
  
• Basic child guidance principles.
  
  

Emergency Procedures

Staff, volunteers, and parents need to know all emergency procedures in the center, on the bus, or in other areas where they work. Programs should include volunteers in training sessions on first aid and other emergency treatment. If the program has children with specific health needs, all staff and volunteers who work with these children need special training on appropriate emergency procedures.

Child Guidance and Redirection

All volunteers should know the center's discipline policy and appropriate child guidance strategies.

IMPORTANCE OF VOLUNTEER TRAINING

Volunteerism in Head Start has always been seen as a way of developing new skills which may lead to employment opportunities. For this reason, volunteers need to be given as much information as possible. For those volunteers who are also parents, the training provides opportunities to gain skills and understanding in child development and guidance that will help them become better parents. Knowledge dispels the illusion that "curriculum" and "teaching" are for teachers only. It also encourages parents to stay involved as their children progress through the school system.

POLICY REFERENCES

Policy references related to volunteer training may be found in the following section of the publication, Head Start Policies: Volunteer and Community Resources:

Section 5: Orientation/Training of Volunteers.

DOCUMENTATION CHECKLIST Required Documentation: Sign-in sheets from each training session, indicating the date and title of the session Recommended Documentation: Training session agendas Copies of materials distributed at training sessions Trainer's name and resume Evaluation of the training session by the participants Evaluation of the training session by the volunteer coordinator