CHAPTER 12: RETAINING VOLUNTEERS

Chapter HighlIghts Volunteer retention is an important part of the total volunteer effort. Some factors that improve volunteer retention include: Volunteer recognition, both formal and informal. Respect. Meaningful work. Effective training. Adequate supervision. Volunteer integration. Positive organizational climate.

Once volunteers are recruited, it is important to keep them. Several factors play a part in volunteer retention. Some of these include recognition, respect, meaningful work, effective training, adequate supervision, and a positive organizational climate. Many of these issues have been discussed elsewhere in this handbook but bear repeating as part of the framework for volunteer retention.

VOLUNTEER RECOGNITION

Perhaps the most important factor in retaining volunteers is volunteer recognition. Programs need to develop activities to provide volunteers with both formal and informal recognition on an ongoing basis.

Formal Recognition

Most Head Start programs provide an end-of-the-year volunteer recognition, which usually involves presenting a certificate of appreciation to each volunteer. This formal activity is important, and both volunteers and staff look forward to it. However, formal recognition of volunteers should be provided throughout the year. Programs may want to:


• At the policy council meeting, recognize those volunteers who have contributed to the program and record their names in the minutes of the meeting.
  
  
• Have a monthly meeting or potluck supper to honor volunteers.
  
  
• Use the names of volunteers and their contributions in the monthly newsletter. For example, "Ms. Jones, Randy's mother, read 'Good Night Moon' to Ms. Smith's class. The children were asked to retell the story to their parents." Or, "Dr. Kane visited the center and let children hear their heartbeats with a stethoscope."
  
  
• Post a picture and biographical sketch of top volunteers on a bulletin board.
  
  
• Send a personal thank-you note from the director when volunteers have served one-quarter, one-half, and three-quarters of the time they have committed to the program.
  
  
• Send a birthday card to volunteers on their birthdays.
  
  

Informal Recognition

Informal recognition relies on staff awareness of the volunteer's contribution and willingness to remember and plan. Informal recognition takes many forms. It may include:


• Immediate feedback to volunteers by the staff members they work with.
  
  
• A thank you at the end of the day.
  
  
• A call to the volunteer in the evening to extend appreciation for the work they have completed.
  
  
  
• Introducing a new volunteer to the Head Start class.
  
  Formal and informal recognition is not enough, however. It must be combined with other factors of equal importance.
  
  

RESPECT

Volunteers need to feel they are respected as individuals and that their contributions to the program are valued. Volunteers should receive the same consideration that staff members receive. This includes being informed of any changes in schedules or activities, having an area to store their personal items, having coffee breaks, and having access to lunchroom facilities.

Although some volunteers may not have all the skills or talent that a staff member hopes for, it is important to remember that what they do have, they are giving to the program. Their contribution, however minimal, must be recognized. Head Start has always used volunteerism as a way of supporting the development of new skills, especially for parents. Those who work with volunteers need to remember this. Every opportunity to promote the development of new skills and provide support to volunteers should be taken.

MEANINGFUL WORK

Volunteers should be given meaningful tasks to perform that are comparable to the tasks performed by paid employees. Too often volunteers are given the housekeeping chores and never allowed to actively participate with the children. The classroom teacher who uses volunteers only for wiping the table, washing dishes, cleaning paint jars, and taking children to the restroom will soon be without volunteers. On the other hand, the teacher who shares these responsibilities and encourages volunteers to participate in all classroom activities will keep volunteers and feel a sense of accomplishment as the volunteers increase their skills.

In providing volunteers with appropriate tasks, it is important to know their motivation for participating in the program and interests. This can be accomplished by using an interest survey completed at the time of application. Volunteers are best placed in a situation compatible with their interests, personality, and needs.

Some volunteers want to work with children, while others prefer paper tasks. Some will feel frightened of trying something new, while others will look forward to new experiences. Some will want to work alongside other adults, while others will want to work alone. The volunteer coordinator needs to find out volunteer preferences in order to make meaningful work assignments.

Volunteers need to know what their job assignments entail, including specific assignments, prior to accepting volunteer positions. For example, if working as a lunchroom assistant involves washing dishes as well as helping to prepare meals, the volunteer needs to know this. Well-written job descriptions for each volunteer position in the program will clarify responsibilities for both the volunteer and the volunteer's supervisor.

TRAINING

Ensuring that volunteers have the skills and knowledge necessary to perform the tasks in their job descriptions is crucial to their feelings of self-worth. Training provides volunteers with opportunities to learn new skills, gain experience, and try new, more complex activities. Adults who see their work as a learning experience continue to volunteer and support the programs in their communities. For more information on volunteer training, see Chapter 11: Volunteer Training.

ADEQUATE SUPERVISION

Supervision is another critical factor in a volunteer's perception of being valuable to the program. Adequate supervision includes:


• Clear instructions for the accomplishment of the task.
  
  
• Suggestions for improvement or affirmation of a job well done.
  
  
• Adequate communication about program activities and events.
  
  Volunteers need to know to whom they will report and how they will be evaluated. In most Head Start programs several individuals will provide some supervision to the volunteer. For example, the volunteer classroom aide will receive direction concerning specific classroom activities from the teacher, as well as training and general feedback from the education, parent involvement, health, and social services coordinators as they perform classroom observations. The volunteer coordinator will have recruited, screened, and provided orientation for the volunteer.
  
  Staff need to decide who will directly supervise and evaluate the volunteer and how input from the other individuals involved will be obtained and used. Usually the person working most closely with the volunteer--in the example above, the classroom teacher--should supervise and evaluate the volunteer. The other staff may support the classroom teacher or provide input into evaluations. Role clarifications are important in preventing the volunteer from becoming overwhelmed by supervisors.
  
  

VOLUNTEER INTEGRATION

Volunteers should be made to feel that they are a part of the total program. Whenever possible, volunteers should be included in staff training, meetings, and social events. A system of communication should be developed to ensure that volunteers receive program communications. When advisory and planning groups are formed, volunteers should be included in their membership. Classroom volunteers should be included in planning classroom activities. All of this serves to integrate volunteers into the total program.

It is important for programs to ensure positive staff/volunteer relationships through training and support.

POSITIVE ORGANIZATIONAL CLIMATE

Volunteers need to feel that they are a part of a program where people work well together and are excited about their work. They need to feel that they are a part of a quality program that has respect and recognition in the community. Programs that have strong, positive managers and that are in full compliance with performance standards have little difficulty getting and retaining volunteers.

POTENTIAL STAFF BARRIERS TO THE VOLUNTEER EFFORT Lack of knowledge concerning the use of volunteers. Many staff may not know how to work with volunteers. Staff should participate in volunteer mtraining sessions and attend sessions that enhance their abIlity to work with volunteers. Lack of understanding and respect for individuals of different cultural backgrounds. When individuals from dIfferent racial and ethnic backgrounds work together, misunderstandings sometimes occur. Programs should provide cultural training to all staff and volunteers. This training should be focused on mutual respect and acceptance. Lack of sensitivity to the needs and concerns of families living in poverty. These families face a range of problems that Head Start staff may not understand immediately. Lack of acceptance of different child-rearing practices and family structures. Single-parent families, extended families, and families with children living with relatives or friends may not seem like traditional family structures, but for the children in them, they are and must be respected. Staff need to understand that child-rearing practices may vary greatly among different cultural and ethnic groups. Insecurity about working with other adults in the classroom. Some staff may feel threatened by having another adult in the classroom. But once classroom staff begin to see volunteers grow and develop new skills under their direction, they wIll become strong supporters of the volunteer effort.

POLICY REFERENCES

Policy references related to retaining volunteers may be found in the following section of the publication, Head Start PoLicies: Volunteers and Community Resources:

Section 5: Orientation/Training of Volunteers

DOCUMENTATION CHECKLIST Recommended Documentation: Volunteer interest survey Reminder list for recognition activities -- Birthdays -- Recognition of partial completion of volunteer agreements -- Volunteer bulletin boards -- Head Start news stories about volunteers or volunteer programs