5. ORIENTATION/TRAINING OF VOLUNTEERS

     Volunteers, once selected, need to know what their responsibilities will be, what agency regulations apply to them, who their agency contact will be, and who (if anyone) will be supervising them. Even those volunteers who provide a short-term professional service (for example, a parent training session) will require a briefing and an understanding, preferably written, of the mutual relationship. In addition, volunteers should be familiar with the performance standards for the component in which they serve. The Plan for Volunteer Services should include procedures for orientation, training, and supervision of each kind of volunteer.
 

5.1 Written Agreements with Volunteers
 

     Appropriate management practice dictates that the specific schedules, work arrangements, and duties of each volunteer be put in writing. The signatures of the volunteer and program staff person on the document show that its terms are understood and agreed to. This document is the basis not only for resolving problems that may arise during the time the agreement is in effect but also for evaluating the volunteer's accomplishments.

REFERENCE  TEXT CITATION 

"HDS Position Statement on Volunteerism." HDS-IM-82-1, Office of Human Development Services, July 26, 1982.
Status of Volunteers: 

It is beneficial to have written agreements with each volunteer specifying their duties, number of hours per week or month, and a specific termination date. New agreements may then be initiated with the same volunteers if mutually desirable. Ongoing evaluation is an important ingredient of a good volunteer program. Volunteers should be evaluated regularly to measure accomplishments and effectiveness of the program.
 

5.2 Training for Volunteers
 

Program policies and practice are to treat volunteers the same as staff. Volunteers should receive orientation and training comparable to what the staff receive.

REFERENCE  TEXT CITATION 

"HDS Position Statement on Volunteerism." HDS-IM-82-1, Office of Human Development Services, July 26, 1982. 
People who volunteer their time and skills in an organized program should be afforded equal treatment with agency staff so far as program guidelines and policies are concerned. They should receive comparable orientation, on-the-job training, supervision, etc.

"Head Start Child Development Programs: 
A Manual of Policies and Instructions." 
Manual 6108-1, Office of Child 
Development, September 1967. 
3. The Staff 

f. The Volunteers 

... All volunteers should be apprised of their duties and responsibilities before beginning the job. They must know lines of authority and basic regulations pertaining. to themselves and the children. And expectations for the quality of their services should be the same as for all other members of the staff. 

Volunteers make a commitment to Head Start when they offer their services and should be made to feel an integral part of the program with a responsibility to it. Training must be provided for them, and they should be included in regular meetings of the paid staff whenever possible.
 

 5.3 Including Volunteers in the Training Plan for Each Program Option
     Head Start has supported the development of options that best fit the needs of the community. Federal regulations are quite clear that volunteers, as well as staff, receive training specific to the requirements and goals of each option regardless of the program option (or options) selected.
 

REFERENCE  TEXT CITATION 

"Head Start Program Performance Standards." 45-CFR 1304, Appendix A-- Program Options for Project Head Start, N-30-334, November 1984. 
A. General Provisions 

... Any program option proposed must demonstrate that it meets...the following conditions: 

7. There must be a specific training plan for staff and volunteers for any option chosen. It should address itself to the requirements and goals of the specific program variations being implemented. 

B. Special Provisions 

4. Home-Based Models 

h. Staff Development Programs must submit a staff and volunteer recruitment plan and a training plan, including content of proposed pre- and in-service training programs....
 

5.4 Volunteer Positions as the First Step on the Career Ladder

     In addition to the need to recruit and prepare volunteers to be active partners with the staff in the achievement of program goals, there are other requirements for training volunteers. One is to enable parents and other low-income community volunteers to gain the skills and experience needed to qualify for employment.

REFERENCE  TEXT CITATION 

"Head Start Child Development Programs: 
A Manual of Policies and Instructions." 
Manual 6108-1, Office of Child 
Development, September 1967. 
3. The Staff 

b. Creation of Opportunities for Employing Non-Professionals 

(2) Development of Non-Professionals Non-professionals may advance to [a] position of greater responsibility.... For example, a teacher's aide may be promoted to an assistant teacher. In such cases...the 'aide' position may then be filled on a volunteer basis.

"Head Start Program Performance Standards." 45-CFR 1304, Appendix B—Head Start I-30-2, The Parents, November 1984. 
B. The Role of the Parents 

2. Participation in the classroom as paid employees, volunteers, or observers 

Participation as volunteers may also be possible for many parents. Experience obtained as a volunteer may be helpful in qualifying for non-professional employment.
 

5.5 Training to Be a Volunteer Enhances Personal Growth and Development
 

     Another reason grantees and delegate agencies should have a thoughtfully developed volunteer training program lies in the additional opportunities it provides parent volunteers to acquire confidence and skills needed for their roles as parents and contributing community members. Training parent volunteers to assume program tasks or to be more effective members of decisionmaking groups can meet this requirement.

REFERENCE  TEXT CITATION 

"Head Start Program Performance 
Standards." 45-CFR 1304, Parent 
Involvement, Subpart E—Parent 
Involvement Objectives and Performance 
Standards, November 1984. 

1304.5-3 Parent involvement plan content: enhancing development of parenting skills 
The plan shall provide methods and opportunities for involving parents in: 
    (a) Experiences and activities which lead to enhancing the development of their skills, self-confidence, and sense of independence in fostering an environment in which their own children can develop to their full potential.
 

Related Performance Standard Guidance 

(a) Parents should be encouraged to participate in Head Start policy groups.... Parents should be encouraged to participate as volunteers in social service activities making contact with community social agencies and making home visits as well as volunteering in the classrooms.
 



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