Tools of the Trade

Washington State University On-Line Volunteer Management Certification Program

Lauri E. B. Sherfey
Area Extension Agent, 4-H Youth Development
Washington State University
Pasco, Washington
Internet address: sherfey@wsu.edu

Janet Hiller
4-H Youth Development Specialist
Washington State University
Pullman, Washington
Internet address: hillerj@wsu.edu

Nancy Macduff
Consultant
Macduff/Bunt Associates
Walla Walla, Washington
Internet address: mba@volunteertoday.com

Nancy Mack
Program Development Specialist
WSU Conferences and Professional Programs
Pullman, Washington
Internet address: nmack@wsu.edu

Introduction

The Volunteer Management Certification Program (VMCP) was developed for a broad audience of adult professionals who do not need or want college credit courses, but want a credible program to enhance their job skills and professional development in working with volunteers. Cooperative Extension has a long history of successful volunteer management. In fact, we are probably the granddaddy of experience in most communities across the United States. Cooperative Extension has always realized the value of fostering, mentoring, and supporting professional development for faculty and staff. This has produced a workforce of professionals able to effectively mobilize and increase human capital.

However, the resource of human capital and the ability to increase it is just now being recognized and valued by many corporations, non-profits, and government, public, and private entities. Over 100 million Americans report some type of volunteer activity each year. As the "baby-boomer" generation nears retirement, a wide variety of organizations' need for highly skilled volunteer managers will see a dramatic increase. With this emerging issue, the mission and expertise of Cooperative Extension continues to be relevant for communities in the next century.

Needs Assessment

An extensive survey of 336 individuals employed in 248 different organizations that utilized volunteers was compiled to assess the need and marketability of an on-line volunteer management course. The organization representatives of public agencies, schools, and non-profits were located in 74 different communities in Washington, Idaho, and Oregon.

Survey results revealed affirmation of need for and interest in distance learning format. Survey participants indicated that volunteer management training was rare and generally unattainable because of travel, time off from work, and cost. The survey also confirmed students' desire for some sort of certification; however, the option for credit vs. noncredit was an even split. The vast majority had no prior experience with distance learning format, but did have access to technology at their place of work.

The survey participants indicated they would be interested in putting in 3-4 hours per week. They were primarily motivated to:
1) improve depth of knowledge or skills in fundamentals of volunteer management,
2) learn new skills and knowledge, and
3) remain competitive in the job market.

It was also evident that this clientele wanted a course at low cost because they were unsure if their employers would pay for it.

The survey results guided the course's design and development. It began with a $4,000 development budget and a partnership with Conferences and Professional Programs (CAPP) of Washington State University (WSU) to recoup operations costs from student fees. Prior to final launch, the course was beta tested by 24 volunteers selected from the cyberVMP listserve. The course registered its first students in August, 1998.

Overview

VMCP is the product of a collaboration of on- and off-campus Cooperative Extension faculty, a private consultant, and WSU's CAPP. Current enrollees are from all over the U.S., Canada, Germany, Barbados, India, and Guam.

VMCP has a free Web site <http://vmcp.wsu.edu> with resources for volunteer managers. It includes a self-test to determine proficiency and skills. The self-assessment is also designed to help the students determine if the VMCP program can help them enhance their professional skills. From this site, CAPP handles student registration, records, marketing, and overall project management.

VMCP consists of four units with five modules in each unit. Unit One provides information on Recruiting Volunteers; Unit Two on Training Volunteers; Unit Three on the Management and Supervision of Volunteers; and Unit Four on the Evaluation and Recognition of Volunteers. Students must complete a unit in 6 months and have a maximum of 2 years to complete the program.

Technological Innovation

VMCP is unique in its use of the Internet. Students use the Web to learn about the program and assess their own skills. Once enrolled, they complete exercises as part of each module that can be shared with other students working on the same module. Assignments at the end of the module are submitted via the Internet to a faculty member for critique. This makes a minimum of 20 faculty comments in the course of the program (this is almost one per month). There are no requirements to attend class; instead, students visit on-line chat rooms, working at their own pace and on their own schedules.

The planning team was alerted to the need for strong technological support by the needs assessment survey done before the program was launched. Many students have low-end computers and are often inexperienced with the Internet. VMCP students use a Web-based learning platform called the "Classroom Management System." It was designed to provide clear and consistent content presentation, student interaction, on-line testing, and management data for instructors.

There is technical support for each student who hits the "HELP" button. The CMS program instantly recognizes the student's computer features and modem speed, and detects technical problems automatically. A staff member then provides technical support, answering questions about hardware, software, and how to send an attached document. Students thus have a person who can help them over the mechanical hurdles of on-line, as well as the intellectual ones. CAPP has a toll-free phone number for non-technical questions. Frequently Asked Questions are posted to the site to help the students and avoid redundant phone calls and emails.

Pedagogical Innovation

VMCP is not an on-line book, but rather an innovative adult learning model. Each module is designed with two or three paragraphs of content, followed by interactive exercises related directly to the type of work done by each student. Students can move around within a module, talk with other students, and communicate with faculty. To increase interactivity, the faculty sponsor monitored chat rooms on topics pertinent to student work on a regular schedule.

Feedback and Outcomes

At the end of each module, the students (volunteer managers) use the lessons learned in their own programs to complete assignments tied to their employment situations. An early assignment requires the students to share their plans with their supervisors and revise them based on those discussions. One student reported her supervisor was so impressed with the plan and assignment that she is budgeting to help this student complete her baccalaureate.

At the end of each unit, the learners take a post-test that is tied to the pre-test. The results are shared with faculty to determine learner progress and if revisions in a module are needed. The learners receive their results as well. There is an evaluation related to each individual's experience with the course, faculty, and technical support.

Students receive a WSU certificate of completion when the VMCP is completed. This attractive document is designed to enhance the volunteer managers' sense of accomplishment and to alert others to their skill development. There are currently 60 students enrolled, including one recent graduate. The following is a testimonial VMCP graduate Beth Buchanan wrote to a prospective student inquiring about the course.

Impact Testimonial

"Hello--I am a recent proud graduate of the WSU VMCP course you are interested in. Without question, if you work with volunteers you will benefit from this course. The instructors are outstanding, the course work excellent, and it is highly enjoyable to boot!

I'm not sure what specifically you are looking for out of this course, but I can tell you that in my experience all four units contributed greatly to what I do every day--volunteer management for 4 different programs. The 'How to Train and Evaluate' parts were especially valuable because they not only helped me in my volunteer manager roll but also helped me in my collateral duties training coworkers in several different areas (primarily technological).

The course work takes you through, from A to Z, on how to be a better recruiter, trainer, manager, and most importantly how to keep those volunteers through appropriate, focused recognition.

I like the Internet aspect because it allowed me to move at my pace at times that worked for me--if I could only do course work from 10 p.m. to 11 p.m., I did!

The instructors are outstanding--the feedback is constructive, to the point and very valuable.

I think what I like the best of all was that at each stage of the process I was able to incorporate at least one part, if not all parts, of the assignment into my daily work. It got to be a standing joke between my supervisor and myself--'So, what does your VMCP homework have that we can use to answer this problem?' We still refer to my notebook, which has become an invaluable resource!

Good luck to you!

Beth Buchanan"

Before You Say Yes: A Planning Guide for Speakers

Charles Francis
Professor
Center for Sustainable Agricultural Systems
University of Nebraska
Lincoln, Nebraska
Internet address: cfrancis2@unl.edu

Heidi Carter
Education Coordinator
Center for Sustainable Agricultural Systems
University of Nebraska
Lincoln, Nebraska

Cris Carusi
Information Specialist
Center for Integrated Agriculture Systems
University of Wisconsin
Madison, Wisconsin

James King
Assistant Professor & Distance Education Specialist
Agricultural Leadership, Education, & Communication
University of Nebraska
Lincoln, Nebraska

Introduction

When people are asked to be on a program, they often say "yes" because they are flattered by the invitation, it's part of their job, they are obligated to the person doing the inviting, or their calendar is open that day. Event planners need to provide enough information so that the invitee can make a thoughtful decision. It is up to the organizer to prepare the best possible event, ensure the speaker and goals are appropriate for the intended audience, and check that all arrangements are made well in advance.

A form such as that in Figure 1 at the end of this article can facilitate communication between speaker and organizer. A speaker can have this form handy when invitations arrive, or an organizer can prepare parts of the form and provide it to a potential speaker to complete. We suggest that the form and a copy of this article be given to potential speakers. The form would be essential if another person took over planning. It can also be helpful to a session moderator.

The Form

The Facts

The need for current and complete contact information as well as particulars on an event is obvious: when, where, AV equipment requirements, audience. The organizer must also note specifics regarding travel and reimbursement. Who makes travel arrangements? Who pays for what and when? Is an honorarium involved? Most invitations to Extension and government agency representatives do not involve payment, but rather depend on the interest of the speakers and their willingness to provide a useful service. But it's still useful to discuss what the speaker will gain from the experience: a chance to reach a new audience, an opportunity to advance an agenda, or a forum for floating new ideas.

Topic

Writing down the topic clarifies the presentation and establishes the framework. The title is negotiable and may change during preparations. Any modification should be clearly communicated and subject to joint approval. Only in unusual circumstances would an invitation be, "Just come and talk about your research."

Audience and Materials

A speaker needs to know as much as possible about the audience, the nature of the site, and the flexibility in setup arrangements, and to have some indication of recent experiences with the group. Dates for materials that are needed before the event should be discussed and recorded. The speaker can list what existing materials will be used and what materials must be developed.

Learning Goals

Yogi Berra once said, "If you don't know where you are going, you are liable to get there!" Too often we consider learning goals to be implicit in an invitation. For example, "We are having our annual meeting of the farmers' society on Saturday, February 19th. Could you come and talk about your research on open-pollinated corn?" If you have expertise and enthusiasm about the topic, there is a quick "yes," and the conversation is finished. But the organizer's and the speaker's expectations may differ. Each may have different ideas about what is important to cover. The probability of a useful experience is increased by making sure learning goals are explicit, understood, and mutually accepted.

Learning goals should be appropriate for the type of group, their ages, their prior knowledge, and their current interests. Even for the same topic, the goals may be quite different for a high school class and for a group of retired landowners. Learning goals also guide the outline of the presentation and determine teaching strategies. A good question is, "What does the audience want to learn?" There may be value in a historical overview before launching into a topic. Side journeys can maintain interest, but should only be used when the results can be related to learning goals. Regarding strategies, mastery of a technique for the field is unlikely to be achieved through a classroom lecture.

Content

This section should include the opening, outline, and activities. The first 5 minutes are critical. They will determine whether an audience wants to listen to the rest of a presentation. A striking statistic or brief story can provide this entry and gain attention. The opening is on the form because the organizer may have valuable ideas.

Working through an outline can help the speaker tap the organizer's experience with the group. The conversation may include possible themes, ways they can be approached, and resources. In most situations, it is possible to introduce variety and brief participatory activities. For example, participants can write down a response to a question and briefly discuss it with their neighbors. Adults have an attention span of 10 to 12 minutes, and a change of pace is essential to maintain focus.

It may be useful for an organizer and speaker to discuss other details before the event. Is the single-person presentation the best approach? What hands-on exercise can we do? During the conversation, other options may arise, additional speakers may be suggested, or new ideas may completely change the event.

Evaluation

During the presentation, it is valuable to survey the group to see if learning is taking place. This review can be done by asking questions and recording answers or by giving a short, informal quiz. Rather than being seen as a disruption, we need to recognize that short breaks for evaluation are in themselves a part of the learning process.

The final evaluation is important to an audience because it brings a sense of closure, a sense of satisfaction in accomplishing stated goals, and even some direction for the future. A good evaluation causes people to reflect and to integrate new information into their personal context.

We found that paired interviews are highly successful. Two people ask each other questions related to the learning goals and record each other's answers. This method introduces a higher level of responsibility than filling out a questionnaire. Participants from several workshops even rated the paired interview as one of the top activities. The final evaluation also gives feedback to organizer and speaker that helps them design follow-up materials and/or action steps.

Conclusion

The answer to "Should I say yes?" is one that a speaker should decide after careful discussion with the organizer. If you're the right person for the challenge, and if you have adequate time to prepare under the conditions described by the organizer, there is every reason to say "yes" because you'll be successful. We think using the form will help an organizer and potential speaker arrive at the best match.

Figure 1.

Before You Say Yes: A Planning Guide for Speakers

Topic: _____________________________________________________

Date & Time: __________________ Location: __________________

Type of Audience: _________________________ Number: ________

Event Organizer, Phone, Address, Email:

____________________________________________________________

Invited Speaker, Phone, Address, Email:

____________________________________________________________

Learning Goals:

	


	
	


	
	


	
	




Opening and Content:


Conclusions:


Visual Aids, Activities, Other Needs:


Evaluation of Learning Goals:


How much time will this take to prepare? _______ When? _____

Tools for Evaluating Written and Audiovisual Nutrition Education Materials

Connie Betterley
EFNEP Coordinator
Iowa State University Extension
Ames, Iowa
Internet address: x1cbette@exnet.iastate.edu

Brenda Dobson
WIC Nutrition Services Coordinator
Iowa Department of Public Health
Des Moines, Iowa

An important step in delivering effective Extension nutrition education programs is to evaluate both written and audiovisual materials in light of the needs of the specific target audience. Recent research indicates that nutrition education materials are often reviewed before use (Mercer, 1998; Tagtow, 2000).

However, the same research indicates that the reviewer may not use a systematic process that considers all factors related to reading, comprehension, content, design, and technical quality. Without a systematic process, inappropriate materials may be selected, resulting in ineffective nutrition education and wasted resources.

Our Problem

Nutrition educators with Iowa State University Extension and the Iowa Department of Public Health needed to evaluate a wide variety of printed and audiovisual nutrition education materials for target audiences ranging from health professionals to individuals with limited reading skills. Several evaluation tools were reviewed to determine if suitable assessment criteria already existed. However, while all of the tools had some useful features, none of the existing tools met our needs.

We wanted a tool that:

• provided a good evaluation without being overly time-consuming to use.
• was easy-to-use and self-explanatory.
• didn't use a single rating to determine whether an educational piece would be "approved" or "not approved." We felt it was important to allow for individual judgments as to whether a particular piece would meet local needs.
• evaluated more than just readability or content and considered all factors that contribute to an effective publication or audiovisual presentation.

Our Solution

Iowa State University Extension and the Iowa Department of Public Health jointly developed two guides and evaluation forms to help Extension nutrition educators, public health nutritionists, and others select educational materials that best meet the needs of target audiences. The Guide to Evaluating Written Nutrition Education Materials and the Guide to Evaluating Audiovisual Nutrition Education Materials each describe a four-step process to help educators:

• assess the needs of a target audience,
• evaluate the material using the review forms,
• pretest the materials with the target audience, and
• use the materials effectively.

The guides describe why each step is important for successful nutrition education activities.

The Written Nutrition Education Materials Review Form and the Audiovisual Nutrition Education Materials Review Form are printed in a 4-page, easy-to-read format that allows room for reviewer's notes. Figure 1 summarizes the criteria under each heading on the forms. The criteria are general in nature and apply to all nutrition topics and audiences. However, an educator can add criteria to the forms that are specific to a particular issue (such as breastfeeding) or target audience (such as low literacy).

These guides and evaluation forms will provide Extension educators and others with an easy-to-use, systematic process for evaluating the appropriateness of written and audiovisual nutrition education materials for a variety of target audiences.

Figure 1.

Criteria on the Review Forms

A. Source information

For written materials: Title; subject matter; type of publication; length; date of publication; author or producer; publisher and address, phone, and e-mail; single and bulk cost; languages available; and camera-ready copy available.

For audiovisual materials: Same reference information as for written materials, plus the available formats and the program's length or running time.

B. Reading level and comprehension criteria

For written materials: Reading level and method of calculation; clear purpose; word usage; sentence structure; paragraph structure; overall organization; and tone.

For audiovisual materials: Purpose; language; visuals; pacing; presentation style; overall organization; tone; and length.

C. Content criteria

For written materials: Accuracy and credibility; appropriateness; usefulness; and appropriateness of recipes, if included.

For audiovisual materials: Same, except reference to use of food rather than recipes.

D. Design and quality criteria

For written materials: Paper quality; use of color; readability of type size and style; illustrations, charts, graphs, and tables; and organization of layout.

For audiovisual materials: Auditory and visual quality; flow; and continuity. Also includes evaluation of the instructional guide, if available.

E. Review summary

For both: Reviewer's name; date of review; reviewer's assessment of target audience; appropriateness for reviewer's target audience.

References

Mercer, K. C. (1998). An examination of three perspectives on nutrition education materials: The curriculum expert, the dietitian, and the patient. University of Georgia.

Tagtow, A. (2000, May-June). The extent to which dietitians evaluate nutrition education materials. Journal of Nutrition Education.

Two Techniques to Foster Collaboration Within a Group

Marlene K. Rebori
Community and Organizational Development
Cooperative Extension
University of Nevada, Reno
Reno, Nevada
Internet address: mreborit@unr.edu

Introduction

Collaboration is a popular and frequently used method for managing differences among people within a group (Gray, 1989). Although people forming a group may have the aim of collaboration, creating an atmosphere of collaboration that supports mutual respect and shared decision-making is a difficult challenge. This article is for community educators and volunteers who work as facilitators with groups and who desire collaboration. Two effective techniques that I have used to foster collaboration within a group are ground rules and a consensus framework.

Consensus Decision-Making Framework

Ground rules are explicit guidelines the group agrees to follow. The purpose of ground rules is to help guide constructive behavior. Ground rules can also outline process procedures, such as how decisions are made and how information is shared (Schwarz 1995; Susskind, 1999). Typically, ground rules frame expectations about the way things should be done at meetings. An effective way for a group facilitator to establish collaborative group behavior is to introduce a draft set of suggested ground rules at the first meeting.

During the discussion of ground rules, the facilitator explains the purpose of the ground rules and encourages the group to discuss them. To illustrate how this may occur, the facilitator may say something like, "I drafted some suggested ground rules we could all follow for today's meeting. Although they are only suggestions, let's go over the ground rules and see how people feel about following them."

An Example of "Suggested Ground Rules"

• Focus on interests and ideas, not positions or solutions to the problem.
• Listen to understand each idea and interest. Ask questions.
• Respect different viewpoints.
• All ideas count, even wild ones.
• Everybody participates.
• Everyone shares responsibility for following the ground rules.

The facilitator may say things like:

• "These ground rules are only suggested to help us start thinking about how we can work together more constructively. Does anyone have any comments or items they would like to discuss about these suggested ground rules?"
• "Are there rules you would like to add?"
• "As the facilitator of the group, my role is not only to make sure everybody follows the ground rules, but also to model these ground rules to demonstrate effective group behavior."

Even when ground rules are introduced and thoroughly discussed, someone will inevitably break a rule. For example, a group member may say, "I am here to stop future development in this community." This statement is a position, thereby breaking the first rule listed above. A facilitator who is modeling the ground rules would respond, "In keeping with our ground rules, let's reframe your statement into an interest. Would you say your interest is to retain areas of open space?" A facilitator can use reframing frequently to help members stick to the ground rules.

The ground rules should be written on an easel pad and posted for everyone to see at each meeting. Groups that continue to meet may want to print the ground rules on colored 3x5-index cards and laminate them.

The overall purpose of ground rules is to help foster collaborative group interaction, not to restrict it. The group can change the ground rules or add new ones based on group needs.

Consensus Decision-Making Framework

The second technique that fosters collaboration is a consensus decision-making framework. Consensus builds group cohesion by incorporating everyone's opinion in the group. Rather than approaching consensus from an "I can live with it" perspective, I propose an alternative framework for arriving at consensus. This alternative framework allows groups more room and flexibility in building collaborative agreements. The framework includes five levels, but depending on group preferences, fewer may be appropriate. The possible five levels include the following.

1. I can easily support the decision or action.
2. I can support the decision or action, but it may not be my preference.
3. I can support the decision or action with minor changes.
4. I support the will of the group, but I don't necessarily agree with the decision or action.
5. I cannot support the decision or action.

Using this framework, a group approaches decision-making on an issue or topic showing their level of support. For example, the facilitator may say, "It seems as though many of you like this idea. Let's get a reading on the level of support for the proposal. On the idea to use the Wildlife Division's data regarding elk population numbers, show your level of support. Please raise your hand and show 1,2,3,4, or 5 fingers, depending on how strongly you favor the proposal."

To foster collaboration, the facilitator should ask additional questions for all levels of support expressed, questions like, "What were your reasons for indicating level 2 support?" However, for levels 4 & 5, the facilitator should ask direct questions to elicit participant concerns, such as "Bob, what are your specific reasons for indicating level-5 support?"

Group members may want to include what constitutes consensus in the ground rules. For example, does everyone in the group need a 1,2, or 3 level of support? Groups that have a time constraint but that still want to use consensus decision-making can adopt a 70/30 rule, requiring 70% of the group members to indicate level 4 or above for consensus. The 70/30-rule still fosters collaboration by creating a shared understanding within the group for each member's level of support.

Conclusion

Using ground rules and a consensus framework will foster collaboration on both the beginning and end of group interaction. Ground rules establish the path for constructive behavior. The consensus framework supports the atmosphere established in the ground rules by providing an understanding of why group members support a potential decision.

References

Gray, B. (1989) Collaborating: Finding common ground for multiparty problems. San Francisco, CA: Jossey-Bass.

Schwarz, R. (1995). Ground rules for effective groups (Rev. ed.). Institute of Government. The University of North Carolina at Chapel Hill.

Susskind, L. (1999). A short guide to consensus building. In The consensus building handbook: A comprehensive guide to reaching agreement. L. Susskind, S. McKearnan, and J. Thomas-Larmer (Eds.). Thousand Oaks: Sage Publications.

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