INVEST in your volunteers

Page 1

2

Anja
sto)erg:
Ro#erdam
University
of
Applied
Sciences, School
of
Social
Work,
Netherlands
 j.stofberg@hr.nl

Steven
Howle3:
Roehampton
University,
UK
s.howlett@roehampton.ac.uk Silvia
Cannonieri:
Ciessevi
Milano,
Italy
cannonieri@ciessevi.org Ole
Madsen:
CFSA,
Denmark
ocm@frivllighed.dk
 Angel
Sola:
Cibervoluntarios
FoundaGon,
Spain
angel.sola@cibervoluntarios.org

3

CHAPTERS
 
 1.‐
INTRODUCTION
….………………………………………………………………………..….………….….6
 
 2.‐ Linking
Volunteering
MoGvaGon
and
RecogniGon
……………………….………………15
 
 3.‐
Learning
through
Volunteering
…………………………………………………….………………19
 
 4.‐
Analysing
Learning
Needs
………….…………………………………………………………………27
 
 5.‐
Learning
OpportuniGes
………….……………………………………………………………..…..…34
 
 
 Appendix
A

 Tool
descripGon
sheets
………….……………………………….………46

 
 Appendix
B

 Web
resources
………….……………………………………………….……61
 
 Appendix
C
 Glossary
………….………………………………………………………………64
 
 Appendix
D
 An
InspiraGonal
Checklist
………….…………………………..………66

4

5

Introducing
INVEST

The
 INVEST
 (INvesGng
 in
 your
 Volunteers
 by
 creaGng
 EducaGonal
 opportuniGes
 Small
 scale
 and
 Tailor
 made)
 project
 is
 a
 European
 project
 funded
 by
 the
 European
 Commission
 through
 the
 Lifelong
 Learning
 Programme
 under
 the
 acGon
 Grundtvig
 Learning
Partnership.

 
 The
 overall
 aim
 of
 this
 learning
 partnership
was
to
pool
a
wide
variety
of
 resources
 and
 experiences
 within
 our
 different
 organisaGons
 to
 enhance
 the
 learning
 opportuniGes
 of
 volunteers.
 Our
 main
 objecGve
 was
 to
 apply
 different
 methods
 and
 tools
 for
 facilitaGng
 these
 educaGonal
 opportuniGes
 and
 share
 the
 experiments
 and
 experiences
 among
 the
 partners.
By
applying
a
"learning
by
doing"
 approach
 we
 intend
 to
 encourage
 our
 volunteers
 into
 making
 more
 of
 the
 voluntary
 work
 they
 perform,
 raising
 their
 awareness
 of
 the
 many
 competences
 and
 skills
they
are
obtaining
during
the
process
 and
 insGl
 a
 sense
 of
 fun
 in
 working
 on

serious
 lifelong
 learning
 skills
 which
 they
 can
apply
in
many
different
contexts
and
in
 their
 working
 life.
 In
 order
 to
 support
 personal
 development,
 we
 wished
 to

 sGmulate
 (among
 others)
 volunteers
 to
 work
 on
 their
 (extended)
 CVs,
 more
 specifically
 by
 developing
 a
 poraolio.
 Poraolios
 provide
 opportuniGes
 to
 sGmulate
 people
 to
 reflect
 on
 experiences
 and
 achievements
 and
 get
 to
 grips
 with
 assessing
 their
 own
 capabiliGes
 and
 connecGng
 this
 to
 their
 ambiGons.
 Overall
 the
 project
 is
 meant
 to
 encourage
 volunteers
 to
 get
 the
 most
 out
 of
 their
 volunteering
 experience
 and
 also
 focus
 on
 the
 learning
 possibiliGes
 and
 
 their
 employment
 prospects,
 besides
 driving
 their
learning
needs
towards
more
learning
 opportuniGes
 and
 /
 or
 further
 /
 higher
 educaGon
 pathways.
 Poraolio
 work
 is,
 moreover,
 one
 step
 away
 from
 the
 recent
 developments
towards
an
e‐poraolio.

6

Ro#erdam
 University
 (HR)
 is
 one
 of
 the
 major
 UniversiGes
 of
 Applied
 Sciences
 in
 the
 Netherlands
 with
 currently
 30,000
 students
 working
 on
 their
 professional
 future.
 The
 university
has
11
schools,
offering
more
than
80
graduate
and
undergraduate
programmes
in
7
 fields:
 art,
 technology,
 media
 and
 informaGon
 technology,
 health,
 behaviour
 and
 society,
 engineering,
educaGon,
and
business.
The
INVEST
project
is
run
by
the
School
of
Social
Work
 which
 offers
 four
 accredited
 course
 programmes
 and
 a
 professional
 master
 programme
 of
 Urban
EducaGon.
 
 Within
 the
 school
 students
 are
 prepared
 for
 job
 roles
 in
 which
 they
 design
 and
 organise
 programmes
 and
 projects
 which
 invite
 people
 to
 parGcipate
 in
 cultural
 and
 social
 exchange.
 The
 purpose
 of
 the
 Cultural
 Social
 Work
 programme
 is
 to
 provide
 students
 with
 the
 foundaGons
 of
 the
 cultural
 and
 social
 work
 profession
 which
 guides
 and
 supports
 people
 in
 giving
shape
to
their
lives
in
the
context
of
culture
and
our
increasingly
complex
society.


 
 The
majority
of
students
develop
educaGonal
acGviGes
of
any
kind
for
(disadvantaged)
groups
 and
 those
 with
 specific
 needs
 and
 deliver
 those
 tailor‐made
 courses
 during
 their
 work
 placements
in
the
Ro#erdam
organisaGons,
but
also
abroad.
Many
of
these
students
are
ready
 to
coordinate
volunteering
programmes
and
acGviGes
upon
graduaGon.

Website:
www.hogeschoolro#erdam.nl

Volunteering
context
in
the
Netherlands
 In
the
Netherlands
voluntary
work
is
mainly
the
responsibility
of
local
governments.
Under
the
 Dutch
 Social
 Support
 Act
 municipaliGes
 have
 the
 task
 of
 deciding
 on
 their
 own
 volunteering
 policy
based
on
the
five
core
funcGons
as
defined
by
the
Ministry
of
Health,
Welfare
and
Sport.
 The
 five
 core
 funcGons
 are
 the
 following:
 translaGng
 social
 developments,
 creaGng
 connecGons,
strengthening,
expanding
and
anchoring.
 
 The
 Ministry
 of
 Health,
 Welfare
 and
 Sport
 defines
 “parGcipaGon”
 of
 all
 ciGzens
 as
 the
 major
 goal
of
its
policy
on
volunteering.
As
such,
it
plays
an
important
role
in
a#aining
social
inclusion
 goals.
 
 The
city
of
Ro#erdam
for
example
decided
to
create
approximately
4,000
volunteering
jobs
for
 people
 with
 poor
 chances
 on
 the
 labour
 market
 on
 an
 annual
 basis.
 
 Through
 this
 iniGaGve
 people
are
taken
out
of
their
socially
isolated
posiGons
and
are
offered
opportuniGes
to
start
 developing
 new
 competences
 which
 can
 increase
 their
 self‐esteem,
 and
 subsequently
 their
 chances
 on
 the
 labour
 market,
 as
 individual
 training
 and
 coaching
 is
 an
 integral
 part
 of
 the
 iniGaGve.
 In
 this
 way
 these
 volunteers
 are
 empowered
 by
 staff
 involved
 in
 volunteering
 organisaGons
who
invest
in
their
personal
development.

7

Over
5.6
million
Dutch
people
are
 acGve
in
the
voluntary
sector.
Society
as
a
whole
benefits
 from
 their
 unpaid
 acGviGes,
 so
 in
 general
 the
 idea
 is
 that
 volunteers
 deserve
 professional
 a#enGon
and
support
by
offering
them
learning
opportuniGes
to
develop
themselves.
At
the
 same
Gme
the
trend
is
that
increasingly
higher
demands
are
being
made
on
volunteers,
partly
 as
a
result
of
the
economic
crisis.
 
 
 
 
 
 CFSA
 is
 the
 naGonal
 knowledge
 centre
 of
 voluntary
 work
 in
 Denmark.
 The
 Centre
 was
 established
 in
 1992
 as
 a
 self‐governing
 insGtuGon
 under
 the
 Ministry
 of
 Social
 Affairs,
 
 to
 promote

and
support
the
development

of
volunteering
in
Denmark.

The
status
of
the
centre
 as
an
“independent”
insGtuGon
and
its
professional
focus
and
neutrality
in
relaGon
to
poliGcal
 and
organisaGonal
interests
allows
the
centre
to
network
and
dialogue
across
the
structural,
 organisaGonal
and
poliGcal
boundaries.

 
 The
 funding
 of
 the
 centre
 comes
 from
 government
 grants.
 The
 centre
 works
 for
 an
 independent
 and
 diverse
 voluntary
 sector
 which
 contributes
 to
 the
 development
 of
 the
 welfare
 society
 in
 interacGon
 with
 public
 authoriGes
 and
 private
 companies.
 Its
 aim
 is
 to
 support
 and
 develop
 the
 volunteering
 area
 and
 to
 gather
 knowledge
 based
 on
 pracGce
 and
 research.
 
 CFSA
 offers
 a
 range
 of
 services
 to
 support
 volunteers
 and
 voluntary
 organisaGons.
 Besides
 offering
 services
 to
 public
 authoriGes
 and
 others
 co‐operaGng
 with
 volunteer
 organisaGons,
 CFSA
 provides
 informaGon
 on
 voluntary
 social
 work
 for
 the
 public
 and
 the
 press.
 The
 main
 areas
 of
 acGvity
 are
 consultancy,
 learning
 and
 educaGon,
 networks
 and
 conferences,
 knowledge,
 development
 etc.
 The
 Volunteer
 Centre
 in
 Denmark
 has
 a
 range
 of
 educaGonal
 acGviGes
and
offers
those
to
key
persons
engaged
in
voluntary
work.
The
courses
tend
to
focus
 on
 organisaGonal
 work,
 personal
 limits
 in
 voluntary
 social
 work,
 and
 challenges
 of
 volunteering.
Moreover,
CFSA
offers
a
variety
of
courses
which
provide
skills
and
tools
that
are
 relevant
in
voluntary
work
on
all
levels.


 
 An
 example
 is
 the
 courses
 for
 volunteers
 funded
 by
 the
 Danish
 Training
 Grant
 Programme.
 These
 courses
 are
 designed
 for
 acGve
 volunteers
 and
 staff
 employees
 in
 voluntary
 social
 organisaGons
or
support
funcGons
in
relaGon
thereto.
Another
example
is
The
NGO
Folk
High
 School,
an
educaGonal
programme
open
to
all,
offering
qualified
educaGonal
opportuniGes
for
 all
 actors
 in
 the
 voluntary
 social
 field
 who
 wish
 to
 strengthen
 their
 skills
 in
 different
 areas.
 There
are
no
academic
requirements
for
admi#ance
and
there
are
no
exams,
but
the
course
 parGcipants
get
a
diploma
as
proof
of
a#endance.
 
 Website:
h#p://www.frivillighed.dk

8

Volunteering
context
in
Denmark
 In Denmark approximately 1.8 million people (approx. 40 % of the entire population over the age of 16), have participated in voluntary work at some point through the last twelve months. Even though the majority are volunteering in areas such as sport and culture, lot´s of volunteers participate also in social voluntary work (approx. 32 % of all volunteers in Denmark). Most surveys which are conducted on the issue of volunteerism in Denmark conclude that the majority of the volunteers are men. A survey produced in 2012 by The National Knowledge and Development Centre of Volunteering in Denmark on behalf of The Ministry of Social Affairs and Integration concluded that 42 % of men who participated in the survey were volunteers as opposed to only 38 % of women. Collaboration between public and voluntary organisations has become stronger throughout the last 20 years. The collaboration is beneficial for the organisations as well as the administration in the way that the organisations get financial support for rent and other necessities, as well as educational support for volunteers. The municipalities get a helping hand in the production of welfare services.

Ciessevi
 is
 a
 non
 profit
 organisaGon
 whose
 members
 are
 voluntary
 and
 social
 organizaGons
 based
in
Milan
and
in
its
province.
Ciessevi
has
managed
the
Volunteering
SupporGng
Centre
 for
 the
 province
 of
 Milano
 since
 1998.
 Volunteering
 SupporGng
 Centres
 (CSV)
 are
 a
 NaGonal
 Network.
They
were
provided
for
the
Italian
law
on
volunteering
with
the
goal
to
support
and
 qualify
volunteer
organizaGons’
acGviGes.
Ciessevi
offers
the
following
acGviGes
and
services:
 consultancy,
 organisaGon
 of
 training
 courses,
 documentaGon,
 study
 and
 research,
 communicaGon,
informaGon,
logisGcal
support
and
events
organizaGon.
 
 Ciessevi
believes
that
volunteering
promotes
acGve
ciGzenship,
solidarity,
subsidiarity,
human
 rights,
 inclusion
 and
 social
 cohesion.
 Ciessevi
 aims
 to
 empower
 volunteers
 and
 voluntary
 organizaGons’
 capacity
 in
 promoGng
 innovaGon
 and
 posiGve
 relaGonships
 in
 the
 local
 communiGes.
 This
 is
 done
 by
 supporGng
 civil
 society
 iniGaGves
 and
 by
 strengthening
 partnerships
between
voluntary,
private
and
public
sectors
at
a
local,
naGonal
and
European
 level.
 
 Ciessevi’s
mission
consists
in
three
things:
promoGng
a
wide
volunteering
culture,
supporGng
 and
qualifying
volunteers
and
voluntary
organisaGons
and
in
making

volunteers
improve
their
 capaciGes
 and
 awareness
 about
 the
 role
 they
 play
 in
 the
 society
 as
 they
 represent
 an
 important

resource
for
the
whole
community.
Ciessevi

wants
to
support
the
voluntary
sector
 to
 increase
 its
 visibility
 and
 its
 proacGve
 antude
 and
 also
 enhance
 management
 and
 organisaGonal
competences.

9

Ciessevi’s
acGviGes
are
addressed
to:
 
 • Volunteer
 organisaGons
 for
 different
 acGviGes
 of
 consultancy,
 training,
 project
 planning
and
communicaGon;
 • Volunteers
and
people
who
would
like
to
volunteer
for
acGviGes
of
informaGon
and
 training;
 • Students,
youth,
and
all
ciGzens
for
acGviGes
to
promote
volunteering
(these
acGviGes
 are
open
organised
in
collaboraGon
with
other
local
organizaGons);
 • Public
and
private
Sector
on
specific
projects.
 
 Website:
h#p://www.ciessevi.org/

Volunteering
context
in
Italy
 In
 Italy
 volunteering
 today
 is
 essenGally
 an
 organised
 phenomenon
 which
 has
 undergone
 an
 enormous
development
since
the
mid
1970s,
following
the
modernizaGon
and
decentralizaGon
 of
 the
 welfare
 system.
 Since
 then,
 the
 phenomenon
 has
 passed
 through
 a
 transiGon
 of
 tradiGonal
assistance
services
to
pursue
pracGces
of
prevenGon
and
social
promoGon
with
the
 intent
 of
 contribuGng
 to
 remove
 the
 causes
 that
 produce
 marginalisaGon,
 degradaGon
 and
 poor
quality
of
life.
In
1991
the
framework
Law
No.
266
defined
the
requisites
of
volunteering
 and
the
aspects
that
regulate
the
relaGonship
between
the
VO
and
the
public
administraGon,
 together
 with
 the
 juridical
 recogniGon
 of
 public
 enGty
 partners.
 More
 recently,
 an
 ulGmate
 legiGmizaGon
came
about
with
amendments
to
Title
V
of
the
ConsGtuGon
(ConsGtuGonal
Law
 no.3/2001
Amendments
to
Title
V
of
the
ConsGtution,
Art.
118
last
paragraph).
 
 Volunteering
of
single
ciGzens
and
organisaGons
has
become
the
object
of
numerous
naGonal
 research
 projects
 and
 surveys.
 As
 regards
 to
 the
 extent
 of
 voluntary
 parGcipaGon,
 many
 esGmates
have
been
provided
and
various
studies
have
a#empted
to
define
the
phenomenon.
 All
the
research
and
public
opinion
poll
insGtutes
deal
with
this
issue,
though
they
generally
do
 not
 share
 a
 common
 method,
 a
 common
 delimitaGon
 of
 the
 sector
 or
 a
 common
 definiGon.
 This
in
turn
does
not
allow
data
from
the
various
research
groups
to
be
compared.
According
 to
 ABACUS
 and
 Eurisko‐IREF,
 there
 are
 7
 million
 ciGzens
 acGvely
 parGcipaGng
 in
 solidarity,
 while
ISTAT
MulGscopo
indicates
a
figure
of
4
million.
Such
great
variaGons
are
due
more
 to
 the
 inhomogeneous
 layout
 of
 the
 research
 rather
 than
 the
 different
 periods
 in
 which
 the
 studies
 were
 conducted.
 In
 any
 case,
 all
 the
 data
 highlight
 the
 evident
 upward
 trend
 of
 volunteering
and,
recently,
even
the
desire
towards
individual
volunteering.
When
considering
 the
 ISTAT
 MulGscopo
 data,
 which
 are
 of
 a
 considerable
 enGty
 considering
 the
 sample
 populaGon
taken
and
the
territorial
distribuGon,
the
rate
of
volunteers
today
is
8.4%
of
ciGzens
 over
13
years
of
age;
this
means
4.1
million
persons.
 
 In
 the
 province
 of
 Milan
 there
 are
 40,983
 volunteers
 acGve
 in
 formally
 recognized
 from
 the
 Local
Authority
Voluntary
OrganisaGons.
26,307
of
them
volunteer
regularly,
and
14,676
do
so
 occasionally.
 These
 numbers
 do
 not
 take
 into
 account
 of
 cultural,
 civil
 protecGon
 and
 sports
 volunteers.
The
la#er
in
parGcular
are
not
considered
in
the
NaGonal
and
Local
StaGsGcs
about
 volunteering.

10

The
University
of
Roehampton
is
the
only
campus
university
in
London,
located
in
the
south‐ west
 of
 the
 city,
 it
 is
 about
 30
 minutes
 from
 the
 West
 End.
 The
 university
 offers
 a
 self
 contained
 site
 for
 learning,
 teaching
 and
 working
 and
 aims
 to
 give
 a
 wide
 range
 of
 opportuniGes
 for
 students
 to
 get
 involved
 including
 volunteering
 but
 also
 through
 playing
 sport,
or
the
many
student
socieGes.
 The
 University
 has
 a
 strong
 research
 profile
 which
 underpins
 teaching.
 Some
 9,000
 students
 a#end
the
University,
25%
of
whom
are
postgraduates.
There
is
a
cosmopolitan
atmosphere,
 with
 more
 than
 130
 different
 naGonaliGes
 on
 campus.
 The
 history
 of
 Roehampton
 stretches
 back
 170
 years
 through
 four
 Colleges
 and
 the
 strong
 values
 come
 from
 this
 rich
 collegiate
 history,
built
on
community,
engagement
and
partnership.
 Community
 engagement
 comes
 through
 course
 placement
 requirements,
 but
 also
 through
 a
 strong
 volunteering
 programme
 run
 by
 the
 student
 union.
 The
 University
 recognises
 that
 engagement
is
a
key
strand
of
the
University’s
emphasis
on
enhancing
employability. Website:
h#p://www.roehampton.ac.uk

Volunteering
context
in
United
Kingdom
 Volunteering in the UK is mostly carried out in voluntary organisations, but volunteers can be found too in the public sector; in schools and hospitals for example. Volunteering England (which in 2013 became part of the National Council for Voluntary Organisations) define volunteering as any activity that involves spending time, unpaid, doing something that aims to benefit the environment or someone (individuals or groups) other than, or in addition to, close relatives. From this definition comes the core idea that volunteering must be a choice freely made by each individual. Volunteering is identified with a number of benefits, from community cohesion, to skills development, to service delivery, to just enjoying yourself. It is little wonder then that there are alarm bells rung – not least by policy makers – if participation rates fall. That said, volunteering rates have remained reasonably constant over the past 20 years and In 2008/09 41% of adults volunteered formally (giving unpaid help through a group, club or organisation). Given that this has been calculated to contribute an estimated £22.7 billion to the UK economy it is little wonder policy makers are interested. Although the rate has remained constant, there is some evidence of less input with the average number of hours spent volunteering per volunteer declined by 30% between 1997 and 2007. Further evidence suggests that there is a trend towards more episodic volunteering, which may also

11

dovetail into the idea that more people are volunteering for learning and skills and choosing shorter periods in a range of opportunities in order to maximise this.

Fundación
 Cibervoluntarios
 (Cybervolunteers
 FoundaGon)
 is
 an
 atypical
 non‐profit
 organizaGon
 made
 up
 of
 social
 entrepreneurs
 whose
 vision
 is
 to
 use
 new
 technologies
 as
 a
 means
for
social
innovaGon
and
ciGzen
empowerment,
alleviaGng
in
this
way
social
gaps.
This
 means
that
the
foundaGon
works
to
increase
the
rights,
opportuniGes
and
capabiliGes
of
each
 person
within
their
environment,
through
the
social
use
of
technological
tools
and
applicaGons
 within
their
reach.
 
 To
 achieve
 this
 goal,
 the
 FoundaGon
 counts
 on
 around
 1,500
 cybervolunteers.
 Curious,
 proacGve
persons
willing
to
learn,
with
a
passion
for
sharing
and
enthusiasm
about
ICTs,
who
 offer
 part
 of
 their
 Gme
 and
 knowledge
 to
 teach
 other
 people
 the
 possibiliGes
 of
 the
 use
 of
 technology
 tools
 and
 applicaGons
 to
 improve
 lives
 in
 a
 simple
 and
 useful
 way.
 They
 do
 this
 through
both
online
and
onsite
courses,
lectures,
workshops,
events…
etc.
 
 They
direct
their
acGon
to
groups
of
people
that
may
be
excluded
from
the
informaGon
society
 based
 on
 gender,
 age,
 professional
 and
 social
 environment,
 lack
 of
 Gme,
 knowledge,
 skills,
 moGvation
 and/or
 material
 or
 economic
 resources...
 and
 they
 manage
 to
 adapt
 the
 use
 of
 technological
 applicaGons
 to
 alleviate
 these
 social
 gaps
 at
 working,
 parGcipaGon
 or
 health
 levels,
 among
 others.
 Aper
 11
 years
 of
 work
 the
 foundaGon
 received
 from
 the
 hands
 of
 the
 Prince
 and
 Princess
 of
 Asturias
 a
 recogniGon
 for
 “the
 creaGon
 of
 new
 forms
 of
 parGcipaGon
 and
social
innovaGon
in
support
of
groups
at
risk
of
exclusion”,
as
well
as
the
economic
and
 social
recogniGon
of
Google.org,
for
being
one
of
the
entiGes
that
are
changing
the
world,
the
 first
and
currently
the
only
organizaGon
recognized
with
such
merit
in
Spain.
 
 During
 the
 last
 four
 years
 the
 FoundaGon
 has
 focused
 on
 spreading
 across
 Europe,
 where
 it
 has
 four
 ongoing
 projects,
 and
 into
 LaGn
 America,
 where
 there
 is
 already
 representaGon
 in
 ArgenGna,
Brazil
and
Ecuador,
and
shortly
in
Mexico
and
Colombia.
 
 Website:
h#p://www.cibervoluntarios.org

Volunteering
context
in
Spain
 Spain
has
a
total
of
873,171
volunteers,
only
in
the
field
of
social
acGon,
of
which
63.1%
are
 women,
according
to
a
study
conducted
at
the
iniGaGve
of
the
Ministry
of
Health,
Social
Policy
 and
 Equality
 released
 in
 2011,
 on
 the
 occasion
 of
 the
 inauguraGon
 of
 the
 European
 Year
 of
 Volunteering
in
Madrid.
 
 According
 a
 report,
 enGtled
 "Diagnosis
 of
 Volunteers
 in
 Spain",
 the
 profile
 of
 volunteers
 in
 recent
years
has
diversified,
although
it
maintains
a
majority
presence
of
young
women.
Thus,
 by
age,
the
largest
group
corresponds
to
a
range
between
18
and
35,
which
accounts
for
42.6%

12

of
the
volunteers
in
Spain,
followed
by
those
between
36
and
55
years,
accounGng
for
32.5%,
 and
 finally
 the
 56
 and
 older,
 with
 22.3%.
 The
 youngest
 (18‐35
 years)
 develop
 their
 acGon
 as
 volunteers
in
the
field
of
leisure,
social
acGon
and
integraGon.
For
its
part,
the
seniors
(over
56
 years)
gang
acGvity
in
the
socio‐health
and
social
acGon.
The
report,
which
has
been
a#ended
 by
the
Volunteer
Plaaorm
in
Spain
and
the
Third
Sector
experts
and
volunteers,
also
indicates
 that
 the
 average
 Gme
 devoted
 to
 voluntary
 acGons,
 within
 the
 field
 of
 social
 acGon,
 is
 five
 hours
per
week.
 
 There
 are
 about
 30,000
 non‐profit
 organizaGons
 in
 Spain.
 Over
 70%
 of
 them
 have
 got
 volunteers.
However,
Spain
is
among
the
European
Union
countries
where
there
is
relaGvely
 speaking
li#le
volunteering.
Only
15%
of
the
Spanish
populaGon
volunteers,
according
to
the
 Eurobarometer.
In
recent
years
figures
in
Spain
have
increased
with
people
who
volunteer
in
 several
NGOs,
but
spend
only
a
short
Gme
in
each
and
"converged"
volunteering,
i.e.
ciGzens
 who,
 during
 an
 emergency
 situaGon,
 carry
 out
 voluntary
 acGviGes
 in
 NGOs
 that
 they
 had
 a
 previous
relaGonship
with.

Who
is
this
booklet
for?

We
 hope
 this
 booklet
 can
 be
 an
 inspiraGon
 by
 focusing
 on
 all
 the
 competences
 you
 are
 gaining
 as
 an
 engaged
 ciGzen.
 The
 booklet
 can
 be
 used
 by
 all
 people
 who
 are
 engaged
 in
 volunteering
 and
 especially
 people
 who
 are
 volunteer
 coordinators,
 people
 who
 have
 volunteered
 and
 now
 guide
 other
 volunteers,
 people
 who
 are
 employed
 within
 volunteer‐ involving
organisaGons
or
people
who
have
other
responsibiliGes
for
volunteers
or
within
the
 voluntary
 sector.
 Whether
 new
 to
 the
 role
 or
 experienced,
 all
 people
 working
 with
 or
 for
 volunteers
 will
 hopefully
 find
 this
 an
 easy
 guide
 to
 use
 with
 such
 issues
 as
 volunteer
 recogniGon,
learning
support
or
educaGonal
opportuniGes.
Hopefully
you
will
find
inspiraGon
 and
a
collecGon
of
tools,
pracGcal
small‐scale
ideas
and
Gps
on
how
to
empower
volunteers
in
 your
local
context,
whatever
support
structures
exist
in
your
area.

13

14

Why
do
people
volunteer
?
 
 People
 volunteer
 for
 a
 wide
 variety
 of
 have
 struggled
 with
 social
 issues
 reasons.
One
of
the
more
obvious
reasons
 themselves
 usually
 have
 a
 parGcular
 why
people
volunteer
is
because
they
find
 empathy
 for
 those
 in
 a
 similar
 situaGon
 something
they
are
passionate
about
and
 and
 will
 o_en
 wish
 to
 help
 out.
 Others
 want
 to
 do
 something
 good
 for
 others.
 who
 volunteer
 think
 that
 they
 are
 very
 People
who
volunteer
in
their
community
 fortunate
 to
 live
 the
 way
 they
 do
 and
 have
 a
 personal
 a3achment
 to
 the
 area
 want
to
give
something
back
to
society,
as
 and
 want
 to
 make
 it
 a
 be3er
 place
 for
 a
way
of
balancing
all
the
possible
scales.
 themselves
 and
 for
 others.
 People
 who
 
 In
 fact,
 the
 reason
 why
 people
 volunteer
 may
 vary
 according
 to
 their
 needs
 and
 aspiraGons.
 There
 are
 however
 a
 number
 of
 common
 moGves
 to
 engage
 in
 voluntary
 acGviGes
 and
 research
has
broadly
established
the
beneficial
value
that
volunteering
brings
to
the
individual
 (as
well
as
to
society
as
a
whole).
 
 Based
 on
 research
 done
 by
 Clary
 et
 al.
 (1998)1,
 six
 moGvaGonal
 categories
 for
 volunteering
 have
 been
 idenGfied,
 namely:
 Value,
 ProtecGon,
 Career,
 Social,
 Understanding
 and
 Enhancement.
These
can
be
interpreted
as
follows:
 
 • The
 Value
 moGve
 is
 concerned
 with
 expressing
 or
 acGng
 on
 important
 values
 and
 focuses
 on
 the
 welfare
 of
 others;
 
 as
 such
 it
 can
 be
 regarded
 as
 the
 most
 altruisGc
 moGve.

 •

The
ProtecGon
moGve
wants
to
deflect
from
nega%ve
aspects
of
the
personality,
such
 as
guilt,
boredom
and
isolaGon,
in
order
to
reduce
negaGve
feelings.

•

The
Career
moGve
is
a
uGlitarian
moGve
concerned
with
furthering
one’s
own
career
 prospects
and
gaining
career‐related
experience.

•

The
 Social
 moGve
 reacts
 to
 the
 social
 expectaGons
 of
 an
 individual’s
 circle
 of
 family,
 friends
and
acquaintances,
and
is
about
strengthening
social
relaGonships.

•

The
Understanding
moGve
is
concerned
with
learning
new
informaGon
or
skills.

•

The
 Enhancement
 moGve
 is
 concerned
 with
 enhancing
 posi%ve
 aspects
 of
 one’s
 personality,
in
contrast
to
the
ProtecGon
moGve.
Enhancement
is
understood
as
self‐ realisaGon,
enhancing
self‐esteem
and
social
relaGons.

1

Clary,
E.
G.,
Snyder,
M.,
Ridge,
R.D.,
Copeland,
J.,
Stukas,
A.A.,
Haugen,
J.
&
Miene,
P.
(1998,
June).
 Understanding
and
assessing
the
moGvaGons
of
volunteers:
A
funcGonal
approach.

Journal
of
 Personality
and
Social
Psychology
74
(6):
1516‐30.
These
authors
developed
the
so‐called
Volunteer
 FuncGons
Inventory
(VFI).
A
central
premise
of
the
funcGonal
approach
is
that
while
different
people
can
 perform
the
same
acGons,
these
acGons
may
serve
different
psychological
funcGons
for
different
 individuals.

15

These
 six
 moGvaGon
 pa#erns
 clearly
 demonstrate
 how
 much
 variety
 there
 is
 in
 doing
 voluntary
 work.
 Volunteer‐involving
 organisaGons
 which
 are
 well
 aware
 of
 their
 volunteers’
 moGvaGons
(by
way
of
a
well‐founded
intake
procedure
e.g.)
can
adapt
their
matching
process
 to
this.
 
 The
 idea
 is
 that
 having
 volunteers
 perform
 tasks
 with
 benefits
 that
 match
 their
 primary
 moGves
 will
 result
 in
 a
 posiGve
 volunteer
 experience
 and
 in
 higher
 saGsfacGon,
 an
 outcome
 favourable
to
all
involved.
 In
 order
 to
 establish
 volunteer
 moGves
 a
 standardised
 quesGonnaire
 was
 developed:
 the
 Volunteer
FuncGons
Inventory2,
an
instrument
that
generates
a
clear
picture
of
what
moGves
 are
 prevalent
 for
 a
 potenGal
 volunteer.
 Subsequently,
 volunteering
 organisaGons
 can
 select
 volunteer
 acGviGes
 that
 would
 be
 a
 good
 match,
 in
 order
 words
 find
 tailor
 made
 tasks
 and
 responsibiliGes.
 In
 other
 words,
 a
 good
 intake
 process
 will
 help
 to
 ensure
 that
 volunteers
 are
 placed
 in
 posiGons
that
best
suit
their
abiliGes
and
interests.
The
investment
of
a
relaGvely
small
amount
 of
 Gme
 and
 effort
 at
 the
 beginning
 of
 the
 volunteer
 process
 could
 return
 many
 dividends
 in
 terms
of
saGsfacGon
and
commitment
of
volunteers
as
well
as
Gme‐saving
for
the
organisaGon
 in
the
longer
run.

The
importance
of
recogniGon

RecogniGon
of
the
contribuGon
they
have
made
is
not
in
itself
a
reason
why
people
choose
to
 volunteer.
 SGll,
 expressing
 appreciaGon
 
 and
 recognising
 volunteer
 achievements
 are
 important
 factors
 in
 keeping
 volunteers
 moGvated
 and
 enthusiasGc.
 
 Generally
 speaking,
 overall
the
need
for
recogniGon
is
very
important
to
the
majority
of
people.
So
if
contribuGons
 are
not
recognised,
volunteers
may
lose
moGvaGon
and
in
the
end
leave.

 To
the
volunteer,
recogniGon
signifies
that
someone
noGces
and
someone
cares.
RecogniGon
 has
 mulGple
 funcGons
 beyond
 simple
 human
 courtesy,
 and
 successfully
 recognising
 volunteering
 efforts
 is
 one
 of
 the
 most
 important
 parts
 of
 any
 volunteering
 programme,
 especially
in
this
Gme
and
age,
as
volunteer
coordinators
deal
with
a
more
demanding
cohort
 of
volunteers
on
a
daily
basis.
Focusing
energy
on
nurturing

relaGonships
with
volunteers
will
 be
 Gme
 and
 effort
 well
 spent.
 The
 payback
 will
 be
 quality
 volunteers
 who
 are
 loyal
 to
 the
 organisaGon
and
a
joy
to
work
with.

RecogniGon
opGons

There
 are
 many
 (formal
 and
 informal)
 ways
 in
 which
 volunteer‐involving
 organisaGons
 can
 recognise
 and
 reward
 volunteers
 for
 their
 contribuGons.
 
 Although
 quite
 a
 few
 volunteers
 would
appreciate
recogniGon
in
an
open
and
public
way,
for
example
by
being
given
a
tangible
 reward
at
a
public
occasion
or
a
staff
meeGng
in
front
of
their
friends,
not
all
volunteers
would
 like
 that.
 Some
 volunteers
 would
 be
 thrilled
 by
 having
 their
 contribuGon
 acknowledged
 by
 being
 assigned
 to
 more
 challenging
 tasks
 and
 responsibiliGes,
 while
 others
 prefer
 to
 be
 rewarded
by
social
(group)
ouGngs
such
as
lunches,
special
events,
visits
to
fesGviGes
etc.
 
 So
 when
 recognising
 volunteer
 contribuGons,
 tailor
 made
 recogniGon
 (and
 reward)
 to
 the
 unique
 needs
 of
 the
 volunteer
 involved
 is
 key.
 
 Having
 a
 diversity
 of
 recogniGon
 and
 reward
 opGons
will
enable
volunteer
coordinators
to
acknowledge
accomplishments
in
ways

 
 2

See
Appendix
A
for
a
more
detailed
descripGon
of
this
parGcular
instrument.

16

appropriate
to
the
individual
volunteer

as
well
as
to
the
parGculars
of
a
given
situaGon.
When
 volunteer
coordinators
personalise
recogniGon,
it
will
mean
more
to
the
volunteer
receiving

 
 the
 recogniGon
 and
 sGmulate
 the
 volunteer’s
 moGvaGon
 likewise.
 In
 other
 words,
 linking
 recogniGon
to
individual
moGvaGon
will
ensure
that
volunteers
are
recognised
in
ways
that
are
 meaningful
to
them.
 
 Obviously,
an
important
precondiGon
for
a
personalised
recogniGon
system
is
that
a
volunteer‐ involving
organisaGon
must
have
accurately
idenGfied
the
needs
of
their
volunteers
AND
kept
 track
 of
 possible
 changes
 in
 this
 respect.3
 Needless
 to
 say,
 knowing
 your
 volunteers
 as
 individuals
 and
 knowing
 what
 drives
 them
 is
 imperaGve
 to
 making
 any
 volunteering
 programme
a
success.

It
is
beyond
the
scope
of
this
booklet
to
map
all
the
recogniGon
systems
 available.
 However,
 a
 number
 of
 internet
 resources
 for
 volunteer
 recogniGon
have
been
idenGfied

and
can
be
found
in
the
appendix.

The
 focus
 here
 is
 on
 one
 specific
 way
 to
 recognise
 volunteers
 and
 their
 contribuGons,
namely
by
invesGng
in
them
by
offering
them
small
scale
 and
tailor
made
learning
opportuniGes.

3

This
can
be
done
in
a
variety
of
ways,
one
of
which
can
be
uGlising
the
Volunteer
FuncGons
Inventory
 as
part
of
the
intake
process.

17

18

The
 previous
 chapter
 outlined
 the
 many
 different
 moGves
 for
 volunteering.
 A
 number
 of
 these
 have
 an
 explicit
 or
 implicit
 link
 to
 learning.

Many
people
volunteer
because
they
care
about
issues
bigger
 than
themselves,
but
they
end
up
learning
new
skills,
improving
exisGng
 ones
and
using
exisGng
skills
in
new
ways,
as
well
as
finding
out
things
 about
themselves
that
they
never
knew
before.
Simply
put,
volunteering
 is
a
powerful
source
of
learning. Now
let’s
take
a
look
at
how
learning
can
be
defined.

What
is
formal
learning
?

Learning
that
is
typically
provided
by
an
educaGon
or
training
insGtuGon,
structured
(in
terms
 of
 learning
 objecGves,
 learning
 Gme
 or
 learning
 support)
 and
 leading
 to
 cerGficaGon.
 Formal
 learning
is
intenGonal
from
the
learner’s
perspecGve.

What
is
informal
learning?

Learning
that
is
not
organised
or
structured
in
terms
of
goals,
Gme
or
instrucGon.
This
covers
 skills
acquired
through
life
and
work
experience,
for
example.
It
is
never
intenGonal
from
the
 learner’s
 standpoint
 and
 is
 open
 referred
 to
 as
 learning
 by
 experience
 or
 learning
 through
 doing.

What
is
non‐formal
learning?

Broadly,
 it
 is
 learning
 outside
 the
 formal
 school/vocaGonal
 training/university
 system,
 taking
 place
 through
planned
 acGviGes
that
 are
 not
 explicitly
 designated
 as
 learning,
 but
 which
 contain
an
important
learning
element
(something
described
as
semi‐structured
learning).
It
is
 intenGonal
from
the
learner’s
perspecGve
and
involves
some
form
of
learning
support.
For
the
 majority
of
authors
non‐formal
learning
is
rather
organised
and
can
have
learning
objecGves,
 whether
it
occurs
at
the
iniGaGve
of
the
individual
or
whether
this
happens
as
a
by‐product
of
 more
organised
acGviGes,
whether
or
not
the
acGviGes
themselves
have
learning
objecGves.

What
is
lifelong
learning
?

All
learning
acGviGes
undertaken
throughout
life,
with
the
aim
of
improving
knowledge,
skills
 and
 competences
 within
 a
 personal,
 civic,
 social
 and/or
 employment‐related
 perspecGve.
 Having
 defined
 learning,
 we
 can
 establish
 that
 the
 kind
 of
 learning
 taking
 place
 through
 volunteering
will
by
and
large
fall
under
the
definiGon
of
informal
learning
and
when
turned
 into
 intenGonal
 learning
 with
 some
 degree
 of
 learning
 support,
 it
 is
 seen
 as
 non‐formal
 learning.

 
 Learning
 throughout
 life
 is
 a
 commonsensical
 principle
 nobody
 will
 argue
 about,
 but
 implemenGng
 this
 in
 a
 volunteering
 organisaGon
 is
 sGll
 an
 innovaGve
 idea
 that
 has
 a
 lot
 of
 potenGal
for
further
development.

Despite
an
increasing
interest
in
lifelong
learning,
learning
 is
sGll
not
generally
considered
within
unpaid
or
voluntary
work,
and
especially
older
adults
are
 not
generally
viewed
as
learners.
Given
the
wealth
of
informal
learning
taking
place
through

19

volunteer
 work,
 volunteering
 organizaGons
 can
 fulfil
 a
 crucial
 role
 in
 realizing
 a
 sGmulaGng
 alternaGve
learning
environment.
This
specific
role
can
well
be
considered
in
line
with
the
EU
 Commission’s
drive
to
promote
strategies
which
make
learning
more
accessible,
strategies
to
 bring
learning
opportuniGes
closer
to
learners.

Overall,
at
the
societal
level,
access
to
learning,
 the
capacity
to
acquire
knowledge
and
competencies,
and
the
opportunity
and
moGvaGon
to
 conGnue
updaGng
one’s
cogniGve,
social
and
creaGve
skills
throughout
life
are
the
key
not
only
 to
economic
success,
but
also
to
individual
fulfilment,
and
social
cohesion.

 
 
 
 
 
 
 
 
 
 
 
 
 Knud
Illeris
(2004)4
states
that
learning
is
an
essenGal
part
of
human
life.
According
to
Illeris,
 learning
is
an
innate
skill,
and
the
desire
to
learn
is
inherent
in
individuals.
It
is
important
to
 state
that
this
desire
to
learn
is
inherent
in
individuals
of
all
ages,
across
the
lifespan.
 
 Although
 informal
 learning
 and
 volunteering
 has
 received
 li#le
 a#enGon
 from
 researchers5,

 some
 posiGve
 evidence
 has
 been
 established.
 In
 a
 study,
 How
 Volunteerism
 Shapes
 Professional
 Success,
 professional
 women
 in
 a
 leadership
 capacity
 stated
 they
 gained
 many
 leadership
 skills
 through
 their
 volunteer
 acGviGes6.
 Eighty‐three
 percent
 of
 parGcipants
 reported
 that
 they
 acquired,
 improved
 or
 developed
 their
 leadership
 skills
 due
 to
 volunteer
 parGcipaGon,
while
78%
reported
improvement
in
their
communicaGons
skills.7
 
 In
 another
 research
 study
 that
 drew
 on
 the
 experience
 of
 546
 employees
 in
 16
 businesses
 operaGng
 in
 the
 city
 of
 London,
 the
 majority
 of
 respondents
 reported
 that
 volunteering
 had
 developed
their
skills
and
competences
across
a
broad
range
of
business
relevant
areas.
These
 competences
were
strongly
related
to
an
individual’s
personal
effecGveness
in
their
work
role
 and
included
communicaGon
skills,
coaching,
adaptability
and
influencing
and
negoGaGng.8
 
 
 4

Illeris,
K.
(2004).
The
three
dimensions
of
learning.
Malabar,
FL:
Krieger
Publishing
Company.

 
Cook,
S.
L.
(2011)
:
RedirecGon:
Using
Career
Development
Theory
to
Interpret
the
Volunteer
AcGviGes
 of
ReGrees.
Retrieved
from:
 h#ps://tspace.library.utoronto.ca/bitstream/1807/29690/6/Cook_Suzanne_062011_PhD_Thesis.pdf

 6 
Voluntary
acGvity
is
here
defined
as:
a
voluntary‐offer‐based
acGvity
done
without
remuneraGon,
 which
is
always
carried
out
for
the
benefit
of
a
third
person
(not
family
member)
or
group
within
the
 frame
of
an
organisaGon.
 7 
h#p://www.issuelab.org/resource/power_skills_how_volunteerism_shapes_professional_success

 8 
h#p://www.cityoflondon.gov.uk/NR/rdonlyres/3B227B67‐63F5‐4D18‐A406‐ 57BE8B04DD0F/0/Volunteering_The_business_case.pdf

 5

20

21

A
Canadian
researcher
focused
on
learning
among
older
adults
engaged
in
volunteer
acGviGes
 during
 reGrement.9
 
 By
 examining
 informal
 learning
 among
 these
 reGrees
 during
 their
 volunteer
 acGviGes
 a
 greater
 understanding
 of
 their
 openness
 to
 learning
 and
 their
 learning
 goals
 could
 be
 provided.
 Key
 finding
 was
 that
 cogniGve
 sGmulaGon,
 learning,
 and
 being
 mentally
 acGve
 were
 important
 to
 them.
 They
 were
 interested
 in
 lifelong
 learning
 through
 their
volunteer
acGviGes.
They
described
ways
in
which
they
conGnued
to
learn
new
things
and
 be
 mentally
 challenged.
 Learning
 that
 is
 focused
 on
 the
 social
 dimension
 is
 very
 powerful,
 providing
 many
 benefits
 and
 enabling
 learning
 through
 volunteering
 supports
 adults
 in
 meeGng
 their
 developmental
 needs
 for
 feeling
 connected
 within
 the
 self,
 feeling
 connected
 with
others,
and
feeling
connected
with
something
or
someone
larger
than
the
self
(Sinno#
&
 Berlanstein,
2006).10
 
 Regardless
 of
 age,
 volunteering
 can
 serve
 as
 an
 introducGon
 to
 new
 professional
 paths
 or
 further
studies.
It
can
be
an
excellent
way
to
learn
more
about
a
parGcular
sector,
workplace,

 office
culture
or
cause.
Volunteering
can
also
offer
opportuniGes
for
networking
and
meeGng
 people
 from
 across
 a
 diversity
 of
 communiGes,
 providing
 hands‐on
 opportuniGes
 of
 learning
 about
new
issues
or
undiscovered
methods.
In
short,
volunteering
can
be
an
excellent
way
to
 helping
you
develop
a
whole
range
of
addiGonal
skills,
such
as
people
skills
(teamwork,
good
 communicaGon,
 networking
 and
 empathy),management
 skills
 (leadership,
 use
 of
 iniGaGve,
 delegaGon,
 planning
 and
 organising)
 and
 business
 skills
 (commercial
 awareness
 and
 an
 understanding
of
how
organisaGons
operate).

9

h#ps://tspace.library.utoronto.ca/bitstream/1807/29690/6/Cook_Suzanne_062011_PhD_Thesis.pdf

 
Sinno#,
J.D.,
&
Berlanstein,
D.
(2006).
The
importance
of
feeling
whole:
Learning
to
“Feel
connected,”
 community,
and
adult
development.
In
C.
Hoare
(Ed.),
The
handbook
of
adult
development
and
learning
 (pp.
381‐406).
New
York:
Oxford
University
Press.

10

22

Uncovering
 this
 learning
 repertoire
 is
 however
 not
 a
 straighaorward
 process:
 a
 large
 part
 of
 this
 learning
 is
 “tacit”,
 “unconscious”,
 unplanned,
 so
 open
 unintenGonal.
 Volunteers
 do
 not
 open
recognise
the
fact
that
they
are
developing
themselves
through
volunteering
for
all
sorts
 of
 reasons.
 Naturally,
 the
 life
 trajectories
 of
 volunteers
 are
 varied
 and
 people
 have
 different
 needs
in
terms
of
learning,
recogniGon
of
learning
outcomes
and
qualificaGons,
depending
on
 their
situaGons
and
paths.
SGll,
if
they
take
the
Gme
to
reflect
on
their
experience,
learn
how
 to
capture
and
idenGfy
the
skills
developed
and
present
that
informaGon
to
current
and
future
 employers,
 this
 surplus
 value
 of
 volunteering
 experience
 can
 become
 explicit,
 visible
 and
 valued.
By
reflecGon
on
what
was
learned
as
a
volunteer,
people
can
add
to
their
CV,
punng
 down
 new
 roles,
 skills
 and
 abiliGes
 alongside
 qualificaGons.
 
 And
 this
 is
 how
 a
 volunteering
 organisaGon
can
offer
learning
or
developmental
opportuniGes
to
its
volunteers.
 
 Although
 the
 key
 roles
 of
 volunteer
 involving
 organisaGons
 are,
 by
 and
 large,
 sGll
 to
 provide
 and
coordinate
volunteering
acGviGes,
these
organisaGons
can
take
it
a
step
further,
namely
to
 provide
 volunteer
 development
 iniGaGves
 and
 facilitate
 learning
 opportuniGes
 for
 their
 volunteers.
In
 that
 sense
 a
 volunteering
 organisaGon
 provides
 an
 alternaGve
 senng
 for
 non‐ formal
 (and
 informal)
 learning.
 The
 volunteer
 organisaGons
 that
 take
 learning
 through
 volunteering
seriously
and
invest
in
their
volunteers
by
providing
learning
opportuniGes
may
 well
have
an
edge
over
their
counterparts
who
disregard
this
important
aspect
and
therefore
 miss
out
on
an
interesGng
instrument
for
volunteer
engagement
and
retenGon.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 As
was
menGoned
before,
the
concept
of
and
the
approach
to
learning
through
volunteering
 differs
 from
 one
 European
 country
 to
 another.
 Let’s
 now
 have
 a
 closer
 look
 at
 the
 naGonal
 context
 within
 two
 of
 the
 five
 parGcipaGng
 countries
 in
 the
 INVEST
 project,
 namely
 the
 Netherlands
and
Denmark.

23

NaGonal
context:
the
case
of
the
Netherlands
 Over
5.6
million
Dutch
people
are
acGve
in
the
voluntary
sector.
Society
as
a
whole
benefits
 from
 their
 unpaid
 acGviGes,
 so
 in
 general
 the
 idea
 is
 that
 volunteers
 deserve
 professional
 a#enGon
and
support
by
offering
them
learning
opportuniGes
to
develop

 
 themselves.
At
the
same
Gme
the
trend
is
that
increasingly
higher
demands
are
being
made
on
 volunteers,
partly
as
a
result
of
the
economic
crisis.
Overall,
volunteers
are
open
coached
or
 (learning)
 opportuniGes
 are
 offered
 to
 exchange
 experiences
 in
 an
 informal
 way,
 sGmulaGng
 reflecGon
and
learning
from
each
other.
To
support
their
volunteers
some
volunteer‐involving
 organisaGons
 award
 cerGficates,
 other
 organisaGons
 are
 experimenGng
 with
 portfolios,
 including
online
poraolios.
 
 NaGonally,
a
number
of
good
pracGces
are
being
developed
in
different
parts
of
the
country.
 As
 an
 example,
 a
 10
 step
 plan
 was
 developed
 in
 order
 to
 make
 recogniGon
 of
 volunteer
 competences
 more
 accessible
 and
 to
 sGmulate
 volunteering
 organisaGons
 to
 support
 their
 volunteers
in
this
development.

Another
is
using
Europass
Mobility
for
volunteers,
a
new
idea
 that
was
developed
by
the
NaGonal
Europass
Centre
in
the
Netherlands
and
is
meant
to
record
 knowledge,
skills
and
competences.11
In
April
2012
the
naGonal
centre
for
social
development,
 MOVISIE,
 developed
 a
 toolkit
 for
 competence
 development
 in
 the
 volunteering
 sector,
 to
 provide
 useful
 materials
 and
 methods
 
 to
 facilitate
 the
 start
 of
 volunteers’
 competence
 development
and
provide
solid
and
pracGcal
informaGon
about
procedures
in
the
Netherlands
 for
informal
and
formal
recogniGon
of
volunteer
experiences.
 
 NaGonal
context:
the
case
of
Denmark
 Denmark
 has
 a
 strong
 tradiGon
 of
 volunteering.
 Around
 1.8
 million
 people
 are
 volunteers
 in
 Denmark
which
corresponds
more
exactly
to
40
%
percent
of
the
populaGon,
with
around
18%
 of
volunteers
in
the
social
field.

Over
the
last
decade
there
has
naGonally
been
–
due
to
the
 general
crisis
–
a
strong
focus
on
volunteering
and
strengthening
the
sector
and
a
strong
wish
 to
 professionalise
 the
 capacity
 of
 the
 NGOs.
 This
 resulted
 in
 a
 greater
 demand
 for
 formal
 learning
 inside
 the
 organisaGons,
 but
 also
 a
 greater
 wish
 to
 get
 formal
 recogniGon
 for
 competencies
gained
through
volunteering.

 
 Over
 the
 last
 two
 decades
 naGonal
 funding
 is
 offered
 to
 provide
 non‐formal
 learning
 to
 volunteers
in
social
work,
for
instance
The
EducaGon
Pool.
Especially
strengthening
voluntary
 social
 work
 ranks
 high
 on
 the
 Danish
 government
 agenda
 and
 in
 October
 2010
 the
 Danish
 government
presented
a
new
strategy
for
civil
society.
The
aim
is
to
involve
civil
society
and

 
 voluntary
 organisaGons
 more
 systemaGcally
 in
 the
 field
 of
 socially
 vulnerable
 people
 and
 families,
a
strategy
that
is
financed
by
100
million
Danish
kroner
(15
million
Euros)
from
public
 funding
 annually.
 Some
 of
 this
 funding
 is
 being
 earmarked
 for
 non‐formal
 learning
 acGviGes
 such
as
specific
courses
for
volunteers
free
of
charge.

 
 11

The
experiences
gained
in
this
new
project
can
be
seen
in
the
light
of
new
developments
at
the
 European
level
around
Europass,
leading
to
a
European
Skills
Passport,
a
folder
assembling
together
 Europass
and
other
documents
a#esGng
qualificaGons
and
skills,
and
another
new
document:
the
 Europass
Experience,
a
template
enabling
ciGzens
to
describe
and
record
skills
acquired
at
the
 workplace
or
during
other
informal
and
non‐formal
learning
experiences
such
as
traineeships
and
 volunteering.
It
is
envisaged
that
these
EU
documents
will
become
available
at
the
end
of
2013.

24

Due
to
this
naGonal
focus
not
only
large
organizaGons
work
with
competence
development
in
 a
more
strategic
way.
Some
demand
that
their
volunteers
take
formal
courses,
but
most
of
the
 organisaGons
 provide
 informal
 learning
 opportuniGes
 like
 coaching,
 supervision
 and
 non‐ formal
 training
 in
 their
 specific
 field.
 Smaller
 organisaGons
 tend
 to
 arrange
 short
 seminars,
 non‐formal
courses
or
award
their
volunteers
by
referring
them
to
naGonally
funded
courses.

 
 Denmark
has
a
very
strong
tradiGon
in
informal
and
lifelong
learning.
Much
of
this
is
due
to
the
 influence
of
N.F.
S.
Grundtvig12
who
is
considered
the
father
of
the
Danish
Folk
High
School‐ movement.
He
fundamentally
changed
the
views
on
learning,
even
in
the
Danish
educaGonal
 system,
and
created
the
“Folkeoplysningsforbud”
working
only
with
non‐formal
learning
open
 to
all
ciGzens.
This
system
has
a
strong
presence
in
every
community
in
Denmark
and
has
led
 to
 the
 creaGon
 of
 a
 recogniGon
 system
 and
 a
 naGonally
 recognized
 e‐poraolio
 as
 well
 as
 a
 recogniGon
 
 system
 that
 permits
 recogniGon
 of
 non‐formal
 learning
 acGviGes
 (i.e.
 volunteering)
in
the
formal
educaGonal
system
(Realkompetencer).
This
iniGaGve
was
taken
by
 the
 Minister
 for
 Children
 and
 EducaGon
 in
 collaboraGon
 with
 DAEA
 
 (a
 
 naGonal
 umbrella
 organisaGon
for
non‐formal
adult
learning
in
Denmark)
and
a
wide
range
of
NGOs
in
order
to
 pave
the
way
to
get
formal
recogniGon
of
competencies
gained
through
volunteering.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 12

Grundtvig’s
thoughts
on
schools
and
teaching
profoundly
altered
the
Danish
school
system.
He
 considered
it
of
great
importance
to
educate
young
people
on
naGonal
culture
and
history
as
well
as
 teach
people
to
take
acGve
part
in
society.

25

26

The
goal
of
this
chapter
is
to
offer
insights
 and
 tools
 to
 idenGfy
 and
 analyse
 the
 developmental
 needs
 of
 volunteers
 in
 such
 a
 way
 that
 they
 provide
 volunteer‐ involving
 organisaGons
 and
 volunteer
 coordinators
with
new
and
valuable
ideas
 to
 shape
 the
 support,
 recogniGon,
 appreciaGon
and
most
of
all,
the
learning
 of
their
volunteers.
With
the
ulGmate
goal
 of
empowering
them
in
their
competence
 development
while
they
are
volunteers.

 
 Over
 the
 years
 volunteer‐involving
 organisaGons
have
been
punng
into
place
 training
 structures,
 intervenGons
 and
 courses
 in
 order
 to
 effecGvely
 prepare
 volunteers
 for
 their
 volunteer
 experience
 and
 for
 volunteer
 contribuGons
 that
 require
 specific
 skills.
 And
 many
 volunteering
organisaGons
have
developed
 excellent
 training
 programmes
 (varying
 
 in
 types
 and
 duraGon)
 to
 support
 their
 volunteers
in
their
acGviGes.
Depending
on
 the
 volunteering
 organisaGon’s
 mindset
 and
 approach
 toward
 volunteer

involvement,
 increasingly
 the
 realisaGon
 is
 taking
shape
that
invesGng
in
volunteers
by
 offering
 them
 (addiGonal)
 learning
 opportuniGes
 is
 an
 interesGng
 recogniGon
 tool
 to
 meet
 the
 new
 realiGes
 in
 society
 and
 people’s
 lives.
 Offering
 such
 learning
 opportuniGes
can
go
a
long
way
in
making
 volunteers
 feel
 valued
 and
 important
 as
 well
 as
 in
 retaining
 them
 as
 volunteers.
 In
 the
 past
 nobody
 considered
 the
 issue
 of
 what
 volunteers
 were
 genng
 out
 of
 their
 volunteer
 involvement,
 but
 recent
 developments
 show
 that
 Gmes
 have
 definitely
changed
in
that
respect.
Another
 ship
that
is
taking
place
at
this
moment
in
 Gme
 is
 the
 transiGon
 from
 supply‐driven
 training
 to
 demand‐driven
 training.
 Any
 learning
acGviGes
overall
work
best
if
they
 are
 tailored
 to
 the
 learners’
 needs.
 So
 instead
 of
 offering
 a
 “one
 size
 fits
 all”
 workshop
 or
 programme
 to
 your
 volunteers,
 organisaGons
 are
 well
 advised
 to
 analyse
 their
 volunteers’
 (someGmes
 hidden)
learning
needs.

Word
of
mouth
has
always
been
a
powerful
tool
and
in
the
case
of
volunteering
it
is
 no
 less
 strong
 when
 it
 comes
 to
 making
 a
 raGonal
 decision
 to
 commit
 your
 Gme,
 skills
and
energy
as
a
volunteer
in
a
parGcular
organisaGon.
Good
news
travels
fast
 and
while
some
organisaGons
are
struggling
to
find
volunteers,
others
need
to
draw
 up
 waiGng
 lists!
 RecogniGon
 and
 the
 quality
 of
 support
 make
 all
 the
 difference,
 it
 appears.
 
 Each
volunteer
is
unique.
The
success
of
any
volunteer
development
programme
is
based
on
 an
understanding
that
individuals
come
in
all
shapes,
sizes,
colours
and
ages
and
have
a
wide
 range
of
skills
and
abiliGes
to
contribute.

 
 The
challenge
is
how
to
develop
appropriate
and
tailor
made
learning
opportuniGes
based
on
 these
individual
moGvaGons,
needs
and
preferences
in
order
to
become
a
tangible
benefit
for
 volunteers.
The
first
issue
is
the
learning
format:
how
can
this
match
with
moGvaGons?
What
 would
 best
 suit
 a
 volunteer’s
 needs?
 How
 to
 go
 about
 this
 and
 analyse
 the
 individual
 developmental
needs
of
your
volunteers?
How
can
volunteer‐involving
organisaGons
arrange
 these
learning
opportuniGes,
for
example
to
serve
as
a
sGmulaGng
recogniGon
tool?
A
number
 of
opGons
are
available
and
some
may
be
preferred
to
others,
for
example
Gme
wise13.
 13

Learning
opportuniGes
can
vary
from
half
day
workshops
during
week
days
(or
in
the
evening)
to
 whole
day
events
at
weekends
to
longer
running
accredited
courses.

27

As
an
illustraGon
of
this,
research
on
volunteers’
training
needs
carried
out
in
Milan,
Italy,
 among
 a
 sample
 of
 357
 volunteers
 and
 representaGves
 of
 associations,
 underlined
 some
 important
aspects
that
should
be
considered
in
organising
workshops
for
volunteers.
Despite
 the
 fact
 that
 84%
 of
 volunteers
 think
 that
 training
 is
 important
 for
 associaGons,
 68%
 of
 volunteers
 regard
 a
 lack
 of
 Gme
 as
 the
 first
 and
 foremost
 reason
 for
 not
 a3ending
 programmes,
followed
in
second
place
by
a
lack
of
funds
(33%)
and
thirdly,
the
difficulty
to
 find
 a
 learning
 opportunity
 that
 really
 fits
 their
 interests
 and
 needs
 (26%).
 Here
 are
 some
 more
specific
results
from
this
survey:

a) Timing

According
to
the
Study
on
Volunteering
in
the
European
Union:
 (h#p://ec.europa.eu/ciGzenship/pdf/doc1018_en.pdf),
 a
 large
 percentage
 of
 volunteers
 falls
 in
the
age
range
between
30
to
50
years
old.
This
means
that
programmes
should
be
planned
 in
such
a
way
that
they
fit
well
into
their
regular
working
hours.
It
was
found
that
most
people
 prefer
a#ending
workshops
aper
6
pm.
(50.6%)
or
during
weekends
(48.4%)
combined
with
a
 preference
for
short‐term
learning
sessions
(expressed
by
43.3%
of
the
Italian
sample),
lasGng
 10
to
20
hours
a
year.

b) Methodologies

67.4%
 of
 the
 Italian
 sample
 prefers
 workshops
 and
 group
 work,
 
 58.2%
 plenary
 sessions
 followed
 by
 a
 further
 48.4%
 who
 likes
 interacGve
 methodologies
 (e.g.
 role
 playing).
 22.8%
 prefers
 online
 training
 and
 29.1%
 thinks
 that
 personal
 experiences
 of
 other
 people
 are
 very
 useful
(peer
to
peer
educaAon).

c) Contents

From
the
point
of
view
of
volunteering
associaGons,
workshops
should
mainly
be
aimed
at:
 
  Psychological
and
social
aspects;
  Project
planning
and
fund
raising;
  Technical
and
administraGve
aspects.

d) Competences

Considering
sop
competences,
81.5%
of
volunteers
are
interested
in
gaining
interpersonal
and
 relaGonship
 competences;
 66.5%
 are
 interested
 in
 growing
 in
 interpersonal
 communicaGon;
 54.9
in
management
and
53.5%
in
problem
senng
and
problem
solving
competences.
 There
 is
 no
 reason
 to
 believe
 that
 volunteers
 in
 other
 European
 countries
 would
 respond
 differently.
All
this
confirms
the
importance
of
designing
“tailor
made”
learning
programmes
 or
 demand‐driven
 workshops.
 Because
 volunteer‐involving
 organisaGons,
 generally
 speaking,

 are
not
part
of
the
adult
educaGon
or
lifelong
learning
sector,
it
is
not
evident
that
they
are
 well
equipped
for
the
task
of
easily
idenGfying
or
analysing
learning
needs
of
their
volunteers.
 Nor
do
individual
volunteers
on
the
other
hand,

expect
or
ask
for
any
learning
opportuniGes
 inside
volunteering
organisaGons
as
a
ma#er
of
course.

28

29

To
encourage
volunteer‐involving
organisaGons
to
take

a
bo3om‐up
approach
and
have
them
 encourage
their
volunteers
to
develop
their
full
potenGal,
here
is
a
list
of
possible
methods
to
 inspire
them.
However,
there
is
no
easy
recipe.
Neither
is
there
a
best
way
to
undertake
any
 learning
acGvity
or
workshop,
 as
the
nature
and
scope
of
volunteering
organisaGons
vary.
In
 other
words,
the
following
suggesGons
and
approaches
are
meant
to
provide
inspiraGon
and
 examples
 and
 are
 meant
 to
 be
 adapted
 as
 appropriate
 to
 your
 own
 realiGes,
 purposes
 and
 situaGon.

 
 1.
Approach
your
volunteers
and
ask
 
 The
most
important
resource
for
any
(learning)
acGvity
with
and
for
volunteers
is
to
approach
 and
involve
them
in
the
planning
process
from
the
start.
This
is
the
first
,
most
obvious,
step:
 acGvely
and
purposefully
approach
your
volunteers
and
discuss
ideas
with
them,
even
though
 this
is
open
overlooked.

2.
Introduce
a
volunteer
wish
box
(or
suggesGon
drop
box)

Open
volunteers
walk
in
and
out
at
any
Gme
of
the
day
and
week,
open
people
have
loose
or
 sca#ered
 appointments,
 open
 people
 are
 busy,
 open
 there
 is
 no
 formal
 (volunteer)
 consultaGon
 structure.
 These
 are
 all
 circumstances
 that
 prevent
 good
 ideas
 from
 spreading
 inside
the
organizaGon.
In
order
not
to
lose
this
valuable
input,
an
easily
accessible
soluGon
is
 to
put
into
place
a
volunteer
wish
box
or
a
drop
box
for
suggesGons.
Volunteers
may
get
good
 or
brilliant
ideas
at
any
Gme,
following
an
acGvity
they
were
involved
in
or
having
read
or
seen
 something
 interesGng
 in
 another
 context,
 and
 wish
 to
 make
 suggesGons
 or
 pass
 on
 valuable
 insights
 in
 order
 to
 follow
 up
 on
 these
 ideas.
 Taking
 this
 unexpected
 input
 seriously,
 by
 discussing
 it
 with
 volunteers,
 may
 consGtute
 the
 basic
 idea
 for
 an
 effecGve
 workshop
 that
 fulfils
volunteer
needs
felt
at
that
precise
point
in
Gme.
A
wish
box
has
the
added
advantage
of
 being
 an
 anonymous
 channel,
 if
 a
 volunteer
 chooses
 to
 stay
 in
 the
 background.
 In
 any
 volunteering
organizaGon
the
Gp
is
to
provide
accessible
ways
to
idenGfy
developmental
needs
 in
 order
 to
 turn
 them
 into
 flexible
 development
 programmes,
 wish
 boxes
 could
 be
 an
 ideal
 channel.

3.
Enhance
or
nurture
relaGonships
via
ongoing
supervision,
support
and
 evaluaGon
 
 An
 important
 linking
 pin
 between
 the
 volunteers
 and
 the
 organisaGon
 is
 the
 volunteer
 coordinator.
 Genng
 to
 know
 your
 volunteers
 as
 individuals
 is
 one
 of
 the
 most
 important
 responsibiliGes
 of
 such
 a
 role.
 This
 is
 the
 person
 par
 excellence
 to
 idenGfy
 what
 (addiGonal)
 support
 and
 learning
 his
 /
 her
 volunteers
 need.
 Any
 volunteer
 coordinator
 should
 not
 only
 coordinate
voluntary
acGviGes
 and
 volunteers,
 but
 also
 (and
 more
 importantly)
 establish
 the
 right
 connecGon
 and
 relaGonship
 with
 his
 volunteers.
 
 Knowing
 to
 what
 they
 will
 respond
 posiGvely,
 as
 ways
 of
 recognizing
 their
 contribuGons
 and
 efforts,
 but
 also
 knowing
 what
 barriers
there
are
towards
a#ending
learning
acGviGes
or
workshops
is
all
part
of
that.

 Following
 the
 idea
 of
 volunteering
 moGvaGon
 and
 adopGng
 a
 tailor
 made
 support
 mode
 towards
volunteers,
it
is
the
volunteer
coordinator
who
is
in
the
best
posiGon
to
keep
track
of
 changes
or
modificaGons
in
a
volunteer’s
moGvaGon.

30

Aper
all,
moGvaGon
is
a
dynamic
concept:
a
volunteer
who
started
out
with
a
social
moGve
 may
gradually
evolve
into
one
with
an
enhancement
or
understanding
moGve,
within
a
year
or
 two.
Monitoring
these
changes
periodically
is
essenGal.

 
 One
valuable
instrument
for
keeping
tabs
on
your
volunteers
is
the
annual
evaluaGon
talk
or
 interview.
 Key
 aspects
 of
 a
 good
 volunteer
 evaluaGon
 system
 include
 self‐assessment,
 feedback
from
staff
working
with
volunteers,
and
the
volunteer's
saGsfacGon
in
relaGon
to
the
 evaluaGon
experience,
allowing
for
feedback
from
the
volunteer,
idenGfying
future
roles
and
 responsibiliGes
 as
 well
 as
 goals,
 and
 idenGfying
 where
 help
 (such
 as
 specific
 learning
 programmes)
can
be
obtained
to
meet
the
goals.
 
 Most
volunteers
are
interested
in
knowing
the
extent
to
which
they
are
doing
their
jobs
well,
 most
 volunteers
 want
 to
 do
 their
 best
 and
 regard
 evaluaGon
 talks
 as
 a
 posiGve
 form
 of
 recogniGon
and
a
way
to
opening
the
path
to
open
communicaGon
about
what
they
do.
For
 them
 this
 is
 an
 opportunity
 to
 grow
 closer
 to
 staff
 and
 to
 receive
 recogniGon,
 coaching
 and
 counselling.
 
 Jill
 Friedman
 Fixler,
 a
 well‐known
 leader
 recognised
 for
 her
 innovaGve
 approaches
 to
 re‐ invenGng,
re‐engineering,
and
re‐vitalizing
nonprofit
and
public
sector
organisaGons,
sincerely
 wonders
 if
 performance
 evaluaGons
 work
 for
 volunteers,
 and
 if
 they
 are
 moGvated
 by
 such
 feedback.
She
writes
on
her
website14
that
in
a
collaboraGve
volunteer
involving
organisaGon
 with
 an
 adequate
 supervision
 process,
 volunteer
 performance
 evaluaGons
 are
 not
 only
 redundant,
but
out
of
place.
Volunteers
are
looking
for
validaGon
for
the
work
that
they
do.
To
 capitalize
 on
 this,
 why
 not
 eliminate
 evaluaGons
 and
 start
 a
 "valuaGon"
 process
 for
 volunteers,
 she
 suggests.
 A
 valuaGon
 le#er
 reinforces
 the
 behaviours
 that
 supervisors
 or
 volunteer
 coordinators
 want
 to
 culGvate,
 and
 captures
 the
 essence
 of
 the
 volunteer's
 moGvaGon.
 She
 is
 convinced
 that
 volunteers
 will
 appreciate
 the
 effort
 and
 the
 posiGve,
 individualised
feedback.

4.
Debrief
a_er
any
learning
acGvity
/
workshop

Any
of
the
workshops
that
are
organised
as
part
of
a
volunteer
development
programme
can
 be
a
springboard
for
further
learning
suggesGons,
especially
if
a
debriefing
is
done
at
the
end.

 Not
only
the
content
of
a
new
workshop
idea
can
spring
from
this,
also
the
ideal
format
(Gme
 wise),
the
style
(serious
/
fun
/
interacGve
/
passive
listening)
and
tone
(formal/informal)
can
 be
discussed

and
idenGfied
in
order
to
tailor
future
learning
opportuniGes
to
the
volunteers’
 needs.
 Besides,
 they
 can
 also
 encourage
 volunteers
 to
 seek
 further
 learning
 opportuniGes
 among
themselves
(peer
to
peer).
An
exchange
of
experiences
and
informaGon
or
moments
of
 reflecGon
among
each
other
can
heighten
(unsuspected)
personal
skills
and
awareness.
This
in
 turn
 can
 lead
 to
 volunteers
 senng
 up
 learning
 acGviGes
 among
 themselves
 (or
 for
 other
 volunteers
outside
their
own
circle),
all
this
facilitated
by
the
volunteering
organisaGon.

 
 
 
 
 14

h#p://www.jffixler.com/volunteer‐valuaGon‐not‐evaluaGon

31

5.
Seek
inspiraGon
with
others
 
 On
an
annual
basis
conferences
are
held
on
the
topic
of
volunteering.
It
is
at
those
conferences
 that
 plenty
 of
 networking
 opportuniGes
 are
 offered.
 Open,
 by
 connecGng
 your
 volunteer‐ involving
organizaGon
with
others,
the
odds
are
that
you
can
take
away
valuable
insights
and
 tools
 that
 will
 benefit
 your
 organizaGon
 as
 well
 as
 your
 volunteers.
 Sharing
 and
 networking:
 trendy
concepts,
yes,
but
they
can
go
a
long
way,
especially
if
you
involve
your
volunteers
in

 
 this
process.

Together
with
your
volunteers,
meeGngs
and
interacGve
sessions
held
naGonally
 or
 internaGonally
 can
 be
 powerful
 ways
 of
 broadening
 perspecGves
 and
 finding
 surprising
 soluGons
 to
 (development)
 issues.
 As
 new
 formats
 for
 informal
 and
 non‐formal
 learning
 opportuniGes
are
being
developed
on
a
regular
basis,
these
will
be
shared
and
demonstrated
 at
seminars
and
conferences.
It
is
up
to
the
volunteering
organisaGon
to
keep
abreast
of
these
 new
developments
and
keep
invesGng
in
staying
up
to
date.

32

33

The
INVEST
project
idenGfies
that
there
are
skills
and
competencies
that
every
volunteer
will
 gain
from
their
volunteering.
Skills
can
be
different
from
competencies
–
the
former
tend
to
 be
 an
 idenGfiable
 ability
 acquired
 where
 the
 la#er
 is
 more
 of
 a
 behaviour.15
 Through
 volunteering
people
can
develop
competencies
that
they
can
then
show
enables
them
to
do
 tasks
 effecGvely
 –
 whether
 it
 be
 in
 their
 volunteering,
 through
 volunteering
 in
 another
 organisaGon,
in
paid
work
or
in
civic
life.
 
 This
chapter
looks
at
some
examples
of
training
that
organisaGons
may
wish
to
add
to
what
 they
 already
 do.
 As
 the
 previous
 chapter
 noted,
 many
 organisaGons
 (though
 by
 no
 means
 all)
 already
 have
 well
 developed
 and
 structured
 training
 programmes.
 O_en
 these
 are
 determined
 by
 the
 issues
 the
 organisaGon
 is
 acGve
 in,
 mixed
 with
 some
 more
 procedural
 training.
So
an
organisaGon
that
facilitates
people
to
visit
the
elderly
may
train
volunteers
in
 how
 to
 develop
 a
 relaGonship
 with
 elderly
 housebound
 people,
 alongside
 training
 in
 more
 procedural
ma#ers
that
the
volunteer
needs
to
know
–
such
as
who
is
in
charge
of
compiling
 the
work
roster,
paying
expenses
and
so
on.
Some
organisaGons
may
take
the
training
further

 –
 for
 example
 the
 organisaGon
 menGoned
 which
 may
 give
 training
 in
 demenGa,
 so
 that
 volunteers
can
spot
early
signs,
act
appropriately
with
people
with
demenGa
etc.
Such
training
 will
help
volunteers
both
in
their
work,
but
also
more
broadly.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 15

See
relevant
literature
on
the
difference
between
skills
and
competences,
for
example
here:
 h#p://www.ecompetences.eu/2173,Competences,+skills,+jobs....html

34

But
organisaGons
can
go
further,
and
the
INVEST
project
is
suggesGng
that
organisaGons
think
 of
 other
 training
 for
 volunteers,
 and
 that
 this
 training
 can
 be
 thought
 of
 two
 ways.
 The
 first
 way
is
training
that
helps
to
build
competences.
This,
for
example,
could
be
training
that
looks
 not
just
at
building
a
relaGonship
with
the
organisaGons
‘clients’,
but
considers
communicaGon
 more
generally‐
communicaGon
can
be
a
skill,
but
can
also
be
a
competency
when
for
example
 someone
is
able
to
show
how
that
he
can
communicate
well
with
very
different
audiences.

Or
 another
example
may
be
when
volunteers
are
taught
the
principles
of
project
management
in
 order
 to
 help
 organise
 events;
 from
 this
 could
 spring
 wider
 organisaGonal
 skills
 and
 the
 competencies
 of
 resourcefulness,
 flexibility
 and
 organisaGon.
 The
 second
 way,
 and
 linked
 to
 the
first
is
then,

idenAfying
competences.

Volunteers
can
be
helped
to
idenGfy
how
their
work
 demonstrates
 that
 they
 are
 competent
 at
 communicaGon,
 planning,
 etc.,
 idenGfying
 all
 competences
including

those
recognised
as
knowledge,
skills
and
antudes,
but
also
focusing
 on
self‐image,
values
and
traits.
Volunteers
can
be
encouraged
to
idenGfy
how
they
can
show
 they
 have
 competencies
 
 and
 soon
 they
 will
 be
 able
 to
 show
 examples,
 through
 their
 volunteering,
of
the
ability
to
make
decisions,
what
moGvates
them,
how
they
communicate
in
 different
situaGons,
how
they
react
to
being
given
responsibility,
how
they
show
loyalty,
can
 solve
problems
and
show
organisaGonal
leadership.
 
 But
why
might
organisaGons
want
to
do
this?
A_er
all,
won’t
this
be
an
added
cost
when
all
 organisaGons
 really
 want
 is
 to
 do
 is
 to
 ‘
 get
 the
 job
 done’?
 There
 are
 many
 reasons
 why
 organisaGons
might
get
involved,
for
instance:
 
 • Because
 the
 tasks
 you
 want
 volunteers
 to
 accomplish
 are
 varied
 and
 not
 always
 predictable.
 •

Because
your
organisaGon
sees
the
role
volunteers
play
in
service
delivery
as
only
part
 of
 the
 relaGonship
 –
 your
 organisaGon
 wants
 to
 invest
 in
 volunteers
 as
 part
 of
 your
 organisaGonal
ethos.

•

Because
you
want
volunteers
to
idenGfy
new
competencies
–
for
example
if
you
are
a
 university
 which
 gets
 involved
 in
 volunteering,
 service
 learning
 or
 community
 parGcipaGon
at
least
in
part
to
develop
volunteers
(likely
to
be
your
students).

•

Because
 you
 see
 invesGng
 in
 volunteering
 as
 a
 way
 to
 posiGon
 your
 organisaGon
 to
 a#ract
the
best
people
to
volunteer
with
you.

Tools
for
Volunteering
Competencies
 
 This
booklet
takes
you
on
a
journey
to
inspire
your
volunteers
to
reap
as
many
of
the
benefits
 of
life‐long
learning
as
they
can
get
from
volunteering.
We
assume
that
if
you
have
read
the
 introducGon
 then
 you
 have
 an
 idea
 of
 the
 booklet
 is
 leading
 you
 along
 that
 path.
 But
 the
 booklet
 can
 be
 accessed
 in
 parts,
 you
 may
 have
 come
 straight
 to
 this
 chapter
 because
 your
 specific
 interest
 is
 to
 find
 out
 about
 tools
 and
 techniques
 developed
 for
 idenGfying
 competences.

35

But
 to
 re‐cap,
 it
 is
 the
 intenGon
 to
 help
 volunteer
 organisers
 and
 managers
 and
 volunteer
 involving
organisaGons
to
help
their
volunteers
access,
explore
and
use
the
learning
they
have
 absorbed
 while
 they
 have
 been
 working
 with
 your
 organisaGon.
 The
 chapter
 on
 moGvaGons
 (see
 chapter
 2)
 urged
 you
 to
 explore
 with
 your
 volunteers
 why
 they
 parGcipated,
 to
 be#er
 match
them
to
tasks,
but
also
to
help
volunteers
access
the
opportuniGes
that
will
help
them
 in
future.

 
 
We
began
from
the
assumpGon
that
volunteering
offers
a
‘win‐win’
scenario.
Volunteers
may
 have
 decided
 to
 parGcipate
 with
 learning
 high
 on
 their
 agenda.
 This
 may
 be,
 for
 example,
 someone
at
the
beginning
of
a
career
who
views
volunteering
as
a
way
to
gain
experience.
It
 may
be
someone
changing
careers
who
sees
parGcipaGon
the
same
way.
It
could
be
someone
 who
volunteers
in
a
subject
simply
because
that
parGcipaGon
offers
a
way
to
access
learning
 that
 is
 a
 pleasure
 –
 for
 example
 volunteering
 in
 a
 museum.
 Or
 it
 may
 be
 that
 learning
 is
 incidental
 –
 a
 volunteer
 performs
 a
 task
 and
 is
 almost
 unaware
 that
 learning
 is
 also
 taking
 place.
 
 So
 far
 (see
 Chapter
 4
 Analysing
 Learning
 Needs)
 we
 have
 suggested
 some
 simple
 ways
 to
 ensure
that
the
support
volunteers
receive
and
the
access
they
have
to
learning
opportuniGes
 can
help
enhance
the
impact.
It
takes
training
to
the
next
level,
not
simply
learning
‘to
do
the
 job’,
 but
 learning
 as
 a
 part
 of
 parGcipaGon,
 and
 one
 that
 can
 integrate
 the
 experience
 of
 learning
and
reflecGon
with
other
aspects
of
a
volunteer’s
life.

 
 The
 quesGon
 for
 this
 chapter
 then
 becomes,
 how
 do
 we
 capture
 that
 learning?
 What
 is
 the
 range
 of
 tools
 that
 are
 available
 to
 help
 organisaGons
 and
 volunteers
 uncover
 the
 types
 of
 learning
 that
 have
 happened?
 We
 would
 like
 to
 stress
 that
 the
 methods
 and
 tools
 we
 have
 looked
 at
 should
 not
 just
 been
 seen
 in
 terms
 of
 employability.
 At
 the
 Gme
 of
 wriGng
 employment,
 especially
 for
 young
 people
 in
 Europe
 is
 one
 that
 presents
 too
 few
 jobs
 and
 opportuniGes.
 As
 a
 result
 volunteering
 is
 open
 talked
 of
 in
 terms
 of
 employability.
 But
 we
 want
to
envelope
that
in
life‐long
learning.
Volunteering
has
a
role
to
play
in
helping
people
 learn
skills
and
competencies
for
paid
employment;
but
it
also
has
a
role
in
being
the
vehicle
 for
learning
just
for
the
pleasure
of
learning.

 
 Broadly
 speaking,
 in
 our
 look
 at
 what
 is
 available,
 we
 see
 a
 pa3ern
 of
 four
 types
 of
 tool.
 These
are:
 
 • Those
that
work
to
value
and
reward
volunteers
 •

Those
that
sGmulate
an
awareness
of
volunteers’
personal
learning

•

Those
 that
 idenGfy
 personal
 competences
 to
 support
 steps
 towards
 recogniGon
 of
 skills
and

•

Those
that
seek
to
transfer
volunteer
competences
to
finding
a
job
or
training.

36

The
tools
are
listed
in
the
table
at
the
end
of
this
chapter,
and
links
are
provided
to
them.
We
 are
not
going
to
describe
each
tool,
but
rather
we
will
give
the
reader
a
flavour
of
what
set
of
 resources
might
be
helpful
to
you
in
looking
to
support
your
volunteers.
 
 Clearly
 there
 is
 overlap
 between
 these
 categories.
 One
 of
 the
 key
 aspects
 is
 how
 formal
 or
 informal
your
organisaGon
and
your
volunteers
want
the
process
to
be
that
they
engage
with.
 There
are
also
various
ways
we
can
represent
the
tools.
We
have
presented
these
as
a
form
of
 progression
 from
 valuing
 volunteering
 to
 the
 concrete
 idenGficaGon
 and
 validaGon
 of
 skills.
 We
have
also
characterised
this
as
a
steady
increase
in
commitment
to
learning.
We
are
aware
 of
 the
 inadequacy
 of
 this;
 a
 volunteer
 parGcipaGng
 in
 a
 knowledge
 day,
 or
 volunteering
 at
 a
 museum
 to
 saGsfy
 a
 personal
 desire
 for
 knowledge
 may
 be
 as
 commi#ed
 to
 learning
 as
 a
 volunteer
looking
to
complete
a
poraolio
to
showcase
their
transferable
skills.
What
we
mean
 is
 that
 if
 you
 are
 supporGng
 a
 volunteer
 who
 is
 parGcipaGng
 in
 your
 organisaGon
 to
 gain
 something
like
a
Europass

there
will
be
a
commitment
needed
to
see
that
process
through,
 whereas
a
learning
day
can
be
a
much
more
informal
one‐off
event.
 
 We
found
that
the
tools
we
looked
at
are,
by
and
large,
suitable
for
most
volunteers.
Some
are
 meant
 explicitly
 for
 school
 age
 children
 (and
 therefore
 in
 the
 context
 of
 this
 exercise
 can
 be
 seen
as
capturing
the
idea
of
life‐long
learning
and
a
young
age),
but
many
are
equally
suitable
 for
 all
 volunteers.
 The
 caveat
 to
 this
 is
 that
 using
 some
 of
 these
 tools
 with
 for
 example
 immigrants
might
need
extra
support
form
organisaGons
to
help
with
languages.16

Valuing
and
rewarding
volunteers

These
 tools
 are
 the
 ones
 to
 look
 at
 if
 you
 are
 incorporaGng
 the
 idea
 of
 learning
 as
 a
 way
 of
 giving
 volunteers
 a
 richer
 experience
 within
 the
 organisaGon.
 These
 include
 innovaGve
 schemes
like
the
‘Andalusian
volunteering
card’
and
the
‘Solidarity
Passport’
that
are
found
in
 Spain
 (see
 table
 and
 links).
 These
 act
 to
 recognise
 and
 reward
 volunteers
 and
 although
 the
 connecGon
with
learning
may
seem
tenuous,
it
is
one
way
in
which
volunteers
have
‘proof’
of
 their
parGcipaGon.
Should
you
or
your
volunteers
want
more
concrete
evidence
of
parGcular
 tasks
or
skills
then
one
of
the
other
tools
(see
below)
may
be
more
useful.
But
this
kind
of
card
 is
relaGvely
low
cost
and
low
input
but
serves
to
show
others
that
a
person
is
volunteering
to
 change
their
community.

 
 AlternaGvely
 there
 are
 events
 like
 master
 classes,
 or
 knowledge
 days
 which
 do
 a
 number
 of
 things.
They
show
volunteers
that
they
are
valued
and,
again
act
as
a
form
of
reward.
They
do
 not
need
to
be
expensive,
but
they
do
demonstrate
a
willingness
on
the
part
of
organisaGons
 to
plan
and
invest
in
special
events
for
volunteers.
An
example
of
a
knowledge
day
is
genng
 together
people
who
have
an
interest
in
the
work
of
an
organisaGon
–
maybe
one
that
works
 in
a
parGcular
neighbourhood
that
has
a
diverse
ethnic
background.
The
knowledge
day
could
 include
volunteers
and
‘clients’
of
the
organisaGon
and
may
be
about
an
aspect
of
work.
But
 the
 day
 could
 also
 include
 some
 form
 of
 cultural
 awareness
 and
 maybe
 finish
 with
 cooking
 from
the
various
communiGes
represented.
That
way
there
is
both
a
social
aspect
but
also


 16

Plus,
because
this
is
a
European
search,
partners
found
tools
in
their
own
languages.
We
describe
 them
here
assuming
they
will
be
of
most
use
to
naGve
speakers,
but
that
anything
of
parGcular
interest
 might
spur
organisaGons
to
translate
tools
that
they
can
then
use.

37

38

learning
about
other
cultures.This
form
of
unplanned
or
general
learning
may
not
be
the
sole
 reason
for
a#ending
an
event,
but
is
a
way
to
encourage
learning
through
an
organised
event.
 A
concrete
example
is
a
museum
which
every
year
before
the
start
of
the
busy
summer
period
 gathers
 its
 volunteers
 together
 to
 talk
 through
 new
 artefacts
 acquired
 for
 display
 and
 new
 procedures
within
the
museum.
The
event
though
is
also
a
chance
for
the
museum
director
to
 deliver
a
lecture
on
the
new
artefacts.
The
idea
is
that
volunteers
get
to
know
about
what
is
in
 the
museum,
but
the
lecture
goes
beyond
what
any
one
volunteer
would
need
to
know
about
 the
museums
contents.
In
fact,
the
volunteers
get
a
free
lecture
from
a
respected
historian
and
 they
add
to
their
knowledge.

SGmulating
awareness
of
volunteers’
personal
learning

Now
 we
 step
 up
 a
 gear
 and
 move
 from
 the
 idea
 that
 volunteer
 learn
 simply
 through
 parGcipaGon
 but
 without
 always
 being
 conscious
 of
 that
 learning.
 The
 next
 stage
 is
 how
 organisaGons
 can
 sGmulate
 volunteers
 to
 be
 aware
 of
 their
 learning
 and
 help
 develop
 the
 process
of
learning.
Once
again
we
have
noted
a
few
examples
of
how
this
may
happen
and
 tools
that
can
help
–
the
links
to
which
appear
in
the
table
below.
 
 In
fact,
we
consider
this
to
be
relaGvely
easy
and
low
cost
because
what
we
have
idenGfied
is
 that
 learning
 can
 be
 sGmulated
 just
 by
 examining
 the
 work
 organisaGons
 do
 already
 crystallizing
 the
 learning
 aspect.
 Most
 organisaGons
 are
 keen
 to
 know
 what
 moGvates
 volunteers
 to
 join
 them.
 It
 may
 be
 the
 case
 that
 an
 organisaGon
 will
 take
 on
 board
 any
 volunteer,
but
even
then,
managing
volunteers
will
be
enhanced
if
an
organisaGon
knows
why
 someone
wants
to
volunteer.
So
why
not
ask
them?
QuesGonnaires
are
available
to
help
(see
 below),
 and
 something
 like
 the
 Volunteers
 FuncGons
 Inventory
 (VFI)
 can
 give
 a
 broad
 idea
 whether
 someone
 is
 volunteering
 because
 they
 want
 to
 learn
 skills,
 or
 because
 they
 want
 a
 new
social
experience.
Sounds
simple
–
and
it
is.
It
may
be
that
the
obvious
quesGon
is
‘just
 ask
them’.
SomeGmes
people
don’t
know,
or
can’t
arGculate
why
they
want
to
join
and
so
a
 tool
like
VFI
can
help.
Aper
all,
if
an
organisaGon
places
a
volunteer
who
wants
social
contact
 in
a
role
archiving,
on
their
own,
in
a
dusty
basement,
how
likely
is
it
that
this
volunteer
will
be
 saGsfied
 and
 stay?
 Helping
 idenGfy
 moGvaGons
 can
 lead
 on
 to
 idenGfying
 a)
 how
 to
 saGsfy
 these
moGvaGons
and
b)
how
a
volunteer
might
want
to
develop
himself
both
in
his
role
at
the
 organisaGon,
but
also
as
a
learner.
 
 Following
on
from
this
are
a
set
of
volunteer
management
procedures
that
again
can
have
a
 learning
aspect.
It
is
increasingly
common
that
volunteers
have
supervision
in
their
role,
and
 here
 is
 a
 chance
 to
 review
 tasks,
 accomplishments
 and
 look
 for
 where
 assistance
 for
 development
and
learning
could
be
given.
In
our
review
of
pracGces
we
note
that
supervision
 can
play
a
role
in
helping
idenGfy
learning
and
that
this
can
be
moved
on
a
step
into
mentoring
 and
 coaching.
 We
 characterised
 the
 type
 of
 learning
 as
 moving
 from
 the
 previous
 secGon’s
 (see
above)
unintenGonal
learning
to
intenGonal,
planned
and
focussed
learning.
But
we
also
 noted
that
this
is
not
a
didacGc
relaGonship,
such
an
approach
to
helping
volunteers
learn
is
 empowering
 for
 volunteers.
 Of
 the
 tools
 we
 suggest
 (and
 list
 in
 the
 table
 below)
 for
 this
 we
 looked
 at
 examples
 such
 as
 the
 master
 class
 and
 knowledge
 days
 (as
 above
 where
 this
 was
 used
to
introduce
unintenGonal
learning,
so
it
can
be
focussed
on
intenGonal
learning);
but
we
 also
 want
 to
 draw
 a#enGon
 to
 tools
 such
 as
 the
 on‐line
 e‐learning
 plaaorms
 where
 training

39

can
 take
 place
 via
 virtual
 educaGon
 and
 the
 Dutch
 example
 of
 City
 trainers
 which
 facilitate
 young
volunteers
into
sports
opportuniGes
in
their
communiGes.

 
 
 Master
 classes
 and
 the
 knowledge
 day
 ideas
 noted
 above
 can
 also
 be
 used
 to
 sGmulate
 volunteers’
 awareness
 of
 their
 own
 learning.
 Indeed,
 rather
 than
 a
 day
 that
 results
 in
 unfocused,
unplanned
and
unconscious
learning,
master
classes
and
knowledge
days
could
be
 organised
with
the
specific
intenGon
of
introducing
volunteers
to
new
subjects
or
new
ways
of
 learning.
 
 From
 Denmark
 comes
 a
 resource
 that
 is
 extremely
 useful
 to
 enable
 a
 fun
 way
 to
 explore
 personal
 development
 and
 learning
 for
 volunteers
 by
 way
 of
 success
 stories.
 At
 the
 same
Gme
it
allows
ways
of
accessing
feedback
from
volunteers
to
the
organisaGons
–
a
useful
 way
to
combine
developing
volunteers
with
checking
how
the
organisaGons
is
measuring
up
to
 volunteers’
expectaGons.
 
 These
 tools
 take
 support
 for
 volunteers
 beyond
 the
 first
 stage
 of
 unconscious
 learning,
 through
 the
 beginnings
 of
 reflecGon
 and
 help
 to
 empower
 volunteers
 to
 take
 control
 of
 personal
 development
 and
 learning.
 The
 next
 rung
 of
 the
 ladder
 changes
 direcGon
 slightly.
 Although
the
next
set
of
tools
support
the
volunteers’
learning,
they
are
parGcularly
useful
to
 idenGfy
competences
and
begin
the
process
of
having
skills
and
competences
recognised.
 IdenGfying
volunteer
personal
competences
to
support
steps
towards
recogniGon.
 
 While
any
of
the
tools
we
have
categorized
under
this
heading
would
be
generally
useful,
they
 are
parGcularly
good
for
using
with
volunteers
to
help
idenGfy
skills
and
competences
that
can
 be
demonstrated
to
employers.

Volunteering
affords
parGcipants
the
chance
to
learn
a
great
 many
 skills
 and
 competences
 that
 are
 in
 demand
 in
 the
 paid
 labour
 market.
 SomeGmes
 volunteers
are
moGvated
to
volunteer
knowing
that
it
will
help
their
CV,
but
not
sure
how.
The
 previous
 secGon
 has
 some
 tools
 that
 can
 help
 volunteer
 managers
 support
 volunteers
 to
 idenGfy
 development
 and
 learning
 needs.
 This
 secGon
 deals
 with
 more
 fine‐grain
 tools
 that
 help
 volunteer
 to
 think
 through
 what
 skills
 and
 competences
 they
 have
 developed
 in
 their
 volunteering.
 
 We
 have
 already
 noted
 that
 volunteers
 may
 be
 unaware
 that
 the
 skills
 they
 develop
 when
 volunteering
 are
 transferable
 and
 could
 help
 them
 secure
 a
 paid
 post
 if
 used
 well
 on
 a
 CV.
 Quite
 simply,
 many
 volunteers
 are
 unaware
 that
 their
 parGcipaGon
 is
 imbuing
 them
 with
 a
 range
of
transferable
skills
and
competencies.

 
 CH‐Q
 
 is
 a
 method
 for
 recogniGon
 of
 competences
 designed
 to
 be
 applied
 in
 a
 training
 situaGon
 .
 It
 is
 therefore
 a
 tool
 which
 may
 be
 more
 suitable
 for
 organisaGons
 that
 have
 a
 structure
 that
 can
 organise
 and
 deliver
 training.
 The
 developers
 of
 this
 method
 parGcularly
 draw
a#enGon
to
its
use
with
students
and
the
unemployed,
but
also
with
employees,
because
 this
 tool
 was
 developed
 to
 help
 people
 think
 about
 future
 steps
 in
 their
 career.
 Equally
 however,
the
tool
has
been
recommended
for
refugees,
helping
women
who
have
been
out
of
 the
 paid
 (and
 unpaid)
 labour
 market
 to
 once
 again
 engage
 with
 thinking
 about
 career
 development.
The
tool
is
also
marketed
as
being
suitable
for
volunteers.
The
developers
argue
 that,
 by
 going
 through
 training,
 parGcipants
 will
 be
 be#er
 
 moGvated,
 they
 will
 be
 more
 conscious
of
their
career
path
and
have
learned
how
to
turn
the
idenGficaGon
of
competencies
 into
material
they
can
use
in
their
CVs.

40

The
tool
works
through
being
a
trainer
led
event
where
parGcipants
use
a
range
of
techniques
 such
as
using
photos
of
good
memories
to
prompt
discussion
of
qualiGes
and
competencies,
 interviews
with
family,
friends
and
colleagues
about
qualiGes.
The
result
is
the
producGon
of
a
 poraolio
 that
 gives
 an
 overview
 of
 competences
 acquired
 through
 formal
 and
 informal
 learning.

 
 Many
tools
use
a
similar
idea
with
a
poraolio
being
the
outcome.
What
may
be
of
interest
is
 then
the
degree
to
which
the
process
is
guided
by
organisaGons
for
volunteers.
In
this
instance
 a
cerGfied
CH‐Q
trainer
is
needed
as
is
the
payment
of
a
licence
fee
to
use
the
tool.
 
 The
 Assessing
 Voluntary
 Experiences
 (AVE)
 tool
 has
 some
 similariGes.
 It
 starts
 by
 asking
 volunteers
to
reflect
on
why
they
came
to
be
volunteers,
what
are
the
rewards
they
feel
they
 get
and
what
have
been
the
challenges.
Then
it
looks
at
their
educaGon
and
training
to
date
 and
asks
them
to
sum
up
what
those
experiences
mean
to
them
in
terms
of
skills
gained
and
 competencies
achieved.
It
then
asks
volunteers
to
reflect
on
their
volunteering.
The
tool
is
set
 out
 to
 lead
 volunteers
 through
 a
 set
 of
 competencies.
 These
 have
 been
 mapped
 against
 competencies
most
open
outlined
by
employers
and
for
vocaGonal
style
awards.
The
task
for
 the
 volunteer
 is
 to
 reflect
 on
 how
 their
 volunteering
 role
 matches
 these
 competencies.
 The
 competences
 cover
 aspects
 of
 communicaGon,
 administraGon,
 markeGng,
 organisaGon,
 fundraising,
 negoGaGon,
 decision
 making,
 being
 proacGve
 among
 others.
 The
 tool
 offers
 a
 summary
sheet
for
the
volunteer
to
list
the
skills
and
competencies
achieved
and
examples
of
 work
 done
 to
 achieve
 them.
 The
 volunteer
 then
 invites
 their
 volunteer
 manager
 to
 sign
 the
 sheet
as
evidence
that
the
volunteer
has
performed
these
tasks.
The
result
of
working
through
 this
 exercise
 is
 an
 acGon
 plan
 (what
 acGviGes
 would
 you
 need
 to
 look
 for
 now
 in
 order
 to
 enhance
and
develop
these
skills?),
they
have
skills
listed
that
they
can
incorporate
into
their
 CV
and
evidence
that
they
performed
these
tasks.

 
 This
 tool
 has
 several
 strengths,
 it
 is
 in
 English,
 it
 would
 suit
 any
 volunteer
 –
 old,
 young,
 whatever
background
and
it
is
free.
Working
through
the
booklet
results
in
a
poraolio.
It
is
also
 less
formal
which
may
suit
organisaGons
–
and
volunteers
–

that
do
not
wish
to
get
drawn
into
 a
 formal
 validaGon
 process.
 But
 that
 is
 also
 its
 weakness.
 While
 providing
 a
 good
 reflecGve
 tool,
 the
 skills
 and
 competences
 are
 not
 validated.
 Volunteers
 and
 organisaGons
 that
 are
 looking
to
link
into
formal
validaGon
will
need
to
look
for
different
tools
(see
below).
The
tool
 is
 designed
 in
 such
 a
 way
 that
 a
 volunteer
 can
 work
 through
 it
 by
 himself.
 
 However,
 some
 volunteers,
 for
 example
 those
 with
 language
 difficulGes
 or
 those
 that
 lack
 some
 confidence
 might
need
some
support
from
the
volunteer
coordinator.
 
 Other
tools
that
do
similar
jobs
exist
across
Europe,
and
we
encourage
you
to
follow
the
links
 in
the
table
below
to
review
them
in
more
detail
to
decide
which
may
be
of
more
use
to
your
 volunteers.
The
Toolkit
Competence
Development
Volunteering
Sector
developed
by
MOVISIE,
 an
 organisaGon
 with
 specialist
 knowledge
 in
 moGvaGng,
 supporGng
 and
 development
 of
 volunteers
provides
a
range
of
resources.
These
include
checklists
and
guidelines
which
outline
 skills
 and
 competences
 gained
 though
 volunteering.
 Although
 it
 deals
 with
 steps
 for
 formal
 recogniGon
in
the
Netherlands,
the
tools
can
be
used
to
help
volunteers
idenGfy
skills
whether
 or
not
a
system
exists
for
formal
recogniGon.
Similarly
the
STAR
format
tool
takes
volunteers
 through
 a
 pracGcal
 strategy
 that
 highlights
 the
 ability
 to
 accomplish
 tasks
 and
 goals
 and
 can
 therefore
be
used
as
evidence
for
employers
of
competences
gained.

41

The
 RecogniAon
 10
 steps
 programme
 provides
 another
 variaGon
 on
 this.
 Developed
 by
 a
 scouGng
 organisaGon
 in
 the
 Netherlands
 it
 provides
 10
 steps
 to
 uncover
 skills
 and
 competences
ready
for
eventual
recogniGon.
 
 It
should
be
clear
by
now
that
there
is
a
plethora
of
tools
available
which
assist
in
reflecGng
on
 and
 idenGfying
 skills.
 We
 believe
 that
 although
 some
 tools
 work
 towards
 formal
 recogniGon
 which
may
only
be
relevant
in
the
country
of
origin
of
the
toolkit,
there
is
value
in
using
these
 tools
 to
 help
 volunteers
 increase
 awareness
 of
 the
 learning
 and
 skills
 they
 have
 developed
 regardless
 of
 whether
 they
 get
 these
 formally
 recognised.
 
 As
 for
 which
 to
 use,
 a
 lot
 will
 depend
on
how
much
support
volunteers
need.
Many
of
the
tools
reviewed
so
far
work
best
 when
organisaGons
assist
volunteers.
 
 Where
volunteers
can
work
autonomously,
the
poraolio
is
a
good
way
to
keep
a
conGnuous
 record
of
development.
A
good
plan
could
be
to
use
a
combinaGon
of
resources;
for
example
 using
 
 the
 Assessing
 Voluntary
 Experiences
 Toolkit
 
 to
 idenGfy
 skills
 that
 may
 be
 added
 into
 poraolios.
But
the
development
of
e‐poraolios
is
such
that
most
help
volunteers
through
the
 whole
 process.
 Many
 organisaGons
 –
 from
 universiGes
 to
 government
 departments
 ‐
 have
 invested
in
poraolio
templates.
It
is
worth
checking
with
local
volunteer
support
agencies
or
 maybe
local
universiGes
to
see
if
a
poraolio
is
available
that
volunteers
can
use.
But
we
would
 draw
 your
 a#enGon
 to
 two
 examples
 which
 characterise
 how
 poraolios
 can
 help
 explore,
 capture
and
document
learning.
The
e‐poraolio
created
by
the
Danish
Ministry
of
Children
and
 EducaGon
and
the
‘Invest
in
Volunteers’
poraolio
created
in
the
Netherlands
(see
links
of
table
 below)
show
the
work
involved
and
the
kind
of
commitment
needed.
The
European
Poraolio
 for
Youth
Leaders
and
Youth
Workers
provides
another
example.
This
one
is
Europe
wide
and
 focused
on
non‐formal
educaGon,
learning
and
youth
work,
to
help
youth
workers
and
leaders
 expound
on
their
skills.
Like
all
poraolios
it
provides
a
list
of
skills
and
asks
for
reflecGons
and
 assessment
 of
 what
 level
 the
 parGcipant
 feels
 they
 are
 at.
 It
 asks
 for
 reflecGons
 of
 the
 skills
 that
 have
 been
 applied
 and
 what
 evidence
 is
 available
 to
 show
 that
 the
 skill
 has
 been
 demonstrated.
 The
 European
 Youth
 Pass
 is
 another
 example
 again
 showing
 how
 to
 reflect
 upon
non‐formal
learning
but
specifically
supporGng
the
employability
of
younger
people
aged
 16‐30
years
old.

The
European
Mobility
document
records
skills
obtained
in
another
country.
 There
 are
 many,
 many
 poraolios
 available,
 too
 many
 to
 review
 all
 of
 them.
 But
 we
 want
 to
 stress
 the
 usefulness
 to
 applying
 these
 to
 volunteers
 and
 argue
 that
 the
 examples
 we
 have
 linked
can
be
seen
as
templates
to
use
in
full
or
part
to
support
volunteer
reflecGon.

Transfer
of
volunteer
competences
to
find
a
job
or
training

This
is
our
final
step
and
is
the
one
in
which
the
competences
gained
are
recognised.
In
some
 ways
 therefore
 this
 is
 very
 much
 a
 ‘local’
 step.
 This
 depends
 on
 the
 different
 naGonal
 frameworks
about
competences
recogniGon.
The
differences
between
European
countries
are
 set
out
in
the
European
Inventory
2010
reports,
describing
the
systems
for
ValidaGon
of
Non‐ formal
 and
 Informal
 Learning
 (European
 Inventory17),
 which
 illustrates
 the
 present
 different
 levels
of
development
in
Europe.
As
can
be
seen
in
the
table
we
reproduce
below,
according
to
 the
European
Inventory
2010
Report,
the
systems
for
validaGon
of
non‐formal
and
informal

 17

Can
be
accessed
via:
hPp://www.cedefop.europa.eu/EN/about‐cedefop/projects/validaAon‐of‐non‐ formal‐and‐informal‐learning/european‐inventory‐scope.aspx
)

42

learning
 present
 different
 levels
 of
 development
 in
 Europe.
 So
 if
 you
 are
 in
 Finland,
 France,
 Netherlands,
Norway
and
Portugal
you
will
recognise
they
have
a
high
level
of
development
of
 ways
 to
 validate
 non‐formal
 and
 informal
 learning.
 Denmark,
 Germany,
 Romania,
 Spain,
 Sweden,
 UK
 are
 also
 well
 versed
 in
 the
 idea
 of
 validaGon,
 but
 do
 not
 have
 the
 range
 of
 methods
of
the
aforemenGoned
countries.
Austria,
Belgium,
Czech
Republic,
Estonia,
Iceland,
 Italy,
 Ireland,
 Liechtenstein,
 Lithuania,
 Luxembourg,
 Slovakia,
 Slovenia
 and
 Bulgaria,
 CroaGa,
 Cyprus,
 Greece,
 Latvia,
 Malta,
 Poland,
 Hungary
 are
 not
 so
 familiar
 with
 the
 validaGon
 of
 informal
learning.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Whereas
the
tools
above
can
be
used
to
reflect
upon
and
arGculate
competences
and
learning,
 if
 volunteers
 want
 to
 have
 these
 formally
 recognised,
 the
 chances
 are
 that
 this
 needs
 to
 be
 done
 in
 the
 country
 where
 the
 volunteer
 is.
 
 However,
 there
 are
 some
 Europe‐wide
 publicaGons
that
can
be
consulted.
For
example
the
European
Guidelines
ValidaGon
tool
is
a
 comprehensive
document
outlining
how
naGonal
and
local
systems
can
be
developed
to
be#er
 reflect
and
support
competence
recogniGon.
Perhaps
of
more
immediate
use
is
the
Europass,
 this
 is
 a
 document
 where
 knowledge
 and
 skills
 are
 recorded
 and
 which
 is
 recognised
 across
 Europe
–
a
useful
way
to
take
competences
from
one
country
to
another.

43

44

45

46

http://www.leidsevrijwilligersacademie.nl/ 
 paul@i-doe.nl

http://www.uma.es/oficina-voluntariado/cms/menu/programas/pasaporte-solidario/

47

http://www.juntadeandalucia.es/administracionlocalyrelacionesinstitucionales/cms/ocms/portal/ Voluntariado/ContenidosEspecificos/carnevoluntarios.html

http://www.rico.com.au/training/life_skills/supervision.htm http://www.frivillighed.dk/Webnodes/da/Web/Public/Publikationer/Frivilligfronten/Supervision+s om+metode+i+frivilligt+socialt+arbejde

48

http://gullestrup.dk/fakta-helhedsplanen/det-er-en-aftale/mentorprojekt/ http://www.vejledning.net/Sider/Projekter/Projekt%207.1/Undervisningshaefte_1_7.pdf http://www.sheffield.ac.uk/polopoly_fs/1.110468!/file/cipd_mentoring_factsheet.pdf http://www.une.edu.au/od/files/mentoringpresentation.pdf

http://www.youtube.com/watch?v=UY75MQte4RU

49

http://www.csev.org/en_GB/home http://www.csev.org/ultimos-proyectos;jsessionid=50B3CD49439D276DC9DB47B2C66BCF13

http://www.serviceleader.org/virtual

http://www.whatisorange.org/orangeleaders/blog/?p=4733

50

http://www.lederweb.dk/Strategi/Organisationsudvikling/Artikel/79550/Om-AppreciativeInquiry---succeshistorier-som-udviklingsressource http://www.pelerei.com/pdf/articles/Pelerei_Storytelling-at-the-Heart-of-AppreciativeInquiry.pdf http://appreciativeinquiry.case.edu/

http://www.outofservice.com/bigfive/

51

www.citytrainers.nl

r.bieckmann@s-hertogenbosch.nl

http://www.fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/HELPING_OTHERS.pdf

52

http://www.ivr.org.uk/images/stories/Institute-of-VolunteeringResearch/MigratedResources/Documents/A/Assessing_Voluntary_Experiences_Sept_06.pdf

http://www.euroguidance.nl/uploads/CHQ%20loopbaanbegeleiders%20MKB%20v2_20120320114239.pdf

http://ec.europa.eu/dgs/education_culture/consult/vnfil/chq_en.pdf or via : info@ch-q.ch

53

https://minkompetencemappe.dk/Default.aspx

http://www.ug.dk/Programmes.aspx

http://www.investereninvrijwilligers.nl/ Contact via e-mail: info@arcon.nl

54

www.coe.int Weblink to the portfolio: http://www.coe.int/t/dg4/youth/Source/Resources/Portfolio/Portfolio_en.pdf To order a paper copy: youthportfolio@coe.int

http://www.ciessevi.org/servizi/promozione/scuola-volontariato/il-passaporto-del-volontariato

55

http://www.movisie.nl/140525/def/home/publicaties/publicaties/toolkit_competentieontwikkelin g_vrijwilligerswerk/ Contact the information desk at: Tel: +31(0)307892112 E-mail: kennislijn@movisie.nl

http://careerweb.leeds.ac.uk/info/19/cvs/216/star_method http://www.drexel.edu/scdc/resources/STAR%20Method.pdf

56

http://www.valuenetwork.org.uk/Documents%20for%20Website/Conference/Powerpoints/Reco gnition%20in%2010%20steps%20JoPeeters.pdf Contact via: J.Peeters@scoutinggelderland.nl

https://www.youthpass.eu/en/youthpass/ https://www.youthpass.eu/en/youthpass/guide/

57

http://prezi.com/a3h5jofugwyd/recognition-workshop-europass-mobility-for-volunteers/

58

Weblink to document: http://www.cedefop.europa.eu/EN/publications/5059.aspx Via CEDEFOP: http://www.cedefop.europa.eu/EN/

59

60

Volunteer
MoGvaGon
and
RecogniGon
 Volunteers
have
different
moGvaGonal
styles.
Tapping
into
volunteer’s
individual
moGvaGon
 increases
his
or
her
level
of
engagement,
success,
and
impact
in
volunteering.
This
tool
is
 designed
to
assess
moGvaGonal
styles
and
idenGfy
types
of
volunteer
posiGons
matching
those
 styles.
 h#p://www.jffixler.com/files/MoGvaGonal_Analysis.pdf

 
 This
tool
is
designed
to
help
develop
effecGve
interview
quesGons
to
use
when
matching
 candidates
to
volunteer
posiGons.

 h#p://www.jffixler.com/files/Interview_QuesGons.pdf

 
 The
Individual
Volunteer
Plan
(IVP)
is
a
tool
designed
to
customize
a
volunteer
engagement
 career
to
meet
both
the
volunteer's
aspiraGons
and
the
organizaGon's
needs.
 h#p://www.jffixler.com/files/Individual_Volunteer_Plan_IVP.pdf

 
 Way
to
go:
ideas
for
volunteer
recogniGon.
 h#p://www.lsuagcenter.com/mcms/relatedfiles/%7Bf20da153‐16f7‐45da‐a4f8‐ 1aac5cebfcc4%7D/way+to+go+recogniGon+guidemargin.pdf

 
 Discussing
two
basic
types
of
recogniGon:
extrinsic
and
intrinsic.
 h#p://www.worldvolunteerweb.org/resources/how‐to‐guides/manage‐ volunteers/doc/recognizing‐volunteers.html
 
 Volunteering
resources
from
Canada
 h#p://www.nald.ca/literacybasics/volunt/profile/01.htm

Learning
Needs
Analysis
instruments
 Australian
example
of
online
volunteer
learning
needs
survey
(for
a
nature‐based
visiGng
 programme).
 h#p://www.jobssouthwest.com.au/welcome/index.php?opGon=com_content&view=arGcle&i d=254&Itemid=237

 
 An
evaluaGon
form
for
the
monitoring
of
volunteers,
either
to
be
used
for
volunteer‐involving
 organizaGons
or
as
a
self‐assessment
form
for
volunteers
themselves.
 h#p://www.volunteertoday.com/PDF/VOLUNTEER%20PERFORMANCE%20EVALUATION.pdf

61

Volunteer
Workshop
Ideas
 A
selecGon
of
tools
ranging
from
icebreakers
and
group
energizers
to
orientaGon,
including
 arGcles,
videos,
(electronic)
books
and
internet
resources,
from
around
the
world
 h#p://www.energizeinc.com/art/subj/train.html

 
 From
Volunteering
Australia:
free
skills,
training
and
educaGonal
resources
for
volunteers,
 volunteer
coordinators,
trainers
and
not‐for‐profit
organisaGons.
 h#p://www.volunteeringaustralia.org/Skills‐and‐Training/‐Training‐skills‐resources.asp
 Also
from
Volunteering
Australia:
what
every
volunteer
needs:
a
mix
of
informaGon,
training

 and
educaGon.
 h#p://www.volunteeringaustralia.org/files/ID8VYL83PC/What%20every%20volunteer%20nee ds%20final_280208.pdf
 
 Again,
from
Volunteering
Australia:
for
trainers,
volunteer‐
involving
organisaGons
wanGng
to
 develop
conGnuous
improvement
strategies
in
workshops.
 h#p://www.volunteeringaustralia.org/Skills‐and‐Training/‐Training‐skills‐resources/EvaluaGng‐ Volunteer‐Training‐Toolkit.asp
 
 Mapping
funcGons
of
volunteer
training,
inducGon
and
further
training.
 h#p://www.acGvelink.ie/node/803
 
 A
valuable
resource
for
training
packages
and
assessment
is
the
Australian
site:
 www.cshisc.com.au

Experiences
from
the
INVEST
partnership
 
 Here
is
a
visual
recording
and
the
final
video
of
the
INVEST
partners,
staff
and
learners,
 expressing
what
they
have
learned
from
the
INVEST
project:
 
 h#p://www.youtube.com/watch?v=Cw0bq44awTI

62

63

64

65

What
about
learning
opportuniGes
in
your
organisaGon?
 YES 1.

Our volunteer coordinators keep in touch with all volunteers so that we know pretty well what their learning needs are.

2.

We have a so-called wish box in which any volunteer can drop a(n) (anonymous) suggestion for more learning opportunities and workshops. We have good and transparent methods for announcing and publicizing our learning opportunities to all our volunteers.

3. 4.

We can offer workshops to interested volunteers on a regular basis.

5.

We have a clear understanding of the motives for volunteering inside our organisation and act upon this by offering tailor made learning opportunites to those volunteers with learning motives. We are always open to suggestions for workshops coming from volunteers.

6. 7. 8. 9.

Written descriptions of various types of learning events and workshops for volunteers are available in digital and hard-copy format. We have a clear operational plan in our organisation for volunteers to apply for learning events and all volunteers are aware of that. Each year new concepts for workshops and learning events for volunteers are prepared on the basis of a learning needs analysis.

10. We review existing workshops on a regular basis to check whether or not they still make sense. 11. We develop new workshops to keep up with new developments and trends, like social media. 12. Volunteers take an active part in the continuous improvement of the range of learning opportunities by providing feedback about the quality. 13. Many of our learning opportunities have been designed in such a way that they are available to professionals inside the organisation as well, in order to promote interaction between volunteers and professionals. 14. A specific budget is available for the volunteer development workshops. 15. We have appointed someone responsible for all matters relating to volunteer development, who is an excellent networker and easily accessible. 16. Offering learning opportunities is a matter of course in our organization and we promote lifelong learning as much as we can. 17. During the (annual) volunteer development talks / interviews we get valuable information about the learning needs of our volunteers. 18. We draw the attention of specific volunteers to specific learning events and opportunities, in case we feel they can benefit from them. 19. We are stimulating our own volunteers to design workshops for fellow volunteers on a “felt need” basis and offer these as a joint volunteer – professional co-production. 20. We are actively promoting the idea of “peer to peer learning ” among our volunteers. 21. We promote the idea of volunteer portfolios and offer support in creating and maintaining them, including e-portfolios.

66

Partly

NO

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