Chapter 11. Recruiting and Training Volunteers | Community Tool Box

 

Many community organizations rely on volunteers for a wide range of activities. Volunteers may support events, provide professional expertise, mentor participants, help with outreach, serve on committees, assist with programs, or contribute in many other ways appropriate to volunteer service.

Recruiting volunteers is only the beginning. Once people decide to participate, they need a clear introduction to the organization, their role, the people they will work with, the policies and boundaries that apply, and the support available to them.

A thoughtful orientation helps volunteers begin with realistic expectations and a clear understanding of how their contribution connects with the organization's mission.

What is an orientation program?

Orientation begins before a formal session. A prospective volunteer starts forming an understanding of the organization through the recruitment process, application, interview or conversation, emails and messages, website, scheduling process, and interactions with staff and other volunteers.

Those early interactions communicate important things about the organization, including:

• How clearly and respectfully it communicates
• Whether volunteers' time is valued
• How seriously it takes its mission and responsibilities
• Whether participation appears welcoming and accessible
• What the volunteer role generally involves
• What kinds of support, supervision, and accountability volunteers can expect

A formal volunteer orientation program builds on those early impressions by systematically introducing volunteers to the organization and the responsibilities connected with their service.

Orientation is related to, but different from, training. Orientation explains the organization, mission, structure, role, policies, expectations, resources, and basic procedures volunteers need to understand. Training develops the specific knowledge and skills required to perform a particular volunteer role.

The two can overlap. A volunteer may need essential safety, safeguarding, confidentiality, technology, or role-specific instruction as part of onboarding before beginning service. More detailed skill development can then continue through the organization's volunteer training program.

For example, a literacy program might use orientation to explain its mission, the people and communities it works with, the tutoring setting, volunteer expectations, confidentiality, scheduling, supervision, and support. Separate training could then teach volunteers how to use the program's tutoring methods and instructional materials.

Why should you have orientation programs?

A structured orientation can help volunteers and organizations in several ways.

• Building understanding. Volunteers learn about the organization's mission, programs, structure, policies, community relationships, and their own responsibilities.
• Increasing confidence. Volunteers are more likely to begin comfortably when they know what they are expected to do, whom to contact with questions, and what resources are available.
• Clarifying purpose. Connecting a volunteer's responsibilities with the organization's larger goals helps people understand why their work matters.
• Strengthening belonging and informed commitment. A well-organized welcome communicates that volunteers are taken seriously and that the organization has prepared for their participation.
• Preventing avoidable confusion. Explaining important policies, procedures, boundaries, and responsibilities early can reduce misunderstandings and inconsistent practice.
• Supporting safety and accountability. Volunteers can learn essential requirements involving confidentiality, safeguarding, emergencies, technology, boundaries, reporting concerns, and other responsibilities before they encounter them in practice.

Orientation should not eliminate questions. Volunteers should leave knowing that questions are expected and knowing where to obtain reliable answers when new situations arise.

What kind of orientation should you provide?

Orientation programs vary in length, format, timing, and level of detail. A volunteer helping for two hours at a public event may need only a brief orientation and safety explanation. A long-term mentor, crisis-support volunteer, driver, Board member, volunteer handling confidential records, or person working independently with children or adults at increased risk may need a much more extensive onboarding process.

Consider:

• The responsibilities and complexity of the volunteer role
• How independently the volunteer will work
• Safety, safeguarding, confidentiality, privacy, financial, transportation, or other risks
• Required screening, credentials, or training
• The volunteer's previous experience
• How many volunteers are being oriented
• Who is available to conduct orientation
• Whether participation is in person, remote, hybrid, or field-based
• Accessibility, language, technology, transportation, and scheduling needs

Larger organizations or programs with frequent volunteer recruitment may use a standardized orientation offered regularly. Smaller organizations may orient people individually. Both approaches can work if volunteers receive the information required for their roles.

Orientation also does not have to happen in a single session. Some information may be provided before service begins, additional topics may be covered during the first day or assignment, and other information may make more sense after volunteers have gained some experience.

How do you run orientation programs?

Decide what the orientation should accomplish

Start by identifying what volunteers should know, understand, or be prepared to do when the orientation is finished.

For example, volunteers might need to be able to:

• Explain the organization's basic mission and the purpose of their role
• Describe their responsibilities and important boundaries
• Identify their supervisor or volunteer coordinator
• Find current policies and role resources
• Explain what to do in an emergency or concerning situation
• Follow confidentiality, privacy, safeguarding, or information-security requirements relevant to their work
• Know how to report an absence, concern, incident, or change in availability
• Know how to request assistance or an accessibility modification

Decide on the format

Orientation may include an individual conversation, group session, virtual meeting, self-paced digital material, site visit, demonstrations, or several of these approaches.

Choose the format according to the volunteer role and the information being taught rather than simply according to organization size. Important discussion, safeguarding, confidentiality, emergency, or role-boundary topics may benefit from live interaction even when other material can be reviewed independently.

Decide who will coordinate orientation

One person should generally coordinate the process, even if several people cover different topics. This may be the volunteer coordinator, program supervisor, staff member responsible for the role, or another designated person.

A coordinator can make sure that:

• Volunteers receive consistent information
• Required topics are not missed
• Materials remain current
• Accessibility needs are addressed
• Required acknowledgments or training records are documented
• Volunteers know where to go with later questions

Communicate orientation details clearly

Tell volunteers when and where orientation will occur, how long it will take, whether preparation is required, what technology or materials they need, whom to contact with questions, and how to request accessibility or language support.

Communication may occur through email, text, calendar invitations, a volunteer-management platform, messaging systems, phone, or other methods appropriate to the volunteers involved.

Arrange the logistics

For in-person orientation, consider:

• Physical accessibility
• Accessible transportation or parking information where relevant
• Comfortable seating and room conditions
• Accessible restrooms
• Clear signage and building-access instructions
• Captioning, interpretation, assistive listening, or other communication access when needed
• Food, water, dietary needs, and breaks when appropriate
• Privacy when confidential matters will be discussed

For virtual orientation, consider:

• An accessible meeting or learning platform
• Captions, transcripts, interpretation, or other communication support when needed
• Device and internet requirements
• Technical-support instructions
• Privacy and confidentiality
• An alternative participation method when reasonably necessary

Create a welcoming environment

New volunteers may not know anyone in the organization or may be unfamiliar with the type of work. Introductions and simple relationship-building activities can help people become more comfortable.

Don't require participants to disclose personal information or participate in activities that make them unnecessarily uncomfortable. Volunteers should also have opportunities to ask questions during and after orientation.

What information should you cover during orientation?

The exact content depends on the organization and volunteer role. Common topics include:

• Mission, programs, and community relationships. Explain what the organization does, why it exists, the people and communities it serves or works with, and the role of volunteers in that work.
• Organizational structure. Explain relevant leadership, staff, volunteer, Board, committee, and program roles and how the volunteer fits into that structure.
• Volunteer role and expectations. Review responsibilities, schedule, time commitment, boundaries, supervision, decision-making authority, attendance, and how changes in availability should be communicated.
• Mission, history, and goals. Give enough context for volunteers to understand how the organization developed and how their contribution supports current priorities.
• Policies and conduct expectations. Explain the policies that apply to volunteers and how they can obtain additional guidance.
• Confidentiality and privacy. Explain what information volunteers may access, what may or may not be shared, how records and communications must be handled, and what to do if information is lost, disclosed, or accessed improperly.
• Safeguarding and professional boundaries. Where relevant, explain appropriate interactions with children, youth, older adults, people with disabilities, program participants, or others; prohibited conduct; reporting responsibilities; and procedures for raising concerns.
• Anti-harassment, nondiscrimination, and respectful conduct. Explain behavioral expectations and where volunteers can report concerns.
• Technology and information security. Explain approved devices, systems, passwords, multifactor authentication, data storage, messaging, social media, remote access, and procedures for reporting security incidents when relevant.
• Communication and public representation. Clarify who may speak for the organization, communicate with media or partners, post through organizational accounts, collect donations, or use the organization's name and logo.
• Physical or digital work environment. Show volunteers the places, equipment, systems, files, communication tools, or platforms they will use.
• Training. Explain required training, deadlines, supervised practice, continuing learning, and any qualifications that must be maintained.
• Supervision, feedback, and evaluation. Explain who supervises the volunteer, how questions and feedback are handled, and how the organization reviews volunteer performance where appropriate.
• Expenses and reimbursement. Explain which authorized volunteer expenses may be reimbursed and how reimbursement is requested.
• Accessibility and support. Explain whom volunteers can contact if they encounter an accessibility barrier or need a reasonable change in how they participate.
• Emergency and incident procedures. Explain procedures relevant to the setting, such as severe weather, fire, medical emergencies, injuries, workplace violence, missing participants, suspected abuse or neglect, security incidents, and other situations volunteers may realistically encounter.
• Benefits of participation. Describe actual opportunities such as learning, training, community connection, mentorship, skill development, leadership, references, reimbursement, or other support without promising benefits the organization does not provide.

Volunteers should leave orientation feeling welcomed, but also appropriately informed about the responsibilities that come with representing or working through the organization.

Written and digital materials for new volunteers

Volunteers should have access to information they can review after orientation. Depending on the complexity of the role, this might range from a one-page checklist to a complete volunteer handbook or secure online resource center.

Materials may be digital, printed, audio, video, large print, or available in another accessible format. Use whichever formats make the information practical and accessible to the volunteers who need it.

A volunteer handbook or resource center might include:

• Mission, programs, organizational structure, and important contacts
• Volunteer role descriptions
• Relevant policies and procedures
• Confidentiality, privacy, safeguarding, and professional-boundary requirements
• Safety and emergency procedures
• Technology, cybersecurity, and approved-system guidance
• Forms, digital workflows, and documentation instructions
• Reimbursement procedures
• Scheduling and attendance procedures
• Appropriate dress, identification, PPE, sanitation, or safety requirements when relevant
• Insurance information that volunteers need to understand
• Complaint, grievance, and concern-reporting procedures
• Definitions of necessary organizational or technical terms
• Leadership, skill-development, or other volunteer opportunities
• Appropriate use of organizational facilities, equipment, technology, and services
• Contact information volunteers are authorized to receive

Protect personal contact information and other sensitive information. A volunteer directory should not automatically disclose private phone numbers, addresses, schedules, or other information simply because volunteers are part of the same organization.

Written materials should supplement opportunities for conversation rather than replace them entirely. Some volunteers will have questions that only become apparent after they have begun the role.

Every policy or document provided should have a clear purpose. Distinguish mandatory requirements, operational guidance, background information, and optional resources rather than implying that some official rules are merely "for the record" and can be disregarded.

Keep one clearly identified current version of volunteer materials. Review links, contact information, procedures, technology instructions, and policies periodically so outdated information does not continue circulating.

Evaluating your orientation

Providing orientation does not automatically mean volunteers received what they needed. Build evaluation into the process.

Immediately after orientation, you might ask:

• Was the information clear?
• Do you understand your responsibilities and boundaries?
• Do you know whom to contact with questions?
• Do you know where current policies and resources are located?
• Do you feel prepared for the next step in your volunteer role?
• Did you encounter any accessibility or participation barriers?
• What remains unclear?

For roles involving important procedures, orientation evaluation may also include brief knowledge checks, demonstrations, scenarios, or supervised practice to confirm that volunteers understand what to do.

Follow up after volunteers have begun serving. At that point, ask what information they actually needed, what was missing, what they forgot, and which topics did not make sense until they encountered the work.

Staff and experienced volunteers may also identify patterns in questions, mistakes, incidents, or misunderstandings that suggest orientation should be improved.

Use what you learn. Update materials, change the timing of information, improve accessibility, clarify confusing policies, and add or remove content as necessary.

Orientation is ongoing

Organizations change. Programs expand or end, policies are revised, staff and leadership change, technology evolves, new risks arise, and volunteers may move into different responsibilities. Orientation therefore continues after the initial onboarding period.

Ongoing communication may include:

• Supervisor or volunteer-coordinator check-ins
• Volunteer meetings
• Updated digital or printed volunteer resources
• Email, messaging, or volunteer-management platforms
• Policy-change notices
• Refresher training
• Newsletters or organizational updates
• Short briefings before events or new assignments

Significant changes should be communicated directly rather than relying on volunteers to discover them. If a policy, safety procedure, technology system, role expectation, or confidentiality requirement changes, make sure affected volunteers know what changed and what they are expected to do.

Ongoing communication should also work in both directions. Volunteers need reliable ways to ask questions, report concerns, suggest improvements, and explain when a policy or procedure is creating a problem in practice.

In Summary

Volunteer orientation is a planned process for helping people understand the organization, their role, the people and communities connected with the work, and the responsibilities that come with volunteering.

Effective orientation begins during recruitment and continues through onboarding and service. It provides clear information about the mission, role expectations, supervision, policies, confidentiality, safeguarding, safety, technology, accessibility, emergency procedures, and the support available to volunteers.

Orientation should be appropriate to the responsibilities involved. A short-term event volunteer may need a brief introduction, while volunteers handling confidential information, working independently with participants, providing specialized services, driving, or serving in other higher-responsibility roles may require more extensive onboarding and training.

Materials should be current and accessible, and volunteers should know where to find them later. Written information should support rather than replace human communication, supervision, and opportunities to ask questions.

Finally, orientation should be evaluated and updated. Listening to new and experienced volunteers can reveal missing information, unnecessary barriers, confusing procedures, and changing needs. A strong orientation program does more than welcome people into an organization: it gives them a practical foundation for contributing safely, confidently, and effectively.

Example: Sample Table of Contents from a volunteer training manual

Peace by Peace: Reducing youth violence--a little at a time

Volunteer information manual

Letter from the President	1
Peace by Peace mission and vision statements	3
Current programs and activities	4
Past accomplishments	8
Record keeping forms (examples)	12
Directory of partner programs	15
Volunteer and staff directory	18
Board of Directors	22
Grievance procedure	25
Termination procedures	26
Definitions	28
Information from Orientation session	30

 

Tool 1: Orientation evaluation form

This form can be given to new volunteers at the end of the orientation session to determine how well the session went from the volunteer's perspective.

Volunteer Orientation Session Evaluation Form

You do NOT need to put your name on this form.

Date of orientation session:

Facilitator/Orientation leader:

What are 3 things you learned about the organization from this session?

1.  
2.  
3.  

What did you like about most about today's orientation?

 

 

What did you like least about today's orientation?

 

 

What would you recommend for future orientation sessions?

 

 

What additional information would you like us to know?

 

 

___You know what an orientation program is

___You know what you can communicate during an orientation session.

___You know why you should have orientation programs

___You know what kind of orientation should you give

___You understand how to run orientation programs

___You know what information you should cover during an orientation session

___You know about written material for new volunteers

___You know how to evaluate your orientation

___You understand that orientation is an ongoing process

A Power Point presentation summarizing the major points in the section.

 

Some volunteer roles involve responsibilities that require substantial knowledge, skill, judgment, or preparation. Occasionally, someone will arrive with exactly the experience your organization needs: an accountant may volunteer to assist with appropriate financial work, or an experienced disaster-response professional may offer relevant expertise after a community emergency.

More often, volunteers arrive with a mix of relevant experience, transferable skills, and areas in which they need additional preparation. A new mentor may have little experience working with young people. Someone interested in supporting people affected by sexual violence may care deeply about the issue but need substantial training in the organization's support model, confidentiality, boundaries, trauma-informed practice, safety, and procedures for involving qualified staff or professionals.

Training helps volunteers develop the competencies they need to perform their roles safely and effectively. It should build on what volunteers already know rather than assuming that enthusiasm alone is enough or that people arrive with no relevant knowledge.

Not every volunteer role requires an extensive formal training program. Someone greeting participants at a public event or helping set up chairs may need only clear instructions, orientation, and appropriate safety information. Other roles -- particularly those involving children, health or behavioral-health information, crisis situations, driving, confidential records, finances, or independent work with program participants -- may require much more extensive preparation, screening, supervision, or certification.

This section focuses primarily on volunteer roles that require organized skill development beyond basic orientation. It discusses why training may be necessary, who can provide it, how to design it, how to help volunteers practice and demonstrate important competencies, and how to evaluate and improve the training over time.

Why should your organization have training programs for volunteers?

In some situations, training or certification is required before a person can perform a volunteer role. Requirements may come from applicable law, professional standards, licensing or certification bodies, funders, insurers, organizational policy, or the risks associated with the work.

In other situations, the decision depends on what volunteers will actually be responsible for doing. Before developing a training program, ask whether a knowledge or skill gap exists and whether training is the appropriate way to address it.

Training can:

• Help volunteers understand the knowledge, skills, procedures, and judgment required for their roles
• Establish clear competencies that must be demonstrated before volunteers perform certain responsibilities independently
• Give volunteers opportunities to practice unfamiliar tasks before using them in real situations
• Clarify professional boundaries, confidentiality, safeguarding, safety, documentation, and when to involve staff or qualified professionals
• Help volunteers understand how their responsibilities connect with the organization's programs, policies, and mission
• Develop skills that volunteers may also find useful in other community, educational, or professional settings
• Reduce preventable mistakes and strengthen the quality, consistency, accessibility, and safety of the organization's work
• Give both volunteers and the organization an opportunity to determine whether a particular role is a good match before independent service begins

Training should not be designed primarily as a way to "weed out" volunteers. If a role requires a substantial time commitment, difficult material, testing, certification, or demonstrated proficiency, explain those requirements during recruitment so potential volunteers can make an informed decision before committing.

Training may reveal that someone needs additional practice, a different volunteer role, or responsibilities that better match their interests and skills. In some higher-responsibility positions, a volunteer may need to demonstrate specific competencies before being authorized to continue. Those standards should be connected with the role and applied consistently.

Who should train new volunteers?

The best trainer depends on the subject, the volunteer role, the number of people being trained, the level of expertise required, and the organization's resources.

Training responsibilities may be handled by:

• A volunteer coordinator or manager
• A staff member responsible for training or professional development
• A program supervisor
• A qualified subject-matter expert
• An experienced volunteer who has the knowledge and facilitation skills needed to teach the material
• A licensed or credentialed professional when the subject requires that expertise
• A community member or person with relevant lived experience when that perspective is appropriate to the learning objectives
• An outside trainer, consultant, government agency, professional association, educational institution, or partner organization

Experienced volunteers can be particularly useful as mentors, coaches, trainers, or demonstration partners. They can provide practical insight into how the role works in real situations and may strengthen their own skills through teaching.

Don't assume, however, that experience alone makes someone an effective trainer. Make sure anyone teaching volunteers understands current organizational policies, approved practices, boundaries, and the learning objectives. Otherwise, informal training can unintentionally pass along outdated habits or inconsistent procedures.

When specialized outside expertise is necessary, decide whether the work should be contracted or paid for rather than assuming that a qualified professional will provide it without compensation. If someone chooses to contribute training as a volunteer, make sure that arrangement is appropriate for genuine volunteer service.

How do you develop training programs?

Start by determining whether training is needed

Before creating a workshop or course, identify the problem you are trying to solve.

Ask:

• What must volunteers know or be able to do?
• What do they already know?
• Where is the actual gap?
• Is the problem caused by lack of knowledge or skill, or by unclear policies, inadequate supervision, missing equipment, inaccessible systems, unrealistic expectations, or another organizational problem?
• What risks exist if a volunteer performs the responsibility incorrectly?
• What laws, professional standards, insurance requirements, certifications, or organizational policies affect the role?

Training is valuable when people need knowledge, skills, or practice. It will not solve a problem caused primarily by unclear leadership, unavailable resources, contradictory policies, or an improperly designed volunteer role.

Decide what volunteers need to learn

Develop clear learning objectives. Rather than simply listing topics to cover, describe what volunteers should know or be able to demonstrate by the end of the training.

A training program will often need to address several areas:

• What to do. What are the volunteer's responsibilities? What results or activities are expected?
• How to do it. What procedures, methods, technology, communication skills, or other competencies are necessary?
• Role boundaries. Which decisions may volunteers make independently? What are they not authorized or qualified to do? When must they consult a supervisor or refer a situation to qualified staff?
• Confidentiality and privacy. What information can volunteers access, use, record, transmit, or discuss? How should records and digital information be protected?
• Safeguarding and professional boundaries. What conduct is expected when volunteers work with children, youth, adults at increased risk, program participants, or others with whom boundaries are important?
• Safety. What physical, environmental, transportation, workplace, or field-related hazards are connected with the role?
• Incident and concern reporting. What should volunteers do if something goes wrong, they witness concerning conduct, someone is injured, information is disclosed improperly, or they are uncertain how to respond?
• Emergencies. What emergency procedures apply to the setting? When should volunteers call emergency services, contact staff, evacuate, provide first aid if appropriately trained, or follow another established procedure?
• Accessibility. What should volunteers know about communicating and working effectively with people with disabilities and following the organization's accessibility procedures?
• Documentation and technology. Which forms, databases, devices, communication systems, or other tools must volunteers use, and what security requirements apply?

Volunteers should also have opportunities to identify questions and learning needs of their own. Their priorities may reveal situations or uncertainties that staff did not anticipate.

Decide how volunteers will learn

Match the training method to the learning objective. There is no single best method for every type of learning.

Possible approaches include:

• Clear explanation or presentation
• Demonstration
• Guided practice
• Role plays or simulations
• Case discussions
• Problem-solving exercises
• Online or self-paced learning
• Videos or other multimedia
• Job aids, checklists, or reference materials
• Job shadowing
• Mentoring or a buddy system
• Supervised service
• Coaching and feedback
• Peer learning and discussion

A buddy system can be useful when an experienced volunteer works alongside someone who is new to the role, answers questions, demonstrates procedures, and provides feedback. Shadowing may also help volunteers understand a role before taking responsibility themselves.

These methods should supplement, not replace, clear standards. Experienced volunteers should model current approved practices rather than simply teaching new volunteers to do things the way they personally have always done them.

Higher-risk responsibilities may require structured instruction followed by observed practice before the volunteer works independently.

Write a budget for your training

Volunteer training can require financial and staff resources. Possible costs include:

• Trainer or consultant fees
• Staff planning and facilitation time
• Training platforms or software
• Space or equipment
• Printed or digital materials
• Captioning, interpretation, accessible formats, or other communication access
• Transportation or parking assistance
• Meals or refreshments
• Certification or assessment fees
• Supplies and practice materials
• Technology or internet support

Include accessibility in the original budget rather than treating it as an unexpected additional expense after someone requests support.

Choose accurate and current training materials

Materials might include current guidance, videos, manuals, job aids, workbooks, online modules, case studies, checklists, demonstrations, or other resources appropriate to the subject.

Use reliable sources. Depending on the topic, these may include government agencies, professional associations, qualified subject-matter experts, academic or training institutions, established nonprofit organizations, insurers, or other authoritative sources.

Review materials before using them to make sure that:

• The information is accurate and current
• It reflects the organization's actual policies and procedures
• Examples are respectful and appropriate
• Content is accessible to the intended volunteers
• Links, technology, and references still work
• Outdated material has been revised or removed

For subjects that change frequently, identify when materials should be reviewed again rather than assuming that a training can be used indefinitely without revision.

Communicate training requirements clearly

Tell volunteers:

• Which training is required
• How long it is expected to take
• When and where it occurs
• Whether it is in person, virtual, self-paced, or blended
• Whether attendance at all sessions is required
• Whether an assessment or demonstration is required before beginning the role
• What technology or materials they need
• How to request accessibility, language, or other participation support

Email, text, calendar invitations, volunteer-management systems, or other communication tools may be used to provide schedules and reminders.

Prepare the logistics

For in-person training, confirm:

• An accessible location
• Appropriate seating and workspace
• Accessible restrooms
• Needed equipment
• Privacy when sensitive topics will be discussed
• Captioning, interpretation, assistive listening, or other communication access when needed
• Transportation and parking information where relevant
• Reasonable breaks
• Food, water, and dietary considerations when refreshments are provided

For virtual training, confirm:

• An accessible platform
• Clear joining instructions
• Captions, interpretation, or other communication support when needed
• Technical-support procedures
• Privacy and recording practices
• A way for participants to ask questions
• A practical way to complete skill demonstrations or other assessments when necessary

Create a respectful learning environment

Volunteers may enter training with different levels of confidence, education, professional experience, familiarity with the organization, and knowledge of the subject.

Make it clear that asking questions is expected. Avoid embarrassing people for not already knowing something the training exists to teach.

Relationship-building exercises can be useful, particularly when volunteers will work together, but participation should not require unnecessary personal disclosure or activities unrelated to the learning goals.

Evidence-informed principles for volunteer learning

Adults bring existing knowledge and experience to training. Effective volunteer training should use that experience while still making clear which organizational policies, professional standards, and procedures govern the role.

Explain why the learning matters

Volunteers are more likely to understand and apply information when they can see how it connects with responsibilities they will actually perform.

If volunteers need to learn group facilitation, for example, explain when they will facilitate groups, what situations they may encounter, and how the skill affects the quality and safety of the program.

Connect new learning with prior experience

Invite volunteers to draw on relevant experience from employment, education, family, community participation, previous volunteering, or other settings. This can make new concepts easier to understand and can bring useful examples into the training.

At the same time, prior experience should not automatically override current organizational procedures or professional standards. Training may require volunteers to adapt practices they used elsewhere.

Use realistic problems and examples

Case examples, scenarios, demonstrations, and problem-solving exercises can help volunteers practice applying information in situations similar to those they may actually encounter.

For some content, however, a concise explanation or presentation may be the most efficient method. The goal is not to eliminate lectures or presentations but to select methods that support the learning objective.

Give volunteers opportunities to practice

When volunteers are expected to perform a skill, training should generally include opportunities to practice that skill rather than only hear or read about it.

Practice might include:

• Demonstrations
• Role plays
• Simulations
• Supervised service
• Using the actual technology or equipment required for the role
• Responding to realistic case scenarios

Provide useful feedback

Feedback should be specific, respectful, timely, and connected with the expected competency.

Instead of saying, "You did a good job," a trainer might explain that the volunteer asked clear questions, followed the required escalation procedure, and maintained appropriate boundaries, while also identifying a particular part of the response that needs more practice.

Invite questions and improvement ideas

Volunteers may notice unclear instructions, unnecessary steps, inaccessible procedures, or problems that established staff and volunteers have stopped noticing. Give them appropriate opportunities to suggest improvements.

Not every suggestion will be adopted, but volunteers should understand how feedback is considered and why particular policies or procedures exist.

Recognize different needs without assigning fixed learning styles

Volunteers differ in their prior knowledge, experiences, language, access needs, comfort with technology, and familiarity with the subject. They may also have preferences for particular ways of receiving information.

Rather than categorizing people into fixed learning types, use methods that fit what is being taught and provide important information in accessible formats. A technical skill, for example, may be best taught through explanation, demonstration, guided practice, and a reference guide that volunteers can use later.

Develop training plans

A written training plan can help trainers remain focused, manage time, and make sure important topics are covered consistently.

Each lesson or training segment may identify:

• Learning objectives. What should volunteers know or be able to demonstrate after the activity?
• Prerequisites. What knowledge or training should participants already have?
• Content. What information or procedures will be covered?
• Methods. Will the material be explained, demonstrated, practiced, discussed, simulated, or learned through another approach?
• Timing. How much time is reasonably needed for each activity, including questions, practice, and breaks?
• Resources. What materials, technology, equipment, space, or personnel are required?
• Accessibility. What accessible formats, communication supports, or other participation needs should be planned for?
• Assessment. How will the trainer determine whether volunteers met the learning objective?
• Follow-up. What reference material, coaching, supervised practice, refresher activity, or other support will volunteers receive afterward?

Learning objectives should describe observable results where possible.

For example, rather than writing, "Volunteers will understand how to provide accurate sexual-health education," a program might use: "By the end of the session, volunteers will be able to explain the program's approved safer-sex information accurately, respond respectfully to common questions, and identify situations that must be referred to qualified staff."

Training segments do not need to be kept artificially short simply to prevent boredom. Their length should reflect the complexity of the content, the amount of practice required, the needs of learners, and appropriate breaks.

Evaluate volunteer learning

Evaluation should determine more than whether volunteers attended or enjoyed the training. Ask whether they learned what the role requires and, where appropriate, whether they can apply that learning.

Possible methods include:

• Knowledge checks
• Pre-training and post-training assessments when useful
• Case scenarios
• Skill demonstrations
• Observed practice
• Supervised service
• Questions and discussion
• Review of documentation or other work products

The assessment should match the learning objective. A written quiz may be useful for factual knowledge, but it may not show whether someone can de-escalate a difficult interaction, operate a piece of equipment, maintain boundaries, or follow an emergency procedure. Those skills may need to be demonstrated.

In higher-responsibility roles, volunteers may need to demonstrate required competencies before working independently. If someone does not yet meet the standard, options may include additional training, more supervised practice, a different volunteer role, or postponing independent service.

Evaluate the training itself

Volunteers should also have opportunities to provide feedback on the training.

Ask:

• Was the purpose of the training clear?
• Did the activities prepare you for situations you are likely to encounter?
• Which topics still feel unclear?
• Did you have enough opportunity to practice?
• Were the materials and technology accessible and usable?
• Did you encounter any barriers to participating fully?
• What should be changed for future volunteers?

Satisfaction is useful information, but it is not the same as evidence that learning occurred. Combine participant feedback with assessment of the knowledge or skills the training was intended to develop.

Follow up after volunteers begin serving

Some of the most important evaluation occurs after volunteers have had an opportunity to use what they learned.

Supervisors or volunteer coordinators can ask:

• Can volunteers apply the procedures correctly in real situations?
• Which parts of the training were most useful?
• What situations arose that the training did not prepare them for?
• Are organizational policies or systems making it difficult to use what they learned?
• Do they need refresher training, coaching, or additional supervised practice?

Follow-up support may include job aids, checklists, supervisor coaching, peer consultation, mentoring, refresher sessions, communities of practice, additional demonstrations, or easy access to someone who can answer questions.

Celebrate completion, but remember that training is ongoing

Completing a substantial training program can be worth recognizing. Depending on the organization, volunteers may receive a certificate of completion, acknowledgment at a gathering, a message of appreciation, or another appropriate form of recognition.

Be accurate about what a certificate means. A certificate showing that someone completed an organizational training is not necessarily a professional certification or credential unless an authorized credentialing body has established it as one.

Training may continue for as long as volunteers remain involved. Additional learning may be needed when:

• Responsibilities change
• New policies or procedures are introduced
• Technology changes
• New safety, safeguarding, privacy, or cybersecurity risks arise
• Laws or professional standards change
• New evidence or approaches become available
• Evaluation identifies a learning need
• Volunteers move into leadership or more complex roles
• Certifications or required competencies must be renewed

Continuing training also gives volunteers opportunities to deepen their skills and remain connected with the organization. It should respond to real learning needs rather than being offered simply because a certain amount of time has passed.

In Summary

Volunteer training helps people develop the knowledge, skills, judgment, and confidence required to perform appropriate volunteer responsibilities safely and effectively. The amount of training should reflect the complexity and risk of the role rather than being the same for every volunteer.

Strong training begins by identifying what volunteers need to learn and whether training is actually the right solution. It establishes clear learning objectives, uses accurate and current information, selects teaching methods appropriate to those objectives, and provides accessible opportunities to practice and receive feedback.

Training should also establish clear boundaries. Volunteers need to understand not only what they are expected to do, but what they are not authorized to do, when they need staff support, how to protect confidential information, what safeguarding and safety procedures apply, and how to respond when something goes wrong.

Evaluation should look at both learning and application. Attendance or satisfaction alone does not establish that someone is prepared for a role. When important competencies are involved, volunteers should have opportunities to demonstrate them and receive additional practice or support when needed.

Finally, training should continue as responsibilities, policies, evidence, technology, risks, and community needs change. A strong training program helps volunteers contribute effectively while protecting the people involved in the organization's work and strengthening the quality of the organization itself.

Example 1: Counseling training program

Lisa Rasor is the former volunteer training coordinator at Headquarters Counseling Center in Lawrence, Kansas. Headquarters is a nonprofit, 24-hour crisis counseling and community information telephone and walk-in center. All counselors at the center are volunteers, and the center does three 100-hour trainings per year.

My name is Lisa Rasor. I'm the outgoing training director at Headquarters Counseling Center. I've been a training director for two years, and before that I was a volunteer. I have been a volunteer counselor and volunteer trainer since 1988. So, for the past ten years, I've been involved with Headquarters Training.

All of our volunteers first go through a screening process where they attend an informational meeting to learn more about the agency and the types of services we provide. Then, if they're still interested in volunteering, they sign up for a volunteer interview. This is like a job interview but more informal. The prospective volunteer will also fill out an application that is pretty much unlike any other. Prospective volunteers [write] about their experiences and values, so it's a way for us to get to know them better, and to see what kinds of experiences they have had.

The interviewers, who are usually experienced volunteers, will review the applications. There will be a 30--60 minute interview of the prospective volunteer, and then all of the interviewers get together and select applicants who will be in the next training group. Usually we don't have to turn away a lot of people. A lot of times, after the informational meeting and reading over the application, the prospective volunteer will say, "This is way too much time," or, "This is not for me," and so they'll screen themselves out. What we're looking for is someone who is interested in learning and who is able to learn basic counseling and communication skills.

[We are looking for volunteers] who are at a stable time in their lives. If they're overwhelmed with school, work, or family obligations, or they just moved here and they're still settling in, or if they've recently been very, very depressed or suicidal themselves, maybe it's not a good time right then for them to be a volunteer [at Headquarters]. We're not saying that [they could never volunteer], but right now things are overwhelming or too recent to really get involved in an intensive training program. We don't want training to overwhelm someone.

After the group is selected, all of the group members are invited to become volunteers. We'll start with a group of between fifteen and twenty-five people. There are fifteen five-hour training sessions, and each session builds on the previous one. Plus, they do readings from the handbook, and weekly 3.5 hour observation shifts.

The first session is devoted mainly to getting to know each other, a more detailed explanation of the training program, and what they'll need to do. [We work on] getting comfortable and making a group out of fifteen strangers. We do that with various group-building exercises. Then everybody signs an agreement to keep the information learned in training and from the center confidential.

I think it's important that every single training session has no wasted time. We don't want people sitting around feeling like their time is being wasted. I plan every session out basically to the minute. At 4:00 we begin, we start "check in" which we do every week. Basically it's how people are doing, how are they feeling, what 's been going on in their lives. We do "check in" from 4:00 to 4:30. 4:30 to 5:00 is when we talk about what happened on their observation shifts the previous week. Then, there's a ten-minute break to sign up for the next observation shift from 5:00 to 5:10, and it continues like that. It really is planned out. It is an intensive learning experience, and we're immersing people in it each session.

Each session is set up to meet certain goals, and, for the most part, I think we succeed. The overall goal [is] having the trainees feel comfortable and competent with the skills and the information to work counseling shifts at Headquarters. We are looking for a certain competency of skills, and we will work extra with somebody to achieve that level. We want people who use our services to [find that] basically whoever answers the phone is going to be competent, caring, and helpful.

I would say [the best part of training] is seeing the changes that people go through when they participate in the program. Not radical personality changes, just the opening up of people's worlds, and seeing the connections people make with each other. I've seen lifelong friendships develop in training. The one thing we all have in common from the beginning is that we're in training to because we want to help in some way. Starting from that commonality, we're creating community among these people.

Example 2: Sample lesson plan

A blank version of this form can be found in Tools.

STD/AIDS Peer Educator Training Program

Lesson 3: Familiarity with condoms

Learning Objectives

At the end of this lesson, trainees will:

• Know how to correctly use a condom
• Be comfortable using and discussing condoms

Demonstration

The trainer will demonstrate the correct manner in which to use a condom. (S)he should encourage questions from the audience.

• 10-15 minutes
• Will need condoms and model penis or banana

Condom race

Trainees are broken into two teams. Team members break into pairs; one person of the team must properly put a condom on the model and take it off, while the other explains what (s)he is doing. If the pair makes a mistake, they must do it again. The team that finishes first wins. This exercise also serves as an evaluation of whether or not trainees learned the important parts of condom usage.

• 20-25 minutes, depending on number of participants
• Will need enough condoms for each pairs, plus a few extras
• Will need 2 model penises/bananas; possibly a prize for winning team (condoms, red ribbon pins)

Discussion

The trainer should facilitate a discussion of what just took place. People's feelings (e.g., embarrassment, nervousness) when demonstrating the condom should discussed, and the trainer should underline the fact that the condom is simply a method of preventative medicine, and should be no more embarrassing to purchase or discuss than any other kind of medicine.

• 30-45 minutes
• Chairs should be placed in a circle, so all participants may look at each other

Homework

The trainer should ask that before the next session, all the trainees should demonstrate condom usage to a friend or family member to become more comfortable.

• Will need condoms for all trainees

Tool 1: "Icebreaker" activities

This activity was suggested by Lisa Rasor, Former Director of Volunteer Training at Headquarters Counseling Center, Lawrence, KS

Forced choice exercise

In this exercise, the facilitator puts signs in three different parts of the room. The facilitator will ask the trainees if they would consider themselves a listener, a talker, or a doer. Those are the only three choices, so it's a forced decision -- you have to choose one of those areas. Sometimes, trainees might say, "Well I can be any of those." But, they still have to choose just one possibility.

The groups that gather in the different areas will talk about why they chose that area over the other ones. The participants may be surprised to find that they have much in common with the other trainees.

Additional forced choice questions include:

• Do you consider yourself compassionate, just, or philosophical?
• Are you a realist, an optimist, or a dreamer?
• Are you punctual, serious, or spontaneous?
• Do you consider yourself adventurous, creative, or idealistic?

Tool 2: Lesson plan form

This form can be copied and filled out with your own lesson plans. A completed version can be found under Examples.

Lesson ___________________________________:

Date:

Learning Objectives

At the end of this lesson, trainees will:

Information and activities:

• Activity
• Explanation
• Time
• Materials needed

Tool 3: Trainee evaluation form

Trainee Evaluation Form

In the interest of anonymity, we ask that you do NOT put your name on this form.

Training Session Title:

Session Presenter/Facilitator:

Date:

On a scale of 1--5, with 5 being most useful, how useful did you find this information?

1       2       3       4       5

On a scale of 1--5, with 5 being excellent, how well presented was this session?

1       2       3       4       5

What did you like most about this training session?

 

What did you like least about this training session?

 

What would you change about the training session?

 

___You understand why your organization should have training programs for volunteers

___You know who should train new volunteers

___You know how to develop training programs

___Decide what you want to teach volunteers

___Decide how you will teach them in the training

___Write a budget for your training

___Decide what materials you would like to use for the training

___Get the word out about the training

___Consider the logistics of the training

___Pay attention to physical comfort during the training

___Set people at ease during the training

___Develop lesson plans for the training

___Evaluate trainees

___Celebrate the end of training

___You know the principles of adult learning

___You understand that training is an ongoing process

A Power Point presentation summarizing the major points in the section.

 

The time, knowledge, experience, relationships, and energy that volunteers contribute are important to many nonprofit and community organizations. Volunteer roles can range from helping with a one-time community event to serving regularly as a mentor, adviser, educator, outreach worker, advocate, Board or committee member, or provider of specialized professional expertise.

A strong volunteer program does not simply find unpaid people to complete whatever work needs to be done. It identifies work that is appropriate for volunteers, creates meaningful roles, provides the training and support people need, manages risk responsibly, and makes participation worthwhile for both the volunteers and the organization.

This section provides a guide for developing a plan to involve volunteers effectively.

Why should you engage volunteers?

Volunteers are not the right answer for every organizational need. Recruiting, screening, orienting, training, supervising, supporting, and coordinating volunteers require real staff time and resources. Some responsibilities also require paid employees, professional credentials, greater continuity, or a level of organizational control that is not appropriate for a volunteer role.

When volunteer involvement fits the organization's mission and the nature of the work, however, it can provide important benefits.

• Volunteers can expand organizational capacity. Volunteers may make it possible to offer additional activities, extend outreach, support events, increase community engagement, or contribute expertise that the organization would not otherwise have available. Volunteer service should complement rather than improperly replace work that should be performed by paid employees.
• Volunteers can contribute valuable skills and knowledge. Depending on the organization, volunteers may bring experience in technology, communications, facilitation, language access, law, finance, health, education, fundraising, evaluation, construction, arts, community organizing, or many other areas.
• Volunteers can contribute perspectives and relationships that strengthen the work. People may know different parts of the community, have relevant lived experience, identify opportunities or barriers that staff have missed, or bring approaches developed in other settings.
• Volunteer participation can strengthen community connection and shared ownership. Meaningful participation gives community members additional ways to contribute to work that matters to them and can deepen the organization's relationships with the community.
• Volunteering can also benefit participants themselves. People may volunteer because they care about the mission, want to contribute particular skills, hope to gain experience, want to develop relationships, are interested in learning, or simply find the activity meaningful.

The economic contribution of volunteers can be significant, and organizations sometimes use estimates of the value of volunteer time when describing community support. However, volunteer participation should not be reduced to the amount of payroll expense it may avoid. Volunteer value also includes relationships, knowledge, civic participation, leadership, community trust, and contributions that cannot be captured by an hourly dollar figure.

Before creating a volunteer role, ask whether the work is genuinely appropriate for volunteer service. Volunteers should offer their service freely for charitable, civic, humanitarian, religious, or similar purposes rather than being used simply to perform ordinary paid work without compensation. Applicable wage-and-hour requirements and the actual structure of the relationship should be considered whenever the distinction between volunteering and employment is unclear.

Why should you plan?

Volunteer involvement works best when it is intentional. Planning helps the organization identify what work volunteers should perform, how volunteers will be recruited and supported, what risks need to be addressed, and who is responsible for the volunteer experience.

A thoughtful plan can help:

• Make volunteer roles meaningful and realistic
• Prevent unnecessary overlap or conflict with paid staff responsibilities
• Identify accessibility and participation barriers
• Establish appropriate screening and safeguarding
• Clarify supervision and accountability
• Protect confidential or sensitive information
• Address insurance, transportation, safety, and other risks
• Provide consistent orientation and training
• Improve volunteer retention and satisfaction
• Create procedures for responding when a placement is not working

Planning does not eliminate every problem, and no policy can guarantee that a volunteer or organization will never make a mistake. It does make it more likely that responsibilities, expectations, and safeguards will be understood before problems arise.

Who should develop the plan?

Volunteer involvement affects many parts of an organization, so the planning process should include perspectives from the people who will manage, work with, support, and participate as volunteers.

Depending on the organization, this may include:

• Organizational leaders, Board members, or managers responsible for the programs in which volunteers will participate
• Paid staff members who understand the work, the time required to support volunteers, and the boundaries between volunteer and staff responsibilities
• Current and prospective volunteers who can identify what makes participation meaningful, accessible, and realistic
• People who participate in or are directly affected by volunteer-supported services
• Staff responsible for human resources, safety, privacy, technology, finance, legal compliance, or other areas relevant to volunteer roles

Asking prospective volunteers about participation barriers can uncover needs the organization might otherwise miss. These might involve transportation, caregiving, disability access, technology, schedule, language, training times, meals, or the costs associated with volunteering.

Volunteer coordination

Organizations with significant volunteer involvement may benefit from identifying a volunteer coordinator or manager. This may be a dedicated staff position, part of another employee's responsibilities, or in some circumstances a carefully defined volunteer leadership role.

Typical responsibilities may include:

• Planning and coordinating volunteer recruitment
• Working with programs and departments to identify appropriate volunteer roles and staffing needs
• Helping paid staff understand how to supervise and collaborate effectively with volunteers
• Coordinating applications, interviews, screening, background checks where appropriate, placement, and required documentation
• Coordinating orientation and training
• Creating channels for volunteer feedback and helping volunteers and paid staff resolve concerns
• Maintaining volunteer records and protecting personal information
• Monitoring accessibility, safety, supervision, recognition, and volunteer experience
• Tracking volunteer participation and program outcomes where useful

Smaller organizations may divide these responsibilities among several people. What matters is that each responsibility belongs to someone and does not fall through the cracks.

How do you plan the involvement of volunteers?

Strategic planning principles apply to volunteer involvement as they do to other organizational activities: determine where you are, what you want to accomplish, and what structures and resources are required to get there.

The following steps can be adapted to organizations of different sizes.

Essential steps of an effective volunteer program:

• Establish a clear rationale for involving volunteers
• Develop volunteer role descriptions
• Recruit volunteers
• Screen and place prospective volunteers appropriately
• Orient volunteers
• Train volunteers
• Supervise and support volunteers
• Support retention and continued participation
• Evaluate volunteer roles and the overall program
• Recognize contributions and achievements

Have a rationale and reasons for wanting volunteers

Be clear about why your organization wants volunteers and why particular volunteer roles exist. A potential volunteer should be able to ask, "Why does this role matter?" and receive a meaningful answer.

An organization might involve volunteers to:

• Increase meaningful community participation
• Extend outreach or educational activities
• Provide mentoring, peer support, or other relationship-based services
• Add specialized knowledge or skills
• Support events or short-term projects
• Build community leadership
• Bring additional perspectives into organizational work

Also determine what volunteers should not be asked to do. Some responsibilities may require professional credentials, employment status, access to information that should remain restricted, substantial independent authority, or continuity that a volunteer placement cannot reliably provide.

Volunteer roles should respond to actual organizational and community needs rather than being created simply because people have offered to help.

Develop volunteer role descriptions

A brief description may be enough for a one-time activity, but recurring or higher-responsibility roles benefit from a written role description.

A volunteer role description may include:

• Role title
• Purpose and connection with the organization's mission
• Main responsibilities
• Required and preferred qualifications
• Expected time commitment and scheduling
• Expected start and end date, if applicable
• Decision-making authority, boundaries, supervision, and reporting relationship
• Benefits of participation, such as learning, mentorship, professional experience, community connection, training, or reimbursement where available
• Work location, remote or hybrid arrangements, and required travel
• Accessibility considerations and how to request needed support
• Required orientation, training, licenses, screening, or background checks
• Confidentiality, privacy, safeguarding, or professional-boundary requirements
• Technology, equipment, or organizational resources available
• Expense-reimbursement procedures, if applicable

Keep requirements connected with the actual role. Avoid unnecessary education, physical, transportation, language, scheduling, or experience requirements that create barriers without improving the volunteer's ability to perform the responsibilities.

Recruit volunteers

Recruitment begins with understanding what motivates potential volunteers and what may prevent them from participating.

People volunteer for many reasons. They may care deeply about the mission, want to contribute a particular skill, seek experience, want to meet people, hope to develop leadership, or be interested in participating in community life.

Ask current and potential volunteers what makes participation workable. Consider:

• Time commitment and scheduling
• Short-term versus long-term opportunities
• Remote, hybrid, or in-person participation
• Transportation
• Caregiving responsibilities
• Disability access
• Language access
• Technology
• Meals or other participation costs
• Expense reimbursement

Recruit through channels appropriate to the role and community. Possibilities include the organization's website, volunteer-matching platforms, community groups, schools and universities, professional associations, partner organizations, newsletters, email, social media, faith communities, neighborhood networks, events, and traditional media.

Personal referrals can be valuable, but don't depend exclusively on the existing staff and volunteer network if doing so repeatedly reaches the same group of people. Broader outreach can bring in perspectives and skills the organization would otherwise miss.

Screen potential volunteers

Screening should reflect the responsibilities and risks of the particular role. A person helping for two hours at a public cleanup does not necessarily need the same screening as someone providing unsupervised services to children, driving participants, handling money, accessing confidential records, entering people's homes, or providing crisis support.

Possible screening tools include:

• A written or online application
• An interview or structured conversation
• Job- or role-related references
• Credential, license, or certification verification when required
• Driving-record checks when driving is part of the role
• Criminal-history or other background checks when required by law or reasonably related to the responsibilities and risks of the role
• Job-related scenarios, demonstrations, or questions for roles requiring particular judgment or skills

Ask questions related to the volunteer responsibilities rather than broad questions designed to judge someone's personality or personal values.

For example, a volunteer crisis-support program might ask a candidate to respond to a realistic scenario involving someone who feels ignored or unsupported by a partner. The goal would be to understand how the candidate listens, maintains appropriate boundaries, avoids giving harmful advice, and follows the organization's support model.

Background checks are one risk-management tool, not a guarantee of safety. Determine what checks are legally authorized or required, obtain appropriate consent, protect the information, and establish written criteria for how results will be considered.

If the organization uses a third-party consumer-reporting or background-screening company, determine what federal, state, or local notice, authorization, disclosure, dispute, and adverse-action requirements apply.

Screening should be combined with other safeguards such as supervision, clear boundaries, training, reporting procedures, appropriate staffing, access controls, and limits on unsupervised activity.

Liability, insurance, and risk

Volunteer activity can create legal and operational risks, but liability is more complicated than saying that an organization is automatically responsible for everything a volunteer does.

Depending on the facts and applicable law, liability may involve questions such as whether the volunteer was acting within an authorized role, whether the organization was negligent in selection or supervision, whether a vehicle was involved, whether professional services were being provided, and what federal or state immunity or volunteer-protection laws apply.

Organizations should consider:

• General liability coverage
• Directors-and-officers coverage where relevant
• Automobile coverage for volunteer driving
• Professional or malpractice coverage for specialized services
• Accident or volunteer insurance where appropriate
• Safeguarding and abuse-prevention coverage
• Cybersecurity or privacy coverage where volunteers access sensitive systems

Review insurance with a qualified provider and obtain legal advice when the organization's volunteer roles create significant legal risk.

Conduct orientation of volunteers

Orientation should help volunteers understand the organization and the role before they are expected to perform it independently.

Depending on the role, orientation may include:

• Mission, values, programs, and organizational structure
• The volunteer's responsibilities and boundaries
• Supervision and whom to contact with questions
• Relevant policies and procedures
• Safety and emergency procedures
• Confidentiality and privacy
• Professional boundaries and safeguarding
• Technology and information security
• Accessibility and available support
• Expense reimbursement, scheduling, and attendance procedures
• How to report concerns, incidents, or policy violations

Orientation can be provided through live conversation, accessible digital materials, videos, demonstrations, tours, or a combination. Give volunteers resources they can return to rather than expecting them to remember everything from one introductory session.

Train volunteers

The amount of training should reflect the responsibilities involved. A one-time event volunteer may need only a short safety and role briefing. Someone providing crisis support, mentoring children, handling confidential information, delivering specialized services, or performing other higher-responsibility work may need substantial training and supervised practice before working independently.

Training should focus on the competencies the volunteer actually needs. It may include technical skills, communication, accessibility, boundaries, confidentiality, safety, cultural humility, technology, documentation, emergency response, or other role-specific requirements.

Provide opportunities for volunteers to practice important skills and receive useful feedback when appropriate.

Supervise and support volunteers

Volunteers need a clear source of supervision and support just as paid staff do. The amount of supervision should reflect the role's complexity, independence, risks, and the volunteer's experience.

Good supervision may include:

• Clear expectations
• Regular check-ins
• Coaching and feedback
• Assistance with difficult situations
• Opportunities to ask questions
• Recognition of good work
• Review of safety, boundaries, or confidentiality concerns
• Discussion of changing interests or availability

The goal is not simply to "keep tabs" on volunteers. It is to help them perform their roles effectively while maintaining appropriate accountability for work done on behalf of the organization.

Retain volunteers

Volunteer retention depends on much more than recognition. People are more likely to continue when they believe the work matters, understand what is expected, receive adequate support, and can participate without unreasonable barriers.

Consider:

• Whether the volunteer's role is meaningful and clearly connected with the mission
• Whether the time commitment is realistic
• Whether schedules can accommodate changes in people's lives
• Whether volunteers have appropriate autonomy and responsibility
• Whether they receive useful supervision and feedback
• Whether accessibility or participation barriers are being addressed
• Whether expenses create an unnecessary financial burden
• Whether volunteers feel respected by paid staff and leadership
• Whether volunteers have ways to suggest improvements and influence the work
• Whether they have opportunities to learn or take on different responsibilities when they want to

A secure volunteer-management system can help an organization keep track of people's interests, training, availability, qualifications, placements, contact information, and required documentation. Collect only information the organization reasonably needs and protect it appropriately.

Don't assume that retaining a strong volunteer always means giving them more work. Some people want greater responsibility; others value a limited, predictable commitment. Discuss interests and capacity rather than treating advancement as the default.

Evaluate volunteers and the volunteer program

Evaluation should be appropriate to the role. A highly responsible long-term placement may warrant regular formal review, while a short event role may need only a brief debrief or check-in.

Evaluation may consider:

• Whether agreed responsibilities are being completed
• Quality and reliability of the work
• Safety, confidentiality, and boundary requirements
• Communication and collaboration
• Whether the volunteer has the training and resources needed
• Whether the role continues to fit the volunteer's interests and availability

Volunteer self-reflection can be especially useful. Ask what is working well, what is difficult, whether expectations are clear, what additional support would help, and whether the person wants to continue, change roles, reduce or increase their commitment, or develop additional skills.

Also evaluate the volunteer program itself. Ask volunteers, paid staff, program participants, and others with relevant experience:

• Are roles clear and meaningful?
• Is recruitment reaching appropriate people?
• Is screening proportionate to the role?
• Is orientation useful?
• Does training prepare people adequately?
• Are volunteers receiving enough supervision?
• Are accessibility, safety, and participation barriers being addressed?
• Does volunteer involvement improve the organization's work and relationships with the community?

When a volunteer placement is not working

Sometimes a volunteer role does not work as intended. The problem may involve unclear expectations, inadequate training, lack of support, schedule conflicts, a poor role match, policy violations, safety concerns, misconduct, or changing organizational needs.

When appropriate, begin by discussing the specific issue with the volunteer and determining whether it can be corrected through clarification, coaching, training, accommodation, schedule changes, additional supervision, or reassignment.

Serious safety, safeguarding, confidentiality, harassment, violence, fraud, or other misconduct may require immediate suspension or removal from the role according to organizational policy and applicable law.

If volunteer service must end, communicate the decision clearly and respectfully. Explain the relevant reason to the extent appropriate rather than relying on vague statements that the person simply does not fit the organization's philosophy.

For example:

"The responsibilities of this role require volunteers to maintain participant information in our approved system. Because that requirement has not been followed after additional training and discussion, we're ending this volunteer placement."

"Your availability has changed, and this particular role requires a schedule you can no longer maintain. Let's discuss whether another volunteer opportunity would be a better fit."

"This project has ended, so we no longer need volunteers in this role. We appreciate the work you've contributed and would be glad to share other opportunities if you're interested."

Recognize efforts and achievements

Recognition communicates that volunteer contributions matter. It can be formal or informal and should reflect what volunteers themselves value.

Possible forms of recognition include:

• Certificates, awards, or nominations for community recognition when meaningful to the volunteer
• Celebrations, appreciation events, or informal gatherings
• Stories in organizational communications, websites, or social media when the volunteer wants public recognition
• Personal acknowledgment from supervisors, colleagues, organizational leaders, or the people who benefited from the volunteer's work
• Timely and specific expressions of gratitude
• References, recommendations, professional-development opportunities, or documentation of skills gained when appropriate
• Opportunities to take on additional leadership or responsibility when the volunteer is interested and prepared

Ask before publicly identifying or photographing volunteers. Some people value public recognition; others prefer a private thank-you or simply knowing that their work was useful.

Recognition should not substitute for a well-run volunteer program. Volunteers are more likely to have a positive experience when the organization respects their time, provides meaningful work, addresses barriers, communicates clearly, protects their safety and privacy, and gives them the support necessary to contribute effectively.

In Summary

Volunteers can contribute skills, experience, relationships, community knowledge, leadership, and substantial time to nonprofit and community work. Their involvement can strengthen both organizational capacity and community participation when volunteer roles are thoughtfully designed.

Effective volunteer involvement begins by deciding which work is appropriate for volunteer service and why the organization wants volunteers involved. From there, organizations should develop clear role descriptions, recruit broadly, use proportionate screening, provide orientation and training, establish supervision and safeguards, address accessibility and practical barriers, evaluate the program, and recognize contributions.

Volunteers should not be treated merely as unpaid substitutes for staff. Strong programs respect the distinction between employment and genuine volunteer service, provide meaningful work, establish clear boundaries, and understand the legal, safety, privacy, insurance, and screening responsibilities associated with particular roles.

Finally, volunteer programs should continue to learn. Ask volunteers, staff, participants, and community partners what is working and what is not. As organizational needs, laws, technology, risks, and people's expectations change, volunteer programs should change with them.

Example 1: United Nations Recognizes Volunteer Efforts with Online Awards

The United Nations Volunteers (UNV) programme contributes to peace and development through volunteerism worldwide.

The award recognizes the important contributions UN Online Volunteers are making to the work of the UN, NGOs and governments, and demonstrates how active citizens engage in addressing global challenges.

“Being on this year’s jury for the award has been an eye-opener for me. I read so many inspiring stories of how UN Online Volunteers are engaging in the Sustainable Development Goals through the Internet – volunteering their skills, time and commitment from wherever they are to seek to end poverty, reduce inequality, and help keeping people safe. On this International Day of Happiness, the winners of the 2017 Online Volunteering Award demonstrate how volunteering is a vehicle for innovative change and contributes to a more inclusive, equitable and balanced approach to sustainable development, happiness and the well-being of all peoples.”

-Executive Coordinator, Olivier Adam

The United Nations Volunteers (UNV) is a website-based volunteer program. It connects local needs to worldwide volunteers who have the resources and talents to meet those needs. The website empowers those who have a voice and dreams to put them to great use. Many new programs have been implemented thanks to the knowledge and power of local people.

 A main task any volunteer-based organization has is to keep volunteers engaged. This is a great example of recognizing the hard work and achievements of the volunteers. Awards and recognition help the volunteers to feel seen and appreciated. The UNV names the team and the members within the team and gives them credit for what they created. Honoring the volunteers online not only provides public acknowledgment of the volunteers’ work, but also allows others to see their innovations.

Example 2: Volunteer recognition and retention

Johanna Woodchild of the Greenville County Chapter of the American Red Cross in South Carolina knows the importance of recognizing volunteer service. She works with more than a thousand volunteers, and celebration is a year round business for her. From Christmas drop-ins to recognition dinners, Johanna is always organizing ways to thank volunteers and allow them to meet, have refreshments, and keep in touch with each other.

One way for Johanna to recognize her volunteers is to offer recognition ceremonies. That is what Johanna was doing when we talked to her. She was expecting a couple hundred people to show up the annual business meeting and recognition dinner. "We invite all of our volunteers, and there are several steps that go along leading up to this. In the past, we've had pretty interesting entertainment, and we encourage the volunteers to bring their families. It's a volunteer committee who selects what were going to do and what the menu is and so on. This year they decided to dispense with outside entertainment and have a huge icebreaker game, because they think we are too isolated in our services and need to meet Red Cross volunteers that work in other areas of service. We don't have very many expenses regarding the place (they had it in gyms churches, cafeterias), or the food (donations), or the preparation of the food. The teen volunteers serve the food. Most of our expense comes in the awards. I believe we spent twelve hundred dollars last year. Some of them are large framed certificates, and we give quite a few plaques.

"We have so many really dedicated and hard-working volunteers. For any of them to be singled out as being the epitome of what a Red Cross volunteer should be is something that means a lot to them," Johanna said. "I talked with two volunteers recently about their awards, each of them had won the Outstanding Male Volunteer of the Year Award. One of the gentlemen has his plaque on his wall in such a place that as soon as you open the door to his apartment that is the first thing you see. The other gentleman, who is a retired businessman who has served on many boards, is involved with us through a Learn to Swim program. He centered his plaque over his living room couch. So, the award itself is very prestigious, and it's a very high honor."

To recognize her volunteers, the chapter gives away various types of awards; competitive awards, top male and the top female volunteer; diversified service volunteer, and new outstanding volunteers. Awards to organizations and companies are also given. The number of awards varies from eight to 50. "We give pins, year pins, (five, ten, fifteen twenty) to volunteers who have been with us those numbers of years. This year, I was just going over the list, we have 66 people who have been active volunteers for five years. That's always the largest category but it's never been that large before. We give award recognition for people who have given the most hours in disaster services. Last year's winner was 1,452 hours. Armed Forces volunteers are also given certificates in recognition of hours of service given. We're retaining people better, and that's real encouraging."

Recognition goes beyond her organization's frontiers, Johanna said. "It's an ongoing process, and we nominate them for awards outside of Red Cross. For example, the Jefferson Award is a big award that is given to five people in about a three or four county area and in the past five years we've had three winners. In the past two years our youth volunteer has been the winner of the Youth Volunteer of the Year Award, given by Volunteer Greenville (an arm of the United Way) and the J.C. Penny Co."

Johanna understands that recognizing and thanking volunteers is one of the most important ways to keep them. "One of the big things is the awards," said she. "We try to get people recognized in newspapers and on TV. Every time there's a disaster that's away from here, one that is a national level disaster, the local TV stations come over and films our national level volunteers as they drive away in the emergency response vehicle. That's neat, to see us on the news. People feel valued. We also have a newsletter that comes out four times a year. It's very folksy and it highlights volunteers and tries to educate the volunteers about what the different areas do. We"re trying to build a family, so we all need to know who each other are, and what we are doing."

Example 2: Mock job description

HEALTHY MOTHERS, HEALTHY BABIES PROJECT

VOLUNTEER JOB DESCRIPTION

Title: Garden coordinator/teacher

Purpose: Start and take responsibility for agency garden; teach mothers about gardening

Responsibilities:

• Teach weekly class on advantages and "how-tos" of gardening to new and expectant mothers
• Coordinate the planting and upkeep of a demonstration garden at the agency

Qualifications: A green thumb; gardening experience; comfortable talking in front of people

Time requirement: Class is two hours a week; additional time in the garden (variable, depending how much help you get)

Proposed starting date: May 15

Proposed ending date: Mid-September (approximate; after harvest time)

Boundaries: n/a

Benefits:

• A share of vegetables grown
• Use of agency tools, seeds, and other supplies
• Volunteers are granted complimentary membership at the YMCA
• The knowledge that you can help mothers and their young children lead healthier lives

___You understand the advantages of volunteers:

• They save money
• They bring needed skills
• They bring renewed energy and excitement
• They increase community ownership

___You understand that a plan for volunteer involvement will help the program run more smoothly

___You have involved organizational leaders, staff members, and prospective volunteers in the planning process

___You have considered the advantages of a volunteer coordinator/director

___You have reasons and a rationale for wanting volunteers

___You have developed job descriptions

___You have recruited volunteers

___You have screened potential volunteers

___You have conducted an orientation for volunteers

___You have trained your volunteers

___You understand how to supervise volunteers effectively, and do so

___You understand how to retain volunteers

___You have evaluated volunteer efforts

___You continuously recognize volunteer effort and achievements

Tool 1: Application Form

The following form can be filled out by new volunteers and signed by both the volunteer and his or her supervisor when the volunteer begins working.

(Adapted from Leadership skills: Developing volunteers for organizational success.)

APPLICATION FORM

Agency Name__________________________________________ Date______________

Volunteer Information

Name:_________________________________ Social Security Number:_____________

Address: _______________________________ Date of Birth: ____________ Sex: ____

Home phone: ________________________ Work phone: ________________________

Organization represented (if applicable): ______________________________________

Current occupation: _______________________________________________________

Previous volunteer experience: ______________________________________________

Applicable professional experience: __________________________________________

Applicable educational experience: ___________________________________________

Particular interests or hobbies: _______________________________________________

Why would you like to volunteer here?________________________________________

_____________________________________________________________________

What type of service would you prefer? _______________________________________

Please indicate the days of the week and hours you could serve:

Day: _____________________ From: ___________________ To: _________________

Day: _____________________ From: ___________________ To: _________________

Day: _____________________ From: ___________________ To: _________________

Day: _____________________ From: ___________________ To: _________________

Time limit commitment: ___________________________________________________

Do you have a current driver's license? # _____________ Chauffeur's? # ____________

Do you have transportation? ______________ Could you furnish it for others? ________

Do you have minimum automobile insurance required by law? _____________________

In case of emergency, please notify: __________________________________________

Address: _________________________________________ Phone: ________________

 

For office use only:

Interviewed by:____________________________ Date: __________________________

Comments:

Tool 2: Blank Job Description

VOLUNTEER JOB DESCRIPTION

Oganization:_______________________________________________________

Title:

Purpose:

Responsibilities:

Qualifications:

Time requirement:

Proposed starting date:

Proposed ending date:

Boundaries:

Benefits:

A PowerPoint presentation summarizing the major points in the section.

 

What does it mean to recruit volunteers for your organization?

Recruiting volunteers means inviting people to contribute their time, knowledge, skills, and experience freely to appropriate volunteer roles in your organization. Volunteer opportunities may be formal, with an application, role description, screening, training, and regular schedule, or informal, such as helping with a one-time community event.

Volunteer roles can last for a few hours, a particular project, a defined period, or an ongoing commitment. They may take place in person, remotely, or through a combination of the two.

Before recruiting, make sure the work is appropriate for volunteer service. Volunteers should not simply be used as unpaid replacements for employees or as a way to avoid paying for work that should be compensated. The organization's paid employees should also not be expected or pressured to perform their normal work as unpaid volunteers.

People volunteer for many different reasons, often more than one at the same time. For example:

• Someone invited them personally and explained why their contribution could matter.
• They care deeply about the organization's mission, the issues it addresses, or the community it works with.
• They have personal or lived experience related to the issue and want to contribute what they have learned.
• Their religious, ethical, civic, philosophical, or other commitments encourage them to contribute to their community.
• They find meaning or satisfaction in contributing to something they value.
• They want to contribute to a community, organization, or cause that has been important in their own lives.
• They have skills, knowledge, or experience they would like to use in a new setting.
• They want experience, training, or exposure to a field they are considering professionally.
• They enjoy the activity itself.
• They value the relationships and social connections that can develop through volunteering.
• They want to make a useful contribution and see the results of their work.

Volunteer recruitment is therefore not simply a sales process. It is a process of finding a good match between work that needs to be done and people whose interests, skills, availability, and motivations make that work meaningful and realistic for them.

Recruitment should accurately describe both the opportunities and the responsibilities involved. People who understand what they are agreeing to are more likely to enter the role with realistic expectations and decide whether it fits their lives.

Why might you recruit volunteers?

• To expand the organization's ability to carry out mission-related activities that are appropriate for volunteer participation
• To complement the work of paid staff without improperly replacing positions that should be compensated
• To involve more community members and broaden the perspectives, knowledge, relationships, and experience connected with the organization
• To increase awareness and understanding of the organization through meaningful community participation
• To contribute specialized skills or additional capacity to appropriate projects and activities
• To give people opportunities to act together toward a shared purpose
• To develop community leadership and create additional pathways for participation in the organization's work

Cost may be one consideration, but it should not be the main reason for turning a position into a volunteer role. If the organization has work that requires consistent employee-level responsibility, substantial control, or duties normally performed by paid staff, examine whether the appropriate solution is additional paid staffing rather than unpaid service.

When should you recruit volunteers?

Some organizations recruit throughout the year, while others recruit when particular opportunities become available. Recruitment may be especially useful when:

• You have an upcoming project, campaign, event, or activity with appropriate volunteer roles.
• You are expanding services or community engagement and have identified specific ways volunteers can contribute.
• Existing volunteer roles have become vacant or additional volunteers are needed to maintain a reasonable workload.
• You are conducting a broader volunteer recruitment campaign.
• A relevant community event, awareness period, or seasonal activity creates an appropriate opportunity to invite participation.
• You need people for clearly defined short-term activities, such as staffing an information table, supporting a community event, distributing materials, or assisting with a field trip.

If recruitment is being considered primarily because paid staff are overwhelmed or positions have been eliminated, first examine the workload. Some responsibilities may require additional paid staff rather than volunteers.

How to recruit volunteers: Some basic steps

Understand potential volunteers and the communities you hope to reach

Learn where potential volunteers already participate in community life and how people prefer to hear about opportunities. Relevant networks may include schools and universities, neighborhoods, businesses, faith communities, cultural organizations, professional associations, service organizations, youth groups, older-adult organizations, advocacy groups, community centers, online networks, and partner organizations.

Talk with current, former, and potential volunteers. Useful questions include:

• Why did they decide to volunteer?
• What makes the experience meaningful?
• How did they first learn about the opportunity?
• What scheduling, transportation, technology, language, accessibility, caregiving, or financial barriers affect participation?
• Which types of roles, levels of commitment, or ways of volunteering appeal to them?
• What might make them recommend the experience to someone else?

Demographic information may sometimes help an organization understand whether its volunteer opportunities are reaching a broad range of people, but collect it only when there is a clear reason for doing so. Explain why information is being collected, limit access to it, and protect it appropriately.

Plan and implement your recruitment strategy

Potential volunteers have many ways to use their time. Explain what is distinctive about your mission and the contribution the particular role can make without exaggerating the opportunity or pressuring people to join.

A recruitment strategy might include:

• Identifying the volunteer roles and skills currently needed
• Identifying communities, professional networks, geographic areas, or other groups that have not been reached effectively through existing recruitment
• Choosing communication channels and messages appropriate to each opportunity
• Identifying barriers that may prevent people from participating and deciding which can reasonably be reduced
• Implementing the strategy
• Evaluating the results and improving future recruitment

Finding volunteers

Use the channels most likely to reach people who may be interested in the particular opportunity. Depending on the community and role, possibilities include:

• The organization's website and volunteer page
• Volunteer-matching and civic-engagement platforms
• Social media and professional networking platforms
• Email newsletters and community mailing lists
• Current volunteers, staff, Board members, participants, and partner organizations
• Schools, colleges, universities, technical programs, and student organizations
• Neighborhood, cultural, faith, service, civic, and community organizations
• Professional associations or employer volunteer programs for roles requiring particular expertise
• Libraries, community centers, recreation centers, health organizations, workforce programs, and other community institutions
• Volunteer fairs, community events, presentations, and informational sessions
• Local newspapers, radio, television, bulletin boards, or other traditional media where they continue to reach the intended audience

Personal invitations can also be effective. A current volunteer, participant, staff member, community partner, or other trusted person may know someone whose interests fit a particular role.

Personal contact does not have to be face-to-face. Email, text, phone, video, social media, and other communication can all be appropriate. Use a method that respects the person's preferences and circumstances.

Make the request specific enough that the person understands what you are asking. If one role does not fit, you may mention another opportunity, but don't pressure people into volunteering when the time commitment, responsibilities, or activity do not work for them.

Helping potential volunteers decide whether to become active volunteers

Once someone expresses interest, help them understand the organization and role well enough to make an informed decision.

You might:

• Invite potential volunteers to meet relevant staff and volunteers and learn how the organization works.
• Where appropriate, allow them to observe a role, attend an informational session, or participate in a supervised introductory activity without exposing confidential information or creating safety concerns.
• Send clear written information explaining the mission, role, responsibilities, time commitment, training, supervision, and support available.
• Offer reasonable scheduling flexibility, remote or hybrid participation where the role allows it, or several levels of time commitment.
• Show that volunteer participation is taken seriously by providing clear role expectations, orientation, training, supervision, safety procedures, and reliable communication.

For recurring roles, the organization may use a volunteer agreement or acknowledgment that explains expectations, confidentiality, conduct, schedules, boundaries, supervision, and procedures for ending service. Avoid language that incorrectly promises employment, compensation, professional credentials, or other benefits the organization does not actually provide.

Volunteers should notify the appropriate coordinator or supervisor if they cannot meet a scheduled commitment. The organization should establish a process for finding coverage rather than automatically requiring individual volunteers to recruit replacements for themselves.

Other features that may make an opportunity worthwhile include:

• Meaningful training, certificates of completed training, references, or experience when those opportunities are genuinely available
• Matching volunteers with roles that use their interests and skills
• Giving volunteers choices among appropriate roles and inviting them to suggest ways they could contribute
• Initial and continuing training and supervision
• Opportunities for leadership or additional responsibility when a volunteer is interested and prepared
• Honest descriptions from current volunteers about their experiences
• Inclusive opportunities to build relationships with staff and other volunteers
• Appropriate appreciation and recognition
• Reimbursement of approved transportation, meals, supplies, or other volunteer-related expenses when the organization is able to provide it

If the organization provides stipends, substantial benefits, or other payments, determine whether those arrangements affect the person's legal status as a volunteer.

Building an inclusive volunteer program

A volunteer group that includes people with different experiences, skills, perspectives, identities, ages, geographic backgrounds, and relationships to the issue can broaden what an organization understands and strengthen its connections with the community.

Diversity alone does not guarantee community understanding. No volunteer should be expected to represent an entire race, ethnicity, language group, age group, neighborhood, disability community, faith, or other population simply because they share one characteristic with that group.

Inclusion depends not only on who is recruited but also on whether people can participate meaningfully once they arrive. Examine whether volunteer roles, meetings, screening, training, technology, schedules, transportation requirements, language, physical spaces, organizational culture, or participation costs create unnecessary barriers.

Reaching communities that are missing from your volunteer program

If some communities are not represented among volunteers, begin by asking why. The answer may involve limited outreach, lack of relationships, inaccessible opportunities, inconvenient schedules, language barriers, transportation, cost, technology, a history of exclusion, screening practices, or simply a lack of relevant volunteer roles.

Strategies may include:

• Build relationships with organizations and networks that already serve or are led by people you have not been reaching.
• Share volunteer stories through organizational communications, community media, social media, newsletters, or other channels, with the volunteer's permission.
• Provide translated information, interpretation, multilingual communication, or other language access when the people you hope to reach need it. Recruit volunteers with verified language skills when those skills are relevant to a role.
• Examine whether the organization's staff, leadership, policies, and culture demonstrate that people from different backgrounds will be respected and able to participate meaningfully.
• Make volunteer information, applications, meetings, training, facilities, digital platforms, and activities accessible.
• Offer family or intergenerational volunteer opportunities when they are appropriate to the work and can be provided safely.
• Consider transportation assistance, remote opportunities, flexible scheduling, meals, caregiving support, or reimbursement when these barriers would otherwise prevent participation.

Barriers to participation

Avoid assuming that barriers or attitudes can be predicted simply from a person's race, ethnicity, income, religion, age, disability, or other identity. Ask people directly, review participation data carefully, and build relationships with communities whose perspectives are missing.

Potential barriers may include:

• Volunteer information, applications, orientation, or training that is not available in languages participants can use effectively
• Transportation, caregiving, meals, supplies, unpaid time, or other costs associated with volunteering
• Screening processes that are unnecessarily intrusive, inconsistently applied, poorly explained, or disproportionate to the responsibilities of the role
• Volunteer opportunities that do not connect with the ways people already participate in mutual aid, civic life, faith communities, cultural organizations, schools, neighborhoods, or other community networks
• Physical spaces, digital platforms, communication methods, materials, or activities that are not accessible to people with disabilities
• Meeting or volunteer schedules that conflict with work, school, caregiving, transportation, religious observance, or other responsibilities
• Technology or internet requirements that some people cannot reasonably meet
• Organizational practices or past experiences that make people uncertain whether they will be welcomed, respected, or taken seriously

Screening requirements should be connected to the role and explained clearly. If background checks, driving-record checks, references, credentials, or other screening are necessary, use consistent procedures and explain why the information is needed and how it will be handled.

Accessibility should also be considered from the beginning rather than only when someone encounters a barrier. Depending on the organization and activity, legal accessibility requirements may apply in addition to the organization's broader responsibility to create meaningful opportunities for participation.

Evaluating your recruitment strategy

Don't judge recruitment only by the number of people who initially express interest. Consider what happens throughout the process.

Useful questions include:

• Which recruitment channels produced volunteers who matched the roles available?
• How many interested people completed applications, screening, orientation, and training?
• Where did people leave the process, and why?
• What barriers did potential volunteers report?
• Are some roles consistently difficult to fill because expectations, schedules, locations, or requirements are unrealistic?
• Are volunteers coming from a broad enough range of networks and communities for the organization's goals?
• Do new volunteers feel that recruitment accurately described the work?
• Are volunteers remaining involved for the period that the role reasonably requires?
• Are the people and communities affected by volunteer-supported activities satisfied with how volunteer involvement is working?

Use what you learn to improve role descriptions, outreach, screening, scheduling, accessibility, communication, orientation, and support.

In Summary

Recruiting volunteers is not simply a matter of finding people willing to work without pay. It is the process of connecting people who want to contribute with meaningful roles that support the organization's mission and are appropriate for volunteer service.

Strong recruitment begins with clear roles and realistic expectations. It uses communication channels that actually reach potential volunteers, invites participation without pressure, explains the work honestly, and considers the interests and circumstances of the people being recruited.

Inclusive recruitment also requires more than targeting particular demographic groups. Organizations should build relationships, broaden outreach, provide language and disability access, reduce unnecessary screening and participation barriers, offer flexibility where the work allows it, and make sure people who enter the organization are respected and able to contribute meaningfully.

Finally, evaluate recruitment as part of the full volunteer experience. The goal is not simply to collect names or fill a roster. It is to bring people into roles that fit their skills and interests, support them well, and make it possible for their contribution to benefit both the organization and the community.

Tool 1: Tips for Recruiting, Retaining, and Recognizing Volunteers

Research sources of potential volunteers in your community

Don't forget schools, churches, neighborhood groups, businesses, service organizations and clubs, youth groups, senior groups, media and grassroots groups.

Define target groups to recruit

Ask current members why they volunteered, what continues to motivate them, and how they were recruited as you begin to map out your recruitment strategy.

Get your message out there

Never underestimate the power of simply letting people know that you need their help. Try holding an annual appeal for volunteers, set up booths at local fairs, write letters to the editor, and ask current volunteers to make an appeal on your behalf to local civic clubs. Also consider posting notices at all the places community members regularly visit (grocery stores, post offices, the public library, etc.).

Encourage diversity

Remember that promoting diversity within your organization will broaden the range of opinions and ideas to which your organization has access. Try highlighting the achievements of volunteers from different cultural groups in your local newspaper, offer families opportunities to volunteer together, and actively recruit a diverse paid staff.

Welcome volunteers into your organization

Taking time up-front to make sure that volunteers feel genuinely welcome is the first step toward keeping them involved. Try pairing volunteers with paid staff. Encourage paid staff to take the time to answer volunteers' questions and get to know the person.

Challenge volunteers

Brainstorm about the possible tasks volunteers could perform within your organization. Listen to volunteers' interests and assess their abilities. Then provide volunteers with opportunities that meet them where they are. Volunteers who feel successful and have an opportunity to stretch their abilities are more likely to hang around and to serve the organization well. With this approach, everybody wins!

Appreciate and respect volunteers

Remember that volunteers are giving generously of their most precious resource-their time. Communicate your appreciation and respect by inviting volunteers to be part of the decision-making process when appropriate and honoring the constraints on their time.

Celebrate!

Make sure that your organization recognizes the invaluable work of volunteers by acknowledging the important contributions they make. Try an annual awards luncheon, feature volunteers in your organization's newsletter, or partner with the media to highlight the work of local community members in the newspaper on or television.

Tool 2: Volunteer application form

FITCHBURG SAFE & HEALTHY NEIGHBORHOOD COALITION

Building Safer Neighborhoods: A Cooperative Response

"Offer To Help"

Name: ____________________________________________________________

__________________________________________________________________

Address: __________________________________________________________

_________________________________________________________

Phone Number -Home: _____________________Work: ____________________

I would like to continue to be involved in the issue(s) of:

( ) Violence in the Community

( ) Violence in the Schools

( ) Violence in the Family

( ) I would like to be involved in my neighborhood

 

-Thank You-

Tool 3: 101 ways to give recognition to volunteers

by Vern Lake, Minnesota Department of Public Welfare

Smile • Put up a volunteer suggestion box • Treat to a soda • Reimburse assignment related expenses • Ask for a report • Send a birthday card • Arrange for discounts • Give service stripes • Maintain a coffee bar • Plan annual ceremonial occasions • Invite to a staff meeting • Recognize personal needs and problems • Accommodate personal needs and problems • Be pleasant • Be of use in an emergency situation • Provide a baby-sitter • Post an Honor Roll in the reception area • Respect their wishes • Give informal teas • Keep challenging them • Send a Thanksgiving card to the volunteer's family • Provide a nursery • Say "Good morning" • Greet by name • Provide good pre-service training • Help develop self-confidence • Award plaques to sponsoring groups • Take time to explain • Be verbal • Motivate agency VIPs to converse with them • Hold rap sessions • Give additional responsibility • Afford participation in team planning • Respect sensitivities • Enable to grow on the job • Send newsworthy information to the media • Have wine and cheese tasting parties • Ask client-patient to evaluate their work-service • Say "Good afternoon" • Create pleasant surroundings • Welcome to staff coffee breaks • Enlist to train other volunteers • Have a public reception • Take time to talk • Defend against hostile or negative staff • Make good plans • Commend to supervisory staff • Send a valentine • Make thorough pre-arrangements • Persuade "personnel" to equate volunteer experience with work experience • Admit to partnership with paid staff • Recommend to prospective employer • Provide scholarships to volunteer conferences or workshops • Offer advocacy roles • Utilize them as consultants • Write them thank you notes • Invite participation in policy formation • Surprise with coffee and cake • Celebrate outstanding projects and achievements • Nominate for volunteer awards • Have a "Presidents Day" for new presidents of sponsoring groups • Carefully match volunteer with job • Praise them to their friends • Provide substantive in-service training • Provide useful tools in good working conditions • Say "Good night" • Plan staff and volunteer social events • Be a real person • Rent billboard space for public laudation • Accept their individuality • Identify age groups • Provide opportunities for conference and evaluation • Maintain meaningful life • Send impromptu fun cards • Plan occasional extravaganzas • Instigate client-planned surprises • Utilize purchased newspaper space • Promote a "Volunteer of the Month" program • Send a letter of appreciation to employer • Plan a recognition edition of the agency newsletter • Color code name tags to indicate particular achievements (hours, years, unit, etc.) • Send commendatory letters to prominent public figures • Say "We missed you" • Praise the sponsoring group or club • Promote staff smiles • Facilitate personal maturation • Distinguish between group and individuals in the group • Maintain safe working conditions • Adequately orientate • Award special citations for extraordinary achievements • Fully indoctrinate regarding the agency • Send Christmas cards • Be familiar with details of assignments • Conduct community-wide cooperative, interagency recognition events • Plan a theater party • Attend sports events • Have a picnic • Say "Thank you" • Smile

Tool 4: If you want my loyalty, interest, and best efforts, remember that:

By President J. Donald Philip, Hillsdale College, Hillsdale, Michigan

• I need a sense of belonging, a feeling that I'm honestly needed for my total self, not just for my hands, not because I take orders well.
• I need to have some sense of sharing in planning our objectives. My need will be satisfied only when I feel that my ideas have had a fair hearing.
• I need to feel that the goals and objectives are within reach, and that they make sense to me.
• I need to feel that what I'm doing has real purpose or contributes to human welfare; that its values extends even beyond my personal gain, or hours.
• I need to share in making the rules by which, together, we shall live and work toward our goals.
• I need to know in some clear detail just what is expected of me: not only my detailed task, but where I have the opportunity to make personal and final decisions.
• I need to have some responsibilities that challenge, that are within the range of my abilities and interest, and that contribute toward reaching my assigned goal, and that cover all goals.
• I need to see that progress is being made toward the goals we have set.
• I need to be kept informed. What I'm not up on, I may be down on. (Keeping me informed is one way to give me status as an individual.)
• I need to have confidence in my superiors, confidence based upon assurance of consistent fair treatment, on recognition when it is due, and trust that loyalty will bring increased security.
• In brief, it really doesn't matter how much sense my part in this organization makes to you. I must feel that the whole deal makes sense to me. I would add, hopefully, the whole deal makes sense to everyone involved: the client, staff, volunteer and you.

___You understand what it means to recruit volunteers for your organization

___You understand why you should recruit volunteers

___You know when you should recruit volunteers

___You are familiar with the basic steps to recruit volunteers

___You researched sources for potential volunteers in your community

___You planned and implemented your recruiting strategy

___You found volunteers

___You convinced potential volunteers to become active volunteers

___You understand the challenges and benefits of recruiting volunteers from varied cultural and ethnic groups

___You understand why you should recruit people from different groups to be volunteers

___You know the ways to recruit members of specific populations

A Power Point presentation summarizing the major points in the section.