Section 4. Developing Training Programs for Volunteers

 

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.