vOluNteer

mANAgemeNt
HANDBOOK
vOluNteer mANAgemeNt HANDBOOK
2nd edition
Sarajevo, 2017.
VOLUNTEER MANAGEMENT HANDBOOK
2nd edition

Publisher:
South East European Youth Network – SEEYN Secretariat
Skenderpašina 1, 71000 Sarajevo, Bosnia and Herzegovina
[Link]

Coordinator:
Marinela Šumanjski

Authors:
Danijela Matorčević
Aleksandra Gligorović

We thank Siniša Stanivuk, Aleksa Savić and Vladimir Budlalić on their

valuable comments, and everyone else who valuable contributed to
development of volunteering management field in SEEYN, during all
these years. This Handbook is inspired by previous edition of SEEYN
„Volunteer Management Handbook“.

Layout and cover design:

Lidija Novosel

Photos:
SEEYN Archive

Printing:
Blicdruk d.o.o.
Ćemaluša 8
71000 Sarajevo, Bosnia and Herzegovina

This handbook has been made with financial support of European Union,
through Erasmus + programme, Key Action 2.

The European Commission support for the production of this

publication does not constitute an endorsement of the contents which
reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information
contained therein.
contents
abbreviation list 5
why this handbook? 6

basic concepts and 8 Volunteering ... 9

Values of volunteerism ... 10
values of volunteerism Volunteering categories ... 10
Volunteering and employability skills ... 14
Volunteers’ rights and responsibilities ... 16
Organizations’ rights and responsibilities ... 17

motivation of 18 Maslow – Hierarchy of needs ... 20

volunteers Herzberg’s motivation – Hygiene theory ... 21
McClelland and Atkinson theory ... 22

volunteers within the 26 Organizational structures ... 27

Volunteer based organizations versus paid staff
organization organizations ... 28
Differences and similarities between volunteers and
employees ... 29
Relations between volunteers and paid staff ... 30
Organizational climate ... 32
Teams within the organization ... 32

programme plannig 34 What every organization needs to know before

& developing job developing a volunteer programme ... 35
Planning of volunteer programme ... 36
descriptions Purpose of volunteer job descriptions ... 39
Writing volunteer job descriptions ... 40
Job descriptions for regional or international long-term
volunteer positions ... 42
“Job descriptions” for workcamp volunteer positions ... 42
 recruitment of 44 Forms of recruitment ... 45
volunteers Recruiting volunteers for regional or international long-
term volunteer positions ... 47
Recruiting workcamp volunteers ... 48
Recruitment message ... 48
Recruitment tips ... 49

interview, selection and 50 Selection and placement ... 51

placement Interviewing volunteers ... 53
Rejecting volunteers ... 56
Selecting and placing long-term volunteers ... 56
Selecting and placing workcamp volunteers ... 57

volunteers’ orientation 58 Orientation ... 59

and training Training ... 61
Orientation and training of long-term volunteers ... 64
Orientation and training of workcamp volunteers ... 65
Non-formal education of volunteers and their
employability skills ... 65

supervision and 70 Supervising volunteers ... 72

evaluation Online tools for volunteer management ... 74
Evaluating volunteers ... 78
Evaluation forms in a volunteer programme ... 80
Dismissing volunteers ... 81
Supervision and evaluation of long-term volunteers ... 82
Supervision and evaluation of work-camp volunteers ... 83

recognizing and 84 Retaining volunteers ... 85

Recognizing volunteers ... ... 88
retaining volunteers Concrete ideas for recognition of volunteers ... 89
Recognizing long-term and workcamp volunteers ... 91

south east european 92 SEEYN – South East European Youth Network ... 93
youth network and Volunteerism ... 94
Future SEEYN activities and program areas connected to
volunteerism volunteerism ... 97
references and further reading 98
Abbreviation list

SEE – South Eastern Europe

SEEYN – South East European Youth Network

Alliance – Alliance of European volunteer organizations

UNV – United Nations Volunteers

UNDP – United Nations Development Programme

RIVER SEE – Regional Integration through Volunteer

Exchanges for the Reconciliation of SEE

LTV – Long Term Volunteer

STV – Short Term Volunteer

LTS – Leaders’ Training Seminar

5
Why this Handbook?

M
any civil society organisations derstand better the work and the needs of a volunteer. It is
designed to present the steps and the process of an effective
depend on the voluntary work of volunteer management in a way that is understandable to
their members and supporters. wider public.
Nevertheless, rarely any of those organisa-
In the initial part of the handbook, general issues i.e. basic
tions has approached volunteers and their concepts, values and categories of volunteerism are dis-
work systematically, and with knowledge and cussed. In the third chapter, possible reasons for people to
volunteer are defined and three frequently mentioned motiva-
practice of volunteer management. tional theories are explained with their possible applications
to the work with volunteers. The next chapter brings the
This results in burnout of many volunteers, dissatisfaction and discussion about the situation within the organisation (its
loss of belief in the values of the volunteerism among some structure, climate and teamwork), once the volunteers are
volunteers. The main reasons for this dissatisfaction lie in the engaged in it. Important topic of the differences, similarities
fact that almost none of the organisations that have engaged and relations between the volunteers and the paid staff is dis-
volunteers in their activities have had properly developed cussed. In the fifth chapter, there are details of preparing and
volunteer programs with a quality volunteer management planning a volunteer programme within the organisation and
process, planned and implemented by a volunteer manager instructions for writing a quality volunteer job description.
and the personnel. The presumption that the volunteers will The following step in the volunteer management process
always be around and that they will be always motivated and in this handbook is the quality recruitment of volunteers
by the same motives to volunteer, is wrong. In order for and development of a quality recruitment message. The final
the volunteers to endure in a volunteer position or in an step in the pre-engagement of the volunteers is to conduct
organisation, they have to feel happy with their work, to feel quality selection and placement process. There is information
motivated for it, and to feel appreciated, educated and super- about the most powerful method of selection, the interview,
vised in their work. In order to provide all this to volunteers, and there are advices on what to do when the interviewed
a quality volunteer management process should be planned volunteers are not suitable for the available position. The
and developed within the volunteer program. selection and placement of volunteers is followed by the pro-
cess of their introduction to the organisation, the work and
This handbook has been created as a tool for organisations the colleagues. In addition, a training programme for each
and programs that want to engage local volunteers in their volunteer should be developed and specific coaching, coun-
activities, and for those that want to participate in regional selling and supervision should be provided to each volunteer.
short- and long-term volunteer exchange programs. It can Special attention is given to using online tools in managing
be helpful to the existing or potential volunteers’ managers. volunteers. The next point discussed in this handbook is the
It can also be helpful to the paid staff, so that they can un- evaluation of the volunteer work and the programme, where

6
 the idea

importance of a two-way evaluation process is underlined. The idea for making this handbook and the resources for
The next chapter deals with recognizing and retaining the its development came from the long-term project „Practical
volunteers, with the importance of these processes and some Guide Through YOUth Work“ which SEEYN, together with
concrete ideas for recognition of volunteers. The final chapter its member organizations and partners Beyond Barriers
gives information about SEEYN volunteers and outcomes of Association (Albania), Cooperation for Voluntary Service
the regional volunteer exchange. (Bulgaria), Youth Cultural Centre Bitola (Macedonia), S.O.S.
(Montenegro), Youth Peace Group Danube (Croatia), LENS
The authors and SEEYN hope that this handbook will contrib- (Kosovo), Citizens in Action (Greece), Community Volunteers
ute to the readers’ understanding of importance of volunteers Foundation – TOG (Turkey), Balkan Idea Novi Sad (Serbia),
in every community and will be useful in effectively engaging Vojvodina Environmental Movement (Serbia), has implement-
volunteers in existing or new programs. ed in 2016 and 2017. The project is supported by EU (EACEA)
through Erasmus +, Key Action 2. Th

Main aim of this project is to develop the set of skills and

increase knowledge of youth worker and youth leaders in
specific important topics for young people, equip them with
Authors: competences and relevant experience for active work with
young people through non-formal education and training
Aleksandra Gligorović and Danijela Matorčević and empower them to take the leading role and bring their
organization capacities to the high quality level.
Podgorica/Pančevo, February 2017
Development of quality and sustainable capacity building
programs through non-formal education activities, mobility
of youth workers and leaders, effective dissemination of com-
petences, knowledge, skills and outcomes and their wide
validation and recognition will directly lead to high quality
youth work, efficient youth program management, better
partnership and networking with other youth organizations
from Europe and world, sustainability of organizational
resources and capacities, promotion and implementation
of youth mobility, non-formal education and international
cooperation.

7
Basic Concepts
and values
of volunteerism
 Basic Concepts and values of volunteerism

Volunteers are individuals who reach out beyond the confines

volunteering of their paid employment and of their normal responsibilities
to contribute time and service to a not-for-profit cause in the
“Volunteering is a fundamental building block of civil society.
belief that their activity is beneficial to others as well as satisfy-
It brings to life the noblest aspirations of humankind – the
ing to themselves. (Abridged from American Red Cross, 1990).
pursuit of peace, freedom, opportunity, safety, and justice
for all people.

In this era of globalisation and continuous change, the world WHY vOluNteerINg mAtterS:
is becoming smaller, interdependent, and more complex.
• Volunteers mirror the diversity of society
Volunteering – either through individual or group action – is
• Volunteers are engaged in a diverse range of ac-
a way in which:
tivities
• Volunteering is one of the ways in which people of all
• human values of community, caring, and serving can be
abilities and backgrounds can contribute to positive
sustained and strengthened;
change
• individuals can exercise their rights and responsibilities
• Volunteering is a means of social inclusion and in-
as members of communities, while learning and growing
tegration
throughout their lives, realizing their full human potential,
• Volunteering plays an important role in finding solu-
and
tions to societal issues
• connections can be made across differences that push us
• It is a powerful source of reconciliation and recon-
apart so that we can live together in healthy, sustainable
struction in divided societies
communities, working together to provide innovative solu-
• Volunteers help to improve the quantity and quality
tions to our shared challenges and to shape our collective
of services and to creatively develop new services
destinies.”
• Volunteering is a significant economic factor and
(The IAVE Universal Declaration on Volunteering) can helps create of innovative partnerships between
businesses, public authorities and voluntary sector
Volunteering is the activity done in the interest of people. This organisations
activity is not motivated financially, but by freewill, as a per- • Volunteering provides informal and non-formal
sonal motivation and a free choice. Volunteering is a pacific learning opportunities, especially for young people
and tolerant activity with developed respect towards others’ • Volunteering extend social networks, which can often
and one self’s advantages and flaws, activity that encourages lead to new or better employment opportunities, as
development of human potentials, active citizen’s role and well as personal and social development
improves quality of living by solving concrete problems. • Volunteering makes people happy!

9
 people enjoy deeper personal relations with few people,
values of volunteerism rather than more shallow relationships with many people.
They feel that the ends do not necessarily justify the means,
By participating in voluntary activities, volunteers have a
and by participation in a certain activity, they reach aims and
chance to experience through their own actions the posi-
improve themselves and their surroundings.
tive impact of volunteering on development and support of
human system of values. Namely, through involvement of
By developing the volunteering system of values, internalising
people in local projects that contribute to the improvement
it and realising all our potentials we contribute to the devel-
of their community, people become aware and strengthen
opment of healthy and satisfied communities and actively
their feeling of responsibility for community and the values of
shape our mutual destiny.
civil society – tolerance, solidarity, togetherness, intercultural
understanding, peace, love, gender/sex equality, non-violent
communication, environment protection, individual and so-
cial development and pro-social values as whole. After initial
voluntary activities people become aware of their own con-

I
tribution to community and society in general, and continue t is every man’s obligation to put back into
with their active engagement in society. System of values the world at least the equivalent of what he
that volunteers accept and promote gives them the faith that
things around them can be improved and the feeling of joy takes out of it.
while they are building their own future and future of the
community. (Albert Einstein)
Very important characteristic of volunteering is the self-de-
velopment of a person through voluntary work. Volunteering
gives the opportunity to develop respect and self-respect
for the individual and the opportunity of self-actualisation
– realisation of all human potentials – becoming everything
that one can be. Through volunteering, we have a chance
volunteering categories
to try ourselves out in different types of activities and learn
many new things. It contributes to our employability and
better position in the job market. Since anyone can become Generally
a volunteer, one has to satisfy just one condition – having the
WILL to volunteer. Through self-actualisation of individuals, Volunteering categories differ according to the work one
volunteering enables individual and social development. It does, target group or field the volunteer activity is aimed at,
has been proven that self-actualised people possess the qual- age of the volunteers included and geographical expansion
ity of full acceptance of themselves and the others the way of the volunteer activity.
they are, they have a sense of humility and respect towards
others, respect democratic values, are open towards ethnic There are many different kinds of voluntary work. Some of
and individual variety and even treasure it. Self-actualised them are teaching, helping and taking care of other people;

10
 Basic Concepts and values of volunteerism

others work on environmental issues, administrative work, formal education system, it is not really voluntarily, as a stu-
renovation, construction work, campaigning, etc. dent HAS TO choose either that one or another programme
in order to collect certain number of points. Thus, it is not
Within the same type of work, volunteers can aim at different voluntarily chosen, on one’s free will, but rather forced choice
target groups or fields, e.g. marginalized groups, socially ex- among more options provided.
cluded people, children with special needs, human rights, civil
protection, health sector, governmental structures, media,
education, culture, environment, etc.

It is important to stress that there is a difference between

participation in non-formal education activities (like training
courses, for example) and volunteering programmes, and
point out that participation in a trainings and seminars is not
considered volunteering, but can be part of the volunteering
engagement if the knowledge acquired in it is used to make
volunteering better quality, or to make social change, con-
tribute to developing skills of volunteers to help some group
etc. Otherwise, participation in the trainings and seminars is
not less important, but it is aimed solely on the development
of participant’s competencies and is not volunteering per se.

As was already said, anyone can become a volunteer. There

are children volunteers, youth, adults and elderly people vol-
unteering. It is very important that the volunteer programmes
are suited to the age of volunteers. It is also possible that
whole families volunteer together.

Professional practices at university, professional assistance, Geographically (Based on location)

scholarship project, public service are also non-paid activities
but they are not volunteering when it comes to the roots Geographically, volunteering can be local, national, regional
of volunteering. It is important to mention here that only and international. People who volunteer locally are the ones
the activities that one chooses solely on their own free will who work in their own neighbourhood, municipality or city.
are considered as volunteering. Therefore, the civil service This is where people can accomplish the most by volunteer-
of young men in some countries does not enter into the ing, as they are familiar with the area and locally important
definition of volunteering, as they have been forced to choose issues. They are usually more motivated by possible positive
between army and civil service, so they did not decide by changes, since they are the ones to enjoy them directly in the
themselves to volunteer. According to the same analogy, if future. On national level, volunteers from different parts of a
there is an optional programme of volunteering within one’s country work together on similar problems, they exchange

11
information among themselves and help sustainable devel- organised in the south east European region, as well as wid-
opment of the region and the country. When it comes to er. Short-term volunteering is usually seen as volunteering
regional and international volunteering, the most important within the well organised system of international volunteer
values are the exchange of experiences and knowledge and workcamps. On workcamps, volunteers spend between 2 and
development of intercultural understanding and acceptance 4 weeks abroad with other people from Europe, and other
of differences among volunteers. One of the key characteris- continents, in an international group. Volunteers live, work
tics of volunteers is their conviction that global improvement and cook together with volunteers from other backgrounds
starts locally, i.e. that economic and social progress does and cultures. In the SEE region, there are often some strictly
not grow from the top to the bottom but from local layers regional workcamps, meaning that they are open only to the
upwards. participants from this region. There are few networks that
exchange volunteers primarily for the workcamps, but also
for the long-term projects: SEEYN, Alliance of European Vol-
unteer Organisations (Alliance) and Service Civil International
Based on duration (SCI) – primarily their SAVA working group for the SEE.

Based on duration there are two major types of volunteering:

long term and short term volunteering. Long-term volunteers
are engaged on a certain activity or a project for longer period Based on age
of time (3 or 6 months and more) and their work is usually
based on more sustainable work on certain changes in com- Anyone can volunteer – from minors to older people. What is
munity. Short-term volunteers are engaged on an activity for very important in that context is that volunteer programmes
a short period (up to 2 months) or are engaged just for the are being developed according to the age, experience and
duration of a single event. According to some classifications, expertise of volunteers, as well as in line with needs of the
there is also a medium-term volunteering. By this term, we beneficiaries. Older (senior) volunteers belong to the group
denote volunteers engaged on 2-4 months long activities, of so called “specialized volunteers”, as they are mainly
but this is more often considered as long term volunteering. people that have finished their professional career and have
wish to transfer their gained knowledge further. This way
Usually, long- and short-term volunteering described here are they still remain active in society / community. On the other
institutionally organised. Those programs for volunteering are hand, younger volunteers more often belong to the group of
organised in order to achieve bigger intercultural exchange non-specialised volunteers.
and impact between representatives of different countries
and regions. There are different institutions that support well
organised long-term volunteer exchange programs. SEEYN
used to be the most active institution in the SEE region for
Based on number of volunteers –
cross-border volunteer exchanges. Nowadays, European individual or group volunteering
Voluntary Service (EVS) of the Erasmus+ (Youth in Action)
programme of the European Commission is the programme Volunteer positions can be created for engaging individual
through which the most long-term volunteer exchanges are volunteers, for team work or for group volunteering (like

12
 Basic Concepts and values of volunteerism

volunteering on international volunteer workcamps). Within field of work. By volunteering they remain active, involved in
the group volunteering there are also special opportunities social happenings, they build contacts/networks important
for so called family volunteering, when whole families are for personal as well as professional development. Thus, they
volunteering on realization of some programmes. What is are increasing their competitiveness on the labour market.
important is to define which type of volunteering suits the
volunteer based on his/her motivation and psychological
profile. Margnalised groups as volunteers
Representatives of marginalised groups through their vol-
Volunteers supported by the unteer work can achieve a lot when it comes to increase
employers of their social inclusion. Through programmes of support
or self-support, as well as all the other types of volunteer
programmes (ecological, artistic, etc.) they take on respon-
Many companies, especially the international ones, have sibility for their life, they take the wheel in their own hands
developed programmes of Corporate Social Responsibility as initiators / coordinators of programmes and changes, as
(CSR) within which there could exist also the programmes volunteers and not only as beneficiaries of different services.
that support the corporate volunteering – i.e. volunteering
of the company employees within the community. What is
characteristic for this group of volunteers is that they are
mainly professionally engaged within their companies, but
are stimulated by their employers to spend certain period of
Above mentioned volunteer
time to volunteer work in those fields where they can con- categories are just some of the types
tribute to the community development. Through this kind of
volunteering the community benefits, but also the company/
of volunteer work that are most
business is developing their positive image, while at the same recognisable in developed societies,
time employees/volunteers are gaining a lot when it comes
to the team work development, as well as improvement of as well as in the countries where
relations among employees in the company. institutionalised volunteerism
is still in beginning. However,
Unemployed people as volunteers volunteerism is area that is
constantly being developed and
This is a special category that is specific due to the position
in society. Representatives of this group treat volunteer work there is always something new.
as the possible bridge for improving personal competencies
and capacities. They understand volunteering as inter-step on
their way to the professional career in the same or different

13
 tences. Thanks to the non-formal education organised within
volunteering and and around the volunteering projects for and with youngsters,
employability skills they increase significantly their “soft skills”. These “soft
skills” are the ones that usually we do not improve through
Recognition of non-formal/informal learning in volunteer- the formal education system, but through the non-formal
ing activities is based on recognising individual learning education and volunteering projects and exchange activities.
outcomes. It is evident that learning in this environment
does happen. But opinions remain divided over describing Through the non-formal education activities on our
when, how and what conditions need to be fulfilled. It is volunteering projects and exchange activities, one can
about young people’s learning through personal experience. improve following soft skills:

Non-formal learning activities help young people to be capable • Assertive and effective communication with active listen-
of change. Views on the results of such change depend on the ing and constructive feedback competences, as well as
perspective taken. Much of empowerment relates to learning competences for public speaking and presentations
and to the ability to apply learning outcomes in life, in terms • Crises and conflict management, transformation and res-
of gained competences, both personal and professional. The olution with competences to deal with difficult situations,
non-formal learning provides space and opportunity for young people, personalities and deadlines, as well as functioning
people to try things out, to make mistakes and to learn from well under the pressure
them. In this way, they can gain self-confidence based on • Intercultural and inclusion competences of accepting
better understanding, in terms of feeling and knowing, their others as they are and ability to work with and learn from
own capacities and how they can use them. them and from diversity and disability around us
• Emotional intelligence with competences to develop
In connection to the potential employment and raising the quality interpersonal relationships based on empathy and
employability skills of youngsters through the volunteering
acceptance
activities, the non-formal learning that is happening on our
• Team work, team building and networking skills on in-
projects contribute fairly to increasing participants’ compe-
terpersonal and organizational level, with competences
of collaborating, cooperating, negotiating, facilitating,
mentoring, coaching, supervising and training
• Leadership and management of other people and activ-
ities, including the time management; planning and or-
ganizing skills; decision making; problem solving; ability
to issue and follow instructions / rules; ability to invest
and share good energy, enthusiasm, inspiration and to
motivate others for action
• Entrepreneurial thinking skills with ability to do proper
needs analysis and research of the community, initiate
innovative and creative activities and solutions within the
social and business entrepreneurship field

14
 Basic Concepts and values of volunteerism

• Learning to learn skills and desire with critical thinking • Focus on competences: What are employers looking for?
and ability to set proper learning objectives and pursue Based on the results of the survey, there is a good basis
their achievement through different methods of learn- to claim that EVS can create opportunities for developing
ing available and preferable; with also competences for competences relevant for employment. In other words,
self-reflection, self-monitoring, self-awareness and with there is a significant match between the competences de-
skills of resilience to setbacks in the pursue of the individ- veloped by EVS volunteers (in their own perception and in
ual and team/organizational learning objectives. the perception of EVS organisations) and the competences
the surveyed employers value at their employees.”
Several researches on connection between volunteering and
employment have been organised. All of them prove that Research report: “VOLUNTEERING TO LEARN: EM-
volunteering improves employability skills. PLOYEE DEVELOPMENT THROUGH COMMUNITY
ACTION” (2014, Chartered Institute of Personnel and Devel-
In the research: “EUROPEAN VOLUNTARY SERVICE – opment, UK) conclude following about the relation between volun-
COMPETENCES FOR EMPLOYMENT” (Senyuva, Ozge- teering and learning / developing competences:
han, EVS Competences for Employment (2014), EVS C4E Full • “Volunteering provides a viable alternative to traditional
Survey Report) we can find further evidence that international forms of employee development. In a working environ-
volunteering projects support development of competences. ment characterised by increasing change, uncertainty and
As the research is about long-term volunteering, the results the need to innovate, volunteering can develop the skills
are also specific to that kind of volunteering and learning, individuals and organisations need to be fit for the future.
the European Voluntary Service: • One of our most striking findings is the overwhelming
• “EVS Experience helps competence development; com- link between employees volunteering and developing a
petence development is highly related to employability. wider perspective about the world around them and their
• Being a volunteer increases readiness for the labour mar- community. The value of this tacit knowledge cannot
ket by providing life experience, international experience be underestimated in an age where we are increasingly
and by developing competences. working cross-culturally. This is particularly apparent when
• EVS experience develops all 21 competences in varying volunteering with young people, who may have a slightly
degrees, most developed being Communication. From the different way of thinking or acting.
initial list of 21 tested competences in the survey, the ones • Volunteering can also help develop key skills vital for
that seem to be the most developed by the majority of leadership and management roles, such as coaching,
surveyed volunteers are: foreign language skills, communi- mentoring, communication, creativity, team-building and
cation, intercultural sensitivity, cooperating and speaking. time management. It can also have a powerful impact in
The least developed ones are: learning to learn, handling increasing confidence, building greater self-awareness and
clients, respecting rules and handling authority. When in some cases enhancing professional knowledge. There is
looked into overall average, competence development also significant potential for networking, both within and
during the EVS experience is at a very significant level of outside the organisation.
75% (average of all 21 competences). Ex-EVS volunteers • These benefits are not restricted to those at the start of
are clearly convinced that during their EVS experience they their career, and can be just as applicable for established
develop all of the 21 listed competences in varying degrees. leaders.“

15
volunteers’ rights and responsibilities
Besides rights volunteers have also the responsibilities towards the volunteer programme, the organisation organiser of
volunteering activities, as well as towards the beneficiaries of volunteering services.

Volunteers’ rights1 Volunteers’ responsibilities

• to know how they are chosen • to be open-minded

• to be prepared/ trained if needed • to act responsibly in the task they perform
• to have someone to talk to about work • to respect deadlines and finish the given tasks
• to know what is expected from them and whom they • to keep promises
are responsible to • to respect others and their rights
• to know whom they can turn to in case of problems, • to respect privacy
to ask for help, support or changes • to respect working standards of the organization, its
• to be part of a team and get involved in certain meet- aims and values
ings and social events • to be honest if any problems turn up
• to be informed, to ask questions, to get answers • to ask for support if needed
• to receive positive and constructive feedback • to get preparation, education and support for work-re-
• to be insured and have a safe working environment lated activities
• to have suitable equipment • to act tolerantly
• to be rewarded and commended • to give feedback
• to make mistakes and learn from them • to accept constructive critics, and comments
• to develop, grow and change • to enjoy themselves
• to say ‘no’ and to rebel against unjust procedure, • to know their rights
treatment or critic
• to get angry
• to have their own feelings, opinions and beliefs and to
change their opinion or decision
• not to take responsibility for other’s problems or be-
haviours
• not to be discriminated because of their race, sex,
sexual orientation, disabilities or age
• to be respected, not to be misused
• to be trusted, to be consulted
• to know their rights

16
 Basic Concepts and values of volunteerism

Organizations’ rights and responsibilities

All the organisers of volunteer activities and programmes have certain rights and responsibilities. In different law on volun-
teering forms in different countries of ours, mainly responsibilities of organisations organising volunteering programmes /
activities are defined. However, we give here also commonly accepted rights of theirs, as well.

Organizations’ rights2: Organizations’ responsibilities:

• to set an agreement between the organization and the • to offer challenging opportunities for all volunteers
volunteer/s • to appreciate and respect all volunteers
• to ask for the tasks to be done in a specific way • to define clear and sensible roles for volunteers by
• to set up the standards for the work using the job descriptions
• to ask for specific qualities and skills in volunteers • to set up rules and procedures that will allow useful
• to reject volunteers that are not suitable for the work involvement of the volunteers
• to ask for committment, reliability and punctuality • to hold fair and effective selection process of the
• to solve the issues of discipline or complaints volunteers
• to allow the volunteers to quit if they are not satisfied • to give all needed information to volunteers
with the work • to give the pocket money to volunteers
• to ask the volunteers to leave if they don’t satisfy the • to give safe and comfortable working environment
conditions of the agreement (physically and emotionally)
• to give adequate insurance
• to provide volunteers with orientation into the work/
job, training and opportunity for development of the
volunteers

1 Source: Buric, L. and associates, VCZ, 2004

2 Source: Mikac, I. and associates, VCZ, 2002

17
motivation
of volunteers
 motivation of volunteers

There are many reasons for becoming in- ...they wish to be part of a group or community, meet like-mind-
ed people, join peers and achieve sense of belonging...
volved in voluntary work. Different volun-
...they enjoy friendships...
teers have different reasons that have driven
...volunteering is fun...
them to volunteering. People often join vol-
untary work because... ...they like to travel and learn new languages and meet new
cultures...
...they want to help others, feel useful, needed and impor-
tant... There are even more reasons for people to volunteer... Any
volunteer you meet could give you his or her own combina-
...they are devoted to the cause and wish to support and be
tion of motives for volunteering. Understanding motivation of
part of something they believe in...
our volunteers will help us understand why some people are
...they feel the emergency and importance of the social prob- able to overcome certain obstacles and reach the goals and
lem they want to work on... why some give up more easily in the same activities. When
...they want to repay to society what they have received... designing programmes for volunteers, it is very important
to be aware that an over-simplified view of people and their
...they have a lot of free time and wish to overcome boredom motives will most likely cause the failure of the programme.
and monotony... As seen from above, many different motives could encourage
...they want to learn and gain experience, develop and grow one to volunteer. It is important to keep a broad view of
personally and explore their own strengths... potential voluntary involvement when you run a volunteer
programme. Volunteer manager should be prepared to offer
...they are able to express themselves through voluntary work
possibility of self-realisation to volunteers with different mo-
and get support and understanding...
tives. Otherwise, only the volunteers with the same kind of
...they need a certain safe place where they would be accept- motives will endure in the project and will be satisfied, and
ed the way they are... this will exclude possible valuable contributions from other
...they want to improve their professional experience and/or people. Furthermore, a volunteer manager who is not pre-
offer it to the society... pared for a variety in people’s motivation, cannot do his or her
job properly. Neglecting the needs of the volunteers can lead
...they want to explore new career options and/or gain ac- to dissatisfaction of some people in relation to voluntary work
ademic credit... in general and to their failure to self-realise and self-express
...they are motivated by creative and challenging work... themselves through volunteering. Certain theoretical input
on human motivation is therefore rather valuable to current
...they have a desire to contribute in making a difference in and future volunteer managers.
the world...

19
 greater motivation for this person. When a volunteer enjoys
maslow – Hierarchy of good friendships in the organization and has his need for
needs belonging to a society satisfied, providing additional (but
similar) social activities will not be a motivation anymore.
Abraham H. Maslow’s theory of motivation was one of the
most influential ones in psychology. This theory proposes that If the lower needs become threatened, they become a source
human motivation can be understood in terms of a person’s of motivation again. For example, think about a volunteer
desire to satisfy one or more of the five basic levels of needs who has a paid job, security and has satisfied the need to
(Derived from Boeree, G.C., 1998, 2006): belong. This person is motivated to volunteer in order to
satisfy his or her need for self-fulfilment. At some point, the
1. Physiological needs – include food, drink, sleep, shelter, volunteer loses the paid job, which causes certain fears about
warmth, pain avoiding and other basic survival needs. their security. Now, their primary motivation will again be to
2. Safety and security needs – physical and psychological satisfy the lower-level need – security need, rather than the
needs for structure, order, some limits and other needs need for self-fulfilment.
that protect from danger or threat when satisfied.
3. Social needs – include relations with others, group iden- The path from lower to higher-order need, from physiological
tity, sense of belonging through friendship, comradeship needs to self-actualisation ones, Maslow perceives as the
or love. growth in maturity. This is also a movement from reactive
4. Self-respect needs – egoistic needs; status, recogni- to proactive patterns of behaviour. The lower four level of
tion, advancement, sense of personal worth, respect and needs Maslow calls deficit needs (deficit motivation), or
autonomy. D-needs (physiological, security, social and self-respect
5. Self-actualisation needs – sense of achieving one self’s needs). If one does not have enough of something (has a
full potential and abilities; growth. deficit), he or she feels the need for it and is motivated to
act in order to satisfy the need. However, once a person gets
One’s needs are ordered hierarchically, which means that all that he or she needs, the longing is gone and it ceases
until a lower-order need is satisfied, this person will not to be motivating. These needs provoke reactive patterns of
be motivated to satisfy a higher-order need. In a concrete behaviour, as individual is motivated to act only when there
example – if one’s needs for food are not satisfied, his or is a deficit of the need. The highest-order needs, the self-ac-
her energy will be directed towards securing a meal and not tualisation needs, Maslow calls growth motivation, being
towards achieving a sense of belonging or personal growth. needs or B-needs. When a volunteering programme offers
opportunities to gain experience and the respect of others
Once the basic need is satisfied, it is not a source of moti- and lets volunteers grow into responsible, independent and
vation any longer. After that, the next higher-order need or flexible people, their actions are not reactive anymore, but
group of needs are motivating for action and the individual proactive and independent. Volunteer managers should offer
seeks to satisfy them. When a hungry person is fed, the pros- these opportunities to their volunteers if they expect the
pect of getting more food is not motivating any more. Once volunteers to respond flexibly and responsibly to different
the needs from this level have been secured permanently, a situations and changes in the programme.
sense of belonging and need for friendship would become a

20
 motivation of volunteers

Volunteers are usually people whose basic needs are definite- kinship, non-hostile sense of humour, spontaneity and sim-
ly met and most often they get involved in voluntary work in plicity. These people are creative and inventive and tend to
order to satisfy their highest-order needs – self-esteem and have more peak experiences than the average person does.
especially self-actualisation. This is where volunteerism can
offer a lot to an individual. However, this makes maintenance
of volunteers a difficult task. It is a great challenge for volun-
teer managers to keep their volunteers motivated within the
Herzberg’s motivation –
programme. Volunteering, with all its variety, possibilities and Hygiene theory
values, contributes a lot to building self-actualised individuals
and satisfying their needs. These people are driven by truth, Frederick Herzberg (source: Herzberg, F. 1968) looked at
even if it is harder to live with it, rather than dishonesty; Maslow’s theory of motivation in a working environment. He
unity, wholeness and overcoming the differences, and not was researching the situations in which employees felt par-
arbitrariness of forced choices; liveliness and singularity, not ticularly good or bad about their work, and found that there
the mechanisation of life and bland uniformity; perfection and are different factors that lead to extreme satisfaction and ex-
necessity, not inconsistency, sloppiness or accident; richness, treme dissatisfaction in one’s work. It is commonly assumed
not environmental impoverishment; meaningfulness, rather that if a person is dissatisfied with certain working conditions,
than senselessness; completion, rather than incompleteness; improvement of the same will motivate the person. Herzberg
simplicity and not unnecessary complexity; goodness, justice, confirms that improvement of working conditions will “just”
beauty and playfulness; self-sufficiency, and not dependency; prevent dissatisfaction of people, i.e. that people will not be
By giving opportunity to volunteers to satisfy their needs on de-motivated, but they will neither be motivated for higher
this level, volunteering programmes are contributing to the performance in their work. Improvement of working con-
self-actualisation of the volunteers, and through this to the ditions will not create a feeling of satisfaction. Sources of
healthier social development. Self-actualised people are real- satisfaction or motivation factors are to do with the job
ity-centred and problem-centred. They treat difficulties in life content, while potential sources of dissatisfaction or hygiene
as problems that demand solutions and they can differentiate factors are connected to the job context.
what is real and genuine from what is fake and dishonest.
They feel that the means could be the ends themselves and Motivation (satisfaction) factors will motivate if they are pres-
that the ends do not necessarily justify the means. These ent. They are the intrinsic elements of work. They contribute
people enjoy deeper personal relationships with few others, to job satisfaction and correspond to Maslow’s higher order
rather than superstitious or shallow ones with many people. needs. Job dissatisfaction is not connected to these factors.
They are the nonconformists in the society; they are not sus- Typical motivation factors are achievement, responsibility for
ceptible to social pressure to “fit in” or to be “well adjusted”. a task, challenging work, interest in the job, growth, advance-
They live their lives fully and are not so much dependent on ment to higher-level tasks and recognition for achievement.
what the society will say about them and for them. They enjoy Recognition and advancement reflect egoistic needs for self
autonomy in the way that they are not primarily focused on and social esteem, while other factors represent needs for
physical and social needs. Self-actualisers accept themselves self-actualisation.
and the others fully, the way they are, have a sense of humility
and respect towards others, posses strong ethics, human

21
When a volunteer programme has no goal setting system in the future. This way, the organization can enrich its human
or does not include performance evaluation of volunteers’ assets and improve volunteers’ commitment, understanding
development, volunteers will not be motivated. Still, they and loyalty.
do not have to be dissatisfied or de-motivated because of
this. They usually continue with their activities within their
job description, but do not use initiative and creativity, nor mcClelland and Atkinson
respond easily to certain changes in their programme.
theory
Hygiene (dissatisfaction) factors can de-motivate if they are
not present. They are the extrinsic elements that surround McClelland and Atkinson claim that there are three distinct
the work we do. They correspond to Maslow’s physiological, needs and motives affecting the work-related behaviour
security and social needs. Once you have satisfied the Hy- (Derived from: McClelland, D. C. and associates, 1953, 1976):
giene factors, providing more of them will not generate more
• the need for achievement
motivation. Typical Hygiene factors are working conditions,
• the need for authority and power
quality of supervision, relation with supervisor, salary, status,
• the need for affiliation
security, personal life, company policies and administration
and interpersonal relations (with peers and with subordi- “Achievement motivated” person seeks achievement, attain-
nates). ment of realistic but challenging goals, and advancement in
the job. This person has a need for a sense of accomplishment
When a volunteer programme has bad working conditions and a strong need for feedback related to achievement and
or supervision arrangements, this can cause dissatisfaction progress. The person that is “authority motivated” has a need
of volunteers. On the other hand, if a volunteer programme to be influential, effective and to make an impact; there is a
offers good working conditions and supervision arrangements strong need to lead and for their ideas to prevail. This person
this may prevent dissatisfaction of volunteers, but will not is motivated to increase their personal status and prestige.
serve to motivate their performance. “Affiliation motivated” person is motivated towards friendly
interaction with other people, has a need to be liked and held
According to Herzberg’s theory, volunteers get motivated in popular regard, and is a great team player.
when they feel attached to their work and when they feel
responsible for it. It means that the work itself is rewarding. McClelland says that these three motives, being rather gen-
Volunteer managers can help their volunteers develop the eralised, include almost all other motives a person might
feeling of responsibility for and attachment to the work by feel. Usually, people feel combination of these needs and
giving them more authority over the job, introducing new and exhibit different combinations of the characteristics men-
more difficult tasks not previously handled, assigning specific tioned above. Some people exhibit a strong predisposition to
or specialised tasks to individuals (allowing them to become a particular motivational need, which affects their behaviour
experts), as well as offering direct, individual and constructive and their working and volunteering style.
feedback. A quality volunteer programme will treat volunteers
as valuable to the organization and the volunteers will have Volunteers with a strong “affiliation-motivation” cannot
the opportunity to acquire new skills and knowledge useful always be objective because of their need to be liked. So,

22
 motivation of volunteers

whenever this kind of volunteer is in a decision-making posi- sure that they can manage it and can lead others and combine
tion, for instance, their decision-making capability is strongly their qualities in order to achieve the task. Volunteers with a
affected by human interactions in the volunteer programme strong “achievement motivation” always contribute to driving
or organization. These volunteers decide whether to stay the discussion from the general theory to the concrete results
in the organization according to their feeling of (friendly) level in volunteers’ meeting. They always want to be able to
relationships they share with other people inside it. If they measure their work and they are happy if they have achieved
are happy with the level and quality of interaction, they pro- what was planned before. These volunteers usually show the
duce better results in their work. Volunteers with a strong best task results, compared to volunteers that are driven by
“authority motivation” usually have strong work ethic and the other two motivations (affiliation and authority). They
commitment to the organization and/or the volunteer pro- appreciate if everybody in the programme contributes to
gramme and even they may not possess required flexibility the concrete results, and have difficulties in working with
towards other people. They are attracted to the leadership too “creative” volunteers that have many ideas, but cannot
role. They produce best results if they are put in a kind of constructively get them through without assistance. Achieve-
a leading or coordinating role, and are highly motivated to ment-motivated volunteers feel greater personal satisfaction
stay in the organization or the programme if they feel that by achieving the aim or task, rather than receiving praise or
they will eventually progress to a “higher” position. These recognition. They constantly seek improvements and ways of
volunteers usually “raise their hands” and volunteer for new doing things better, and constructive feedback is something
projects or programmes without much fear of failure, even they need in their work on everyday basis.
when they do not possess needed knowledge now, but are

23
Do volunteer managers have a responsibility to motivate Here are some practical advices on how to build up motiva-
their volunteers? No! Motivation is not something one can tional environment / atmosphere to which volunteers can
do to someone else. The function of volunteer managers in react positively:
organizations and volunteer programmes is to provide an
environment in which people can motivate themselves.

1. Small signs of attention will help volunteers to feel well 6. Respond to their questions (in due time answer their
(appraise their work, present them with some small detail, emails, phone call, etc.)
treat them as they are part of the team, ask for their 7. Organise gatherings of volunteers (for instance, regular
opinion) volunteers’ coffee once a week, or excursion, party for
2. If volunteers make a mistake, don’t take it against them. volunteers, etc.)
Rather just explain them and ask them to learn from it 8. Develop a system of recognition of volunteers (criteriums
for the future for recognising should be clearly defined and known to
3. Make sure that you give more positive than negative everybody)
feedbacks to volunteers 9. Have a diary of the volunteers’ work based on which you
4. When giving feedbacks rely on objective facts in order to will issue them the certificate of participation in the pro-
be understood more seriously (don’t overdo with giving gramme, award, reward, etc.)
subjective compliments) 10. Be consistent
5. Regularly inform volunteers about the flow of the volun- 11. Treat volunteers as they are part of the team
teer programme and make sure that you do not burden
them with unneccessary information (for instance organ-
ise regular weekly team meetings)

24
 motivation of volunteers

In volunteers’ organizations in South East Europe, pro-

gramme coordinators usually say that they have problems
with attracting potential volunteers and retaining them,
as usually those volunteers do not have their basic needs
satisfied – food, security, employment. In this situation, it
is hard to imagine that anyone would volunteer. It is very
important to be rational when offering volunteering possi-
bilities to potential volunteers in these areas. One should be
aware that by pure volunteering it is not possible to satisfy
basic needs, since volunteering (according to Maslow) has
a great influence only on esteem and self-actualisation of
an individual. However, people here can be motivated to
volunteer as it gives them a possibility to learn and gather
experience for future employment. Thus, volunteering is pri-
marily perceived as a possibility for individuals to learn how
to organize themselves, how to be proactive and improve the
quality of their life in general.

25
volunteers
within the
Organization
 volunteers within the Organization

Organizational structures Democratic organizational structure, also called “flat”

structure, involves up to three levels of vertical complexity,
An organization functions better if there is a clear structure well-developed horizontal and team relationships among
and division of responsibilities within it. In every organization members and a strong body to control the overall work of
there is a certain hierarchy, even if it is just because of legal the organization. This structure is the most appropriate for
requirements prescribed by the state for registering NGO. staff learning and development.
Even when members of an organization do not relate hierar-
chically to each other and do not follow the legally defined Grassroots (base-democratic) structure of an organization
power structure, a spontaneously created informal hierarchy does not include any vertical divisions within the complexity
and some power difference take place. of the organization. Responsibilities and line of reporting are
completely decentralised. Special mechanisms are developed
Volunteers are more productive if they feel familiar with the to delegate people for organizational functions in order to
values of their organisation and of curse goals, objectives avoid the concentration of power: rotation, quotas, task-relat-
and activities organisation implements. ed leadership, compulsory consensus etc. Teams usually exist
for short-term needs and certain projects, and are abandoned
The clarity of the organizational structure and volunteers’ or replaced by other willing members afterwards.
understanding of their places within it contributes a lot to
the volunteers’ positive impact in their volunteer positions. A structure does not necessarily reflect the decision-making
The structure of an organization shows the power relations levels in the organization. In a democratically structured
and the responsibility levels inside the organization. The (“flat”) organization, the decision-making can be autocratic,
structure can be: even though there is decentralised line of reporting in it. In
a hierarchically structured organization, the decision-making
• hierarchical, can be democratic, despite a centralised line of reporting
• democratic or in the organization. Decision making in an organization de-
• grassroots (base-democratic). pends on how much the leader is willing to involve others into
preparation and decision making process. It is very important
Hierarchical structure of an organization implies that there that the persons involved in decision-making process are
are at least 3 to 4 levels in vertical complexity and that there competent and responsible enough for it and understand the
is a centralised line of reporting with little or no horizontal importance and seriousness of the process.
and team relationships and little or no decision-making
bodies among members. In this kind of organization, there
is usually a high degree of specialisation at both functional
and operational levels.

27
 Organizations based on both volunteers and paid staff
volunteer based members; these organizations are usually coordinated in
organizations versus paid a way that paid staff members regularly take part in deci-
sion-making process, while the volunteers might or might not
staff organizations participate in it. Sometimes the volunteers are not motivated
to get involved, and the paid personnel do not work on involv-
According to the personnel composition of and the attitudes ing them. Here the paid employees are usually scared that
towards the personnel (paid employees and volunteers), or- the volunteers might take over their job, and the volunteers
ganizations can be divided into these categories: are likely to get frustrated because of the lack of cooperation
within the organization. There is a clearer division of tasks
Organizations that are 100 % based on volunteers; these between the volunteers and the paid staff. Staff members
organizations nourish the attitude that volunteers are very are usually delegating responsibilities to the volunteers, so
committed to each project and the whole organization. The that everyone involved receives a proportional share of tasks.
working methods in these organizations are informal and The working methods are settled upon jointly by the paid
related to the mood and wishes of the volunteers. Often there staff and the volunteers. In most cases, there is no volunteer
is no strict structure in roles division, which can cause certain manager in the organization and not all steps of effective
tensions and conflicts, if the engaged volunteers do not share volunteer management are followed. Volunteers often feel
the same needs and motives. The processes of burnout and frustrated after some time, especially if no efforts are made
fluctuation of the volunteers are happening relatively often, towards quality supervision, evaluation and recognition of
as voluntarily engaged people in these organizations need to the volunteers’ work.
do other jobs to provide for their basic needs. The need for
employees rises from the organization’s need for stability, Professional/big organizations; in these organizations, the
clear responsibilities and tasks, continuity and professional- work is highly structured and working methods are settled
ism. Usually a paid person is needed for permanent presence exclusively by the paid staff members. People are hired in
within the organization, in order to coordinate volunteers order to fill in the empty workplaces in the organization.
and to be a kind of an office manager to them. Most often, Involvement of volunteers in organization’s activities is op-
these “employees” receive their salary as project coordina- tional. Volunteers are usually not involved in the decision
tors and (besides their regular tasks in project coordination) making process, but they can carry out their own projects
they are additionally burdened with other tasks important where they are free to decide on their own activities and
to the organization. projects by themselves, as long as they are complying with
the general mission and the existing strategic and action
Possible reason for not hiring staff members in these organi- plan of the organization. With or without the existence of
zations would be the fear that they would be less spontaneous the volunteer manager in the organization, volunteers have a
and enthusiastic than the volunteers. When organizations of strong support in terms of facilities, supervision, evaluation,
this kind eventually decide to employ somebody, they do not recognition, financial means, etc.
pose any differences between the volunteers and paid staff in
terms of attitude towards work and decision making process.

28
 volunteers within the Organization

to finish everything that has to be done, and is not done

Differences and by volunteers for any reason. In civil society organizations
similarities between we can say that paid employees are often also additionally
contributing with their volunteering, either because they do a
volunteers and employees lot of unpaid overtime hours or because they just take on (or
are given) certain additional tasks. This happens especially in
In most cases, practice shows that organizational personnel is
those organizations that a relatively little paid personnel in
usually divided into paid staff and volunteers, but exceptions
comparison to the number of volunteers engaged.
take place according to the organizational culture.
Both paid employees and volunteers are responsible for the
Paid employees are awarded with regular salary; their work-
work they do, with certain differences. Volunteers agree upon
time is fixed by the employer and they are focused on a con-
their task and the result that is expected from them. Paid
crete job, where their individual responsibility is important.
Volunteers do not receive salary for their work (however, they employees are usually not asked to accept the task; it is
usually do get travel costs reimbursement and remuneration assigned to them and they are just told which results are
of the costs of meals and insurance during the voluntary expected, without negotiation about it. Paid employees must
activities); they work for an agreed amount of time they are supply the result, while volunteers can give up the task in the
focused on things they are interested in and to which they middle and can quit working on it, only having the obligation
feel committed – mostly community work. Paid employees to report it in time, so that it does not damage the project
sign and follow the legal job contract closed in accordance and the organization.
with the law on labour in each country. The volunteers follow
and sometimes sign a certain moral contract regarding their On the other hand, paid employees do not necessarily
volunteering. In some of the countries in SEE there is a law work more or better than the volunteers do. Often it is the
on volunteering, but the quality of the law is very low and un- opposite. Volunteers can stay working on the activity the
fortunately dos not support development of the volunteering entire day (and night sometimes), without measuring the
in society, but rather makes it more complicated and not in time they spent on it, while employees often follow their
accordance with volunteering values. In a non-governmental working hours. Sometimes paid employees are not engaged
organization, paid employees are usually controlled stronger on big organizational projects as experts, but are rather
by their supervisor and manager, while the volunteers are working in the administrational level, while volunteers acts
usually less controlled or not at all. Usually, paid employees as consultants and trainers in the same project. It is certain,
have more rights and responsibilities in everyday (opera- however, that volunteers will rarely perform jobs such as
tional) decision-making process in the organization. The office management in an organization that gathers both paid
volunteers are often coordinated by paid employees and are employees and volunteers. Paid employees are most often
not so much included in decision-making process on equal the ones responsible for these everyday activities.
terms with the paid staff.
When it comes to the question of volunteers’ motivation,
One would say that paid employees have clearer defined tasks everybody agrees that leaders and managers of the organ-
than the volunteers. This is often the case, but not always. ization should pay a lot of attention to it. Most of the time,
In some organizations, paid employees are there in order however, the paid employees’ motivation is forgotten and

29
neglected with the poor excuse that they are receiving mon-
ey. This is being transferred negatively to the volunteers and
relations between
the overall climate of the organization, as paid employees are volunteers and paid staff
usually the ones who work with the volunteers, train them
and supervise. Like working in any team, supportive working relationship
between paid employees and volunteers is very important
Both paid staff and the volunteers (including Board members) for success of the organization, as well as of the volunteer
have to act professionally. Volunteers cannot be excused for programme within the organization. In any organization that
possible unprofessional conduct simply because they are gathers volunteers, there should be a volunteer manager who,
unpaid. There should be the same limits and opportunities among other things, takes care of the cooperation and the
for both groups regarding health and safety at work, integrity, atmosphere between the volunteers and paid employees.
honesty, issues of prejudice and discrimination and personal
relationships in the work place. Even though engaging volunteers would only be helpful to
the organization and its paid employees, the paid staff is not
It is true that an organization’s most valuable resource is always looking upon this with positive attitudes and emo-
its people, and all of them (paid staff, volunteers or Board tions. Sometimes paid employees see volunteers as someone
members) should get the same chance in the organization who should take care of the boring things that need to be
to realise their potentials and to be fulfilled in their work in done in the office, like copying, scanning, cleaning, etc. In
order to serve the organization in the most effective and certain situations, paid staff might not like the idea of en-
efficient way. gaging volunteers too much, for a number of reasons. They
might fear that volunteers would take over parts of their jobs,
relieving the need for the paid staff in the organization. They
might fear the additional workload they would have to take on
while working with the volunteers (e.g. preparing tasks and
suitable education for the volunteers, holding meetings with
them, supervising and evaluating their work, etc.); especially

“T
reat volunteers as you would the paid if they do not believe that the incoming volunteers are already
staff and treat paid staff as you would familiar with certain issues. The employees might also believe
volunteers.” that engaging volunteers is not worth the additional work,
(YMCA Resource Kit) as volunteers would most likely not be able to do the jobs
nearly as well as the paid staff. Even though all these negative
thoughts about engaging volunteers are not rational and usu-
ally are just a result of certain fears in the paid employees, a
volunteer manager must be able to cope with them, in order
to secure the planned volunteer programme.

The possible unwillingness of the paid staff to engage the

volunteers might damage quality of relations between paid

30
 volunteers within the Organization

staff and volunteers, but it is not the only threat. Possible in- are in working with volunteers, educating them and preparing
capacity and incapability of paid staff to work with volunteers for assignments, supervising and evaluating them, etc. If
would be damaging, too. In order to develop a functioning it is needed, special trainings should be designed for the
volunteer programme, it is important that the volunteer man- employees. Certain changes in their current job description
ager works with paid staff as well, in order to prepare them might be needed if they will have to work with the volunteers
properly for the arrival of the volunteers. This manager should additionally. The work with volunteers should not come on
also aid in establishing a healthy atmosphere and cooperation top of regular work of paid employees. It should be carefully
spirit between the paid employees and the volunteers. First, it planned, recognised and valued properly.
is important to find out about the paid personnel’s attitudes
towards engaging volunteers and to determine whether they Paid employees should be provided with feedback on the
see the potential advantage of working with volunteers. The needs, quality and results of their work with volunteers.
previous personal experiences of paid employees working
as or with volunteers would be helpful in this. Defining the If existing, the volunteer manager should support, consult
above-mentioned irrational fears and justifying them with and reward the paid employees if needed during their coop-
rational explanations and agreements would also improve the eration and involvement in preparing, coaching, supervising,
quality of the future process of cooperation within the organ- evaluating and retaining the volunteers.
ization. The definition of the role of paid staff is important
here. It is important that they feel safe about their roles, job Communication between the paid staff and the vol-
descriptions and positions in the organization. If there are unteers should be treated as a two-way street, where all of
no job descriptions of the paid personnel in the organization, them actively listen to each other; they should be allowed to
it is strongly recommended to clarify their positions before express their frustrations, fears and expectations and offer
developing the concrete positions for the volunteers. suggestions; they should contribute in equal ways to defining
aims and tasks. Their meeting should be regular, concise and
In most organizations, there are things or envisioned projects constructive, and enough time for giving feedback to each
that never become realised, because of the lack of competen- other should be allowed.
cies and/or the lack of the human resources. This should be
discussed with paid employees and they should define which Important announcements and new information should be
activities they would like to see done in the nearest future equally shared among paid personnel and volunteers. It
and for which the current personnel does not have either would be good if there were a possibility in the office for
enough time or competency. It is good that from the start informal gatherings and conversations, e.g. small kitchen
paid personnel finds the future work of volunteers helpful to talks with everybody involved. This provides the volunteers
the organization and complementary to the work done by the a feeling of being a part of the organization in general and
employees. Paid employees should be part of the team that not only of the project or the activity they are engaged in. For
develops volunteers’ job descriptions. every major change planned in the organization, it would be
vital that both the paid staff and the volunteers are involved
The engagement of the volunteers brings additional respon- in developing new strategies and approaches. Whenever it is
sibilities within regular workload of the employees. It should possible to organize a retreat, all of them should participate
be determined how experienced and skilled paid employees in it together, as a team.

31
The staff’s involvement in overall process and work of volun-
teers is very important, especially because they should form
a kind of a team together, having complementary roles. Their
team spirit could be increased by having a common evalua-
tion of the whole team together instead of only assessments
of the volunteers by the paid personnel.

Organizational climate
The climate in the organisation represents an important mo-
tivational factor to volunteers as the volunteers’ understand- enthusiasm of the others; whether they can feel the results
ing and acceptance of the organisational climate influence of their work and have work priorities set and whether they
positive feelings in the volunteers and adequate connections can take and feel the responsibility for their work.
between them and the organisation and its personnel.
A good workplace atmosphere is easily achieved by including
The climate in the organization depends upon following: the certain collective activities for the staff and the volunteers,
organizational structure, the responsibility of the individuals, i.e. weekend retreats, free time activities, office celebrations
the system of rewards, the warmth among the people, the of birthdays and anniversaries. It is important to promote and
support provided by the leaders and colleagues, the standards conduct face-to-face conversations among the staff and vol-
and the procedures, the organizational and the individual unteers and to organize different forums for open feedbacks
identity and the level of the (potential) conflicts among the between them. Sometimes involvement of relatives can help
people involved. creating a good workplace atmosphere.

The way in which both the staff and the volunteers perceive
the organizational climate depends on whether they are
focused on their assignments and whether they know what
teams within the
they want from themselves and from their involvement in organization
the organization; whether they feel accepted and respected
as a part of the team, sufficiently informed and involved in In order to achieve best results in a voluntary engagement,
different discussions with others; whether they enjoy the a person must be accepted as an equal team member with
work they do and are looking forward to spending their time all his or her strengths and weaknesses.
in the organization; whether they feel supported and able to
take on the initiative, express their attitudes freely and can Usually, youth non-governmental organizations (and not
feel their potential progress and development in the organ- only them) are based upon relations between friends or
ization; whether they feel trusted from and trust towards relatives. They begin their work as voluntary groups of in-
their colleagues and managers; whether they are motivated dividuals brought together by a common interest and the
and enthusiastic about their work and feel motivation and need to fulfil certain, perhaps common needs. The process

32
 volunteers within the Organization

of establishing, building and developing an organization is the teamwork. Thus, the organization can benefit more from
influenced positively by good interpersonal relations among them in the end. One great characteristic of teamwork is
members and their eagerness to engage in something new. that it enables synchronisation of the activities done by a
However, in order for an organization to function effectively variety of people, who supplement each other in dealing with
and professionally, a good social climate among its members different tasks.
and their motivation is not enough. It is essential that the
members of the organization work as a team, and that they In order to foster good teamwork, it is important to ensure
are capable of making effective decisions and running the a high level of trust and commitment among the team mem-
organization efficiently. bers and to encourage empathy, fairness, honesty, respect
and sharing among them. The procedures have to be clear
A team is a small number of people with complementary skills and roles of each team member should be well defined, so
who are committed to a common purpose and an approach that everyone knows what is expected of him or her and what
for which they hold themselves mutually accountable. This they can expect from the others. If the roles are not well
allows them to accomplish more than they would be able defined and everyone becomes more or less responsible for
to do individually, not sharing one vision. There are many everything, people are likely to rely on others to complete
reasons for using the teams in the everyday work of an organ- certain tasks. This leads to some of the unpopular tasks being
ization. Some of them are related to the work results the team neglected or not completed at all.
produces (more effective work, results and structures, time
saving, more creative approaches, methodologies and ideas);
others are connected to the interaction with other people
(building bonds among people, stronger sense of belonging);
and some are related to individual development within a team
(stronger personal development, faster acquirement of new
knowledge, skills and experiences).

Ideally, a team consists of competent people who have com-

plementary skills that can effectively answer to the needs of
“T here was an important task to be done,
and Everybody was certain that Some-
body would do it. Anybody could have
done it, but Nobody did it. Somebody was an-
the assignment. However, the reality in non-governmental
organizations is often different. Teams can consist of people noyed about this, because it was Everybody’s job.
with different experience levels and different motivations for Everybody thought that Anybody could do it, but
belonging to the team; they often include a mixture of paid
staff and volunteers, full time and part time involved people; Nobody realised that Everybody would not do it.
they can include both young and old, both competent and Ultimately, Everybody blamed Somebody when
incompetent. It can be difficult to work within this kind of
team, but it can also be beneficial for the individual. Some-
Nobody did what Anybody could have done...”
times even the inexperienced or incompetent team members
can contribute much to the teamwork by introducing a dif- (Source: [Link] and ass.:
ferent point of view, and they can surely learn a lot during “A reader for non-profit organizations”)

33
Programme
Planning
& Developing Job
Descriptions
 Programme Planning & Developing Job Descriptions

tHe vOluNteer mANAgemeNt PrOCeSS

What every organization
needs to know before NEEDS ASSESSMENTS
developing a volunteer AND PROGRAMME Volunteer manager
(if organisation have it)
PLANNING
programme +
Paid staff and members
Vast majority of civil society organisations are driven by their JOB DEVELOPMENT AND involvement
vision and mission in their daily activities and operations. DESIGN
Organizations cannot always achieve all they would like to if
their human resources are limited only to employees. Also, RECRUITMENTS
there are lot of organisations that are voluntary based and
don’t have employed staff. INTERVIEWING AND
MATCHING
However, volunteers are not just free workforce, but also
bring certain experience, skills and talents to the organization. Volunteer manager
ORIENTATION AND
They also bring access to new resources and media, legis- (if organisation have it)
TRAINING
lators, corporations and potential donors. They are excited +
about the work they do and are committed to it. They bring Management support
SUPERVISION AND
the community’s perspective into the organization and pro-
MONITORING
mote the organization’s activities and values directly in the
community.
MOTIVATION AND
There are different stages in volunteer management – start- RECOGNITION
ing from development of volunteer program to monitoring
and evaluation of the program and volunteer work. Volunteer manager
(if organisation have it)
+
Paid staff and members
EVALUATION
involvement
+
Community
involvement

35
If an organization plans its volunteer programme carefully, • the analysis of the needs and expectations of the entire
and has a competent volunteers’ management – volunteer local community.
work and jobs in organisations will be done effectively and
efficiently. These analyses can be implemented individually or in com-
bination, and it depends on your assessment – depends on
which guidelines will be required when designing a volunteer
program. Certainly the combination of all the above analyses
Planning of volunteer can provide the widest image, or in some cases you do not
programme need all of these analyses. If you already have the results of
various studies (eg. different research and / or evaluation of
When planning a volunteer programme in an organization, previously implemented programs), they give you enough
one should be very clear about the relationship between the guidance to start planning a volunteer program.
programme and the organization that develops it. Volunteer
programme must fit into the strategy of the organization, its
vision, values and the mission statement. Some analysis of Are volunteer programs of the organizations and
the current situation within the organization and its surround- institutions prepared according to the needs of the
ings must be performed. Many things in the organizational target group and local community?
“environment” might have an impact on it and its volunteer
programme. It is for the best if paid employees in the or- For inspiration, watch video from Ernesto Sirolli:
ganization are included in the process from the beginning. Want to help someone? Shut up and listen!
[Link]
Before the concrete planning and creating a volunteer pro-
gram, it is necessary to implement quality needs assessment.
This process can be implemented in many ways, the specific Some organizations start “from scratch” when planning a
manner shall be elected on the basis of the goals you want volunteer programme. This is the case when an organization
to achieve by engaging volunteers. that consisted of employed people only needs to engage
volunteers for the first time since its establishment. This
Needs assessment can be made through: situation is, however, rather uncommon in the third sector
organizations in the South East Europe – as most of the or-
• the analysis of the needs and expectations of the group ganizations in the region work with volunteers on regular
that will directly benefit from the voluntary services (users basis, although they have never carried out proper planning,
of voluntary services) investment and preparation of a volunteer programme. The
• the analysis of the needs and expectations of the group planning phase of the volunteer programme will differ slight-
that will perform volunteer services (volunteers) ly depending on whether the organization has already been
• analysis of the needs and expectations of the group that involving volunteers in their activities.
creates and implements the entire volunteer program (the
organizers volunteer activities ie. the employees in the
organization or institution)

36
 Programme Planning & Developing Job Descriptions

the organization. An external consultant can contribute with

DON’t trY tHIS AlONe! input on the external situation regarding the recognition and
implementation of volunteering programmes in the commu-
Developing a volunteer program is a great place to start nity; this should be focused on the area of mission and work
practising what you are preaching! Get some help – of the organization.
involve other volunteers in the process. Develop short
job descriptions for committee members who can help It is also important to define the interests of the paid staff
your group create an effective and rewarding volunteer in development of the volunteer programme, their expec-
program. tations from possible relationship with the volunteers and
contributions they could make to the programme. All this
This is a good opportunity to pull in new people with should provide for a clear overview of the situation in the
skills you might not be using in other areas. If you’re organization and its surroundings. After this, and when the
working on volunteer policies, is there anyone in your reasons and priorities for the future volunteer programme
community that might have a background in this area? have been decided upon, organization can proceed to discuss
If you are working on orientation and training, is there the function of the programme. After the function is defined,
a trainer in your area that might be willing to help you the suitable form or structure should be chosen for the
design some effective approaches? programme. During the process of designing the volunteer
programme, it is important to have support and involvement
Remember, the people that know the most about your both from the Board and the personnel.
volunteer program are likely the volunteers. Be sure to
ask them for feedback and involve them in the process
whenever possible. There are many organizations that have complete or
partial volunteer programs. Some are right in your
Source: “Best Practices in Volunteer Management: An community. Others might be groups you network with
Action Planning Guide for Small and Rural Nonprofit in other regions. Approach these groups to find out what
Organizations”, Volunteer Canada volunteer program materials they might share with you.
Do they have volunteer policies that you could adopt
instead of writing your own from scratch? Do they have
Planning a volunteer programme in an organization examples of job descriptions or recruitment messages
that had not previously engaged volunteers should that you could revise for your own needs?
start with the analysis of its current internal and external
situation, regarding the possible relevant factors to volunteer There are also many written and Internet resources
involvement. that have samples and templates. Don’t reinvent the
wheel – use the resources that are available to you!
Quality assessment of the context in which the volunteer
programme is going to exist is crucial for the ability of the (Source: “Best Practices in Volunteer Management:
volunteer programme to achieve results. Input from the paid An Action Planning Guide for Small and Rural Non-
employees who understand the aims and values of volunteer- profit Organizations”, Volunteer Canada)
ism can be useful for the assessment of the situation within

37
When an organization has already had some experience
in working with volunteers, a review of that experience WHAt A vOluNteer PrOgrAm
should be done. It should cover the time span from the date DefINeS exACtlY:
of the last review (or since the beginning, if it has not been
done before) up to the present. Volunteer involvement • The objective of the program, place and period of
diagnosis should be done in order to determine the current its realization and how many hours or days per week
internal health of the volunteer programme. volunteers are expected to work.
• User Group (often vulnerable groups of society) or
The review of the work within the volunteer programme a description of the program / project where volun-
could be done through the “SWOT” analysis – identifying teers are needed.
the internal strengths and weaknesses of the previous work • The required number of volunteers and their profile
with volunteers, and the external opportunities and threats (profile includes specific education, skills, experi-
the volunteer programme faces. ence, age, etc.).
• The required number and profile of other staff
In addition, if there were objectives of the volunteer involve- (coaches, mentors, supervisors, etc.).
ment defined for the previous period, it would be helpful to • Description of volunteer position.
see whether they were achieved or not, what helped and what • Description of other support activities – if necessary
hindered achieving them. Volunteer involvement diagnosis (training and preparation of the volunteer, preparing
should include the results of the continuous internal scanning promotional campaigns, plan of activities of supervi-
of the volunteer programme. It should explore the trends in sion and evaluation of the work of volunteers, etc.).
the programme, and identify key problem issues and reasons • Material and financial resources necessary for the
(apparent and underlying) for failure of certain projects led by implementation of the program (the budget).
volunteers or for volunteers leaving the organization.

After this analysis of the experience, the organization should

start envisioning the future volunteer programme in the same
way an organization without the experience with volunteers
would do. The only difference would be including the past
results and the lessons learned in the process.

38
 Programme Planning & Developing Job Descriptions

serve as a marketing tool for recruitment of volunteers. It

Purpose of volunteer job also serves as a primary guide for screening and placing the
descriptions volunteers and is the basis for supervision and evaluation of
the volunteers. It formulates the needed education types
Once the function, form and structure of the overall volunteer for volunteers and defines the scope of volunteer’s work.
programme in the organization are developed, the next step This should be considered later on, when recognising and
is to define the job descriptions for the volunteers. This will rewarding the volunteer’s efforts. It can be treated as a con-
help the volunteers to understand the tasks, the expected tract between the organization and the volunteer, or can be
results and the skills required for successful completion of a basis for drafting the contract. When paid employees and
the tasks. A job description defines the expectations from a volunteers work in cooperation, the volunteer job description
volunteer and the contributions needed from them, and thus provides role clarity to both paid and the volunteer staff and
allows for the continuity in the job even if the volunteer is is helpful in clear communication between them, preventing
replaced by somebody else later in the process. Although possible disputes.
a job description is a steady component of a job position,
it should be changeable during the volunteering period. A well-prepared job description will contribute to the better
Namely, it should be revised according to the changes in results of the already defined volunteer programme. It will
the volunteer programme and the organization and according satisfy certain volunteers’ needs, especially the ones for a
to the personal development of the volunteer during his or sense of achievement. It will result in the higher probability
her engagement in the organization. that volunteers would do what is expected of them, as they
will be clear about what they are supposed to accomplish.
A well-written job description contains valuable information
used later in the volunteer management process. It can

39
 Advisory teams consisting of employees and volunteers can
Writing volunteer job be formed in order to identify the meaningful volunteer ser-
descriptions vice opportunities in the organization. They can help with
structuring appropriate volunteer’s work description and with
Both the volunteer manager and the paid personnel should be integration of the volunteers in the organizational routine
involved in designing the volunteer job descriptions, as they and the staff team.
are the ones who would help and supervise those volunteers
afterwards. When designing volunteer job descriptions, a diverse portfolio
of volunteer job opportunities should be created, as different
When you start designing volunteer’s job description, reasons types of activities and services attract and motivate different
and needs for the volunteer position and the impact expected people.
from the volunteer’s work should be defined. The next step
would be to outline the task descriptions and specific quali- The job description should be the common ground between
fications or requirements that a volunteer needs to possess what the volunteer wants to do, what he or she can do, and
or satisfy. what the organization’s and clients’ needs are. Volunteers
can be engaged in almost any kind of work needed in an
It is important to define the volunteer’s work so: organization and a community. There is no rule that limits the
• That it suits organizational goals diversity of work assignments that can be done by volunteers!
• Is meaningful to the volunteers and
• Answer to the needs of the community. Every volunteer job description must include the fol-
lowing elements:

• Position Title that is precise and descriptive and helps

VOLUNTEER’S personnel in the organization understand the role assigned
NEEDS to volunteer. Position title provides a sense of identity to
the volunteer.
• Work Location that explains where the volunteer will be
working – at home, in the office, on the field, etc.
• Volunteer Impact explains the overall goals and purpose
of the volunteer position (volunteer’s tasks in direct ser-
JOB vice and the administrative assignments) in relation to the
DESCRIPTION overall volunteer programme outcomes, the organization,
the clients or the mission. This is the most important part
of the volunteer job description.
ORGANIzATION’S COMMUNITY’S • Responsibilities and Duties are suggested specific and
NEEDS NEEDS clearly defined activities needed to be done in order to
accomplish the above-defined goals and purpose. The
word “suggested” indicates that the volunteer has some

40
 Programme Planning & Developing Job Descriptions

authority to recommend other possible activities (that • Date of the writing or updating this job description.
should be approved by the supervisor) that can be effective • Volunteer Supervisor and their Contact Information
in achieving the result. will help potential volunteers to understand with whom
• Qualifications are a clear and concise profile of the desir- they would be cooperating in the organization and to
able volunteer that includes skills, attitudes, experiences, whom and how they would be reporting.
knowledge and personal characteristics required from the
volunteer. The volunteer job description should be flexible as much
• Commitment required is the estimated number of hours, as the specific work that should be done allows that. It is
length of commitment, and flexibility in scheduling asked good when volunteer’ job is something that can be slightly
from the volunteer. changed according to individual knowledge’s and interest of
• Training indicates nature of general and specific trainings the volunteer, but segment of usefulness cannot be forgotten.
offered and required for the assignment. Volunteer jobs are not created to amuse volunteers but to
• Benefits that the volunteer might enjoy during the en- give results and help organisation to realize its programs for
gagement on the position. These can be in the form of the community or environment, and or help certain target
insurance, parking space, reimbursement of expenses, group to have better quality of life. A well-written job de-
career provision, etc. scription is short, compact and clear.
• Evaluation defines how will the achieved result be meas-
ured and evaluated.

41
 In addition, but specially in situations when we are planning
Job descriptions for international long-term volunteering position, there should
regional or international more details about the organization in the job description.

long-term volunteer However, different volunteer programs for long-term vol-

positions unteering and different institutions that organize those pro-
grams demand different volunteer job descriptions. SEEYN
It would be best if the job description for long-term volun- long-term volunteer’s job descriptions, besides standard data
teers would consist of all those parts already mentioned in mentioned in the text above, includes also following:
the chapter before, with few very important additions if the
long–term volunteer is not coming from local community, and • Title of the volunteer position
accommodation, transport or other scheme of the coverage • Duration of assignment
of their costs exist. • Description of the project or program where volunteer
will be engaged
• Organization short description and contacts
WHAt tYPe Of COStS tO COver: • Objectives of volunteer placement
• Activities timeline
• travel to and from the place of volunteering • Required skills from the volunteer
• travel undertaken in the course of volunteering • If long-term volunteering is part of international exchange
• subsistence (meals and accommodation taken during program: data on accommodation, travel costs, insurance
the period of voluntary work) etc
• essential protective clothing and other health and
safety measures
• training of the volunteer
“Job descriptions” for
Source: Volunteering Ireland workcamp volunteer
positions
Many organisations members of SEEYN are implementing
short-term volunteering programs co called: international
workcamps.

When defining job description for workcamp volunteers,

there is no need to use the standard form for volunteer job
descriptions described above. Instead, a short description
of the workcamp in English language is required. The short
description of the workcamp usually includes:

42
 Programme Planning & Developing Job Descriptions

• Code of the workcamp All the volunteers share the same conditions of living, working
• Dates and spending the free time.
• Number of volunteers
• Place/town/country
• Description of work project
• Accommodation
• Study part
• Language requirements
• Any special remarks (participation fee, possible special
qualifications of needed volunteers, motivational letter
required, etc.)

43
recruitment
of volunteers
 recruitment of volunteers

Recruitment is an important, continuous process that enables

organizations to attract potential volunteers by offering their
forms of recruitment
available and already defined volunteer positions to the public.
There are four typical forms of recruitment (by Steve Mc-
Recruitment is usually done to promote certain volunteer as-
Curley, 1995):
signments e.g. individual or group activities within the regular
work of the organization, free positions in a committee or advi- A. Warm Body Recruitment
sory board of the organization, certain direct or indirect service B. Targeted Recruitment
volunteer positions, advocacy or fundraising assignments. In C. Concentric Circle Recruitment
order to achieve satisfying results, the organization needs to D. Ambient Recruitment
plan the volunteer recruitment process carefully and rely on
patience and time of personnel working on the recruitment.

The process of recruitment should consist of following steps: A. Warm Body Recruitment:
• drawing volunteer task outlines according to the previously This is a form of mass recruitment. It is organized when there
prepared job descriptions; is a need for a large number of volunteers in a short period
• creating clear plan of the overall process (including re- and when no special qualifications are required to perform
cruitment campaign, selection, training and placement the task. Most people are able to accomplish such tasks, given
of volunteers); a short training on the topic. Methods used in this form of
• preparing the recruitment message that would answer to recruitment are word of mouth, distribution of brochures,
potential volunteer’s questions on whether they should leaflets and other promotional materials, putting up the
join the organization; posters, giving speeches to an audience, advertising notices
• analysing the groups of people the organization wants to in periodicals, and any other method of simple dissemination
reach and situation regarding engaging volunteers in other of information about the free volunteer positions. This form
organizations; and of recruitment is focused on the marketing of the organiza-
• defining the “ideal volunteer” for the position and tailoring tion, the volunteer programme, and the appeal for needed
the recruitment campaign according to this ideal image. volunteers. This recruitment can attract large numbers of
potential volunteers. Sometimes volunteer manager can
The recruitment message can be spread by word of mouth, control neither the number nor the quality of the people who
printed materials, online, public events, local press and radio, come to the organization, applying for a volunteer position.
volunteer centres and local companies. Each of these meth-
ods can be useful to a certain degree, depending on your One typical situation in which this form of recruitment
recruitment strategy, type of the volunteer positions that should be used is when volunteers are supposed to collect
are available and the targeted group of potential volunteers. gifts, sweets and donations for children orphans before the

45
Christmas. It is a short event and volunteers do not need (and other additional) characteristics, recruitment campaign
specific training. Simple preparation is enough for successful could be targeted towards older journalism students that
performance in this assignment. already have worked in some media.

B. Targeted Recruitment C. Concentric Circle Recruitment

Targeted recruitment is the process that starts from defining This simple form is the easiest and the fastest way to recruit
a concise profile of the potential volunteers. Because of this, volunteers. It relies on the people who are already connected
the recruitment message is intentionally delivered to a small to the organization in some way and persuading them to
audience. This form of recruitment focuses on the search take up new responsibilities inside the organization. These
for potential volunteers that answer as many expectations people are usually:
defined in the job description as possible. When planning
this form of recruitment the needs of the organization and • Friends and relatives of present volunteers, members and
its personnel should be clearly stated. Further, it is needed to paid personnel
define the profile of the person who could satisfy these needs • Organizational clients and their relatives
and how would it be possible for the organization to identify • Former clients, employees or volunteers
the potential volunteers and communicate with them. It is • Donors
also important to think about the motivations that a volunteer • People in the neighbourhood or workplace community
might have for this volunteer position. If all these things are • People who have been affected by the problem the organ-
done properly in the planning phase, it is easy to develop ization is attempting to solve, etc.
means of identifying and locating potential volunteers that
would most likely satisfy the requirements that were defined These people already support the aims of the organization and
earlier. It is good to use the targeted recruitment when the no special marketing towards them is needed. In addition, the
opened volunteer position requires certain qualifications, personal contact and the expression of the trust in the organ-
special skills or some characteristics that are not commonly izational values and its work is a more persuasive argument
found or when the organization is trying to outreach to new than any mass method could be. This form of recruitment is
populations. This form of recruitment results with new type the most common one in South East Europe (and not only
of people in the organization. Certain limitation of this form there). Because of this, the highest number and percentage of
of recruitment is that it requires more engagement from volunteers are being recruited by the people who know them
the volunteer manager and personnel, and it is best used for well and who are already engaged in an organization.
important positions in the organization.
Concentric Circle Recruitment can have a great success
One example of this form of recruitment being used is when even if it is not planned, but it succeeds better if it is well
there is an opening of the volunteer positions in PR (public structured. If this is the only method an organization is using
relations) team within the organization and the requirements it can result in homogenised personnel, a group of people
are that the volunteer already has certain knowledge and who share the same thinking patterns and all of whom are
experience with media and journalism. According to these somehow related (as friends or otherwise) in everyday life.

46
 recruitment of volunteers

recruiting volunteers for

regional or international
long-term volunteer
positions
When it comes to recruitment of long-term volunteers, any
of the above mentioned forms of recruitment can be used,
depending on the specific job description and the qualifi-
cations that volunteer should possess prior to joining the
project/program.

If no specific pre-qualifications are needed from potential

volunteer and adequate on-the-job training is provided to
D. Ambient Recruitment the volunteer, the warm body recruitment is acceptable for
reaching potential candidates.
Ambient recruitment is used when an organization wants
However, if some specific qualifications and experience are
to attract people that belong to a ‘closed system’, e.g. a
expected from the future volunteer, it is best to use the tar-
certain school (class), corporation, profession, neighbour-
geted form of recruitment.
hood, church congregation, etc. Usually people in this “closed
system” possess strong sense of self-identification with the When the job description of the position in hosting organi-
group and connection to other members of the system. When zation is similar to specific volunteer positions in our organ-
planning the ambient recruitment campaign is important to isations and additional trainings are offered to the volunteer,
try to create a ‘culture of involvement’ among the members then the best option would be to use concentric circles form
of the “closed system”. This can be achieved by getting of recruitment. This is useful for finding suitable candidate
the group members to believe that volunteering is recom- from narrow circles around the sending organisation, and
mended as the “right thing to do”. This is how volunteering is also useful to the sending organisation, as it will be able
becomes accepted as a value of the community. Once it is to benefit from the volunteer’s improved knowledge, skills
recommended by the system, each individual member would and experience upon his or her return from the hosting or-
follow that value and engage himself or herself as a volunteer. ganization.
Elements of an ambient recruitment campaign are develop-
ing a philosophy of involvement, early indoctrination of the
system members and supporting the volunteer involvement
of the members. An effective ambient recruitment campaign
achieves the willingness of people to volunteer, but does
not direct them into any specific volunteer programme or
position.

47
recruiting workcamp recruitment message
volunteers When performing a recruitment campaign, a well-prepared
recruitment message is needed in order to attract potential
There are two levels of recruitment of workcamp volunteers: volunteers and raise their interest in the advertised volunteer
position and the organization in general.
Recruiting foreign volunteers for international work-
camps in the local communities: Recruitment message should be interesting enough for the
This is done through recruiting international partner volun- potential volunteers to decide to contact the organization
teer organisations that also organise workcamps. Usually, and ask for further information.
recruitment is done through online platforms. Besides that,
organizations are working on their partnerships and using all Every convincing recruitment message includes:
opportunities to meet, train each other, exchange experiences
and practice. It was a practice to meet once per year in the so • the description of the problem that needs to be solved,
called “international technical meetings”, where their repre- • description of how the volunteer’s work can solve the
sentatives present their volunteer programmes. In these meet- problem,
ings, representatives of different organizations promote their • some answers to possible volunteer’s questions on wheth-
projects, recruit partner organizations in bilateral meetings to er he or she is the one to apply for this position,
advertise their workcamps to volunteers. Nowadays, this prac- • definition of any trainings and rewards provided to the
tice is changing and depends on the network that you cooperate volunteer and
with. If there is a meeting, if you are not able to participate, of • contact information for further inquiries.
course, you can still have regular online communication.
The message should not be too long. It should be easily
Recruiting national volunteers for international work- understood, without usage of jargon.
camps:
Once per year, organisations are making their annual list of
the woorkcamps. It can be updated during the year, of course.
In previous period, after the international Technical Meeting If your recruitment message is aimed at no one
mentioned above, all representatives return to their organi- in particular, don’t be surprised when no one in
sations and work on the “catalogue” and/or database of the
workcamps in the world. This “catalogue” can be made in
particular responds to it.
shorter version and printed for distribution on local or nation- Rick Lynch
al level. Since on most workcamps no specific qualifications
of volunteers are needed, the warm body form of recruitment
is the best to use when reaching for workcamp volunteers. The opening of the message should be interesting enough for
Organisations use additional methods, such as advertising the the people to continue reading. Information in the message
workcamps on websites, advertising through posters, leaflets, should be given in the “right” order, following a typical line
public presentations/ workshops, media, etc. of thinking (the reader first checks if the defined need is

48
 recruitment of volunteers

worth volunteering for and then decides whether it would Twitter. Information should be shared via internet infor-
technically be achievable for him or her to engage). mational portals and organisational website as well.

All basic information should be there. The message should System of answering to the questions and enquiries of the
contain give a brief, but complete overview of the situation potential volunteers should be set and prepared in time for
(the problem, the type of work, the requirements, the time- the recruitment campaign, as volunteers will start asking for
frame, and the contact person). more information very soon and it will be very de-motivating
for them not to get sufficient information. This means that
your personnel should be prepared and have all the needed
recruitment tips information at hand. For example, you can create and timely
update so called FAQ – frequently asked questions that you
will put on the website, and have it in your computer, at your
It is important to be very clear about what is wanted from
desk in case that you need it.
the volunteers before they start with their engagement in the
organization. Volunteer job descriptions should be defined.

Thinking about possible volunteers’ motivation for engage- No campaign – but potential
ment in the organization and potential satisfaction of their
needs by the organization would help the recruitment and
volunteers are coming
result in more persuasive communication with potential
volunteers. Even when no specific recruitment campaign has been done,
potential volunteers may contact the organization and ask for
All steps in the volunteer management process (interview, certain information.
placement, orientation and training, supervision, evaluation,
recognition and procedures of retaining the volunteers) If there is a volunteer manager in the organization – be sure
should be developed prior to advertising to the potential that every staff member have his/her contact that can be
volunteers. shared in case of a need. In order to make thing go faster, you
can ask from the person to send his/her CV to organisational
Organizational personnel that are supposed to work with vol- email, and later, during the staff meeting decide what to do
unteers should be educated and prepared for it even before upon that specific case.
the recruitment campaign starts.
If the need for volunteers is recognized, but just the campaign
The campaign should not be limited only to the places that is not launched, it is important that employees know who is
are the easiest for spreading the recruitment message. When in charge of recruitment, so that they can direct potential
planning the recruitment campaign it is useful to think about volunteers to this person. It is also important that employees
places where your target groups often goes. If we are talking be regularly informed about the open volunteer opportunities
about young people that could be: bars, squares, theatres, in the organization. They get in touch with many people who
concert halls, gym or sport clubs etc. but also online spaces could become volunteers in the future and they should be
where young people are present: Facebook, Instagram, able to point them towards the right offers.

49
Interview,
Selection and
Placement
 Interview, Selection and Placement

Once the recruitment process is over and high qualifications, bur will prefer to try something new and
obtain new knowledge, skills and experiences. Therefore,
the interested volunteers have approached both volunteer’s ability and willingness should be taken into
the organization, the process of selection account during the placement. Quality placement decision
and placement of volunteers follows. This can be brought only if a quality selection of the volunteers
has been made. During the selection process, the organi-
process of matching volunteer’s motivation, zation and the volunteer manager have a chance to get to
expectations, interest, availability, skills and know the volunteer better. Placing the volunteer should be
experience with offered and possible tasks done in a way that it meets the requirements of everyone
involved – the volunteer and the organization, represented
and job positions within the organization, is with its personnel. The volunteer should not be placed in an
often perceived as the greatest challenge in available position if he or she has no interest and willingness
to do it. Neither should the volunteer be placed in a position
volunteer management. The effectiveness of
for which he or she shows huge interest and willingness, but
the volunteer’s future work usually depends does not have the qualifications for it. The placement should
a lot on his or her satisfaction with and suit- be done with the consensus of both the volunteer and the
supervisor for the volunteer position.
ability to the placement position.
Different methods and procedures can be used during the
process of selection of the new volunteers. The most useful
Selection and placement is the interview, as it gives a lot of needed information for
the placement decision.
When determining the position of an interested volunteer
within the organization, the specific needs of the organiza- • The interview is usually preceded by a volunteer ques-
tion should be clear and understood. In the “Programme tionnaire form for general membership in the organiza-
planning and developing job descriptions” chapter, we al- tion and the application form for the concrete position.
ready described how to define those specific organizational Every organization that plans to engage volunteers should
needs for volunteer involvement. The skills, interests and have the volunteer questionnaire ready when a potential
availability of a potential volunteer should also be considered. volunteer enters the organization. This form allows the
Interested individuals should be selected according to their organization to obtain certain information about volunteer
qualifications and the ability to perform in the volunteer that could help the project coordinators in the future, when
position. Sometimes, potential volunteers will not be inter- there is a need for quick selection of volunteers for some
ested in volunteering in positions for which they possess tasks.

51
• This questionnaire should consist of general information When a volunteer is placed, it is good to have a contract
about the volunteer (name, sex, birthday, address, contact (i.e. a written agreement) between the organization’s repre-
phone and e-mail), his or her education and expertise, sentative and the volunteer. It is based on the volunteer job
jobs he or she has done, his or her general volunteering description and on the general volunteer policies or manual
interests, specific organizational areas of work in which of the organization, if they exist.
the volunteer is primarily interested and the availability
of the volunteer in hours per week. This questionnaire is There are some key elements of a well-written volunteer
being given to the volunteers when they express the wish contract:
to join the organization in general and are not applying for
a specific volunteer position. • It defines obligations of both the volunteer and the or-
• When the volunteers come to the organization after ganization towards each other and towards the volunteer
a recruitment process and are interested in a specific position and the work he or she will be doing.
volunteer position, they should be given a more specific • It can also define the length of engagement and possible
form to fill in – an application form. The application reasons for ending it, in the specific position or in the
should include all the questions from the above-mentioned organization in general.
questionnaire with additional points addressing specific • It lists all support activities (supervision, training, men-
information that the volunteer manager and the supervisor toring, evaluation, etc.) provided to the volunteer during
of the volunteer position need to know, in order to select his or her engagement.
the best candidates for the specific job. These additional
questions in the application should address the volunteer’s The main reasons for having a contract with a volunteer:
motivation for that position, his or her concrete knowledge
and skills helpful for this position, experience in similar • It can help both sides to understand the volunteer en-
jobs and tasks, expectations he or she might have from gagement more as a professional work, opposed to simply
the position and the organization and any other special filling in the gaps in the organization, which way some
requirements needed. organizations misuse their volunteers.
• For quality placement of the volunteers, it is very helpful • From the contract, it is obvious what are the rights and
to have a sign-up corner in the office (e.g. the desk of responsibilities of both parties and how they should co-
the volunteer manager) where the potential volunteers operate.
could sign up for volunteer tasks. For instance, after the • Having a well-defined contract allows for easier dealing
completion of the general questionnaire, they could sign with any possible future disagreements and prevents many
up for possible volunteer engagements in periodic events, of them.
committees or boards of the organization, projects and
programs, etc. Existence of this kind of a “corner” in the With or without the existence of the contract, it should be
organization is important as volunteers might approach the clear and acceptable that once the placement decision has
organization and ask for a potential volunteering opportuni- been brought and the engagement of the volunteer start-
ty even when there is no concrete volunteer position open ed, the volunteer and his supervisor could still change the
and no recruitment process was organized. In addition, vol- placement decision if it turned out that the placement has
unteers could give ideas for new tasks and projects there. been unsuccessful.

52
 Interview, Selection and Placement

Interviewing volunteers
Interviewing the volunteers is the most thorough method
of selection and placement in volunteer management. In-
terview is used especially in the case when the volunteers
have approached the organization after the targeted and
concentric-circle forms of recruitment. Whenever there are
special demands one needs to fulfil in order to be accepted
to a volunteer position, interview comes as a useful method
of selection. Interview is usually used after some information
about the volunteer has been obtained through a question-
naire and an application form. According to the needs of the
organization, the volunteer job description and the available the volunteer manager should have a meeting with all the
information about the volunteers, an interviewer develops the interviewers before the interviews and prepare them for the
questions that will be used in the interview. These questions, non-discriminative and non-prejudicial role of their work.
however, do not have to be strictly followed, and each new
question should be connected to the volunteer’s answer to The basic difference between interviewing a volunteer
the previous one. While interviewing candidates, one has to and a candidate for a paid position is that when choos-
ensure that there is a fair process of focusing individually on ing a paid employee, we are looking for the one person
each candidate. It is always good to have more interviewers who fits the position best, and when interviewing for
present during each interview and that the same team of a volunteer positions, we are looking for the job that
people conducts all interviews for a position. fits the volunteer best.

All interviewers should be educated and skilled, and should All the potential volunteers who satisfy the basic conditions of
be well prepared for the interviews for the specific position participation (e.g. mental health, availability, etc.), should get
and program. The interviewing skills include: a chance to engage within the organization. Job description
should be modified according to the volunteer’s needs, but
• Active listening it should still be in accordance with the organization’s needs,
• Analysing the volunteer’s body language priorities and possibilities. During the interview, an applicant
• Understanding the values of the organization and the should have a chance to ask the interviewers questions about
volunteer the position and the organization. The process of interviewing
• High emotional intelligence (interpersonal and intraper- a volunteer can be seen as a kind of negotiation, since its
sonal). aim is to match the volunteer’s expectations, motivations,
• Ability to understand other people’s concerns and to put qualifications and availability to the organization’s needs,
oneself into other people’s position when needed. priorities and open volunteer positions. Based on this ne-
gotiation process, the interviewer should be able to draw
It is highly important for interviewers to be previously proven the conclusions during the interview, regarding the possible
as persons are not in any way discriminative. Additionally, position for the volunteer.

53
An interview offers a possibility to discuss with the potential According to Carter McNamara (General Guidelines for Con-
volunteer all the requirements needed for the position and ducting Interviews), there are four types of interviews:
for being a part of the organization:
1. Informal, conversational interview
• time availability of the volunteer, 2. General interview guide approach
• needed and provided education, 3. Standardized, open-ended interview
• respect of the organization’s volunteer policies and pro- 4. Closed, fixed-response interview
cedures,
• confidentiality rules, In the informal, conversational interview, the interviewer
• reporting lines for supervision and help, does not use predetermined questions much, and is open and
• expected results and accomplishments within the volun- adaptable to the flow of the interview. This type of interview
teer position, is most often used in interviewing potential volunteers. In
• any other expectations on the side of the organization. general interview guide, the interviewer uses predetermined
questions with the intention to collect information from the
During the interview, the interviewer should keep in mind that same general areas from all the potential volunteers. As this
the volunteer has not accepted the position yet, and should type of interview still allows a degree of freedom in collect-
give additional explanations about the purpose of the position ing specific information from the interviewees, it is often
and its benefits for the organization and the community. used in volunteer management process. In the standardized,

54
 Interview, Selection and Placement

open-ended interview all the interviewees are asked the same formed into a question. Here are two examples: “This society
open-ended questions. With interviews of this kind, it is easier needs the law on volunteerism, doesn’t it?”; “You are very
to compare the answers of the different interviewees, but it motivated for this engagement, aren’t you?”
has not been used for interviewing volunteers as much as
the more individualised ones. In the closed, fixed-response
interview all interviewees are asked the same questions, WHeN INtervIeWINg A vOluNteer:
which are not open-ended, but have a fixed response. That
means that the interviewees have to choose their answers • It is always better to use open questions.
• Closed questions are usually seen as formal, and the
from an offered set of alternatives. This type of interview is
volunteer manager and the interviewing team should
not used much in the volunteer management, as it is hard
avoid most of the formality in an interview.
to approach the volunteer individually and to determine his
• The interviewer should avoid rhetoric questions, as
or her natural flow of thoughts on the subject.
they reflect the interviewer’s, rather than the inter-
viewee’s, opinions and knowledge.
Questions used in an interview can be:
• Open questions encourage a natural flow of thought
in potential volunteers.
• closed,
• The interviewers should keep notes during the in-
• open or
terview, in a way that does not disturb the potential
• rhetoric.
volunteers.
• Pleasant environment, with a level of privacy, is
Closed questions are the ones to which an interviewee can
important for the interviewee.
answer either with “yes” or “no” or by choosing among an
• The interviewers should present themselves and the
offered set of alternative answers. Examples of a closed
organization at the beginning of the interview and
question in a volunteer interview would be “Have you been
should make sure that the interview is not interrupt-
volunteering before?” or “Have you seen our recruitment
ed by other people or things (e.g. mobile phones).
message?”.
• The most appropriate and pleasant duration for an
interview is considered to be about 20 minutes.
Open questions do not have answers offered in advance. The
answers depend solely on the interviewee’s understanding
of the question and his or her opinions, feelings, behaviour
and knowledge. Examples of the open questions are “What
do you know about the situation on law on volunteerism in
the country?”, “How do you feel about working in a chaotic
organizational environment?”, “Why did you choose this vol-
unteer position and this organization for your engagement?”
etc.

Rhetoric questions are usually asked when the interviewed

person should approve or agree with a concept that has been

55
 position in person and to meet them face-to-face. In addi-
rejecting volunteers tion, there are usually less possible candidates interested in
the long-term volunteer position than there are for “local”
When selecting, and placing a volunteer, one should keep in
volunteer positions.
mind that in quality volunteer management process, volun-
teers are not easily rejected.
Two basic techniques used for selection and placement of
long-term volunteers are the application form and the in-
Each willing volunteer who satisfies basic conditions for
terview. As it difficult to meet the candidates in person, it is
volunteering in the specific position should get a chance
important to have an application form which is thorough. This
to do it. However, giving a position in a volunteer program
application form serves as a basis for narrowing the selection
to an unsuitable or unneeded candidate can harm both the
of candidates, who will be invited to the interview.
organization and the volunteer. Non-matching placement
can cause unwillingness or impossibility of the personnel to
work with the volunteer, dissatisfaction of the volunteer and
ineffectiveness of the volunteer position. Application form for long-term volunteering should
consist of following:
If the potential volunteer is judged as unsuitable for the posi-
tion during the interview, he or she should be offered another • personal data
open position within the organization. If the volunteer lacks • employment status (this is important due to the fact
specific knowledge and skills for the position, but is still will- that a person will have to spend few months away
ing to try, he or she should be offered on-the-job training from “home” and his or her everyday work)
and external opportunities to attain needed qualifications. • education (formal and non-formal)
• skills, hobbies, interests
In extreme cases, when the volunteer does not agree with • language skills
basic organizational mission, aims and the values, the volun- • previous volunteer work of the candidate
teer should be advised to join other organizations that could • connection of the candidate to the project (i.e. the
fit his or her beliefs better. volunteer position)
• relationship with the sending organisation (this is
important, because it is possible to ask the sending
Selecting and placing organization to interview the volunteer, and to pre-
pare the volunteer once he or she is selected)
long-term volunteers • future plans of the volunteer after the project (this
can show how will the volunteer be able to use the
Selection and placement of long-term volunteers can be done skills, knowledge and experience gained during the
in a fashion similar to the selection and placement of local project)
volunteers (described above), having one basic difference • in addition, CV and motivational letter should be
in mind – candidates for long-term volunteer positions are attached to the application form
usually from another country or region. For this reason, it
is more difficult to get to know all the candidates for the

56
 Interview, Selection and Placement

It is not always possible to interview face-to-face all candi-

dates for the long-term volunteer position, due to any of the
Selecting and placing
following reasons: workcamp volunteers
• it might be too expensive for candidates to travel to the Selection and placement of workcamp volunteers is usually
hosting organization for interview done without any personal contact between the volunteer
• there might be no budget for the reimbursement of the and the hosting organization and there are no possibilities for
travel and board costs of applicants while interviewing an interview as a selection tool. Everything is based on the
• one-to-one interviewing might be too time consuming application form. In major international volunteer networks,
• hosting organisation might be satisfied with the informa- the exchange of the workcamp volunteers is well structured
tion about the candidates received in the application form and the application forms are standardised. All organizations
use the same form and the same questions within the appli-
Thus, we advise the use of Skype or other electronic tool for cation form. There are qualified placement officers in each
interviewing the potential volunteers. of these organizations and they are responsible for quality
selection and placement of the candidates. The placement is
Interviewing helps in efficient placement of the candidates based strictly on the application form. The decision on where
to the long-term volunteer position. The general rules for to place a candidate depends on the information available
interviewing the candidates are the same as the ones de- in the application form and on the structure of volunteers
scribed in the chapter on interviewing local volunteers. One already accepted to the workcamp – it is recommended to
slight difference is that when interviewing candidates for the keep gender balance and not to accept more than two vol-
long-term positions additional attention should be paid to the unteers from one country.
language knowledge of the candidate. The official language
of international interviews is usually English, but it should In the SEEYN “Workcamp Handbook” there are more details
be planned ahead for the volunteer to attend a language about placement procedures for workcamp volunteers, with
course in the hosting organization/country language. Another a typical application form for the workcamps is presented.
difference is that the interview for a long-term position helps
to determine (more accurately than the application form)
how well would the candidate fit into the project happening
in another country (and culture).

57
volunteers’
Orientation
and training
 volunteers’ Orientation and training

Education of volunteers is a very important effectiveness of the previous training programmes should be
regularly evaluated and other training programmes should
part of the overall volunteer management of be planned to allow further development of the volunteer.
a volunteer programme within an organi- Volunteers in the organization should be able to learn from
each other during the meetings in their organization. The
zation. Quality education gives volunteers a meetings are a great platform to exchange information and
feeling of belonging to the organization. experiences among each other. The volunteer manager should
announce the consultation hours designated to the meet pos-
How skilled the volunteers are for the concrete engagement sible needs of the volunteers. Workshops covering different
in the volunteer position is defined during the interview ex- topics should be held for volunteers at least once per month.
plained in the previous part. Even if a volunteer possesses In order to provide volunteers with the information needed
high levels of skills, knowledge and competences needed for to perform their work effectively, every volunteer education
the job, his education within the organization is still impor- process should consist of orientation, training and coaching.
tant, because it prepares him or her for a clear relationship Orientation covers general preparation of the volunteers for
with the organization and the volunteer programme. a clear relationship with the programme, organization and
the personnel. Training usually denotes specific preparation
Education of volunteers is a constant process, which starts of the volunteers for good performance in the concrete job.
from determining the skills, knowledge and competencies Coaching is the process of fostering regular progress and
required for proper accomplishment of the job. The next thing development of the individual regarding his or her compe-
to be done is to review the qualifications that the volunteer al- tencies. In addition to educating the volunteers, a quality
ready has. By comparing the qualifications that the volunteer volunteer programme offers the adequate counselling for
already possesses to those that are needed for the position, it volunteers who are dealing with any problems and difficulties
is possible to define the set of skills and knowledge on which in their lives during their engagement in the organization.
the educational process for this volunteer will be based. The
following step is to design different orientations for the volun-
teer and other specific and task-related training programmes. Orientation
Whenever it is possible, the community resources available
should be used in the overall volunteer education process. A general orientation to the organization, its mission, frame-
It is important that this educational process be developed work, philosophy, personnel, culture and climate is needed
with respect towards characteristics of the adult learning and whenever a new volunteer arrives to the organization. During
non-formal education. The new volunteers should be placed the orientation, organizational codes of conduct expected
on the volunteer position only after they have completed the from the volunteer in their new position should be outlined.
initial training. During their engagement in that position, the In this initial stage, the volunteer is taken for a tour of the

59
organization’s facilities and the working area and introduced
to the different features in the office (e.g. kitchen) that are “CHeCK lISt” fOr tHe OrIeNtAtION
not relevant for an outsider, but are helpful to a person who PrOCeSS Of A NeW vOluNteer IN AN
will spend significant amount of their time there. What may OrgANISAtION:
seem as a routine to the existing personnel may be the start
of an adventure of the volunteer. Therefore, the orientation Welcoming and informational session on following:
must be planned carefully and according to the volunteers’ • The Organization (mission, vision, values, goals,
needs, which were defined during the interview. Different history)
people can have significantly different expectations regarding • The Organizational Personnel (teams, structure,
welcoming a new person in the office climate, but the volun- culture and climate)
teer will gradually adapt to the customs and communication • The Volunteer Programme (goals, framework within
patterns of the organization. The orientation process should the organization, etc.)
also include some information about the concrete volunteer’s
assignments. In this phase of introduction of the project, Information and discussion about the volunteer’s task
there should be enough free space for the ideas and sugges- and position:
tions that might come from the volunteer. Both the volunteer • information about the concrete volunteer’s assign-
and the personnel working with them on the project need ments
to express their expectations and possible fears, in order to • organizational codes of conduct expected from the
prevent potential misunderstandings. The volunteer should volunteer in their new position
present his or her previous experience and the motivation for • volunteer’s previous experience and the motivation
accepting the position to the new colleagues, as it is most for accepting the position
likely that they have not been present during the interview, • rights and obligations in the volunteer programme
so they will not know much about the volunteer. • introduction to the team colleagues
• exchange of expectations among the volunteer and
In the orientation process, the basic information given to the his or her colleagues to be, regarding his or her
volunteers should cover the organization (its mission, values, position
culture, background and the history), organizational systems
(structure, personnel policies, volunteer policies, use of office A guided tour:
equipment and the daily routine) and introduction to the team
• working area
colleagues. However, volunteers should also be introduced
• organization’s facilities
to their working area and their rights and obligations in the
• use of office equipment
volunteer programme.
• the daily routine

Materials given to the volunteer:

• Organizational manuals and procedures (personnel
policies, volunteer policies, etc.)
• the organization’s volunteer manual if one exists

60
 volunteers’ Orientation and training

Volunteers’ orientation should be organized as a session or a • electronic (via Internet) training and
meeting, depending on the number of the volunteers present. • structured reading programmes.
A guided tour should also be organized for them. Volunteers
should be given certain materials of the organization, e.g. The training is tailored according to the skills and compe-
manuals and procedures and especially the organization’s tencies required from the volunteer for the position and the
volunteer manual if one exists. The orientation process should skills and competencies the volunteer already owns. It can
be designed in a way that volunteers are not overloaded with be longer or shorter, oriented to skills development or to the
the information, but it should still provide all the information information transfer to the volunteers. The training should
they need in order to understand the general atmosphere and be practical and experiential.
the project. The better the volunteer understands what is the
organization is, how it operates, and what are his or her future When talking about the learning, it is of crucial importance
colleagues like, the better will the volunteer be able to fit into to understand that without willingness for learning and
the organization and among the personnel. This will enable self-development, no big results can be achieved. Concept
the volunteer to have quality future cooperation with others of self-directed learning needs to be introduced to vol-
and to take initiative in developing his or her activities in the unteer, and some materials for further watching and reading
ways that are helpful to the organization. recommended. For e.g. TEDx talks:

• The revolution of self-directed learning by Sean Bengry.

training Available at: [Link] ;
• The importance of self-directed learning by Alan Webb.
While orientation is usually general and informal, training Available at: [Link]
is more specific and formal, equipping volunteers with the
knowledge, specific job-related skills, attitudes and behaviour The support person (mentor) has a crucial role in preparing
required by their future position. This is needed to make sure and training the volunteers for their positions. Not only the
the volunteers will be able to perform their jobs successfully. organization benefits of it (the tasks are done more efficiently
The training explains volunteers how they are supposed to and effectively), but ensuring the on-going support for the
perform during their engagement, what they are not sup- volunteers will make them feel more integrated, more at
posed to do while their engagement and how to react in an ease in their job, more valuable and recognised and therefore
unexpected situation. more motivated. Volunteers are learning actively from their
mentor by observing the work mentor does, by recognising
Training can be done in the form of group training, individual the problem themselves, analysing the problem from the
tutoring and consultation. Training of the volunteers can be organization’s point of view, drawing general conclusions
performed on the job or through: about organisation’s typically recommended approach in a
similar situation and by practising the things they learnt. Vol-
• practical demonstrations, unteers’ learning is the result of interrelation of a cognitive,
• study visits to other organizations and programmes, an emotional and a behavioural level. It is proven that people
• conferences and workshops, learn most powerfully through their own experience, so if
• lectures and seminars organized in the community, an organization wants to provide the space for volunteers’

61
learning, it has to put them in situations that involve cog-
nition, emotion, and action and to offer methods that allow
volunteers to experience and reflect on all of these three
levels. Typical coaching process of teaching or upgrading
volunteers’ skills within the training is done in a way that
the needed skills are at first demonstrated to the volunteer
by his supervisor, mentor or another experienced colleague.
Then the volunteer tries to perform the activity, using those
skills. After this, the volunteer is given a constructive feed-
back and an analysis of the performance is done together by
the volunteer and the coach.

“Y
ou cannot teach a man anything. You
can only help him to learn” 6. Dates and length
7. Objectives – are measurable learning outcomes identified
Galileo Galilei for a training activity. All objectives need to be SMART –
Specific, Measurable, Agreed (upon by everyone involved)
Realistic and Timebound.
8. Methodology and methods (suggested and used) – it is
recommended that a variety of methods be used, as differ-
Every training process should be structured and prepared ent people have different learning styles. Some examples
carefully. When planning the training of the volunteers for of the methods that could be used in the training course
engaging into new volunteer positions, one should develop are brainstorming, wall writing, discussions, buzz groups,
the outline for it which will consist of following elements: small-group work, ranking, role-plays, simulations, taking
photos and making films, etc. Using different methods
1. Job description title will contribute to the maintenance of participants’ energy
2. Background – organizational needs for this volunteer level.
position 9. Programme – time schedule and description of activities
3. Knowledge, skills and attitudes of a volunteer that will on the training (step by step)
be useful for this volunteer position – these are already 10. Possible “hand-outs” to volunteers and additional tips
defined during the job description writing for further reading
4. Knowledge, skills and attitudes of the volunteer already 11. Training materials needed – this might be for instance
defined during the interview additional literature on adult learning
5. Trainers – who will provide the training, an external ex- 12. Space requirements and technical equipment needed
pert, or someone from the organizational personnel 13. Any additional comments

62
 volunteers’ Orientation and training

When designing and performing the training, it is helpful to a way that creates a non-threatening environment for the
both other paid employees and volunteers to get involved learning process. During the training, facilitators manage
in the process. Training is usually organized in a group, time accordingly to the needs of the programme and the
which gives additional values to the learning process of the group, give clear instructions, facilitate the discussions and
individual, as it encourages responsibility, develops com- perform the debriefing and evaluation of the session in order
munication skills and co-operation and involves consensual to foster a quality learning process.
decision-making skills. Trainings courses are performed in

63
 usually more volunteers). The support person is responsible
Orientation and training for guiding the learning process of the LTV during the overall
of long-term volunteers project.

Orientation of the accepted long-term volunteer (LTV) starts

in his or her sending organization – if there is one. If there
is no sending organisation, then this element needs to be
covered by organisation that is involving long-term volun- ON-ArrIvAl OrIeNtAtION Of tHe ltv
teer in their work. This preparation is called “pre-departure” SHOulD CONSISt Of fOllOWINg:
preparation.
• Welcoming the volunteer at the airport/train station
During the pre-departure preparation, volunteer is introduced and taking care of his basic needs after the travel
to • Introduction of the volunteer to the people in the
organization and their roles
• the basic concepts and values of volunteering, • Explanation of the technical aspects (accommo-
• specificities of the long-term exchange and its intercultural dation, food, pocket money, insurance, language
dimension training, internet access, etc.)
• basics of conflict management • Introduction to the aims, activities, structure and
• usual misunderstandings that can arise when an LTV ar- people involved in the organization
rives to his or her hosting organisation and the ways to • Introduction to the concrete assignment the vol-
prevent or resolve them. unteer will perform in the organization. It is good
to immediately discuss possible changes from the
The second phase of the orientation of the LTV is organized original job description and possible contributions
upon the volunteer’s arrival in the hosting organization – or at of the volunteer to the task.
the hosting department or project. It is called the “on-arrival” • Informing the volunteer about the motivation of the
orientation. During the on-arrival orientation, the volunteer organization to host an LTV
gets the first impressions of the organization, future col- • Introduction to the town, region and the country –
leagues and the project. The quality of the first impression with the help of local volunteers
will influence the feeling of safety and acceptance in the new • Possible intercultural learning session – similar as
environment. the one used in the pre-departure preparation, but
this time together with the local volunteers and new
Training of the LTVs is done in the same way as the training colleagues in the hosting organization
of the local volunteers, additionally paying attention to the • Introduction of the volunteer and his or her sending
same two differences mentioned in the chapter on selection organization
and placement of long-term volunteers – the possible lan-
guage barrier and the intercultural dimension. Each LTV has Source: Geudens, T. and associates, 2002
his or her own support person during the project (in local
volunteering, one supervisor and/or volunteer manager is

64
 volunteers’ Orientation and training

approaches are used within non-formal learning in youth work

Orientation and training that match these different aims. The selection below focuses
of workcamp volunteers on those that strongly empower young people:

Workcamp volunteers are usually prepared by the sending • Providing experience: learning by doing
organization in preparation workshops or through individual • Giving a choice: using different methods and techniques
preparation for the specificities of the volunteering on the • Focusing on the present: responding to the current needs
international volunteer workcamps. During this preparation, of participants
volunteers are introduced to the concepts of workcamps and • Making learning interesting: enjoying time together
basic organizational issues (leaders, kitchen teams, work • Creating a space for observation: reflection
time, free time, etc.). • Supporting competence building: self-assessment
• Coaching: maximising personal potential
Once the volunteers arrive at the location of the workcamp,
leaders and local volunteers take care of the relaxed intro- The “Study of the impact of non-formal education in
duction and the orientation of the volunteers with the people youth work on acquiring competences for better em-
who are already there, the project, the project partner, and ployability of young people”; NAPOR, April 2014 found
the surrounding and the typical customs of the area. following:

During a workcamp, workshops related to the work tasks • “Non-formal education in youth work contributes signifi-
should be planned (e.g. painting techniques if the workcamp cantly to the development of personal, interpersonal and
is about the renovation and painting). In addition, an expert work related competences of young people who partici-
in the work field (e.g. professional painter) should be present pate in these programmes. At the same time these skills
to coach the volunteers, guide them and assist where needed. largely coincide with the competences that employers look
for when hiring, expressed in advertisements or applied
in the selection procedures. Therefore, we can conclude
Non-formal education that the competences acquired in non-formal education
in youth work are very important for the employability of
of volunteers and their young people, since these competences (personal, inter-
employability skills personal and work related) are those that employers look
for when hiring. Ten competences from the tested com-
As Monika Novosadova explains in her article “Empowering petence framework are important for all jobs, while the
young people through non-formal learning activities: prin- other six competences are seen as significant depending
ciples, methodological approaches and coaching” (2015, on the position one applies for. Of particular importance
European Commission Directorate-General for Education and for employment, regardless of the position one applies for,
Culture: “Youth work and non-formal learning in Europe’s are communication, and learning and development, and
education landscape”), non-formal learning supports indi- then self-management, personal organization, willingness
viduals within a group to learn based on their own needs and to take responsibility, teamwork, conflict management,
in line with expectations from different stakeholders. Many entrepreneurship and problem solving.

65
• Young people and employers agree in their assessment competences in the tested framework are applicable
that in the selection of employees, the experience of and important for success in their business context. In
non-formal education in youth work is positively evalu- particular, they cite the importance of: communication,
ated in many cases. For employers, this experience is an personal organization, willingness to learn and develop,
indicator of pro-activity of young people. At the same time, taking personal responsibility (accountability) and prob-
the employers indicate that there is a need for greater lem-solving ability.
visibility and better presentation of competences acquired • The study results found a statistically significant positive
in non-formal education in youth work by young people correlation between length of participation and frequency
when applying for a job. of participation in non-formal education in youth work on
• There is a significant transferability of competences ac- one hand, and the extent and scope of the competences
quired through non-formal education in youth work into acquired by young people, on the other hand. The results
a business environment. Over 90% of young people and show that the length of participation of young people in
the organizers of the programs included in online survey non-formal education programs in youth work is signif-
consider the competences acquired through non-formal icantly associated with the acquisition of 10 of the 16
education entirely or largely transferrable in the business competences from our framework. This statistically signifi-
environment (e.g. working in a company). cant association was found for the following competences:
• It has been shown, also, that the young employees, no self-management, accountability, integrity, leadership,
matter what sector they work in, confirm that all the communication, conflict management, entrepreneurship,

66
 volunteers’ Orientation and training

organizational skills, problem solving and digital compe- include teamwork, communication, leadership, flexibility
tence. Trajectories of young people within the world of and responsiveness. They also include creativity and inno-
youth work are very diverse and usually cover a range of vation, which involve defining problems, coming up with
different activities. In this sense, it is hard to tell what ways of dealing with them, and sticking to a chosen course
types of activities provide a more suitable context for the of action. In this way youth work contributes to closing the
development of competences, but we can certainly say gap between the competences acquired by young people
that the longer-term, more intensive and higher quality and the needs of the labour market.
programmes of non-formal education in youth work have a • It needs to be emphasised that the range of competences
better chance to enable young people to develop a higher gained through non-formal learning is wide and cannot
level and scope of competences than the short-term and be limited to ‘soft skills’. Non-formal education enables
part-time programs.” young people to develop very concrete skills that can be
measured, including mathematical, digital competence,
The European Commission’s Expert Group report “Devel- budget management, knowledge of foreign languages
oping the creative and innovative potential of young and others.
people through non-formal learning in ways that are • There are various interpretations of the skills needed in
relevant to employability” from 2012 says following: the labour market. The core concepts alternate between
‘employability’, ‘soft skills’, ‘transversal skills’, ‘life skills’
• “Non-formal education and learning has an important or even individual characteristics and traits. The skills de-
role to play in responding to youth unemployment. This is scribed significantly overlap with the European Key Com-
because it supports development by helping to transform petencies for Lifelong Learning (2006/962/EC), which are:
young peoples’ potential, creativity, talents, initiative and
social responsibility, through the acquisition of related • Communication in the mother tongue
knowledge, skills, attitudes and values. It is often com- • Communication in foreign languages
munity based and outside of formal institutional contexts. • Mathematical competence and basic competences in
• Youth work can play a key role in reaching out to all young science and technology
people. For those with fewer opportunities, youth work • Digital competence
supports re-integration, through its close and informal • Learning to learn
contacts with young people, youth-friendly outreach and • Social and civic competences
ability to instil trust in young people to get in touch with • Sense of initiative and entrepreneurship
authorities. It provides individual support on occupation- • Cultural awareness and expression.
al orientation and counselling, tailored to the particular • Team-work, adaptability and flexibility, self-confidence
challenges of different young people, in an informal en- and intercultural skills are said to be amongst those devel-
vironment. oped to a greater extent in youth organisations compared
• The purpose of youth work is not to provide jobs but to formal education systems (Souto-Otero et al, 2013).”
engagement in the wide variety of personal and social
development activities that it offers, helps young people As both long-term volunteering and workcamps are mobility
to develop the knowledge, skills, and attitudes that are activities, we bring here findings from research on learning
frequently said to be needed in the labour market. These in mobility projects.

67
Research report: “Factors supporting learning in mobility • Push for intercultural challenge: Interviewees in most
projects” (2012/2013; within the project UNIQUE Year of cases recognise their tendency to stay in their comforta-
Learning: Youth on the Move!, [Link] ble conditions, but they also recognise that accepting the
eu) brings following conclusions. intercultural challenge is fruitful in the sense of learning
and personal development. This challenge comes like
“Experience of the interviewees of the research factors sup- a push from the outside by giving hints to “go for it”,
porting learning in mobility is structured in 8 main content by giving activities, by inviting (I say pushing) to act in
centres: intercultural groups, by staying in the foreign culture/
country long enough.
• Strong personal interest made their learning possible • Safe space for reflection goes with the need for a
and more fruitful even when the learning conditions were counterbalance to the challenging part of intercultural
poor or not there at all. The interest could be very clear experience during mobility projects. National groups or
and conscious or intuitive but emotionally charged. The just groups where someone feels safe, proper moments
person with strong personal interest is looking for flexible and methods supports this counterbalance. Lack of it is
space in the program to reach their learning objectives. experienced in a very negative way, especially in the case
Too structured, organisers’ needs-oriented programme when knowledge of (experiential?) learning mechanisms
might provoke irritation and dissatisfaction of the learner was absent.
or it provokes even stronger effort to strive for their learn- • The quality of intercultural group communication
ing. Difficult to reach but desirable learning opportunity serves as the context for learning in mobility projects. The
creates additional motivation to go for it and to participate fact of interculturality in the group has its own impact
as full as possible. The interest (or lack of interest) might already at least it works as the possibility to open up their
be rooted in their previous successful (or unsuccessful) own identity and to realise the difference of others as
learning experiences. the resource. Research data allows to name a specific list
• Knowledge of learning mechanisms helps participants of supportive characteristics of relationships in mobility
to be self-directed learners and to reach their learning projects, such as openness, goodwill, respect, trust, mu-
results even when learning conditions are not completely tuality of honest interest, patience. The atmosphere based
there. on this kind of relationship encourages people to speak
• Real, authentic experience here means the moments even if they are not perfect in the foreign language. The
that learning experience goes beyond the isolated learning supportive atmosphere in the intercultural group goes to-
situation. It has a direct link to the daily life of participants gether with a quality group process. Long enough group
or to the daily life of other people (usually – a local com- process is part of it.
munity), part of this is an honest spontaneous interaction • Help of educators/organisers: We have a big list of
with people of another culture, the interaction is based on possible educational support divided in sub-categories:
their honest interest. This kind of experience is followed organisational support, individual support, encouraging
with emotional involvement and increasing motivation, group process, framing the program, attitude of educator.
with appearing sense of meaning. It motivates participants These types of support were experienced by the interview-
to put an effort to overcome difficult, uncomfortable mo- ees. But in most of the cases we had to ask directly for
ments during the mobility project. this to be named.

68
 volunteers’ Orientation and training

• Joy of togetherness in the group of different people:

It is a feeling of connection with people from another fOr furtHer reADINg:
context, another culture. It is followed with feelings of
joy, positive surprise, motivation to participate and to keep • ILO: Enhancing youth employability:
in touch.” The importance of core work skills
[Link]
A recent LinkedIn study found that hiring managers, over • SALTO SEE pubilcation: Youth Work:
80% of them consider volunteer work to be true work ex- Enhancing Youth Employability? Available at:
perience. Because these organizations have really strapped [Link]
financials, their volunteers are actually doing real work. A lot
of times, especially when you’re first graduating from college INSPIrAtIONAl vIDeO:
or you’re going back into the world of work or you want to
change industries, you don’t have any experience. And so, • Video: How Volunteering Can Help You Get A Job.
what you need to do is volunteer so that you can build that Available at: [Link]
experience base and get the skills and the opportunity and the • Video: Students talk about the student
relationships you need to actually get a job outside of that vol- volunteering and employability module. Available
unteer work experience. So, one of the things that we really at: [Link]
encourage you to do is to list volunteer work experience that
is relevant to the job you’re applying for. It is worth listing
your volunteer work experience, especially if your volunteer
experience is true to the job that you’re hoping to get.

69
Supervision and
evaluation
 Supervision and evaluation

When all volunteers have been placed, and have other responsibilities defined by their job description
and by the needs of the project or programme they are work-
provided with appropriate orientation and ing on. However, it is essential to provide support through
training, the care about them and support to supervision and evaluation to volunteers on everyday basis.
them does not stop there. During the entire process of engaging volunteers and working
with them (including providing supervision and evaluation),
It is of great importance to supervise volunteers’ work and it is important to keep in mind issues previously discussed in
evaluate it regularly. This is being done in order to determine this handbook. Namely, the combination of the motives that
the level of volunteer’s satisfaction with the work, achieve- might lead a volunteer towards concrete engagement differs
ment in the job and the progress of the individuals and the among volunteers and their personal styles are different. In
organization that come as the result of the volunteers’ work. addition, when setting up their priorities in life, volunteers
Volunteers should feel the confidence and feel connected to might give their volunteering position a different priority than
the overall volunteer programme. The role of the continuous the paid staff would do. A person who works with volunteers
support in the forms of supervision and evaluation is crucial and provides support to them should nourish the concept of
for this. individual approach to volunteers. Everyone who works with
the volunteers should be aware that it is a time-consuming
Ideally, there should be a volunteer manager in the organ- process, and that volunteers should be approached on both
ization; this person should be able to manage all processes professional and personal basis. People choose to volunteer
in the volunteer programme, including the supervision and because of the sense of belonging to an organization and a
evaluation of the volunteers. This does not imply that the group as well as because of the friendly relations that are
volunteer manager should supervise and evaluate the work built up during volunteering.
of the volunteers personally. This should be assigned to other
people (paid staff or volunteers) who are engaged in the same
projects as the volunteers who are being supervised. Each
volunteer should have a supervisor appointed to him or her
from the organization’s personnel. Depending on the scope
of activities that a volunteer performs, he or she should get
one or more supervisors who are experienced in the field of
the volunteer’s work. Those who are supervising and eval-
uating the volunteers should report to and cooperate with
the person responsible for the overall management of the
volunteer programme in the organization. It should be kept
in mind that those who give support to the volunteers still

71
 and mentorship to volunteers, for better quality of fulfilling
Supervising volunteers the tasks within the volunteer position. Within this part of
the supervision or this kind of supervision, the volunteers’
The terms “supervision” and “supervising” have been used
supervisor develops training plans and programmes of the
quite often lately. People give different connotations to those
volunteers on that job position. This is done together with
terms. The connotations of the term “supervision” go from
the volunteers’ coordinators and the volunteers themselves
the ones that put accent on observing and controlling to
to ensure that the volunteers receive necessary expertise to
understanding the supervision as one of the unavoidable
carry out their jobs.
forms of caring about the mental health of the individuals.
When assigning the tasks to the volunteers, the supervisor
Supervision in volunteer management can be organised in
should be aware of their motivation and their level of am-
three ways:
bition. Sometimes, too ambitious volunteers will take over
Within the civil society organisation in general, su- many duties on themselves without a clear feeling of limits of
pervision is the process of overseeing the productivity and their possibilities and the amount of time they will be able to
progress of organizational personnel, staff and volunteers. dedicate to their assignments. Likewise, there are volunteers
Such supervision ensures that volunteers, activists and co- who are introvert and who find it difficult to express them-
ordinators follow the organizations and projects’ aims, val- selves openly or have fear that they might disturb or bother
ues, policies and procedures. Supervision is the process of their associates by demanding additional duties or changes in
regularly reviewing the needs of the volunteers and the paid their current job. Part of the supervisor’s job is to get to know
employees. It results in suggestions for possible changes in the volunteers personally and establish a working atmosphere
coordination procedures, volunteers’ activities and adequate that will make all volunteers feel comfortable, be productive
job descriptions. and allow them to continue their personal development.

In order to be able to manage all their tasks properly, su- The volunteers’ supervisor should make sure that the vol-
pervisors should possess experience and knowledge of the unteers do not see him or her as their boss, but rather as a
organization’s work with beneficiaries and volunteers. This leader, the person they enjoy following. Supervisor should
includes the overall aims and the activities of the organization never give orders to volunteers, and should rather instruct
as well as the concrete work and projects for which they are them according to the combination of their needs and their
responsible. In order to work with the volunteers, supervisors assignments. When volunteers are at the beginning of their
should be familiar with the issues of volunteer management. volunteer engagement in the organization and the project,
Before they start acting as supervisors, they should receive the supervisors should be more directive, but still asking
some education in volunteer management, with emphasis on volunteers for opinion and understanding when assigning
the practical skills needed for supervision. tasks to them. Once the volunteers’ self-confidence is higher
and they start feeling familiar with the organization and the
Within the frame of work on the specific volunteer project and connected to it, they will need a less directive
position, every volunteer should have one or more supervi- and more supportive and coaching leadership style from the
sors that are more experienced than him/her in that specific supervisor.
job. The supervisors should offer targeted training activities

72
 Supervision and evaluation

Within the framework of orientation towards the vol-

unteers and their personal development and besides the WHeN YOu COmPlete A SIgNIfICANt
professional specialisation on the volunteer position, super- ACtION, Be Sure tO CeleBrAte!
vision of the volunteers should ensure the care about the
volunteers’ personal progress/development in competences Recognize the contributions of volunteers and every
(knowledges, skills and attitudes) useful in life in general, so staff member who was involved. If you don’t have time
called “soft skills”, as well as the care about one’s internal of funds to organize dinner, party or similar, think about
recognition and growth of his/her personality and possibility sending an e-mail to describe what you have completed
to deal with different situations in the future, based on the to all team members and stakeholders. Share this infor-
lessons learned from interaction with others during the vol- mation via social networks, write article for media, and/
unteering. This kind of supervision occasionally gathers vol- or include this success in a future newsletter.
unteers engaged within one or more volunteer programmes,
and provides group support, which is especially useful to the YOu HAve tO fIND tIme fOr tHIS SegmeNt!
volunteers working with specific groups of beneficiaries with
fewer opportunities (like persons with special needs, individ- Without this, and other elements of recognition, your
uals with specific mental development needs, etc.), because supervision will be seen from volunteers as negative
the work with this population is stressful and demands huge component, controlling, “parent-child relation” and you
emotional involvement of volunteers and thus burnouts are will not be successful in retaining volunteers and keep-
more likely to happen. ing volunteer managers, or yourselves individually or as
an organisation satisfied and happy with volunteering
Such counselling form of supervision should provide condi- program that you have developed.
tions of safety for volunteers to feel free to openly discuss
the problems which they face, and where the volunteers
would get adequate answers and advices for solving those
Supervision is the important activity of every volunteer
problems. Very often the sole exchange of experiences among
programme, because within it we offer support to the vol-
the volunteers offers potential solutions for discussed prob-
unteers and based on it we adapt the volunteer programme
lems. In efficient way, the supervision structures the gained
itself when needed, we engage new volunteers or organ-
experience that the volunteer can use for his/her personal
ise additional education/training activities. Which form of
and professional development on the long-term basis.
supervision will the organisation / the volunteer manager
choose within a volunteer programme, depends largely on
the needs of the beneficiaries, volunteers and staff/personnel
and it depends also on the possibilities and circumstances of
organising/coordinating the work of volunteers.

With the quality and consistent implementation of adequate

supervision, the whole volunteer programme is being im-
proved, and lessons learned fully help in creating future pro-
grammes and in our work with volunteers and beneficiaries.

73
 Collaboration tools
SeverAl WeBSIteS WItH mAterIAlS
fOr vOluNteer mANAgemeNt: Besides face to face communication, you can always use on-
line tools for collaboration. People of new generations feel
the need to collaborate online. There are different tools that
• Approaches to supervising. Available at: you can use, and here are some of them. Of course, you can
[Link] find the one that suits your organisation needs.
• Practical tools, templates & info to help you
effectively manage volunteers. Available at
SLACK
[Link]
• Managing Volunteers in Community Arts Slack ([Link] is a cloud-based team collabora-
Organisations: Best Practice Booklet for tion tool. Slack teams allow communities, groups, or teams to
Recruiting, Managing and Retaining Volunteers join through a specific URL or invitation sent by a team admin
in Regional Arts Communities. Available at or owner. This tool can help you to organize communication
[Link] with volunteers and team conversations.
• Volunteer timesheet and other materials
for CSOs working with youth. Available at: Slack has a few unusual features that make it perfectly suited
[Link] for work, including automatic archiving of all your interac-
tions, a good search engine and the ability to work across
just about every device you use. Because it is hosted online
and is extremely customizable.

You can use open channels and make a specific channel

for a project, a topic, a team, or anything—everyone has a
transparent view of all that’s going on. For information that
Online tools for volunteer is specific and important only for certain group of volunteers,
management you can create private channels and invite just a few of them.
Also, direct messages can be sent directly to another person
Volunteer management is a difficult task. Nowadays, when or to a small group of people for more focused conversations.
people sped more and more time online, it is useful to use Besides mentioned, there is an opportunity to take a conver-
online tools in this process. If you are working with young sation from typing to face-to-face by starting a voice or video
people, you know that “millennials”, as a community-oriented call in any Channel or Direct Message.
generation, tend to be “plugged in” at all times – be it on
their computer, on their phone, or even on their watch. For Bitrix24
a majority of young people, being completely disconnected
for an undefined period of time is terrifying—and it’s not just Bitrix24 ([Link]) been named one of the best
disconnection from the internet, but disconnection from their free project management software options, one for the best
peers ([Link] project management software for entrepreneurs, and as one

74
 Supervision and evaluation

of the best free CRM software options on the market. More Volunteer management softwares
then 1000 000 organizations are already using it. Beyond
having most of Slack’s features, Bitrix24 goes has no limit
Some of the tools that you can use can be volunteer man-
on search history, have completely free video conferencing,
agement software. You can try one of the free volunteer
and free screen sharing.
management software options that you ought to try out
before you decide to afford a more expensive system.
You can use it for giving tasks to volunteers since it has
built-in tasks, document management, and if you have many
Great advices o using technology in vol-
volunteers to manage, it is good to know that it also now
unteer management and generally work
offers free unlimited users in their unpaid version.
of an organisations, you can find if you
visit Capterra Nonprofit Technology
RYVER Blog: The latest tech advice for how to manage your
non-profit organization ([Link]
RYVER ([Link] is also one of the programs that
you can use for dispersed, decentralized team communication We selected for you just some of the free volunteer man-
and communication with your volunteers. You can invite all agement software, as an inspiration, but in order to find the
the people you need, and every member can create Teams and one that suits the best to the needs of your organisation, it
invite users with no concern ever about the costs. Even Guests is recommended to do more deep online research, check all
can be given the right to invite other guests that need to be pros and cons, and then select the one you are going to try.
on the team. You push information and decision-making out When you see that it is functioning in the way that you need,
to the edge of your entire organization, and if you want every then you can consider asking from other staff members to
stakeholder can also have a say and know what is going on. use it, or investing in premium options with more features
and database limits.
FLEEP
SignUp Basic
Fleep ([Link] enables communication within and
across organizations. It is an open network means that users SignUp Basic ([Link] is the free base release
can communicate with any other Fleep user, and can also from SignUp that offers plenty of the features necessary to
belong to one or several teams that have participants from manage your volunteers. As long as you only need one activity
within and outside their organization, enabling ultimate pro- organizer account and one group page, the basic version is all
ject collaboration. Fleep’s user-centric approach can suits well that you will need. It includes free online sheets, volunteer
for the volunteer managers who need to coordinate work of scheduling etc. It include: Mobile Signups, Easy Signups w/
different volunteers across organizational projects or even No Passwords, Social Media Sharing, Printable Rosters and
borders or who work simultaneously in different teams, or Calendars, Exportable Data Reports and Customizable Page.
organisations. You can use SignUp for managing any kind of voluntary ac-
tivities, including school activities, voluntary service projects,
cultural events etc. Automatic reminders help participants
keep their commitments, and easy online calendar editing,

75
reporting and messaging saves time and energy, so everyone this free use “on a case-by-case basis,” so your individual case
can do more GOOD! will have to be made to the company by application. You can
access WhenToHelpSM from anywhere, to quickly create and
publish schedules, and everyone can be automatically notified
by email and text message. Easily make schedule changes and
find the best replacements in a matter of seconds. Or simply
let volunteers handle shift changes amongst themselves! You
control what volunteers can see and do online using their own
ID/password: view schedules, enter work time preferences,
trade and pick up shifts, request time off and send messages,
and much more. You also can add other coordinators and set
their permissions. It includes: Email Schedule Reminders,
Unlimited Access for Schedulers and Volunteers, 100 Shift
Spaces Per Week, Scheduling, Mobile Capabilities etc.

Son of Service
Son of Service (SOS) ([Link] is a
multiuser volunteer management database for non-profits,
charities, schools, churches, and clubs. SOS will keep track of
your volunteers, their contact information, availability, work
history, comments, reminders, and relationships. It will help
you quickly find the right volunteer for the job and e-mail him,
and it will make reports about how you are using volunteers.
SOS is a helpful tool for organizations with many volunteers
or multiple volunteer coordinators. It include: Reporting,
Volunteer Information Storage, Work History Spreadsheets,
Reminders. YourVolunteers Free

WhenToHelp Lite YourVolunteers is a volunteer management tool that covers

many of the necessary features needed for volunteer manage-
WhenToHelp Lite ([Link] is a quality free ment. Maintain a database of your volunteers so that you have
volunteer management software, so long as you qualify for their current contact information. Create custom questions to
their extended free use program (501(C)3, considered a char- ask. Keep notes about volunteers that can be shared among
ity, only schedule unpaid volunteers, etc.). Their board grants volunteer managers within your organization. You can create

76
 Supervision and evaluation

shifts for your organization and volunteers either select from Mobile apps
those themselves or you as the volunteer manager can assign
volunteers. Filter the list by interests, availability or simply
In your work you can also use mobile app to see who is
choose from a list of all volunteers. If the volunteer does not
reached which achievement, add volunteers, and pull reports
start and end their shifts at the scheduled times, you can
overall the volunteers and their hours. Some of them lets
enter the actual times they worked and also record any no
volunteers track their own hours, see their progress, notify
shows. This information then appears on volunteer reports
when they reach certain achievements, and instantly rec-
and in charts so that you can keep track of those who are
ognizes them amongst their peers. If you are interested in
often late or who frequently miss their shifts.
using these tools, the best is to check in Google Play Store
([Link] or similar.
If after a while you find that the free options aren’t necessarily
covering all of your needs, many of these software options
offer premium options with more features and database Volunteer App
limits, or you can check the list of paid software at www.
This Volunteer App allows volunteers
[Link]/volunteer-management-software
within the voluntary youth sector to
record and track their volunteering
under the following headings: organ-
isations, events, goals, achievements,
residential or camps, courses and
qualifications. The App enables vol-
unteers to easily view and generate
reports of their volunteering activities and experiences, which
can then be emailed and printed. It also allows volunteers to
keep track of their voluntary hours.

Volunteer Tracker
Features:
• Record Hours
• View recent Volunteering Activities
• Report on hours for each
organization you worked with
• Get total volunteer hours
• Save and Organize volunteering
pictures
• Both English and Spanish support

77
Volunteer Time Tracking evaluating volunteers
With this app you can track and log Evaluation of volunteers is a process done in order to measure
volunteer hours on the go via your changes, achievements and impact of the volunteer pro-
mobile phone. Perfect for employer gramme and of the specific volunteer positions according
volunteer programs, non-profits, to the comparison of the situation before (in terms of goals
government grantees, and any other and objectives) and after. The goals and objectives of the
volunteer organization. volunteer programme and the volunteer positions should be
defined before the start of the programme. The information
Track it Forward provides volunteer coordinators with a web-
collected in evaluation should serve as guidelines for making
site to track volunteer hours and allows managers to easily
further decisions and improving volunteers’ work. Through
create reports and graphs. This is free for volunteers and can
the results of evaluation, the volunteers and their managers
be used both for free and paid Track it Forward accounts.
and supervisors can learn from their mistakes and successes
in the programme. Organizations can improve the ways to
involve volunteers in order for the volunteer programme to be
Information tools more productive. Evaluation can result with the adjustment of
the volunteer programme and can help with planning in the
There are also different online tools for informing potential future. Evaluation can also help in solving the future conflicts
volunteer about activities that you can use, such as: Online and can point towards possible current misunderstandings. It
Newsletters, circular emails, info graphics, blog etc. Some can define whether everybody involved follows the same line
of the tools are: of thought about the project and the volunteer programme.

• [Link] Most volunteers start volunteering with a combination of

• [Link] motives and needs and want to do their job the best they can.
• [Link] This is why they need regular feedback, evaluation of their
• [Link] / performance and assistance in further improving. Quality
evaluation helps the volunteer work better and come closer
The best is to use online and offline tools and ways of com- to realising his or her full potential.
munication in combination. Not every tool is appropriate to
every target group – so be careful when choosing. The same as the supervision, the evaluation should be contin-
uously carried out during the entire volunteer programme and
the engagement of the volunteer. Supervision and coaching
of volunteers must be day-to-day activities that deal with all
the small parts of the volunteer’s performance. Evaluations
should be done periodically as it influences the overall per-
formance of the volunteer. In addition to the regular ongoing
evaluations that have effect on continuation of the volunteer
programme, evaluations should also be the last phase of the

78
 Supervision and evaluation

programme in order to measure its effects, and the goals and volunteers? What went wrong? What was the coordination
objectives achieved. and supervision like? Was the time management accurate?”

The two ways of measuring the effects of the programme Evaluation can be done internally by the volunteer manager,
(according to Geudens, T. and ass., 2002) are: the member of the personnel or the Governing Board of the
organization. It can also be done by an external evaluator,
• summative evaluation and who is by definition more objective because he or she is
• formative evaluation. not connected to the organization. The external evaluator
is usually invited to do the summative evaluation, while the
The summative evaluation is carried out by summing up formative evaluation is mostly done internally.
everything achieved in the programme or one of its parts. It is
done at the end of the programme (or at the end of a part of Evaluators use different methods in their work:
it). It is focused on the product or results of the programme
• Some evaluations are done within the groups, in meetings,
and is determining the quality of past performance within
evaluation sessions, key groups, or focus groups.
the programme. The summative evaluation is about defining
• Some methods require individual approach of the evalu-
the consequences of the programme and/or the volunteer’s
ator, e.g. observations, in depth interviews, reports and
task. When doing this evaluation, key questions should be
questionnaires.
“Is the aim of the programme or the task achieved? Did the • All of the above-mentioned methods are carried out by
overall volunteer programme influence the development of someone else, but volunteers can also use self-reflection,
the volunteer? Is the outcome of the volunteer engagement which is something they do on their own at any moment
useable?” they choose.
The formative evaluation focuses on the process of the Some of the methods are oral and some are written. Each
programme. It is done during the whole duration of the method can be done according to a grid that the volunteer
programme and the volunteer engagement. This evaluation manager prepares in advance. Evaluation data can be qual-
analyses the flow of the programme and of the volunteer itative (e.g. results of the narrative reports) or quantitative
work. It is looking towards the future and possible improve- (e.g. observation of number of hours the volunteer spent for a
ments and development of the programme and of the volun- specific activity) and formal (e.g. results of the in-depth inter-
teers, according to the evaluation findings. This evaluation view) or informal (e.g. general discussion with the volunteers
provides feedback (from and to everyone involved) about about how things go). All the evaluation methods and criteria
the programme and the people involved in it. Since it allows for evaluating should be defined at the planning phase of the
and encourages openness and feedback, it creates a basis volunteer program. As the volunteer’s job description is a
for a safe environment, where volunteers are co-responsible basis for each evaluation of his or her performance, accurate
for their learning experience and for the success of the pro- job descriptions and measurable indicators of the volunteer
gramme. When doing this evaluation, key questions should be achievement are needed. An evaluation within the volunteer
“What was the relationship between volunteers and paid staff program should be a two-way process. Volunteers should be
like? What was the participation of each person in the pro- involved in paid staff evaluation and paid employees should
ject team? How efficient was the training programme of the be involved in the evaluation of the volunteers.

79
 • matching of his or her work with the original job descrip-
evaluation forms in a tion
volunteer programme • quality of the changes in one’s job description
• feeling of personal benefits and progress during the en-
As was already written, every evaluation should include a gagement in the volunteer position
written part, in order to provide a measurable, comparable • how his or her expectations regarding the engagement
and objective data. When designing the evaluation form, it were met
is important to think about the form of questions in it. Open
questions yield the answers that are difficult to compare Besides questions that would address the satisfaction of the
and draw objective conclusions from. Directed questions, volunteers with the above-mentioned issues, the evaluation
with ranking or numeric expressions of evaluated issues, are form should also allow them to express certain suggestions
more likely to lead towards objective conclusions. In the case for performance improvement. This includes questions that
of directed questions, it should be precisely defined what allow volunteers to express their own view of their needs for
each number on a given scale represents. The clearer are additional training, to suggest possible changes in their job
the explanations, the more objective will the outcome be. descriptions, to express possible need for additional cooper-
Furthermore, the factor of interpersonal difference in human ation with other projects and personnel in the organization
understanding and interpretation of the numbers and terms and to comment on other issues regarding the improvement
will be reduced to a minimum. Both volunteers and their of both their own work and the work of the organization.
colleagues (including paid employees) should be evaluated
in a volunteer programme. The evaluation form should also provide the volunteers an
opportunity to explain the possible or existing problems in the
When evaluating the volunteer programme within the organ- work and to give ideas for solving these issues and prevent-
ization, the evaluation form given to the volunteers should ing them in the future. Further, the evaluation form should
usually consist of questions addressing their satisfaction with: allow the volunteers to think about the possible personal
and organizational benefits that the organization and their
• access to the office facilities and resources colleagues have from their engagement.
• adjustment to working environment
• working conditions The evaluation form given to the volunteers’ colleagues
• relationship among and with the fellow colleagues: board, (both other volunteers and paid employees) should consist
staff, volunteers, supervisor, and the volunteer manager of questions addressing their satisfaction with:
• the quality and the usefulness of the volunteer procedures
(volunteer manual) within the organization • the preparation for working with volunteers
• results of his or her work • the benefits and usefulness of the volunteers’ work for the
• work of the supervisor(s) organizational development, clients and local community
• level and success of the educational plan and the training • the results of the work of group of volunteers or individual
courses provided volunteers on a specific project
• own contribution to the project and the organization • the level of personal connection and cooperation with
volunteers

80
 Supervision and evaluation

• the opportunity to learn something from the volunteers provided for the volunteer to present his or her point of view
• the atmosphere between the paid staff and the volunteers in discussion with volunteer managers and supervisors. It can
in the organization happen that the event or behaviour was simply perceived
differently by different persons involved. In those cases, the
Besides the above-mentioned issues, the evaluation form volunteer manager should hear out everyone involved, and try
should also allow them to give suggestions for possible future to facilitate the process of clearing up the misunderstanding.
improvements and development of the volunteer programme It can turn out that the reasons for the situation were not
and the preparation of the organizational personnel for work- based on possible misunderstanding, but the volunteer really
ing with volunteers. They should also be able to comment does not share the same values as and does not respect the
on potential changes in the volunteers’ job descriptions, and policies and procedures of the organization. Usually, in this
give any other suggestions related to the cooperation among kind of situation the volunteer is not fulfilling the agreed
the paid staff, the activists and the volunteers. tasks. When this happens, the volunteer manager and the
volunteer’s supervisor should proceed with the issue to the
organizational Executive Board. The Board brings the final
Dismissing volunteers decision about the dismissal of the volunteer.

Different organizations have different policies and procedures

The results of the evaluation will usually show that the vol-
and different volunteer positions require different actions
unteer’s performance satisfied at least basic requirements
of the volunteer. Possible inappropriate behaviours of the
in the given activity and that he or she obeyed the policies
volunteer that could be reasons for dismissal in most of the
and procedures of the organization. Corrective actions that
civil society organizations are:
could follow an evaluation are requiring additional training
of the volunteer, introducing horizontal or vertical changes
• failure to comply to the organization’s policies and pro-
in the volunteer job description or rotating the volunteer to
cedures,
another position. Only in very rare occasions, volunteers are
• representing the organization or performing the activity
suspended or dismissed from a volunteer programme, as the
within the organization under the influence of alcohol or
follow up to the evaluation.
drugs,
• misuse of the organization’s equipment and property,
When signing up for a volunteer position, the volunteer
• actions that influences the organization’s image in a neg-
agrees to respect the volunteer handbook and procedures
ative way,
of the organization and to perform the duties that are parts of
• mistreatment of the work colleagues (either paid employ-
the volunteer position. At the beginning of someone’s volun-
ees or volunteers),
teer engagement he or she should be told about the reasons
• failure to satisfy the minimum standards of the volunteer
and inappropriate behaviour that could justify a dismissal.
performance in the assigned and agreed duties,
Whenever a supervisor or evaluator notices that a volunteer
• acting irresponsibly towards the volunteer position and
violated the organizational and position’s standards, the vol-
the organization, etc.
unteer must be informed that his or her behaviour was not
acceptable. The effects on the working team, the program and
the organization should also be explained. A space should be

81
Continuous supervision and evaluation provide us with reg- The mentor, on the other hand, is responsible for the social
ular information about the volunteer’s (mis)conduct. When and intercultural support of the volunteer and helps in his
the first signs of the possible misconduct are noticed, the or her training support. Qualities and “responsibilities” of a
supervisors should indicate to the volunteer which kind of mentor (according to Geudens, T. and associates, 2002) are:
quality performance is expected from his or her and what
are the things that the volunteer is now doing wrongly. • being available to the LTV at any time
Sometimes the personnel in the organization is reluctant to • following up suggestions of the volunteer and taking care
approach to the volunteer with negative feedback, and this of the LTV’s needs during the project
causes that volunteers continue working with the feeling • making sure that volunteers get the resources and tools
that everything is OK. They are quite surprised when finally needed to accomplish their tasks but also for their personal
someone expresses the disappointment by their unsatisfac- needs (contacts with friends and family back home,…)
tory work. In addition, volunteers are usually hurt by this, • active listening to the volunteer
because the personnel did not speak to them when needed • giving constructive (positive and negative) feedback to the
and it is possible that they are now exaggerating stories about volunteer according to the performance of the volunteers
the volunteer’s misconduct. When addressing the volunteer • meeting the volunteer regularly
with the dissatisfaction caused by their work, one should • making the volunteer feels respected
always keep in mind that it is important to address (in time!)
the behaviour of the volunteer and not their personality or The evaluation of/for the LTV should be well planned ahead
motivation. It is useful to remind the volunteers and the per- and implemented during the whole duration of the project.
sonnel about the possible positive outcomes of the previous Both, summative and formative evaluation should be used.
work of the same volunteer. The volunteer should feel the Quality formative evaluation helps coordinating the project
deserved respect for the work that he or she has done well in the most acceptable way for quality development of the
and should take over the responsibility for the consequences volunteer and the project itself. The summative evaluation
of his or her misconduct. is used at the end of the volunteering and is used for imple-
menting eventual changes in the same project for some new
long-term volunteers. Usually, there are two major evaluation
sessions within the long-term volunteering project:
Supervision and
evaluation of long-term • mid-term evaluation and
• final evaluation.
volunteers
The evaluation forms for assessing the long-term volunteer-
Long-term volunteers usually have a supervisor and a mentor ing should consist of same points as when assessing the local
(also called “support person”). Supervisor of the long-term volunteering, with additional components regarding:
volunteer deals with the same issues regarding the LTV and
his or her project as the supervisor of local volunteers does. • the intercultural dimension (country and the people)
Meaning – supervising and managing the volunteer’s work • language learning
and performance within the project. • personal issues regarding the volunteering in foreign
country

82
 Supervision and evaluation

• free time
• accommodation, etc.
Supervision and
evaluation of work-camp
At the end of the long-term volunteering project, the vol-
unteer should write the narrative report about his or her volunteers
volunteering. This is done with the help of the mentor, as both
of the “parties” – the volunteer and the hosting organization During the international volunteer work-camp, leaders are
– should submit the report to the donor regarding the overall responsible for day-to-day supervision of the volunteers and
project and the success of the placement. the evaluation. Approximately in the middle of the work-
camp, one or two supervisors from the hosting organisation
visit the site to support and supervise the leaders and the
volunteers and offer help to leaders if needed.

It is advised for leaders to organize evaluation and informa-

tion sessions for the whole group of volunteers on regular
basis (formative evaluation). At the end of the work-camp,
the final evaluation session is organised and volunteers fill
in the evaluation forms (summative evaluation).

83
recognizing and
retaining volunteers
 recognizing and retaining volunteers

When volunteers approach the organization, once they are finished with the original one. If the volunteer
is happy with his or her accomplishments, and understands
they come with the combination of the needs and respects the organizational climate and the values, his
and motives they hope to satisfy during their or her future engagement will be more productive and the
organization will have to spend less time on the orientation
volunteer engagement. and education of the volunteer.

They come with a set of expectations towards the organ- There are many ways, activities and methods that can help
ization, the assignments, the colleagues, and towards to retain volunteers effectively. The recognition of the vol-
themselves and their potential accomplishment. Most of unteers is an important part of the process of retaining the
the time those expectations are based on the volunteer’s volunteers.
imagination of the organization and the volunteer program
and the volunteer’s first contacts with the organization. When
they start volunteering on a regular basis, the reality of their
engagement in the organization is usually different from their retaining volunteers
expectations. Sometimes, because of the lack of work, mo-
As mentioned in the chapter on motivation, volunteering
tivated volunteers feel useless and dissatisfied. Sometimes,
influences the self-esteem and self-actualisation of the vol-
volunteers feel they are being exploited, that they have boring
unteers. In order to develop a strategy of the volunteers’
and inadequate job descriptions. They could feel that the
retention, one should be aware of the specific combination
coordinators or managers of the organization are indifferent
of needs, motives and personality characteristics of each vol-
towards them and that supervisors do not spend enough
unteer. It is important that volunteer’s engagement raises his
time on them. The total atmosphere of the working climate
or her feeling of self-esteem and that the volunteer is able
can be discouraging and the volunteers’ work may not be
to self-realise and self-express to his or her full potential. If
recognised and appreciated enough. Often the volunteers
volunteers feel high self-esteem because of an accomplish-
decide to depart from the organization because there is a
ment, they will tend to self-actualise themselves through
big gap between their expectations and the real situation
accepting new challenging tasks within the same organization
and they do not feel satisfied and appreciated.
where they already feel respected and appreciated by their
Appreciation and recognition of the volunteers is very impor- colleagues.
tant for retaining them in the organization. Every volunteer
Psychologists Harris Clemes and Reynold Bean (according
likes people to notice and appreciate his or her productive
to S. McCurley and R. Lynch, 1996) found out that people
participation. It not, volunteer feels unappreciated and drops
who simultaneously enjoy a sense of connectedness, a
out. For an organization, it is valuable that productive volun-
sense of uniqueness and a sense of power have high
teers decide to stay and choose another volunteer position

85
self-esteem. In order to retain the volunteers, one should try within the organizational team. Volunteers should be invited
to create the organizational climate that is esteem producing to the staff meetings and decision-making meetings in order
for volunteers. It should aim towards a balanced increase in not to feel excluded and to feel as an equal part of the team.
the feelings of connectedness, uniqueness and power among Besides these factors, regular recognition and celebration
the volunteers. of the team successes and the individual contributions is
an important element that influences the positive sense of
Teamwork within the organization, a common goal and val- connectedness among volunteers. If a volunteer feels that
ues with mutual respect and trust among the personnel are the organizational values are important to him or her and
important factors that produce a positive sense of connect- the community, he or she will be more likely to develop
edness (belonging to, relationship with others) among vol- stronger feeling of connectedness to the organization. Any
unteers. In addition, volunteers’ job descriptions that set the organizational achievement that highlights the success of the
standards for volunteers’ performance as high as for the paid team will contribute to the positive feeling of connectedness
employees, allow everyone to enjoy equal-level partnership of the volunteer.

86
 recognizing and retaining volunteers

Volunteers should feel that they are special in some way Sometimes, the need to feel unique or the need to feel the
in order to feel higher self-esteem. In order for them to power come in conflict with the need to feel connected. This
feel unique, the organizational climate should encourage internal conflict can cause frustration in the volunteer and it
self-expression and self-realisation of the volunteers. This can can result with the alienation of the volunteer from the team
be achieved by allowing them to explore alternative ways for members. This is why there should be a balanced influence
completion of their tasks, to offer new ideas and to develop on these three needs, in order to effectively keep the enthu-
strategies in cases when they have the appropriate knowledge siastic volunteers in the organization.
and skills. In order to encourage this kind of volunteers’ be-
haviour and feeling, the volunteers’ job descriptions should When thinking about retaining the volunteers, besides their
consist of challenging tasks that ask them to activate different self-esteem and self-actualisation, it is also important to
personal strengths and qualities while performing the tasks. consider the other factors that influence the volunteer’s
Volunteers’ self-esteem rises if their colleagues accept them decision to leave or stay in the organization. It is helpful
the way they are, with all their unique strengths, weaknesses to provide good working conditions to them. As Herzberg
and eccentricities. said (in Herzberg, F. 1968), in order for volunteers not to
feel dissatisfied, the extrinsic elements that surround the
A sense of power in a volunteer program is defined as work volunteers do, the hygiene factors, should be present.
the volunteers’ feeling that they are making a difference. In This includes quality working conditions, situational facilities,
order to feel that way, it is important that the volunteers be quality of and relation with the supervisor, organizational
engaged in overall assignment. It means performing both policies and administration and good interpersonal social
small and big tasks connected to its outcome. Thus, the vol- relations. A higher level of the volunteers’ having “fun” allows
unteers will be able to feel their own contribution to a cause for a more effective retention of them in the organization.
and to appreciate the effectiveness of their work. Volunteers
are engaged only in small support activities (e.g. putting up In order to secure more effective retention of the volunteers,
some posters on the street or handing out the flyers for an one should think about the needs, motives and wishes of each
event), might lack the grasp on the overall project. In these volunteer, and try to develop the activities that give volun-
cases, the purpose of their task and the effect it will have in teers a feeling of satisfaction. In addition, regular reviews
the realization of the entire project should be explained to and evaluations of the volunteer’s engagement are helpful, as
them. Not only the task itself, but also the responsibility for they provide ground for adaptation of the existing or creation
it, plays an important role in developing the volunteers’ sense of new volunteers’ job descriptions.
of power. Namely, if volunteers are just being told what to
do by their managers and supervisors, without having the The best advice in retaining the volunteers would be to think
possibility to develop the actions themselves, they will feel about their personal growth and self-actualisation. If the vol-
controlled by others and will not have a sense of power. unteers feel at ease, effective, self-realised and appreciated
It is good to direct volunteers with the aims and expected in the volunteer program, they will wish to prolong their stay
outcomes of their engagement and then letting them decide in the organization.
(through consultations with their supervisor) which concrete
actions they will take in order to accomplish the task.

87
 ganizational personnel expresses the appreciation for the
recognizing volunteers volunteer’s work. The frequency of this recognition makes
it powerful and effective. Opposed to the awards, as tan-
Recognising the volunteers contributes to the development
gible methods of appreciation, the rewards are intangible.
of the volunteers’ feelings of connectedness, of uniqueness
Examples of rewards are: saying “thank you”, improving
and of power. If the efforts of a group or team are being
the quality of the volunteer’s supervision, showing constant
recognised, the volunteer, as a part of that team, will feel
and sincere personal interest in the volunteer, including the
more connected to the organization and the personnel. If
volunteer in staff and decision making meetings regularly,
the recognition actions are focused on praising the individual
allowing different recommendations from the volunteer to
contribution, qualities and achievements, the volunteer will
others, equal treatment of the volunteers and the paid staff,
feel that he or she is appreciated and will have stronger sense
additional training opportunities, etc.
of effectiveness and uniqueness.
The recognition system in the organization should be carefully
Volunteers differ according to the types, shapes and sizes of
planned and developed. It was said before that recognition
the recognition that fit their individualities (according to S.
should be planned for each volunteer according to his or her
McCurley and R. Lynch). Some volunteers prefer to receive
personality characteristics and achievements in the work.
thanks from their colleagues, some from their supervisor or
Different methods should be used, but the achievements
manager, some from the board and some from their peers or
and accomplishments of the same type and value, made
families. Volunteers that are longer in the organization need
by different volunteers, should be appreciated in the same
the recognition connected to the team, while volunteers who
level. The appreciation of the volunteer’s work should be
spent a shorter time in the organization prefer to receive an
done frequently and soon after the achievement has been
immediate individual appreciation. Some volunteers prefer
completed, in order to timely motivate him or her for further
to be thanked by words; others would rather have something
volunteer engagement. Sincerity and honesty are one of the
they can take and carry with themselves. Some volunteers
most important characteristics of quality recognition.
prefer the formal recognition practices and some prefer the
informal ones.

Formal recognition is expressed through awards, e.g. plaques,

pins, group photography, small gifts, clothing items, recog-
nition events, lunches and dinners, parties and celebrations,
etc. These acts of recognition are taking place periodically
and are most useful for recognising the volunteers that rarely
get together. These events can improve their feeling of con-
nectedness to the group and the organization.

Informal recognition actions are called rewards. They are

more suitable than formal ones for the development of the
volunteers’ feeling of effectiveness. Rewards are day-to-day
motivation activities for the volunteers through which or-

88
 recognizing and retaining volunteers

• have them represent you at important meetings

Concrete ideas for • ask them to speak on behalf of the group at public events
recognition of volunteers
Teamwork:
The volunteers’ development, growth and information:
• put in practice volunteers’ own ideas or activities
• Provide additional training outside of the organization, • upgrade their position and give them more responsibility
the region or the country, with costs covered by the or- • share the responsibilities in the group and change its
ganization leader monthly
• Provide foreign language courses in a language school • make a special preparation team for every action
or by the international volunteers available in the organ- • organize regular and often volunteers’ meetings
ization • provide a small lounge or coffee area for socializing
• Give periodical announcements about different opportu- • have a refreshment with volunteers after work
nities for personal development and improvement in the • ask for their initiatives to get involved in organization’s
work programs
• involve volunteers in decision-making process
Additional rewarding tasks:
Recommendations:
• participation in local actions
• possibility to be a camp leader • reference letter
• possibility to become a project coordinator • oral or written recommendations to potential employers,
• possibility to travel to a project, youth exchange and/or teachers, donors, etc.
workcamp • praising them to the boss (in their presence)
• more inter-regional activities • recognition corner in the organizational newsletter and
on the web site
Raising the volunteers’ responsibility: • articles about the volunteers’ performance for newsletters
or newspapers
• ask volunteers to train others
• have them present a training session to co-workers Volunteers’ work:
• use them as consultants
• invite volunteers to develop policies and procedures within • maintain the visual contact and visit their actions
the organization • say thanks when a project is finished
• involve volunteers in evaluations of other projects • provide them with constructive feedback
• involve them in the annual planning process • find more time for experience sharing
• organize a strategic meeting once a season, and involve • make evaluation interviews with key volunteers
volunteers in it • give your volunteers opportunity to evaluate paid staff and
• invite volunteers to the retreats management of the organization
• put them on important task forces or committees • put up a volunteer suggestion box

89
• sort out potential conflicts and problems right away with • CDs with photographs, music or films
the person or people involved before you discuss it with • free tickets to events, conferences, theatre, cinema, etc.
anyone else • books from favourite writers
• organizational T-shirts, mugs, badges and other promo-
Personal touch: tional material
• articles and cartoons they might be interested in
• let the volunteers know we are just a human like them • free membership for key volunteers
• offer friendship and care to the volunteers
• greet volunteers on the arrival and departure Office facilities:
• smile and show positive emotions to them, even if you
have personal worries • free internet
• drink and toast together • key of the office
• answer their e-mails in a funny and cheering way • permission to enter the office anytime they need it
• funny certificates – awarding each volunteer with a funny • computer that is used only by him or her
title or function (e.g. award for the most successful dragon • possibility to scan, copy and print for private purposes for
in the organization, etc.) free or for a low cost
• take pictures of the events and post them to the volunteers • use of a digital camera
• send birthday cards and emails • possibility to borrow books from the organizational library
• decorate their work area on their birthday or other impor- • coffee, tea, snacks, etc. to consume while working
tant date for them
In order to develop an “ideal” recognition system, one should
Celebrations: use a mixture of different recognition actions and procedures
to be able to reach every type and different personalities of
• birthday surprise party volunteers.
• birthday and name-day lunches in the office
• anniversary and birthday cakes and champagne Finally, in order to engage the volunteers into your programs,
• religious celebrations (Christmas, Easter, Ramadan, Bay- to have them reach the needed results and to keep them
ram, etc.) interested and motivated in future engagements in your
• New Years’ cocktails organization, you should plan and manage your volunteer
• occasional picnics program carefully. There should be a person in the organiza-
• team dinner or a drink for the successful end of the project tion on the position of the volunteer manager responsible for
• farewell party for the end of the volunteer engagement all the steps of effective volunteer management, described
• volunteers’ reunion in this handbook.

Small gifts:

• souvenirs
• favourite snacks, chocolate, drink

90
 recognizing and retaining volunteers

integration into society, develop many additional skills, or

recognizing long-term feel strong contribution to the project. However, well planned
and workcamp volunteers and prepared project with educated camp leader and well
established system of preparation, education, supervision,
The main value of the long-term volunteering for the volun- evaluation and recognition of volunteers can contribute a
teer is that the service provides him or her with a learning lot to great success of project (including the development
experience and skills that increase their employability after- of individual volunteers).
wards. This was important factor in implementing the SEEYN
long-term volunteer exchanges. If possible, the volunteer All the methods of recognition mentioned in previous chap-
should get the chance to feel recognition for these skills and ters are advised to be used in long-term volunteering projects
his or her service to society. In some international long-term and short-term engagements of volunteers, depending on the
volunteer exchange programmes, volunteers even get the need for and purpose of it.
certificate that accredits their skills and helps them in future
employment searching.

Workcamp volunteers are short-term volunteers, usually up

to two weeks period. It is difficult for them to reach certain

91
South east european
Youth Network
and volunteerism
 South east european Youth Network and volunteerism

SeeYN – South east SeeYN vISION:

european Youth Network The vision of SEEYN is to achieve a stable region with
SEEYN developed mutual understanding without prejudices
– networking with purpose, among young people through their mobility, co-opera-
sharing with love, tion, and active role in society.
working with passion!
SeeYN mISSION:
An unique experience in SEE region...
SEEYN contributes to development of peaceful and sta-
ble societies by empowering youth through activism,
South East European Youth Network is a network organiza-
participation, employability, education and cooperation.
tion, brave enough to inspire you to WALK YOUR DREAMS.
We are also your permanent address for quality and diverse
partnership with accountable and experienced organizations
from SEE region. SeeYN PrOgrAmS:

SEEYN includes organizations from 12 countries: Albania, 1. Peace and Reconciliation;

Bosnia and Herzegovina, Bulgaria, Croatia, Greece, Hunga- 2. Volunteering Infrastructure;
ry, Kosovo, Macedonia, Montenegro, Serbia, Slovenia and 3. Youth Initiatives;
Turkey. 4. Training Centre;
5. Network Development.
SEEYN have started its successful story in 1999 through
FRESTA program implemented by Danish Ministry of Foreign
Affairs in the SEEYN region. SEEYN is formal CSO Network,
with Secretariat based in Sarajevo, Bosnia and Herzegovina SEEYN ACTIONS ARE
and home of 24 respective member organizations from 12 … DEFINED BY OUR PEOPLE!
countries of the region and more than 300 youth experts,
youth workers and youth activists as well as more than 2400 In our Network we are gathering organizations that involve
volunteers. and engage people who truly care about stability in the re-
gion, reconciliation process, bright future of our youth and
who take this process very personally.

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Our people are those who made one of the first steps over the creating that stimulating and empowering environment, we
border after the war ended (ex-yu 1990. and Kosovo 1999.), promote inclusiveness and solidarity and finally, WE WALK
they initiated societal reconstruction all over destroyed re- WHAT WE TALK!
gion, worked hard to support young people to grow up in re-
sponsible, active, socially aware citizens who value solidarity.

…..POWERED BY EXPERIENCE, KNOWLEDGE,

volunteerism
SKILLS AND WILLINGNESS FOR SHARING…...... Volunteering brings universal values to people and push them
to go over their misunderstandings and individual conflicts.
Various field of excellence demonstrated by our member This is great tool for recruiting and bringing together commu-
organizations, such as youth activism, volunteering infra- nity change-makers who will lead final countdown to positive
structure, non-formal education, youth employment, mobility changes in divided societies.
as well as social innovations, youth in community develop-
ment etc. enable us to become fully equipped CHANGEMAKER From the SEEYN perspective, volunteerism is also an alter-
NETWORK that could provide full package of capacity building native that can mediate in the challenges that exist between
activities that will empower youth from the region to change formal education and reaching economical participation and
their realities in positive direction. independence of youth . Parallel to the efforts devoted to
achieving both a better quality of life and a broader coverage
Through Network’s programs, during past 16 years we em- of formal education, new initiatives related to volunteerism
powered more than 7200 young people from SEE and EU should be developed to offer the attainment and promotion
region in order to equip them with quality competences to of abilities and democratic attitudes (human rights, alterna-
take active role in their community through active participa- tive conflict resolution, natural resource conservation and
tion in programs of our member and partner organizations. management; education about consumption) among citizens.
…DETERMINATED BY DIVERSITY
OF PEOPLE AND IDEAS eDuCAtION fOr PeACe:
Diversity of people and ideas is principle that we are proud • 4800 hour of peace and reconciliation education in
of and that we incorporate in our daily work. Through our the region delivered over 10 years period;
programs, we stimulate development of creativity, innovation • 260 young peacemakers from all over the region
and intercultural competences. In that way we are able to educated to be active in peace and reconciliation
produce new solutions for social challenges and to facilitate field.
building of trust, interaction and establishment of strong
relationship among different groups in society.
Volunteers by participating in volunteer programs, especially
SEEYN believe that diverse environment contributes to exten- international volunteering and exchanges, gain intercultural
sion of learning outcomes of each individual who represents competences from adaptation of experience, and they can
certain excluded, less excluded and non-excluded groups. By learn from interaction and co-operation with other people

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 South east european Youth Network and volunteerism

from different communities. International volunteering is declarations and recommendations and standards of the EU
putting young people in a situation where they have to get in this area. After this research, many advocacy campaigns
engaged in critical self-reflection when confronted with the were implemented in the region.
fact that preconceived ideas about other people’s lives and
values may be different from reality. This critical self-reflec- From December 2003 to December 2005, members of South
tion and intercultural learning can stimulate participants to East European Youth Network – SEEYN with their partners,
get more involved in information, solidarity and network ac- UNV Bosnia and Herzegovina, One World, Asociatia Pro
tivities afterwards in their own local or regional environment Democratia (Romania) and Youth Forum Eye (Macedonia)
and organizations. implemented regional project “Albert Einstein”. The overall
goal of this project was to improve youth mobility by in-
The main pillars of SEEYN work on development of volun- creasing the number and scope of voluntary activities; for
teerism are: this, recognition of voluntarism and establishment of its legal
frame was needed. The major objectives were to improve
• Research on volunteering inspiring and comparative partnership with government representatives and improve
practice dialogue on further process on voluntarism support through
• Advocacy on creation and adoption of volunteering policies adopting of new or changing of existing legislative, and put-
in SEE; ting volunteerism in the frame of Youth policies, as it plays
• Establishment of the National Volunteer Services and Local a crucial part in solving of youth issues and their mobility.
Volunteer Centres. In each country, a fertile ground for more serious work on
development of volunteerism and support on all levels was
Researches done by SEEYN are evidence based and always created, especially on national and local government level.
have concrete, practical proposals for improvement of the Establishment of new initiatives and actions related to the
environment for volunteerism development. Many of them promotion of voluntarism legislative was also one of the
has been made, and one of the most important is “Volun- indirect influences of the AE project. Products created in
teerism and public institutions” – the research that was re- frame of the project, such as research document supported
alized in Bosnia and Herzegovina, Croatia, Montenegro and these further processes as one of the most important tools
Macedonia in 2003/2004. It contained analysis of researches in lobbying process.
among public institutions in participating countries, analysis
of existing legislative related to voluntarism, examples of SEEYN member organizations are leaders of establishment of
legislative and good practice from other European countries national voluntary infrastructure in SEE region. As a result of
and recommendations for the future. Its general conclusion this action, almost in all SEE countries there is volunteering
was that voluntarism and volunteering are marginalized both policy at place and SEEYN members are leaders in this field
in theoretical and practical sense. Besides huge shortcomings and still working on lobbing for policy improvement. In last
of the existing regulations, the sad image of voluntarism was 12 year of our work on changing awareness on importance
supplemented by ignorance of public institutions related to of volunteering and its benefits for society, we can say that
the issue of voluntarism and general lack of information and SEEYN and its members influenced those changes and today
education in this field. Additionally, the governments of the volunteering is far more accepted by citizens and govern-
Western Balkan countries did not respected and follow UN ments as an ultimate value than before. Main indicator of

95
success is that our member organization are not organizing the promotion of youth. To that end, they were encouraged
big recruiting campaigns anymore as they did 12 years ago, to participate in, and contribute to economic development
since volunteers are knocking on their doors on daily basis. projects that aim at eradicating extreme poverty, hunger and
promote sustainable approaches. The Programme represents
In almost all countries of the SEE region SEEYN member a unique UNV/UNDP regional collaboration co-implemented
organizations are National Volunteer Services with tasks to with SEEYN and other partners: EU/EVS, VSO UK, OneWorld
educate other organizations and institutions about volun- SEE and 14 Implementing Partners Organization(s): Timoc
teering, facilitate volunteering on national level, organized Club and European Movement in Serbia (SERBIA); Associa-
Annual National awards for volunteering as well as to work on tion for Democratic Prosperity – Zid and SOS telephone for
overall volunteering infrastructure. Members of SEEYN also Woman and Children Victims of Violence Podgorica (MON-
work on programs for development of the Local Volunteer TENEGRO); Albanian Youth Council and Balkan Youth Link/
Centers and in some countries there is a functional national Mjaft (ALBANIA); Youth Communication Centre and Youth
network of local volunteer centers. Centre Livno (BiH); Volunteer’ s Centre Zagreb and Centre
for Peace Studies (CROATIA); Association for Democratic
Many volunteering programs has been implemented, but Initiatives Macedonia and Council for Prevention of Juvenile
one of the most visible one was RIVER SEE (Regional Delinquency (FYROM); Kosovo Youth network and Kosova
Integration through Volunteer Exchanges for the Rec- Action for Civil Initiatives (KOSOVO) – from seven countries/
onciliation of SEE) that was developed in partnership with areas in the Balkans with the eventual extension to Romania
UNV/UNDP based on SEEYN regional volunteer exchange and Bulgaria, and was planned to continue over a period of
practice and experience in SEE region. Programme had an 24 months. Nowadays, we can see that similar program will
aim to develop regional trust and facilitate valuable linkag- be part of the activities of Regional Youth Cooperation Office
es between the populations and governments in the Balkan (RYCO) of the Western Balkans.
region. Its overall objective was to contribute to regional inte-
gration, social cohesion and poverty reduction in the Balkans
by strengthening networks through East-to-East volunteer ex-
mAIN ACHIevemeNtS:
changes, promoting volunteerism and proactive citizenship,
building the capacity of civil society to deal with local devel-
opment and governance processes, and establishing regional • 100 volunteers exchanged through 6 month
cooperation between civil initiatives. Legislative frameworks volunteer program in the SEE region in the period
on volunteerism in the region was be promoted in order to 2005 – 2007 in the frame of RIVER SEE, regional
secure a supportive environment and thereby engage local, youth exchange program (SEEYN was one of the
regional, and national governments/institutions towards a implementing partner);
vibrant volunteer sector. Over the period of two years, the • 1400 young people exchanged through inter-
RIVER SEE Programme set up a new regional scheme for national work camp scheme;
execution of exchange of the 100 volunteers within civil • Around 70000 volunteer hours delivered through
society/Voluntary Involving Organizations that deal with all over the region through work camp scheme.
Millennium Development Goals and those more particularly
engaged in community development, good governance and

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 South east european Youth Network and volunteerism

• SEEYN established a concept of regional Development

future SeeYN Expert Volunteers (DEV) in the field of volunteer ser-
activities and program vice in SEE which help sustain and improve the pro-social
values. SEEYN wants to bring DEVs from other countries
areas connected to to Balkan region but also to send out young motivated
volunteerism Balkan volunteers to other developing countries. SEEYN
will promote awareness of the job profile “DEVs in VS”,
All the activities related to volunteerism in which SEEYN and will establish system for organizations and volunteers
has been engaged either as the organizer or as the partner to participate in this program.
have resulted in envisioning and development of following • SEEYN will continue work on strengthening of partnership
guidelines and plans regarding developing and promoting with organization that deal with volunteering on interna-
volunteerism: tional level.

• Research and Publication by publishing research find- There are several important steps that should be undertaken
ings, best practices, toolkits with an aim to contribute to in SEE region in order to create supportive environment for
the knowledge base of the non-profit sector in the field of volunteerism development:
voluntary service, but also for developing new knowledge
in order to increase the understanding of the pro-social • Existing laws on volunteerism should be improved (or new
values and volunteerism. laws adopted) in accordance the international understand-
• Exchanges programs and development, which will ing and values of voluntary work. At the moment, in many
include volunteers’ exchanges with a strong educational countries governments are violating workers’ rights and
component. Peer education is also important component using concept of volunteerism as curtain for decreasing
and SEEYN will educate scholars and youth in general with budgetary costs and replacement of paid workers with
a broader understanding of importance of volunteering volunteers.
and youth mobility. • Public awareness campaigns about the importance of vol-
• Training on volunteerism, in order to support NGOs unteerism for the country and its socio-economic system
and other institutions to apply research funding and best should be developed.
practices in the field of voluntary service through trainings • We should insist on legislation that would enable de-
and non-formal education. SEEYN will also provide short- velopment of local and national volunteers’ centres and
term assistance to practitioners in the field of voluntary services, and define and put in practice mechanism for
service advocacy and capacity building. their financial support.
• Public Affairs to promote concepts which help sustain
and improve the pro-social values and Influence public and For more information about SEEYN and its activities, please
corporate policy related to voluntary service. SEEYN will visit [Link] .
educate the general public about the impact volunteerism
has on society, as determined by research and practice but
also will provide information to the general public about
the issues that arise related to voluntary service.

97
references and further reading
American Red Cross, Jurić, D.
[Link] Volonterski menadžment, Volonterski centar Zagreb, Zagreb,
html, 2007.
[Link]
1990 Kouvaras, G.
The Effective Management of Volunteers,
The IAVE Universal Declaration on Volunteering
The International Association for Volunteer Martinelly, S., Bowyer J. and associates:
Effort, Amsterdam, January 2001 Organizational Management T-kit, Council of Europe and
([Link] European Commission; Council of Europe publishing – Strasbourg
Cedex, July 2000
Boeree, G. C.
Abraham Maslow 1908-1970, Psychology Department, Maslow, A. H.
Shippensburg University --> A Theory of Human Motivation, Psychological Review (Vol 50,
[Link] 1998, 2006 1943)

Buric, L. and associates: McClelland, D.C., Atkinson, J.W., Clark, R.A. & Lowell, E.L.
The SEEYN “Work-camp Handbook – 2 nd modified edition, The achievement motive, Irvington Publishers, Inc., New York
Volunteers’ Centre Zagreb, Zagreb, 2004 (1953, 1976).

Gaskin, K. & Smith, J.D. McCurley, S.

A New Civic Europe, a Study of the Extent and Role of Volunteer Recruitment Campaigns, National CASA Association,
Volunteering, Volunteer Centre UK, London, 1995. 1995

Geudens, T. and associates: McCurley, S. & Lynch, R.

T-kit on International Voluntary Service, Council of Europe and Volunteer Management: Mobilizing all the Resources of the
European Commission; Council of Europe publishing – Strasbourg Community, Downers Grove, IL: Heritage Arts Publishing, 1996
Cedex, July 2002
McCurley, S. and Lynch, R.:
Herzberg, F. Essential Volunteer Management, Directory of Social Change,
One More Time: How do you Motivate Employees? Harvard London, 1998 (ISBN 1900360187).
Business Review (Vol 46, 1968)
McNamara, C.
Jevđić, J. General Guidelines for Conducting Interviews,
Volontiranje ljude čini sretnim – Priručnik za razvoj lokalnog [Link] 1999
volonterskog servisa; OKC Banja Luka, Banja Luka 2007.
Mikac, I. and associates:
Brošura o volonterizmu – 2. modificirano izdanje, Volunteers’
Centre Zagreb, Zagreb, 2002

98
 references and further reading

Mizek, B. J. Video:
Management of volunteers, Support Centres International and How Volunteering Can Help You Get A Job
Slovak Academic Information Agency, Bratislava, 1994. [Link]

Ondrusek, D. and associates: Video:

A reader for non-profit organizations, Partners for Democratic Students talk about the student volunteering and employability
Change Slovakia & Open Society Foundation Bratislava, Bratislava module [Link]
2003
Video:
Shapiro, J. How volunteer work can help. Available at:
Overview of Planning, CIVICUS ([Link]) [Link]

Titley, G. and associates: Video:

T-kit on Training Essentials, Council of Europe and European The revolution of self-directed learning by Sean Bengry (TEDx)
Commission; Council of Europe publishing – Strasbourg Cedex, [Link] ;
October 2002
Video:
Wroblewski, Celeste J.: The importance of self-directed learning by Alan Webb. (TEDx)
The seven Rs of Volunteer Development. A YMCA Resource Kit, [Link]
YMCA of the USA, Champaign, 1994 (ISBN 0873227565).
Essentials – Evaluation: tried and tested, creative evaluation
Volunteer Canada: activities. Available at: [Link]
Best Practices in Volunteer Management: An Action Planning
Guide for Small and Rural Nonprofit Organizations. Available at: Evaluation: Some Tools, Methods & Approaches. Available at:
[Link] [Link]

Minnesota Department of Human Services: Monika Novosadova’s article “Empowering young people through
“Measuring the Difference Volunteers Make: A Guide to Outcome non-formal learning activities: principles, methodological
Evaluation for Volunteer Program Managers”. Available at: approaches and coaching” (2015, European Commission
[Link] Directorate-General for Education and Culture: “Youth work and
non-formal learning in Europe’s education landscape”)
ILO:
Enhancing youth employability: The importance of core work The European Commission’s Expert Group report “Developing
skills [Link] the creative and innovative potential of young people
through non-formal learning in ways that are relevant to
SALTO SEE: employability” from 2012
Youth Work: Enhancing Youth Employability? Available at:
[Link] The “Study of the impact of non-formal education in youth
work on acquiring competences for better employability of
young people”; NAPOR, April 2014

99
references and further reading

Research report: “Volunteering to learn: Employee

development through community action” (2014, Chartered
Institute of Personnel and Development, UK)

Research report: “Factors supporting learning in mobility

projects” (2012/2013; within the project UNIQUE Year of
Learning: Youth on the Move!, [Link]

The research: “EUROPEAN VOLUNTARY SERVICE –

COMPETENCES FOR EMPLOYMENT” (Senyuva, Ozgehan,
EVS Competences for Employment (2014), EVS C4E Full Survey
Report)

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HANDBOOK
mANAgemeNt
vOluNteer

Published by
South East European Youth Network