A Toolkit for Volunteer Leaders
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Orientation V-5

Experience gives advice.

Orientation is sometimes called "preservice training." It refers to the process of imparting basic skills, knowledge and attitudes necessary for a person to successfully complete assigned or chosen tasks.

LEARNING OBJECTIVES

After finishing this module you should be able to:

1. Plan an orientation workshop for a group of volunteers entering an organization with which you are familiar.
2. Evaluate the orientation workshop.

PLANNING THE ORIENTATION WORKSHOP

Include volunteers throughout this process--both experienced volunteers who know what is necessary to do the job, and the volunteers to be trained. Use a job description (module V-2) to help you focus the training and to include as a possible workshop topic.

Identify issues: What knowledge, skills and attitudes are needed by the volunteers to be successful at their tasks? Do not neglect social skills. The tendency is to focus on skills, but a misplaced attitude can damage the effectiveness of a skilled volunteer.

Set priorities: Answer these questions. Which of the issues (above)

(1) are most essential?
(2) do the volunteers lack most?
(3) do the volunteers need to build their confidence?

Select topics: these will come out of the issues and priorities but may include (1) mission and philosophy of the organization, (2) the job description, (3) how to recruit participants and helpers, (4) how to obtain the cooperation of resource people, (5) how to obtain facilities, (6) where to find teaching aids and other resources, (7) how to use certain teaching techniques or methods, (8) how to assess the needs of the participants, (9) how to determine the norms and values of participants, and (10) where to get more technical subject matter related to the job. Avoid detailed topics, advanced technical information, and topics already taught unless requested by the participants.

Goals and objectives: These can be either short-term (the effects on the volunteers immediately following the training) or long-term (the effects that this training will have in the program over the next several months or longer). The objectives should be observable and measurable. Determine how to evaluate whether these goals and objectives have been met (see module E-10 for help).

Assess resources: Look at resources both within the organization and from without. Don't forget that the volunteers being trained have access to resources, and are themselves resources. What experiences and abilities do these volunteers have?

Form a plan: Write a detailed schedule of who will do what and when (starting and ending time for each presenter or activity.

--plan to teach larger tasks as a series of smaller ones.
--take into account knowledge, skills and attitudes currently held by the volunteers.
--use a variety of methods and techniques.
--teach only competencies (skills, knowledge, attitudes) that will be put to use within a very short time.
--make the length of the workshop sufficient, but not burdensome.
--teach basic, not in-depth, material.

IMPLEMENTING THE WORKSHOP

Work the plan: Use the written plan to guide the orientation. Put it into effect in a comfortable setting, at a convenient time, referring constantly to the plan.

Motivation. The motivation level of the volunteers will be maintained or increased if the following are included in the orientation.

--Reinforce reasons to participate.
--Recognize the accomplishments of other volunteers.
--Reinforce your goals and objectives.
--Conduct stimulating meetings.
--Reduce risks of participation by increasing their skill and confidence.
--Provide an opportunity for the trainer to listen to the volunteers--their questions and ideas.

Who should do the training? Whoever is most qualified. Qualification, however, should not be limited to academic degrees or administrative titles. Previous workshop evaluations might be used to select trainers. Current trends are for more participatory training--less training designed and delivered by outside experts. More control by trainees is more cost- effective, more motivating and more effective, in most cases, than the traditional expert-oriented approach.

Where and when should the training be held? Convenience to the trainees should be a primary concern. Facilities should be comfortable and allow for flexibility. A location which creates an informal feeling and encourages trainees to get actively involved is best. Timing is important as well. Convenience to the trainees is, again, the principle criterion. The nature of the orientation topics might also be important. Volunteers need to receive orientation before they are expected to do the work, but not so far in advance that they forget or lose enthusiasm.

Duration of the training program. This varies according to the subject matter, the available resources, the time frame required for learning, and the commitment of the trainees. Longer sessions require more planning for variety and motivation. Long lectures are particularly deadly. Provide for a change in activity or speaker every 20-30 minutes to avoid boredom.

The ideal number of trainees. Usually trainers and those who plan training programs have limited control of the number of trainees. Large groups require different teaching/learning techniques and prevent much individual contact with the trainer. Large groups can be broken into smaller groups for skill practice. Experience from small group work indicates that 5-7 is a good size for discussion that involves all members or for skill practice where each participant must reach a minimum level of competence.

Resources and facilities. These will also vary according to the orientation plan. Look at module L-3 for tips on effective meetings and module LT-1 (workshops) to anticipate resource and facility needs. Don't forget to consider the following categories of resources in the orientation plan:

--personnel (trainers, clerical staff, helpers for meals, drivers).
--equipment (audio visuals, models, camera, lab equipment).
--materials (handouts, packets, evaluation forms, transparencies, newsprint, tape, markers, pencils, note paper for participants).
--facilities (meeting room, breakout rooms, sites to visit, food and lodging, transportation)

EVALUATING THE ORIENTATION

Consider four areas to be evaluated: (1) physical elements such as the facilities, time, schedule; (2) the instructor's preparation and skill; (3) the material covered; and (4) the effect on the trainees. Below is an evaluation instrument which you can use for your orientation. It can also be used as a base to plan an evaluation which better suits your needs.

Evaluation for _______________ Orientation

___1. The setting was comfortable.

___2. The instructor answered questions or referred us to people who could.

___3. The participants expressed more confidence than before this orientation.

___4. The instructor was knowledgeable about the program in which the volunteers will serve.

___5. The instructor was knowledgeable about the material covered.

___6. The material was at a level appropriate to the participants.

___7. The training was relevant to the jobs of these volunteers.

___8. The time required for the training was not excessive.

___9. The pace of the program was appropriate.

___10. The program was interesting and varied.

___11. The objectives of the orientation program were met.

___12. The sessions stimulated ideas to help me do my job.

EXERCISE:

Plan an orientation session for new volunteers in your organization. Do this in a study group which can critique your plan, or work with a partner to critique the plan.

Conduct and evaluate the orientation that you have planned.