Laura Huebinger, Extension Program Specialist – Volunteer Development, Texas A&M AgriLife Extension Service.
Darrell A. Dromgoole, Associate Professor and Extension Specialist, Texas A&M AgriLife Extension Service.
Scott Cummings, Associate Department Head and Program Leader; Professor and Extension Specialist, Texas A&M AgriLife Extension Service.
It is no question that the lifeblood of our educational programs is the utilization of volunteers. Volunteers enable the Texas A&M AgriLife Extension Service to reach more people and more segments of communities than the agency can reach alone. They also ensure that Extension programs are relevant by helping identify and prioritize local issues. Texas A&M AgriLife Extension Service relies on volunteers throughout program development, implementation, evaluation, and interpretation. Steady population growth and tightening budgets have heightened the need for volunteer help to meet the increasing demand for relevant, high-quality Extension programs. Texas A&M AgriLife Extension Service has more than 100,000 volunteers who donate more than 4 million hours of service each year, at a value of about $84 million. Their volunteer service is the equivalent of 2,000 full-time employees.
In Texas A&M AgriLife Extension Service we recommend utilizing the ISOTURE model. When implementing the ISOTURE model it is important to understand each of the steps and understand the rationale associated with these steps. The ISOTURE model’s steps do not have to be completed in order; however, each step is critical in implementing this model. Figure 1 represents an illustration of how the ISOTURE model is utilized in Texas A&M AgriLife Extension Service:
Figure 1. ISOTURE Volunteer Model and Outcome of Utilizing the model.
Identification is the process of identifying the needs you have for volunteers and finding the right people to fill specific volunteer positions. Volunteers have various reasons for being involved as a 4-H leader or planning group member including the opportunity to help others, give back to the community, learn new skills and meet new people (Dodd & Boleman, 2007). Volunteers appreciate knowing that their time is spent wisely, that their work is meaningful and that their commitment is flexible (Dodd & Boleman, 2007). When identifying the need for volunteers, the Extension educators should recognize these benefits and expectations (Dodd & Boleman, 2007).
The Extension educator should analyze the needs of the program and identify the category of volunteers needed (ie foods, livestock leader, master gardener, or Program Area Committee member), then develop a position description of the expectations and responsibilities of a specific volunteer position (Dodd & Boleman, 2007). Once the description and expectations are prepared, volunteers can be recruited (Dodd & Boleman, 2007).
Two marketing approaches can be used to identify potential volunteers (Dodd & Boleman, 2007):
When identifying and recruiting volunteers, Extension educators should clearly state Extension’s mission and programs and the need for these programs (Dodd & Boleman, 2007). The following checklist should be considered by Extension educators when identifying volunteers (Dodd & Boleman, 2007):
Figure 2. Example of Volunteer Interest Form.
Selection is the process of studying the backgrounds of potential volunteers and motivating them to fill selected positions. After the potential volunteers have been identified, the Extension educator should meet with and interview them individually (Dodd & Boleman, 2007). The discussion should include an overview of Extension, the specific program area needing volunteer help and the volunteer’s interests, strengths and potential (Dodd & Boleman, 2007). The educator should identify the volunteer’s motivations for volunteering with Texas A&M AgriLife Extension Service (Dodd & Boleman, 2007).
This interview should also include a discussion of the position description , including (Dodd & Boleman, 2007):
Place the right volunteers in the right positions based on their interests, talents, and schedules. Selecting volunteers for a job in which they are truly interested promotes success for the volunteer and Extension (Dodd & Boleman, 2007).
The following checklist should be considered regarding the selection component of this model (Dodd & Boleman, 2007):
Orientation is the process of acquainting volunteers with Extension and their new duties (Dodd & Boleman, 2007). Orientation begins with the first contact between a volunteer and the Extension educator (Dodd & Boleman, 2007). The Extension educator should focus on instruction related to the agency and clarifying the circumstances that volunteers fit into Extension’s big picture (Dodd & Boleman, 2007). Volunteers should learn each staff member’s role in the program and their areas of expertise (Dodd & Boleman, 2007). Further illustrating the importance of orientation is a 2007 study by Landry Lockett (Dodd & Boleman, 2007). This study concluded that the main skill needed by Master Gardener volunteer administrators was the ability to articulate Extension’s mission and goals (Lockett, 2007). Volunteers need a sense of purpose to see how their work benefits Texas A&M AgriLife Extension Service (Dodd & Boleman, 2007). When the orientation is concluded, the volunteer should know (Dodd & Boleman, 2007):
The following checklist should be considered by Extension educators when orienting volunteers (Dodd & Boleman, 2007):
Training is the processes of helping volunteers develop the skills that will improve their effectiveness (Dodd & Boleman, 2007). Training helps volunteers develop basic skills and confidence; it also provides support and opportunities for personal growth (Dodd & Boleman, 2007). Volunteers want to acquire basic, relevant, and meaningful skills that can be useful in their personal lives (Dodd & Boleman, 2007). Training also can help volunteers realize their potential and recognize the knowledge and skills they already have (Dodd & Boleman, 2007). The type of and need for training depend on the volunteer’s role, experience, skill level, and current knowledge (Dodd & Boleman, 2007). To ensure that the training programs are effective for all volunteers, it is imperative that Extension educators develop educational plans that accommodate all learning styles (Dodd & Boleman, 2007). It is also important to provide subject-matter training specific to each program area (Dodd & Boleman, 2007). For example, 4-H volunteers need training on youth development, and Master Gardeners should be trained on gardening and horticulture, a diabetes coalition member should receive training associated with diabetes care, and a row crop committee member should receive training on new technology related to crop production. Remember, these volunteers are relied upon to be visionaries, so train them accordingly.
The following checklist should be considered by Extension educators when training volunteers (Dodd & Boleman, 2007):
Utilization is providing opportunities for volunteers to put their knowledge and skills into appropriate action (Dodd & Boleman, 2007). After the training, Extension educators should provide the volunteers opportunities to put their new skills into practice and allow them to work in areas where they can experience success (Dodd & Boleman, 2007). A successful volunteer effort provides the volunteer a personal feeling of value (Dodd & Boleman, 2007).
The use of volunteers requires that the Extension educator delegate responsibility to the volunteer (Dodd & Boleman, 2007). Effectively utilized, volunteers can extend Extension’s customer service and fulfill their role as advocates for Extension (Dodd & Boleman, 2007).
Because volunteers need guidance and supervision, Extension educators should provide feedback, whether through compliments or constructive criticism. Expectations should be clearly outlined in the volunteer position description (Dodd & Boleman, 2007).
Delegating responsibilities to volunteers sometimes creates anxiety for Extension educators who fear a loss of contact with clientele (Dodd & Boleman, 2007). Extension educators also may also be concerned that the volunteers have more information than the Extension educator does, which can result in the Extension educator withholding information and limiting the volunteers’ effectiveness (Dodd & Boleman, 2007). However, to be successful, it is imperative that volunteers have current information to share with clientele (Dodd & Boleman, 2007). To be successful in programming, Extension educators must overcome any resistance to using volunteers and continue to provide them with significant volunteer opportunities (Dodd & Boleman, 2007).
The following checklist should be considered by Extension educators when utilizing volunteers (Dodd & Boleman, 2007):
Recognition is acknowledging and rewarding effective volunteer efforts (Dodd & Boleman, 2007). Recognition assists in motivating volunteers to continue to be involved in the program (Dodd & Boleman, 2007).
Recognition comes in two general forms: formal and informal (Dodd & Boleman, 2007). Formal recognition includes being honored at a dinner or banquet, being mentioned in news articles and/or being given special pins, certificates, and thank-you letters (Dodd & Boleman, 2007).
Volunteers also appreciate informal recognition such as a pleasant work environment, timely information about new developments, paid attendance at a training or opportunities to mentor new volunteers (Dodd & Boleman, 2007).
Building relationships with volunteers is critical to the recognition process (Dodd & Boleman, 2007). When Extension educators build a relationship of trust and respect for the volunteer, the rewards become more valuable. However, over-honoring one or two of the Extension educator’s favorite volunteers can cause the recognition process to become inconsequential (Dodd & Boleman, 2007).
The following checklist should be considered by Extension educators when recognizing volunteers (Dodd & Boleman, 2007):
Evaluation is the process of determining the results of volunteer performance by informal or formal methods and by giving feedback (Dodd & Boleman, 2007). Evaluation helps volunteers realize the specific results (Dodd & Boleman, 2007).
For an evaluation process to be effective, the volunteers and the Extension educator should approach it with a positive attitude (Dodd & Boleman, 2007). Although not all volunteers need to be evaluated, at times evaluation is a necessity (Dodd & Boleman, 2007).
In order to effectively measure volunteer performance, Extension educators should use evaluation techniques just as for any in-depth program (Dodd & Boleman, 2007). In The Volunteer Management Handbook, Tracy Daniel Conners suggests five steps for effective evaluation (Dodd & Boleman, 2007).
Three types of evaluations are commonly used when working with volunteers (Dodd & Boleman, 2007):
As managers of volunteers within Extension, Extension educators must become volunteer administrators (Dodd & Boleman, 2007). Volunteer development is an ongoing process (Dodd & Boleman, 2007). Extension cannot achieve its goals without an effective volunteer program (Dodd & Boleman, 2007).
Dodd, C. & Boleman, C. (2007, October). Volunteer Administration in the 21st Century: ISOTURE: A Model for Volunteer Management- Texas A&M AgriLife Extension Service. Retrieved August 13, 2018, from; http://agrilifecdn.tamu.edu/od/files/2010/06/Isoture-model-for-volunteer-management-E-457.pdf
Lockett, L. (2007). Competencies, Benefits and Limitations for Master Gardner Coordinators: A Delphi Technique Involving County Extension Agents in Texas. Dissertation, Texas A&M University.
Ripley, J., Cummings, S, Lockett, L., Pope, P., Wright, M., Payne, M., Kieth, L., & Murphrey, T. (2011). Creating Excellent Programs. Texas A&M AgriLife Extension Service Publication. E-345. Retrieved from: http://agrilifecdn.tamu.edu/od/files/2010/03/E345.pdf