a manual for afterschool mentoring programs for success...60 empowered for success: a manual for...

A Manual for Afterschool Mentoring Programs

for success

Copyright © 2012 World Vision, Inc., P.O. Box 9716, Mail Stop 321, Federal Way, WA 98063-9716; [email protected]. All rights reserved. No part of this resource may be reproduced for distribution except for the purposes of your program.

Author: Stevie Olver

Contributing authors: Jacqueline Collier, Laurie Delgatto, Anna Kalepo, Joyce Lowery, Nathalie Moberg, Steven McGlaun, Dena Parmer

Project consultant: Leonetta Elaiho

Project editor: Laurie Delgatto

Copyediting and design: Creative Solutions, World Vision U.S.

Printed in the United States of America

ISBN 978-09827162-7-4

During the preparation of this resource, all citations, facts, figures, Internet URLs, and other cited information were verified for accuracy. World Vision Resources has made every attempt to reference current and valid sources, but we cannot guarantee the content of any source and we are not responsible for any changes that may have occurred since our verification. If you find an error in, or have a question or concern about, any of the information or sources listed within, please contact World Vision Resources at [email protected].

Empowered for Success: A Manual for Afterschool Mentoring Programs54

Part E

Program Volunteers

Recruiting VolunteersRecruiting volunteers is a two-step process. First, share the need for mentors and mentoring in your area and clearly describe how your programs meet that need.16 Second, present a concrete opportunity for volunteers to become involved by scheduling a date and time for an orientation.

Here are some helpful ideas for recruiting volunteers:

A successful and sustainable program is a collaborative effort. It is the responsibility of the leadership team to cultivate an atmosphere of participation and inclusion among all stakeholders. Recruit volunteers who will be committed to and passionate about the program. Then, be sure to recognize their contributions in meaningful ways so you can retain them long-term.

• Discuss ahead of time with your site leadership what guidelines you will use to determine who can and cannot mentor children. What organizational or church policies are currently in place regarding people who work with children?

• A personal invitation is by far the most effective way to recruit volunteers. Talk with your friends and others you come in contact with on a regular basis. Share your passion and excitement about the program and the impact it will have on children in your community. Encourage friends to bring their friends to an open house or volunteer

orientation. If your program will have mentors working one-to-one with students, emphasize the opportunity volunteers will have to develop a relationship with one child. If you are a church-based program, attend the small group functions at your church (senior citizens, singles, high school students, adults, Bible studies, etc.) to share your vision and your need.

• Make announcements and post flyers with pull-off slips at the bottom. Tip: tear off one of the slips before you post the flyer to pique the interest of others: “If someone else found this interesting, it must be.”

A Curriculum by World Vision 55

• If your program is church-based, place notices in your church bulletin to recruit volunteers. Ask your pastor if he or she might assist you by making an announcement from the pulpit or allowing you to participate in a “ministry moment.” You may also want to recruit volunteers from neighboring churches using the same ideas.

• Recruit teams. Parents and older children volunteering together can be a great bonding experience. A group from a business, a church group, or school group may volunteer as well.

• Your best recruitment and retention tool is a well-run program site where volunteers feel they are needed and appreciated. If volunteers feel good about what they are doing, they will spread the word to the people they know! And they will come back year after year.

• While you are recruiting volunteers, consider recruiting a partner for the site coordinator. Many successful sites are managed by site coordinator teams. In the event the site coordinator becomes ill or cannot attend a program session, the site can continue to run smoothly when there is a co-coordinator or teammate.

• Host an “Open House” night and invite all of your contacts to attend to give them a chance to observe and interact with program participants.

• Write help-wanted ads. Create a flyer or set aside a section of your newsletter for descriptions of the jobs you need help with. Include the duties of the position, likely time commitment, and other pertinent information. You’re more likely to find a good match for your position if you publicize it well.

• One of the biggest fears of volunteers is that they’ll be sucked into the black hole of a never-ending time commitment. One way to address this fear is to create a list of all of the things that volunteers can do in one hour to help your program.

• The number one reason people say they don’t volunteer is because “no one asked.” Asking requires a personal approach, and it works best if you have a specific task or role in mind.

• Arrange for one of your volunteers to share with others the impact the program has had on his or her life.


Possible Job DutiesVolunteer Title

Site Coordinator

Site Coordinator Assistant

Administrator

Academic Mentor

Facilities Volunteer

Snack Coordinator

Photographer

Public Relations Representative

Graphic Designer

Event Planner

Prayer Partner

School Liaison

• Supervises the program sessions• Serves as the main point of contact for the program

•“Second-in-command,” substitutes for the site coordinator in their absence

• Creates, photocopies, and assembles packets and program materials

• Builds a supportive relationship, centered on academics, with a student or students

• Sets up and tears down the program space for each session

• Provides healthy snacks for each program session

• Takes photos of program participants (with permission) to help promote the program

• Speaks on behalf of the program in front of audiences • Writes needs and success stories

• Creates brochures and flyers to promote the program among students and potential volunteers

• Organizes and facilitates special events throughout the year

• Prays over the program throughout the year

• Point of contact for schools • Communicates on behalf of the program with schools• Relays information back to the program volunteers and leaders

Identifying Program RolesAs you begin to think about building your team, keep an open mind to the different ways someone might be able to contribute their time and expertise. Everyone has unique skills and interests, and you can provide opportunities for them to use their talents in a meaningful and successful way.

Review the following list of potential roles and consider which ones might be a good fit for your program and/or staff and volunteers.


Possible Job DutiesVolunteer Title

Librarian

Sunshine Committee

Childcare Provider

Supply Coordinator

• Keeps the program site library in order• Organizes the books by appropriate reading level• Helps students complete public library card applications

• Writes and sends thank you cards on behalf of the program to volunteers, teachers, and other program contributors

• Greets volunteers, students, and parents as they arrive

• Provides free babysitting during program hours for volunteers with young children

• Procures all of the program supplies for the site, including: books, games, incentives, paper, pencils, calculators, scissors, rulers, locking cabinet, etc.

Are there ways you can further

engage your students, or other

youth in your community, by

encouraging them take on some of

the program roles?

to do

Review the list of potential volunteer opportunities and

decide which ones will be offered through your program.

Who ______________________________ By when __________


Creating Job DescriptionsEvery role should have a clear and current job description. One of the first questions a potential volunteer will ask as they consider volunteering is, “What am I being asked to do, exactly?” A job description not only outlines what is expected of program volunteers, but also what they can expect to receive in turn. Additionally, having clear job descriptions helps to avoid difficult conversations down the road about roles that aren’t working out.

Each job description should include the following elements:

Title Be creative! “Snack Person” doesn’t sound as meaningful or exciting as “Snack Coordinator” or “Director of Yummies.”

Supervisor Identify who oversees this role and acts as the main point of contact for any questions or concerns.

Length of project Is this a year-long or a one-time opportunity?

Time commitment (per week) How much time are you asking people to give each week? Be sure to include any prep or follow-up time.

Description of project/assignment In three to four sentences, capture what this volunteer opportunity will contribute to your program.

Outcomes and goals What results should a person expect to see at the completion of this commitment? What goals are you hoping this person might accomplish for your program?

Volunteer’s responsibilities and tasks List the responsibilities for the position.

Desired qualifications What skills and abilities should the person who fills this role have? If they are going to be working directly with children, can they empathize with the particular challenges your student population is faced with?

Training and support plan Outline your plan for providing any relevant training and support for this role. If you are going to require attendance at a particular workshop or training, be sure to point that out.

Benefits What can a person expect to receive in return for serving in this role?


Title Academic MentorSupervisor (Insert name of site coordinator)Length of project The Academic Mentor position is a nine-month commitment (Sept. – May).Time commitment Academic Mentors commit 2.5 hours of volunteer time per week (not including travel time to and from the program location).

Description of project/assignment: Academic Mentors work one-to-one with a student to provide support with homework, skill building, and mentoring. The most important role of an Academic Mentor is to build a good relationship with their student by encouraging and listening to them.

Outcomes and goals: An Academic Mentor will support student achievement and homework completion, teach study skills, develop personal relationships, and assist students in the overall learning process.

Responsibilities and tasks:

• Submit a completed volunteer application packet.

• Attend a mandatory orientation training.• Attend additional volunteer trainings as

they are made available.• Arrive at least 15 minutes prior to the

program start-time. • Remain on site until your student is picked

up by his or her parents/caregivers.

• Work closely with a student to strengthen their ability to achieve academic success.

• Develop a professional, honest, caring, and comfortable relationship with the student and his or her parents/caregivers.

• Maintain up-to-date records of student progress and academic gains.

• Submit a mid-year and a year-end program evaluation.

Desired qualifications:

• Aheartforchildrenandyouth • Patience• Aloveforlearning • Reliability• Commitment to seeing children

and youth educated for life

Training and support plan:Academic Mentors are required to attend orientation training. Additional training opportunities are available throughout the course of the year, and mentors are encouraged to attend. The site coordinator is always on site and available to answer any questions and provide support.

Benefits:

• Learn many new things about life, from a very young teacher• Belong to a team of like-minded individuals• Feel good about supporting your community

Sample Job Description for Academic Mentor


to do

The Application ProcessWhen somebody expresses interest in getting involved with the program, you should be prepared to outline the application and orientation process. These are important steps that will help you to protect students, volunteers, and your program. A clear onboarding procedure demonstrates to potential volunteers as well as other stakeholders that you are organized and intentional.

Step 1: The first step for each and every volunteer is to complete and return an application packet. At a minimum, an application packet should include the following components:

Consider creating a job

description for your students and family

participants. Students and their parents

should have a clear understanding of

what the expectations and benefits for

their roles are, as well as volunteers.

• Introductory letter. For those who know very little about the program, this is an important introduction. Use this letter as an opportunity to outline the program vision and goals. Consider sharing a little about how the program got started and how long it’s been running. Other topics you might cover in an introductory letter include:

» Program specifics—day and time the program will meet, location, partner school, grade levels that you are working with, etc.

» Success story—if the program is already up and running, share some quotes or highlight a story from a student, parent, or teacher.

• Job description or list of volunteer opportunities. Include a copy of the job description for the role the person is applying for, or, if that is unknown, include a list of the different volunteer opportunities with a brief description of each role.

• Volunteer application form. This form provides you with the basic information about a potential volunteer. It gathers background information and secures permission for you to obtain reference and background checks. A sample Volunteer Application Form can be found in Appendix One on page 102.

Create job descriptions for all of the different roles

needed for your program.

Who ______________________________ By when __________


• Criminal background checks. Whether you have known this applicant your whole life or have never met them before, each and every individual must complete and pass a criminal background check before doing anything with the program. This is an important first step in ensuring the safety and well-being of the children in the program, as well as other program participants. Because this form will vary depending on which state you reside in, as well as which organization you are using to process your background check, a sample has not been provided.

• Reference checks. Once an applicant has passed a criminal background check, reference checks are a critical second step. Just because someone has passed a background check, it does not mean they have not committed any crimes. Reference checks, when done properly, can alert you to any potential “red flags.” There are a couple of different ways to conduct reference checks. One way is in writing, by having the applicant ask at least two non-family members to complete the forms and return them directly to you. If you choose this route, you need to provide a return address or email address to your applicants so they can share that with their references. An alternative method is to ask the applicant for the names and phone numbers of two non-family members, and then call each one to inquire about the applicant. Whichever process you choose, be on alert for potential “red flags.” Here are some “red flags” to keep an eye out for:

» The person indicates that they would not leave their own child alone with the applicant.

» The person shares that they have observed the applicant being overly negative or authoritarian with a child.

» The person seems to be hesitant about sharing information regarding the applicant.

• Skills and interest inventory. This form helps you learn what the skills and interests of your potential volunteers are. Use this form to begin a conversation with the applicant about how they can best support the program (and how the program can honor their interests as well). A sample Skills and Interests Inventory can be found on page 111 of Appendix One.

• Statement of responsibility and behavior protocols. In this form, you are asking applicants to acknowledge that they agree with and will abide by the policies and procedures you have established for the program. Be careful not to assume that just because someone signs off on this form that they have read and understand what you are asking of them. You will want to cover each of your policies and procedures in more detail during an orientation training with your new volunteers. A sample Statement of Responsibility and Behavior Protocols can be found in Appendix One on page 107.

• Copies of program policies and procedures. Include copies of your program policies and procedures so that volunteer applicants can review them ahead of time and familiarize themselves with the content. You will still want to review the policies and procedures in greater detail with each volunteer, perhaps during an orientation training, to ensure the safety and protection of all the program participants.


Step 2: Following the completion of an application packet, you may want to consider conducting volunteer interviews. Interviews allow you and potential volunteers the opportunity to meet and get to know each other. Some sites conduct sit-down interviews while others make it a casual conversation.

It is important for volunteers to fully understand their commitment, program expectations, and so forth. Talking through the job description and any questions they have can help both of you decide if it is the right time and the right opportunity for them. You might also find that they have skills or interests that fit other volunteer needs on your team.

Here are some suggestions for interview questions:

• What about this volunteer opportunity interests you?

• Do you have previous volunteer experience?

» If yes: What have you enjoyed most about previous volunteer work?

» If no: What have you enjoyed most about previous paid work or other activities?

• What special skills, abilities, and interests would you like to apply as a volunteer?

• Are there tasks that you do not want to do as a volunteer?

• Can you briefly talk about your life experiences as they relate to this position?

• What would you say are three of your strengths?

• What are your expectations for this program?

• What are your personal goals for this experience?

• Do you have any questions or concerns about what is expected of you?

• Are you willing to make a time commitment of ____________________?

• Do you have any questions about this program?

Step 3: Once you have reviewed an application, conducted the necessary criminal background and reference checks, and interviewed the applicant, the next step in the onboarding process is to notify the applicant of your decision. Remember that volunteers are the heart of your program. Each volunteer will work faithfully with a student (or students), providing the encouragement and academic coaching a struggling young person needs. There is a common trap you can fall into when recruiting volunteers, however. The trap is to bring on volunteers because you need them, not because they are an appropriate fit. Any adult can volunteer, but not every adult is a suitable volunteer for this kind of program.

Whether you decide to bring the volunteer on board or not, you can be as formal or informal as you like in your communication. Options include: a phone call, a written letter, an email, or an in-person meeting. If you decide to place a phone call or meet with the individual in person, think about drafting a script of the key points you want to cover. Likewise, if you plan to write a letter or send an email, you may consider drafting a template ahead of time that can be used for both accepting and declining applicants.


Step 4: Finally, for those applicants who are joining the team, determine how you would like to introduce and welcome them. Creating a welcoming and inviting atmosphere encourages volunteer retention, sets the tone for how you want your volunteers to treat each other, and also models how students and families should be treated. Here are some suggestions to consider:

• Send out an email to the whole team, including your newest member, to introduce the volunteer. Share what role he or she will be taking on. Share a little about the person, such as what drew them to the program or something they are looking forward to in their volunteer experience. If yours is a faith-based program, consider sharing (with permission) any prayer requests or praises the volunteer has.

• If you are planning on (or are already holding) team meetings, take some time to introduce all the team member(s). Go around and have each member introduce themselves and share what their role is.

• An important part of welcoming someone to the team is giving them a tour of the program site. Walk them through an imaginary session, from start to finish, so they have a good idea of what to expect and where to find things.

• Schedule the new volunteer for orientation training.


to do

to do

Compose an introductory letter.

Who ______________________________ By when __________

Create a list of different volunteer opportunities available

through your program, with a brief description of each role.

Who ______________________________ By when __________

Customize the application packet forms to your program

(for samples, see the Volunteer forms in Appendix One,

pages 102-111).

Who ______________________________ By when __________

Research and determine how you will conduct criminal

background checks.

Who ______________________________ By when __________

Determine how you will process reference checks.

Who ______________________________ By when __________

Determine whether or not you will conduct volunteer

interviews.

Who ______________________________ By when __________

Decide what your procedure will be for accepting and

declining applicants.

Who ______________________________ By when __________

Consider instituting a trial period for

all your mentors. This will give you and

the mentors the opportunity to evaluate

whether or not the role is a good fit. At

the end of the trial period, meet with each

mentor to discuss how things are going

and identify next steps.

Draft a sample template or script for notifying applicants

of your decision.

Who ______________________________ By when __________

Assemble application packets.

Who ______________________________ By when __________

Decide what you will do to introduce volunteers to your

team and make them feel welcome.

Who ______________________________ By when __________

Identify a secure (locked) location for storing confidential

information collected from the application packets.

Who ______________________________ By when __________


Volunteer Orientation and Training PlanEquipping volunteers with relevant training increases the capacity of the program to provide a higher level of support to students and families. An added benefit of training is that when volunteers feel like they have the tools and resources they need to be effective, they enjoy their experience more and are more likely to continue volunteering long-term. Effective and meaningful training can be one of your best volunteer retention tools!

When evaluating what types of training to offer, consider your program goals and the population of students you are serving. If most of your volunteers come from higher socioeconomic backgrounds, but the majority of the students at your partner school are from low-income families, offering a workshop about poverty in the U.S. might be helpful. If your students and mentors come from different cultural backgrounds, inviting a facilitator or cultural broker to provide insight and share methods for respectful communication enriches the relationships of volunteers with mentees and their families.

Take some time to identify training resources available in your community. A good place to start is with your partner school. Teachers might be willing to come and share some reading and math instructional tips, especially if they know you’ll be working with their students. You might also consider contacting tutoring programs in your community and asking them what types of professional development they offer their staff and volunteers, and whether or not they would recommend any workshop presenters. Your volunteers will be your best resource for identifying future workshop topics. Ask them on a regular basis what type of training they would like to enhance their experience.

Potential workshop topics you may consider to strengthen the capacity of your team:

• Orientation to academic mentoring (We recommend that this be a mandatory training for all of your volunteers.)

• Recognizing and reporting child abuse (We recommend that this be a mandatory training for all of your volunteers. It can be included in your orientation training.)

• Reading instruction for elementary/middle/high school students

• Math instruction for elementary/middle/high school students

• Creative behavior management

• Student motivation

• Cultural awareness and respect

• Poverty in the United States

• Working with students who have experienced (or are currently experiencing) a crisis (For example: loss of a loved one, abuse, personal injury, poverty, etc.)


Who do we know who is well versed in this subject?

Workshop topic/content

Example: Math instruction and games for elementary students

Example: Sue’s daughter Emily is a sixth-grade math teacher at Sunrise Elementary School

Example: Every October

Example: Jan is friends with Sue, so Jan will call Sue to get Emily’s phone number, and will then call Emily

When would we like to offer this training?

Who will contact this person to see if they are willing to facilitate a workshop or make a referral for another facilitator?

Workshop Topics: Use the following table as a guide to identify potential workshop topics and presenters.


to do

Consider your personal philosophy about continuing education and skill development. Do

you like to learn new things? On occasion you may get some resistance from a volunteer

concerning training, such as, “I’m a retired teacher—I don’t need to attend,” or “I’m too busy

to attend a training.” Some program sites have made training mandatory, so that, regardless

of experience or knowledge, everyone receives the same information on a subject. Consider

impressing upon your volunteers a love of lifelong learning. As adults, we often think we’re

done learning certain things (like math, for example), but how can we cultivate a love of

learning in our students if we ourselves don’t model that principle?

Complete the “Workshop Topics” table.

Who ______________________________ By when __________


Program MarketingWhat is the message that you want your community to hear about the program? As a program leader, you have the opportunity to describe your program in a variety of different ways, and in a variety of different contexts. With this in mind, you should take some time to carefully consider how you would like to market the program, always keeping in mind who your audience is. It’s a good idea to develop your “elevator speech,” a 30-second promotion of your program that you can share with anyone. Additionally, equipping volunteers with an elevator speech empowers them to help recruit more support for your program.

Seek out opportunities to share about the program, both the vision behind it and ways for people to get involved. Having a specific opportunity or success story in mind will make a lasting impression on a potential participant. For example, you may consider contacting the school and asking to come to the next teachers’ meeting to speak for five minutes. During your presentation, highlight the goals you have for students’ academic improvement. Ask the teachers if they would support the program by stopping by one day to visit the site and meet their student’s academic mentor.

In an earlier section, you took time to create a vision statement. Using that vision statement as a starting point, consider what your vision and the program could mean to your stakeholders.

Vision Translation Example

Our vision statement

To see the children in our community become educated for life. We will contribute to this by providing free, quality academic support and mentorship to low-income families in our community.

Why does this matter/what does it mean to my community?

The local newspaper just reported that one out of every three students in our school district drops out of school before graduating. This translates to lost revenue for our community and a higher crime rate. We believe that we can do better for our kids.

How/where can I share this information with this group?

Ask to give a five-minute presentation to some of the larger businesses in our community, as well as to the local Kiwanis Club.


Why does this matter/what does it mean to:

My community?

Students?

Parents?

Teachers?

Principals?

Volunteers?

My community?

My church?

Others?

Our vision statement:

How/where can I share this information with this group?

Vision Translation


to do

Complete the “Vision Translation” activity.

Who ______________________________ By when __________

Create and print a brochure or flyer.

Who ______________________________ By when __________

Having a brochure or flyer to distribute is very helpful. It will serve as a visual reminder to individuals you have spoken with that you are looking for their involvement and support. Keep marketing materials simple. Consider limiting a brochure or flyer to the following components:

What does a community-owned program look like to you? Why do you think it’s

important for the community to invest in your program? What can you do and say to

promote a shared vision for the program within the community?

Mentor and Volunteer Support and RecognitionConsider for a moment the amount of time you will have invested in an academic mentor up to this point in the planning process. Even before they ever spend time with a student, you will have already spent several hours in conversation with them, reviewed their application, processed their background check, processed their reference checks, and trained them. Your hopeful assumption is that they will plan on committing to the program for a good amount of time. Do not make the mistake of thinking that just because someone has shown initial interest and has been warmly welcomed and oriented to the program that you can keep them engaged long-term with nothing more than a “thank you” at the end of the program year. Paying close attention to the initial reason why someone got involved in your program will help you know how to show your appreciation throughout the year in a way that is appropriate and meaningful to the volunteer.

Let’s say, for example, that someone wants to volunteer as a mentor because they are new to your church or organization and they thought it would be a good way to connect with other church or community members. Being intentional about fostering the relationships among other mentors and

• One or two pictures from the program (make sure you have photo releases)

• Program specifics: name, location, day and time of sessions, contact info, etc.

• Program description: two to three sentences that describe the program and the vision in a nutshell

• A quote from a student, teacher, parent, or volunteer that casts the program in a good light

• An opportunity statement: this can be as simple as “Be a Mentor” or “Volunteer With Kids” (for volunteers), or “Sign Up Today” (for students and parents).


Different reasons why someone might want to volunteer:

What groups does this most likely apply to? Who can I approach?

Example: Needs to get a certain number of volunteer hours to graduate from high school.

Example: High school students. Check with high school group at church. Contact local high schools to let them know about this opportunity so they can share it with their students.

volunteers is going to be a key way to recognize this particular individual. You might consider inviting them out for a cup of coffee or lunch, just to chat a couple of times throughout the year. Or perhaps consider incorporating a 15-minute conversation or prayer time before every program session (if appropriate for your context) to allow mentors and volunteers to get to know each other better and feel like they’re a part of a team. The point is: try not to adopt a one-size-fits-all attitude toward volunteer recognition.

Take some time to consider different reasons why someone would think about volunteering with your program. Identifying the reasons why someone might want to volunteer will also help you identify who you could approach regarding volunteer opportunities.


One way to find out how your volunteers would feel most valued and appreciated is to ask them. You might consider asking each new volunteer to complete a short questionnaire to help you with this process. It is always helpful to offer examples, so instead of just asking your volunteers, “How would you feel most appreciated?” ask them to rate several forms of recognition in order of preference. For example:

We want to show you how much we appreciate your contribution in a way that is meaningful to you. Please rate the following forms of recognition in order of preference, 1 = most preferred, 7 = least preferred.

___ A thank you note/drawing from my student

___ I don’t want/need any recognition

___ A gift card to my favorite café

___ A lunch outing with someone on the leadership team

___ A certificate of appreciation signed by the school

___ A year-end celebration banquet where each volunteer is recognized for their contribution

___ A formal thank you letter from someone on the leadership team

___ Other

Sample Appreciation Survey

Volunteer recognition is not a one-time event, but an ongoing expression of appreciation for the work your entire volunteer staff is doing. Here are just a few ways you can let your volunteers know how important they are to you and the students. Once you get to know your volunteers, you will be able to identify more ways to demonstrate your thanks for their partnership in the important work of guiding and nurturing children.

• Smile and greet them by name when they arrive.

• Leave candy “hugs” and “kisses” at the volunteers’ stations.

• Send handwritten holiday and birthday notes to volunteers.

• If you are a church-based program, ask the church leadership to recognize volunteers during a service.

• Offer “Volunteer of the Month” awards.

• Create a bulletin board that features the pictures and accomplishments of specific volunteers—and look for ways to feature every volunteer.

• Invite skilled volunteers to help train new volunteers. Training shows volunteers that the work is important and you are investing in them.


• Acquire special discount coupons or donations from movie theaters, restaurants, etc., and give them to your volunteers.

• Ask the students to create thank you cards or a piece of art for each mentor.

• Take pictures of the mentoring teams and frame them.

• Tell volunteers on a regular basis that you appreciate them and the work they are doing.

• Call volunteers if they’re gone for a week and let them know they were missed.

• Put an article about the volunteer in the local newspaper, their alumni publication, or workplace newsletter.

• Surprise volunteers with small gifts. For example: Lifesavers—“Thanks for being a life saver!” Candle—“You light the way for young people” or “No one can hold a candle to you.” Packet of flower seeds—“Thanks for planting seeds of kindness.”

• Search the Internet for quotes about volunteers or “giving yourself away.” Frame these quotes and give them to volunteers as thank-yous and reminders of their high value to your program.

• Have each student decorate a tote bag as a gift to their mentor.

• Have students paint terra cotta pots and write in gold on the rim: “Thanks for helping us grow!”

to do

Complete the “Reasons why people volunteer” table.

Who ______________________________ By when __________

Create a short questionnaire for volunteers to complete, including sample appreciation ideas.

Who ______________________________ By when __________

Determine how you will collect the questionnaire from your volunteers.

Who ______________________________ By when __________

Identify who will be responsible for managing your volunteer recognition program.

Who ______________________________ By when __________

What exit process will you establish to ensure that if and when volunteers leave the program, their students don’t have hurt feelings or feel abandoned?

Who ______________________________ By when __________


Volunteers quit for many reasons. Sometimes it can’t be helped (maybe they are moving

out of town, for example). Other times, though, volunteers quit because they are upset or

frustrated with their experience. What will you do to encourage volunteers to communicate

feelings of dissatisfaction to leadership before quitting? Addressing concerns that

volunteers have about program elements can be one of the most effective forms of volunteer

recognition. Additionally, “problems” can create opportunities for program leaders to

develop their skills and strengthen the program overall. The message you’re sending is, “We

care about what you think enough to consider changes and improvements.”

Give students the opportunity to show their appreciation in a way that is meaningful to them. For example, instead of saying to all of the students, “You’re going to make thank you cards for your teachers today,” you could say, “What can you do to show your teacher that you really care about them?”

to be heard

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