skills for the sector report - fastly

Skills for the sectorAn evaluation of the accreditation of the Volunteer Management Traineeship (VMT) at the National Trust

January 2017

2 Skills for the Sector: January 2017 report

Skills for the sectorThe accreditation of the Volunteer Management Traineeship (VMT) was a factor, but not the defining factor, in bringing good candidates to the National Trust.

The accredited training offered a framework for the traineeship that supported the successful combination of formal and experienced-based learning, as well as the peer support and knowledge-sharing that were beneficial for trainees and the Trust. Trainees will leave more employable and more confident in their skills as a result.

The benefits of the course could be maximised with some strategic alterations to the structure and content of the traineeship.

The journey to the VMT 3

The accredited traineeship in summary 4

Executive summary 5

Accreditation was a supporting incentive 13

Accreditation provided robust structure 15

Modules were broadly fit for purpose 19

Accreditation a long term outcome 21

Increased volunteer management quality 25

A quality standard for the sector 30

Recommendations for the Trust 37

Recommendations for the sector 43

Apprenticeships may increase in relevance 46

Appendix 1: ILM courses 47

Appendix 2: available modules 48

Appendix 3: National Trust outcome data 52

Appendix 4: course content covered 53

Appendix 5: resource 59

What is this report?

This report is an evaluation of the accreditation aspect of the National Trust’s VMT programme. It accompanies research from Research Box, which evaluated the VMT overall.

The research we did

Evaluation day: Morris Hargreaves McIntyre (MHM) carried out a qualitative evaluation day with trainees and staff from the National Trust, and other representatives from the heritage sector. This included focus groups, a sector debate, post it exercises and one-to-one discussions.

Online consultation: The evaluation day was followed by an e-consultation, inviting those who attended the evaluation day and others to offer their views on the course and accreditation in general. The e-consultation was mainly qualitative in nature and employed a small sample size. Therefore caution has be exercised with statistics.

Desk research: A number of secondary sources were consulted. These included, but were not limited to: strategic documents (course plans, property applications, HR details, invoices), ILM course documents (learning outcomes, training materials), Research Box data and information about other courses offered by the National Trust and externally.

Appendices and full research parameters at the back.This is an evaluation carried out by independent evaluators Morris Hargreaves McIntyre (MHM)


The journey to the VMTThe VMT in its current form was chosen over a variety of other options, including apprenticeships and in-house training. An options appraisal was conducted, and the VMT structure was considered best fit for the Trust, sector and candidates.

Apprenticeships rejected in favour of VMTWhen initially planning the VMT in 2013, extensive feasibility studies were carried out, resulting in the rejection of the option of an apprenticeship scheme. This was based on both general research about apprenticeships, as well as research into available providers, of which there were very few. The research particularly looked at Rathbone, who delivered an Advanced Apprenticeship, resulting in a diploma in Volunteer Management accredited by Pearson (formally EDI), to other charitable organisations.

Decision based on four key reasons

• The apprenticeship was considered to be too much for apprentices to take on in an 18 month period.

• The government funding was only available on completion of the apprenticeship and the Trust failed to find an organisation that had a candidate who had completed the programme delivered by Rathbone.

• Pearson, the accrediting body, required candidates to have at least the equivalent of English and Maths GCSE (A-C) and either an ICT qualification or the equivalent experience, limiting the range of potential candidates.The current ILM accredited VMT route had no essential qualifications requirement.

• There were concerns over the staff commitment and training involved for the monitoring and signing off the apprentice’s work.

As it was, Pearson stopped offering the Volunteer Management qualification in December 2014 and Rathbones no longer offer the apprenticeship in any form.

Currently the only apprenticeship level available for Volunteer Management is Advanced.

Other training options consideredBased on the feasibility study, an options paper was produced recommending one of four routes for developing Volunteer Managers:

1 Find a training provider who offers relevant accreditation (chosen).

2 A non-accredited, in-house programme run by the Trust and endorsed by an external body.

3 A non-accredited, in-house programme run and certificated by the Trust and supplemented by a general line management qualification.

4 A non-accredited, in-house programme run and certificated by the Trust.

Table 1: available levels of apprenticeship

Name Level Equivalent to

Intermediate 2 5 GCSE passes at grades A* to C

Advanced 3 2 A level passes

Higher 4 Foundation degree


The accredited traineeship in summaryA sector funded opportunityThe VMT came about through funding from the Heritage Lottery Fund’s ‘Skills for the Future’. The programme was designed to: increase the range and quality of work-based training to develop skills in the heritage sector; meet identified skills shortages in the heritage sector; increase the capacity of the sector to deliver training and share good practice; and, increase the diversity of the heritage workforce.

National Trust properties were invited to apply to accept a trainee and were assessed according to their need and capacity to support the trainee.

17 trainees at 16 propertiesThe VMT recruited, trained and supported trainees at National Trust properties. Spanning two years, across two cohort intakes, 17 trainees took part.

Intended trainee outcomesThe traineeship provided access to a fully accredited and paid Level 3 qualification in volunteer management, while providing 18 months work-based training and experience at the National Trust.

Intended property outcomesIn return, participating properties would be provided with focused investment into volunteer management over a sustained period. This would in turn improve the volunteer experience and offer; increase capability and confidence in working with volunteers; develop management, leadership, coaching, facilitation and mentoring skills for property teams, through supporting the trainee; and to create new, high-quality resources, systems, processes and training to be used during and after the project has finished.

An alternative recruitment processThe programme aimed to recruit 50% of trainees from BAME backgrounds and/or from within the 16-25 age range: these being demographics under-represented within the National Trust as a whole.

Placement opportunities were promoted through the main National Trust job site via ‘Other Ways In’, intended to highlight alternative routes into the organisation including voluntary internships, ‘Passport to Your Future’ and ‘NT Academy’.

Properties were encouraged to use their community links and social media channels to ensure a wide-reach for recruitment.

Traineeship structureThe Level 3 Certificate that the trainees worked towards was accredited by ILM, through St Mungo’s as an approved ILM centre for accreditation.

The accredited training took...

• 61.6 line management hours per trainee

• 30.4 mentor hours per trainee

... and cost

• £3.6k per trainee

• £61.2k overall Full breakdown of resource provided on Appendix 5.

16 participating properties

Fountains Abbey, Sheffield Park and Gardens, Tyntesfield, White Cliffs, Hardwick, Polesden Lacey, Speke Hall, Calke Abbey, Anglesey Abbey, Melford Hall (2 trainees), Lyme Park, Dunster, Hardcastle Crags, Erddig, Dunham Massey and Stackpole.


Executive summaryThe VMT was successful and beneficial for those involved.This report agrees with the Research Box evaluation that the VMT achieved its objectives.

Trainees made a difference to their properties and the qualification made a difference to trainees.

• 26 out of 29 staff felt that the trainee improved the quality of volunteer management at their property,

• 67% of volunteers believed their experience had improved as a result of the trainee,

• 86% of volunteers believe that the traineeship was a worthwhile project for the Trust to be involved in (source: Research Box),

• 94% of trainees rated the traineeship as good (source: Research Box).

Objective One: To build skill and capacity to engage with volunteers in meaningful ways, resulting in high-quality volunteering experiences that benefit the heritage sector.

Outcome One: Improved processes will increase properties’ capacity to support volunteers in the future. The skills of the 15 trainees who remained in the sector will be beneficial for their organisations.

Objective Two: To pilot a high-quality, structured, accredited volunteer management training programme to address an identified sector skills gap for a new generation of heritage employees.

Outcome Two: If there is a perceived skills gap and a need to bring in cohorts of employees, the VMT is a high-quality model for doing so.

Objective Three: To share evaluation outcomes and good practice internally, with our funders, and within the wider heritage sector to develop high-quality, work-based training programmes in volunteer management.

Outcome Three: This report includes advice for the Trust and the heritage sector based on the evaluation of the VMT to be shared widely.

Objective Four: To encourage diversity within the sector by recruiting 50% young people and/or people of BAME backgrounds.

Outcome Four: The programme exceeded its recruitment targets by 6% (based on available information about 16 trainees).

Photo credit: Phil Mynott


Accreditation supported this success in three key ways:

• Contributing to the high quality of candidates by being a supporting incentive to apply for the role and justifying the ‘trainee’ wage and entry level. It wasn’t as strong an incentive as training and working with the Trust: making it part of a package. The majority of applicants would have applied if it were unaccredited.

• Classroom days and assessment process were complementary to on-the-job experience. The accredited qualification then evidenced these skills and experiences. However, the trainees rank their experience of working for the National Trust as more beneficial for future employability.

• Providing a cohort structure that created benefits beyond the sum of its parts. By bringing in a group of entry level trainees, the National Trust created a network of individuals who supported each other and were able to share knowledge between properties. The structure of the VMT also worked in favour of upskilling trainees simultaneously. At an estimated £3.6k per trainee (exc. salary), the approach was an economic use of resource.



However overall, the impact of accreditation is open to debateThere are successes of the VMT which should have a legacy within the Trust and the wider heritage sector. However, staff would typically feel that this success can only be attributed to accreditation ‘to some extent’. As our evidence has found, accreditation has generally been part of a wrap-around bundle of incentives for application and sustained discretionary effort.

However, whilst there are clear merits to accreditation, the majority of participants in this study stated how accreditation cannot take the place of on-the-job experience, and needs to be carefully implemented to avoid overcomplicating the training process.

Evidence suggests that accreditation serves the needs of the sector more than it does the National TrustWhen considering the question ‘what problem does accreditation solve’, we must conclude that the problems it solves are primarily those of trainees (employability) and the sector (an

undiverse and unskilled volunteer manager workforce) and not of the Trust (trainees would apply for the experience alone). Whilst the VMT has fulfilled its brief from the sector, as a cause-led charity, the future of accredited volunteer management in the Trust needs to reflect the needs of the organisation first and foremost.

Currently, the National Trust should consider more carefully its own needs

In our strategic recommendations (pages 37-45) we suggest that there may be a future for accredited volunteer management training in the Trust, but that future is dependent on the extent to which the Trust feels it is either short of volunteer managers in general, or if current volunteer managers are in need of upskilling. If the former is the case, accreditation has a place. If the latter, taking lessons and content from the VMT, but not accreditation, is recommended.

In the future, strategic accredited training could improve standards across the sector

In the strategic recommendations, we highlight that the standard of volunteer management varies across sectors, organisations and departments. Accredited training is seen by the not-for-profit sector as a welcome solution to addressing this inconsistency. Similarly, the recognition of volunteer management as a profession is varied.

The Trust is seen as a standard bearer in volunteering, and through the VMT, is considered to have made a mark in encouraging the sector to see the value in volunteer management as a cohesive career path. There is appetite from the Trust and beyond for the formation of a professional body by the Association of Volunteer Managers.

We suggest that a more standardised approach to accreditation, championed by a professional body, might be a means to breaking this cycle; ultimately leading to improved recognition and standards of volunteer management in the heritage sector.

The tables on the following pages provide shorthand answers to the research questions, accompanied by the key evidence point(s) that enabled us to arrive at these conclusions. These conclusions are expanded on throughout the remainder of the report.


Table 2.1: research questions and conclusions - course content and structure

VMT course content and structure

Research objectives Conclusions Evidence

How did the VMT course content differ to existing Volunteer Community Involvement (VCI)/people management/other training on offer internally and externally?

There is some crossover in content between the VMT and existing VCI training. However, driven by the accreditation modules, the VMT included additional content on: recruiting volunteers, managing volunteer agreements and promoting volunteering within the organisation.

Assessment of course content documentation: Level 3 ‘ILM Volunteer Management’ Certificate and Award’, as well as other existing volunteer management courses and National Trust training offers.

Which elements of the VMT did trainees find most beneficial?

There were many beneficial elements of the VMT, in particular the classroom time and the on the job learning.

All 11 trainees agreed that the classroom time and on the job learning were beneficial, with 10/11 and 9/11 agreeing that they were very beneficial, respectively.

Which elements of the VMT did trainees find least beneficial?

The assignments were an element that were felt to be slightly less beneficial than others, however these were still deemed beneficial overall.

9/11 trainees agreed that the assignments were beneficial, with 5 agreeing strongly.

Were the modules offered the best matched to organisational strategy and operational / learner needs?

4 out of the 5 modules were considered by trainees and support staff as well matched to all needs. One module was considered less well matched.

All modules received a score of 9.3 or above, apart from ‘Lead and Manage Meetings’, which received a score of 8.5.

Do trainees feel the accreditation has proved to be a more effective form of learning than the existing VCI training modules?

The two approaches have benefits. But the structure and process of going through the VMT with peers and the on the job learning that the accreditation demanded brought particular advantages.

The beneficial nature of the ‘on the job learning’ (all staff and trainees agreeing) ‘working with others in a similar position’ (34/35 agreeing) and ‘mentoring’ (34/35 agreeing) are gained with the traineeship structure.

Could the Trust improve existing training course by adapting content from the VMT?

Yes the content could be covered, but the training structure’s benefits may be lost. Analysis of all data.

What benefits could different accreditation levels offer the National Trust?

Content in ILM Level 5 modules that could be beneficial involves: equality of opportunity, motivating volunteers, managing agreements and disputes, implementing and evaluating policy and promoting volunteering.

More than 60% of staff agree that these five modules could plug skills gaps at the National Trust.

Would accredited training work for staff operating at different levels?

There are some Level 5 modules that might benefit the National Trust, but it is not a recommendation of this report that this course is carried out.

The main benefits of the accreditation are relevant to the entry level of the current trainees.


Table 2.2: research questions and conclusions - recruitment

Recruitment


Does offering an accreditation help to attract, recruit and retain good people?

Attract and recruit: yes.

There is no evidence to suggest that the accreditation helps to retain good people.

Staff report that the trainees improved the quality of the volunteer management at the properties, and the accreditation was a factor in recruiting them.

All trainees said the accreditation was an incentive for applying - 5 ‘very much so’, 5 ‘to some extent’.

Table 2.3: research questions and conclusions - resources

Resources


What are the financial implications for the organisation? The cost of the VMT is £3.6k per trainee. The cost for the VMT is mitigated by the cohort approach.

Costs based on all hours and resource data. See Appendix 5 for details.

What part does the new legislation around apprenticeships play?

The new apprenticeships levy for organisations has the potential to be used to fund the VMT.

The new levy may be able to be offset against any future accredited training.

What time is required from managers, supporters and participants to deliver this training?

Managers: 52 minutes per week Mentors: 26 minutes per week

E-consultation: reported hours devoted to the course, based on an 18 month traineeship.

Table 2.4: research questions and conclusions - quality

Quality


Has accreditation driven up the quality of our volunteer management at the properties involved?

Yes - trainees improved the quality of the volunteer management at the properties.

26/29 staff agree that the trainee has improved the quality of volunteer management at their property.


Table 2.5: research questions and conclusions - perceptions

Perceptions


What is the wider view on the value of accreditation in the heritage sector?

Mixed. Most people see the value mainly in creating a quality standard for the sector and on the recognition that the trainee receives. However, there is the perception that accredited training can’t take the place of on the job experience.

Analysis of e-consultation and qualitative evaluation day data.

Table 2.6: research questions and conclusions - organisational change

Organisation change


Has the accreditation driven change? How hard has it been to implement new best practice initiatives at properties as a result of course learning?

Limited change. While one property reports a significant step change as a result of the programme, most suggest that the trainee enabled them to improve on their existing approaches rather than implement new initiatives.


Table 2.7: research questions and conclusions - motivation

Motivation


Why are National Trust staff interested in accreditation? What difference would it make to other operational staff?

Staff feel there is the potential for accreditation to increase the overall standard of volunteer management if it is appropriately handled and doesn’t impact negatively on the trainees’ workload. The accreditation of volunteer managers would work towards professionalising the work and potentially impact on the morale of those in the field.



Table 2.8: research questions and conclusions - impact

Impact


What is the problem accreditation solves or the opportunities it realises?

Accreditation realises the opportunity for a structure of training that attracts a cohort of good quality trainees that impact positively on the National Trust.

Accreditation solves the problem of the traineeship being a junior position that could attract weaker quality candidates. Accreditation justifies the trainees’ effort and renumeration.

Analysis of all data.

Do trainees have improved confidence in their employability skills as a result of the accreditation?

Yes, although the accreditation is part of a range of employability benefits that the traineeship brings.

Trainees report a 15 percentage point increase in confidence in finding employability between the start and end of the course (Research Box data). However, the qualitative data shows us that that there are a range of factors responsible for this.

What part has achieving accreditation played on trainees’ recognition, motivation, satisfaction and discretionary effort?

Accreditation has played a positive, supporting role in these factors, but as part of a package of other things offered by the traineeship, including general increase of skills and the experience of working for the Trust.


Has the qualification supported trainees in achieving volunteer management, leadership and management competencies?

Yes 70% of trainees strongly agree that they feel confident about delivering the things they are accountable for. This compares 37% of all staff surveyed who are responsible for managing volunteers.

Does this accreditation close the gap between an inexperienced and an experienced volunteer manager?

No, not necessarily. The accreditation plays a part, however on the job experience can’t be substituted for.

Respondents were asked if they believed that accreditation closed the gap between experienced and inexperienced volunteer managers. Of the 36 respondents, 6 agreed strongly, 14 to some extend, 5 felt that it didn’t, 1 felt neither and 10 didn’t feel they were in a position to say.


Staff groups’ perspectives on accredited training

Mentors

Mentors recognised how accredited training supports trainees with their professional confidence and helps them to feel valued.

‘Accreditation is a shortcut to a guarantee of quality of content and approach.’ Mentor, e-consultation respondent

Mentors felt that the job training can be more quickly integrated into work on the properties. They also highlighted that the resource required means that it would be uneconomical to implement across many areas. Those areas in which it is offered need to have clear career progression for those who undertake it.

General Managers

Some general managers believed that accredited training should only be applied in areas where it is most appropriate. In particular it can be useful to specialist roles.

Accredited training offers a level of credibility and transferability but there needs to be plans in place for what happens once the training has finished.

‘Accredited training undertaken in part in situ does provide a level of hands on operational experience that is invaluable.’ General manager, e-consultation respondent

Other volunteer managers

There was a mix of opinions, with some volunteer managers not going through VMT believing that it is the training, not the accreditation, that is key. Other stated that the accreditation provided a clear benchmark for acceptable standards of volunteer management.

‘I do believe there should be more training available to volunteer managers, however I don’t believe it needs to be accredited to make it worthwhile.’ A non-VMT member of volunteer management staff, e-consultation respondent

Line Managers

Line managers felt that accredited training supports with: confirming knowledge, developing staff and shows a demonstrable level of competence for those who undertake it.

However, there were concerns from line managers about the resource that it could swallow. And some felt that it shouldn’t be a necessity for those trying to enter the sector

‘Accredited training is a positive element of developing staff and making them more confident in their job role. However, time away from a property is very difficult to achieve and unless funding to back fill hours is offered, I would imagine that line manager and candidates who already have huge pressures on their time may not embrace the opportunity.’ Line manager, e-consultation respondent

Accreditors and markers

Accreditors and markers felt that the more formal aspects of the accredited training (assessment and outlining the core competencies) do impact on skills.

They felt that there is a danger that over-analysing the resource that accredited training takes is a false economy, as the structure of accredited training can support trainees to apply learning to improving work performance more effectively than existing National Trust training.

‘Accreditation does give a boost to the self-esteem of colleagues who are otherwise dismissed as delivering the ‘fluffy stuff’.’ Accreditor or marker, e-consultation respondent

Volunteering and Community Involvement (VCI)or People Team members

VCI or People Team members felt that accredited training is particularly helpful in recruitment and in supporting those in the early stages of their careers. Some felt that training doesn’t have to be accredited to be worthwhile, but accredited training should be employed where there is a real call for it - particularly where there is a need for the recruitment or incentivising of staff.

Accredited training requires time and resources but...

‘… I hope this would negate the time and resource wasted on dealing with difficult situations or losing talented staff.’ Member of the VCI staff, e-consultation respondent


Accreditation was a supporting incentiveThere is no doubt that applicants saw accreditation as an incentive; but it can not be said to be the incentive.

Accreditation was described as the ‘icing on the cake’, but evidence suggests that the high standard of trainees was more a consequence of the appeal of working for the Trust.

In conclusion, while the trainees value their accreditation, the vast majority would have applied if the VMT was unaccredited.

Accreditation partly influenced VMT applicationsOf the 10 trainees who took part in our e-consultation, all agreed that the accreditation played an important role in their application: 5 ‘very much so’ and 5 ‘to some extent’.

The qualification at the end to demonstrate the skills acquired was cited as the main benefit of the accreditation.

‘The accreditation was important as it is something to take away and is nationally recognized. Will certainly back up my volunteer management experience in the future.’

Trainee, e-consultation respondent

The opportunity to work for the National Trust

The training I would receive on the job

The accreditation I would receive

The opportunity to work in volunteer management

The mentoring/support I would receive

The opportunity to work in the heritage sector

The opportunity to work with others in a similar position

The opportunity to work for the property

Experience in the world of work

7 3

7 3

5 5

4 6

7 2

2 6

2 5

2 4

3 2

11%

Very much so To some extent

Incentives to apply for the VMT

[Base: 10]


Accreditation balanced out the lower wage that came with the VMTThe accreditation also contributed to helping candidates understand why they were receiving a lower wage; because they were also working towards a qualification. The lower, entry-level wage without the accreditation would likely have decreased the pool of quality candidates applying for the traineeship.

Accreditation supported other, more important, incentives for applicantsHowever, as illustrated by the model on the previous page, the accreditation, and the attached qualification, was just one of a ‘package’ of incentives for application.

Despite the incentives that the accreditation offered to applicants, it was a lesser draw than other factors. The accreditation was the third most important factor, after the opportunity to work for the National Trust and the training itself that was carried out on the job.

Overall, the accreditation was a secondary consideration for most trainees and acted in support of the other application incentives. Trainees hoped it would evidence the skills and experiences they hoped to gain through the traineeship.

‘The accreditation wasn’t a big part of my decision to apply, I would have applied anyway. It was the offer of lots of training and development that was appealing.’ Trainee, e-consultation respondent

‘The accreditation was secondary, I think I would have applied for the traineeship even if the accreditation was not included.’ Trainee, e-consultation

respondent

‘Accreditation was very much an ‘icing on the cake’ for me. I wasn’t actively looking for jobs that included training and accreditation, I was looking for starter jobs in the heritage sector (particularly in the Trust). The fact that the VMTship was ‘no previous experience required’ and that training would be given on-the-job was very attractive to me. The fact that this training was accredited was incidental.’ Trainee, e-consultation respondent

The implication of these findings is that accreditation isn’t required to attract the same standard of trainees as the VMT in future. Training with the National Trust and the tangible skills develops are both stronger incentives.

‘I would have definitely done it if it hadn’t been accredited, because I think it was more, say, the chance to start off in a career in the National Trust.’ Trainee, qualitative consultation day attendee


Accreditation provided robust structure The trainees considered the VMT to be well structured and managed.

While the assignments required to gain the qualification were considered a slight interference by some, other structural elements driven by the accreditation were considered to play a significant role in the success of the course; in particular the more formal classroom learning.

The accreditation structure offered a range of benefitsMost trainees and staff involved clearly had a good experience of the VMT. The module content, learning outcomes and skills developed were positive outcomes.

We asked trainees and staff which elements of the VMT were beneficial, and then which outcomes of the VMT were beneficial.

As we explore in the following section, the qualification itself wasn’t considered as one of the most beneficial outcomes of the course. But as the chart on the following page illustrates, there were structural elements of the VMT which were facilitated by accreditation - primarily the classroom time and peer support - which played a significant role in the success of the course.

As such, the key benefit of the traineeship being accredited was the clearly defined structure it provided.

‘I think doing the accreditation pushes you through more experience in a shorter period of time…you have to search for those opportunities and your line manager and your mentor are primed to help you find those. So it’s not necessarily the qualification itself, but the fact that it makes you seek out all these things.’ Trainee,

qualitative consultation day attendee

Peers and mentors were valuable support Trainees were supported by others going through the course at the same time and by the formal processes in place, such as the mentoring and the classroom days. A community spirit was formed, which was a continuing motivation for those involved.

‘The support structure within the traineeship has worked really effectively [...] The mentor system has been absolutely one of the most valuable things, I think, of the traineeship.’ Trainee, qualitative consultation day attendee

Sharing best practice in volunteer managementThe cohort aspect of the accredited course had a number of benefits for the National Trust, especially in terms of the economies of scale it offered on the classroom days. But this structure also offered the opportunity for best practice

sharing for the properties.


Accreditation content was well receivedIn the following section we consider the content of the VMT modules in more detail. But generally speaking, as illustrated by the chart opposite, the content of modules and course materials - specific to the accreditation - were considered to contribute to the success of the VMT.

Accreditation specific assignments less well received, but still play a roleTo comply with the accreditation standards the VMT required trainees to complete assignments which were assessed by independent adjudicators. While still considered to be broadly beneficial, this aspect of the VMT was not felt to be as beneficial as others.

Assessment central to continued developmentThere is evidence that the assessment and feedback process may be important in the continued development of the trainees: a formal aspect of the process faciliated, in this instance, by the accredited structure.

[Base 11]Trainees[Base 24]Staff

The content of the modules

Course materials

Classroom time

Working with others in a similar position

The mentoring received

Networking

Carrying out assignments

On the job learning73%

100%

82%

83%

82%46%

64%

63%

What elements of the VMT were ‘very beneficial’? [Top box]

64%

63%

64%

46%

45%

50%

36%67%


Study/work balance not always struckIn order to provide time for reflective learning and to complete written assignments, trainees were allocated study days.

Some trainees took each of their allocated study days and were fully supported by their property to do so. However, others didn’t take their full allocation, feeling that taking these days would conflict with work obligations. This is one reason why trainees weren’t entirely convinced that the assignment structure worked.

‘I don’t think study days were ever really outlined for me in my role.’ Trainee, qualitative consultation day attendee

‘I didn’t want to push for the study day because I was doing so much work on property, but that means I was doing a five-day-a-week job.’ Trainee, qualitative consultation day attendee

‘My mentor’s still encouraging me to do that, and still go out, and use those days to look at other organisations, other places and that, and so it almost sounds like there’s been a lack of communication about the purpose of study days to all the mentors and line managers.’ Trainee, qualitative consultation day attendee

There is a concern that extra workload, while not offering trainees the adequate time for study and not making the assignments relevant to the day to day operations of the properties could be demotivating for the trainees, and consequently impact negatively on their confidence and their satisfaction.

Study and work felt disconnectedOn the job training was considered to be a vital element of success for the VMT. With 16 properties involved, each trainee experience was unique. The size of the staff/volunteer workforce and the extent to which management understood both the content of the course and the role of the trainee, varied from place to place. Therefore, success was reliant on individual support staff at properties.

‘we could have been better prepared as Line Managers with a better idea of the work required for the Trainees much earlier on to help set objectives and plan work streams.’ Line manager,

e-consultation respondent

In some instances trainees felt that the property staff didn’t always know what they were working on, and that module content wasn’t always useful to their work.

‘I felt like my assignments and things like that were my problem, and the property teams, the property was what they were managing, so I had to do the traineeship and my assignments to myself on my study days, and I don’t think I probably brought it together as much as I could have.’ Trainee, qualitative consultation day attendee

Better clarity was required on how the trainee might fit inThere was concern among some trainees that, once they have completed the VMT, they don’t know which jobs would be appropriate for them to apply for. They felt assistant posts would be a step down, yet posts at an officer level would require more experience than they were able to offer.

‘At first it can be really quite confusing as to where your role fits in on the property.’ Trainee,

qualitative consultation day attendee


Level of responsibility not always clear

The trainees sometimes felt that they were caught between being a learner and a leader.

‘If it was just a placement for somebody to lead a project to create some culture change, or if it was just an apprenticeship to learn volunteer management, but it’s been both of those things at the same time.’ Trainee, qualitative consultation day attendee

Cohort 2 may have had a better experienceThere was general consensus among the trainees that the traineeship had been well structured and well managed.

However, it seems that lessons were learnt from the first cohort, and that subsequently the second cohort had a better experience, particularly in relation to the timings of assignments and tasks.

‘It’s good we had all those dates, and we knew when the first marks were going to be and when the final submissions had to be. We had all that from the outset, which was really good.’ Trainee, qualitative consultation day

attendee (cohort 2)

The structure that accredited training brought offered a huge number of benefits to the trainees and the Trust, even though the final qualification is not one of the most beneficial aspects of the programme. This could be replicated by other organisations in the heritage sector under the right circumstances (i.e. a cohort of trainees) even if formal accreditation is not included.

Regardless of the structure, absolute clarity about the purpose of the training programme is required for those involved to ensure consistency and quality for trainees.



Modules were broadly fit for purpose There is a range of options for the National Trust for future approaches to volunteer management. There are few other accredited courses available and Level 3 of the ILM volunteer management award/certificate is the best fit for the programme as it currently stands. If the VMT is continued as accredited by ILM, it is recommended that one module is replaced.

Module choices might need adjustingThe accredited traineeship consisted of five modules (not all completed by all trainees). These five modules were tested across stakeholders on the e-consultation. We asked support staff to score the extent to which each module aligned the operational and strategic needs of the Trust. We then asked trainees to score each module for the extent to which they have helped to improve their own skills for the future. We’ve scored each

module across the factors. See table below, and Appendix 2 for full breakdown of the scoring system.

The five VMT course modules were considered to be generally well-aligned to the needs of the trainees and the National Trust. However, one module - ‘Lead and Manage Meetings’ - scored significantly worse than the other four.

We then asked e-consultation participants to select modules that they considered more appropriate.

These were selected from the full list of Level 3 accreditation modules. The score breakdown for all modules can be found in Appendix 2.

The top three alternative modules suggested were:

• Implement change in own area of responsibility

• Provide leadership and direction

• Manage or support equality of opportunity, diversity and inclusion.

Table 3: current module suitability (for full breakdown see Appendix 2)

Overall score

Operational score

Strategic score

Trainee skills score

Managing volunteer agreements 9.7 9.6 9.7 9.7

Supervise and support volunteers 9.6 9.6 9.7 9.4

Promote volunteering within your organisation and to volunteers

9.6 9.6 10 9.1

Support team members in identifying, developing and implementing new ideas

9.3 9.4 9.5 9.1

Lead and manage meetings 8.5 8.9 7.9 8.7


A flexible curriculum would be preferableAs described in the previous section, some trainees felt that the content of the accreditation was disconnected from the property experience. One trainee suggested that in the ideal scenario, the content of the modules will be tailored appropriately to individual properties. This would be a logistical challenge in the current VMT format, and if the course continues to be accredited. But if the course continues but unaccredited, with a focus on self-reflective learning, then a curriculum with optional modules would be beneficial in the long term.

‘You might want more options for the assignments, because actually at your property, a certain assignment might have been a better fit.’ Trainee, qualitative

consultation day attendee

ILM Level 5 content could be incorporated by the TrustStaff at the National Trust were asked whether modules from the Level 5 course, aimed at middle managers, might be appropriate for plugging skills gaps at the organisation. The two compulsary modules as part of the Level 5 qualification ‘Promoting Volunteering to Potential and Actual Volunteers’ and ‘Developing Structures, Systems and Procedures to Support Volunteering’ came relatively high (fourth and sixth from a list of 28).

The top score modules from the Level 5 qualification are provided in Table 4.

Some aspects of the Level 5 qualification would have resonance for volunteer managers at the Trust. However, as one of the main benefits of the current VMT was the recruitment of a cohort of good quality, but entry-level candidates, the Level 5 content would be inappropriate.

Table 4: top scoring Level 5 module options (for full breakdown see Appendix 2)

Level 5 - highest scoring modules

Promote Equality of Opportunity, Diversity and Inclusion

Manage the Motivation of Volunteers

Managing Volunteer Agreements and Dispute Procedures

Implement and Evaluate a Volunteering Policy

Promote Volunteering to Potential and Actual Volunteers

While the National Trust reports an increasing amount of other organisations offering accredited volunteer management courses and there is no shortage of day training in the area (as run by NCVO, Volunteer Scotland and DSC among others), the ILM appears to be the main available accrediting body for such a qualification (see Appendix 4).


Accreditation a long term outcomeIn the short term, the most significant outcome of the VMT was the varied experience gained. While the qualification itself wasn’t considered to be the most beneficial outcome in the short term, trainees could see the long term benefits that might come from the qualification.

Experience is the defining outcome of the VMTAs the chart illustrates, the top outcomes of the VMT, as rated by both the trainees themselves and support staff, were all experiential. All of the following were considered to be more important outcomes of the VMT than the accreditation:

• Experience working for the National Trust

• Experience in the heritage sector

• Experience in the world of work

• Experience in volunteer management

• Experience working for property

[Base 11]Trainees[Base 24]Staff

70%

100%82%

70%

75%

46%

50%

63%

What outcomes of the VMT were ‘very beneficial’?

90%

75%64%

70%

83%

50%30%

57%

Experience working for the National Trust

Experience in the heritage sector

Experience in the world of work

Experience in volunteer management

Experience working for property

Accredited qualification received


In the same way that accreditation was part of an incentive package, accreditation can be considered part of an outcome package. But ultimately, the practical experience gained from the VMT is far more significant.

‘Experience of practical real life situations is paramount. Writing assignments can help raise awareness of potential issues ... but is no substitute for actual experience.’ Line manager, e-consultation respondent

Accreditation not as beneficial as assumed by staffWhilst the data is only indicative, it suggests that the trainees themselves don’t see the accreditation as being as beneficial as staff assume it will be. There was a sense from trainees that the benefits of accreditation may play a role in the long term, but in the short term, the benefits were yet to take effect.

The qualification could set the trainees apart in the long termData gathered by Research Box shows us that 83% of trainees agreed that they felt confident in finding employment at the end of the traineeship (source: Research Box. See Appendix 3) and the accreditation is partially responsible for this.

The accredited qualification is part of a suite of benefits that will impact on trainees’ future employment. When asked on a scale of 1-5, with 1 being no impact on their future employment and 5 being significant impact, 11 of the 15 trainees gave the accreditation a 4 or 5. This is the same number as cited the course content and the on the job experience as a 4 or 5 in significance of impact. But again, the on the job experience is considered most impactful here.

‘[Previously] I highlighted that my skills gap was in managing large groups of volunteers, and actually having some accredited training in that, so I saw the role come up and applied for it, and got it, and it’s been really quite eye-opening.’ Trainee, qualitative consultation day attendee

[Base 15]

Impact of course elements on future employability

Course content

Networking

On the job experience

The accreditation/qualification itself

No impact Significant impact

1

2

2 1

1 9 23

1

2 6

11

5

3 7 4


Qualification is something physical to show prospective employersSome trainees reported that, while the accreditation was important, many employers value experience more.

However, many felt that accreditation verifies these skills and experiences that employers are looking for.

‘It’s almost like a stamp of approval, rather than just completing a traineeship, having accreditation at the end of it feels like more of an achievement and gives something tangible to show prospective employers.’ Trainee, e-consultation respondent

Carrying out accredited training also demonstrates that trainees have a willingness to undertake Continued Professional Development (CPD), something that is increasingly sought-after in a competitive employment market.

Recognition from accredited training could be motivatingTraining that is accredited can be impactful on the recognition that trainees receive, helping to establish levels of responsibility. This can hold more weight than non-accredited training.

However, some respondents suggested that the accreditation itself is the recognition, that it shows an initial investment from the employer. Receiving this accreditation is likely to help trainees feel that volunteer management is more of a ‘vocation’ or a career path, which could be motivating for them. It is understood that those who apply for a traineeship that combines work and study are

likely to be motivated to begin with.

Confidence and satisfaction could benefit from accredited training

There is a general consensus that confidence and job satisfaction are improved through accredited training: trainees have validation of their skills, a stronger belief in their abilities and there is a clear

criteria for success.

Trainees more confident in their own skills than in finding employment Research Box data demonstrates that candidates saw improvement on a range of self-reported outcomes (see Appendix 3).

While ‘the role is helping me to develop useful skills to support future employment’ and ‘I feel confident in finding related employment at the end of the traineeship’ saw improvement in scores of 12 percentage points and 14 percentage points, respectively, between the beginning and end of the course, these are the lowest improvement scores. These outcomes are particularly low compared with ‘I have the necessary transferrable skills to succeed in a heritage/VM related career’, which saw an improvement of 47 percentage points.

This suggests that while the trainees felt they were developing skills, they didn’t have as much faith in these skills making them more employable in future.

Some trainees felt the name ‘Volunteer Manager Trainee’, particularly the words ‘volunteer’ and ‘trainee’ didn’t give an accurate idea of what they’ve been through, with many explaining that they are often asked if their position is unpaid.


Strong outcomes compared with non-accredited volunteer managers As part of the e-consultation we asked participants to rate the extent to which they agreed with a set of statements. These statements were taken from the annual survey of National Trust staff. As such, and as described in Table 5, we can compare the results of three different stakeholders:

• VMT trainees

• Volunteer Managers at the Trust who have not been through the VMT [Control group]

• All National Trust staff who regularly manage volunteers (2016 data).

Due to low sample sizes, we must be cautious, and treat this data indicatively.

Indicatively, this data suggests that compared with the control group, VMT trainees felt more confident on delivering what they were accountable for and more confident in managing volunteers.

While these figures present a positive picture of the VMT, causality from the accredited training can’t be established.

Table 5: Comparison of outcomes with other groups

% Strongly agree with the following statements VMT trainees VMs NOT going through VMT

All NT staff who manage volunteers

I am committed to the work the Trust is doing 70% 82% 73%

The National Trust is an organisation I believe in 70% 82% 65%

I feel confident about delivering the things I am accountable for

70% 35% 39%

I know what is expected of me in my role 70% 35% 50%

I enjoy my work 60% 53% 58%

I have the training and development opportunities to help me deliver what is expected of me in my role

60% 6% 37%

I feel a sense of doing something worthwhile 60% 47% 63%

I am confident in managing volunteers 60% 29% 50%

I receive recognition and praise for the work I do 50% 41% 27%

I have the authority to take the decisions I need in order to get my job done

50% 47% 37%

I have the resources and equipment needed to do my job

30% 6% 22%

10 17 2756


Increased volunteer management qualityThe trainees have had a positive effect on the National Trust.

Support staff described effective contributions at properties and how the trainees contributed to a younger and more diverse workforce.

By sharing their experiences they were able to join up working across the properties that were involved, bringing new ideas and best practice from other parts of the National Trust.

However, the extent to which this quality of contribution can be attributed to accreditation is questionable.

Trainees considered to have increased qualityThe majority of the staff who took part in our e-consultation (26/29) felt that the trainee they worked with had improved the quality of volunteer management at their property. Of those who had less contact with trainees (e.g. VCI Team and the People Team) 10/18 believed that the VMT had improved the quality of volunteer management at Trust properties in general. 8 of the 18 asked didn’t know or feel they were in a position to say.

Accreditation can be attributed to some extentThe trainees were therefore considered to have made an impact in their time with the Trust. When we asked support staff who could comment, ‘To what extent do you attribute the accreditation/qualification to this?’ the majority of respondents said they could to ‘some extent’ - 17 / 18. Only one respondent said ‘very much so’.



67% Volunteers believed that their experience at their property had improved as a direct result of the trainee (source: Research Box).

90% (26 out 29)Operational support staff believed the trainees improved the quality of volunteer management at their property

56% (10 out 18)Staff believed the trainees improved the quality of volunteer management across the Trust in general

56% (20 out of 36)Staff believed that the VMT traineeship closed the gap between experienced and inexperienced volunteer managers

90% (18 out of 20)Staff felt that this improvement could be attributed in some part to the accreditation

A resource to improve operationally and strategicallyBy having an individual devoted specifically to improving volunteer management, properties had the capacity to both focus on the operational basics of volunteer management as well as be more strategic with their approach.

‘[The VMT] accreditation’s given the focus and the ability to train and learn in the area. And take the time to understand what you’re doing, rather than trying to do multiple jobs and then having volunteer management tacked on to that.’ Staff member, qualitative


‘[The trainee has] allowed us to make sure we’re carrying out all the basics correctly (which time wasn’t allowing beforehand!). The benefits of having a dedicated volunteering member of staff are incredible. We’ve been able to explore community involvement, new volunteering roles and so much more.’ Trainee Line Manager, e-consultation

respondent

‘Prior to the trainee, development of the volunteering experience was part of a job and so limited time and capacity was available.’ Trainee Line

Manager, e-consultation respondent

Having this dedicated role carried out by someone who also had the space, through the traineeship structure, to learn and reflect was seen as beneficial.


Trainees themselves brought competancies to the roleMany trainees had skills and experiences that provided additional benefits to the role and the National Trust in general. The VMT allowed them to hone and improve their skills through the combination of the formal aspect of the learning and the on-the-job experience.

‘The trainee we recruited was extremely competent and proactive, enabling us to move forward with our volunteering plans further than we would have expected. Whether this was down to the personality of the trainee or the training it is difficult to say.’ Trainee Line Manager, e-consultation respondent

However, it should be noted that some managers reported that the trainees required more resource than had been anticipated.

‘[The trainee] took more management than was expected.’ General manager, e-consultation respondent

The time devoted to managing trainees is shown in Appendix 5.

An opportunity realised for joined-up workingAs well as the peer support advantages for the trainees, the cohort structure of the course had benefits for the Trust. By coming together regularly to share experiences and best practice, trainees were better positioned to inform volunteer management policy at their property. Equally, the properties had a range of volunteer management trainees at other properties to help troubleshoot.

‘One of the biggest benefits for us on our property with the accreditation aspect- [was] the fact that our VMT was part of a cohort and part of a group.’ Staff member, qualitative consultation day attendee



‘People having a really intense sense of what other properties are working on, when supporting each other through that process, would be a really interesting thing to take forward.’ Staff member, qualitative


The impact on volunteersTable 6 (on the following page) presents data from the annual volunteer survey. The table shows how volunteers at properties responded to key statements in 2016 compared with 2014. When a figure is green, this means it has improved in the proportion of respondents strongly agreeing with the statement across the three years over which the VMT spanned. If the figure is red, there was a decrease.

The 16 properties hosting trainees on the VMT are presented. This shows how three properties - Fountains Abbey, Hardwick Hall and Tyntesfield, have dropped back across this three year period. But in the main, improvements in various volunteer management measures have been seen across the majority of the remaining venues.

We can not necessarily attribute these changes to the VMT (or to the accreditation specifically) but we can consider there to be a correlation that is supported by the positive response from our e-consultation of general managers and support staff.

The VMT is considered by a range of staff from across the Trust to have improved the quality of volunteer management in the organisation.

There is some debate on the extent to which this is a reflection on the accreditation, or on the course more generally.

The candidates were of high standard, but as described in the previous section, their application cannot be attributed to the accreditation.

One factor that has improved quality is the support of a cohort/classroom structure. This approach was certainly driven by the accreditation, but isn’t dependent on it for any replica courses in the future.


Round 2

Angl

esey

Ab

bey

Calk

e Ab

bey

Foun

tain

s Ab

bey

Hard

wic

k Ha

ll

Spek

e Ha

ll

Pole

sden

La

cey

Shef

field

Pa

rk

Tynt

esfie

ld

Whi

te C

liffs

+2% +12% -4% -10% +22% -3% +8% -17% +2%

+2% -2% -11% -14% +19% 0% -2% -21% +6%

-11% +3% -12% -8% +16% +4% -8% -21% 0%

-6% +1% -9% -11% +17% -2% +5% -23% +5%

0% -4% -10% -12% +21% -1% +4% -20% +7%

Table 6: Volunteer survey responses at VMT properties

Round 1

Difference in the proportion of respondents ‘strongly agree’ with statements from 2014 to 2016: annual volunteer survey

Dunh

am

Mas

sey

Duns

ter

Cast

le

Erdd

ig

Hard

cast

le

Crag

s

Lym

e Pa

rk

Mel

ford

Ha

ll

Stac

kpol

e

Volunteering at my property/location is well organised

+5% +1% +15% -2% -1% +5% +57%

Staff at the place I volunteer manage volunteers well

+5% -1% +13% +1% +8% +9% +50%

Where I volunteer, staff appreciate and value the work volunteers do

+6% -1% +19% -6% +3% +1% +57%

Where I volunteer, people (staff and volunteers) work together as one team

+7% -3% +20% +9% +3% +1% +57%

The management team at the place I volunteer are approachable

0% +2% +22% +7% 0% +13% +33%


A quality standard for the sectorVolunteer management is not yet perceived across the board as a stand-alone career, and training for it is limited compared to other areas. As such the standard is inconsistent across the sector.

By implementing accredited training in volunteer management, the National Trust is helping to address this perception and create a cohort of skilled-up candidates.

However, there remains a caution in attributing actual impact to the accreditation. Across the board, respondents were keen to emphasise that accreditation is currently a ‘nice to have’, and not a substitute for training and experience.

Volunteer management is not yet seen as a career path Despite the specific combination of skills and attributes needed to deal with large numbers of volunteers, volunteer management can be seen as a skill rather than a job role or career. In reality, the role requires a combination of people management skills alongside an understanding of how to promote volunteering. This is then compounded by knowledge required that is specific to the legal, ethical and emotional dimensions of recruiting and managing volunteers.

‘Actually, I think managing volunteers can be harder, because of all the other stuff that goes with it. You haven’t got a contractual agreement.’ Qualitative evaluation day attendee

However, as volunteer management is a part of many people’s job roles within heritage, some people believe is should be treated as a core skill, not a career path.

‘Our response should be more to raise the status of volunteer management as a core skill of people working in the heritage profession rather than training a cohort of expert volunteer managers who just do volunteer management.’ Qualitative evaluation

day attendee

‘If we as a sector truly hold the same value against time as we do against money, then a more trained, skilled and professional approach with better support (which you would assume accreditation would offer) would no doubt be beneficial.’ Member of the VCI

staff, e-consultation respondent


The standard of volunteer management is inconsistentAttendees at the qualitative evaluation day felt that the current quality of volunteer management in the UK was variable at best, with only two out of 24 respondents reporting that it was ‘good’, neither of whom worked for the National Trust.

Volunteer management in the heritage sector is felt to be improving but quality still varies hugely and is often dependent on the capacity of the organisation.

There is a call for other areas to support the professionalisation of volunteer management through adding it to heritage, museum and cultural curriculums.

‘My museum studies master’s degree had no element of volunteer management. Which is incredible when you consider the level of volunteer involvement in museums in the heritage sector.’ Qualitative evaluation day attendee

The Trust is making a difference to the perception of volunteer management By providing accredited training courses, the National Trust is offering the sector a cohort of candidates with a recognised level of achievement. With the power of the National Trust brand attached, the sector felt that this can only enhance the perception of volunteer management by presenting it as a valid career path.

‘The Volunteer Management sector is often seen as an ‘add-on’ to other roles and any accredited training will help to enhance its rightful place as a stand-alone profession requiring specific skills and capabilities. Much as a gardener can gain accredited qualifications for various aspects of their role, it would be great to see more of this in VM.’ Volunteer Manager not going through the VMT, e-consultation respondent

‘The neatest and quickest way to build status of a profession is to recognise through accreditation – identifying those key capabilities that are needed to do the job well. This makes it easier to articulate to others what you do and helps to grow the professional standing of the sector.’ Mentor,


Through offering accredited training, the National Trust is lending its weight to the perception of volunteer management as a stand-alone career. In addition, the National Trust is helping with the huge inconsistency in standards in volunteer management, both in the sector and across the UK.

2 out of 24Respondents at the evaluation day felt that the standard of volunteer management in the UK in general is ‘good’.


Accreditation adds kudos, but it’s training that drives skillsNobody at the qualitative evaluation day disagreed that accredited training programmes of volunteer management training could help to plug a significant skills gap in the heritage sector. This view was broadly consistent across sector professionals and National Trust staff.

However, it was felt that, in particular, it was training that was the solution, and that accreditation could both add kudos and consistency to this training, and also an opportunity for reflection that non-accredited training can’t provide.

As discussed, the trainees themselves hope the accreditation will serve as a point of difference on their CV in the long-term.

In the main, respondents agreed that accredited training could be important in plugging skills gaps in the sector, but only if it is fully supported by the organisation and the sector.

Long-term impact of accreditation is something of an unknown There is no conclusive evidence from either the evaluation day or the e-consultation that accredited training closes the gap between experienced and inexperienced volunteer managers. There is evidence that the VMT has closed this gap, but little evidence that this is attributable to the accreditation itself.

As this was a pilot scheme, it was felt that the full and long-term impact of accreditation on the sector workforce is still an unknown.

6 out of 36Respondents from the e-consultation who ‘strongly agreed’ that accreditation closes the gap between experienced and inexperienced managers

14 out of 36Respondents from the e-consultation who agreed ‘to some extent’ that accreditation closes the gap between experienced and inexperienced managers

‘Training is essential for developing volunteer management skills, alongside hands-on experience of volunteer management. Accredited training is less critical, but perhaps more important for ensuring that others value the training which has been undertaken and see it as a formal course which is externally accredited.’ External heritage professional, e-consultation respondent


‘If I saw someone with the qualification it would reassure me that they had a sound understanding of the basics. I would want to see this backed up with practical experience too, i.e. the qualification on its own wouldn’t be enough.’ Member of VCI staff,


‘I have never undertaken accredited training, but I feel I am still encouraged to develop within my role and there are plenty of opportunities. I suppose it depends on the member of staff, I am personally motivated and committed to working in this role for this organisation despite not having accredited training.’ External heritage

professional, e-consultation respondent

Accrediting training is a ‘nice to have’At the qualitative consultation day, respondents were asked in small groups to discuss whether accredited training was an essential, a nice to have or a luxury for volunteer management.

While few respondents were willing to consider accredited training as a luxury, there were concerns from heritage sector staff that accrediting volunteer management can’t be considered ‘essential’, at least until it is more widely established. If accredited training became considered as essential before then, it would become a barrier to engagement.

Similarly, there was no consensus from respondents over whether the best training programmes have accreditation attached to them. While it brings quality and standards, there are too many qualifiers for it to be considered an essential part of becoming a volunteer manager as it stands.

Photo credit: Fran Lawton


‘The difference I’ve found going on the accredited programme that I recently went on is that it inspired me to keep learning, and to stay engaged.’ Qualitative evaluation day attendee

‘[Accredited training] can be very useful to support and nurture people looking for careers in the heritage sector.’ External heritage professional,


Accreditation has the potential to overcomplicate trainingMuch of the reticence towards accreditation across this study was based on resourcing, and the assumption that accreditation can over complicate training. There was a general consensus however that this can be avoided if:

• It’s aligned to strategy

• The process is sound and thought-through

• It’s focused on the learner

• If bureaucracy is streamlined (paperwork, evidence and marking).

Accredited training is not a prerequisite for being an effective volunteer manager. There was no consensus as to whether or not it should be, with some expressing the view that, if it became an essential recruitment criteria, it would become exclusionary and narrow pools of candidates.

Training and experience, however, are essential to invest in if the standard of volunteer management is to increase. Accreditation can be seen as a positive addition to these things.


Table 6: Post-it notes exercise - qualitative consultation day

Trainees Trust staff Other heritage

‘Who does accreditation benefit?’Volunteer managers, recruiters, the sector, volunteers, the public, the whole profession, the National Trust, local colleagues, the trainees

‘Lots of groups if done properly: volunteers, teams, individuals, communities’

‘The sector/those who’d use the qualification’ ‘Accreditees, employers, the relevant profession’

‘What are the benefits of accreditation?’Recognition, increased skills, consistency, reflective practice, career development

‘Ownership and proof of work done/time given by person’

‘Professionalism, consistency, respect, transferable confidence, personal/professional development’

‘Consistency in development and delivery of the ‘skill’’

‘Setting a standard for organisation and industry’

‘Achieving standards that are recognised and understood’

‘Structured approach to development’


Trainees Trust staff Other heritage

‘There is a skills gap in volunteer management in general that accredited training can help to plug’Training - definitely; accreditation - maybe

‘I’m not sure whether other organisations/charities understand if there is a benefit to accredited training. This is coming from my recent job searches, it hasn’t ever come up in conversation’

‘There is definitely a skills gap but I’m not sure the level to which accreditation can fill this - hopefully this will become more apparent’

‘Accreditation would not in and of itself change the skill level. That is down to the training’

'There is a skills gap in volunteer management in the heritage sector that accredited training can help to plug'

‘Only if the organisation creates specific roles focused on volunteers’

‘Yes - volunteer management ‘random’ addition to lots of other roles results in inconsistent volunteer management’

‘‘Programmes’ of development can attract fresh faces to volunteer management’

‘The best training programmes have accreditation attached to them’

2 no, 2 ‘it depends’, 2 yes‘I’ve had some great non-accredited training too’

3 no, 5 ‘it depends’‘No!! Quality and outcomes are key, not necessarily always the case with accredited training’

3 no, 1 ‘it depends’‘Not automatically. Proves level of competence but can have great learning without accreditation’

‘I believe the standard of volunteer management in the UK is excellent’

6 inconsistent, 1 don’t know‘If inconsistent in one sector I can only imagine the same issue is exacerbated across several’

7 inconsistent, 1 don’t know‘Depending on the organisation but overall it’s hard to agree the standard is excellent’

2 agree, 5 inconsistent, 1 don’t know, 1 disagree‘I have no reason or evidence to believe this’

‘I believe the standard of volunteer management in the heritage sector is excellent’

1 improving, 5 inconsistent, 1 no ‘It can be…it’s not consistent even at one property sometimes let alone the whole sector’

4 improving, 3 inconsistent, 1 no‘I feel it is improving, but we still have a lot of progress to make’

‘Don’t know what the standards are! What does “success” look like?’

‘Accreditation can overcomplicate training programmes’Yes, but only if you get things wrong

‘It can create limitations as well as creating opportunities’ ‘If created successfully accreditation can motivate and support the trainees, not complicate’

‘Not if well-planned. Retains a focus and goal’


Recommendations for the TrustThere are four conditional recommendations in this section, based on both the needs and strategic direction of the Trust. The first two are scenarios in which a replica VMT should be considered: a scenario in which the Trust has the need to recruit and skill-up a number of voluteer managers, and a scenario in which the Trust considers the course and its purpose to be aligned to its vision.

The second two are scenarios in which the VMT in its current form should not be continued: if the need to recruit is ad hoc, or if current volunteer managers are underskilled.

Two scenarios where replica courses should be consideredIt is the conclusion of this report that there are two scenarios whereby continuing a version of the accredited VMT without external HLF funding should be considered by the National Trust:

Scenario 1: If a group of entry-level volunteer managers are required across the country

The VMT was an inviting proposition which enabled the Trust to recruit a diverse, young and talented group of entry-level volunteer managers.

The main motivation for the successful applicants was the opportunity to gain on-the-job experience with the National Trust, and the possibility of going on to gain full salary employment with the organisation.

The fact that the course offered a qualification as an output was a supporting motivation. And whilst trainees found the accreditation to be a motivation for sustained participation (acting as a ballast for the lower salary), and see the qualification as a potential differentiating factor in future job applications, the majority of trainees would still have applied for the VMT without accreditation.

The structure of the VMT was entirely fit for purpose: on-the-job training offering the experience trainees were seeking, but the classroom environment providing much appreciated morale and professional support.

The accreditation assignments themselves were seen as among the least beneficial aspects of the VMT, but were again all part of a package of success. Therefore, the accreditation structure was suited for developing a cohort of trainees. The course would have been less successful if it were designed for independent learners: in its current guise, the VMT wouldn’t be suited as an off-the-peg programme for individuals.

If cohorts of trainees are required by the Trust again, then the quality of output delivered by the VMT is a justified continued investment. There is an economy of scale for the Trust, and the additional costs of accreditation marking are offset by both the higher standard of applicant, and by the reduction in salary accreditation can offer.

For a cohort of 10, the approximate cost for an 18 month traineeship is £32k. This figure excludes set up costs, on the assumption they wouldn’t be required again, and salaries.


Scenario 2: It aligns with the Trust’s purpose

The second scenario whereby replicating an accredited VMT without external HLF funding should be considered is if the Trust considers delivering trained volunteer managers to the wider heritage workforce to be strongly aligned with the organisation’s vision and/or cause.

During our full-day workshop with not-for-profit volunteer professionals, it was clear that the Trust was considered a standard bearer for volunteering and volunteer management. And that by providing the opportunity to develop young volunteer managers, it was pioneering and filling a significant skills gap in the sector. Continuing to do this will further enhance the Trust’s already strong brand in this area.

The Trust has supplied the sector with a young diverse group of 17 qualified volunteer trainees; 10 in National Trust roles and 5 employed outside of the Trust in heritage and/or volunteer management.

If posts aren’t available to fill within the Trust, then continuing the accredited VMT will be a philanthropic contribution to the sector. If this is considered to align with the Trust’s vision for participation, volunteering and community involvement, then continuing the accredited VMT should be considered. But continuing the accredited VMT without its own posts to fill is an expensive philanthropic gesture from the Trust.

Adapting for further successIf either of the above criteria are met and the accredited VMT were to continue, there are some improvements which should be considered:

Tailoring the course to property needs

The work-based learning is a central characteristic of the traineeship and has the potential to benefit the National Trust even more if properties are fully cognisant of the activities of the trainees. Aligning the content of the assignment with work-based tasks as much as is feasible, and ensuring that all involved understand their responsibilities, would be beneficial.

‘Look at the selection of properties, and have a set criteria that they have to meet, and be clear what the ask is and what the property can get out of it, what the trainees can get out of it.’ Trainee, qualitative consultation day attendee

Understanding the positioning of the trainee role

Applications should be properly interrogated to ensure that they demonstrate a thorough understanding of how the trainee role will fit into the existing structure and the level of responsibility they will be required to take.

If the Trust elects not to continue with an accredited training programme for volunteer management, it is recommended a clear communication to the sector is delivered on why that is the case. As a leading voice in volunteering, especially within the heritage sector, ambiguous communications of the successes of the VMT could cause brand bounceback.


Refining the modules

Unless the Trust is seeking to attract more experienced volunteer managers than entry level, it isn’t recommended that the accreditation level is changed from 3 to 5.

While the content of the course was well-received, one module stood out as being less applicable. A review of the five modules would be required prior to further roll out of the VMT.

Two scenarios where adapted, unaccredited courses should be consideredIf neither of the above scenarios align with the Trust’s needs, then a continued accredited VMT is not recommended. However, there are positive outcomes from the VMT that can be extended and adapted to improve practice in the Trust. There are two scenarios where an unaccredited adaptation of the VMT should be considered:

Scenario 1. The post of volunteer manager continues to be filled at an ad-hoc, local level

The National Trust is a devolved organisation. As a result, the position of ‘volunteer manager’ comes in various guises, depending on a series of variables at individual properties. A ‘volunteer manager’ might be:

• A dedicated volunteer manager or officer (usually only at the larger properties)

• Someone who takes the lead on this work but volunteering is not included in their title

• A volunteer themselves.

It can be a relatively undefined role; at an operational level, 31% of staff report that they regularly manage volunteers.

Therefore, the post of ‘volunteer manager’ - as created through the VMT - has historically been filled on an ad-hoc basis at properties.

As a result, training and induction is typically local, self-reflective and individual; a contrast to the structure of the VMT.

If the recruitment of volunteer managers continues in this way, then the economies of scale offered by the current VMT structure will not be benefited from. Training individuals in this way will not reap the rewards of a cohort structure.

However, there are activities that have been a success that could be taken from the VMT, such as mentoring and linking up with other newer volunteer managers undergoing the training if possible. Content that could be adopted includes recruiting volunteers, managing volunteer agreements and promoting volunteering within the National Trust.

Photo credit: Fran Lawton


Scenario 2: Current volunteer managers within the Trust are underskilled

The second scenario whereby an adapted version of the VMT might be considered is as a training course for underskilled volunteer managers currently in post.

The VMT has successfully improved standards of volunteer management locally and nationally. There are clear benefits to the Trust of taking learnings from the training and applying them more broadly.

Our focus group with National Trust support staff indicated how skills and experience of volunteer managers throughout the organisation is inconsistent. This reflects the broad job descriptions and person specifications of volunteer managers in the organisation.

There was an acknowledgement that the Trust provides high-standard training tools and frameworks for learning. But there was a sense that there were specific aspects of the VMT course content that might improve volunteer management standards at the Trust.

It is recommended that the Trust considers taking the best of the VMT and create a new training programme. The most beneficial version of this is likely to involve group learning.

However, it isn’t recommended that this new training content includes accreditation. Whilst the course content itself might solve a problem that needs fixing, providing accreditation doesn’t. For many, the accreditation, with the associated mandatory written assignments, will be considered as an extra burden on top of already busy day jobs.

More accredited training is something the workforce is interested inProviding access to accredited volunteer management courses to existing Trust employees isn’t, in the view of this independent evaluation, likely to solve existing problems at the Trust.

However, evidence suggests that there is an interest among National Trust employees in gaining access to accredited training - whether that is in volunteer management or other areas. Out of the 36 who responded, 6 said the Trust offers about the right amount of accredited training, but 14 felt the Trust doesn’t offer enough opportunities (16 said they don’t know/can’t say). This balance of response was broadly reflected in our support staff focus group. Respondents felt that providing this access is an important motivating factor for some employees:



‘Accreditation is an investment in the development of dedicated staff and should aid retention of talented individuals.’ National Trust employee

‘It shows that we are serious about CPD and that we support our staff to do the best job they can.’ National Trust

employee

‘It is a goal for people to work towards and gives structure to what the organisation is trying to achieve.’ National Trust employee

6 out of 36Respondents to our e-consultation felt that the Trust offers the right amount of accreditation opportunities

14 out of 36Felt that the Trust doesn’t offer enough opportunities for accreditation

‘Our internal training courses are very good but there’s little to no support if you want to gain an external qualification (other than first aid). For those who want to develop in role rather than having to change jobs every year, there’s nothing available in terms of professional development.’ National Trust employee

Other areas may be more vital for accreditation

This issue extends beyond the remit of this report; but it is recommended that the Trust conducts further research with staff on the areas of the Trust where accreditation would be most beneficial to a) the motivation of staff and b) the organisation itself. The response from the e-consultation suggests that there are skill areas which are more in need of accreditation opportunities than volunteer management.

‘Training for our building and conservation skills.’ National Trust employee

‘Staff Management, Conservation.’ National Trust employee

‘People management, finance management.’ National Trust employee


Accredited VMT

Continuing to provide access to qualification to a cohort of applicants

Adapt the content of the VMT to improve existing internal training - but not accredited

Keep the training of volunteer managers as it was prior to VMT

Provide access to the accredited VM course to new or existing individuals (rather than cohorts)

*Apprenticeship levy could offer potential funding. Further exploration would be required here.

Younger and more diverse volunteer managers

Simplified centralised planning

A more skilled workforce

Standardised skill sets

Complete autonomy over content

National qualification National qualification

Clear criteria for success

Un-accredited VMT Ad hoc VM accreditationCurrent internal training

National Trust training experience

Peer support

Clear criteria for success

More relevent to everyday work at properties

Wider application - more benefits for more staff

Benefits to the Trust of this approach

Cost (£) to the Trust

Benefits to the trainee of this approach

Benefits to the sector of this approach

Skilled workforce

Diverse workforce

Qualified workforce Qualified workforce

Four options for volunteer management training and associated costs

£3,601 per trainee £4,660 per trainee£3,371 per trainee* N/A


Recommendations for the sector Evidence for the short term impact of accreditation in volunteer management training is inconclusive. However we are able to hypothesize that the absence of accreditation might be suppressing standards of volunteer management in the heritage sector.

Regardless of this, there are significant lessons from the VMT for the sector, impacting on both short-term training practice, as well as the long-term approach to improving standards of volunteer management.

Accreditation could - theoretically - improve standardsContributors from the heritage sector in this study suggest that there is significant scope to increase the recognition of volunteer management as a vocation in the heritage sector. It was also considered that the standard of volunteer management in the heritage sector also has room for improvement.

It can be hypothesized that the absence of accreditation is suppressing this improvement.

Because volunteer management isn’t recognised as a distinct vocation in the heritage sector, employees don’t consider accreditation as an essential qualification for applicants. Applicants enter the role with varying levels of experience and training.

Therefore, a more standardised approach to accreditation might be a means to breaking this cycle; ultimately leading to an improved standard of volunteer management in the heritage sector.

However, there is no conclusive evidence from the evaluation of the VMT that accreditation will have this effect.

Volunteer management not a vocation

Applicants neednot be accredited

to gain employment

Accreditationnot standardrequirement

Standard ofvolunteer

managementstable but not

improving

How a lack of accreditation might be suppressing volunteer management standards in the sector


Recommendations for the near futureStructured programmes, such as the VMT, can help to reinforce benefits such as staff recognition and career development, without necessarily being accredited. Regardless of whether or not the future of volunteer management training in the sector is accredited, there are significant learnings which can be taken from the VMT in the short term.

Recommendation 1: blend work and studyThe combination of formal learning and work-based training can be effective and motivating as long as to the two are relevant and aligned in purpose.

Recommendation 2: develop peer supportIt would be helpful to create networking opportunities for young volunteer managers. These would ideally be as part of a cohort intake, but facilitating networks across organisations within the heritage sector would also be useful.

Recommendation 3: invest in mentoringThe Trust VMT trainees found being mentored by an experienced volunteer manager valuable. This wasn’t hugely time consuming and cost approximately £400 per year per trainee.

Recommendation 4: clarity of trainee purposeEnsuring that relevant people are clear about the trainee’s role: the amount of study days, the amount of time devoted to work and whether or not this work should be project based. Overarching aims for the role would be especially useful in fixed-term traineeships.

Recommendations in the long term Recommendation 5: watch and waitIt is recommended that organisations eligible to draw down in 2017 from the Government’s apprenticeship fund (see p46) wait to see how this funding may benefit them before making any strategic decisions relating to on-the-job learning. Organisations with a payroll under £3 million may wish to wait to see how larger organisations use the funding to support volunteer management. Despite this advised caution, there are other steps the heritage sector can take before this time.

Recommendation 6: a professional body There is not yet evidence to recommend to heritage sector organisations to accredit existing volunteer managers in an ad hoc way, however if there was movement on the creation of a professional body for volunteer managers, it’s feasible that the economies of scale that the Trust experienced with the VMT could be replicated on a bigger scale across various organisations. There is appetite from the Trust and beyond for the formation of a professional body by the Association of Volunteer Managers.

Short term impact of accreditation on the sector is inconclusive. There is currently no tangible evidence that the positive outcomes elicited by the VMT wouldn’t have been achieved without accreditation. Anecdotally, heritage sector staff have an appetite for accredited training, citing staff retention and motivation as reasons. While accredited training can support here, there are a variety of other factors that can be equally or more motivating for staff, including effective management.


Recommendation 7: standardisation

Current evidence points to recommending a sector-recognised standard of volunteer management training, and accreditation would be an effective tool to achieve this. We suggest that a more standardised approach to accreditation, championed by a professional body, might be a means to breaking the cycle of the inconsistency of volunteer management in the heritage sector. However, the implementation of this would be wise to wait until after the new government levy this year as well as the results of any further research.

Recommendation 8: further researchAs there isn’t an evidence base from this study to conclusively recommend that accredited volunteer management is an immediate or essential development for the heritage sector; we recommend further investment in training is made following a longitudinal follow up study.

This would include: understanding the impacts that Trust VMT trainees have made at their subsequent organisations; a cross organisation analysis of the range of different volunteer management training offers available; a consideration of the changes in apprenticeship offers and funding and how this has impacted on the sector.



Apprenticeships may increase in relevanceNew government model holds promiseIn April 2017 the government will be introducing a new model for funding apprenticeships. Any organisation with a pay bill of over £3m will be subject to the new apprenticeship levy: 0.5% of annual pay bill, minus a £15,000 ‘levy allowance’.

These organisations (likely to include the Trust) will be able to access a new digital apprenticeship service, allowing them to select an apprenticeship framework, choose training providers and assessment organisations, post vacancies, and pay for apprenticeship training and assessment.

The amount paid in the levy, as well as the postcodes of employees living in England will dictate how much heritage sector organisations would have to spend on apprenticeship training and assessment. Organisations paying the levy will receive a 10% government top-up on all funds.

From May 2017, levied employers will be able to choose a provider from the Register of Apprenticeship Training Providers (RoATP). As it stands, the application period for organisations to apply to feature on the RoATP has only recently closed (25 November 2016) and we are unable to know yet which providers will feature

New model could impact on sector approach to volunteer managementWe can speculate that this could have some key impacts on the role of apprenticeships in volunteer management in the heritage sector.

• New policy might encourage new providers. The new incentive for businesses to take on apprentices is likely to be a catalyst for accrediting organisations to register as providers, prompting a new wave of available apprenticeships

• Existing providers may expand their offer. For the same reasons, those who already provide accreditation for apprenticeships may be inspired to offer a bigger range of courses.

• New levels of Volunteer Management Apprenticeship could become available. Its feasible that as part of the renewed emphasis on apprenticeships, that Intermediate and Higher Apprenticeships could be offered in addition to the Advanced level currently available.

• Apprenticeships could be a more appealing offer for the sector. The new levy and available funding, combined with the potential increase in available course, should give organisations a greater incentive to consider apprenticeships as an option.

• The incentive for providers to apply to be included on the RoATP will mean that care would need to be taken with organisations offering a Volunteer Management Appreticeship

The current VMT does not qualify as an apprenticeship and it seems that continuing the course as it stands would not be eligible for funding.

For both the Trust and the wider sector, offering a Intermediate, Advanced or Higher Apprenticeship could offer the current benefits of the VMT (cohort support and combined classroom and on-the-job learning) while benefitting from external funding.


Appendix 1: ILM coursesLevel Level 3 Level 4 Level 5

Subject Volunteer management Leadership and management Volunteer management

For... Entry level New/aspiring middle managers Middle managers

Qualification Award Certificate Award Certificate Diploma Award Certificate

Credits 6-11 15-18 5-12 3-36 37 8-12 15+

Minimum modules

1 4 2 3 4 1 4

Mandatory modules

1 2 (including Award module)

n/a - just less choice

n/a n/a Choice of 2 2 (including Award module)

Guided learning hours

24 57 Depends on modules chosen 26 57

Module one Supervise and Support Volunteers

Supervise and Support Volunteers

Choice of 27 Choice of 56 Choice of 61 Developing Structures, Systems

and Procedures to Support

Volunteering (1/2)

Developing Structures, Systems

and Procedures to Support

Volunteering

Module two Choice of 25 Managing Volunteer

Agreements

Choice of 27 Choice of 56 Choice of 61 Promoting Volunteering to

Potential and Actual Volunteers (1/2)

Promoting Volunteering to Potential and

Actual Volunteers

Module three Choice of 25 Choice of 28 Choice of 27 Choice of 56 Choice of 61 Choice of 16 Choice of 26

Module four Choice of 25 Choice of 28 Choice of 27 Choice of 56 Choice of 61 Choice of 16 Choice of 26


Appendix 2: available modules

Modules Overall score

Develop trainees’ skills Align with operational needs Align with strategic needs

Trainees Staff Total Trainees Staff Total Staff

% % % % % % %

Managing Volunteer Agreements

9.6 9/10 90% 23/24 96% 32/34 94% 8/10 80% 38/38 100% 46/48 96% 37/38 97%

Supervise and support volunteers

9.7 9/10 90% 24/24 100% 33/34 97% 8/10 80% 38/38 100% 46/48 96% 37/38 97%

Promote Volunteering within Your Organisation and to Volunteers

9.6 8/10 80% 23/24 96% 31/34 91% 8/10 80% 38/38 100% 46/48 96% 38/38 100%

Lead and Manage Meetings

8.5 4/6 67% 22/24 92% 26/30 87% 4/6 67% 35/38 92% 39/44 89% 30/38 79%

Support Team Members in Identifying, Developing and Implementing New Ideas

9.3 7/9 78% 23/24 96% 30/33 91% 6/9 67% 38/38 100% 44/47 94% 36/38 95%

Full scoring for current Level 3 modules


Overall score Operational score Strategic score Trainee skills score

Implement Change in Own Area of Responsibility 7.0 8.1 5.8 7.1

Provide leadership and direction 7.0 7.1 7.6 6.2

Manage or Support Equality of Opportunity, Diversity and Inclusion 6.9 7.1 7.9 5.6

Planning, Allocating and Monitoring Work 6.4 7.9 4.5 6.8

Developing Working Relationships with Colleagues and Stakeholders 6.3 7.9 5.3 5.6

Manage Risk in Relation to Volunteers 6.3 7.9 5.3 5.6

Build, Support and Manage a Team 6.0 8.5 3.2 6.2

Manage Conflict in a Team 5.9 7.9 2.1 7.6

Analyse the Market in Which Your Organisation Operates 5.7 5.4 6.6 5

Make Effective Decisions 4.4 6.9 5 5.4

Support Individuals to Develop and Take Responsibility for Their Performance 4.4 7.1 3.9 5.1

Compliance with Legal, Regulatory, Ethical and Social Requirements 5.6 7.3 2.1 5.0

Other Level 3 modules that might be more helpful for the National Trust


Overall score Operational score Strategic score Trainee skills score

Address Performance Problems Affecting Team Members 4.7 8.3 1.8 4.9

Communicate Information and Knowledge 3.8 6.7 4.2 4.9

Manage Own Professional Development Within an Organisation 5.3 4.6 4.7 4.9

Manage Customer Service 2.9 8.1 3.4 4.8

Support Learning and Development Within Own Area of Responsibility 4.7 6.7 2.4 4.6

Develop, Maintain and Review Personal Networks 4.1 5.8 3.7 4.5

Plan, Allocate and Monitor Work of a Team 4.4 6.9 2.1 4.5

Set Objectives and Provide Support for Team Members 4.4 6.9 2.1 4.5

Manage Personal Development 4.7 5 3.2 4.3

Manage the Achievement of Customer Satisfaction 2.4 5.8 4.7 4.3

Managing knowledge 2.9 4 4.5 3.8

Other Level 3 modules that might be more helpful for the National Trust (cont.)


Agree Base %

Promote Equality of Opportunity, Diversity and Inclusion

25 38 66%

Manage the Motivation of Volunteers*

24 38 63%

Managing Volunteer Agreements and Dispute Procedures*

24 38 63%

Implement and Evaluate a Volunteering Policy*

23 38 61%

Promote Volunteering to Potential and Actual Volunteers*

23 38 61%

Developing Structures, Systems and Procedures to Support Volunteering*

19 38 50%

Plan Change in Own Area of Responsibility*

18 38 47%

Analyse the Market in Which Your Organisation Operates

18 38 47%

Support the Culture of an Organisation*

17 38 45%

Agree Base %

Work Productively With Colleagues and Stakeholders*

17 38 45%

Provide Leadership and Direction for Own Area of Responsibility*

16 38 42%

Build, Support and Manage a Team

16 38 42%

Promote Volunteering 16 38 42%

Develop Working Relationships with Colleagues and Stakeholders

14 38 37%

Support Individuals to Develop and Take Responsibility for Their Performance

14 38 37%

Manage Risk 13 38 34%

Planning, Allocating and Monitoring Work

12 38 32%

Compliance with Legal, Regulatory, Ethical and Social Requirements

12 38 32%

Develop and Evaluate Operational Plans*

11 38 29%

Agree Base %

Managing Health and Safety Across an Organisation*

11 38 29%

Support Learning and Development Within Own Area of Responsibility

10 38 26%

Monitor and Review Business Processes*

9 38 24%

Manage Physical Resources*

8 38 21%

Review Risk Management Processes*

8 38 21%

Manage a Tendering Process*

6 38 16%

Promote the Use of Technology within an Organisation*

6 38 16%

Manage the Environmental Impact of Work Activities*

5 38 13%

Prepare For and Support Quality Audits*

4 38 11%

Establish Risk Management Processes for Organisation*

4 38 11%

Level 5 modules that could plug skills gaps at the National Trust


Appendix 3: National Trust outcome data

Measured outcome Agree overall at the beginning

Agree overall at the end

% difference

I feel confident in finding related employment at the end of the traineeship 69% 83% 14%

The role is helping me to develop useful skills to support future employment 88% 100% 12%

The traineeship is a positive experience for me 81% 100% 19%

I have the necessary transferrable skills to succeed in a heritage/VM related career 53% 100% 47%

I feel confident working with volunteers 60% 92% 32%

I have been given enough relevant, useful information to confidently begin my role 56% 92% 36%

I feel supported in the role 75% 92% 17%

The qualification is/ has helped me to become a better VM 43% 67% 24%

The qualification is high quality and worthwhile 63% 83% 20%

The qualification is relevant to volunteer management at the Trust 73% 100% 27%

Outcomes measured at the beginning and end of the traineeship, both cohorts

[Base: 16, source: National Trust]


Appendix 4: course content coveredKey competencies

Leadership & Management

Strategic planning

Supporting organisational goals

Influencing/communication skills

Motivations & Expectations

Supporting & Developing Volunteers

ILM Level 3 Award 6 3 1 0 3 1 4

24% 12% 4% 0% 12% 4% 16%

ILM Level 3 Certificate 6 6 1 0 3 2 3

21% 21% 3% 0% 10% 7% 10%


5% 16% 21% 0% 11% 5% 16%


3% 23% 10% 13% 7% 3% 10%

Lantra level three award 0 1 0 0 2 0 2

0% 17% 0% 0% 33% 0% 33%

Association of VMS Level 3 Certificate in Volunteer Management (ILM accredited)

1 1 0 0 1 1 1

8% 8% 0% 0% 8% 8% 8%

Association of VMS Level 5 Certificate in Volunteer Management (ILM accredited)

0 1 2 0 0 0 0

0% 25% 50% 0% 0% 0% 0%

DSC Support and Supervision of Staff Level 1 0 0 0 0 0 0 5

0% 0% 0% 0% 0% 0% 83%

Learning outcomes/modules covered in other courses


Key competencies


Strategic planning






6% 6% 63% 0% 0% 6% 6%

DSC Strategic Volunteer Management 0 1 2 0 2 0 0

0% 17% 33% 0% 33% 0% 0%

PNE Being a Volunteer Manager 0 1 3 1 0 1 1

0% 11% 33% 11% 0% 11% 11%

Volunteer Scotland - Volunteer Management Essentials

0 0 0 1 0 1 2

0% 0% 0% 14% 0% 14% 29%

Volunteer Scotland - Effective Leadership in Volunteering

0 1 1 0 1 0 0

0% 33% 33% 0% 33% 0% 0%

Volunteer Scotland - Developing a Volunteer Culture 0 0 1 1 1 0 1

0% 0% 25% 25% 25% 0% 25%

Volunteer Scotland - Developing a Volunteer Strategy 0 0 3 0 1 0 0

0% 0% 75% 0% 25% 0% 0%

Volunteer Scotland - Measuring the Impact of Volunteer Management

0 0 3 0 0 0 0

0% 0% 100% 0% 0% 0% 0%

Volunteer Scotland - Planning for Volunteering 0 0 2 0 0 0 0

0% 0% 50% 0% 0% 0% 0%


Key competencies


Strategic planning





Volunteer Scotland - Attracting Volunteers 0 0 1 0 0 0 0

0% 0% 33% 0% 0% 0% 0%

Volunteer Scotland - Supporting Volunteers 0 0 0 0 0 1 2

0% 0% 0% 0% 0% 25% 50%

Volunteer Scotland - Communicating with Volunteers 0 0 0 0 4 0 0

0% 0% 0% 0% 100% 0% 0%

Volunteer Scotland - Motivating Volunteers 0 0 0 0 0 3 0

0% 0% 0% 0% 0% 100% 0%

NCVO - Good Practice in Volunteer Management 1 1 0 0 0 1 3

17% 17% 0% 0% 0% 17% 50%

DSC - Creating an Effective Volunteer Management Strategy

0 0 1 0 0 0 0

0% 0% 100% 0% 0% 0% 0%


Handling Challenges

Working Creatively

Risk Legal Embracing Diversity

Recruitment Techniques

Promoting volunteering


8% 4% 4% 4% 4% 0% 4%


7% 3% 7% 3% 3% 0% 3%


5% 0% 0% 5% 5% 5% 5%


3% 0% 10% 3% 3% 3% 7%

Lantra level three award 1 0 0 0 0 0 0

17% 0% 0% 0% 0% 0% 0%

Association of VMS Level 3 Certificate in Volunteer Management (ILM accredited) 1 1 1 1 1 1 1

8% 8% 8% 8% 8% 8% 8%

Association of VMS Level 5 Certificate in Volunteer Management (ILM accredited) 0 0 0 0 0 0 1

0% 0% 0% 0% 0% 0% 25%


17% 0% 0% 0% 0% 0% 0%


Handling Challenges

Working Creatively





0% 13% 0% 0% 0% 0% 0%

DSC Strategic Volunteer Management 0 0 0 0 0 0 1

0% 0% 0% 0% 0% 0% 17%

PNE Being a Volunteer Manager 0 0 0 1 0 1 0

0% 0% 0% 11% 0% 11% 0%

Volunteer Scotland - Volunteer Management Essentials 1 0 0 0 0 1 1

14% 0% 0% 0% 0% 14% 14%

Volunteer Scotland - Effective Leadership in Volunteering 0 0 0 0 0 0 0

0% 0% 0% 0% 0% 0% 0%

Volunteer Scotland - Developing a Volunteer Culture 0 0 0 0 0 0 0

0% 0% 0% 0% 0% 0% 0%

Volunteer Scotland - Developing a Volunteer Strategy 0 0 0 0 0 0 0

0% 0% 0% 0% 0% 0% 0%

Volunteer Scotland - Measuring the Impact of Volunteer Management 0 0 0 0 0 0 0

0% 0% 0% 0% 0% 0% 0%

Volunteer Scotland - Planning for Volunteering 0 0 0 0 0 0 2

0% 0% 0% 0% 0% 0% 50%


Handling Challenges

Working Creatively




Volunteer Scotland - Attracting Volunteers 0 0 0 0 0 2 0

0% 0% 0% 0% 0% 67% 0%

Volunteer Scotland - Supporting Volunteers 1 0 0 0 0 0 0

25% 0% 0% 0% 0% 0% 0%

Volunteer Scotland - Communicating with Volunteers 0 0 0 0 0 0 0

0% 0% 0% 0% 0% 0% 0%

Volunteer Scotland - Motivating Volunteers 0 0 0 0 0 0 0

0% 0% 0% 0% 0% 0% 0%

NCVO - Good Practice in Volunteer Management 0 0 0 0 0 0 0

0% 0% 0% 0% 0% 0% 0%

DSC - Creating an Effective Volunteer Management Strategy 0 0 0 0 0 0 0

0% 0% 0% 0% 0% 0% 0%


Appendix 5: resourceCourse fees £3,912

Central administration and meetings £3,187.50

Delivery from internal staff £1,125

Tutorials £1,600

Marking assignments £3,375

Additional consultancy (including course development and induction)

£11,700

Designing course materials £1,263.60

Expenses £3,815.92

Line Manager support £20,910

Mentor support £10,336

Total 61,225.022

Cost of the VMT accreditation so far

£61,225.02

Cost per cohort £30,612.51

Cost per trainee £3,601.47

Cost of VMT accreditation Breakdown of cost/resource

Role Assumed hourly rate

Time per week Time per trainee

Cost per trainee

Total cost

Course fees n/a n/a n/a £230.12 £3,912

Line Managers £20 52 minutes 61.6 hours £1,230 £20,910

Mentors £20 26 minutes 30.4 hours £608 £10,336

Administrators £15 £3,187.50

Consultants (total) £50 unknown unknown £938.43 £15,953.26

Trainees n/a 260 minutes 219.8 hours n/a n/a

Classroom time

Meeting with other trainees

Getting support from mentors

Networking Carrying out assignments

Total (hours) 40.9 22.3 26.0 32.4 98.1

Weekly (minutes) 47 26 30 37 73

Trainee time spent on accreditation


Research parametersThis study was carried out for the National Trust by Morris Hargreaves McIntyre.

It was commissioned May 2016

Fieldwork took place from 20 September - 6 November 2016

Target group for the research: current and past trainees on the VMT, staff at the National Trust and other interested parties in the heritage sector.

Research Objectives

As per Table 1 on page 6.

Qualitative consultation day

Date of fieldwork: 20 September 2016

Number of attendees: 29 (including nine trainees, 13 National Trust staff members and seven people from other heritage organisations)

Data collection method: focus groups, sector debate, one-on-one discussions, post it exercises

E-consultation

Date of fieldwork 24 October - 6 November 2016

Sample size: The target for the e-consultation was 100. There were 86 respondents: 10 trainees, 59 other National Trust staff and 17 staff from other parts of the heritage sector.

This report was prepared for the National Trust, November 2016

© 2016 Morris Hargreaves McIntyre

Europe (Manchester) office+44 (0) 161 839 3311 [email protected]

Australia (Sydney) office+61 (0) 400 123 562 [email protected]

New Zealand (Auckland) office+64 (0) 9 551 7776 [email protected]

mhminsight.com

Morris Hargreaves McIntyre is an award- winning arts management consultancy. We use consumer insight to help organisations transform their relationships with audiences.

We are passionate about understanding cultural consumers, getting to the heart of issues that matter to you and making practical recommendations.

All projects are different, but the value we add is constant: we measure our success by the impact we have on organisations we work with.

mhminsight.com

skills for the sector report - fastly

Documents