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ValidVol: Validation of Key Competences in Voluntary Service Organizations

HANDBOOK

Table of content

Foreword

Introduction to the ValidVol project

Part A – The ValidVol context

A1 - Why a validation instrument for senior volunteersA2 – The ValidVol processA3 – The 8 Key CompetencesA4 – Assessing non formal and informal learning

Part B – Practical implementation of the ValidVol process

B1 – The flow of the ValidVol processB2 – Tips and tricks to validate the competencesB3 – The self-assessment processB4 – ActivitiesB5 – ToolsB6 – Certificate

Editorial information

ValidVol Handbook 3

Foreword

The ValidVol Project has been funded by the EU Lifelong Learning Programme under the Grundtvig sub-programme. It involves partners from the United Kingdom, Austria, Greece, Spain and Italy and the aim of the project is to equip volunteers who are aged over 50 with the skills and competences to improve their employability prospects. This will be achieved by recognising and accrediting the learning and skills that individual volunteers gain through their work in the voluntary sector.

The project has examined the experiences across Europe of the partners of informal learning through volunteering and also what will motivate volunteers to be involved in further adult learning activities. The ultimate goal of the ValidVol Project is to develop a system to validate the key competences acquired during senior volunteering.

This Handbook has been produced as a guide to help with the process of recognising and accrediting the skills and competences people gain through volunteering. It includes effective strategies and concepts that can be used to enhance the learning process and improve employability prospects. The handbook also includes a brief synopsis of recent research in relation to volunteer learning and lists some useful reference documents. It lists eight key competences and an analysis of how these are applied to the ValidVol process which is then described in detail. The Handbook contains comprehensive resources including innovative tools and activities to be used as part of the process.

I hope you will find this publication valuable and useful in the development and accreditation of volunteers. I would like to thank

all the partners who have contributed to the publication especially Michelle Simpson, Mara Luisa Pagano and Sigrid Demmel who were the main authors.

Calum MorrisonDirectorNorth West Regional CollegeUnited Kingdom

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Introduction to the ValidVol Project

The project “ValidVol - validation of key competences in voluntary service organizations” intends to capitalize on significant experiences made across Europe on validation of non formal and informal learning through volunteering and develop a tool specifically addressed to validate the key competences acquired by senior volunteers during their volunteering.

Volunteering can provide to the volunteers an important non formal learning experience opportunity which can “bridge” the volunteers towards the labour market. In fact, as it is widely agreed, volunteering experiences generate knowledge and wider competences, such as the key competences, but at the same time in many cases such skills remain “invisible”. This leads to the problem of assessing or accrediting skills and competences learned through volunteering and, thus, raising awareness on the contribution volunteering can make to reduce social exclusion and to enhance employability.

The target group of the ValidVol project is adult persons over 50 doing volunteering and wishing to reinforce their employability, either because they are pensioners, under employed or unemployed.

The project’s objectives are:

1. To create a model of validation of key competences acquired during senior volunteering and to test it;

2. To promote the acquisition of key competences through senior volunteering;

3. To contribute to set up a European system of recognition of competences acquired through non formal and informal learning by people over 50;

4. To promote the exchange of good practices at European level on validation of key competences in non formal and informal learning for people over 50.

The project tangible results will be the validation system of key competences acquired by adult volunteers during their volunteering and the handbook on how to apply the validation system in volunteer associations. The project intangible results can be identified in a better recognition that volunteering is a “natural” learning environment, a complement to formal education and training.

Through the recognition of key competences acquired through the volunteering experience, it will make its learning outcome more visible. In addition, the project contributes to equipping senior citizens with competences that they need in order to cope with changes in society.

The partnership implementing the project is composed by 5 organisations from 5 different European countries:

North West Regional College from Derry – Londonderry in United Kingdom

UniTS from Pisa in Italy

BFI from Linz in Austria

KMOP from Athens in Greece

Agora from Barcelona in Spain

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Part A – The ValidVol context

A1 Why a validation instrument for senior volunteers?

The EU is in a process of significant population ageing. From 2012, the European working-age population started to shrink, while the over-60 population is increasing by about two million people a year. The strongest pressure is expected to occur during the period 2015-35 when the so-called baby-boom generation will enter retirement. In order to face proactively the challenges of this social change the promotion of active ageing is a necessity for our societies,.

Active ageing includes creating more opportunities for older people to continue working, to stay healthy longer and to continue to contribute to society in other ways, for example through volunteering. Increasing numbers of healthy and active older people is not only a fact to be celebrated as a social achievement, it also presents a significant resource for society. Whilst some older people have significant care needs, in general, older and retired people have a wealth of knowledge and experience, time and energy, as well as their own financial resources to contribute to modern societies as citizens, volunteers, workers, family members and consumers.

The Ageing of our societies, shouldn’t be seen in a negative way, but more positively as a society that presents a wealth of opportunities for new forms of activity and solidarity. Volunteering represents one of these opportunities, as it is one of the best ways to promote citizenship, to avoid social exclusion, to enhance employability and, at a personal level, to raise self-esteem.

As the Study on Volunteering (2010) reports, in a substantial number of European countries the number of older people volunteering is increasing, particularly in Austria, Belgium, Finland, France, Romania, Slovenia, Spain, and Sweden. The reason given for the rising the trend of older people volunteering comes from the increased free time they have (some of them are retired) and because they are active and healthier, though “aged”.

Volunteering is an opportunity not only to be socially active and to feel part of civil society, but it can be considered also as a way to gain skills. Particularly interesting are key competences that can be transferred into a professional context.

In this regard, volunteering is a natural learning environment, where it is possible to acquire new skills and knowledge, and where it is possible to experience lifelong learning. Volunteering, can therefore also be defined as a non-formal and informal learning experience that makes learning opportunities available for all, this is especially true for those that fall out of the formal educational sector or that find it difficult to re-enter the labour market, such as adult people over 50 years old. The current labour market appears, to be globalised, technological, in rapid change, in financial and economical crisis, causing older people who may be less flexible and less adaptable compared to young people, to have difficulties in adapting to these changes.

Key competences in the shape of knowledge, skills and attitudes appropriate to each context are fundamental for each individual in a

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knowledge-based society. They provide added value for the labour market, social cohesion and active citizenship by offering flexibility and adaptability, satisfaction and motivation.

Volunteering can provide to the volunteers an important non formal learning experience opportunity which can “bridge” the volunteers towards the labour market. In fact, as it is volunteering experiences generate knowledge and wider competences, such as the key competences, but at the same time in many cases such skills remain “invisible”. This leads to the problem of assessing or accrediting skills and competences learned through volunteering and, thus, raising awareness on the contribution volunteering can make to reduce social exclusion and to enhance employability.

Validation of non-formal and informal learning is increasingly seen as a way of improving lifelong learning. In fact, the necessity of making visible and valuing the learning taking place outside formal education and training institutions, has become more and more relevant. Validation promotes transfer of qualifications, fostering of comparability and transparency and gives value to a broad range of learning experiences and outcomes.

Across Europe there are innumerable projects at local, regional, national and European level to remedy this problem assessing or accrediting skills and competences learned through volunteering. Some of them take self-evaluation by volunteers as their basis, some involve volunteer centres as “awarding” bodies; few have links with authorities or business (MOVE Conference Final Report, May 2007). The majority of the instruments assess and validate the competences according to the European Qualification Framework (EQF) and the National Qualification Framework (NQF) or other references schemes. Only a few of them refer to the “European Framework for Key Competences for Lifelong Learning” and no one is assessing the competences with a focus on senior demographic.

The recognition of the key competences gained through volunteering can be a way of empowerment and raising self-esteem for older volunteers and makes volunteering more attractive especially to individuals keen to enhance that learning and raise their human capital potential; it will also raise the profile of the whole sector showing its contribution to the learning process.

The ValidVol validation process intends to capitalize on significant experiences made across Europe on the validation of non formal and informal learning through volunteering and is based on a tool developed specifically to validate the key competences acquired by senior volunteers during their volunteering.

By giving this recognition, it could motivate senior volunteers to be involved in further adult learning activities and facilitate or improve their employability.

A2 The ValidVol process

The ValidVol process is what we call the process that leads to the validation of the Key Competences gained by senior volunteers during their service, it is based on the concept of self-assessment, as explained in paragraph A4, and will be implemented through activities that refer to the non formal education concept (group activities, exercises, group reflections, etc). It is a process where the volunteer, both in a group and individually will reflect on the volunteering experience, focusing on what he/she has learnt through it.

In this self-assessment process the volunteer will be assisted by a trained validator that will accompany him/her through several steps, namely:

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1. Why volunteering2. What is Life Long Learning? – Reflections about learning3. Recording and reporting4. My future plan

The whole ValidVol process will last for a minimum 12 hours, for a maximum period of 6 months. Each step will last a minimum of 3 hours. A detailed description of the process, including suggestions of activities for each session is available in Part B of this handbook.

At the end of the validation process, volunteers will receive a certificate, explaining what their learning outcomes are in relation to the 8 Key Competences. The certificate might be added to the volunteer personal CV and can be used as a supportive document for a formal assessment of competences, either in formal education or a vocational training context.

The ValidVol process will encourage the volunteers to reflect on the following aspects:

• their learning goals at the beginning of their involvement as volunteer

• how they are learning during their volunteering and how to adjust their learning goals if necessary

• their learning to learn competence• their learning styles

Reflection is a crucial element in learning. It is through reflection that one can look back at experiences, understand them and incorporate them into new concepts or ways of thinking. This process of re-conceptualising is generally strongly connected to a reflective process..

Most people have been educated through formal education, and many find it hard to identify with these new ways of learning and having to direct their own learning.

The ValidVol process is a practical instrument to recognise learning outcomes. It also has the potential to communicate learning outcomes to other stakeholders. But there is another potential, which is that through recognising what one has learned, one recognizes him-/herself. This is one of the most powerful sources for personal and professional development.

A3 The 8 Key Competences

Lifelong learning has become a necessity for all citizens. We need to develop our skills and competences throughout our lives, not only for our personal fulfilment and our ability to actively engage with the society in which we live, but for our ability to be successful in a constantly changing world of work.

The ways in which we access information and services continue to change. We need new competences to master a whole new digital world, not only by acquiring technical skills, but also by gaining a deeper understanding of the opportunities, challenges and even ethical questions posed by new technologies.

It is against this back-drop that the European Council and the European Parliament adopted, at the end of 2006, a European Framework for Key Competences for Lifelong Learning. The Framework identifies and defines, for the first time at European level, the key competences that citizens require for their personal fulfilment, social inclusion, active citizenship and employability in our knowledge-based society. The

ValidVol Handbook 8

European Framework is a reference instrument for policy makers, employers, educational institutions and of course for the learners themselves.

To be able to develop a Europe of smart, sustainable and inclusive growth, it needs people who are able to adapt to changes and people who, for instance, can deal with globalisation. It needs people who can plan their own learning in order to stay connected with the changes that happen around them.

Technologies change so fast that it is hard to keep up to date, but staying up to date is necessary in order to be employable. Increasingly more people move between countries for all different reasons, so there is a needed to develop intercultural competence or language skills.

Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. Many competences are developed during formal education, in school, college and university, but as well in other not so formal contexts such as volunteering. And during a life time they will need to be extended, updated and adjusted.

The Reference Framework sets out eight key competences:

1. Communication in the mother tongue;2. Communication in foreign languages;3. Mathematical competence and basic competences in science and

technology;4. Digital competence;5. Learning to learn;6. Social and civic competences;7. Sense of initiative and entrepreneurship;8. Cultural awareness and expression.

The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society. Many of the competences overlap and interlock: aspects essential to one domain will support competence in another. Competence in the fundamental basic skills of language, literacy, numeracy and in information and communication technologies (ICT) is an essential foundation for learning, and learning to learn supports all learning activities.

There are a number of themes that are applied throughout the Competences Reference Framework: critical thinking, creativity, initiative, problem-solving, risk assessment, decision-taking, and constructive management of feelings play a role in all eight key competences.

Below is a table showing all 8 key competences. In this table the key competences are adapted to learning in the volunteering context.

The ValidVol process intends to validate the key competences acquired by senior volunteers during their volunteering.

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Learning to learn• how to organise your own

learning• to be able to deal with obstacles

being responsible for your own learning

• to evaluates / assess the outcomes of your learning

Digital competenceis about the confident and critical use of Information Society Technology

Culture awareness and expression• to appreciate the importance

of creative expression of ideas, experiences and emotions

• everything connected with media, music, performing arts, literature and visual arts

Mathematical competence and basic competences in science and technology• the ability and willingness to use

mathematical models to deal with problems and challenges in everyday life

• the ability and willingness to use knowledge to explain the natural world, to identify questions and to draw evidence-based conclusions Sense of initiative and

entrepreneurship • to be creative and innovative• the ability to turn ideas into

action• to dare to take risks• project management

Interpersonal, intercultural and social competences and civic competence• the ability to communicate in an

appropriate way with friends, family and colleagues

• to be able to deal with people from all kinds of different backgrounds

• to be able to deal with conflicts in a constructive way

• knowledge of what is going on in your village, city, country, Europe and the world

• knowledge of concepts / ideas on democracy / citizenship / civil rights

• your participation in civil life

Communication in foreign languages• the ability to express yourself and

understand a foreign language, according to your needs

• a positive attitude towards cultural differences and diversity

• curiosity about languages and intercultural communication

Communication in the mother tongue • the ability to express thoughts,

feelings and facts in words (oral / written)

• to be able to interact linguistically in an appropriate way

Key competencesWhat are they about?

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A4 Assessing non formal and informal learning

Across Europe, there is an increasing number of adults over 50 involved in volunteering in non profit organisations. Volunteering is an opportunity not only to be socially active and to feel part of civil society, but it is also a way to gain skills, in particular key competences for lifelong learning. Volunteering, as a key non-formal and informal learning experience, makes learning opportunities available for all – especially for those that fall out of the formal educational sector or that find it difficult to enter/re-enter the labour market, while providing a service to the whole community.

Validation of non-formal and informal learning is increasingly seen at European level as a way of improving lifelong learning. In fact, the necessity of making visible and valuing learning taking place outside formal education and training institutions at work, in the home and during leisure time activities, has became more and more important across the European Union.

Volunteering is a complex learning experience. It offers many opportunities to learn: conscious as well as unconscious, planned as well as unplanned, gaining technical as well as social knowledge. Learning increases with the amount of surprising and unpredictable situations the learner is exposed to, a volunteering activity certainly presents such a set of situations.

For a volunteer, volunteering is always an adventure to some extent. In an adventure, there are many things we cannot predict. In adventures, detailed planning does not always work; too little is known beforehand. Abilities like intuition, the capacity to react quickly or to resolve problems also come into consideration.

But of course that does not make planning learning in volunteering

unnecessary. Without planning, the amount of surprises and unpredictable situations would probably be even bigger and sometimes they might even become too big.

It is this difference between planned and unplanned learning that shows the main distinction between formal and non-formal learning on the one side and informal learning on the other. Formal and non-formal learning is planned at least by the organizers of any activity (purposive), informal learning is not. Informal learning just happens whether the learner realises it or not.

Within planned (purposive) learning two further types of learning can be recognised. Formal learning is structured, regulated from the outside and involves standards of certification. Non-formal learning on the other hand is voluntary - intended by the learner and assisted (not regulated!) by others. It takes place in a diverse range of situations and environments.

This has a great impact on those who plan it. In non-formal learning, the learner is often involved in planning it - or at least has a much higher opportunity to steer elements of the plan i.e. goals, content, methods, assessment and evaluation of learning. However, in formal learning aims are almost always externally set. Somebody else is the one who plans and takes responsibility for the curriculum, for directing learning and certifying it.

The Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01) indicates the following definitions:

(a) formal learning means learning which takes place in an organised and structured environment, specifically dedicated to learning, and typically leads to the award of a qualification, usually in the form of a


certificate or a diploma; it includes systems of general education, initial vocational training and higher education;

(b) non-formal learning means learning which takes place through planned activities (in terms of learning objectives, learning time) where some form of learning support is present (e.g. student-teacher relationships); it may cover programmes to impart work skills, adult literacy and basic education for early school leavers; very common cases of non-formal learning include in-company training, through which companies update and improve the skills of their workers such as ICT skills, structured on-line learning (e.g. by making use of open educational resources), and courses organised by civil society organisations for their members, their target group or the general public;

(c) informal learning means learning resulting from daily activities related to work, family or leisure and is not organised or structured in terms of objectives, time or learning support; it may be unintentional from the learner’s perspective; examples of learning outcomes acquired through informal learning are skills acquired through life and work experiences, project management skills or ICT skills acquired at work, languages learned and intercultural skills acquired during a stay in another country, ICT skills acquired outside work, skills acquired through volunteering, cultural activities, sports, youth work and through activities at home (e.g. taking care of a child);

The validation of learning outcomes, namely knowledge, skills and competences acquired through non-formal and informal learning can play an important role in enhancing employability and mobility. It can also increase motivation for lifelong learning, particularly in the case of the socio-economically disadvantaged or the low-qualified. Validation promotes the transfer of qualifications, fosters comparability and transparency and gives value to a broad range of learning experiences and outcomes.

structured, regulated from the outside, involves certification.

voluntary, assisted by others, planned

LEARNING

PLANNED

FormalLearning

Non-FormalLearning

InformalLearning

UNPLANNED

In the ValidVol process the validation of non-formal and informal learning is supported by appropriate guidance and counselling and is based on the principle of self assessment enriched by feedback in a dialogue space.

The key word here is dialogue which could include feedback or group conversation as a mutual process of exchange in a safe environment


where two (or more) perspectives (of the volunteer and of the validator) meet each other and search for a common “truth”. Why is that so?

DIALOGUE SPACE

Self-assessment Feedback

One of the key prerequisites for adequate self-assessment is the level of a participant’s development of their self-awareness competence. Self-awareness is the ability to be in contact with one’s own strengths and weaknesses, and to neither overestimate nor underestimate one’s own performance, behaviour or learning. This is an essential life skill which is best developed in relation to other people and through their feedback.

That’s why the dialogue space is important, not just for the sake of the result of the process (i.e. to have an accurate description of the learning outcomes), but also to support the development of a participant’s self-awareness competence. In fact, the latter could be even more valuable for the participant than the outcome itself.

The flow and the activities we propose in the ValidVol process will lead the volunteer and the validators to the achievement of a self-assessment satisfactory to both of them.

References:

Youthpass guide:http://www.youthpass.eu/en/youthpass/guide/

Key competences for lifelong learning, European Reference Framework:http://ec.europa.eu/dgs/education_culture/publ/pdf/lllearning/keycomp_en.pdf

Youthpass in the EVS training cyclehttps://www.youthpass.eu/en/youthpass/downloads/handbooks/


Part B – Practical implementation of the ValidVol process

“If you think you can, you’re right. If you think you can’t, you’re right.”Henry Ford

B1 – The flow of the ValidVol process

1. Why volunteering?

2. What is LLL? – Reflections about learning

3. Recording and report

4. My future plan

The programme is designed for a minimum of 5 participants.

Time frame for the programme is a minimum of 12 hours, for a maximum period of 6 months, depending on the group size and needs. i.e. 3 hour sessions every 6 weeks.

Each session lasts a minimum of 3 hours. The sessions can be held individually or combined into long day seminars. It is advisable to have a break/interval of at least a week after session 2 to have time for reflection outside the sessions and during volunteering activities.

If volunteers seek new plans for their future and would like to step up and acquire new qualifications, the last session is the perfect setting for developing a strategy.

It is advisable to decide on the numbers of sessions together with the group. The volunteers should get to know the whole process and the content and deliverable of it at the very beginning. The end of session 2 about learning could be used to review the participants thoughts about session 4 and further training or taking on new challenges in different volunteering activities.

Primarily the process is planned as a group activity. Group work is a strategy that promotes participation and interaction. It fosters a deeper and more active learning process. Sharing thoughts and views in a group exposes participants to different approaches and ways of thinking. Working with others in groups can promote a sense of belonging, which is one reason that seniors do volunteer work. A sense of belonging includes feeling secure, being able to participate, being recognized and valued by others, and fitting in with one’s environment (Bonnie M.K. Hagerty, Judith Lynch-Sauer, Kathleen L. Patusky, Maria Bouwsema, and Peggy Collier., “Sense of Belonging: A Vital Mental Health Concept”). Achieving this sense of belonging and feeling well in the validation process, will create an atmosphere open to new insights and promote volunteering in the future.

For validators, group work needs initial preparation but is less time-consuming than preparing a lecture.

Therefore the validators should fit the following profile:

• Minimum of 2 years voluntary service in the organisation OR minimum of 200 hours

• Willing to report, record and feedback evidence gathered through the process


• Be a good communicator, have organisation skills and the ability to lead a group to success for completion of the process

The international training for validators and this handbook will provide them with tools and methods to support the volunteer’s self-assessment on the 8 Key Competences, and issue the ValidVol certificate.

The volunteers participating in the validation process, in order to be able to self-assess their 8 Key CompetencesTo should fit this profile:

• 6 months of service in a volunteering organisation with a minimum of 4 hours per month OR 50 hours over 6 months

• Willing to participate in the process and committed to the whole ValidVol process

A ValidVol group of volunteers ideally has a permanent facilitator (validator) that will support the volunteers in their validation process. Through sharing the experiences in the group and self-reflection process, the validator and the volunteer will be able to write the assessment for the ValidVol certificate.

If the volunteer group is larger than 10 or 12, there could be 2 validators working as a team. Leading a group in a team is beneficial for leaders and participants, if the following aspects are taken care of:

• Team teaching requires different preparation, particularly concerning the organizational aspects of process management. Careful and extensive planning can help leaders prevent disagreements down the line regarding process strategies and the final validation report. (Letterman, Margaret R. and Kimberly B. Dugan. “Team Teaching a Cross-Disciplinary Honours Course: Preparation and Development.” College Teaching - 2004).

• It is also advisable to attend all sessions, even if your colleague takes the lead of an activity. The “observer” can take notes, ask questions to stimulate or provoke discussions.

A test phase of the ValidVol process took place between February and May 2015. Here below some comments from volunteers participating in the process:

“I found out that I am I good organiser – so far I always let other people do the organising” (Volunteer from Austria)

“I liked the accurate information about volunteering. I would recommend this process to all volunteers!” (Volunteer from Greece)

“My plan is to learn how to deal with problems, to evaluate the outcomes of my learning better, to use the information technology better. So I decided to participate in other courses.” (Volunteer from Italy)

“I enjoyed the exchange of ideas with other volunteers attending the sessions.” (Volunteer from Spain)

“I will be looking for my local Tech for courses” (Volunteer from Northern Ireland).

B2 – Tips and tricks to validate the competences

“The door to opportunity is wide open if you are prepared” Unknown

Where do I hold the sessions?

Before planning the sessions it is useful to know the place where you will work with the group. Have a look at the room. If this is not possible, maybe you can check the website of your organisation to glance a view of the working environment. You could also speak to the facilitators provider, asking what equipment will be available for use.

Use the checklist on page 65.


How do I plan my sessions?

Once you know your surroundings, it will be much easier to do the planning. Knowing whether you have a flipchart only or even a PC and projector, will help you decide on the activities. This handbook provides you with all the information you need to led the process. Make sure you are clear about the objectives of the sessions. Use activities that you like or that worked well for you before. Make sure you think about the time each activity will need.

Plan time to arrive before the group to set up the room. Preparing the environment before the session will help you to arrive relaxed not only physically but also mentally.

Tip: Bring a bottle of water. Drinking water in small sips can help you relax. Also it will help your voice during the session if you do a lot of talking.

If you are nervous, eating a banana or a small piece of chocolate are useful. And if you are a warm and caring validator, put a piece of chocolate on the participants places. It is a friendly and welcoming gesture. And bear in mind: the participants might be a bit nervous, too.

Use the proposed activities and methods in chapters Activities and Tools from page 23 onwards. You can also refer to the proposed timetable at page 32

The ValidVol Diary

The diary follows all steps in the ValidVol process. You can choose the pages you want to use as it will depend on your training style whether you like working using a tool like a book or if you work more freely. Nevertheless there are some pages that have to be used as they are part of the process, such as the volunteering information. These pages are marked with an asterisk *.

How do I start the group?

It is always important to introduce yourself in the same manner you wish the participants to introduce themselves . As the participants join the process voluntarily and they will be asked to talk personally about themselves, you could use a personal way to present yourself. Introduce yourself...

as your mother would introduce you to the group.… as your childhood babysitter would introduce you.… as your best friend would introduce you.… state your full name and the places you have lived. How did you get your middle name?

Make sure you use a way that you feel secure with. It is also fine to tell the group that you are a little nervous meeting this new group because you are really excited to work with them and hope that you all will have a productive and interesting time together.

Some participants might be nervous talking about themselves in front of a new group. Also just telling them to pair up with a stranger might cause stress. So you could pair them up using nuts and bolts. Have nuts and bolts of different sizes making sure they match. Give each person a nut or bolt. The participants then have to find who has their match. Once they have found their match, they tell each other about themselves. Then, join the group and introduce each other with the information they have discovered.

For further methods see Activities p. 23

What if volunteers do not want to share their thoughts in a group?

Some participants may initially be reluctant to participate in group work. Therefore sharing the reasons for group work with the group can help to


convince the reluctant ones. A good start is to make sure that the volunteers know why they join the process. Ask them reasons for their participation and what they wish to gain out of the process. As the ValidVol process focuses on participant’s strengths, collaborating with others will help identify these.

The Car Park method is an excellent way for participants to ask questions by writing them down on a post it. If volunteers want to ask a question during training sessions they can write it down on a post it and stick it on the wall area that has been identified as the Car Park. These questions do not have to be signed by the participant that way this method increases more confident in groups to ask questions.

Some Car Parks use different colours to represent programmes for example Yellow and Green for Validvol or maybe the colours of each of the four sections in the handbook. Some organisations use the traffic light colours and that way Red can be identified as an urgent question, Amber needs answered at next break time and Green can be answered by close of business of the training session.

Slow down...

To reflect upon oneself everyone needs time. Usually the first few thoughts that pop into your head is what you know already. After that you may need to build in time to allow the group remember experiences and thoughts hidden in their minds.

Allow pauses and wait for further comments. Sit or stay with the group. Do not rush around to prepare the next step as eyes will follow you and take away the focus. Breath slowly and wait for your own thoughts. To lead the group through this process you need to be with „them“. If nobody has anything further to say, maybe you can continue the thoughts. Ask questions. Always be aware that you are going to write the ValidVol report and the more you know about the persons thoughts, the easier it is goingto be to write it.

I think it is very exciting what you said about ...

I am surprised at what you said about ... Why do you think this is?

How do I remember all the information that I am told?

Make sure you have paper and pen ready at hand . Maybe prepare one sheet for each participant so when you hear something interesting you can write it down. You do not need to remember everything said, as the report will be written and discussed together with each participant. Still, you are a new observer and might see and hear things the volunteers have not been aware of before.

Use times of individual or group work to take notes. After you have presented the ValidVol process, tell the group that sometimes you will take notes if important aspects are coming up, because maybe you want to draw upon them later in the process.

When the group talks about findings and ideas, you can take notes on a flip chart: „What an interesting thought! May I write that down?“ In this way the validator values the groups ideas. The groups thoughts are appreciated and might encourage even more participation in discussions.

B3 – The self-assessment process

“Make a Difference and Volunteer”


The self-assessment process needs to fulfil certain objectives to achieve the aims of ValidVol. There are a lot of activities to be used. The ValidVol process leader should chose the activities accordingly to fit the needs of the groups.

Each session is described using sample methods. Further methods and activities can be found in the chapter Activities from page 23 on.

We advise you to chose one activity out of the proposed ones to the implemented within your group. Chose the one you feel more comfortable with, and that you think correspond the most to the group.

1. Why volunteering? Objectives:

• Getting to know the group and validator• Getting to know the ValidVol process• Reflecting upon your own volunteering• Identifying skills that you have gained through volunteering 1. Icebreaker and warm up activities

Use Icebreaker and warm up activities to start this first session where the group will meet for the first time. The participants should feel welcome and get a chance to talk about their wishes and ideas and what the outcome of the Validation process should be.

→ See activity “Knowing me - knowing you”, p. 24

2. Personal reflection of the Individual volunteering

The actual ValidVol process starts with a personal reflection of the individual volunteering experiences. It is our goal to focus on the personal benefits.

As an introduction the Validator could use video clips on the ValidVol website where volunteers talk about their gains through volunteering.

To get to know each other and to draw upon the experience of the whole group, start up questions are:

In which organisation do I volunteer?

Why do I do it?

What do I do?

Why am I here?

→ Fill in diary p. 3

3. The ValidVol Process

Before starting the next part, it is important to talk about the ValidVol process. f you prefer to do it at the very beginning of the session, this is also possible. But usually it in better for each individual to be „seen“ and a group to be formed, so the atmosphere is more relaxed. The question “Why am I here?” will provide you with some information such as what the participants know about ValidVol and what they want to get out of it. Using these answers, you can explain the aims of ValidVol. Make sure that everyone understands the process.

Preparing a flipchart with the 4 sessions will help you to explain it.

→ See “Flow chart of ValidVol” in diary p 2


4. Where am I now in my volunteering process?

Use The Volunteering Dock or The Volunteering Mountain to find out where your participants feel they are in their volunteering process. Find out where they were at the beginning of their volunteering. Let them talk about their different stages and feelings. Start as a group activity of 3-4 persons to let them talk about the whole process.

Make sure everyone gets the same time to talk. You can use a bell or gong to signal that it is the next persons turn to talk.

To round up the activity find out in the whole group where each person stands now. If you use the large copy of the Volunteering Dock or Mountain you could have each person come out and write their name next to „their“ figure. If you want to work without names, use 2 colours of stickers/dots. Each participant puts the first colour on the Blob where they feel they started and the other colour where they feel they are now. In this way you can use the Volunteering Dock or Mountain in every session to make changes visible by using different coloured dots or stickers to show different times of the process.

You can also use the SWOT Analysis as a tool to reflect on the potential of volunteering. It is a basic, straightforward model that assesses what the individual can and cannot do, as well as potential opportunities and threats. Once completed, a SWOT analysis can help determine what may assist you in achieving your objectives and what obstacles must be overcome or minimise in order to achieve these.

→ See activity “My volunteering”, p. 25→ See “SWOT Analysis”, Tools p. 61→ See “The Volunteering Dock” and “The Volunteering Mountain”,

Tools p. 38 and 39→ Fill in diary p. 5

5. My personal learning experience

In the next step focus on the learning experience. Individual or pair work is advisable.

What have you learned? How do you know what you have learned?

At the end of this session each participant should have found 3 to 5 skills that they have gained through their work as volunteer. These skills should be written down, either on a chart or in cards that volunteers can take home. Let the group present their findings and ask each person individually:

• What skills did you know you gained? • Is there an ability that surprised you? These skills are noted in each participants diary.

The validator should to make sure to note the skills on a flip chart as well to use them in the next sessions. Maybe use different colours to differentiate between the participants. These notes will also help to write the ValidVol report.


6. Reflection of the first session

If there is a break between session 1 and 2 a reflection of this first session is advisable.

→ See activity “This session was”, p. 26


The Validator now knows...... the group and what each participant wants to get out of the process... the volunteering organisation details and has collected these forms... 3 to 5 skills that each participant has gained through their volunteering experience


Objectives:

• Gaining information about lifelong learning, non-formal and informal learning

• Knowing what type of learners there are • Realizing what type of learner I am• Getting to know the 8 key competences• Reflecting about my personal reward of volunteering• Reflecting about my personal reward of learning 1. Ice breaker and warm up activity If there has been a break since session 1 it is helpful to start with The Volunteering Mountain or The Volunteering Dock to see if the position has changed. You could also focus on “Where would you like to stand next? What challenges do you face? What support do you need?”. Also bring up the skills identified last time to start with.

The Activity “Our Journey” on page 28 may be used as well.

2. LLL, non formal and informal learning

Focus on the joy of learning new skills. Use quotations of famous people about learning to start up this session. Find out what learning means to the group. When the participants went to school, learning surely was very different to nowadays. Find out about their experiences.

Then show them a view of what learning nowadays means, focusing on lifelong learning, non formal and informal learning (→ see Diary p. 7). Let there be space for discussions. Finally each participant finds her/his own definition on learning. Participants can note them in the diary, the group leader could note them on flipchart.

→ See activity “Learning out of the box“, p. 29→ See Tools “Quotations cards”, p. 41→ You can also download the quotations cards and the instructions for

free on www.youthpass.eu → Fill in diary p. 9

3. What type of learner am I?

Then focus on the type of learners and the personal question “How do I learn?”. To help the participants indentify their learning type or mix of learning types, use a questionnaire or try to teach them a poem or song, using different ways such as just listening, just reading, reading out loud, looking at pictures or gestures to remember the lines.

→ Further Activities see p. 29

4. The 8 key competences

The next step is to introduce the 8 key competences. Some are straight


forward, others will need explaining. Let the group guess what they could mean. To bring them to a personal level, the participants should put them into categories such as “My strengths” and “What I wish I could do better” and “Not really interested”.

Looking at these areas of competences possibly participants will become aware of even more skills of their own. If so, write them down.


5. My personal reward

As a last step focus on the personal reward each participant gets out of volunteering and a new learning experience. Talk about:

What would change for you personally if you...

... were able to speak another language?

... were able to use the computer?

... knew more about foreign cultures?

→ See activity “Volunteer’s learning tree”, p. 30→ Fill in diary p. 11

6. Reflection of the session

Before participants leave the sessions it is always important to do a reflection round. This does not need to take long but is important to make sure every person feels seen and heard and also to plan the next session.

→ See Activities “Reflection methods”, p. 26

The Validator now knows...

... what type of learner each participant is

... strengths, weaknesses and interests according to the 8 key competences

... the participants views on learning something new


Objectives:

• Reflecting about the personal process during volunteering• Taking notes about the personal process 1. Ice breaker and warm up activity

Warm up your group using The Volunteering Mountain or Dock or reminding the participants on the quotes of famous people about learning.

You can also do the following guessing game: Who is it?

If you want to get straight to the topic of competences, you could prepare a set of competences for each person. As you worked with the group for 2 sessions already, this is a good preparation for you as well to fill in the certificates.

To prepare this you use the competences on the self-assessment cards on page 57 in this handbook. Think about each participant and use strips of paper to note the competences (one competence per paper strip).

E.g. for Bob you prepare the strips:


Empathy

Self-confidence

Open-mindedness

Communication skills

Teamwork

Critical thinking

You can also use different words if you find them suitable to describe the skills of this person. The more specific you are the better.

At the beginning of the session you read out the competences on the set of paper strips belonging to one person WITHOUT saying who they belong to. Let the participants guess who you talk about. You will find that most participants can guess the other but are not aware of their own competences. Let the participants take the strips.

In our experience some participant were overwhelmed and took the strips home as gift. Some called it their favorite part of the process. Therefore it is really worth it preparing this activity. Also the participants can work with these paper strips for the rest of the session.

Note: Please make sure that you tell the participants that this is your perception of their skills having worked with them for 2 sessions. If they feel some competences are not right for them, this is okay. Also let them add more. This activity is a kick-off to get deeper into the process.

2. My learning during volunteering

To start the process of recording use a group activity. Group activities combine personal knowledge and the views of the group to gain a reflected view on each individual volunteering experience.

Afterwards each participant could create a poster to present the personal process.

Make sure to focus on the 8 key competences:

1. Communication in the mother tongue2. Communication in foreign languages3. Mathematical competence and basic competences in science and technology4. Digital competence5. Learning to learn6. Social and civic competences7. Sense of initiative and entrepreneurship8. Cultural awareness and expression.

→ See Activity “Self-assessment grid”, p. 31→ And Tool “Self-assessment grid” p. 58→ Fill in diary p. 31

3. Presenting my learning experience

Each participant presents their own learning process. This will help the process leader to fill in the ValidVol certificate after the session. Also it will boost the self esteem of the participants.

Make sure to follow a set time, e.g. 10 minutes per presentation, and provide a few rules for the presentations such as:


• Listen to the speaker. Please do not interrupt.• If there are questions please ask at the end of the presentation.• Give positive feedback so each participant can improve on their skills. When providing feedback prior to certification on a one to one basis the following should be noted by the trainer. Providing feedback means giving volunteers an explanation of how they have performed and how they can better themselves in the future. However, the focus of the feedback should be based essentially on what the volunteer is doing right. It is most productive to a volunteer’s learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

It is vital that we take into consideration each volunteer individually when giving feedback. Some volunteers need to be nudged to achieve at a higher level and other needs to be handled very gently, so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a volunteer’s feelings and providing proper encouragement is essential. When feedback has been completed during the one to one session , the certificate can be drawn up for the volunteer.

→ An example of how to fill in the ValidVol certificate is available on page 67

→ The Recording in the ValidVol certificate will be completed after this session by the Validator.

4. Celebrating the group

After the presentations it would be nice to celebrate the group and the work they all have achieved.

Have a piece of paper per participant with their name on. Pass them

around the group. All other participants write short sentences or nice words for the participant. At the end the papers are passed to the individual people. This is a nice gift to take home and remember the experiences in the group.

5. Evaluation of ValidVol Process

If this is the last session, make sure to go through the evaluation process. In this case the ValidVol certificate will be sent to the participants as soon as they are ready.

→ See Session 4., p. 22

The Validator now knows...... the volunteering experiences of each participant... the skills and competences of each participant

→ Additional information on the learning path of the volunteer can be gather through the table on page 62

→ See ValidVol certificate, p. 66

4. My future plan

Objectives:• Reflecting about further possibilities in volunteering• Gaining ideas for further training

1. Where I am now?

Revisit The Volunteering Dock or The Volunteering Mountain reflecting on the changes since the group started the ValidVol process. Using a tool that the group knows will speed up the process.


→ See Activity “Revisit The Volunteering Dock”, p. 31

2. My next step

Now it is time to find out where the participants want to go next. What are their aims? Do it as pair or individual work.

Let the participants work it out backwards:

• What is my next aim? - e.g. I want to help in a care home.• What do I need to know to get there? Do I need any further

training? How can I find that out? - e.g. get in contact with organisations where I could volunteer

• What can I offer as a volunteer in this kind of work? - e.g. empathy, communication skills, singing and playing games

Use the findings from session 3 to answer this question. It is important to boost the participants self esteem once more so they feel confident to take the next step.

Also they can use these skills in a first meeting with the organisation to present themselves.

What is my next step? - e.g. find out contact details and arrange a first appointment there


3. Celebrate the next step

In the last step let them present their next action plan to the group. Let there be applause and let each group member give positive feedback on the presentation and why they succeed in taking this next step.

4. Evaluation of ValidVol Process

Volunteers will be asked to fill in a questionnaire with their comments and feedback on the ValidVol process. Their remarks will be used to fine tuning the ValidVol process.

→ See Questionnaire at page 63

5. Handing out the ValidVol Certificate

Hand out the certificate and have a few nice words prepared for each participant.

You could also bring something as a lucky charm for each person to take away, e.g. collected stones or quotations about achieving goals.

“Excellence is not a Skill... It is an attitude”Ralph Marston - Writer & publisher of the Daily Motivator

B4 – Activities

In this chapter you will find further activities and methods for the ValidVol sessions.

In addition, we propose you an example how you could structure your sessions.

It is of paramount importance that all trainers practice new training and facilitation ideas with a friend or colleague at least a week before the actual delivery of the programme. A full delivery of the course will also allow the trainer to be more comfortable and confident in the delivery.


It is absolutely essential to the successful delivery that a trial run of the programme takes place. It will also allow you to get feedback about your delivery style and presentation skills.

You should also ensure that you review all your activities, materials, pens, paper, markers and flipcharts, so that you have adequate copies of handbooks and diaries.

The training room should have suitable lighting and heating. Bathrooms, fire exits and refreshment areas are all signposted. Trainers should have arrangements in place for refreshments and break out rooms if necessary.

Check that there are sufficient tables, chairs and that your layout is suitable for your groups needs. Ensure that you have fully checked your IT equipment and ensure it is in working order - this includes laptop, digital projector.

Delegate name cards or badges are prepared and that you have some knowledge about the group and if possible, a little information on each of the participants.

Be prepared and ready to go so that you are ready to greet your participants as they arrive. Remember first impressions count.

1. Why volunteering?

1. Icebreaker and warm up activities

„Knowing me - knowing you“Time 45 minutes all together

Objectives Introduction getting to know each otherDesigned to be completed individually, Feedback to the team. Getting to know the group.

Page Reference Page 16Description of Activities to choose from1. The Birthday Buddy

Find someone in the room that has the same birth month as you. This will be your birthday buddy. Then ask each other three questions. They can be the same questions or different. Then introduce your birthday buddy to the group.

EquipmentPensFlipchartPost itsName Cards

2. Remembering Information

How important is it that we remember names? What does it create? Candidate makes a list and then the trainer makes a list on the flipchart.3. Remembering names

We associate the name of the person with something that they have shared in their introduction. Discussion


2. Where am I now in my volunteering process? “My volunteering”Objectives To get a clear understanding of the skills needed in volunteering. Skills

already gained in previous roles. Demonstrate through videos/ role play or pictures. Getting to know one another The group should start to come together after introductions and warm up and then be more comfortable working together after the group work

Page Reference Page 171. Celebrate our differencesFind out what you have in common with the Volunteer next to you?Chance to get to know about each other in the group common likes and unique differences.Everyone is worthy of our attention regardless of their race, religion ability, gender, culture or sexual orientation.In groups of 2 find out what you have in common with the person who you are working with. Fill in the middle circle with a least six things you have in common. Then in the outer circle fill in at least eight things that are unique about you.You now know a little about each other. What one word would describe the person you have been working with and why?

Equipment:Picture of 2 circles (see Tools p. 37) for each paired groupspensTime: 20 minutes to complete task and 20 minutes to follow up discussion.

2. The Volunteering Dock or The Volunteering MountainPlace yourself on the dock or mountain and explain why? Where on the mountain and why?Look at the bridge below. Where would you place yourself and where would you put your partner? Just put your name in. Why have you decided on this place?”

Equipment:The Volunteering Dock or The Volunteering Mountain in large scale on flipchartTime: 30 minute to complete each and discuss

3. The Diamond Nine

Choose words from the cards and put them in order of importance to see which is the most important to you.

Equipment:Copy of diamond nine (see Tools p. 40) and word cards (see appendix p. 57) for each personTime: 40 minutes


4. Volunteering What does it mean to you?

V O L U N T E E R

Each letter should have a positive word about you… What would each letter stand for?Now spell your name in positive words!

EquipmentPaper and pens for each personTime: 20 minutes

5. SWOT AnalysisIt is a basic, straightforward model that assesses what the individual can and cannot do, as well as potential opportunities and threats. Once completed, a SWOT analysis can help determine what may assist you in achieving your objectives and what obstacles must be overcome or minimise in order to achieve these.Individual work and then compare in a groupLook at what has been achieved and look to see what we can add to the SWOT.Report on SkillsFeedback to be completed on flip chart to see similarities.

Equipment:Copy Swot Analysis (see Appendix p. 61Flipchart, PensTime: 60 minutes

3. Reflection of the session “This session was...”Objectives Reflection on the session to help the Validator to plan the next session to fit the

needs of the groupPage Reference Page 19


1. Matchstick-method- if you have only a little time leftEach participant get the box of matchsticks and is asked to light one matchstick. While it is burning she/he is allowed to say what he liked about this session and what she/he wishes for the next session.

Equipment:Box of matchsticksAt least on matchstick for each participant (plus some extra in case some do not work)Time: app 30 seconds per person

2. Smiles methodDraw different smiles on a flipchart. Each participant is asked to draw a line next to the smiley that fits to the session best.Let them finish the following sentence:„I choose this smiley because...“

Equipment:FlipchartPensTime: approx. 2 minutes per person

3. Line methodDraw a line on a flipchart. Mark it 0/5/10. Let the participants draw a line where they feel they are now with regard to this session.

0 5 10

0 = I did not like it5 = It was fine10 = This was a great session Again let them finish the following sentence:„I choose this smiley because...“


4. Finishing sentencesWrite the beginning of these sentences on a flipchart. Let the participants choose 3 sentences to finish. Write down the answers on the flip chart.I feel more comfortable now …I found out …I learnt …I feel confident …I made progress …

I am able to …I now know how …I developed …I have a clear view now …I want to explore further


“Communication works for those who work at it”John Powell Author



1. Ice breaker and warm up activity “Our Journey”Group work to encourage the volunteers to talk about their journey to volunteering.Exercise designed to get the group to work together to design a timeline or collage of their volunteer journey. Where they were and how they got to the volunteering stageCreating a timeline/collage, in the shape of a river: their personal journey

Objectives To support the volunteers in reflecting their journey and to become aware of all the aspects surrounding itTo connect fully with the experience To create awareness of many aspects involved in their experience To discuss with and get support from other volunteers in the group To use the session as a basis for further reflection, learning and planning

Page Reference Page 19Description of ActivityThis exercise can be used in many different ways. The basic concept is that it will help participants to reflect and digest their Volunteering experience. It can be used as a follow up of a group discussion, personal reflection time, or it could be used as the starting point for reflection.Where and at which point to use this exercise depends fully on the training course programme and the participants.Start the session by giving participants the time to think back to their experience/journey so far.Ask participants to draw/create a river of their journey, showing all important aspects of the journey so far: funny moments, important moments, important people, challenges, conflicts etc.You could give examples of symbols: a dam to show blockages or challenges, a bridge to show connections, currents to show interesting experiences, a boat to show support etc.In small groups share the rivers that have been createdFeedback to large group

Equipment :Art materials, old magazines or newspapers, flipcharts – large size paper sheets, some participants might like to stick two flipcharts together, scissors, and glue, Paper, Magazines, Colour Pens, Selotape, Pritt Stick, PaintsTime: 30 – 90 minutes, depending on where it is placed in the training course


2. Lifelong Learning (LLL), non formal and informal learning “Learning out of the box”In our rapidly changing society lifelong learning has become a necessity. Sometimes it may be challenging and stressful, but it can also be a truly empowering experience. “Learning out of the box” is a tool supporting the reflection on learning.

Objectives To support the volunteers in reflecting on their personal learningTo facilitate the sharing of learning experiences among volunteersTo reflect on the learning potential of their volunteering

Page Reference Page 19Description of ActivityDisplay the cards with the quotes visible on the floor or on a big table. Ask participants to walk around the quotes and to choose the one that speaks to or strikes them the most. The blank cards can also be used but in such case, the participant who chooses it has to come up with a personal quote.Once the choice is made, ask participants to gather in duos or in trios and to exchange with their colleague(s) why they have chosen that particular quote. What does it evoke? Is it linked to personal and/or professional experience(s)? If yes, what type of experience(s)? Positive? Challenging? Does it remind participants of someone who helped them to learn? Does it generate emotions? If yes, which ones? Why?Feedback to large group

Equipment :The quotations cards on page 41 or downloaded from the following link:https://www.youthpass.eu/da/youthpass/ publications/learning-out-of-the-box/Time: 20 – 30 minutes, depending on the size of the group

3.What type of learner am I? “The learning styles”Objectives To reflect on their personal learning style

To reflect on the personal learning needsTo be aware of learning diversity

Page Reference Page 19


Description of ActivityPeter Honey and Alan Mumford have identified different learning styles. Their theory says that each person learns from specific situations.Being able to apply different learning styles implies that the person is able to learn from a variety of situations and experiences thus maximizing their learning opportunities.Ask participants to gather in small groups (three to four persons), where they have to learn anything from each other (a dance, a song, a poetry, etc.) in 15 minutes.In plenary show the learning and ask participants how did you learn? What was important for your learning? What helped you in learning? What did you miss? Collect answers on the flipchart.Ask participants to reflect in duos on how do they learn in daily life. Give 5 to 10 m.Introduce to participants the learning styles descriptions, distribute the hand out and ask them which profile fits them the most.

Equipment :Copy of the Learning Styles description in the section Tools, one for each participantsTime: 30 – 40 minutes, depending on the size of the group

4. My personal reward “Volunteer’s learning tree”Objectives Look at your learning where are you?Page Reference Page 20Description of ActivityIn each branch the volunteer may write a learning objective in relation to: A. personal developmentB. professional developmentC. other areas (e.g. personal project during the service)You may ask them to think about what might be the challenges and sources of support in achieving those objectives.

Equipment:Copy of the “Learning Tree” for each person (see Appendix p. 59)Time: 20 – 30 minutes, according to the size of the group.

“It is what we know already that often prevents us from learning”Claude Bernard



1. My learning during volunteering The self-assessment gridObjectives Analyse and write down the skills and competences that I have gained through

volunteeringPage Reference Page 22Description of ActivityIn this session you will revise the skills and competences that you thought and talked about during the last sessions.If you started this session with the activity “Who is it?” on page 26, participants can use the words they got as presents to start filling in the self-assessment grid.To fill in the self-assessment grid each participant should work by him/herself. The validator should be available to help participants individually. Especially matching the Competences to the 8 key competences might be difficult.The answer to the question “How did I gain this competence” should be answered by giving examples of the volunteering work someone did. Keep it simple:Eg. I can speak a few words in Turkish because I have learned basic sentences working with the Turkish family.Or: I can use Microsoft Excel because I had to calculate the money I spend for the group I work with in a spreadsheet. The timeframe does not need to be too detailed.

Equipment:DiarySelf-Assessment cardsPensTime: 60-90 minutes

“Learning is not compulsory...Neither is survival”William Edwards Demin

4. My future plan

1. Where I am now? “Revisit the Volunteering Dock and the Volunteering Mountain”Objectives Look at where you were and where you are now. Reflect on your SWOT and skills

and outcomes.Page Reference Page 21Description of ActivityPosition yourself on the tree, Feedback and discussion with the group.

EquipmentPens, MarkersTime 30 Minutes

“To educate is not fill up a vase but to light a fire“William Butler Yeats


Example for planning ValidVol-Workshops Volunteers 50+

„Lifelong learning through volunteering“

Room: the room shall be big enough to host your group and to hold the activities you plan.

Setting: circle of chairs for 10 persons, 5-6 tables standing at the sides for group work.

Equipment: flip chart, pin board, markers, post-its, pens for volunteers, plain paper, beamer, music to be played in background before we start, camera (charged) for group photos.

Snacks: drinks, salty nibbles, fruits, sweet treats.

Participants list.

Sessions I + IIDay 1 - 9.00 am – 17.00 pm

9.00 – 12.00:• Presenting the project and its aims, getting to know each other • Exchanging thoughts about reasons for volunteering and experiences

made, gaining new perspectives

12.00 – 1.45: • Lunch break together in restaurant „Joseph“

14.00 – 17.00:• Lifelong learning – what does that mean?• Reflecting about my own learning experiences and my joy of learning• How do I learn?• Why do I learn something new?

Session IIIDay 2 - 3.00 – 6.00 pm

• My skills and competences• Preparing the individual ValidVol Report about the gained competences

Session IVDay 3 - 3.00 – 6.00 pm

• My plan for the future• New ideas for my volunteering• Handing out the ValidVol certificates


Day 1 - Morning - session I - „Why volunteering?“9.00 – 9.15 Welcome and

plan for this day

• Welcome participants• Introducing yourself as group leader and your experiences in volunteering• Presenting the time plan for today• Asking if it is okay to take photos to document the process (have a list to sign if it is okay)• Asking if everyone would like to join the common lunch

Make a reservation for lunch in the restaurant

9.15 – 9.30 Presenting and explaining ValidVol

• Group leader explains the process• Giving insight that it was developed in an international project• Aims of the process:

• Talking and reflecting with other volunteers• Giving value to volunteering• Becoming aware of your skills• Gaining new perspectives

• Handing out the diaries

Prepare a poster with the titles of the 4 sessions:1. Why volunteering?2. What is lifelong learning – reflections

about learning3. Recording my skills and competences4. My future plan and receiving the

ValidVol certificate9.30 – 10.30 Getting to know

each other• Participants pair up, tell each other: name, volunteering organization,

volunteering activities, since when and why they participate in this workshop• Partners present each other briefly in the group• The Volunteering Dock: each participant draws a dot how he felt at the beginning

of volunteering (blue dot) and another dot at how he feels now (red dot)

ValidVol Diary p. 3 and 4 The Volunteering Dock

Enlarged picture of The Volunteering Dock on flipchart or cork board.

Group leader should already take notes about participants!!!

10.30 – 10.45 Break Fruits10.45 – 11.30 Personal

experiences through volunteering

• Group association V.O.L.U.N.T.E.E.R.I.N.G• Group leader collects words to the beginning of each letter of the word

volunteering• “What does volunteering mean to me?” • “What did I learn through volunteering”

• Individual work in diary on page 6• „How do I know what I learned through volunteering? “• „A skill that surprised me? “• “I was not aware of…”• “3-5 skills I gained through volunteering”

• Group feedback

Flipchart

Diary p. 6

11.30 – 11.50 Reflection • Choose one exercise described in “This session was...”p. 26• Tell participant to be back in the seminar room at 2.00 pm

12- 1.45 pm Lunch break Go to restaurant


Day 1 - Afternoon – Session II - „What is LLL? – Reflections about learning“

2.00 – 2.30 pm Introduction LLL What is Lifelong learning?• Informal learning• Non-formal learning• Formal learning

ValidVol Diary p.7

2.30 – 4.00 pm Ways to Volunteering

My journey of volunteering• Group leader present his/her own “journey of volunteering” on a

poster• Individual work: Every participant creates a poster drawing

their journey (a path of a river) from the very beginning of their volunteering

• Important and funny moments, important persons along the way, conflicts and challenges (bridges, dams, boats, stones, anchorage)

• What have I learned?• Presentation of the posters to the group

Flipchart paper

Group leader brings his/her own finished poster to give an example

Possibly newspapers, pictures etc to use for poster

Group leader should take notes about participants!!!

4.00 – 4.15 pm Break Snack and drinks

4.15 – 4.50 pm Learning means… • Participants pick a quote about learning, read it to the others and says what he/she thinks about it

• Discussion about views on learning and about personal learning experiences

• Note the favourite quote in diary and fill in the sentence „Learning means form me…“

• Share the last sentence with the group• If there is time you can read about learning styles in diary on p.?

and discuss the thoughts

Quotes about learning

Diary p. 9

4.50 – 5.00 pm • Group leader thanks team for the good participation• Short feedback round: each participant get a match, lights it, as

long as it is light there is time to give feedback on the sessions today, when the fire is out speaking time is up

• Group leader reminds participant about the next meeting (date, time)

Matches (double the number of participants in case some matches do not work)


Day 2 - Afternoon – Session III - „Recording and reporting my competences“3 - 3.25 pm Welcome • Group leader welcomes the participants, overview what will happen in this session

• Every participant answers the 3 questions:• How are you today?• Did anything (new) happen in your volunteering?• Any new thoughts since our last meeting that you would like to share with the group

Posters „My journey“ from last time

Flip chart with the 3 question

3.25 - 4.00 pm My competences

• Participants read self evaluation cards in diary on page?• Individually they pick the most suitable ones and fill them into a copy of the

diamond nine (they can also fill in other words if more suitable!)• Afterwards they present their diamond nines to the rest of the group

Self evaluation cards in diary p.14Copies of diamond nine from Handbook p. 40

4.00- 4.30 pm The 8 key competences

• Group leader explains the 8 key competence using examples• Group leader asks participants to give examples of their competences and

together the group discusses to which key competence it belongs

Diary p. 9

4.45 - 5.45 pm Break Snack and drinks4.45 - 5.45 pm My key

competences• Individually each participant tries to fill the grid in diary p 13, using the

competences in the diamond nine• Afterwards participants reflect in pairs about their competences that they have

written on p.13 and help each other matching them to the key competences.• If there is time: Group discussion on what was hard, time to discuss general

questions

Diary p. 13

Group leader helps participants

To be able to fill in the certificates after this session, group leader either borrows the diaries of takes a photo of the grid

5.45 - 6.00 pm Reflection • Group leader has prepared questions for Feedback on flipchart paper• On a scale from 0 – 10, how much did I like this session• On a scale from 0 – 10, how much did I learn this session• Have there been new insights into my competences for me? Which ones?• If the group leader wants to meet with the participants individually to fill in the

certificate, now it is time to make appointments• Group leader thanks team for the good participation• Group leader reminds participant about the next meeting (date, time)

Flip chart with questions for feedback


Day 3 - Afternoon – session VI - „My future plan“

3.00 – 3.30 pm Welcome • Group leader welcomes the participants, overview what will happen in this session• Every participant answers the 3 questions:• How are you today?• Did anything (new) happen in your volunteering?• Any new thoughts since our last meeting that you would like to share with the group

• Remind the participants about the 8 key competences – can they remember all 8?• Look at the posters “My journey” again

Hang up poster of my journey in the room to remind the participants about their way so far

3.30 – 4.30 pm My future plan • Participants work in pairs to answer the following questions in the diary on p.16• How can I make my volunteering better? What would I like to change?• What are my aims?• What do I need to achieve them? (A talk, a course, literature, a new place for volunteering…)• What is my next step? (Make an appointment, ring someone, and find a course…)• In the end each participant tells the group what the next step is

Diary page 16

4.30 – 5.00 pm Feedback • Time for feedback about the whole process, time for questions, thoughts and discussions• Group leader put up posters with one question on each, participants walk round and write

answers on posters:• What I liked about this process• Any suggestions for changes• What I would like to tell the group leader• What I would like to tell the group

• Group leader reads out comments and participants can specify their answers (if they want to)• Group leader asks if anyone n the group would like to lead this process for a group of volun-

teers in their voluntary organization – if yes, the group leader can provide the person with further information

Posters with the questions, enough pens for participants to write their feedback on posters If the group leader would like to lead the process again, this information will help with the planning

5.00 – 6.00 pm Certificates and Celebrations

• Group leader puts certificates upside down on the ground, each participant picks a certificate, reads out the competences and hands it to the person to whom it belongs. The person who received a certificate is the next to pick up a certificate…

• Time to celebrate, drink, eat and chats

Certificates Snacks and drinks

Camera to take a group photo


B5 – Tools

“Live as if you were to die tomorrow. Learn as if you were to live forever.“Gandhi

Getting to know each other


The Volunteering Dock


The Volunteering Mountain


The Diamond Nine


Quotation cards


Self-assessment cards

Communication skills Foreign language Intercultural sensitivity

Sense of initiative Empathy Organizational skills

Time management Stress management Self-confidence

Independence Project management Planning skills

Team work Creativity Artistic expression

Managing budget Self-awareness Conflict management

Negotiation skills Influencing decisions Guiding others

Learning to learn Digital competence Presentation skills

Teaching/training skills Tolerance of ambiguity Dealing with change

Open-mindedness Critical thinking Research skills

Taking responsibility Expressing solidarity Self-management

Active participation Giving feedback Receiving feedback

Leadership skills European citizenship Other specific skills


The self-assessment of my 8 Key CompetencesCompetences and skills that I gained through volunteering

Competence/Skill To which 8 Key Competences it belongs to?

How did I gain this competence?(Detailed description of tasks that led to

acquiring this competence)

Time(e.g. from January 2011 till May 2013

once a week)


The Learning Tree


Learn best from activities where: Strengths Weaknesses

Activist There are new experiences, problems, and opportunities from which to learn.They can engross themselves in short “here and now” activities such as games, competitive tasks, role playing exercises.They have a lot of the limelight, high visibility.They are thrown in at the deep end with a task they think is difficult.

Flexible and open mindedHappy to have a goHappy to be exposed to new situationsOptimistic about anything new and thereforeunlikely to resist change

Tendency to take the immediately obvious action without thinkingOften take unnecessary risksTendency to do too much themselves and hog the limelightRush into action without sufficient preparationGet bored with implementation/consolidation

Reflector They are encouraged to watch, think, and chew over activities.They are allowed to think before acting, to assimilate before commenting.They have the opportunity to review what has happened, what they have learned.They can reach a decision in their own time without pressure and tight deadlines.

CarefulThorough and methodicalThoughtfulGood at listening to others and assimilating informationRarely jump to conclusions

Tendency to hold back from direct participationSlow to make up their minds and reach a decisionTendency to be too cautious and not take enough risksNot assertive – they are not particularly forthcoming and have no “small talk”

Theorist They have time to explore methodically the associations and interrelationships between ideas, events and situations.They are in structured situations with clear purposes.They have the chance to question and probe the basic methodology, assumptions or logic behind something.They are intellectually stretched.

Logical “vertical” thinkersRational and objectiveGood at asking probing questionsDisciplined approach

Restricted in lateral thinkingLow tolerance foe uncertainty, disorder and ambiguityIntolerant of anything subjective or intuitiveFull of “should, ought and must”

Pragmatist There is an obvious link between the subject matter and a problem or opportunity on the job.They are shown techniques for doing things with obvious practical advantages currently applicable to their own job.They have the chance to try out and practice techniques with coaching, feedback from a credible expert.They can concentrate on practical issues.

Keen to test things out in practicePractical, down to earth, realisticBusinesslike – get straight to the pointTechnique oriented

Tendency to reject anything without an obvious applicationNot very interested in theory or basic principlesTendency to seize on the first expedient solution to a problemImpatient with waffleOn balance, task oriented not people oriented.

Source: T-kit on Organizational Management, http://pjp-eu.coe.int/it/web/youth-partnership/t-kits

Learning styles (Honey and Mumford, 1992)


Personal SWOT analysisSWOT analysis used as a self-assessment tool:

Strengths Weaknesses

Opportunities Threats (Challenges)


Courses and Seminars I have attended as volunteer:

When and where Institution Title of seminar/course Content

My name:


1) Did you enjoy the ValidVol process?

I totally agree I agree undetermined I hardly agree I don’t agree

2) Did you benefit from the ValidVol process?


3) Did you gain insights in competences you acquired through volunteering?


4) Do you think you can use these competences also in a job?


5) Did the ValidVol process open new perspectives for you? If yes which ones?

yes no

6) Did you set up a plan on what to do next?

yes no

7) Did you like the group setting and the methods used?


ValidVol ProcessEvaluation Form

Participants


8) How would you rate the competences and support of the validator?

1 – very good 2 – good 3 – adequate 4 – sufficient 5 – not sufficient

9) How many sessions did you attend?

3 4

10) Did you like the setting of the ValidVol process?

yes no

11) The duration of the ValidVol process was

too short adequate too long

12) What did you like best?

13) What would you change?

14) Would you recommend the ValidVol process to other volunteers?

15) Anything else you would like to tell us?

Statistical data

Age:

Gender:

Country:

A volunteer since:

Please, return this questionnaire to your validator

Thank you very much!


MASTER VALIDATOR SUGGESTED ROOM SET- UP

Workshop Room Set Up

8’

16’

• Flipchart stand and paper• Validator table• Laptop, projector and screen• Car park on wall

MATERIALS CHECKLIST

COURSE MATERIALS Participant Name CardsParticipant workbooksParticipant PensParticipant Registration Sheet

EQUIPMENT Laptop, digital projector and screenFlipchart standExtension Cable

SUPPLIES Flip charts markers and paperMasking TapeSpare Pens, pencils, Newspapers, coloured paperGlue sticks and sellotape or paper tapeCoffee, Tea, Water etc. optionalColoured Post it Notes (Car Park)


ValidVol - 539302-LLP-1-2013-1-IT-GRUNDTVIG-GMPThis project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

B6 – Certificate

“Change is the end result of all true learning”Leo Buscaglia

ValidVol CertificateValidation of Key Competences for Senior Volunteers

______________________________________________Name and Surname

born on ____________ in _________________

is/has been a volunteer in

___________________________________name and address of voluntary organisation

from ___________ till ____________

( ______ hours in a week)

(Name) role and tasks were:

(Name) took part in the following training activities during the volunteering:

The following summary of the learning outcomes is the result of the ValidVol process from _________ to __________.

The description of learning outcomes is a reflection based on the Key Competences for Lifelong Learning – A European Framework adopted by the European Parliament and the Council on 18 December 2006.

Communication in the mother tongue

Communication in foreign languages

Mathematical competence and basic competences in science and technology

Digital competence

Learning to learn

Social and civic competences

Sense of initiative and entrepreneurship

Cultural awareness and expression

(delete what is not relevant)

___________________ _______________________

Date Signed by Validator

Further information about ValidVol can be found at www.validvol.eu


ValidVol Certificate

Validation of Key Competences for Senior Volunteers

Mr Patrick O Donovanname

born: 13 August 1970

is a volunteer inFoyle Hospice Day Unit, Culmore Road Derry, Northern Ireland

from January 2010 to May 2015

( 40 hours in a week)

Patrick role and tasks were: • Maintaining gardens, lawns, planted areas and vegetables gardens• Ordering of gardening supplies• Maintenance of gardening equipment• Occasional cover of serving tea and meals to patients and relatives

The following summary of the learning outcomes is the result of the ValidVol process from __25 Feb 2015_______ to __28 Feb 2015________

The description of learning outcomes is a reflection based on the Key Competences for Lifelong Learning – A European Framework adopted by the European Parliament and the Council on 18 December 2006.

Mathematical competence and basic competences in science and technology

Patrick is able to keep records of accounts of products purchased and has good maths skills

Digital competence

This would be a new step for Patrick, Putting his orders and requests for gardening supplies and equipment requests using spreadsheet and computer.

Learning to learn

Patrick has returned to learning after retirement and is interested in joining an IT course to develop his skills further.

Social and civic competences

Patrick has developed his social skills and has now joined the fundraising team at Foyle Hospice.

Patrick has been a valued member of our volunteering team at the Foyle Hospice for the last five years. He is a dedicated member and has expertise in gardening. He knows exactly what is needed for the lawns, planted areas and products to be ordered. Patrick uses a manual system but will now undertake some IT training to allow him to put orders and requests for products on a spreadsheet using the computer and email. Patrick will also go on a course to gain a qualification in this area.

20 March 2015 Sharon William

Date Signed by Validator

Further information about ValidVol can be found at www.validvol.eu

ValidVol - 539302-LLP-1-2013-1-IT-GRUNDTVIG-GMPThis project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein


Editorial Information

Published in December 2014 by UniTS – Università del Terzo Settore on behalf of ValidVol partnership.

UniTS is located in Pisa in Via Antonio Cocchi 4, 56121 Pisa Ospedaletto (Italy)

[email protected]

Writing:Maria Luisa Pagano – UniTS (coordination, writing and editing)Sigrid Regina Demmel – BFIMichelle Simpson - NWRC

Editing and layout:Pixel Entropy – Marano di Napoli, Italy.

Proofreading:Bridgita Kelly – NWRC

A special thank you from the writers and the editor goes to the project partners for their contribution and feedback, and to the validators and volunteers that using this handbook made valuable comments useful for the final version of this publication.

This project has been funded with the support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 539302-LLP-1-2013-1-IT-GRUNDTVIG-GMP

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