Volunteer Utilization

1. Volunteer Utilization How do you effectively utilize the people who want to volunteer?

2. Utilization Tools Mediation Conflict Resolution strategies Situational Leadership Communication skills Decision-Making skills Ethical Principles

3. Mediation Techniques for Volunteer Managers

4. Conflict Styles Dominate Collaborate Cooperate Avoid Accommodating orange Wilmot/Moore

5. Conflict Behavior Competitor:“Might Makes Right” -Securing own needs to maximize own gain is primary while exerting ones will Accommodator:“Kill Your Enemies with Kindness” - Relationship retention is most critical even at the expense of securing own interests Avoider:“Leave Well Enough Alone” -Ignores problems hoping they will disappear; detests conflict Compromiser:“Split the Difference” - Views negotiation as a way to “split the baby” fairly and equitably without trying to capture other potential value Collaborator: “Two Heads are Better Than One” -Tries to expand value before dividing it on objective standards and consistent with interests

6. Continuum of Conflict Violence Misunderstanding

7. Continuum of Conflict Resolution Methods

8. Reasons to Use Mediation Non-biased Aid others in solving their own problems Method of Problem-solving Models the behavior you want

9. Positions Vs. Interests

10. Stages of Mediation cards Set the Stage State the Problem Clarifying, Reframing and Summarize Generate Solutions/Brainstorm Agreement/Reality Check Closure—What’s Next

11. Conflict: Words you think of Tend to think negatively about it Can become a major issue and a dismissal may occur Volunteers learn how you deal with conflict and may use it to their benefit

12. Stage I: Setting the Stage Introductions and welcoming* Expectations and explanation of roles: peaceful and respectful*‏ Ground rules*

13. Stage I, cont…Introductions and Welcoming It’s harder to fight when you are on a more personal level—icebreakers that connect, gain knowledge, have compassion etc. Get people the same information prior to the meeting/activity. Power comes in all forms.

14. Stage I, cont…Facilitators Job—Explain You plan on making it a good, safe place to accomplish the work of 4-H/Balance power New group—here’s how it’s gotta be: Old group—there’s a new plan in town Set facilitators up for success and guide at the beginning Expectations and consistency are your number 1 concern Manage don’t dictate, but keep on track

15. Stage I, cont…Ground Rules Make sure you know what you want and don’t want Keep it positive and not directed at anyone The sooner you make ground rules the less personal it will become Keep them posted at future meetings/activities Monitor until the group self-monitors Confidentiality

16. Stage II: Hearing the Problem Use Active-listening: eyes, body language, take notes Don’t let one side go too long…uneven power doesn’t equate with equality Describe what you want in the information—to limit time, mention it should be a snapshot of what’s happening

17. Stage III: Clarifying, Reframing and Summarizing Investigator Palatable restating Insults removed Listen for meaning, details Removing judgment

18. Stage IV: Generate Solutions What are your interests? What would you like to see happen? What would be the best possible outcome? This is not about “positions,” it is about finding solutions.

19. Stage V: Agreement/Reality Check Who came up with the agreement? Are we still angry? Ask about body language. Is it a win/win or as close as possible? Way of operating: have we learned something new about our group. We are modeling behavior to our youth. When groups make decision—give it a reality check

20. Top Ten Tips Volunteers need to make complaints face-to-face Not your problem, theirs You are the model of good communication, you model techniques Keep the conflict confidential and have them do the same Listen for conflict causing behavior: jabs, put-downs, body language, things that cause division

21. Top Ten continued ASK questions. Even if you think you know what they are saying, ask open-ended questions Know your conflict style and make necessary adjustments 3 Time Rule - if you’ve solved it and it comes up again - you haven’t really solved it Acknowledge feelings, body language, tones and clarify what they mean Admit when you’re not modeling correct style

22. Conflict resolution is not linear and no one is perfect at it, especially when it’s about you. Use the steps circularly until it improves.

23. The Leadership You GiveDepends Upon the Needs of Others Situational Leadership

24. Competence SYLLABICATION:com·pe·tence PRONUNCIATION:  kmp-tns NOUN: 1a. The state or quality of being adequately or well qualified; ability. b. A specific range of skill, knowledge, or ability. 2. The quality or condition of being legally qualified to perform an act. 3. Sufficient means for a comfortable existence.

25. Confidence SYLLABICATION:con·fi·dence PRONUNCIATION:  knf-dns Trust or faith in a person or thing. A trusting relationship: I took them into my confidence. A feeling of assurance that a confidant will keep a secret: I am telling you this in strict confidence. A feeling of assurance, especially of self-assurance. The state or quality of being certain: I have every confidence in your ability to succeed.

26. Situational Leadership Supportive Behavior The extent to which a leader engages in two-way communication, listens, provides support and encouragement, facilitates interaction, and involves the followers in decision-making. The amount of supportive behavior given is in relationship to the confidence of the follower.

27. Situational Leadership Directing Behavior The extent to which the leader engages in one-way communication; spells out the follower's role and clearly tells the followers what to do, where to do it, how to do it, when to do it, and closely supervise performance. The amount of directive behavior given is in relationship to the competence of the follower.

28. Situational Leadership Style 1 Directing The leader provides specific instructions and closely supervises task accomplishment

29. Situational Leadership Style 2 Coaching The leader continues to direct and closely supervise task accomplishment, but also explains decisions, solicits suggestions, and supports progress.

30. Situational Leadership Style 3 Supporting The leader facilitates and supports subordinates’ efforts toward task accomplishment and shares responsibility for decision-making with them.

31. Situational Leadership Styles 4 Delegating The leader turns over responsibility for decision-making and problem-solving to subordinates.

32. Ken Blanchard’s Situational Leadership

33. Managing Risks: A 4-H Primer

34. 4-H Risk Management The effective and efficient use of human and material resources to minimize actual or potential damage, harm, or negative effects to clients, volunteers, and staff.

35. Risk Assessment . . . Identify risks Evaluate Risks Control Risks Stop the activity Eliminate the risk Minimize the harm Transfer the liability

37. Identify Risks What are the risks to teaching a child how to bake chocolate chip cookies?

38. Evaluate Risks . . . High Avoid Transfer/Prevent/Avoid Reduce/Transfer/Prevent Severity Accept/Reduce/Transfer Accept High Low Frequency Auto Accident Misuse of $ Poison Ivy

39. Control Risks Risk Avoidance . . . Eliminate the risk completely

40. Control Risks Risk Acceptance . . . Recognize and accept the risk; often combined with other strategies.

41. Control Risks Risk Transfer Move the risk responsibility elsewhere

42. Control Risks Risk Reduction . . . Assess and eliminate circumstances that increase the magnitude of a loss due to a risk

43. Control Risks . . . Risk Prevention . . . Remove circumstances that cause losses due to a risk

44. Liability Shields Contracts or agreements between 4-H and a participant or, if the participant is a minor, the participant’s parents or legal guardian

45. Liability Shields General Disclaimer Permission Form Informed Consent Waivers/Releases Indemnification

46. General Disclaimer Provides a warning to individuals on a potential danger that exists Of no legal value with youth audiences Examples: Enter At Your Own Risk No Lifeguard on Duty

47. Permission Slips Should clearly describe the activity A parent’s/ guardian’s signature indicates their knowledge of and consent for his/her child to participate in the described activity Does not absolve the organization of any liability

48. Informed Consent Should clearly describe the activity and apprises the participant and his/her parents of the specific risks involved in the activity Parent’s/guardian’s signature indicates their knowledge of the activity and related risks and consent for his/her child to participate

49. Informed Consent Does not attempt to excuse the organization from responsibility for its own negligence; however, it is an attempt to relieve the organization from liability for the inherent risks of the activity itself

50. Waivers & Releases Should clearly describe the activity and apprises the participant, and his/her parent, of the specific risks involved in the activity An individual who signs a waiver/release is giving up their right to sue the organization in the event of injury or damage