Author: nagyandor

The introduction of a new volunteer program involves several steps. In this case, two basic cases can be distinguished. First, when the organisation has not worked with volunteers in an organised manner before, and the volunteer programme itself and the appearance of volunteers is also new to the life of the organisation. In this case, preparation and the preparation of the organisation for the reception of the volunteers plays an important role. On the other hand, it may be that the organisation is already working with volunteers, but would like to introduce their presence and activities in a new area.

The following table summarises the necessary and safe steps that should be considered before and during the implementation of a volunteer programme in terms of later operation. You can also keep track of which documents are created during each step in the table. We emphasise that the sequence of the steps below may vary depending on the nature of the activity, so we strongly recommend that you get an overview of the entire process and review the following line guide before planning.

The time requirements for each step are not shown as there may be significant differences in the life of an organisation with a few staff members and an organisation with hundreds of employees, or even depending on the degree of responsibility given to the volunteers. However, we leave the question of scheduling open and invite those who read the Manual with the intention of creating a programme to participate in joint planning. We provided an opportunity for them to schedule the time for each step in the last column of the table below. We recommend that they start with the final step of planning, which determines when the new volunteering will operate, after which it is worthwhile planning the next steps backwards. We, too, will be amazed at how much time and energy this planning process requires. One thing is certain: the energy invested in the preparation will pay off.

 

Sequence of steps	Resulting documents	Schedule
1.       The idea ·         The justification for volunteering. ·         List of pro/counter arguments (organisational benefits and counter-arguments). ·         Gather relevant experience from other organisations.	Idea / project description, collection of arguments.
2.      The need ·         Collecting allies, informal meetings, discussion(s): organisational demand for volunteers is strengthened, formal meetings. ·         Convincing senior management, obtaining the necessary permits. ·         Clarification of conditions and the start of activities.	Meeting minutes, permits.
3.      Task description ·         Job descriptions: what task do volunteers perform exactly and within what framework? ·         How does this contribute to the achievement of organizational goals?	job description
4.      Organisational fit ·         Which organisational unit or entity will coordinate the volunteers? ·         Informing and training of colleagues in contact with volunteers (workshop).	modified organisation chart
5.      Budget ·         What is the added value of the activity to the ‘clients’ of the organisation and thus to the organisation? What is the added value of volunteers in terms of quality difference, new service, increase in staff availability time, increase in income? Whether in money or in terms of value. ·         What does the recruitment of volunteers involve? What kind of rewards will be given to them, and what are the costs (may even be expressed in terms of staff time) of selecting, preparing, mentoring and coordinating volunteers?	budget of the volunteer programme
6.      Administrative duties ·         What administrative obligations and burdens does the recruitment of volunteers entail? ·         What are the rules and frameworks for recruiting volunteers?	application form, contract template, volunteer database, volunteer manual
7.      Recruitment and selection ·         Documents for announcing the volunteer opportunity, setting the minimum recruitment time (we recommend leaving at least 2-3 weeks). ·         Recruitment plan. Do we know the channels through which we advertise the opportunity, the timeframe for responses, and when we will interview? How many volunteers do we need to complete the task? What filters do we apply when selecting from the candidates? Who will be responsible for recruitment and selection? When will there be capacity to perform the tasks? Is recruitment and selection performed by a person or a committee?	volunteer recruitment call, application form, interview line, response letter template, recruitment plan – in written form
8.      Security aspects ·         Have we considered the security implications of recruiting volunteers? How do they get into the building and the office? Do they get an access card or key? ·         What liability insurance rules apply to volunteers?	security plan, permit record
9.      Training ·         Preparing selected volunteers for the task. ·         Setting of examination, knowledge and competence assessment filters if necessary – what if someone is not fit for the assigned task? what if someone passes the exam? ·         Concluding contracts with volunteers	training plan
10.  Start of volunteering activity ·         During what period, where and who will perform volunteer tasks? ·         Are there all the tools, tables, chairs, etc. available for the performance of the activity? ·         Will the new activity be available to the clients of the institution, and if so, how will they know about the new activity?	volunteer roster, if relevant: promoting the new service	When do you plan to start your new programme, the first volunteer day? ……………………………

To sum up, we propose to address four issues:

 

• Processes – Are all processes clear to the coordinator and all the staff? Are they also aware of their role in the processes? Is everyone aware of the project and its intended operation and purpose? Are the responsibilities of volunteers clear and unambiguous?
• People – Have all staff, at every level of the organisation, been informed that new volunteers are expected? Has the relationship (subordination) of the staff to prospective volunteers been clarified? Are the feedback options clear?
• Documents – Has everyone received the document they require? Have the volunteer badges, rosters, records, volunteer contracts, the manual, etc. been prepared? Have internal information materials been prepared?
• Tools – Are all tools available for volunteering? Is there an office, rest room, workstation, computer, printer, paper, pen, etc. available?

As preparation requires a diverse, precise, and careful procedure to avoid having any area of weakness in relation to volunteering in the future, in the case of a new programme it is worthwhile to allow sufficient time to consider the introduction of a programme.

 

This article based on the following document: This article based on the following document: Practical Guide for the Establishment and Operation of Volunteer Programmes at Institutions : abridged English version

Classical non-governmental organisations (associations, foundations), representatives of grassroots initiatives and movements, can be partners of institutions in the cultural life of each settlement.

It is important for both non-governmental organisation and institutions to set common goals and to conclude a cooperation agreement based on these, which includes a description of the common tasks, commitments and responsibilities.

When implementing institutional volunteering, a cultural institution can choose between two solution options:

1. When organising the recruitment of volunteers within its own competence.
2. When recruiting volunteers in cooperation with a non-governmental organisation(s).

The following description seeks to provide guidance to institutions that are developing institutional volunteering, not on their own, but through associations and/or foundations.

Tasks of the institution (as initiator of cooperation):

• Searching for potential non-governmental organisations (partners) based on certain aspects: scope of activities, number of members, number of volunteers, scope of competence, operational stability, budget, professional implementation;
• Discussing the intention of partnership, exploring possible forms of cooperation and solutions;
• Identifying common interests, mutual advantages and benefits;
• Preparation and signing of the cooperation agreement taking into account the main content elements:
  – subject of the agreement
  – relations and responsibilities between the parties
  – Joint undertakings of the parties
  – Professional ans organisational co-ordination, communication and marketing responsibilities of the institution and the Partner Organisation
  – What resources the Partner Organisation receives to implement the volunteer programme
  – Accounting of expenses of the Partner Organisation, clarification of budgetary issues
  – Termination of the Cooperation Agreement
  – Extraordinary termination by a partner organization
  – Extraordinary termination by the Institution
  – Type and jurisdiction of disputes
  – Closing provisions: possibility of revision and amendment, frequency, designation of contact persons.
• Starting and continuing practical cooperation:
  – Developing an annual work plan with a time schedule, preparation/training for the implementation of the volunteer programme, maintaining motivation
  – External, internal communication and marketing of the volunteer programme
  – Reimbursement of expenses
  – Recognition, reward
• Monitoring and mutual evaluation of the volunteer programme, presentation of common results, pointing out possible mistakes and shortcomings, formulation of suggestions for solutions.

Tip:

Professional workshops for country house volunteer guides to enhance the visibility of the Hungarian country house network:

One of the most pressing problems of the Hungarian country house maintainers (especially the municipalities of smaller settlements and villages) is to ensure the conditions for visitation. The solution is, with very limited possibilities, that there will be a local patriot in every settlement (e.g.: a retired teacher) who is willing to volunteer their free time to receive and guide the arriving guests. However, in addition to good intentions, it is essential to acquire certain basic skills that will enable them to perform their volunteering task in an appropriate, professional manner.
The Country House Association has developed a theme for the creation of professional workshops which, by its implementation in the region, will equip those involved with the knowledge they need to receive visitors (ethnographers, museologists, communications experts, etc.). The task of the volunteer tour guide is to present the building, interior, permanent and temporary exhibitions of the country house (local history collection, village house, etc.) to the individual or group visitors interested in the local history of a given settlement.

The target groups of the professional workshops are primarily the local patriotic group of retired intellectuals of the local society, as well as the adults with free leisure-time, who are committed to the goal and have at least a secondary education.

Number of participants: 12-15 people / workshop / region

Number of workshops by region: 3 × 8 hours; i.e. 7 regions × 24 hours, in total 168 hours.

The organisers and lecturers of the professional workshops are the members of the Country House Association (ethnographers, museologists, public education specialists), the staff of the Open-Air Ethnographic Museum of Szentendre and the staff of the county museum organisations within the regions.

Tip:

There are a number of organizations cooperating with Friendships Groups. Although their responsibilities and activities are not the same as those of volunteers – simply because of a fundamental difference in principle (volunteers support their organisation with their time, while friendship groups usually support their organisation financially), we highlight an example of good cooperation between a Friendship Group and an institution. The case of the Danube Museum Friendship Group Association and the Danube Museum, established in 2012, is a good example of partnership cooperation, as the Association assists in collecting, researching, publishing and releasing of the material and written documents of the Danube Museum, while also supports the museum’s professional and public relations activities.
At the same time, the Association has been running the Danube Museum’s volunteer programme since 2013. Approximately 20 active volunteers participate in the preparation and conducting of events with the museum and in the receiving of visitors. Their volunteers planned and realise birthday programmes. The training of volunteers is carried out jointly with the museum staff. Application for the volunteer programme is possible by completing the application form. Volunteers can find detailed information in the Association’s Volunteer Manual, which provides a description of the museum, volunteer opportunities, detailed information on the volunteer programme, courses and trainings, volunteer expectations, and general information. By also engaging in the educational activities of the association, their volunteers assist the museum educators of the Danube Museum in preparing and holding museum lessons and activities. They also organise professional trainings for teachers and museum educators on demand and where possible, and assist in the development of professional, methodological (environmental education, museum pedagogy) materials upon request.

 

Volunteer recruitment directly at the institution	Volunteer recruitment through an non-governmental organisation
1.       Volunteers are primarily connected and committed to the institution. 2.       The institution can consult directly with the volunteer, without a mediator (and thus no possibility of misunderstanding). 3.       The institution considers volunteers more valuable and present (planning more securely with them from budgetary and other aspects).	1.       When starting a programme, the workload is minimal (a large part of recruitment, selection, introductory training can be undertaken by the non-governmental organisation). 2.       There is less of an administrative burden (though it is not completely transferable). 3.       It is less costly for a non-governmental organisation to assist in advertising, training and other processes.

This article based on the following document: This article based on the following document: Practical Guide for the Establishment and Operation of Volunteer Programmes at Institutions : abridged English version

Operation of the ‘Value Protector Movement’: volunteers collect their community values in a wide range of categories: agriculture and good industry, health and lifestyle, built environment, industrial and technical solutions, cultural heritage, memorials, world heritage sites, sports, natural environment, tourism and hospitality. The Value Protector Movement encompasses activities across our borders in the Carpathian Basin.

Upon the initiative of the Foundation for the Development of the Pannonian Region, the Pannonian Youth Value Protector Network was launched as a result of the ‘Youth in Action’ project. Veszprém County is the third region to join the movement, but there are value protectors in Bács-Kiskun and Fejér counties, as well as in Transcarpathia. Value protectors are young people who are proud of the natural values, built heritage, traditions and local celebrations of their settlement and have therefore joined the Value Protector Movement. In this program, with the help of adult practitioners, they learn about the fundamentals of valuation, the most important elements of the documentation process and database creation, and collect local values from house to house. They write value descriptions, create photo galleries and short films, while also drawing the attention of locals to the importance of collecting value and local identity.

There are many successful programmes and events behind the community, and their exhibitions of value in the Valley of the Arts in Kapolcs have received recognition from the organisers and visitors alike. In June 2014, with the support of the Hungaricum Committee, the 1st Youth Value Protector Camp was established. The Zánka programme was the first to show that young people and their adult helpers from all over the country are now a true community. Young people who collect values as volunteers are treated as ‘adults’ by the organisation; they assume responsibility for the task they perform, which includes not only collecting the data, but also the administrative tasks involved. Volunteer training precedes value discovery work. The information is shared through teamwork. Each occasion is a shared and creative get-together. The transfer of knowledge involves personal experience and learning from each other. Teamwork effectively develops communication skills. They develop their presentation and importance highlighting skills, and learn the basics of journalism, photography, and video production. They learn to plan, make strategies, and learn the basics problem-solving skills. The young people and coordinators involved in the program themselves find it important to learn about and document local values, quasi-refuting the ‘I don’t care’ social perception of young people.

 

This article based on the following document: This article based on the following document: Practical Guide for the Establishment and Operation of Volunteer Programmes at Institutions : abridged English version

Related article: Launching a New Volunteer Programme

 

Sequence of steps	Schedule
1.       The idea The volunteer coordinators informed the head of the Egyptian Collection and the Antique Collection that, within an EU project, the volunteers of the Manchester Museum and the Museum of Fine Arts were exchanging experiences and visits for two years, and that one of the outcomes of the project may be the launching of the Hands On! activity, operating at the Manchester Museum, in Hungary. The idea is positively and openly welcomed by the head of the Egyptian Collection.	Autumn 2009
2.       The need The coordinators meet with the employees of the Museum Pedagogical Department to discuss the planned programme and possible cooperation. It becomes clear that museum pedagogical experiences will need to be integrated into the programme. A more formal consultation with the head of the Egyptian Collection is held, where a number of issues and related tasks arise. ·         What is the Hands On! programme? Where can working examples be found? What are the experiences? ·         Which part of the collection and what objects can be involved? Can replica object be used or only originals? ·         Who will present the objects to the volunteers? Who will create the object descriptions for them? ·         Are there other rules for the handling of the objects? ·         Are there any other aspects? Coordinators consider the plans further on the basis of the reports from volunteers returning from Manchester. Fine tuning.	January 2010 February 2010 May 2010
3.       Task description The task description and the training plan, which is commented on by the colleagues involved, is finalised and results in the approval of the Director General to launch the programme.	June 2010
4.       Organisational fit The prospective volunteers are members of the Public Service Department, which also includes the volunteer coordinators, while the employees of the Egyptian Collection and museum educators play a key role in the preparation. This decision was made during the planning process, but it entailed the extension of an existing Volunteer Programme within the Public Service Department.	January 2010
5.       Budget A budget plan was also prepared for the director general’s authorisation application, which included two major items: a one-time investment for a special Hands On! desk and the constantly required equipment (rubber gloves), which was a prerequisite for the introduction of the programme. As the programme was integrated into the existing Volunteer Programme, its budget did not differ in other aspects. However, due to the special nature of preparatory training, it was also decided that applicants for the programme should be able to commit themselves for a minimum of one year (as opposed to a minimum of half a year commitment in another areas).	June 2010
6.       Administrative duties Due to the functioning of the Volunteer Programme, the new volunteering activity did not entail any extra administrative burden beyond the administration of processes, applications and training, which in itself is a significant activity (with a multi-day requirement).	February-August 2010
7.       Recruitment and selection During previous discussions it was clearly outlined what kind of volunteers the organisation expected from the task, i.e. what skills and abilities were expected. English language skills (due to the Museum’s audience), excellent presentation skills, confidence and credibility (as the Museum’s first-line representatives will be the volunteers) were chosen as selection criteria. At the time of the recruitment call, it was clear that selection could not be left to the coordinators, in order to build trust between colleagues and volunteers. The selection was therefore made by a three-member committee with well-defined roles. The Egyptologist commented on the content (credibility) of the object presentation given as a result of the volunteer’s self-preparation, while the coordinators assessed English language skills, self-confidence and commitment.	End of June 2010
8.       Security aspects As the volunteers handled and handed over original Egyptian object to visitors, and this was an unprecedented activity, the safety of the objects was a primary concern. The safety training of volunteers therefore became a part of and the final element of the training. But the condition of the Hands On! desk was an object security aspect (if the surface is made of special material to reduce the impact of falling objects).	June-August 2010
9.       Training As it appeared during the process that participation in certain elements of the training (volunteering, restoration, Egyptology, museum education, security, communication with visitors, unexpected situations, follow-up) is essential for successful volunteer preparation and that there will be no option for repeat training, the days and hours of the training were already published in the recruitment call. That is, they expected interested parties to submit their applications being aware of these details. Therefore, the training schedule was completed before the recruitment call. The volunteers completed the training with an exam, and the examination committee consisted of several members: two Egyptologist colleagues, two volunteer coordinators, at least one museum educator and volunteers for the EU project (who saw the Manchester Hands On! desk in action).	June 2010
10.   Start of volunteering activity Coordinators began preparing volunteers for their assignments in August, ahead of the exams, to help prepare the scheduling the mentoring overseeing assignment. As a mentor, from among the curators, the restorer, the museum educator, or the coordinator someone was always willing to be an observer nearby and available for any intervention needed). This achieved a twofold objective: the volunteers’ confidence increased and the activity became widely accepted. Before the first volunteer session, the Museum began promoting the new activity.	September 2010

This article based on the following document: This article based on the following document: Practical Guide for the Establishment and Operation of Volunteer Programmes at Institutions : abridged English version

The biggest problem for volunteer coordinators is when there is tension between two parties, volunteers, the volunteer and one of the employees, the volunteer and a customer, or between employees in relation to a volunteer. As the coordinator is a representative of both the institution and the volunteers, these situations create a kind of ‘press’, in which they may feel very uncomfortable if they do not have objective reasoning.
The main help in such situations is a written set of rules, a written record of task assignment, or a written record. However, it is a fact that those concerned must be emotionally involved in the situation and, depending on their personality, find it difficult to resolve disagreements, which may then become a bitter experience. To avoid this, the coordinator should be able to conduct a clarification discussion and moderate between two or more parties.
Below, without being exhaustive, we have highlighted some of the difficult cases that have occurred in institutional volunteer programmes, which the parties generally did not expect and were not prepared for. In the following, we try to provide some suggestions for their possible handling.

This article based on the following document: This article based on the following document: Practical Guide for the Establishment and Operation of Volunteer Programmes at Institutions : abridged English version

All activities of our lives are intertwined with the interconnectedness of processes. Accordingly, work in cultural institutions is a series of processes and activities that create services. Meanwhile, we use different tools and work together to create an organisation. The characteristic of good organisation is the effective establishment and maintenance of processes and organisations. The efficiency of the operation of the organisation and institution lies in process-oriented thinking. We need to break down our activities into clear processes and properly regulate them. In order to do this, we must place great emphasis on staff recruitment, education, training and consultation so that everyone can participate in the establishment, operation and improvement of the efficiency of institutional services, using their developing skills. Volunteering should also be included in this process chain.

We therefore need to gather mechanisms that regulate the activities of the institution, highlighting key service delivery processes necessary to achieve strategic goals. The resulting institutional process map can already identify activities that can be used to effectively engage volunteers and, on the other hand, the range of activities that the institution can use to recruit volunteers.

This process analysis is a great help in everyday work as well, as flowcharts and descriptions prepared in the spirit of quality assurance provide concrete help in carrying out an activity and also serve as a guide.

The day-to-day tasks of institutional volunteers are determined after the tasks of the employees, i.e. the volunteers are practically helpers or assistants. In order not to diminish the role of volunteers, institutions need to be creative in defining volunteer tasks. An important motive for this is to consider the volunteer’s special abilities; what they can do for us.

The daily work schedule of the volunteers is as follows:

Step 1: arrival

Step 2: administration (e.g.: attendance sheet)

Step 3: collection of assigned activity (guidance and involvement of a volunteer coordinator)

Step 4: performance of the activity (alone or with mentor support)

The recruitment of volunteers requires attention in the day-to-day work, and it is very important to define the tasks and evaluate the work performed. This often happens together with the volunteers. Depending on the nature of the day-to-day work, it may be continuous, that is, performing routine institutional tasks, but volunteers are more likely to be involved in campaign-type work.

There are now excellent tools available through websites for the organisation of work. It is worth getting to know them and introducing them if necessary. Earlier examples also included Google’s interface which can be shared with multiple individuals, but there are also more sophisticated workflow and team communication tools (e.g.: Slack, Trello) available.

For those volunteers who only occasionally undertake volunteering, verbally detailing and discussing workflows may be sufficient. Continuous work, on the other hand, presupposes the written recording and regulation of the processes to be performed. This can be done in the same way as for institutional staff, in the form of a job description. It is usually the responsibility of the organisation manager or volunteer coordinator to prepare it, but they can be written jointly with the colleague to whom they will be assigned. The description is perhaps more important to the volunteer than to the employee, as it provides a stable reference point during the daily work.

Tip: New thematic highlights have been created at the Bródy Sándor Library in Eger in a separate room from their library stock. For the borrowing of popular books and to ensure order in the warehouse, it is very helpful to have the theme of the book indicated in addition to the store label: Romance, Crime, Teen. New purchases have been labelled from the moment of the decision by the processing department, but existing books also have to be labelled. The work was entrusted to 3 volunteers. First, everyone did the work individually (printing a label, sticking it on, placing the book on a shelf). However, volunteers soon realised how much more efficient it was to perform a single process on their own: 1 person printed and 2 people stuck on 2 different themes and placed the books on the shelf according to the warehouse order.

Substitution, capacity

The daily work follows a predefined plan and schedule. Just like with employees, volunteers are also required to notify the institution, preferably the volunteer coordinator, if they are prevented from doing their job, possibly setting a new date for volunteering.

At critical points of work where hourly rest, lunch breaks, or other activities may hinder continuous service provision, it is advisable to have two volunteers assigned together on a regular basis. This can also give them greater security in their activities and they can help each other in solving difficult situations, e.g. at the museum’s information desk.

Finding replacements for volunteering is a difficult task, as most cultural institutions have a low number of volunteers. But if there is an opportunity to do so, it will also help to increase the number of simultaneous activities. This reduces the monotony of daily work. If needed, volunteers can also perform the work of the missing companion.

Tip: In the Gallery of the Bródy Sándor Library, an interactive exhibition of ‘56 was organised with a library, cinema, office and school classroom of the era. Valuable works of art were placed in the open library spaces. Volunteers were entrusted with the guarding of the objects in the Gallery. Guarding in itself could be a monotonous and boring task, but in addition to guarding, volunteers were entrusted with the administration of the exhibition visits (completing attendance sheets) and providing the technical facilities (continuous playing of music, starting the movie according to the visitors’ needs, etc.). After a short training, they performed not only this task, but were also entrusted with guided tours. The tasks were carried out in pairs. The organisation of the work was entrusted to the volunteers themselves, which they solved by alternating every two hours, calculating the morning and afternoon working schedule of the institution. For 2 hours, one of the volunteers supervised and operated the exhibition, and guided and informed the groups. Meanwhile, the other volunteer was doing the traditional library work in the borrowing spaces, helping to restore the order of the shelves or run the Netcafé system that controls Internet use. After 2 hours they switched. Their service was managed in such a way that they not only kept in mind the institutional work schedule, but also their daily activities and schedules. However, during their absence and illness, they were able to replace each other, where the primary task was to operate the exhibition.

 

This article based on the following document: This article based on the following document: Practical Guide for the Establishment and Operation of Volunteer Programmes at Institutions : abridged English version

One of the most difficult situations for practicing volunteer coordinators is when a volunteer leaves, either voluntarily or at the request of the coordinator or the organisation. In both cases, personal, emotional attachment, and difficulty in managing emotions take a toll.

Of course, it is much easier to let go of a volunteer if they leave the same way they arrived, of their own free will. At the same time, replacing them can be a challenge, and it can be frustrating to read criticism of our organisation from between the lines.

 

In such cases it definitely helps to conduct an exit interview with the volunteer, where we look for answers to the following:

 

• What is the reason for the decision?
• How long have they been considering resigning?
• Do they have any suggestions for us, for the coordinators?
• Do they have any insights or observation that might be useful to us?

 

It is even tougher when we, as coordinators, need to tell a person who has freely helped the organisation’s work without accepting payment, that we do not wish to work with them any more. Such a decision always requires careful consideration and good reasoning. Not because of the nightmare lawsuits we have heard of, but rather because of the individual’s self-esteem and advancement, and the preservation of the integrity and reputation of our organisation. Fortunately, such cases occur rarely (like the white raven), but they may affect us unexpectedly. Therefore, it is definitely worthwhile to be proactive in preparing for the worst.

 

Tip: in the Volunteer Manual of the Museum of Fine Arts, the following passages were included in the first ten years of the Volunteer Programme to be able to track the happenings of previously occurring events.

Termination of voluntary status

Termination: the volunteer contract may be terminated by either party with immediate effect.

Resigning: If possible, the termination of the relationship will be preceded by an exit interview.  In this interview, we explore the reasons why the volunteer is leaving the programme and whether these can be changed going forward. If a face-to-face meeting is not possible, we send an exit questionnaire to the volunteer, which they can also fill out and return to help improve our programme.

Dismissal: a volunteer may be dismissed from the Volunteer Programme if they do not perform their assignment on at least two consecutive occasions without notification or they are more than 30 minutes delayed with performance, or if they exceed their competence as a volunteer, grossly violate the principles of the museum, or demonstrate intolerable behaviour towards colleagues or other volunteers.

Absence: if the volunteer does not contact the programme coordinator or the responsible person for more than 2 months, their legal relationship with the museum, the Kultúra 2008 Művészeti Nonprofit Kft. and the Szépművészeti Kulturális Közhasznú Nonprofit Kft. will be terminated. If they subsequently wish to re-enter programme and are their request is approved by the volunteer coordinator, the returning individual will attend the introductory training for newcomers, in accordance with the details agreed with the coordinator.

Upon termination of the legal relationship for any reason, the former volunteer undertakes to return their badge to the volunteer coordinator.

 

This article based on the following document: This article based on the following document: Practical Guide for the Establishment and Operation of Volunteer Programmes at Institutions : abridged English version

One of the most difficult tasks of volunteer management in cultural institutions is to organise volunteering. After recruiting, selecting, and providing initial training for volunteers, the institution might think that continuous and long-term cooperation with volunteers who are highly committed and motivated to the work of the organisation will be easier. However, the best thing to do here is to ensure that volunteers who have been involved so far continue to be connected and committed to the institution in order to reach the institution’s and their own goals through motivated and regular participation. The volunteer programmes of many organisations fail at this point.

One of the main solutions for maintaining motivation in the long run is the continuous training of volunteers, which not only strengthens the connection to the institution and its field of activity, but also the fulfils the interests of the institution and the volunteer in terms of continuous development.

The institution is constantly developing its human resources. It does not engage in layman type, intermittent and unpredictable volunteering, but relies on professional, qualified, regular and reliable volunteering. The volunteer develops their professional and personal competences, they improve their knowledge and skills. Their attitude towards the institution, its field of activity and its community, its cultural sector and, more generally, their involvement within the community improve. Promoting and maintaining public participation in public education and public collection institutions is therefore not an easy process, but in the long run the institution and the volunteer do benefit from it.

What is continuous training?

The purpose of continuous training and assimilation of outcomes may be different for the institution and the volunteer, but it represents a common interest: both are evolving.

What are the main goals and benefits of continuous training?

• the institutional goals to be reliably fulfilled and undertaken by the volunteer services provided by the institution
• updating the (specialist) knowledge necessary for the task
• acquiring and assessing the (specialist) knowledge required for the task
• awareness and conscious use of knowledge and skills acquired and acquirable during the course of the task
• the declared responsibility of the volunteers for the professional performance of the activity through their participation, as well as the declared responsibility of the organisation towards the volunteers
• systematisation of knowledge and experiences gained during previous activities
• self-monitoring and correcting option
• venting the emotions accumulated, experiencing the supportive strength of the team, and finding common solutions
• the evolution of the identity of the ever-changing team; getting to know team members
• experiencing lifelong learning
• a deeper understanding of how the organisation works and thereby maintaining loyalty.

Continuous training in cultural and public collection institutions: the training programme of the institution (if any) should involve volunteers in order to raise or maintain their high level of theoretical knowledge, professional skills and values.

Continuous training for volunteers: ensures that the volunteer is able to participate in increasingly advanced levels of training after completing a training phase. This is also a form of lifelong learning, as the role of volunteering should be emphasised not only for the common good but also for its self-development effects on the individual. Adults, through their volunteering activities, gain a wealth of experience and knowledge that becomes part of their learning process from the point of view of the lifelong learning paradigm.

Features and methods of continuous training

The development of volunteers in their daily work is often unconscious. Non-formal and informal aspects are emphasised during training sessions. As an aid, we can easily differentiate between different forms of learning/training, taking into account Werquin’s criteria70. The characteristics of learning broken down as formal, non-formal or informal in nature are summarised in the table below.

	Is learning carried out in an organised manner?	Are there well-defined learning objectives?	Is learning intended?	What is the duration of learning?	Does learning result in qualification?
Formal	Yes	Yes	Yes	Usually long and full time	Almost always yes
Non-formal	Yes or no	Yes or no	Yes or no	Usually short or part time	Usually not
Informal	No	No	No	Not known	No

The diverse trainings of a museum can be found in Annex 8. However, as in the previous chapter on introductory training, here we also summarise, without aiming at an exhaustive list, the possible training elements.

General training elements:

 

• Lecture or workshop on the deeper layers of cultural institutions (e.g.: on how some classes work)
• General information training or quiz – repeated with periodically updated content
• Guided tour of the organisation – again, because some volunteers who are loosely involved in the life of the organisation and attend the institution very rarely may lose some of their knowledge and their memories of the otherwise important parts of the organisation may fade, the updating of these is especially important
• (Guided) guides
• Team building, teamwork development training, as part of this self-awareness
• Fire and health and safety training – with the same regular repetition as paid employees

Professional training elements:

 

• Training (with updated communication, self-awareness and cultural management content, according to current needs)
• Communication, lecture and guiding techniques (in the context of further training)
• Project management training
• Description of systematization techniques (in library)
• Professional workshops by area
• Knowledge refresher quizzes relating to the seasonal changes in the services of the organisation (related to exhibitions, new publications), meetings, guided tours

Tip: coordinators organise regular training sessions for the info desk volunteers participating in the Museum of Fine Arts Volunteer Programme. During the annual communication training and general training, the coordinators, in addition to taking their own experience into account, seek to identify the needs of the team through the mentors and to shape the training day accordingly. It is important to make the programme attractive enough to convince volunteers to dedicate an additional day of their time to perform volunteer activities at the organisation. This has therefore previously included role-playing (from difficult, problematic cases), instructive (important and almost amusing formulation and analysis of inappropriate volunteer conduct) and treasure hunting games for the discovery of the collection, and many other training elements. For volunteers who have been involved in the program for a long time, the Coordinators are particularly challenged by the continuous renewal and up-to-date training, but also by the duality of the institutional need to create common levels of understanding and skills.

 

This article based on the following document: This article based on the following document: Practical Guide for the Establishment and Operation of Volunteer Programmes at Institutions : abridged English version

During volunteer activities, we strive to define tasks clearly and in an understandable manner, as we believe it contributes to effective performance. At the same time, in order to maintain the motivation of the volunteer and to keep the enthusiasm, it is essential to give feedback on the work performed – perfect or not. Diplomatic, honest feedback is always motivating and developing. In the meantime, we should not forget to devote time to the volunteer who is taken for granted and performs perfectly at all times: thank them in at least a few sentences and express our appreciation for her help.

There may be several purposes for evaluating volunteering:

1. Provide feedback on the activity performed, feedback from management, staff and visitors;
2. improve future performance, with a need for re-planning and potential modifications;
3. strengthen the relationship between the volunteer and the organisation through mutual communication;
4. look back and celebrate the results of a given period (e.g.: annual evaluation);
5. organise programme information, facts and statistics.

Depending on the purpose for which the evaluation is being conducted, it may be done individually or in groups. In the case of 1-3 persons, individual, while in the case of 4-5 persons group evaluation is more typical. It is worth considering, however, that highlighting an achievement in front of the team can be motivating for everyone, just as finding the point of reference for a difficult case and giving feedback to the team can strengthen the team’s identity and aspirations, and can help find and recognise the common denominator.

The basis for recording volunteer activity is that it should be tangible to some extent – for example, on the basis of an attendance sheet during volunteer hours. The activity undertaken is also recorded in the contract, but it is only a verbal agreement that forms the basis for carrying out the specific activity. It is important to give feedback on whether the activity has been performed as expected.

Consider what can serve as a basis for control and accountability:

• Agreement: it is advisable to record the task in writing so that it can be easily recalled by any party without distortion of memory. For example, the verbal task explanation should be confirmed in writing (e-mail); exactly what and in what form is expected, and by what deadline.
• We should indicate who can be contacted in the case of further questions and whether we ourselves are available.
• Sharing in advance why this task and the keeping of the deadline is so important to us; this can bring understanding and stronger motivation for the other side.
• The volunteer manual is clearly a good base for the compiling rules on volunteering, and becomes an organic point of reference over time for the organisation and volunteers.

It may happen that the performance of the task is not perfect. Trusting our personal impression and the ability of the volunteer, it is always worth giving it another try. Honesty pays off when we are guided by the principle of good intention and support. This way, we can also check if there was an error in the task assignment. It may happen that we rushed and did not make sure the volunteer understand the task. In the second attempt, we should make sure that the task assignment is traceable in writing.

If the second attempt fails or encounters serious resistance or a violation of the rules, we may generally feel powerless. It is precisely in these cases that the importance of what is contained in the volunteer manual increases. Later, we will write about this in the Resigning section, but it may be possible to disassociate the volunteer from the activity, redirect them to another area, or disassociate them from the organisation. It is certainly worthwhile to think carefully about what has happened and to draw the right conclusions, even when it comes to changing our own processes.

There are many tools that can be uses to get feedback on difficult cases. The coordinator’s self-awareness is key at this point. We are going to show you three tools here, all of which require practice and many attempts.

Assertiveness

In assertive communication, we communicate the interests of the organisation without compromising the interests of the other party (the volunteer). That is, we strive for co-operation, partnership, a win-win situation, primarily standing up for ourselves (our organisation).

This includes understanding the other party’s difficult circumstances and life situation, but at the same time being able to say, for example, that after the third critical mistake we can no longer accept such a mistake, therefore we want to achieve another solution in this regard.

One of the basic principles of assertive communication is to qualify our own experiences and not the other party, and to make requests or make and communicate decisions in relation thereto.

Non-violent communication

Non-violent communication approaches a situation through facts, emotions and needs. It is a basic premise that it is only worth using if your goal is to maintain the relationship. Its basic principle is that each person is responsible for their feelings stemming from their needs. In this way, we can avoid blaming the other party and find a creative solution to the situation, either based on changing our position or on a request made by or to another party.

This model is based on the basic assumption that there is a difference between reality and the reality we perceive. In fact, our perception can trigger different feelings depending on what we need at that specific moment. One of the main goals of non-violent communication is to create understanding and identify the action needed to meet the need.

The mentoring conversation

“The Coordinator oversees the volunteer programme of the organisation, knows how many volunteers are required, what tasks are assigned to them, and the coordinator distributes the tasks, while in a more complex programme with many volunteer institutions, a paid mentor or professional coordinator rather deals personally with the volunteer, knows the volunteer the best and provides help and support to them. The good cooperation of the two, when the two roles are performed by one person, completes the evaluation and accountability by simultaneous awareness of the two aspects. The mentoring conversation is a consciously structured opportunity to help the volunteer develop, which usually centred around the following issues:

 

• How do we feel within the organisation? (helps to acclimatise)
• We refer back to previous conversations that may be relevant to the current period.
• We evaluate the tasks in terms of quantity and quality (both parties).What have they been doing, what activity have they been involved in since the last conversation?
• What problems did/does the volunteer have?
• How did they solve the problems?
• We work together to develop solutions to current problems.
• Positive empowerment of volunteers (their strengths, specific successes)
• In what area does the volunteer need development? Who can assist them in this and what kind of assistance can they receive?

Mentoring and evaluation discussions are regular, can be planned in advance, and there is the possibility of spontaneous discussions and accountability if a problem arises on the part of the recruiting organisation or the volunteer that jeopardises the success of the task or may be detrimental to the organisation. ”

Nature of volunteering

Description of difficult situation

Suggested solution

Volunteer – coordinator misunderstanding, dissatisfaction, disobedience

registration, receiving guests, less physical work, landscaping, escorting performers	During art, gastronomic festival and other large events volunteer activities are performed with the involvement of 20-25 volunteers. Not everyone possesses the relevant information, and the large number of people creates misunderstandings. The team is not united, there are personal conflicts, so the performance of the task is difficult.	In advance: Control of team cohesion, management of personal conflicts, individual discussions, small team task solutions before the programme. Holding of a joint briefing before the event. It is important for the volunteer coordinator to provide a clear description and assignment of tasks. During the post-event evaluation it is necessary to identify errors and formulate improvement measures. On-site:depending on time and capacity, the Coordinator acts as a firefighter and clarifies the tasks one by one, setting an example by joining in the completion of the task.
Participation in training for volunteers	On several occasions, one volunteer expresses their dislike for the rules. During the break, other volunteers indicate that this behaviour is unacceptable to them and that if the person in question does not leave, they will leave the programme.	On-site: the coordinator asks the team to cooperate and pay attention during the sharing of information, and repeats it as necessary. Later:In a face-to-face interview, they inform the person causing the general outrage of the nature of the outrage and assesses the degree of willingness of the concerned party to cooperate. Volunteers may be required to leave in order to maintain team morale.

The volunteer makes a mistake, causes damage, commits a misdemeanour

receiving and seating guests	Assistance of 5 volunteers at a popular music concert. One volunteer accidentally causes damage to a piece of valuable audio equipment.	On-site: creating a record of what has happened, preferably with the signature of the security and technical personnel present. Later:The volunteer coordinator informs them of the material damage they caused unintentionally and that it is the organisation’s obligation to repair the audio equipment, pay for its cost, and draws the attention of the volunteer to perform their work with care. The latter can be repeated in front of the team.
pre-ordering of food and drink for guests, reception of guests at the event	2 volunteers participate in the opening of the exhibition. One of them forgot to order the food and drink.	On-site: Before the event, they are obtained by the colleague responsible for the professional task (preferably with the direct assistance of the omitting volunteer). Later: after the event, the volunteer coordinator, through an individual discussion and evaluation of the event, draws their attention to the commitment and responsibility required from them for the performance of the undertaken tasks and also informs them of the possible consequences of repeated omissions, already recorded in the volunteer manual.
registration, receiving and seating guests	Professional conference with the participation of 3 volunteers. One of the volunteers comes to the conference in an outfit that is not suited to the occasion, despite the highlighting thereof by the volunteer coordinator’s prior to the event. It communicates the wrong tone and style to the arriving guests.	In advance: make the volunteers aware that the information provided at the preliminary briefing are important and that they play a crucial role. On-site: ‘disarming’ the volunteer, moving them to a post where they have no direct contact with the guests but they are still able to help. Provide a direct explanation immediately following the arrival of the guests. Later: in the course of a team evaluation, highlight their colleagues behaviour, problem solving ability and willingness to collaborate, and mention the omission experiences and its solution.
Assistance, registration of individuals and teams, catering	Participation of 1 volunteer at the home event of the Crossword Club. The volunteer does not attend the event and does not notify the volunteer coordinator in advance of their absence.	On-site: the professional colleague responsible for running the programme seeks a solution by taking on personal and ad hoc tasks or assigning them to another person. It will also immediately (as soon as possible) notify (enquire with) the volunteer about the omission by telephone. In advance: it is worth selecting two main volunteers for important events, who will be prepared by the coordinator just before the event (therefore they have to arrive half an hour before your event), or can replace each other in case of an unexpected event. It is worth choosing a volunteer who lives nearby and is well prepared and also flexible with time. Later: it is worthwhile to regulate in the appropriate passage of the manual how many such events the organisation tolerates.
Selling books in book tents, preparing events on stage, helping with sound	2-3 people assist in the library during the Festive Book Week. One of them is ill, they do not know where they are, and the preparation of the event is delayed.	On-site: ask other volunteers to be observant and aware of the pre-arranged, distributed tasks, and promptly notify the event’s professional in-charge of any non-fulfilment of tasks for them to be able to arrange for a replacement. Later: inform the sick volunteer to notify the Coordinator in the future of their absence.
Assisting visitors at the information desk	Two volunteers serve side by side at the information desk. The ticket office will not be able to issue a ticket to a visitor arriving during the last hour of the operation. The volunteer gives the visitor a badge, which entitles them to enter.	On-site: if the coordinator is not present, there is likely to be general outrage among colleagues. If the coordinator is present, immediate action is required. Later:It is a good idea to clarify the cause of the general outrage by taking minutes and asking all concerned to explain what happened. After this is completed, inform the volunteer in a face-to-face conversation about the nature, extent and cause of the outrage. If they still do not show willingness to cooperate, ask them to leave. If there is no rule in the manual on the behaviour of volunteers contrary to the general principles of the organisation, it is worth including it.
Providing a statement	At one of the institution’s events, the local press inquires with a volunteer, who provides internal information that they are not aware of/authorised to disclose.	Later: the case is only discovered after the broadcast, when the damage has already been incurred. It is therefore advisable to prevent such cases. Be sure to include in the volunteer manual the rules that apply to providing statements and provide clear information on the extent of the volunteer’s competence. If the volunteer is not allowed to make a statement about our institution during the preparation, give a tip (template sentence) to help prevent them avoid similar situations.
Placing store labels on documents in the external warehouse	Based on past experience, a trained volunteer mentor directs the labelling in the warehouse further away from the library for school community service students. They correct the mistakes made by the students with a new group of students. The volunteer does not notice in the student group that the store labels are not in the right place (in the middle and top of the book’s spine) until after the work. The next time, a new group of students arriving to the warehouse remove the incorrectly places store labels and re-apply them in the correct place. The volunteer shares the information of the events when the warehouse is controlled.	Later: The volunteer needs to be informed that they committed a two mistakes: they did not check the process during training, only at the end of the work when the students had left. The mistake was then corrected by individuals who were getting their first experience in volunteering, risking discouraging students from performing the work. However, if a mistake still occurs during the performance of the task and they fail to notice it, it should be rectified by them personally.

Disputes between volunteers

Assisting visitors at the information desk

Two volunteers serve side by side at the information desk. They do not provide uniform information to the information requested by the arriving visitor and there is a disagreement between them in front of the visitor.

On-site: If the coordinator is not present, there is likely to be only general outrage from the part of the visitor and possibly any colleagues present. If the coordinator is present, immediate action is required. Later: it is worthwhile verbally working together to clarify the case immediately after its occurrence at the information desk or as soon as possible (with as little time passing before clarification as possible). The coordinator shall give both volunteers an equal opportunity to speak during such a discussion. After all the emotional and factual descriptions they summarise and compare the events with the expectations of the organisation. The aim is for the parties to come to an agreement and to share the lessons learned at team level with other volunteers. This will allow the team to speak outwardly with one voice in the future. At the same time, the coordinator provides a safe environment and an option for clarification for those involved.

Colleagues’ disapproval of volunteers

Volunteers assist at the information desk

Following a (some) cases causing outrage, rumours start circulating amongst colleagues that volunteers are doing their job poorly. (as a result of the above badge handout)

The coordinator listens to the parties, investigates the problematic cases and does some research, then, in the interest of clarification and for the general perception and clearing of the volunteer team, they convene the internal staff for a general workplace discussion, where they jointly discuss the feedback options for volunteers, the rules applicable to them and, if necessary, bring in new volunteers.

This article based on the following document: This article based on the following document: Practical Guide for the Establishment and Operation of Volunteer Programmes at Institutions : abridged English version

Team building starts right from the moment one enters the institution. Not only does working in a team increase the efficiency of the work to be done, it also gives a sense of security. I know that I have someone to rely on; if I get stuck, I can ask for help. There are many variations to solve problems. If I see the performance of those around me, I can put my performance, encouragement, and help with quality work on the scale based on their past experiences.

Tip: From the moment of entry, the Bródy Sándor Library strives to be constantly involved in the library community with new employees, public employees or volunteers and to show them where they are located in the life of the library.

“If there is a fortunate situation to have more volunteers applying for a job at the library at the same time, they start their training with a team-building training. Introductions are also made through networking communication games, including team building. An excellent tool for getting to know the library spaces and workflows is the library tour. We imagine this as an ‘steeplechase’ where the ‘stations’ are the library departments. In libraries, a librarian colleague informs groups about basic library knowledge: storage order, storage features, and types of documents stored in departments. They will then have to deal with what they are hearing, using the group’s creativity.

Types of tasks: finding books on the shelf by the store label in the rental rooms of the Central Library; deciphering Gárdonyi’s cipher using the writer’s encoding in the Local Knowledge Collection, finding CDs, DVDs in the Music Collection, using dictionaries in the Foreign Language Collection, and try their skill at the Collection Organiser Department for how many book corners are glued to books in 1 minute.

Team building continues during work. The volunteers are involved in the preparation of the events, where they can get information not only on their own work but also on the work of specialist librarians. We invite them to an end-of-year collaborative meeting before Christmas to find out how the library progresses is and what goals it has for next year. They can take part in the librarian association’s leisure programmes (walks in the Bükk mountain, bicycle tours).

In this way, they are more aligned with goals, more efficient in their work, and find their place in the institutional hierarchy. Meanwhile, the building of a ‘community spirit’ and a sense of belonging to the community can be felt.”

At the institutional level, when we combine the volunteer programme with volunteer team building, we get stronger through our work. The most important thing to do is to find timely and appropriate opportunities.

The goal of team building is to create a good team spirit, which is based on creating a good workplace atmosphere that also contributes to indirectly improving performance. The starting point for building a team is the application of empirically clear, proven, jointly worked out methods, which require the use of mutually agreed arrangements and their consistent application, and corrections where necessary.

Why should we have a volunteer team?

It is in the interest of each institution to build a cohesive, committed team of volunteers. The motivation of volunteers is often that they stay with an institution for a long time because they feel comfortable in the community. According to them, the need and feeling of belonging to a team and community is an important motivation factor for them.

The need to become a team may stem from:

1. the institution,
2. the volunteer coordinator,
3. the volunteers.

Professional team building trainings are often organised for the volunteers, the employees and the volunteers, often from the institutional side, usually from above. If the institution has a well-established team building programme or a family day, it is worth inviting volunteers to join them, as this will allow paid workers and volunteers to meet and get to know each other. It is also the primary interest and responsibility of the coordinator to guide volunteers well, which is often easier to do if you have a cohesive team. The most interesting are the ‘grassroots’ community events that volunteers bring to life, even outside the institution. It is a gratifying result for volunteers to organise joint programmes, as it is a hallmark of a well-functioning team and a good community that acts as a motivating factor for many. Such initiatives may also be supported by the institution (if requested). For example: if volunteers organise their own ‘club’ (e.g.: craft club, bookworm club), the institution can provide them with a venue.

Remember that community bonding events not only increase motivation but are also a great way to appreciate volunteers!

What do we consider team building?

In the broadest sense, team building is all about spending time together, whether it’s fun, wellness, sports, or anything else. However, it is not certain that a high-spirited event can in itself influence group processes. One of the most important goals of team building is to focus on teamwork, build trust and a bond with each other, and to have an impact on communication and collaboration. The improvement of team performance can be a tangible result of team building, but in our case the criterion is to increase the level of trust and commitment within the group.

The goals and benefits of team building are:

• helps to build relationships, strengthen co-workers,
• makes interpersonal interactions more effective, improves team communication,
• aligns with organisational goals, ideally with the mission,
• more efficient tasks performance,
• helps discover, develop and utilise the dormant and untapped capabilities of your staff,
• ideally the organisational mission has a subordinate purpose to team building,
• increases team performance,
• increases responsibility of the team members,
• better working environment,
• faster response times, more creative and innovative problem solving can be expected from team members.

Step by step team building

There are three basic factors that define a team: common desires, specific goals, and clear rules. [1] When a new team is formed, the most important thing is for the team members to get to know each other.

Changes in power relations within the team take place during the team identity search phase. It is worthwhile to look at, rearrange and possibly map the strength of the team at the beginning, during and at the end of new tasks with a sociometric survey.

The Tuckman team dynamics model [2], which has 5 phases, may help to understand the evolution of power relations:

 

1. formation of the team (forming)
2. testing of power relations, time of conflict and contention (storming)
3. establishment of norms (norming)
4. fulfilment and effective work period (performing)
5. reshaping phase, especially when new members arrive or old ones leave (re-forming)

Schattenhofer/König [3] further developed this model and reported a kind of pendulum effect and cyclicality. Comfortable, pleasant periods alternate with tense periods, with ever greater swings. The coordinator can best fulfil their role as a team leader if they strengthens the current direction, the negative or the positive wave.

Tip: At the time the Volunteer Programme of the Museum of Fine Arts’ was established in September 2006, there was no uniform set of written rules for volunteers. The coordinator corrected this deficiency in the form of a Volunteer Manual, by providing a draft manual for consultation to the volunteers involved approx. two months after the establishment of the team. One of them, in a quick email reply, expressed dismay that the organisation even wanted to regulate volunteering. However, thanks to the e-mail, the reactions of other team members soon followed, most of them confirming the need to regulate the programme. Thus, in the above case, phases 1-3 at the time of formation took approx. three months.

We believe that every team needs a clear description of what their purpose and mission is. As can be seen from the example: when the team is faced with challenges, it starts to create a solution together, it starts to merge together. For this, it is important to agree on common goals, rules, appropriate example and follow a common communication style. Cohesiveness helps when the prospects are clear: the team leader should have a team strategy and plan for the future. Each process should be preceded by an evaluation, which includes a summary of the positives, lessons learned, and a clear statement of the necessary corrections.

After that, it is worth putting the clear results into practice.

After the establishment of a volunteer team, conscious team building is important, and this process is preceded by a mapping of needs. The challenge of team building is to understand how the team works.

The role of leaders in team building

An effective team needs a supportive environment. They need different skills, purposefulness, and team members need to communicate with each other and learn from interaction. The establishment and building of a team is a long process; it is used to discover how they are working together currently, if there are any sources of error and if so, then where, and how cooperation could work in an ideal situation. The team builder is constantly tasked with monitoring (assessing) non-verbal signals and integrating their analysis (meaning interpretation) into the problem solving process.

Team building tips

• Team building games should also be included in volunteer preparation training to help volunteers get to know each other better and develop volunteers from the beginning of the programme.
• It is worth organising a volunteer meeting at the end of the year or after reaching a milestone. This is both an expression of appreciation and a great opportunity to build community, as volunteers also need each other’s company.

Tip: For example, at the Szentendre Skansen volunteers visit an exhibit in another museum at least once a year and are invited to a lunch at the end of the year to say thank you for their work throughout the year.

 

• Inviting volunteers to community programmes within the institution (family day, team building, Christmas reception for staff)
• Volunteering Newsletter This regular newsletter (monthly, bimonthly, quarterly, etc.), published online or in print, can serve several functions. A good opportunity to meet volunteers and / or paid staff working in the same field is to give them a chance to introduce themselves and tell about themselves and their work. The newsletter may contain articles of a volunteer task or action complete with photos, but it may also cover important news or issues affecting our institution (e.g.: new exhibition, event, etc.).
• The organisation of professional tours combined with leisure activities and training brings the team together. Beyond mere workplace relationships, there can also be a stronger bond established due to the openness and skills of team members (consisting of volunteers and paid staff) provided by the professional programmes
• The institutions can also organise and provide further training for volunteers through collaboration.

 
References:

[1] Mitől lesz hatékony a csapatépítés? HR Portal. 2010, Budapest, Brand & Standard Capital Tanácsadó és Szolgáltató Kft. https://www.hrportal.hu/hr/mitol-lesz-hatekony-a-csapatepites-
20101011.html (utoljára megtekintve: 2018.08.06.)

[2] Gruppendynamik. Wikipedia Die freie Enzyklopädie. 2017, San Francisco, Wikimedia Foundation Inc. https://de.wikipedia.org/wiki/Gruppendynamik (utoljára megtekintve: 2018.08.06.)

[3] SOTE egyetemi előadáson elhangzottak alapján

 

This article based on the following document: This article based on the following document: Practical Guide for the Establishment and Operation of Volunteer Programmes at Institutions : abridged English version