Valuing Volunteers Training Kit A Resource for Training Volunteers at Community Legal Centres ©. Produced through a partnership between Peninsula Community Legal Centre Inc. and Chisholm Institute. With funding from the Victoria Law Foundation. New South Wales Version produced with funds from the Australian Government Attorney-General’s Department Written by Ros Horridge and Gillian Wilks Design by Wendy Pedersen For further information about this Kit please contact Peninsula Community Legal Centre Inc. Suite 1 - 4, 431 Nepean Highway Frankston VIC 3199 Ph 03 9783 3600 Email:
[email protected] First Published June 2005 New South Wales Version December 2007
Part A Introduction Table of Contents Part A Introduction & Overview of the Training Manual ......................... 1 1.
Acknowledgements .......................................................................... 1 Project Workers ................................................................................ 2
2.
Introduction ...................................................................................... 2
3.
Background of the Project ................................................................ 2
4.
Service Standards ............................................................................ 4
5.
Use of the Training Kit ...................................................................... 6 Flexibility .......................................................................................... 6 Headings .......................................................................................... 6 Aims ................................................................................................. 7 Learning Outcomes .......................................................................... 7 Preparation....................................................................................... 7 Evaluation ........................................................................................ 7 Symbols ........................................................................................... 8 Terminology ..................................................................................... 9 Equipment and Training Materials .................................................... 9 Powerpoint Presentations ................................................................ 9 Icebreakers ...................................................................................... 9 Adult Learning Principles................................................................ 10 Training Checklist ........................................................................... 10 Volunteer Competencies ................................................................ 12
Part A Appendix A Volunteer Training Evaluation Form ...................... 13 Volunteer Training Evaluation Form ....................................................... 14 Part A Appendix B Icebreaker Suggestions .......................................... 15 Icebreaker Suggestions.......................................................................... 16 Introductory Session ...................................................................... 16 Further Sessions ............................................................................ 16 Part A Appendix C Training Checklist.................................................... 17 Front Office Checklist ............................................................................. 18 Volunteer Competencies ........................................................................ 20
Part A Introduction & Overview of the Training Manual
Part A Introduction & Overview of the Training Manual 1. Acknowledgements Many individuals and representatives of community legal centres have generously provided input, support and resources in the preparation of the Valuing Volunteers Kit (VVK). The Project Workers wish to specifically acknowledge: Helen Constas, Andrea Florance, Staff, Management Committee &
Volunteers at Peninsula Community Legal Centre Maria Peters, Mandy Splatt, Wendy Pedersen and Community Development & Welfare Department staff at Chisholm Institute Members of the Project Reference Group who provided a sounding board and constructive feedback to the project, including: Elsje Van Moorst
Geelong Legal Service
Andrea Florance
Peninsula Community Legal Centre
Gillian Dallwitz
Women’s Legal Service Victoria
Allyson Foster
Women’s Legal Service Victoria
Sam Biondo
Fitzroy Legal Service
Kirsty Leighton
Brimbank Melton Community Legal Centre
Anthea Teakle
St Kilda Legal Service.
Other individuals and centres that provided their volunteer training
materials and feedback, including: Maria Georgiou
Darebin Community Legal Centre
Jill Richardson
Mental Health Legal Centre
Flemington/Kensington Community Legal Centre Federation of Community Legal Centres. Polly Porteous, (Director, Combined Community Legal Centres
Group, NSW State office), Joanna Mantziaris (Training Program Coordinator, Combined Community Legal Centres Group NSW) and Natalie Roos (Principal Solicitor, Inner City Legal Centre, Sydney) assisted with State specific adaptation by reviewing the Kit and providing State specific information. National Association of Community Legal Centres for support and
encouragement in adapting the Kit on a national level. Where new modules or training sessions have been added to the Kit
after the 2005 Victorian Version, the acknowledgements are included in that module/session. New South Wales December 2007
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Part A Introduction & Overview of the Training Manual
Project Workers The project workers were Gillian Wilks and Ros Horridge. Gillian Wilks has worked in the youth and community legal centre sectors over many years, and currently also teaches at TAFE level and undertakes project and consultancy work. Ros Horridge has also worked in the community sector for many years and teaches part time at Chisholm Institute.
2. Introduction The Valuing Volunteers Project aims to develop volunteer training and resource materials with broad application to community legal centres. The Project is a collaboration and partnership between the Peninsula Community Legal Centre and Chisholm Institute. This partnership has brought together the expertise and resources of both organisations and staff with relevant skills and experience. Initial project funding was received from the Victoria Law Foundation. Peninsula Community Legal Centre and Chisholm Institute also made financial and in kind contributions. The Victorian Law Foundation subsequently funded further development of the Kit and Project for Victorian community legal centres. In 2007, the Australian Government Attorney-General’s Department provided funding to enable the adaptation of the Kit for all Australian States and Territories, with the exception of Victoria upon which the original kit was focused.
3. Background of the Project Volunteers are an important resource for many community legal centres. Their participation connects centres with their communities, provides access to a broad range of skills and expertise, and enables centres to extend services and activities. The value that volunteers add to community legal centres has been widely and gratefully acknowledged. Community legal centres understand that the incorporation and utilisation of volunteer resources requires planning and co-ordination. It is also understood that the provision of training and support will have benefits in terms of effective service delivery, volunteer satisfaction and the management of risk.
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Part A Introduction & Overview of the Training Manual
Most community legal centres run independent volunteer programmes. Volunteer roles, recruitment, training, co-ordination and support processes have been developed to reflect centre needs, resources and priorities. While the sector is generally recognised as having a great deal of experience and expertise in the area, the degree of development of individual volunteer programmes varies considerably across centres. The VVK has been developed as a resource to complement current centre practices. The Kit draws on existing volunteer training initiatives and resources. In applying for project funding Peninsula Community Legal Centre recognised that substantial work has been done by individual centres, however, a gap in consistency and coordination of information was identified. In 2004 Peninsula Community Legal Centre applied to the Victoria Law Foundation for funding to develop a training programme and Kit with statewide relevance. This application was successful and two project workers were appointed in December 2004. The project was funded for six months. As part of the project brief the project workers were required to liase with as many centres as possible. This was done through an extensive survey to all Victorian community legal centres and the formation of a Reference Group representing a range of community legal centres. The VVK (Victorian version) was published in June 2005. In June 2006 the Victorian Law Foundation provided another grant, enabling Peninsula Community Legal Centre to produce additional resources and to further develop the project. Following interest from community legal centres and associations in State and Territories other than Victoria, Peninsula Community Legal Centre, with the support of the National Association of Community Legal Centres, approached the Australian Government AttorneyGeneral’s Department for funding. In May 2007 the Australian Government Attorney-General’s Department granted funding for the adaptation of the VVK for each State and Territory and associated promotion, training and evaluation activities.
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Part A Introduction & Overview of the Training Manual
4. Service Standards Many community legal centres throughout Australia receive funding through the Commonwealth State Community Legal Services Program (CLSP). As part of the accountability requirements for this funding, centres are required to demonstrate compliance with the nine service standards, and the associated attributes, that are described in the Service Standards Manual for the Community Legal Services Program. The Manual was prepared by Community Link Australia, revised by the Commonwealth Attorney-General’s Department, and is dated 31 January 2002. To demonstrate compliance with the service standards, centres must: have relevant, current and documented policies and procedures; and show that staff, volunteers and management members have a
working knowledge of the policies and procedures which are relevant to their positions. The topics addressed within this Kit are relevant to a number of aspects of the service standards. Utilising this Kit to provide training to volunteers is one way in which centres may be able to work towards compliance with the service standards. The service standards and/or attributes addressed in each Module of this Kit are outlined below. Part B Training Modules Module 1 is relevant to: Standard G – Organisational Management, Attributes c & d.
Module 2 is relevant to: Standard F – Accessibility, Attributes a, c & d.
Module 3 is relevant to: Standard B – Provision of Advice, Attributes 1d & e, 3 & 4. Standard C – Casework, Attributes1 c & e, 2 & 3. Standard G – Organisational Management, Attribute e. Standard I – Assessing Client Satisfaction and Managing
Complaints, Attributes 2, 3 a, b & c, & 4.
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Part A Introduction & Overview of the Training Manual
Module 4 is relevant to: Standard A – Information and Referral, Attributes 1 a & b, 2 & 3. Standard H – Management of Information and Data, Attributes a & b.
Part C Resource Modules Module 1 is relevant to: Standard G – Organisational Management, Attributes c, d & e.
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Part A Introduction & Overview of the Training Manual
5. Use of the Training Kit The Valuing Volunteers Kit is divided into three parts: Part A: Introduction and Overview Part B: Training Modules
which can be used directly or adapted by a community legal centre in designing and delivering volunteer training Part C: Resource Modules which are designed to assist those responsible for volunteers to consider aspects of the volunteer programme. Flexibility This Kit has been developed with the intention that it will be used as a flexible learning tool. Training sessions will vary according to the needs of the participants, the community legal centre and the context of the session. The training does not necessarily have to be delivered by any one individual. Sessions may be delivered by staff or volunteers who have a specific interest or expertise in the topic. Headings The following headings are used throughout the four training modules. They are: Aims Learning Outcomes Preparation Internal and External Resources Training Materials Training Plan Individual and group exercises Individual tasks Evaluation Prompts.
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Part A Introduction & Overview of the Training Manual
Aims It is important that the facilitator is clear about the aims of each session and that this is communicated to the participants. Learning Outcomes Each module has a number of learning outcomes which are addressed by the end of the training session and, in some areas, the completion of associated individual tasks following the session. Preparation Prior to the commencement of each training session it is anticipated that the facilitator will have organised the training space and resources required. Some resources will be available within the centre and others from external sources. Evaluation Evaluating each session is important on two levels. It provides feedback on the session, its content and the delivery and it allows for modification of training prior to the next session. Evaluation assists in ensuring that sessions are relevant and effective. Sample evaluation forms are included in Part A Appendix A at the end of this section.
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Part A Introduction & Overview of the Training Manual
Symbols Symbols have been used throughout the Kit to clearly identify specific exercises, tasks or resources. The following symbols have been used:
Handout
Prompt
Recommended Reading
Summary
Overhead Transparency
Consider
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Part A Introduction & Overview of the Training Manual
Terminology Where possible, consistent terminology has been used throughout the Kit. Equipment and Training Materials It is anticipated that each community legal centre will have access to the following equipment and training materials. Whiteboard Whiteboard markers Butcher’s paper Permanent marker pens Access to a suitable training space Overhead projector and transparencies Name labels.
Powerpoint Presentations The handouts and overheads have been developed for easy conversion to powerpoint, if centres are able to access the appropriate equipment. Icebreakers There are many different activities and approaches to delivering icebreakers. Select an activity that you are comfortable with and that is relevant to the topic. An icebreaker should be appropriate for the group. If it is too childish, participants will be uncomfortable. If it is too threatening, participants will draw back. If an icebreaker is to be successful, all participants must participate. Some examples of icebreakers have been included in Part A Appendix B at the end of this section.
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Part A Introduction & Overview of the Training Manual
Adult Learning Principles The training kit has been written with Adult Learning Principles as an underlying framework. When providing training for adults, the following principles should be considered: Adults learn best when there is a motivation for learning Adults learn best when the experience is satisfying and encourages
a better understanding Adults learn best when learning takes place in a non-judgemental environment Adults learn best when the language is clear and easy to understand Adults learn best when co-operation and sharing, rather than competition, is promoted Adults learn best when the content of the learning is relevant and applicable Adults learn best when opportunity is provided for the learning to be practised Adults learn best when theory and practice are linked.
Training Checklist Effective training requires preparation. It is recognised that not all centres have ideal training environments. This checklist may help you to increase the effectiveness of training through good preparation and the development of strategies that promote group participation and learning. Physical Issues The room should be big enough to accommodate the group Try to minimise visual and audible distractions Table space should be big enough for participants to spread material
out Ensure the room is at a comfortable temperature Check equipment is working Have refreshments available Provide name labels Have enough handouts photocopied Have a sufficient supply of pens and paper.
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Part A Introduction & Overview of the Training Manual
Methods of Training A variation of training methods promotes learning as participants may have different learning styles. Traditional lecture can be effective when concepts need to be conveyed method overuse can be boring and ineffective promotes active involvement of participants
Discussion
can be dominated by one or two people may get away from topic needs to be summarised it is often more effective to show rather than
Demonstration
explain allows participants to practice back up with reference handouts Case Studies/Role case studies should be realistic Plays the trainer will need to support and encourage participation. Individual and group exercises The exercises undertaken during the training should be fun and encourage learning. They should be designed to involve all the participants. A number of individual and group exercises have been included in each training session in this Kit. The facilitator can select existing exercises, adapt them or develop your own. Exercises promote: An understanding of issues Learning from other people’s experiences Learning new skills.
Exercises should be varied. They can include: Brainstorming Working in small groups Working as a whole group Working individually.
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Part A Introduction & Overview of the Training Manual
Individual Tasks It is anticipated that participants will be required to do some additional tasks and research in their own time. The aim of this is for participants to continue their learning outside the training session through observation and practice. Presentation Tips be aware of your voice (projection, tone and volume) start and end the session on time schedule a break within the session keep the session informal introduce yourself at the commencement of each session conclude each session positively.
Volunteer Competencies There are no formal assessment tasks included in the training modules. It is recognised that session based training is usually complemented by on-the-job training. The two tiered approach enabling volunteers to develop technical and practical knowledge and skills. Some centres have taken their training programmes a step further by identifying particular competencies that volunteers are required to demonstrate. A self and/or supervisor assessment is undertaken to determine when and whether the competencies have been achieved. Examples from Darebin Community Legal Centre and Geelong Community Legal Service are attached with their permission. Individual centres may consider developing something similar or a mechanism for identifying key skills/competencies and for checking volunteer progress in relation to these. Please refer to Part A Appendix C at the end of this section.
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Part A Introduction & Overview of the Training Manual
Part A Appendix A Volunteer Training Evaluation Form
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Part A Introduction & Overview of the Training Manual
Volunteer Training Evaluation Form Please answer the following questions about the session. Tick the appropriate box and make written comments where necessary. We use this feedback to continually improve our delivery. Session/s
Date
Facilitator/s Yes 1.
The session was well organised and planned
2.
Time was used efficiently
3.
The facilitator communicated clearly and concisely.
4.
The facilitator was enthusiastic and approachable.
5.
Examples were adequately used.
6.
Presentation of session material was interesting.
7.
Content was up to expectations.
8.
Handouts are useful and practical.
9.
Was the time/location suitable?
No
Not Sure
Are you interested in further training? Please specify particular topics .......................................................................................................................................... ..........................................................................................................................................
Any other comments? .......................................................................................................................................... ..........................................................................................................................................
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Part A Introduction & Overview of the Training Manual
Part A Appendix B Icebreaker Suggestions
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Part A Introduction & Overview of the Training Manual
Icebreaker Suggestions There are many icebreaker suggestions available in textbooks and on the internet. We have listed some suggestions for you to consider. Introductory Session 1. Why do you want to volunteer at this legal centre? 2. How did you find out about the legal centre? 3. When have you felt empowered and or disempowered by access to and/or lack of information? Further Sessions 1. Print the following statement on small pieces of paper and hand out to the group. Ask the participants to count the number of ‘f’’s they can find.
Finished files are the result of years of scientific study combined with the experience of many years This exercise is to highlight comprehension. 2. Go around the group and get participants to describe how they are feeling in terms of a weather report – partly cloudy, sunny etc., participants can explain why they chose that type of weather.
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Part A Introduction & Overview of the Training Manual
Part A Appendix C Training Checklist
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Part A Introduction & Overview of the Training Manual
Front Office Checklist Skill or Knowledge Acquired
Date of Initial Training
How Confident? Please circle: 1 (Beginning) 2 (Okay) 3 (Fine)
DIARY (signing in) & Front Office Daily Communication Book
1
2
3
Pigeon Holes – messages/mail
1
2
3
Mail System
1
2
3
Telephone / Answering Machines
1
2
3
Photocopier
1
2
3
Fax machine
1
2
3
Dealing with prospective clients that come in person
1
2
3
Making Appointments – new clients (interim card)/existing client (write file no)
1
2
3
Checking Conflict of Interest – referring client where C/I is a problem
1
2
3
Confirming Appointments
1
2
3
Explaining ‘Drop In’ Service
1
2
3
Casework Guidelines
1
2
3
Using the information system to resource clients Making Referrals – community referrals/ legal referrals
1
2
3
How to deal with emergency appointments and cancellations
1
2
3
Filling out DCS form – (Daily Contact Service)
1
2
3
Making new files
1
2
3
Finding Client Files
1
2
3
Passing on uncompleted jobs
1
2
3
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Part A Introduction & Overview of the Training Manual
Skill or Knowledge Acquired
Date of Initial Training
How Confident? Please circle: 1 (Beginning) 2 (Okay) 3 (Fine)
Using TIS (Telephone Interpreter Service)
1
2
3
Booking TIS
1
2
3
Entering CLSIS – (Community Legal Services Information System) database
1
2
3
Preparing Night files
1
2
3
Typing client letters
1
2
3
Reviewing client files
1
2
3
Use of 14 day letter
1
2
3
Donation System
1
2
3
Petty Cash System
1
2
3
How to deal with DV client needing intervention order and/or referral for help
1
2
3
DIOSS - (Darebin Intervention Order Support Service)
1
2
3
Migrant Resource Centre
1
2
3
Advocacy Program for Women in Prison
1
2
3
Security Policy
1
2
3
Complaint Policy
1
2
3
Reference: Darebin Community Legal Centre.
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Part A Introduction & Overview of the Training Manual
Volunteer Competencies Geelong Community Legal Service provides clinical legal education to law students. Attached are examples of their self assessment check lists for their Effective Communication module. Learning Outcome 1: Demonstrated understanding of the process of effective communication and factors which may affect this process. Learning Tasks & Achievement Targets 1.1
Self Assessment Check List
Identify and respond to environmental factors which may effect communication such as:
Commenced
room layout & seating
Progress Made
arrangements
privacy, safety & confidentiality
Achieved Not Achieved
distractions & interruptions. 1.2
Be an active listener.
Commenced Progress Made Achieved Not Achieved
1.3
Understand your own and clients non-verbal communication and respond appropriately.
Commenced Progress Made Achieved Not Achieved
1.4
Identify and understand personal values and judgements, their impact on communication, and demonstrate capacity to appropriately respond and where necessary adjust.
Commenced Progress Made Achieved Not Achieved
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Comments/Notes
Part A Introduction & Overview of the Training Manual
Learning Outcome 2: Demonstrated understanding of the impact of cultural and gender factors on the communication process. Learning Tasks & Achievement Targets 2.1
Understand and appropriately respond to cultural factors impacting on communication with NESB and/or A&TSI clients.
Self Assessment Check List Commenced Progress Made Achieved Not Achieved
2.2
Able to access an interpreter for both a telephone and face-to-face interview.
Commenced Progress Made Achieved Not Achieved
2.3
Understand and appropriately respond to gender related issues impacting on communication.
Commenced Progress Made Achieved Not Achieved
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Comments/Notes
Part A Introduction & Overview of the Training Manual
Learning Outcome 3: Ability to identify and appropriately respond to special needs (eg. disability, literacy) and challenging behaviours which may impact on communication. Learning Tasks & Achievement Targets 3.1
Self Assessment Check List
Identify and understand special needs of clients and impact on communication, such as:
Commenced
numeracy and/or literacy
Progress Made
problems
intellectual disability
Comments/Notes
Achieved Not Achieved
mental illness drug/alcohol/gambling problems. 3.2
Knowledge of and ability to apply constructive strategies which may be useful when communicating with special needs clients.
Commenced Progress Made Achieved Not Achieved
3.3
Identify and understand challenging behaviour by clients and impact on communication, such as:
anger threatening and/or abusive language
extremely demanding or
Commenced Progress Made Achieved Not Achieved
withdrawn clients
client affected by alcohol or other drug.
3.4
Knowledge of and ability to apply constructive strategies which may be useful when communicating with clients with challenging behaviour.
Commenced Progress Made Achieved Not Achieved
Reference: Geelong Community Legal Service.
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