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Do your volunteers feel adequately prepared for their roles? Have you developed a system for effectively onboarding and training volunteers? What steps are you taking to ensure your volunteer orientation aligns with adult learning strategies and meets your volunteers' needs?
Thorough volunteer training is crucial for setting volunteers up for success. An effective volunteer orientation can help leaders better understand their roles, become familiar with organizational goals, and feel supported as they transition into their new volunteer positions. Nonprofits rely on both staff and volunteers to implement programs and services. This blog post will explain how to develop a volunteer orientation with instructional design strategies including the ADDIE model of instructional, methods of instructional design, guidance on curriculum development, and strategies to incorporate adult learning theory principles.
This is where the ADDIE model of instructional design comes in—a proven framework that ensures a structured, learner-centered approach to developing curriculum (Aldoobie, 2015). By applying the ADDIE model of instructional design, you can focus on how to create an orientation that addresses the specific needs of your volunteers.
The ADDIE model breaks down the process into five clear phases: Analysis, Design, Development, Implementation, and Evaluation. We will highlight how to use each phase to incorporate best practices in creating a volunteer orientation and incorporating adult learning strategies to ensure an effective and comprehensive orientation. By following each step of the ADDIE model of instructional design, and incorporating curriculum development strategies, an instructional designer can tailor the orientation to the audience’s needs and create a successful volunteer onboarding experience (Molenda, 2003).
Incorporating strategies for volunteer management throughout a volunteer orientation process is crucial for building a solid foundation for volunteers. As you develop your volunteer orientation, considering both curriculum development and volunteer management strategies can help ensure that your orientation is engaging and effective in preparing your volunteers for success. Let's explore how to create an orientation using the ADDIE model and ensure it covers all aspects of volunteer management, adult learning principles, and instructional design.
I. Analyze: Understanding the Needs of Your Audience
The first step in the ADDIE model is analysis. Before you can create an effective orientation curriculum, you need to understand your audience. This means identifying the learners and their needs, defining clear learning objectives, and assessing the available resources and constraints (McGriff, 2000).
Identify the Learners
Start by gathering information about your learners. Are any of them new volunteers? Consider their background, experience levels, and specific learning needs. For example, a new volunteer might need a general overview of your organization’s mission. Understanding your audience ensures that the curriculum is relevant and targeted to their needs (Gagné, Wager, Golas, & Keller, 2005).
Other information to identify related to your volunteers need may include:
Age
Relationship to organization
Learning style
Connection to the program or service
Understanding of their volunteer
Previous experience related to the content of the volunteer orientation
Define Learning Objectives
Once you’ve identified your audience, the next step is to define clear learning objectives. What do you want new volunteers to know or be able to do after completing the orientation? Learning objectives should be specific, descriptive and measurable (Branch, 2009). For example, if you’re creating an orientation for a domestic violence hotline, a learning objective might be: “By the end of the orientation, volunteers will be able to respond to common crisis calls using trauma-informed practices.” Learning objectives will guide the entire curriculum design process for the individual creating the volunteer orientation (Dick, Carey, & Carey, 2005).
How to Use Bloom’s Taxonomy to create learning objectives
Overview of Bloom’s Taxonomy:
Remember: Objectives at this level focus on recalling facts and basic concepts. Example: "Volunteers will be able to list the core values of our organization."
Understand: These objectives aim at comprehending information. Example: "Volunteers will be able to explain the process for reporting incidents."
Apply: Objectives at this level involve using information in new situations. Example: "Volunteers will be able to demonstrate how to use the emergency response kit."
Analyze: These objectives require breaking information into parts to explore relationships. Example: "Volunteers will be able to distinguish between different types of client needs."
Evaluate: Objectives here involve making judgments based on criteria. Example: "Volunteers will be able to assess the effectiveness of different communication strategies."
Create: These objectives encourage producing new or original work. Example: "Volunteers will be able to design an outreach plan for community engagement."
Bloom's Taxonomy Applied to Domestic Violence Hotline Volunteer Training
Bloom's Taxonomy provides a structured framework for designing comprehensive training programs for domestic violence hotline volunteers. By addressing various levels of learning—from recalling basic facts to creating new strategies—trainers can develop a well-rounded curriculum that enhances essential skills and critical thinking. This approach ensures volunteers are well-prepared to handle hotline calls effectively, assess situations accurately, and provide appropriate support and resources.
Remember: Objectives at this level focus on recalling facts and basic concepts.
Example: "Volunteers will be able to list the core values of our organization."
Specific Example: "Volunteers will be able to list the key steps in the protocol for answering a domestic violence hotline call."
Understand: These objectives aim at comprehending information.
Example: "Volunteers will be able to explain the process for reporting incidents."
Specific Example: "Volunteers will be able to explain the different stages of a hotline call, including initial greeting, assessing the situation, providing support, and concluding the call."
Apply: Objectives at this level involve using information in new situations.
Example 1: "Volunteers will be able to apply how to use the emergency response kit."
Example 2: "Volunteers will be able to apply active listening techniques during a hotline call scenario."
Analyze: These objectives require breaking information into parts to explore relationships.
Example 1: "Volunteers will be able to distinguish between different types of client needs."
Example 2: "Volunteers will be able to analyze a caller’s situation to identify signs of immediate danger versus long-term support needs."
Evaluate: Objectives here involve making judgments based on criteria.
Example 1: "Volunteers will be able to assess the effectiveness of different communication strategies."
Example 2: "Volunteers will be able to evaluate the appropriateness of different responses to common hotline scenarios, such as safety planning or providing resources."
Create: These objectives encourage producing new or original work.
Example 1: "Volunteers will be able to design an outreach plan for community engagement."
Example 2: "Volunteers will be able to create a personal action plan for managing stress and maintaining emotional well-being while working on the hotline."
Using Bloom's Taxonomy to design training objectives ensures that the volunteer training program is comprehensive and addresses various levels of learning which leads to more effective skill development. By structuring objectives across these six levels, trainers can develop a well-rounded program that imparts essential skills and also fosters critical thinking and practical application in real-world situations.
Additional Resources Related to Bloom’s Taxonomy:
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay.
Krathwohl, D. R. (2002). A revision of Bloom's Taxonomy: An overview. Theory into Practice, 41(4), 212-218.
Sousa, D. A. (2016). How the brain learns (5th ed.). Corwin. (Contains a chapter on Bloom's Taxonomy and its application in educational settings).
Assess Resources and Constraints
It’s also important to consider the resources that are available to you. Do you have experienced trainers, the right materials, or technology to support your volunteer orientation program? Are there any budgetary constraints or time limitations you must consider in creating the orientation? Understanding your resources and constraints will help you design a realistic and achievable curriculum (Kurt, 2017). It is also essential to think about any constraints that could prevent a volunteer from participating in a training, which we will explore further in schedule and logistics.
Understanding and Analyze the Needs of Adult Learners in Nonprofits: Characteristics of Adult Learners
Adult learning theory, also known as andragogy, emphasizes that adults learn differently than children. Malcolm Knowles, a pioneer in the field of adult education, identified several fundamental principles that are foundational to understanding adult learning, which are especially relevant in the nonprofit sector:
Self-Concept: As people mature, they transition from being dependent learners to becoming more self-directed. For instance, a volunteer coordinating a food drive may prefer to take control of how they learn best practices, seeking out resources and applying their knowledge independently. Nonprofits can support this by offering flexible learning opportunities that allow volunteers to take charge of their learning journey.
Experience: Adults bring a wealth of experience to their learning environments. This rich background serves as a valuable resource for learning. For example, a retired professional offering financial literacy workshops at a nonprofit may appreciate training that acknowledges their prior experience and builds on it, rather than starting from scratch.
Readiness to Learn: Adults are inherently ready to learn when faced with real-life tasks or problems. For instance, staff members at a nonprofit facing new regulatory requirements will be highly motivated to engage in training that helps them navigate these changes effectively.
Orientation to Learning: Adult learning is problem-centered rather than content-oriented. For example, a volunteer working in disaster relief will value training that provides practical skills for on-the-ground problem-solving, rather than theoretical knowledge that doesn’t directly apply to their role.
Motivation to Learn: While adults respond to external motivators, they are driven mainly by internal factors like personal growth and a desire to contribute meaningfully. A volunteer who is passionate about community service may be motivated by participating in training that clearly shows how their new skills will lead to more impactful service.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The definitive classic in adult education and human resource development. Routledge.
By understanding and applying these principles, nonprofit leaders can design training programs that resonate deeply with adult learners. For example, a training program for volunteers at a domestic violence shelter might focus on real-life scenarios, allowing volunteers to apply problem-solving skills immediately. Incorporating these principles ensures that learning is relevant, engaging, and impactful, ultimately leading to more successful and meaningful outcomes.
II. Design: Creating a Curriculum Framework
In the design phase, you’ll create a structured plan for the orientation. The design phase of the ADDIE model of instructional design includes developing a strategy for content and instruction, breaking the content into modules, incorporating adult learning principles, and selecting assessment methods (Peterson, 2003).
Develop the Instructional Strategy
The instructional strategy is the core of your curriculum. Decide how you will organize the content—should it be by topic, task, or role-specific duties? For example, a volunteer orientation for a food bank might include sections on safety procedures, shift protocol and client interaction. You’ll also need to determine what instructional methods to use, such as lectures, short videos, infographics, group discussions, journal prompts, reflection activities, interactive activities, Q&A, scenario planning, or e-learning modules (Morrison, Ross, Kalman, & Kemp, 2013).
Create Learning Modules
Next, break down the curriculum into smaller, manageable modules or lessons. Each module should align with the learning objectives and focus on a specific topic. For example, if you’re creating an orientation for an after-school tutoring program, your modules might include subjects like child protection policies, tutoring strategies, and parent communication guidelines (Morrison et al., 2013).
Incorporate Adult Learning Principles
When designing an orientation, remember to consider the way in which adults learn best. Adult learners benefit from relevant, practical, and engaging content (Knowles, Holton, & Swanson, 2014). Ensure your orientation is interactive, provides real-life examples, and encourages hands-on application. For instance, role-playing scenarios can effectively help volunteers practice crisis response (Conrad & Donaldson, 2011).
Understanding the Needs of Adult Learners in Nonprofits: Characteristics of Adult Learners
Adult learning theory, also known as andragogy, emphasizes that adults learn differently than children. Malcolm Knowles, a pioneer in the field of adult education, identified several key principles that are foundational to understanding adult learning, which are especially relevant in the nonprofit sector:
Self-Concept: As people mature, they move from being dependent learners to becoming more self-directed. For instance, a volunteer coordinating a food drive may prefer to take control of how they learn best practices, seeking out resources and applying their knowledge independently. Nonprofits can support this by offering flexible learning opportunities that allow volunteers to take charge of their learning journey.
Experience: Adults bring a wealth of experience to their learning environments. This rich background serves as a valuable resource for learning. For example, a retired professional offering financial literacy workshops at a nonprofit may appreciate training that acknowledges their prior experience and builds on it, rather than starting from scratch.
Readiness to Learn: Adults are ready to learn when they experience a need to cope with real-life tasks or problems. For instance, staff at a nonprofit facing new regulatory requirements will be highly motivated to engage in training that helps them navigate these changes effectively.
Orientation to Learning: Adult learning is problem-centered rather than content-oriented. A volunteer working in disaster relief, for example, will value training that provides practical skills for on-the-ground problem-solving, rather than theoretical knowledge that doesn’t apply directly to their role.
Motivation to Learn: While adults respond to external motivators, they are mostly driven by internal factors like personal growth and a desire to contribute meaningfully. A volunteer who is passionate about community service may be motivated by training that clearly shows how their new skills will lead to more impactful service.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The definitive classic in adult education and human resource development. Routledge.
By understanding and applying these principles, nonprofit leaders can design training programs that resonate deeply with adult learners. For example, a training program for volunteers at a domestic violence shelter might focus on real-life scenarios, allowing volunteers to apply problem-solving skills immediately. Incorporating these principles ensures that learning is relevant, engaging, and impactful, ultimately leading to more successful and meaningful outcomes
Choose Assessment Methods
Finally, you’ll want to select appropriate assessment methods to gauge learning. This can include group scenario planning, project based learning, Q&A with existing volunteers, discussions, or practical exercises to ensure that volunteers have absorbed the material. For example, at the end of a training module on conflict resolution, you might have volunteers engage in a scenario-based exercise to demonstrate their understanding (Gagné et al., 2005).
III. Development: Building the Curriculum
In the development phase of the ADDIE model of instructional deisgn, you bring your curriculum to life by creating the actual materials and resources for the orientation (Branch, 2009).
Develop Instructional Materials
Start by creating the instructional design materials, such as slides, handouts, and guides. These should be clear, engaging, and aligned with your learning objectives (Molenda, 2003). For example, if your orientation involves learning new software, develop step-by-step guides, or creating video tutorials to walk new volunteers through the process.
Create Multimedia and Interactive Content
To keep the orientation engaging, consider incorporating multimedia elements like videos, interactive quizzes, or role-playing activities (Kurt, 2017). For example, a shelter might create a video walkthrough of their facility to help new volunteers visualize the layout and understand safety protocols. Interactive content helps make the orientation dynamic and helps retain the learners’ attention (Dick et al., 2005).
Pilot Test the Curriculum
Before rolling out the complete orientation, practice and pilot-test the curriculum with a small group of volunteers to gather feedback. This will allow you to refine the materials and delivery methods based on real participant input (Branch, 2009). For example, you may discover that certain sections need more detailed explanations or that the flow of activities needs to be adjusted for better engagement.
Below is an example of how a Director of Programs could build a curriculum for an after-school mentor program.
Afterschool Mentor Program
Develop Instructional Materials: Develop lesson plans, quick-reference cards, and checklists for one-on-one mentorship sessions.
Create Multimedia and Interactive Content: Use a mix of video tutorials on tutoring techniques and online discussion boards where volunteers exchange tips.
Pilot Curriculum: Volunteers participate in a practice session while being observed, gathering feedback on their preparedness.
IV. Implementation: Delivering the Orientation
Implementation is when you finally roll out the orientation to your volunteers. To ensure smooth delivery, focus on training facilitators, planning logistics, and engaging learners during the orientation process (Peterson, 2003).
Train the Trainers
If you have staff members or volunteers delivering the orientation, it’s essential to train them. Ensure they are familiar with the curriculum and have the skills to engage participants effectively. Trainers should also be prepared to answer questions and facilitate discussions (Molenda, 2003).
Schedule and Logistics
In order for things to run smoothly, you need to plan the logistics of the orientation. How long will it be? Will it be delivered in person, online, or in a hybrid format? Consider your learners’ availability and ensure that the platform or location is conducive to learning (Kurt, 2017). For example, if your orientation is for remote volunteers, make sure your online platform is accessible and user-friendly. Determine the best time for your volunteers to attend an orientation.
For example, what might be the best time for each of these types of volunteers to attend a volunteer orientation based on their day to day responsibilities in their life:
High school students
Young professional who works at 9 am - 5 pm job
Senior citizen who is retired
Family (2 parents and 2 kids who volunteer at your agency)
College student
Below are different methods of how a volunteer orientation could be scheduled:
Integrated into the volunteer shift right before the shift begins
Asynchronous and online
A live online orientation with new volunteers required to attend before their first shift
Separate in-person orientation that is at a distinct time period outside of the volunteer shift
Consider creating a volunteer orientation checklist.
The volunteer orientation checklist could include the following
Materials needed
Scheduling timelines
Technology setup
Slides
Participant guides
Key talking points for trainers
Scripts for trainers
It is also important to reflect on strategies for volunteer management, such as ensuring orientation materials are accessible and inclusive to all learning styles. What other logistics might you incorporate when thinking about a volunteer orientation checklist to prepare for new volunteers?
Engage Learners During the Orientation
Throughout the orientation, create a supportive and interactive environment. Use icebreakers, group activities, and Q&A sessions to keep learners engaged. For example, after introducing key policies, you could break participants into groups to discuss how they would handle potential scenarios, allowing them to apply what they’ve learned from the training (Morrison et al., 2013).
Below are three example of how an employee who manages volunteers at a domestic violence hotline could support volunteers who are learning how to manage the call line:
Role-Playing Scenarios: Create scenarios where volunteers practice responding to different types of calls they might receive on the hotline. These scenarios can range from emotional distress calls to safety planning inquiries. After each scenario, lead a group discussion to reflect on what went well, what could be improved, and how to apply active listening and trauma-informed responses.
Engagement Benefit: Role-playing allows volunteers to experience the pressure and emotional demands of hotline calls in a controlled environment, building their confidence and skills through practice.
Interactive Case Studies: Present volunteers with case studies of real-world situations they might encounter on the hotline, such as a survivor seeking help with a safety plan or someone dealing with emotional abuse. Break the volunteers into small groups and ask them to work through the case study together to identify the key issues and discuss how they would respond as hotline volunteers.
Engagement Benefit: By discussing real-life scenarios in small groups, volunteers collaborate to find solutions, deepening their understanding of common issues and learning how to work within the hotline’s protocols.
Trauma-Informed Response Simulation: Use a guided activity where volunteers assess the impact of trauma on survivors and learn how to tailor their responses accordingly. Volunteers can be walked through a scenario and prompted to choose between different response options, with immediate feedback on how trauma-informed each response is.
Engagement Benefit: This interactive experience helps volunteers understand the nuances of trauma and the importance of empathetic, supportive communication, reinforcing fundamental trauma-informed care principles.
These activities create an immersive learning experience that provides knowledge and practical skills that will directly support volunteers in their roles.
V. Evaluation: Measuring the Effectiveness
The final phase of the ADDIE model is evaluation. This step ensures that the orientation was successful and that any necessary improvements are made (Aldoobie, 2015).
Immediate Feedback from Learners
Collect feedback from participants immediately following orientation. This can be done through surveys or informal discussions. Ask questions about what they found helpful, what could be improved, and how confident they feel about their new role after the orientation (Conrad & Donaldson, 2011).
Below is an example of how a director of volunteers could implement immediate feedback from volunteers within the context of a volunteer orientation for a domestic violence shelter:
Emotional Resilience Check: In addition to technical skills, ask volunteers to assess their emotional resilience. For example, ask volunteers questions like "How well-equipped do you feel to manage the emotional toll of this work?" This evaluation helps measure how well the orientation prepared volunteers for both the practical and emotional aspects of their roles.
Skills-Based Self-Evaluation: After each training module, have volunteers rate their proficiency in their newly learned skills. For example, after a session on active listening, volunteers could rate their confidence in de-escalating emotionally charged situations, helping to evaluate the development of specific competencies.
Post-Orientation Reflection Journal: Encourage volunteers to keep a reflection journal throughout the orientation. Ask them to note situations where they felt unsure or well-prepared, helping to evaluate their evolving confidence and identifying areas for improvement.
Open-Ended Feedback Prompts: Include open-ended questions in feedback forms such as "What part of the orientation left you feeling most uncertain?" or "Describe a situation where you felt underprepared." These prompts help identify specific areas where volunteers may need additional training, contributing to an overall evaluation of the program's effectiveness.
Assess Learning Outcomes
Review how well the learning objectives were met. This can be done through quizzes, observing on-the-job performance, or reviewing the results of group activities (Gagné et al., 2005). For example, if one of your objectives was to teach crisis intervention skills, you could assess how well new volunteers perform in role-play scenarios.
Make Continuous Improvements
Lastly, use the feedback and assessment results to make ongoing improvements to the curriculum. Regularly revisiting the orientation ensures that it remains relevant and effective, especially as organizational needs or job roles evolve (Branch, 2009).
Below is an example of how a director of volunteers could implement evaluation within the context of a volunteer orientation at a domestic violence hotline:
Example Domestic Violence Shelter
Immediate Feedback from Learners: Ask volunteers how comfortable they feel responding to crises they may encounter while answering the phones on the hotline and whether the volunteers feel equipped to handle emotionally charged situations.
Assess Learning Outcomes: Observe volunteers handling crisis management scenarios during role-play exercises.
Make Continuous Improvements: Use feedback from scenario planning to refine the curriculum, particularly around handling emotionally intense situations.
Conclusion
The ADDIE model of instructional design provides a structured, learner-centered approach to curriculum development that ensures new volunteers are fully prepared to succeed in their roles. By following each phase—Analysis, Design, Development, Implementation, and Evaluation—supervisors and trainers can create effective, engaging orientation programs that enhance retention, boost confidence, and align with the organization’s mission. Implementing this model will lead to more streamlined and impactful onboarding experiences, helping both the staff and the organization thrive (Molenda, 2003).
Now that we have demonstrated how to create a volunteer orientation using the ADDIE model, you can feel confident that your organization is taking clear, actionable steps to ensure it’s creating successful programs that are backed by effective volunteer management strategies and instructional design strategies.
References
Aldoobie, N. (2015). ADDIE Model. American International Journal of Contemporary Research, 5(6), 68-72.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer Science & Business Media.
Conrad, R. M., & Donaldson, J. A. (2011). Engaging the Online Learner: Activities and Resources for Creative Instruction. John Wiley & Sons.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The definitive classic in adult education and human resource development. Routledge.
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay.
Krathwohl, D. R. (2002). A revision of Bloom's Taxonomy: An overview. Theory into Practice, 41(4), 212-218.
Sousa, D. A. (2016). How the brain learns (5th ed.). Corwin. (Contains a chapter on Bloom's Taxonomy and its application in educational settings).
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