Essentials for the manager of volunteers

To run any volunteer program successfully, the manager of volunteers needs the interpersonal skills of a counsellor, the strategic approach of a planner and the acumen of a marketing executive. With a supported volunteer program, these assets are even more important, and creativity and flexibility are also essential.

To provide opportunities for meaningful experiences for volunteers who have special needs or circumstances, the manager of volunteers must have solid background information. As in any other endeavour, knowledge comes before understanding.

For example, it is essential to learn about various disabilities and their impact on the individual. In certain cases, it might even be necessary to become aware of specific details of the special needs of the volunteers (in a way that does not violate their human rights). Medication, for instance, could be an issue if the volunteer is having difficulty adjusting to it.

An appreciation of a particular person's special needs and the types of placement that would be the most appropriate to his abilities and interests is necessary to assure a positive volunteer experience.

Screening (including the method of interviewing), placement, orientation and training, supervision and follow-up may have to be tailored to the needs of the individual.

The ability to empathize is equally important. The manager of volunteers must have an understanding of what it means to a person to have limited mobility, to have impaired sight or hearing, to have learning disabilities, to be in a new country and unable to speak the language of those around you, to be functionally illiterate, to be unable to find a job, or to be trapped in the poverty cycle. The manager must be sensitive to the special needs or circumstances of these individuals and to the ways they deal with their situation.

With special-needs volunteers, the manager may have to think carefully about factors that would not even be considered for other volunteers. In weighing the options, it is important to bear in mind that people with special needs have the same hopes and emotions as everyone else. Likewise, they will progress or stagnate depending on the opportunities and the environment to which they have access.

As a general principle, the volunteer position should be as closely suited as possible to the skills and interests of the individual, while taking into account her special needs. This may require redesigning an existing position. Potential positions have to be scrutinized, and the specific tasks and skills required must be analyzed carefully. Where necessary, modifications are made to the position and the appropriate support structures are put in place.

To ensure that volunteers who have special needs are fully accepted within the organization and treated with dignity and respect, it is important to ensure that the consciousness of others in the organization has been raised. Also, both staff and other volunteers may be worried that their already busy schedules will be further congested by new volunteers who have special needs.

Beyond formal `awareness' training, it is important for the manager of volunteers to encourage others in the organization to talk about their concerns and fears and to be willing to respond in an honest and factual way. In enlisting the commitment of those who will be working with the volunteer, the manager is preparing them to help the volunteer succeed. For example, the staff member or volunteer who will be directly supervising the volunteer might be invited to become involved in planning the placement and the training sessions.

Finally, there is the issue of confidentiality. What information should be passed on to others in the organization? To whom and by whom? While it is certainly neither necessary nor advisable to share all personal details, there are advantages to giving enough information to those who work directly with special-needs volunteers for them to appreciate the difficulties the new volunteer may encounter on the job. However, it is vital to discuss with volunteers precisely what information they wish to share, and in what way.

In essence, a supported volunteer program calls for the same basic principles of volunteer management as are being used in other programs, but these principles have to be pushed a little further.

Placing volunteers with special needs

Since recognizing the potential in a placement is the first step to a great match, existing positions should be analysed carefully. Is the orientation towards technical skills or social skills? What skills could be acquired and what are the other possible benefits of the volunteer position? Are all the `requirements' for the position absolutely essential or do they create artificial barriers for potential volunteers? Can the job description be modified to reduce the demands? What support structures could be organized to ensure success?

The other half of the process is gaining an understanding of the skills, abilities, and interests of the volunteer. This is even more important if the individual has not had previous, or recent, paid or volunteer work experience.

When both the potential volunteer positions (whether existing or redesigned) and the skills and interests of the volunteer have been identified, the next step is to bring the two together. Although challenging, this is a matter of common sense rather than magic. Care and creative thinking, combined with close consultation among the manager, co-workers and volunteer, are the key elements of an appropriate match.

A personal plan is then developed for each volunteer. This will include the requirements of the job, training needs, personal contacts and special support or accommodations.

It is critical to establish goals and objectives that are not only suitable to skills and abilities of the special-needs volunteers but also compatible with their personal interests and goals.

The volunteers should be actively involved in the process of developing this plan. Rather than making assumptions about what they can or cannot do, allow them to identify tasks which may prove difficult, if any. The individual is also the most able to advise on what type of support and accommodations may be required. Where the volunteer has a serious lack of self-esteem or life experience, however, he may have to be guided in the choice of assignment.

Similarly, it is crucial that the tasks assigned give the volunteers a real sense of purpose and that the value of their volunteer job extends beyond their personal gain. The advice from those with experience in this area is to avoid make-work projects at all costs. If people with special needs sense that they are being used as tokens, they are not likely to stay in their volunteer position for long.

Retaining volunteers with special needs

As with all volunteer programs, the goal of a supported program is two-fold: to recruit and to retain volunteers. So, with the placement decided, the job of the manager of volunteers is only half done.

To be carried on over the long term, commitment must be cultivated. For volunteers with special needs, this means ensuring that the appropriate orientation is offered and that the required support is available. It is also essential that they feel fully accepted by the organization and that their contributions are appreciated.

New experiences can be unnerving to all of us, no matter how independent we may feel. For those whose experience is limited because of their special needs or circumstances, their first volunteer job may carry with it feelings of insecurity and anxiety.

In these situations, it can be critically important to their success to prepare the volunteers by ensuring that they fully understand the nature, scope and importance of the job they will be doing and how it fits into the organization. A visit to the job site to meet her new colleagues and to see the physical surroundingsin which she will be working could also make her feel much more comfortable.

It is equally important to pay attention to volunteers' personal needs once they begin their volunteer jobs. As with all people, some volunteers with special needs will be content to continue in a job they enjoy, while others will strive for change and a sense of progress. Some will prefer, or will only be able to handle, relatively routine tasks; others will enjoy taking on challenges. Some will feel much more comfortable with the security of having a fair amount of direction; others will relish responsibility and the chance to take the initiative. In this they are no different from any other group of volunteers.

Nevertheless, everyone should be offered the chance for continued self-development. Since learning and personal growth are closely linked with commitment and duration of service, these can be a powerful magnet in retaining volunteers.

If a volunteer craves challenge, the manager of volunteers and the volunteer herself will have to determine which duties can be added in order to offer opportunities for growth and personal development. The position should also allow such volunteers to earn increasing responsibility. This will help them to see the progress that is being made.

As is true for anybody, individuals with special needs have varying learning styles. Some will gain the most from a formal training program with systematic instruction; others will learn best from the work experience itself. Some will want to talk with others who have relevant experience; others will prefer quiet reflection with written material.

To manage volunteers effectively, it is important to communicate clearly what is expected on the job and to encourage discussion with the volunteers on a regular basis. This is even more critical with special-needs volunteers since it is necessary to ensure that the job itself is suitable and that the accommodations are working effectively. If not, changes have to be made.

For individuals who have psychiatric disabilities, developmental handicaps or learning disabilities, supportive and consistent direction may be particularly important. (Gentle structure and direction, with the limitations and possibilities made clear, can actually give people more freedom.)

It can be very motivating to a hear positive comments about work accomplished and to have your contribution recognized. Nevertheless, it is important to avoid being overly protective of volunteers with special needs. Feedback should always be honest — praise where it is deserved and tactful suggestions where there are shortcomings.

In certain situations, the probability of success will be greatly increased by assigning an experienced volunteer or a staff member to work one-to-one with a special-needs volunteer as a `buddy' or `mentor'. For example, a volunteer with limited knowledge of the language of the organization could be paired with another volunteer who is bilingual.

Assigning a buddy or mentor may be a particularly good option for those who need extra direction or those who are seriously lacking in self-confidence. (In some cases, a person with a disability may have an attendant or life skills worker from an outside agency or may be accompanied by a volunteer from an organization such as Citizens' Advocacy.)

If the first match is not as effective as it might be, it may be necessary to change the buddy or mentor. It could also be beneficial to change buddies as the volunteer's responsibilities increase, in order to emphasize the progress that has been made.

The duration and nature of such personalized support can vary greatly. It might be needed only at the beginning, or it may be required over a much longer term. It could be needed only in certain areas, or it could be very intensive.

Nevertheless, as a basic principle, on-the-job support should be as non-intrusive as possible, and it should be phased out as soon as the volunteer is fully trained and feels comfortable with the job.

Special accommodations and support

A `job accommodation' or `work adjustment' is a modification to the work environment that makes it possible for someone with special needs to succeed. The concept can be applied in either a salaried or a volunteer position.

The objective is to ensure that a disability or special need is not preventing the individual from doing a job that he or she is otherwise qualified to do. Its purpose is to neutralize the impact of the special needs and maximize the effectiveness of the skills and abilities.

Accommodations must be determined according to the needs of the particular person as these relate to a specific job. It is crucial to consult the volunteer to ensure that the proposed accommodations are both necessary and suitable. Some volunteers may already have their own special equipment available, which might make finding a placement easier.

Consider how much a potential accommodation would enhance the capacities of the volunteer and whether there are other ways to achieve the same purpose. Where technological assistance is involved, the potential for other volunteers or staff members to benefit from the accommodation as well would be an incentive to make the change.

A wide range of on-the-job accommodations is possible. They fall into four main categories:

· physical access (for people with mobility impairments)
Examples include: ramps, rails, power doors, lever-type door handles, non-skid strips for the floor, washrooms adapted for people in wheelchairs, adjustable desks and chairs, and a workspace arranged to allow comfortable space for a guide dog.

• technical aids (to allow people with specific disabilities to `read' information)
  Braille printers, dictating equipment, devices to enlarge print, magnifying devices for computer screens, talking calculators and voice synthesizers (to translate what is written on a computer screen into the spoken word) are possible ways to accommodate people who are blind or visually impaired.
  Amplifiers on telephones and TDDs (tele-communications devices for the deaf) are available to assist people who are deaf or hearing impaired.
  Computer software to check spelling and grammatical errors can be used by people who have learning disabilities or low levels of literacy skills or fluency in the working language of the organization.
• support services and individualized assistance
  Examples include: special training and tutorials; special assistance and monitoring; a buddy or mentor system that pairs the special-needs volunteer with another person; sign language interpreters to assist those who have hearing impairments; linguistic interpreters to assist those who are not fluent in the primary language of the organization; and readers for those who have sight impairments or severe dyslexia.
• modifications to policies or practices to allow special work arrangements
  Examples include: restructuring a position to eliminate tasks that will be difficult for the volunteer and adding others that represent areas of strength, job-sharing, flexible or shortened work schedules, more frequent rest periods, and distraction-free work spaces.

In short, an accommodation is whatever is appropriate to enable a person with a specific disability or special circumstances to successfully adapt to the requirements of a position. For these individuals, accommodations are the keys that open the doors to new opportunities.

Criteria for volunteer readiness

While traditional volunteer programs focus on the benefits that volunteers confer on clients or the organization, supported volunteer programs expand that focus to include benefits to the volunteers themselves. Nevertheless, the concept of a universal right to volunteer may have to be tempered by the practical need for volunteer readiness.

When the level of support required to integrate a special-needs volunteer is very high, the organization will have to weigh the case carefully. Depending on the type of placement, issues of safety and liability can also come into play. If one accepts the basic premise that all people have the right to seek dignified means to be productive and independent, these decisions may be very difficult to make.

Every disability or other special need occurs along a spectrum, ranging from minimal to severe in its impact on specific activities. For example, compare the case of a newcomer to Canada who has virtually no knowledge of the working language of the organization with that of another who has already completed basic language training.

For volunteer centres, the `social service' aspect of supported volunteering may be regarded as a justifiable part of their mandate. Their mission is to recruit and refer volunteers and to promote volunteerism in their community. The centres could even opt to recruit their own volunteers to provide personal assistance to volunteers with special needs.

However, for an agency or organization that relies on volunteers to fulfil its objectives, the involvement of volunteers with special needs would likely have to be regarded as a means to an end — that is, to productivity. Of necessity, there are limitations to what a voluntary organization can offer when additional time and money are required.

Realistically, the cost/benefit analysis will probably have to tip in favour of the amount of work that can be accomplished, rather than the value of the volunteer's involvement in and of itself. Where extensive continuing support is needed, it is probably not possible for a voluntary organization to provide it without special funding or a partnership with an organization that was able to contribute such a level of support.

At the heart of any volunteer assignment is the work to be done. If volunteers require a great deal of extra time and effort on a continuing basis, it could be argued that they are more like clients than volunteers. At times, it may be premature to consider an individual with special needs for a volunteer position.

Think of a balance beam: the support needed to involve a special-needs volunteer is at one end, and the output (or level of productivity) of the special-needs volunteer at the other end. In finding its own balance point, each organization will have to develop criteria for volunteer readiness.

The concept of `reasonable' accommodation

The very thought of having to make special accommodations or to provide extra support may deter some organizations from considering a volunteer with special needs. Lack of knowledge in this area may lead to the assumption that accommodations are prohibitively expensive, in terms of either money or time. But this is not necessarily the case.

What on-the-job accommodations would it be `reasonable' to expect a voluntary organization to offer? Presumably, an accommodation would become a hardship, and therefore `unreasonable', if it involved a substantial outlay of time or money.

It also seems logical to assume that the nature and cost of the accommodations must be weighed against the overall size of the organization, its financial resources and the availability of human resources (both staff members and volunteers).

The criteria for assessing whether a particular accommodation is reasonable are not absolute. What might be considered reasonable for one organization may create undue hardship in another.

For example, while it could be argued that it is reasonable to expect a large, established charity to provide one-to-one support for a volunteer with special needs, this kind of accommodation would likely create undue hardship on a very small agency. For this reason, each organization would have to develop its own guidelines as to what constitutes `reasonable' accommodations.

Although it seems appropriate for an organization to consider whether specific accommodations are reasonable, potential volunteers should never be automatically rejected simply because they have special needs that require on-the job accommodations. Each situation has to be evaluated individually.

Accommodations should be viewed as investments — in both the individual with special needs and the organization itself. In the case of physical accommodations and technical devices, later volunteers will be able to take advantage of them. And if imagination and creativity are used, accommodations may not have to be costly either.

Fortunately, services are now available to assist organizations, both for-profit and voluntary, to identify ways to accommodate specific disabilities and to determine the cost. See Appendix D.

The demand for volunteers is expanding as our social needs increase. There are also distinct advantages for the voluntary sector if a concerted effort is made to create a volunteer force that reflects the makeup of Canadian society more accurately.

To meet these needs, new sources of volunteers have to be tapped. Organizations will have to find ways to ensure greater access to volunteer participation by individuals in their community who have been denied this opportunity in the past.

Supported volunteer programs are an effective way to integrate volunteers with special needs or circumstances. Yet, for these programs to be successful, the commitment must be made at the highest level of the organization to ensure that the philosophy is well integrated into its operations.

Even when the will is there, financing remains a major barrier to the spread of supported volunteerism. In the current climate of strenuous competition for public funds and corporate donations, it will be a challenge to increase opportunities for volunteers with special needs. Clearly, significant movement in this direction will take unfailing commitment and sustained enthusiasm.

Nevertheless, change can take many forms. It can be either wholesale or gradual. Any efforts made to provide more opportunities for volunteers with special needs will be of great value in developing the necessary expertise, awareness and commitment in an organization. A willingness to accept volunteers with special needs individually, before a formal programis in place, is an important beginning.

Ideally, access to volunteering by all individuals with special needs should be actively promoted. Practical consideration may weigh against this, however. A program aimed at people with all kinds of special needs may be too overwhelming for an organization to contemplate at the beginning.

A gradual approach may be the only practical way. One specific group of individuals with special needs could be targeted at a time to build the range up gradually. Regardless of the nature of the special needs, the experience gained from running a smaller, specialized program will be applicable to programs for people with other needs. With the addition of each new group, the process should be less daunting and time-consuming.

Hopefully, efforts to open up opportunities for volunteer work throughout the community will become much more active in the near future. While volunteer centres and other voluntary organizations cannot be expected to make up for society's years of negative conditioning, they can help balance the scales by encouraging the involvement of volunteers with special needs or circumstances.

Supported volunteer programs can have a very positive effect on individuals with special needs. It is also likely that the organizations for which they volunteer will be strengthened. In this way, these programs are bridges to the future.