Check Your
Understanding:
Work Plan Alignment and
Volunteer Placement
Retired Senior Volunteer Program
(RSVP)
1
Activity Purpose
In the eCourse session titled, “RSVP Overview and Exercise: Work Plan Alignment and
Volunteer Placement,” we demonstrated how to:


Align work plans with the National Performance Measures’ outputs and outcomes; and
Calculate the total number of unduplicated volunteers for each work plan.
The purpose of this activity is to practice aligning existing work plans to the National
Performance Measures outputs and outcomes, calculate the total number of
unduplicated volunteers for each work plan, and uncover any questions or challenges
you may have.
We will convene a live session titled, Work Plan Alignment and Volunteer Placement Follow Up
on August 6, 2013 from 4:15 p.m. – 5:00 p.m. EDT to walk through the answers to this activity
and provide you with an opportunity to ask questions and make comments directly to a CNCS
staff member.
Background: The National Performance Measures
You’ve probably asked yourself:
o
o
How much service did my program perform?
What difference did our service make for recipients?
You’ve probably wondered how to compare your program’s progress to others’:
o
Do we use common terms, definitions, and approaches?
Performance measurement can answer those questions.
Performance measurement is the ongoing, systematic process of tracking your program’s
outputs and outcomes. The National Performance Measures can help you to gauge your
organization’s progress and provide the data for a strong agency-wide narrative to tell the
National Service story. This way, we can better demonstrate the powerful impact of National
Service.
2
Step 1: Review the Requirements
Which of the National Performance Measures apply to my
organization?
For RSVP grantees:
At least 25% of unduplicated RSVP volunteers must be placed in work plans aligned
with one of the six CNCS Priority Focus Areas, which includes Education, Healthy
Futures, Economic Opportunity, Veterans and Military Families, Environmental
Stewardship, and Disaster Services.
At least 10% of the unduplicated RSVP volunteers must be placed in work plans that
result in outcomes.
Up to 30% of unduplicated RSVP volunteers may be placed in work plans that are
created by the grantee to address community activities not captured by the CNCS Focus
Areas.
All other remaining RSVP unduplicated volunteers may be placed in work plans in a
combination of designated Agency-Wide Priority Measures or Complementary Program
Measures.
Now, take a look at the National Performance Measures for RSVP organized by the Six Focus
Areas. These tables will serve as a key guide throughout the remainder of this exercise as you
align work plans with these key measures.
EDUCATION FOCUS AREA
Objective
Output
Outcomes
School
Readiness
ED21. Number of children that
completed participation in CNCSsupported early education programs.
ED23. Number of children demonstrating
gains in school readiness in terms of social
and/or emotional development.
ED24. Number of children demonstrating
gains in school readiness in terms of literacy
skills.
ED25. Number of children demonstrating
gains in school readiness in terms of
numeracy (math) skills.
School
Readiness
ED29. Number of children served in
child safety, welfare, and health
programs.
None
K-12 Success
ED2. Number of students that
completed participation in CNCSsupported K-12 education programs.
ED5. Number of students with improved
academic performance in literacy and/or
math.
3
ED27. Number of students in grades K-12
that participated in the mentoring or tutoring
or other education program, including CNCSsupported service learning, who
demonstrated improved academic
engagement.
ED6. Number of students that improved their
school attendance over the course of the
CNCS-supported program’s involvement with
the student.
ED26. Number of students acquiring a GED.
K-12 Success
ED4A. Number of disadvantaged
youth/mentor matches or children with
special or exceptional needs/mentor
matches that were sustained by the
CNCS-supported program for at least
the required time period.
ED5. Number of students with improved
academic performance in literacy and/or
math.
ED27. Number of students in grades K-12
that participated in the mentoring or tutoring
or other education program, including CNCSsupported service learning, who
demonstrated improved academic
engagement.
ED6. Number of students that improved their
school attendance over the course of the
CNCS-supported program’s involvement with
the student.
ED26. Number of students acquiring a GED.
HEALTHY FUTURES FOCUS AREA
Objective
Output
Outcomes
Aging in
Place
H8. Number of homebound OR older
adults and individuals with disabilities
receiving food, transportation, or other
services that allow them to live
independently.
H9. Number of homebound OR older adults
and individuals with disabilities who reported
having increased social ties/perceived social
support.
Aging in
Place
H13. Number of caregivers of
homebound OR older adults and
individuals with disabilities receiving
respite services.
H14. Number of caregivers of homebound
OR older adults and individuals with
disabilities who reported having increased
social ties/perceived social support.
Obesity and
Food
H10. Number of individuals receiving
emergency food from food banks,
food pantries, or other nonprofit
organizations.
H12. Number of individuals that reported
increased food security of themselves and
their children (household food security) as a
result of CNCS-supported services.
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Obesity and
Food
H11. Number of individuals receiving
support, services, education, and/or
referrals to alleviate long-term hunger.
H12. Number of individuals that reported
increased food security of themselves and
their children (household food security) as a
result of CNCS-supported services.
Access to
Care
H2. Number of clients to whom
information on health insurance,
health care access, and health
benefits programs is delivered.
None
Access to
Care
H4. Number of clients participating in
health education programs.
None
Access to
Care
H7. Number of clients receiving
language translation services at
clinics and in emergency rooms.
None
ECONOMIC OPPORTUNITY FOCUS AREA
Objective
Output
Outcomes
Housing
O5. Number of economically
disadvantaged individuals, including
homeless individuals, receiving
housing services.
O11. Number of economically disadvantaged
individuals, including homeless individuals,
transitioned into safe, healthy, affordable
housing.
Employment
O2. Number of economically
disadvantaged individuals receiving
job training and other skill
development services.
O10. Number of economically disadvantaged
individuals placed in jobs.
Financial
Literacy
O1. Number of economically
disadvantaged individuals receiving
financial literacy services.
None
VETERANS AND MILITARY FAMILIES FOCUS AREA
Objective
Output
Outcomes
Veterans &
Military Families
Served
V1. Number of veterans that received CNCSsupported assistance.
None
Veterans &
Military Families
Served
V8. Number of veterans’ family members that
received CNCS-supported assistance.
None
Veterans &
Military Families
V7. Number of family members of active-duty
military that received CNCS-supported
None
5
Served
assistance.
Veterans &
Military Families
Served
V9. Number of military service members that
received CNCS-supported assistance.
None
Veterans &
Military Families
Served
V3. Number of veterans assisted in pursuing
educational opportunities.
None
DISASTER SERVICES FOCUS AREA
Objective
Output
Outcomes
Assistance
Provided
D1. Number of individuals that received CNCSsupported services in disaster preparedness.
None
Assistance
Provided
D2. Number of individuals that received CNCSsupported services in disaster response.
None
Assistance
Provided
D3. Number of individuals that received CNCSsupported services in disaster recovery.
None
Assistance
Provided
D4. Number of individuals that received CNCSsupported services in disaster mitigation.
None
Assistance
Provided
D6. Number of RSVP volunteer service hours in
disaster preparedness, mitigation, response,
and recovery.
None
ENVIRONMENTAL STEWARDSHIP FOCUS AREA
Objective
Output
Outcomes
EN 4. Number of acres of national
parks, state parks, city parks, county
parks, or other public and tribal lands
that are improved
None
EN 5. Number of miles of trails or
waterways (owned/maintained by
national, state, county, city or tribal
governments) that are improved,
and/or created.
None
EN 6. Number of tons of materials
collected and recycled.
None
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CAPACITY BUILDING
Objective
Output
Outcomes
Capacity
Building and
Leverage
G3-3.1. Number of community
volunteers recruited by CNCSsupported organizations or National
Service Participants.
G3-3.3. Number of organizations
implementing three or more effective
volunteer management practices as a result
of capacity building services provided by
CNCS-supported organizations or national
service participants.
Capacity
Building and
Leverage
G3-3.2. Number of community
volunteers managed by CNCSsupported organizations or National
Service participants.
G3-3.3. Number of organizations
implementing three or more effective
volunteer management practices as a result
of capacity building services provided by
CNCS-supported organizations or national
service participants.
Capacity
Building and
Leverage
G3-3.16. Dollar value of cash
resources leveraged by CNCSsupported organizations or National
Service participants.
None
Capacity
Building and
Leverage
G3-3.17. Dollar value of in-kind
resources leveraged by CNCSsupported organizations or National
Service participants.
None
OTHER COMMUNITY PRIORITIES
Objective
Output
Outcomes
Other
SC1. Grantee met their target for
community priority activity (Yes/No).
None
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Step 2: Aligning Work Plans to Outputs & Outcomes
Setting the Stage: A Description of a Sample RSVP Grantee
Organization
Hanover County is a diverse county in Minnesota that is rich in
cultural heritage, boasting about 80% German heritage and a diverse
collection of other groups making up the remaining 20%. A recent
wave of immigrants and refugees into the county may have
contributed to a recent increase in families requesting food
assistance. Now, 16.3% of the population lives in families below the
federal poverty level. In addition, schools are being impacted with
higher numbers of students in 3rd, 4th, and 5th grades failing state
tests. These results are particularly apparent in students who may be
learning English as a second language or who fall behind in early
grades.
Volunteer Hanover County is a non-profit organization that matches
volunteers and donors to the needs of local organizations, community
programs, and events. Volunteer Hanover County strengthens the
capacity of other local organizations while offering meaningful
volunteer opportunities for our citizens.
Instructions
Now that you have reviewed the National Performance Measures for the Focus Areas on pages
3-7 and read about our sample grantee organization, it’s time to check your understanding of
how everything fits together. In the next part of this activity, you will:
o
o
o
Read samples from Volunteer Hanover County’s Work Plans D, E, and F
Use the National Performance Measures’ outputs and outcomes provided on pages 3-7
to align each work plan with the National Performance Measures
If you want more information about term definitions and measurements, see the
document titled “RSVP National Performance Measures Instructions” for further details
Remember, some of the Work Plans below may not align with the National Performance
Measure outcomes.
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Read the key information about Work Plan D below.
Work Plan D: Key Information
Work Plan Name: America Reads
Issue Area: Education
Service Category: America Reads
Service Activity: 10 trained RSVP volunteers will provide
literacy training to at least 30 at-risk students at 5 stations
(e.g., schools, libraries, pre-schools) during the 2012-2013
school year and/or summer months. Each student will receive
a minimum of 60 minutes of one-on-one weekly or small
group tutoring. Literacy tutoring will include alphabet and
word recognition, phonics, comprehension, writing, spelling,
speaking, and thinking.
Anticipated Output: At risk youth in Hanover County will be
tutored weekly by RSVP volunteers during the 2012-2013
school year and/or summers.
Anticipated Outcome: Tutored students will demonstrate
marked improvement in reading and comprehension as a
result of being tutored by RSVP volunteers.
Question #1: Based on the key information from Work Plan D above, which output do you
think aligns with Work Plan D? Refer back to the performance measures on Pages 3-7 to
find a list of possible outputs. Don’t worry about describing the output. For example,
you may simply write “H1.”
Output: ____________
Question #2: And which outcome associated with this output aligns with Work Plan D?
Again, refer back to the performance measures on Pages 3-7 to identify the Outcome.
Outcome: ____________
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Let’s try Work Plan E now.
Work Plan E: Key Information
Work Plan Name: Maintaining Food Security
Issue Area: Healthy Futures
Service Category: Food Security
Service Activity: 8 RSVP volunteers will serve at food distribution
sites for low income individuals at risk of hunger and will perform
the necessary duties to sustain the daily operations of their
emergency feeding programs. Duties include: unloading deliveries,
stocking shelves, registering and servicing clients, packaging and
serving food orders, preparing and serving meals, placing orders,
coordinating food drives, and overseeing the monthly food co-op
programs, where applicable.
Anticipated Output: Low income individuals will receive
emergency food assistance through one or more of the food
distribution efforts: food pantry, soup kitchen, food co-op, and other
miscellaneous efforts (e.g., holiday food baskets).
Anticipated Outcome: Because they received low/no-cost food
assistance, low-income people will be better able to feed
themselves and their families, reducing the risk of “food insecurity.”
Question #3: Based on the key information from Work Plan E above, which output do you
think aligns with Work Plan E? Refer back to the performance measures on Pages 3-7 to
find a list of possible outputs. Don’t worry about describing the output. For example,
you may simply write “H1.”
Output: ____________
Question #4: And which outcome associated with this output aligns with Work Plan E?
Again, refer back to the performance measures on Pages 3-7 to identify the Outcome.
Outcome: ____________
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Finally, take a look at Work Plan F.
Work Plan F: Key Information
Work Plan Name: Cultural Heritage Learning
Issue Area: Education
Service Category: Cultural Heritage
Service Activity: 10 RSVP volunteers will serve in various
positions at six local ethnic celebrations and festivals. They
will provide assistance with logistics, ticket sales, food
preparation and distribution, and event coordination.
Anticipated Output: Cultural heritage groups are satisfied
with the RSVP volunteers who serve.
Anticipated Outcome: RSVP volunteers report satisfaction
in serving in Cultural Heritage events.
Question #5: Based on the key information from Work Plan F above, which output do you
think aligns with Work Plan F? Refer back to the performance measures on Pages 3-7 to
find a list of possible outputs. Don’t worry about describing the output. For example,
you may simply write “H1.”
Output: ____________
Question #6: And which outcome associated with this output aligns with Work Plan F?
Again, refer back to the performance measures on Pages 3-7 to identify the Outcome.
Outcome: ____________
You just aligned Volunteer Hanover County’s Work Plans D, E, and F to important
outputs and outcomes. You’re half way there.
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Step 3: Work Plan/Outcome Prioritization
When aligning work plans to
the National Performance
Measures, you may
realize that your work
plan aligns with multiple
outcomes and/or that
An Excerpt from Volunteer Hanover County’s
you will need to prioritize
the work plans to ensure
Organizational Strategy:
that 25% of your
unduplicated volunteers
“Volunteer Hanover County helps those in need
are placed in work plans
to get the resources (e.g., food, living conditions)
aligned with one of the
they need most in the most immediate term
six CNCS priority focus
areas and that at least
and to equip these individuals with the skills
10% of your volunteers
they need for the longer term.”
are placed in work plans
that result in outcomes.
You will need to select one
outcome for each work plan that will
ultimately be entered into your worksheet. When selecting an outcome,
consider:

The most pressing need of program participants (e.g., seniors, students, veterans and
military families); and

The mission of your organization. This may include how you want to present the impact
of your program for the community.
Take a look at the excerpt from Volunteer Hanover County’s organizational strategy and
consider how they may prioritize work plans.
Choose the work plan that is the highest priority in terms of National Performance
Measures. Write a “1” at the top of that work plan.
Now, decide which work plan is priority number two. Write a “2” at the top of that work
plan.
Write a number “3” on the work plan that is the lowest priority.
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Step 4: Calculating Unduplicated Volunteers
(Volunteer Placement)
Let’s figure out how many unduplicated volunteers are volunteering for Volunteer Hanover
County. Remember,




At least 25% of unduplicated RSVP volunteers must be placed in work plans
aligned with one of the six CNCS priority focus areas.
At least 10% of the unduplicated RSVP volunteers must be placed in work plans
that result in outcomes.
Up to 30% of unduplicated RSVP volunteers may be placed in work plans that are
created by the grantee to address community activities not captured by the CNCS
focus areas.
All other remaining RSVP unduplicated volunteers may be placed in work plans
in a combination of designated Agency-Wide Priority Measures or Complementary
Program Measures.
Volunteer Hanover County has 20 volunteers: Abraham, Bradford, Courtney, Darla, Eugene,
Jaime, Jeanette, Josephine, Kent, Lula, Luz, Lydia, Marshall, Marta, Pablo, Patti, Roosevelt,
Sam, Tanya, and Velma. Volunteer Hanover County already aligned volunteers with work plans.
Note that some of the volunteers are placed in multiple work plans.
Volunteer Hanover County Volunteers by Work Plan
Work Plan D
Work Plan E
Work Plan F
Courtney
Abraham
Bradford
Darla
Bradford
Eugene
Jaime
Darla
Kent
Jeanette
Josephine
Lula
Lula
Lydia
Luz
Lydia
Marshall
Marta
Pablo
Marta
Pablo
Sam
Pablo
Patti
Tanya
Roosevelt
Velma
Tanya
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Let’s calculate the total number and percentage of Volunteer Hanover County’s
unduplicated volunteers.

Start by crossing out all of the duplicated names in Work Plan F as it is not aligned with
the National Performance Measures.

Then, work through duplicated volunteers in D and E. Remember that you will need to
choose whether to prioritize Work Plan D or Work Plan E based on what you have
selected as your primary focus area. If you select, Work Plan E as your first priority, then
you should cross off duplicated names in Work Plan D first.
Step 1: Count the number of unduplicated names (this should be the remaining names that you
have not crossed out).
Record the number here: _____
PRIMARY FOCUS AREA
Step 2: Now count how many of your unduplicated volunteers fall under the work plan that is
aligned with your primary focus area.
Record the number here: _____
Step 3: Take the number you came up with for Step 2 and divide it by the number of names you
found for Step 1. This will tell you the percentage of volunteers who are in the work plan aligned
with your primary focus area. Ideally, this number should be .25 (25%) or greater!
Record the number here: _____
OUTCOME-FOCUSED WORK PLANS
Step 4: Count how many of your unduplicated volunteers fall under work plans that result in
outcomes. Refer back to the pages where you aligned work plans to outputs and outcomes to
see which work plans are aligned.
Record the number here: _____
Step 5: Take the number you came up with for Step 4 and divide it by the number of names you
found for Step 1. This will tell you the percentage of volunteers who are in work plans that result
in outcomes. Ideally, this number should be .10 (10%) or greater!
Record the number here: _____
14
COMMUNITY PRIORITIES
Step 6: Count how many of your unduplicated volunteers fall under work plans that are created
by the grantee to address community activities that are not captured by the CNCS focus areas.
Refer back to the pages where you aligned work plans to outputs and outcomes to see which
work plans are aligned with community priorities, but not the National Performance Measures.
Record the number here: _____
Step 7: Take the number you came up with for Step 6 and divide it by the number of names you
found for Step 1. This will tell you the percentage of volunteers who are in work plans aligned
with community priorities. Ideally, this number should be less than .30 (30%)!
Record the number here: _____
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Step 5: Worksheet Entry
Below, we have provided copies of sample worksheets for Work Plans D, E, and F. Complete these worksheets by adding the total
number of unduplicated volunteers in the Output/Outcome pair and the percentage of total unduplicated volunteers in the
Output/Outcome pair.
Work Plan D
Community Need:
The “2011 ISTEP+ Results Overview” produced by the Minnesota Department of Education (DOE) shows 17% of 3 rd graders, 18% of 4th graders, and 25% of 5th graders failed the
2011 ISTEP+ in English and Language Arts. An article of the School Library Journal titled “The Illiteracy Effect” points to research that “clearly indicates that illiteracy is linked to
a range of social and human costs. Low illiteracy levels lead to truancy and exclusion from school, reduced employment opportunities, increased health risks, and a greatly
increased risk of involvement with the criminal justice system.” Because of this, there is a need for literacy tutoring for at-risk students in Hanover County, particularly those
who may be learning English as a second language or who are falling behind in early grades.
Output
Output
Service Activity
# of
# of Total
# of
Output Outcome
Outcome
Outcome
Instrument (each selected will
Unduplicated Volunteers Volunteer Target
Instrument Target
generate a separate Volunteers
Stations
work plan)
ED2. Number of
Attendance Tutoring—Public
ED5. Number of students
Standardiz
students that
Log;
Schools
who improved academic
ed Pre/Post
completed
Activity
performance in literacy
Test;
participation in CNCS- Log; Other
and/or math.
Standardiz
Tutoring—Faithsupported K-12
ed Test
Based School
education programs.
http://www.nationalservicer
Tutoring - Other
esources.org/npm/ed5
http://www.nationals
erviceresources.org/n
pm/ed2
Total number of unduplicated volunteers in Output/Outcome pair: ____
Percentage of total unduplicated volunteers in Output/Outcome pair: ______
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Work Plan E
Community Need:
Kids Count reports that in 2008, 16.3% of the population of Hanover County lives in families with incomes below the federal poverty level including 94,619 children. Food
insecurity is an issue that impacts these families on a daily basis. Hunger impacts approximately 17.2% of the population in Hanover County.
The food bank system reports the numbers of families requesting food assistance in Hanover County has grown by 40% since 2010. This may be due to the high number of
immigrants and refugees who have settled in this area. These families qualify for SNAP Food Stamp benefits for only the first three months after their settlement.
Output
Output
Service Activity
# of
# of Total
# of
Output Outcome
Outcome
Outcome
Instrument (each selected will
Unduplicated Volunteers Volunteer Target
Instrument Target
generate a separate Volunteers
Stations
work plan)
H10. Number of
Tracking
Food Distribution
H12. Number of individuals
Pre/Post
individuals receiving
Form;
that reported increased food Survey;
emergency food from
Client
security of themselves and
Survey
food banks, food
Database;
their children (household
Food Collection
pantries, or other
Other
food security) as a result of
nonprofit
CNCS-supported services.
Food Pantry
organizations.
Support
http://www.nationals
erviceresources.org/n
pm/h10
Total number of unduplicated volunteers in Output/Outcome pair: ____
Percentage of total unduplicated volunteers in Output/Outcome pair: ______
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Work Plan F
Community Need:
Hanover County is rich in cultural heritage boasting 80% German heritage and a diverse collection of other groups making up the
remaining 20%. Groups strive to support the cultural preservation of their heritage with enrichment program activities. Hanover
County has Germanfest, Greekfest, Latinofest, and Kwanza celebrations. Native American and Pioneer groups express their roots in
the Johnny Appleseed Festival and the Forks of the Wabash Celebration. Two Burmese holiday celebrations also mark the entry of the
newest immigrants to the area. All groups require volunteer support that enables them to continue their events and expand the focus
of their cultural roots.
Output
# of Unduplicated Volunteers
# of Total Volunteers
# of Volunteer Stations
Grantee met its target for community
priority activity
Total number of unduplicated volunteers in Output: ______
Percentage of total unduplicated volunteers in Output: ______
Congratulations! You have now completed the Work Plan Alignment & Volunteer Placement activity! You should now be
able to:
Identify RSVP National Performance Measures in the six focus areas
Align your work plans to Agency-Wide outputs and outcomes
Calculate the number and percentage of volunteers in the different types of work plans.
You can now better measure your organization’s performance, and help us illustrate the importance of National Service.
We will review the activity and answer any questions during the live webinar to follow.
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