Volunteer Utilization
• How do you effectively utilize the people
who want to volunteer?
Utilization Tools
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Mediation
Conflict Resolution strategies
Situational Leadership
Communication skills
Decision-Making skills
Ethical Principles
Dominate
Collaborate
Cooperate
Avoid
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Accommodating
Wilmot/Moore
• Competitor: “Might Makes Right” - Securing own
needs to maximize own gain is primary while exerting ones will
• Accommodator: “Kill Your Enemies with
Kindness” - Relationship retention is most critical even at the
expense of securing own interests
• Avoider: “Leave Well Enough Alone” - Ignores
problems hoping they will disappear; detests conflict
• Compromiser: “Split the Difference” - Views
negotiation as a way to “split the baby” fairly and equitably without
trying to capture other potential value
• Collaborator: “Two Heads are Better Than
One” -Tries to expand value before dividing it on objective
standards and consistent with interests
Misunderstanding
Violence
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Non-biased
Aid others in solving their own problems
Method of Problem-solving
Models the behavior you want
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Set the Stage
State the Problem
Clarifying, Reframing and Summarize
Generate Solutions/Brainstorm
Agreement/Reality Check
Closure—What’s Next
• Tend to think negatively about it
• Can become a major issue and a dismissal
may occur
• Volunteers learn how you deal with conflict
and may use it to their benefit
• Introductions and welcoming*
• Expectations and explanation of roles:
peaceful and respectful*
• Ground rules*
• It’s harder to fight when you are on a more
personal level—icebreakers that connect, gain
knowledge, have compassion etc.
• Get people the same information prior to the
meeting/activity. Power comes in all forms.
• You plan on making it a good, safe place to
accomplish the work of 4-H/Balance power
• New group—here’s how it’s gotta be: Old
group—there’s a new plan in town
• Set facilitators up for success and guide at the
beginning
• Expectations and consistency are your number
1 concern
• Manage don’t dictate, but keep on track
• Make sure you know what you want and don’t
want
• Keep it positive and not directed at anyone
• The sooner you make ground rules the less
personal it will become
• Keep them posted at future meetings/activities
• Monitor until the group self-monitors
• Confidentiality
• Use Active-listening: eyes, body language, take
notes
• Don’t let one side go too long…uneven power
doesn’t equate with equality
• Describe what you want in the information—
to limit time, mention it should be a snapshot
of what’s happening
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Investigator
Palatable restating
Insults removed
Listen for meaning, details
Removing judgment
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What are your interests?
What would you like to see happen?
What would be the best possible outcome?
This is not about “positions,” it is about
finding solutions.
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Who came up with the agreement?
Are we still angry? Ask about body language.
Is it a win/win or as close as possible?
Way of operating: have we learned something
new about our group.
• We are modeling behavior to our youth.
• When groups make decision—give it a reality
check
• Volunteers need to make complaints
face-to-face
• Not your problem, theirs
• You are the model of good communication,
you model techniques
• Keep the conflict confidential and have them
do the same
• Listen for conflict causing behavior: jabs, putdowns, body language, things that cause
division
• ASK questions. Even if you think you know
what they are saying, ask open-ended
questions
• Know your conflict style and make necessary
adjustments
• 3 Time Rule - if you’ve solved it and it comes
up again - you haven’t really solved it
• Acknowledge feelings, body language, tones
and clarify what they mean
• Admit when you’re not modeling correct style
Situational Leadership
The Leadership You Give
Depends Upon the Needs of Others
Competence
SYLLABICATION:com·pe·tence
PRONUNCIATION: kmp-tns NOUN:
1a. The state or quality of being adequately or well qualified;
ability. b. A specific range of skill, knowledge, or ability.
2. The quality or condition of being legally qualified to perform
an act.
3. Sufficient means for a comfortable existence.
Confidence
SYLLABICATION:con·fi·dence
PRONUNCIATION: knf-dns
1. Trust or faith in a person or thing.
2. A trusting relationship: I took them into my confidence.
3. A feeling of assurance that a confidant will keep a secret: I
am telling you this in strict confidence.
4. A feeling of assurance, especially of self-assurance.
5. The state or quality of being certain: I have every confidence
in your ability to succeed.
Situational Leadership
Supportive Behavior
The extent to which a leader engages in two-way
communication, listens, provides support and
encouragement, facilitates interaction, and involves the
followers in decision-making. The amount of supportive
behavior given is in relationship to the confidence of the
follower.
Situational Leadership
Directing Behavior
The extent to which the leader engages in one-way
communication; spells out the follower's role and clearly tells
the followers what to do, where to do it, how to do it, when
to do it, and closely supervise performance. The amount of
directive behavior given is in relationship to the competence
of the follower.
Situational Leadership
Style 1
Directing
The leader provides specific instructions and
closely supervises task accomplishment
Situational Leadership
Style 2
Coaching
The leader continues to direct and closely
supervise task accomplishment, but also
explains decisions, solicits suggestions, and
supports progress.
Situational Leadership
Style 3
Supporting
The leader facilitates and supports
subordinates’ efforts toward task
accomplishment and shares responsibility for
decision-making with them.
Situational Leadership
Styles 4
Delegating
The leader turns over responsibility for
decision-making and problem-solving to
subordinates.
Ken Blanchard’s
Situational
Leadership
Managing Risks:
A 4-H Primer
4-H Risk Management
• The effective and efficient use of human and
material resources to minimize actual or
potential damage, harm, or negative effects to
clients, volunteers, and staff.
Risk Assessment . . .
• Identify risks
• Evaluate Risks
• Control Risks
– Stop the activity
– Eliminate the risk
– Minimize the harm
– Transfer the liability
Identify Risks
• What are the risks to teaching a child how to
bake chocolate chip cookies?
Evaluate Risks . . .
High
Avoid
Auto Accident
Misuse of $
Severity
Transfer/Prevent/Avoid
Reduce/Transfer/Prevent
Accept/Reduce/Transfer
Accept
Low
Poison Ivy
High
Frequency
Control Risks
• Risk Avoidance . . .
Eliminate the risk completely
Control Risks
• Risk Acceptance . . .
Recognize and accept the risk; often combined
with other strategies.
Control Risks
• Risk Transfer
Move the risk responsibility elsewhere
Control Risks
• Risk Reduction . . .
Assess and eliminate circumstances that
increase the magnitude of a loss due to a risk
Control Risks . . .
• Risk Prevention . . .
Remove circumstances that cause losses due
to a risk
Liability Shields
• Contracts or agreements between 4-H and a
participant or, if the participant is a minor, the
participant’s parents or legal guardian
Liability Shields
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General Disclaimer
Permission Form
Informed Consent
Waivers/Releases
Indemnification
General Disclaimer
• Provides a warning to individuals on a
potential danger that exists
• Of no legal value with youth audiences
• Examples:
– Enter At Your Own Risk
– No Lifeguard on Duty
Permission Slips
• Should clearly describe the activity
• A parent’s/ guardian’s signature indicates their
knowledge of and consent for his/her child to
participate in the described activity
• Does not absolve the organization of any
liability
Informed Consent
• Should clearly describe the activity and
apprises the participant and his/her parents of
the specific risks involved in the activity
• Parent’s/guardian’s signature indicates their
knowledge of the activity and related risks and
consent for his/her child to participate
Informed Consent
• Does not attempt to excuse the organization
from responsibility for its own negligence;
however, it is an attempt to relieve the
organization from liability for the inherent
risks of the activity itself
Waivers & Releases
• Should clearly describe the activity and
apprises the participant, and his/her parent,
of the specific risks involved in the activity
• An individual who signs a waiver/release is
giving up their right to sue the organization in
the event of injury or damage
Waivers & Releases
• Most courts will not allow a parent or
guardian to sign the rights of a child away
• Most do not shift responsibility of willful
misconduct or gross negligence or where duty
owed by one party to another is an issue
Indemnification Agreements
• One who signs an indemnification agreement
agrees to assume financial responsibility for
claims brought by them and others against
your organization for injuries and other costs
arising out of activities identified by the
agreements
Common Elements
• Competency - the person signing the
agreement must be competent under the law
• Sufficient Information - to understand the
nature and scope of the activity
• Exchange of Value - participants receive
something of value in exchange for signing
• Willful misconduct - can’t shift responsibility
for criminal activity & gross negligence
Things to Remember
• Liability shields are not an appropriate
substitute for the careful supervision of an
organization's activities.
• They are a way to enhance communication &
understanding
• They are a psychological deterrent
• Courts and laws change . . .
• Check with your university administration
before using liability shield