2016 AVM Conference – Only 10 places left!

The 2016 AVM Conference is almost fully booked and we don’t want you to miss out on this great learning and networking opportunity with over 200 of your peers.

If you’ve not already booked your place now’s the time to do so as we only have 10 places left.  You can book your place here.

If you are still not sure if this is the event for you then below are just a few of the comments we received from delegates at last years conference.

‘AVM Conference is by far the highlight of my year, in terms of conferences/training/network events. It’s a refreshing change to go to something where everything feels 100% relevant and speaking to people in the same profession.

It’s so well organised and by far the best conference I’ve ever been to (and I’ve been to a lot!). I’ve been to the past 3 conferences and it’s great to see it getting bigger and better than ever!’

‘It has something for all the different levels of volunteer managers, for those starting out to those who are strategic leads, or aspiring to be.’

‘First AVM Conference as a new member! It was an extremely useful and, most importantly, relevant meeting. There is only one of me in my organisation and getting the chance to hear sector updates plus all the opportunities to network were really valuable. It’s great to see our profession championed in this way.’

‘There is no other conference that concentrates fully on volunteer management and the issues that relate to my work.’

Surely now you can’t afford to miss this event?  200 of your peers are already going!  See you there.

AVM Conference Team  – Abi, Anne-Marie, Wendy, Alex, Karen and Alan

Bookings Now Open for AVM Conference 2016

welcome to avmThe conference team have been busy, the venue is booked, keynote speakers are in place and the Volunteer Management event of the year, and highlight of the AVM calendar, is ready to go.

Bookings for this year’s AVM annual conference are now open.  You can book your place here.

This year we are offering a small number of member tickets at last year’s conference price so book early to enjoy all of this year’s conference benefits at last year’s price – what could be better.

Key note speakers this year are:
• Karl Wilding, Director of Public Policy and Volunteering at NCVO
• Julie Bentley, Chief Executive of Girlguiding
• Joe Saxton, Driver of Ideas at nfpSynergy and its founder

Workshops this year include:
• Volunteers and the Law
• Future Trends and Issues in Volunteer Management
• Measuring Volunteer Impact
• Volunteering and Digital Media

It’s an exciting conference programme and we look forward to seeing you there.

AVM Network Day 19th May

Retail Volunteering Networking Event

Are you thinking about how you can get the most out of your Retail Volunteers?

Have you thought about having volunteer run shops?

Are you looking at how best to recruit and retain retail volunteers?

This special Network Day has been designed to focus specifically on sharing experiences of about how we can make the most of our retail volunteers while providing them with Safe and brilliant experiences.

Book your place at Retail Volunteering Networking Event

This event is kindly supported and hosted by Nightingale Hammerson.

Nightingale Hammerson

105 Nightingale Lane, London SW12 8NB

NOTE: Please do not bring any food or drinks to the venue other than water as all food on site needs to be kosher. Any other food or drink brought to the event will not be allowed on site.

10:00am Arrivals, Tea and coffee and Informal networking

10:30am Welcome from AVM

10:35am Structured networking

11:00am Rising staff costs are becoming a real issue for charity retailers. Save the Children runs 120 shops with no paid shop management and only 20 with. How do they do it?

Diane Eyre – Head of Retail – Save the Children

This workshop is an introduction to Save the Children`s approach to running volunteer self-managing charity retail chain. We will share with you our history, current state and future plans alongside our overall approach.

There will be opportunity for you to think about your current situation and how you can adopt or adapt a similar approach.

12.00pm Keeping pace with retail

Karen Allsop – Head of Volunteering Development – Blue Cross & Liz Reed – Volunteering Business Partner – Blue Cross

Outlining the rapid expansion of the Blue Cross retail network and the impact on their volunteering team. The benefits of taking a business partnership approach to volunteering within the retail team.

We’ll highlight some of the changes and the lessons we’ve learnt and what we would do differently as a result of what we’ve learnt and some of our plans for the future.

13:00 Lunch – To be provided

13:45pm From empty nests to social clubs. Volunteer recruitment & retention in shops at Sense.

Alex South – Volunteer Good Practice Advisor – Sense

Looking at the recruitment and retention in shops at Sense, which involves bespoke plans for shops at different stages in their volunteer recruitment journey and how it works with the “Orange Shop” concept.

14:45pm Open Space (with tea and coffee)

An opportunity for attendees to lead or request discussions on topics relevant to them, drawing on peer support to explore challenges and celebrate successes

15:45pm Final comments and evaluation

16:00pm Close

Why not join AVM and save on the cost of your ticket? YOU CAN JOIN HERE

Simply complete the paperwork and send us a cheque and then pop back here and book on as a member – what could be easier? No need to wait for confirmation of membership.

This special Network Day has been designed to focus specifically on sharing experiences of about how we can make the most of our retail volunteers while providing them with Safe and brilliant experiences

Network Day: How to get the most out of your Community Fundraising Volunteers

Association of Volunteer Managers Network Day March 3rd 2016

Are you thinking of setting up a Community Fundraising volunteer programme?
Are you thinking about how you can get the most out of your Community Fundraising Volunteers?
Do you think we fail to make the best use of what Community Fundraising Volunteers have to offer?

This special Association of Volunteer Managers Network Day has been designed to focus specifically on sharing experiences of establishing a Community Fundraising Volunteers programme and getting the most of your volunteers in new and existing programmes. You can book here.

This event is kindly supported and hosted by the Guide Dogs

Programme

13:00 Arrivals, Tea and coffee and Informal networking

13:30 Welcome from AVM

Structured networking

13:50 Committees to Communities – Juggling an existing traditional Volunteer Network alongside today’s Volunteering appetite

Emily Maskell – Head of Community Fundraising – Save the Children

• We have an ageing network of volunteers – deserving of support and recognition
• We have ambitious growth targets with limited resource
• We’re faced with changing volunteering trends which demand very different propositions from the ones offered to date
• Find out how Save the Children is working in partnership with volunteers to seek solutions, identify opportunities and lay foundations for growth.

14:30 The Do’s and the Don’ts of community fundraising

Daniel Stewart, Community Fundraising Manager – Age UK

A look into the journey Age UK has taken with its community fundraising locally and nationally. Including examples of successful communications to volunteers and supporters, and some tips on how to avoid the more covert bumps in the road.

15:00 Tea Break

15:15 How Guide Dogs are tackling the current challenges facing community fundraising

Rachel Wilkinson – Volunteering Partner – Guide Dogs

Community Fundraising is more challenging than ever before, with new legislation coming into practice, following the heightened scrutiny on the sector and with supermarket collections on the decline. This session will explore the action Guide Dogs is taking in response to these challenges and to ensure that the organisation continues to successfully grow its Community Fundraising income year on year.
We will cover how we aim to:
• Maintain and grow a volunteer-led and volunteer-focused approach to our Community Fundraising offer.
• Develop new and more diverse ways for our volunteers to fundraise for us.
• Sharing what works for us, what lessons we’ve learned along the way and what we need to do more of in the future.

16:00 Final comments and evaluation

16:30 Close

Why not join AVM and save on the cost of your ticket? You can join here

Learning for life

The other day I went to an event for professional associations on what I thought would be a fairly dry theme: continuing professional development (CPD). A topic to get the pulse racing on a weekday morning without the need for caffeine if ever there was one!

However, behind the fairly grey acronym is something really profound and golden. At its heart, CPD is really about how we aspire to live and work.

The learning we do throughout our professional careers has a huge impact on how we’re able to approach work-life balance and ultimately, what we’re able to accomplish as professionals. As Prof Andy Friedman of PARN calls it – CPD is essentially: “Lifelong learning for professionals”.

Changing shape of careers

This shift in how CPD is viewed is set against common trends affecting all kinds of professions, such as the decline of the single career trajectory, the increase in transitions and change we can expect as we go through our career, and the longer working life we have ahead of us. Many of us in volunteer management would recognise these trends.

If the shape of careers has changed, so has understanding about how learning works.

For example, it’s no longer education, it’s learning – where the primary responsibility for this learning lies with us as individuals, not our employers or organisations. There’s also the huge growth in the amount of informal learning out there and the fact our learning happens in an increasingly complex and fast-changing environment.

Hilary Lindsay has written a book that addresses many of these questions: “Adaptability: The Secret of Lifelong Learning”. Her background is in the accountancy profession where she is now Institute of Chartered Accountants in England and Wales (ICAEW) Vice President, as well as a researcher and lecturer at The Open University. She has a huge range of experience including volunteering with Samaritans for over 20 years.

If you just read the word ‘accountancy’ and thought “what could this book have that’s relevant to volunteer management?” – hear me out.

Hilary’s research has led to her developing a very interesting model of professional learning that can help us all as individuals organise our learning as professionals.

A new dimension

She looked at three dimensions of learning as recognised in the academic literature:

  • Cognitive learning – concerned with the acquisition of knowledge, skills and understanding through thinking (learning through thinking)
  • Interpersonal learning – related to interaction with others and with the environment and to areas such as participation, engagement, communication and cooperation (learning through doing)
  • Intrapersonal learning – involves the assimilation of learning and the development of the individual as becoming, our identity and how we see ourselves in our communities (learning through being)

Learning activities generally include each of these dimensions, but may be weighted to some more than others.

Learning activities

In the survey Hilary Lindsay carried out as part of her research, she asked about the following learning activities:

  • Attending courses, conferences and seminars
  • Reading technical material
  • Reading magazines, newspapers and journals
  • Studying online learning modules
  • Accessing the internet for information
  • Participating in workshops with peers
  • Interacting with experts
  • Doing your job on a regular basis
  • Reflecting on your performance
  • Being shown by others how to do certain activities and tasks
  • Watching and listening to others while they carry out their work

Respondents indicated that they were much more likely to recognise the learning activities towards the top of the list as professional development.

She also noted that those learning activities towards the bottom of the list that were less likely to be recognised as professional development, also tended to be more informal and more focused on learning as participation or interpersonal.

Conversely, the learning activities that were more often recognised as CPD, tended to be more formal and more weighted towards cognitive learning.

Why is this?

Well, one answer is that formal learning tends to be the most easily measurable superficially, e.g. hours on a course or number of attendances. In the last few years, there’s been a considerable move towards measuring this learning in terms of outputs (learning outcomes), rather than inputs (e.g. hours of studying). This has rather level the playing field between informal and formal learning.

A key finding of Hilary Lindsay’s research was that it demonstrated the existence of a learning iceberg, where more traditional learning activities were more visible, but at the same time, all kinds of important learning activities were hidden from view.

She made the point that many of these more hidden activities, such as learning with/from others, learning on the job and learning through reflection were often crucial to ensuring our competence as professionals. As a result it’s crucial that they are not left out of our own professional learning strategy.

She went further, indicating that even more hidden are certain attributes that make us more adaptable in our careers, such as learning to engage, explore, experiment, keep a positive attitude and have self-belief. These are attributes that we can use and make a profound difference to how we live our lives, not just how we approach our work.

What are the lessons for us in volunteer management?

Many of us with restricted training budgets or the relative lack of formal training opportunities might find it hard to empathise with an over-reliance on cognitive training.

But from another perspective, there is a real opportunity for us in volunteer management to take advantage of the prevailing trends in learning and career development.

It’s likely that a lot of us have relatively greater opportunities to engage, explore, experiment, etc., than other professions that are more heavily regulated, more highly structured and less flexible given their legacy approach to CPD.

Volunteer management professionals are potentially much better placed than others, to achieve a really balanced approach to professional learning that includes the cognitive, intrapersonal and interpersonal dimensions that sustain us in the longer term.

It’s also an opportunity to review our current learning and include many activities we do that include learning with others, learning on the job or learning through reflection. It’s possible we’re actually already doing a lot of this and with a bit of readjustment many of the activities we take part in could become hugely valuable learning for our own professional development.

Next time you review your professional learning, try reflecting on your learning from these three key perspectives:

  • Cognitive – How’s your learning equipping you with the skills your need?
  • Interpersonal – How’s your learning helping you fully engage and participate with others?
  • Intrapersonal – How’s your learning enabling you to become the professional you aspire to be

Level 5 Management of Volunteers training programme

Are you a Volunteer Manager looking for further skills development in leadership and interested in gaining a nationally recognised qualification that will challenge your thinking, expand your knowledge and support you in your role?

Starting February 2015, this programme led by Sue Jones will combine face to face workshops, action learning, coaching and on-line activities, leading to completion of a formal assessment and achievement of the ILM Level 5 Certificate in the Management of Volunteers.

For further details of the programme – see brochure.

The dates and format for the face to face learning sessions are as follows:

  • February 26th – full day workshop including programme Induction
  • March 26th – half day action learning set
  • May 21st – full day workshop
  • June 25th – full day session incorporating a half day workshop and action learning set
  • July 23rd – half day action learning set

All sessions will take place at The Gateway, Sankey Street, Warrington, Cheshire, WA1 1SR

Course fees are £1,450 per learner and include access to all learning materials, on-going tutor support, scheduled individual coaching via telephone/Skype, plus ILM registration and assessment. Lunch and refreshments are included in the cost.

For further info – see Sue Jones’ post on ivo.org.

Professional development for volunteer managers: think lateral

International Volunteer Managers (IVM) Day is the perfect opportunity for us as practitioners to reflect on our work and take stock of our professional development.

However, in some ways this is not so straightforward. The profession of volunteer management is still in the early stages of development. As a result, we lack the points of reference professionals from more established professions take for granted, such as:

  • Our area of expertise is not widely known or recognised
  • We lack a clear agreement on the scope of volunteer management as a profession
  • We’re exposed to competing practice models (e.g. are we experts, service providers or partners of volunteers and beneficiaries?)
  • Expectations in terms of continuing professional development vary widely

Where can we get our bearings as we seek to set a course through the uncharted seas of our own professional development in volunteer management?

1. Look where we’ve come from

The profession of volunteer management is in its infancy, so it’s even more important to make the most of the literature that has been written, on the professionalisation of volunteer management. Over the last 15 years or so, there have been a growing number of scholarly articles in this area.

The Right Stuff: New ways of thinking about managing volunteers” by Meta Zimmeck (2000) can help give perspective on the question of practice models from “modern management” to the “home grown” model.

Organising cultures: voluntarism and professionalism in UK charity shops” by Richard Goodall (2000) considers the meaning of “professional” in the context of volunteer management in charity shops.  Goodall argues volunteer managers could be every bit as ‘professional’ as retail managers but the nature of their expertise was not so readily recognised. An idea that still chimes with our discussion over 13 years on. Pat Gay’s “Bright Future: Developing Volunteer Management” (2001) sets out recommendations for the creation of a new professional body which are interesting to reflect on at this current stage in the development of the Association of Volunteer Managers.

Another discussion that’s useful to get in context is that of standards. “A Standards Framework for Managing Volunteers – A Report to the Voluntary Sector National Training Organisation” (2002) sets out a background to this question on what are the knowledge and skills required in volunteer management. This provided a lot of the groundwork of the National Occupational Standards for Management of Volunteers (2003).

2. Look across

Colleagues across the world have been working on strikingly similar challenges of how to develop and grow the profession of those working in volunteer management. Organisations and groups have developed different solutions – often with different emphasis – and each holds key lessons for us in the UK.

It’s inspirational to be able to read about the stories such as that of the “Volunteer Management Professionals of Canada“, an organisation with over 30 years of championing volunteer management, or the Council for Certification in Volunteer Administration in the United States which has developed a popular qualification in volunteer management.

There’s also the “Australasian Association for Managers of Volunteers”, a professional network in Australasia, and “New Zealand Competencies for Managers of Volunteers”, developed by Volunteering New Zealand, a very new approach to the challenge of improving standards and training across the profession of volunteer management.

On the question of principles and values, The Association of Leaders in Volunteer Engagement and the Universal Declaration on the Profession (2001) made in Canada are incredibly valuable.

3. Look around

There’s a temptation to look inwards on IVM day and focus on volunteer management. However, it’s really important we don’t restrict our learning possibilities. There’s a huge amount we can learn from other professions and how they have developed. From health to the legal sector, from education and social work, from finance to project management – there are huge lessons for us. Our context is incredibly distinctive, however many of the issues we face aren’t. The professional association community is incredibly vibrant in the UK and there are huge opportunities if we can think laterally.

4. Look next to you

Your colleagues and peers are just there and in today’s world more contactable than ever. There are also sorts of ways in which you can network and learn about your profession by talking through the issues you face, with others going through similar challenges themselves.

Communities and networks such as: ivo.org, VMM, AVM and UKVPMs. There’ also NNVIA, AVSM, NAVSM. But it’s also worth similar professional networks beyond volunteer management through organisations such as PARN (Professional Associations Research Network).

5. Look forward

Finally, think about what we need as a profession that can help us all in our future professional development. If you’d be interested in helping AVM develop and curate online information and content on professional development of volunteer management, please get in touch.

Professionalisation of volunteer management

Professionalisation has been a key issue in volunteer management for many years.

Yet, it remains highly controversial and tends to polarise debate. As a result, many in volunteer management are wary of the topic.

Many of the arguments for and against have been rehearsed and are familiar to many of us.

Arguments for professionalisation

In the ‘for’ camp, there are arguments such as:

  • Volunteer management is more than just a job and professionalisation helps it evolve and grow further.
  • Professionalisation helps those in volunteer management to be seen as more autonomous by colleagues and the wider public.
  • Professionalisation helps practitioners in volunteer management to identify and coalesce around a set of distinct principles and values.

Arguments against professionalisation

In the ‘against’ camp, there are arguments such as:

  • Professionalisation runs the risk of making volunteer management more bureaucratic.
  • There’s an irreconcilable difference between the professionalisation and volunteering.
  • There’s a danger that professionalisation would push up costs and make volunteering more expensive.

This is by no means an exhaustive list of the arguments, but it helps give a picture of the issues at stake.

Why then is it so important to raise this issue of professionalisation for volunteer management when we know it can create such division?

The answer is because it gets at something fundamental that has implications for all those in volunteer management: how we organise ourselves as practitioners.

Discourse, not destination

Before going further, it’s important to recognise one thing.

Professionalisation should not be dominated by a discussion about its destination. Professionalisation sets us on a course where all sorts of outcomes are possible – the destination is just one part of the discussion.

Professionalisation is useful because it provides us with a discourse, the terms of the discussion, about how we as practitioners of volunteer management want to organise ourselves. Professionalisation provides us with a context in which we can reflect on how we organise ourselves as practitioners.

We move together

There are many challenges, but one we need to keep at the forefront in this discussion is that we move forward together. Volunteer management covers so many areas of work, so many sectors of the economy, so many disciplines and approaches. We need to ensure that professionalisation is an inclusive discussion that brings us closer together, not one that fragments our community.

We need to lead

There is also an issue of leadership. Not to lead this discussion leaves us exposed to factors such as government policy or market forces that, we know, often influence the development of professions.

Some advocate that we’d be better off making the most of our low profile. After all, the fact that we’re off the radar of decision makers or policy makers can be an advantage – in many situations, it lets us get on and do what we want. However, this strategy is not tenable if we have ambitions to greater organise ourselves.

Professionals, professions and professional bodies

So what should we do to greater organise ourselves?

First, let’s unpick the different concepts that are often jumbled up in the professionalisation debate: professionals, professions and professional bodies.

Many of us already consider ourselves to be professionals – and some of us may already be members of a recognised profession such as the law, medicine, social care, education, and so on. Some argue that the most fruitful way to proceed in professionalisation is to focus on the idea of professionalism. After all, professionalism is something that each of us can decide to do at an individual level – it’s a matter of acting and approaching our work in a professional way. However, there’s a limit to how greater professionalism can tackle our central question: how we organise ourselves as practitioners.

There are professional bodies, there are many models out there – trade unions, learned societies, regulators and many others. But until we’ve thought through how we want to organise ourselves, it’s difficult to have a clear vision of the kind of professional body we need.

Professionalisation focuses our debate on the profession we want – as once we’ve agreed some of the fundamental issues of building a profession – we can really advance on the question of how we organise ourselves.

So how do we build a profession?

I’ve adapted the following factors from the work of Dr Stan Lester “On professions and being professional” (2010).

1. Knowledge – What knowledge underpins our profession?

2. Scope of the profession – What areas are covered by our profession?

3. Practice model – What model of practice fits with our profession?

4. Entry into the profession – How do we see entry into our profession?

5. Ongoing profession development – What framework for continuing professional development do we need for our profession?

6. Ethical framework – What principles are essential to our profession?

To develop a profession for practitioners of volunteer management, we need to address:

1. Knowledge – what knowledge underpins our profession?

In the development of professions in the last century or so there are mainly two approaches to understanding and valuing professional knowledge.

Technocratic knowledge

The first developed in an industrial world is the rational and scientific technocratic model- where professional knowledge is:

  • part of a relatively slowly-evolving body of knowledge
  • largely produced through formal research from relevant academic disciplines

Professional knowledge is passed on to practitioners as curriculum developments, updating events, publications and advisory notes.

Reflective knowledge

The second is developed in a post-industrial society according to a reflective model. See Donald A. Schön, The Reflective Practitioner: how professionals think in action, Basic Books (New York, 1983). In this approach professional knowledge is:

  • actively used and changed by practitioners as they work
  • evolves more quickly, created in the practice setting, as well as through academic research
  • varies depending on the context in which it is applied

With the reflective model, the idea of a monolithic ‘body of knowledge’ is less important than the idea of knowledgeable and knowledge-generating practitioners who are able to reflect on practice and produce knowledge from action.

2. Scope of the profession – what areas are covered by our profession?

This is fundamental – if volunteer management is to be a profession – we need to be able to define what that profession covers.

Professional bodies have used the following ways to define the scope of their profession:

  • By reference to the education and training of practitioners (the profession’s boundaries are defined by the curriculum)
  • Protected definition of what practitioners do (supplements curriculum-based approach)
  • Define profession by roles and functions undertaken by practitioners rather than by  education/ training (develop competence standards for range of occupations and job roles)
  • By descriptions of practice not functional model, but one based on capability, where essential nature of the profession is still defined in output terms – the emphasis not on functions and boundaries (what does the profession cover?) but rather on core capability (what are practitioners equipped to do?)

3. Practice model – what model of practice fits with our profession?

We need to set out our model of practice and how we structure our professional relationship to those we work with. The following three are common models:

‘Delivery system’ (delivery as expert)

Practitioner assesses a situation and delivers a solution based on their expertise. This kind of approach is perhaps typified by the traditional medical model of diagnosis and prescription.

‘Delivery system (delivery as part of a contract)

Practitioner is a producer and delivers to a consumer. Rather than putting emphasis on expertise and judgement, emphasis is on standards, quality and meeting the consumer’s needs.

‘Realisation system’

Professional working with the client or stakeholders in a more collaborative way to produce outcomes that are owned by the latter. While it still involves the use of expertise, it is closer in principle to the work of a counsellor or facilitator.

4. Entry into the profession – how do we see entry into our profession?

At AVM we’re receiving more and more enquiries from people interested in getting involved in volunteer management. As its profile grows, so does the need for some kind of pathway into the profession. The following are two example models:

Sequential development route

A typical technocratic development route consists of a university degree, possibly a post-degree professional course, and a period of supervised practice. This often creates a limited gateway through which all need to pass to enter the profession. This can be enforced through regulation which may insist on a certain level or type of qualification.

Integrated route

In the integrated route practice and theory may be developed alongside each other, either in the workplace or in a ‘practicum’ that mirrors the workplace. Greater flexibility exists as to pathways into the profession.

5. Ongoing profession development – what framework for continuing professional development do we need for our profession?

The approach to continuing professional development (CPD) in many professions is strongly influenced by the technocratic paradigm. As a result, it’s typically focused on meeting requirements through approved courses or through a minimum number of hours or points spent on approved activities.

More recently, there’s been a tendency to move away from these input measures towards a more flexible ‘learning cycle’ approach, where practitioners need to identify their development needs, act to meet them, and reflect on the results.

A more reflective approach to ongoing development sees it as evolving a growing range of abilities that follow or direct the practitioner’s practice.

6. Ethical framework – what principles are essential to our profession?

Most professions have some form of ethical code that either takes the form of a code of practice or is part of a more general set of principles that governs behaviour in the profession.

“It is because professionals face complex and unpredictable situations that they need a specialised form of knowledge; if they are to apply that knowledge, it is argued that they require the autonomy to make their own judgement. Given that they have that autonomy, it is essential that they act with responsibility – collectively they need to develop appropriate professional values.” See “The Teacher’s Reflective Practice Handbook: Becoming an Extended Professional through Capturing evidence-informed practice” (p11) By Paula Zwozdiak-Myers

According to the BACP: “Principles direct attention to important ethical responsibilities… Ethical decisions that are strongly supported by one or more of these principles without any contradiction from others may be regarded as reasonably well founded. However, practitioners will encounter circumstances in which it is impossible to reconcile all the applicable principles and choosing between principles may be required. A decision or course of action does not necessarily become unethical merely because it is contentious or other practitioners would have reached different conclusions in similar circumstances. A practitioner’s obligation is to consider all the relevant circumstances with as much care as is reasonably possible and to be appropriately accountable for decisions made.”

Volunteer management qualifications in Wales

This post comes from Wales Council for Voluntary Action (WCVA).

Managing, supervising and inspiring volunteers is a key part of the work of a third sector manager; volunteers do not have to follow you as a leader, instead they choose to, so inspiring and keeping them on bard is a challenging job.

WCVA has been working with Learning to Inspire to develop a suite of qualifications in volunteer management.

Learning to Inspire will be offering two programmes of learning which can help you gain a professional qualification and recognition of your volunteer management skills, giving you a choice of studying at level 3, 5 or 7.

Conwy

  • Day 1 Tuesday 21.10.14
  • Day 2 Tuesday 18.11.14
  • Day 3 Tuesday 13.01.15
  • Day 4 Tuesday 10.2.15

Cardiff

  • Day 1 Tuesday 30.09.14
  • Day 2 Tuesday 28.10.14
  • Day 3 Tuesday 25.11.14
  • Day 4 Tuesday 20.01.15

The Art of Managing and Supervising volunteers – ILM Level 3

On this programme you will learn the tools to transform your skills as a manager or supervisor of volunteers. This will enable you to:

  • Radiate integrity and congruence by understanding your own motivations and ‘map’ of the world
  • Inspire others with your own clear vision
  • Have a greater influence through understanding the deepest needs of those around you
  • Create a culture of individual worth by learning how to communicate with respect and appreciation
  • Embrace personal transformation and learn how to manage your own state when the going gets tough

The programme is accredited through the Institute of Leadership and Management (ILM) and offers the opportunity for learners to receive Certification as an ILM Development Award. In addition, if learners complete relevant tasks and assignments they can receive a Level 3 Qualification in The Management of Volunteers.

Costs

From £760 (up to 50% funding available for eligible third sector organisations in Wales).

To book places or for further information about the programme and funding available, please call Jo or Sandra on 0845 050 7676 or email info@learningtoinspire.co.uk
The art of leading volunteering in the organisation – Level 5 & 7

Learning to Inspire will also be developing programmes specifically for those involved in the management of volunteers in Wales, at Level 5 and at Post Graduate Level 7.

These programmes will be available in late spring/early summer 2014.

For more information please email info@learningtoinspire.co.uk or call 0845 050 7676

Increasing the value and impact of volunteer management

Please find attached the presentation and material from the workshop presented at NCVO’s Evolve event on 16 June.

  • Kristen Stephenson, Volunteer Management and Good Practice Manager, NCVO
  • Debbie Usiskin, Vice Chair, Association of Volunteer Managers
  • Rachael Bayley, Director, Association of Volunteer Managers and Head of Volunteering Development, Save the Children