TALKING SHOP: AAMV Roundtables at AAM 2009
Summaries of Table discussions
Roundtable Discussion with Volunteer and Docent Managers
DIVERSITY
Notes by Maretta Hemsley-Wood, Manager, Docent Program, Smithsonian Institution National Air and Space Museum & Regional Director, AAMV
Recruit graduate students:
-Younger people who are still working or who have just retired
-Make Senior docents mentors
-Businesses and /or Corporations can allow employees to volunteer
-Recruit retired teachers to conduct school programs
-Blogging party
To advertise recruitment for museum volunteers
-Web sites
Volunteer Match.com
Topic: Retention
-Recognition for service years
-Academic training for volunteers
Monthly curatorial training for volunteer
-Utilizing new technologies to manage volunteers and allow volunteers access to your collection through new technologies
Topic: Recruitment Suggestions
-Assisted Living
-Flyers posted at churches
- Websites
DOCENTS AND TECHNOLOGY
Notes gathered by Danielle Stephens, Docent Program Manager, MFAH The Museum of Fine Arts, Houston & Program Director, AAMV
Docent Websites
Many agreed that docent-run websites were not as effective as staff-run because they tended to turn into a one-docent blog.
We talked about docents not having e-mail addresses or docents not using the website. The Museum of Fine Arts, Houston mentioned that they require all of their docents to have an e-mail address because it is the only way to access the docent website (your e-mail address serves as your user ID). The only way to get your tour schedule is to log onto the docent website.
Wiki Sites For Ed Staff And Docents
Wiki’s are like Wikipedia sites, but can be used to manage content about your museum’s collection (virtual files). Teachers are also using them.
From the American Art Museum, DC
The wiki that my colleague and I are starting for our docents (and education staff) is: http://americanartmuseum.wikispaces.com/. Please browse keeping in mind that we just created it the week prior to AAM and plan to fully develop this site over the summer with the help of an intern. Also, since it is specifically targeted to our docents, it will only be a resource for artworks/information as it relates to our tours (i.e. it won’t cover everything in our collection as our public web site does). As I mentioned, the idea was adopted from a talk at NAEA presented by people from the Eastern Michigan University who discussed their wiki: http://teachartwiki.wikispaces.com.
Here are a few sites to look at if you’re interested in developing a wiki. I’m sure there are more out there and a Google search for “create a wiki” returns many results.
File sharing
If you need to share large files of information. Some programs used FTP sites for sharing info with docents.
From American Art Museum, DC
I checked with our museum IT person, Mitzi Harp, about our FTP:// site and she has the following to say:
Anyone can have FTP enabled on a Windows server and managers of the sites servers should know how to do this. I do not know what the security risks are, but I know SI turns FTP off on all servers except for the one dedicated to FTP. It’s probably a good safeguard to follow.
Here is a link for setting up FTP on a Windows 2003 server: http://support.microsoft.com/kb/323384
Here is a more detailed on-line tutorial for setting up an FTP site:
http://www.windowsnetworking.com/articles_tutorials/Creating-Configuring-FTP.html
Facebook And Other Social Networks
Although many of the institutions represented at the table had a museum Facebook page, we all agreed that a docent facebook page was not a good idea as it blurs the boundaries between personal and professional.
Technology Mentorship
A great suggestion was to establish a mentorship program for docents who are technologically savvy and those who are not. For example, have a docent experienced in PowerPoint train others who may not be.
Programs For Tracking Volunteer Information
Volunteer Reporter
Volgistics
Access
Razorsedge (everyone at table determined this was not a good program)
Volunteer2 (the Olympics use this system)
DOCENTS & TECHNOLOGY #2
Notes collected by Deb Fuller, Docent for the Wadsworth Athenaeum Museum of Art & Secretary for the AAMV
Some of the best ideas discussed were:
Set up wiki pages (open or closed) with a staff administrator. Use one page per object and have it include information on the object, information about experiences the docents have had with the object and how they have used it.
Use file share, FTP:// to share large documents with docents.
Make having email a requirement for new docents. Consider setting up a docent website and have the tour schedules online. Find a tech savvy volunteer to help you.
Consider a “Mentorship for Technology” program. Have a committee with a chairperson to hold sessions for technology challenged volunteers.
USING EVALUATION PRODUCTIVELY: HOW TO CONDUCT SUCCESSFUL DOCENT/VOLUNTEER REVIEWS
Notes collected by Deb Fuller, Docent for the Wadsworth Athenaeum Museum of Art & Secretary for the AAMV
Some of the best ideas discussed included:
Get help from volunteers to set up the evaluation program so they are more likely to value it.
Start with self-evaluations and call them “self-study”, if that seems more appropriate. These are opportunities for professional growth.
Consider peer-staff evaluations where one staff person and one or two volunteers conduct the evaluation.
Have clear guidelines for a good tour and use those as the basis of the evaluation.
Have follow-up procedures in place, including another evaluation, mentoring etc.
“Catch a Star” program where the front desk gives out a few stars to visitors every day. The visitors are asked to give the star to someone who has amazed them during their visit. This could be a volunteer, guard or paid staff person.
If you suspect aging docents are having difficulty, also consider the following steps:
1. Have them write out their tour.
2. Ask their “best friend” if they have noticed any changes in the volunteer. Try to enlist their help in solving the situation. Contact a family member if needed.
3. Keep an up to date emergency contact log with the names and numbers of family and doctors who should be contacted if there is a problem at the museum.
NEW VOLUNTEER/DOCENT MANAGERS
Notes by Karen Kennedy Fink, HR and Volunteer Coordinator at the National Constitution Center & Mid-Atlantic Regional Director, AAMV
In both our roundtable sessions, the groups were comprised of people who were either new to the profession of managing volunteers, or were taking over or starting new programs. At the request of each group, we decided to talk about both issues, so that those who had never managed volunteers before would have a chance to hear from those who were more experienced, and those who have worked with volunteers but were struggling to get a new venture off the ground would benefit from the talk as well. Below are the outcomes that were discussed, broken out by group.
Group I
Issue 1: Resistance to change, particularly with older docents, or docents who have been with the organization for quite some time
Solutions:
Need to establish clear job descriptions for all positions, so volunteers and docents understand exactly what the expectations are. This should be coupled with some type of feedback form or performance evaluation, so volunteer managers have the ability to identify and address performance issues that do not meet the acceptable standards.
Volunteer managers should also know how to dismiss a volunteer or docent, and those procedures should be similar to the way dismissals are handled with paid staff. Volunteer managers are encouraged to work with their human resources departments to have an “exit strategy” in place should the need arise to release a volunteer or docent from service.
Issue 2: Keeping paid and unpaid staff positions separate
Solutions:
By law, volunteers and docents should not be doing the exact same work as paid staff. Furthermore, organizations should not terminate a paid employee with the intent to replace them with a volunteer or docent. Volunteers should be working in a capacity that supports the mission of the organization and supports paid staff who have supervisory responsibilities. This can be particularly cumbersome in a small museum that employs few paid staff.
The use of clear job descriptions will again help to determine differences within volunteer and paid staff positions.
Many “loopholes” exist by which museums can have paid and unpaid staff working side-by-side, but the organization should be ready to explain (if needed) how paid and unpaid jobs differ.
Issue 3: Scheduling commitments by volunteers and the use of “transient” volunteer help
Solutions:
The group was united in their struggles to employ “transient” volunteers. Those volunteers who have very short term projects to complete and are looking for a short window of time to work. It was the consensus of the group that there be some type of minimum commitment needed for a volunteer to join the organization. When this is not feasible or desired by an organization, many in the group felt that it was beneficial to have some short term assignments available, assignments that do not need extensive training, such as stuffing envelopes, filing, or finishing other non-essential administrative tasks.
The group also felt that this was an issue that would vary widely from museum to museum, and that volunteer managers should choose a method that is best for their organization, while still trying to accommodate potential volunteers.
It would be wise to think of the “good will” that can be created by bringing on even a short-term volunteer, as that volunteer may decide to stay on for a longer commitment, may become a member of the institution, may use good word of mouth to help you recruit other volunteers, or may at some point be in a position to make a monetary donation to the organization.
Issue 4: Finding a volunteer software tracking system that works for your organization
Solutions:
The group identified a number of software tracking systems, such as Volgistics, Volunteer Edge (from Blackbaud) and VolunteerWorks.
The consensus was that each museum needed to find a tracking system that best suited their needs. Some things to consider were ease of use, multiple users, and certainly cost to the organization. Many volunteer managers in the group had experience with at least some of the programs mentioned above, while others were using simple tracking systems they created on their own, such as an Excel spreadsheet or an Access database.
Group II
Issue 1: Consistency in managing your volunteer/docent program
Solutions:
While some of the folks in our group did not have complete control over their programs, the consensus of the group was that it was vital to have one person overseeing the volunteer program. While the group believed it was acceptable to have others in the organization managing the volunteers on a daily basis, we all agreed that there was a need to have one person be the final authority over the program.
It was agreed that the volunteer manager should be responsible for recruiting, screening, placing volunteer, tracking hours, handling disciplinary actions, etc., to ensure consistency within the program.
Most volunteers crave structure and also want to be treated fairly. Having one central person managing the volunteer program ensures that rules and policies are abided by and that no one is being treated differently from the rest of the group.
Issue 2: Training – how do you train, how often do you train, do you conduct training all at once or in layers?
Solutions:
This was a topic much too big for the group to address all the questions. We believed this topic could be its own roundtable discussion, but we were able to come up with a few quick pieces of advice, particularly for those who are new to volunteer management.
We all agreed that there is no “formula” for volunteer training, and that many factors such as time, size of the group, intensity of the content, etc., would play a role in deciding how to implement training.
The group did agree though, that training needed to be consistent, and that at minimum, all new volunteers should go through a basic orientation, where they learn some of the policies and procedures and rules, and where they learn the basics of the organization.
It was also suggested (particularly for a busy museum without a lot of spare time for training) that training be grouped together and offered to as many volunteers at once as possible. For example, if all volunteers are responsible for customer service, that could be one training that all are expected to attend, same for a safety and security training. Then, volunteers in different areas could split up for individual training that relates specifically to their job responsibilities.
Issue 3: Reassigning a volunteer
Solutions:
Those in the group who have supervised volunteers for a long time, were all familiar with the issue of reassigning a volunteer. This entails moving a volunteer who is not effective in their current role to a role within the organization that is more suitable to their skill set.
It was agreed that sometimes it is absolutely necessary to reassign a volunteer, but that it needs to be done with respect for the volunteer and done in a way that preserves the dignity of the volunteer.
Reassignment should always be done in a spirit of helping the volunteer find their “best fit” and working with them to capitalize on their strengths. Reassignment should never be done as a punishment and should be done in a way that does not make the volunteer feel as if they are being demoted.
The group agreed that it is a tricky subject and that we are not always able to use reassignment, but if we feel that that is our best option, it should be carefully thought out and serve the best interest of all parties involved.
Issue 4: Volunteer boards – Do you have them, do they work well?
Solutions:
There was only one member of the group that utilized a board structure within their docent program. This volunteer manager expressed that the board seemed cumbersome at best.
One member of the group indicated that they did not believe in volunteer boards, and also did not believe in having volunteers and docents. This member felt that it was better to have one group of people all on the same level, be it docents or volunteers, so that no one group felt they were more important than the rest.
No one else in the group had a volunteer board, but all agreed that they felt it would require much more management on their part, and felt that it would require more administrative time than they could devote to it.
VOLUNTEER STAFF RELATIONS
Notes by Lois Kuter, Volunteer Coordinator, Academy of Natural Sciences in Philadelphia, & AAMV President
The thoughts of two different mixes of discussants are combined below
Challenges presented to the table:
Plans to expand the role of volunteers to take on more behind-the-scenes jobs has received positive and negative feedback from staff. Some fear volunteers could replace them. Others are not ready to find tasks for volunteers. Volunteers are viewed as a burden thrust upon them.
Museum situation where there is hostility between staff and volunteers – neither appreciate or understand what the other does and show disrespect openly. Volunteers want things to continue in the same way and are resistant to the opening of new museum space.
Tension between staff and volunteers in terns of roles in a research based institution where docents work with the public and paid staff work behind-the-scenes.
Staff willing to use volunteers for work out on the floor of the museum but not give them leadership roles.
Docents set in their way of doing things and resistant to changes. They are highly dedicated and loyal to the institution. Problem of how to make changes without alienating them. There is lack of interaction between staff and volunteers.
Volunteers feel a sense of entitlement; second-guess staff decisions.
Volunteers bypass the Volunteer program manager and take grievances directly to a President or museum CEO.
Volunteer committees and councils become closed systems where new-comers are not allowed.
Volunteers in a program that coasts along for a long time until there are staff changes in the volunteer program. Long-term volunteers do not accept changes. Don’t believe that staff understand what they do.
Second-guessing and distrust of staff on the part of docents and volunteers who are unable to accept changes. Conflict also between older docent group and the introduction on a new volunteer group.
Need for staff to understand what volunteering is all about and the wealth of experience volunteers bring.
Disconnect of trust – volunteers don’t want staff to tell them how to do the job they have done one way for many years. Staff doubtful of volunteers’ ability to do a good job.
Some suggestions to improve staff/volunteer relations
In cases where long-term volunteers are entrenched, honor past loyalty but add lots of new volunteers who are accept new rules and structure – renew and refresh the volunteer population.
Create a “ten year committee” of those reaching ten years of service. After a year on this committee members rotate off for one year.
Find positive examples of volunteer contributions to set a tone for resistant staff. Demonstrate potential for positive volunteer contributions to the institution.
Support from the top down – have senior staff work with and show respect to volunteers and give positive feedback to volunteers and set an example for other staff.
Support from the top down in introducing changes to the volunteer program that will meet with resistance on the part of volunteers.
Staff training – insure that staff understand what volunteering is all about – how this is different from “employment,” what’s it like to be a volunteer, why people volunteer. What roles can volunteers play.
Have staff sit in on volunteer training to understand what they are trained to do.
Switch roles – give staff a taste of volunteering and volunteers an idea of what staff do.
Clarify why you want volunteers and how they will help – how will staff investment in training and supervising volunteers benefit the institution. Do not take on volunteers unless the role they play will support the institution and its staff.
Need for structure in situations where volunteer manager’s position changes and uncertainty and inconsistency is fostered.
Volunteer manager could set up office hours to encourage volunteers to use this time to come to discuss issues; manager should take ideas to staff meetings and follow up on them.
Create links between staff, volunteer program manager, and volunteers so they get to know each other. Volunteer program manager needs to know staff and volunteers personally. Some ideas for staff/volunteer engagement: take a volunteer to lunch or breakfast, brown bag lunches, newsletter/web features, volunteer of the week or month to talk about positive roles, celebrate how volunteers help institution reach its goals.
Volunteer Managers or staff supervisors can contact volunteers spontaneously by telephone to thank them or just say hello.
Volunteer manager needs to foster communication and emphasize the positive.
BENEFITS
A table was not organized for this topic for the roundtable, but the following is a “laundry list” of benefits prepared by Lois Kuter, Volunteer Coordinator at the Academy of Natural Sciences & AAMV President.
Hopefully some of these will give ideas as to how to offer volunteer benefits on a limited budget and/or with limited time to organize and plan.
Some tangible benefits
An invitation to an annual Volunteer Recognition Luncheon or Dinner.
Invitation to Staff Holiday.
Invitation to Members’ events; free or reduced fee if there is a charge for staff.
Invitation to staff meetings (meetings of paid employees).
Participation in educational training programs.
Access to in-house opportunities like lectures by visiting curators, scientists, historians normally open just to paid staff.
Special workshops, lectures or enrichment programs specifically for volunteers.
Certificates, Pins, and other awards for service.
Free Membership (upon completion of ____ hours)
Free admission any time they want to come to museum (outside of work time)
Free admission to some or all museums in the area.
Free entry to special exhibits (in the volunteer’s museum) which have extra fee for visitors.
Free museum passes to be used by family or friends.
A ____% discount on Museum Shop purchases.
A ____ % discount on food and drink purchased in museum.
Free or reduced-cost trips organized from time to time for volunteers to visit other museums.
Use of a Volunteer Room for breaks or lunch and to find the latest information about the museum.
Free coffee/tea and/or snacks in the volunteer room.
Receive a special volunteer newsletter.
Receive the museum’s magazine or newsletter for free.
Free parking; full or partial reimbursement for public transportation.
Deductions on federal income tax related to volunteer work deductions are itemized.
Fulfillment of required community service hours (court-ordered, school-ordered)
Letters of reference for college or jobs.
Intangible benefits
Learning opportunities.
Physical as well as mental stimulation.
Meeting interesting people; making friends.
Satisfaction of supporting the institution.
Satisfaction of using your unique skills.
Development of new skills.
Feeling appreciated for a job well done.
Being part of a team.
Doing a dream job – I always wanted to be a paleontologist, teacher, curator, botanist, etc.
Fun.