Roots to success: a practical guide to support volunteer-training in food growing groups

Roots to success: A pRActicAl guide to suppoRt volunteeR-tRAining in food gRowing gRoups

ST00040410_CSD_Good Training Guide_3.indb 1 26/09/2013 17:14

Roots to success: A pRActicAl guide to suppoRt volunteeR-tRAining in food gRowing gRoupsJuly 2013

Written by Olivia Varley-Winter and Philippa Melaniphy. With support from Taiye Aro, Kathleen Collett and Claire Donovan. Photos by Lulu Ash, taken at Organiclea.Produced by the City & Guilds Centre for Skills Development.


contents1. introduction 1Introduction 2Further resources 4Acknowledgments 4

2. How to engage volunteers 5Introduction 6Principles checklist 8Checking our practice 13Further resources 14

3. How to structure and manage volunteers’ learning 15Introduction 16Principles checklist 18Checking our practice 22Further resources 23

4. How to recognise and measure volunteers’ learning 25Introduction 26Principles checklist 28Checking our practice 33Further resources 34

5. next steps: how to support employability and pathways to work 35Introduction 36Principles checklist 38Checking our practice 42Further resources 43


Roots to success: A pRActicAl guide to suppoRt volunteeR-tRAining in food gRowing gRoups 1. Introduction Page 1 of 44

1. intRoduction



introductionThis toolkit is intended to share good training practices that can help voluntary and community groups develop a structured approach to learning in projects, and keep volunteers interested as they participate. These practices are also intended to encourage the learning of volunteers with widely differing prior experience and backgrounds, including marginalised or non-typical learners with few or no formal qualifications, and learners struggling to enter employment.

Organiclea, a food-growing and training cooperative with more than 10 years’ experience of offering volunteer and training opportunities, worked with us to develop the vision for this toolkit. Many of the good practice principles on the following pages are based on its observations. The principles were also validated through consultation with other trainers in London’s Capital Growth food-growing network (see Acknowledgements). The checklists and guidance can be used to reflect, alone or with others, on whether your current volunteering project meets these principles, with space for notes on how to develop this further.

The toolkit also builds on the City & Guilds Centre for Skills Development’s earlier research report, Roots to work: Developing employability through community food-growing and urban agriculture projects (listed in further resources).

This research documented how volunteers in food-growing projects could develop a range of skills, contributing to their employability. The diagram on the next page, from Roots to work, summarises the key strengths of volunteering with regard to employability, as follows:

Firstly, volunteers can build confidence and gain social support, which boosts aspirations and motivation to achieve.

Secondly, volunteers can develop “soft” skills in areas such as communication and teamwork.

Thirdly, volunteers can apply and practise basic skills: literacy, numeracy and ICT, all of which are commonly valued by employers.

Fourthly, volunteers can improve their technical skills in order to achieve the project goals. For example, by food growing they can develop in-depth horticultural knowledge and skills.

Finally, awareness of job opportunities and how to access them can improve. This can happen simply through contact with others in the community, and can also be supported by project workers.



It should also be recognised that for many volunteers, volunteering and learning through volunteering is not consciously linked to work or education, but is done for its own sake. Nonetheless, there is scope for all volunteers to learn a great deal. Social interaction and physical activity also have health benefits which can positively affect other areas of volunteers’ lives. Volunteering can therefore lead to learning and development in a variety of different ways, with direct and indirect impacts on people’s working lives.

The toolkit covers the following key principles for enhancing volunteer learning, which any project can pursue.

•Chapter 2 explores how to engage volunteers

•Chapter 3 explores how to structure and manage volunteers’ learning

•Chapter 4 explores how to recognise and measure volunteers’ learning

•Chapter 5 explores how to support employability and pathways to work

Under these principles you will find advice and guidance, checklists by which you can keep track of progress in your project, and further resources that we have referred to in developing this advice.

All of the chapters and resources can also be found online, at www.skillsdevelopment.org/volunteer_training_toolkit.

Development of skills for employment

Another work-related outcome that volunteer learning may support is entrepreneurship, the ability to start up your own enterprise or business. Volunteers in practical projects can gain technical skills that they can apply in a trade, and they can develop the confidence, soft skills and inspiration that help to develop a business. In our Roots to Work research we found that many volunteers in food-growing projects want to produce their own food. Some also plan to work on maintaining, designing or improving gardens, and teaching others their skills.

Job search

Technical skills

Basic skills (literacy, numeracy, ICT)

Soft skills (communication, teamwork)

Confidence and social support A foundation that supports learning and development



further resourcesCity & Guilds Centre for Skills Development (2011). Roots to work: Developing employability through community food-growing and urban agriculture projects [Free], from: http://www.skillsdevelopment.org/research_projects/urban_agriculture.aspx

AcknowledgmentsThe City & Guilds Centre for Skills Development would like to thank Organiclea, with whom we developed a shared vision for this toolkit. Many thanks also go to its trainers, who offered valuable insights into good practice, which inform this resource.

We would also like to thank the following trainers from London Food Link, the Community Food-Growers Network and other projects, for reviewing and feeding back on earlier drafts:

Paola Guzman and Sarah Williams (Capital Growth) Mairead Lineen (Forest Farm Peace Garden) Kate McGeevor (Forty Hall Farm, Capel Manor) Alex Collings (Get Growing) Marlon Gibbins (London Youth Urban Nature Project) Fiona Law (Master Gardeners) Clare Joy, Ru Litherland (Organiclea) Martin Calderwood (St Mungo’s) Michelle Sinden (Spitalfields City Farm) Ruth Wong (Sutton Community Farm)


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2. How to engAge volunteeRs



introductionEngaging volunteers is the first step to helping them learn. In the process, people who have had a difficult time in education can develop a fresh, positive perspective on learning, and new motivation and interest. At first, volunteers with difficult prior experiences may be more difficult to engage. An inclusive culture, in which everyone is allowed to make a contribution and to feel part of a wider community, helps to support engagement of these volunteers alongside others. By making links with local services, community groups, or charities, you can also work more effectively with volunteers who access their support.

Many of the good practice principles on the following pages are based on the observations of trainers at Organiclea. They were also validated through consultation with trainers in London’s Capital Growth food-growing network.

The checklists and guidance can be used to reflect, alone or with others, on whether your current volunteering project meets these principles, with space for notes on how to develop this further. This and other chapters of the toolkit can also be found online, at www.skillsdevelopment.org/volunteer_training_toolkit.aspx.



2.4 Make sure suitable facilities and procedures are in place for volunteers to work and learn effectively.

Offering a pleasant and safe environment in which to work makes it more likely that they will volunteer with you for a longer period.

2.5 Make sure that the project team has enough time to coordinate volunteers, while also keeping on top of other duties.

It’s important to ensure that the workload involved in coordinating volunteers is manageable, so that essential tasks such as administration and fundraising are completed as well as volunteer activities.

Key principles

2.1 Make sure that the volunteering has a clear purpose and is well supported.

To prepare the ground for volunteer engagement, it’s important to be clear about the purpose of the volunteering, and its expected benefits for the project, for volunteers, and for the community. Establish support for the volunteering from others who have a stake in the project, and from those who can help with volunteer recruitment.

2.2 Make sure volunteers know what is expected of them.

This will help to ensure that volunteers’ contribution is well recognised, and can also help you to outline the skills they will develop.

2.3 Organise a welcoming induction for all new volunteers and keep them updated on changes that affect them.

This helps make a good first impression, and encourages volunteers to get involved.



principles checklist

2.1 Make sure that the volunteering has a clear

purpose and is well supported.

This principle can be checked with the following questions:

Do you and your project team have an agreed view about the purpose of the volunteering, and the expected benefit both for the project and for the volunteers?

What activities do you have available for volunteers to do? Are there particular groups of volunteers (age groups, for example) who could get involved and benefit from these activities?

Have you established support for the volunteering from others who have a stake in the project, and from those who can help with volunteer recruitment?

Strong local partnerships can help to grow your project and involve more volunteers. If you don’t work together you may miss opportunities to “join up” and direct volunteers’ learning. It’s important to choose appropriate partners who complement what you do.

Do you undertake a variety of activities to attract new volunteers?

Different audiences can be reached in different ways. For example, schools can have a big influence on young people and families, but are not likely to reach older people. Using a variety of recruitment activities helps to reach a wider audience.

Are there any other things you could do to ensure that the volunteering has a clear purpose, and that it is well supported?

To what extent do you ensure that the volunteering has a clear purpose and that it is well supported? [Put an X on the line]

This isn’t something We’re already pretty that we do. good at this!



Are there any other ways in which you could make sure volunteers know what is expected of them?

To what extent do you make sure volunteers know what is expected of them? [Put an X on the line]


2.2 Make sure volunteers know what is expected of them.

Do you give each volunteer a description of the project and their role?

This should include an outline of the volunteer activities and what to expect in terms of support for the volunteer (or volunteers) in their role.

Do you display a schedule of volunteer activities?

Consider, what are the short-term tasks? What is the longer-term plan? There is also a need to keep people updated, for example by sharing and displaying the schedule of volunteer activities.

Do you make time to get to know your volunteers so you can adapt their roles to suit their strengths, needs or interests, where possible?

This is likely to be most relevant for volunteers making a regular commitment to your project, as their role may develop as they spend more time with you. Gathering and evaluating feedback can help to shape the development of roles. You could offer volunteers a taster or a trial period in a particular role, then seek their feedback on how they are finding it.



Do you seek feedback from volunteers on how you are doing?

Offer volunteers a means of giving feedback on the day, for example by promoting the use of feedback forms.

Are there any other things you could do to offer a welcoming induction for all volunteers and keep them updated on changes that affect them?

To what extent do you offer a welcoming induction for all volunteers and keep them updated on changes that affect them? [Put an X on the line]


2.3 Organise a welcoming induction for all new volunteers and keep them updated on changes that affect them.

Do you have an induction process for all new volunteers?

Inductions could be one-to-one or in small groups. There should be time to introduce volunteers to the project, discuss their reasons for volunteering, explain any health and safety issues, and clarify any particular interests or needs relating to volunteering. You should set clear rules and guidelines to help your volunteers.

Do your volunteers know who is their main point of contact or coordinator on the project?

Clear coordination by a member of the project team can encourage volunteers to complete their voluntary activities. Guidance from the coordinator can also support the development of skills.

Do you keep your volunteers updated on changes that affect them?

You could display important rules or updates around your space or site. Remote communication through a project email address, website, or designated project phone is also a helpful way to keep in contact.



Do you/can you implement safeguarding measures where necessary?

It is important to safeguard children and vulnerable adults. Checks through the Disclosure and Barring Service (DBS – formerly the Criminal Record Bureau (CRB)) are one aspect of this. There are also working practices that can reduce risk, such as holding one-to-one meetings in supervised areas. For UK guidance on safeguarding, see the resource list.

Are there any other facilities and procedures that you need for volunteers to work safely and effectively?

To what extent are suitable facilities and procedures in place for volunteers to work safely and effectively? [Put an X on the line]


2.4 Make sure that suitable facilities and procedures are in place for volunteers to work safely and effectively.

Do you provide a seated area for instruction, breaks and discussion?

A seated space allows volunteers to take a break, which can support learning and discussion in a different way to when volunteers are actively doing tasks. Taking account of outdoor work, you also need a bathroom, a warm area, and an area to safely leave belongings.

Do you have appropriate procedures to manage health and safety risks?

Volunteers need information about appropriate clothing.

You need to be aware of what your volunteers are able and unable to do.

You might have a sign-in and sign-out point on a large site. If working with equipment that volunteers are potentially unfamliar with, it is important to show them how to use it safely.

Make sure that refreshments are available unless volunteers have been told to bring their own.



Are there any other things you could do to help to balance time commitments on the project effectively?

Do you make sure the project team has enough time to co-ordinate volunteers while also keeping on top of other duties? [Put an X on the line]


2.5 Make sure that the project team has enough time to coordinate volunteers, while also keeping on top of other duties.

Do you manage the workload so that essential tasks like fundraising can be completed alongside managing volunteer activities?

Coordinating volunteers can be time consuming but successful projects also rely on effective work behind the scenes such as forward planning, administration and record keeping. These tasks need to be completed alongside managing volunteers’ activities.

Think about how you can:

• Planaheadandsetgoalsforvolunteers;

• Delegatetasksandbuildtrustwithyourvolunteers;and

• Keepintouchwithleadersonyoursite–whethertheycomefrom your project team or among the volunteers.

Do you make sure that volunteers’ roles are truly voluntary, and that they are not assigned work that they didn’t expect to do?

Managing the workload on a project can prove challenging, but it is important not to demand that volunteers spend more time to help out, or assign them additional duties that they did not expect. While volunteers are free to offer their help, it is illegal to require anything of volunteers (for more on the legal aspects of volunteering, see further resources).



checking our practice

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notes/ways to improveMake sure that the volunteering has a clear purpose and is well supported?

Make sure volunteers know what is expected of them?

Organise a welcoming induction for all new volunteers and keep them updated on changes that affect them?

Make sure that suitable facilities and procedures are in place for volunteers to work safely and effectively?

Make sure that the project team has enough time to coordinate volunteers while keeping on top of other duties?



further resourcesStarting up a project in the UK

Standing Conference for Community Development (2001). Strategic Framework for Community Development. [Free], from: http://www.iacdglobal.org/files/sframepdf.pdf

Co-operatives UK (2011). The ‘Simply’ Suite of Legal and Governance resources. [Free], from: http://www.uk.coop/simplyseries

Co-operatives UK (n.d.). Booklet 4: Organisational Growth and Development. [Free], from: http://www.uk.coop/resources/documents/booklet-4-organisational-growth-and-development

Hayes, R. & J. Reason (2009). Voluntary but not Amateur: A Guide to the Law for Voluntary Organisations and Community Groups. 8th edition. Directory of Social Change. [£35.00], from: http://www.dsc.org.uk/Publications/Law/@155141

Starting up food-growing projects

Sustain (2012). Food co-ops toolkit. [Free], from: http://www.sustainweb.org/foodcoopstoolkit/

Federation of City Farms & Community Gardens (2005). Community Garden Starter Pack for UK and for Scotland. [Free], from: http://www.farmgarden.org.uk/component/docman/doc_download/14-community-garden-starter-pack for UK and for Scotland http://www.farmgarden.org.uk/component/docman/doc_download/19-scots-cgsp

Developing an inclusive approach

Co-operatives UK (n.d.). ‘From conflict to co-operation’ series, particularly Booklet 1: Conflict – where it comes from and how to deal with it and Booklet 2: Communication Skills. [Free], from: http://www.uk.coop/resources/documents/conflict-co-operation

Safeguarding adults and young people

Cambridgeshire Adult Safeguarding Team (2009). Guidance for Safer Working Practice For Employees and Volunteers Working with Service Users. Cambridgeshire County Council (UK), from: http://www.cambridgeshire.gov.uk/NR/rdonlyres/33B39D6A-2E63-4E60-901F-4725EC3F6468/0/SaferWorkingPracticeEmployeesVolunteersOct09.pdf

Department for Children, Schools & Families (2009). Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings. [Free], from: http://www.childrenengland.org.uk/upload/Guidance .pdf


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3. How to stRuctuRe And MAnAge volunteeR leARning



introductionIt can be a challenge to effectively prioritise and support volunteers’ learning. Volunteers are diverse, and their previous experience of education differs widely. They will have different interests and different approaches to learning. For example, some people will be keen to volunteer on an occasional basis, while others will be looking to make a regular commitment. The good practice principles on the following pages are intended to help you, as a project leader, to structure and manage volunteer learning. Consideration of these principles should help you to offer planned, reinforced and supported learning that works well with your particular volunteer intake.

Many of the good practice principles on the following pages are based on the observations of trainers at Organiclea. They were also validated through consultation with trainers in London’s Capital Growth food-growing network.

The checklists and guidance can be used to reflect, alone or with others, on whether your current volunteering project meets these principles, with space for notes on how to develop this further. This and other chapters of the toolkit can also be found online, at www.skillsdevelopment.org/volunteer_training_toolkit.aspx.



3.3 Support learning on tasks through explanation and other techniques.

Learning by doing and by practising is one way to reinforce learning, but learning is also supported by explaining the purpose of a task, sharing tips or techniques, and discussing what needs to be done.

3.4 Assign a “go-to” person, or people, to guide the learning of volunteers.

All volunteers should know who they can approach with concerns or questions. Longer-term volunteers should also have a designated person or mentor who sees them on a regular basis. This will help you to maintain some oversight of what each volunteer is working on, and ensure that volunteers are neither overburdened nor unchallenged.

These day-to-day management principles also provide a good foundation for offering longer-term training courses or volunteering programmes. The development of programmes and courses is also tackled further in the next toolkit topic, “How to recognise and measure volunteers’ learning”.

Key principles

3.1 Encourage volunteers to learn from the tasks that they do.

Learning can be enhanced within the context of your current activities. For example, repetition and practice of tasks helps to embed new skills, and can build a sense of routine and confidence in that routine. Taking on new tasks can then help to build confidence in new situations. Offering volunteers a mixture of these experiences is likely to boost the quality of their learning.

3.2 Be clear about the skills that volunteers can develop and about which skills are a priority to develop in your project.

Volunteers can learn something from every task that they do, and it is useful to recognise the full breadth of what they can learn. To take a more active role in supporting learning, it is also necessary to prioritise, and to decide which skills you really expect volunteers to develop. Goals can be set in areas such as confidence, “soft” skills like communication and teamwork, and technical skills.




3.1 Encourage volunteers to learn from the tasks that

they do.

Do you encourage volunteers to commit to tasks?

If volunteers are expected to complete a task, or to remain until the break in whatever activity they have chosen, this helps them to learn by repetition and also gain the satisfaction of completing something. In longer activities, you can motivate volunteers by various means, such as pairing volunteers so that they can take it in turns, checking in as to how they are getting on, and reiterating the end goal and when the break is.

Do you encourage volunteers to understand a task fully, and to show leadership where appropriate?

Can the volunteer explain what has been done? Can they take others through a task once they have practised it? Can they suggest better ways to carry out the task?

Do you offer volunteers a range of activities and tasks to choose from?

If there is a variety of tasks on offer then this will help to enable more varied learning, and you can prompt volunteers to broaden their experience, eg: “You have watered the plants before, would you like to try something else?”

What else could you do to encourage volunteers to learn from the tasks that they do?

To what extent do you encourage volunteers to learn from the tasks that they do? [Put an X on the line]




As a project leader or with your project team, have you planned how you will help the volunteers to develop these skills?

For example, if you want to focus both on building confidence and improving technical skills, how will you maintain a balance between building the confidence of volunteers in familiar tasks, and introducing them to new tasks that are not familiar?

Is there anything else you need to do to be clear about the skills that volunteers should develop in your project?

To what extent are you clear about the skills that volunteers can develop in your project? [Put an X on the line]


3.2 Be clear about the skills that volunteers can develop and about which skills are a priority to develop in your project.

As a project leader or with your project team, have you taken stock of the range of skills that volunteers are likely to develop on your project?

Before planning extra support for your volunteers’ learning, it is helpful to first appreciate the learning that is already taking place. For example, in our Roots to work research with community food-growing and urban agriculture groups, we found evidence of volunteers developing employability. These employability improvements came about in a range of different ways: growing confidence and social support, “soft” skills such as self-management and problem-solving, volunteers being helped to gain basic qualifications (eg in numeracy and literacy), training of volunteers to boost technical skills in gardening and food growing, as well as the project often being an asset for volunteers’ job searches. In what ways do volunteers learn in your project?

As a project leader or with your project team, have you prioritised what skills volunteers should develop in your project?

Do you have different priorities with different volunteer groups who have different needs? What outcomes do you expect for the project, and for volunteers?



Do you recognise volunteers’ potential to teach others?

Encouraging volunteers to instruct and support others may help to reinforce what they have learned, develop their expertise and work as a team.

Have you considered involving volunteers in task-planning?

Talking through what needs to be done and deciding priorities together can help volunteers to think through decisions, and learn how to set up their own enterprise or project.

Are there any other ways in which you could support volunteers’ learning?

To what extent do you support learning on tasks through explanation and other techniques? [Put an X on the line]


3.3 Support learning on tasks through explanation and other techniques.

Do you explain tasks at different levels, depending on volunteers’ experience and aptitude?

You can offer simple explanations of problems and solutions. For example: “In this bed we are going to sow seeds to grow mustard and rocket, but the soil isn’t good enough for them at the moment. We are breaking up the soil and adding compost because this will improve the soil.”

Volunteers familiar with the process might then want to know more. For example: “Why sow mustard seeds here? Why do seeds need broken-down soil?”

Do you set standards for your volunteers to reach?

There will be times when volunteers simply need to turn up when expected and get involved, while in other circumstances the quality of what they do is more important. For example, Organiclea sells its plants and produce, and therefore expects its volunteers to take good care of the crops. Setting standards involves a maintaining a balance between valuing what volunteers already have to offer and correcting volunteers where necessary.

Do you encourage volunteers to ask questions?

If you welcome and respond to questions it will have a positive impact on learning. Setting a clear break-time in the day is useful as this encourages volunteers to come together and ask questions.



Are there any other things you could do to help guide the learning of volunteers?

To what extent do you guide the learning of volunteers? [Put an X on the line]


3.4 Assign a “go-to” person, or people, to guide the learning of volunteers.

Do you always tell volunteers who they can approach with concerns or questions?

Is someone responsible for keeping track of volunteers’ feedback and for keeping up good standards of support for volunteers?

This person (or these people) could also help inform the development of a structured volunteering programme or training course.

Do you have the right team of people with enough time to support volunteers’ learning on tasks, and to engage for the longer term with regular volunteers?

You could:

• Aimtohavearegularcoregroupoftaskleaders,sothattheygettoknowtheregularvolunteers;

• Encouragebuddyingandteamwork,pairinginexperiencedvolunteerswithmoreexperiencedones;and

• Setasidetimeforone-to-onelearningsupport,orworkwitha partner who can provide this support to volunteers.

Do you inform volunteers about other organisations that can provide training and networking opportunities?

This can build volunteers’ confidence in interacting with others and encourage them not to become dependent on your organisation.




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notes/ways to improveEncourage volunteers to learn from the tasks that they do?

Know the skills that volunteers can develop, and know which skills are a priority to develop in our project?

Support learning on tasks through explanation and other techniques?

Assign a “go-to” person, or people, to guide the learning of volunteers?



further resourcesOther good practice resources for managing volunteers’ learning:

Eldred, J., J. Ward, K. Snowdon and Y. Dutton (2006). Catching confidence: the nature and role of confidence – ways of developing and recording changes in the learning context. National Institute for Community and Adult Education (NIACE), from: http://www.niace.org.uk/sites/default/files/documents/publications/catching-confidence-guidance-notes-en.pdf

See ‘Matching volunteers’, ‘Progression pathways’, ‘Training and induction’ and more in Goldstar (2008). The Good Practice Handbook, from: http://www.localeconomysolutions.co.uk/documents/GoldStarGoodPractice_Handbook.pdf

For case studies of volunteer successes, see Goldstar (2009). Goldstar success stories: what can volunteering lead to?, from: http://www.chances4volunteering.org/wp-content/uploads/2010/04/GoldStarSuccessStories-Whatcanvolunteeringleadto.pdf

Also see Ofsted (2013). Good practice resource – Outstanding support for disadvantaged learners: Roots and Shoots Limited, from: http://www.ofsted.gov.uk/resources/good-practice-resource-outstanding-support-for-disadvantaged-learners-roots-and-shoots-limited

Case study of setting up a community gardening project

Thrive (2013) Growing 4 life: a practical guide to setting up a community gardening project for people affected by mental ill health, from: http://www.thrive.org.uk/Files/Documents/G4L%20Resource%20Book.pdf


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4. How to Recognise And MeAsuRe volunteeRs’ leARning



introductionMany volunteers will have found previous assessments of their learning difficult, nerve-wracking or boring, but you can recognise and measure learning in your project in different ways. These range from very informal assessments such as a short chat with a volunteer to discuss their work, to formal assessments such as examinations and tests.

Recognising and measuring volunteers’ learning and skills can have a number of benefits. It can:

•Help people outside of the project – such as project funders, and employers who might employ those who have volunteered on the project – to appreciate that the volunteers have developed certainskills;• Strengthen the relationship between a volunteer and the person whomentors,managesortrainsthem;•Help to retain volunteers for whom learning and skills developmentisanimportantobjective;•Help volunteers to appreciate their achievements and tell others whattheyhaveachieved;and•Boost volunteers’ level of confidence and motivation.

In this section, we share principles to help you recognise and measure volunteers’ learning in your own project or group. We also offer checklists and guidance that help you reflect, alone or with others in your project, on whether your volunteering project meets these principles, with space for notes on how you might develop this further. This and other chapters of the toolkit can also be found online, at www.skillsdevelopment.org/volunteer_training_toolkit.aspx.

Participation in learning assessments

Cedefop (2008) highlights several steps or decisions that take place when learners are interested and involved in recognising and measuring their learning. Ideally, each of these is a step that volunteers will go through, showing their interest in validating their learning.

• The volunteer decides or agrees to reflect on learning and to identify aspects of their knowledge, skills and competencies that are being developed.

• The volunteer decides or agrees to produce a record of the learning experience.

• The volunteer chooses to pursue formal or informal validation of their learning. Informal validation might be a successful application for a job that makes use of their recent learning. Formal validation might be entering an assessment to gain a qualification certificate.

• The volunteer identifies or agrees on supplementary learning necessary to achieve goals.



Key principles

4.1 Introduce a method of assessment that suits your volunteers and your project.

It is important to choose approaches that are appropriate to the volunteers that you work with. For example you could use a declarative method (asking the volunteer to take note of what they have learned), interviews, observation of volunteers at work, or a portfolio approach that brings together a mix of these. These methods can offer an alternative to taking account of learning through formal tests.

4.2 Link volunteers’ assessment activities to a clearly structured course or programme.

Assessing learning can be a rewarding process. The process can deepen volunteers’ understanding of what they are learning, it can help them to show what they have learned, and it also tends to motivate them to learn more. As noted in the box on the previous page, volunteers are more likely to complete their assessments (and will get more out of them) if they are personally interested and committed to the process. A clear offer of a course or programme should help them to participate.

4.3 Assess volunteers at the beginning and at the end of the course, and keep track of learning in between.

Assessing volunteers at the beginning as well as at the end will help you to measure their progress, and demonstrate the impact that the volunteer learning programme has. Checking progress in between can help you to support their learning more effectively.

4.4 Before volunteers have their final assessment, take account of what they could do next.

Many volunteers will be keen to think of next steps outside of your project. Others may prefer to continue to volunteer with the project for the longer term, in which case it is important to think how their role develops in future.

4.5 Celebrate volunteers’ achievements.

Celebrating achievements helps to make it clear to others that your project supports learning and development. Acknowledgment of achievements also encourages volunteers to take pride in what they have done.



Are you clear about how you will put your preferred methods into practice?

It’s important to ensure that the assessment approach is manageable for your project team and volunteers. You could start with some elements before building up, or have a trial run to test your approach.

Do you have independent endorsement of your assessment approach?

Project partners could review the process, or the assessment could be accredited by an awarding body.

Is there anything else you could do to introduce a method of assessment that suits your volunteers and your project?

To what extent have you selected an appropriate assessment method for your project? [Put an X on the line]



4.1 Introduce a method of assessment that suits your

volunteers and your project.

Are you clear about what measures of learning and skills will be helpful both for your project and for volunteers?

Measuring learning requires some form of assessment, but does not have to involve lengthy paperwork or tests. Cedefop (2009, listed in further resources) outlines methods, including:

• Declarativemethods,inwhichthepersonidentifies and records their competencies, usually verified by athirdparty;

• Interviews,whichcanbeusedtoclarifyissuesandtoreviewthescopeanddepthoflearning;

• Observation,inwhichthecompetenceoftheindividual isobservedwhiletheyareperformingtasks;

• Portfoliomethod,inwhichamixofmethodsandinstruments are brought together to show an individual’s skillsandcompetenciesindifferentways;and

• Testsandexaminations,whichtestvolunteerstoexternallyverified standards. You could offer a course that leads to examination for a qualification, for example in practical horticulture. You could also note achievements outside of the project, for example volunteers who decide to study further in school, college or university.



4.2 Link volunteers’ assessment activities to a clearly structured course or programme.

Volunteers will be more likely to participate in assessment if it is part of a structured course or programme that’s of personal interest to them.

Do you seek volunteers’ agreement before involving them in an assessed programme or course?

Do you gain volunteers’ agreement to produce a record of their learning, and are you clear about what this involves?

As discussed in 4.1, there are different types of learning records that might be appropriate, and these depend on what measures you have decided on as a project. For example, you could have a log book in which volunteers share what they have learned, or you could offer an externally verified assessment. For some of its volunteers, Organiclea has a “skills tracking grid” to guide interviews and to produce a learning record. The volunteer and their mentor discuss some of a list of skills, eg: “I am confident to meet new people”, “I can understand basic instructions”, and mark how far they think they have progressed against each.

Do you find out whether volunteers are interested in further goals apart from the course, for example seeking employment in horticulture, or seeking relevant qualifications?

This discussion shouldn’t necessarily be part of the volunteer’s learning record, but discussing further goals is likely to help them to measure their progress against what they personally want to achieve.

Do you seek feedback from volunteers on how they are finding the assessment process?

Seeking feedback can help to make improvements in future.

Are there any other ways in which you link volunteers’ assessment activities to a clearly structured course or programme?

To what extent do you link volunteers’ assessment activities to a clearly structured course or programme. [Put an X on the line]




Does the final assessment show the progress volunteers have made, compared to where they were at the beginning?

The quality of the final assessment can be helped by having more than one assessor verifying the volunteers’ progress, or by having the assessment independently certified or verified.

Are there any other ways in which you could assess volunteers’ learning at the beginning, middle and end of their participation with you?

To what extent do you assess volunteers at the beginning and end of the course, and keep track of learning in between? [Put an X on the line]


4.3 Assess volunteers at the beginning and at the end of the course, and keep track of learning in between.

Do you assess volunteers’ level of skill or learning at the beginning of their participation in the course or programme?

Some volunteers will be complete beginners, whereas others will have had some practice at what you’re asking them to do. It is useful to know what level they are at.

Does the assessment at the beginning set a benchmark from which you can measure future progress?

When considering how you will measure progress, it is helpful to be respectful of the differences between your volunteers. Should some be offered a different type or level of assessment? Do any of the volunteers have special needs that affect how they should be assessed?

Do you check how volunteers’ learning is progressing before the end of the course or programme?

This is often done informally. When trainers have feedback from volunteers on how they are doing, or test progress in other ways, they can then adapt their training where necessary to help more of the learners to meet their learning goals.

Do you have a final assessment on volunteers’ exit from a course or programme?



Are there any other ways in which you take account of what volunteers could do next?

To what extent do you consider the next steps for volunteers, as part of the assessment process? [Put an X on the line]


4.4 Before volunteers have their final assessment, take account of what they could do next.

Does the volunteer’s mentor or assessor discuss with them what they will do next?

Many volunteers will be keen to think of next steps outside of your project. Other volunteers will prefer to continue volunteering with the same project, in which case it is important to think about how their role could develop in future.

Can volunteers show what they have achieved to others outside of the project?

First of all, you could encourage volunteers to take note of their experience in their CV. You also could seek to award a widely recognised certificate to volunteers completing the course, as this helps those who will work with the volunteers in future to recognise their success. Volunteers may also value having a portfolio of work to take away at the end of the programme, or a statement of their volunteering hours.

When promoting your project locally, you could share praise from employers or from project partners who have worked with your volunteers, as this helps to build the reputation of your volunteers and your project.



Is there anything else that you could do to celebrate volunteers’ achievements?

To what extent do you celebrate volunteers’ achievements? [Put an X on the line]


4.5 Celebrate volunteers’ achievements.

Do you acknowledge and/or celebrate volunteers’ achievements?

At the end of hard work, acknowledgment of success can boost confidence and encourage volunteers to take pride in what they have done. Celebration of learning also helps to build awareness of your project as a community of learners.

In acknowledging success publicly, it is important to choose achievements that volunteers are happy to talk about and to share. You could celebrate success publicly through:

• Groupmeetings;

• Publicdisplaysornoticeboards;

• Celebratoryevents,prize-givings;and

• Contactingnewspapers,radioandonlinemediatohighlightyour volunteers’ achievements




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notes/ways to improveHave a method of assessment that suits our volunteers and our project?

Link volunteers’ assessment activities to a clearly structured course or programme?

Assess volunteers at the beginning and at the end of the course, and keep track of learning in between?

Before volunteers have their final assessment, take account of what they could do next?

Celebrate achievements?



further resourcesOn measuring informal learning:

Cedefop (2009). European guidelines for validating non-formal and informal learning, from: http://www.cedefop.europa.eu/EN/Files/4054_en.pdf

Eldred, J., J. Ward, K. Snowdon and Y. Dutton (2006). Catching confidence: the nature and role of confidence – ways of developing and recording changes in the learning context. National Institute for Community and Adult Education (NIACE), from: http://www.niace.org.uk/sites/default/files/documents/publications/catching-confidence-guidance-notes-en.pdf

What do different levels of qualification mean?

See the outline of qualification levels in European Commission (2010). The European Qualifications Framework for lifelong learning, from: http://ec.europa.eu/eqf/documents?id=51

For assessing impact in general

Goldstar (2009). A guide to impact assessment within volunteer involving organisations, from http://www.chances4volunteering.org/wp-content/uploads/2010/04/Goldstar_ImpactAssesmentGuide.pdf


Roots to success: A pRActicAl guide to suppoRt volunteeR-tRAining in food gRowing gRoups 5. Next steps: How to support employability and pathways to work Page 34 of 44

5. next steps: How to suppoRt eMployAbility And pAtHwAys to woRK



introductionFor most people, a key challenge in life is to find work, to remain in work for the long term, or to secure a good income from their employment. Charities, learning providers and public agencies in the UK that engage with unemployed working-age people are often under pressure to improve their work prospects. This has been increasingly the case during an economic downturn in the UK after the 2008 financial crisis. Recognition that volunteering helps to sustain and develop work-relevant skills may be welcome, but this recognition also places pressure on projects engaging with volunteers to define how they improve access to employment.

For many volunteers, employability or their career may be a completely separate concern from volunteering. Others, however, may really value employability benefits, such as:

•Activity that supports mental health, well-being andconfidence;

• Foundational skills development looking toward entry-levelemployment;

• Top-up skills development helping them to progress to the nextlevelofwork;

•Assistance in accessing opportunities, showcasing their skills toemployersoreducationproviders;

• Theopportunityforaccreditationandrecognitionofskills;and

• The opportunity to practise their work on a regular basis.

In this section, we present principles that are intended to help you, as a project leader, to support volunteers’ employability and next steps. The checklists and guidance can be used as a tool to reflect, alone or with others, on whether your current volunteering project meets these principles. There is also space for notes on how to develop this further. This and other chapters of the toolkit can also be found online, at www.skillsdevelopment.org/volunteer_training_toolkit.aspx.



Key principles

5.1 Tailor support for employability and next steps according to volunteers’ interests and needs.

There are many different ways into work, and different steps that volunteers can take to get there. Some will arrive with a plan for their volunteering, and will know what they want to learn and do next. Others may have spent considerable time out of education or work, and volunteering will be their first step back into an active routine. In order to support at the right level, it is important to take account of these differences.

5.2 Encourage confidence and motivation with regard to next steps.

Confidence and motivation are a key part of committing to next steps that involve moving on from a routine that the volunteer is used to. The volunteer should be able to have confidence in their strengths and take responsibility for their future.

5.3 Manage volunteers’ expectations.

While it is important to take account of individual interests, it is also important to guide volunteers’ expectations so that they are realistic and recognise steps that they may need to take independently outside of your project or programme.

5.4 Help volunteers to showcase what they can do and make links with employers

This assistance could include providing volunteers with a reference for their CV, CV support sessions, rehearsing interviews, or sourcing work placements or employment opportunities on behalf of your volunteers. Links with relevant employers can also help to inform the development of training, and may lead to more direct job offers for volunteers.

It is important to note that a single community project will not be able to address all the employment issues volunteers may have. You should also consider referring volunteers to colleges, career advice services or other local services, or running placements with other volunteering projects.



like the Prince’s Trust’s Enterprise Programme for 18-to-30 year olds in the UK (listed in further resources).

Are you clear about approaches you could take with volunteers who are struggling to secure employment?

The objectives and funding of your project will clearly affect how much time you and your project team can spend supporting people with their job search. As well as considering what avenues you can open up for them, it’s also helpful to look out for other, locally based support that may be available, such as CV-writing classes.

What else can you do to tailor employability support according to volunteers’ interests and needs?

To what extent do you tailor employability support according to volunteers’ interests and needs? [Put an X on the line]



5.1 Tailor support for employability and next steps

according to volunteers’ interests and needs.

Have you considered the wide range of steps that volunteers could take in relation to employment?

For example, some volunteers may have high level skills and simply wish to develop their career opportunities with your help, while other volunteers may have few or no qualifications and need to improve their basic skills. Our Roots to work research (listed in further resources) found a range of ways in which volunteers can improve their employability through participating in food-growing projects.

Are you aware of sources of funding and support for employability or work training?

Volunteers in need of basic skills training or level 1 and level 2 qualifications are likely to be eligible for support from public agencies to take this step. See NIACE’s 2012 paper What is the role of skills? (listed in further resources) for more on skills support for unemployed people in the UK.

Volunteers seeking employment are also likely to want to make contact with employers who work in the sector that they are interested in, to find out about the type of experience they have or what they might be looking for in a job candidate. This could be facilitated through employer visits or work experience placements. Volunteers who are interested in self-employment could look for business start-up support,



5.2 Encourage confidence and motivation with regard to next steps.

Do you discuss volunteers’ ideas of what they could do after a period of volunteering with you?

It is valuable to do this at an early stage, or as soon as volunteers are ready. Some volunteers may start with no particular ambitions, and an early discussion of next steps can encourage them to plan for the future.

Do you give enough time to discussing next steps?

If there are competing demands on time, the volunteer may lose the chance for a full and frank discussion, and may be pushed toward an option that doesn’t suit their interests or needs.

Do you ensure that a wide range of your volunteers can discuss next steps with you?

Volunteers may dislike taking part in a discussion if it sets them apart from other volunteers. Offering support to all if possible, rather than limiting it to a particular group, will encourage all to engage on equal terms.

What else could you do to encourage confidence and motivation with regard to next steps?

To what extent do you encourage confidence and motivation with regard to next steps? [Put an X on the line]




Are you aware of how a volunteer’s employment options would be affected if they have a criminal record?

Some of your volunteers may be referred by the probation service or by youth-offending teams, or may have a criminal record from their past. For these cases it is helpful to be informed about whether their criminal record affects their future options. (For information on this, see further resources).

What else could you do to manage volunteers’ expectations?

Do we effectively manage volunteers’ expectations? [Put an X on the line]


5.3 Manage volunteers’ expectations.

As your project becomes recognised for helping volunteers in terms of training or employment prospects, it is important to try and ensure that volunteers’ expectations of their next steps are realistic, and that they don’t expect too much of your project team.

Are you clear about what you can offer to volunteers, to support their employability, their work training or their job search?

It is important to give volunteers a realistic expectation of the type of employability or work training on offer, so that those who participate are those most likely to benefit from it.

Do you give volunteers realistic feedback on their goals and how they might get there?

If the volunteer thinks through and discusses how they might reach their goals, with feedback, it is more likely that they will be realistic. Maintain a positive and open-minded attitude, it is difficult to predict what volunteers will do next.

Do you keep up to date with relevant job roles and courses in your area, and the types of requirements they have?

If you are aware of what’s available, you will be better able to inform volunteers’ expectations of what they might do next – for example, if you know what’s typically required to work as a gardener.



What else could you do to help volunteers showcase what they can do, and to make contact with employers?

To what extent do you help volunteers to showcase what they can do and make contact with employers? [Put an X on the line]


5.4 Help volunteers to showcase what they can do and make contact with employers.

Do you offer longer-term volunteers a clear role profile for their volunteering?

This helps them to more easily define their contribution to the project when updating their CV.

Do you link volunteers up with appropriate work experience, employment opportunities, or supplementary voluntary opportunities?

Try to get a good knowledge of the placements you’re recommending, in order to recommend those that are most suitable in terms of volunteers’ experience, contacts and skills.

Have you considered recommending competitions, awards, or skills shows to volunteers?

Competitions can offer a fun and challenging way for volunteers to showcase what they can do. Recent UK shows and competitions are the RHS Chelsea Flower Show, Master Gardeners, “Gardening Against The Odds”, Garden Media Guild Awards, and competitions by the Capital Growth food-growing network (for websites see further resources).

Do you respond to requests from volunteers for references when they are seeking employment?

Volunteers may also find CV support and rehearsal of interview techniques helpful, and projects could consider referring them to this type of training.




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notes/ways to improveTailor support for employability and next steps according to volunteers’ interests and needs?

Encourage confidence and motivation with regard to next steps?

Manage volunteers’ expectations?

Help volunteers to showcase what they can do and make contact with employers?



further resourcesEmployability through food growing

City & Guilds Centre for Skills Development (2011). Roots to work: Developing employability through community food-growing and urban agriculture projects, from: http://www.skillsdevelopment.org/research_projects/urban_agriculture.aspx

Skills support for unemployed people

Institute for Volunteering Research (2009). A Gateway to Work: The role of Volunteer Centres, from: http://www.ivr.org.uk/images/stories/Institute-of-Volunteering-Research/Migrated-Resources/Documents/G/A_Gateway_to_Work.pdf

Goldstar (2009). Goldstar success stories: what can volunteering lead to?, from: http://www.chances4volunteering.org/wp-content/uploads/2010/04/GoldStarSuccessStories-Whatcanvolunteeringleadto.pdf

NIACE (2012). The Work Programme: What is the role of skills?, from: http://shop.niace.org.uk/the-work-programme.html

Supporting employability of offender learners

City & Guilds Centre for Skills Development/IoE Centre for Education in the Criminal Justice System (2012). CPD for teaching offenders in the community and other vulnerable or marginalised learners. 9. Exit strategies and engaging with employers, from: http://www.skillsdevelopment.org/knowledge_portal/cpd_practitioner_toolkit/9_exit_strategies_and_working.aspx

Thames Valley Probation (n.d.). Handling a criminal record, from: http://www.skillsdevelopment.org/pdf/Thames%20Valley%20Probation%20Handling%20your%20disclosure.pdf

Competitions

Conservation Foundation. Gardening Against The Odds, from: http://www.conservationfoundation.co.uk/award_info.php?id=16

Master Gardeners. Grow for Gold: winning master gardeners, from: http://southlondon.mastergardeners.org.uk/2012/11/12/grow-for-gold-winning-master-gardeners/

The Princes Trust (2013). The Enterprise Programme, from: http://www.princes-trust.org.uk/need_help/enterprise_programme.aspx

The Royal Horticultural Society (RHS). Chelsea Flower Show 2013, from: http://www.rhs.org.uk/Shows-Events/RHS-Chelsea-Flower-Show/2013/About-the-show


Roots to success: a practical guide to support volunteer-training in food growing groups by the City & Guilds Centre for Skills Development (CSD) is intended to share good training practices that have helped voluntary and community groups develop a structured approach to learning in their project, and keep volunteers interested as they participate. These practices are also intended to encourage the learning of volunteers with widely differing prior experience and backgrounds, including marginalised or non-typical learners with few or no formal qualifi cations, and learners struggling to enter employment.

The checklists and guidance can be used to refl ect, alone or with others, on whether your current volunteering project meets these principles, with space for notes on how to develop this further.

The toolkit builds on the City & Guilds Centre for Skills Development’s earlier research report, Roots to Work: Developing employability in community food-growing and urban agriculture projects.

“We have been glad to contribute to CSD’s new toolkit as we develop more ways to bring tuition into the gardens where we grow food with volunteers. The outcome is inspiring and we should feel bold about sharing it beyond the garden!”Clare Joy, Organiclea grower and trainer

“This toolkit is full of great ideas and will be really useful for groups that want to engage with their volunteers and get the best from them and for them.”Sarah Williams, from Sustain’s and the Mayor of London’s Capital Growth food-growing network.

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©2013 The City and Guilds of London Institute. All rights reserved.

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City & Guilds is a registered charity (charity number 312832) established to promote education and training.

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Roots to success: a practical guide to support volunteer-training in food growing groups

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