My Training Approach

Rebecca (2)Volunteers Yeah – Training online and offline that builds our skills for involving people in the projects and causes we believe in. Sign up here for a free guide for volunteer managers and coordinators

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“A really good day, nice environment, good facilitator and felt I have gone away with confidence to make amendments to current policies”
Lynn, Managing your Volunteer Programme

11_Training_lowresSample Training Resources and Activity:

Setting Volunteer Goals: Activity and Handout

How do I train?

My approach comes from a range of angles and is equally effective both on and offline:

  • Knowledge of the principles of adult learning:  relevant realistic material, clear goals,dbsflowchildrenfeedback to the learner, creating a learning environment and encouraging active involvement, reviewing learning.
  • ESOL and MA qualifications and experience with refugee learners provide an understanding of the barriers to learning faced by isolated and excluded groups, and ideas to overcome them.
  • TEFL experience equips me with a wealth of creative ideas to engage learners in group and pair work, share their own ideas, and enliven turgid topics.
  • Knowledge of the voluntary sector as having a high movement of staff through roles, sometimes staff with patchy knowledge, and little time or money informs session planning, flexibility and tools for use beyond the session.

What do activities involve?

All training sessions generally involve a mixture of small group, pair work and a small amount of whole group activity.  Information is presented orally and visually, and reviews and handouts follow every activity, allowing for different learning styles.  Groups are asked to move around to maintain energy, walls and other parts of the room are utilised as are games involving light competition. Examples include:

Exploring Attitudes: Case studies for discussion points, sometimes arranged in work stations around the room so that groups can get the benefit of each others’ ideas and feedback is kept pacy.
Presenting New Information: A large text is split up and pairs share the explanation of each part, or parts of the text are arranged around the room and learners have a list of questions they need to answer, a ‘treasure hunt’
Review: Sentences are called out for review of a specific subject, for example ‘appropriate volunteer expenses’.  Groups of learners throw a soft toy to a sign that either says yes or no, either side of the room.

Please email rebecca [at] with any questions or for resources.  Thanks!

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