S1.09 - Career and Job Exploration, Page 3
Volunteer Positions
Volunteer experiences are unpaid work experiences. They often serve to assist those individuals who have minimal work experience but who are interested in building skills for their resumes. In addition, volunteering is a means of building solid connections with the community, meeting new people and increasing self-esteem and confidence. It is important for the coordinator to have a clear idea of the types of interests and abilities an individual has in order to create a good volunteer fit. Understanding an individual’s interests also assists the coordinator in explaining the importance and possible benefits of volunteering to individuals. Volunteer positions often range from 4-20 hours a week, depending upon the individual’s needs and desires. Creating an appropriate volunteer match does not rest with the individual. Volunteer agencies and sites often have pre-screening requirements so it is imperative for the coordinator to obtain this type of information before attempting a placement.
Volunteer Opportunities can be found in school classrooms, libraries, parks, community centers, hospitals, and food banks.
Steps in creating, developing and evaluating an appropriate volunteer match:
- Determine the individual’s specific areas of interests and skill levels within those areas (see “’web resource 1” for specific activity sets).
- Contact perspective volunteer placements to determine the selection requirements.
- After various agencies or programs have been contacted, discuss all options with the individual.
- Determine specific site with the individual.
- Create a site visit for individual to observe specific tasks/duties of the placement.
- Create a monitoring schedule with the individual to determine placement appropriateness.
- Upon completion of volunteer experience, apply or add new skills to the individual’s resume or portfolio.
Page updated 11/1/06
All instructional content © Copyright 2006 by Michael L. Wehmeyer, Ph.D. All rights reserved.
Website developed and hosted by RCEP7 and the Curators of the University of Missouri.
If you have difficulty with or questions about this website, contact RCEP7 at 573 882-3807 or the webmaster at standifers[at]missouri.edu
Web Resources:
Hughes, C. (n.d.). How to teach students to use charts to self-monitor and self-reinforce behavior: Self-recording checklist. Self-management and self-determination strategies: Promoting independence in the transition to adult life. Retrieved June 22, 2005, from Virginia Commonwealth University, RRTC Web site: http://www.vcr.edu/rrtcweb/techlink/GEB/hughes/handouts/342c.pdf
RGK Center for Philanthropy and Community Service. (n.d.). Virtual volunteering resources. ServiceLeader.org, from University of Texas at Austin, Lyndon B. Johnson School of Public Affairs, ServiceLeader.Org Weg site: http://www.serviceleader.org/new/about/index.php
Volunteering Works. (n.d.). Tools. For facilitators. Retrieved June 16, 2005, from http://www.volunteer.ca/volworks/facilitators.htm.
VolunteerMatch. (1998-2005). Volunteers. Retrieved June 15, 2005, from http://www.volunteermatch.org/
Youth Emplomentment Center. (n.d.). Nextsteps.org. Retrieved June 16, 2005, from http://www.nextsteps.org/links/index.html#careertools
REFERENCES
Paris, K., & Mason, S. (1995). Planning and Implementing youth apprenticeship and work-based learning. Madison, WI: University of Wisconsin, Center on Educational Work.
University of Waterloo, (2001-2002). Retrieved from website on November 15, 2002., from http://www.cdm.uwaterloo.ca/Gain_Experience.asp
