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Drawing on the ANYTOWN residential program, it describes a two-phase design: qualitative exploration of volunteers’ perspectives followed by a quantitative test of the insights. 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Crisman, Ignacio D. Acevedo-Polakovich, Lucas A. Al-Zoughbi, Sara T. Stacy, Sarah E. Ogdie, & Sam Obeid  \nIn many applied youth development settings, including outof-school time (OST) programs, volunteers play essential roles (Brennan, 2005) . In some, volunteers are integral to service delivery—for example, serving as mentors. In others, volunteers help link youth-serving organizations or their participants with needed resources, assets, or opportunities (Brennan, 2007) .  \nInteracting with volunteers can promote a variety of strengths and assets among youth (Durlaket al. , 2010; Mahoney et al. , 2010) . The relationship between a young person and a caring adult maybe key among these. Youth involved in safe and supportive relationships with adult mentors are more likely than others to develop traits that foster successful  \ndevelopment, including independence, resilience, and adaptability (Herrera et al. , 2011) .  \nResearch about the experiences of volunteers in OST and other youth-serving settings is limited. However, research in other settings provides important insights. One is that organizations that undertake careful, intentional, data-informed volunteer management are more likely to experience full, positive contributions from volunteers  \nTAYLOR L. CRISMAN is a research assistant in the Department of Psychology at Michigan State University (MSU) .  \nIGNACIO D. ACEVEDO-POLAKOVICH, PhD, is an associate professor in the Department of Psychology at MSU.  \nLUCAS A. AL-ZOUGHBI is a graduate student in the Department of Psychology at MSU.  \nSARA T. STACY is a doctoral candidate in the Department of Psychology at MSU.  \nSARAH E. OGDIE, MSW, formerly served as program director at Community Tampa Bay.  \nSAM OBEID is a program director at Community Tampa Bay.  \n(Brennan, 2007; Smith, 2016; Wilson et al. , 2016) . Poor volunteer management and limited recognition lead to high volunteer dropout. Across settings, over a third of volunteers donate their time for a year or  \nMost of the individuals who facilitate ANYTOWN are trained volunteers; they range in age from 16 to over 70. All volunteers under age 18 must have previously participated in the program. New volunteers are  \nless (Eisner et al. , 2009) . Although poor volunteer required to attend two volunteer training workshops. management can have adverse effects, volunteering The first workshop is for new volunteers only, and under well-managed conditions can foster a wide array the second is for both new and returning volunteers. of benefits to the volunteers themselves (Wilson et al. , Both workshops focus on key volunteer competencies. 2016) . Furthermore, quality volunteer management is After an overview of volunteer responsibilities, thea crucial component of volunteer retention (Brennan, workshops cover core concepts, facilitation skills, par- 2007; Eisner et al. , 2009) . ticipant engagement, physical and emotional safety for  \nIn order to support youth-serving organizations’ youth, and mandatory reporting. In addition to these efforts to engage volunteers sustainably, we developed workshops, volunteers attend a social networking and tested the Mixed-Method, Open-Ended Volunteer event before they serve. During ANYTOWN’s impleExperiences (MOVE) Assess- mentation, all volunteers serve for  \nment, a two-phase approach to the whole week. Immediately after  \nidentifying and monitoring the [O]rganizations that the program ends, they participate benefitswith theirvolunservitceeerisn asOSsoTciatproe- undertake careful, inhaave daebccreiefingss tosseesvseioranlp. Throfeeyssithonenal grams. Building on traditional intentional, data-informed development opportunities includsequential exploratory mixed- volunteer management are ing additional training, service on method designs (Creswell et al. , more likely to experience the organization’s board, and par- 2003), MOV","cbCaiaVjDp3aoR2O","https://ap.wps.com/l/cbCaiaVjDp3aoR2O","pdf",146791,"English","# Monitoring the Experiences of OST Volunteers\n## MOVE: Mixed-Method, Open-Ended Volunteer Experiences\n## The Program: ANYTOWN\n## Volunteer training and competencies\n## Evaluation and continuous improvement","[{\"question\":\"What is MOVE in the context of this document?\",\"answer\":\"MOVE stands for the Mixed-Method, Open-Ended Volunteer Experiences assessment developed to document and examine volunteer experiences in OST settings. It combines qualitative exploration with a quantitative validation phase.\"},{\"question\":\"How does the document describe volunteer training for ANYTOWN?\",\"answer\":\"Volunteers attend two training workshops: one for new volunteers only and a second for both new and returning volunteers. The workshops cover volunteer responsibilities, key competencies, facilitation skills, participant safety, engagement, and mandatory reporting.\"},{\"question\":\"Why is volunteer management emphasized in the document?\",\"answer\":\"The document argues that careful, intentional, data-informed volunteer management supports positive volunteer contributions and improves retention. In contrast, poor management and limited recognition are linked to higher volunteer dropout.\"}]","Monitoring the Experiences of OST Volunteers - Mixed-Method, Open-Ended Volunteer Experiences (MOVE) | PDF",1792070743]