{"id":1627,"date":"2012-09-28T07:59:31","date_gmt":"2012-09-28T07:59:31","guid":{"rendered":"https:\/\/tallblog.conted.ox.ac.uk\/?p=1627"},"modified":"2012-10-18T10:35:40","modified_gmt":"2012-10-18T10:35:40","slug":"let-them-eat-cake-thoughts-on-managing-volunteers","status":"publish","type":"post","link":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/2012\/09\/28\/let-them-eat-cake-thoughts-on-managing-volunteers\/","title":{"rendered":"Let them eat cake: thoughts on managing volunteers"},"content":{"rendered":"<p>Over the last two years we have had the pleasure of working with a <a href=\"http:\/\/www.mathsinthecity.com\/node\/310\">wonderful group of students <\/a>from the University of Oxford on the <a href=\"http:\/\/mathsinthecity.com\">Maths in the City<\/a> project. \u00a0In fact, as you will have no doubt realised from our <a href=\"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/category\/projects\/maths-in-the-city\/\">previous posts<\/a> about the project, these student volunteers have been vital to the success of the project. \u00a0Over the last two years they have:<\/p>\n<ul>\n<li>come on maths hunts in London and Oxford to take pictures and get ideas for mathematical sites;<\/li>\n<\/ul>\n<div id=\"attachment_1637\" style=\"width: 440px\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/tallblog.conted.ox.ac.uk\/wp-content\/uploads\/2012\/09\/LondonHunt2.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-1637\" class=\" wp-image-1637  \" title=\"M3 think about examples of maths in the city of London\" src=\"http:\/\/tallblog.conted.ox.ac.uk\/wp-content\/uploads\/2012\/09\/LondonHunt2.jpg\" alt=\"M3 think about examples of maths in the city of London\" width=\"430\" height=\"280\" \/><\/a><p id=\"caption-attachment-1637\" class=\"wp-caption-text\">\u201cIf you have other students who can present like these two, mathematics outreach is in good hands.\u201d<\/p><\/div>\n<ul>\n<li>\u00a0<a href=\"http:\/\/www.mathsinthecity.com\/info\/add-maths-your-city\">created mathematical sites as examples<\/a> for a public competition;<\/li>\n<li>brainstormed new ideas for the tours and developed existing ideas further in workshops;<\/li>\n<li>helped out at a competition event, engaging with visitors and assisting with the inaugural the tours;<\/li>\n<li>trained as guides, learning storytelling and communication skills as well as the content of the tours;<\/li>\n<li>lead 35 tours (reaching around 450 people): 31 for the general public, 3 for school groups, one for university students and one for university alumni;<\/li>\n<li>provided feedback on tours, suggesting improvements in their design and content;<\/li>\n<li>and used social media to promote the project and interact with the growing community, enabling us to reach an audience of over 2,000 people on <a href=\"https:\/\/twitter.com\/mathsinthecity\">Twitter<\/a> and around 500 people on <a href=\"http:\/\/www.facebook.com\/MathsInTheCity\">Facebook <\/a>(this online community meant many tours were filled within days of being announced through our website and social media).<\/li>\n<\/ul>\n<div id=\"attachment_1632\" style=\"width: 440px\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/tallblog.conted.ox.ac.uk\/wp-content\/uploads\/2012\/09\/booksandsticks.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-1632\" class=\" wp-image-1632  \" title=\"Testing the strength of a structure with books\" src=\"http:\/\/tallblog.conted.ox.ac.uk\/wp-content\/uploads\/2012\/09\/booksandsticks.jpg\" alt=\"Testing the strength of a structure with books\" width=\"430\" height=\"280\" \/><\/a><p id=\"caption-attachment-1632\" class=\"wp-caption-text\">\u201cThe tour guides were absolutely delightful &#8211; if the two young presenters find mathematics too restricting, a life on the stage is clearly an option :)\u201d<\/p><\/div>\n<p>We were very fortunate to be able to build on the success of <a href=\"http:\/\/www.maths.ox.ac.uk\/notices\/mathemagicians\">M3<\/a>, the group of volunteers founded by Marcus du Sautoy to visit schools and science festivals promoting mathematics. \u00a0The core group of these students that were actively involved in Maths in the City grew from eight students in 2010 to around twenty in 2011.<\/p>\n<p>In order to make the most of the time and enthusiasm of these volunteers, we discovered it was important to keep the following things in mind over the course of our project:<\/p>\n<ul>\n<li><strong>Availability:<\/strong> We had to accommodate their schedules and manage expectations of how much time they could contribute during busy periods in the university calendar (eg. most were busy with exams in Trinity (summer) term) and holidays.<\/li>\n<li><strong>Travel costs:<\/strong> It\u2019s not fair to expect students to pay for travel between cities for all elements of the project (workshops, training, as well as the tours themselves). \u00a0This restricts access to the project for some potential volunteers.<\/li>\n<li><strong>Reminders:<\/strong> The students are very reliable but they do have busy lives. \u00a0We put in place a system of reminders, checking they were aware of upcoming events they were involved with (say a fortnight before and again a few days before), sending all necessary information (eg. meeting place, time, expected participants, tasks for the day).<\/li>\n<li><strong>Backup system:<\/strong> It\u2019s good to build in some redundancy, for example having three volunteers for each tour if you really only need two so it doesn\u2019t matter if someone drops out but this wasn\u2019t always possible. \u00a0We were lucky enough to have paid staff who were always available to back students up if one of them was unable to run the tour.<\/li>\n<li><strong>Use their strengths:<\/strong> The students were very happy to work hard in the workshops and other events but\u00a0didn&#8217;t\u00a0necessarily have time between events to work individually on the project. \u00a0We focussed on priming them for a workshop or event with material they could use on the day but designing the workshop so it\u00a0didn&#8217;t\u00a0matter if they\u00a0hadn&#8217;t\u00a0been able to read the material beforehand. \u00a0We realised their strength was generating ideas in a workshop, which the project team then developed into full resources that the students would go on to use on the tours.<\/li>\n<\/ul>\n<div id=\"attachment_1650\" style=\"width: 426px\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/tallblog.conted.ox.ac.uk\/wp-content\/uploads\/2012\/09\/topography.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-1650\" class=\" wp-image-1650    \" title=\"Two people tied together in a demonstration about topography\" src=\"http:\/\/tallblog.conted.ox.ac.uk\/wp-content\/uploads\/2012\/09\/topography.jpg\" alt=\"Two people tied together in a demonstration about topography\" width=\"416\" height=\"373\" srcset=\"https:\/\/tallblog.conted.ox.ac.uk\/wp-content\/uploads\/2012\/09\/topography.jpg 915w, https:\/\/tallblog.conted.ox.ac.uk\/wp-content\/uploads\/2012\/09\/topography-300x269.jpg 300w\" sizes=\"auto, (max-width: 416px) 100vw, 416px\" \/><\/a><p id=\"caption-attachment-1650\" class=\"wp-caption-text\">\u201cThe tour guides did a wonderful job at putting across often complex mathematical concepts in simple straightforward language\u201d<\/p><\/div>\n<p>Some of the previous points are specific to a project that requires volunteers to travel to and run events. \u00a0We&#8217;ve\u00a0learned, however, that there are some factors that would help any volunteer-based project succeed. \u00a0Here are our top tips for making the most of your volunteers&#8230;<\/p>\n<ul>\n<li><strong>Emphasise what they will get out of the project:<\/strong> As well as asking them to help us we also made it clear what they would gain from their involvement \u2013 communication skills, experience in public engagement and science communication and an excellent addition to their CV.<\/li>\n<li><strong>Have them involved from the ground up:<\/strong> Some of the students have been involved in the project from the very first meeting. \u00a0We have tried to involve them in as many aspects as possible and kept them informed of how the project as a whole was developing, as well as the parts they were involved in. \u00a0Not only did this build their expertise, which was a great benefit for their and other student\u2019s involvement in the project, but it also created a sense of ownership of the project for the group of volunteers.<\/li>\n<li><strong>Give them ownership:<\/strong> We fully supported their growing sense of ownership. \u00a0They we acknowledged at all times, on all material, as being a core part of the project, we asked for, and responded to, their feedback.<\/li>\n<li><strong>Let them jump in at the deep end: \u00a0<\/strong>After giving them initial training, we made sure they felt fully supported. \u00a0For example the week before the initial run of pilot tours a team member and the kit were available every afternoon for practice runs. \u00a0We also gave them the project mobile and help numbers to call so they felt like they had backup on the day. \u00a0Then the project team essentially stepped back and handed the responsibility over to them \u2013 they lead the tours themselves with very little assistance from the project team. \u00a0Expecting the best of them seemed to give the students confidence which grew each time they worked face-to-face with the public.<\/li>\n<li><strong>Use peer to peer teaching:<\/strong> After initial training workshops, the best way of training new guides has been to team them up with an experienced guide and learn from them on the job. \u00a0Not only has this meant we can continue to deliver tours while taking on new guides, it seemed to give both the experienced and inexperienced guides confidence in their abilities.<\/li>\n<li><strong>Have a variety of involvement:<\/strong> Students could volunteer at any time during the project, they could attend and contribute to any of the workshops and they could <a href=\"https:\/\/docs.google.com\/open?id=0Bwi5GELOXCWTb1JkRWVoWDlVem8\">volunteer to lead or just assist on tours or to join our online team.<\/a> \u00a0This meant that people could be involved in whatever way felt most comfortable for them and for whatever time they could contribute. \u00a0And often once someone was involved in one aspect (say attending workshops or assisting on tours) they gained the confidence to participate in other ways.<\/li>\n<li><strong>Say thank you:<\/strong> We regularly acknowledged, individually and as a group, the efforts of the volunteers involved.<\/li>\n<li><strong>Let them eat cake:<\/strong> We provided snacks and drinks at workshops and meetings wherever possible. \u00a0We also covered their lunch on the days they ran tours (they could claim up to \u00a38 in expenses). Although this might seem a frivolous thing to include in a budget this was an important part in the success of our volunteer team. \u00a0It encouraged people to come to meetings, particularly when they ran over lunchtime or in the evenings. \u00a0Providing snacks and drinks also creates a positive atmosphere around the project as it is a physical manifestation of our respect for the volunteers and a recognition of their efforts and commitment to the project. \u00a0We\u00a0couldn&#8217;t\u00a0have done it without them.<\/li>\n<\/ul>\n<p>I hope you found this helpful. If you did or think we&#8217;ve missed anything, tell us by commenting below or dropping us a line on <a href=\"http:\/\/www.facebook.com\/MathsInTheCity\">Facebook<\/a> and <a href=\"http:\/\/twitter.com\/mathsinthecity\">Twitter<\/a>.<\/p>\n<p>This is part of a series of blog posts which discuss our approaches to public engagement on the topics of; teaching\/public delivery of complex material, <a href=\"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/2012\/09\/21\/engage-please\/\">what makes the public participate in public engagement initiatives<\/a> and <a href=\"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/2012\/09\/25\/seven-secrets-to-successful-public-engagement-via-social-media-plus-a-diagram\/\">using social media for public engagement<\/a>. There\u2019s also an i<a href=\"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/2012\/09\/17\/whos-excited-about-maths\/\">ntro post that gives an overview of the Maths in the City project<\/a>.<\/p>\n<p><em>This post was written by Rachel Thomas, Public Engagement Officer for Maths in the City.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Over the last two years we have had the pleasure of working with a wonderful group of students from the University of Oxford on the Maths in the City project. \u00a0In fact, as you will have no doubt realised from &hellip; <a href=\"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/2012\/09\/28\/let-them-eat-cake-thoughts-on-managing-volunteers\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":16,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[23,54,86,78,73,65,85,59],"tags":[],"class_list":["post-1627","post","type-post","status-publish","format-standard","hentry","category-community","category-creative-commons","category-epsrc","category-maths-in-the-city","category-oer","category-open-educational-resources","category-public-engagement","category-teaching-and-learning"],"_links":{"self":[{"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/posts\/1627","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/16"}],"replies":[{"embeddable":true,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1627"}],"version-history":[{"count":25,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/posts\/1627\/revisions"}],"predecessor-version":[{"id":1656,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/posts\/1627\/revisions\/1656"}],"wp:attachment":[{"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1627"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/categories?post=1627"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/tags?post=1627"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}