Author Archives: jcravens

About jcravens

Jayne Cravens is an internationally-recognized trainer, researcher and consultant. Her work is focused on communications, volunteer involvement, community engagement, and management for nonprofits, NGOs, and government initiatives. She is a pioneer regarding the research, promotion and practice of virtual volunteering, including virtual teams, microvolunteering and crowdsourcing, and she is a veteran manager of various local and international initiatives. Jayne became active online in 1993, and she created one of the first web sites focused on helping to build the capacity of nonprofits to use the Internet. She has been interviewed for and quoted in articles in The New York Times, The Wall Street Journal and the Associated Press, as well as for reports by CNN, Deutsche Well, the BBC, and various local radio stations, TV stations and blogs. Resources from her web site, coyotecommunications.com, are frequently cited in reports and articles by a variety of organizations, online and in-print. Women's empowerment and women's full access to employment and education options remains a cross-cutting theme in all of her work. Jayne received her BA in Journalism from Western Kentucky University and her Master's degree in Development Management from Open University in the U.K. A native of Kentucky, she has worked for the United Nations, lived in Germany and Afghanistan, and visited more than 30 countries, many of them by motorcycle. She is currently based near Portland, Oregon in the USA.

Propaganda for good

I am fascinated with propaganda – information meant, specifically, to encourage a particular way of thinking – and with social engineering, the social science regarding efforts to influence attitudes and social behaviors on a large scale – call it propaganda for good.

Propaganda is communications not just to create awareness, but to persuade, to change minds, and to create advocates. It’s communications for persuasion. These are communications activities undertaken by governments, media, corporations, nonprofits, public health advocates, politicians, religious leaders/associations, terrorist groups, and on and on, and they aren’t automatically bad activities: such messaging has inspired people to wear seat belts even before there were laws requiring such, to not drink and then drive, to engage in activities for sex that prevent HIV, to read to their children, to spay and neuter their pets, to a lessening of intolerance among different groups, and on and on.

I use these techniques myself, to a degree, in trying to get nonprofits and government agencies to embrace virtual volunteering and in recruiting for diversity and in creating welcoming environments for everyone at nonprofit organizations and within government initiatives. I’m not just trying to create awareness about those concepts and practices; I’m trying to create buy-in for them, to break down resistance to them, to get initiatives to embrace them. I’m evangelizing for those concepts.

My fascination with propaganda is why I track how folklore, rumors and urban myths interfere with development and aid/relief efforts, and government initiatives, and how to prevent and address such. That subject was almost my Master’s Degree thesis; I decided the data I’d collected before I abandoned the idea of it being my thesis was too helpful not to publish, and I’ve continued to research this topic and update this resource. And I have attempted to apply my elementary understanding of social engineering in my work, most recently when I drafted Recommendations for UN & UNDP in Ukraine to use Twitter, Facebook, Blogs and Other Social Media to Promote Reconciliation, Social Inclusion, & Peace-Building in Ukraine (PDF); it offers considerations and recommendations for social media messaging that promotes reconciliation, social inclusion, and peace-building in Ukraine, and provides ideas for messaging related to promoting tolerance, respect and reconciliation in the country, and messaging to counter bigotry, prejudice, inequality, misperceptions and misconceptions about a particular group of people or different people among Ukrainians as a whole.

My fascination with communications for persuasion, not just awareness, is also why I’m fascinated with the rhetoric in the USA about how Daesh – what most Americans, unfortunately, call ISIS, ISIL or the Islamic State – uses social media to persuade. There are few details in the mainstream media and in politicians’ rhetoric on how this is really done – just comments like “He was radicalized by ISIS on Twitter,” which makes it sound like the app is somehow causing people to become terrorists. That’s why I was so happy to find this blog by J.M. Berger, a nonresident fellow in the Project on U.S. Relations with the Islamic World at Brookings and the author of “Jihad Joe: Americans Who Go to War in the Name of Islam”. The blog, “How terrorists recruit online (and how to stop it),” provides concrete information on how Daesh uses social media to recruit members – and it sounds a lot like the same techniques various cults have used to recruit members, before social media. The blog also provides concrete ways to counter the message, and how reporters can avoid robotically amplify the Daesh message.

Here’s the manual that Al Qaeda and now ISIS use to brainwash people online, which provides an outstanding summary of what it says – that echoes the aforementioned analysis.

December 28, 2015 addition: in an analysis paper released in early 2015, J.M. Berger and Jonathon Morgan, as part of the The Brookings Project on U.S. Relations with the Islamic World, answer fundamental questions about how many Twitter users support ISIS, who and where they are, and how they participate in its highly organized online activities. It notes that, in its 2014 tracking of Twitter accounts that support ISIS, 1,575 of them tweeted more than 50 times per day on average, with 545 tweeting more than 150 times per day. “These prolific users—referred to in ISIS social media strategy documents as the mujtahidun (industrious ones)—form the highly engaged core of ISIS’s social media machine. These users may not tweet every day, but when they do, they tweet a lot of content in a very short amount of time. This activity, more than any other, drives the success of ISIS’s efforts to promulgate its message on social media. Short, prolonged bursts of activity cause hashtags to trend, resulting in third-party aggregation and insertion of tweeted content into search results. Prior to the start of Twitter’s aggressive account suspensions, highly organized activity among the mujtahidun—who at one point we may have numbered as many as 3,000, including bots—allowed ISIS to dominate certain hashtags and project its material outside of its own social network to harass and intimidate outsiders, as well as to attract potential recruits.”

And here’s another article I was pleased to find, Fighting ISIS online, talking about the tiny and not-so-effective effort to counter Daesh online, and which notes:

Humera Khan, executive director of Muflehun (Arabic for “those who will be successful”), a Washington, D.C., think tank devoted to fighting Islamic extremism, says people like her and (Paul) Dietrich who try such online interventions face daunting math. “The ones who are doing these engagements number only in the tens. That is not sufficient. Just looking at ISIS-supporting social-media accounts—those numbers are several orders of magnitude larger,” says Khan. “In terms of recruiting, ISIS is one of the loudest voices. Their message is sexy, and there is very little effective response out there. Most of the government response isn’t interactive. It’s a one-way broadcast, not a dialogue.”…

Social-media research has shown that messages from friends and peers are more persuasive than general advertising. Other bodies of research show that youth at risk of falling into many kinds of trouble, from drugs to gangs, often benefit from even small interventions by parents, mentors, or peers. But so far, major anti-ISIS programs don’t involve that kinds of outreach.

That emphasis is mine. I find these articles fascinating – and woefully ignored by governments and moderate Muslims in the fight online, and via traditional media, against Daesh.

This article from The Atlantic explores the strategy further: “ISIS is not succeeding because of the strength of its ideas. Instead, it exploits an increasingly networked world to sell its violent and apocalyptic ideology to a microscopic minority—people who are able to discover each other from a distance and organize collective action in ways that were virtually impossible before the rise of the Internet.”

I would love to see moderate, peace-focused Islamic social groups with a good understanding of online communications, like MuflehunQuranalyzeit and Sisters in Islam, receive grants to hire more staff, train other organizations, and create a MUCH larger, more robust movement on social media with their loving, pro-women, Islamic-based messages. Such tiny organizations are doing a brilliant job of countering extremist messages regarding Islam, and doing it as Muslims and from an Islamic perspective. But they are drowned out by Daesh. Governments also need to not do this.

December 11, 2015 addition:  Mohamed Ahmed, once a typical middle-aged father and gas station manager, is one of many Muslim Minneapolians to do whatever he can to fight extremism in his state. Frustrated by the Islamic State’s stealthy social media campaigns, Mr. Ahmed decided to make a social media campaign of his own. Ahmed has used his own money to produce and develop his website, AverageMohamed.com. On his site, Ahmed creates cartoons and videos so average people can share “logical talking points countering falsehood propagated by extremists.” More about how Minnesota Muslims work to counter extremist propaganda.

The reality is that the Hulk, Smash! strategy will not work to fight terrorist ideology and the violent results of such. Nazism survived the bombing and defeat of Nazi Germany. Bombing cities is not what marginalized the Ku Klux Klan, and bombing cities does not stop people like (and that have supported the ideas of) Timothy McVeigh or Eric Rudolph or Jim Jones. We know what’s work. Let’s fund it and do it.

Index of my own communications advice

Learn the importance of web site accessible design, enjoy Austin, Texas

Knowbility.org‘s AccessU 2016 will be May 9 – 11 in Austin, Texas. Jan McSorley, Pearson’s Head of Accessiblity for School, will kick off the three-day web design conference with special emphasis on breaking barriers for people with disabilities. Other internationally known experts on accessible design and development will be featured as well. The goal of the event is to provide tools that can be immediately put to use by designers, developers, project managers, administrators, and anyone who has responsibility for online content and function.

Knowbility is a 501(c)(3) nonprofit organization with the mission of improving technology access for millions of youth and adults with disabilities. The Knowbility web site features free resources regarding web site and mobile app accessibility:

Judgment & reputation online – and off

This week, I’m blogging and launching new web resources based on my experience in October as the Duvall Leader in Residence at the University of Kentucky’s Center for Leadership Development (CFLD), part of UK’s College of Agriculture, Food and Environment.

Monday, I blogged about one of my workshops regarding Democratizing Engagement. Specifically: has the Internet democratized community, even political, engagement. Tuesday, I launched a new web page about online leadership. Wednesday, I blogged about things I learned while in Kentucky for this program and presenting separately for the Kentucky Network for Development, Leadership and Engagement (Kyndle).

Today, it’s about a comment made repeatedly in student evaluations for one of the classes that invited me to lecture, one that’s given me pause ever since.

My visit at the University of Kentucky was focused on leadership development, and community development and engagement, as both relate to the use of online media. And as guest lecturer in CLD 230 Intrapersonal Leadership, my topic was “How to use social media and online collaborative tools to demonstrate leadership and to support a team.” During my lecture, I noted that text-based online communi­cations, unlike video conferencing, hide our weight, ethnicity, hair color, age, and other physical traits from each other online. That means, online, people are judged by the quality of their online performance, not their physical appearance or regional accent. As Susan Ellis and I note in The Last Virtual Volunteering Guidebook: “Today’s preference to actually see and hear each other online is a double-edged sword: it can make electronic communication more personal and personable, but it can also inject offline prejudices evoked by how someone looks.” I pointed out that, online, via text-based communications, I can’t judge people regarding how they look but, rather, by the quality of the character they show through their words.

The comment ended up on many of the students’ “guest speaker reflection” form the instructor, Grace Gorrell, asks all students complete during class. The comment struck a chord with many of these students, most of them in their teens or 20s. And that’s given me pause: about society’s obsession with appearance, and about stereotypes. Young people are quite aware of those two factors affecting people’s lives, including their own – and probably quite worried about such. There are advantages, and disadvantages, to being perceived as attractive during a job search, and even a Harvard degree doesn’t level the playing field for African-American graduates in the job market, a study by a University of Michigan researcher found. It’s likely that these students have experienced first hand or witnessed first-hand preferences given because of someone’s appearance, perceived ethnicity or age, accent, etc., or discrimination because of the same. I think these students really like the idea of being evaluated purely by their work and communications skills – by their character.

Are we giving young people the information they need to portray themselves online as worthy of employment, of being involved as a volunteer, of inclusion? Are we teaching them how to build trust among people they work with, with their neighbors, and with those they will encounter online – and why this is important?

And are we continually exploring our own prejudices that may be affecting how we work and interactive with others?

Updated April 15, 2021: A comic strip demonstrates the challenges women face online. It’s developed by Kenya ICT Action Network (KICTANet). In a story of three differently aged, differently shaped and differently employed women, we see what violence can look like online, how the seemingly harmless can actually contribute to it, and what we can all do to prevent it and to create a safer space for women online.

Also see:

Things I learned in Kentucky last month

This week, I’m blogging and launching new web resources based on my experience in October as the Duvall Leader in Residence at the University of Kentucky’s Center for Leadership Development (CFLD), part of UK’s College of Agriculture, Food and Environment.

Monday, I blogged about one of my workshops regarding Democratizing Engagement. Specifically: has the Internet democratized community, even political, engagement. Yesterday, I launched a new web page about online leadership.

Today’s topic: things I learned while in this program, as well as before, during and after presenting in my hometown in Henderson, Kentucky for the Kentucky Network for Development, Leadership and Engagement (Kyndle), serving Henderson, McLean, Union and Webster counties in northwestern Kentucky:

  • People under 30 love Instagram. When I asked University of Kentucky students, and a small group of high school students, what they were using, they said Twitter and Instagram more than anything else. Snapchat also was always mentioned, though not as widely used. Periscope got mentioned a few times as well. Facebook is long gone as a regularly-used tool by the students I addressed.
  • Different communities, neighborhoods and cultures use vastly different online communications tools: I thought Topix, an online forum founded in 2002, was long gone, like Cupertino’s first official online community for its citizens, built on FirstClass. But, no – Topix still very popular in some communities, probably because of the ease of anonymity in participating in its online discussions/debates.
  • I’m not the only one that thinks nonprofits are using social media too much as an old-fashioned advertising tool and not nearly enough as an engagement tool – this article in the Chronicle of Philanthropy came out on the Friday I left Lexington. It is amazing to me that I’m still talking about this – something that I first read about back in the 1990s via the Cluetrain Manifesto.
  • Twitter remains so much better than Facebook when it comes to promotion and networking and engagement. I tweeted a lot, and was almost always retweeted or “liked”, and got lots of replies. By contrast, Facebook resulted in few “likes” – and maybe two comments.
  • Email is still a killer app. An email about one of my evening workshops, sent to various student organizations by a student energized by one of my earlier workshops, resulted in probably twice as many people as expected attending that evening event. In addition, my appointment for this residency was because of an email I sent to faculty at the CFLD last year about The Last Virtual Volunteering Guidebook and my ties to Kentucky.
  • People under 30 are volunteering, they are passionate about various causes (particularly the environment), and they want to volunteer even more! And they do not see their community service and political activism as merely getting tasks done: they see it as building community, as career exploration, as career preparation, and as fun. And they will stuff envelopes if you tell them why that really, really matters… and give them pizza.
  • A lot of people over 30 have given up on using social media, because they have no idea how to control the onslaught of content that came their way – they felt flooded with useless information, rants and hurtful comments, so they stopped signing on. Facebook in particular makes it oh-so-difficult to figure out how to put different friends on different lists, to hide people without unfriending them, to prevent certain friends from seeing a status update, to unlike pages, etc.
  • GooglePlus just doesn’t get talked about… except by me, who still finds it valuable…
  • If I didn’t attempt to use humor in my workshops, I might offend fewer people, but wow, I, and my audiences, would die of boredom.
  • Lexington, Kentucky is a jewel of a city, and my hometown of Henderson is infinitely more fun than it was when I was growing up there.

That’s what I learned. I wish I had thought to survey the students while I was there – I could have found out even more. They were a gold mine of information. I also talked to faculty and nonprofit staff from different organizations, and they were all lovely and interesting and fun – but I cannot lie: the students were my favorite audience.

Online leadership: what is it?

This week, I’m blogging and launching new web resources based on my experience in October as the Duvall Leader in Residence at the University of Kentucky’s Center for Leadership Development (CFLD), part of UK’s College of Agriculture, Food and Environment.

Yesterday, I blogged about one of my workshops about Democratizing Engagement. Specifically: has the Internet democratized community, even political, engagement?

Yesterday, I launched a new web page about online leadership. There is plenty of information about leading and supporting a team online, and I reviewed some of those suggested practices and resources in my workshop, but I wanted to focus this new web page solely on online leadership, on engaging in activities that influence others online, that create a profile for a person as someone that provides credible, important, even vital information about a particular subject. To me, leaders are looked to for advice, direction, knowledge and opinions on specific subjects, and their online activities, collectively, influence the thinking of others. And they engage online – they don’t just post information. They discuss, they acknowledge reactions and feedback, they even debate.

I’ve made it a web page, rather than a blog, because it’s a resource I intend to regularly update and maintain, part of my portfolio of online resources about working with others online. But your comments about the page, here on this blog, are welcomed!

Has the Internet democratized engagement?

This week, I’m going to blog and launch new web resources based on my experience as the Duvall Leader in Residence at the University of Kentucky’s Center for Leadership Development (CFLD), part of UK’s College of Agriculture,Food and Environment. My visit was sponsored by the W. Norris Duvall Leadership Endowment Fund and the CFLD, and focused on leadership development and community development and engagement as both relate to the use of online media.

First up for discussion: Democratizing Engagement. Specifically: has the Internet democratized community, even political, engagement? To democratize something is to make it accessible “to the masses.” So, my answer during the presentation in Lexington at the Plantory, to launch discussion in Lexington, was, “Yes… and no.”

On the “yes” side:

  • People can access information they need most, like weather forecasts, communicate with people remotely, even bank and community organize, through text messaging on a simple cell phone. This has been revolutionary for people in the developing world.
  • People with even more sophisticated tools, like laptops and smart phones, can do even more, like access pension information, journalism-based media sites, business information, etc., apply for college or jobs, even run entire organizations and undertake a remote career.
  • Even before smart phones, when cell phones were becoming popular in the developing world, text messaging played a key role in political movements in the Philippines, in helping AIDS patients in Africa remember to take meds, and in appropriate amounts, etc. See this paper from October 2001 for more on these early examples. Handheld, networked devices continue to play important role in political movements.

On the “no” side:

  • Social media has been instrumental in reviving incorrect and, sometimes, dangerous folklore that interferes with humanitarian efforts, government health initiatives, etc.
    Negative consequences for the opinion-sharer.
  • Government and corporate entities are monitoring and recording users’ online activities and sometimes using the information they find against citizens/consumers to curb their rights or voice.
  • Many web sites cannot be accessed by people without the absolute very latest, most advanced laptops and smart phone.
  • The Internet has never been slower.
  • People with disabilities are often excluded from being able to access Web-based resources – the site isn’t configured for people using assistive technologies, an online video has no subtitles, etc.
  • Not every organization is developing online tools for people who use only feature phones and text messaging, and that leaves out millions of people who don’t have smart phones.
  • Not everyone is on the Internet.

And I’ll add one more to the “no” list: many people are made to feel unwelcomed online, to the point of their being threatened with violence if they don’t refrain from saying certain things or even being online altogether. #gamergate is a good example of this. Also see this blog, Virtue & reputation in the developing world.

Even with all that said, and the “no” list being so much longer than the “yes” list, I said that the Internet is playing a role in democratizing information for everyone, but it’s got a long way to go.

What do YOU think? Share your thoughts in the comments section.

(and I have to note that my favorite moment of the evening was when we went around the room to ask why people had come and if they got what they wanted out of the evening. One of the attendees said that, in fact, she was in the wrong room – she had come for something else – but once I started talking, she was so interested in the topic that she stayed!)

I need some quickie help re: a mobile-ready web page

I would like to make a few pages on my web site mobile-ready (maybe all of them, if I have time). I have to do this myself – I’m a one-gal operation. And I’m no web designer.

Here’s my first attempt: it’s my page regarding microvolunteeringI used a template to create this page, making various adjustments, as I could figure them out – I’m no web designer (obviously).

But here’s what I need help with:

  • The specific lines of HTML or whatever, so that there is a space around the page (I hate how it’s pushed right up against the edges of my computer screen)
  • How to make the web links appear in a different color than the rest of the text (I’ve tried the way I did it on my other pages, but it doesn’t work – so, again, I’d need the *exact*  and how to place it)
  • How to make bullets appear (sometimes they do, sometimes they don’t, using UL and LI) and, if possible, how to make bulleted items indent (the way I did it on a non-mobile ready page doesn’t work). Again, I need the *exact* HTML and where to drop it in.

Or maybe I have to alter some other file? I’ve no idea. But the more simple you can make this for me, the better. 

And before you say something – yes, I know that, on this page, it’s a lot of text, and perhaps the design is unimaginative, etc. I get that. But for my audience, it’s what’s appropriate. And all I can manage for a web site of many thousands of pages. 

So give me a shout via email if you can help!

University of Kentucky Duvall followup

logos for u of kentucky programsThe last week in October, I was the Fall 2015 Duvall Leader in Residence at the University of Kentucky’s Center for Leadership Development (CFLD), part of UK’s College of Agriculture,Food and Environment, in Lexington. CFLD supports leadership related activities within the UK College of Agriculture, the University of Kentucky campus, the local Lexington community and counties statewide. My visit was sponsored by the W. Norris Duvall Leadership Endowment Fund and the CFLD, and focused on leadership development and community development and engagement as both relate to the use of online media.

It was a fantastic experience! I just can’t say enough about how well the residency was put together, how well my time was utilized. My time and knowledge were fully exploited – exactly as it should be! Thanks, Lissa and Dakota!

Here is a list of topics for all the workshops and consultations I created and delivered for such:

I cover all of these topics throughout my web site and in The Last Virtual Volunteering Guidebook, but I will be blogging in detail about a few of the aforementioned individual topics in the coming weeks, because there’s more to say – particularly “Democratizing engagement: leading in a virtual world,” which proved to be a fascinating project and discussion. 

1028151154This consultancy got off to a rocky start, so I’m very glad it ended up working out so very well. My favorite part was getting to talk with the university students: they ask fantastic questions, they make me think, and they are so fearless when it comes to just about everything (except asking questions in class). AND THEY USE SOCIAL MEDIA: they were tweeting about what I was doing, replying to things I was posting, inviting people to later workshops – loved it! I want to give a shoutout to the University of Kentucky football team in particularly, as two of its players provided some key input in three of my classes that really helped move things along – and as one of those players went on to score a touchdown a few days later against Tennessee, perhaps I should be brought in to address the entire team?

They say that, to be a great at a sport, you have to “leave it all on the court” or “all on the field.” I tried to do the consultancy version of that in Kentucky last month. Proud of my work but, wow, I’m still exhausted!

Here are some more photos from this fantastic experience.

And I’ll say it again: oh how I dream to teach an entire university course (or two!)

Using volunteerism to build clients’ skills

graphic by Jayne Cravens representing volunteersPerhaps your organization has volunteers that help your employees or that help clients. But have you thought about volunteer engagement as a central part of your initiative’s program delivery? Have you thought about your clients in volunteering activities, as volunteers themselves, as a way to meet your organization’s mission?

Here’s an example: Adelante Mujeres is a nonprofit in Western Washington County, Oregon, about 30 minutes west of Portland. It provides education and empowerment opportunities to low-income Latina women and their families, in order to ensure their full participation and active leadership in the community. Its Chicas Youth Development works with more than 400 Latina students, grades three through 12, with the goal of instilling the importance of community leadership and civic engagement, and cultivating their skills for school, for future studies, for careers, and for life. The students, as volunteers, provide tech help at public libraries, pick up trash, plant trees and engage in other activities around the area. The participants in this program are role models for younger girls in the community, encouraging those younger girls to become volunteers, and leaders, themselves. The Chicas program has been selected as a 2015 Oregon Governor’s Volunteer Award Winner.

Here’s a theoretical example: a nonprofit serving people who are homeless could invite those clients to volunteer with the organization, or could work to help them volunteer at other organizations, so that they can build their skills, accomplish things that can be put on a résumé, and meet people that could be potential references for jobs.

Here’s anoter: a nonprofit that helps combat veterans re-integrate into society could help organize group volunteering activities so these clients can engage in a social activity together and have a positive result at the end of the day.

Too often, volunteerism is talked about only as something to supplement the work of paid staff, or as outsiders helping clients. By contrast, this other type of volunteering is integrated into a nonprofit’s program, into its mission-based activities. Volunteering is offered as an activity for clients to undertake themselves, as a part of accomplishing whatever it is a nonprofit wants to accomplish.

Congrats to Adelante Mujeres for this recognition of its outstanding program. And if you have other examples, please share them in the comments!

Also see

List of resources related to volunteering as a contributor to employability, compiled as a part of Internet-mediated volunteering – the impact for Europe, a paper and wiki I researched and compiled as part of the The ICT4EMPL Future Work project, a European Union initiative that aimed to inform policy of new forms of work and pathways to employability mediated by ICTs. The overall ICT4EMPL project produced a series of reports on the state of play of novel forms of internet-mediated work activity: crowd-sourced labour, crowdfunding, internet-mediated volunteering and internet-mediated work exchange (timebanks and complementary currency).

Ideas for Leadership Volunteering Activities – A long list of ideas to create or lead a sustainable, lasting benefit to a community, recruiting others to help and to have a leadership role as a volunteer. These can also be activities for a Capstone project, the Girl Scouts Gold Award, the Duke of Edinburgh’s Award (U.K.), a mitzvah project, or even scholarship consideration.

Volunteering in pursuit of a medical, veterinary or social work degree / career – a guide to volunteering activities that will help build your skills and give you experience applying skills to work in these fields.

Nov. 11, 2015 update: Team Rubicon “seeks to provide our veterans with three things they lose after leaving the military: a purpose, gained through disaster relief; community, built by serving with others; and self-worth, from recognizing the impact one individual can make.” It does this through volunteering, uniting the skills and experiences of military veterans with first responders to rapidly deploy emergency response teams.

June 26, 2016 update: The Washington County, Oregon Sheriff’s Department has a search and rescue team and membership is reserved for teen volunteers. Participants learn leadership skills, basic First Aid, some first responder skills, the basics of police investigations and more, and become eligible for college  scholarships. 

Oct. 23, 2019 update: High school students in New  York state studying building trades and construction participated in state and federal parks systems historic preservation projects as volunteers via HistoriCorps, a nonprofit organization who organizes volunteers to save and sustain historic places for public benefit. The students are helping to preserve the history of the nation’s public lands while also receiving an important real-world, hands-on education. Also see: Volunteering on public lands in the USA (national parks, national forests, national monuments, federally-managed historic sites, Bureau of Land Management land, state parks, wetlands, etc.)

Valuing volunteer engagement: an imaginary case study


Imagine a nonprofit theater showing the value of its volunteer usher program by saying:

We involved 40 ushers in 2015, and they provided 100 hours of service, and since the Independent Sector says the value of a volunteer hour is $23.07, the value of our volunteer usher program in 2013 was $2,307.00.

Here’s what such a statement shows:
moneysigns

  • The value of volunteers is that the organization doesn’t have to pay them
  • Volunteers save money, because they do work for free.
  • Volunteer time, hour per hour, is more valuable than that of all the staff members that aren’t directors, because they are all paid far less than $23.07 an hour.
  • The organization could get even more value for its volunteer program if it could get more volunteers doing things it is currently paying staff to do.
  • The greater the number of volunteer hours, the greater the value of the volunteer engagement.

How would such a stated value of the volunteer usher program make the ushers feel? Make the receptionist feel? Make donors that are union members feel?

It’s an obviously awful idea. Yet, this is how so many consultants and organizations want nonprofits to state the value of volunteer engagement.

By contrast, I would find the value of a volunteer usher program through collecting data that could be measured against both the mission of the organization and the mission of the volunteer program. Let’s say the mission of the organization is “to provide theatrical works that entertain, enlighten, and have a transformative impact on our audiences, and build an appreciation of the arts in our community.” Yes, I just made that up. I have examples of mission statements for volunteer engagement programs here. Here’s how I would collect that data:

I would find out what impact being a volunteer at the theater had for the ushers. I would find this out through interviews and surveys, asking things like “Why did you want to be an usher at our organization?” and “What have you learned as an usher that you might not have known otherwise about our theater? Or about putting on theater productions?” I would also ask why they think volunteer ushers might be preferable for the theater to paying people to do the work.

I would survey new ushers before they began their volunteering, and then survey them after they had served a certain number of hours, asking them the same questions, to see if their perceptions about theater in general, and our theater, specifically, had changed.

I would ask audience members how ushers help their experience at our theater. I’d do this through surveys and interviews.

I would ask staff members how they believe hosting ushers benefits them, the audience, and the theater as a whole. I would also ask why they think volunteer ushers might be preferable to paying people to do the work.

I would look at the profiles of the ushers, and see what range of age groups were represented, what range of zip codes were represented (based on residencies), and if possible, look at the range of ethnicities represented, and other data, that could show how representative of our community the volunteer ushers are.

If I didn’t have time to do all of this data gathering and interviewing myself, I would talk to faculty members at area universities and colleges that teach classes in nonprofit management, sociology, psychology or sociology, to see if students in one of their classes could do the data collection as part of an assignment, or a PhD student who might want to oversee the project as part of his or her doctorate work. The students would get practical experience and I would get people who, perhaps, people would be willing to give more honest answers to than me, someone they know from the theater.

None of this is vague, feel-good data; it’s data that can be used not only to show the organization is meeting its mission through its volunteer engagement, but also testimonials that can be used in funding proposals and volunteer recruitment messages. It would also be data that could help the organization improve its volunteer engagement activities – something that monetary value also cannot do.

Whether your organization is a domestic violence shelter, an after-school tutoring program, a center serving the homeless, an animal rescue group, a community garden – whatever – there is always a better way to demonstrate volunteer value than a monetary value for hours worked. What a great assignment for a nonprofit management or volunteer management class…

For more on the subject of the value of volunteer or community engagement: