The ArtWorx Museum Training Program for Volunteers The heart of a volunteer is not measured in size, but by the depth of the commitment to make a difference in the lives of others. -DeAnn Hollis

Designing training programs to meet YOUR distinct needs.  All of our programs are  Customizable  Flexible  Cost-effective  and Fun!

Needs analysis identified the need for volunteers to be able to maintain an Excel database of patron information.

Diagnostic Testing: This is a short test to determine the learner’s level of computer knowledge prior to taking the class. It will be a computerized assessment of their technical skills such as typing, , and computer navigation. Sample instrument questions on the test could include: “Can the learner navigate to the program? “Did the learner use spell check to ensure accuracy?” “Did the learner save Excel documents appropriately?” Performance Assessment: Using example data provided, the learner will enter data into the excel database which will be reviewed by instructor for accuracy. Assessment content examples would include observing the learner entering data into correct fields and reviewing for accuracy. The instructor will use a checklist during the performance to determine the learner’s accuracy. Assessment Goal: Volunteers will be able to operate museum computer systems to include museum and Excel database program.

Instructional Strategies and Technology Purpose: The instruction is intended to augment the volunteer orientation for those volunteers who will be assisting with back-end administrative support. It will be used to teach volunteers how to operate the museum’s computer system and manage the museum’s Excel database of patron information. Format: With a maximum of class size of four students, the volunteer coordinator will conduct face-to-face classroom training. The training will include lecture, examples, and hands-on practice exercises using the museum’s designated training computer. Each student will be provided a print-based job aid describing the key steps in each procedure. Learners will be required to attend three, three-hour classes. Goal: Volunteers will be able to operate museum computer systems to include museum and Excel database program. Instructional Strategies and Technology

Content: Class 1: Diagnostic testing to determine volunteer’s level of technical skill; login/user ID processes; overview of the museum’s computer system; and Excel vocabulary. Class 2: All class instruction will be structured around the use of ; composing an ; opening and adding attachments to s; organizing s; adding contacts; and the use of spell check. Class 3: All class instruction will be structured around the use of Excel: the toolbar; creating a new workbook; entering data; saving the file. Goal: Volunteers will be able to operate museum computer systems to include museum and Excel database program. Instructional Strategies and Technology

Summative Evaluation: Will show evidence of success when volunteers can independently navigate the museum’s computer system, professionally respond to incoming , and correctly input data into an Excel database. To confirm that the outcome matched the intended goals the evaluation will be conducted using a naturalistic approach to observe trainees in a context-specific setting. At the completion of the first training session, an evaluation will include the observation of a sampling of volunteers in their daily activities. A second evaluation will be conducted one-year after the implementation of the training program. Goal: Volunteers will be able to operate museum computer systems to include museum and Excel database program. Evaluation

Needs analysis identified the desire for volunteers to be able to lead tours and staff the information station.

Pencil & Paper Assessment: This assessment will show that the learners can accurately identify artists and their paintings. The learner will complete a 20 question quiz requiring them to match specific artists with their paintings and exhibits. Sample Quiz: The sample quiz would have 20 pictures of artwork and 20 artists' names. The learner will be able to match each artist to their specific artwork. Learners will fill in the blank next to artwork from the list of artists' names. Assessment Goal: Volunteers will lead tours of museum exhibits and respond to visitor questions.

Performance Assessment: This assessment will demonstrate the learner’s ability to interact with the people and guide the visitors systematically through the museum exhibits. It will also show how well they adapt to the group dynamics. The learner will work in groups to conduct tours of the museum. Each learner will take turns being the guide for each group. The instructor will evaluate each learner’s performance using an observation rubric and checklist of items that learners are expected to perform. Sample checklist of questions: “Did the learner greet the patron courteously and introduce themselves?” “Did the learner answer the visitor’s question correctly during the tour?” “Did the learner correctly identify the artwork in the exhibits?” Assessment Goal: Volunteers will lead tours of museum exhibits and respond to visitor questions.

Purpose: This course is designed to augment the volunteer orientation for the volunteer who is planning to lead tours of visitors through the museum exhibits and respond to visitor questions at the information station. Format: Learners will receive extensive face-to-face training, presented by the volunteer coordinator, regarding the museum’s collections, sample questions from visitors, and a chance to job shadow current volunteer tour guides. Each trainee will be provide a print-based job aid of the museum layout, exhibits, and upcoming events. Learners are required to attend a series of half-day classes scheduled over five consecutive weeks. Instructional Strategies and Technology Goal: Volunteers will lead tours of museum exhibits and respond to visitor questions.

Content: Class 1: Lecture of museum history. Class 2: Lecture of the museum’s permanent collection. Class 3: Lecture on the museum’s special exhibits. Class 4: Trainee will job shadowing one of the museum’s current docents. Class 5: Trainee will conduct a practice tour with other trainees and three current staff members. Instructional Strategies and Technology Goal: Volunteers will lead tours of museum exhibits and respond to visitor questions.

Summative Evaluation: Positive feedback from visitors and staff observation will be evidence of the volunteer’s ability to accurately answer visitor’s questions and confidently lead tours independently. To confirm that the outcome matched the intended goals the evaluation will be conducted using a naturalistic approach to observe trainees in a context-specific setting. At the completion of the first training session, an evaluation will include the observation of a random sampling of volunteers in their daily activities. A second evaluation will be conducted one-year after the implementation of the training program. To ensure the internal validity of the evaluation, the predetermined evaluator will be a visitor of the museum asking specific questions to the volunteers and participating in a tour, then interviewing other tour participants. Evaluation Goal: Volunteers will lead tours of museum exhibits and respond to visitor questions.

Needs analysis identified the need for volunteers to be able to call and patrons to raise funds.

Performance Assessments: These assessments will demonstrate the learner’s communication skills in summarizing the fundraising needs of the museum and how to overcome objections from patrons. 1: The learner will input patron donations into the Excel database to determine level of accuracy in maintaining the computer database. The instructor will evaluate each learner’s performance using an observation rubric and checklist of items that learners are expected to perform. Sample instrument questions: “How will the donations be used?” “What is the museum's current fundraising goal?” 2: Includes group interaction where each group will practice overcoming objections using skill cards with various scenarios. The learners will role play together to practice their skills. The instructor will evaluate each learner’s performance using an observation rubric and checklist of items that learners are expected to perform. Assessment Goal: Volunteers will work in telephone and campaigns to raise funds from museum patrons.

Purpose: This instruction is intended to augment the volunteer orientation for those volunteers who will be providing back-end support of the museum’s fundraising efforts. Format: The volunteer coordinator will conduct face-to-face instruction. The instruction will include a lecture to acquaint the trainees with the museum’s operating needs, programs and events, what the contributions will support, and the importance of correctly collecting the patron information in the museum’s Excel database. A demonstration will be provided for the use of the museum’s computer system, , and Excel database. Each trainee will be provide a print-based job aid for both and telephone training. Learners are required to attend three, three-hour classes. Goal: Volunteers will work in telephone and campaigns to raise funds from museum patrons. Instructional Strategies and Technology

Content: Class 1: Lecture and demonstrations. Class 2: Experiential role-playing as students work in groups of two; students will begin by using supplied scripts to solicit funds, overcome objections, and then enter data into Excel database. Class 3: Students will make “live” phone calls and compose s to potential museum donors. Calls will be monitored by the volunteer coordinator and immediate feedback will be provided. Goal: Volunteers will work in telephone and campaigns to raise funds from museum patrons. Instructional Strategies and Technology

Summative Evaluation: The success of this program will be evident through increased donations and contributions to the museum in response to phone and requests made to museum patrons by volunteers. To confirm that the outcome matched the intended goals the evaluation will be conducted using a naturalistic approach to observe trainees in a context-specific setting. At the completion of the first training session, an evaluation will include the observation of a random sampling of volunteers in their daily activities. A second evaluation will be conducted one-year after the implementation of the training program. To ensure the internal validity of the evaluation, the predetermined evaluator will be contacted as a potential donor both via and phone to request a donation and the opportunity to become a patron of the museum. Goal: Volunteers will work in telephone and campaigns to raise funds from museum patrons. Evaluation

Looking at the complete picture.  Needs analysis  Goals and Objectives  Assessments  Instructional Strategies and Technology  Evaluations

Learning by Design is excited to be partnering with the ArtWorx Museum Learning by Design would like to thank you and remind you that we welcome any questions or comments regarding our training programs. Curriculum designers: Taresa Breedlove Lori Czuba Annette Kristofer Janice Rhodes