This article identifies key strategies for selecting and training chaperones for youth programs. Although substantial research on volunteer core competencies and training exists, very little has been written to specifically address volunteers who serve in a chaperone capacity. We surveyed chaperones who had participated in an international youth development program to identify the most valuable personal characteristics of a successful chaperone and the most beneficial elements of a pre-event chaperone training program. The lists of these key characteristics and training topics can be used by Extension professionals in selecting chaperones and designing training opportunities for their own programs

Anderson, Emily J.

MacArthur, Stacey

Roop, Kelsey

English

DigitalCommons@USU

Utah State University DigitalCommons@USU 4-H and Youth Current USU Extension Publications 8-2017 Effective Chaperone Selection and Training for Enhanced Youth Experiences Emily J. Anderson Oregon State University Kelsey Roop University of Wyoming Stacey MacArthur Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/extension_curyouth  Part of the University Extension Commons Recommended Citation Anderson, Emily & Roop, Kelsey & MacArthur, Stacey. (2017). Ideas at Work Effective Chaperone Selection and Training for Enhanced Youth Experiences. This Article is brought to you for free and open access by the Current USU Extension Publications at DigitalCommons@USU. It has been accepted for inclusion in 4-H and Youth by an authorized administrator of DigitalCommons@USU. For more information, please contact digitalcommons@usu.edu. August 2017Volume 55Number 4Article # 4IAW3Ideas at WorkEffective Chaperone Selection and Training for Enhanced YouthExperiencesAbstractThis article identifies key strategies for selecting and training chaperones for youth programs. Althoughsubstantial research on volunteer core competencies and training exists, very little has been written to specificallyaddress volunteers who serve in a chaperone capacity. We surveyed chaperones who had participated in aninternational youth development program to identify the most valuable personal characteristics of a successfulchaperone and the most beneficial elements of a pre-event chaperone training program. The lists of these keycharacteristics and training topics can be used by Extension professionals in selecting chaperones and designingtraining opportunities for their own programs.  IntroductionChaperones are used throughout Extension programming for a variety of youth development events.Residential camping programs, exchange programs, day camps, field trips, and other events all requirechaperones for risk management purposes, among other reasons. Securing and educating chaperones caneasily become an afterthought when Extension personnel are short on time and focused on preparing theeducational program. However, volunteers are a valuable part of a program and are instrumental indetermining the overall youth experience (Arnold, Dolenc, & Rennekamp, 2009). Additionally, indirectparticipants, such as chaperones, experience measurable benefits through their roles in international youthprogramming (Olberding & Olberding, 2010). Investing more effort into selecting the best possible volunteersfor specific events and preparing them with high-quality training enhances the youth experience (Hoover &Connor, 2001) and has beneficial ripple effects for the volunteers themselves.Background and MethodsThe American Youth Leadership Program (AYLP) is a 3-week international cultural immersion program foryouths coordinated by University of Wyoming Extension. We participated in this program as chaperones in2014–2015. On our return, we realized the tremendous impact that the associated chaperone training andEmily J. Anderson4-H YouthDevelopment ProgramCoordinatorOregon StateUniversity ExtensionEugene, OregonEmily.Anderson@oregonstate.eduKelsey Roop4-H and YouthDevelopment EducatorUniversity of WyomingExtensionCody, Wyomingkroop@parkcounty.usStacey MacArthur4-H VolunteerDevelopment andHealthy LivingSpecialistUtah State UniversityExtensionLogan, UtahStacey.Macarthur@usu.edupreparation had had on our success or failure in serving the youth participants.To tease out the most desirable characteristics of high-quality chaperones and identify important trainingneeds, we created a survey that was distributed to 22 chaperones who had served in the AYLP during theyears of 2013 through 2015. This sample was made up of Extension educators, state Extension staff, andschool teachers from across the western United States.ResultsAlthough the survey did not yield data having statistical significance, the survey results along with our ownexperiences provided information we could use to identify best practices for selecting and training chaperones.If you are a youth development program manager or are otherwise involved in such activities, you may benefitfrom applying the practices described herein.Selecting ChaperonesWhen recruiting potential chaperones for a youth program, begin early to ensure that you have reached thebest possible candidates. During the recruitment process, provide potential chaperones with a positiondescription that includes clearly defined expectations and specific responsibilities for the role. A positiondescription is an important recruitment tool that also serves as an agreement between the volunteer and theorganization. If volunteers do not understand what is expected of them, they will not be inclined to participate,will not experience success, or will not have a positive experience (Culp, 2013).Additionally, screening volunteers by performing background checks, reference checks, interviews, and otherrisk-minimizing procedures allows you (a) to identify individuals who are appropriate role models and (b) toprotect youth participants from harm (McNeely, Schmiesing, King, & Kleon, 2002).Considerable research has been done on core competencies of Extension volunteers. One study showed thatthe most significant of these include communication, organization/planning skills, subject matter skills, andinterpersonal skills (Culp, McKee, & Nestor, 2007). Very little research has identified key characteristics specificto volunteers serving in chaperone roles, however. According to our survey results, essential personal traits forvolunteers serving in this capacity areauthenticity,sense of humor,flexibility,compassion,effective listening skills,high level of energy,ability to engage,Ideas at Work Effective Chaperone Selection and Training for Enhanced Youth Experiences JOE 55(4)©2017 Extension Journal Inc. 1supportiveness,positivity,patience, andorganization skills.Through the recruitment and selection process, make an effort to seek out chaperone candidates who possessthese qualities and validate them during the selection process.Training ChaperonesProviding comprehensive pre-event training will make a meaningful difference in the success of yourchaperones. Research has shown that enhancing the experience, understanding, and satisfaction of volunteersis closely linked to youth participants' reaching their full potential. When volunteers feel well supported andappropriately trained, they become stronger assets to the program (Tierney, Grossman, & Resch, 2000).A cursory review of 4-H programs nationwide uncovered several online chaperone training modules andwebinars. These are intended as broad-scale training opportunities for qualifying volunteers to serve inmultiple overnight programming capacities. Although these opportunities provide an initial foundation ofknowledge and understanding, we recommend that they be supplemented with thorough event-specifictraining to better prepare volunteers for their precise duties and responsibilities.The timeline and duration of training depends on program type. A 3-week international homestay event suchas the AYLP requires a far more in-depth experience than that required for a 1-day field course. Providing abrief chaperone orientation on the day of the event may be sufficient in some cases. In others, you may wantto consider regular conference calls in the months leading up to the event or a multiday chaperone trainingprogram.Our survey presented participants with a list of topics that could be included in chaperone training. We askedthose surveyed to choose which they felt were, or would be, the most and least important to their success as achaperone. The most important, in order of response frequency, were1. supporting youths through homesickness, hardships, and emotional struggles;2. chaperone responsibilities—pre-event, during the event, and after the event;3. appreciating diversity;4. getting comfortable with being uncomfortable;5. potential behavior situations and how to be prepared for them; and6. international travel as an adventure.The least valuable topics, according to those surveyed, wereIdeas at Work Effective Chaperone Selection and Training for Enhanced Youth Experiences JOE 55(4)©2017 Extension Journal Inc. 21. guidelines for technology and personal entertainment,2. icebreakers and time fillers,3. ages and stages of youth development,4. packing,5. situational role-playing, and6. navigating dietary restrictions and food preferences.Conclusion and ImplicationsTargeted selection of chaperones with specific qualifications and thorough training programs can greatlyimprove event quality and enhance the experience of program participants. Volunteers who have been chosenthrough careful screening and prepared through precise position descriptions and thorough orientationsimprove the learning environment for all involved (Fox, Hebert, Tassin, & Hebert, 2008).Program managers should select chaperone candidates who possess characteristics found to be beneficial insuccessful chaperones. Once chaperones are selected, program managers should consider including the top sixtraining topics identified herein when designing their orientation program.Further research is needed on the most effective recruitment strategies for finding volunteers with the corecompetencies and personal characteristics that make the most effective chaperones. The results of suchresearch would contribute to ensuring a high-quality applicant pool when program managers are ready for thenext step of chaperone selection.ReferencesArnold, M. E., Dolenc, B. J., & Rennekamp, R. A. (2009). An assessment of 4-H volunteer experience:Implications for building positive youth development capacity. Journal of Extension, 47(5), Article 5FEA7.Available at: http://www.joe.org/joe/2009october/a7.phpCulp, K. (2013). Volunteer position descriptions: Tools for generating members, volunteers, and leaders inExtension. Journal of Extension, 51(1), Article 1TOT8. Available at:http://www.joe.org/joe/2013february/tt8.phpCulp, K., McKee, R. K., & Nestor, P. (2007). Identifying volunteer core competencies: Regional differences.Journal of Extension, 45(6), Article 6FEA3. Available at: http://www.joe.org/joe/2007december/a3.phpFox, J. E., Hebert, L., Tassin, M., & Hebert, C. (2008). Using risk management tools and training to protectyouth and adults in overnight settings. Journal of Extension, 46(6), Article 6RIB6. Available at:http://www.joe.org/joe/2008december/rb6.phpHoover, T., & Connor, N. J. (2001). Preferred learning styles of Florida Association for Family and CommunityEducation volunteers: Implications for professional development. Journal of Extension, 39(3), Article 3FEA3.Ideas at Work Effective Chaperone Selection and Training for Enhanced Youth Experiences JOE 55(4)©2017 Extension Journal Inc. 3Available at: http://www.joe.org/joe/2001june/a3.htmlMcNeely, N., Schmiesing, R., King, J., & Kleon, S. (2002). Ohio 4-H youth development Extension agents' useof volunteer screening tools. Journal of Extension, 40(4), Article 4FEA7. Available at:http://www.joe.org/joe/2002august/a7.shtmlOlberding, J. C., & Olberding, D. J. (2010). "Ripple effects" in youth peacebuilding and exchange programs:Measuring impacts beyond direct participants. International Studies Perspectives, 11(1), pp. 75–91.Tierney, J. P., Grossman, J. B., & Resch, N. L. (2000). Making a difference: An impact study of Big Brothers BigSisters. Philadelphia, PA: Public/Private Ventures.Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the propertyof the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational ortraining activities. Inclusion of articles in other publications, electronic sources, or systematic large-scaledistribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org.If you have difficulties viewing or printing this page, please contact JOE Technical SupportIdeas at Work Effective Chaperone Selection and Training for Enhanced Youth Experiences JOE 55(4)©2017 Extension Journal Inc. 4

Effective Chaperone Selection and Training for Enhanced Youth Experiences

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Effective Chaperone Selection and Training for Enhanced Youth Experiences

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