Ep. 114 Today's Teen Volunteer, Tomorrow's Future Librarian

Sunshine and Stories Episode 114: Today’s Teen Volunteer, Tomorrow’s Future Librarian 

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Episode Summary: 
Kate and Kate explore the possibilities of designing a teen volunteer program grounded in the development of workforce skills. How does that shift how you design, manage, and evaluate a library’s teen volunteer program? Could this sort of approach improve retention and create a lasting impact on teens in your communities of services? 

00:00 – Introduction
01:47 – Why have a teen volunteer program?
05:06 – Steps to take to get started
08:35 – Strategies for retention
13:06 – Capturing and evaluating impact  
17:22 – A program recommendation
18:23 – Closing 

References:
Collaborative Summer Library Program
Colorado Youth Services Library Network mailing list
Pikes Peak Library District Workforce Readiness – Basic Training
PPLD Workforce Readiness – Intermediate Training (15+) 

Next Drop-in Chat: 

Join us on March 11, 2025 at 11:00 am to noon Mountain Time for our next online Summer Drop-in Chat. Come when you can, stay for as long as you can. See you soon! 

Podcast theme music by Transistor.fm. Learn how to start a podcast here. 

Transcript

Sunshine and Stories podcast transcript for Episode 114 

[00:00] [music] 

Kate Compton: You're listening to Sunshine and Stories, a Kate-cast from the Colorado State Library's summer design studio with your hosts, 

Kate Brunner: Kate Brunner 

Kate Compton: And Kate Compton.  

Kate Brunner: Tune in every other week as we explore one summer reading topic. From colorful program ideas to community wide engagement to avoiding burnout, we have got you covered.  

Kate Compton: If you have other questions or want to dive into any topic further, check out Libraries Learn.org for our next live summer drop in chat date happening Tuesdays starting this fall.

[00:41] Kate Compton: One thing that really colors my world here in Colorado is our flag. Many states have their state seal with a Latin motto over a basic color. But our flag has stood the test of time and appears much more modern. But did you know it was originally designated in 1911? The state Senate passed a bill designating the flag with all of its significance. A red C to represent the Spanish origin of our name, as well as the state flower and the Centennial nickname. A gold center symbolizes the year round sunshine we feel. The Yale blue strips stand for the ever-smiling skies and the white band represents our snowy peaks as well as the silver production that was popular at the time. Just like our state flag, your teen volunteer program can have multiple significances and really color your library community.

[01:47] Kate Compton:  Kate, we've talked about a lot of different things that we are excited to see happen this summer and a lot of these things don't just happen by ourselves. And so today we're going to talk about bringing teens into the library. What are your thoughts about a teen volunteer program?

Kate Brunner: Yeah, I've been really thinking about this a lot. So, I think that sometimes we think about what teens can help us out with to lessen our own workload when it comes to summer, like what things can I have them do so that I can do other things? That can sometimes I think-- I know I've had that mindset when working with teen volunteers, sometimes in the library. But I think really if we can pull back a little, I think it's also important to remember that teen volunteer program are workforce skill development programs really. We are running a workforce skill development program for teens when we are coordinating a teen volunteer program. So, to think about it through that lens, I think that shifts my focus right? It shifts my focus from what can they do for me to how can I help them develop workforce skills? It takes on a kind of a different vibe when we do that. And I think especially with today's teens., this can be a really great approach to take. You know, if you're really grounded in that mindset, I think. Because what we are seeing around research around attitudes towards work, workforce development, when it comes to this particular group of folks in our community is that they are really, really interested in sort of on-the-job training. Internships and apprenticeship models, micro credentialing, like these are things that are, you know, they're really drawn to. And so, I think we can leverage that when it comes to building a successful teen volunteer program.

Kate Compton: And how do you even get started with a teen volunteer program? Where do we begin?

Kate Brunner: If you don't have one established yet, I think that it's good to think about that “why.” You know, why do you want a teen volunteer program? And some of that may be because I could use some help, right? And that is-- that can be a maybe how you get started in there. But then also just thinking about why would you want to bring teens in and sort of mentor them through this volunteer process as well? So really, starting with your why. 

And then also I think it can make it easier to sustain a teen volunteer program if you have support and buy in from some of your colleagues in the library. If you are managing all the teens yourself in a teen volunteer program, you know that can be tricky. It can be a lot to add on, on top of what you're doing. Sometimes you know I found myself thinking sometimes, wouldn't it just be easier if I just did this myself? Managing the teen volunteer program is an additional duty in summer when summer is jam packed already. Especially you know, when I was a Children's Services department of one, right? So you know, thinking about that. Where can you find support within the library from your colleagues? Who else is willing to work with them and then do they understand and support your “why” in creating and managing a volunteer program? And I think one of the most important things to think about when you're, you know, kind of recruiting folks in your library to work with the teen volunteers is do they like teens? Do they like being around them? This is just so important when you think about wanting to match-- like if you think about it through the lens of wanting to match a mentor in the library with a teen volunteer. Is that person going to help them develop those workforce skills that we're thinking about as an essential part of the program?

[05:06] Kate Compton: So we've thought about our “why. Now, where do we go? We’ve decided we want to do this. What’s our next step?

Kate Brunner: Yeah, you wanna do this, you got support from other folks in the library to do this, you’ve thought through why you are gonna do this, you're starting to think about organizing what a teen volunteer program would look like. So recruitment is kind of your first piece. You can't run a teen volunteer program if you don't have any teens who are interested in being teen volunteers, right? Recruiting them is a place to start, and this is actually also the first place you can start with helping them develop some skills, workforce skills. Because you can walk them through a hiring process. They get to practice the hiring process. So, you know, having a clear job description for your teen volunteers when you're recruiting, having an application that they fill out. You know this doesn't need to be 14 pages long or anything. But you know, a simple application that you are asking them to fill out. And then actually you can even conduct a simple interview process. The opportunity for them to basically interview for a job is a really great opportunity for them to practice, you know, presenting themselves and to kind of see what that experience is like. And then that is also a great opportunity in that interview process to ask them what their why is too. Why do they want to volunteer at the library? This would be a great piece of information for you to have, because then you can think about like how do I support them in achieving that why throughout the program?

[06:26] Kate Compton: OK, you've done your interview. You've got some kids in. How do you keep these teens? How do we make sure that we don't just spend all this time and energy trying to convince everyone this is great and then they all leave?

Kate Brunner: Right? I mean retention is a concern. And you know, if you want them to help, you've sort of got to plan mapped out and then three weeks into your summer program, you know, they've all kind of disappeared. That’s a tough spot to be in. So thinking about retention, how are you going to retain them can be a great thing to kind of map out in advance. In the workforce in general, so not program specifically, but across the job market, across fields even, it is amazing to me the impact that onboarding has with retention. Like intentional onboarding processes. The rate at which people will leave a job in the 1st 90 days if their onboarding hasn't been effective really kind of blows my mind. And that's all the way through adults. How are you gonna bring them in? Orient them to the library? Show them where things are? Communicate clear expectations with them about how you expect them to show up? Talking through the best methods of communication with them? You know if they need to call to in sick or something comes up, they lost their ride or whatever the case might be. Or they want to see if there's an extra volunteer shift available. You know any of those types of things that they would need to communicate to you. Making sure that they understand that that is what you want, you need them to communicate with you. And then also, you know, how are you going to communicate with them? So, is it going to be via text message? Do you expect them to call? Are you setting up a teen volunteer Discord server? You know, whatever the method is, you know, making sure that you and they are on the same page about how they're going to communicate with you as their mentor-supervisor, you know? 

And then making sure that you have meaningful work for them. And also maybe getting their input on you know we need these things done. What things? You know what things are you interested in? What most excites you? You may have teens who are totally willing to show up at a kids’ program and help with, you know, set up and clean up and maybe help with when the glue gets spilt or whatnot. And then you have other teens who might just be interested in holing up in a corner of the library with the button maker, right? And cranking out the buttons. [laughs] So really kind of getting that feedback from them, you know? You have things you want them to do. You have this idea of projects, but also sort of getting feedback from them on where they feel their strengths are. And it's OK to, you know, push them a little. Encourage them to teach. Learn new skills, I think. But, if they feel like they're showing up to do things that they're interested in and that they feel like their work is meaningful, then I think you're more likely to retain them.

And then also I think there are opportunities there to sort of give them continuous feedback. Continuous positive feedback [laughs] as much as possible. What have they done that you really appreciate? Make sure you say so, you know. Make sure you appreciate them. Make sure you thank them. You know, if you do need to have hard conversations or need to give them a little bit of feedback on what you need them to change in order to continue to participate in the program, then that's a conversation you need to have, of course. But the more encouragement you can give them, I think the better. 

And then you will have to sort of inventory any barriers that might be present for them to participate. You know, I think transportation can be a big one. You know, so kind of talking through ideas around that, talking through how they're, how they're going to manage that. And then any other potential logistical barriers to participating in the program that they might be facing. Is there anything you can do to help you know, mitigate those? Or help them break those down so that they won't be an issue for them participating. 

And then I think one of the things that we should also think about when it comes to retention is to compensate them somehow. Their time has value and they are investing that time in the library. That is something that is really valuable to us as well as to them. You know they are gaining workforce skills, but also can we compensate them in some way for their time? And I know that we can't necessarily put them on the payroll, right? Although some libraries have found ways to actually pay their volunteers. There are other ways that you could do that as well, you know. Can you provide them gift cards? Especially to local establishments that you know that they go to. Be that the soft serve place or the other places they might want to spend time that having a gift card to that place would be a value to them. And food and drink also another way. So, you know kind of thinking about can we compensate them in some way for their time to show them that we see that their time has value and that we appreciate the effort they are putting in to helping the summer library program be successful?

Kate Compton: We actually had a volunteer who came, I think multiple times a week and every time they came, they were buying a Monster energy drink from our vending machine. And we thought, like, wow, that's so much money that they're actually-- every time they come, they're losing money because they're spending this money that's actually technically going back towards the library and the Friends of the Library. So we thought, “OK, here's our way.” We went to Costco and we just bought a six month supply of Monster drinks and said here we'll keep this in the back, in you know, the volunteer space. So you can have this when you come and not be spending your money and you've got it. And you know it's a little thing that we kind of pooled our money together and bought. But it was something that I think went a really long way and showed that volunteer that we really did appreciate them and saw them for-- like we weren't just saying like, here, take this random gift card. We found something that we really see you like so.

Kate Brunner: Yeah, something that was meaningful to them. I think that's great.

I think another way of celebrating your teen volunteers and acknowledging that value and that you’ve gotten to know them, and you see them and you see who they are and their efforts and their learning is thinking about how you're going to wrap up your teen volunteer program over the summer. If you are not continuing that volunteer program throughout the year. Is there a way you can celebrate them? You know, can you figure out how to plan for that in advance? Are there ways that you can sort of have your-- maybe have your Friends of the Library or your Board come thank them? You know, a thank you card or some sort of certificate of completion or something? I know there are folks out there who offer to write recommendation letters for their top-notch teen volunteers. You know, be that for tertiary education or for other jobs. So that's also, you know, a possibility if that's something you feel comfortable offering to some of your teen volunteers, that's a thing you could think about. You know, I will say, I think there is the potential for a teen volunteer program to also be sort of growing the next generation of library professionals as well, so. Not that you need to put that on them. But maybe just sort of [laughs] keep that in the back of your mind. You know, if they have a positive experience working at the library, then maybe you're contributing through your teen volunteer program to the future of the profession as well. You never know.

[13:06] Kate Compton: I love that as your why. There's still a little bit of a stigma or kind of a stereotype of what library work is. And as soon as you get kids in and can kind of show them how much variety there is, that can be really fun too, so. That's a fun why of build the next generation. And Kate, I know this is something that's kind of near and dear to your heart. How do we measure the impact of our program? How do we decide whether it's been successful and whether we're keeping going with this why? Or changing to something new?

Kate Brunner: I'm always thinking about how to capture impact of various different services and programs within the library. Like how can we capture the information that allows us to tell the story of our successes and the story of our learnings and build a platform for future opportunities as well, for sure. So, when you're thinking about how you could do that, I think again it's coming back to that why. What are you wanting to achieve or accomplish with your teen volunteer program? And so. And also thinking again sort of about these two buckets of Numbers and Stories. What numbers do you need to be able to explain why your program was successful and what stories would help you also make that argument? I think there's lots of different ways to do that when we're talking about numbers. You know, how many volunteers did you recruit at the beginning of the summer? What were your retention rates? How many were still volunteering at the end of the summer? Other numbers you could think about are the number of programs or events they helped out with, hours clocked, Take and Makes made. Like [laughs] any of those sorts of numbers that you can capture and add to the data set, basically for your volunteer program. 

But I think also the stories are really impactful when you're talking with other people about your teen volunteer program. Whether that's other people in the community or partners, community partners. Or talking to the schools you know about, maybe you're asking your school district folks to help you recruit at the beginning of next summer, you know and sharing with them the accomplishments of this summer. And so, I think getting those stories can be really meaningful for people when you're talking with them about your teen volunteer program or about helping support that volunteer program. 

So, you can kind of think about doing like a pre and post question that you ask your volunteers. So that pre question could be part of the interview process, right? Like what are you hoping to get out of this experience? And then sort of doing an offboarding too as well. That’s actually, you know, the hiring process is sort of continuous and the offboarding piece is where you off board and then you go back to list the job again if you think about it. So, doing you know some sort of offboarding with them and then asking them what they did get out of it and kind of comparing those two. Did they achieve what they wanted to achieve by participating in the experience? And then sort of being able to tell the story of these are what our teens in our community say they got out of participating in this program.

And then you can also ask them like pre and post yes or no questions. Or on a scale of one to five, like Likert scale style questions. “I feel confident working in the library.” Like where do they fall on that scale? One to five, you know. Or about my ability to work in the library, you know. And then maybe at the end of the summer, you can ask them that exact same question and then you can cind of compare. Did they move on that scale somewhere? You know, did they gain confidence in a work environment? Or yes or no questions like “I am willing to consider librarianship as a future career”. Yes, no, I don't know. And then maybe ask them the same question at the end of the summer and maybe you could be like, see, I'm growing the next generation of library professionals here. 

So, lots of different ways to think about it. And then also, you know, you may be giving them continuous feedback on their work product and how they're handling the responsibilities of being a volunteer in the library. But maybe also you're getting feedback from them as well. And so you can always capture those sort of tidbits on the fly. If you're keeping notes about what teens say that they're really happy about or satisfied with. And if they make something or build something like say they, they build some displays for you in the library. When you can take photos of those and document those then you have the things they made in the library documented in some way too that you can use to help tell those stories of this is why our teen volunteer program is meaningful.

Kate Compton: Today, a teen volunteer. A great little impact story. And then tomorrow, our future library leaders.

[17:22] Kate Brunner: Before we go, I want to highlight the work of one particular Colorado library system to provide their teen volunteers with workforce training as an integral part of their volunteer program. The folks at Pikes Peak Library District created an online workforce readiness training for teens. The training consists of self-paced modules that cover professionalism, communication, social skills and goal setting and planning. Modules contain three different kinds of materials. Things to watch, things to read and things to do. Teens take a pre and post assessment before starting the training and after they've completed all the modules. There's also a quiz at the end of each module.

All of PPLD's teen volunteers complete the basic workforce readiness course as a part of their volunteer onboarding. There's also an intermediate course for teens who want to continue their workforce readiness learning. If you'd like to see what the training looks like, we've included a link to this model of volunteer training in this episode’s show notes.

[18:23]Kate Brunner: That's our Kate cast for today, y’all but we hope you'll join the upcoming community drop in discussion. 

Kate Compton: We're hosting these discussions all year long. All Colorado library professionals involved in summer programming are welcome. No need to register, stay for the full hour or just pop in to say hi to colleagues across the state. Details for the next drop-in session can be found in the show notes for this episode and on Libraries Learn.org the Colorado State Library’s continuing education calendar and archive. 

Kate Brunner: We'd like to say thank you to all the Colorado library professionals who shared book recommendations, program successes and other artful ideas with us as we were designing this year's podcast. This project is also made possible by a grant from the US Institute for Museum and Library Services. 

Kate Compton: Thanks for joining us and we'll catch you next time. 

[19:11] [music]