Check out these orientation activities—some of which serve as team-building exercises, too:

• Scavenger hunt—Different approaches to organizing a hunt that includes places, people, and programs
• "Windshield survey"—One program’s way to connect VISTAs with community members
• An overview of local history, geography, and demographics—Sample hand-outs and suggestions for weaving history and current events into an orientation

Even if members are locally recruited, chances are they can still discover new and different things about their community through organized activities.

Go back to Orientation Topcis

1. Implementing the member assignment
   How do you help your member understand what he or she is supposed to do and how to do it?
2. Anticipating and addressing member needs
   How do you consider members' needs not just at the beginning, but in month six when their enthusiasm dips, and at the end, when they leave?
3. Becoming an effective supervisor/member team
   What are the conversations that you need to have with your member to establish a sense of teamwork?
4. Inspiring a life of service
   What additional training might the members need that you can't provide? What can you do to inspire in members a life of service?

Of these four critical coaching areas, where are your strengths? Where are your weaknesses? Use this self-assessment form to find out areas where you need more development.

Go back to Coaching

This is training material was developed by NWREL/BSC to support a day-long introduction to team-building concepts. Implemented initially with VISTA members in inservice training, these materials may be useful for staff or leaders seeking to build skills and knowledge in groups of AmeriCorps and VISTA members who will be working in group environments. Key topics include:

• Stages of group development
• Task and process behaviors
• Conflict information and analysis
• Problem-solving processes
• Decision-making considerations

The four core practices of an effective facilitator are:

• Remaining content neutral
• Active listening
• Asking the right questions
• Staying on track

This packet includes information and tips to help members understand and succeed at the role of facilitator. This resource was developed by Nicole Trimble, under contract with the Northwest Regional Educational Laboratory, for the Utah VISTA Continuing Development Training (CDT), May 2006.

How can you turn a conflict into a productive discussion? This tip sheet includes suggestions for behaviors that help defuse explosive situations. Share it with members, or use it to drive a training about conflict resolution.

This tip sheet was adapted by NWREL/BSC for use in VISTA training sponsored by the Texas CNCS State Office, May 2006.

• Developing a Training Calendar – See how other programs incorporate training into the service year and download sample calendars.
• Designing Training for Adult Learners – Learn about effective learning outcomes, different learning styles, and how to plan and conduct a learning session for adults.
• Maximizing Your Training Budget – Gain tips for stretching your training dollar.
• Using Games to Foster Teamwork – Learn how to use games to foster teamwork and download examples of games to use as-is or to customize for your group.
• Using Reflection Activities – Learn how to help members put their service experiences in context and apply new insights to future experiences; this section includes a number of useful reflection activities.
• Promoting Service Learning – Learn how to ensure an excellent service learning experience.

Go on to Developing a Training Calendar

All VISTA candidates must:

• Undergo a search in the National Sex Offender's Registry (NSOR).
• Be fingerprinted during the Pre-Service Orientation in order to complete a national FBI criminal history check (anticipated to begin January 2008). This report will be reviewed by CNCS headquarters.

Frequently Asked Questions

What is CNCS looking for in checking criminal backgrounds?

• CNCS is investigating for past sexual offenses and violent crimes.
• A minor offense, unless it would impact the member's assignment, will not bar the member from service.

What happens if a member's background check is not completed by the time s/he begins service?

• If the background check is not complete prior to the first day of service, members will still be sworn into service but may have no contact with a vulnerable population (children, persons over 60, persons with disabilities) without supervision until the check is complete and they are cleared.

For the official word from the VISTA handbook, click here.

Go back to Screening and Placing New Members

Arlene: Well, I need to make the flier. And I need to put it up.

Katherine: What are the steps to make that happen?

Arlene: I'm not sure really.

Katherine: Well, we'll need a list of locations, right?

Arlene: Of course.

Katherine: And it would be good to record where you put things up and when. Also we want you to record who your contacts are.

Arlene: So I could maybe make another part of our database for this?

Katherine: Exactly. Let's start by breaking down the task into a few subtasks and then give each task a deadline.

Arlene: That sounds good.

Remember, coaching involves:

• asking questions and listening
• providing guidance
• building off of member's strengths
• providing encouragement

Go back to Problem-Solving

Arlene: Will I expand the net of people I work with?

Katherine: That's the idea. Let's do some brainstorming together about how you can use your people skills and work with people, but not necessarily our clients.

Arlene: Well, if we need volunteers, I could put together some informational meetings about what we do. Or maybe put up a booth at the Farmer's Market.

Katherine: Those are great ideas. Where else could you advertise about our work?

Arlene: Well, in the library, in supermarkets, maybe even in schools. (Arlene starts to get excited.) I know someone who works in the children's book section at the bookstore downtown and the secretary at the high school.

• A) Katherine: Great. So what do you think you need to do to make this happen?
  Good choice! This supervisor is encouraging and guides Arlene to make a plan. Especially in the beginning of their term of service, members may need help defining the steps needed to implement their VAD.
  
  
• B) Katherine: Your contacts are important. But I don't want you just calling your friends.
  This supervisor continues to tell Arlene what to do. It is important to listen to members and validate their skills and networks. Take a look at the other responses and see if you can find one that guides more than dictates.
  
  
• C) Okay, I guess that's it then. You have a plan!
  Close. This supervisor is encouraging, but is not following the conversation through to its end. Especially in the beginning of their term of service, members may need help defining the steps needed to implement their VAD. This means sticking with them as they do that. Take a look at the other responses and see if you can find one that coaches more actively.
  
  

Let's see how Katherine concludes her coaching session with Arlene

Arlene: Well, let's talk about that. By the end of the year we want to have recruited at least 20 volunteers. How do you think we will get there?

Katherine: Ask my family to do it!

Arlene: Well, that's one idea.

Katherine: No, but seriously, I've started making a database of our current volunteers. I'm making calls to update our data and then putting all the names in the computer. That's a step, right.

Arlene: It sure is. And how's that going?

Katherine: A little slow. Honestly it's a little boring and it reminds me of the last admin job that I had. I like spending time in the food bank more. I prefer working with people to working with computers and phone books.

How could Katherine coach Arlene here?

• A) Katherine: Right, but working in the food bank is direct service. You're supposed to be a capacity builder.
  As a coach, you want to guide members to do things, not tell them what they are supposed to do. Adults learn best when they are allowed to discover things, not when they are told what to do or not to do. Take a look at the other responses and see if you can find one that guides more than dictates.
  
  
• B) Katherine: I thought that might be the case. Let's think about how we can meet your goals, which are capacity building and still give you the people time you enjoy.
  Good choice! This supervisor is listening to Arlene. They are trying to find a way to utilize the member's strengths while building capacity.
  
  
• C) Katherine: So you're a people person. That's not terrible, that's direct service. Let me tell you what a capacity builder would do.
  Close. This supervisor has empathy and is listening to Arlene, but she is also telling her what she should do next. She does not guide Arlene to find her own next steps. Take a look at the other responses and see if you can find one that coaches more actively.
  
  

Let's see how Katherine coaches Arlene at the next stage

Katherine: So how do you think it's going?

Arlene: Pretty good. I've been working at my desk in the morning then spending the afternoons at the food bank. I think I'm starting to settle in.

Katherine: That's good to hear. Do you think being a VISTA is different than what you used to do as a volunteer?

Arlene: I didn't think it would be that different, but it is. I'm not sure how to describe it exactly, but it's kind of like people look at me differently and I guess I have more responsibility.

Katherine: In what way?

Arlene: Well, when I was a volunteer, I had my shift in the pantry. I knew what to do and I came in and I did it. Now it's different. I'm here everyday. I work with a lot of different people and I guess some days I feel like I'm accomplishing less than I used to.

Katherine: Why do you feel that way?

Arlene: I guess it's harder to recruit volunteers than it is to hand out the food. And I don't always get to see the rewards of my work. That's discouraging.

How could Katharine coach Arlene to a better understanding of her VAD? (select the link that describes a good coaching response.)

• A) Katherine: Well, let me tell you what I think should be done. Planning and strategizing can be hard work.
  As a coach, you want to ask questions, guide and negotiate a situation, not tell members what to do. Take a look at the other responses and see if you can find one that guides more than dictates.
  
  
• B) Katherine: It's easy to get discouraged in this work, but don't let that get in your way. Here is our plan.
  Close. Part of being a coach is being able to empathize with the members. And show them that you see their point of view. But it is also important to guide them and ask questions that lead to a plan, not just tell them what to do. Take a look at the other responses and see if you can find one that coaches more actively.
  
  
• C) Arlene: I can see that. Any kind of planning or strategizing often feels less active then providing services, but let's try to find a way to see results. So what do you think you'd like to do in the next two months?
  Good choice! As a coach it is important to listen and ask questions. We want to guide members to make their own plans, not just tell them what to do next.
  
  

Let's see how Katherine continues to coach Arlene

• Brainstorms, discussion and negotiation with your member or with a larger team (e.g., with other project staff).
• Interviews/discussions with key community leaders or some residents/beneficiaries.
• Field trips with strategically assigned tasks to complete.
• Have your member shadow others doing similar work.
• Attendance at staff, advisory board, and community meetings.
• Ask other staff, colleagues with other organizations and other experts to share knowledge and best practices
• Secure free or low cost skill training from various community resources:
  • Community Colleges
  • Libraries
  • Community Resource and Technology Centers
  • Trade Associations
  • Community Adult Education Programs

Get more details by downloading this resource: Get the Most out of Your OSOT.

For more information on Designing Effective Trainings based on the principles of adult learning, click here.

Go on to Fundamentals of an Orientation

Warm-up activities and ice breakers help members get to know each other and feel part of a team. Try these activities with your members.

• Member Quilt
• Name Game
• Tower Building
• Pie Chart
• Service Expectations
• What is AmeriCorps?
• Who's that VISTA?
• Effective Teachers
• Other Ice Breakers

Group engagement and effective facilitation strategies help keep participants engaged in meetings and training events. Try these strategies with staff, community participants, and members to enhance participation.

• Defining Group Roles
• Group Engagement Strategies

Go back to Orientation Topics

Click on the linked logos below to see the guidelines for each program.

Go back to Member Orientation Home

Click on the linked logos below to see sample agendas for each program.

Go back to Elements of an Orientation