Volunteers play integral roles in 4-H programs, performing a variety of duties, functions, and tasks and possessing varied and rich knowledge, skills, and backgrounds (Radhakrishna & Ewing, 2011). The success of Extension programming is due, in part, to the dedication of a large cadre of volunteers (Smith, Dasher, & Klingborg, 2005). Although highly valued, volunteer involvement does not guarantee achievement of Extension's goals and fulfillment of learners' needs (Bolton, 1992).

 Education is critical in preparing volunteers for the role they accepted and should be designed to enhance their knowledge and skills (Kerka, 2003). Volunteer education develops the knowledge and skills volunteers need to execute their roles effectively (Brudney, 1990; Culp, 1997; Cumming, 1998; Wilson, 1976). Volunteers respond more favorably to roles and responsibilities when they understand and are able to perform the tasks required of them (Hoover & Connor, 2001). Therefore, volunteers need meaningful education opportunities (Fox, Hebert, Martin, & Bairnsfather, 2009). Ineffective volunteer development opportunities result in poorly executed programs and disgruntled volunteers (Cook, Kiernan, & Ott, 1986).

 Education, then, is a necessary component of volunteer administration. Multiple volunteer administration models provide a framework for strong, effective volunteer programs (Boyce, 1971; Brudney, 1990; Campbell & Ellis, 1995; Culp, Deppe, Castillo, & Wells, 1998; Naylor, 1973; Penrod, 1991; Scheier, 1985; Smith & Bigler, 1985; Vineyard, 1981; Wilson, 1976). Although education is a critical component of every volunteer administration model (Fox et al., 2009), Deppe and Culp (2001) found that 4-H programs often lack a structured volunteer development program. When offered, volunteer training is usually formal and focuses on skill development for current or newly accepted roles (Serafino, 2001). However, most volunteers receive little formal training, participating instead in on-the-job experiences and informal mentoring from other volunteers (Fletcher, 1987).

Education benefits volunteers, programs, and organizations in many ways. Education increases volunteer satisfaction and leads to stronger organizational commitment (Anderson, 2005; Wilson et al., 2007). Moreover, volunteer education increases program sustainability (Snider, 1985) and is a powerful recruitment and retention tool, as a lack of training is an often-cited reason for high turnover rates among recruits (Fahey, Walker, & Lennox, 2003). Volunteer development benefits the organization by inspiring, motivating, and celebrating accomplishments (Wise & Ezell, 2003).

 Extension professionals are well positioned to assess volunteer needs and provide educational and developmental opportunities that serve both volunteer and program needs (Boyd, 2004; Dillivan, 2013). When planning development opportunities, Extension professionals should consider volunteers' training preferences. Fox et al., (2009) identified volunteers' preferred delivery modes as group meetings and electronic communication. Additionally, Fox et al. (2009) determined that 4-H volunteers were most interested in learning about 4-H opportunities and leadership development.

 The Kentucky Volunteer Forum provides Extension volunteers with professional development opportunities to provide both introductory and continuing education to develop and enhance the skills and knowledge necessary for their volunteer role, to answer questions, and to provide a means to complete volunteer accreditation requirements as well as continuing education requirements for certified volunteers.

 The 4-H program relies heavily on adult volunteers. Extension agents devote considerable effort and expense to coordinating county recognition activities (Culp & Schwartz, 1998). At the Kentucky 4-H Volunteer Forum, volunteers are recognized in 13 different award categories. These include Certified Livestock Volunteers, Certified Horse Volunteers, Certified Shooting Sports Volunteers, Community Service – Adults, Community Service – Teens, Conrad Feltner – Adults, Conrad Feltner – Teens, I.C.E. (Innovative, Creative, Enthusiastic), T.E.A.M. (Together Everyone Achieves More), Leadership Development, Partners in Progress, Lifetime Achievement, and Friends of Kentucky 4-H (Culp & Brown, 2011).

 Agents have too many demands on their time to create a new volunteer recognition program for use at the county level. Many states have implemented a system of state-level awards and recognition for 4-H volunteers. However, many Extension agents find themselves too busy to nominate volunteers in multiple award categories, nor do they have the infrastructure necessary for volunteers to nominate their peers. The issue, therefore, is how to utilize a state level volunteer recognition program at the county level. In other words, how can Extension professionals think globally and act locally, regarding volunteer recognition?

 Kwarteng, Smith, and Miller (1988) defined recognition as "formal or informal attention given to the volunteer to provide a sense of appreciation, security, and belonging." The specific types of recognition that volunteers find most meaningful, however, is an ongoing debate. Some researchers recommend extrinsic recognition (Murk & Stephan, 1990; Steele, 1994; Zeutshel & Hansel, 1989). Conversely, Kwarteng, Smith, and Miller (1988) believe that informal verbal recognition, praise, and encouragement by other involved in the program are the most important developmental factors. Informal methods of recognizing volunteers and their contributions are frequently overlooked in place of more formal methods, yet are often more effective (Holtham, 1989; Vineyard, 1984).

 Although the debate regarding whether formal or informal recognition is most effective is ongoing, the most effective form of recognition is that which fulfills the volunteers' motivation to serve. Recognition programs designed to fulfill the volunteer's motivation to continue serving will therefore be the most effective.

 Finally, Culp, Edwards & Jordan (2015) found that “networking” was identified as the second greatest benefit (behind “education / knowledge ‘learning”) as the greatest benefit realized by attending a 4-H volunteer conference.  Therefore, when planning the 2022 Kentucky Volunteer Forum, providing networking opportunities were identified as one of the three primary goals for the conference, along with providing meaningful opportunities volunteer education and recognition. 

 The Kentucky Volunteer Forum has been held during the even-numbered years since 2000.  Originally a professional development conference targeting 4-H volunteers in Kentucky, it has been expanded to include all Extension program areas and opened its doors to 4-H volunteers and staff nation-wide.  

 Final registration counts included the following:

·      1229 people registered from 120 Kentucky counties and 13 states

·      223 workshops were offered in 23 content tracks

·      10 seminars on wheels

·      9 Master Accreditation Content Areas; 63 volunteers completed accreditation requirements.

·      70 volunteers were recognized in 13 recognition categories

·      150 youth were recognized for completing 10 years of 4-H membership.

 Respondents ranged in age from 13 to 85 with an average of 48.03, 73.01% female, 62.30% were former 4-H members, 58% are current volunteers serving an average of 10.75 years, 84% adults.

 The Forum evaluation instrument asked respondents to indicate the factors that motivated them to attend.  The top four responses included workshops (17.8%), previous attendance (17.12%) networking opportunities (11.96%) and becoming motivated (11.01%).

 Respondents indicated that they most enjoyed workshops (30.43%), networking opportunities (18.86%), and visiting the trade show (11.89%).

 39.46% of respondents indicated that they usually attended workshops in one track.  Those attending a track completed a post-pre-post self-assessment to determine knowledge gained.  Using a Likert-type scale, (1 = Excellent and 5 = Terrible), respondents indicated that their knowledge level in the track pre-Forum was 2.28, as compared with 1.65 post-Forum, an increase of 0.63

 Respondents indicated that they would use the information, tools, knowledge, and skills gathered at the Forum in the following ways: sharing with other volunteers (33.93%), teaching at a club meeting (32.74%), introducing a new project (31.25%).

 As a result of attending the Forum, 89.47% of respondents indicated that they were more likely to volunteer; 85.71% are likely to offer a new program, project, or activity; 86.59% are likely to increase their county volunteer involvement; 82.12% are likely to feel motivated to volunteer; 85.64% increased their level of knowledge; 81.56% developed a new skill.

 Martin County Volunteer, Derek Maynard, has participated in the forum 7 times.  He is an 18 time 4-H camp volunteer and uses the forum to find new ideas to bring to camp with him every year. He finds that sharing thoughts with other volunteers all over the states opens eyes to many new opportunities.  This year he brought some engaging activities for youth during down times and times spent in the cabin.  A lot of campers become home sick during these times of rest.  The activities he brought to the cabin kept the campers focus on camp and the fun they were having.  This is just one example of the many things Derek has brought back from the Volunteer forum for camp and other programs for the Martin County 4-H.