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).

4-H youth development programs within Extension depend heavily on adult volunteers and provide extensive education to volunteer leaders. 4-H traditionally focuses on positive youth development, but adult volunteers are the mainstay of the programs. A study of Ohio 4-H agents revealed that they believed orienting volunteers is important but lack information on whether their training programs or teaching strategies are effective (Deppe & Culp, 2001). Non-systematic training and the lack of volunteer recognition are two problems identified as crucial to the management of Extension volunteers (Navaratnam, 1986). Although the training received by Extension volunteers has been rated as "quality" when compared to other organizations (Braker, Leno, Pratt, & Grobe, 2000), the need to strengthen the design and implementation of 4-H training programs is ongoing. 

The motivation and retention of volunteers are increasingly important to organizations that depend on adult volunteers (Van Horn, Flanagan, & Thomson, 1999). Effective training programs enable volunteer leaders to develop sets of skills, receive rewards, and experience social affiliation. These are all key motivators for adult volunteer leader participation and retention (Hall, 1995; Rouse & Clawson, 1992). 

Some studies have shown that adult volunteer leaders appreciate and recognize their need for effective training programs (Cook, Kiernan, & Ott, 1986) and value the opportunity to develop skills and knowledge relevant both within and outside the context of 4-H (Van Horn, Flanagan, & Thomson, 1999). Specific evaluations of new leader training enable 4-H staff to assess the knowledge and skill base of new volunteers and measure particular training outcomes. 

Effective leadership training can be an important mechanism for strengthening 4-H organizations (Van Horn, Flanagan, & Thomson, 1999). Evaluation of training programs can influence future outcomes and activities as well as aid in program accountability by determining if leadership development among adult volunteers makes a difference to individual leaders, the organization, and surrounding communities (Michael, 1990; Rossi & Freeman, 1993). (VanWinkle, Busler, Bowman, & Manoogian, 2002). 

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.

A considerable amount of time and resources, on the part of both volunteer and paid staff in, are dedicated annually to the planning, coordination, and execution of educational volunteer events. These may include workshops, in-services, conferences, or forums that may range in duration from a few hours to several days. 4-H Volunteer Forums are held during the even-numbered years in Kentucky (Culp, 2000). 

The purpose of Kentucky Volunteer Forum is to increase the capacity of volunteer and salaried staff to contribute to the achievement of the mission of 4-H Youth Development Education and the Cooperative Extension System as a whole as well as to provide the educational and technical resources that volunteers need in order to deliver the 4-H Youth Development program as well as to meet 4-H members' needs (Culp, 2000). 

The 2018 Kentucky Volunteer Forum offered 148 workshops, organized in 19 tracks.  (Horse, livestock, and crafting tracks were the most well attended.)  1108 people from 110 counties were registered, making it the largest volunteer forum in Kentucky’s history, and the second largest 4-H volunteer forum held anywhere in the world during that year, to date.

Determining the factors that motivate volunteers to participate in the Forum is important in order to more effectively market and recruit for the event. 21.62% of respondents reported that they were motivated to attend the 2018 KVF by the workshop offering. Additionally, 16.84% attended because their 4-H agent encouraged them to do so. Additional factors included becoming motivated and re-energized (14.35%), they attended past forums (13.72%), and to network (13.51%).

When asked what components of the forum they most enjoyed, the two biggest responses included workshops (31.41%) and networking opportunities (20.14%).

When asked to identify what they had gained from attending the KVF, 22.93% of attendees reported “learning about new programs” while 19.21% were “motivated or inspired,” 18.18% gathered new information, 16.52% developed new skills, and 15.91% benefitted from “networking.”

Conference attendees were asked to respond to six agree-disagree statements, that queried their aspirations following the forum. (Strongly Agree = 5, Strongly Disagree = 1). These included:

“I am more likely to continue volunteering”                            4.38

“I have increased my level of knowledge”                                4.33

“I am more likely to offer a new program”                               4.22

“I am more likely to increase involvement in my county” 4.13

“I am more energized and motivated”                                        4.13

“I have developed a new skill”                                                        4.05

Using a post-pre-post scale, respondents were asked to rate their level of knowledge prior to and after attending the KVF. Using a 5 point scale, respondents assessed their knowledge level as a 3.87 prior to attending, and a 4.49 following the KVF.

The average age of forum attendees was 43.94 years of age, while both the median and mode ages were 45. 80.15% of forum attendees were female. 66.17% of forum attendees were 4-H alumni and had served as a 4-H volunteer an average of 7.56 years.

The Kentucky Volunteer Forum is Extension’s flagship event for adult and youth volunteers in the commonwealth. The forum benefit volunteers, Extension professionals, as well as the 4-H program at the county, district, and state levels. 

Programs and workshops offered at the KVF are continually updated, rules and policies are shared and explained, best practices are taught, and new teaching and learning techniques are introduced. The KVF seeks to:

• Introduce new programs, projects, events, activities, and rule or procedure changes.
• Provide continuing education.
• Provide networking opportunities for volunteers from different counties.
• Share cutting-edge information.
• Reenergize and inspire volunteers.

The Kentucky Volunteer Forum provides varied and targeted ongoing education and networking opportunities. For those counties who take advantage of its benefits, the KVF is a critical component in preparing, energizing, and retaining the volunteers who are integral to the success of 4-H.