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).  Specifically, in Franklin County, volunteers serve as club leaders, 4-H Camp Counselors, contest judges, and program leaders.  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).

Developing and managing Extension volunteer programs involves significant attention on volunteer education (Strauss & Rager, 2017).Education, therefore, is a necessary component of volunteer administration and volunteer management systems. 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 Kentucky Volunteer Forum is Extension’s flagship event for adult and youth volunteer education in the commonwealth.  The forum benefits adult and teen volunteers, Extension professionals, program assistants, 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:

• Share cutting-edge information through workshops and educational opportunities.
• Provide networking opportunities for volunteers from different counties and states.
• Introduce new programs, projects, events, activities, and rule or procedure changes.
• Provide opportunities for volunteers to receive Accreditation and Master Volunteer status.
• Provide continuing education opportunities.
• Reenergize and inspire volunteers.
• Recognize those volunteers, businesses, and organizations that have made a significant impact upon the Kentucky 4-H program and the lives of youth in the commonwealth.

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.

The Kentucky Volunteer Forum (KVF) celebrated its 20^th anniversary in 2020.  KVF 2020   offered 183 workshops, organized in 18 tracks.  The most well-attended tracks included livestock, horticulture, leadership, FCS, other animals, crafts, shooting sports, and horse.)  1138 people from 112 counties registered for KVF 2020, making it the largest volunteer forum in Kentucky’s history, and the largest 4-H volunteer forum held anywhere in the world during this year, to date.  Thirty-eight (38) counties broke or tied their 20 year historic attendance records.  Three districts (1, 2, and 4) had 100% county participation.  Franklin County’s participation increased since the Volunteer Forum in 2018.  Eleven states were represented, including Colorado, Indiana, Georgia, Kentucky, Louisiana, Ohio, Pennsylvania, North Carolina, South Carolina, Tennessee, and West Virginia.  Additionally, 37 Family Resource Youth Service Center Directors attended the KVF, receiving Continuing Education hours.  Finally, 42 youth completed Leadership Boot Camp at the Forum.

Seventy (70) individuals completed requirements for Volunteer Accreditation or Master Volunteer Accreditation.  A total of 74 Volunteer Accreditations were granted, including: Cloverbuds (4), Crafts (3), Electricity (4), Embroidery (9), Fine Arts (4), Foods (10), Forestry (5), Horticulture (9), Leadership (3), Performing Arts (1), Photography (3), Poultry (7), Rabbits (4), Robotics (2), SET (2), and Water (4).  Additionally, 31 Master Volunteer Accreditations were granted, including: FCS (7), Fine Arts (4), Horticulture (5), Leadership (3), Natural Resources (6), Rabbits (4), SET (3).

The KVF provided a variety of volunteer recognition opportunities.  Sixty-five volunteers or groups were recognized in the Kentucky 4-H Hall of Fame, 106 10-year 4-H members were recognized, and nine current and former National 4-H Hall of Fame laureates were acknowledged.

Determining the factors that motivate volunteers to participate in the Forum is important in order to more effectively market and recruit for the event.  Respondents indicated that their primary motivator for attending the Forum included:

• The workshop offering (20.99%)
• Attended previous forums (17.15%)
• 13.72% attended because their 4-H agent encouraged them to do so.  
• Becoming motivated and re-energized (11.80%), 
• To network (10.43%).
• Recognition events (9.60%)

When asked what components of the forum they most enjoyed, the two most popular responses included workshops (29.97%) and networking opportunities (17.69%).

When asked to identify what they had gained from attending the KVF, 21.40% of attendees reported “learning about new programs” 19.74% gathered new information, 17.71% developed new skills, while 17.53% were “motivated or inspired,” and 16.24% benefitted from “networking.”

A total of 350 answers were collected in response to the question “what are your plans for the information, tools, knowledge and skills that you collected at the 2020 KVF?”  Of these, 36.29% indicated that they would teach new information at a 4-H Club meeting, 33.43% planned to share information with other 4-H volunteers, while 26.86% planned to introduce a new project, program, or activity in their club or county.

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

I am more likely to continue volunteering.                 (86.13% SA or A; mean = 1.65) 

I am more likely to develop or offer a new program, project or activity.             

(84.17% SA or A; mean = 1.73)

I am more likely to increase my level of involvement in my county program.

                                                                                                     (78.99% SA or A; mean = 1.77)

I am more likely to feel more energized and motivated to volunteer.

                                                                                                     (89.06% SA or A; mean – 1.95)

I have increased my level of knowledge.                      (96.43% SA or A; mean = 1.77)

I have developed a new skill.                                             (83.57% SA or A; mean = 1.75)

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, (1=Excellent, 5=Terrible) respondents assessed their knowledge level as a 2.16 prior to attending KVF 2020, and a 1.56 after attending KVF 2020.

Demographically, the “typical” attendee was a 44 year old female.  A former 4-H member, she had volunteered for 11.42 years and attended workshops in a specific track.59.28% of attendees were former 4-H members, averaging 43.77 years, 78.06% of attendees were female.)