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).  Success of the Daviess County 4-H program thrives on the dedication and involvement of 86 volunteers.

4-H youth development programs within Extension depend heavily on adult volunteers and provide extensive education to volunteer leaders.  Though recognized as a crucial part of the program, there is a lack in the extent Extension trains volunteers.  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.  Effective training programs enable volunteer leaders to develop sets of skills, receive rewards, and experience social affiliation.  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.  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).

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.   Most volunteers receive little formal training, participating instead in on-the-job experiences and informal mentoring from other volunteers (Fletcher, 1987).

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).  Fox et al., (2009) identified volunteers' educational 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, including the Kentucky Volunteer Forum (KVF), held during even-numbered years.  The purpose of KVF 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 while providing educational and technical resources that volunteers need in order to deliver 4-H Youth Development programming.

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.  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.
• Re-energize 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.

KVF 2020 offered 183 workshops, organized in 18 tracks.  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.  Six of these individuals were representatives of the Daviess County 4-H program.  Seventy attendees completed requirements for Volunteer Accreditation or Master Volunteer Accreditation.  Among those, 31 Master Volunteer Accreditation's were granted, including two Daviess County Volunteers who began serving the program in 2019. 

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