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Stage 1:  Initiating
Outcomes List

Outcome 1:  A need(s) has been identified by one or more individuals.

Outcome 2:  Key individuals and groups representative of the community have been identified and invited to an initial meeting.

Outcome 3:  Issues of common concern have been explored.

Outcome 4:  Characteristics of the community to be mobilized have been discussed and documented.

Outcome 5:  A core group of individuals has committed to continue the mobilization process.


Go to Stage 1 Table of Contents

Outcome 1:  A need(s) has been identified by one or more individuals.

Informal discussions with others about a specific need, issue or concern begin to take place. Often these conversations begin when:

1. People are gathered together for a community event
2. An editorial is written in the newspaper
3. Neighbors, parents or teachers share thoughts they have about a particular issue
4. A tragic event has taken place and has brought to light the need for prevention in the community
    

These initial discussions might focus on the following types of questions:

1. Is there an ongoing history associated with this particular issue, need or concern?
2. Is the issue or concern important enough, or the need great enough, that it should be addressed?
3. Does it affect a sizeable number of people?  Who are those people?
4. Can enough interest be generated to foster involvement by others in the community?  

As these conversations take place, it may be apparent to those involved that there is enough interest and potential involvement to warrant a larger, more formal gathering of the community around the issue of concern.

Ready to Move On?

Did you:

1. Discuss the severity of the problem?
2. Review the population affected?
3. Discuss the historical context of the need?
   

Go to Stage 1 Table of Contents

Stage 1:  Initiating Outcome 2

Outcome 2:  Key individuals and groups representative of the community have been identified and invited to an initial meeting. Now, talks about the specific need, issue or concern should begin to include a broader group of community members. This is best accomplished by holding a meeting and inviting key individuals and groups to participate. Why should you meet with a broader group of community members? You need understanding and support from others in the community to make change happen. People in the community have knowledge, skills and resources you will need to succeed. And people support what they help to create. Bringing key people together in a meeting allows you to: Share your concerns and help those invited to understand there is a need for action. Explain why their involvement is critical to success. Recruit members for your mobilization efforts. Motivate the group to commit to taking action and providing support. Who should be invited to this initial meeting?  You should invite the people who will be involved in, affected by or interested in your effort in one way or another. These people are called stakeholders. Stakeholders are the people and organizations in the community that may benefit in some way from what your group is doing. They have a stake in the results of your mobilization effort. Who is a stakeholder? A stakeholder is: Any individual or group with any kind of a personal interest in the concern being addressed, such as substance abuse prevention. Any entity that has a monetary, social or political investment or interest in the group's shared concern, or related issues. Administrators within an agency or organization responsible in any way for addressing the area of concern, as well as social services agencies serving the youth population. Youth and other community residents affected in any way by the concern, issue or need. Stakeholders may include: elected officials business leaders school personnel social service agencies health providers media young people law enforcement parents neighborhood groups civic groups faith community An important reason to identify possible stakeholders early in the mobilization process is that you will likely want to invite several of these people to join the mobilization effort as it continues to develop, especially as you move into the stages of planning and implementation. Determine who should be invited to your first meeting. Begin by asking individuals to think about the questions below, and then address them as a group. Who are the people in the community most affected by this concern? What key individuals or groups in the community need to be a part of the conversation, for example: law enforcement, education, parents, youth, health, human services, judicial system, faith-based organizations, youth-serving agencies or organizations, businesses?

Brainstorming

Brainstorming is one technique or type of group process you can

use to generate ideas. Here are some suggestions

for a successful brainstorming session:

Tips

1. Limit the time for the brainstorming session, and make sure everyone is aware of the amount of time set aside for the process.
2. Post the question at the top of a newsprint pad, chalk- or grease board for all to see.
3. Ask an assigned recorder or note taker to post ideas under the question as they are generated.
4. Designate a timekeeper to inform the group when they have three minutes left.
5. Designate a gatekeeper to monitor the process to ensure the brainstorming

Rules

1. Everyone is encouraged to share their ideas.
2. Creativity is valued and encouraged.
3. Piggybacking on previous ideas is allowed and encouraged.
4. Questions are asked for clarification purposes only.
5. Every idea is documented.
6. Ideas are not evaluated or discussed.
7. Repetition is okay.
8. Periods of silence are okay.
9. Quantity is encouraged.
10. Repetition is okay.
11. Periods of silence are okay.
12. Quantity is encouraged.

The following worksheets will help you determine, identify, understand and contact the stakeholders in you community.

	A cross Section of Stakeholders
	Identifying and Understanding Your Stakeholders
	Contact Sheet for Engaging Stakeholders

What is the message?

Once you have identified the stakeholders you will invite to the first meeting, you need to develop the message you wish to convey. It is important to be clear and consistent in what you are saying to each of them.

The points listed below will help you create a message that will encourage stakeholders to attend the first meeting. The agreed on message should include answers to the questions, "what," "why," "where" and "when."  When you make contact, you should be able to describe clearly:

1. What the meeting is about
2. Why this particular need or issue is important to you
3. Why you want that person to be present
4. What they will get out of attending the meeting
5. Who else you are inviting
6. What you hope to accomplish
7. The date, the time and the place of the meeting

What do you do at your meeting?

The final three outcomes of Stage One (Initiating) will result from your initial meeting and follow-up activities, so it is important for you to PREPARE for the meeting. You are asking people for their valuable time and limited resources, as well as a commitment to the process. A well-run meeting will help focus the stakeholders' energies on exploring the issues of concern and building relationships within the group.

Having a well thought out agenda is one way to keep the group on track and focused. The agenda indicates why the meeting is being held, what work needs to be discussed and if decisions need to be made.

The following is one sample of a meeting agenda design process (adapted from Winter, 1990) that you may find helpful. Click here to download the Meeting Agenda Design Sheet.

Identifying a facilitator, recorder and note taker is important to running an effective meeting.

FACILITATOR. At every meeting someone needs to be "in charge." This person provides direction for the meeting by helping the group stay focused on the task at hand and by making sure that everyone is heard. Often this person is called a facilitator.

The facilitator focuses on the group process and remains neutral to the issue or concern being considered. The facilitator also assists the group in successfully moving through the agenda. In other words, the facilitator helps to ensure that an effective meeting takes place.

Selecting the "right" facilitator for this initial meeting, as well as any subsequent meetings, is important. This could be someone from either inside or outside of your group. It could be the same person or it could be a variety of people depending on the need and focus of the meeting.

Regardless of who it is, that person should be able to help you engage in a meaningful exploration of the issue or concern you have identified and be able to display these behaviors:

1. Focuses on group process
2. Remains neutral regarding issues of content
3. Acts in service to the group
4. Does not evaluate or contribute ideas
5. Focuses energy of group on a common task
6. Suggests alternative methods and procedures
7. Helps to build trust within the group
8. Encourages members to participate and speak freely
9. Surfaces unspoken concerns or perspectives

RECORDER. It is also helpful to have a designated person as a recorder to capture what takes place in the meeting, including decisions that are made and delegation of tasks to be completed. Like the facilitator, the recorder needs to be neutral and attentive to the group process. This person will be responsible for recording what is shared at the meeting and will contribute to the development of the "group memory."

The responsibility of the recorder (often the facilitator takes responsibility for this role) is to write down the basic ideas of what is being said on large sheets of paper for the participants to see. These ideas and thoughts then become part of the group memory.

Whoever records should be able to display these behaviors:

1. Writes legibly and clearly 
2. Conveys what is said in a concise manner
3. Seeks feedback during the course of the meeting on accuracy of what is being recorded
4. Remains attentive to the group process
5. Acts in service to the facilitator and the group
6. Remains neutral regarding what is recorded

NOTE TAKER. In addition to the facilitator and the recorder, you will also need to designate someone who will be responsible for taking notes, or minutes, of the meeting. This is a very important role. This person, often called the note taker, will record thoughts shared or decisions made by the group, including what is written by the recorder. These notes then become part of the historical context and record of the group process, accomplishments and decisions.

As with the facilitator and the recorder, the note taker position can rotate among members of the group or be one person for a designated period of time.

The responsibility of the note taker is to "note" what takes place at the meeting. This includes what is written by the recorder, as well as what is said by the facilitator and other members of the group. These notes are then compiled, typed, and shared with the group at the next meeting to check for accuracy and to serve as the group memory.

Whoever takes notes should be able to display these behaviors:

1. Writes in a concise and accurate manner
2. Remains attentive to what is happening in the meeting
3. Acts in service to the facilitator and the group
4. Remains neutral regarding what is noted

SETTING GROUND RULES: It is best to define ground rules at the beginning of the meeting. A group that meets often may have standing ground rules with additions or deletions made for individual meetings as necessary. Ground rules not only set expectations for positive behavior, they also help limit negative behavior.

The following is a list of some ground rules often used for meetings:

1. All meetings will have a written agenda prepared ahead of time.
2. Since the meeting is time limited, each agenda item will be time restricted to maintain equity and ensure all items are addressed.
3. Meetings will start and end on time.
4. Be prepared and accountable.
5. Address issues with sensitive inquiry.
6. Listen to others with respect.
7. Do not personally blame, attack, criticize or judge individuals.
8. Practice confidentiality.
9. Use respectful language.
10. Avoid side conversations.
11. Cell phones and beepers will be turned off.
12. Maintain a sense of humor.
13. Celebrate successes.
14. Promote collaboration.
15. Be committed - keep focused on desired outcome(s).
16. Make decisions and act on them.
17. Say what you mean and mean what you say - be honest. 

The following tools may help you plan, run and evaluate this first meeting, as well as any future meetings you will hold.

	How to Plan for an Effective Meeting
	Effective Meetings Have the Following Characteristics
	Tools for Comprehensive School Health Programs: Running an Effective Meeting

Allowing time for group reflection at the end of a meeting is always a good idea, and providing a feedback or evaluation form is one way to do that. Listed below are tools that may be used to get input on how meetings are going and what might need to change.

	Meeting Assessment Checklist
	Committee Meeting Assessment
	Meeting Evaluation: Recording Participants' Comments

Your preparation is nearly complete. You now have a better picture of who should be at the table to discuss the issue(s), a credible message that will gain their attention and an effective meeting process. The next step is finding common ground.

Ready to Move On?

1. Identify formal and informal leadership in the community?
2. Identify individuals representing groups most affected?
3. Determine the most effective and appropriate means of communication?
4. Develop an agreed on message that includes "what," "why," "where" and "when"?
5. Select an individual to coordinate communication?
6. Complete the initial contacts and document the process?

References

Winter, V. (1990, July 23). Meeting agenda design sheet (for shared responsibility [Handout]. In Good meetings don't just happen-A skill shop [Workshop]. Training conducted at the Mile High Institute Summer School, Snowmass, CO.

Go to Stage 1 Table of Contents

Stage 1:  Initiating

Outcome 3

Outcome 3: Issues of common concern have been explored.

The issues of common concern are the problems that the group is coming together to solve or prevent. The Community Tool Box (CTB), developed out of the University of Kansas, identifies six criteria that can help a group decide if a particular issue is a community problem the group should work on. These are (Berkowitz, n.d.):

1. The problem occurs frequently. (frequency)

2. The problem has lasted for a while. (duration)

3. The problem affects many people. (scope or range)

4. The problem is disturbing, and possibly intense. It disrupts personal or community life. (severity)

5. The problem deprives people of legal or moral rights. (legality)

6. The problem is perceived as a problem. (perception)

According to CTB, perception is the most important of the criteria. If people perceive that the schools are not safe, then school safety is a problem for that community, regardless of what school records reveal. What is seen as a problem can vary from place to place, and from group to group in the same community. That is why it is so important to have an initial meeting with other members of the community to discuss what is happening and begin to analyze the situation. Together, community members should think carefully about the problem or issue before moving to action on a solution.

In order to do this, you will want to have a PROCESS in mind for the group to use as they explore, or converse about, the identified issues of common concern.

There are many ways to talk together that can be productive. The one you choose should be based on your sense of the group's willingness to participate and what it is you are hoping to achieve. The following information may provide you some guidance on the type of group process you want to use.

The Focused Conversation

One type of process your group might use is called the Focused Conversation method, developed and refined by the Institute of Cultural Affairs (ICA) nearly 30 years ago. It is sometimes referred to as ORID, the acronym for its central levels of questions (discussed below) that lead a group in a participatory form of guided dialogue.

It can be used in many situations as a basis to:

1. collect data and ideas
2. discuss tough issues
3. reflect on important issues or events
4. work as a group on presentations or reports
5. reflect on accomplishments or failures, giving an opportunity for learning
6. focus multiple interests on a particular topic or issue
7. increase understanding of "givens" in a situation
8. explore levels of consensus that may already exist within the group
9. avoid heated arguments by provoking thoughtful dialogue (The Institute of Cultural Affairs, 2000, p. 9)

"It is a structure for effective communication that provides meaningful dialogue, broadens perspectives, results in clear ideas and conclusions and allows an entire group to participate. The method works through a series of specific types of questions based on a natural thinking process. It can direct the thinking of the group involved toward making an informed decision, or simply sharing insights" (Walker, 2003, p. 30).

The conversation leader or facilitator first asks Objective level questions, which allow the whole group to pool facts, data, information and perceptions about the problem, such as, "What do we actually know about the situation?" or "What can you recall about this particular concern?"

The facilitator then asks Reflective level questions to elicit memories, feelings, experiences and reactions, such as, "What does it remind you of?"

The facilitator then asks Interpretive level questions, which allow the group to explore questions, significance, implications and options, such as, "What are the options open to us?"

The facilitator finally asks Decisional level questions, which permit people to give opinions about what should be done and next steps, such as, "What should we do about the problem?"

Additional resources and training on the Focused Conversation method are available from the Institute for Cultural Affairs. See www.ica-usa.org for more information.

Dialogue

Another type of process the group can use to explore the issues of concern is called Dialogue. Linda "Sunny" Walker notes in her facilitation guide (2003) that this group process tool, developed by the noted physicist David Bohm, takes some practice to be used well. The benefits, however, can be enormous for groups that will be meeting regularly over an extended period of time, or who must resolve a sensitive and controversial issue.

Walker (2003, pp. 31-32), with help from The Dialogue Group, describes Dialogue and contrasts it with Discussion:

Dialogue's guidelines include: suspending judgment(s), keeping an open mind, continuing to form and explore relevant questions, and remaining silent until the current speaker completes or gives over his/her turn. One advantage of Dialogue is the depth to which the conversation can go, once the individuals in the group have come to trust each other enough to become open and vulnerable in the process.

Following is a deeper explanation taken from the writings of Glenna Gerard and Linda Elinor of The Dialogue Group 1:

Dialogue slows down the speed at which most groups converse by employing deeper levels of listening and reflection. Another important aspect of Dialogue is its open-endedness. This means letting go of the need for specific results. This does not mean there are no results from Dialogue; in fact there are many. However, in releasing the need for certain predetermined outcomes, important issues can be allowed to surface which often go undiscovered in agenda-based meetings. The result is often a deeper level of understanding and new insight.

A final important aspect of Dialogue is that it creates a community-based culture of cooperation and shared leadership. It moves groups from the dependency, competition and exclusion often found in hierarchical cultures to increased collaboration, partnership and inclusion.

DIALOGUE CONTRASTED WITH DISCUSSION

It is often useful to contrast Dialogue with a more familiar form of communication, discussion.

Discussion has the same Greek root as percussion and concussion, discus, meaning to throw, fragment, shatter. David Bohm likens discussion to an activity where we throw our opinions back and forth in an attempt to convince each other of the rightness of a particular point of view. In this process, the whole view is often fragmented and shattered into many pieces.

The intensions of dialogue and discussion are quite different and are contrasted below:

Dialogue                                            Discussion

To inquire, to learn                               To tell, sell, persuade

To unfold shared meaning                      To gain agreement on one meaning

To integrate multiple perspectives           To evaluate and select the best

To uncover and examine assumptions       To justify/defend assumptions 

From "What is Dialogue?" by The Dialogue Group, retrieved online December, 2001. Available: www.thedialoguegrouponline.com. Used with permission.

Selecting the right process and leader/facilitator will make a difference in how well your group proceeds with their work. (You might want to look back at the commentary for Outcome Two and review the facilitator's role.)

After exploring in general terms whether the issue of concern warrants community action and surfacing common themes, the group may be willing to take a closer look at how it defines "the community." 

Ready to Move On?

Did you:

1. Select a facilitation process and identify meeting facilitator(s)?
2. Hold a meeting?
3. Share opinions, experiences and beliefs?
4. Document all input?
5. Identify and document common themes?

References

Berkowitz, B. (n.d.). Analyzing community problems. In Rabinowitz, P. (Ed.). Community tool box-Bringing solutions to light. Retrieved August 26, 2003, from http://ctb.ku.edu/en/tablecontents/chapter_1017.htm

The Institute of Cultural Affairs. (2000). Group facilitation methods: Effective methods for participation [Technology of Participation (ToP®) series]. Phoenix, AZ: Author.

Walker, L. (2003). Facilitation guide for people in prevention-beginning the journey. Norman, OK: Center for Substance Abuse Prevention's Southwest Center for the Application of Prevention Technology, Southwest Prevention Center, College of Continuing Education, The University of Oklahoma.

Go to Stage 1 Table of Contents

Stage 1:  Initiating

Outcomes 4

Outcome 4: Characteristics of the community to be mobilized have been discussed and documented.

As a part of your conversation at this initial meeting, you will also want to allow time for getting to "know" your community. Why? Because anything you do in a community will require that you are familiar with the people, the issues and the history of the community. Before you can mobilize your community for prevention, it is important to begin the process of "defining" the community where you wish to direct your efforts. Establishing and/or clarifying this definition will influence your future prevention work and help you identify the people who should be involved. It will also help you clarify the focus of your prevention efforts.

Community can be defined in many ways. One person in the group might consider it to be the city or town you live in as defined by the geographic boundaries. Another person may only consider it in terms of a specific neighborhood. Another may think of the school district boundaries, or a shared work situation, or a particular age group or ethnic group.

Discuss and/or dialogue the group's understanding of community.

Developing a definition of your community will include an identification of where the community is and the characteristics of the residents within the area you identify as your community. These characteristics can include:

1. Values
2. Demographics
3. Cultures
4. Social Norms

Using the characteristics listed above, and others as suggested by the group, hold a discussion and/or dialogue to begin defining the group's perspective of the community you will focus on in your prevention efforts. Be sure to document the results for future reference as you move through the next stages of community mobilization.

Ready to Move On? 

Did you:

1. Explore and discuss the community's values, demographics, cultures, and social norms for youth and adult behavior?
2. Identify the key characteristics?
3. Document the discussions?

Go to Stage 1 Table of Contents

COMMENTARY

Stage 1:  Initiating

Outcomes 5

Outcome 5:  A core group of individuals has committed to continue the mobilization process.

Before the end of your initial meeting, you will want to determine who will remain involved with continued mobilization of your community.

Assess stakeholder commitment.

The following questions can be asked of each member of the group to determine their level of ongoing commitment to prevention and mobilization:

Ready to Move On?

Did individuals:

• Pledge their commitment to the community mobilization process?
• Lend their names for public endorsement?
• Commit to attend subsequent meetings?
• Stakeholder commitment is essential to moving forward. If you do not have a core group of stakeholders who are willing to take action, you may want to:

  1.  Review your stakeholder selection process to make sure you have the appropriate stakeholders at the table, or

  2.  Reconsider taking action on the issue of concern at this time.

Go to Stage 1 Table of Contents

Stage 1:  Initiating

Self-Check List

Use the self-check below to assess progress through this stage of the mobilization process.

Outcome 1: A need(s) has been identified by one or more individuals.

Did you:

1. Discuss the severity of the problem?
2. Review the population affected?
3. Discuss the historical context of the need?

Outcome 2: Key individuals and groups representative of the community   have been identified and invited to an initial meeting.

Did you:

1. Identify formal and informal leadership in the community?
2. Identify individuals representing groups most affected?
3. Determine the most effective and appropriate means of communication?
4. Develop an agreed on message that includes "what," "why," "where" and "when"?
5. Select an individual to coordinate communication?
6. Complete the initial contacts and document the process?

Outcome 3: Issues of common concern have been explored.

Did you:

1. Select a facilitation process and identify meeting facilitator(s)?
2. Hold a meeting?
3. Share opinions, experiences and beliefs?
4. Document all input?
5. Identify and document common themes?

Outcome 4: Characteristics of the community to be mobilized have been discussed and documented.

Did you:

1. Explore and discuss the community's values, demographics, cultures, and social norms for youth and adult behavior?
2. Identify the key characteristics?
3. Document the discussions?

Outcome 5: A core group of individuals has committed to continue the mobilization process.

Did individuals:

1. Pledge their commitment to the community mobilization process?
2. Lend their names for public endorsement?
3. Commit to attend subsequent meetings?

Go to Stage 1 Table of Contents

Stage 1:  Initiating

Community Initiating Stories

The following stories represent the experiences of two communities in this first stage of mobilization:

STORY ONE

When Rev. David Fulton was still a new minister at Trinity Lutheran Church in Topeka, Kansas, in January of 1994, he was called to perform a funeral for a young person who had been murdered. He had seen too much violence and wanted to do something to make Topeka a safer place to live.

Fulton turned to his twin brother, who still lived in Tacoma, Washington, where he had attended junior high, high school and college. His brother told him about the Safe Streets program there, and sent him a packet of information. Fulton got together a committee to discuss the idea of incorporating a similar Safe Streets program in Topeka . . .

Adapted from "Topeka Safe Streets (KS),"

by T. Edwards, March 2002, CAPTivations-Success Stories in Prevention,

CSAP's Southwest Center for the Application of Prevention Technologies,

College of Continuing Education, The University of Oklahoma.

STORY TWO

Ruth Michels lives in Grand Junction, Colorado, and she couldn't understand why adults in the community weren't being held accountable for their actions. It all came to a head one day when she was reading an article in their local paper. The article was about a collision involving a 16-year-old girl who was being charged with vehicular homicide in the deaths of her 18-year-old sister and her 17-year-old friend.

I read this, and I wondered, where was the adult who supplied the alcohol? That person's name should be out there, if only for the public humiliation. So I called the Grand Junction Daily Sentinel news editor.

The news editor agreed Michels had a good question, and the two of them asked both the district attorney and the state patrol if they had any names of the adults who supplied the alcohol. Unfortunately, the district attorney had no names, and the state patrol did not respond.

Michels didn't stop there. She sent letters, made phone calls, talked to adults and youths and brought people together to see what could be done. One of her first calls was to the countywide coalition, Drug Free Mesa County.

While all this was happening, there were two more fatal crashes involving teens driving under the influence of alcohol. The first involved a 17-year-old girl who allegedly had a blood alcohol level of 0.219 and marijuana in her system. She was driving at 105 mph when she tried to make a turn and rolled over into an empty irrigation canal. The crash killed her 22-year-old boyfriend and injured a 21-year-old man. This time, the Daily Sentinel listed the name of the homeowner who hosted a party for his 18-year-old daughter and 13-year-old son. The homeowner said he had beer for the adults at the party, but denied serving minors.

In the second wreck-just days later-a 20-year-old man was allegedly driving drunk when he ran a stop sign, then rolled the car and landed in a ditch. A 17-year old girl was thrown from the vehicle and killed, and several other passengers received injuries. The headline on the Daily Sentinel article stated that the supplier of the alcohol might face charges, a move that prompted a congratulatory letter to the editor from Michels.

Keg parties have become a rite of spring here. We have a lot of unincorporated area. There are as many as 200 at these parties. They get an adult to buy beer in a keg and then the teens buy a cup for $5 or $10 and refill it over and over.

Michels talked to people involved with Texas Standing Tall about their efforts to get a keg registration ordinance passed. With the help of Drug Free Mesa County's parent organization (Build A Generation) and underwriting by Farmer's Insurance, Michels hosted a statewide meeting. Sixty-five professionals from law enforcement, criminal justice, public health and education, as well as elected officials and parents, attended the daylong session. Representatives from the beverage industry were included . . .

Adapted from "Drug Free Mesa County/Building A Generation (CO),"

by T. Edwards, June 2002, CAPTivations-Success Stories in Prevention,

CSAP's Southwest Center for the Application of Prevention Technologies,

College of Continuing Education, The University of Oklahoma.

Everyone has a story.

See how your story could help other communities.

So much can be learned from the experiences of others-both the successes and the challenges. We have included this section called "Stories" for each stage of the mobilization process. In it you will see real stories from real communities-maybe even your own. Have you had success or perhaps faced a challenge that could inform or even inspire others? Are you willing to share your valuable experience and insights? If so, we would like to share your experience with our online community.

Send us a brief description (approximately 200 to 600 words) of your group's experience, indicating the stage of mobilization at the top, along with your name, organization and location as you would like it to be listed. Please include a mailing address, phone number and e-mail address (optional) where you can be reached if we have questions or need more information.

You can help other communities facing the challenges of mobilizing for prevention. Send your story today!

Send or e-mail your stories to:

Joan Liebman - Colorado State Liaison
c/o Brenda Powell

CSAP's Southwest Center for the

Application of Prevention Technologies

The University of Oklahoma

555 E. Constitution Avenue
Suite 219

Norman, OK 73072

E-mail:  Joanie Liebman

Go to Stage 1 Table of Contents

Stage 1:  Initiating

How to Plan for an Effective Meeting

Can you answer these questions?

1. Why are you having a meeting?  What are the goals and/or expectations?
2. What type of meeting will it be?  Planning?  Problem solving?  Information sharing?
3. Who should attend?
4. What kind of involvement and participation do you want?
5. How many people will be included?
6. Where are you going to meet?
7. What is the most effective room arrangement?
8. What roles/responsibilities should individuals have during the meeting?
9. Who will have the power and authority to make decisions?
10. What methods and techniques of discussing, planning, problem solving and decision making are you going to use?
11. How much time do you have?
12. Will you provide refreshments?
13. Do you have a sign-in sheet, including space for contact information?
14. Will there be an agenda?
15. Will there be presentations?  What equipment will you need?
16. Will there be some kind of record of what took place at the meeting?
17. What are the desired outcomes of the meeting?
18. How are you going to determine tasks, deadlines and responsibilities?

Adapted from Communities For A Drug Free Colorado: A Community Team Training

[Participant training manual], p. 165, by Communities For A Drug Free Colorado.

Training conducted May 1-4, 1988, Colorado Springs, CO.

Go to Stage 1 Table of Contents

Stage 1:  Initiating

Community Assessment Checklist

Often people come to meetings prepared to take action. If people don't feel heard or the meeting is not well run, you risk losing members of your group. Good preparation and a well-run meeting will help set up realistic expectations and increase productivity and satisfaction. Conducting periodic evaluations will help you analyze and improve the effectiveness of your meetings. Use this checklist to aid you and your members in the evaluation process.

Meeting was Properly Planned

1. Members were notified in advance in a timely manner of the meeting and location.
2. There was a prepared agenda.
3. Officers and committees were ready to report.
4. The meeting room was pre-arranged.
   

Meeting was Organized

1. The meeting started on time.
2. Guests were introduced and welcomed.
3. Agendas were available for all members.
4. The purposes for the meeting were made clear.
5. There was a transition from the last meeting.
6. One topic was discussed at a time.
7. One person had the floor at a time.
8. Discussion was relevant.
9. Chairperson summarized the main points of the discussion.
10. The meeting moved along at a reasonable pace.
11. Committee assignments were complete and clear.
12. Plans for the next meeting were announced.
13. All that was planned for the meeting was covered.
     

Participation in the Meeting

1. Members participated in discussion and voting.
2. The chairperson responded to questions.
3. The pros and cons of all issues were considered.
4. Members gave suggestions to committees.
5. Responsibilities were evenly distributed.
6. Members participated in planning the agenda for the next meeting.

The Value of the Meeting

1. Progress was made toward goals.
2. Something was learned.

1. Attendance was good.
2. Everyone was on time.
3. Members were acquainted with one another and new members were introduced.
4. There was a "warm up" period before the meeting.
5. There was some humor during the meeting.
6. Members and officers helped one another when needed.
7. There was an atmosphere of free expression.

Adapted from "Meeting Evaluation Checklist" in Running Effective Meetings.

Retrieved August 29, 2003, from the University of Michigan, Student Activities and

Leadership, Guidelines & Resources site: http://www.umich.edu/~salead/resources/

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Stage 1:  Initiating

Meeting Evaluation:  Recording Participants' Comments

One of the simplest ways to evaluate a meeting is to record participants' comments on a flip chart, using two columns.  Three examples are listed below:

From Facilitation Guide for People in Prevention-Beginning the Journey (p. 44),

by L. Walker, (2003), Norman, OK: Center for Substance Abuse Prevention's

Southwest Center for the Application of Prevention Technologies,

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Stage 1:  Initiating

Effective Meetings Have the Following Characteristics

Desired Outcomes:  They are clear and agreed upon by members.

Agenda:  The process, content, and timeframe are clear.  The agenda is prepared.  The group agrees on the agenda.

Clear Roles: Everyone's role is clear.  People know what is expected of them.

Preparation:  Participants, leaders, and presenters are well prepared.

Room Set Up:  The room and seating arrangements support the meeting purpose.

Decision-Making Power: Power issues and decision-making procedures are detailed ahead of time.

Unbiased:  The meeting leader shows no bias and is perceived as being neutral, fair, and firm.

Total Involvement: The meeting leader involves and fully engages each meeting participant.

Real Issues:  The real issues are on the table and are honestly faced. Hidden agendas are brought into the open.

Process Tools:  The leader has good facilitation skills to help the group achieve its goals.

Diversity:  Diverse opinions are sought out and respected.

Responsibility:  Each participant takes responsibility for the success of the meeting.

Accountability: Who, what, and when regarding items needing action are clearly established and assigned to group members with a completion date.

Evaluation:  At the end of the meeting, participants indicate that the meeting was a good use of their time.

This tool authored by:Vicki Thomas Corlett,

Prevention/Organizational Consultant, Human Potential, Ft. Collins, CO, 1999.

Go to Stage 1 Table of Contents

Stage 1:  Initiating

Running an Effective Meeting

Tools for Comprehensive School Health Programs:

Running an Effective Meeting

Wisconsin Department of Public Instruction

Wisconsin Department of Health and Family Services

I.      Preparing for the Meeting

1. Define the purpose, objectives, and outcomes

   What do you expect to result from this meeting?

2. Determine what type of meeting is necessary (face-to-face, conference call, etc.)

   Not every meeting needs to be face-to-face. Consider the logistical needs of meeting participants and the functional needs of the meeting.

3. Set time and place based on mutual availability

   When and where is best for the majority of meeting participants?

• Select meeting participants
  

  Make sure all of the key players are a part of the process.

• Make invitations Participants should receive a formal written invitation. Additional personal invitations to key participants can also ensure meeting success.

II.   Developing an Agenda

1. Develop a thorough agenda
   A well-constructed agenda keeps the meeting on task and moving. In developing the agenda, you should also consider the most appropriate forms of participation (i.e. brainstorming, small group work, large group discussion, etc.). Ideally, the agenda should include the following:

• Meeting time
• Date
• Location
• Who called meeting
• Purpose and desired outcomes
• Agenda items
• Desired outcomes for each agenda item
• Persons responsible for each item
• Time allotted to each item
• Required materials and necessary preparation
• Breaks
• Ground rules

     2. Disseminate agenda and necessary materials in advance of meeting
         Participants should have a copy of the agenda and meeting materials far enough in advance so they can prepare for the meeting.

III.   Facilitating a Meeting

Opening the Meeting

1. Start and end on time
   Punctuality counts when people are on a schedule.
2. Do introductions and provide nametags or table tents if appropriate   A meeting is greatly enhanced if you assure that everybody knows each other's names.  People do not like to admit they have forgotten somebody's name, so nametags and tents assure that names are not a problem.
3. Establish expectations
   Restate the purpose, objectives and outcomes for the meeting.
4. Review and revise agenda
   Give participants a chance for input on the content and process of the meeting before you begin.
5. Assign roles
   Take time before or at the beginning of the meeting to recruit a facilitator, recorder, note-taker and other roles as needed.
6. Determine what notes should be taken and to whom they should be sent
   Notes serve three primary purposes: providing information for people not attending, keeping an historical record, and recording action steps. Decide which of these is relevant and take notes accordingly.
7. State ground rules   State up front what the parameters of the meeting (i.e. decision-making process, group authority, conduct, budget constraints, etc.)

Encouraging Participation

1. Utilize participation techniques   How can the collective ideas and insights of the meeting participants best be gathered?
2. Maintain meeting focus   Keep participants on time and on task.
3. Develop action steps   Identify specific actions to be taken, who will take them, and by when they will be completed.

IV.   Concluding the Meeting

1. Review action steps to be completed   Who is going to perform action steps?  When will action steps be complete?
2. Final comments Give participants a chance to provide closing comments on the content of the meeting.
3. Discuss need for additional meetings Is another meeting in order?
4. Set dates, times and agenda items for the next meeting If possible, set meeting schedule for the long term to assure more complete participation.
5. Assess meeting Get constructive critiques of the meeting and integrate recommendations into the process of the next meeting.

V.    Following the Meeting
 

1. Send out minutes in a timely fashion
   Make sure everybody who needs it has a record of the meeting.
2. Follow up with key people who were not in attendance
   Who else needs to know about what happened in the meeting?
   
   
3. Follow up with people responsible for action steps
   Friendly reminders and support help get the job done.
   
   
4. Send out thank-you notes or calls to meeting participants   Showing your appreciation for input lets others know the value of their participation.

 

Excerpted from Tools for Comprehensive School Health Programs: Running an Effective Meeting (pp. 1-3)

with permission from the Wisconsin Department of Public Instruction,

125 South Webster Street, Madison, WI  53702; 800/243/8782.

Retrieved December 2, 2003, from http://www.dpi.state.wi.us/dpi/dlsea/sspw/pdf/effectivemeeting.pdf

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