STAGE FIVE: IMPLEMENTATION
Introduction
"I hear and I learn.
I see and I remember.
I do and I understand."
~Chinese Proverb
At this fifth stage of mobilization, the focus is on the process of implementation. This is the point where you bring your prevention plan to life by putting the strategies and programs you selected into action. You will determine roles and responsibilities; you will make sure you have provided adequate training for successful implementation; you will monitor your progress; and you will evaluate whether or not you are achieving the results you planned.
Achieving the outcomes listed for this stage will help you to implement your prevention effort successfully and evaluate its successes and challenges.
The commentary provided is organized according to the outcomes desired for this stage of the mobilization process. Suggestions, tools and activities are provided to help you achieve success.
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Go to Stage 5 Table of Contents
Stage 5: Implementation
Outcomes List
Outcome 1: Training related to implementation and evaluation has been provided.
Outcome 2: Action plans are being implemented, monitored and refined as needed.
Outcome 3: Outcomes are being measured.
Outcome 4: Implementation and evaluation results have been shared with the community.
Go to Stage 5 Table of Contents
Stage 5: Implementation
Outcome 1
Outcome 1: Training related to implementation and evaluation has been provided.
Training is of the highest importance when you have reached the point of preparing for implementation. Training is essential for those who will be on the front lines of action delivering the strategies and programs you have chosen and for those who will be involved with the evaluation of your efforts. The bottom line is: people need to know what they are supposed to do, why they are supposed to do it and how they are supposed to do it.
Training can be provided in various ways. While we often think of training as a singular event provided by an instructor(s) in a classroom or workshop setting, it is very important that you do not limit your thinking to this one option. The type of training described above may not be the best approach for your particular needs, although it may be one part of a larger training system. Think of who is to be trained, what their trainings needs are and how best to address those needs. Consider what would be the best delivery system after you have determined your training needs. There are many options. Some others to consider are: individual coaching and mentoring, training sessions combined with practicum sessions, internships, ongoing technical assistance, learning communities, structured supervision, stewardship, etc.
What are the benefits of training?
What you are doing by providing adequate training to implement your chosen strategies and programs is building the capacity of your community to do prevention. Training will help you understand:
- The theory behind the program(s) you are implementing
- The core components of the program(s) and how they work together
- Specifics of a curriculum and how to implement it
- What can be done to address the issues of fidelity and adaptation and core components analysis based on your particular community needs
What is meant by fidelity and adaptation?
The Center for Substance Abuse Prevention (CSAP) (2001, p. 9) defines fidelity and adaptation in this way:
Fidelity defines the extent to which the delivery of a prevention program conforms to the curriculum, protocol or guidelines for implementing that program. If a program is delivered exactly as intended by its originator, the program has high fidelity. A program whose delivery varies considerably from its intended implementation has low fidelity. Because programs implemented with high fidelity are more likely than those with low fidelity to achieve their original results – positive outcomes – fidelity is an important issue for prevention practice.
Adaptation defines the degree to which a prevention program undergoes implementation changes to fit a particular delivery situation. Seemingly the antithesis of fidelity, improper adaptation can indeed damage program integrity. This would happen if a program were adapted so drastically that it could not be delivered as originally intended. Paradoxically, however, the adaptation process may render a program more responsive to a particular target population. Adaptation can increase a program's cultural sensitivity and its fit within the neighborhood for which it is being implemented. The quality of adaptation may, in fact, be key to a prevention program's acceptance by its intended end users.
What is core components analysis?
The core components of a prevention program or strategy are the essential ingredients of a prevention program that make it successful. The Center for Substance Abuse Prevention (2001, p. 10) describes core components analysis in this way:
If we know why a prevention program had an impact, we can in the future emphasize those components that exert the greatest influence. Likewise, knowing what works will decrease the chances of eliminating a crucial programmatic component for the sake of expediency, time, or economy. . . . The relevance of core components analysis to fidelity and adaptation is clear. Once the active ingredients of a prevention program are specified, practitioners can determine which elements must remain to achieve fidelity and they can change elements shown less essential and thereby adapt the program with confidence.
More helpful information from CSAP is presented in Finding the Balance: Program Fidelity and Adaptation in Substance Abuse Prevention, available online at: http://www.samhsa.gov/centers/csap/modelprograms/pdfs/FindingBalance1.pdf.
Who does the training?
Training related to the implementation of a specific program or strategy is often provided by the developer or another person who is certified to be a trainer. In some cases, the person who is trained will then provide it for others in the community who will be involved, such as support staff or community volunteers. Basically, who provides the training depends on what you are being trained for and the learning that needs to take place to do it well.
Training related to evaluation can be provided by the developer and/or an evaluator who is designated for that purpose. This could be someone in or outside of your group. Just keep in mind that whoever is involved with training others on evaluation needs to have a thorough understanding of the program or strategy you are implementing.
Who participates in the training?
Sometimes members of the group who developed the prevention plan also participate in the implementation of it. At other times, a group will hire staff and/or use volunteers to put the plan into action. Whoever is responsible for or involved in implementation, you will want to make sure they have the necessary grounding and training in the following areas:
- The vision and mission of your group
- The big picture of where you are headed with your prevention efforts
- The basics of prevention and what is actually happening in your community
- Where they fit in the plan, including specific roles and responsibilities
- The training required to implement the strategies and programs selected and identified in your prevention plan
- An understanding of why and how evaluation will take place and their role in evaluation activities
Keep in mind that training specifics will vary depending on your community and the components of your prevention plan.
Preparing members of your community to enact the strategies or programs you have selected makes them vested partners in the overall success of the effort.
Ready to Move On?
Did you:
- Review the roles and responsibilities of those involved in implementation and evaluation?
- Determine what training is needed for implementation of the evidence-based strategies outlined in the plan?
- Determine what training is needed for evaluation?
- Obtain the training needed for successful implementation?
- Obtain the training needed for successful evaluation?
References
Center for Substance Abuse Prevention (CSAP). (2001). Annual report of science-based prevention programs (2001 CADCA conference edition). Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration.
Go to Stage 5 Table of Contents
Stage 5: Implementation
Outcome 2
Outcome 2: Action plans are being implemented, monitored and refined as needed.
Regular monitoring is done in order to assess your progress with implementation. It is important to engage in this type of an activity because it gives you the opportunity to see areas where you are doing well and areas where you are experiencing challenges that need to be dealt with in a timely manner.
What you want to monitor is the ongoing implementation of the actions identified in your action plans. You want to find out whether or not you are on track.
Monitoring is an assessment of the planning process. The purpose of monitoring is to provide indications of whether corrections in the action plan should take place. (Green et al., 2001, p. 80) Group members should ask the following questions of each stage of the action plan:
- Are the time deadlines being met?
- Is the budget appropriate?
- Is the staffing appropriate?
- Is the amount of work realistic?
- Are priorities receiving the appropriate amount of attention? . . .
- What else needs to be done?
- Have unanticipated issues or problems emerged over the course of the implementation process? (Green et al., 2001, p. 80)
It will be helpful at this point to go back and review your action plans. (Those were developed in the previous stage of community mobilization, Planning.) Once you have done this, you should be able to determine if and where you need to make adjustments or revisions in your implementation. You might have to change the allocation of your resources, the timing of certain activities or the level of staff/volunteer involvement in certain activities.
As you continue the process of implementing your action plans and monitoring your progress, it is also a good time for your group to do some self-monitoring of how you are progressing, as a group, in positive and meaningful ways. Taking the time to reflect on the following areas will contribute to your effectiveness and long-term sustainability.
COMMUNICATION
Communication can be internal, within your group, or external, out in the community. Maintaining a healthy communication process is helpful because it:
- Keeps everyone current with what is happening
- Builds trust among group members and with the community
- Creates increased commitment to the group
- Creates more buy-in from the community
- Fosters participation of group members and community members
- Contributes to the accomplishment of the action plan
- Increases cooperation and decreases conflict
Some points related to communication are listed below:
Internal Communication – Areas for reflection and discussion:
- How members of the group remain in touch between meetings
- How you are doing with documentation of your accomplishments
- How you work to maintain the motivation and momentum of the group
External Communication – Areas for reflection and discussion:
- How you are increasing awareness and knowledge in the community
- How you recruit and involve other members of the community
- How you are cultivating relationships with community members
DECISION MAKING
How a group makes decisions is an important factor in group function and ability to accomplish the tasks at hand. In Stage Two: Readiness, Outcome 1, you learned about various styles of decision making and selected a process for your group. This is a good time to review that process. Trainer Barbara Kulton discusses several options for decision making in her facilitation training (Kulton, 2000, Part 5):
One Person Decides
An authorized individual makes a decision and informs the rest of the group.
If criteria and standards, as well as constraints, have been identified by the group, the individual's decision will reflect it. However, if additional data directs a necessary change, the individual needs to have the freedom to act accordingly. This change would be explained to the rest of the group when announcing the decision.
In order to expand her/his thinking, the individual may choose to solicit input from others. However, it cannot be expected by the others that the final decision will reflect their input; it was merely for the purpose of expanding thinking.
Small Group Decides
Basically the same as one person decides, except that it has more representatives.
The decision making process within the small group has to be clarified as well. Some form of seeking agreement, such as consensus or a modified form of consensus, works well.
Total Group Decides
If the nature of the decision requires a high degree of total group involvement, consensus is an appropriate option. However, the group must be clear on the time commitment and availability it necessitates.
If part way through consensus decision making, circumstances, such as time and availability of people, don't allow you to continue, with integrity, through the steps of the process, be clear and intentional about which option you're switching to and how that will impact members and the decision.
Factors to consider when choosing a decision making option:
- Time/Speed
- Availability of people
- Size of group
- Level of acceptance and commitment needed
- Seeking agreement
- Diverse perspectives represented
- Diverse perspectives heard
- Amount of information and ideas going into the decision
- Wisdom
- Inclusion and influence needs met
- Synthesis of ideas
MEETINGS
By this time, your group has held a large number of meetings. Even if you take a few moments at the end of each meeting to review how it went, you will always benefit from taking a deeper and more thorough look at your meeting effectiveness.
Monitoring the implementation process will prove enlightening from a number of perspectives. Being open to the challenges as well as the successes can offer opportunities for adjustment that will increase the effectiveness of your efforts.
Ready to Move On?
Did you:
- Document components that work well?
- Assess where improvements need to be made?
- Provide feedback as needed?
- Determine if enough resources have been provided for effective implementation?
- Make timely adjustments in your action plan to address the desired outcomes?
References
Green, G.P., T.O. Borich, R.D. Cole, D.L. Darling, C. Hancock, S.H. Huntington, M.S. Leuci, B. McMaster, D.B. Patton, F. Schmidt, A.H. Silvis, R. Steinberg, D. Teel, J. Wade, N. Walzer, and J. Stewart. (2001). Vision to action: Take charge too. (RRD182). Ames, IA: North Central Regional Center for Rural Development. Retrieved September 10, 2003, from http://www.ag.iastate.edu/centers/rdev/takecharge/curriculum/visiontoactionbook.pdf
Kulton, B. (2000). Part 5, decision making. In Facilitation training with Barbara Kulton. [Training manual]. Lafayette, CO: Author.
Go to Stage 5 Table of Contents
Stage 5: Implementation
Outcome 3
Outcome 3: Outcomes are being measured.
Another aspect of implementation is evaluation. You have already spent time developing an evaluation plan. Now is the time to begin measuring outcomes to determine if you have achieved what you set out to do. This initially means measuring your immediate, short-termoutcomes, and later measuring your intermediate and long-term outcomes.
Remember, evaluation is important because it helps you to:
- Make informed decisions on future actions
- Be accountable to others
- Know if you achieved the outcomes you identified
- Know what should be changed or remain the same and why
- Improve what you are doing
- Determine if you are bringing about the change you desire for your community
- Access resources
- Increase your capacity to collect and use relevant data
Overall, evaluation will help you to step back and think about, or take a look at, what you are doing through the implementation of your prevention plan.
Evaluation needs to be an integral part of every program and strategy. It is necessary to determine if the prevention efforts being implemented are accomplishing the goals. . . . Good evaluation requires carefully thinking through the questions that need to be answered, the type of program being evaluated, and the ways in which the information generated will be used. Good evaluation should provide useful information about program functioning that can contribute to program improvement. (Hispanic/Latino Steering Committee, n.d., p. 33)
Who should conduct the evaluation?
You may have already determined who will conduct the evaluation when you developed your evaluation plan in Stage Four. If not, three possible options include using an in-house evaluation team; using an in-house evaluation team supported by an outside consultant; or using an outside evaluator. There are advantages and disadvantages to each approach (adapted from KRA Corporation, 1997, Chapter 3):
In-house Evaluation Team
- Advantages: May be the least expensive option; promotes maximum involvement and participation of staff and can contribute to building staff expertise for future evaluation efforts.
- Disadvantages: Staff members may not be sufficiently knowledgeable or experienced to design and implement the evaluation effectively; potential funders may not perceive evaluation results as objective.
In-house Evaluation Team Supported by Outside Consultant
- Advantages: May be less expensive than hiring an outside evaluator; using the agency staff as team members could increase the likelihood that the evaluation will be consistent with program objectives.
- Disadvantages: Greater time commitment required of staff may outweigh the cost reduction from using the outside professional as a consultant instead of as a team leader; may produce a less influential or objective report
Outside Evaluator
- Advantages: Results may be perceived by current or potential funders as more objective because evaluator does not have a stake in the evaluation findings; evaluator may have greater expertise and knowledge than agency staff about the technical aspects involved in conducting an evaluation.
- Disadvantages: Can be expensive to hire; may not have an adequate understanding of issues relevant to the organization or its type of service.
How do you begin to measure outcomes?
To begin measuring your outcomes, you will first have to collect the data you identified as being relevant to your outcomes. These data can be found in your planning documents. When developing your evaluation plan, you will have determined your data collection methods, such as written questionnaires, review of existing documents, observations or interviews.
Which outcomes need to be measured first?
The place to start measuring is with your immediate outcomes. Remember that these outcomes are short-term and will give you information about two things: your process and your participants.
YOUR PROCESS
- How well you did with implementation - This has to do with whether or not you implemented your strategy or program as intended, and if you didn't, why not (for example, did you expand the age group of participants to boost attendance or not hold as many sessions as the curriculum you selected suggests?).
YOUR PARTICIPANTS
- Whether or not what you are doing is working – This has to do with changes that happen in the lives of the participants because they were a part of your strategy or program, such as an increase in decision making skills or changed perceptions about the harmful effects of alcohol use.
For more commentary on short-term, immediate outcomes, review Stage Four: Planning, Outcome 5 Commentary.
What outcomes will be measured next?
After a longer period of time, usually a few years, you will measure your intermediate outcomes. These will tell you whether or not you have achieved the objectives outlined in your plan. Then, you will move to measuring your long-term outcomes to determine if you have achieved your goals and made an impact on the area(s) of concern you are mobilizing to address. This could be as far in the future as 10 to 15 years. For more commentary on long-term and intermediate outcomes refer to Stage Four: Planning, Outcomes 2 and 3.
What do you do once you have collected the data for your evaluation?
Once you have collected your data for the evaluation, it is now time to review and analyze your findings. Basically, what you are doing is taking all the individual pieces of data you have collected and putting them together in meaningful ways to get a broader picture, or a better sense, of how you are doing with the implementation of your prevention plan. Muraskin (1993, pp. 44-45) provides a brief description of some types of analysis and things to consider:
A basic tool for analyzing data is descriptive analysis. Descriptive analysis may be as simple as summing or averaging results: How many 10th grade students report that they know someone who uses marijuana? What percentage of 10th graders report drinking alcohol twice a week or more? What was the mean score of participating students on the drug knowledge items? What was the mean score of the comparison group?
In a process evaluation, statistics will likely be relatively straightforward: for example, the number of persons served with this program in place …, the number of instructional hours, the number of counselor contact hours or individual sessions, the number of staff trained, etc. ...
Analysis can also be inferential in nature. In an outcome or impact evaluation, there are a variety of questions about effects of a treatment on an observed result. A simple inferential analysis might seek to determine whether observed differences in outcomes between treatment and comparison groups are statistically significant, or whether it is likely they could occur by chance.…
Evaluators are also called upon to interpret data. For example, even if a statistically significant difference between groups is observed, is that difference meaningful in a practical sense?...
A final word on analysis: Evaluators should not be discouraged by findings indicating that a program demonstrated few effects on participant behavior.... Programs that are new, or that are recently adopted, may not be sufficiently developed or implemented to show behavioral effects. One way to avoid disappointment is to make sure that the evaluation questions address changes that could reasonably have been expected to occur in the time frame under examination.
Ready to Move On?
Did you:
- Implement the evaluation plan?
- Review and analyze data gathered?
References
Hispanic/Latino Steering Committee. (n.d.). A toolkit for Hispanic/Latino community groups. Rockville, MD: Heath & Human Services, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Prevention.
KRA Corporation. (1997). A guide to evaluating crime control of programs in public housing. Rockville, MD: Department of Housing and Urban Development, Office of Policy Development and Research. Retrieved 09-10-03 from http://www.huduser.org/publications/txt/guide.txt [For overview and hardcopy ordering, see also www.huduser.org/publications/pubasst/crimepre.html]
Muraskin, L. (1993). Understanding evaluation: The way to better programs. Rockville, MD: Westat, Inc. (Developed with funds from the U.S. Department of Education, document number ED/OESE92-41; ERIC Document No. ED361604) Also available online, retrieved October 25, 2003, from http://www.ed.gov/offices/OUS/PES/primer1.html
Go to Stage 5 Table of Contents
COMMENTARY
Stage 5: Implementation
Outcome 4
Outcome 4: Implementation and evaluation results have been shared with the community.
When you have finished your evaluation, you will want to determine how the results will be shared with members of your group, community leaders, stakeholders and/or the media. Based on the audience you are reporting to, and what that audience needs to know, the results could be presented in different ways. Typically, a written report will include an overview of the group and their prevention efforts, the evaluation design, the findings of the evaluation, the interpretation of the findings, conclusions and recommendations. The length of a report can vary from a short summary to a long document with lots of details, such as a case study. A verbal presentation of the evaluation results can be done with the use of visuals. This type of presentation might be useful for a community meeting or with different community groups who have a stake, or interest, in your prevention activities.
Whether oral or written, the report should begin by pointing out why the evaluation was conducted and asked the questions it did. It should state the purposes of the program and how it was developed or selected for the school or agency. The report should indicate what the board, staff, or others wanted to learn from the evaluation and why, and explain the methods and the procedures undertaken to collect and analyze data. The evaluator should share the highlights of the results and describe what the findings imply for program maintenance, expansion, redirection, funding, etc., as appropriate. The report may also advance recommendations for future steps, short- and longer-term actions that can be taken to improve the program further. (Muraskin, 1993, p. 47)
Consultant Tom Ahern provides some key principles and valuable tips for effective nonprofit communications in Love Thy Reader (2001), excerpted below (with permission). The complete handout and checklist expands on the material presented and includes tips for buffed-up newsletters and brochures that speak true, plus a fund-raising direct mail reality check. You can access the complete handout at: www.aherncomm.com
Love Thy Reader
© 2001 Tom Ahern
(printed with permission)
Important general principles
1. Why does an organization communicate? The reasons typically boil down to one thing: getting people to take action! (Give money, write a letter, buy a Ticket, volunteer, etc.) Before you begin any communications piece, answer these two questions:
(a) Who specifically is the audience is for this communication?
(Hint: your audience is NEVER the general public.)
(b) What do you want that audience to do once they've read it?
Then write a brief action objective and post it where you'll see it a few hundred times a day. An example: This brochure will convince parents who are having problems with their kids [the specific audience] that one phone call [the action you want them to do] could change their lives.
2. Stand in awe of the most powerful force affecting human behavior: inertia.
3. The biggest communications secret of them all: people don't read ads, they don't read magazines, they don't read newsletters, they don't read brochures, they don't read direct mail...they read what interests them. So what interests people? Well, for one, donors are really, really interested in how much good their money has done. So, in your newsletter, are you talking about how your donors' money is making the world a better place?
4. People are exposed to thousands of messages a day. In self-defense, even sympathetic people ruthlessly filter out and ignore stuff you'd very much like them to hear.
5. You need to address four distinct personality types:
- Expressive, who loves the new stuff and is easily bored
- Analytical, who craves facts and more facts and has trouble deciding
- Bottom-liner, who values brevity and makes quick decisions
- Amiable, who values relationships above all and wants your organization to be a friend.
Persuasive writing 101
6. Focus on benefits, not on features. It's axiomatic for professional copywriters: features tell, benefits sell.
Features = WHAT you do. Benefits = WHY the feature matters.
- It's easy to translate features into benefits. Ask yourself, If I were the target audience [a donor, a client], why would I care about this feature? What would be in it for me?
- Here's a feature: Our agency offers English as a Second Language (four levels) to newly arrived immigrants.Why do I care?
- Assume for a moment that you are trying to persuade a corporation to support this program. The same feature translated into a benefit might read: Our English as a Second Language classes help new Americans become job-ready. We offer classes at four levels, so students can continuously improve their language — and workplace— skills. In this re-working, you've taken into account the audience, and you've made the reasonable assumption that training that creates a pool of well-trained employees will interest corporate donors.
7. Include repeated calls to action. You really do have to tell people what to do, as any pessimistic communicator knows.
8. Be word-of-mouth worthy. Give people short, memorable (i.e., easy to pass along) examples and stories that illustrate your agency's work.
Crimes against communication
9. Scannability — it's not just a good idea, it's the law.
Most of the time, people scan written material before they read it. They browse. Their eyes zip around. They're looking for what interests them...fast. We are scanners first — readers maybe. (And it's a big maybe. The safest, best assumption is that no one except your doting mother will read your stuff in depth.)
Build for browsers. Do everything you can to take advantage of the reader's flitting eye:
- Put the important stuff FIRST
- Keep most paragraphs short (long paragraphs look dense and forbidding, and they really are exhausting to read; one-sentence paragraphs, on the other hand, are amazingly refreshing)
- Use provocative subheads to break long stories into smaller (and less intimidating) units
- Use lots of bullet lists
- Never run a photo or graphic without a caption (the Associated Press recommends a two-sentence formula: the first sentence states what is in the photo; the second sentence explains the context)
- Use pull-quotes that summarize key points
- Use major graphics to direct the eye around the printed page…
10. Make it look easy. First impressions count for a lot with readers. If your stuff looks easy, instead of a chore, more people will commit.
11. Write at the 8th-grade level. It's transparently easy to read. And it is not writing down, as people suspect. (Hey, if it's good enough for the Wall Street Journal....) You can write about anything — including theoretical physics — at the 8th-grade level. Why? Because grade level has almost nothing to do with vocabulary. Shorter sentences are the fastest way to lower grade level.
Whatever means you decide to use, be sure that your presentation of results is user-friendly and meaningful for each particular audience.
Be sure to take note of note what worked and the challenges of sharing your assessment results with both your key stakeholders and the community at large. This will help you to capitalize from that experience for future work. Community members begin to feel like partners in the process when they are informed in a timely manner.
Ready to Move On?
Did you:
- Determine what implementation and evaluation information you will share with the community?
- Identify who will be informed about the progress and results of your implementation and evaluation efforts?
- Determine the appropriate methods for conveying the information?
- Follow through on sharing the information with the community?
References
Ahern, T. (2001). Love thy reader. Foster, RI: Ahern Communications, Ink.
Muraskin, L. (1993). Understanding evaluation: The way to better programs. Rockville, MD: Westat, Inc. (Developed with funds from the U.S. Department of Education, document number ED/OESE92-41; ERIC Document No. ED361604) Also available online, retrieved October 25, 2003, from http://www.ed.gov/offices/OUS/PES/primer1.html
Go to Stage 5 Table of Contents
Stage 5: Implementation
Self Check List
Use the self-check below to assess progress through this stage of the mobilization process.
Outcome 1: Training related to implementation and evaluation has been provided.
Did you:
- Review the roles and responsibilities of those involved in implementation and evaluation?
- Determine what training is needed for implementation of the evidence-based strategies outlined in the plan?
- Determine what training is needed for evaluation?
- Obtain the training needed for successful implementation?
- Obtain the training needed for successful evaluation?
Outcome 2: Action plans are being implemented, monitored and refined as needed.
Did you:
- Document components that work well?
- Assess where improvements need to be made?
- Provide feedback as needed?
- Determine if enough resources have been provided for effective implementation?
- Make timely adjustments in your action plan to address the desired outcomes?
Outcome 3: Outcomes are being measured.
Did you:
- Implement the evaluation plan?
- Review and analyze data gathered?
Outcome 4: Implementation and evaluation results have been shared with the community.
Did you:
- Determine what implementation and evaluation information you will share with the community?
- Identify who will be informed about the progress and results of your implementation and evaluation efforts?
- Determine the appropriate methods for conveying the information?
- Follow through on sharing the information with the community?
Go to Stage 5 Table of Contents
Stage 5: Implementation
Share Your Implementation Stories
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
continue on to STAGE 6 |
