Community Mobilization for Prevention

Online Guide

STAGE SIX: SUSTAINING

Introduction

"I find the great thing in this world
is not so much where we stand,
as in what direction we are moving."
~Oliver Wendell Holmes

At this last stage of mobilization, the focus is on sustainability. Many communities think of funding as the only aspect of sustaining their current prevention efforts, but it has to do with more than bringing in the dollars. It is about long-term change. It is about whether or not your group is maintaining its focus and momentum, whether or not you are seeing success with the implementation of your prevention plan, whether or not you are achieving your outcomes, whether or not you have been able to access the resources necessary to keep your community mobilization effort strong and whether or not you have gained buy-in and support. Remember, change does not happen quickly and it does not happen on its own. It takes people who are committed to their community and are willing to work with others to make it a safe and healthy place to live.

Sustainability is defined in Achieving Outcomes: A Practitioner's Guide to Effective Prevention (Center for Substance Abuse Prevention, 2002, p. 129) as:

The likelihood that a program will continue over a period of time, especially after grant monies disappear.

Achieving the outcomes listed for this stage will contribute to the sustainability of your prevention efforts.

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.

To download specific tools, worksheets, surveys, etc., click on the toolbox icon when you see it. It's that easy!

References

Stage 6: Sustaining

Outcomes List

Outcome 1:  Regular leadership development and group maintenance activities take place.

Outcome 2:  Prevention plan is reviewed and updated annually.

Outcome 3:  Resources needed to sustain efforts have been identified and obtained.

Go to Stage 6 Table of Contents

Stage 6: Sustaining

Outcome 1

Outcome 1:  Regular leadership development and group maintenance activities take place.

The overall well being of a group is important. From the beginning of your mobilization effort, attention has been paid to how individuals come together in meaningful and productive ways. This should be an aspect of your mobilization effort that is ongoing and regularly addressed by members of your group.

Why is it important to develop leadership abilities within the group?

How your group handles leadership will have an affect on how well you are able to continue on with your mobilization efforts. If leadership is solely focused on one person, the opportunities for different perspectives and ways of facilitating the group process will be limited. Remember, much thought was given to the membership of the group, so the groundwork is already laid for engaging a variety of members in leadership roles. In any group, a wealth of different skills, abilities and experiences are available.

What characteristics are associated with successful leaders?

The National Council on Disability (2001, p. 3) has identified the following characteristics of successful leaders.

Communication skills, such as the ability to listen, are a priority. In addition, good intercultural communication and non-verbal communication are essential. In the larger context, conflict resolution and the ability to be a follower are also attributes. Risk taking is essential as it is to all successes. Increased self-confidence, which is a natural outcome of skill building and leadership development, allows for growth and particularly the taking of risks. This in turn leads to expanded vision and greater self-exploration, both inherent characteristics of a good leader. Generally, leadership is defined by the following characteristics:

1. Fosters change
2. Value-based
3. Recognizes all people are potential leaders
4. Understands leadership is a group process
5. Fosters continual learning
6. Creativity
7. Flexibility
8. Resilience and vision

These are some of the characteristics displayed by individuals who step forward to exercise a leadership role in a group setting. All of these characteristics will contribute to an effective group process.

How do effective leaders exercise their leadership abilities in a group?

Effective leaders are able to see the big picture of where a group is headed and have a sense of how the group will get there.

1. They regularly go back to the vision and mission statements to remind the group of what they are working to accomplish and the outcomes they strive to achieve.
2. They understand how to develop an efficient and effective organizational structure.
3. They lead the group in developing guidelines and norms for how they will work together and revisit these on a regular basis.
4. They are able to facilitate various problem solving and decision making techniques within the group based on the issue being addressed and the needs of the members.
5. They seek diversity in the group membership and make sure there is a process to orient new members.
6. They are open and welcoming to community members who want to contribute to the prevention effort.
7. They are aware of and put to good use the skills and abilities that are offered by others.
8. They are able to deal with change, whether it is with people or plans or the needs of the community.
9. They look for teaching moments that will increase the capacity of the group.
10. They share responsibilities and tasks that need to be completed.
11. They recognize and celebrate the accomplishments of individuals and of the group.
12. They use team-building activities to foster trust and cooperation within the group.

How do you acquire the skills to be an effective leader?

The skills needed to become a leader are often gained through practice and hands-on experience. Skills can also be gained if the group makes a commitment to shared leadership by using the skills of experienced leaders while helping to develop the skills of new leadership. There are a number of ways to engage in this kind of learning process. These include:

1. Co-facilitating a meeting
2. Serving as vice chair before becoming the chair of a group
3. Volunteering to lead an ad hoc committee
4. Assuming a role or position within the group, such as serving on the executive committee
5. Working on various skills, such as reflective listening, conflict resolution and decision making techniques
6. Reflecting with individuals or the whole group on how you are doing with the development of your leadership skills
7. Taking the time to observe leaders who are effective
8. Discussing with leaders in your own group or other groups what they have done or are continuing to do to increase their own competencies
9. Leading team-building activities

All of these abilities and skills of an effective leader will facilitate a positive and productive group process. In addition to considering different aspects of leadership, you should also be aware of and use on a regular basis different group maintenance activities.

The tools below can help you maintain an effective group process. You may also find it helpful to review the tools we included in Stage Two: Readiness.

	Checklist for Creating a Participatory Environment
	Brainstorming Tips
	10 Steps for a Successful Meeting
	Roles of a Meeting Facilitator

If the group invests the time needed to develop an ongoing leadership base and monitors its level of communication and effectiveness, the impact will influence the success of its efforts for years to come. If the group does not do this, the opposite is very likely to occur.

Ready to Move On?

Did you review, and update if needed:

1. The shared vision statement?
2. The operational guidelines?
3. The organizational structure?
4. The problem solving and decision making processes?
5. The group norms?
   

Did you:

1. Develop a transitional process for changing/expanding group membership?
   

Are you:

1. Continuing to engage in leadership skill building activities?
2. Continuing to engage in team building activities?
3. Building work habits that foster cooperation, coordination and collaboration?
4. Routinely recognizing accomplishments of group members?

References

Go to Stage 6 Table of Contents

Stage 6: Sustaining

Outcome 2

Outcome 2:  Prevention plan is reviewed and updated annually.

One thing that is certain about mobilizing your community for prevention is that changes will happen as you continue in this process. The keys to dealing with these changes are awareness, flexibility and an informed understanding of community needs.

Why is it important to review and update the prevention plan each year?

People change, communities change and priorities change, which means there should be at least an annual review of your prevention plan. Your plan was written to provide direction for the prevention work you are doing, so it needs to be accurate and relevant in its focus and match the needs of the community.

Though you will not be re-writing your whole plan on a yearly basis, having a sense of where you are now and where you need to be in the future will allow you to:       

1. Identify successes and challenges
2. Determine next steps
3. Engage more individuals and groups from the community
4. Remain current with information needed for evaluation

How do you update a prevention plan?

Updating your prevention plan is very similar to how you initially completed this component of your mobilization effort. During the mobilization process, you engaged in the following activities to begin and continue successfully with your planning and implementation work.

1. The vision and mission statements were written
2. The community assessment of needs and resources was completed
3. The area(s) of concern and focus were prioritized
4. Goals and objectives were written
5. Desired long-term and intermediate outcomes were determined
6. Selection of appropriate strategies or programs took place
7. Immediate outcomes were written
8. The action plan was developed
9. An evaluation plan was developed
10. Needed resources were identified and obtained
11. Implementation of the action plan began
12. Implementation of the evaluation plan began

When your group was in the process of writing your prevention plan, you began with the vision and mission statements, then wrote the goals and objectives, decided on appropriate strategies and programs, and put together the action and evaluation plans. Now, as you engage in a review of these different components of your plan, you will start where you left off.

1. What has changed with your process and participant outcomes related to the implementation of your strategies and programs?
2. How have you done with the actions identified in your action plan?
3. How have your actions contributed to the accomplishment of your objectives?
4. What progress have you made toward achieving your goals?
5. Are your vision and mission statements still reflective of the change you want to bring about in your community?

Engaging in what is called a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis may help you to complete your review. This is an activity that helps you to identify and reflect on your internal strengths and weaknesses and your external opportunities and threats.     
  

Click here for the SWOT Analysis Worksheet

Community change is a dynamic process. Staying current with the continued evolution of community needs is essential to continued effectiveness of strategies. Taking time to reflect on your plan will pay off one hundred fold.

Ready to Move On?

Did you:

1. Update assessment and evaluation data?
2. Review the mission statement?
3. Review goals, objectives, and action plans?
4. Review the long-term, intermediate and immediate outcome statements?
5. Determine components that work well?
6. Make modifications in the plan as needed?
7. Document and distribute an updated version of the plan?

Go to Stage 6 Table of Contents

Stage 6: Sustaining

Outcome 3

Outcome 3:  Resources needed to sustain efforts have been identified and obtained. Resource acquisition is an ongoing process. Too often, when groups have moved into the implementation stage, their focus is solely directed to how they can access more funding to keep things going. Monetary resources are certainly important, and needed, but human and technical resources are equally important. You can't do your prevention work without staff and/or volunteers. You can't do your prevention work without supplies, equipment and the facilities needed to implement the activities and programs outlined in your plan. 

Much of what you have already done as a group and how you have been attentive to your group process will contribute to your long-term sustainability.

1. You have a vision that is shared by those in your group and the community.
2. You have a clearly defined mission.
3. You have a sensitivity to your particular community's needs.
4. You have been inclusive in your group membership.
5. You have a willingness to share information and resources.
6. You have a plan for evaluation to measure your progress.
7. You have a desire to build on the current community resources.
8. You have sought community-wide involvement.
9. You have an understanding that bringing about change takes time.
10. You have visionary leaders who are competent and effective.  

All of this will contribute to the sustainability of your prevention efforts. But, as we all know, obtaining the necessary financial resources is a big factor in sustaining your prevention efforts and in bringing about the kind of long-term change you desire for your community. With adequate funding you may be able to hire a staff person who can facilitate the mobilization process, purchase supplies or curricula for specific strategies or programs you will be implementing, or provide what is needed for the ongoing operation of your efforts. 

How do you achieve financial stability?

There are many different strategies for achieving financial stability. The Community Tool Box, in Strategies for Sustaining the Initiative (Nagy, n.d.), lists a number of options a community can choose from to maintain their prevention efforts. They include:
 

1. Marketing your organization
2. Sharing positions and resources with other organizations
3. Becoming a line item in an existing budget
4. Incorporating activities or services in organizations with a similar mission
5. Applying for grants
6. Tapping into personal resources
7. Soliciting in-kind support
8. Developing and implementing fundraisers
9. Pursuing third-party funding
10. Developing a fee-for-service structure
11. Acquiring public funding
12. Securing endowments and planned giving arrangements
13. Establishing membership fees and dues
14. Making a business plan

Where do you go to obtain funding to support your prevention efforts?

There are many sources of funding that can be accessed by community groups. These include: 

1. Public (government) grants
2. Private (foundation) grants
3. Donations from local businesses
4. Donations from local groups
5. Donations from individuals
6. Fundraising events
7. What do you have to do to tap into these funding sources?

In order to access monetary resources, you will need to write a funding proposal. This could be a lengthy grant application to a public or private source, or a one-page description requested by a local group describing what you want to do and the amount of funding you need to do it.

Typically, more requests are made than there is money available, so if you want to be considered beyond the initial review of your application, you will need to take care in how you put together your funding proposal. Some of the basic points to remember are listed below:

• Read through the whole application before you start writing and call the funder for clarification, if needed.
• Be clear in your writing and make it easy to understand. Show the connection between what you propose to do and the purpose of the funding.
• Provide all information that is requested. Stick to the format and length designated in the directions.
• Put the pieces of the proposal together in the order requested.
• Have someone besides the grant writer review the proposal before it is submitted.
• Be sure to provide the number of copies requested in addition to the original.

A wonderful resource written by S. Joseph Levine at Michigan State University, called Guide for Writing a Funding Proposal, is available for use through the following web site:  http://www.LearnerAssociates.net. 

There is also the opportunity in communities to access in-kind services or donations that will help you stretch your dollars. These could include: 

1. Use of space for meetings or events
2. Use of equipment to support operations
3. Participation and assistance of staff from local government or other groups
4. Contributions of food or supplies
5. Contributions of fiscal or legal services
6. Co-sponsoring of a fundraising event

The Center for Substance Abuse Prevention's Southwest Center for the Application of Prevention Technologies (SWCAPT) lists web sites and resources that may be helpful to you in your search for monetary resources. Go to the SWCAPT home page (below) and click on funding sources: 

http://www.swcapt.org/

Balancing internal and external sustainability efforts is a key to the ongoing health of your efforts for change. Utilizing the suggestions in this section will help you uncover a variety of resources both from local sources and from sources outside your community.

Ready to Move On?

1. Review and document existing resources?
2. Obtain funding from a variety of sources?
3. Obtain in-kind services to support your needs?

Nagy, J. (n.d.). Strategies for sustaining the initiative—Tools and checklists section. In K. Nagy & P. Rabinowitz (Eds.), Community tool box—Bringing solutions to light. Retrieved September 14, 2003, from http://ctb.lsi.ukans.edu/tools/EN/sub_section_tools_1330.htm

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COMMENTARY

Stage 6: Sustaining

Outcome 4

When a community mobilization process is first launched, it is very common that efforts to address long-term, systemic change are not even considered. After all, lots of energy and time is being directed toward assessment, planning and implementation. But if long-term, systemic change is to take place in a community, it will have to be brought about in a proactive manner. The Center for Substance Abuse Prevention's Southwest Center for the Application of Prevention Technology (CSAP's SWCAPT) published a CAPTalizer on social change (n.d., pp. 1-3) that presents a helpful perspective on this topic.

Planned social change, then, is a logical approach to implementing significant changes in the structure or function of our social systems. Successful efforts begin by taking the big picture into consideration, seeking long-range growth and health rather than finding a quick fix. Planned change implies direction a vision for the future for the neighborhood or community. If you were to imagine five or ten years into the future, how would you like for your community to be different? What would be different? What would be the same? How are your ideas similar to and different from the ideas of your friends and neighbors? Even when change is desired it is not always comfortable. It requires us to give up what we've become accustomed to, the status quo, for something that is uncertain and often quite different from what we've previously known. The discomfort of change often causes community members to deny the need for change, resist the need for change, or rationalize desires in order to remain as we are rather than experience the distress of change.
 

Resistance is a natural part of the change process, yet we can initiate social change in ways that reduce or avoid it by using these three types of strategies [bold added]:

1. Power strategies bring about change by imposing punishment or consequences. For example, passing a city ordinance establishing a fine for selling beer to minors is a power/environmental tactic. Such strategies aim for behavior change rather than a change in attitudes or beliefs. Using power tactics requires enough resources to provide enforcement, and may bring about behavior change quickly, especially when combined with other strategies.
    
2. Persuasion strategies create change by convincing us of an alternate and more socially acceptable behavior. These tactics urge us to identify with a new group norm as we become convinced the norm has changed. For example, one of the most persuasive public campaigns around drinking and driving aired the message Friends don't let friends drive drunk. This kind of campaign illustrates how persuasive messages lower our resistance to change by assuring us of our group identity and acceptance.
    
3. Education strategies bring about change by offering information, knowledge, and/or skills. While this strategy is often slow to bring about change, the effect tends to be long-lasting because attitudes, values or beliefs have shifted. Early Surgeon General's warnings on cigarette packages are an example of an education tactic. Although it took awhile to get past the denial and rationalization, the validity of the link between smoking and cancer is now generally accepted and has become part of our overall identity as non-smokers. . . .

Planned change takes time. After all, it is people who create social change, and it takes time to communicate new ideas among people and even longer for those ideas to become accepted. Regardless of the strategy employed in social change efforts, the odds of successful change implementation increase if:

1. People see its advantages
2. It does not violate existing values or customs or it establishes new ones
3. It is understandable and usable
4. It is easily tried
5. Its results are visible to others

For a new idea or behavior to take root and grow throughout a social system, all groups/constituencies must be included in planning and implementation. . . . [It takes] people committed to working together to address community change through mobilizing around a shared vision of the future.

In their October/November 2002 Prevention Briefing, Resources for Sustaining Community Coalitions, the SWCAPT has put together a list of resources for sustaining prevention efforts by increasing community capacity to take action. It can be found at: 

              http://www.swcapt.org/products/preven_approaches.html#briefings

 
Or by contacting the SWCAPT at 1-800-853-2572.

Sustainability Worksheet

Being pro-active in growing relationships and increasing community wide commitment to a shared vision will generate sustainability for your change efforts.  This is a process that by its very nature must be inclusive and consistently nurtured.  The payoff, however, is infinitely worth the effort.

Ready to Move On?

Did you:

1. Create community-wide visibility?
2. Establish policy changes and interagency agreements that support a new way of doing business?
3. Document progress?
4. Educate and involve the community?

References

Center for Substance Abuse Prevention's Southwest Center for the Application of Prevention Technologies. (n.d.) Southwest CAPTalizers: Social change. Norman, OK: The University of Oklahoma, College of Continuing Education. Available online from http://www.swcapt.org/products/preven_approaches.html#socialchange

Go to Stage 6 Table of Contents

Stage 6: Sustaining

Self Check List

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

Outcome 1:  Regular leadership development and group maintenance activities take place.

Did you review, and update if needed:

1. The shared vision statement?
2. The operational guidelines?
3. The organizational structure?
4. The problem solving and decision making processes?
5. The group norms?

Did you:

1. Develop a transitional process for changing/expanding group membership?

Are you:

1. Continuing to engage in leadership skill building activities?
2. Continuing to engage in team building activities?
3. Building work habits that foster cooperation, coordination and collaboration?
4. Routinely recognizing accomplishments of group members?
5.  

Outcome 2: Prevention plan is reviewed and updated annually.

Did you:

1. Update assessment and evaluation data?
2. Review the mission statement?
3. Review goals, objectives, and action plans?
4. Review the long-term, intermediate and immediate outcome statements?
5. Determine components that work well?
6. Make modifications in the plan as needed?
7. Document and distribute an updated version of the plan?

Outcome 3: Resources needed to sustain efforts have been identified and obtained.

Did you:

1. Review and document existing resources?
2. Obtain funding from a variety of sources?
3. Obtain in-kind services to support your needs?

Outcome 4: The group engages in activities that support long-term, systemic change.

Did you:

1. Create community-wide visibility?
2. Establish policy changes and interagency agreements that support a new way of doing business?
3. Document progress?
4. Educate and involve the community?

Go to Stage 6 Table of Contents

Stage 6: Sustaining

Share Your Sustainability 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

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Stage 6: Sustaining

Checklist for Creating a Participatory Environment

Checklist for Creating a Participatory Environment

Climate and Environment

1. Is the location a place where people feel comfortable?
2. Is the meeting site accessible to everyone? If not, have you provided for transportation or escorts to help people get to the site?
3. Is the space the right size? Choose a room size that matches the size of your group and enhances the atmosphere you want to create. If necessary, is there room for people to move from a large group to smaller groups.
4. Is the room well lit? Is there any natural lighting?
5. Can the temperature be adjusted?

 Logistics and Room Arrangements

1. Are chairs arranged to encourage discussion, equality, safety and familiarity.
2. Are their places to hang newsprint and can you use tape without damaging the walls?
3. Is an easel available?
4. Is there enough space so that you can keep important material visible instead of removing it?
5. Do you have a sign-in sheet?
6. Do you have name tags, marking pen?
7. Are there tables for people to use?
8. Have you identified who is bringing the refreshments?
9. Are there outlets for heated beverages?
10. Can you set things up so people can get food without disrupting the meeting?
11. Do you need a microphone? Video cameras? LCD projector?
12. Do you have someone who can help you with any technical difficulties and can test your equipment before you start?
13. Have you identified what materials/methods you will use to acknowledge people's accomplishments?

Adapted from Developing Facilitation Skills,
in Community Tool Box—Bringing Solutions to Light.
pt. E, chap. 16, sec. 2, by M. Axner with B. Berkowitz (Ed.),
retrieved November 20, 2003, from http://ctb.ku.edu/tools/en/sub_section_main_1154.htm

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Stage 6: Sustaining

Brainstorming

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 are followed.

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.

This tool authored by: Joan Liebman,
CSAP's Southwest Center for the Application of Prevention Technologies,
College of Continuing Education, The University of Oklahoma, Norman, OK, 2003.

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Stage 6: Sustaining

10 Steps For A Successful Meeting

10 STEPS FOR A SUCCESSFUL MEETING

1. Clarify the purpose for the meeting.

Determining why a group should meet is the first step toward a successful meeting. Defining the purpose helps a group clearly focus and creates a reason to attend and participate.

2. Define the desired outcome of the meeting.

Set both the task outcome and the experiential outcome for the meeting. What is it the group wants (or in some cases needs) to accomplish from the meeting? When the meeting is over, what will the experience have been like for the group? By setting goals for both the tangible and experiential outcomes, the group is setting up its own expectations—as well as setting intentions—for the meeting results and its overall tone.

3. Design the meeting agenda and objectives.

Identify the meeting activities/agenda items and then consider the flow of the items. What items inform other items, and can be sequenced to provide continuity and avoid choppy, fragmented piece-meal discussions. Pay attention to each agenda item, particularly the purpose of each item, and indicate the purpose on the agenda to guide the group. Some items may be for informational purposes while others need discussion and perhaps a decision. By adding this small but important feature to the agenda, meeting participants can be clear on the expectation and better meet the intent and needs of the group.

5. Set a realistic meeting time frame.

Decide not only when you will start the meeting but when you will end the meeting as well. This sets up an expectation among participants and supports them being able to schedule other work or activities. Be realistic in the amount of work the group will be able to accomplish in the time allotted and make adjustments in the agenda as needed. Some groups who tend to have a lot to cover will opt to prioritize the agenda at the beginning of the meeting so they are certain to cover the most critical items.

6. Finalize the logistics.

Select and confirm the location, audio/visual equipment, room set-up, and refreshments. You will also want to consider whether you will need a registration table, any money handling, name tags/tents, newsprint and markers, tape, notepads, pens, etc. Room set-up is important. It helps create conditions for success. Consider what the group will be doing during the meeting. Will there be interaction and participation or simply presentation and limited discussion? How much space will be needed for movement? Will they need wall space to place newsprint? Will the room require a microphone and if so which type – lavaliere or hand held — will work best to accomplish the agenda.

7. Make final agenda revisions.

By this time you will be closing in on a final agenda determined by the size of the group, time, people and information available. These final revisions allow for the preparation of meeting packets to be sent in advance of the meeting or for distributing to members at on-site registration.

8. Communicate with participants.

Invite all meeting participants and include information they may need about the agenda, their various roles, anything they may need to bring with them, beginning and ending times, parking, etc.

9. Room set-up.

An hour before meeting time, especially if you are in a space or location that is new to you, be sure to check that the space is set up as needed, all AV equipment is working properly, flip chart and supplies are in place, and any wall décor is appropriately placed around the room. Take note of where the restrooms are located in order to inform the group early in the meeting process. Finalize any arrangements for refreshments.

10. Mentally prepare yourself.

Given the pace with which most of us work, it is always a good idea to take a few moments prior to every meeting to take a few deep breaths and turn your attention to being present to the meeting itself. Set your intention for the meeting to be all that it needs to be. If you have time, you might take a few extra minutes to rehearse the meeting in your mind.

An important final note: Consider how you will evaluate the meeting. Responses will help you determine whether your meeting achieved the results you intended. Evaluation can be as simple as asking the group for pluses and wishes around the time spent. A more formal evaluation based on the meeting objectives is desirable, particularly if the group is very large or diverse.

From 10 Steps for a Successful Meeting, by S. Walker,
December 2002/January 2003, CSAP's Southwest CAPT Prevention Briefing,
CSAP's Southwest Center for the Application of Prevention Technologies,
College of Continuing Education, The University of Oklahoma.

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