Community Mobilization for Prevention

Online Guide

Stage 2: Readiness

Introduction

"Individual commitment to a group effort -
that is what makes a team work, a company work,
a society work, a civilzation work."
~Vince Lombardi

At this second stage of mobilization, the focus is on building a strong team, developing vision and mission statements, creating a group identity and determining how ready the greater community is to begin 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!

Go to Stage 2 Table of Contents   

Stage 2:  Readiness
Outcomes List

Outcome 1:  Initial group development activities have been completed and operational guidelines created.

Outcome 2:  Vision and mission statements have been developed and adopted.

Outcome 3:  An assessment of community readiness has been completed.

Outcome 4:  Education of the community on the need for prevention has begun.

Go to Stage 2 Table of Contents   

Stage 2:  Readiness
Outcome 1

Outcome 1: Initial group development activities have benen completed and operational guidelines created.

Group Membership

Before moving into specific group development activities, current members should determine if all the appropriate stakeholders have been invited to participate in the mobilization effort. While the group already has some stakeholders involved who have made a commitment to continue the work; effectiveness will increase if all segments of the community are represented in some way.

It is especially important to make sure that you have the right leaders and policymakers involved, meaning the people with decision-making power regarding the allocation of resources and the setting of policies related to your issue of concern. Those who will be affected by the group's decisions should also be a part of your prevention effort, such as high-risk youth and their parents or guardians.

Just as important as leadership is the diversity of your membership. Adapted from Chrislip and Larson's book (1994) on collaborative leadership, here are a few things to remember in creating a diverse group:

1. Working with diversity is not just about getting along; it's about addressing real issues of shared concern.
2. Participants must be brought together as peers, with no distinctions made regarding position, power, etc. No individual or groups of individuals should dominate the agenda, discussion or process.
3. The experiences and stories of all participants are as valuable to the work you are doing as the words of experts.Remember to treat them that way.

Effective groups must actively seek ways to promote diversity. Building Drug-Free Communities: A Planning Guide from Community Anti-Drug Coalitions of America (CADCA) (2001, p. 38) suggests the following:

1. Promote a climate of acceptance within the group.
2. Establish open communication among all members.
3. Strive to gain others'trust, but do not resent it if you do not get it.
4. Anticipate diversity, and avoid stereotypes by sex, age, ethnicity, socioeconomic status, religion, and other social or artificial categories.
5. Avoid assumptions about where people come from; let them tell you instead.
6. Prepare for the fact that children accompany family everywhere with members of some cultural groups, as well as with families who do not have childcare options due to economic limitations.
7. Respect the values, beliefs, rights and practices of others in your group.
8. Learn to appreciate the richness of diversity as an asset rather than a hindrance to communication.

The Coalition Membership Checklist will help you analyze whether or not you have the widespread community involvement you need.

Group Development

Your group will probably go through a series of changes until a cohesive unit is formed. That's normal! Understanding the process can help the group move forward and not get stuck/or worse, disintegrate all together. 

While the precise dynamics of your group will be determined by many factors, many groups undergo a series of common stages of development. Bruce Tuckman (1965) developed a well-known model of group dynamics. The stages are forming, storming, norming, and performing. Keep in mind that these stages are not always sequential. Group development is a dynamic process.

Forming

When groups first get together, members are generally cautious and uncertain about many things. People want to explore, dabble and try something. During the forming stage, everyone tries their best to look ahead and think about all the things that need to be done.

Storming

Now that the group has become established with its own identity, conflicts may arise over such issues as power, leadership, goals and attention.  Patient and impatient people clash. Trust is tested, and confusion around goals and roles begins to surface. This stage can be quite tense.

Norming

As people get to know each other, they reconcile differences and come to agreement on things like decision-making processes, resources, timing and quality standards. A norm is understood by everyone, and can be written or verbal, formal or informal. Norms contribute to how the group operates and does its work.

Performing

In the final stage, the group experiences maximum productivity and involvement.  Group members use their experiences to achieve results, and they recognize each other as being important components of the group.

Another model for group development is called the "Railroad Track Model."   With this model, you move along the track toward your destination. This two-track model focuses on process and task simultaneously.

It is important to remember that these models of group development have two purposes: (1) they can help you see that it's perfectly normal for groups to go through different stages; and (2) they can help you think about strategies for moving from one stage to the next. For example, if your group is in the stormingstage, you may want to help the group move through this stage by setting some clear ground rules for engagement.

A Quick Guide to Ground Rules (Environmental Defense Fund, 1999), below, is also available for downloading in our toolbox.

A Quick Guide to Ground Rules

What are ground rules?

Ground rules describe how a group has decided to conduct itself. There can be tension initially in a diverse group as people learn to work together. Developing clearly understood and universally accepted ground rules can ease this tension and help a project run smoothly.

What is the purpose of having ground rules?

Among other things, having ground rules helps ensure that everyone in the group feels they have an equal and respected voice in the process and allows the group to make progress toward its agreed-upon goals. Ground rules can be helpful in determining how group members will interact, share information, deal with conflict, and conduct meetings. These rules can create a positive, safe environment for group members to contribute and participate. Finally, common norms of behavior will help support the achievement of the group's goals and mission.

Who makes the ground rules?

Once you have brought together a mobilization group, all members should decide together on ground rules for the group process. If new people join, you should ensure that they agree with and understand the ground rules, too. Revisit your guidelines periodically, allowing members to update them. This has the power of involving those who have joined the group recently, and ensures the guidelines continue to reflect the group's personality.Ground rules can be written into a document that will become the group's philosophy for working together.

Sample Ground Rules

1. Begin on time.
2. Don't interrupt.
3. All opinions are valid; allow all members to express themselves.
4. Avoid personal attacks, defending, rationalizing and blaming.
5. Work for the group.
6. Be open-minded.
7. Encourage everyone to participate.
8. Treat everyone in a dignified manner.
9. Keep side conversations to a minimum.
10. Be open to new approaches and listen to new ideas.

Decision-Making

It is helpful for groups to consciously choose a process by which to make decisions. As you probably know, there are a variety of decision-making styles from which to choose. The following chart presents information on these different styles. Think about what style will work best for your group. If your group is already up-and-running, think about the style of decision-making the group uses now. Does anything need to change? Thinking about these different styles can help give you ideas about where you want your group to be and how to get there.

The Decision Making Styles chart summarizes the common ways groups make decisions, defining the types and giving the pros and cons of each.

Consensus

The consensus decision-making model is probably the most desirable, especially if you are frequently able to reach total agreement. Within the context of this model, it is important that each group member's ideas are given equal weight and credibility. If groups are to be effective, power must be shared equally among members.  

Decision-making by consensus consists of four ingredients:

1. A group of people willing to work together
2. A problem or issue that requires a decision by the group
3. Trust that there is a solution
4. Perseverance to work through the situation

The group reaches total agreement, or unanimity, via consensus when they all are willing to accept particular choices and decisions. If a group is stuckthere are different courses they might lead to final consensus, such as:

1. When all but one or two individuals are in agreement, see if the individuals are willing to step asideand accept the choice so the team can move forward.
2. If there are major disagreements, set aside the decision temporarily by taking a break or moving on to another topic and coming back to the issue or decision later on.
3. When all but one or two individuals are in agreement, and they feel so strongly about an issue that they will not step aside,the team may need to re-evaluate the position and not move forward with a choice. It is important that the dissenting individual(s) evaluate their reasons for objecting to ensure they are not doing so for negative reasons such as self-interest, bias, personality conflict, turf issues and such

Group Roles

In most groups that spend part of the time solving problems or making decisions, members usually find themselves taking on certain roles. It is important to learn to recognize these roles because it will help you to evaluate the contributions that different individuals are making to the group and its progress. Members don't always take on the same role in all meetings or even throughout one meeting; in fact, the more roles a member can play appropriately, the more valuable he/she is as a group member.

This Group Roles list is a helpful way of identifying the roles people assume within groups. Do you recognize yourself and others on this list?

Group Leadership

The next step in developing your group is to think about how to cultivate good group leadership. You may not need one person to take charge of the entire process. However, ensuring that someone will take responsibility for helping to facilitate each meeting can make things run a lot smoother and more quickly. Good leadership can inspire the group, get things rolling, keep the group organized, and provide structure for the group's work as it moves forward.

If you do decide to select a particular person to lead the group or have shared leadership, the following can help ou focus in on the qualities you should look for in a leader.

	What Makes a Great Group Leader?
	Five Tips to Effective Delegation

Group Members

Just as important as good leadership is the way that group members handle themselves. In the same way that group members will have expectations of group leaders, they will also have expectations of other group members. Being a great group member can aid the group process as much as a good group leader. The following are some of the elements that make a great group member (The Teal Trust, 2002).  We included this in our toolbox for you to download and share with others in your group.

Download What Makes a Great Group Member? Adapted with permission from The Teal Trust (2002).

What Makes a Great Group Member?

1. Commitment to the Group Above Themselves
   Great group members are service minded: they seek to move the group forward more than they seek to move their own agenda forward. 

1. Positive Contribution to Group Process and Goals
   Great group members will provide both suggestions to improve the group process, and new ideas to help achieve the group's goals. The active participation of group members often leads to group leadership being shared, as different members drive the process at different times.

1. Enthusiasm, Energy, Inspiration and Expertise
   Great group members can inspire and motivate others. Having a group structure that allows individual expertise and gifts to be recognized and productively used is very affirming to group members, and encourages their contribution.  Group members share responsibility for developing that kind of group structure.

1. Willingness to Take Responsibility for the Group's Work
   Group members should be willing to take over major components of the group's work, including elements of group development and leadership.
   
2. Delivering on Commitments
   Individuals who are committed to the success of the group will be the most valued by the group. Members who agree to carry out action steps should hold themselves accountable for completing their tasks. Group members who don't deliver will lose the trust of others. It is better for the group, overall, for members to set appropriate expectations for their own participation than to agree to complete tasks that can't be delivered.

Group Building

When people work in groups, there are two things to consider:

(1) how the group members will work together that is, what the group process will be, and (2) what the group will accomplish that is, the tasks the group will undertake. The way that the group process is managed can have a significant impact on what gets accomplished.

As you are working toward developing your group's cohesiveness, you may want to engage in group-building activities. Below are two examples of the many tools available to assist you in building your group.

	Group Building
	Characteristics of Effective Teams

Group Effectiveness

As time passes, how will you know if your group is working effectively together?  Here are some tools to help you gauge how well the group is working.

	Group Health Check
	Group Effectiveness Checklist
	The Group Types chart lists the common types of shared relationships found in a group, provides a brief description of each, and outlines its purpose, structure and process.

Through building your own capacity to do business, understanding and accommodating diversity, establishing ground rules and an effective decision-making process, your group is readying itself for facilitating the kinds of conversations that will lead to action.

Ready to Move On?

Did you:

1. Recruit members representing the various segments of the community?
2. Recruit a community leader/decision maker or their designee representing each segment?
3. Review the characteristics of effective groups?
4. Establish group norms for doing business?
5. Agree on a process for problem solving?
6. Agree on a process for decision-making?
7. Establish an organizational structure?
8. Document the organizational structure and agreed on guidelines for operating?

References

Chrislip, D.D., & Larson, C.E. (1994). Collaborative leadership: How citizens and civic leaders can make a difference. San Francisco: Jossey-Bass.

Community Anti-Drug Coalitions of America. (2001). Building your coalition infrastructure. In Building drug-free communities: A planning guide (p. 38). Alexandria, VA: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Programs.

Environmental Defense Fund (EDF), & EDF's Polution Prevention Alliance. (1999). Environmental sustainability kit. Retrieved September 8, 2003, from http://www.environmentaldefense.org/documents/1247_ESK.pdf

The Teal Trust. (2002). What makes a good team member? Retrieved August 6, 2003, from http://www.teal.org.uk/et/members.htm

Tuckman, B. (1965). Developmental sequence in small groups. Psychological Bulletin, 63, 384-399.

Go to Stage 2 Table of Contents

Stage 2:  Readiness
Outcome 2

Outcome 2:  Vision and mission statements have been developed and adopted.

Establishing A Group Identity

For groups to work well, the members must be aligned with a common vision and mission. Developing vision and mission statements is the first step to establishing a group identity. Being able to articulate collectively who you are as a group, what you stand for and what your purpose is will provide guidance and direction for your group as it continues to mobilize.

What is a vision statement?

Your group's vision is an expression of what your community will look like if your mobilization and prevention efforts are successful. The vision is a general statement of changes you want to bring about in your community. It should reflect the values and beliefs the members of the group bring to the table.

Why is it important to have a vision statement?

A vision statement is important because it expresses the desired future conditions you are seeking to put in place in your community. It is motivational and, ideally, inspirational. As suggested in the Community Tool Box (Fawcett & Nagy, n.d.), there are certain characteristics that most vision statements have in common.  In general, vision statements should be:

1. Understood and shared by members of the community
2. Broad enough to include a diverse variety of local perspectives
3. Inspiring and uplifting to everyone involved in your effort
4. Easy to communicate

Write and adopt your vision statement.

The entire group should work on creating a vision statement that is acceptable to everyone. First, you have to learn what matters in your community. You can gather this information by asking the following types of questions:

1. What is your dream for our community?
2. What would you like to see change?
3. What kind of community do we want to create?
4. What do you see as the community's major strengths and assets?
5. What would success look like?

Everyone should be encouraged to allow his or her most idealistic, hopeful and positive ideas to come forth.  Encourage everyone to participate as you try to articulate a vision of a better community. Write all ideas down for the group to see. After you have brainstormed several ideas, the group can discuss various suggestions for the vision statement. When you decide on a statement, ask yourself:

1. Will it draw people to work together toward a common goal?
2. Does it give hope for a better future?
3. Will it inspire community members to realize their dreams through positive, effective action?
4. Does it provide a basis for developing the other aspects of your action planning process?

What is a mission statement?

A mission statement conveys the general purpose of your prevention planning effort.  It expresses why you have come together as a group, and what you hope to accomplish.

Why is it important to have a mission statement?

A mission statement will help to guide your planning process. It will convey what you are trying to do, for whom, and how you will accomplish it. The statement should be short enough to be remembered by those who are a part of your group, as well as others in the community.

Select a person or a small group of people to create a draft mission statement to present to the larger group for feedback.

Start by listing words and phrases that answer the following questions:

1. Why does our group exist? (the purpose of the group)
2. What are we trying to do? (the business of the group)
3. What values will guide us? (the values of the group)
4. How will we make it happen? (the approach of the group)

Give everyone a chance to share. Decide on the language and concepts that everyone is comfortable with. The wording you agree on should be clear and concise. Remember the mission statement needs to be agreed on by all the members of the group.

Here is an example of a mission statement developed by the Colorado Coalition for Preventing Underage Drinking. This mission statement was developed and adopted in 2003 (meeting minutes, July 22, 2003, North Glenn, CO). The mission of the Coalition is:

To reduce Colorado's underage drinking and its harmful effects by promoting

responsible decision making regarding safe and healthy behaviors

and increasing adult accountability for guiding youth.

This mission statement was developed using the following process (after the group developed their vision statement):

1. Reflecting on the four questions listed above, each group member spent 5 minutes drafting their own mission statement.
2. Each group member posted their mission statement on newsprint for the full group to see.
3. The full group highlighted, explained and eventually condensed the key concepts from each of the statements into one statement that everyone agreed on.
4. A review was done to ensure completeness of the statement, with the four questions again being used as a guide. A few additions and changes were made as a result of this review.
5. The last step in the process was to review the vision statement to ensure that both the vision and mission were in partnership and created a complete picture. 

Selecting a Name

Writing vision and mission statements is an important aspect of establishing your group identity. Another aspect of establishing your identity is to select an appropriate name. Some things to think about include whether or not the name is:

1. Easily identifiable and distinctive
2. Expressive of the vision
3. Easy to remember
4. Acceptable to all group members

As your group comes together on a vision and mission statement, your group's identity will begin to crystallize and you will notice an increase in your group's  level of readiness to act.

Ready to Move On?

Did you:

1. Share members'values and beliefs?
2. Share desired future characteristics of the community?  
3. Identify and prioritize commonalties?
4. Write a vision statement?
5. Adopt the vision statement?
6. Answer the questions: Who are we? What do we do? Whom do we serve?
7. Write a mission statement based on your answers?
8. Adopt the mission statement?
9. Select a group name that is reflective of your vision and mission statements?

Fawcett, S., & Nagy, J. (n.d.). Proclaiming your dream: Developing mission and mission statements. In B. Berkowitz & J. Schultz (Eds.) Community tool box Bringing solutions to light.

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Stage 2:  Readiness

Outcome 3

Outcome 3:  An assessment of community readiness has been completed.

What is community readiness?

Community readiness is the extent to which a community is adequately prepared to mobilize for and implement a prevention project or initiative. A community must have the support and commitment of its members and the needed resources to address the issue of concern successfully.

Because community readiness is a process, factors associated with community readiness can be objectively assessed and systematically enhanced.

Community Readiness Assessment:

Once you have selected the tool or instrument you will use, it is time to conduct the readiness assessment. You can do this by having the group work as a whole, or by forming a team or subcommittee to do the work. If you decide to form a team or subcommittee, the whole group will need to decide who should be on the team and when the assessment should be completed.

How is community readiness assessed?

Here are a few examples of the many tools available to assess community readiness.

	Stages of Community Readiness describes nine stages of community readiness, along with strategies for helping to move communities forward.
	The Readiness Checklists tool will help you assess readiness for action among individuals in your group, the group as a whole, community organizations/group sponsors, and the overall community.
	Practical Questions for Community Builders asks community builders a series of questions about characteristics of the community and the community-building process to help assess if the community is ready to take action.
	Community Assessment: Pre-Collaboration Rubric: If your community has never or rarely engaged in collaborative work to solve local problems, this tool can help you assess how ready your community is to begin that kind of work now.
	The Community Key Leader Survey  (Substance Abuse) can be used to survey key leaders in the community about three areas: community awareness about substance abuse, concern about substance abuse, and the degree of action to address substance abuse across community levels.

Once the assessment is completed and the results compiled and presented to the larger group, you may find that the community is not as ready as you thought it was to mobilize for prevention. There are two options at this point. One option is to move forward with your mobilization effort, while at the same time working to increase community readiness. The second option is to focus your initial efforts on developing and implementing strategies to increase the level of community readiness before continuing to mobilize.

NOTE: If you have to re-group in order to work on community readiness, we suggest that you refer to the action planning process presented in Stage Four: Planning.

Ready to Move On?

Did the whole group:

1. Review community readiness assessment models?
2. Select an appropriate community readiness approach?
3. Form and train a readiness assessment team?

Did the readiness assessment team:

1. Develop a timeline and work plan for completing the assessment?
2. Administer the readiness assessment tool(s) and document the results?
3. Present findings to the whole group?

Did the whole group:

1. Develop strategies to raise the level of readiness if warranted?

Go to Stage 2 Table of Contents

COMMENTARY
Stage 2:  Readiness

Outcomes 4

Outcome 4:  Education of the community on the need for prevention has begun.

Your assessment of community readiness will help you determine your approach to educating the community about prevention. When a common concern has been identified, communities frequently jump to a quick fixmindset, and/or adopt a one-size-fits-all approach. It is human nature to want to do something concrete, right away, that will change things. However, prevention research tells us that jumping right to strategies can hurt a community's chances of achieving success.  A long-term, comprehensive, multi-faceted approach is necessary to bring about effective change. That means taking the time to develop a prevention plan. So, your hard work has just begun you will have to rally the forces, and get them excited about prevention.

Education is the key to bringing about community awareness of the need for change.  Education about prevention and the focus of your particular efforts can include activities like:

1. Speaking to community groups
2. Distributing fliers
3. Writing letters to the editor of the local paper
4. Giving radio interviews
5. Writing articles for a student newspaper
6. Distributing pamphlets
7. Holding town meetings
8. Taking displays and exhibits to community events

In order to educate the community about prevention and your issue of concern, it is helpful to learn some tips on effective communication. You can use these tips to communicate your prevention message to the community and get them interested in and excited about what you're doing.

Effective Communication

In Building Drug-Free Communities: A Planning Guide, developed by Community Anti-Drug Coalitions of America (CADCA, 2001, pp. 101-104), four steps to effective communication are presented:

1.     Develop the Message

2.     Know Your Audience

3.     Develop a Communications Strategy

The Develop a Communications Plan worksheet will help you create an effective communication plan.

Utilizing the readiness assessment to determine the best approach to community education and crafting an appropriate message are strategic steps in gaining needed support from the community at large.  This will come in handy as you move through the process of change.

Ready to Move On?

Did you:

1. Develop educational and awareness-raising materials appropriate to the community's level of readiness?
2. Establish multiple channels of communication?
3. Identify opportunities for and begin networking?

References

Go to Stage 2 Table of Contents

Stage 2:  Readiness

Self-Check

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

Outcome 1: Initial group development activities have been completed and operational guidelines created.

Did you:

1. Recruit members representing the various segments of the community?
2. Recruit a community leader/decision maker or their designee representing each segment?
3. Review the characteristics of effective groups?
4. Establish group norms for doing business?
5. Agree on a process for problem solving?
6. Agree on a process for decision making?
7. Establish an organizational structure?
8. Document the organizational structure and agreed on guidelines for operating?

Outcome 2: Vision and mission statements have been developed and adopted.

Did you:

1. Share members'values and beliefs?
2. Share desired future characteristics of the community?  
3. Identify and prioritize commonalties?
4. Write a vision statement?
5. Adopt the vision statement?
6. Answer the questions: Who are we? What do we do? Whom do we serve?
7. Write a mission statement based on your answers?
8. Adopt the mission statement?
9. Select a group name that is reflective of your vision and mission statements?

Outcome 3: An assessment of community readiness has been completed.

Did the whole group:

1. Review community readiness assessment models?
2. Select an appropriate community readiness approach?
3. Form and train a readiness assessment team?

Did the readiness assessment team:

1. Develop a timeline and work plan for completing the assessment?
2. Administer the readiness assessment tool(s) and document the results?
3. Present findings to the whole group?

Did the whole group:

1. Develop strategies to raise the level of readiness if warranted?

Outcome 4: Education of the community on the need for prevention has begun.

Did you:

1. Develop educational and awareness-raising materials appropriate to the community's level of readiness?
2. Establish multiple channels of communication?
3. Identify opportunities for and begin networking?

Go to Stage 2 Table of Contents

Stage 2:  Readiness

Share Your Community Readiness 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 Storiesfor 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 2 Table of Contents

Stage 2:  Readiness

A Quick Guide to Ground Rules

A Quick Guide to Ground Rules

What are ground rules?

Ground rules describe how a group has decided to conduct itself. There can be tension initially in a diverse group as people learn to work together. Developing clearly understood and universally accepted ground rules can ease this tension and help a project run smoothly.

What is the purpose of having ground rules?

Among other things, having ground rules helps ensure that everyone in the group feels they have an equal and respected voice in the process and allows the group to make progress toward its agreed-upon goals. Ground rules can be helpful in determining how group members will interact, share information, deal with conflict, and conduct meetings. These rules can create a positive, safe environment for group members to contribute and participate. Finally, common norms of behavior will help support the achievement of the group's goals and mission

Who makes the ground rules?

Once you have brought together a mobilization group, all members, should decide together on ground rules for the group process. If new people join, you should ensure that they agree with and understand the ground rules, too. Revisit your guidelines periodically, allowing members to update them. This has the power of involving those who have joined the group recently, and ensures the guidelines continue to reflect the group's personality.Ground rules can be written into a document that will become the group's philosophy for working together.

Sample Ground Rules

1. Begin on time.
2. Don't interrupt.
3. All opinions are valid; allow all members to express themselves.
4. Avoid personal attacks, defending, rationalizing and blaming.
5. Work for the group.
6. Be open-minded.
7. Encourage everyone to participate.
8. Treat everyone in a dignified manner.
9. Keep side conversations to a minimum.
10. Be open to new approaches and listen to new ideas

Adapted from Ground Rules,by Environmental Defense Fund (EDF), &
EDF's Polution Prevention Alliance, 1999, Environmental Sustainability Kit, p. 41.
Retrieved September 8, 2003, from http://www.environmentaldefense.org/documents/1247_ESK.pdf

Go to Stage 2 Table of Contents

Stage 2:  Readiness

Decision Making Styles

Decision Making Styles

Adapted from Making Group Decisions,
in Communities For A Drug Free Colorado: A Community Team Training [Participant training manual],
by Communities For A Drug Free Colorado. Training conducted May 14, 1988, Colorado Springs

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Stage 2:  Readiness

Group Roles

GROUP ROLES

HARMONIZER: Agrees with the rest of the group; brings together opposite points of view; accepts whatever the group decides to do; is not aggressive toward others.

ENCOURAGER: Friendly; responsive to others in the group; diplomatic; makes others feel good; helps others make significant contributions.

CLARIFIER: Restates problem or solution in order to make it clearer to others; summarizes points after a discussion; introduces new or late members to the group by bringing them up to date on what has happened.

INITIATOR: Suggests possible procedures or problems or discussion topics when needed by the group; proposes alternate solutions; is idea personfor the group.

ENERGIZER: Urges the group toward making decisions; insists on covering proposed agenda; prods the group to take action and nail down decisions.

QUESTIONER: Asks questions; requests clarification or repetition of ideas or decisions for self or others; is constructive critic of group or its members.

LISTENER: Looks interested in what is going on even though she/he may be talking little or not at all; involved in what the group is doing and shows his/her interest by facial expressions and body language.

TENSION-REDUCER: Helps the group by joking or clowning at appropriate times in meetings, which makes other members feel more relaxed.

OPINION-GIVER: States his/her own belief or opinion about a certain point or problem issue and gives his/her own experience to illustrate the point.

DOMINATOR: Interrupts others; launches on long monologues; is over-positive and over-dogmatic; tries to lead the group and assert authority; is generally autocratic.

NEGATIVIST: Rejects ideas suggested by others; takes a negative attitude on issues; argues frequently and unnecessarily; is pessimistic; refuses to cooperate.

DESERTER: Withdraws from the group and its activities in some way by being indifferent, aloof, excessively formal, daydreaming, doodling, whispering to others, wandering from the subject or talking about own experience when it is unrelated to the group discussion.

AGGRESSOR: Tries to achieve importance in the group; boasts; criticizes or blames others; tries to get attention; shows anger or irritation against the group or an individual; deflates importance or position of others in the group.

Adapted from Communities For A Drug-Free Colorado Training Manual, p. 16,
by Communities For A Drug-Free Colorado. No date or location.

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Stage 2:   Readiness

What Makes a Great Group Leader?

What Makes a Great Group Leader?

The way a group is led will have a major impact on its success. When asked what they want from a group leader, members will often identify several values they would want a leader to hold:

Commitment to People

Most group members are highly concerned about relationships and about being valued as a participant. If a person feels secure in a group, he or she is more likely to contribute.  A good group leader will spend time building and reinforcing the group, not only when the group is starting out, but also whenever a newcomer joins.

Desire to Support and Serve

While group members want to see the group leader take charge, they are also strongly motivated by a leader's ability to lead from behind the scenes! A group leader who is supportive when other members take the wheelwill be more successful than someone who has to be in control of everything.

Enthusiasm, Energy, Inspiration and Expertise

Unsurprisingly group members want to be inspired and motivated by a group leader who has the energy and enthusiasm to fire them up. However, they also want to feel secure that the group leader either has, or has access to, the necessary expertise to lead the group in the right direction.

Willingness to Shoulder Responsibility

Group leaders can be tested when the going gets rough. When challenges arise, as they inevitably will, the leader will need to take responsibility to ensure that they are addressed as quickly and effectively as possible. Group leaders can make mistakes too, and they should be able to admit error. Instead of dwelling on what goes wrong, however, a good leader should ensure the group stays on course and that working through difficulties strengthens it.

Ability to Achieve More as a Group Than as Individuals

Groups become most effective once there is some synergy, meaning that the result of the group working together is greater than the sum of their assembled individual capabilities. This is likely to require the group leader to: (1) explore leadership models that involve shared leadership among group members; (2) have an understanding of different individuals'group member roles, strengths and gifts; (3) establish mutual accountability within the group; and (4) create a group environment that is open, fun and allows healthy and productive discussion.

Adapted from What makes a good team leader?, by The Teal Trust, 2002.
Retrieved August 6, 2003, from http://www.teal.org.uk/et/page5.htm.
Copyright 2002 by The Teal Trust. Adapted with permission.

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Stage 2:   Readiness

Five Tips to Effective Delegation

Five Tips to Effective Delegation

1.  Provide Context

It is essential to be clear about what is required, and why it is important. A group leader who can demonstrate how work fits into the broader context of the group's success will energize people to get the job done.

2.  Delegate Authority and Responsibility

Delegating means relinquishing control. A group leader needs to give others authority and room for decision-making. That way, members will be empowered to complete the tasks they have been given.

3.  Support, Don't Abdicate

Delegation does not mean complete withdrawal. Particularly in the early stages of group development, people need support and encouragement to take on additional responsibility. They may need skills training or encouraging feedback as they stretch themselves into previously untested areas. If the group leader abdicates all responsibility, members may end up feeling isolated if anything goes wrong.

4.  Only Delegate When Appropriate

The group leader should make sure that members have the necessary skills, information, authority and capability to carry out the delegated responsibilities. If not, the work may not get done, and the individual concerned may lose motivation.

5.  Look at Group and Sub-group Structure

A group leader should keep track of what is delegated and to whom. The leader should ensure that there is clear communication within the group as to who has responsibility for what areas. This is particularly important within a group that doesn't have a firm organizational structure.

Adapted from Delegation, by The Teal Trust, 2002.
Retrieved August 7, 2003, from http://www.teal.org.uk/et/page7.htm.
Copyright 2002 by The Teal Trust. Adapted with permission.

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Stage 2:  Readiness

What Makes a Great Group Member?

What Makes a Great Group Member?

Commitment to the Group Above Themselves

Great group members are service minded; they seek to move the group forward more than they seek to move their own agenda forward. 

Positive Contribution to Group Process and Goals

Great group members will provide both suggestions to improve the group process, and new ideas to help achieve the group's goals. The active participation of group members often leads to group leadership being shared, as different members drive the process at different times.

Enthusiasm, Energy, Inspiration and Expertise

Great group members can inspire and motivate others. Having a group structure that allows individual expertise and gifts to be recognized and productively used is very affirming to group members, and encourages their contribution.  Group members share responsibility for developing that kind of group structure.

Willingness to Take Responsibility for the Group's Work

Group members should be willing to take over major components of the group's work, including elements of group development and leadership.

Delivering on Commitments

Individuals who are committed to the success of the group will be the most valued by the group.  Members who agree to carry out action steps should hold themselves accountable for completing their tasks. Group members who don't deliver will lose the trust of others. It is better for the group, overall, for members to set appropriate expectations for their own participation than to agree to complete tasks that can't be delivered.

Adapted from What makes a good team member?, by The Teal Trust, 2002.
Retrieved August 6, 2003, from http://www.teal.org.uk/et/members.htm.
Copyright 2002 by The Teal Trust. Adapted with permission.

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Stage 2:  Readiness

Group Building

Group Building

During the early stages of a group's formation, it is important to ensure that people in the group have an opportunity to get to know one another and build relationships. Sometimes group-building can arise out of the concrete work group members do together. At other times, the group leader may want to introduce some activities or exercises that give people an opportunity to develop relationships. Here are some suggestions for group building:

1. Encouraging the group to work together, early on, to develop its mission/vision statements is an excellent way of building group ownership and responsibility for achieving results.
   
2. Work together on a short-term challenge. This can be something unrelated to the task of community mobilization (e.g., undertaking a sponsored walk together, or painting a community building). The process of working together provides an opportunity for the group to talk to each other, build relationships and achieve early success.
   
3. Have an early group meeting away from home.  Either go away for the day, or even better, overnight. It's interesting that being away from home base can generate group spirit.
   
4. Have fun!  A shared social event, party or hike can be a great way of giving people a chance to get to know one another without any pressure to get on with the task at hand.
   
5. Share personal experiences and expectations. Encourage each group member to take between five and ten minutes to outline why they have decided to get involved with the group. They should describe what they bring that is relevant, and what they are hoping to get out of it. No interruptions should be allowed while they are talking, but allow questions at the end. (This works best when all members of the group will feel comfortable participating!)
   
6. Affirm each other. Each member of the group is given the same number of cards as there are group members, minus one. Each person then writes the name of a group member at the top of a card until all cards are used. The instructions are to write down, briefly, one quality, strength or characteristic you particularly appreciate about each person in the group. This is replicated until everyone has completed a card for each group member. All the cards are gathered together and then redistributed to the members concerned. Feedback remains anonymous.
   
7. Roles and Tasks. The group works out the tasks and roles needed to achieve its mission, and then these roles are delegated to group members. Allow an open discussion to develop concerning what work should be done independently, versus as a group.

Adapted from Teambuilding, by The Teal Trust, 2002.
 Retrieved August 7, 2003, from http://www.teal.org.uk/et/page2.htm
Copyright 2002 by The Teal Trust. Adapted with permission.

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Stage 2:  Readiness

Group Health Check

Group Health Check

This health check is designed to help groups review their effectiveness. It is presented in three parts:

1. Each group member should use the descriptions below to score a personal assessment of the way that the group is working right now. For each lettered statement below, give a rating between 0 and 5.
   
2. Next, share your individual assessment with the other group members to come up with an overall assessment by calculating the average score each of you gave to each statement.
   
3. The group should then reflect on the results and develop an action plan to improve overall effectiveness in working together.

SCORING

5 = Strongly Agree. The group is fully operational in this area and group functioning exceeds the description.

4 = Agree. The group is operational in this area and meets all or nearly all aspects of the description, but is not functioning at the ideal level.

3 = Slightly Agree. The group is operational in this area, but only partially meets the description.

2 = Slightly Disagree. The group is nearly operational in this area, but there is some way to go. The group doesn't yet really meet the description.

1 = Disagree. We have started on this, but there is a long way to go. The descriptors do not apply.

0 = Strongly Disagree. Nothing has been done; this does not apply at all to our group.

Purpose / Direction

1. The group has a clear mission/purpose, known by all group members.
2. The group has a vision that is challenging, meaningful and exciting to all   members.
3. The group understands how the work of the group fits into the larger picture.

Group Leadership

1. The group facilitator/leader balances appropriate direction with support and openness.
2. The group facilitator/leader discusses key issues with the group.
3. The group facilitator/leader delegates responsibility and leadership to individuals in their area of expertise.

Understanding Differences

1. Group members understand what their roles are and where these overlap with other group members.
2. Group members are clear about what is expected of them individually by the rest of the group.
3. Group members are clear about what individual strengths each member of the group brings.
   

Processes

1. Group meetings are effective.
2. The group has found and implemented better ways of working.
3. The group has an efficient process to solve problems and make decisions.
4. The group has sufficient resources (people, money, time) to do its work.
    

Communication

1. Everyone feels his or her ideas and input are listened to by the rest of the group.
2. Differences and conflicts are resolved openly and constructively.
3. Members' interaction is open and honest.

Relationships

1. The experiences, skills and gifts of each member of the group are accepted and used.
2. There is trust and openness between group members.
3. New members feel valued and quickly become productive members of the group.
4. The group takes responsibility for its successes and failures, and avoids blaming other people or groups.

From A Team Health Check, by The Teal Trust, 2002.
Retrieved August 7, 2003, from http://www.teal.org.uk/et/page10.htm.
Copyright 2002 by The Teal Trust. Adapted with permission.

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Stage 2:  Readiness

Community Key Leader Survey

Community Key Leader Survey

The following key leader survey is a tool to determine where your community is in terms of readiness for prevention. The survey, developed by Goodman and Wandersman at the University of South Carolina, has key leaders look at three areas: awareness, concern and action across community levels. Key leaders respond to these three areas, both on a personal level and a perceptual level of their organization's responses.

Scoring and analysis:

As you tally the responses you will want to look for:

1. The prevalence of common scoring among your respondents or sub-groups (e.g., are law enforcement and justice well aware of an issue that business is not?) and consider why that is.
    
2. Continuity or disconnect between the levels of awareness, concern and action among your respondents or sub-groups and consider why that is.
    
3. What levels are strong and consider why that is.
   
4. What areas need to raised and what strategies would be most effective 

Directions: For the following statements, circle the number of the response that best fits your answer.

Directions: For the following statements, circle the number of the response that best fits your answer.

Directions: For the following statements, circle the number of the response that best describes your organization.

Directions: For the following statements, circle the number of the response that best fits your answer.

Directions: For the following questions, circle the number of the response that best fits your answer.

Adapted from Community readiness for drug abuse prevention: Issues, tips and tools,
by National Institute of Drug Abuse, 1997, St. Paul, MN: Goodman & Wandersman, exhibit 3.

Directions: Please take a moment to circle the answers to the following questions about yourself.

continue on to STAGE 3