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Dear Tom,

Excellent question. We are glad you wriote the Tool Box.

See Chapter 16

/en/table-of-contents/leadership/group-facilitation/main

Section 1. Conducting Effective Meetings

Chapter 16 Sections

• Section 1. Conducting Effective Meetings
• Section 2. Developing Facilitation Skills
• Section 3. Capturing What People Say: Tips for Recording a Meeting
• Section 4. Techniques for Leading Group Discussions

• Main Section
• Checklist
• Tools
• PowerPoint

• What are effective meetings?
• Why do you need effective meetings?
• How do you run effective meetings?
• Phase 1: Planning the meeting
• Phase 2: Setting up the meeting
• Phase 3: Running the meeting
• Phase 4: Following up on the meeting
• Tips on handling difficult members

These will be good starting points. Good luck with your meetings.

Dear Jay,

Thank you for writing to the Tool Box. Your story is very tragic and it is a wodnerful idea to create a Foundation. As far we know the rules and laws for setting up a Foundation vary from counrty to country so we would have to suggest that you search the web for the rules in your country.

Best of luckl with this important venture.

Dear Ana,

Thanks so much for writing to the Tool Box. How wodnerful that you are forming a Youth Organization.

Many Youth Organizations are just informal community organizations that do not have a formal structure or registration with the state.

On the other hand you may wish to become a recongnized non-profit organziation which involves a good deal of paper work.

In the beginning it is rarely needed to become that formal.

You can check with your local bank as to how to set up a bank acciount for such an informal organization.

One way that often works is to affiliate with an existiong non-profit organization who can become your "fiscal conducit" - meaning they manage your money.

See Section Four in the Tool Box: Section 4. Understanding Nonprofit Status and Tax Exemption

Hope this is helpful

Hi Marissa,
Great question.
The Tool Box has a start for you see:

See Section 4. Developing Training Programs for Volunteers
/en/table-of-contents/structure/volunteers/training-pro...

Chapter 11 Sections

    Section 1. Developing a Plan for Involving Volunteers
    Section 2. Recruiting Volunteers
    Section 3. Developing Volunteer Orientation Programs
    Section 4. Developing Training Programs for Volunteers

    Main Section
    Checklist
    Examples
    Tools
    PowerPoint

    Why should your organization have training programs for volunteers?
    Who should train new volunteers?
    How do you develop training programs for volunteers?
    Principles of adult learning

Hope that this helps

Hi Betsy,

Great question and indeed the Tool Box does have such resources:

See Chapter 2:

/en/table-of-contents/overview/models-for-community-hea...

Section 10. The Strategic Prevention Framework

Chapter 2 Sections

• Section 1. Developing a Logic Model or Theory of Change
• Section 2. PRECEDE/PROCEED
• Section 3. Healthy Cities/Healthy Communities
• Section 4. Asset Development
• Section 6. The Institute of Medicine's Community Health Improvement Process (CHIP)
• Section 7. Ten Essential Public Health Services
• Section 8. Communities That Care
• Section 9. Community Readiness
• Section 10. The Strategic Prevention Framework
• Section 11. Health Impact Assessment
• Section 12. Documenting Health Promotion Initiatives Using the PAHO Guide
• Section 13. MAPP: Mobilizing for Action through Planning and Partnerships
• Section 14. MAP-IT: A Model for Implementing Healthy People 2020
• Section 15. The County Health Rankings & Roadmaps Take Action Cycle

• Main Section
• Checklist
• Examples
• Tools
• PowerPoint

• What is the Strategic Prevention Framework?
• Why use the Strategic Prevention Framework?
• When should you use the Strategic Prevention Framework?
• Who should use the Strategic Prevention Framework?
• How do you use the Strategic Prevention Framework?

Hope that this helpful

Dear Mahawa,

We are so glad that you wrote to us at the Tool Box with your question.

The Tool Box has many resources on beginning a program. Maybe the most useful would be the Tool Kit on Dveeloping a Framework

/en/4-developing-framework-or-model-change

Here is a summary of this Tool Kit:

Tool Kit

Developing a Framework

1. Describe the intended uses of your framework or model of change:
   • Developing a Logic Model or Theory of Change
   1. To convey the purpose and direction of your initiative or effort (i.e., the outcomes sought and how you will get there)
   2. To show how multiple factors interact to influence the problem or goal
   3. To identify actions and interventions more likely to lead to the desired result
      • How will your organization or effort use its framework or model of change?
2. Outline your initiative or program's vision and mission:
   • Proclaiming Your Dream: Developing Vision and Mission Statements
   1. Vision - summarize your statement of your initiative's dream for the future. It should be:
      • Easy to communicate
      • Uplifting/inspiring to those involved in the effort
      • A reflection of the perspectives of the community it represents
      • What's your group's vision for the effort?
   2. Mission - provide your group's mission statement. It should communicate:
      • What the group is going to do (e.g., "...by connecting and supporting children and caring adults.")
      • What is going to do it (e.g., "Promote caring relationships...")
      • What's your group's vision for the effort?
3. State the objectives of your initiative or effort:
   • Creating Objectives
   1. Summarize all of the specific measurable results of your initiative or program that you anticipate. These should include behavioral changes and related community-level outcomes.
      • Gathering and Using Community-Level Indicators
      • Community-Level Indicators: Some Examples
   2. State your assumptions and hypotheses regarding the personal and environmental factors contributing to the problem or goal. Discover these using multiple strategies:
      • Forward logic (But why?) - ask why you this problem exists. What brought it about? What maintains it?
      • Analyzing Root Problems of Problems: The "But Why?" Technique
      • Reverse logic (But how?) - ask how this problem might be solved or goal accomplished?
      • Identify what personal factors (e.g., knowledge, belief, skills) contribute to the problem or goal
      • Defining and Analyzing the Problem
      • Identify the environmental factors (e.g., supports and services; access, barriers, and opportunities; consequences of efforts; policies and broader conditions) that contribute to the problem or goal.
      • Defining and Analyzing the Problem
4. Describe the appropriate scope or level of your framework or model of change:
   
   1. The overall initiative - may include all strategies and relationships used to affect change and bring about improvement for the overall problem or goal (e.g., reduce violence; promote caring relationships)
   2. A particular initiative or program - may include only the components and elements of a specific aspect of the overall effort (e.g., education programs; policy change)
   3. A specific work plan for an action or model for cooperation among stakeholders or participating agencies
      • Identifying Action Steps in Bringing About Community and System Change
      • Which level will your model of change describe?
5. Identify ALL components to include in the logic model or model of change. Include:
   • Generating and Choosing Solutions
   • Understanding Risk and Protective Factors: Their Use in Selecting Potential Targets and Promising Strategies for Interventions
   1. Purpose or mission - What the group is going to do and why?
      • Proclaiming Your Dream: Developing Vision and Mission Statements
   2. Context and conditions under which the problem or goal exists and which may affect the outcome (e.g., history of the effort, broad cultural and environmental factors, political situation, economic conditions).
      • Understanding and Describing the Community
      • Defining and Analyzing the Problem
   3. Inputs: Resources and barriers - include both resources and supports available and constraints or barriers to meeting the initiative's objectives
      • Identifying Community Assets and Resources
   4. Activities or interventions - what the initiative or program does to bring about change and improvement (e.g., enhancing support, modifying access)
      • Identifying Action Steps in Bringing About Community and System Change
   5. Outputs - direct results or products of the group's activities (e.g., number of people trained or activities conducted)
      • Gathering and Using Community-Level Indicators
      • Community-Level Indicators: Some Examples
   6. Effects - more broadly measured outcomes or results (may include immediate, intermediate, and longer-term effects)
6. Using the components, draft a picture of the framework or model of change. Include:
   • Developing a Logic Model or Theory of Change
   1. An expected time sequence (what occurs before what) to arrange the components and elements of the framework or model.
   2. Arrows or other methods to communicate directions of influence and sequences of events. Some arrows may point in both directions to show and interaction or mutual influence.
7. Check for the completeness of your logic model.
   • Developing a Logic Model or Theory of Change
   1. Select a case situation (real or hypothetical) in which you can obtain feedback about your logic model
   2. Check for the usefulness of the elements of the model (e.g., Was it understandable?)
   3. Check for the completeness of the model (e.g., What was missing?)
   4. Revise and add to make it more complete.
      • After testing the usefulness of the model with a case situation, what revisions did you make?
8. Once all current components and elements are identified and incorporated into the framework or logic model, put it to use. Uses may include:
   
   1. Orienting those doing and supporting the work - use to explain how the elements of the initiative or program work together, where contributors fit in, and what they need to be able to make it work.
      • Providing Staff Orientation Programs
      • Providing Volunteer Orientation Programs
      • Providing Support for Staff and Volunteers
   2. Planning - use to clarify your initiative or program's strategies, identify targets and outcomes, prepare a grant proposal, identify necessary partnerships, and estimate timelines and needed resources for the effort.
   3. Implementation - use to determine what elements you have and don't have in your initiative or program, develop a management plan, and make mid-course adjustments.
   4. d. Communication and advocacy - use to justify to others why the initiative/program will work and to explain how investments will be used
   5. Implementation - use to determine what elements you have and don't have in your initiative
   6. Communication and advocacy - use to justify to others why the effort will work and to explain how investments will be used.
   7. Evaluation - use to document accomplishments, identify differences between the ideal program and the currently operating one, determine which indicators will be used to measure success and frame questions about attribution (of cause and effect) and contribution of the program/initiative to the mission.
      • How might you put your model of change to work within your organization or community now? In the future?
9. Revise the model (as needed) to adapt the elements and incorporate newly emerging ones. Using the model and seeing the interconnectedness of its components will allow you to:
   
   1. Link the path of activities to intended effects or outcomes
   2. Plan expansion of activities to reach your goals
   3. Understand the boundaries of your program or initiative
   4. Adjust course to allow for unanticipated changes
   5. Develop a new framework for an extended effort or new initiative

Example 1 - Work Group for Community Health and Development Logic Model

Example 2 - A Framework for Promoting Child Well-Being

Example 3 - Community Health Partnership Program Logic Model (Insurance and Service)

Example 4 - Community Health Improvement Process

Example 5 - Conceptual Model of Family Support

Example 6 - Overview of Logic Model and Strategies for the Kansas City-Chronic Disease Coalition to Reduce Health Disparities

Example 7 - Calhoun County Health Improvement Program Logic Model

Example 8 - Preventing Infant Mortality: State-level, State-systems level, Safe sleep, and Access to Health Care and Social Supports Logic Models

Example 9 - Latino Health for All Logic Model/ Framework

Example 10: A framework for promoting gender equality in education in Kenya

Example 11 - A Strategic Framework for Improving Racial/Ethnic Minority Health and Eliminating Racial/Ethnic Health Disparities

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The Community Tool Box is a service of the Work Group for Community Health and Development at the University of Kansas. 

Best of luck with your project.

Thanks for your question, Valerie,

It raises a couple of related issues:

1.  Is the survey response a valid sample? No.  Surveys of this type generally tend to draw stronger response rates from those opposed to the issue or situation, and that appears to have been the case here.  We have no idea what those who chose not to respond might be concerned or satisfied about.

2. Did the landlord have unexpressed concerns before hearing the complaints?  If so, it would be a good idea to ask about those and to honor them by offering to collaborate in finding workable and mutually acceptable solutions.

Take a look at our section headed Learn A Skill, Item 2 and its related toolkit will give you a number of suggestions about both survey construction and procedures.  You may find it necessary to attempt a resurvey, in collaboration with the landlord, that includes a brief description of tye survey's purpose and the importance of hearing from the wider neighborhood.  Hand delivery to a person in each household may generate a higher response rate.  Also, add space for comments by respondents, and guarantee that results will be made public without identifing any individual.

Hi Lisa; Thanks for your question.
Check out our Chapter 15 section 4, if you have not already done so.  That has general information about strategic communication and plans. 
However, I drew a blank when trying to identify a school or business that might serve as a model for your assignment.   My best advice isa go to whatever departments at your own university teach business administration and strategic communication.  Ask them for references to good examples of strategic communication plans (including those they may teach or use within their own departments), and also for contact persons within any company to which they refer you.

Hi Saroj,

This Advisor does not fully understand your question and requests that you resubmit it with more information about what learning you need to facilitate and assess.  CTB has some general information about facilitation of learning, and you can access that by entering "learning facilitation" (WITHOUT the quotation marks) into the search box at the upper right of our page.  However, I am not certain whether it really addresses your question.

Are you needing iinformation about learning facilitation models or about how to evaluate the results generated by two different models?  If the latter, take a look at Evaluating the Results of the Intevention in the table of contents under Learn A Skill.  Also take a look at the Toolkit enntitled Evaluating the Initiative found under the Learn A Skill heading.

Hi Alexandra,

Thanks for your quesion.  First, try entering "staff Burnout" (WITHOUT the quotaton marks) into the search box at the upper right of our main page.  that will generate a number of "hits" that may be directly relevant to your question.  Regarding Benchmarking, we suggest that you look at Evaluating the Initiaive for possibly useful information.  Finally, you might try a search through "Connect With Others" for relevant information.