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Advocacy TrainingFall 2011 – Echoing Green Offices
Fall 2011 Advocacy Training11:20-12:30
SMART Approach for Advocacy
• Ineffective or superficial action plans in GC classesFocus
Issue
• Improve quality of Mentor strategic planningGoal
• Teach CCs and selected Mentors about SMART approach in a day-long training
• Provide CC’s and selected Mentors with the skills and knowledge to teach other Mentors at their chapters
Strategies/Objectives
• Present PowerPoint Presentation about SMART approach
• Guide group conversation and brainstorming
Tactics
Root Cause(s) Mentors are not adequately trained in advocacy
Contents
Can you name the SMART criteria? Why do you think having SMART approach is
important to successful advocacy?
Stop and Share
While creating or choosing goals, strategies/objectives and tactics, we must use the SMART criteria as an ongoing assessment
of our choices.
Example
Focus Issue
Goal
Strategies/Objectives
Tactics
Root Cause(s)
SMART Approach
Specific?
Measureable?
Actionable?
Realistic?
Timely?
SPECIFIC• Who: Who is involved?• What: What do we want to accomplish?• Where: Identify a location.• When: Establish a time frame.• Which: Identify requirements and constraints.• Why: Specific reasons, purpose or benefits of
accomplishing the goal.
S.M.A.R.T. Review 1
MEASURABLE• How will we know when we have reached our
goal?• How will we know if we are failing or getting
off track?• How much...?• How many...?
S.M.A.R.T. Review 2
ATTAINABLE• Can we really make this happen?REALISTIC• Is this goal something we are both willing and
able to reach?TIMELY• When will we accomplish this by? How long
will it take us to carry out the project?
S.M.A.R.T. Review 3
• A GC class decides on a focus issue of unhealthy school lunches. • They decide that their goal will be to “get healthy, tasty food for
schools.” • Their objectives are to “meet with cafeteria staff to discuss” and to
“get healthy food companies to sell food at school.” • To accomplish this, they have a meeting with the head cafeteria staff
person and express that they “want healthy food in the cafeteria that still tastes good.”
Do you think their approach was SMART? Why or why not? What would you guess were the implications of their choices?
Example
How would you explain each SMART characteristic to a high school student?
What examples would you give that bridge familiar concepts with new ideas/concepts?
Stop and Share
Focus Issue
Goal
Strategies/Objectives
Tactics
Root Cause(s)
SMART approach
Specific?
Measureable?
Actionable?
Realistic?
Timely?
• Your goals are broad aims within your focus issue which are accomplished and measured in terms of your objectives.
• Sample goals include:– Convince school officials to include a voting student
representative on the curriculum revision committee that starts meeting in March
– Reduce (by X%) the incidence of bullying at your school– Boost teen employment through a program that increases
job readiness for students in your neighborhood– Increase the availability of healthy eating options at school
Creating Goals
• Your strategies/objectives are the means by which you accomplish a goal (objectives are the smaller, measureable aims that you have to reach in order to accomplish your main goal(s)).
• Sample objectives include:– Lobbying school board officials to create a permanent student
position– Convincing state legislators to support an important bill on
bullying– Hosting a teen jobs fair with employers throughout the city– Publishing articles in local media outlets to create parental
support for more nutritious school lunches
Choosing Strategies/Objectives
• Your tactics are the tools by which you will accomplish your objectives.
• Sample tactics include:– Lobbying your principal to share information and offer
solutions– Meeting with a local legislator to present a list of
recommendations to improve bullying legislation– Poster campaign to publicize teen jobs fair and ensure high
attendance– Op-Ed articles, inviting local reporter to a campus event on
healthy eating
Choosing Tactics
How are strategies/objectives and tactics linked with goals?
Stop and Share
• Absenteeism from school
Focus Issue
• Get bus transportation for everyone
• Convince MBTA board to alter bus routes to ensure sufficient service
Goal(s)
• Get school and MBTA to care about the issue
• Lobby MBTA board members to support new routes
• Generate and demonstrate public support for route changes
Strategies/Objectives
• Make a poster campaign
• Collect video and statements from 20 students/teachers about causes of absenteeism to show to MBTA board members
• Get principal and PTA head to co-author Op-Ed calling upon MBTA to support route changes
Tactics
Guided Practice
Root Cause(s) Insufficient bus routes that pass school in the AM
SMAR
T Ap
proa
ch
• Presence of homeless people on streets
Focus Issue
• ?
Goal(s)
• ?• ?• ?
Strategies/Objectives
• ?• ?• ?
Tactics
Root Cause(s) No shelters in the neighborhood
SMAR
T Ap
proa
chIndependent Practice
What is the most important part of the SMART approach that you would emphasize in
talking to other Mentors or your students?
Stop and Share
Civics 201Fall 2011 Advocacy Training
2:30-3:30
1. Introduction: Civics 201 and the SMART Approach
2. Who Do We Target?a) The Committee Processb) Departments & Agenciesc) Appointed & Elected Bodies
3. How Do We Target Them?a) Lobbyingb) Media
4. Workshopping Our Plans & Reflection
Contents Contents
Focus Issue
Goal
Strategies/Objectives
Tactics
Introduction: Civics 201 and the SMART Approach
Speaker
Majority Leader
Deputy Majority Leader
Majority Whip
Who Do We Target?: LeadershipWho Do We Target?: Leadership
Who Do We Target?: Committees
• Administration & Finance– Library Department– Auditing
• Personnel & Labor Relations• Economic Development• Education• Housing & Neighborhood Development• Public Health• Streets, Transportation & Sanitation
Bill Law Rules
Who Do We Target?: Departments and Agencies
• NYC Panel for Education Policy– Chancellor (appointed by mayor) (non-voting)– 13 appointed members (one by each borough president
and eight by mayor)• MTA Leadership
– 17-member board– Members are nominated by the Governor, with four
recommended by New York City's mayor and one each by the county executives of Nassau, Suffolk, Westchester, Dutchess, Orange, Rockland, and Putnam counties (the members representing the latter four cast one collective vote).
Who Do We Target?: Appointed & Elected BodiesWho Do We Target?: Appointed & Elected Bodies
• Sample issue: Students want to increase transportation service during peak hours when they need to go to and from school.
• Think-Pair-Share: Which governmental bodies could you approach?
• Issue from this morning’s brainstorm?
Think-Pair-Share
• Three ways to influence:– Votes– Money– Media
How Do We Target Them?
Five Categories of Lobbying Targets• Will go all-out for you,
persuade colleagues, help you with strategy, talk to the public; need information and visible public support
Champions
• On your side, but can be pushed to do more (i.e., persuade colleagues, speak publicly)
Allies
• Your key targets whom you design your strategy around
Fence Sitters
• Against you, but not actively so; lobby enough to keep them on the sidelines but not enough to anger them
Mellow Opponents
• Leading opposition; isolate them, highlight the extremeness of their positions/alliances to make others hesitant to join them
Hard Core Opponents
How Do We Target Them?: Lobbying
• Two types of lobbying:– Inside
• Meeting with and providing information to public officials/staff
• Testifying at hearings/public meetings• Negotiating with public officials, other groups
– Outside• Media activity• Getting other to lobby their officials• Letter writing• Rallies
• COORDINATE!
How Do We Target Them?: Lobbying
Six Tips for Your Lobby Visit1. Establish your agenda & goals for the meeting2. Listen well3. Be prepared, but don’t feel that you need to be
an expert4. Don’t stay too long5. Remember you are there to build a relationship6. Follow-up is important
How Do We Target Them?: Lobbying
Four Tips for Communicating with Public Officials1. Quality is more persuasive than quantity2. The organization behind a grassroots campaign
matters3. Grassroots organizations should develop a better
understanding of the process4. There is a difference between being noticed and
having an impact
How Do We Target Them?: Lobbying
How Do We Target Them?: Lobbying
Media advocacy: Strategic use of news-making through print,
broadcast, online media to promote public debate, and generate community and official support for changes in community norms and policies
How Do We Target Them?: MediaHow Do We Target Them?: Media
Terms & Explanations• News/media events: Media-friendly event to obtain coverage and spread
advocacy message– Brief, simple, new information and/or action-focused, strategically timed, good visual
• News/media advisory: Information piece on your event to send to media to get them to come and cover event– Clear, concise, good headline, contain who/what/where/when/why/how info, contains
name & contact info• Journalistic news release: Written about your event as if it were from a reporter;
used by smaller outlets/those who can’t make event– Includes facts/figures, name & quotes, calls to action
• Interviews: Getting interviewed by member of media– Be VERY careful to fully prepare for these, be clear about ground rules
• Op-Eds & Letters to the Editor
How Do We Target Them?: Media
Building a Strong Foundation• Identify partners• Research issue
– Gather short, succinct facts & figures• Planning, planning, planning
– Timing– Which outlet and why?
• Monitor and learn from your results
How Do We Target Them?: Media
Do Not• Debate the wrong fight (stay focused on your
issue, not someone else’s)• Be wordy/use jargon• Be underprepared• Rely on status (i.e., just because someone’s a
student, that doesn’t automatically get them anywhere)
• Bully/lecture
How Do We Target Them?: Media
Media Planning Exercise1. Issue?2. Overall strategy? How can media advance it?3. What’s your message/story in terms of problem, impact,
solution, and who cares?4. Target audience? When and how will you reach them?5. Media opportunities/options: Which outlets would be
interested, which will you approach, how?6. What do you want your audience to understand/do after
they hear the message?7. Obstacles?8. Outcome?
How Do We Target Them?: Media
Action PlanningFall 2011 Advocacy Training
3:40-4:40
• Teen Pregnancy
Focus Issue
• For condoms to be available for free at school
Goal
• Appealing to school board/principal to back plan and provide funding
• Mobilizing community support for the cause
• Determine feasibility/costs of program
• Identifying and engaging partner org(s) to help provide supplies and/or support
Strategies/Objectives
• Lobbying individuals and testifying at public meeting
• Engaging pastors, PTA, other relevant community groups in the cause
• Talk to ppl who have done smlar projects
• Talk to ppl who have done smlar projects
Tactics
ExampleRoot Cause: Students know what condoms are but don’t have easy access to them.
• Teen Pregnancy
Focus Issue
• Lower teen pregnancy rates
Goal
• Raise awareness of pregnancy rates
• Hold an assembly for students/teachers/staff in which community group comes to teach about correct condom use
• Create a documentary
Strategies/Objectives
• Run social media campaign to connect students with online info about contraceptive use
• Convince principal to allow school nurse to distribute free condoms
• Create a documentary available on website to direct students to on where to get contraceptives
Tactics
ExampleRoot Cause: Students know what condoms are but don’t have easy access to them.
Supporting our (fellow) MentorsFall 2011 Advocacy Training
4:40-5:30
What is/do you anticipate being the hardest part of the action planning process for students?
For Mentors?
Stop and Share
Action Planning Sequence• Focus Issue discussions (and Mentor planning)• Step 9: Grassroots Advocacy 101
– “Steps of Grassroots Advocacy”– “Action Plan Research”
• Action Plan Tracking Template• Step 10: Formulating our Action Plan
– “SMART/Action Plan Goals and Objectives”– “Dividing the Work”
• Activist Tools
Action Planning Sequence• Focus Issue discussions (and Mentor planning)
During this process… - Mentors are taking issues, focusing them around goals
and then brainstorming concrete objectives - Mentors/students are compiling research about the
chosen issue - This is dynamic, changing according to the discussions
in your class and research you/the students uncover
Action Planning Sequence• Step 9: Grassroots Advocacy 101
– “Steps of Grassroots Advocacy” (pg. 27 in SH)– “Action Plan Research” (pg. 28 in SH)
During this process… - Mentors are introducing the SMART approach to
action planning - Mentors are evaluating the research that they/the
students have done on the chosen issue in order to get a better sense of the scope of the problem
Action Planning Sequence• Step 10: Formulating our Action Plan
– “SMART/Action Plan Goals and Objectives” (pg. 34 in SH)– “Dividing the Work” (pg. 36 in SH)
During this process: - Mentors already have concrete goals and objectives in
mind - Mentors/teacher have already split groups and assigned
objectives (some potential for last-minute movement according to class discussion)
- Students can denote responsibilities, with guidance
Action Planning Sequence• Action Plan Tracking Template[Located on page 19 in the Mentor handbook]
COMPLETED
BEFORE
STEP 10
Action Planning Sequence• Action Plan Tracking Template[Located on page 19 in the Mentor handbook]
1-2 goals per class
Action Planning Sequence• Action Plan Tracking Template[Located on page 19 in the Mentor handbook]
2-5 groups per class, divided according to
group dynamic or to objective
preference
Action Planning Sequence• Action Plan Tracking Template[Located on page 19 in the Mentor handbook]
1-3 objectives per group, different
groups can work on same
objective if working on
different tactics
Action Planning Sequence• Action Plan Tracking Template[Located on page 19 in the Mentor handbook]
relevant topics to
objectives
relevant tools for
objectives
people, organizations
related to objectives
Action Planning Sequence• Action Plan Tracking Template[Located on page 19 in the Mentor handbook]
deliverable (letter, article, video, survey, presentation,
proposal, website)
Action Planning Sequence• Action Plan Tracking Template[Located on page 19 in the Mentor handbook]
For condoms to be available for free at school
- Appealing to school board/principal to back plan and provide funding
- Determine feasibility/costs of program- Identifying and engaging partner org(s) to help provide supplies and/or support
- Mobilizing community support for the cause
JasmineLeonardDevanteDelaysia
SamPatTimJoy
MarkeaRodney
Structure of school board and meeting policies, statistics about contraceptive accessibility and effects
Other orgs. (or schools) which provide this service, costs of bulk
History of issue in comm., demographic groups/concerns.
-Influencing Decision Makers
ATs for all:-Effective Public Speaking-Working in Project Teams-Learning from an Expert-Lobbying our Issue
-Social Media-Opinion Pieces
PTA leaders, political figures, teachers, important community leaders
Nonprofit leaders, health workers, school nurses
Pastors, elected officials
Presentation to school board
Formal proposal to school with costs, examples, partners
Press in local paper
Action Planning Sequence• Focus Issue discussions (and Mentor planning)• Step 9: Grassroots Advocacy 101
– “Steps of Grassroots Advocacy”– “Action Plan Research”
• Action Plan Tracking Template• Step 10: Formulating our Action Plan
– “SMART/Action Plan Goals and Objectives”– “Dividing the Work”
• Activist Tools
How can we convey what we’ve learned about each of these components to our
Mentors for them to teach their students (handouts? meetings?)
Stop and Share
Mentor Civic Leadership Curriculum
• Training 7: Forming an Action Plan (required)– SMART approach– Pre-action and action steps– Tracking progress (“AP Tracking Template”)
• Training 8: Facilitating Independent Projects (recommended)– Getting/keeping students engaged in their objectives– Tasks that require close supervision
• Training 9: Action Plan Troubleshooting (recommended)– Staying positive– Peer troubleshooting– Civics Day logistics
How can we follow up with Mentors to make sure that their Action Plans are on
target, correctly utilizing the components and materials that we’ve learned today?
Stop and Share
What happens if this doesn’t happen?
Reflection