Identifying and Engaging Stakeholders CHNA 20 Multi-year Grant Technical Assistance June 17, 2015

Identifying and Engaging Stakeholders

CHNA 20 Multi-year Grant Technical Assistance

June 17, 2015

Identifying Key Stakeholders

Stakeholders are collaborators in the broadest sense The right mix of engaged stakeholders can actively

affect how you frame your goals and contribute to a shared vision of change

Collaborative partners are only one kind of stakeholder

Long-term public health change requires broad support Stakeholders must represent a variety of segments Ongoing engagement is critical to success

Stakeholder Segmentation

Stakeholders can be found in 5 key segments of community: Your project’s Users and Beneficiaries Family Members Neighborhood Context

Ex. Advocacy groups, community members, elected officials

Connections Ex. Community services, systems, decision makers who

can affect program sustainability/continuation Operations

Staff/program management, funders, coalition members, people and programs who are doing this work in other communities

Prioritization: Which Stakeholders Should We Approach First?

Select representation from each segment to create a well-rounded group Does this stakeholder increase our authority or

credibility? Do or can they have ongoing responsibilities for

implementation of project activities/ideals? Do they or will they advocate for our desired change? Can they authorize changes/improvements to our

project? Do they or will they provide funding? Do they or can they authorize the continuation or

expansion of our project in the long term?

The Four Key Pillars of Stakeholder Work

How are we Strengthening Our Beneficiaries Through providing improved resources and supports?

How are we Connecting Our Beneficiaries To both formal and informal helping systems?

How are we Building Local Capacity To address long-term goals?

How are we Increasing Indicators of Well-Being Across all stakeholder segments?

Assessing Stakeholder Readiness for Change

Conditions: This stakeholder does/does not have the right resources and conditions to offer support for our project.

Attitudes: This stakeholder does/does not have the right attitudes and motivations to commit to useful long-term change.

Resources: This stakeholder does/does not have a viable pathway to access human capital and materials necessary to support our project.

Stakeholder Readiness: Conditions

Conditions = Laws/Structures/Systems Required to Support Your Vision of Change What structures/systems already exist to either

support or inhibit this change? How well is this stakeholder positioned to support our

vision of change at a system or policy level? What “job description” would this stakeholder have in

support of the work we are trying to achieve?

Stakeholder Readiness: Attitudes

Attitudes = The Vision of a Different Future and the Commitment to Achieve it What factors in the environment will either enable or

inhibit this stakeholder in working towards change? What kind of culture and motivation exist within the

stakeholder/organization and immediate networks? Does this stakeholder share our vision of long-term

change?

Stakeholder Readiness: Resources

Resources = Access to Physical, Financial, and Human Resources Necessary to Facilitate Our Vision of Change What external resources can this stakeholder access

to help support our vision of change? Does this stakeholder have all the tools and resources

necessary to implement their “job description” in our project?

Does this stakeholder have the skills and knowledge necessary for them to successfully complete their “job description?”

Engaging Stakeholders Meaningfully

Continuous Engagement = A Healthy Project True Engagement involves a shared perspective Engaging stakeholders requires an effective

communication plan Clear expectations and boundaries are key to positive

engagement Incentives, recognitions, rewards can be useful tools

in keeping stakeholder relationships positive The experiences of each stakeholder should become a

part of your evaluation process


Stakeholder Interests Inform Project Goals What aspects of our long-term goal matter most to each

of our stakeholders? Can we frame milestones and short-term project goals

to match their needs and interests? How can we meaningfully engage each stakeholder to

assist us in achieving developmental change milestones? What is our plan for gathering continuous stakeholder

input? What level of regular participation can we reasonably

ask of stakeholders across each segment?


Consultation

• Being Informed• Being Asked

Engagement

• Commenting on Decisions• Developing Solutions• Delivering Services

Slide adapted from Community Planning Toolkit, Community Places, scdc.org

Theory of Change

CHNA 20 Multi-year Grant Technical Assistance

June 17, 2015

Theory of Change Models (TOC)

A theory of change is like a road map Helps plot journey from where we are now to where

we want to be Links outcomes and activities to explain HOW and

WHY the desired change is expected to come about A framework for strategic planning, dialogue and

monitoringHelps answer the questions:

What is the change we are working toward? What do we need to do for the change to come about?

Slides adapted from Keystone Corporation. Developing a Theory of Change: A Framework for Accountability and Learning for Social Change, A Keystone Guide, www.keystonereporting.org

Theory of Change Models (TOC)

A plausible theory of change helps organizations understand how their work and their relationships are contributing to complex, long term social change. Contribution to a comprehensive solution, rather than

bringing about solutions alone.It provides a clear framework within which

programs can plan their activities, conduct their stakeholder dialogue, learn and communicate their success.Slides adapted from Keystone Corporation. Developing a Theory of Change: A Framework for Accountability and Learning for Social

Change, A Keystone Guide, www.keystonereporting.org

Multi-year Grant Program TOC will

Identify and explain mini-steps to take in order to achieve realistic/achievable long term goals.

Demonstrate how you will measure your progress and contribution to long term change.

Ensure your ability to concentrate on the short term and measurable goals while not losing sight of your ultimate destination.


What is a Good Theory of Change?

Should be Plausible Do evidence and common sense suggest that

activities, if implemented, will lead to desired outcomes?

Should be Doable Will the economic, technical, political, institutional,

and human resources be available to carry out the initiative?

Should be Testable Is the theory of change specific and complete enough

for reviewers to track its progressSlides adapted from Keystone Corporation. Developing a Theory of Change: A Framework for Accountability and Learning for Social Change, A Keystone Guide, www.keystonereporting.org

Steps to Create a Theory of Change

Identify a long-term goal.Conduct “backwards mapping” to identify the

preconditions necessary to achieve that goal.Identify the interventions that your initiative

will perform to create these preconditions.Develop indicators for each precondition that

will be used to assess the performance of the interventions.

Write a narrative that can be used to summarize the various moving parts in your theoryAdapted from www.theoryofchange.org

Step 1: Creating a ‘vision of success’

PurposeTo generate an initial statement of a

long-term “vision of success” or goal for the CHNA 20 funded program that is plausible, achievable and measurable.


What would you like the world to remember you for?

What should be on your epitaph/gravestone? If you read this on a gravestone, would you stop and

want to know more? Is it powerful and snappy enough to be on a grave

stone? Does it really say what you’d like to be remembered

for? Does it match what your program/collaborative really

accomplished?


Our Program Epitaph

Milton NAMI QCAP


Describe Success

Now try to imagine and describe what success would look like for you as a program, if You had all the resources you needed There were no major issues to derail you from your

path. If the visitor who was fascinated by your epitaph went

to visit your community, what would you want them to see?


Our vision of success or Goal Statement

program

Collaborators firststaff & collaborators understand and

Adapted from The Strategic Management of Health Care Organizations, 7th Edition. Peter M. Ginter.Chapter 5 - Directional Strategies, page 165 – 204, March 2013, Jossey-Bass.

Developing Short & Long Term Results/Outcomes

Imagine you are flying above your the community in a helicopter 1 year, 2 years, 3 years from now.

What changes will you see on the ground if you have been completely successful in implementing your program and appropriately spending your funds?

Think of “changes” as outcomes or results.


Determining Changes

Ask yourself: How have relationships changed between people,

groups and institutions? What new relationships have been formed?

What new opportunities exist for whom? How have you as a program or organization changed? How has your role changed? What material conditions have changed in the lives of

your beneficiaries and stakeholders? To what extent have they become active participants

in their own development rather than just ‘beneficiaries’?

What has changed in their ‘environment’?Slides adapted from Keystone Corporation. Developing a Theory of Change: A Framework for Accountability and Learning for Social Change, A Keystone Guide, www.keystonereporting.org

Developing Year 1 Outcome Statements

Based on brainstorm develop some outcomes Outcomes: a changed situation that can be described

and measured. Is this plausible/realistic for your team to accomplish in

Year 1? Is this measurable? What evidence will tell you that you have succeeded?


What changes have to happen for your vision of success to be realized?

Brainstorm all the preconditions that you can think of that are NECESSARY for the long term change to take place.

Preconditions and indicators must be specific and describe What? For Whom? How many? How good? By when?

Group ideas into broadly related groups


Year 1 Primary Precondition

Define ONE primary precondition that captures the main ideas of the group (hand-out). Is your primary preconditions plausible, achievable

and measurable? Is there a clear, logical link between the pre-condition

and the long-term outcome?


Mapping the Secondary Preconditions

All other preconditions may be secondary preconditions of the primary outcome.

Arrange these secondary preconditions to create a flow chart of clear, logically linked outcomes leading to the primary precondition of your group (hand-out).




Clear Indicators of Success

An indicator should describe what you would see on the ground upon completion of year, 1, year 2, year 3 - if the program had been successful. Changes in conditions (eg access to water, greater

safety, etc) Changes in behavior (eg people conserving resources,

being more responsive, etc) Changes in relationships (collaborations, power) Changes in capabilities (better able to solve problems) Changes in opportunities (more equitable access to

opportunities)Slides adapted from Keystone Corporation. Developing a Theory of Change: A Framework for Accountability and Learning for Social Change, A Keystone Guide, www.keystonereporting.org

Create your own TOC – On-line Tools

http://planning.continuousprogress.org/ http://www.theoryofchange.org/toco-software/

Use one of these two tools, develop and submit by next TA in September

http://planning.continuousprogress.org/

http://www.theoryofchange.org/toco-software/

Questions?

Documents

Identifying and Engaging Stakeholders CHNA 20 Multi-year Grant Technical Assistance June 17, 2015