VISTA Orientation Materials For VISTA Pre-Service Orientation (12 of 14) February 2010

Orientation
Materials for
VISTA Pre-Service
Orientation
February 2010
ACKNOWLEDGMENTS
This guide and binder are work sponsored wholly, or in part, by the Corporation for National and
Community Service, under Cooperative Agreement #05TAHOR001. Contents do not necessarily reflect
the views of the Corporation for National and Community Service or any agency of the United States
government. Permission to reproduce these binder contents in whole or part for use by educational,
national service, or other not-for-profit agencies is granted with the inclusion on all pages of the footer
contained herein.
The VISTA National Integrated Training Program is staffed by Education Northwest and Bank
Street College of Education (BSC). The Education Northwest/BSC team wishes to acknowledge
the contributions of a core team of curriculum developers and others who have helped guide the
development and implementation of this work. They include: Wendy Biro-Pollard, Jean Carroccio,
Jennifer Goddard, Judith Gold, Cynthia Henderson, Nancy Henry, Cathy Lins, Bob Schout, Michelle
Sugahiro, Amy Thompson, Nicole Trimble, Jewel Ware, and Kapila Wewegama.
We also wish to acknowledge our colleagues at the Corporation for National and Community Service,
particularly Jerry Thompson, Ellen Paquette, Patrick Triano and the following staff: Bernard Brown,
Kathie Ferguson, Jerry Herman, Louis Lopez, Bethany Mancuso, and Kent Van Griffits. Also, special
thanks to Judith Russell, Susan Schechter, Sam Schuth, and Donna Smith, for their contributions
to this work.
Finally, appreciations to Rhonda Barton and Eugenia Potter for editing and Kevin Jahnsen for
formatting this document. Our thanks from the team at Education Northwest/BSC: Kate Baldus,
Bethany Dusablon, Judith Gold, Nancy Henry, Kevin Jahnsen,
Felecia Kelley and Mary Loudermilk.
PSO Materials
Contents
Day 1
Mission and Legacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
The History of National Service and VISTA Since 1965 . . . . . . . . . . . . . . . . . . 2
VISTA Impact Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Reflections on Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Day 2
Building the Learning Environment / The Mission of VISTA — Outcomes . . . 5
7 Things About Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Capacity Building Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Personal Perspectives of Poverty — Outcomes . . . . . . . . . . . . . . . . . . . . . . 11
Personal Perspectives on Poverty —Key Points . . . . . . . . . . . . . . . . . . . . . . 13
Poverty Concepts, Insights and Strategies — Outcomes . . . . . . . . . . . . . . . 15
Poverty: A Lack of Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Models of Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Types of Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Some Areas of Financial Asset Development . . . . . . . . . . . . . . . . . . . . . . . . 19
Time Line of US Poverty Measures: The Poverty Threshold . . . . . . . . . . . . . 20
Orshansky’s Poverty Threshold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Poverty Thresholds for 2008 (By Size of Family and Number
of Related Children Under 18 Years) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
How the Government Uses the Poverty Threshold . . . . . . . . . . . . . . . . . . . . 23
2009 Poverty Guidelines (Dept. of Health and Human Services) . . . . . . . . . . 24
Problems With Official Measure of Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . 25
US Population Density (2000) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Percentage of Total Population in Poverty (2003) . . . . . . . . . . . . . . . . . . . . . 26
Poverty Statistics Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Maslow’s Hierarchy of Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
The Realities of Meeting Basic Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Keys for Working With Those in Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Questions That Consider Context of Those Living in Poverty . . . . . . . . . . . . 30
To All Advocates/Social Service Providers . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Poverty Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Day 3
Understanding the VISTA Assignment Description — Outcomes . . . . . . . . . 33
VISTA Project Plan – Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
VISTA Assignment Description (VAD) SAMPLE . . . . . . . . . . . . . . . . . . . . . . . 37
Glossary of Terms for the Project Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
The Fieldstone Alliance Framework Graphic . . . . . . . . . . . . . . . . . . . . . . . . . 41
The Fieldstone Alliance Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
VISTA Integrated Training Program February 2010 iii

PSO Materials
Contents
Attributes of Successful VISTAs, According to Supervisors . . . . . . . . . . . . . 43
Reflection Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Capacity Building Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Organizational Culture and Community Entry — Outcomes . . . . . . . . . . . . . 47
A Common VISTA Cycle of Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Workplace Values and Norms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Communication Styles Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Styles of Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
A Diagram of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
VISTA Site: Cultural Observation Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Strategies and Suggestions for Effective Community Entry . . . . . . . . . . . . . 59
Community Entry “Do’s” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Day 4
Civil Rights and Responsibilities — Outcomes . . . . . . . . . . . . . . . . . . . . . . . 63
Your Rights and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Civil Rights Statements Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Policies on Civil Rights, Equal Opportunity, and Harassment . . . . . . . . . . . . 69
Civil Rights and Responsibilities of VISTAs . . . . . . . . . . . . . . . . . . . . . . . . . . 71
VISTA Fraternization Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Volunteer Generation and Development — Outcomes . . . . . . . . . . . . . . . . . 77
Overview of the Sustainable Volunteerism Activities . . . . . . . . . . . . . . . . . . . 79
Trends Impacting Volunteer Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Implementation Rates of Effective Volunteer Management Practices . . . . . . 87
Nonprofits Use Volunteers for Many Skilled Activities . . . . . . . . . . . . . . . . . . 88
Sample Task Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Volunteer Management Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Resource Mobilization — Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
A Culture of Philanthropy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Resource Mobilization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
A Conversation About Your Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Get the Goals in Your Memory Bank Worksheet . . . . . . . . . . . . . . . . . . . . . . 96
How to Develop an Effective Resource Mobilization Plan . . . . . . . . . . . . . . . 97
Giving Pie: Sources of Contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Giving Pie: Recipient Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
The Stages of an ASK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
The ASK Observer’s Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Resource Mobilization Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Case Statement Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
iv February 2010 VISTA Integrated Training Program

PSO Materials
Contents
Partnerships and Building Relationships — Outcomes . . . . . . . . . . . . . . . 109
Action Plan: Meeting Gaston’s Community Needs . . . . . . . . . . . . . . . . . . . 111
Reaching Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Who’s a Partner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
The Stages of Group Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Partnership: Good for Everyone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Partner Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Keys to Successful Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
VISTA Integrated Training Program February 2010 v

vi February 2010 VISTA Integrated Training Program
PSO Materials History and Legacy
Mission and
Legacy
Corporation for National and Community Service Mission Statement
The Corporation’s mission is to provide opportunities for Americans of all ages and
backgrounds to engage in service that addresses the nation’s educational, public
safety, environmental, and other human needs to achieve direct and demonstrable
results and to encourage all Americans to engage in such service. In doing so, the
Corporation will foster civic responsibility, strengthen the ties that bind us together as
a people, and provide educational opportunity for those who make a substantial com-
mitment to service.
VISTA Mission and Legacy
VISTA builds capacity in non-profit organizations and communities to help bring indi-
viduals and communities out of poverty.
For over 40 years, VISTA has been helping bring communities and individuals out of
poverty. Today, nearly 6,000 VISTA members serve in hundreds of non-profit organi-
zations and public agencies throughout the country — working to promote literacy,
improve health services, create businesses, increase housing opportunities, or bridge
the digital divide.
Overall Goals of VISTA Training
By the end of the Pre-Service Orientation, you should be able to:

• Describe the VISTA program and its mission in broad terms.
• Explain how capacity-building relates to VISTA service.
• Relate your assignment to capacity-building and fighting poverty.
• Recognize skills and activities required to successfully build capacity in an orga-
nization.
• Describe your service responsibilities and activities, based on your assignment
description.
• Formulate key questions to ask your supervisor about your assignment.
• Expand your understanding of poverty in the United States.
• Become inspired to fight poverty as part of your service.
• Increase your awareness of the various dimensions of culture and how they may
impact service.
• Identify and honor key cultural aspects of your sponsoring organization/commu-
nity.
VISTA Integrated Training Program February 2010 1

The History of National Service and

VISTA Since 1965
Service is and has always been a vital force in American life. Throughout our history, our
nation has relied on the dedication and action of citizens to tackle our biggest challenges.
In 1963, President John F. Kennedy spoke of a domestic volunteer program modeled after
the newly established Peace Corps. The next year, President Lyndon B. Johnson declared
a “war on poverty” and signed the Economic Opportunity Act of 1964. The Act created
Volunteers In Service To America (VISTA) and fulfilled President Kennedy’s dream.
The first VISTA members started in January 1965, and by the end of the year, more than 2,000
members were working in the Appalachian region, migrant worker camps in California, and
poor neighborhoods in Hartford, Connecticut. By 1966, there were 3,600 VISTA members serv-
ing throughout the country. Throughout the 1960s, they helped develop some of the first Head
Start programs and Job Corps sites. The first members started agricultural cooperatives,
community groups, and small businesses that still thrive today.
In the 1970s, VISTA merged with Peace Corps and the senior service programs, and the
ACTION agency was born. Early in the decade, VISTA recruited trained professionals to
serve. Doctors helped develop health care facilities where none had existed before, archi-
tects helped renovate and build low-income housing, and lawyers advocated for housing and
health care reform.
During the 1980s, VISTA’s focus changed to encouraging citizen participation and community
self-help. Through their own initiatives, community members could increase awareness and
participation in community issues. In 1986, the VISTA Literacy Corps was developed to cre-
ate literacy councils and expand adult education. One-quarter of all VISTA members focused
on increasing literacy rates throughout the United States.
The 1990s began a resurgence of national service. In 1990, President George H.W. Bush
developed the Commission on National and Community Service. Further expansion of
national service took place in 1993. With the signing of the National Community Service Trust
Act, President William J. Clinton developed AmeriCorps and merged the programs to create
AmeriCorps*VISTA.
Throughout the 1990s, VISTA members continued the long tradition of starting new and
innovative programs. They helped develop tenant-owned cooperative low-income housing,
expanded Individual Development Accounts to help people save, and focused on assisting
people making the transition from welfare to work.
In 2000, VISTA marked its 35th year with 6,000 members, the largest number serving to date.
Members are continuing initiatives that began in the late 1990s to bridge the digital divide and
promote welfare to work initiatives. According to a recent Accomplishment Study prepared
by Westat, Inc. of Bethesda, Maryland, for every dollar spent on a VISTA member, $3.33 is
returned to the community in the form of financial and in-kind resources and local volunteer
time.
2 February 2010 VISTA Integrated Training Program

VISTA Impact Facts

In 2008, VISTAs helped raise more than During 2008, 7,404 VISTAs served with
$183 million in funds and in-kind contri- approximately 950 project sponsors.
butions for anti-poverty efforts.
Eighty percent of former VISTA mem-
In 2008, VISTAs helped recruit 1 million bers continue to volunteer in their com-
community volunteers. That is an aver- munities after their term of service ends.
age of 135 volunteers per VISTA.
In the past 40 years, over 177,000

people have served as VISTA volun-
teers working with local organizations
to strengthen communities and help
people escape poverty.

Reflections on Service
“We must use time creatively, and forever “Remember, we all stumble, every one of
realize that the time is always ripe to do us. That’s why it’s a comfort to go hand in
right.” hand.”
— Nelson Mandela — Emily Kimbrough
“You must do the thing you think you can- “You don’t get harmony when everybody
not do.” sings the same note.”
— Eleanor Roosevelt — Doug Floyd
“Humankind has not woven the web of life. “Out of clutter, find Simplicity.
We are but one thread within it, whatever From discord, find Harmony.
we do to the web, we do to ourselves. All In the middle of difficulty lies Opportunity.”
things are bound together. All things con- — Albert Einstein,
nected.” Three Rules of Work
— Chief Seattle
“To laugh often and much, to win the

“Service is the rent we pay for being. It is respect of intelligent people and the affec-
the very purpose of life, and not something tion of children, to earn the appreciation of
you do in your spare time.” honest critics and endure the betrayal of
— Marion Wright Edelman false friends, to appreciate beauty, to find
the best in others, to leave the world a bit
better, whether by a healthy child, a gar-
“If you want one year of prosperity, grow grain. den patch, or a redeemed social condition;
If you want ten years of prosperity, grow trees. to know even one life has breathed easier
If you want one hundred years of prosperity, because you have lived. THIS is to have
grow people.” succeeded.”
— (old Chinese proverb) — Ralph Waldo Emerson
“The journey is the reward.”

— (Taoist saying)
“Everybody can be great,

because anyone can serve.
You only need a heart full of grace,
a soul generated by love.”
— Dr. Martin Luther King, Jr.

PSO Materials Building the Learning Environment
Building the Learning Environment /

The Mission of VISTA — Outcomes
By the end of this session, you will be able to:
n Meet others in a way that underscores the importance of relationship building
n Review the agenda
n Establish working agreements
n Define the capacity-building and skills transfer in relation to VISTA service

7 Things About Me
My Name:
1.
2.
3.
4.
5.
6.
7.

Capacity Building Definition
Tasks and activities to create,

expand or strengthen systems or
processes in order to increase an
organization’s ability to function
effectively and meet its mission.
These tasks and activities include

the transfer of skills, products and
relationships.

PSO Materials Personal Perspectives
Personal Perspectives
of Poverty — Outcomes
n Articulate your perspective and relationship to poverty
n Identify stereotypes and assumptions about poverty to gain a broader under-

standing of it
n Identify personal skills and life experiences you will bring to addressing poverty
as part of your service

PSO Materials Personal Perspectives
Personal Perspectives on Poverty

—Key Points
n It is easy to make assumptions and not be aware of them.
n Often our perceptions are based on feelings, judgments, stereotypes, and

underlying beliefs.
n It is important to examine our assumptions and judgments so we can make

informed choices about what we believe.
n It is important to gather evidence to support how we see and perceive different

aspects of life.
n The truth is that none of us has the truth about poverty.

PSO Materials Poverty Concepts
Poverty Concepts, Insights

and Strategies — Outcomes
n Discuss causes of poverty
n Describe models and types of poverty and how poverty is measured
n Relate poverty data and research to VISTA’s programmatic responses
n Describe poverty from the perspective of those living in poverty

Poverty: A Lack of Resources

Resources can be defined as:
n Financial—having the money to purchase goods and services; however, finan-

cial resources are more than just cash. Assets such as credit, property and equi-
ty are also sources of financial resources.
n Emotional—Being able to choose and control emotional responses, particularly

to negative situations without engaging in self-destructive behavior. This is an
internal resource and shows itself through stamina, perseverance and choices.
n Mental—having the capacity to process information, evaluate a situation, and

use prior experience to make decisions in daily living.
n Social Capital—having friends, family, backup resources and knowledge bases

available to access in times of need. These are external resources.
n Role Models—having frequent access to appropriate adults who are nurturing

and who do not engage in self-destructive behavior (mentors).

Models of Poverty
Absolute poverty is “a condition Relative poverty refers to

characterized by severe deprivation that is relative to the
deprivation of basic human standard of living enjoyed by
needs, including food, safe other members of society. Even if
drinking water, sanitation facilities, basic needs are met, a segment
health, shelter, education and of the population may still be
information. It depends not only considered “poor” if they possess
on income but also on access to fewer resources, opportunities or
social services” (United Nations, goods than other citizens.
Copenhagen Declaration, 1995).
Types of Poverty
Situational poverty refers to Generational poverty refers

people living in poverty for a short to people in poverty for two or
time as the result of circumstance more generations. Of the 34
(unemployment, chronic million Americans living below
illness,disability, divorce, or death the poverty line, about 75% are
of a family member). in generational poverty and the
remaining are in situational.

Some Areas of Financial

Asset Development
A microenterprise is defined as a small business with five or fewer employees
with initial capital needs of $35,000 or less. Most microenterprises are sole pro-
prietorships and can be any type of business—graphic design, cleaning services,
jewelry making and t-shirt printing are some examples.
Individual Development Accounts (IDAs) are incentivized, matched and restricted

savings accounts. Those who qualify for an IDA agree to save a certain amount of
money each month, which is then matched with money contributed by an organi-
zation or government agency. Depending on the program, participants receive 50
cents to four dollars for every dollar saved.
Financial Literacy is the ability to read, analyze, manage and communicate about
personal finances. It includes the ability to choose between different financial
options, discuss financial issues, plan for the financial future, and understand gen-
eral economic events and their impact on personal finances.

Time Line of US Poverty Measures:

The Poverty Threshold
1962 January 1964 May 1965 1969
President Kennedy After President The Office After other federal
asks Council of Johnson declares of Economic agencies follow the
Economic Advisors war on poverty, Opportunity uses OEO’s lead in using
to gather statistics the Council of Orshansky’s Orshansky’s method,
on poverty. Makes Economic Advisors poverty threshold the White House adopts
defining and measuring cite Orshansky’s for determining it as the official poverty
poverty a goal of his paper in a report to eligibility. measure. It becomes
administration. the President. known as the “poverty
threshold.”
1960 1970
January 1963 August 1964

Mollie Orshansky publishes Congress creates
paper that proposes the Office of
method for determining the Economic
number of poor. Her method Opportunity.
proposes poverty thresholds
that are based on the most
austere food plans set forth
by the USDA.

Orshansky’s Poverty Threshold
$3.60 x 3 x 365 = $3,942

Cheapest USDA 1950s studies Days in a Poverty Threshold
Food Plan per day showed fami- calendar year Any family of 4
for a family of 4 lies spent 1/3 of living on less than
($3.61187) income on food this amount was
considered poor

Poverty Thresholds for 2008 (By Size of Family and Number of

Related Children Under 18 Years)
Size of family unit Related children under 18 years

None One Two Three Four Five Six Seven Eight or more

One person (unrelated individual)
Under 65 years.................................. $11,201
65 years and over.............................. 10,326
Two people
Householder under 65 years........... 14,417 $14,840
Householder 65 years and over...... 13,014 14,784

Three people................................... 16,841 17,330 $17,346
Four people..................................... 22,207 22,570 21,834 $21,910
Five people...................................... 26,781 27,170 26,338 25,694 $25,301
Six people........................................ 30,803 30,925 30,288 29,677 28,769 $28,230
Seven people................................... 35,442 35,664 34,901 34,369 33,379 32,223 $30,955
Eight people..................................... 39,640 39,990 39,270 38,639 37,744 36,608 35,426 $35,125
Nine people or more........................ 47,684 47,915 47,278 46,743 45,864 44,656 43,563 43,292 $41,624
Source: U.S. Census Bureau

How the Government Uses

the Poverty Threshold
Orshansky’s formula = official poverty threshold
Poverty threshold = the maximum amount of pretax

cash income you can make in order to be considered
in poverty, according to the US government.
The poverty thresholds are used by the government in

two ways:
Statistics Eligibility
Gov’t agency: Gov’t agency:
US Census Bureau Dept. of Health and
Human Services (HHS)
• Tells the government • Tells the government who
how many people are in is eligible for state and
poverty. federal services.
• The data informs • States can increase
policymakers and the allowed income amounts
public. by anywhere from 105 –
400% of HHS’ maximum
to allow more people to
be eligible for services.

2009 Poverty Guidelines

(Dept. of Health and Human Services)
Persons in 48 Contiguous Alaska Hawaii

Family or Household States and D.C.
1 $ 10,830 $13,530 $12,460
2 14,570 18,210 16,760
3 18,310 22,890 21,060
4 22,050 27,570 25,360
5 25,790 32,250 29,660
6 29,530 36,930 33,960
7 33,270 41,610 38,260
8 37,010 46,290 42,560
For each additional 3,740 4,680 4,300

person, add
Source: Federal Register: January 23, 2009

Available: http://aspe.hhs.gov/poverty/09poverty.shtml

Problems With Official

Measure of Poverty
n How it defines INCOME—ignores all noncash government transfers (like
Earned Income Tax Credit, food stamps, Medicaid, and housing and child care
assistance).
n … and therefore OVERSTATES poverty—ignores these sources of income.
n How it defines EXPENSES—excludes payroll and income taxes, work-related

expenses (child care and transportation), cost of out-of-pocket medical
expenses. No adjustment for the substantial variation in the cost of living from
state to state and between urban and rural areas.
n … and therefore UNDERSTATES poverty—ignores significant costs associ-

ated with getting to work, medical and child care, and geographic cost of liv-
ing when calculating income produced by a job.

US Population Density (2000)
Percentage of Total Population

in Poverty (2003)

Poverty Statistics Overview
Age
Children comprise the greatest numbers and percentages of people in
poverty.
Race & Hispanic origin

The highest numbers of people in poverty are white; however, people of
color have the highest percentages of their population in poverty.
Household type
Out of the large number of married households, a small percentage of
them live in poverty. Out of the small number of female-headed house-
holds, a large percentage of them live in poverty.
Employment status
The total number of people in poverty who worked full time or part time is
higher than those who did not work at all.
Educational attainment
The more advanced one’s education is, the less likely it is that he/she will
experience high rates of poverty.

Maslow’s Hierarchy
of Needs

The Realities of Meeting Basic Needs

(Dr. Donna Beegle, See Poverty…Be the Difference! Discovering the Missing Pieces for Working with
People in Poverty, 2005)
Consider the following questions and reflect on your list of physiological and safety
needs. Imagine the amount of time people in poverty spend meeting these basic
needs. Think about the resiliency and resourcefulness of people in poverty.
n Where can you cash a check without any identification? How much will it cost?
n Where can you get a loan on your car title? How much will it cost?
n From which dumpsters can you get returnable cans and bottles without being
caught?
n How can you get tons of newspaper and cardboard? Where do you sell these
items? How much will you earn?
n Explain what to do if you are being evicted and have no money to move.
n Tell what you would do to survive without garbage service, utilities or a tele-
phone.
n Explain how to survive winter nights without heat.
n Where would you go for help if your utilities were being shut off?
n How do you show “proof” that you live in a neighborhood that you really don’t in
order to get better services?
n Explain how to go for days without food.
n Which stores will let you get food and pay for it later?
n Explain how to keep food cold without a refrigerator.
n Explain how to cook without a stove.

Keys for Working With Those in Poverty

n Those who do work with individuals living in poverty must communicate with
them effectively in order to honor and include their voices as planning for pov-
erty services continues.
n In order to serve people in poverty, individuals need to continually ask questions

about context and experiences related to poverty so that they keep learning and
growing.
Questions That Consider Context of

Those Living in Poverty
Contextualizing how people in poverty live is long overdue. Helping professionals

and volunteers can ask the following questions to improve success:
n Does the intervention that I am suggesting or implementing make sense in their

current context?
n Am I setting them up for success?
n Am I considering their situation, resources, and health before asking them to

follow through with my organization’s programs or policies?
n Are there supports that I need to build in and help people connect to that will
increase their ability to be successful?
If these questions are asked, outcomes for moving people forward will dramatically
improve.

To All Advocates/Social
Service Providers
Participants in Dr. Donna Beegle’s research groups suggested ways for advocates
and social service providers to improve educational opportunities for students from
generational poverty backgrounds:
1. Don’t ignore poverty realities. They won’t go away. Address the real situations
people are in. Connect with people. Build relationships and trust. This demands
more time and energy.
2. Encourage further education (more than simply getting low-wage jobs). Know
about the financial aid process and be able to simplify and help students from
poverty to see possibilities.
3. Develop programs that meet people’s basic needs so they can focus on educa-
tion and other possibilities. Fund extracurricular activities focused on ensuring
that students can read and understand math and science.
4. Work to change negative perceptions of people who are in poverty. Build rela-
tionships and understanding with them instead of judging. Operate on the as-
sumption that people in poverty are doing the best they can in their situations.
Understand each case and do not label people. Avoid stereotypes.
5. Change some rules. Make the rules less focused on middle-class values and
priorities. Understand what the world of poverty is like. Study cases and change
the criteria to fit the realities.
6. Be more aggressive with outreach for access to health care, housing and basic
needs for those experiencing poverty.
7. Understand that people in poverty may have fears or negative attitudes about
education and other social service organizations. Work to provide them a new,
positive frame of reference.
8. Help with life skills and fitting into middle-class culture. Help to understand
what normal behavior is in that culture. Uncover the secret codes. They need
to know what middle-class cultures eat, how they talk, dress, act and speak
in middle-class environments. Set up mentor programs where it’s safe to ask
questions about these things in addition to health care, basic needs and educa-
tion.
9. Be an advocate and make connections for people who do not have networks of
support. Conceivably show them possibilities.

Poverty Resource List

Books:
n Understanding Poverty (2002) by Sheldon H. Danziger and Robert H. Haveman
n The Working Poor: Invisible in America (2005) by David K. Shipler
n The State of Working America 2004/2005 (2005) by Lawrence Mishel, Jared
Bernstein, Sylvia Allegretto (Economic Policy Institute)
n Field Guide to the US Economy (2006) by Johnathon Teller-Elsberg, Nancy
Folbre, James Heintz (Center for Popular Economics)
n Without a Net: Middle Class and Homeless (With Kids) in America (2006)
by Michelle Kennedy
n Let Us Now Praise Famous Men (2001) by James Agee, Walker Evans
n The Grapes of Wrath (1939) by John Steinbeck
Articles:
n “Relatively Deprived” by John Cassidy (The New Yorker, April 3, 2006)
n “Overcoming the Silence of Generational Poverty” by Dr. Donna M. Beegle
(Talking Points, Oct/Nov 2003)
n “Getting to Why’ to solve for ‘How’: Kids in Poverty Now on Radar.” An extend-
ed interview with national expert Dr. Donna Beegle on breaking through the
barriers of generational poverty. From Northwest Education, Fall 2004, at www.
nwrel.org/nwedu/10-04/beegle
Reports:
n “Getting Out — and Staying Out — of Poverty: The Complex Causes of and
Responses to Poverty in the Northwest” (Dec. 2004) by David Harrison and Bob
Watrus for the Northwest Area Foundation
Web Sites:
n The US Census Bureau (www.census.gov)
n Institute for Research on Poverty, University of Wisconsin-Madison (www.irp.
wisc.edu)
n National Center for Children in Poverty (www.nccp.org)
n Dr. Donna Beegle’s Communication Across Barriers site (www.combarriers.com)
n To look up the latest on your community, go to http://factfinder.census.gov. Click
on “Get data” under American Community Survey. Be sure “2007” is selected,
and click “Data profiles.” Use pull-down menus to select a geographic area. Click
“Show result.” When demographic data appear, click on “Economic” or “Social” for
more information.
n Individual Development Accounts (IDAs) in your area, go to www.idanetwork.org.
Click on “IDA Directory” in the left column.

PSO Materials Understanding the VISTA Assignment
Understanding the VISTA Assignment

Description — Outcomes
n Describe your service responsibilities and activities, based on your assignment

descriptions
n Relate your assignment to capacity building and to addressing poverty
n List skills and competencies required to successfully carry out your assignment
n Create a plan for getting started, including communication with your supervisor

VISTA Project Plan – Example

Column A Column B Column C
AmeriCorps*VISTA Project Plan Date(s)
Community Need: Describe the community need to be addressed in relation to the problem(s) identified in
your project narrative (Need).
• Studies have found that more than 500 children and youth in Waketa County have at least one
incarcerated parent.
• About two-thirds of these children and youth (61%) live in households with incomes below the
Federal poverty line and are more inclined to suffer drug use, diminished high school graduation
rates and unemployment.
• Waketa Community Services (WCS) currently provides mentoring services to children and youth
of incarcerated parents; however, WCS has had difficulty finding enough volunteers to meet the
demand for mentors.
Goal Statement: Describe the impact your project will have in addressing the community need identified
above. This goal statement should cover the three-year project period.
To help ensure that children and youth of incarcerated parents receive the educational, social and emotion-
al support they need to help them escape the cycle of poverty, the WCS VISTA project will build the capac-
ity of the organization by developing a sustainable Volunteer Recruitment and Management system for the
mentoring program.
Performance Milestone
At least three Volunteer Recruitment and Management system components will be created and/or revised.
Indicator: System components created and/or revised. These may include but are not limited to: vol-
February 2010
unteer recruitment database, screening procedures, mentor training curricula, and volunteer sup-
port resources.
Target: Three system components will be created and/or revised.

VISTA Project Plan – Example (cont.)

Column A Column B Column C
AmeriCorps*VISTA Project Plan Date(s)
How Measured: Volunteer Recruitment and Management System Checklist.
Description of Data Collection: The VISTA supervisor will use the Volunteer Recruitment and
Management System Checklist approximately twice per month to track the status of each system
component VISTA members are working on.
New/revised recruitment systems are operational: 45 Volunteers are recruited.
Indicator: Volunteers recruited using new volunteer recruitment systems.
Target: 45 volunteers will be recruited. Sept 2009
How Measured: Volunteer Recruitment Log
Description of Data Collection: Volunteer Recruitment Log, completed after each recruitment event
by VISTA member.
New/revised Volunteer Recruitment and Management systems are effective: 75% (30 of 40) volunteers
recruited, trained and managed using the new/revised Volunteer Recruitment and Management system will
serve as mentors for at least 9 months.
Indicator: Volunteers recruited and managed using the new/revised Volunteer Recruitment and Sept 2010
Management system serve as mentors for at least 9 months.
Target: 75% of volunteers will serve as mentors for at least 9 months.
How Measured: Mentoring Logs.
Description of Data Collection: Mentoring Logs, completed weekly by mentors.

VISTA Assignment Description (VAD)

SAMPLE
VISTA Project: VISTA Member Name:
Waketa Community Services (WCS) Sam Smith
Site Name: Assignment Area: Date:

Brownville Volunteer Development November 10, 2008
Planned Period
VISTA Member Activities and Steps Checklist
of Work
Goal: To help ensure that children and youth of incarcerated parents

receive the educational, social and emotional support they need to help
them escape the cycle of poverty, the WCS VISTA project will build
the capacity of the organization by developing a sustainable Volunteer
Recruitment and Management system for the mentoring program.
Activity 1: Research the history of volunteer programs at WCS. Jan. 09

Step 1: Interview current staff involved in volunteer program.
Step 2: Interview current and past volunteers as well as current and
past mentees.
Step 3: Identify strengths and challenges of the current program.
Based on this report, make a plan for improvement.
Activity 1 Comments/Summary of Accomplishments: Activity 1

Completed
(date):
Activity 2: Plan for outreach and recruitment June 09

Step 1: Identify skills, abilities and experiences sought in volunteers.
Step 2: Write volunteer task descriptions that include: qualifications,
activities, benefits, time commitment, and other expectations.
Step 3: Develop partnerships with community organizations whose
members are possible volunteers or who can support the orga-
nization in other ways.
Step 4: Develop partnerships with people or organizations that under-
stand the needs of children of prisoners and can support the
training and support of volunteers.
Step 5: Market the program to targeted audiences.

Completed
(date):

VISTA Assignment Description (VAD)

SAMPLE (continued)
Planned Period
VISTA Member Activities and Steps Checklist
of Work
Activity 3: Develop systems for screening and matching volunteers Oct. 09

Step 1: Develop an interview protocol and a system for assessing can-
didates.
Step 2: Research and incorporate screening procedures required for
working with youth.
Step 3: Interview and screen prospective volunteers.
Step 4: Develop criteria for matching mentors and mentees.

Completed
(date):

Glossary of Terms for the Project Plan

The Community Need is the problem or issue in the community that your project will
address.
The Goal Statement describes the impact that the AmeriCorps*VISTA project will have on
the community need during the term of the project, which is typically three years
A Performance milestone is an anticipated result that the agency hopes the VISTA will
achieve over the course of one year. Each performance milestone is followed by:
• Planned Period of Accomplishment

The anticipated date performance milestones will be completed for that program
year.
• Indicator/Evidence of progress
The information that will be collected to determine if performance milestones have
been achieved.
• Target
The level or amount of change expected to achieve as measured by the indicator.
• How measured
The method that will be used to collect data.
• Description of data collection or measurement process

A description of the data collection process including who will collect the data,
from whom, using which instrument, when and how often.

The Fieldstone Alliance

Framework Graphic
From Strengthening Nonprofit Performance: A Funder’s Guide to

Capacity Building by Paul Connolly and Carol Lukes. Copyright
2002 Fieldstone Alliance, Inc. Used with permission of the pub-
lisher. For more information about this and other Fieldstone Alliance
nonprofit and community resources, visit www.fieldstonealliance.
org or call 1-800-274-6024

The Fieldstone
Alliance Framework
Governance and Leadership: In an effective organization, board members are
engaged and representative, with defined governance practices. The board effectively
oversees the policies, programs, and operations, including review of achievement of
strategic goals, financial status, and executive director performance. The organiza-
tion is accomplished at recruiting, developing, and retaining capable staff and tech-
nical resources. The organization's leadership is alert to changing community needs
and realities.
Mission, Vision and Strategy: These are the driving forces that give the organization
its purpose and direction. The effective organization has a clear mission, identity,
and values. It is actively involved in regular, results-oriented, strategic, and self-
reflective thinking and planning that aligns its strategies with its mission, values, and
organizational capacity. It involves stakeholders in a way that ensures its mission
and programs are valuable to the constituency it serves.
Program Delivery and Impact: These are the nonprofit's primary reasons for exis-
tence, just as profit is a primary aim for most businesses. The effective organization
operates programs and conducts activities that demonstrate tangible outcomes and
impact appropriate to the resources invested. Programs are high quality and well
regarded. The organization uses program evaluation results to inform its strategic
goals. The organization understands community needs and has formal mechanisms
for assessing internal and external factors that affect the achievement of goals.
Strategic Relationships: The effective organization is a respected and active par-

ticipant and leader in the community, and maintains strong connections with its
constituents. It participates in strategic alliances and partnerships that significantly
advance the organization's goals and expand its influence. It communicates well
with external audiences.
Resource Development: The effective organization successfully secures support

from a variety of sources to ensure its revenues are diversified, stable, and sufficient
for the mission and goals. The resource development plan is aligned with the mission,
long-term goals, and strategic direction. The organization has high visibility with key
stakeholders and links clear, strategic messages to its resource development efforts.
Internal Operations and Management: The organization has efficient and effec-
tive operations and strong management support systems. Financial operations are
responsibly managed and reflect sound accounting principles. The organization
utilizes information effectively for organizational and project management purposes.
Internal communications are effective, and the organization's culture promotes high-
quality work and respectful work relationships. Asset, risk, and technology manage-
ment is strong and appropriate to the organization's purpose.

Attributes of Successful VISTAs,

According to Supervisors
n Flexible
n Take initiative – “self starters”
n Match the project plan to their long-term personal goals – want some-
thing out of the experience for themselves
n Enthusiastic
n Motivated
n Strong networkers within the organization and the community
n Self-confident
n Good communicators
n Work well with people from a variety of backgrounds
n Understand the importance of the incremental steps on the project plan

while aware of the vision of the elimination of poverty
n Effectively advocate for themselves and the community

Reflection Questions
Write about these questions in your VISTA Notebook too.
n What are three competencies or qualities you have that will make you suc-
cessful this year?
n What are three things you will need to work on to be more successful this
year?
n What are your personal and professional goals for the next 12 months?
n How can your VISTA service help you achieve these goals?
n What do you need to share with your supervisor to ensure your service is sup-
porting your goals?
n What do you need to share with your supervisor about the skills, training and
support you will need to achieve the project plan and your goals?

Capacity Building Sessions

On the final day of the PSO, you have the opportunity to choose one of three ses-
sions to attend. As you read through the descriptions below, think about the goals
and activities listed in your VISTA Assignment Description (VAD) or your Project
Plan. Which of these sessions will help you to build the skills necessary to fulfill
your service activities?
Volunteer Generation and Development
How do you create a successful volunteer program? In this session, you will iden-
tify the steps to developing a sustainable volunteer program and engage in a small
group experiential activity to learn more about each step.
You might want to choose this session if during your VISTA service you have to:
recruit, train and support volunteers.
Resource Mobilization
How do organizations raise the money needed to fund their valuable programs?
What are the core elements of a resource mobilization plan? In this session, you
will learn the basics of resource mobilization, what you need to know to make a
development plan and practice asking for in-kind donations.
organize an event, seek in-kind donations, develop a fundraising plan or build part-
nerships in the community.
Partnerships and Building Relationships
What does it take to build sustainable partnerships? How do you find common
ground in the community? This is a hands-on session in which you will experience
the opportunities and challenges of the partnership building process.
build partnerships or networks, identify stakeholders in the community or apply for
funds with other local organizations.

PSO Materials Organizational Culture and Community Entry
Organizational Culture
and Community Entry — Outcomes
n Clarify aspects of your own culture
Articulate the dimensions and communication styles of workplace and commu-

n
nity cultures
n Strategize effective organizational entry, applying specific tools and concepts

and reflect on how to apply this to community entry

A Common VISTA
Cycle of Service

Workplace Values and Norms

Power Distance
Low Power Distance High Power Distance
n It’s okay to disagree with or ques- n The worker does not question or
tion the boss. disagree with the boss.
n There is more interaction between n There is less interaction between
the boss and workers. the boss and workers.
n The boss is more democratic. n Power is centralized and generally
n Taking initiative is okay. not shared.
n The boss sees himself/herself as n The boss does not reward initia-
one of the group. tive.
n Power is decentralized. n The boss is more autocratic .
Uncertainty Avoidance
Low Uncertainty Avoidance High Uncertainty Avoidance
n There is less emphasis on confor- n It’s never good to bypass the chain
mity. of command.
n It’s okay to bypass the chain of n Conflict must be avoided.
command if necessary. n Taking risks is not attractive. Inter-
n Conflict can’t always be avoided. actions are more formal.
n Taking risks is acceptable. Interac- n Differences are uncomfortable.
tions are more informal.
n Differences are interesting.
n There is more emphasis on con-
forming.
Source of Status
Achieved Status Ascribed Status
n You earn status through achieve- n Your status comes with your fam-
ment, by what you’ve accomplished ily name, wealth, and/or the groups
in life. you are affiliated with.
n You get ahead based on your merit. n Achievements are important, but
n Status must be earned; it isn’t auto- you can have status without them.
matic, and it can be lost.

Workplace Values and Norms (cont.)

Concept of Work
Work as Part of Identity Work as Functional Necessity
n Work has value in and of itself. n Work is the means to pay bills and
n Your job is an important part of meet financial obligations.
your identity. n Work may be satisfying, but
n You live to work. doesn’t have to be.
n Getting things done is inherently n Life is too short to revolve around
satisfying. one’s work.
n Work is what you do, not who you
are.
Personal & Professional

Personal/Professional Separated Personal/Professional Intertwined
n Personal matters should not be n It is impossible to separate per-

brought to work. Personal/family sonal matters from work.
obligations should be scheduled n You may have to interrupt work to
around work. take care of personal business.
n Personal and professional lives n Personal and professional lives in-
should be kept separate. evitably overlap. People understand
n People don’t understand if you if you have a family emergency.
have a family emergency.
Motivation
Professional Opportunity Comfortable Work Environment
n Professional opportunity and suc- n People want to have a pleasant

cess are important motivators. work setting and good relation-
n People want to learn, get ahead, ships with co-workers.
move up in their professions and n Job security is important, as well
have greater power, authority and as a workplace that takes care of
responsibility. its employees.
n Job security is not as important as n Having more time off for family is
making more money and advanc- very motivating.
ing in one’s career. n More power and responsibility are
not by themselves attractive, even
if they mean more money.

Workplace Values and Norms (cont.)

The Key to Productivity
Results Harmony
n Focusing on the task ensures suc- n Working well with other people is
cess. the key to harmony.
n People won’t always get along, but n Harmony in the workplace will en-
you have to move forward anyway. sure eventual success.
n Harmony is nice but results are n Results bought at the expense of
what count. harmony are too costly.
n Getting results is ultimately more n How you get results is just as im-
important than how you get them. portant as the results themselves.
The Ideal Worker

Technical Skills People Skills
n What matters most in a worker is n What matters most in a worker is

his/her technical qualifications: his/her ability to work well with oth-
education, work experience and ers and not rock the boat.
specific skills. n Experience and technical skills are
n “People” skills are important, but important, but they don’t contrib-
they don’t contribute as much to ute as much to the bottom line.
the bottom line. n Age and seniority are important for
n Competence is the key to ad- getting promoted.
vancement.
Monochronic Time vs. Polychronic Time
Monochronic Time Polychronic Time
n Sticking to the schedule is more n Flexibility is more important than

important than completing the sticking to the schedule.
transaction. n Distractions and digressions are in-
n A meeting should proceed without evitable, and therefore, an agenda
digression and people should stick is just a piece of paper.
to the agenda. n Deadlines should be viewed and
n Deadlines should be respected. followed as approximations.
n Having to wait for a scheduled ap- n Having to wait for a scheduled ap-
pointment is an insult. pointment is normal.

Communication Styles Case Study

Marcus is a VISTA member from Boston who is serving in a rural ranching com-
munity in the West, with a population of fewer than 1,000 people. Part of his as-
signment is to engage community members and local organizations to help create
a family literacy program at an elementary school. Although he is new to the com-
munity and the organization where he is serving, he is confident he will be able to
successfully complete the activities in his Member Assignment because he has a
Master’s degree and five years of work experience. Early in his service year, a mem-
ber of his organization named Sharon is assigned to be his mentor. He is told that
he can ask her for any advice or guidance. However, when it comes time to plan a
series of evening “design meetings” to gather support and input from the commu-
nity, he rushes headlong into organizing the meetings, without consulting Sharon.
He sets an agenda and sends it with invitations to ten community members who
he thinks would be instrumental in starting the program. To gain commitment he
follows up the e-mail with phone calls. Marcus reaches eight of the 10 invitees by
phone, all of whom say, “Sure, I can come to the meeting.” Encouraged, Marcus
decides to live by the mantra, “If you offer food, they will come.” He buys chips,
sodas, and cookies for the event.
On the night of the meeting, only three people show up. Marcus waits 15 minutes
before beginning. “I thought we were going to have more representation here,” he
apologizes while scanning the room. “I expected at least seven. I’m not sure what
happened to the others. Does anyone else know?” Marcus looks to the two men
and one woman seated. The woman shrugs. One of the men shifts in his seat, but
no one says a word. Marcus decides he needs to move on with the meeting. He
tapes up his charts and begins walking through his agenda. The three attendees
offer very few comments, even when he asks each in turn for their opinions. “Looks
like you’ve got a pretty good plan,” is all one man says the entire evening. However,
all three remain the full hour and a half, shake his hand, and thank him politely on
their way out. As Marcus cleans up, he attributes the low participation to the poor
turnout.
Before the second meeting, Marcus e-mails the meeting notes to the 10 original in-
vites. In his e-mail he says, “I hope you can make this very important second meet-
ing. We really need your input and involvement. Help ensure that our family literacy
programs reflect the needs of this community.” Again, he follows up with phone
calls and gets eight confirmations of attendance; however, the only person to show
up for the second meeting is Sharon, his mentor. After waiting 30 minutes, Marcus
balls up his charts and tosses them in the trash. As they walk out together, Sharon
suggests they have a debrief meeting the next day over lunch. During his bike ride
home, Marcus begins to wonder if he is cut out for VISTA.
n How would you assess what happend in the scenario? Discuss at your table.

Styles of Communication
Degree of Directness
Direct Indirect
n People say what they mean and n People are indirect.
mean what they say. n They imply/ suggest what they
n You don’t need to read between mean.
the lines. n Understatement is valued.
n It’s important to be direct and tell it n You need to read between the lines.
like it is. n Telling the truth, if it hurts, should
n Honesty is the best policy. be tempered.
n The truth is more important than
sparing someone’s feelings.
1. In regard to “Degree of Directness,” I tend to be more ____________________.
2. How does this communication style relate to the case study?
______________________________________________________________________________
3. What could Marcus have done to communicate more effectively?
______________________________________________________________________________
The Role of Context

Low Context High Context
n Low context, heterogeneous and n High context, homogenous and

individualistic cultures: little is al- collectivist cultures: much is al-
ready known. ready known.
n The message must be explicit and n The spoken word is not the primary
spelled out. means of communicating.
n Words are the primary means of n Much is implied but little needs to
communication. be said.
n Nonverbal cues are not the key to n Nonverbal cues and the context
understanding. are key.
n What is not said may be the message.
1. In regard to “Low or High Context,” I tend to prefer communicating in ______________context

cultures.
______________________________________________________________________________
______________________________________________________________________________
Adapted from Culture Matters
Styles of Communication
The Importance of Face
Face is Less Important Face Is Key
n Face has moderate importance. n Face is paramount.
n The facts and expediency are more n Saving face/not losing face takes
important than being careful about precedence over the “truth”.
what you say. n Maintaining harmony is the over-
n Getting/giving information is the riding goal of the communication
overriding goal of the communica- exchange.
tion exchange. n Confrontation is avoided.
n Criticism is straightforward. n Saying no is difficult.
n It’s okay to say no, to confront n Criticism is handled very delicately.
people. n What one says and what one feels
often are not the same.
1. In regard to “The Importance of Face,” I think saving face is __________________.
______________________________________________________________________________
______________________________________________________________________________
The Task or the Person

The Task The Person
n The task is separated from the per- n The task and the person can’t be
son. separated.
n Do business first and then have n Begin with small talk and then
small talk. move to business.
n Establishing rapport and a good n A personal relationship is a prereq-
personal relationship are not es- uisite to getting the job done.
sential to getting the job done. n The goal is building the relationship.
n The goal is accomplishing the task.
1. In regard to “The Task or the Person,” I think communication focus should be on the ________.
______________________________________________________________________________
______________________________________________________________________________
Adapted from Culture Matters

A Diagram of
Cultural Adjustment
Acceptance,
Adaptation, Integration
Acceptance,
Some Adaptation Further
Adjustment
Excitement, Initial
Enthusiasm
Adjustment
Initial
Enthusiasm
Further
Shock
Initial
Shock
Frustration,
Vulnerability

VISTA Site: Cultural

Observation Tool
Observe Nonverbal Communication
n How do people dress?
n How do they greet each other in the morning?
n What is the protocol for going in and out of someone’s office?
n Do people maintain eye contact when they talk?
n How far apart do people stand?
Observe Mono/Polychronic Behaviors (Behaviors Related to Time)
n Do people come to work on time? Who does and who doesn’t?
n What happens when someone who is talking to someone else gets a tele-
phone call?
n What does a third person do when approaching two others who are in
conversation?
n Do meetings start on time?
n How long do people with appointments have to wait?
Observe Power Distance Behaviors
n How do subordinates treat their superiors?
n How do superiors treat subordinates?
n Do you see evidence of bosses delegating authority or holding on to it?

VISTA Site: Cultural

Observation Tool (cont.)
n Do you see evidence of subordinates taking initiative or just waiting for
instruction?
n Whom do people eat lunch with? Do they eat only with their peers?
Communication Styles
n How is conflict handled?
n How is disagreement expressed?
n How is bad news or a negative concern communicated?
n How important does saving face seem to be?
n Are people generally direct or indirect in their conversation?
n Does this appear to be a high or low context workplace?
Other Workplace Norms
n When people interact, do they get to the task right away or talk more
generally?
n Do people work closely together or more independently?
n Are women treated differently from men? If so, in what way?
n What kind of behaviors in workers seem to be rewarded? What are people

praised for?
n What does the prevailing attitude seem to be about rules and procedures and
the need to follow them?

Strategies and Suggestions for Effective

Community Entry
Strategies and suggestions for identifying and using a cultural

guide/coach:
Strategies and suggestions for learning the organization’s and

community’s culture:

Strategies and Suggestions for Effective

Community Entry (cont.)
Strategies and suggestions for effective organizational

and community entry:

Community Entry “Do’s”

n Listen more than speaking. Move slower than fast to understand and be under-
stood and accepted.
n Seek out answers to questions in respectful ways.
n Seek out a trusted and knowledgeable ally to be your cultural mentor.
n Ask for help from reliable community resources to understand:
n Major groups, sectors, and networks
n Organizational and community structure
n Formal and informal leadership - who are viewed as “spokes people” and
the “elder voices” or keepers of wisdom and knowledge
n Important values, practices, rituals, people, places, resources, attitudes,
knowledge, and behaviors
n How respect is defined and practiced
n How is service and helping others understood and lived out, what are the
traditions of service
n What are the “non-negotiables”
n The history of the community – economic, diversity, social, political, major
conflicts and struggles, major successes, significant cross-cultural, cross-
group collaborations
n Current significant cross-cultural, cross-group collaborations
n What is the rhythm of a day, week, season, year in the organization or
community
n Commit to suspending one’s assumptions. It is important to resist making quick
judgments and overgeneralizations. Keep focus on the fact that one’s lense is
one’s lense.
n Understand that relationship building is key to almost everything related to one’s
service project. Share oneself in ways that earn and garner trust, respect, and
confidence.
n Address cultural differences in ways that are not diminishing to anyone or group.
n View one’s time in a community more as a privilege and special opportunity than
as a right.

PSO Materials Civil Rights and Responsibilities
Civil Rights and Responsibilities

— Outcomes
n Recognize the key characteristics of discrimination and harassment
n Know where to go if you experience or witness an act of discrimination

or harassment
n Know how to check one’s own assumptions, dialogue and attempt to resolve an
issue before moving to the next step.

Your Rights and Responsibilities

You are protected by VISTA and the Corporation for National and Community
Service from being subjected to discrimination or harassment. You also have
an obligation as a VISTA to make sure you do not subject anyone else to dis-
crimination or harassment. This extends to everyone you come in contact with,
including other VISTAs, clients, and volunteers and employees at your service
site.
What Is Discrimination?
Discrimination is treating people differently because of who they are, where they
come from, or the groups they belong to. Discrimination in a VISTA service set-
ting is illegal when it targets a person or group based on such non-merit fac-
tors as race, gender, or religion, also known as protected classes, which the
Corporation for National and Community Service defines as the following:
• Race, color, or national origin
• Sex/gender
• Disability (physical or mental)
• Age
• Religion
• Political affiliation
• Sexual orientation
Illegal discrimination:
• BOTH targets a person or group because of a difference AND singles
them out for different treatment
• May be a one-time occurrence or part of an ongoing pattern
• Can happen to anyone
What Is Harassment?
Harassment is verbal and/or non-verbal communication relating to an individu-
al’s gender, age, race, ethnicity, religion, or any other non-merit basis. Behavior
is harassment when it is severe and pervasive and interferes with a VISTA’s
performance, creating an intimidating, hostile or offensive service environment.
Harassment includes but is not limited to:
• Explicit or implicit demands for sexual favors
• Pressure for one’s company
• Unwelcome persistent letters, phone calls, emails or other media
• Distribution or display of offensive material
• Offensive looks, gestures, physical encroachment, or threatening behavior
Illegal harassment:
• Includes – but is not limited to – sexual harassment
• Can be spoken words or unspoken actions
• Is more than just annoying or uncomfortable behavior
• Generally happens over a period of time

Your Rights and Responsibilities (cont.)

• Creates a hostile, intimidating, or offensive service environment
• Prevents a VISTA from serving effectively
• Can happen to anyone
What Should I do if I Experience or Witness Discrimination

or Harassment?
If you feel safe and comfortable doing so, you can approach and talk to the
person you suspect of engaging in harassing or discriminating behavior directly
yourself. If that doesn’t work, or if you do not feel safe and comfortable doing
so, you can also talk to your VISTA supervisor.
If you can not go to your supervisor, or you do and the matter is not resolved to
your satisfaction, you can contact your state office (see list of state office con-
tacts below). Finally, you can contact the Corporation’s Office of Civil Rights and
Inclusiveness or OCRI (see contact information below). If you and/or your VISTA
supervisor or state office contact chooses to contact OCRI, note that claims
must be made within 45 days of the incident.
Useful Questions/Suggestions if you think you have experienced

or witnessed Discrimination or Harassment?
• Have I (Can I) talk to the person involved?
• What assumptions might I be making? How can I check out these
assumptions?
• Assume positive intent. Communicate to clarify.
• Use statements such as, “It appears to me that…”
• Speak with a supervisor (if you can).
• Ask yourself: Is there something I can learn from this?
Where Can I go for More Information?

The Corporation for National and Community Service takes discrimination and
harassment very seriously and makes the following resources available to you:
• Corporation State Office Contacts – A list of state offices can be found
in this Participant Manual and online at the VISTA Campus at www.vis-
tacampus.org.

Your Rights and Responsibilities (cont.)

• Contact Information for OCRI – Contact OCRI via mail, phone,
fax or email at:
1201 New York Avenue, NW
Suite 10800
Washington, DC 20525
(202) 606-7503 (hotline)
(202) 606-3472 (TDD)
(202) 606-3465 (fax)
eo@cns.gov (email)
• Complete List of the Corporation’s Official Policies on Discrimination

and Harassment – These can be found in the following pages of this
Participant Manual, as well as at the following online locations:
o The online VISTA Member Handbook at www.americorps.gov/help/
vistahandbook/
o In the “Library” section of the “Becoming a VISTA” section of the
“Essentials” page on the VISTA Campus (www.vistacampus.org)

Civil Rights Statements Worksheet

At your table, read one of the following situations and discuss:
• What would you do if you were in this situation or knew someone who was?
• What steps would you take to resolve the issue?
• How would you dialogue with those involved?
1. Upon “discovering” a VISTA’s age, a supervisor changes the VAD of a well-qual-

ified, 45-year-old VISTA so that he’ll be working with the senior-citizen-focused
programs instead of the youth-focused ones.
2. Ever since your team went out for drinks to celebrate your winning grant propos-
al, a coworker you are not remotely interested in keeps asking you out on dates.
3. A caseworker on your team often makes snarky comments about the clients
your agency serves and refers to them using derogatory terms or stereotypes
about their ethnicity or religion.
4. You notice that members of different racial groups seem to get disciplined differ-
ently for the same offenses, with some receiving written reprimands while others
are just given verbal warnings.
5. A religious coworker has made it his special project to “save” you, inviting you to
come with him to his congregation’s services, leaving religious pamphlets in your
cubicle, and peppering you with questions about your own faith.
6. Not long after you brought your same-sex partner to the office holiday party, you
find yourself abruptly moved to a different project group and re-assigned the
VAD of a departing VISTA whose work always struck you as less interesting.
The following questions could help you with your discussion:

• Can you talk to the person involved?
• What assumptions might you be making? How can you check those
assumptions?
• Ask yourself: Is there something I can learn from this?
Principles for initiating a discussion about civil rights:

• Assume positive intent. Communicate to clarify.
• Use statements such as, “It appears to me that…”
• Speak with your supervisor (if you can)

Policies on Civil Rights,

Equal Opportunity, and Harassment
Corporation for National and Directors of all programs and projects are requested to provide
Community Service a copy of this policy to all volunteers or service participants.
Civil Rights Statement Regarding
Volunteers, Service Participants, and Corporation for National and Community Service
Other Beneficiaries Equal Opportunity and Workforce
Diversity Policy for Employees and
We continue to maintain the policy stated in our June 6, 1994, Applicants for Employment
Civil Rights Statement:
It is our policy to provide equal employment opportunity for all
Recognizing that the fabric of our society is strengthened applicants for employment and employees of the Corporation.
by the diversity of its citizens, the policy of the Corporation We do not discriminate in any aspect of employment because
for National and Community Service is to ensure a mutual of race, color, sex, national origin, religion, age, mental or physi-
respect for all differences among us. Participation in the cal disability (including AIDS), sexual orientation, or any other
Corporation and its programs and projects will be based improper criterion. We strive to provide a work environment
on merit and equal opportunity for all, without regard to free of sexual, racial, national origin, religious, or other unlaw-
factors such as race, color, national origin, sex, sexual ori- ful harassment.
entation, religion, age, disability, political affiliation, marital
or parental status, military service, or religious, community, Equal opportunity for all employees is an integral part of accom-
or social affiliations. plishing the mission of the Corporation. As chief executive offi-
cer of the Corporation, I am strongly committed to fostering a
By adhering to this policy, the Corporation will be able to fos- workplace that is free of discrimination in any form. I believe
ter civic responsibility, strengthen the ties that bind us together that we should be committed to practicing inclusiveness, fair-
as a people, and provide educational opportunity for those ness, and participation of all employees in every facet of the
who make a substantial commitment to service. Corporation.
This policy applies to programs and projects we conduct, as Beyond the basic policies of equal employment and non-dis-
well as those receiving federal financial assistance from us. crimination described above, we aspire to
For civil rights purposes, all programs and projects funded or provide an environment that is hospitable for all employees. We
receiving volunteers or service participants under the National value diversity among our employees, and I am committed to
and Community Service Act, as amended, or the Domestic promoting a climate of mutual respect and appreciation for
Volunteer Service Act, as amended, are programs or activi- the strengths that a diverse workforce brings to bear on our
ties receiving federal financial assistance. Any grantee found important work.
to have unlawfully discriminated against a volunteer, service
participant, client, employee, or beneficiary of such a program In addition to making certain that our employees are treated
or project will be subject to a finding of noncompliance and with respect and according to the principles of equal opportu-
administrative procedures which may result in termination of nity in the workplace, we must make every effort to ensure that
federal financial assistance from the Corporation and all other our employees, as they carry out their duties, do not discrimi-
federal agencies. nate on unlawful grounds against persons or organizations,
volunteers or service participants, including subjecting them to
Any volunteer, service participant, client, employee, or benefi- any form of unlawful harassment.
ciary of a program or project who believes he or she has been
subjected to discrimination in violation of nondiscrimination I expect every Corporation manager, supervisor, and employee
provisions of applicable laws, regulations, or this policy may to actively carry out our equal opportunity policy. Implicit in
raise his or her concerns with the Corporation’s Office of Civil each employee’s “successful” performance level is his or her
Rights and Inclusiveness. However, discrimination claims full and complete implementation of this policy. I call upon all
not brought to the attention of our Office of Civil Rights and managers and supervisors to ensure that all decisions affect-
Inclusiveness within 45 days of their occurrence may not be ing our workforce, service environments, grantees, and pro-
accepted in a formal complaint of discrimination. Our Office of grams are consistent with the principles of equal opportunity
Civil Rights and Inclusiveness may be reached at (202) 606- and this policy. Any person who violates this equal opportunity
7503 (voice), (202) 606-3472 (TDD), eo@cns.gov, or through policy will be subject to appropriate disciplinary action, up to
www.nationalservice.org. and including termination.
The Corporation’s Office of Civil Rights and Inclusiveness Any Corporation employee or applicant for employment who
attempts to resolve concerns about discrimination promptly believes he or she has been discriminated against in violation of
and, when possible, uses an informal conciliation process to equal opportunity laws, regulations, or this policy, or in retalia-
do so. We encourage, but do not require, volunteers, service tion for having participated in an activity protected under these
participants, and other beneficiaries to first bring concerns nondiscrimination provisions may raise his or her concerns with
about discrimination to the director or appropriate personnel our Office of Civil Rights and Inclusiveness. However, discrimi-
of the program or project. We likewise encourage directors of nation claims not brought to the attention of our Office of Civil
programs and projects to facilitate prompt resolution of these Rights and Inclusiveness within 45 days of their occurrence
concerns. may not be accepted in a formal complaint of discrimination.
Our Office of Civil Rights and Inclusiveness may be reached at

Policies on Civil Rights,

Equal Opportunity, and Harassment (cont.)
(202) 606-7503 (voice), (202) 606-3472 (TDD), or eo@cns.gov, Persons who believe they have been subjected to harassment
or through our Web site at www.nationalservice.org. in violation of non-harassment provisions of applicable laws,
regulations, or this policy may raise their concerns with our
Corporation for National and Community Service Policy Office of Civil Rights and Inclusiveness. However, claims of
Against Sexual, Racial, National Origin, or Religious unlawful harassment not brought to the attention of our Office
Harassment of Civil Rights and Inclusiveness within 45 days of their occur-
rence may not be accepted in a formal complaint of discrimi-
Our policy is to provide work and service environments free nation. Our Office of Civil Rights and Inclusiveness may be
from sexual, racial, national origin, or religious harassment. reached at (202) 606-7503 (voice), (202) 606-3472 (TDD), eo@
Whether in Corporation or grantee offices, in other work- or cns.gov, or through our Web site at www.nationalservice.org.
service-related settings such as service sites, training ses-
sions, or site visits, or at work- or service-related social events, We encourage, but do not require, volunteers, service partici-
such harassment is unacceptable. pants, and other beneficiaries to first bring concerns about
harassment to the director or appropriate supervisory personnel
Sexual harassment involves unwelcome sexual advances, of the program or project. We likewise encourage programs
requests for sexual favors, or any verbal, physical or graphic con- and projects to facilitate prompt resolution of these concerns.
duct of a sexual nature when:
Directors of all programs and projects are requested to provide
1. submission is explicitly or implicitly a term or condition of a copy of this policy to all volunteers or service participants.
employment or service;
David Eisner, CEO
2. submission or rejection is a basis for work or service deci- Corporation for National and
sions; or Community Service
3. such conduct has the purpose or the effect of interfering

with work or service performance or creating an intimidat-
ing, hostile, or offensive work or service environment.
Slurs and other verbal or physical conduct relating to an indi-

vidual’s race, national origin, or religion also constitute harass-
ment when that conduct’s purpose or effect is to interfere with
work or service performance or create an intimidating, hostile,
or offensive work or service environment.
We expect Corporation and grantee supervisory and man-

agement personnel to immediately take appropriate action
to prevent or stop any harassment of employees, service
participants, or clients of which they become aware, whether
the harassing conduct is by employees, service participants,
or outside individuals such as service site or contractor per-
sonnel. Also, we will not retaliate or tolerate any attempt at
retaliation against a person who raises harassment concerns
in good faith. Any Corporation employee who violates our policy
against harassment, or asserts a false claim of harassment with
a malicious intent, will be subject to appropriate disciplinary
action, up to and including termination. Any grantee that per-
mits harassment in violation of this policy will be subject to a
finding of noncompliance and administrative procedures that
may result in termination of federal financial assistance from
the Corporation and all other federal agencies.


of VISTAs
Here are some definitions and guidelines that are sexual orientation
included in the VISTA Supervisor’s training materi- marital/parental status
als: military service
religious community
EO and Civil Rights social affiliations
VISTA members are:
• not federal employees (except for some limited Title VI of the Civil Rights Act of 1964
purposes) “No person in the United States shall, on the
• not employees of the program, project, or site ground of race, color, or national origin, be
(for any purpose) where they are placed excluded from participation in, be denied the ben-
efits of, or be subjected to discrimination under
Service Member Rights any program or activity receiving federal financial
• Absolute right not to be subjected to discrimi- assistance.”
nation or harassment by the Corporation or any
sponsor organization Discriminatory activities include:
• denial of services
VISTA Member Sponsor Obligations • differences in quality, quantity, or manner of
• Absolute obligation to make sure their actions services
do not subject anyone else to discrimination or • different standards for participation
harassment • discrimination in facility built with federal funds
• This obligation extends to: • discriminatory employment practices
- clients they serve • if employment practice causes discrimination
- co-workers, whether they are service mem- against beneficiaries
bers or employees
- other beneficiaries of the program, project, National and Community Service Act and
or site Domestic Volunteer Service Act
• VISTA members are “beneficiaries” of federally “An individual with responsibility for the opera-
assisted and/or federally conducted programs tion of a project/program that receives assistance
• Other beneficiaries include under this subchapter/Act shall not discriminate
- clients served by our service members against a participant in, or a member of the staff
- members of the public entitled to receive the of, such project…on the basis of race, color,
benefits of your programs, projects, or sites national origin, sex, age, or political affiliation of
such participant or member, or on the basis of
What Gives a “Beneficiary” Civil Rights? disability, if the participant or member is a quali-
• 5th Amendment, US Constitution fied individual with a disability…”
• Government-wide statutes: Title VI of Civil
Rights Act, Title IX of Education Amendments, “…[A]n individual with responsibility for the opera-
Section 504 of Rehabilitation Act, Age tion of a project…shall not discriminate on the
Discrimination Act basis of religion against a participant…or a mem-
• Corporation statutes and policies ber of the staff…who is paid with funds received
under this subchapter.”
Service members are protected against discrimi-
nation or harassment based on their: Policy Statement of the Corporation for
race National and Community Service
color Participation in the Corporation and its programs
religion and projects will be based on merit and equal
sex opportunity for all, without regard to factors such
national origin as race, color, national origin, sex, sexual orienta-
age tion, religion, age, disability, political affiliation,
disability marital or parental status, military service, or reli-
political affiliation gious, community, or social affiliations.


of VISTAs (cont.)
Enforcement of EO Compliance, The Concepts
Damages, and Process
Discrimination vs. Prejudice
Damages for Discrimination • Prejudice is based on stereotypes
• If discrimination is found, the recipient (and/or • Discrimination is the acting out of prejudice
sub-recipient) pays damages
- may be prorated with Corporation if Illegal Discrimination
Corporation is partly responsible • Different treatment, coupled with a difference in
• A sponsor organization manager or supervisor race or sex or national origin, is not illegal dis-
may have to pay personally, if liable crimination
• Illegal discrimination must be a treatment that is
Enforcement of Compliance different because of a difference in race or sex
• Terminating federal funding/VISTA assistance or national origin
• Refusing to grant federal funding/VISTA assis-
tance One key thing to remember: There are two sides
• Refusing to continue financial assistance/VISTA to every story – always!
assistance
• Any other means authorized by law Methods To Determine Discrimination
• Direct evidence of discrimination
Enforcement Steps • Circumstantial evidence based on “before/after”
• Advise grantee or sponsor organization of fail- behavior
ure to comply • Circumstantial evidence based on rebuttable
• Determine voluntary compliance cannot be presumptions
achieved - The only comparisons that count are those
• Finding of noncompliance, after grantee has between “similarly situated” persons, i.e.,
opportunity for hearing persons you would expect to be treated the
• File written report with Congress and wait until same
30 days after filing this report - Don’t mix performance and conduct issues
when determining “similarly situated”
VISTA Discrimination Complaint Process • Circumstantial evidence based on violating poli-
1. EO counseling cies and procedures
2. Formal complaint investigation and • Discrimination is applying rules and standards
adjudication differently
3. Remedial action, if necessary • Circumstantial evidence based on credibility
• No witnesses does not mean nothing happened
Federal Court Suit May Be Authorized • Look at other evidence to determine the more
• The statutes give the sponsor organization or credible person
complainant the right to file suit in federal district
court. Some Absolutes
• If fund/VISTA assistance termination occurred, • English-only rules not allowed
any aggrieved person may request judicial • Denying time off for religious observances
review. seldom allowed
• Filing a discrimination complaint does not pre-
Resolution clude taking disciplinary action
• Settling allegations does not mean a supervisor
did something wrong
• Settlements are usually negotiated between a
program, project, and/or site and a complainant
• Negotiation means each side gives up a little so
both can live with the resolution


of VISTAs (cont.)
Disabilities and Reasonable - However, a person currently using illegal drugs
Accommodation by definition is not a person with a disability
and does not have any civil-rights protection
Section 504 of the Rehabilitation Act of 1973 • Infectious diseases
“No otherwise qualified disabled individual in the - Persons with diseases such as TB, HIV, or
United States…shall, solely by reason of his [or AIDS may be qualified individuals with dis-
her] disability, be excluded from participation in, be abilities
denied the benefits of, or be subjected to discrim- - Disease may not pose a direct threat to the
ination under any program or activity receiving safety of self or others
federal financial assistance.”
Ways To Establish Disability Discrimination
Americans with Disabilities Act ADA Title III: • Direct evidence of discrimination (comments,
Public Accommodations and Commercial slurs, stereotypes, presumptions)
Facilities emphasizes: • Circumstantial evidence (same analysis as race-
• For barrier removal, “readily achievable” stan- or sex-based claims) – disparate treatment or
dard, i.e., easily accomplishable and able to be disparate impact analyses
carried out without much difficulty or expense • Failure to provide reasonable accommodation,
• New construction for architectural accessibility including site and/or program accessibility
if after January 26, 1992
• “Elevator exemption” if building less than three
stories or less than 3,000 sq. ft. per story Reasonable Accommodations
• Religious organizations/entities controlled by • Making facilities accessible
religious organizations are exempt • Job restructuring
• Enforced by DOJ or private lawsuits and civil • Part-time or modified work schedules
monetary penalties for noncompliance may be • Acquisition or modification of equipment or
assessed devices
• Providing readers, interpreters, or auxiliary aids
Defining Disability (Physical and Mental)
A disabled person is one who: Architectural Accessibility
• Has a physical or mental impairment that sub- If building is built before May 30, 1979:
stantially limits one or more major life activities • “When viewed in its entirety” standard applies
• Has a record of such an impairment • Programmatic accessibility may substitute for
• Is regarded as having such an impairment architectural accessibility
If buildings are built after May 30, 1979:
Terminology • “When viewed in its entirety” standard does not
• Disability substantially limits a “major life activ- apply
ity”: • Programmatic accessibility may not substitute
walking seeing for architectural accessibility
talking hearing • Must comply with UFAS or ADAAG
breathing working
• Qualified individual with a disability: Undue Financial or Administrative Burden
- Individual with a disability who can, with or • Unduly costly, extensive, substantial or disrup-
without reasonable accommodation, per- tive – results in significant difficulty or expense
form the essential functions of the position – high standard
• Factors to be considered include:
Specific Situations - overall size of the program in numbers of
• Substance abuse service members, facilities, and budget
- Is a disease and may legally be considered a - type of operation, including composition and
disability structure of service-member force


of VISTAs (cont.)
- nature and cost of removal or accommoda- Associated Behaviors
tion • Verbal - jokes with sexual connotations, sexual
degrading language, barking
Questions and Technical Assistance About
Disabilities • Nonverbal - leering, sexually oriented pictures,
• Corporation’s Office of Civil Rights and cartoons, letters, licking lips
Inclusiveness at (202) 606-7503 (voice); (202) • Physical - touching, kissing, grabbing
606-3472 (TDD); or eo@cns.gov
• Paula Sotnik, project director, the Institute • Criminal - sexual assault/battery, rape
for Community Inclusion (ICI), which has a
cooperative agreement with the Corporation “Hostile Environment”
for National and Community Service to assist • Requirement #1:
Corporation state offices and sponsor organiza- - Conduct must be unwelcome
tions with issues of inclusion, disabilities, and - Person must be put on notice of unwel-
reasonable accommodation. comeness
- Person must continue conduct despite
Contact information: (617) 287-4343 (direct notice
line), (888) 491-0326 (toll free voice and TTY), • Requirement #2:
paula.sotnik@umb.edu, - Conduct must interfere with job performance
www.serviceandinclusion.org - Conduct must be sufficiently severe
• Access AmeriCorps at (202) 776-0404 (voice); - Conduct must be sufficiently pervasive
(202) 776-0414 (FAX); or accessamericorps@
ucpa.org
• Job Accommodation Network (1-800-JAN-
7234; 1-800-526-7234); http://janweb.icdi.wvu.
edu
• Access Board at www.access-board.gov
• President’s Committee on Employment of
People with Disabilities at www.dol.gov/odep
• State vocational rehabilitation agencies at www.
ssa.gov
• Centers for Independent Living at www.ilru.org
or (713) 520-0232
Sexual Harassment
Definition: Unwelcome sexual advances, requests
for sexual favors, and other verbal or physical
conduct of a sexual nature.
Types of Sexual Harassment

• Tangible Action: Submission is a term or condi-
tion of an individual’s service
• Hostile Environment: Conduct has the purpose
or intent of interfering with work performance
or creating an intimidating, hostile, or offensive
service environment
• Third Party: Requests for conduct of a sexual
nature from someone else that adversely affects
your status, requirements, or environment

VISTA Fraternization Policy

Relationships between VISTA members and the Nonprofessional relationships between members
staff members (including volunteer and con- and the aforementioned staff includes, but is not
tracted personnel) of the Corporation, sponsoring limited to,
organization, and project site that are exploitive or
that have the appearance of partiality, preferential • intimate/sexual relationships
treatment, or the improper use of position for per-
sonal gain, are prejudicial to the morale of VISTA • borrowing or lending money, automobiles, or
members and will not be tolerated. other personal property
Relationships between members and the • engaging in financial or business dealings, or

aforementioned staff members are forbidden if the acting as an agent or sponsor with any com-
relationship compromises or appears to compro- mercial services
mise supervisory authority or could result in pref-
erential treatment. Relationships are prohibited if • allowing services to be performed (compensat-
they appear to involve the improper use of rank or ed or uncompensated) that have no reasonable
position for personal gain. connection with VISTA activities
All VISTA members must avoid nonprofessional • gambling for goods, services, or money
relationships with other members or staff mem-
bers that create real or perceived conflicts of inter- • any activity and/or relationship that, in the judg-
est, discord, or distractions that interfere with other ment of the Corporation state program director,
members’ productivity, or potentially could result in may reasonably be perceived to undermine dis-
charges of sexual harassment. These problems cipline, good order, and/or morale
are serious in situations in which one person has
authority over another. • socializing that might lead to the perception of
a relationship or overtures to activities listed
Inappropriate relations include, but are not limited above
to,
Corporation for National and
• a Corporation state office staff member and a Community Service
VISTA supervisor within that state; Office of Civil Rights and Inclusiveness
1201 New York Avenue
• a Corporation state office staff member and a Washington, DC 20525
VISTA member or leader; Voice: 202-606-7503
TDD: 202-606-3472
• a VISTA supervisor and a VISTA member at the FAX: 202-606-3465
same project; and E-Mail: eo@cns.gov
• a VISTA leader and a VISTA member under his/ EQUAL OPPORTUNITY IS EVERYONE’S
her coordination. RESPONSIBILITY
Such relationships are strictly forbidden and will

not be tolerated. Violators may be subject to disci-
plinary action, up to and including removal.

PSO Materials Volunteer Generation and Development
Volunteer Generation and

Development — Outcomes
n Identify reasons why volunteers are key to organizations’ sustainability
n Sequence steps in sustainable volunteer program development
n Gain experience with the strategies VISTAs use in key phases of volunteer
program development

Overview of the Sustainable

Volunteerism Activities
Plan
This group’s assignment was to discuss current volunteer trends. They were to
report out on five or more trends and determine: 1) Which trends & issues will have
an impact on their organizations? 2) In what ways might these trends/issues have
an impact? 3) How can our sponsoring organizations creatively respond to this
trend? The handout they referred to is included in the binder.
Outreach
This group’s assignment was to create a targeted marketing flyer either for a non-
profit of their choice or for a mentoring program.
Recruit
This group’s assignment was to develop volunteer task descriptions for volunteers
at a community center that is developing a health care program for the home-
less. They could choose to draft descriptions for one of three different positions: 1)
Conduct the street outreach using techniques that effectively communicate avail-
able services to potential beneficiaries; 2) Conduct fundraising activities for the
health care program; 3) Secure expert trainers to provide training to volunteers on
effective ways to interact with homeless populations. For the assignment descrip-
tions they had to spell out: qualifications, activities, benefits, time commitments,
and other experiences.
Train and Support

This group’s assignment was to plan a volunteer orientation session. The presenta-
tion needed to include an overview of the plan, the content of the orientation, and
how it will be delivered. The group needed to explain the choices they made.
Sustain
This group had three choices: 1) They could create a symbol or picture of the com-
ponents of capacity building in a volunteer program 2) Create a 3-D structure of
what capacity building looks like in a sustainable volunteer program 3) Create a
table of contents of the artifacts that would be included in a sustainability binder
created by a third year VISTA. They could choose to do one activity together or
split into more than one group.

Trends Impacting
Volunteer Programs
Time scarcity
Time scarcity is the number one barrier to effectively recruiting and retaining volunteers.
People are working longer hours at paid jobs or working two jobs to make ends meet,
overscheduling activities for their children and themselves, caring for older parents or rais-
ing grandchildren, or spending hours on e-mail and Web sites. As a result, more and more
individuals are seeking volunteer opportunities that are project-oriented and short-term in
duration. These volunteers are often identified as short-term or episodic volunteers.
Today, the average volunteer will give 52 hours a year. In a 2005 report, the Bureau of
Labor and Statistics says that 10% of Americans do most of the volunteer work and those
who give more than 100 hours a year account for over 80% of the volunteer hours!
Many organizations have volunteer opportunities and marketing materials that are still
geared only for the long-term volunteer. Organizations need to develop marketing materi-
als and expand opportunities for episodic volunteers that offer:
n Flexible hours and schedules.

n Well-defined jobs with task descriptions that are broken into several smaller ones so
that the work can be shared.
n Opportunities for individuals to volunteer with their children as a family activity, rather
than having to make the choice of spending even less time parenting.
n Streamlined requirements that reduce the volunteer’s time spent in orientation and
training by utilizing technology including e-mail discussion lists, chat rooms, video
conferencing, conference calls, and more.
n Assurances that their time will not be wasted by extraneous requirements and meet-
ings.
n A chance to learn something new while volunteering.
n An opportunity to have fun. Time-deprived folks need a recreational outlet. It is pos-
sible to do hard work and still have fun!
Changing expectations
VISTAs and agency staff need to be prepared to supervise and support volunteers of all
ages—possibly six or more generations. Each generation of volunteers has its own unique
patterns of living, thinking and interpreting information, which can be a real challenge for
any manager!

Trends Impacting
Volunteer Programs (cont.)
Here is some information that may assist you in managing such a diverse workforce.
Traditionalists or Silent Generation - 1928-1945
Traditionalists (also known as the Silent Generation) are in their 60s, 70s and 80s. About
95% are retired from the workforce. Many organizations depend heavily on this generation
to fill their volunteer positions.
• Hardworking: Often raised on farms and in rural America, Traditionalists brought

a strong work ethic into industrialized society. They grew up during the Great
Depression and World War II and consider work a privilege. This generation
believes you earn your own way through hard work and they are willing to put in
long hours to get ahead.
• Loyal: Traditionalists are civic-minded and loyal to their country and employer.
Unlike younger generations, many worked for the same employer their entire life
and were less likely to change jobs to advance their careers.
• Submissive: Traditionalists were taught to respect authority. They are good team
players, adverse to risk and avoid conflict in the workplace.
• Tech-Challenged: They are slow to change their work habits. As a whole, they are
less technologically adept than younger generations. Traditionalists may struggle to
learn new technology and work processes.
• Traditional: They value traditional morals, safety and security as well as conformity,
commitment and consistency. They prefer traditional lecture formats to online, web-
based education. They favor conventional business models and a top-down chain
of command.
Baby Boomers - 1946-1964
Boomers are in their mid-40s to early 60’s. By 2030, nearly a quarter of the population will
be over 60. This generation has been deeply impacted by the current recession. When
Boomers retire, many often work at least part-time, either by choice or by necessity. Don’t
call them seniors --they are “experienced,” “50+!”
• Work-Centric: Boomers are extremely hardworking and motivated by position,

perks and prestige. Since they sacrificed a great deal to get where they are in their
career, this workaholic generation believes that younger generations should pay
their dues and conform to a culture of overwork. Boomers may criticize younger
generations for a lack of work ethic and commitment to the workplace.

Trends Impacting
• Independent: Boomers are confident, independent and self-reliant. They grew up
in an era of social reform and turmoil and believe they can change the world. They
questioned authority, challenged the status quo, are not afraid of confrontation and
will not hesitate to challenge established practices.
• Goal-Oriented: They are achievement-oriented, dedicated and career-focused.

Boomers welcome exciting, challenging projects, life-long learning and strive to
make a difference.
• Competitive: Since Boomers equate work and position with self-worth, they are
quite competitive in the workplace. They are clever, resourceful and strive to win.
Boomers believe in hierarchal structure and may have a hard time adjusting to
workplace flexibility trends. They believe in “face time” at the office and may fault
younger generations for working remotely.
Generation X - 1965-1980
This generation is significantly smaller than previous and succeeding generations. Gen
Xer’s are largely in their 30’s and early 40’s. On the whole, they are more ethnically diverse
and better educated than the Boomers. Over 60% attended college.
• Individualistic: Gen X came of age in an era of two-income families, rising divorce

rates and a faltering economy. Women were joining the workforce in large numbers,
producing an age of “latch-key” kids. As a result, Generation X is independent,
resourceful and self-sufficient. They value freedom and responsibility. Many dislike
authority, structured work hours and being micro-managed.
• Technologically Adept: The Gen X mentality reflects a shift from a manufacturing

economy to a service economy. They are the first generation to grow up with com-
puters and technology.
• Flexible: Many Gen Xers lived through tough economic times in the 1980s and saw
their workaholic parents lose hard-earned positions. Thus, they are less committed
to one employer and more willing to change jobs to get ahead than previous gen-
erations. They adapt well to change and are tolerant of alternative lifestyles.
• Value Work/Life Balance: Unlike previous generations, members of Generation

X work to live rather than live to work. They appreciate fun in the workplace and
Generation X managers often incorporate humor and games into work activities.

Trends Impacting
Millennials, Generation Y, Echo Boomers - 1981-present
With numbers estimated as high as 70 million, The Millennials are the fastest growing seg-
ment of today’s workforce.
• Tech-Savvy: They grew up with technology and rely on it to perform their jobs
better. Armed with all kinds of computer and cell phone gadgets, Millennials are
plugged-in 24/7. This generation prefers to communicate through e-mail and text
messaging rather than face-to-face contact and prefers webinars and online tech-
nology to traditional lecture-based presentations.
• Family-Centric: The fast-track has lost much of its appeal for Millennials who are
willing to trade high pay for fewer hours, flexible schedules and a better work/life
balance.
• Achievement-Oriented: Millennials are confident, ambitious and achievement-

oriented. They have high expectations of their employers, seek out new challenges
and are not afraid to question authority. They want meaningful work and a solid
learning curve.
• Team-Oriented: As children, Millennials participated in team sports, play groups

and other group activities. They value teamwork and seek the input, guidance and
affirmation of others. Part of a no-person-left-behind generation, they are loyal,
committed and want to be included and involved. They may benefit from mentors
who can help guide and develop their careers.
Source: About.com
Recession trends:
Historically, recessions have prompted an increase in volunteerism, but only to the point
that the unemployment rate reaches a “threshold.” When unemployment reaches a thresh-
old of 9-10%, people move from saying, ‘This is the time to rise up and help my commu-
nity,’ to, ‘Times are really tough and I need to focus on making sure my family has what
it needs to get through this hard time.’
A 2009 report on American civic activity, found:
• 72% say they have cut back time for volunteering

• 66% say Americans were more concerned with looking out for themselves
• 55% said they gave food-money to needy people
• 43% gave food-money to a relative
• 11% allowed non-family member to stay in home or on property

Trends Impacting
Rate of volunteerism by age:
• 43% 15-44
• 35% 45-64
• 42% 65+
Volunteers by income
• 29% <50k more likely to give food, money, shelter

• 51% +50k
Source: Chronicle on Philanthropy, Caroline Preston, August 2009, reporting on a study,

America’s Civic Health Index, by the National Conference on Citizenship.
Work value trends:
• Because of the recession, there is a growing number of skilled unemployed. Some

may be in between jobs and want to keep their skills polished and enhance their
resume.
• The increased percentage of women in the workforce has decreased the time avail-
able from the largest segment of the volunteer population.
• The number of individuals working from home is increasing. This often allows more
flexibility in their volunteer hours.
• More volunteers have “high tech” skills learned at the workplace.
Educational trends:
• Volunteering rises with education and is less common in high poverty areas.
• Career experience is a major motivator of youth volunteers.
• Educational institutions are requiring more community service.
• The need for internships for work experience is growing.
• Training is a major motivation for most volunteers, especially if the training increas-
es their job skills or enhances their resume.
Volunteer expectation issues:
• People are more interested than ever in issues and causes.

• People are more demanding about the nature of their volunteer work and want
meaningful, challenging projects.
• People are becoming less tolerant of authoritative management and bureaucracy.
And because of the increasing number of highly skilled volunteers, many expect to
be treated professionally.

Trends Impacting
General facts:
Volunteering can make you healthier

Over the past two decades there has been a growing body of research that indi-
cates volunteering provides individual health benefits in addition to social benefits.
This research has established a strong relationship between volunteering and
health: those who volunteer have lower mortality rates, greater functional ability,
and lower rates of depression later in life than those who do not volunteer.
Older volunteers can gain greater health benefits than younger volunteers. Several
studies that keep track of adults over a longer period of time have found that those
individuals who volunteer at the beginning of a study tend to have lower mortality
rates at the end of the study, even when taking into account such factors as physi-
cal health, age, socioeconomic status and gender. Research on the relationship
between volunteering and depression found that older adults who volunteer (ages
65 and older) are significantly less likely to face depression than those who do not
volunteer.
College students like temporary volunteer assignments.

College students tend to be in more of a state of flux than most other adults.
This has an impact on their volunteering habits. Compared to the general adult
population, college students are more likely to be episodic volunteers, serving
fewer than two weeks per year with their main service organization, or occasional
volunteers, serving three to eleven weeks per year with their main service
organization.
Mentoring is very popular among college students.

In 2005, tutoring, teaching, and mentoring were the most popular activities
performed by college student volunteers. Over a quarter of college student
volunteers tutored or taught (26.6%), and 23.8 percent mentored. In comparison,
among members of the general adult population, 21.3 percent tutored or taught,
and 17.6 percent mentored youth. In fact, tutoring, teaching and mentoring are the
most common volunteer activities for college students, when they are analyzed as
a group. For both males and females, tutoring and teaching, followed by mentoring,
were the most popular activities. The trend was similar for whites and other races.
For black/African Americans, however, mentoring was the most popular volunteer
activity, followed by tutoring or teaching.
Homeowners boost volunteer rates.

Often when someone makes an investment in a home, they also commit to
investment in the local community. This investment, however, is more than just
financial--it involves a personal commitment to cultivating a community that
offers a high quality of life. Because homeowners tend to remain in a community
for a longer period of time than renters, this commitment can also develop into
deeper attachments to others in the community. Volunteering is an expression
of this commitment and a way of making a positive contribution. Thus, it is not
surprising that we should find that metropolitan areas that have a higher rate of
homeownership also have higher volunteer rates.

Trends Impacting
Shorter commutes leave time for service.
The study, Volunteering in America: 2007 City Trends and Rankings, shows that
cities with shorter average commutes are more likely to have higher volunteering
rates. It may be due, in part, to the fact that those who spend a considerable
amount of time commuting to and from work have less time for other activities.
Long commutes may also indicate that individuals spend more time isolated in their
car and disconnected from both the communities in which they live and work.
Volunteers caught the travel bug.

In 2007, approximately 3.7 million volunteers provided service at least 120 miles
outside of their home community. While most American adult volunteers serve
within their own community, or close to home, many others travel a considerable
distance to volunteer in other parts of the country. In 2007, about 6% of all
volunteers age 16 and over (3.7 million) reported doing at least some long-
distance volunteering, traveling at least 120 miles to volunteer with an organization
located within the U.S., but outside their communities. The Gulf States (Louisiana,
Mississippi, Alabama, Florida and Texas) were still frequent destinations for long-
distance volunteers in 2007. As one might expect, a lot of long-distance volunteers
serve in the largest states, which tend to contain the largest cities and other tourist
attractions.
Volunteer retention remains a significant issue.

In 2007, more than one of every three volunteers (21.7 million) stopped
volunteering. The right types of volunteer opportunities and management of
volunteers can encourage an individual to continue volunteering. On the other
hand, as with paid employment, a poor fit between a volunteer and a nonprofit
increases the probability that a volunteer will not be retained. For nonprofits that
depend on volunteers, turnover results in the need to incur substantial additional
costs associated with recruiting, orienting, and managing new volunteers.
Source: Volunteering In America, Related Research www.volunteeringinamerica.gov/
research_findings/fast_facts.cfm#shorterCommutes

Implementation Rates of Effective Volunteer Management Practices
Regular supervision and

67% 30%
comunication with volunteers
Liability coverage or insurance

46% 26%
protection for volunteers
Regular collection of information on

45% 32%
volunteer numbers and hours
Screening procedures to
45% 42%
identify suitable volunteers
Written policies and job descriptions

44% 37%
for volunteer involvement
Recognition activities, such as

35% 47%
award ceremonies, for volunteers
Annual measurement of
30% 32%
the impacts of volunteers
Training and professional development

25% 49%
opportunities for volunteers
Training for paid staff in

19% 46%
working with volunteers
100%
Adopted to large degree Adopted to some degree

Nonprofits Use Volunteers for Many Skilled Activities

Percent of nonprofits that use volunteers for:
Event planning 59%

Fundraising/development 58%
Marketing/communications 48%
Strategic planning 40%
Operations/project management 34%
Computer hardware/software 30%
Staff management/team leadership 29%
Internet/e-commerce 28%
Accounting/finance 28%
Information technology 27%
Legal services 25%
HR/recruitment and training 24%
Grant proposal writing 23%
Counseling 18%
19%
Medical/health services 17%
Source: Hart Survey of nonprofits 2006 (N=1024)

Sample Task Description

Agency: Old McDonald’s Farm
Job Title: Park Animal Caretaker
Supervisor, phone, Lisa Grove, 431-288-0945, lgrove@omcdfarm.org

e-mail:
Length of At least 3 months, 2-3 hours per week

Commitment:
Dates Needed: Immediately. Volunteers choose a day of the week to

come in (i.e., Mondays) and will come in weekly for a
minimum of three months.
Location of Farm Park-647 S. King Rd., Jonesville

Volunteer Work:
Age Requirement: 18+ (younger with an adult chaperone)
Duties: Caring for the farm’s small animals (chickens, ducks,

geese, rabbits, sheep, a peacock, and miniature pig).
This includes feeding, watering and cleaning the animals’
habitats.
Desired • Volunteers should be able to perform duties of moder-

Qualifications: ate physical difficulty. (Will need to be able to lift 30
lbs.)
• Those with allergies to dust, animals, or hay may
encounter problems as an animal caretaker.
• No experience necessary.
What is meaningful As an animal caretaker, volunteers can gain experience

about this position? working with animals in a farm setting. This provides a
unique opportunity that may not otherwise be available
in suburban Jonesville.
Training provided: Step-by-step training will be provided as well as a

detailed manual of procedures.
Number of At least one to two for each day of the week.

Volunteers Needed:
Comments: This position offers families an opportunity to volunteer

together while supporting the Farm’s mission to educate
the community about life on an early 1900’s farm.

Volunteer Management Websites
Developing and Managing Volunteer Programs

Free management library— complete and integrated for nonprofits and for-profits
http://www.managementhelp.org/staffing/outsrcng/volnteer/volnteer.htm
#anchor1270354
DOVIA Directory of North America

A list of membership associations at provincial, state, and local levels for professionals
who lead volunteer programs. DOVIA’s are often connected to a local Volunteer Center
or United Way. http://www.energizeinc.com/prof/dovia.html
Energizeinc.com
An international training, consulting and publishing firm specializing in volunteerism. Stay
current on the latest issues and news in the field of volunteer management. www.ener-
gize.com
Idealist.org
Idealist is an interactive site where people and organizations can exchange resources
and ideas, locate opportunities and supporters, and take steps toward building a world
where all people can lead free and dignified lives. http://www.idealist.org/en/resources.
html
On-line Discussion Group for Volunteer Managers

http://groups.yahoo.com/group/cybervpm/
Resource Center
Repository of over 8,000 nodes of training tools, publications, and effective practices to
support volunteer programs, nonprofits, and people involved with the AmeriCorps family
of programs. http://nationalserviceresources.org/topics/service-activities
Serve.gov
A comprehensive clearinghouse of volunteer opportunities. Americans who are inter-
ested in volunteering can use this tool to locate opportunities to serve across the country
and around the world. Be sure to register your project! www.serve.gov
Volunteer Match
A leader in the nonprofit world dedicated to helping everyone find a great place to volun-
teer. Post your volunteer opportunities. www.volunteermatch.org
Volunteer Spot
Free on-line tool enables anyone to quickly mobilize and coordinate volunteers in their
community, congregation and social network. www.volunteerspot.com
Volunteering In America
Provides access to volunteering trends, statistics, tools, resources, and information for
the nation, U.S. regions, states, and major cities. www.volunteeringinamerica.gov

PSO Materials Resource Mobilization
Resource Mobilization — Outcomes
n Relate resource mobilization to capacity building in organizations
n Introduce a VISTA project
n Identify the core elements of a resource mobilization plan
n Apply the “rule of three” when requesting resources
n Ask for in-kind donations

A Culture of
Philanthropy
n For a not-for-profit organization to be truly successful and effective, the orga-
nization must develop a culture of philanthropy.
n This means that everyone in the organization — from the janitor to the president of
the board — understands that philanthropy and fund development are critical
to organizational health AND that each individual (both the janitor and board
president) has a role in the process.
n First and foremost, everyone is an ambassador for the organization’s service,

philanthropy and fund development. Being an ambassador means doing one’s
own job well, understanding how all the various jobs in the organization create
one integrated system, and — most especially — treating all of the organiza-
tion’s customers (clients, donors, volunteers, community people, etc.) with
care and respect.
Source: Simone P. Joyaux, ACFRE

Resource Mobilization
n Is people-based and requires strong relationship building skills.
n Requires interpersonal and organizational skills similar to those used to recruit

and manage volunteers, and to organize projects.
n Is very closely linked to marketing and communications.
n Is successful when there is a plan for diversified and stable avenues of partici-
pation, and that plan is worked systematically.
n Secures cash and/or in-kind resources which are critical to the long-term life of
poverty-fighting projects.

A Conversation About
Your Project
Use the previous examples to give you ideas about stimulating interest in your
project through conversation. Write your response in the boxes below. Pair up
with a partner. Practice. Switch roles.
n Opener: “So what do you do?”

n Interest Tickler:
n Opener: “Oh? What do you mean?”

n Interest Piquer:
n Opener: “Really? How?”

n Interest Captivator:
n Other:
Adapted from Campaign Consultation

Get the Goals in

Your Memory Bank Worksheet
In order to respond to opportunities immediately, you need a clear outline of
required funds, donations, and services. Complete the following:
Dollars Needed:
$_____________________ purpose_______________________
$_____________________ purpose_______________________
$_____________________ purpose_______________________
Donated Items Needed:
______________________ purpose_______________________
______________________ purpose_______________________
______________________ purpose_______________________
Services/Help Needed:
______________________ purpose_______________________
______________________ purpose_______________________
______________________ purpose_______________________
Source: Campaign Consultation

How to Develop an Effective Resource

Mobilization Plan
You’ve heard the old adage before: If you fail to plan, you plan to fail.
Too many non-profits jump from one fundraiser to the next, without a clearly
developed, carefully planned resource mobilization program. Effective develop-
ment involves much more than a series of isolated special events, which lack
direction and cohesion. Before you undertake any development efforts, you need
to create a well-thought-out resource mobilization plan. This document should
highlight all the programs intended to generate revenue and assets for your
organization in the next 12 months.
Planning helps give your fundraising efforts direction, creates a clear process to
follow, and clarifies resources and costs. It enables you to map out your com-
munity or non-profit’s resource mobilization program for the next year in a way
that incorporates research, action, and evaluation. It serves as a resource and
guide for board, staff, and volunteers. And it helps you tie your development pro-
grams to your non-profit’s aims and objectives.
When should you start planning? Start planning as early as possible - perhaps
four to six months prior to the end of your group or organization’s fiscal year.
Remember, you’ll need enough “lead time” to get the necessary commitment
and input from others and to conduct the appropriate research in the early stage
of planning. You’ll also need to allow enough time for the management commit-
tee to review, question, dismiss, and approve your resource mobilization plan.
Whom should you involve in your planning efforts? Invite key people to pro-
vide input into developing your resource mobilization plan. Depending on your
group or organization, you might want to include a mix of key people in the plan-
ning process, including board members, staff, committee members, fundraising
volunteers, service recipients, client, and donors. Tip: People are more likely to
support your resource mobilization plan if they feel a sense of ownership in it.
Instill this sense of ownership by seeking their input through all four stages of
your resource mobilization plan. Make others a part of your plan by asking their
opinions, insights, and feedback. Let them know you truly value their role in
developing the plan.
STAGE ONE: RESEARCH

To help you create an effective resource mobilization plan, you first need to con-
duct research to look inside and outside your non-profit organization. Research
gives you the perspective and insights you need to forge ahead in creating a
custom-tailored resource mobilization plan. Use the following questions to help
you jump-start your research.


Mobilization Plan (cont.)
n What local fundraising/resource mobilization trends can you spot in your
community?
n What’s working and not working for other community or non-profit

organizations?
n What is your resource mobilization history? Describe the types of programs,

duration, amounts raised, resources used, time of year conducted, etc.
n What are your community or non-profit organization’s resource mobilization

strengths and weaknesses? Who is currently involved in this effort? How will
your efforts be coordinated with theirs?
n How can you make the most of technology in your resource mobilization
program (i.e., computers, Internet, fax, telephone, etc.)?
n Who are your potential donors and what are their interests?
n What return can you expect on the money and time you invest?
n Do you have resource mobilization commitments from both staff

and volunteers?
n How do your resource mobilization goals tie into your community or non-profit
organization’s long-range plan?
n What are the latest resource mobilization techniques, and how can you
effectively incorporate them into your resource mobilization program?
n What currently limits your resource mobilization effort?
STAGE TWO: PLAN

After you’ve got a clear picture of where you stand in terms of resources, needs,
constraints, and capabilities, you can now begin to create your resource mobili-
zation plan. At a minimum, your plan should include the following components:
Goals
n Why do you want to raise the money?


n What do you want the funds to accomplish in your non-profit organization?
You must identify the need(s) that your resource mobilization plan hopes to satisfy.
And, to ensure support, you must tie your resource mobilization goals to your
group’s aims and objectives. If not, you’ll waste time and resources - and damage
your credibility. To pave the way for resource mobilization success, you must
keep your resource mobilization goals consistent with your organization’s aims
and objectives.
Objectives
n What type of funding, resources, or in-kind donations will you seek?
n What amounts?
n From whom will you solicit these funds?
n What type of programs will you conduct?
n How many activities for resource mobilization will you conduct in the
next 12 months?
You must make your resource mobilization objectives as specific and measurable
as possible. (For example, determine the cost effectiveness of a program by
estimating the ratio between the money spent and the funds received.) This will
make the evaluation stage easier. You should also select a “point person” to take
charge of each resource mobilization activity. This helps coordinate the resource
mobilization team’s efforts, and it holds someone accountable for each activity.
Strategies
n Specifically, how will you accomplish your resource mobilization objectives?
n What resources do you need to accomplish these objectives (i.e., funds,

person power, supplies, space, transportation, etc.)?
n Who will be responsible for each strategy?
This “meaty” section of your resource mobilization plan includes all the nitty-grit-
ty details that specifically explain what needs to be done and who will do it.


Timeline
n How long will each fundraising activity last?
n When will you conduct each element of your various resource mobilization
activities?
n How long will it take to complete each strategy?
Include deadlines for all the key elements of each resource mobilization objective
and strategy. Regular monitoring of your deadlines will give you a quick update
to see if you’re on schedule.
STAGE THREE: CONDUCT

Now that you’ve outlined the “who-what-when-where-why” of your resource
mobilization plan, it’s time to put it to the test. Mobilize your resource mobilization
team and arm them with the training, resources, and support they need to con-
duct the plan. Make sure your team is well-prepared before they embark on any
fundraising effort. Conducting the plan involves implementing strategies, delegat-
ing tasks, allocating resources, training and motivating resource mobilization team
members, and following up as needed.
Important: Periodically check the progress of your resource mobilization plan

and individual programs to ensure your efforts are on target. Situations might
change, dictating that your resource mobilization plan might need to change,
too. Remember, your resource mobilization plan serves as a guideline, but its con-
tents are not etched in stone. Keep your plan flexible to adapt to change.
STAGE FOUR: EVALUATE

To wrap up your resource mobilization plan, you need to incorporate evaluation
as the final stage. You need both periodic and year-end evaluations.
n How did you do this year?
n What worked?
n What didn’t?
n What would you do again next year?


n What would you change, add, or delete from next year’s plan?
n What strengths did you capitalize on?
n What weaknesses could you improve upon?
Provide a detailed explanation of when and how you plan to monitor and evalu-
ate your resource mobilization efforts. Check to see if you achieved your objec-
tives. As stated earlier, the more specific you make your objectives, the easier it
will be to evaluate them. (For example, did you raise a specific amount from your
special event? Did you achieve a certain percentage response from your direct
mail campaign? Did you reach the target market you intended to? Did you reap
any non-financial benefits from a program, such as public relations or goodwill?)
With careful planning and attention to detail, your community or non-profit orga-
nization stands a much greater chance of success in your resource mobilization
efforts.
Adapted from Non-Profit Nuts & Bolts Bonus, a quarterly supplement to Non-
Profits Nuts & Bolts newsletter published electronically 12 times a year by Nuts
& Bolts publishing, 4623 Tiffany Woods Circle, Oviedo, FL 32765-6102. Phone:
(407) 677-6564. Fax: (407) 677-5645. Website: www.nutsbolts.com. There is an
annual newsletter subscription rate.

Giving Pie:
Sources of Contributions
2008 contributions: $307.65 billion
By Source of Contributions
(Dollar amounts are in billions)
Corporations
$14.50
5%
Foundations
$41.20
13%
Bequests
$22.66
7%
Individuals
$229.28
75%
All figures are rounded. Total may not be 100%.
Source: Giving USA Foundation™ / Giving USA 2009.

Giving Pie:
Recipient Organizations
2008 contributions: $307.65 billion
By Type of Recipient Organization

(Dollar amounts are in billions)
Foundations Unallocated giving

Grants to individuals* $32.65 $19.39
$3.71 11% 6%
1%
International affairs
$13.30
4%
Environment and animals

$6.58
2%
Arts, culture, and humanities

$12.79 Religion
4% $106.89
35%
Public-society benefit
$23.88
8%
Human
services
$25.88
9%
Health
$21.64 Education
7% $40.94
13%
All figures are rounded. Total may not be 100%.

*Foundation grants awarded to individuals
Source: Giving USA Foundation™ / Giving USA 2009.

The Stages
of an ASK
Open
• Establish relationship
• Explain mission/purpose
• Identify needs
Discover
• Their motivations
• Their frame of reference/point of view
Present “the ASK”

• Frame the presentation from their view
• Capture their hearts and minds
• Talk about what they can do to…
• Help you and/or the organization
• Probe current needs
• Satisfy their interests
Listen
• Focus
• Don’t interrupt
Respond
• Draw out more information
• Attempt to overcome objections
Closure
• Check for understanding
• Follow up immediately
• Leave the door open

The ASK
Observer’s Sheet
Was the ASK made?
Were resource development, skills, and knowledge used?
What could make this ASK better? Could they have asked for
something more? Less? Different?
What strengths did you observe?

PSO Materials Resource Mobilization Additional Resources
Stakeholders
Brainstorm a list of people, organizations, and systems who currently have a
special interest or should have a special interest in the activities and accom-
plishments of your project. For each individual/group listed, identify (from their
perspective) what’s in it for them. Identify (from your perspective) the key ben-
efit of involving them in your project as early as possible.
Stakeholders What’s in it Key Benefit

Current and Potential for Them? to Us

Resource
Mobilization Resources
The following resources will assist you with ongoing fundraising efforts, trends, and circumstances rela-
tive to philanthropy and resource development. A few sites require annual membership fees, such as the
Foundation Center; most do not. If you feel you want to become a member, think creatively. As a non-
profit, ask your vendors to give back to the community by subsidizing a three-year membership. If the
cost is too high for one vendor, ask several to split the cost. In addition, you can ask your board mem-
bers, stakeholders, and local partnering organizations to chip in as well! Be sure to show them how
their contribution will benefit all involved.
American Association of Fundraising Counsel Center on Budget and Policy Priorities (www.
(www.aafrc.org). Professional organization of cbpp.org). Research institute analyzes govern-
fundraisers that prides itself on having high ethical ment policies and programs, particularly those
standards. affecting low- and middle-income people.
BBB Wise Giving Alliance (www.give.org). Profiles Non-Profit Times (www.nptimes.com). Covers
US charities in order to enhance the decisions of issues of concern to non-profits and reports on
givers and monitors the standards of charitable news and developments regarding such organiza-
organizations. tions.
Benevon (www.benevon.com) A consulting firm Network for Good (www.networkforgood.org).

that coaches and trains non-profits in sustainable Searchable organization of non-profit foundations
fundraising. The archive provides articles and tip and charities provides an opportunity for people
sheets on many aspects of resource mobilization. to make a donation, become a volunteer, or
speak out about a topic.
GuideStar (www.guidestar.org). A database
of non-profit organizations and charities that National Society of Fundraising Executives
includes financial details for each group, and a and Association of Fundraising Professionals
profile of their purpose and programs. (www.nsfre.org). Helps its members find educa-
tion opportunities and become certified.
Independent Sector (www.indepsec.org). A
coalition of non-profits, foundations, and corpora- Volunteer Match (www.volunteermatch.org).
tions that assist in strengthening not-for-profit ini- Provides information to help individuals nation-
tiatives, philanthropy, and citizen action. Has news, wide find volunteer opportunities posted by local
programs, and facts. non-profit and public sector organizations.
JustGive.Org (www.justgive.org). Guide to chari- America Taking Action (www.

table giving offers details on a variety of non-profit americatakingaction.com). Find childcare in any
organizations and provides instructional tips for state categorized by type such as family providers,
making donations. day-care centers, and camps.
Foundation Center (www.fdncenter.org). Compre Volunteer Solutions (www.volunteersolutions.

hensive directory offers links to provide founda- org). A Volunteer Matching Application that helps
tions, corporate-giving programs, and other connect individuals to volunteer opportunities in
sources of non-profit funding. Has an extensive their communities.
biographic database on the practice of philan-
thropy and the non-profit sector.

Case Statement Outline

Preparing a case statement is a fundamental resource mobilization activity. All formal and informal
resource development efforts require you to make the case for your organization’s existence and for the
potential investment a donor is asked to make. Case statements are useful in grant writing and in outlin-
ing oral presentations. Remember that chance favors the prepared mind.
1. Who are you?

• Brief history: include highlights of the past year.
• Mission: What difference do you make?
• Board members and staff list.
2. The problem today

• What issues and/or problems concern your organization? Describe the issues/problems.
Use statistics and research when possible.
3. Solutions and future plans

• What strategies and/or programs have you created to address the issues/problems? Describe
these fully.
• How is your organization/program uniquely qualified to implement these strategies/programs?
• Brief history: include highlights of the past year.
4. Challenges
• Why do you need the money/in-kind donation?
• Are these new programs or have costs increased?
• Why aren’t the traditional sources of funding enough?
• Explain the “price tags” for strategies/programs.
5. Opportunity
• What is the organization doing to meet the challenges?
• What is the opportunity the potential donor now has to help meet the challenges? For example,
“Our board is pleased to announce that we are launching a new/expanded giving program in
which you can participate to help meet the challenges.”
• How exactly will the money be used?

PSO Materials Partnerships
Partnerships and Building Relationships

— Outcomes
n Relate partnership building to capacity building in organizations
n Identify opportunities and challenges you may experience in building partner-

ships
n Apply the principles of partnership-building to your service assignments

Action Plan:
Meeting Gaston’s Community Needs
What values guide your organization? What does your organization believe
are the greatest needs to be ad-
dressed in the Gaston community?
What resources does your organiza- Do you need partners to address the
tion have that can help support the need? What organizations or types of
need? What resources does your or- organizations should you partner with?
ganization need that you could poten-
tially get from partners to help support
the need?
How will you measure success?

What does success look like for your
organization?

Reaching Out
Reaching Out: Partnership Selection (One)
1. The group/organization we would like to partner with:
2. What’s in it for us?
3. What’s in it for them?
4. Group/organization(s) interested in partnering with us:
Reaching Out: Partnership Selection (Two)
1. The group/organization we would like to partner with:
2. What’s in it for us?
3. What’s in it for them?
4. Group/organization(s) interested in partnering with us:
Response to the “State Fund for Youth” funding opportunity:
1. Are you interested in applying for (or partnering with others to apply for) these funds?
2. If yes, describe the outcomes of your program and how they will be measured.
3. Ideally, which group/organization(s) would you partner with in this grant

proposal?

PSO Materials Partnerships Additional Resources
Who’s a Partner?
In short, anyone with a stake in building permanent infrastructure to help bring individuals
and communities out of poverty (see list below) should be involved. Success depends
on involving a good mix of people and organizations in the partnership to put together
and implement the plan.
Some people who live outside the community may even have an important role to play
because they benefit from or have an impact on the culture and economics of the community.
Partners Contributions
Mass media • Coverage of community events

• Human interest stories
• Understanding of local information needs
• Ability to get information out quickly
Property owners and managers • Trustworthy information sources

• Role models
• Peer pressure
Financial institutions • Influence over management decisions

• Linkage with property owners
• Prestige for partnership
• Funding for programs
Businesses and industries • Distribute information and influence

decisions
• Sponsor service project days
• Donate equipment and services
• Funding for programs
Environmental and conservation groups • Knowledge of environmental

constituencies
• Awareness of problems and issues
• Committed and knowledgeable
memberships
Local elected officials • Political leadership and credibility

• Land use and resource management
decisions
• Financial support for projects
Local government agencies • Financial and technical support

• Policies and decisions that affect the
community
• Logistics, equipment, and related support
• Data collection and analysis expertise

Who’s a Partner? (cont.)

Partners Contributions
Chambers of commerce • Compatible, broader goals for local

economy
• Concerns and interests of businesses
Students • Influence over efforts in the future

• Ideas and creativity
• Time and energy for “repetitive” tasks
Teachers • Influence over values and beliefs

• Ability to shape future generations
• Source of information
Women’s groups • Influence over family decisions

• Interest and concern for health issues
• Ability to mobilize and motivate members
Religious leaders • Commitment to stewardship

• Ability to appeal to higher values
• Credibility and legitimacy
Retired persons • Time and talent for teamwork

• Understanding of local conditions
• Credibility in community
Civic organizations • Ongoing program activities

• Interest in and concern for community
• Fund-raising skills
Cultural Groups/Organizations • Influence over and credibility with different

community groups
• Role models
• Connection to community
Others? •
•
•

The Stages of
Group Development
Charting the Progression of Group Development
There is a tendency for all groups, whether newly formed or experiencing a

change in leadership, to go through predictable stages of growth and regression.
An awareness of group development stages is important in helping to increase
positive results.
Stage 1: FORMING / ORIENTATION

Members try to determine their place in the group along with the procedures and
rules of the group.
Stage 2: STORMING / DISSATISFACTION

Conflict begins to arise as members resist the influence of the group and rebel
against accomplishing the task.
Stage 3: NORMING / RESOLUTION

The group establishes cohesion and commitment, discovering new ways to work
together and setting norms for appropriate behavior
Stage 4: PERFORMING / PRODUCTION

The group develops proficiency in achieving its goals and becomes more flexible
in its patterns of working together.

The Stages of
Group Development (cont.)
STAGE 1: FORMING / ORIENTATION – Trying To Find My Place
Characteristics
During the forming stage, members discover what behaviors are acceptable to the
group. For newly established groups, this stage is the transition from individual
to member status. For groups with new leadership, purpose, or members, this
stage is a period of testing behavior and dependence on the group’s leader for
guidance in a new, unstructured environment.
Group begins to experience:

• Feelings of excitement, anticipation, and optimism; also feelings of suspicion, fear,
and anxiety about the job ahead
• Identification of its reason for existence
• Self-orientation
• Identification of the task to be accomplished
• Exploration and discovery of how to interact with one another as a group
As the group forms and matures, natural leaders will emerge. The members in
these roles will change several times during this phase of group development.
This stage is also characterized by the following:

• Attempts to identify tasks in terms of relevancy and decide how the group will
accomplish the tasks
• Decisions on the type of information needed and how it will be used
• Hesitant participation
• Initial feelings about the group
• Complaints about the organizational environment
• Suspicion, fear, and anxiety about the new situation
• Little work is accomplished
In this stage, the leader needs to encourage members to get acquainted with
each other. Close supervision and direction are needed.
Common Concerns
• What role will I play in this group?
• How do I want others to perceive me?
• What can I contribute to this group?
• What will I contribute to this group?
• What kind of group will we become?

The Stages of
STAGE 2: STORMING / DISSATISFACTION
Characteristics
During the storming stage, members become hostile or overzealous as a way of
expressing their individuality and resisting group formation. Members recognize
the extent of the task needed and may respond with animosity or apathy.
Some group behaviors and attitudes:

• Negativity
• Dissatisfaction
• Hostility
• Crisis mode
• Adjustment anxiety
Differences and suppressed tension begin to surface. Members further define

the energy level they dedicate to the task or project at hand; questions arise:
- Do I feel passionate about the purpose of this program?
- Do I like how they are planning to meet the needs?
- What am I going to do or say that will get my opinion heard?
Other characteristics of this stage include:

• Infighting, defensiveness, and competition
• Disunity, increased tension, and jealousy
• Polarization of group members
• Sharp fluctuations in relationships and reversals of feelings
• Concern over excessive work
• Establishing a pecking order
• Little work is accomplished
The leader can help the group move through this stage by encouraging and
supporting members and emphasizing areas of agreement.
Control and Influence Questions

• Will I be able to influence others?
• How much will others try to influence me?
• Will I be a respected member of this group?
• Will the group’s goals include my own goals?
• Will the group leader be effective?
• What kind of conflict will we have in this group?

The Stages of
Common Behaviors Displayed
• Trying to influence or control
• Forming subgroups and coalitions
• Resisting leadership
• Conflicting with others
STAGE 3: NORMING / RESOLUTION

During the norming stage, members accept the group norms, their own roles,
and personality traits of fellow members.
Characteristics
“We’re all in this together!”
Some group behaviors:

• Cohesion around shared goals
• Resolution of conflict
• More acceptance of diversity in the group
• Reconciliation; show of affection
• Re-evaluation
Members have seen the coming together (forming), the semi-separation (storming),
and now they have reconciled themselves to working together (norming) despite
their differences with a new definition of purpose.
Other characteristics of this stage include:

• An attempt to achieve maximum harmony by avoiding conflict
• A new ability to express emotions constructively
• A sense of cohesiveness with a common spirit and goals
• Establishing and maintaining group boundaries
• Developing effective decisionmaking techniques
• A moderate amount of work is accomplished
• A sense of connection characterized by confiding in each other, expressing
opinions, and discussing team dynamics
As the group assumes increased responsibility, the leader continues to encourage

and support participation by all.

The Stages of
Relationship Questions
• Will I be liked?
• Will I like the other members?
• What roles do I know others play in this group?
• What can I predict to be true of each issue?
• What do others expect from me?
• What are the unwritten rules that influence the way we operate as a group?
• What do and don’t we discuss?
STAGE 4: PERFORMING / PRODUCTION

Now that the group has established its own norms, it becomes capable of diag-
nosing and solving problems and making decisions.
Characteristics
• Interdependency
• Have a sense of ownership
• A great deal of work is accomplished
“Getting Things Done!”

• Cohesiveness
• Teamwork
• Leadership
• Performance
The group is starting to utilize its newly found “norms of trust,” and can begin
focusing on the service to be done; there should be enough drive, creativity, and
cohesiveness to take on most tasks.
The leader provides minimal input to the group.
GROUP EFFECTIVENESS QUESTIONS

• What can I do to help the group accomplish its task more effectively?
• What can I do to help maintain and improve relationships in the group?
• What can we do as a group to become more effective?
Help members evaluate the group and realize that the group is not an end in
itself—that most of the work takes place outside the group

The Stages of
STAGE 5: ADJOURNING
Characteristics
“Now What?”
Possible group feelings or reactions:
• Negativity
• Dissatisfaction
• Hostility
• Purging
• Crisis
The group is realizing the end of service is near; it has been a year of shar-
ing and growing with each other and now members are going to separate. For
many, the group has been a safety net and truly has become their community.

Partnership:
Good for Everyone
It is important to remember that both parties entering into a partnership require
something in order to make the partnership worth their time, effort, and resources.
With every partner you work with, think about what each of you can get out of
the relationship that will serve as a “win.”
Partner What does the partnership What does the partner contribute
contribute to this partner? to this partnership?

Partner Profile
This profile form will help you document your partnerships for current and future
work and to record vital information.
Contact Information
Partner – Organization or Individual:
Key Names and Titles, as applicable:
Physical Address:
Phone Numbers:
Fax:
E-mails:

Partner Profile (cont.)
Basic History Information
Partner History With Community:
Partner History With Your Organization:
Contact History:
Current Relationship (Includes notes about strengths and challenges):
Other Special Notes:

Keys to Successful
Partnerships
Positive Climate,
Communication,
and
Relationships
Shared Clear
Purpose and Process and
Outcomes Structure
Resources
and
Support
POSITIVE CLIMATE, COMMUNICATION AND RELATIONSHIPS
Establish relationships first and continue to focus on positive relationships through-

out and in the end.
It is important to remember to first understand and then be understood.

Know your community – politics, norms, values, history, people, etc.
THINGS TO THINK ABOUT:
n Time is taken to build trust and relationships; resolve issues; and build common
ground
n History of collaboration or cooperation in the community - Things that hap-

pened in the past can either help or hinder an effort – preparation and research
are essential in this area
n Collaborative group seen as a leader in the community
n Political/social climate is favorable
n Mutual respect, understanding, and trust
n Appropriate cross-section of members - diversity of members are chosen that

represent the appropriate stakeholders and types of individuals needed
n Ability to compromise
n Open and frequent communication

Keys to Successful
Partnerships (cont.)
n Established informal and formal communication links
n Competition - Too often, organizations come together simply to obtain resourc-

es for existing efforts i.e. funders requiring collaboration, likely to get a grant,
etc. – so basically, the organizations are still competing - not truly collaborating
n Conflicts are addressed within collaboration as soon as they arise, allowing for
all to be heard
n Appropriate members are retired, while new members are added
n Celebration is initiated at all stages
SHARED PURPOSE AND OUTCOMES
Know where you are and where you want to go – have clarity of purpose and goals
– create a common understanding of why the partnership is worth pursuing.
n Shared vision - all stakeholders are involved in creating a shared vision state-
ment that tells everyone where the group is going
n Unique purpose
n Concrete, attainable goals and objectives leads to an understanding of accom-

plishments the group wants to make
n Ideology – Shared values and beliefs
n Members see collaboration as in their self-interest - group obtains information

that gets at individual/organization gains; powers; commitments; and availabili-
ties
RESOURCES AND SUPPORT
Partnerships must be supported by individuals who can facilitate the process and
responsibilities. In addition, other resources such as money, skill sets, people, and
time are also required.

Keys to Successful
n Skilled convener - Convener is chosen that has needed skills and qualities to
facilitate a diverse group of stakeholders
n Leadership - If no one has enough power to bring the needed partners together,
people will quickly disband – if the wrong person leads meetings, the group
might fail
n Power - Rarely equal, yet we can equally value different powers. Successful
collaborations find ways to balance the inequities among all members
n Resources - Potential partners may be unable to contribute what is needed i.e.

representatives cannot be sent to meetings, time required causes a hardship to
organization, lack of skills, etc.
n Initiator - collaboration begins with an initiator that presents the vision and re-
sults that attract others, but are open to include input from others
n People who have access to resources are identified
n Authority is obtained from home organizations of all stakeholders through let-

ters of commitment
n Staffing is determined, if applicable, that help to move collaboration onward
n Sufficient funds - Both in-kind and cash resources are identified and plan to
secure them is created
n Decisions are made as to what role home base agencies play
CLEAR PROCESS AND STRUCTURE
Create clear and written systems that allow partnerships to move forward. However,
recognize that community work is full of surprises and as such partnerships require
flexibility and patience.

Keys to Successful
n Structure for collaboration is determined that illustrates roles and authority and
determines how work will be done
n Members share a stake in both process and outcomes
n Multiple layers of decision making — Decision-making protocol is decided upon

that outlines who can make decisions and what type of decisions can be made
n Adaptability and flexibility are constantly promoted
n Joint agreements are created and signed that outline agency partner responsi-
bilities
n Effective meetings are held that include beginning and ending time; agendas;
refreshments; action items; relationship building; success showcasing; etc.
n All stakeholders are involved in the meetings
n Planning is valued and process taken along the way is well documented
n Authority is clarified within the collaboration
n Roles are assigned for all stakeholders based on interests and strengths of the
members
n Communication plan is created that addresses both informal and formal com-
munication required to keep stakeholders informed
n Action plan is laid out that is specific; sets responsibilities; produces a budget;
communicates with all people; and starts small to ensure success
n Evaluation is valued by all stakeholders and involves a variety of methods
n Evaluation plan is created
n Feedback is constantly requested, leading to continuous improvement

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Orientation

VISTA Integrated Training Program February 2010 iii

iv February 2010 VISTA Integrated Training Program

VISTA Integrated Training Program February 2010 v

VISTA Mission and Legacy

Overall Goals of VISTA Training

By the end of the Pre-Service Orientation, you should be able to:

VISTA Integrated Training Program February 2010 1

The History of National Service and

2 February 2010 VISTA Integrated Training Program

VISTA Impact Facts

In the past 40 years, over 177,000

VISTA Integrated Training Program February 2010 3

“To laugh often and much, to win the

“The journey is the reward.”

“Everybody can be great,

4 February 2010 VISTA Integrated Training Program

Building the Learning Environment /

n Meet others in a way that underscores the importance of relationship building

n Review the agenda

n Establish working agreements

n Define the capacity-building and skills transfer in relation to VISTA service

VISTA Integrated Training Program February 2010 5

VISTA Integrated Training Program February 2010 7

Capacity Building Definition

Tasks and activities to create,

These tasks and activities include

VISTA Integrated Training Program February 2010 9

n Articulate your perspective and relationship to poverty

n Identify stereotypes and assumptions about poverty to gain a broader under-

VISTA Integrated Training Program February 2010 11

Personal Perspectives on Poverty

n Often our perceptions are based on feelings, judgments, stereotypes, and

n It is important to examine our assumptions and judgments so we can make

n It is important to gather evidence to support how we see and perceive different

n The truth is that none of us has the truth about poverty.

VISTA Integrated Training Program February 2010 13

Poverty Concepts, Insights

n Discuss causes of poverty

n Describe models and types of poverty and how poverty is measured

n Relate poverty data and research to VISTA’s programmatic responses

n Describe poverty from the perspective of those living in poverty

VISTA Integrated Training Program February 2010 15

Poverty: A Lack of Resources

n Financial—having the money to purchase goods and services; however, finan-

n Emotional—Being able to choose and control emotional responses, particularly

n Mental—having the capacity to process information, evaluate a situation, and

n Social Capital—having friends, family, backup resources and knowledge bases

n Role Models—having frequent access to appropriate adults who are nurturing

VISTA Integrated Training Program February 2010 17

Absolute poverty is “a condition Relative poverty refers to

Situational poverty refers to Generational poverty refers

18 February 2010 VISTA Integrated Training Program

Some Areas of Financial

Individual Development Accounts (IDAs) are incentivized, matched and restricted

VISTA Integrated Training Program February 2010 19

Time Line of US Poverty Measures:

January 1963 August 1964

VISTA Integrated Training Program February 2010 20

Orshansky’s Poverty Threshold

$3.60 x 3 x 365 = $3,942

VISTA Integrated Training Program February 2010 21

Poverty Thresholds for 2008 (By Size of Family and Number of

Source: U.S. Census Bureau

VISTA Integrated Training Program February 2010 22

How the Government Uses