Professional Documents
Culture Documents
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
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
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
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 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.
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.
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
7 Things About Me
My Name:
1.
2.
3.
4.
5.
6.
7.
Personal Perspectives
of Poverty — Outcomes
By the end of this session, you will be able to:
n Identify personal skills and life experiences you will bring to addressing poverty
as part of your service
Models of Poverty
Types of Poverty
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.
1960 1970
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
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.
Age
Children comprise the greatest numbers and percentages of people 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
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 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 Which stores will let you get food and pay for it later?
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 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
(Dr. Donna Beegle, See Poverty…Be the Difference! Discovering the Missing Pieces for Working with
People in Poverty, 2005)
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.
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.
n List skills and competencies required to successfully carry out your assignment
n Create a plan for getting started, including communication with your supervisor
• 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.
Performance Milestone
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.
Performance Milestone
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.
Planned Period
VISTA Member Activities and Steps Checklist
of Work
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:
• 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.
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.
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.
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 Self-confident
n Good communicators
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?
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.
You might want to choose this session if during your VISTA service you have to:
organize an event, seek in-kind donations, develop a fundraising plan or build part-
nerships in the community.
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.
You might want to choose this session if during your VISTA service you have to:
build partnerships or networks, identify stakeholders in the community or apply for
funds with other local organizations.
Organizational Culture
and Community Entry — Outcomes
By the end of this session, you will be able to:
A Common VISTA
Cycle of Service
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.
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.
Motivation
Professional Opportunity Comfortable Work Environment
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.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Adapted from Culture Matters
54 February 2010 VISTA Integrated Training Program
PSO Materials Organizational Culture and Community Entry
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.
______________________________________________________________________________
______________________________________________________________________________
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 ________.
______________________________________________________________________________
______________________________________________________________________________
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
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 Whom do people eat lunch with? Do they eat only with their peers?
Communication Styles
n When people interact, do they get to the task right away or talk more
generally?
n What does the prevailing attitude seem to be about rules and procedures and
the need to follow them?
n Know how to check one’s own assumptions, dialogue and attempt to resolve an
issue before moving to the next step.
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
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.
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.
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
Sexual Harassment
Definition: Unwelcome sexual advances, requests
for sexual favors, and other verbal or physical
conduct of a sexual nature.
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
n Gain experience with the strategies VISTAs use in key phases of volunteer
program development
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.
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:
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 (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.
• 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.
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+!”
Trends Impacting
Volunteer Programs (cont.)
• 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.
• 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.
• 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.
Trends Impacting
Volunteer Programs (cont.)
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.
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.’
Trends Impacting
Volunteer Programs (cont.)
Rate of volunteerism by age:
• 43% 15-44
• 35% 45-64
• 42% 65+
Volunteers by income
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.
Trends Impacting
Volunteer Programs (cont.)
General facts:
Trends Impacting
Volunteer Programs (cont.)
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.
Screening procedures to
45% 42%
identify suitable volunteers
Annual measurement of
30% 32%
the impacts of volunteers
100%
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
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
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.
Resource Mobilization
n Is people-based and requires strong relationship building skills.
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 Other:
Dollars Needed:
$_____________________ purpose_______________________
$_____________________ purpose_______________________
$_____________________ purpose_______________________
______________________ purpose_______________________
______________________ purpose_______________________
______________________ purpose_______________________
Services/Help Needed:
______________________ purpose_______________________
______________________ purpose_______________________
______________________ purpose_______________________
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.
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 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?
Goals
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 amounts?
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
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.
n When will you conduct each element of your various resource mobilization
activities?
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.
n What worked?
n What didn’t?
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%
Giving Pie:
Recipient Organizations
2008 contributions: $307.65 billion
Public-society benefit
$23.88
8%
Human
services
$25.88
9%
Health
$21.64 Education
7% $40.94
13%
The Stages
of an ASK
Open
• Establish relationship
• Explain mission/purpose
• Identify needs
Discover
• Their motivations
• Their frame of reference/point of view
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?
What could make this ASK better? Could they have asked for
something more? Less? Different?
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.
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.
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?
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?
Reaching Out
Reaching Out: Partnership Selection (One)
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.
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
Others? •
•
•
The Stages of
Group Development
Charting the Progression of Group Development
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.
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.
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
Group Development (cont.)
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.
The leader can help the group move through this stage by encouraging and
supporting members and emphasizing areas of agreement.
The Stages of
Group Development (cont.)
Common Behaviors Displayed
• Trying to influence or control
• Forming subgroups and coalitions
• Resisting leadership
• Conflicting with others
Characteristics
“We’re all in this together!”
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.
The Stages of
Group Development (cont.)
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?
Characteristics
• Interdependency
• Have a sense of ownership
• A great deal of work is accomplished
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.
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
Group Development (cont.)
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
Physical Address:
Phone Numbers:
Fax:
E-mails:
Contact History:
Keys to Successful
Partnerships
Positive Climate,
Communication,
and
Relationships
Shared Clear
Purpose and Process and
Outcomes Structure
Resources
and
Support
n Time is taken to build trust and relationships; resolve issues; and build common
ground
n Ability to compromise
Keys to Successful
Partnerships (cont.)
n Established informal and formal communication links
n Conflicts are addressed within collaboration as soon as they arise, allowing for
all to be heard
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
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
Partnerships (cont.)
THINGS TO THINK ABOUT:
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 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 Sufficient funds - Both in-kind and cash resources are identified and plan to
secure them is created
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
Partnerships (cont.)
THINGS TO THINK ABOUT:
n Structure for collaboration is determined that illustrates roles and authority and
determines how work will be done
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 Planning is valued and process taken along the way is well documented
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