FOCUS GROUP APPROACH

FACILITATOR MANUAL


Table of Contents

Page

Part I: Pre-SAP Information

I. Definition of Terms 1

II. SAP Focus, Goals and Overview 4

III. Organizational Incentives 8

IV. Participant Identification 9

V. Worksheet 1: Background Information 10

Part II: The SAP Event

I. Purpose, Design and Stages 12

II. Logistic Checklist 14

III. Learning Objectives (Day-1) 15

IV. Sample Agenda (Day-1) 17

V. Facilitator Notes (Day-1) 19

VI. Learning Objectives (Day-2) 29

VII. Sample Agenda (Day-2) 26

VIII. Facilitator Notes (Day-2) 28

IX.   Worksheet 2: Identifying Priorities 30

X. Worksheet 3: Continuum of Prevention 41

XI. Worksheet 4: Organizational Learning Plan Form 43

XII. Worksheet 5: Opportunities and Barriers 48

XIII.   Worksheet 6: Next Steps 49

XIV. Worksheet 7: Participant Feedback Form 51

XV.  Worksheet 8: Facilitator Feedback Form 54

XVI. Transparencies 57

Part III: Ongoing Program Assessment

I. Benefits 74

II. Steps to Program Assessment 75

III. Sample Report Format 76

IV. Effective Prevention Program Factors 78

Part IV: Resources

I. Regional Volunteer Organizations 80

Part V: Your Notes




PART I

PRE - SAP INFORMATION




DEFINITION OF TERMS AND ACRONYMS

ATOD  Alcohol, Tobacco and Other Drugs

Action Steps  Steps that are developed to meet each of the organizations learning needs.

Barriers  Obstacles that may get in the way of implementing the learning plan, i.e. lack of funds, not enough people to get the work done, negative media coverage, lack of skills, etc.

CSAP  Center for Substance Abuse Prevention

Community Service  A term that may be used by organizations when referring to their volunteer activities.

Consensus  Collective agreement or opinion.

Continuum of Prevention  A continuum of care that includes preventing a problem before it occurs (Primary), to early intervention when the problem develops (Secondary), to treatment for an established problem (Tertiary).

Learning Needs  The training and technical assistance that organizations identify as needing to improve their volunteer and prevention programs.

Management Representative  Refers to someone who manages or leads volunteer activities, sometimes a paid position. This person may or may not also provide direct services to volunteers. The role is primarily distinguished from that of purely direct service volunteers by the fact that it may involve organizing, scheduling, and leading other volunteers.

NVTC  National Volunteer Training Center

Oopportunities  The implementation of the learning plan may provide opportunities for your organization to network with new people, identify new resources, get media coverage, etc. It will be advantageous for your organization to plan how it will use these opportunities.

Organizational Learning Plan  A comprehensive plan that focuses on the types of information and training that organizations need to enhance their prevention programs. It includes learning needs, on steps, opportunities, barriers and next steps.

Prevention  An anticipatory process that prepares and supports individuals and systems in the creation and reinforcement of healthy behaviors and lifestyles.

Prevention Programs  Programs that focus on creating and reinforcing healthy behaviors and lifestyles, i.e., mentoring programs, after school projects and, employee volunteer/community outreach programs.

SAP  Situational Analysis Process

Substance Abuse Prevention  Alcohol, tobacco and other drug problem prevention focused on risk and protective factors associated with the use of these substances, concentrating on areas in which research and experience suggest that success in reducing abuse and addiction is most likely.

Volunteering  An activity intended to help others, it is not done primarily for monetary compensation or material gain, and it is not based on obligations.

Volunteer Organizations  Non-profit or for-profit organizations that use volunteers in accomplishing their missions and/or that promote employee volunteerism.

SITUATIONAL ANALYSIS PROCESS FOCUS

The focus of the situational analyses is volunteers and the organizations (in particular spiritual, business, volunteer organizations) which employ or use them. Within this context, activities relevant to prevention will be emphasized, i.e. teen pregnancy prevention, substance abuse prevention, violence prevention, etc.

GOALS

Within the context of the above focus:

1. To assist individual organizations in the identification of learning needs and the development of associated action plans.

2. To assess the effectiveness of volunteer programs and volunteers.

3. To identify the training and technical assistance needs of volunteer organizations.

4. To encourage organizations to conduct ongoing analysis of their volunteer programs.

SITUATIONAL ANALYSIS PROCESS OVERVIEW

The Situational Analysis Process (SAP) is an integral part of the development of training for volunteers, business and spiritual organizations that are working to combat ATOD problems.

The SAP has three stages that help volunteer communities identify problem areas and/or to assess whether or not an effort is headed in the right direction. This methodology ensures that volunteer communities attain reliable maximum results in their activities. These three stages are:

1. Pre-SAP        2. SAP Event           3. SAP Follow-up


During the Pre-SAP Stage the organizations will be asked to identify the SAP Approach that works best for them. The three approaches used in the analysis process are:

Approach #1: The Community Meeting: The Community Meeting Approach brings organizations together as one learning community to share information and resources, to learn about ATOD prevention, and to develop and share organization learning plans.

Approach #2: Focus Groups: During focus group sessions, staff and volunteers are asked questions about the organization and its volunteer program. The purpose of the focus group sessions is to help the participants identify and prioritize learning needs.

Approach #3: Organizational Interviews: On-site interviews are conducted with key staff members and volunteers of organizations. The purpose of the interviews is to identify problem areas and learning needs. This data is compiled, analyzed and used for the development of an organizational learning plan.

Once an Approach has been identified, participating organizations are asked to complete Instrument 1: Pre-Work Guidelines for preparation of a 5 minute presentation on day one of the SAP Event. The selected Approach determines where the SAP Event is held. Both days of the Community Meeting is held at a local site. Day-1 and 2 of the Organizational Interviews takes place at the organization's office. Day 1 of the Focus Group is conducted at the organizations office and Day 2 is held at a local site.

The purpose of the SAP Follow-up Stage is to evaluate and use the feedback in the refinement of future assessment strategies. Follow-up activities include assessing the effectiveness of the process and the status of the organizational learning plans. The follow-up process may also include technical assistance and invitations to future NVTC training events.

SITUATIONAL ANALYSIS APPROACHES OVERVIEW




APPROACH #1
APPROACH #2
APPROACH #3
Method Community Meeting Utilizes Worksheets 1 - 9 3-4 participants per organization Focus Group Utilizes Worksheets 1-7 6-8 participants per organization on Day-1 3-4 participants per organization on Day 2 Organizational Interview Utilizes Worksheets 1,2.1,4-9. 3-5 participants per organization
Length of Time Day 1: Full day Day 2: Full day Day 1: 1/2 day Day 2: Full day Day 1: 45-60 minutes per person interviews Day 2: Full day
Interaction With Other Organizations Day 1: Organizational Work Groups and Large Group Discussion Day 2: Organizational Work Groups Day 1: Organizational Work Groups Day 2: Organizational Work Groups and Large Group Discussion Day 1: Individual Interviews Day 2: Organizational Work Groups



SITUATIONAL ANALYSIS PROCESS INCENTIVES FOR ORGANIZATIONS TO PARTICIPATE

As a result of participating in the Situation Analysis Process (SAP), organizations will accomplish the following: 1. Gain insight about their organizations learning needs.

2. Draft an organizational learning plan.

3. Gain a better understanding of what they are already doing in ATOD prevention and ways to potentially refine or expand these activities.

4. Develop a list of local training and technical assistance resources.

5. Identify opportunities and barriers to implementing the learning action plan including ways to identify, expand, and maximize existing resources.

  • Identify other prevention workshops in their regions.

  • Identify technical assistance referrals and no- or low-cost technical assistance.

  • Identify to Regional and National Resources.

    1. Be in direct contact with other volunteer organizations in their community.

    2. Enhance their ability to conduct organizational SAP's and to utilize the resulting information.

    SITUATIONAL ANALYSIS PROCESS PARTICIPANT IDENTIFICATION FORM

    Please print or type the following information:

    Organization Name:

    Contact Person:

    Mailing Address:

    Telephone No:

    Contacted By:

    Please answer the following questions about the organization.



    ITEM

    CRITERIA

    YES

    NO

    1
    		 Does the organization foster volunteerism among its staff and constituencies?
    2
    		 Does the organization demonstrate a socially responsible attitude toward the community?
    3
    		 Does the organization have a formal training and development program for employees, volunteers, and members?
    4
    		 Does the organizational profile reflect the demographics of the local community at all levels within the organization?
    5
    		 Does the organization sponsor workshops, literature, symposiums on prevention issues such as ATOD use and abuse, violence, HIV/AIDS and teenage pregnancy?
    6
    		 Does the organization collaborate with community-based organizations to deliver services and programs?
    7
    		 Does the organization manage or interface with a neighborhood/community prevention programs (ATOD, violence, HIV/AIDS, Teen Pregnancy)
    8
    		 Does the organization foster a better quality of community life for local residents?
    9
    		 Does the organization permit suggestions regarding ways to improve the delivery of programs and services?



    SITUATIONAL ANALYSIS PROCESS WORKSHEET-1: ORGANIZATIONAL BACKGROUND INFORMATION

    Directions: Ask each participating organization to provide the following information in writing and return it to your office.

    1. Describe your volunteerism program

    a. What is your volunteer program about

    b. What are its goals

    c. How does the volunteerism program fit into your overall organization

    d. What are your volunteers like--e.g., socio-economic background, age, gender, ethnicity, race

    e. How many volunteers do you have

    f. Who are your service recipients--needs, socio-economic background, age, gender, ethnicity, race

    g. Do you have any paid staff that handle your volunteerism program

    (1) Describe your paid staff

    (2) How many are there

    2. Describe the part that prevention plays in your program

    a. Is the program focused on prevention

    b. How is the program connected with other community prevention efforts

    3. Describe how you work with your volunteers a. Identification strategies

    b. Recruitment process--qualification criteria

    c. Volunteer training

    (1) What is the subject matter

    (2) What is the duration of the training

    d. Maintaining volunteers

    e. Volunteer lead activities/programs

    f. Scheduling volunteers

    g. Matching volunteers with service recipients

    h. Rewarding volunteers

    i. Evaluating volunteer efforts

    4. Describe what you see as the major successes of your volunteer efforts.

    5. Describe what you see as the major challenges or barriers to your volunteer efforts.



    PART II THE SAP EVENT




    SITUATIONAL ANALYSIS PROCESS FOCUS GROUP APPROACH

    Purpose

     The purpose of the Focus Group Approach is to bring members of an individual organization together to identify training and technical assistance needs; then to bring those organizations together as one community to learn about prevention, and to develop and share Organizational Learning Plans. The plans will consist of strategies to meet the training and technical needs of each organization's volunteer program.

    SAP Design Day-1 of the Focus Group Approach is held at the participating organization's offices. The first day provides an opportunity for 6 - 8 members of an organization to work together to identify the training and technical assistance needs of their volunteer program.

    On Day-2 , the SAP Event is convened and includes 3 - 4 representatives from each of the participating organizations. The representatives meet at a central location, with facilitators, to share resources and to develop Organizational Learning Plans.

    SITUATIONAL ANALYSIS PROCESS FOCUS GROUP APPROACH

    STAGE 2: SAP EVENT


    1. Conduct Focus Groups.

    2. Organizational Resource sharing and networking.

    3.Learn about Prevention and Volunteerism.

    4. Develop organizational learning plans.

    STAGE 3: SAP FOLLOW-UP


    1. Facilitators prepare SAP Event Report.

    2. Organizational Learning Plans are submitted and reviewed .

    3. Follow-up on technical assistance and training needs.

    4. Use SAP Event Report to develop and/or identify training programs.

    STAGE 1: PRE-SAP


    1. Regions identify organizations.

    2. Telephone calls to solicit organizational interest.

    3. Select organizations.

    4. Send confirmation letters to selected organizations.

    5. Follow-up calls to support organizations preparation of PRE-SAP Worksheet-1.

    6. Organizations submit Worksheet-1.

    7. Mail logistics package to organizations.

    8. Telephone follow-up to continue assisting organizations preparation for SAP Event.


    Event:_________________________________Date:__________________

    Approach:________________________________________________________

    Location:___________________________________________________

    NVTC Provides:


    Pre SAP Mailing
    On-Site Prep Day
    SAP Event

    _____Confirmation Letter_____SAP Approach Information_____SAP Event Agenda_____Pre-SAP Worksheet_____Location and directions to facility_____List of SAP participants and staff (with names, address, and telephone numbers)     		____Easel_____Newsprint Pads_____Markers_____Masking Tape_____Facilitator Manuals_____Participant Manuals_____Transparencies_____Completed Pre-SAP Worksheet -1_____Participant List_____Small Meeting Room
    _____Transparencies_____Overhead Projector/Screen_____Easel_____Easel Pads_____Markers_____Masking Tape_____Facilitator Manuals_____Participant Manuals_____Ballroom or large meeting space_____Breakout rooms/areas_____Place to conduct Focus Group (at the organizations)



    Facilitator Preparation:

  • Ensure facilitators receive their manuals at least 1 week in advance of the SAP Event.

  • Conduct a telephone conference call to orient facilitators with the process and the manual.

  • One day on-site preparation day should be spent with the facilitator going over the manual's outlines, notes, activities, reviewing participating organizations Pre-SAP Worksheet, and assigning facilitator roles and responsibilities.

  • Room/logistical arrangements should be confirmed and all equipment (audio-visual, easels, etc.) tested and ready to go.

    FOCUS GROUP APPROACH DAY - 1 LEARNING OBJECTIVES

    MODULE 1: Introduction and Overview

    1. To set the tone for the focus group session and to establish rapport with the participants through introductions and information sharing.

    2. To share information about the overall Situational Analysis Process and the purpose of the Focus Group Approach.

    MODULE 2: Discussion of Volunteer Program

    1. To share information about the organization's volunteer program.

    2. To share individual and group perspectives about their volunteer experiences.

    3. To begin to identify program areas that need improvement.

    MODULE 3: Identification of Learning Needs

    1. To identify organizational training and technical assistance needs.

    2. To develop a list of the organization's priority learning needs.

    MODULE 4: Day-2 Overview

    1. To ensure that the participants are clear about the purpose and agenda for Day-2.

    2. To prepare the organizational representatives to fully participate in Day-2.

    3. To share Day-2 logistical information.

    MODULE 5: Closing Activities

    1. To give participants the opportunity to evaluate the overall effectiveness of Day-1.

    2. To bring closure to Day-1.

    SITUATIONAL ANALYSIS PROCESS FOCUS GROUP APPROACH SAMPLE AGENDA

    Day One: Half-Day Morning or Afternoon Session (9:00 a.m.)

    MODULE 1: Introductions and Overview

    1. Welcome

    2. Facilitator Introductions

    3. Participant Introductions

    4. Purpose of the SAP

    5. Overview of Focus Group Process

    6. Review of Focus Group Norms

    MODULE 2: Discussion of Volunteer Program (9:30)

    1. Overview of Volunteer Program

    2. Individual Volunteer Experiences

    Break (10:30 am)

    MODULE 3: Identification of Learning Needs (10:45 am)

    1. Brainstorming Exercise

    2. Prioritization of Needs

    MODULE 4: Day-2 Overview (11:30)

    1. Review of Day-2 Purpose and Objectives

    2. Expectations of Organizational Representatives

    3. Day-2 Logistical Arrangements

    MODULE 5: Closing Activities (12:00 Noon)

    1. Summary of Day-1

    2. Wishes and Pluses Exercises

    3. Announcements

    CLOSURE (12:15 pm)

    FOCUS GROUP APPROACH DAY-1 FACILITATOR NOTES

    MODULE 1: Introductions and Overview

    1. Welcome

    a. One of the staff members welcomes the organizational representatives to the focus group session.

    b. Thank the participants for taking the time to participate in the Situational Analysis Process.

    2. Facilitator Introductions

    a. Each of the facilitators should introduce themselves by sharing the following information:

    · Name

    · Facilitator Roles and Responsibilities

    b. The facilitator roles and responsibilities during the focus group session include:

    · Facilitating a discussion about the organization's volunteer program.

    · Ensuring that all of the participants have the opportunity to share in the discussion

    · Recording key information about the organization, the volunteer program, and about their training and technical assistance needs.

    · Keeping the discussion on track and ensuring that participants stick to the schedule.

    3. Participant Introductions

    a. Ask participants to share the following information about themselves:

    · Name

    · Role and responsibilities with the organization's volunteer program

    · Reasons for participating in the focus group session

    4. Purpose of the Situational Analysis Process

    a. Review the focus and goals of the SAP on page 4 on this manual.

    b. Write key terms and acronyms, that will be used during the session, on newsprint.

    c. Review the definition of terms and acronyms with the participants.

    d. Ask if they have any questions before moving to the next activity

    5. Review of Focus Group Process

    a. Explain to the participants that a focus group is a carefully planned discussion designed to obtain perceptions on a defined area of interest in an open, non-threatening environment.

    b. Usually, focus group sessions are conducted by skilled interviewers, with seven to ten participants.

    c. Focus group questions are open-ended.

    d. Focus group questions do not have right or wrong answers. They are designed to encourage discussions within the group.

    e. During the session, one staff member will facilitate while the other records your responses. From time to time the facilitator and recorder will change roles.

    f. Ask if there are any questions or concerns before moving to the next activity.

    6. Review of Focus Group Norms (Ground Rules)

    a. Before the session starts write the norms on newsprint and draw the "Parking Lot."

    b. Review the norms with the participants.

    c. Focus Group Norms:

    · One person should speak at a time

    · Share at your own comfort level

    · Information shared during the session, that need to be, will be confidential

    · Feel free to ask questions of clarity at any time

    · There are no right or wrong answers

    · This is not a debate, but a dialogue about your volunteer program

    · Use the "Parking Lot" for issues that come up that are unrelated to the topic.

    d. Ask the participants if they would like to add any norms. List them on newsprint.

    e. Review the norms and ask if everyone can agree to abide by them for the next 2-3 hours.

    f. Post the norms in a place where everyone can see them.

    MODULE 2: Volunteer Program Discussion

    1. Overview of the Volunteer Program

    a. To facilitate the discussion, ask the participants the following questions and record the key points of their responses on newsprint.

    · Please describe the organizations volunteer program.

    · What kind of experience have you had with the program as a staff, volunteer or service recipient?

    · Do you think your program impacts prevention initiatives in the community? Explain your answer.

    · What are the strengths of your volunteer program?

    · What do you think adds most to the overall effectiveness of your program?

    b. Ask the participants if there are any additional comments before moving to the next module.

    MODULE 3: Identification of Learning Needs

    1. Brainstorming Exercise

    a. Facilitate a discussion of learning needs by asking the participants to respond to the following questions:(Record responses to each question on a separate sheet of newsprint)

    · In what areas would you like to expand, enhance or build on your organization's effectiveness in working with volunteers?

    · In what areas would you like to expand, enhance or build on the effectiveness of your volunteers in working with service recipients?

    · What kind of resources or assistance would be useful to increase the effectiveness of your program?

    b. Ask the participants if they have additional comments before moving to the next exercise.

    2. Prioritization of Organizational Learning Needs

    a. Review the responses on the separate sheets of newsprint to determine if any can be combined. Combine similar responses on each of the sheets.

    b. Number each of the responses consecutively. If there are 5 responses on one sheet the first response on the next piece of newsprint should be number 6.

    c. Ask the participants to silently review all of the responses and to individually select the top 2-3 issues they think the organization needs to work on.

    d. Ask the participants to write down the identification numbers, from the newsprint sheets, of their top 2-3 priorities and to indicate first choice, second choice, etc., next to those numbers.

    e. While the participants are selecting their priorities, the facilitator should draw Worksheet 2 on a piece of newsprint.

    f. Using the newsprint of Worksheet 2, start with the identification numbers and transfer each person's choice numbers (1,2,3) into the appropriate value column.

    g. Add up the values for each column and highlight the three top priority issues. The top 3 priorities are those items with the highest value scores.

    h. Look for priority areas that overlap and combine them.

    3. Summary

    a. Explain to the participants that these are the issues they will work on tomorrow.

    b. Ask if there are any questions or comments before moving to the next activity.

    MODULE 4: DAY-2 Overview

    1. Review the Purpose and Objectives of Day-2.

    a. Use page 6 to review the purpose of the SAP Event.

    b. Use page 22 to summarize the objectives of Day-2.

    2. Expectations of Organizational Representatives

    a. Ask the team to identify the member who will make the organizational presentation on Day-2. Explain that this representative will be expected to make a 5 minute presentation about the organization's volunteer program.

    b. Explain that the organization's team will be expected to:

    · Share information about their volunteer program with the other participating organizations through individual networking and large group discussions.

    · To draft an organizational learning plan and action steps.

    · To think through the steps to take, when they return, to implement the plan.

    · To share resources and network with the other organizations.

    c. Share the names and positions of the representatives from the other organizations.

    3. Day-2 Logistical Arrangements

    a. Explain that the organization will meet at an off-site facility on Day-2.

    b. Make sure that all of the participants have the address and the directions to the facility.

    c. Explain that Registration will begin at 8:30 am and the Planning Session will start at 9:00 am and last until 4:00 pm.

    MODULE 5: Closing Activities

    1. Summarize Day-1 Activities

    2. Conduct the "Wishes and Pluses" Exercise

    a. Pluses - Things they liked about Day-1.

    b. Wishes - Things they would have changed about Day-1.

    c. Record their responses on newsprint.

    3. Ask if any one has announcements or closing remarks.

    4. Thank the participants for giving their time to the SAP.

    FOCUS GROUP APPROACH DAY - 2 LEARNING OBJECTIVES

    MODULE 6: Opening Activities

    1. To provide participants with the opportunity to get to know each other and to establish ground rules for how they will work together.

    2. To share information about their organization's volunteer programs and to begin to share resources.

    MODULE 7: Continuum of Prevention

    1. To enhance the participants' knowledge of prevention and how their volunteer programs fit into the Continuum of Prevention.

    2. To identify potential strategies for expanding their prevention initiatives.

    MODULE 8: Development of Organizational Learning Plan

    1. To identify and prioritize organizational training and technical assistance needs.

    2. To draft a plan for meeting organizational training and technical assistance needs.

    3. To identify the resources required to meet the organizational learning needs.

    4. To identify potential opportunities and barriers to meeting organizational learning needs; and to develop strategies to take advantage of the opportunities and to remove the potential barriers.

    MODULE 9: Organizational Plan Sharing

    1. To share organizational learning plans with other participants.

    2. To gather information to enhance the successful implementation of their organizational learning plans.

    3. To continue to network and share organizational resources.

    MODULE 10: Closing Activities

    1. To summarize the SAP Event.

    2. To gather participant feedback about the SAP Approach.

    3. To close the Event.

    SITUATIONAL ANALYSIS PROCESS - PILOT FOCUS GROUP APPROACH SAMPLE AGENDA

    Day Two: 8:30 am - 4:00 pm

    8:30 am Registration and Continental Breakfast

    MODULE 6: Opening Activities (9:00)

    1. Welcome

    2. Facilitator Introductions

    3. Organizational Introductions

    4. Agenda Review

    5. Overview of The Situational Analysis Process

    6. Participant Expectations

    7. Group Norms

    MODULE 7: Continuum of Prevention (10:00)

    1. The Continuum of Prevention Lecturette

    2. Small Group Exercise

    3. Large Group Exercise and Discussion

    Break (10:45)

    MODULE 8: Development of An Organizational Learning Plan (11:00)

    1. Plan Development Overview

    2. Review Training and Technical Assistance Needs

    3. Create Organizational Action Plans

    Lunch (12:00 Noon)

    MODULE 8: Development of An Organizational Learning Plan (Cont'd)(1:30 pm)

    4. Identify Opportunities and Barriers to Plan Implementation

    5. Outline Next Steps

    Break (2:30)

    MODULE 9: Organizational Plan Sharing (2:45)

    1. Select Organizational Representatives

    2. Share Learning Plans

    3. Revise Organizational Learning Plans

    4. Submit Written Plan

    MODULE 10: Closing Activities (3:45)

    1. Summarize SAP Event

    2. Review Expectations

    3. Participant Evaluation

    CLOSURE (4:00)

    FOCUS GROUP APPROACH DAY - 2 FACILITATOR NOTES

    MODULE 6: Opening Activities (1 hr.)

    1. Welcome

    a. The On-Site Manager welcomes everyone to the SAP Event.

    b. If any observers are present ask them to introduce themselves to the group too.

    2. Facilitator Introductions

    a. Have each of the facilitators take no more than 2 minutes to introduce themselves by briefly sharing the following information:

    - Name

    - Roles and responsibilities at the SAP Event

    - Name of the organization you will be working with today

    b. If they want to, facilitators may prepare and conduct a group introduction.

    3. Organizational Introductions

    a. Ask each organization to take about 5 minutes to share information about their volunteer program, and to introduce the other people at their tables.

    b. Each organization should cover the following information in their presentation: (T-1)

    · Description of your volunteer program

    · The role of prevention in the program


    · The number and type of volunteers


    · Describe a major success of your volunteer program

    · Describe the major challenge to your program


    c. Ask participant's to hold their questions until each group has presented.

    d. Give participants a chance to ask group members questions about their volunteer programs.

    e. Questions and responses should be brief.

    f. Encourage participants to continue discussions with each other during breaks and at lunch time.

    4. Agenda Review

    a. Review the agenda for today by briefly going over what will be covered in each module.

    b. Ask if participants have any questions before moving to the next section.

    5. Overview of the Situational Analysis Process

    a. Briefly review the definition of the terms and acronyms that will be used throughout the Event. (See pg. 4-6)

    b. Explain the overall purpose of the SAP Event (T-2) and Day -2 Agenda.(T-3)

    c. Review the 3 SAP Approaches. (T-4)

    d. Explain the 4 Stages of the SAP. (T-5)

    e. Review the layout of the Participant Manual

    6. Participant Expectations

    a. Explain that it is important for the facilitators to know what the participants expect to get out of the time we spend working together today.

    b. Ask the participants to share their expectations as they relate to the purpose of the Event. List the expectations on newsprint.

    c. Review the expectations, pointing out the ones that will be met today.

    d. Point out the expectations that will not be met during the SAP Event and try to provide the participants with alternative ways of getting their expectations met.

    e. Post expectations in the large group room.

    f. Ask participants to go to the newsprint and check off their expectations as they are met.

    g. Explain that this will give the facilitators an idea of how things are going throughout the day.

    7. Establishment of Group Norms

    a. One of the facilitators leads the participants in brainstorming group norms.

    b. Explain that norms are used to ensure that everyone participates and that expectations are met.

    c. Give an example of a norm, then ask the group to begin developing their own. Examples:

    - Start and end on time

    - One person speak at a time

    - Stay on schedule

    d. Record the norms on newsprint.

    e. Read each one out loud and ask if everyone agrees to abide by them for the next 2 days.

    f. Post in the large group room for the duration of the Event.

    g. Draw a "Parking Lot" on the newsprint and post it in the room.

    h. Introduce the "Parking Lot" as a place to put issues that may not be directly related to today's discussion. These issues will be reviewed and discussed at the end of the day.

    MODULE 7: ATOD Prevention Exercise (45 mins.)

    1. The Continuum of Prevention Lecturette

    A. CSAP Definition of Prevention (T-6)

    An anticipatory process that prepares and supports individuals and systems in the creation and reinforcement of healthy behaviors and lifestyles.

    B. Local Definition

    1. Ask if there is a local definition of prevention.

    2. If there is, give one of the participants a chance to share it with the group.

    C. Types of Prevention

    1. There are 3 levels of prevention: (T-7: Types of Prevention)

    · Primary Prevention - Activities that take place before there is a problem, such as education programs.

    · Secondary Prevention - Intervention efforts that occur in the early stages of the problem.


    · Tertiary Prevention - Treatment that is provided once there is a problem.

    2. Traditionally, primary prevention has focused on youth, now much more effort is being focused on adults. Much of what your organizations are already doing is primary prevention.

    3. Now let's take a look at a matrix that identifies prevention activities along the continuum.

    B. The Prevention Matrix

    1. The Matrix has two categories:

    Methods and Audiences.

    2. Now let's talk briefly about the items in each of these categories. (T-8: Prevention Matrix)

    3. Methods of prevention include:

    · Education and Information Programs - Addresses knowledge, attitudes and skills; provides risk and protective factors information; is appropriate to the age, culture, etc. of the audience. (T-9: Education)

    · Personal Development - Incorporates social skills and personal competence; includes communications, problem-solving, decision-making, resistance skills, self-efficacy and peer relations. (T-10: Personal Development)

    · Alternatives - Provides positive activities to meet personal needs that underlie health-compromising behaviors. (T-11: Alternatives)

    · Norms/Standards - Develops clear, firm and equitably enforced policies and laws; addresses cultural norms. (T-12: Norms/Standards)

    · Community Mobilization - Promotes social and economic changes to create opportunities for education, employment, recreation and self-development. (T-13: Community Mobilization)

    4. Audiences for these prevention efforts include: (T-14: Audiences)

    · Individuals - Involves the individual on a personal level.

    · Families - Focuses on family needs, dynamics and strengths.

    · Peers - Addresses interpersonal relations and groups.

    · School/Work - Accesses audiences in their job and leaning environments.

    · Community - Provides a comprehensive approach to reach all residents.

    C. Small Group Exercise Directions

    1. Before starting the exercise, the facilitator should draw the Continuum of Prevention Matrix on newsprint.

    2. Instruct participants to take about 5-6 minutes at their tables to fill in the blank matrix they have in their manuals. (Worksheet - 3 Prevention Matrix)

    3. Then work together at their tables to complete one matrix for the group. Each group will have a chance to share their responses with the rest of us.

    4. Each group should select a recorder and a reporter.

    Process the Exercise

    1. Share some of the items you put on your organizations matrix with the large group.

    2. When you share your activities, please identify the method and the audience.

    3. Ask the participants to write the names of their volunteer activities on the post-it-notes on the table.

    4. After report put the post-it-notes on the large matrix in the appropriate spaces.

    Large Group Discussion

    5. Ask the participants to discuss the following questions:

    a. Did you learn anything about your volunteer program by doing this exercise? Please explain what you learned.

    b. Now that you recognize the connection between your programs and prevention, what might be the benefit to your volunteer program of strengthening these connections?

    c. What might get in the way of strengthening these connections?

    d. Close out this discussion and let the participants know they will be working in organizational groups when they return from the break.

    BREAK: Let the participants know they have a 15 minute break.

    MODULE 8: Development of An Organizational Learning Plan (1 hr.)

    1. Plan Development Overview (Small Group)

    a. Ask group members if they want to use the existing norms or if they want to develop new ones.

    b. Review your role with the participants. Keep group discussions on the targeted subject matter Keep group moving and productive Stay on time Facilitate any communication barriers and/or problems Ensure the utilization of the established norms Ensure the selection of a group recorder, presenter, etc. Make the process fun J

    c. Review the Planning Process and answer any questions the participants may have about the process.

    d. Ask group members to choose a recorder and a person to share their plan with the large group.

    2. Review Training and Technical Assistance Needs

    a. Review the priority training and technical assistance needs from Day-1.

    b. Ask if there are any questions before moving to the next exercise.

    3. Organizational Action Planning

    a. Ask the group to use Worksheet-4 and develop action plans for each of their priorities.

    b. Review the action planning worksheet and answer any questions participants may have about it.

    c. Explain that the group is expected to give a copy of their plan to the facilitator before leaving the SAP Event.

    d. Point out that the plans that will be used to guide the identification of training for volunteers and volunteer organizations.

    LUNCH:

    Let participants know that they have 60 minutes for lunch - Encourage them to return on time.

    MODULE 8: Development of An Organizational Learning Plan (Con't) (1 hr.)

    4. Opportunities and Barriers Identification

    a. Instruct participants to continue using Worksheet-4 to identify opportunities that currently exist for the implementation of their plans.

    b. They should use the same worksheet to identify barriers to plan implementation.

    5. Strategy Development

    a. Instruct participants to use Worksheet-5 to discuss and reach an agreement about strategies to take advantage of identified opportunities.

    b. They should use the same worksheet to identify strategies to remove barriers to plan implementation.

    6. Next Steps

    a. Participants should discuss and reach a consensus about the next steps.

    b. Instruct participants to use Worksheet-6 to list the steps they need to take to implement their plans when they return to the organization.

    BREAK:

    Let participants know that they have 15 minutes for the afternoon break

    MODULE 9: Organizational Plan Sharing (1 hr.)

    1. Select Organizational Representatives

    a. Each organization should chose one representative to go to each of the other organization's breakout rooms or work areas to hear their Learning Plans.

    b. They should choose another person to stay in their room or work area to share their plan with representatives from the other groups.

    c. Ask the representatives to move to the other groups to listen to their plans and to bring back any ideas that might enhance their group's plan.

    2. Plan Sharing

    a. Each of the organizational spokesperson should share a summary of their Organizational Learning Plan with representatives from the other groups.

    b. Spokespersons should answer any questions representatives may have about their plans.

    3. Optional Plan Sharing Technique

    a. An alternative to this type of plan sharing would be the "Fish Bowl."

    b. The "Fish Bowl" approach has a representative from each of the organizations sit in the middle of a circle and explain their plans. People sitting around the circle have the opportunity to give feedback about ways to improve plans and about available resources.

    c. The feedback should be given after all 3 representatives have presented their plans. This ensures that each person has equal time for their presentation.

    d. Organizational representatives may also ask for feedback about specific areas of their plans.

    e. Each of the organizational recorders should capture changes/improvements so they may be discussed during the plan revision session.

    4. Plan Revisions (Small Groups)

    a. Representatives should return to their groups and report anything they learned that might enhance their learning plans.

    b. If necessary the group should revise their plans to include the new ideas.

    5. Written Plan

    a. The group should submit a copy of their entire Organizational Learning Plan to the facilitator.

    b. The facilitator should attach the plan to their Post-SAP Report and submit them both to sponsoring organization

    MODULE 10: Closing Activities (15 mins.)

    1. Ask the participants to return to the large group meeting room.

    2. The facilitators should summarize the SAP activities.

    3. Review Expectations to ensure that they were met. Provide alternatives for meeting unmet expectations.

    4. Pass out SAP Event Evaluation Forms (Worksheet - 7) and ask the participants to complete them. Encourage the participants to give honest and specific feedback about the entire SAP Event.

    5. Ask the facilitators to complete The Facilitator Evaluation Form (Worksheet -8).

    6. Conduct a closing activity.

    WORKSHEET 2 IDENTIFYING PRIORITIES

    Overall Person A Person B Person C Person D Person E Total



    ID # Rank Value Rank Value Rank Value Rank Value Rank Value Sum
    1
    2
    3
    4
    5
    6
    7
    8
    9
    10
    11
    12
    13
    14
    15
    16
    17
    18
    19
    20
    21
    22
    23
    24
    25




    Directions:

    1. After each person ranks their top three issues by ID #, enter each person's rank of 1, 2 or 3 across from the appropriate ID #.

    2. In the value column for each person, convert the ranks of 1, 2, or 3 to the following values: 1=3, 2=2, 3=1.3.

    3. Sum the values for each ID #.

    4. In the last column, give an overall ranking by putting a "l" across from the ID # with the highest sum, a "2" across from the ID # with the next highest sum, etc.

    WORKSHEET 2 (Cont'd) IDENTIFYING PRIORITIES

    Overall Person F Person G Person H Person I Person J Total Rank



    ID # Rank Value Rank Value Rank Value Rank Value Rank Value Sum
    1
    2
    3
    4
    5
    6
    7
    8
    9
    10
    11
    12
    13
    14
    15
    16
    17
    18
    19
    20
    21
    22
    23
    24
    25




    Directions:

    1. After each person ranks their top three issues by ID #, enter each person's rank of 1, 2 or 3 across from the appropriate ID #.

    2. In the value column for each person, convert the ranks of 1, 2, or 3 to the following values: 1=3, 2=2, 3=1.

    3. Sum the values for each ID #.

    4. In the last column, give an overall ranking by putting a "l" across from the ID # with the highest sum, a "2" across from the ID # with the next highest sum, etc.

    WORKSHEET-3: CONTINUUM OF PREVENTION MATRIX




    METHODS
    AUDIENCES
    INDIVIDUAL FAMILY PEERSSCHOOL/WORK COMMUNITY
    Education/Information
    Personal Development
    Alternatives
    Norms/Standards
    Community Mobilization



    S A M P L E WORKSHEET-4: ORGANIZATIONAL LEARNING PLAN





    PRIORITY # 1: Staff training related to Alcohol, Tobacco, and Other Drug (ATOD) education andinformation.








    Action (s)
    Desired Outcomes
    Resources Needed Human/Financial
    Opportunities
    Barriers
    Develop content of curricula. To have a thorough workable curricula on ATOD. Will use our in-house Substance Abuse Counselor. N/A N/A
    Identify who should attend. Attendance by all volunteers and paid staff. N/A N/AN/A
    Recruit facilitators. To have a regular committed facilitator to do the workshop. Help in locating a facilitator. Possible help through KRA the Technical Assistance Provider to Communities. By using KRA to help identify a facilitator, we will also be exposed to other services they can provide us. Schedule constraints maybe a barrier.
    Schedule and conduct 6 workshops. Conduct 6 workshops over the next 12 months. Meeting space; workshop materials; lunch and snacks. Other organizations will be exposed to our organization by attending workshops Schedule constraints maybe a barrier.
    Evaluation of workshop. Get feedback to improve the workshops. A volunteer evaluator. Our organization will be able to identify the needs and develop further training. N/A




    WORKSHEET-4: ORGANIZATIONAL LEARNING PLAN






    PRIORITY # 1:




    Action(s)
    Desired Outcomes
    Resources Needed Human/Financial
    Opportunities
    Barriers












    WORKSHEET-4: ORGANIZATIONAL LEARNING PLAN






    PRIORITY # 2:




    Action(s)
    Desired Outcomes
    Resources Needed Human/Financial
    Opportunities
    Barriers











    WORKSHEET-4: ORGANIZATIONAL LEARNING PLAN


    PRIORITY # 3:





    Action(s)
    Desired Outcomes
    Resources Needed Human/Financial
    Opportunities
    Barriers











    WORKSHEET - 5: OPPORTUNITIES AND BARRIERS


    Directions:

    List strategies your organization will use to take advantage of the key opportunities and to remove the major barriers to plan implementations.




    We will take advantage of the opportunities by:
    We will remove the barriers by:




    SITUATIONAL ANALYSIS PROCESS WORKSHEET- 6: NEXT STEPS

    1. Who else should be involved in the development and implementation of your Organization's Learning Plan?



    2. How and when will you get these people involved?



    3. Who needs to approve the plan before it is finalized and implemented?

    SITUATIONAL ANALYSIS PROCESS WORKSHEET- 6: (CONT'D)


    4. How and when will you get the required approval?



    5. Who will manage the ongoing implementation and evaluation of the plan?

    __________ Staff

    __________ Volunteer(s)

    6. What financial resources are needed to implement the plan?



    7. How will you acquire those resources?



    8. Which processes will be used to manage the plan?

    ________ Regular Written Reports

    ________ Reports at Board or Staff Meetings

    ________ Periodic Plan Review and Revision

    ________ Plan and Program Evaluations

    ________ Other (Explain)______________________________________

    SITUATIONAL ANALYSIS PROCESS WORKSHEET- 7: PARTICIPANT FEEDBACK FORM

    We are trying to find the best way to help organizations do situational analysis. Your comments will help us improve this process.

    Organization name: _______________________________________________

    Location: ________________________________________________________
    City State
    Type of Organization: _Business _Spiritual _Non-Profit 1. What were your expectations of the Situational Analysis Process? Please explain.



        Overall, were your expectations met?





    Not At All 1 2 3 4 5 All Were Met

    2. Did you learn anything new during the SAP Event about Prevention? Please explain.



        Overall, how much did you learn about Prevention?





    Nothing 1 2 3 4 5 A Great Deal

    SITUATIONAL ANALYSIS PROCESS WORKSHEET- 7: CONT'D)

    3. What did you learn about assessing organizational learning needs? Please explain.



        Overall, how much did you learn about assessing organizational learning needs?





    Nothing 1 2 3 4 5 A Great Deal

    4. In what ways did you find the interaction with other organizations to be useful? Please explain.



        Overall, how useful was the interaction with other organizations?

    Not Useful 1 2 3 4 5 Very Useful

    5. How confident are you that you will be able to implement your action plan? Please explain.



    Not Confident 1 2 3 4 5 Very Confident

    6. If you are not sure that you will be able to implement your plan, what resources would be needed for you to do so?



    SITUATIONAL ANALYSIS PROCESS WORKSHEET- 7: (CONT'D)

    7. Overall, to what extent did the Situational Analysis Process help your organization clarify its priorities and needs? Please explain.




    Not At All 1 2 3 4 5 A Great Deal

    8. What did you particularly like about the SAP? Why?




    9. What could be done to make the SAP more useful for you?




    SITUATIONAL ANALYSIS PROCESS WORKSHEET - 8: FACILITATOR FEEDBACK FORM

    Name:_______________________________________________________________

    Group Facilitated:________________________________________________________

    Event Dates:_____________________________________________________________

    Location:_______________________________________________________________

    Community: Spiritual ____ Non-Profit ____ Business ____
    1. Rate the overall clarity of the SAP Organizational Interview Approach.

    Not Clear 1 2 3 4 5 Very Clear

    2. Were you able to understand the facilitator notes and worksheets?
    Yes ____(go to question #4) No ____ (go to question #3)

    3. With which particular concepts, worksheets, or processes did you have a problem?

    4. Do you think the members of your group clearly understood the Organizational Interview Approach?

    Yes ____(go to question #6) No ____(go to question #5)

    With which particular concepts, worksheets, or processes did they have a problem?

    SITUATIONAL ANALYSIS PROCESS WORKSHEET- 8: (CONT'D)

    6. In your opinion did the Organizational Interview Approach work best for this target audience?

    Why?



    Why not?



    7. What should be done, if anything, to make the approach work for this audience?



    8. What impact did this approach have on the organization's planning process?



    9. What impact did it have on the organization's focus on prevention?



    10. List any additional comments or suggestions that you would like to make about this SAP Approach.





    TRANSPARENCIES





    ORGANIZATIONAL INTRODUCTIONS (T-1)

    Each organization should cover the following information in your presentation:

    · Description of your volunteer program

    · The role of ATOD prevention in the program

    · The number and type of volunteers

    · Describe a major success of your volunteer program

    · Describe the major challenge to your program

    PURPOSE (T-2)





    The purpose of the Focus Group Approach is to bring members of an individual organization together to identify training and technical assistance needs; then to bring those organizations together as one community to learn about prevention, and develop Organizational Learning Plans.






    SITUATIONAL ANALYSIS PROCESS FOCUS GROUP APPROACH (T-3)

    SAMPLE AGENDA

    Day Two: 8:30 am - 4:00 pm

    8:30 am Registration and Continental Breakfast

    MODULE 6: Opening Activities (9:00)

    1. Welcome
    2. Facilitator Introductions

    3. Organizational Introductions

    4. Agenda Review

    5. Overview of The Situational

    Analysis Process

    6. Participant Expectations

    7. Group Norms

    MODULE 7: Continuum of Prevention (10:00)

    1. The Continuum of Prevention Lecturette

    2. Small Group Exercise

    3. Large Group Exercise and Discussion

    Break (10:45)

    SITUATIONAL ANALYSIS PROCESS FOCUS GROUP APPROACH (T-3 CONT'D)

    SAMPLE AGENDA

    MODULE 8: Development of An Organizational Learning Plan (11:00)

    1. Plan Development Overview

    2. Review Training and Technical Assistance Needs

    3. Create Organizational Action Plans

    Lunch 12:00 Noon

    MODULE 8: Development of An Organizational Learning Plan (Cont'd) (1:30 pm)

    4. Identify Opportunities and Barriers to Plan Implementation

    5. Outline Next Steps

    Break (2:30)


    MODULE 9: Organizational Plan Sharing (2:45)

    SITUATIONAL ANALYSIS PROCESS FOCUS GROUP APPROACH (T-3 CONT'D)

    SAMPLE AGENDA

    1. Select Organizational Representatives

    2. Share Learning Plans

    3. Revise Organizational Learning Plans

    4. Submit Written Plan

    MODULE 10: Closing Activities (3:45)

    1. Summarize SAP Event

    2. Review Expectations

    3. Participant Evaluation

    CLOSURE (4:00)

    SITUATIONAL ANALYSIS APPROACHESOVERVIEW (T-4)





    APPROACH #1
    APPROACH #2
    APPROACH #3
    Method Community Meeting Utilizes Worksheets 1 - 9 3-4 participants per organization Focus Group Utilizes Worksheets 1-7 6-8 participants per organization on Day-1 3-4 participants per organization on Day 2 Organizational Interview Utilizes Worksheets 1,2.1,4-9. 3-5 participants per organization
    Length of Time Day 1: Full day Day 2: Full day Day 1: 1/2 day Day 2: Full day Day 1: 45-60 minutes per person interviews Day 2: Full day
    Interaction With Other Organizations Day 1: Organizational Work Groups and Large Group Discussion Day 2: Organizational Work Groups Day 1: Organizational Work Groups Day 2: Organizational Work Groups and Large Group Discussion Day 1: Individual Interviews Day 2: Organizational Work Groups




    SITUATIONAL ANALYSIS PROCESS FOCUS GROUP APPROACH (T-5)

    STAGE 2: SAP EVENT



    1. Conduct the Focus Groups.

    2. Organizational Resource sharing and networking.

    3.Learn about Prevention and Volunteerism.

    4. DevelopOrganizational learning plans.

    STAGE 3: SAP FOLLOW-UP



    1. Facilitators prepare SAP Event Report.

    2. Organizational Learning Plans are submitted and reviewed .

    3. Follow-up on technical assistance and training needs.

    4. Use SAP Event Report to develop and/or identify training programs.

    STAGE 1: PRE-SAP



    1. Regions identify organizations.

    2. Telephone calls to solicit organizational interest.

    3. Select organizations.

    4. Send confirmation letters to selected organizations.

    5. Follow-up calls to support organizations preparation of PRE-SAP Worksheet-1.

    6. Organizations submit Worksheet-1.

    7.Mail logistics package to organizations.

    8. Telephone follow-up to continue assisting organizations preparation for SAP Event.

    PREVENTION (T-6)








    The Center for Substance Abuse Prevention defines "Prevention" as an anticipatory process that prepares and supports individuals in the creation and reinforcement of healthy behaviors and lifestyles.

    TYPES OF PREVENTION (T-7)







    There are 3 levels of prevention:

    · Primary Prevention - Activities that take place before there is a problem, such as educational programs.

    · Secondary Prevention - Intervention efforts that occur in the early stages of the problem, such as counseling and information about the effects of long-term use.

    · Tertiary Prevention - Treatment that is provided once there is a problem, such as drug rehabilitation and Alcoholics Anonymous.

    CONTINUUM OF PREVENTION MATRIX (T-8)





    METHODS
    AUDIENCES
    INDIVIDUAL FAMILY PEERS WORKPLACE COMMUNITY
    Education/Information
    Personal Development
    Alternatives
    Norms/Standards
    Community Mobilization




    EDUCATION AND INFORMATION (T-9)








    Programs that address knowledge, attitudes and skills; provides risk and protective factors information and; is appropriate to the age, culture of the audience.

    PERSONAL DEVELOPMENT (T-10)








    Incorporates social skills and personal competence; includes communications, problem solving, decision-making, resistance skills, self-efficacy, and peer relations.

    ALTERNATIVES (T-11)








    Positive activities to meet personal needs that underlie health-compromising behaviors.

    NORMS AND STANDARDS (T-12)









    Clear, firm, and equitably enforced policies and laws that incorporate cultural norms.

    COMMUNITY MOBILIZATION (T-13)










    Social and economic changes that create opportunities for education, employment, recreation and self-development.

    AUDIENCES (T-14)










    · Individuals - Involves the individual on a personal level.

    · Families - Focuses on family needs, dynamics and strengths.

    · Peers - Addresses interpersonal relations and groups.

    ·Workplace - Accesses audiences in their job and learning environments.

    · Community - Provides a comprehensive approach to reach all residents.












    PART III


    ONGOING PROGRAM ASSESSMENT PROCESS







    BENEFITS OF PROGRAM ASSESSMENT

    Organizations should continue to conduct assessments of their volunteer and prevention activities because:

    1. It increases their chances of reaching and serving populations is increased

    2. Helps staff assess if the program is reaching the intended population.

    3. Assesses what worked and identifies areas for improving and "fine-tuning" the program in order to meet the goals and desired outcomes.

    4. Offers the opportunity to discover additional unanticipated benefits, opportunities and barriers associated with prevention efforts.

    5. Provides a clear, complete description of the program that was implemented.

    This is essential for others who may want to develop or implement a similar program.The following pages consists of a four-step assessment process and a sample format for preparing assessment reports.

    FOUR STEPS TO PROGRAM ASSESSMENT

    1. Identifying Goals and Desired Outcomes What were the primary goals of the project? What did you hope to accomplish?

    In this step, describe:

    I. The primary goals of your program(s)

    II. Target group(s) of your program(s)

    III. What outcomes were desired?

    What did you hope to accomplish?

    2. Process Assessment What did you do?
    (In this step you describe the activities undertaken to accomplish an objective or to bring about the desired outcome)

    This assessment centers around 2 issues:

    I. target groups; and

    II.intended and actual activities of the program. Target groups:
    Who were the intended target groups? Was there a priority ordering of groups to be influenced by the program?

    Activities:

    There are important questions that need to be asked about the activities:

    Who was supposed to do what to whom and when was it done?

    3.Outcome Assessment Outcome assessment looks at the short-term effects. It is concerned with measuring the immediate or proximal effects of a program on the recipients of a service. It attempts to determine the direct effects of the program , such as the degree to which the program increased knowledge of drugs and the perceived risk of drugs.

    Basically, what you are looking for is the desired outcomes (step 1) and evidence regarding the extent to which the outcomes where achieved. This can be done through the use of questionnaires and archival data.

    4. Impact Assessment Impact assessment is concerned with the ultimate effects desired by a program.

    For example the reduction in the incidence of new students starting drug use.

    Source:

    Office for Substance Abuse Prevention.

    Prevention Plus II:

    Tools for Creating and Sustaining Drug-Free Communities. DHHS Pub. No. (ADM)89-1649. Washington, D.C, 1989.

    FORMAT FOR PROGRAM ASSESSMENT REPORTS(Sample)

    1. What planned activities were actually carried out? a) b) c) d) e) f) g) h)

    2. How much intervention/prevention was completed? a) b) c) d) e) f) g) h)
    3. What were the outcomes? a) b) c) d) e) f) g) h)

    4. For what outcomes have you been able to measure and document change?

    5. How has the program has an impact on student alcohol and other drug use? a) b) c) d) e) f) g) h)

    6. What plans should be modified for the future? a) b) c) d) e) f) g) h)

    7. What additional activities and new program should be developed? a) b) c) d) e) f) g) h)

    8. How does your program compare to the criteria for effective programs? (See the next page) a) b) c)

    Source:

    Office for Substance Abuse Prevention. Prevention Plus II: Tools for Creating and Sustaining Drug-Free Communities. DHHS Pub. No (ADM)89-1649. Washington, D.C.,1989.

    Factors that Attributes to Effective Prevention Programs

    1. Program planning:

    The program is based on sound planning involving multiple systems within the community.

    2. Goals and objectives:

    The program has specific, measurable goals and objectives based on a community needs assessment.

    4. Multiple activities:

    The prevention program involves the use of multiple activities (e.g., information, skills development, alternatives, public policy) to accomplish its goals.

    5. Multiple targets/population:

    The prevention program includes elements of the community, including all ages and cultural groups.

    6. Strong assessment base:

    The program has a mechanism for data collection on an ongoing basis. The outcomes should have a focus on a behavior change, and can be tied back to the planning process so that appropriate program changes can be made.

    7. Sensitive to needs of all:

    The program takes into account the special needs of the community. Programs will be tailored to the specific individual needs of persons in the community.

    8. Part of the overall health promotion and health care system:

    It works with other agencies to build a supportive community environment for the development of healthy lifestyles and healthy choices

    9. Community involvement and ownership:

    The prevention program reflects a basic philosophy of "grass roots" ownership and reflects community involvement in planning, implementation, and assessment.

    10. Long-term:

    The prevention program seeks to promote a long-term commitment, building on success and adapting to changing community needs. The program integrates prevention activities into existing community organizations. The program ensures that interventions begin early and continue through the life cycle.

    11. Multiple systems/levels:

    The prevention program utilizes multiple social systems and levels within the community in a collaborative effort.

    Source:

    Office for Substance Abuse Prevention. Prevention Plus II: Tools for Creating and Sustaining Drug-Free Communities. DHHS Pub. No. (ADM)89-1649. Washington, D.C. 1989.






    PART IV

    RESOURCES

    (REGIONAL VOLUNTEER ORGANIZATIONS)









    PART V YOUR NOTES