SITUATIONAL ANALYSIS PROCESS FOCUS GROUP APPROACH PARTICIPANT MANUAL

February 1996



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. Learning Objectives (Day-2) 19

VI. Sample Agenda (Day-2) 21

VII. Worksheet 2: Identifying Priorities 23

VIII. Worksheet 3: Continuum of Prevention 25

IX. Worksheet 4: Organizational Learning Plan Form 26

X. Worksheet 5: Opportunities and Barriers 30

XI. Worksheet 6: Next Steps 31

XII. Worksheet 7: Participant Feedback Form 33

XIII. Worksheet 8: Facilitator Feedback Form 36

XIV. Transparencies 39

Part III: Ongoing Program Assessment

I. Benefits 56

II. Steps to Program Assessment 57

III. Sample Report Format 58

IV. Effective Prevention Program Factors 60

Part IV: Resources

I. Regional Volunteer Organizations 61

Part V: Your Notes

PART I PRE - SAP INFORMATION

SITUATIONAL ANALYSIS PROCESS 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

Opportunities   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.

OrganizationalLearning 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    Alcohol, tobacco and other drug problem prevention

Abuse 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 volunteer organizations with 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 Guidelinesfor 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 APPROACHESOVERVIEW

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.

I. Identify other prevention workshops in their regions.

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

III. 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 ATOD 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 1: PRE-SAP

1. Conduct Focus Groups.

2. Organizational Resource sharing and networking.

3.Learn about Prevention and Volunteerism.

4. Develop organizational learning plans.

> 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 3: SAP FOLLOW-UP

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:8:30 am - 4:00 pm

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 9:30

MODULE 2: Discussion of Volunteer Program

1. Overview of Volunteer Program

2. Individual Volunteer Experiences 10:30

Break 10:45

MODULE 3: Identification of Learning Needs

1. Brainstorming Exercise

2. Prioritization of Needs11:30

MODULE 4: Day-2 Overview

1. Review of Day-2 Purpose and Objectives

2. Expectations of Organizational Representatives

3. Day-2 Logistical Arrangements 12:00 Noon

MODULE 5: Closing Activities

1. Summary of Day-1

2. Wishes and Pluses Exercises

3. Announcements 12:15 pm

CLOSURE 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. Togather 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 9:00

MODULE 6: Opening Activities

1. Welcome

2. Facilitator Introductions

3. Organizational Introductions

4. Agenda Review

5. Overview of The Situational Analysis Process

6. Participant Expectations

7. Group Norms 10:00

MODULE 7: Continuum of Prevention

1. The Continuum of Prevention Lecturette

2. Small Group Exercise

3. Large Group Exercise and Discussion 10:45

Break 11:00


MODULE 8: Development of An Organizational Learning Plan

1. Plan Development Overview

2. Review Training and Technical Assistance Needs

3. Create Organizational Action Plans 12:00 Noon Lunch 1:30 pm

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

4. Identify Opportunities and Barriers to Plan Implementation
5. Outline Next Steps 2:30

Break 2:45

MODULE 9: Organizational Plan Sharing

1. Select Organizational Representatives

2. Share Learning Plans

3. Revise Organizational Learning Plans

4. Submit Written Plan 3:45

MODULE 10: Closing Activities

1. Summarize SAP Event

2. Review Expectations

3. Participant Evaluation 4:00

CLOSURE

WORKSHEET 2IDENTIFYING PRIORITIES

Overall Person A Person B Person C Person D Person E 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 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

PEERS

SCHOOL/WORK

COMMUNITY

Education/Information

Personal Development

Alternatives

Norms/Standards

Community Mobilization



S A M P L EWORKSHEET-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

1. 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)

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?
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

    9:00 MODULE 6: Opening Activities

    1. Welcome

    2. Facilitator Introductions

    3. Organizational Introductions

    4. Agenda Review

    5. Overview of The Situational Analysis Process

    6. Participant Expectations

    7. Group Norms

    10:00 MODULE 7: Continuum of Prevention

    1. The Continuum of Prevention Lecturette

    2. Small Group Exercise

    3. Large Group Exercise and Discussion

    10:45 Break


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

    SAMPLE AGENDA

    11:00 MODULE 8: Development of An Organizational Learning Plan 1. Plan Development Overview

    2. Review Training and Technical Assistance Needs

    3. Create Organizational Action Plans

    12:00 Noon Lunch

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

    4. Identify Opportunities and Barriers to Plan Implementation

    5. Outline Next Steps

    2:30 Break

    2:45 MODULE 9: Organizational Plan Sharing

    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

    3:45 MODULE 10: Closing Activities

    1. Summarize SAP Event

    2. Review Expectations

    3. Participant Evaluation

    4:00 CLOSURE

    SITUATIONAL ANALYSIS APPROACHES OVERVIEW(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:

    1. The primary goals of your program(s)

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

    3. What outcomes were desired?

    4. 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:
    1. target groups; and

    2.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?


    1. 2. 3. 4. 5. 6. 7. 8.

    2. How much intervention/prevention was completed?


    1. 2. 3. 4. 5. 6. 7. 8.

    3. What were the outcomes?


    1. 2. 3. 4. 5. 6. 7. 8.

    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?
    1. 2. 3. 4. 5. 6. 7. 8.


    6. What plans should be modified for the future?


    1. 2. 3. 4. 5. 6. 7. 8.

    7. What additional activities and new program should be developed?


    1. 2. 3. 4. 5. 6. 7. 8.

    8. How does your program compare to the criteria for effective programs? (See the next page)1. 2. 3.

    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.

    Factor 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.

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

    2. Multiple targets/population:

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

    3. 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.

    4. 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.

    5. 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.

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

    7. 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.

    8. 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