PRIORITIZINGTOOLSQuickPrioritySettingTools:1.RaiseArms-Gothrough the listof issues,askingparticipantstousetheirarmstosignalwhethertheydeemanissuetobehigh,

mediumorlowpriorityforhandling.KeeparmsdownforIssuesdeemedtobelowpriorityissues,Raisearmshalfwayupformediumpriorityitemsandallthewayupforissuestheyconsidertohavehighpriority.Thefacilitatorscanstheaudienceandmarksbytheitemthepriority(high,mediumhigh,medium,mediumlow,low)andmovestothenextitem.

Ifthefacilitatorsuspectstheremightbedisagreement,askparticipantsinadvanceoftheexercisetoprovidesomereasonsthat

thisshouldbeahighorlowpriority.Callforraisedarmsafterthediscussion. Ifthere'slargedisagreement, askpeopletogivereasonsfortheirevaluation sothegroupcanthink about itagain.Thenhave

group raisearmsasecondtime(Note: thismethod issimpleandquickandworkswellwherethere'salreadyalotofagreement. But louderpeoplecandominateevenifthey'reaminority.)

2. MultiVoteTechnique-Usewhenyouhavealistofdiscreteitemstoprioritize.Forexample,titlesfromaconsensus

workshop.Ifitisjustarandomlist,doaneaselconsensusworkshoptoclusteritemsthatarethesame.Todeterminethehighestprioritiesforconsideration,giveparticipantsdotstoawardastheychoose.Reviewitemstobeconsideredwiththegrouptomakesureparticipantsunderstandtheitem.Askforadvocacystatementsforitemspeoplefeelstronglyabout-"ifyouwanttoswaythevotes-here'syouropportunity".Letthosepeoplespeaktotheiritem.Counttheitems.Thenumberofdotstogiveisthenumberofitemsdividedby3plus1.(Example:15items/3=5+1=6dots).Participantscandistributetheirdotsastheychoose(includingplacingmorethanonedotonanitem).Addupthedotseachitemreceivedandreporttheresultsbacktothegroup.Determinefromtheitemsthatgotthemostdotsandwhichitemsthegroupwantstotaketothenextlevelofdevelopment-suchasactionplanning.Makesurethatthegroupiswillingtotakeactionanddeterminenextsteps.

Themultivotetechniquecanberepeatedifadditionalwinnowingisneeded,usingthesameformulaonthereducedlisttodeterminethenumberofvotestobegiven.

SNAP-Ed ToP Mentoring - Session 5 - Heidi Kolbe & Nileen Verbeten 1

PrioritySettingTechniquesforMoreComplicatedIssues3. DotVotingWithCriteria-Usewithalistofdiscreteitems/issues.Theitemscanbedisplayedonchart,oncardsonthestickywall

orapre-madetemplatewithroomfordotstotheleftofeachissue. Reviewthelisttomakesureeveryoneunderstandseachitemandleadadiscussionforunderstandingifnecessary.Giveeachparticipantthreecoloredstickydots,eachrepresentingdifferentcriteria.Forexample,redmightrepresentmajorconcernswithimplementation;blue-itemsthatareveryimportanttothegrowthandsustainabilityofthestrategy;andgreen-itemsthataretheeasiesttoimplement.UsetheMultiVoteformulaabovetodeterminethedots(ofeachcolor)togiveeachperson.Participantsareinvitedtocomeforwardwheneverthey'rereadyandplacetheirdotsontheitems.Participantsplaceonedotofeachcolorontheitemsoftheirchoice.Countthedotsandreportbacktothegroup.Discusstheitemsinlightoftheinformationrevealedbythecriteriabasedmultivoteanddeterminewhichitemswillbemovedtothenextlevelofstrategydevelopment.(Note:we'velistedthisasaprioritysettingtoolbutitcanbeusedinmanyways-particularlygoodusesincludeforreflection,informationgathering,etc.)

4. PriorityMatrix-Workingfromavisiblelistofitems,rateeachitemonthatitem'slevelofimpact(highorlow)andeffortrequired

(easyordifficult).Placeitemsona2x2matrix-withhighimpactatthetopandlowimpactatthebottom,easyontheleftanddifficultontheright.Positionitemsinthematrixaccordingtotheirlevelofimpactanddifficulty.Plantodoitemsratedeasytodo-highimpact,drophardtodo-lowimpact.Highimpact-difficulttodoitemscanbeassignedtoteams.Lowimpact-easytodoitemscanbepursuedbyindividualswhowanttoworkonthem.Seeadditionaldetailonpage4.

SNAP-Ed ToP Mentoring - Session 5 - Heidi Kolbe & Nileen Verbeten 2

5. InterrelationshipDiagraph-Thisapproachisbestwhenexploringadiscretelistofissues(problems,contradictions,blocks)that

havebeendiscussedindetailwiththegroupbeforestartingbeforetheexercise.Thepurposeoftheexerciseistodeterminewhichissuesaredrivingtheproblem.Oncethedriversaredetermined,thegroupknowswhichissuestofocusonforresolution.Listtheissuesinacircleonalargesheetofchartorbannerpaper.Startingatthetopandgoinginaclockwisedirection(withoutskippinganyitem)comparethefirstitemtotheseconditem.Determineiftheseitemsarerelated.Iftheyarerelated,determinewhichitemisthedriver(contributingtotheexistenceoftheother).Drawanarrowfromtheitemthatisthedriver(flatendofthearrow)totheitemitisinfluencing(thetipofthearrow).Proceedtocomparethefirstitemtothethirditem,repeatingtheabovestep,untilthefirstitemhasbeencomparedtoeveryiteminthecircle.Movetotheseconditemandrepeattheprocess,proceedinginaclockwisedirection.Whenalltherelationshipshavebeenestablishedandthedriverdetermined,countthenumberofissueseachdrivesandissueseacharedrivenby.Countthenumberofflatendsleavinganissue(thenumberofissuesthatitemdrives)andcountthenumberofarrowtips(numberofissuesthatimpactthatitem)andnotethesebyeachissue.(Refertospecificdirectionsonpage5.)Theitemsthatdrivethemostotherissuesindicatehighopportunitiesforfocus.Facilitateadiscussiontodeterminethenextlevelofstrategydevelopment.

SNAP-Ed ToP Mentoring - Session 5 - Heidi Kolbe & Nileen Verbeten 3

SettingPrioritiesUsingaPriorityMatrix

1. Workfromalistofitemsvisuallydisplayedonachartorcardsonthewall.Clarifyalloftheitemssopeopleknowwhattheyarediscussing.

2. Rateeachitemon:

• Impact-HighorLow---marktheitemwithHorL• Effort-EasyorDifficult---marktheitemswithEorD

Severalwaystodothis:

• Gothrougheachitemonthelistforbotheffortandimpact• Gothroughthelisttwice-onceforeffortandonceforimpact

3. Makea2x2matrixonachartorastickywallwithtape.TheverticalaxisrepresentsIMPACT.Highimpactisatthetopandlowimpactisatthebottom.ThehorizontalaxisrepresentsEFFORT.Easyisontheleftanddifficultisontheright.

4. Describethechart,thenseparatetheitemsbytheircombinedimpactandeffort:HE,HD,LE,LD.

• HighImpact-EasytoDo(HE)arethelowhangingfruit-theserepresentyourbestimmediatestrategies.

• HighImpact-DifficulttoDo(HD)arepotentialitemsforplanningteams• LowImpact-EasytoDo(LE)areitemstodelegatetochampionswhowanttoworkonthem.• LowImpact-DifficulttoDo(LD)shouldbeavoided.

5. Facilitateadecision-makingconversationtoclarifywhichstrategiesthegroupwillimplement.

6. Makeassignmentsandcreateplanningteamsplansforthosestrategies.

• HighImpact-EasytoDo(HE):Breakintoactionteamstoplantheseormakeassignmentsdirectlytoindividuals.• HighImpact-DifficulttoDo(HD)-Createplanningteamsandschedulethetimeforplanningandimplementation.• LowImpact-EasytoDo(LE)-Delegateitemstopeoplewhowanttodothem

SNAP-Ed ToP Mentoring - Session 5 - Heidi Kolbe & Nileen Verbeten 4

INTERRELATIONSHIPDIAGRAPH

PurposeTodeterminedrivingforcescontributingtoaprobleminordertofocustheresourceswhichwillbeappliedtotheimprovement.

Directions1. Displayheadersfromaproblemsortingaffinitydiagram(titlesfromaconsensusworkshop)inacircleandnumber

themclockwise(1,2,3,4,etc.).(Drawboxesaroundthemtomakethemeasiertosee.)

2. Analyzerelationshipsbetweenheadercategories(Consensusworkshoptitles)workingalwaysinaclockwisedirection(neverclockwise).

3. Asktwoquestionsofeachrelationshipbetweenheaders.a. Isthereasignificantrelationshipbetweenthesetwothings?b. Ifyes,whichisthedriver?(Ifno,donothingandmoveontothenextheader).

4. Drawanarrowbetweentheheadersthathavearelationship.Havearrowstartatthedriverbox,withthepointofthearrowtouchingtheboxbeingdriven.

5. Whenallrelationshipshavebeenconsideredbetweenallboxes,countthenumberofarrowsleavingeachboxandthenumberenteringeachboxandrecordasfollows:

7leaving/3entering-displayas7/3

6. Theleftnumberranksthestrengthofthedriverwhiletherightsideranksthestrengthoftheonebeingdrivenbysomethingelse:

Example: 7/3Driver/Drivenby

7. FocusmajorresourcesondriverstogainthemostimprovementontheproblemSourcefortheInterrelationshipDiagraphandsampleonfollowingpage:TheCoachingExperience:ATransformationalJourney

Example:

Example:NoJob

NoMoney

SNAP-Ed ToP Mentoring - Session 5 - Heidi Kolbe & Nileen Verbeten 5

SampleInterrelationshipDiagraph

Problem:Whycan’tIeveraffordChristmasshopping?

SNAP-Ed ToP Mentoring - Session 5 - Heidi Kolbe & Nileen Verbeten 6