1-2 Training of Process Facilitators 3-1. Training of Process Facilitators 1- Provide an overview of...

1-2Training of Process Facilitators Training of Process Facilitators 3-1

Training of Process Facilitators 1-<#>

Provide an overview of the role and skills of a Communities That Care Process Facilitator, and facilitate the effort through Phase One.

Training of Process Facilitators 3-2


Participants will be able to:

1. Describe the role of the Process Facilitator.

2. Help communities address Phase One milestone and benchmark issues.

3. Help a community move to Phase Two.



Skills

• Communication

• Facilitation

• Mentoring

Expertise

• Knowledge

Qualities

• Openness

• Commitment



• uses effective group facilitation skills

• helps identify and resolve common issues and barriers for each phase of the Communities That Care process

• helps apply the steps for each phase of the Communities That Care process

• helps communities to address issues and challenges.


A Process Facilitator:


The Coordinator:

• provides staff support to the Community Board and its working groups

• works with the Communities That Care trainer to arrange training and technical assistance

• handles Community Board meeting preparation and follow-up

• documents the Communities That Care effort by keeping files of all related activities

• prepares reports as needed.



The trainer:

• explains the prevention-science research base and how to put it into practice

• uses effective instructional methods

• ensures that training participants have the knowledge and skills required to achieve the Communities That Care milestones and benchmarks

• delivers the Communities That Care training system.



Purpose: Begin the Communities That Care process. Identify:

• people

• scope

• readiness

• resources.

Support: Strategic Consultation; Tools for Community Leaders: A Guidebook for Getting Started



• introduction

• a description of the Communities That Care system

• a description of the research foundation

• the process of implementation

• the Communities That Care system at work

• sources for further readingTraining of Process Facilitators 3-9


• Step 1—Complete preliminary organization tasks.

• Step 2—Define the scope of the prevention effort.

• Step 3—Address community readiness issues.

• Step 4—Plan for Phase Two: Organizing, Introducing, Involving.



• Define the issue as clearly and accurately as possible.

• Identify the people or groups that can help address the issue, and bring those people together.

• Brainstorm potential solutions for the issue.

• Evaluate and select a solution(s) that all people or groups feel will best address the issue.

• Implement the solution.

• Check to see how well the solution worked.



• Identify a Champion (a community leader) to guide the process.

• Inventory existing community services addressing youth and family issues.

• Identify a lead agency committed to supporting the project.

• Secure a Coordinator (to work at least half time).

• Form a core work group to activate the process.

• Develop a roster of Key Leaders to involve in the process.

• Prepare an initial work plan and time line for getting started.

• Identify and secure the resources needed to get started.



• Define key aspects:

- Define the community to be organized.

- Identify the health and behavior issues to be addressed.

- Agree on what is involved in the “prevention” response.

- Identify legislative/funding supports or constraints.

- Agree on the Community Board’s role.

- Begin to define how the Community Board will operate in the community.

• Summarize issues related to the key aspects.

• Develop an action plan to address outstanding issues related to the key aspects.



• Investigate community readiness issues.

- Ensure agreement on issues to be addressed.

- Ensure that community members have a common definition of “prevention.”

- Ensure that the community values collaboration.

- Ensure that community-wide support exists for a risk- and protection-focused, data-driven, research-based, outcome-focused prevention approach.

- Obtain school district support for the Communities That Care Youth Survey. Administer the survey as early as possible.

- Plan for coordination among existing initiatives and planning efforts.

- Identify community stakeholders.

- Identify other community readiness issues.



Securing survey support may be difficult if:

• the Catalyst, Champion or core work group has a poor relationship with key players in the school district

• the school district has historically used a different survey

• some administrators have concerns about potential controversy surrounding the survey.



Common issues:

• Identifying the right Catalyst, Champion and lead agency

• Finding the time and resources to get Phase One work done



Common issues:

• Grant parameters

• Data collection considerations



Common issues:

• Racial/ethnic/cultural divisions

• Time commitment

• Agency collaboration

• Perception of duplication


Training of Process Facilitators 1-<#>Training of Process Facilitators 3-19

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