Nobody Knows… Until You Tell Them Packaging Your Program’s Outcomes To Build Respect and Support...
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Transcript of Nobody Knows… Until You Tell Them Packaging Your Program’s Outcomes To Build Respect and Support...
Nobody Knows…
Until You Tell Them
Packaging Your Program’s Outcomes To Build Respect and SupportKathi Polis and Lennox McLendon, 2006
Polis and MeLendon, 2006 2
Out in the Cold
• Nobody knows…Nobody knows…– What we doWhat we do– How pervasive the How pervasive the needneed is is– How successful we areHow successful we are– How we contribute to so many other How we contribute to so many other
human service and social programshuman service and social programs– How limited our resources areHow limited our resources are
Polis and MeLendon, 2006 3
We don’t get no respect!
Adult Education
Polis and MeLendon, 2006 4
Rodney Understands
Polis and MeLendon, 2006 5
Rodney understands:
• I told my son, “One day you will have children of your own.”
• My son told me, “One day you will too.”
Polis and MeLendon, 2006 6
Rodney understands:
• I tell you, with my doctor, I don't get no respect.
• I told him, "I've swallowed a bottle of sleeping pills."
• He told me to have a few drinks and get some rest.
Polis and MeLendon, 2006 7
Rodney understands:
• With my dog I don't get no respect.
• He keeps barking at the front door.
• He don't want to go out. He wants me to leave.
Polis and MeLendon, 2006 8
Rodney understands:
• I asked my old man if I could go ice-skating on the lake.
• He told me, "Wait till it gets warmer."
Polis and MeLendon, 2006 9
We don’t get any respect
• Training ObjectivesTraining Objectives– Examine the reasons why adult
education gets no respect and support
– Explore strategies for moving adult ed from the margins to the mainstream
– Use program results to show our impact
– Design materials to document that impact
Polis and MeLendon, 2006 10
Come out of the Cold
• Get some respectGet some respect
Polis and MeLendon, 2006 11
Why Don’t We Get Respect?
• Activity # 1—Let’s ask Aretha– What Aretha Says– Questions 1 & 2- Whom do you
respect and why?– Questions 3 & 4—How do you earn
respect?– Question 5—Why is adult education
not respected?
Polis and MeLendon, 2006 12
What is respect?
Dimensions of respect:
– Cognitive: beliefs, judgments
– Affective: emotions, feelings
– Conative: motivations to act
Polis and MeLendon, 2006 13
Your message will have…
• Cognitive Elements– beliefs, judgments
• Affective Elements– emotions, feelings
• Conative Elements– motivations to act
Polis and MeLendon, 2006 14
Your message will have Cognitive Elements
• Beliefs Beliefs –they believe we are good
• AcknowledgementsAcknowledgements—they acknowledge we are good
• JudgmentsJudgments—they judge us as good
• DeliberationsDeliberations—they talk about how good we are
• CommitmentsCommitments—they commit to us
Polis and MeLendon, 2006 15
Your message will have Affective Elements
• EmotionsEmotions—our work evokes fulfilling response
• FeelingsFeelings—intuition tells them we are helping people -- they feel it
• Ways of experiencingWays of experiencing—knowledge acquired through senses rather than reasoning
Polis and MeLendon, 2006 16
Your message will have Conative Elements
• MotivationsMotivations—they have incentives to act on your behalf
• Dispositions to actDispositions to act—they have —they have the desire to act the desire to act
Polis and MeLendon, 2006 17
Your message will be…
• Cognitive– we do good work--and can help you
do good work
• Affective– we help people--the same people
you do
• Conative– we need your help -- to help both of
us do our job
Polis and MeLendon, 2006 18
What is respect?
• One mode of experiencing and acknowledging the value or significance of something.
• Appreciating the worth or importance
Polis and MeLendon, 2006 19
Adult Education
• Why are we important? – Showing the NEED
• What is our significance?– Proving our impact
• What is our worth or value?– Showing return on investment
Polis and MeLendon, 2006 20
Adult Education: the myths of marginality
• We get:– Limited federal funding
– Limited state funding in many cases
– Limited recognition from many of our host agencies
Polis and MeLendon, 2006 21
Adult Education: the myths of marginality
• And yet:– Our target population is greater than that
of K-12.– We provide immediate impact on the
nation’s workforce and families.– More adult education participants found
employment than those in Title I programs.– We meet a higher number of our
performance targets than Title I programs.– Adult education generates more money
than it spends.
Polis and MeLendon, 2006 22
Rodney understands:
• I get no respect.
• The way my luck is running, if I was a politician I would be honest.
Polis and MeLendon, 2006 23
Message to Target
1. Know the elements of your message.
2. Know the response you want it to have.
3. Identify the targets of the message.
4. Customize the elements of your message to get the response you want from each target.
Polis and MeLendon, 2006 24
Powerbrokers
• From whom do we need respect?
• Who are the powerbrokers?– State level
– Local level
Polis and MeLendon, 2006 25
Powerbrokers
• For each:– Cognitive—What would make them
believe and acknowledge our value?– Affective—What feelings or
emotions would we want to evoke in them?
– Conative—What would motivate them to act in our favor everyday?
Polis and MeLendon, 2006 26
Activity 2: Building the story
• Select one of your powerbrokers.
• What information do you have under the categories that would evoke one or more of the dimensions of respect?
• Briefly describe it in the appropriate column.
Polis and MeLendon, 2006 27
Rodney understands:
• I don’t get no respect.
• My father carries around the picture of the kid who came with his wallet.
Polis and MeLendon, 2006 28
Targeting your message
• Adult education impacts a variety of human service and social programs.– Health– Welfare– Workforce– Postsecondary– Corrections– Family Services
Polis and MeLendon, 2006 29
Targeting your message
• What are the greatest interests of your powerbrokers?
– What do they value? What is important to them?
– Build your message to reflect THAT.
– Show how adult education can help them be successful in what’s important to them!
Polis and MeLendon, 2006 30
Activity 3: What are you doing now?
• Share with your table partners any marketing efforts or materials you have developed that target particular needs or interests of your powerbrokers.
Polis and MeLendon, 2006 31
Putting your story together
• A look at the Michigan Impact Report templates
• Key components
• Customizing
Polis and MeLendon, 2006 32
Activity 3: How would you adapt?
• With your table partners, select and review three of the Impact Reports.
• What information do you have that you could include in it that is specific to your program?
• Are there changes you would make?
Polis and MeLendon, 2006 33
Communicating your story:Group Discussion
• Who could customize your impact reports?
• Do you have the funds to make quality copies? If not, what options are there?
• Could you ask one powerbroker to review them and make comments before widespread dissemination?
Polis and MeLendon, 2006 34
• Do you have other materials you would distribute with the report/s?
• How would you disseminate the reports and to whom?
Communicating your story:Group Discussion
Polis and MeLendon, 2006 35
Rodney understands:
• I was such an ugly kid ...
• when I played in the sandbox the cat kept covering me up.
Polis and MeLendon, 2006 36
Measuring the results
• What do you want to happen as a result of your respect initiative?
• How will you determine if it makes a difference?– Follow up interviews/conversations– Observable respect in the form of:
• Acknowledgement/Recognition• Appreciation• ACTION!!!
– Other?
Polis and MeLendon, 2006 37
Next Steps
• What do you have to do when you get home?
• What kind of timeline would help?
• Is this something MACAE might take on as a project?
Polis and MeLendon, 2006 38
Rodney understands:
• Its been a rough day.
• I got up this morning ... put on a shirt and a button fell off.
• I picked up my briefcase and the handle came off.
• I'm afraid to go to the bathroom.
Polis and MeLendon, 2006 39
Welcome to the Warm
Polis and MeLendon, 2006 40
Always Willing to Help
• Kathi PolisKathi Polis
• Lennox McLendonLennox McLendon
Polis and MeLendon, 2006 41
Polis and MeLendon, 2006 42
Polis and MeLendon, 2006 43
Polis and MeLendon, 2006 44
This project was developed by National This project was developed by National Human Resources Development, Inc. Human Resources Development, Inc.
(NHRD) and the National Adult (NHRD) and the National Adult Education Professional Development Education Professional Development Consortium in cooperation with the Consortium in cooperation with the Michigan Department of Labor and Michigan Department of Labor and
Economic Growth and funded through a Economic Growth and funded through a grant under Section 222(a)(2) State grant under Section 222(a)(2) State Leadership Activities of the Adult Leadership Activities of the Adult
Education and Family Literacy Act, Title Education and Family Literacy Act, Title II of the Workforce Investment Act of II of the Workforce Investment Act of
1998, amended. 1998, amended.
For more information visit:For more information visit:http:www.maepd.orghttp:www.maepd.org