Team Up! How to Turn Problems into Solutions PRESENTERS MARJUYUA LARTEY-ROWSER, PHD, RD MARY FRANCES NETTLES, PHD, RD

Objectives: ◦Review Team Up for School Nutrition Success workshop design ◦Describe the problem management framework used in Team Up ◦Explore practical applications of the Team Up model

The Skilled Helper Model

Problem Management Framework What are my issues, concerns, and unused opportunities? What does a better future look like? What do I do to create this better future? PROBLEMS OUTCOMES PLANS ACTION: How do I make it all happen?

Team Up Workshop Design 3 Topic Areas to be Addressed Panel Discussions ◦Will include 1 facilitator and 3-4 presenters ◦Will include PPT presentations by presenters Break Out Sessions ◦Peer-to-peer mentoring (helping) ◦3:1 ratio

Breakout Sessions Smaller Breakout Groups

Role of the Mentor Coach/Advisor Source of Encouragement/Support Resource Person Devil's Advocate

Ground Rules Safe environment without fear of ridicule, isolation, or embarrassment Listen to all ideas and information shared Respect others’ opinions Be present in the discussion Respect differences

Ground Rules Be mindful of others Stay focused on the objectives of the workshop Avoid getting sidetracked Remember the time constraints Draw on your mentors’ experiences Trust the process

Skilled Helper Model Action: How do I make it all happen? II. Preferred Picture “What do I need or want?” III. The Way Forward “How do I get what I need or want?” I. Current Picture “What is going on?”

Steps in the Framework Broad Perspective Narrowing the View Focusing

Skilled Helper Model: Stage I “The Current Picture” Task 1 A. The Story What is your story? Participant tells their story as clear as possible; helps reveal and discuss their problems Task 1B. The Real Story What is really going on? Taking a closer look at the problem and reflect on what has been discussed to help identify new perspectives Task 1C. The Right Story What are the key issues that need to be worked on? What issues, if handled well, will make a real difference ? Drilling down to the core issue (s)

Skilled Helper Model: Stage II “Preferred Picture” Task 2A. Possibilities What do I want? Creative part; what do you want the future to look like for the specific area? Task 2B. Goals and Outcomes What do I really want? Setting SMART Goals Task 2C. Commitment What am I willing to pay? Test the realism of the goal.

A Word About Goals… What is a goal? Goals are typically broad general statements that describe what the program plans to accomplish. Goals: Establish the overall direction and focus of a program Define the scope of what the program should achieve Serve as the foundation for developing action steps

Describe the Future You Want in Outcome Language Goal A goal establishes the overall direction and focus of a program and is the foundation for developing a plan of action Goal = Outcome “ I want to start serving a variety of fruits during lunch.” “ Within 6 months, I will provide 2 fruit options at lunch every day.”

SMART Goals S Specific – State exactly what you want to accomplish. M Measurable – How will you evaluate if the goal has been met? A Achievable – Is it something you can actually accomplish? R Relevant – How does it align to your objectives? resources? T Time-bound – What timeframe would create a sense of urgency?

S – Specific State exactly what you want to accomplish. Goals should be simplistically written and clearly define what you are going to do. Try to answer the five “W’s”: Who – Who is involved? What – What do I want to accomplish? Where – Where will this happen? When – When will this happen? Why – Why am I setting this goal?

M – Measurable How will you evaluate if the goal has been met? Goals can be quantified to a determined amount of a specified unit. It is the indicator of progress. Try to answer questions such as: How much? How many? How will I know it’s accomplished? What is the goal line?

A – Achievable Is it something you can actually accomplish? Goals state what results can be realistically be achieved, given available resources – but may stretch the team. Ask yourself these questions: Are you prepared to make the commitment necessary to reach your target? Are you willing to make major changes in your routine and work environment? Is there a more achievable goal you would be willing to work for?

R – Relevant How does it align to your objectives? Goals must be ones that you are willing and able to work on and must be based on forecasted needs. Try to answer questions such as: Do I have the resources? Does it make sense for my program? Does it align with my priorities and needs?

T – Time-bound What timeframe would create a sense of urgency? Goals should be linked to a timeframe that creates a practical sense of urgency. During your timeframe, ask yourself: What can I do TODAY to reach my goal? What can I do one week from now? What can I do one month from now?

Skilled Helper Model: Stage III “The Way Forward” Task 3A. Possible Strategies What are the possible paths to your goals? Brainstorm possible strategies to achieve goals set. Task 3B. Best-Fit Strategies What strategy or set of strategies are best for me? Drilling down to the strategies that are right for that particular program. Task 3C. Plan How do I organize my strategies to accomplish my goals? What do I do first? Second? Third?

Action Plans Helps you focus your ideas and decide what steps are necessary to achieve your goals. Identifies what you want to achieve over a given period of time. Helps you reach your goals.

Team Up for School Nutrition Success Action Plan Menu Planning Goal: Over the next three months, students will taste test three varieties of whole grain-rich pastas to select a student-preferred brand for next school year at a 65% student approval rating.

Skilled Helper Model Activity

What Did We Learn? Skilled Helper model provides framework Panel discussions with innovative ideas and take home messages set the stage 1 ¼ -1 ½ hours needed for breakout sessions Safe environment is necessary Impact of state agency staff presence in breakout sessions Good mentors are key

What Did We Learn? Mentors need training prior to workshop A 2:1 or 3:1 participant to mentor ratio is best School nutrition directors appreciate assistance from other school nutrition directors “Drilling down” to determine the core issues is important SMART goals are challenging to write Confusion on how to write action plans

Using the Team Up Model Keep in mind: Emphasis on each participant and the experiences he/she brings to the process Importance of keeping the participant in the “driver’s seat” Not trying to make “mini-me’s of the mentors Communication skills of the mentor are essential – listening, probing, summarizing Goals and action plans are individualized for each participant Help participants determine how to solve their problems and make effective decisions

Using the Team Up Model Diverse audiences New initiatives Technical assistance Mentoring model How might you use the Team Up model in your state?