1. 1 © 2011 Regents of the University of Minnesota. All rights reserved. 11 Community Readiness and Engagement Scott Chazdon, Ph.D. Extension Center for Community Vitality January 19, 2012 PREPARING COMMUNITIES FOR ALZHEIMER’S LEADERSHIP GROUP

2. 2 © 2011 Regents of the University of Minnesota. All rights reserved. SESSION OBJECTIVES  Gain insights –Public health (Tri-Ethnic Center) Community Readiness Model –Sociological literature on barriers and strategies for community engagement –Public administration literature on cross-sector collaboration  Discuss and apply these insights to the Preparing Communities for Alzheimer’s work

3. 3 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL Assessment of readiness on 6 key dimensions: 1.Existing Efforts (programs, activities, policies) 2.Community Knowledge of Efforts 3.Leadership (includes formal and informal) 4.Community Climate (prevailing attitudes about the issue) 5.Community Knowledge of the Issue 6.Resources (related to the issue). http://www.triethniccenter.colostate.edu/communityReadiness.htm Edwards, R.W., P. Jumper-Thurman, B.A. Plested, E.R. Oetting and L. Swanson (2000). Community readiness: Research to practice. Journal of Community Psychology, 28(3): 291-307. Kelly, J.K, Edwards, R.W., Comello, M.L., Plested, B.A., Jumper Thurman, P., and Slater, M.D. (2003). The Community Readiness Model: A Complementary Approach to Social Marketing. Marketing Theory, 3(4):411-426.

4. 4 © 2011 Regents of the University of Minnesota. All rights reserved.

5. 5 COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 1.No awareness ­— The community or the leaders do not generally recognize the issue as a problem. 2.Denial — There is little or no recognition that this might be a local problem, but there is usually some recognition by at least some members of the community that the behavior itself is or can be a problem. 3.Vague awareness — There is general feeling in the community that there is a local problem and that something ought to be done about it, but there is no immediate motivation to do anything.

6. 6 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 4.Preplanning — There is clear recognition on the part of at least some that there is a local problem and that something should be done about it. 5.Preparation — Planning is going on and focuses on practical details. 6.Initiation — Enough information is available to justify efforts (activities, action, or policies).

7. 7 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 7.Stabilization — One or two programs and activities are running, supported by administrators or community decision-makers. 8.Confirmation/Expansion — There are standard efforts (activities and policies) in place and authorities or community decision-makers support expanding or improving efforts. 9.Professionalization — Detailed and sophisticated knowledge of prevalence, risk factors, and causes of the problem exists. (Edwards et al, 2000:298-300).

8. 8 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 1. Strategies for No Awareness Stage Goal: Raise Awareness of the Issue  One-on-one visits to key community members  Meet with existing and established small groups  Phone calls to friends and potential supporters

9. 9 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 2. Strategies for Denial/Resistance Stage Goal: Raise Awareness That the Problem or Issue Exists in the Community  Discuss descriptive local incidents related to the issue  Approach and engage local educational/outreach programs to assist in the effort with flyers, posters, or brochures.  Begin to point out media articles that describe local critical incidents  Prepare and submit articles for church bulletins, local newsletters, club newsletters, etc.

10. 10 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 3. Strategies for Vague Awareness Stage Goal: Raise Awareness that the Community Can Do Something  Share information at local events  Make presentations on the issue for existing groups  Conduct informal surveys to see how people feel about the issue  Publish newspaper editorials and articles

11. 11 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 4. Strategies for Preplanning Stage Goal: Raise Awareness with Concrete Ideas to Combat Condition  Introduce information about the issue through presentations and media  Review existing efforts  Visit and get investment of community leaders  Conduct focus groups and make plans  Increase media exposure through radio and TV PSAs

12. 12 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 5. Strategies for Preparation Stage Goal: Gather Information to Help Plan  Conduct community surveys  Sponsor a community picnic to initiate the effort  Present in-depth local statistics  Determine and publicize the costs of the problem to the community  Conduct public forums to develop strategies  Utilize key leaders and influential people to speak to groups and to participate in local radio and television shows

13. 13 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 6. Strategies for Initiation Stage Goal: Provide Community Specific Information  Conduct in-service training for professionals and para- professionals  Plan publicity efforts associated with start-up of program or activity  Attend meetings to provide updates on progress of effort  Conduct consumer interviews to identify service gaps and improve existing services  Begin library or internet search for resources and/or funding

14. 14 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 7. Strategies for Stabilization Stage Goal: Stabilize Efforts/Program  Plan community events to maintain support for the issue  Conduct trainings for community professionals & members  Introduce program evaluation through trainings  Increase media exposure detailing progress  Hold recognition events for local supporters/volunteers

15. 15 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 8. Strategies for Confirmation/Expansion Stage Goal: Expand and Enhance Service  Formalize networking with service agreements  Prepare a Community Risk Assessment Profile  Publish a localized Program Services Directory  Develop a local speakers bureau  Begin to initiate policy change through support of local officials  Conduct media outreach on specific data and trends related to the issue

16. 16 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS: TRI-ETHNIC CENTER MODEL 9. Strategies for Professionalization Stage Goal: Maintain Momentum and Continue Growth  Engage local business community and solicit financial support from them  Diversity funding resources  Continue more advanced training of professionals and para-professionals  Continue re-assessment of issue and progress made  Utilize external evaluation and use feedback for program modification

17. 17 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY READINESS – SOCIOLOGICAL INSIGHTS  Community actions occur in social fields –Single interests –Locally oriented  Community field –“Permeates” special interest social fields –Broader public interest – common good –Community development = building the community field

18. 18 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY LEADERSHIP AND THE COMMUNITY FIELD (FROM THEODORI, 2009) For more information, see Wilkinson, Kenneth P. 1991. The Community in Rural America. New York: Greenwood Press; Pigg, Kenneth E. 1991. Community Leadership and Community Theory: A Practical Synthesis. Journal of the Community Development Society 39(2): 196-212. Theodori. 2009. Preparing for the Future: A Guide to Community-based Planning. http://www.shsu.edu/~glt002/Guidebook/theodori%202009.pdfhttp://www.shsu.edu/~glt002/Guidebook/theodori%202009.pdf

19. 19 © 2011 Regents of the University of Minnesota. All rights reserved.

20. COMMUNITY LEADERSHIP AND SOCIAL CAPITAL University of Minnesota Extension’s Social Capital Model For more information, see Social Capital and Our Community at: http://www.extension.umn.edu/community/00007.pdf

21. 21 © 2011 Regents of the University of Minnesota. All rights reserved. COMMUNITY SOCIAL CAPITAL TYPOLOGY Adapted slightly from Flora, C.B., Flora, J., and Fey, S. 2004. Rural Communities: Legacy and Change, 2 nd edition. Boulder, CO: Westview Press, p. 64.

22. 22 © 2011 Regents of the University of Minnesota. All rights reserved. READY FOR ENGAGEMENT?  Bonding Networks – close knit ties among people who share common backgrounds.  Bridging Networks – weaker ties among people from different backgrounds  Linking Networks – ties among residents to formal institutions as well as individuals with power and resources  Leadership Energy – openness to new ideas, new people, and change Chazdon, S., and S. Lott. 2010. Ready for Engagement: Using Key Informant Interviews to Measure Community Social Capacity. Community Development 41(2):156-175.

23. 23 © 2011 Regents of the University of Minnesota. All rights reserved. CROSS-SECTOR COLLABORATION Linking and sharing of information, resources, activities, and capabilities of organizations in two or more sectors to achieve jointly an outcome that could not be achieved by organizations in one sector separately. Excerpted From: Bryson, J.M., Crosby, B.C., and Middleton Stone, M. 2006. The Design and Implementation of Cross-Sector Collaborations: Propositions from the Literature. Public Administration Review. 66(1); 44-55.

24. 24 © 2011 Regents of the University of Minnesota. All rights reserved. CROSS-SECTOR COLLABORATION Most likely to succeed when: 1.One or more linking mechanisms, such as powerful sponsors, general agreement on the problem, or existing networks, are in place at the time of their initial formation. 2.Have committed sponsors and effective champions at many levels who provide formal and informal leadership. 3.The collaborative network is perceived as legitimate among both internal and external stakeholders.

25. 25 © 2011 Regents of the University of Minnesota. All rights reserved. CROSS-SECTOR COLLABORATION Most likely to succeed when: 4.Trust-building activities (such as nurturing cross-sectoral and cross-cultural understanding) are continuous. 5.Partners use resources and tactics to equalize power and manage conflict effectively.

26. 26 © 2011 Regents of the University of Minnesota. All rights reserved. EXTENSION’S CIVIC ENGAGEMENT MODEL

27. 27 © 2011 Regents of the University of Minnesota. All rights reserved. QUESTIONS AND DISCUSSION

28. 28 © 2011 Regents of the University of Minnesota. All rights reserved. The University of Minnesota is an equal opportunity educator and employer. In accordance with the Americans with Disabilities Act, this PowerPoint is available in alternative formats upon request. Direct requests to the Extension Store at 800-876-8636. Thank you. Scott Chazdon, Ph.D., Evaluation and Research Coordinator, Extension Center for Community Vitality, schazdon@umn.eduschazdon@umn.edu