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Collaboration Charter Train The Trainer Program. Training Agenda  Introductions  Review Materials  Overview of Process  Forming Collaborative  Charter.

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Presentation on theme: "Collaboration Charter Train The Trainer Program. Training Agenda  Introductions  Review Materials  Overview of Process  Forming Collaborative  Charter."— Presentation transcript:

1 Collaboration Charter Train The Trainer Program

2 Training Agenda  Introductions  Review Materials  Overview of Process  Forming Collaborative  Charter Development  Next Steps

3 Goals for Participants  Promote the idea of forming collaborative alliances to support PLWHA  Become capable to implement a collaborative process  Train others so that they can implement this process  Serve as problem solvers with local collaborative projects

4 Introductions  Name  Organization  One quality of partnership that: –Makes it successful –Gets in the way of success

5 Review of Training Materials  On-line Alliance trainings  TOT slide set  Workbook –Handouts –Exercise instructions –Worksheets for training exercises –Examples/case studies

6 Overview  We will be covering a portion of a much larger process –Community Assessment –Organizational Assessment –Project Selection –Alliance Formation –Charter Development –Implementation

7 Steps in Forming an Alliance Step 1 Clarify the Purpose Step 2 Identify and Recruit Partners Step 3 Frame the Alliance Step 4 Formalize the Structure & Plan Step 5 Implement and Manage

8 Define Alliance An alliance is a relationship between partners that is strategically formed to accomplish goals benefit the community strengthen the partners

9 The Alliance Continuum CooperationCoordination Collaboration Lower Intensity Higher Intensity

10 The “Intensity” of Alliances Cooperation shorter-term, informal relationships shared information only separate goals, resources and structures Coordination longer-term effort around a project or task some planning and division of roles some shared resources, rewards and risk Collaboration more durable and pervasive relationships new structure with commitment to common goals all partners contribute resources and share rewards & leadership

11 Exercise 1: Alliances you have known Identify some alliances you have experienced Using the Alliance Continuum identify them, and consider if they were the right level to accomplish goals

12 Roles in Alliances Initiator Convener Facilitator Fiscal Agent Funder Project Manager

13 Steps in Forming an Alliance Step 1 Clarify the Purpose Step 2 Identify and Recruit Partners Step 3 Frame the Alliance Step 4 Formalize the Structure & Plan Step 5 Implement and Manage

14 Case Study Presentation  Community Assessment - Need identified -Potential partners identified  Concept Proposal Developed - Goals and objective defined  Additional Partners Recruited  Charter Meeting Convened with Partners - Partner roles defined -Charter drafted  Charter Signing Meeting  Project Implemented

15 Diagram of Adama Nutrition Program Process StepPurposeWho 1. 2. 3. 4. 5. Recruit partners Convene meeting Draft charter Finalize charter Program implementation NASTAD NASTAD/ORHB NASTAD/Partners Partners Community and/or Organizational Assessment Concept paper/Draft proposal Monitor & EvaluateFollow up Charter formation

16 Step 1. Clarify the Purpose Begin by answering the following questions: 1.If we only had ______, we could ________. 2.What do we have to offer a partner? 3.What role do we want to play?

17 Example of Step 1: Clarifying the Purpose  How concept for Adama Nutrition Program (or other alliance) was developed.

18 Exercise 2: Clarify the Purpose  In small groups please complete the Worksheet 2 in your workbook for your organization or for a community organization that you will represent for this training  This process leads to a concept paper

19 Step 2. Identify and Recruit Partners Ask yourself the following questions: Who might be interested in the concept? Who needs what we can offer? Who has the skills, capabilities, or assets we need to help achieve our goal? Who should we work with for political or resources reasons? Who is a good fit with our values / working principles?

20 Example of Step 2: How Partners were identified  How partners for the Adama Nutrition Program (or other alliance) were identified

21 Core Supporting Other Stakeholders

22 Exercise 3: Identify Partners  In small groups please complete Worksheet 3 in your workbook to identify other partners in the community that could help achieve your goal to meet the identified need for your community

23 Recruiting Partners  Concept paper is a critical tool to engage partners  Convener plays a key role in recruiting partners – needs to have the stature to get partners to the table

24 Example of Step 3: How an Alliance was Framed  Briefly present the Adama Nutrition Program proposal or the African HIV Concept Paper to the group.

25 Step 3. Frame the Alliance Begin the conversation with partners in these areas: History of the idea and possible mission or purpose Two or three key outcomes First steps or strategies Resources


27 Exercise 4: Framing the Alliance  In small groups please complete the Alliance Worksheet for the project that you will use as an example  Report out

28 Step 4. Formalize the Structure Formalize the structure with your partners through discussion on: Objectives Timeframe Decision making Communications Stakeholders Develop charter

29 Example of Step 4 – Developing a Charter  Briefly present the Adama Nutrition Program Charter


31 Charter Development  Mission/Purpose  Vision – What will be different in 3-5 years  Values  Timeline & Milestones - workplan  Members, Roles and Contributions  Norms – decision making, communication, conflict  Conflict of Interest  Ground rules – attendance expectations, how meetings are conducted, policies


33 Core Supporting Other Stakeholders

34 Exercise 5: Formalizing the Structure: Charter Development  Using the model charter handout craft a charter for the sample project developed by each small group

35 Tips For Facilitating a Charter Meeting  Need to have something to start with but lots of room for participants to fill in spaces  Partners self-identify their role and contributions  Partners determine how decisions will be made  Discuss the definition of consensus  Clarity and consensus on purpose, vision and values  Group decides on next steps

36 Step 5. Implement and Manage Develop a work plan Schedule regular partner meetings Evaluate outcomes periodically Listen to and act on community input Celebrate successes!

37 Session nine Training Concepts and Skills

38 Training Concepts and Skills Why are these topics important?  They help trainers deliver the training about treatment adherence and community planning  They help participants to learn how to effectively facilitate meetings and build a strong alliance/charter

39 Understanding Community Planning and Treatment Adherence  Ideally, trainers will have participated in the Community Planning training  Successful trainers fully understand the content of the training materials

40 How Adults Learn For adults to successfully learn:  Build a good relationship between the instructor and adult learner.  Help adults connect the new things they learn with something they already know or have experienced.  Engage adult students in activities rather than just lecturing.  Allow adults to have some say in how the training is to be conducted.  Demonstrate “unconditional positive regard” and empathy for learners (both adults and children).

41 General Training Techniques Some basic techniques:  Learn the names of your participants.  Repeat key points.  Ask participants questions as you deliver the material.  Involve the learners in active work as much as possible.  Encourage discussions among learners in which students are viewed as participating as equals.

42 Approaches for Managing Participation in Training Activities Irrelevant topics:  “That is a great idea, but I think it needs more work. Why don’t you pull together a small group over tea break and bring your recommendation to the larger group this afternoon?”  “That is a really important topic, but right now we are discussing X. Why don’t we put this issue in our “parking lot” and come back to it at the end of the meeting?  “That is a very good question – but we are going to have a conversation about that topic this afternoon – can you hold that thought until then?”

43 Approaches for Managing Participation in Training Activities When an individual is dominating the conversation:  “This has been a wonderful discussion – but we really need to move on with our agenda. I encourage you to continue this conversation amongst yourselves at tea break, or lunch”  “That is a good idea – does anyone else have a similar experience (or a different experience)?.”

44 Approaches for Managing Participation in Training Activities You can also use this method to draw out a quiet person:  To one participant: That is a good idea – To the quiet participant – What do you think about that comment?  You can ensure that everyone contributes by asking everyone the same question in turn.

45 Approaches for Managing Conflict During a Training Disagreement between participant and trainer:  Ask the participant to continue the discussion outside class. Conflicts arise between participants:  The trainer needs to intervene: “Clearly there are several ways to look at this issue – but we need to move on to the next topic.

46 Approaches for Managing Conflict During a Training Anger about a topic:  Acknowledge the person’s comments – “Yes, I understand and appreciate your concern- may we move on?”  “I understand that you are upset – can we discuss your concerns at lunch?” Criticism of the trainer:  Respond humbly and honestly, be willing to make mistakes, apologize, and move on.

47 Success  Open-ended questions  Paraphrasing  Listening to and acknowledging every participant’s contribution  Speaking in a loud and clear voice  Asking participants to speak for themselves and not for the group  Using language the participant can understand

48 Training Styles and Tips for Success  Appropriate facial expression (e.g., smiling)  Appropriate tone of voice (projecting enthusiasm)  Appropriate eye contact  Appropriate body language (e.g., leaning towards the person who is speaking)

49 Exercise 6: Concluding Assignments 1.Presentation of Steps in Forming and Alliance - One group develops and delivers 10 minute presentation on steps in forming alliance. 2.Charter Meeting Agenda - Second group develops agenda for a charter meeting based on a concept developed in small group. Group presents agenda for feedback.

50 Next Steps  What else is needed for trainers to conduct training?  Are there other critical issues that need to be discussed?  How should any needs/issues be addressed?  What are the next steps for rolling out the process?

51 Training Evaluation  Open discussion on: –Training in general –Tools and techniques –Barriers or problems with model –Other

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