1. Nobody Knows… Until You Tell Them Packaging Your Program’s Outcomes To Build Respect and Support Kathi Polis and Lennox McLendon, 2006

2. Polis and MeLendon, 20062 Out in the Cold Nobody knows…Nobody knows… –What we do –How pervasive the need is –How successful we are –How we contribute to so many other human service and social programs –How limited our resources are

3. Polis and MeLendon, 20063 We don’t get no respect! Adult Education

4. Polis and MeLendon, 20064 Rodney Understands

5. Polis and MeLendon, 20065 Rodney understands: I told my son, “One day you will have children of your own.” My son told me, “One day you will too.”

6. Polis and MeLendon, 20066 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.

7. Polis and MeLendon, 20067 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.

8. Polis and MeLendon, 20068 Rodney understands: I asked my old man if I could go ice-skating on the lake. He told me, "Wait till it gets warmer."

9. Polis and MeLendon, 20069 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

10. Polis and MeLendon, 200610 Come out of the Cold Get some respectGet some respect

11. Polis and MeLendon, 200611 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?

12. Polis and MeLendon, 200612 What is respect? Dimensions of respect: –Cognitive: beliefs, judgments –Affective: emotions, feelings –Conative: motivations to act

13. Polis and MeLendon, 200613 Your message will have… Cognitive Elements –beliefs, judgments Affective Elements –emotions, feelings Conative Elements –motivations to act

14. Polis and MeLendon, 200614 Your message will have Cognitive Elements BeliefsBeliefs –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

15. Polis and MeLendon, 200615 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

16. Polis and MeLendon, 200616 Your message will have Conative Elements MotivationsMotivations—they have incentives to act on your behalf Dispositions to act—they have the desire to actDispositions to act—they have the desire to act

17. Polis and MeLendon, 200617 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

18. Polis and MeLendon, 200618 What is respect? One mode of experiencing and acknowledging the value or significance of something. Appreciating the worth or importance

19. Polis and MeLendon, 200619 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

20. Polis and MeLendon, 200620 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

21. Polis and MeLendon, 200621 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.

22. Polis and MeLendon, 200622 Rodney understands: I get no respect. The way my luck is running, if I was a politician I would be honest.

23. Polis and MeLendon, 200623 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.

24. Polis and MeLendon, 200624 Powerbrokers From whom do we need respect? Who are the powerbrokers? –State level –Local level

25. Polis and MeLendon, 200625 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?

26. Polis and MeLendon, 200626 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.

27. Polis and MeLendon, 200627 Rodney understands: I don’t get no respect. My father carries around the picture of the kid who came with his wallet.

28. Polis and MeLendon, 200628 Targeting your message Adult education impacts a variety of human service and social programs. –Health –Welfare –Workforce –Postsecondary –Corrections –Family Services

29. Polis and MeLendon, 200629 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!

30. Polis and MeLendon, 200630 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.

31. Polis and MeLendon, 200631 Putting your story together A look at the Michigan Impact Report templates Key components Customizing

32. Polis and MeLendon, 200632 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?

33. Polis and MeLendon, 200633 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?

34. Polis and MeLendon, 200634 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

35. Polis and MeLendon, 200635 Rodney understands: I was such an ugly kid... when I played in the sandbox the cat kept covering me up.

36. Polis and MeLendon, 200636 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?

37. Polis and MeLendon, 200637 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?

38. Polis and MeLendon, 200638 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.

39. Polis and MeLendon, 200639 Welcome to the Warm

40. Polis and MeLendon, 200640 Always Willing to Help Kathi PolisKathi Polis polis123@adelphia.netpolis123@adelphia.netpolis123@adelphia.net Lennox McLendonLennox McLendon llmcl422@netscape.netllmcl422@netscape.netllmcl422@netscape.net

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44. Polis and MeLendon, 200644 This project was developed by National Human Resources Development, Inc. (NHRD) and the National Adult Education Professional Development Consortium in cooperation with the Michigan Department of Labor and Economic Growth and funded through a grant under Section 222(a)(2) State Leadership Activities of the Adult Education and Family Literacy Act, Title II of the Workforce Investment Act of 1998, amended. For more information visit: http:www.maepd.org