Dialogue Toolkit

The Dialogue Toolkit supports the Dialogue Framework by providing CBE staff with the practical tools and information they need to be effective in their community engagement work.

The toolkit is grouped into four sections – define, develop, deliver and decide – to correspond with the process described in the framework. Toolkit materials include:

Tipsheets: deeper insight into Dialogue steps and processes Templates: editable documents to help staff develop their plans and

materials Samples: examples from actual community engagement initiatives

This work sample presents most of the tipsheets and templates contained within the Dialogue Toolkit. Material is presented in the four sections described above.

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Define – Assess situation and stakeholder expectation

The assessment template included in this section guides the decision of whether to engage or not. The template requires calculations to determine ratings, and then matches ratings with recommended action. To simplify and streamline this process, we developed an online fillable pdf that auto-calculates and determines recommended action.

Assessment template Complete this template to define the situation and stakeholder expectations related to your project or decision. This information will guide you in planning your next steps and deciding who needs to be involved in planning and implementing your engagement.

Step 1 | Assess the situation to determine if there is a decision to be made.

if there is no decision to be made, there still may be good reasons toreach out to CBE communities/stakeholders about your initiative

Step 2 | Understand stakeholder expectations.

the extent to which stakeholders are impacted by the decision

if their voice can be brought into the decision-making process

the level of influence they could have on the ultimate decision

Step 3 | Identify next steps for the engagement.

who approves moving forward

objectives

level of engagement

action

Preliminary assessment The following questions will help you determine what is needed in your situation.

Please answer Yes or No to the following:

YES NO

Is the situation a political one that will generate public interest?

Will this situation generate media interest?

Are there legal or regulatory implications or policy concerns (Administrative Regulations or Operational Expectations)?

If you answer yes to any of the above questions, please inform your principal or director and then contact Communications and Community Engagement at mediarelations@cbe.ab.ca or 403-819-2317 as soon as possible.

Remember, the biggest risk is to enter into any kind of community dialogue in the absence of a plan.

Understand the situation Low (1 point) Medium (2 points) High (3 points) Points

How many schools or service units will be affected by decision?

g One service unit or school g More than one service unit or schoolg An area of schools

g Multiple areasg All schoolsg Board of Trustees

What is the decision timeframe? Consider all necessary steps, approvals, consultations and other factors.

g There is adequate time to define the issues, raise awareness, build relationships and convene a dialogue OR

g The decision has already been made and there is now a response to the decision

g There is some lead time to reach out and convene a dialogue, but awareness and understanding could be compromised

g The decision needs to be made in the very near future, so there is little or no time to build understanding or relationships

What are the resources (human and financial) required for the engagement?

g Low level of resources needed

g Within school/service unit/area budget

g Moderate level of resources

g Slightly exceeds school/service unit/area budget

g High level of funding and resources to support

How familiar are you with the situation and any prior history affecting the situation?

g The issues and topics are familiar

g Familiarity with how to handle the situation, but lack overall experience in doing so

g The situation falls outside of my knowledge and expertise

Is there a decision to be made? g No decision, only an opportunity for awareness and relationship building, and understanding

g A decision with very minor impacts on stakeholders

g Yes, a clear decision that will impact stakeholders

To what extent can stakeholder input be considered?

g This is an opportunity to discuss and learn from CBE stakeholders

g Input will be used to build common understanding and form a stronger relationship

g There is a need to collaborate and involve relevant stakeholders throughout the process

When considering staff, is there potential for a significant change from how things have been done in the past?

g There is little change from past practice

g There are some changes that could impact some internal stakeholders

g The initiative represents a significant change from past practice

When considering other stakeholders (students, parents, others), is there potential for a significant change from how things have been done in the past?

g There is little change from past practice

g There are some changes that could impact some external stakeholders

g The initiative represents a significant change from past practice

Total situation points:

Situation rating: (based on total situation points)

Low situation(Total is between 1-8)

Medium situation(Total is between 9-16)

High situation(Total is between 17-24)

How to complete this worksheet: Working row by row, click on the answer that best applies to your project or decision. If none apply, leave blank. The number of points for your selection will show in the Points column based on the scale - 0 for not applicable, 1 for Low, 2 for Medium and 3 for High. The Total situation points and Situation rating for your project or decision will be automatically calculated based on your selections.

Follow the same process on the next page to rate stakeholder expectations.

Once you have completed the assessments for situation and stakeholder expectations, look for the red checkmark under Guidance on how to proceed. The checkmark indicates to column to reference as you proceed with your engagement.

Understand expectations Low (1 point) Medium (2 points) High (3 points) points

Can you identify the groups you believe will be affected?

g Yes, I know exactly who will be affected

g I have engaged them beforeg I have a good relationship

and know how to get input from those affected

g Unsure of affected groupsg There are groups we have

not dealt with beforeg I do not know how I would

engage these groupsg I may need to use unfamiliar

approaches to gather input

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g

This issue will affect groups beyond the scope of my knowledge and authority No ongoing relationship with the impacted groups

Are you familiar with the affected staff group(s)?

g Ongoing experience and visibility with affected staff

g Familiarity with the groups, but don’t have a strong working relationship

g Work must be done to identify and build rapport with those affected

Are you familiar with the other affected groups?

g Ongoing experience and visibility with other affected groups

g Familiarity with the groups, but don’t have a strong working relationship

g Work must be done to identify and build rapport with those affected

What is the likelihood that staff will accept the decision?

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g

Likely acceptance and can be managed easilyGroup expectations and values are aligned with the decision

g Common values may need to be explored and aligned with the decision

g Some effort will be required to engage effectively

g Common values must be identified and aligned between groups

g Different groups will need to be actively engaged

What is the likelihood that other stakeholders (students, parents, others) will accept the decision?

g

g

Likely acceptance and can be managed easilyGroup expectations and values are aligned with the decision

g Common values may need to be explored and aligned with the decision

g Some effort will be required to engage effectively

g Common values must be identified and aligned between groups

g Different groups will need to be actively engaged

What is the perceived level of impact from stakeholders?

g The impact is not known to stakeholders, or they are unaffected

g There are impacts affecting some stakeholder groups

g There are direct and indirect impacts affecting multiple groups

What is the anticipated level of disagreement between groups?

g Does not involve multiple groups

g Minimal disagreement or can be easily managed

g Involves multiple groupsg Some disagreement will

take place and requires some effort to manage

g Involves multiple groups with strong opinions

g There will be disagreementg Stronger effort required to

effectively manage

Total expectation points:

Expectations rating: (based on total expectations points)

Low expectations(Total is between 1-7)

Medium expectations(Total is between 8-14)

High expectations(Total is between 15-21)

Rating chartLow Situation, High Expectations Medium Situation, High Expectations High Situation, High Expectations

Low Situation, Medium Expectations Medium Situation, Medium Expectations High Situation, Medium Expectations

Low Situation, Low Expectations Medium Situation, Low Expectations High Situation, Low Expectations

Guidance on how to proceedWe might want to engage Considerations: Collect information, create understanding, build trust, strengthen relationships

We should engage Considerations: Political commitment, potential for negative impacts, decision will not please everyone, generate input

We need to engage Considerations: Laws, regulation, policies, political commitments, high complexity and controversy

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Who Approves Moving Forward: School principal or service unit director Objectives: Gain support, find common ground, prevent angerLevel of Engagement:Gather InputAction: Do it yourself, seek additional support as you feel is appropriateNote: If only communications is required, complete Communications Plan

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Who Approves Moving Forward: area director or superintendent; Communications and Community Engagement is informed Objectives: Build trust and understanding, find common ground, deal with anger, communicateLevel of Engagement: Gather Input, Work Together or AssignAction: Proceed carefully and seek advice of Communications and Community Engagement

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Who Approves Moving Forward: Communications and Community Engagement and area director or superintendentObjectives: Solve problems, de-escalate anger, find common ground, communicate frequently and strategicallyLevel of Engagement: Gather Input, Work Together or AssignAction: Work with Communications and Community Engagement

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Develop the plan

The tipsheets and templates included in this section support the work of developing an engagement plan, and include:

Engagement Plan Template Establish the Scope Tipsheet Identify Impact on Stakeholders Tipsheet Identify Impact on Stakeholders Template Key Stakeholder Interview Tipsheet Key Stakeholder Interview Template Develop the Timeline Tipsheet Engagement Objectives Tipsheet Engagement Objectives Template Communication Plan Template

template Engagement Plan

The answers to the following questions will form your engagement plan. As you answer each question, provide as much detail as possible.

Pages in the Dialogue Framework and specific tipsheets and templates in the Dialogue Toolkit have been listed for further reference.

What is the decision to be made? Page 17 of the framework Write your decision as a statement that includes:

1 | intent of the change 2 | authority who will make the decision 3 | the timing of the decision.

Who is/are the decision-maker(s)? List the individual(s) with authority to make the decision. This may be one person or a small group.

Who is part of the Engagement Planning Team? Page 16 of the framework Define a small group that will plan and monitor the engagement. When possible, include internal and external stakeholders, a project leader, someone with engagement experience, a decision authority and someone with communications expertise. One person may fulfill more than one of these roles.

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template What is in and out of the scope of the engagement? Page 17 of the framework and Establish the Scope Tipsheet

1 | List the factors that are out of scope. This includes factors that may affect the decision but that stakeholders cannot influence. Be specific (e.g., AR 1090, OE-12, etc.). May include: legislative requirements, Administrative Regulations, Board policies, budget, timing.

2 | List the factors that are in scope. These are factors that stakeholders can influence. This list defines the scope of the engagement and what is on the table for discussion.

What communities/stakeholders are positively and/or negatively affected, and to what extent (low, medium or high)? Page 19 of the framework, Identify Impact on Stakeholders Tipsheet, Reaching the Hard-to-Reach Tipsheet List all positive and negative impacts of your decision, the communities/stakeholders that may be affected and rate the extent of the impact as high, medium, low. Use your experience and instinct when rating; there is no set scale. Stakeholder groups may be different for every engagement. Adjust table for your needs. Duplicate the table for each identified impact. Impact #1 Stakeholder

Group Rating (High, Medium, Low; + or -)

Overall Rating

Students Parents Staff Nearby community Public Others (specify)

Impact #2 Stakeholder

Group Rating (High, Medium, Low; + or -)

Overall Rating

Students Parents Staff Nearby community Public Others (specify)

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template What is/are the objective(s) of the engagement and the level of engagement for each objective? What are the outcomes (intangible changes) and outputs (tangible deliverables or products) associated with each objective? Pages 20-21 of the framework and Engagement Objectives Tipsheet and Template

Your engagement may have different objectives at different points in time. List all objectives, and include the level of engagement for each objective (Page 20 of the framework). Also list the outcomes and outputs associated with each objective.

Objective Level of Engagement Outcomes Outputs

What issues or changes might occur that may affect your engagement? Consider things that might change or occur outside of or as a result of your engagement process. (e.g., pending legislation, different affected groups reacting in different ways)

What are your key messages? List up to three key messages you want to communicate consistently throughout your engagement. Make messages succinct and sound bites quotable.

What is your budget? For the engagement:

For implementation of the decision:

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template What is your engagement and communications timeline? Page 20 of the framework, Develop the Timeline Tipsheet, Technique Selection Tipsheet, Communication Plan Template, Analysis and Reporting Tipsheet, Timely Communication Tipsheet List what actions you will take to engage and communicate with stakeholders during each of the seven phases. Phases may overlap and sometimes you may need to make adjustments part way through. You may also identity a small group of key stakeholders to provide input into the engagement process itself at different points during the timeline. Phase Timeframe Key actions Tactics, outputs,

communication channels

Engagement design

Plan development

Communication and education

Internal engagement

External engagement

Analysis and reporting

Announcement and follow-up

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tipsheet Establish the Scope

Before proceeding with establishing the scope, review and complete these steps:

Decision to be made (page 17 of framework)

Collect information (page 18 of framework)

Identify impact (page 19 of framework)

What? Scope of the decision Everything that affects the decision, including factors stakeholders can and cannot influence.

Scope of the engagement Only factors stakeholders can influence.

Why? Clarifies the decision-making process.

Helps manage stakeholder expectations.

Allows you to conduct more effective and focused engagement.

How? Three Steps to Establishing the Scope Identify factors The Engagement Planning Team (page 16 of framework) will consider the decision, how it impacts stakeholders, and the information gathered in order to identify all factors that may affect the decision. These factors will be considered by decision-makers, and make up the scope of the decision.

Group factors into these categories

Stakeholders cannot influence Legislative requirements Administrative Regulations Board policies Budget Timing Other factors that limit the decision

Stakeholders can influence These factors vary and depend on the decision to be made. Once you identify these factors you will gain clarity about the scope of the engagement, which will inform your overall engagement plan.

Test, refine and obtain input Test your scope against the information you know, refine as needed and get input from decision-makers and others who may have valuable insights to offer.

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Scope of the decision Includes all factors

Scope of the engagement Factors stakeholders can influence

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tipsheet Example: 2016 Transportation Engagement Scope

In 2016, the CBE needed to make changes to transportation in order to cut costs and achieve financial sustainability in the transportation budget. It was decided that a stakeholder engagement would be held to gather input about changes that were considered acceptable to stakeholders and would result in needed savings.

Defining the scope of the decision and the scope of the engagement for this project was challenging for the project team, but essential. The decision identified by the decision-makers was:

By early summer, the Calgary Board of Education will have consulted with parents, students, staff and other stakeholders to establish a Master Transportation Strategy (MTS) that outlines changes to CBE transportation services and/or fees in order to establish financial sustainability.

Factors were grouped as follows:

Stakeholders cannot influence The following statements identity the non-negotiable factors: Learning dollars will not be spent to

subsidize transportation services Transportation for students with

complex learning needs will continueto be funded CBE values will be upheld Decisions must comply with provincial

legislation

Stakeholders can influence Aspects of transportation services that will be considered within the engagement and potentially changed include: Travel distance from student’s home to

the bus stop Bus ride time Eligibility for ridership Bell times Number and location of pick-up stops Access to waivers User fees Two- or three-year implementation plan Low ridership routes

The scope of the transportation decision included all factors in both columns while the scope of the transportation engagement included only those in the right column.

Factors identified under the scope of the transportation engagement were specific and used consistently throughout the process to gather feedback, whether through online surveys, large in-person sessions or advisory group meetings. The consistency and specificity of the engagement scope and factors helped guide the process, manage stakeholder expectations, and ensure information collected could be used to effectively inform the decision.

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tipsheet Identify Impact on Stakeholders

Before identifying impact on stakeholders, review and complete these steps: Decision to be made

(pg. 17 of framework) Collect information

(pg. 18 of framework) Establish the scope

(pg. 17 of framework)

What? This process identifies: Positive and negative impacts of

the decision. Groups/stakeholders that are affected,

have an interest in the decision, or have a contribution to make in terms of knowledge, solutions and resources.

CBE communities/stakeholders could include students, parents and guardians, employees, members of the public, others.

Why? Identifies affected groups and their values related to impacts of the decision.

Builds understanding about areas of high importance to groups.

Considers the needs of affected groups.

Helps you select effective methods of communication for affected groups..

How? Three Steps to Identify Impact on Stakeholders Brainstorm all possible impacts – both negative and positive Focus on opportunities presented by the decision, not just the negative impacts. Consider all three types of potential impacts: Direct and intended: Planned, anticipated and generally desirable. Indirect: Not planned, result from direct impacts and may be negative or

positive. Unintended: May occur in absence of thoughtful planning and/or mitigation

and often negative.

Identify stakeholders and how they are affected Identify all stakeholders likely to be affected, and to what extent. Your team will use previous experience and intuition to complete this step. It is not a science. Show specific differentiation within groups (e.g., ‘students broken down to

‘students who walk to school’ and ‘students who are bused to school’). Include hard-to-reach groups (see the Reaching the Hard-to-Reach

Tipsheet).

Test, refine and obtain input Include additional stakeholder groups and impacts identified in the engagement objectives, key stakeholder interviews and other information gathered.

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Example:

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tipsheet Example: Identify Impact on Stakeholders

Decision to be made: By DATE, the Calgary Board of Education will have consulted with parents, students, staff and other stakeholders to determine whether or not to expand the K-9 Science Program to two new school locations with existing regular programs.

Direct and Intended Impacts Impact Stakeholder Group Rating

Positive (+) or negative (–) High, Medium or Low

Overall Rating

Opportunity to attend Science Program closer to home

Students High + High Parents High +

Redefined boundaries separate some students from existing Science Program peers

Students High - High

Parents High -

More students can participate in the Science Program

Students High + High Parents High +

Possible staffing changes Staff at existing school

Low - Low

Staff at proposed schools

Medium +

Students at existing school

Low -

Indirect Impacts Impact Stakeholder Group Rating

Positive (+) or negative (–) High, Medium or Low

Overall Rating

Decline in regular program enrolment may affect the sustainability of the program

Regular program students

High - High

Regular program parents

High -

Regular program staff

High -

Local community members

Medium -

Traffic around proposed schools may increase

Local community members

Medium - Medium

Families in new boundary choosing to stay at existing school now responsible for transportation

Parents High - High

Unintended Impacts Impact Stakeholder Group Rating

Positive (+) or negative (–) High, Low or No Impact

Overall Rating

Proposed schools become overcrowded

Existing students High - High New students High - Parents High -

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template Identify Impact on Stakeholders Decision to be made:

Direct and Intended Impacts Impact Stakeholder Group Rating

Positive (+) or negative (–) High, Medium or Low

Overall Rating

Indirect Impacts Impact Stakeholder Group Rating

Positive (+) or negative (–) High, Medium or Low

Overall Rating

Unintended Impacts Impact Stakeholder Group Rating

Positive (+) or negative (–) High, Medium or Low

Overall Rating

Complete this worksheet following the example on page 2 of the Identify Impact on Stakeholders Tipsheet. Add new rows for additional impacts and/or stakeholders.

tipsheet Key Stakeholder Interviews

Before preparing to interview key stakeholders, review and complete these steps:

Decision to be made (pg. 17 of framework)

Establish the scope (pg. 17 of framework)

Identify Impact on Stakeholders

(pg. 19 of framework)

What? Key stakeholder interviews are: Conducted with leaders or representatives

of affected groups. Completed before you finalize your

engagement plan. Focused on perceptions and concerns

related to the decision and preferences for the engagement process.

Why? Obtains direct input from representatives of affected groups.

Includes voices from hard-to-reach groups.

Helps design an engagement process that involves stakeholders in ways that are meaningful to them.

How? Four Steps to Key Stakeholder Interviews Determine the number of interviews One or two informal phone calls may be enough for a low situation, low

stakeholder expectations engagement (see Assessment Template). Complex situations with high stakeholder expectations may warrant

interviews with 10 or more people, including both internal and external stakeholders from a variety of affected groups. Many engagements will require fewer than 10 interviews, but be sure to

complete enough interviews to include a variety of stakeholders.

Identify who to interview Identify leaders or key representatives of groups affected by the decision

(see Identity Impact on Stakeholders Tipsheet and Template). Include people who may be critical of the process or system. Be sure to include hard-to-reach and both positively and negatively affected

groups (see Reaching the Hard-to-Reach Tipsheet).

Prepare for the interviews Develop a list of five to six questions (interview should take about 20

minutes). Contact interviewees to set up interview times. Provide interview questions to interviewees in advance so they can prepare.

Conduct the interviews Give interviewees an opportunity to ask you questions. After the interview, provide the notes to the interviewee by email and ask

them to make changes or additions within five days. Explain how input will be used.

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tipsheet Key Stakeholder Interview Tips Design your interview questions to gain an understanding of the following:

What people currently understand about the situation. What information people need to effectively participate. Why people care about the situation (barriers, concerns, opportunities). How much influence stakeholders seem to want. How people want to be involved. How participation can be encouraged.

Start with simple, straightforward questions and work to build rapport. Make sure the order of questions is logical. Use open-ended questions, and prompt interviewees further if necessary, using

phrases such as “Can you expand on that a bit?”, “Please tell me more about that.”, or simply ask “Why?”

Use scale questions to determine level of importance, etc. For example, “On a scale of 1-5, what’s your current understanding of the project?”

Be sure your questions are free of bias or assumptions.

Example Questions: Interviewee name: Phone: Email:

Decision to be made: Question Interviewee response 1. What makes you care about this engagement? Why?

2. Do you have concerns about how the engagement results or decision could affect you? If so, what are they?

3. Do you feel the engagement results or decision could bring about opportunities? If so, what are they?

4. How do you think we should engage and communicate with stakeholders?

5. What will motivate you and others to participate in the engagement process?

6. What other groups do you think we should be talking with at this stage?

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template Key Stakeholder Interviews Interviewee Name: Phone: Email: Decision to be made: Question Interviewee Response 1|

2|

3|

4|

5|

6|

Record your key stakeholder interview questions in the left column. Use one sheet for each interview you conduct.

tipsheet Engagement Objectives

Before establishing engagement objectives, review and complete these steps: Decision to be

made (pg. 17 of

framework)

Establish the scope

(pg. 17 of framework)

Identify impact

(pg. 19 of framework)

Determine level of

engagement (pg. 20 of

framework)

Develop the timeline (pg. 20 of

framework)

What? Identify what we want the engagement

to achieve. Are reflected in the engagement

opportunities you develop (e.g., in-person sessions, survey, etc.). Are specific, measurable, achievable,

relevant and time sensitive (SMART). Have associated outcomes – intangible

changes such as increased trust or understanding. (see example on pg. 2) Have associated outputs – tangible

products such as a new logo, a landscape plan or a transportation strategy. (see example on pg. 2)

Why? Ensures useful input that can be used in

the decision-making process. Clarifies what you want to learn from

stakeholders and how you will use and share their input. Considers levels of engagement to help

identify appropriate techniques and tactics for each stage in the engagement. Guides the creation and execution of

the engagement plan and final decision.

How? Two Steps to Establish Engagement Objectives Write engagement objectives that clearly state: Who is being engaged. The level stakeholders can be engaged. (see pg. 20 of framework)

Assign outcomes and outputs relevant to each objective:

Outputs are tangible deliverables ( e.g., engagement plan, a summary of stakeholder evaluations, a list of criteria for decision-making) Outcomes are less tangible results of participation in the engagement

process (e.g., stakeholders understand how to get involved, stakeholders acknowledge that the engagement process is fair and accessible)

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tipsheet Example: Change in School Logo Below you will find two objectives that would be relevant in this situation and the corresponding level of engagement, outcomes and outputs for each. Decision to be made: By March 2017, ABC School will have gathered input from staff, students, alumni and other affected communities (stakeholders) to select a new school logo.

Objective #1: Gather input from stakeholders on the development of the engagement process.

Level of Engagement Outcomes Outputs

Gather input Stakeholders (through an advisory committee) are involved in developing the engagement process.

An engagement plan that includes all the steps in the engagement process and a timeline.

Stakeholders acknowledge the engagement process is fair and accessible.

Objective #2: To inform & communicate with stakeholders about why a new school logo is needed.

Level of Engagement Outcomes Outputs

Inform & Communicate Stakeholders understand why change is needed.

School newsletter articles about opportunities to participate.

A representative advisory committee is established

Invitations to participate sent home to families.

Stakeholders are motivated to participate in engagement activities.

Information shared at school council meetings/meeting minutes.

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template

Engagement Objective(s) Decision to be made:

Engagement Opportunity:

Engagement Objective Level of Engagement Outputs Outcomes

Engagement Opportunity:

Engagement Objective Level of Engagement Outputs Outcomes

Engagement Opportunity:

Engagement Objective Level of Engagement Outputs Outcomes

Complete this worksheet as illustrated in the example on page 2 of the Engagement Objectives Tipsheet.

tipsheet Develop the Timeline

Before developing the decision process timeline, review and complete these steps: Decision to be

made (pg. 17 of framework)

Establish the scope

(pg. 17 of framework) Identify impact (pg. 19 of framework)

Determine level of engagement

(pg. 20 of framework) You may also want to refer to the Engagement Plan Template in the Toolkit.

What? A logical, transparent process that identifies all necessary: steps actions timelines participants decisions-makers responsibilities

Why? Enables you to understand the steps

so it can be determined when it is appropriate engage stakeholders. Ensures the Engagement Planning

Team and stakeholders have a shared understanding of the engagement opportunities and steps to be taken.

How? Four Steps to Developing the Timeline Community engagement involves continuously collaborating, learning, adjusting and improving. The decision process is not strictly linear in nature. There may be times you need to make adjustments and re-visit earlier steps in the process.

Determine key dates Determine the start date of the project, its completion date and key decision points in between.

Outline details Details to consider in your roadmap include: actions, timing, participants, decision-makers and responsibilities.

Identify engagement opportunities Review your decision points, think about stakeholder needs, and identify where the engagement opportunities arise.

Review and revise Consider feedback from each engagement prior to moving to the next step. Review and discuss any challenges associated with timing or resources of each engagement opportunity, and revise if appropriate.

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template Communication Plan

Decision to be made Write the decision to be made as identified earlier on in the engagement planning process. This is the reason you are engaging with stakeholders.

Engagement objectives Write the engagement objectives you identified using the Engagement Plan template or the Engagement Objectives Tipsheet and Template.

Communication objectives With your engagement objectives in mind, we need key stakeholders to: be aware of… understand take specific action

Communication strategy What is the overall strategy (e.g., work collaboratively with Alberta Education, keep communication low key and frequent)?

Key messages What are the main points you want to get across? Write three to five messages that are succinct and would make good sound bites.

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template Opportunities and risks What are the opportunities for CBE in executing this communication plan (e.g., inform audiences about good financial stewardship of resources, encourage parent involvement in decisions)? What are the risks (e.g., may raise concerns within specific audience segments, may raise additional questions)?

Key stakeholder audiences Who are your audiences? Choose audiences from the first column and paste into the appropriate column. Delete groups that are not relevant to your engagement.

Internal External Partners Superintendents/steering committee Trustees Area directors/directors Principals Teachers Parents Parent councils All CBE employees Students Unions and associations and their members Provincial government Alberta Education City of Calgary Community Associations General public Other school boards ASBA CAPSC Current and prospective partners

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template Communication materials/tactics How and when will you get the information to your audiences? The sequence of communication forms part of the overall plan of getting the right information to the right people in the right order. This order can often be more important than the communication itself.

Tactic Date Details Responsible Status/

deadline

Evaluation How will you show your plan was successful? Evaluation tools should provide measurable results.

Contacts Client: name, phone, email. Communications and Community Engagement: name, phone, email.

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Deliver – Actively Engage and Communicate

The tipsheets and templates included in this section guide the implementation of the engagement plan, ensuring consistency of processes and collection of input and feedback.This section includes:

Online Surveys Tipsheet Reaching the Hard-to-Reach Tipsheet In-Person Sessions:

Half-Page Invitation Template Invitation Letter - Dialogue Letterhead Template Invitation Letter - School Letterhead Template Principles of Participation Poster Template Sign-in Sheet Template Evaluation Form Template - Public Evaluation Form Template - Staff Evaluation Form Template - Short Meeting

tipsheet Online Surveys

This tipsheet will guide you in developing a simple online survey. For a more complex survey, contact Communications and Community Engagement.

Before proceeding with an online survey, consider: Decision to be

made (pg. 17 of framework)

Identify impact (pg. 19 of framework)

Decision timeline

(pg. 20 of framework)

Engagement objectives

(pg. 21 of framework)

What? A questionnaire that people can complete over the internet. In community engagement, surveys are used to understand people’s knowledge and perceptions. Surveys can be used alone or as part of a larger engagement.

Why? Data is gathered confidentially and anonymously. Results are quantifiable. Data can be collected from a large group, however samples are self-selected and may not represent everyone.

How? Three Steps to Implementing an Online Survey If you conduct a survey, you must share results with participants. For example, if you conduct a survey with parents, you need to share results publicly on your website.

Plan: Ensure your survey can be open for at least two weeks and that you can send out at least one reminder. Answer the following questions:

1 | What issues are important to our stakeholders and the engagement? 2 | What questions are critical and relevant? Drop the rest. 3 | Can we take action based on responses? If not, do not ask the

question. Design: Keep surveys less than 15 minutes, with these three parts:

1 | Introduction, outlining: What the survey is about and how long it will take to complete. Who is conducting the survey and contact information. How results will be shared, analyzed and used in decision-making,

while maintaining anonymity.2 | Body: The survey questions including demographics. 3 | Thank you: Let participants know when and how results will be

shared. Analyze and share survey results: Make sure you include enough time for data analysis and sharing before moving to the next step. Consider overall results then use demographics to compare subgroups. Do not speculate unless you have data to back up your interpretations. Share: Results from all questions. Charts and graphs are often useful. Comments as they are written, edited only for anonymity and to remove

abusive, discriminatory and otherwise inappropriate comments. Do notexclude comments you consider unfavourable or unflattering.

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tipsheet Question Design Tips DO NOT use online surveys to collect personal data such as email addresses,

names, phone numbers, etc. Collecting personal data violates FOIP legislation. Evaluate each question based on the three survey planning questions. Keep wording simple and direct. Avoid jargon, acronyms and long sentences. Explain concepts that may not be as familiar to participants. Order questions by topic, from general to specific and/or from easy to more

controversial or more sensitive. Ask one thing in each question.

Avoid double-barreled questions. Word questions and background

information in an unbiased way. Ask for demographics you need to

make sure you learn whether a ‘vocal minority’ is skewing the results (e.g., school, grade, community, quadrant, etc.).

Open-ended questions are harder to analyze than closed-ended ones. You may want to include an open-ended question at the end of the survey so respondents can provide more information.

Rating scales are more effective than ranking.

Send the survey to a small group for testing. Delete test results before launch.

Answer Design Tips Provide a ‘don’t know’ and ‘not applicable’ answer category. Answers can be mandatory or optional. Generally, the more mandatory

questions in your survey, the higher the survey dropout rate. Be selective when deciding which questions will be mandatory.

Scales Use scales rather than yes/no answers. Keep the scale consistent throughout the survey. Generally, a 4 or 5-point scale is sufficient and will yield straightforward results. Label points clearly. Make sure the answer scale is balanced. Balanced 1 - Strongly oppose 2 - Somewhat oppose 3 - Somewhat support 4 - Strongly support

Not balanced – do not use 1 – Oppose 2 – Somewhat support 3 – Support 4 – Strongly support

Choice lists – single response and multiple response Provide as many choices as possible. You can add an ‘Other’ option to capture

responses you hadn’t anticipated. Make sure answer categories do not overlap. Radio buttons are used where respondents can only pick one response. Checkboxes are used when respondents can select more than one response.

tipsheet Reaching the Hard-to-Reach

Before planning how to reach the hard-to-reach, review and complete these steps: Decision to be made

(pg. 17 of framework) Establish the scope

(pg. 17 of framework) Identify Impact

(pg. 19 of framework)

Why? Intentionally including hard-to-reach stakeholder groups in your engagement plan will help ensure a diversity of thoughts and perspectives are represented in your decision-making process.

There can be many barriers to participating in an engagement process. Participants may not be able to attend in-person sessions due to other commitments, may not have a means of traveling to an engagement opportunity, or may face technology, language or cultural barriers in participating. Some may feel that their contribution will not make a difference in the final decision and be critical of the process or system. So how do we reach these audiences and encourage them to participate?

How? Three Steps to Reaching the Hard-to-Reach Identify hard-to-reach stakeholders Review your Identify Impact on Stakeholders Template and work with your

engagement planning team to identify the groups and leaders you feel need a more focused approach to become involved.

Interview representatives or leaders of hard-to-reach stakeholder groups Use the Key Stakeholder Interviews Tipsheet and Template to develop an

interview process and a set of questions. Focus questions on how best to engage groups in ways that are meaningful

to them (consider accessibility, cultural barriers and ways to reduce or eliminate barriers).

Determine the most effective communication and engagement techniques Decide between ‘representative engagement’ where a credible leader or

group member represents the group or ‘direct engagement’ where a broader group will be involved. Use the Technique Selection Tipsheet and Communication Plan Template. Contact CBE Interpretation & Translation Services for assistance with

interpretation and translation. Make engagement opportunities as convenient as possible. Consider going

to places, meetings or centres where stakeholders might regularly gather.

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tipsheet Tips to Engage Hard-to-Reach Stakeholder Groups Ask participants how they prefer to receive information/communication Make sure communications materials and language are clear, accessible, free

of jargon and culturally appropriate Use multiple communications methods (verbal, written, telephone, mail,

email, in-person) Partner with organizations that already work with the stakeholder groups

or demographic Make sure to provide culturally-specific approaches and communications Provide translation services as needed Offer multiple options and opportunities for registration and participation.

Options will consider preferred meeting days, times and locations. Hold engagements where the stakeholders are (schools, community centres,

etc.) Consider holidays and religious occasions in date planning Hold sessions at a culturally appropriate locations Assess and mitigate physical barriers and challenges Provide modest and appropriate refreshments (water, coffee, cookies)

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Title of Engagement Event / Opportunity Include a brief description of the purpose of the engagement event or opportunity. Include the topic and what participants can expect (i.e., open house, presentation, workshop, table discussions, etc.)

date | Month, day, year time | Start and finish time

location | Room #, learning commons, gym School, street address (if appropriate)

rsvp | Phone #, email, website link

Learn more about [topic] at [website address or location of information (e.g., school office)]

Title of Engagement Event / Opportunity Include a brief description of the purpose of the engagement event or opportunity. Include the topic and what participants can expect (i.e., open house, presentation, workshop, table discussions, etc.)

date | Month, day, year time | Start and finish time

location | Room #, learning commons, gym School, street address (if appropriate)

rsvp | Phone #, email, website link

Learn more about [topic] at [website address or location of information (e.g., school office)]

| invitation | [date] [Event or opportunity name]

Preamble. Include a paragraph or two to set the context. Be sure to include as much of the following as you can:

What is the engagement about? What is the situation or decision? Who may be affected? Why are you offering this opportunity? How will the decision be made?

You are invited to share your thoughts and perspectives with us at the following opportunity/ies. [copy this grouping for the number of opportunities you have]:

[Open house, survey, focus group, etc] [Date and Time] or [Period survey is open] [Location, if in-person session] [Active links to RSVP or surveys]

Input and feedback gathered will be shared with [parents, staff, students, the school community] by [date].

[Closing comments.] Thank you for participating. Signature Name, title, school/service unit

Learn more | Name t | xxx-xxx-xxxx contact@cbe.ab.ca

Put on school letterhead [date] Parents and Guardians,

Preamble. Include a paragraph or two to set the context. Be sure to include as much of the following as you can:

What is the engagement about? What is the situation or decision? Who may be affected? Why are you offering this opportunity? How will the decision be made?

You are invited to share your thoughts and perspectives with us at the following opportunity/ies. [copy this grouping for the number of opportunities you have]:

[Open house, survey, focus group, etc] [Date and Time] or [Period survey is open] [Location, if in-person session] [Active links to RSVP or surveys]

Input and feedback gathered will be shared with [parents, staff, students, the school community] by [date].

[Closing comments.] Thank you for participating. Signature Name, title, school/service unit

Learn more | Name t | xxx-xxx-xxxx contact@cbe.ab.ca

Respect above all else

All participants and staff should feel safe

Speak one at a time

We balance air time fairly

Without these, there is no dialogue and

the session will close

Principles of Participation How we will work together

Engagement name / reason – Date - Location

Parent Name Current School E-mail Address

Participant Engagement Evaluation – Engagement Name Location – Date List of schools/communities participating (if more than one)

To what extent do you agree with each of the following statements? 1) I was encouraged to share my thoughts and/or feedback during this engagement. ⃝ Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable 2) I was able to ask questions and learn about the opportunity for input/feedback prior to my participation in this engagement. ⃝ Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable 3) I had the information I needed to participate in a meaningful way. ⃝ Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable

4) I was able to provide input on the best way for me to share my thoughts and ideas. ⃝ Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable 5) I clearly understand all of the factors being considered in the decision-making process and which of these factors I can and cannot influence. ⃝ Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable 6) My input was documented as part of the engagement process. ⃝ Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable

7) What did you like most about this engagement?

8) What did you like least about this engagement?

|DIALOGUE – tools and processes for meaningful engagement

Employee Engagement Evaluation To what extent do you agree with each of the following statements? E1) I had the information I needed to participate in a meaningful way. Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable ⃝ E2) My contributions on this engagement can influence decision-making that relates to my work. Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable ⃝ E3) I was able to ask questions and learn about the opportunity for input/feedback prior to my participation in this engagement. Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable ⃝ E4) I was encouraged to share my thoughts and/or feedback during this engagement. Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable ⃝ E5) I was able to provide input on the best way for me to share my thoughts and ideas. Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable ⃝ E6) I clearly understand all of the factors being considered in the decision making process and which of these factors I can and cannot influence. Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable ⃝ E7) My input was documented as part of the engagement process. Agree ⃝ Somewhat Agree ⃝ Somewhat Disagree ⃝ Disagree ⃝ Not Applicable ⃝ E8) What did you like most about this engagement? What did you like least about this engagement?

|DIALOGUE – tools and processes for meaningful engagement

Contact | Name Title t | 403-xxx-xxxx e | name@cbe.ab.ca

Name of Meeting Evaluation – Date 1. This meeting provided me with useful information.

Strongly agree Agree Disagree Strongly disagree 2. I had an opportunity to share my ideas and opinions at this meeting.

Strongly agree Agree Disagree Strongly disagree

3. I enjoyed the opportunities to discuss topics with other participants.

Strongly agree Agree Disagree Strongly disagree

4. What topics would you like to be included at future meetings?

5. Other comments:

Contact | Name Title t | 403-xxx-xxxx e | name@cbe.ab.ca

Name of Meeting Evaluation – Date 1. This meeting provided me with useful information.

Strongly agree Agree Disagree Strongly disagree 2. I had an opportunity to share my ideas and opinions at this meeting.

Strongly agree Agree Disagree Strongly disagree

3. I enjoyed the opportunities to discuss topics with other participants.

Strongly agree Agree Disagree Strongly disagree

4. What topics would you like to be included at future meetings?

5. Other comments:

Decide – Analyze Input, Make Decision and Report Back

For the purposes of this work sample, we have included one tipsheet on Analysis and Reporting. On our employee intranet, this section also includes a number of sample documents from previous engagements.

tipsheet Analysis and Reporting

Before planning for analysis and reporting, review and complete these steps: Decision to be

made (pg. 17 of framework)

Establish the scope

(pg. 17 of framework)

Engagement objectives

(pg. 21 of framework)

Technique selection

(pg. 21 of framework)

What? A plan and process to organize, analyze and share what was heard during an engagement. Your plan for analysis and reporting will include: Types of input and feedback you need to

gather. How input and feedback will be gathered. Formats that will be most useful. How input and feedback will be used in

decision-making. When input and feedback and decisions

(when applicable) will be shared.

Why? Planning for analysis and reporting before you begin engagement: Ensures the input and feedback gathered

can be incorporated into the decision-making process. Helps stakeholders, decision-makers and

others understand how input and feedback will be used in decision-making and when it will be shared. Allows for timely sharing of results, input

and feedback.

How? Four Steps to Analysis and Reporting Plan Set out a clear plan in advance for how you will gather, organize, analyze

and share input and feedback. Ensure your plan provides decision-makers with the information they need in

a suitable format for effective decision-making. It is advisable to notify stakeholders in advance when reports will be shared

and decisions made. For example, when hosting in-person sessions or launching an online survey, include the date when the input/feedback gathered will be made available to stakeholders. Review the decision to be made and objectives to ensure alignment. Ensure resources are allocated to report back in a timely way.

Gather and Organize Information For tips on gathering input and feedback, refer to the Online Surveys

Tipsheet and the Technique Selection Tipsheet.

Analyze Allow enough time for thorough analysis before decision-making; ensure

decision-makers have time allocated for analysis and review.

Share Note how input/feedback was or was not addressed in decision-making.

Explain why. Make input and feedback publicly available within two weeks of the last

engagement opportunity (session, survey, etc.) and before the decision is released.

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tipsheet Analysis and Reporting Tips Plan Allocate enough time and resources for transcription, data entry, coding, tabulation

and analysis support. Do this well in advance to ensure timely communication. Ensure questions directly relate to the decision being made. Do not include

questions that are unnecessary, not applicable or cannot be acted upon. Clearly communicate with stakeholders about how input will be considered along with

other factors in the decision-making process. Ensure you have identified what the other factors are in advance of your engagement sessions, surveys and other opportunities.

Gather and Organize Sort and arrange information and data in a way that will be clear and easily

understood by decision-makers. Consider grouping by question or theme. Consider whether or not it makes sense to sub-categorize data by stakeholder

group, location, demographics, etc. Use the Comments template, Online Surveys Tipsheet, spreadsheets and other

data collection tools to present information in a consistent and visually engaging way.

Analyze When analyzing, start by identifying similarities and differences. Some helpful

questions to ask as you analyze the input include: Where do stakeholders agree? Where do they disagree, and do you have input or indications to explain

why? What themes or trends can be identified? Are there patterns between certain responses and stakeholder groups? Is there noteworthy or unexpected input that should be highlighted? Are any stakeholder groups over-represented or under-represented?

Have someone somewhat removed from the project review groupings and analysis to help avoid bias and pre-conceptions.

Pay attention to all input to ensure all perspectives are considered and that unique or significant ideas are not overlooked. Decision-makers need consider all data, not just groups or themes when forming decisions.

Share If any stakeholder groups are over or under-represented, note it in the report. Key elements to include in your report:

Synopsis of the engagement process – what engagement activities took place, over what timeframe, and who participated.

Methodology – what kind of analysis was done and how; for example, how were open-text responses grouped by top themes or not?

How information will be used in the decision-making process. When the decision will be announced.

Raw, unedited comments should be provided to decision-makers only. Comments provided to the public will be edited only to protect anonymity and to remove or edit abusive, discriminatory and inappropriate comments.

Include charts, maps, infographics and other visual elements whenever possible. This makes the data more accessible, appealing, and easier to understand.

Share the analysis and summary of the stakeholder feedback publicly within two weeks of the last engagement session (see Timely Communication Tipsheet).

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