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ED 123 824

AUTHORTITLEINSTITUTION

SPONS AGENCY

PUB DATENOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

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kBSTRACT .

DOCUNEB PRESUME

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Paul, James; Ed.; And OthersTraining for DD Council Orientation.North Carolina Univ.., Chapel Hill. Piank Port-ei

Graham Center. '.

Office of Human Development (DREW) -, Washington, D.C.Office of Developmental Disabilities.76119p.

MP -$0.83 HC-$8.01 Plus Postage.Conference Reports; Exceptional Child Services; \

Handicapped. Children; *Institutes (TrainingProgramS); *Orientation; *Program Planning; State'Programs*Developmental Disabilities; DevelOpmeatalDisabilities Cofindils

'Provided .for Deiblopmental Disabilitids Councils isresource handbook on plaOning 'orientation training for council

.members. The material, including three major presentations onorientation ptanning, advocacy, and orientation principles, isexplained to lie drawW.from three 1975 regional conferences. Amongtraining techniques analyzed are use of A case stay, force field.analysis, and videotaping. Included is a guide for designing andimplementing orientation activities. Appended are conference agendasand evaluation reports as well as an annotated resource list. (CL)

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*********************************************************************** Documents acquiredby ERIC include many informal unpublished'* materials not available from other sources. ERIC Makes evety,effort* to obtain the best copy available. Nevertheless, items of marginal* reproducibility are often encountered and this affects the, quality* of the microfiche and hardcopy reproductions'ERIC makes available* via the ERIC Document Reproduction Service (EDRS) . EDRS is_ not* responsible for the quality of the original ,document. Reproductionssupplied by EDRS are the best that can be Made, from the original.

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US DEARTVEkl'OF nEzt,IsE osici-AoN a wEl.FAR EtcaTiO al thST1TuTE Of

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AsING .1 'Oboe S CAs EX OR OPINIONS

S* =TED 15:-a ?SOT ,tEcessAR.t.y REPRESENT OP: C.,41. hATiON11. ST,TlJTE OFEOuCA'a0:. POSt'',0% CR POLscy

TRAINING TOR DD COUNCIL ORIENTATION.,

dited by:

James Pail]

Pas,cal Trohanis

JoHannah Adams

'Spring 1976

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-Prepared and Distributed by the Developmental. Disabilities Technical

Assistance System at the niversity of North Carolina at Chapel Hill

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TABLE OF CONTENTS

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PREFACE 3

INTRODUCTION 7

PRES-ENTAT-I-ONS _Planning For Orientation 12

Advocacy

- 2 Know Your Business: An Introduction,to 6rientatio%-

TRAINING TECHNIQUESSub-Group "Negotiation" and Role Play

.5

The Case Study

Force Field Analysis

Round Robin DiSctit5ion

4, - A Simulation Exercise

.-l'ifideotapg

PLANNING, A Guide e For Designing and .Implementing.4

20

30

46

52

58

62

66

72

80

Introduction to Planning Without Data , 84'

Tifp Nominal Group Process 88

N Int4sbcfuettion to planning 92,

SampTes of--State Plans 96

STATUS OF ORIENTATrON TRAINING

-AppEn.di COn'ferencep

.Appendi,x ''Airotated-Ltst, of'ResourcesOZ. 4 71;97 k)

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110

116

126,

130

;54

, PREFAC1

This report isan outgrowth of three successful Developmental Disabil-ities Technical Assistance Systemi(DD/TAS) and National Conference on.Developmental Disabilities (NCDD)'Orientation Training Conferences held late

last summer., Sixty -six Council representatives from 37 Councils attended

these Conferences. Asa result of requests from participating State'Coun-cils,.,DD/TAS has compiled a resource. handbook from the Conference material.We hope that this compendium can be used as'a reference tool for planning .

future Council,continuinqeducation experiences.

There are tix major sections to this shandbook. The first serves as an

ntroduttion, while the second one features the content of three major Con-

ference presentations. Section three provides descriptions of a variety of

training techniques. Planning for orientation training is the focus of the

fourth section. Finally, sections five and six df the handbook deal with ,

the current status of Council orientation training aaivities and supplemen- 'I

tai'Conference inforMation. :

Before closing, recognition is in order for the fine4 report451rby our

Conference resource people. WithOpt their assistance, the preparation of

this handbook would have been impossible. 'We are indeed grateful for their

contributions.

If questions arise after reviewing this material or if there is feed-

back about it, please feel free to contact, us.at OPTAS..

DO/TAS

Chapel Hill,-NCMarch 1976

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-_ . . -4-f.. .^f. 43 .,-,_,-.ak, ,,,c ' t. - -., . 4 '$;,,, .,iOne pertll.tot need .91c.\--pfficelbOtenta l pi sabil i-ti el rounciks". ha's-jieet/l'Ac-.,k`-:: ,,:,

i snern:tftthfd signit,,i_dane,eitTer people to the Develoimental Diati.1.--`4:*iti 'Pyograth. t.This need ha:,IzeerVViCartially metiby a 'variety of l'ouncil '-'-- 'strategies, mOst corroonly, fi;serks of ..readi ricf_roatir.i.a.1 s__ cbdior_ one or ttig-______day" workhoP7.54. Because DD/Tkkg ac4:11COO vire- often--,clinfronted. with this need,it 'was- assumed that tEhese practicee. werenotspfficient, and that hew ''state-gies'had to b`e'dkelopTed. i

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tpuring *the spring 1975, Dei/TAS requested funds from HFW ,to Conduct- a 7,4 f97series of 9Pieritation..lrai:niw Conferences 4, meet, this need. The goal' ofthe. series

theyto developeart,Ogoing 'syste fol.'', responding to- orientation

needs as they appeared and w. ere identii,#e Codncil members. kplanning, : ,,;,'framework was presenW to,tte FAecutillg, Thee of NCDD whQ heartily -;,'

. approved/the:concepts involved and off4recF, o sponsor ,the 'events jointly withOD/TAS :,. A. tWatining Committe. of-,9D/TAS staff members plus Dale -Enqs trbm; '1Allen Coh6n,-and _Jane Belau from NCDD was given the responsibility of plan-

the Orientation Triiiing iseries. ' `.' ,e., -n

The Manning Conti ttee decided" -to focus drr..trairfing and supporting two-person teams from each,-State Council in gievelvIn'a ongoing. orientationactivities for their state.' Itokas-reque,sted -that Councils send. personswho were .already substantially f?mi.lfar with .;the OD Program . Thus, the taskwas to develop and identify rilethods_andmatepials that wduld assist these

- people in developing- and, conductipg an "ong1)-ii-oritentation 'process for ti itCouncil. Suct ae-processl_dn.ce id plice, mould constantly orient new members,e.g., legislators ,-agenbc:y perionliel ; a well as deal with,new 'issues;.

Goals and Sites .

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The goals established for the three Orientation Training Conferenceswere:. (1) to explore orientation techniques and methodologies, (2) tOduce a kit of materials for orientation developed and compiled by OD/TASstaff, (3) to assist the Council ;teams in identifying their Councils' orien-tatin needs and developing a plan to meet these needs, and (4) to preparefor needed follow-up. The first Conference was. held in Chapel Hill onAugust 5-8. The second one conven at Timberline Lodge ,outside of Portland,Oregon froM August 19 to August 2 . Pheasant Rune, near- Chicago, was the site,for the final Conference. I rted on September 9 and ended on Septern*12. i(See Appendix I) ,Focus

Ihe focus of the Orientat,ionTraining Conferences wag 'fo '7intr ace theteams to; orientation strategies?ratther than to the DevelopirientalAsahil ities1

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-'-. s.1:- lProg1am itself. Orientation was considered to have at least four =aspects:

methods material s

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.Tinip-Coqferenees used Developmental Di sabil Wes. content ass a basis for'focui.inTon'traininq methods, materials and planning. The Conferencesexplored a 'variet3;..of techriiqu-es: a videotape, lectures, role play, casestudies, round robin discussion, Interviews, prDblem,,solvinq, dramatizations,simulations, and small group "plahning.:--:in- an attem te-Provide the. teams:with -a variety of communication strategies from' -whItch-Ao.choose in ecnducting

,their orientation programs. Additionally-, p.r,int;matedals were widelyzstributed (See Appendix II) at the. Conferenc6: ,

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. It is the hope of DD/TAS staff and.-1{CDD Execptivereiomiltie mem rsthat these efforts were well canteiAied , ,and have p bduced'results.; -( Refer to AppencIl:011-j"

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PLANNING FOR ORIENTATION*

1-\ ,;Eugene Watson

School. of Education, UNC-CH

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*This is a Aikcript,ifiln: Watsoes Conferende_Oreentation. 7\ f " . ,

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Very often when I work with organizational planners; we develop a PERTchart, a system for planning and or,,implementing plans. For DI) Councils, I

would suggest ,a simple "POT" chart, fqr Planning Orientation and Training.I ask you 'to accept the premise that these terms -- orientation and training --.

should be considered together and not differentiated. There may, he considerale variation in the level of content, in An orientationprogram as comperedwffh that of a traininOprogram, but if you can accept the needfur a contin-uing education commitment on the part Of your Council, we probably will betalking meaningfully and "on the same wavelength tn this discussion. Theobjectives are-for the partfCipants:_

(11) to experiente and be able to describe an involvement learning modqthat is characteristic of this Conference; .

(2) to discuss a rationale for planning continuing orientation/train-

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(3) to outline or discuss some of their basic'perceotions of the4r.Council and its current orientation/training program;

(4) to identify and discuss basic steps in planning orientation/train-ing; and

,

(5) to discuss the proposed relationship of the process of this Confer-lence to their back-home applications in orientation /training: ,

In work with, professional and volunteer orgai:lizations throughout the,eastern United States, I have developed somebasic assumptions about Councilsand boards. One is that their approach to orientation very often can besummarized by the following statement: '"Here is'how we do things, and hereis what is expected of you." Training,for carrying out a role as a member ofa Council too often can be summarized'by the following: "Here is how we doit; here is what is expected of you; here is how you do those ,things that weexpect of you.." 'In considering the first statement: I would suggeft that

orientation should be a more'ambitious process. Orientation should includeastatus picture of the organization--what has beep, what is, and currentresources for doing things. Consider training as the presentation of possi-ble new.uses of resources and, development of new potential resources. In a .

sense, I am advocating role expansion of Council members, rather than tryingto fit COuncil membvs, into predetermined slots:.

In order to collect data to use n considering this view, I ask you toplease take a feW minutes and honestly re pond to an instrument which focuses

'your perceptions Of what has been true or what is true in, your CounciT. Thisis not an evalliation form and the items ar not sacrosanct. The's ements

pnsthe instrument were drawn from the expe ience of a number 'of-p ople who* have wqrked,with Councils; they re very g neral and may not repr nt

. exactly what Councils should ing. (R for to Inventory of Perceptionson page 13). .,

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After comftltiny,the instrument, partn rs may wish to get together,discuss, andcohpare perceptions of their o n Council. Are there widediscrepancies? How can we best understand Or reduce them?

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'An Inventory-of PercePtions of theBasic Statd& of Councils*

A. e Council is made up of individuals whoupplement one another's abilities

B. e Council represents the interests which aret be consulted in formulating policy.

Z. Th Council is large enough to handle necessary're Onsibilities, but small enough to act as a '-

deliberate group.

A basic 'structural pattern for decision making(e.g., executive committee, other committees,staff, or whatever form) exists.'

E. (Respond to this if a decision-making patternexists)'.

The structural pattern is clear toAhe Councilmembership,

4

D.

F. The memrers of the Council understand the goa)ls

and purposes of the Council and how they are tobe achieved by the activities undeqaken.

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G, The Council has a climate of social ease andrkpport. .

H. Membehs of theCouncil appear to feel involvedand interested in its work. _

...."

Decisons on policy are made only after fullconsideration by 411 parties directly affected

by the decisions. :

J. The Council,makes certain that effectivecommunity relationships are maintained.

K. The Council has a. sense of progress and specific

accomplishment.

LI The Council,has a'continuing educational programfor new and "veteranu.members.

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*Adapted from materials developed by Cyril 0. Houle, University of Chicago..

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The putpose of thi's type of form and exercise is to assist yod in viewingyour Council as an organism; a sort of precursor to Orientation-Training 1:Tan-ning. there are some other things you might tee as crucial factors in thelifp of that organism. VOL, may want.to think of-your-organism as a whole*

. more broaly than the instrument implies, as .you progress. Please retaintheSe forms to refer to as yougo'into you later Conference, sessions on plan--inq forback.home.

Now, let us review what some cif the Conference participants listedas'outcomes ofthis exercise. More specifically, let's list the activitiesthat Should be included in Council orientation- training act-h./Wes: .

(1)

(2)

(3)

An immediate welcome from the top Councjl.officers in person, orby phone or.letter.

Special individual-Conferences with the chairman or staff planneron the work',of the Council and current membership.

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Regular orientation for new members. If the'group is large, regu-lar orientation as a-group. .

4

,(4) Experienced members' serving as sponsors for each new member.

(5)

(6)

Planned social activities, very early and peHodically.

A packet' of'-materials on the Council and its work 'presented veryearly; ,The packet of materials not only would include thaterial onstatus of the organization, but some provocative, stimulating itemsabout future possibilities and potential. -

(7Y 'Meetings with other similar groups. _ A good way to orient is:to

brtusyour.Council to meet arlothW Council. Of course, for many of

. yod that will be pr'phibitive, because of distance.

.. 4(8). Early involygment of'eadh member in specific taskS of the Council --

' not buSy work---at 'a level appropriate to his or her skill and under-

standing; The effective way todo that'is to find'out what re-sources they have to offer, requiring early assessment` of what they

being to the situation_-

Those persons in charge,of Council orientation-training often do.notreognizeearly Nnvolvement of newSouncil members,as one of thtmott effec-tive means of orientation'- training. They often fail even to involve veteranmembers adequately in orientation-training efforts of,other members., An,a11-too-frequent approatb is to ask an outside weror cOnsultant to come

and work with new or continuing Cotincj1 members inthe name Of orientation-.

training. The planning for such presentations by outside speakers or consul-

., tants very often involves limited contacts and a wide range in quaritity andquality of information given to the person who is to come in and help with

'ori'entati'on-traininT. The following different approaches to "planning" havebeen experienced by many consultant's or individuals contacted to.speak aspart of an orientation or train-trig program. Consider ,that each of theSe

---,statements ,is,the,essence :of,the initial, telephone or written communication

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ith the potential outside resource person:

A. "WhO can we get to talk to our group at the next meeting ?"

. "Come and talk to us. Anything you want to say will be.helpful,

I'm certain."

"I think we need someone to talk about the legislative situation.Would you-do it or suggest someone?"

0. "We want you to talk to us about the legislation currently Proposed,since you have been very .active in supporting it and have indicatedthat you are well prepared to discuss its advantages and disadvan-tages for Councils such as ours."

E. "Our groUp was surveyed about our learning needs. We have placedhigh priority on a presentation by you on needed legislation.: Wehave questions we want to raise with you about your stance. You

can have a full hour for the'presentation, with an additional hour,if necessary, for questions. T will send you a list of statementsof our current questions and some information about our Council."

F. All of the above in "E", except delete'time specified and add:"After yOu have read the materials, could we meet to discuss thefocus, content and methodology of the presentation before you beginyour final preparation? small representative sub-group of our

Council will be available meet with'you."

The systematic planning of orientation-training is our emerging focus.In order to pursue it,'I will ask participants to form §mall groups to consi-

der possible factors in systematic planning.- These factors are suggestions

that people have made--possibilities within the planning Process. We will

give you A brief printed outline to consider and will divide you .into groups

on'a count-off basis. EaCh group will havea slightly different task, butthe procedure in each group will be the same. Everyone 'in a specific group

will get the same list kif factors. Discuss the items on the handout slips.

Start with the view that you can reject the basic statement for-th'e task if

you wish. If you find that the topic you are given is not an acceptabletopic, or you do not find it to' be releva, 'iubstitute a'topic. Then

arrive at a general statement of group-re ibonses. After you have worked on

the task, came back to this room at the end'of the designated time. The

first thinfs.quickly to select a.recorder to report back to us here, withsummary, comments aboUt the thinking of the group. After the. groups have

returned and reported, wemill,have begun 'our work of 'identifying crucialsteps,in planning for back home orientation-training efforts. Each group

wi11 have one of the following topics, with relted questions to focus dis-cbssion: - ,

I

A. Drientation-Training Need Assessment

-

1. Is need assessment 6 crucial step in planning orientation-train-ing?

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2. Is it being done by the Councils represented in your group?.

3. What are some examples of what it is and how it is conducted?

B. Target Audience for Orientation-Training?

1. Is early identification of target audiences a crucial step in' planning orientation-training?

2. . Are target audiences identified and dealt with separately oruniquely by Councils represented in your group?

3 What are some examples of different target audiPikes, how theyare identified, and how they, are dealt with?

C, Purposes of Orientation-Training

1. Should the purposes of orientation-training be stated clearly andfully for all whoolare involved before such activities take place?

2. Are the purposes 'of such activities clearly and fully stated inCoUncils represented,in your group?

3. What are some examples of statements of different purposes forCouncil orientation-training?

D. Resources for Content Development and ImOtmentation

1. Should the identification'of a variety of resources for contentdevelopment and implementation be considered a crucial step in

planning orientation-training?

_2. Is the above done in Councils represented in your group?

3. What are some examples of various resources utilized by Councilsrepresented in your group? 1

E. Implementation Activities for Orientation-Training?

What are types*of implementation activities to be planned for

orientation-training?

2. What are examples of the implementation activities typicallyincluded in planning for orientation-training in your Councils?

f. Personnel Responsible for Implementation of Orientation-Training

1. Should responsibility for implementation of orientation - training

be widely distributed within a Council?.

2. On what basis should such responsibilities be assigned?

15

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3. Give examples of the assignment of such responsibilities in the

Councils represented in your group. '

The small groups Met, then returned for a general sharing to conclude-the

session.- All of the factors'were considered crucial for planning andimple-

menting Council orientation and training activities.

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ADVOCACY*

Donald Ste' an

Frank Porter Graham enter, UNC-CH

7

*This is a transcript of,Dr. Stedman's Conference presentation.

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Orie.f,presentation which I always enjoy giving. It has beenIrdiaragWized gissprayer meeting, a depressive episode in an other-ibinvcaference, ajlight inta fantasy, or'a mind - jogger. Now let me

yoiOreyA(6.0;4itbit.. It's important, as you've noted throughout our Con-and variety into the wsayar:et=al,rtilh4rgaseiulThe

A.aip.:t67da ift.16-reek.p.rOlems in this business;A that ttlis..6;liertenOirmohl: doesn'tbe just a skin graft that oesn't take. Some of

, integrate thfol*r head. The fundamental point I'd like to makegilt there are i'large'number of people out there who have to have some-

adyjO speak up 'for them. That's part of advocacy jumping up front, taking=:a tea- and a risk. We have to be the largest group of risk takers the,

.,Ouhtry.!Do you underttand the product that we are trying to sell? The

4j6r1t4 of the public think that what we are trying to sell is obnoxious.That not an overstatement. We are starting from below zero with the pro-

, duct'that we are trying to sell. This country is hooked-on success, and youwill talk about people who are easily characterized Iy the uninformed as in-

: competent. You are talking about someone they don't want to hear about.

. .

The public stereotype of the handicapped person is still primarily ttiat7,f the institutionalized, multiply - handicapped person way out in the pineywoods, An one of those great big old institutions. That's the average'res-ponse you.'d get if you walked out front on Main Street, and stopped everytwelfth person and said "My cousin has cerebral palsy, would you try to des-gjbe my cousin?" They'd describe a little child with braces that has to bein an institution - white coated doctors hovering over it. That's the public'simage. "My uncle is mentally retarded"; they have son notion of the villageid'ot. They'll think, "He's lucky if he can_help Uncle Andrew Pump gas overat the Exxoh. That's _about where that guy will go." These are tough stereo-ty s to beat. We're splling a product that's very hard to package and veryhar to sell. ,That's &kind of corporate language. I dOn't mean,to denigratethe'field by packaging it as some profitable, organizational format.. What I'm

trying to say is that we've got tough sledding. We shouldp°t kid ourselvesthat when we stand out on the street corner, either as Council.chairperson oras a lonely individual citizen- advocate and holler, _"Hey! We got.a whole bunchof people in this country who are Developmentally Disabled", that they're allgoing to come running, no sir! They'll go right by you tomore glOorous thingsin town.

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Disabled Advocates %

So we've got'an extra special'tatk that takes Ixtra special people to try'and to do. And I call those people disatIled advocates. That's us, all of-us,or,we wouldn't 'be here. We-re all. somebody -special. We wereall chosen forone-reason or another by our own colleagues, back in our own,home towns. We

bubbled up to that point somehow, because we demonWated an interest or we .

were politically facile or We didn't know what the hell the council was, or"Gee, wouldn't it be fun to'have four meetings a year that somebody else wouldPay for." j doetknow which. But, somehow, all of us found our way into this,and it's a grand and glorious movement, Developmental Disa§ilities, it's theonly game in towq.'. That's=My response to "Oh, to hell with,CP,,we're gonnakeep them wei up." There isn't any MR, CP or dm anymore. 0.,We're-

.menical movement,. It' best. Economically,.phildsophically,:gorally,:104:-cally, any way you want to cut it. My. ,answer is "You know, we can talkFabout,

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MR or CP or:epilepsy, or autism, or dysleAia, of specialized progra,-.... /.

,great, and I believe that we ought to be..:clear aboutthe-similanitig .tr----differences, but DO is,the only game in tolvn....,And at 's where we're go

to' get some action- for people who arediffere-..1 ; .,

. ,.

We have to be special people, and oftenno matter what'our Profession, or our self7iwhere we want to go, should know that the product yie are trying to sell willnot automatically be scooped up. We are startindifrom below scratch. That ..

means that we have to make an extra effort in how we movevthow_we perprmipowwe act,'who we are, how we communicate. We have to 4 it carefully, and do'itin a bu5iness-like fashion. We have to do it in such a way that we can wit11-.

z...

stand the competition of other groups who are tryihg to dvsimilar thirtWfOr()other kinds- of special interests. .

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iffiilt114#4f;, or4Where

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We're in the big game. There's a major difference in our business now

from twenty years ago. We have lurched from a tambourine - passing, tub-thumping 40

group of pitiful souls, into thb mainstream of competition on Health and Social'

and Moral. and Legal issues. We're in the big ball park. And, the competencies

we have must be equal to and better than the competencies ofinto

people in

the same big ball park with other big issues. We've gotten nto,the main-

stream; we need to act that way, and be able to perform that way in order,tobe.suciFessful.

Sure, there are'problems; we are .1'r frustrated by the bureaucracy, ourown physical fatigue, or that we can't get.that recalcitrant Council Member

our_

come around so we can get that program through. But, keeping it moving is im7

portant. The enthusiasm.that has to go with it is'equally important.. It's .

hard to stay up in this game. It's hard to stay enthusiastic. And all of

you, if.you'll search your heads occasionally will say to yourselves,'"Why am

I in this game?" It would be so much. easier to do Something else. Why do we

keep jumping back into the fray? Because its important to do, and we instinc-

tively know it's right.

In.order to be an effective disability advocate, I think we have to be

mindful of many things. Some of them are rational, logical, competency-building.activities, like these conferences - learning how to do, things better,learning how to do new things, how to go about it in a different way - always

with the same goal: to get something done, to affect peoples' heads, to get tthem to change their.attitudes, as well as their vote, and to get:them tocPande their directicfn or to initiate a direction. Most people are flat bot-'

tomed boats, they don't move anywhere, and they slide easily in any direction,

depending on which direction,the wind is Comingefrom. You've got to give them

some,keel, some stability,.some direction, 'some meaning, We can do that, but

only if we are personal examples and models of advocacy. Now that sounds

corny in this day and age. The corporate state,-the group, the mass thing, is

in. But, individualism is the heart of advocacy solo flights. You can't pick

up advocacy, put it on and wear it around, it will smother you. You've got to -

feel it; it's got to be something you really mean. It has to be something that-

you really believe. ,

If'it isn't, get out!' We don't'need false advocates. They get in our

way, they're troublesome. We need people who are in the business because they

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want to be, not because they, feel they should or because they're satisfying. --

TOFe-body else's needs. Be honest with yoUrself.

Now, I.heve developed a'kind of code for the disabled advOcates. It's ,

conveyed to you somewhat in jest but not entirely. .Thespoints I try.to make I.really.mban'silncerely and serio4sly, even, though they cone packaged in aittle bit of levity. Before I do that, let ire:read you a passage that exeM-

g2 ifies the old way of,doing business. JuSge Bazaloh Oared this with,me, hepicked it uo out of a little book'publjshed in 1937.. It's an article by a

tteather'entitled ,"I.Taught Them All." You:11 all think of a teacher when I4 read.this, someon.YM your own life. This teacher wrote:

'1'T-taught them all (sheWtalking about her kids that she workPtd1

with Dopy years ago in public school). taught in high schoolm3illy yei;-s. During that time I have been assigned, among

t. others, a muraerqr, an evangelist, a pugelist, a thief, and anto *imbecile.- The murdery was a"quiet boy who sat in the first

seat, and regarded mewith pale blue eyes; the evangelist,easily the most popular boy in the school, had to leave in thejunioe-claSs; the pugelist'saeby the window making noises th0..frightened' even the geraniums; the thief was a gay-heartedLethario with a song on his lips; and the imbecile was a soft'eyed little animal, seeking the shadows.

The murderer now awaits death in the.state penitentiary; theevangelist has lain jr a year now in the village church yard;the pugelist walkciiristh other thugs in Hong Kong; the thief,by standing on tiptoe, can see" the windoWS of my Toom-from thecounty jail; and the once gentle-eyed moron beats his headagainst the padded walls of our state asylum.

Allof these people once sat in my room;.they sat and lookedat me9raVely across worn, brown desks. I must have been a_great help to these pupils, 1 taught them the rhyming scheme ,

- of an Elizabethan ;sonnet, and how to diagram a complexsestence:

That is total frustration. She was a sentitive person who saw people aging,and growing and developing, who were different, and felt a need to be involved,to be successful and helpful., Nothing happened. She saw the outcome, apdfelt sheer, total frustration. What did she have to offer? Completely in-appropriate types of approaches and skills. That's depressing. AThat catches:you right in the throat. That is not the kind of thing that we ffiust endureanymore. This is an impotence that is no longer necessary. We hive the corn,-

.petEnce, we have the ability, we have the arrangements to do something positiveabout people who are different. If we don't marshall those skills in ourselvesand in our community, then we are, guilty of the largest moral indiscretion ofthis century. We've got an obligation we can'tayoid, even though iCt veryhard to look it in the face. We don't'anymOre.have to tolerate this frustra-tion or this depression. We can do something about it if we will be -firm,take risks; ad4ess ourselves directly to the tasks, and use .our competence.

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The Club

Wef can forma club, and all of-you are members of the club. Call it

.% SODA - the Sacred Order of Disability Advocates. Then of course any club, any,2-67der must.have all the trappings of clubi or orders., I'll introduce you to

whatl think are its tasks.

A motto - Any good club has to have.a motto. Well, the motto that I pro-p

pose is the motto that any good lover would have, namely "Passion with'Compe-

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..tence." What does that mean? It means that.we need to care, to love, to beConcerned, to be sensitive, to take intellectual and physical risks; but we've

got to be competent. It's no longer possible to look a'county commissioner inthe eye and say "You've got to help these poor people," and the county com-

- Missioner asks back,, "What Will it cost per head?" We've got to knowwhat

we're talking about. If we advocate something, We've got to have a basis for

if. If-you want to see a politician's eyes glaze over, talk ,about a five year

plan. Also you knoW why his 'eyes are glazing over? He has a two year term.He doesn't care what's going on five years down the road. , Don t go irik,77ITIv a

five-year plan. Think about that. Passion with Competence. enthusiism, -de

9 'toying, it's okay to say that word'-"loving - it.scares some people. Caring,

-but with competence. 'You've got to know what in-the hell you're up to: Who

.- '*.are thege people? Where are they? What is What isn't_successful?

The:worse thing you can do is sell something that won4,work. .

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Passion with_Competence. TWat's our motto. You can't have one without

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hat's Our symbol? We've 'got to have a symbol. Tell, it with a smile, but

an it., Don't pass the tambour'ne;don2t be a,sufferer. "Please sir, may J

ie what's coming to me?. Can oleaSe have what's been" put in reserve for

theSe peoplebut,they're not getih'ng?6 The hell with that. But,on the'other

hand, ,you can't go up and, say, ';Look, you son-op-a-bitch, you're not doing

your'-fo job.". That won't get you anichere; dwell turn 'em off. So, a smile

. superjmposed'on a Thunderbolt th t's our symbol. Okay, what's bur uniform? .

, Of course:,we need a uniforM. I suggest the .Break-away,Jersey so we can't get

caughtrwitA our dita down. And when we Want to get the hell out of town, those

break-aways are really useful then. Our club flower is the Venus Flytrap.

01That's the One which get's 'em in, soaks 'em up., swallows hard, but looks pretty.

..Finally, here is our club cheer. Watch carefully; this is our club cheer. Clap

, * ,,,, your hands and stamp ypur'fee,t, we're number' one.

.....:Don't, ..,,

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f.t!low tfre're are some do bees and some 'don't bees. (I got these out Of a

garenesmagazine.) .Here are somestyleS that you should not be if you want

to be a good advocate. After this,..I'll tell you some things that you ought

to be. There are Tive styles that especially bug us, and you'll probably think

of some people like this4; chairpersons, Council members, consumer representa-tives. etc. .

. .

The first style I, call the Karem Abdul Jabar"style. What is that? You

take the ball and zoom,- you rurf the length of the court, all alone, stuff

it in the basket, and the crown .roars. The only problem i's that your team

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was left behind. No plan, no pa , no sharing, no support if you miss.

Don't'fly solo. Program Planning-ins team -work.

The second style is Duncan Hines. YoU all kn can Hine sample a ,-

little bit of this, a little bit of that, some of these an some -of

If the governor's assistant comes to you and says there are an extra twmillion bucks that could be put into DD, don't gay "Oh we'_ve got to bave

of these and 16 of those.. . ." Listen, unless we haye that whole pabkagewith that whole recipe, we can't do buiiness. You go back and tell thegovernor that you're sorry but he can keep that two million.. . ." Know your

priorities and start at the top of your list. Decide which are the most im-

portant things that you need to have,and go with them. Don't insist on thewhole package, don't be Duncan mines - youhave to-have the whole meal ornothing. It's a quick way to starve to death. It's a style that the Councilcannot afford to have.. A

Sheldon Cerebrotonic represents the third style. One style that just

doesn't help is the "four dollar word " person. The cerebral approach. toeverything. Quoting the research data, bringing in tons of back-up data.Its impbrtant to have data, but you've got to present it in a simple, effec-..tive way. If you make an intellectual exercise out of everything, you,canforget it. You'll turn off people 'very quickly. Oh, Sheldon Cerebrotoniccould be an effective member of the Council, but you ought to keep Sheldonin the back room grinding Out the data, andpass it, along to your informationguys, and say, "Sheldon, that's a terrific idea." But don't let him walkinto your Council, school board or county commissioners' meetings. There heis, in a crisis meeting, to determine what should be ,cut from the budget;they've got ten minutes to give you (because there are 94 other people that'have to go before the school board), and Sheldon has an hour and a half pre-sentation with 2 wheelbarrows full of transparencies, slides and'data. -You,want to see glassy eyeS in school board members? Arrive with a whole pouchfull of transparencies and little goodies for a presentation in a room'withno air-conditioning. Keep Sheldon doWn. Sheldon's important-, there's a role

for everybody, but don't put Sheldon up &brit, especially with hassled decisionmakers, school. board members, county commissioners, Governor's advisers andcouncils, state agencies, ,Let him be a Guru..

There-IS a verydestructive style.- All of us need to be aware of it,. It

is Ms. Double Identity: persons who say one thing in a Council meeting and.another thing to their friends, in an isolated,situation. "Yeah, or I voted .

for it but, 'the Devil made me do it.'" People whO don't want to help people,politicians, bureaucrats, other consumers, people who have different motivesthan you, will take'every opportunity toallow themselves to act confused bygetting you to back away from a group decision'. You may not be totally sold.You may even have voted against a priority or a method of doing business inthe Council meeting, but if you walk out of that room after that Council hasdecided what the consensus is, then that iswhat it has to'be, and, that's

'what you have to do. You might win the next one. Don't go out in the hall

and say;"Oh, thoSe horses tails.. . You're paft of that group you've gotto-affiliate with .them. You Can not- be a double ,agent.. You will be a huge

chink in the ,armor of the Council, and you will soon be found, by the other

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The last style_ is a Senator Clanhorn. -WatCh out for old'Sen&teklaghorn.

ince, the mid to late fifties, large numbers of People have built large poli-

tical fortunes on the handicapped constituency, most of them legitimate and_in

a helpful fashion. It's increasingly apparent to bright young political as-

Oirants thaf this is a large constituency and that there area large-number

of votes ,there. Maybe, or ma;fbe not, you'll get some action after thatperson

is elected.. Beware of the sudden total commitment of a shiny new politician.

In your interest in infiltrating the political, and legislative and govern-

mental structure, to get advocates on the inside of the system, be careful you

don't get snagged too quickly. This can be,a crafty person. .They are in the

minority, but there aresome pretty sharp characters who will shake your hand,

gobble you up, and drop you like a hot potato a day after the election. Watch

out for Senator Claghorns. They a-re-great speakers (they usually want you to

write the speeches), but/they deliver them with eloquence (lots of qualifying

adverbs): "If I get iniI mightbe able to consider the possibility of sitting

down to think through the opportunities before youjeople." Be careful of the

Senator.

Do Bees

. . Persistence, Okay,-now thexe's a difference between persistence and per-

severation. I know some people who tell me the same thing, and they've told

ten years. "How would you do it? . . . blah, b lah, blah," the answer to

every question is the same - the same model, the same consultant, the same

book, the same strategy: They're hung up. That's perseveration. Persistence

includes flexibility. Shift and change and repackage, always with the objec-

tive of better services and for positive ad productive change. Don't always

use the same plan, the same words; the same faces, the same targets. Keep

moving. It's like guerral,a'werfare. "Be persistent. Don't be daunted if you

run into a wall here or a hole there. Go around,or jump 'over. But be persis-

tent. -

Firmness.. First, be sure that you.are on firm ground and then stick with

it: Don t be rigid, but be firm.- If your convictions begin to erode, say to

yourself, ",Maybe my data are not,quite right." Go back to the data source, le

sure-and then return. One of the things thatyou will get tacteright in your

face is. the familiar phrase and a cross look. "Don't you know that we don't

have room in our budget this year?" MelT,Ipat's a standard response. YOu

should look back and say, "Well; I was hoping you woulake room." Keep

pushing, be firm, don't back away easily,. Don't beobnOxious, smile.

Be ilewarding. Occasionally put in you' newsletter that the Governor, did

something good. You might even have a press conference whenhe signs 4 gen-'

eral health bill. It may not relate directly to DD,..but indirectly the new

bill is going to be beneficial. In the early days-of thedpvelopment of our

DO project, we invited an-ex-governor to talk with us about imany things. He ,

said, "You know, let Me share something with you. The only time I heard from

those consumers is when. they wanted something, or when they were as mad as

hell, becaute I didn't do something. They never told me afterI did'something

good that it was good, they, never rewarded vie.", Develop a positive reinforce-

ment schedule for people whose behavior you want to affect. It's very impor-

tant. ,It's fun too. It'll make you feel good. To have4 caucus-4roUnd

,pleasant issue is oftentimes a relief. And, it can lead to very.pos tive, .

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behaviors on.She part of, others.

.F.inally, enthasiasm. You can't get anywhere unless you're enthusiasticabout what you do, even if You're dying inside. "This is an important pro-gram." "This is an important thing to get done." "These people need you andyou can be very helpful to them, sr." Enthusiasm! It will be contagious.People will say, "Wow, he's excited about that, maybe there's somethinginthat." Youlyegot to communicate that.

So out of the thunder bolt firmness, simplicity, diredtness, perspec-tive,'persistence, enthusiasm.

Basic principles for Advocates to Follow

.There are some basic principles in this business. I'll dive you few.

The Tarzan principle - never let, go of a vine, unless .you haVea firmgrip on iTIETIF one. Don't go into your Council and say, "Let's sack every-thing, and start froM scratch." Get into that new stuff before you let go ofthe old stuff. The Tarzan principle. Swing from vine to vine,=smoothiy. Ifpeople are left,with ambiguity, they'll drop out. You'll have a flat 'bottomedboat and you'll be drifting around as far as your Council is concerned.

The sting. You all' know the sting. This can work very effectively.' Havethe Council invite the heads of the agencies, one at a time to the CouncilMeetings, and say "What can we do for you?" Don't get them on the pad and say,"Look you dummy, you've got back wards that .are lousy. . ." Catch thesepeople off guard by asking them in. 'They'll come in with an'arm load of rea-sons why they haven't been able twdO things. Don't ask them that. Say; -

"We're interested in the,alcoholiWtreatment program that you're pushing.How, can we go about helpjng:You:do your thing?" "Can we slim,/ up for hearings

on the budget for your drug abuse program?" You'll get looks of astonishment.rh the process you will steadily gather a pile of blue chips. Then when you'vegot some chips to spend you give a call to your friends. You say, "They'regonna pull 'the budget on the Developmental,Disabilities up in the mountains."How about helping out? Remember 'Fast spring at the hearihg.. . ." That's thesting. Ws a good principle to fbllow. Start storing away blue chips now.It's important to,do that. If you don't have any chips, you're going to be indeep trouble.

The third prinCiple is calld the pair of deuces principle. One thingyou've got,to know and realize is that the DD movement, given the amount ofimoney we h.aVe, the competition we have, and the clout we have, relativelyspe&king, is'not a "full,house." We have a pair, of deuces. ,But, breast your',cards girls. Don't let anybody know you've got a pair of deuces; act likeyou've got a full house or a royal flush. Say, "We all got together (now don'tsay that 'we' is two people, over coffee) and it's unanimous.. ." Occasion-

ally you're going to haveto do.it.. If at the time you don't have'it all, ifyou act like you do, you havezjust as much clout.. Now you run the risk. of out-running your data or not being able to follow through. But we've got to be ascrafty as the'other guy. Use it selectiVely.. But use it.

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Th4ombardi principle. The late gkeat Vince Lombardi had a simple prin-

ciple

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which is'charafteriZed in_his book\called Run For Daylight. That's good

Council behavior. If'your number one.priority.is the development Of early

education programs, and your number twolloriority ii.a 'statewide,screening pro-

gram, and your number three priority is the training and upgrading of staff ip

institute ns, and suddenly a bill is introduced into the legislature that.

would mak possible-the development of new screening clinics in conjunction

with the mprehensive community mental health system, "run for that daylight!"

Don't d card it or reject it because it i n't on your list. That's regidity.

You neve, know_when things are coming up.' Run for daylight! .Get.your group

together-and say, "Here's a new thrust in related area. I know its priority

number sevefil,fOr us now, but -there's a pie e of daylight here.!! Nowl's the timeto go for that . . . ADon't be afrSid to make those moves. It's awfully nice

and comforting and appealing to go home froM the meeting and say, "There, at

last, we've got priorities, we know exactly what we are going to do, we've got

.4,1 our flow charts, our.measurablei objectives-, and we're locked in. Holy Smokes,

aren't we great!" Doh't,feel like that's a bible that can not. be modified by

different strategies.

The.KYB principle Know_ Your Business. You can't wing it in DD. If you

don't know the differences between cerebral palsy and dyslexia, you'd betterwr

drop out of sight for awhile and figure out what it is. You're gOing to get

Ihit right in the.teeth if you don't know your business. If you don't know the

incidgnce of articulation disorders An the school population, you'd better-find ,

out. If,you walk up to somebody after this Conference and say, "We learned

about force field analysis." That's a wonderful set of labels, but if you

don't know what they mean, don't. say it, because somebody will say, "What's

that mean?" Wid yod'll be out of luck..

Finale

Okay, so much for the club, the-mottoes, the symbols, the Do bees and the

principles. The point is there are some effective and some not so effective

behavipws of our disposal'. We need passion and competence. We need to develop

competencies and, deliver them with enthusiasm. You are now aware that we are

in the minority, that we need to be pushier than t1-14 rest. That we have a'

great mission and a worthy goal.

'llobody nas cnaracterized our situation better, in my judgement, than ,

Frank Porter Graham. He's the person after who0our CMINter was named. I've

had a little hobby in the last few years of collecting his speeches. One of

his presentations, way back in 1937, ire a talk in Washington to the Congress,.

really caught my eye, It characterized the DD movement. I'd like to read it

to you.

Mr: Graham was a diminutive fellOw. He wasn't very tall, but he had

quick hands and a quick mind. A great per:son, an intellectual, a person who

would be very proud of what we are doing. Unfortunately he passed away two

years ago at the incredible age of 91. 8 full; productive life - everybody

envied that. In 1937, one of Frank Porter Graham's great presentatipns before

a Treasury committee in Washington can.be paraphrased to fit our situation.

Even at that time he was talking about he.great need to combine welfare and

health services. He-said, "The. need is so great that, it is like a great ocean

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There's room for private physicians and public helpers, welfar workers and

volunteer associations in the public and private sector.u

In the course of that presentation heajso summed up a real liftctory,

which you can find in his biography as well, and he used it intfiat ftesenta- ,

tion.to Rake a'point, that I'd also like to make today -he said to these

'learned men on the Treasury committee.:

Three summerago I was on a littie'sandbar off the coastof North .Carolina, a little sandbar abbut half a mile wide, be-J.

tween a big ocean and a great sound. On'this particularnight,the most,terrfic hurriCane that ever, hit our south Atlanticshore surged across that little sand bar. Timards midnight it

broke in the door of'the. little, cottage where my grandfather

stayed. Toward morning, during the lull in the hurr ane, we .

4moved to a cottage on higher ground. As I.came up on the back

porch P saw our cook,cooking breakfast as tf.there might be.some

use for'such i thing in this threatening world. In order-to

reassure myself, I attempted ta reassure her, said, you-know

as I looked out the kitchen window and saw the water pushing by,

it seemed to me that the,waterputside your kitchen wipddivi was

going down just And,' she. said,,in her wisdom,

'Mr. Graham,; it ajn(t the' water outsidevy,wihdow that'sbothering me, it's thoe three thouSanti miles of water outthere that's leaning'upagainst-those little waters':

And I say now, it's thoie great waters' out there pressing up against tbjs

little conference. An ocean of people in need, in a sea of public apathy.

You can da something about it,believe that. Passion with competence.

Steady pressure and above all - enthusiasm.

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'KNOW YOUR BUSINESS: AN JNTRODUCTION'TO ORrENTATION*

Doneld-StvimanSchool of Education, UNC-CH

*This transcript of Or.\Stedman's Conference Presentaiion.

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' This opening session is calculated to put us into the framework of,why we are here for this Conference. Basically, the objectiVe is to learnhow-ta orient Council members and to focus an what orientation- training isand what value it has. We will concentrate on the orientation process as

. well as consider whatever csntent you might wantto deliver through thevarious training techniques. Eventually, we hope everybody will leave thisConference with a plan for^training, with some determination to develop anddeliver it with their own resourcest and with competencies and skills thathave either been revitalized or developed.

A Need To Know

A prior condition that's absolutely necessary for effective orientation-training planning, regardless of the size of your staff, or the motivationand Composition of your Council, is knowledge about what that Council issupposed to be. Some basic thinking with regard, to the problem and alter-native directions is absolutely necessary. Without a basic understand-ing'and Knowledge of what DO is what the Council is, and what are some alter-native ways of ooerating, the Council simply cannot function. There areother' thing5 such as leadership. that are certainly necessary; but what Ihope to. impress on yOu in this first session is that the fundaMental_ration-

,ale for continuing orientation andttraining of Council members is to main-tain a.level of ,knowledge and understanding, that will allow the members tofunctiOn and, participate in an effective way, no matter what the Council'sdirection.

You can't develop or-accomplish anything, ex/pt perhaps a couple ofsuccessful cocktail parties or press conferences, unless you have a well-informee.Council. Now that will cause chaiversons.and staff directorssome difficulties because obviously, themore knowledge there is among theCouncil. membership, then the more alternative points of view that will be

generated. But that is fine, You can not generate a set of creative andviable priorities unlest-you have'input from everybody, and that input canonly come from a basic common knowledge. So to start with, yelieve thatthere are several things that you want -to do. One is to deve op some keynotions within the Council, such as an understanding that all of the activi, 'ties in which the DD council,gets involved lead to some type of actionsThe Council must have the capacity to act as well as to remember. hatalthooghjt does not alWays actively, initiate, the members still need basicunderstanding and informktion,in order to. effectively react.. CounCils

need Ito have basic knowledge to:decide whether or not, for example; tolend support to,individuals.or organiZations, public or private, and inorder to make that kindo( decision, you have to be"fully acquainted with-the alternatives. In laSt,night's'video tape presentation:, we heard'StanThoAs, frbm the U.S. OffiCe of Human Development, talk aboUt the importanceof developing alternative:strategies for,action. When you come. out of the

huddle and go up to, the line, y'ob'have several alternatives in your mind,not just onelkuit depends On,what you see when you look over ron the other

side., That's a Nixon-ism. Creativity is a necessary element of an effective

Council and to be creative,-to'develop imaginative strategies.and plans,you must have knowledge-and understanding.

How can a Council be effective in any dimension unless its members are

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aware of what is happening? You must.have information. Basic knowledge isan absolute necessity that can only be provided by a continuing in-servicetraining; staff development, or Council orientation. Your,troops must

be informed, and not only that, they have to be informed in an imaginative

-way. Use a variety of techniques, including small group procedures,individual presentations, and mediated materials.

A Definition of Orientation and Need For It

All of this amounts to a very simple definition oforientaton whichis the provision of knowledge to people in need of it. That helps you de-

cide whatknowledge is transferred from whom to whom bywhom. As staffdirector, chairperson, the head of the training-orientation committee orsome task group of the Council - you must make some decisions about whatknowledge is important. YOU must be willing to take some risks. You arenot always going,to be able to put your finger on exactly what ought tobe transferred at every moment in time, but there are some basics: the

definition of developmental disability, who's in, who's out, why, whatit means; what legal or legislative activities are currently occuring inthe state; ,as well as knowledge of a host of content areas. It all boils

down to the provision of knowledge to people in need of sit.

Let me discuss somewhat further the value of this type of continuing

orientation. First of all, there are new Council members who probably have

a lot to give, who are bright, energetic, effective in their own sphere,

but who need to, be brought on board with regard to the role and function ofthe Council., as well as to what the.issues are in the.state. These people

require some basic data with regard to current needs and more importantly,perhaps, the'history of what has"gone on in that state prior to the time

of their joining the Council. How often have you heard, not only as a newmembrf the Council but as a new member of any organization, "Oh, we-triedthat before and it didn't work." Of course, that's the last.time you'llmake a suggestion to that crowd, because you took a risk, and said, "Whydon't we hang Ardvark, so Ardvark won't be around and therefore we won'thave any barriers to that particular objective." Well,,You got shouted

down, bUt you simply were unaware of the history of the situation. And

consequently .y6u shut down on continued input into the council's activities.Orientation can provide some,perspective, some backdrop, some historicaldata to bring members,on board so they will have some idea of what'i trans-pired to this pdint in time; so that they then might be ableAb put theirown ideas and their own activities into an historical perspective that will

make them more effective.

I have talked to a number of Council' members around the country,.

asking what are the priorities in their state. After they enumerate, I

then ask how these priorities are different from thos of two years ago.

They often reply that they don't know; they never saw: the plan from two

years ago. I think this is a deficit. No matter what the level and the

quality of the plan was; it is important for Council inembers to know what

has transpired, and what,were the origins of, the thinking. Orientation

training certainly can include some historical data and thus put somenecessary perspective into -the situation for new merdiers.

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There is another type,of perspective to be'consideredt organizationalperspective. .1 once asked' Council member in a New England State, "Whatis the administering agency to'which your Coudcil is attached.organization-alip" "Oh, we're attached to the Governor's Offide." I said, "You are?

That's strange, I didne realize that." Well, it turns out.that they. were

, not attached to the Governor's Office at all; they were attached to theDivision of Mental Health which was an agency' in the state galier'nment.

What a terrible infoi-mation gap'fbr a Council member to have the understand-ing that, organizationally, the Council was in the Governor's Office when'.in fact it was'attached to a specific. administering agency within-theorganization of state government.

It is important for Council members to know where the Council fitsorganizationally; that is a part of orientation and training.. What is

the Council's current understanding of how -marry handicapped persons there

are in the state? What is the difference between dyslexia and learning

disabilities? If a.Council member is expected to go out and attend afund-raisihg in order tc encourage politicians-to lean in our directiob,then they also have to be fully prepared to explain to someone who eitherknows'or whip does -not kdow, the difference between labels. If they are

not able to explain these differences, they may be soured, and avoid

those situ, ations in which their knowledge might be tested again. Council'.,

members need to be informed, with regard to the specific content of our

business. It is important to have this kooWledge.in order to feel secure.How .uncomfortable it is to be in a situation 'when you do not know exactly

why you are there, or, in many cases, even howldu got there: I once

asked someone, "How did you get to be a Council member?"--44111:be dampedif'I know," he said; "I got this letter and-it carne from the Governor's

Office and it sounded important. didn't know what /a developmental'

discomboberation was.at all', but I thought I'd go to those meetings; they

were all in the state capitol; it-sounded like agood thing to do. After,

all, I feel I have to serve my state Wien called upon." Great, but without

data or even. an adequate knowledge of the problem this penson was milesaway from being an effective Council member.

t

EverY chairperson should constantly agitate diplomatically for themembership: to.contribute solutions and solution statements in the course of

a Councjl sactivities. Not problems stateMents such as, "How dome we

can't do this? Why don't we stop doing that?" These,shobld be talked

about, but they will not be very constructive. Psteacr, expect and encourage

solution statements, such as "YOu know, it's OSSiTile that if vaiilinked our

well-baby clinic system to early childhood education that we could have a,

health and education service program in these foucommunities." That is

a creative idea. Although presently, it may not be possible ,for economic

or other reasons, this is the kind of statement to teinforce":" 'It is a

Creative, imaginative.statement, directed' toward service program develop-

ment. The person is saying, "This seems to be a better. way of doing

this." Those kinds of statements, however, cannot be forthcoming without

some kind. Of knowledge of the situation: .

Build that basic knowledge core for a Council, so'that they feel a

part ofthings, are aware of the historical perspective', and'understand

their task as,best as we can decide upon it, although, granted) it's never

' * ' ' ,

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100% clear. Armed with knowledge they cart then move with you and the other

Council members toward creative, imaginative, solution-type statementsbased on a feeling of security, understanding and theyillingness to takeintellectual risks backed by a thorough knowledge of the problem, theorganization, Council and its role and function. It boils down basically

tq what I call the KYB principle: .Khow Your Business. If you do not want

td take the time to know your, business, then 'please leave. Because you

can get u$ all in terrible trouble if you do not know what you are talking

about, Now, I do not want to freeie you in position by having you.say'to yourselves, "Gee, I don't kpow all there is to know about this so maybe.,

I'd better not sit here, maybe I'd better leave." But this is a serious

matter. We are in a big baligame competing with other major issues foreconomic resources, as well as for psychological support from the community

and the society. Unless we know our business, we can get into deep trouble.

Let me give you a little anecdote that illustrates the point about the

KYB principle. It has been said that a young fellow retyrning from ViaNam,who was going to get the G. I. Bill in order tb help reestablish him-

self in society, decided that he was not going to go backto dOwntown-

Philadelphia. He had had enough of urban life, and this was his chance tosatisfy a dream-and a fantasy that he had had for many years: His dream was

to go out into the rural areas of Pennsylvania - and to get into.the farming

business. That sounded exciting; it was something he. wanted to do. He

decided he was going to come back to Pennsylvania and use his G. I. Bill to

buy a small farm in Western -Pennsylvania.and go into the pig-raising business.

He said, "That sounds simple; it'can't be too difficult. I don't know

too much about it, but I'm sure iican get the technical assistance I need

from the University of North Carolina to go into the pig-raising business

in Pennsylvariia." So he did. Now he did not have a great deaf of money,

so all he could afford was one sow. He did not know much about it, but

he knew, instinctively, that in order to get on with the pig-raising busi-

ness, he heeded more than one pig, and that he'probably needed some service

for that sow. So he got up bright and early one morning after looking, at

his.technica4-asSistanc-e catalogue as*.to where the closest service mightbe, went out behind the house to the pig sty, put the sowin the wheelbarrow

and trundled her twenty miles out to the servicedstation,paid $25, which

was almost all he had left, got the service for the sow, brought the..sow

back, put her in the pig sty and thought, "Now we're under way." Next

.morning he woke up, dashed downstairs. and out in the backyard to the pig

sty, lifted up the sow and there were no piglets. He was really upset.

He spent $25 and went to all,Of that trouble. "Well ",.he said, "Iicommitted

. myself, I can't stopatethisomint." Knowing there was another seVvjce

center a little farther away; he put the sow in the wheelbarroO, truridled

her 28 miles to the second service'station, paid $51-, brought the sow, back

and put her in the pig sty. The next morning he got up and raced downstairs

into the pig sty, and, once again, found no piglets. "What the . .

He was really upset. He then said to his wife, "You know, honey, we've

just got to keep going until something happens because we've got too much'

invested in the farm, the pig sty and the sow. We'll try. it one more time;

and we're going into the automobile usitess if that doeSn't work.." So

he put the sow in the wheelbarrow an pushed her 55 miles, up and back.

This time it,cost him $100: 'RE put e sow ill the pig sty and went tp bed.

The next,morping he got up, but he j st couldn't bring himself to go down

333

1

S

., _ ...J.,- ..... , te

' .- t's..-4

F.Y,L.I. - .. ..

is

0.:. '' i : . " '

and look, so he jabbed,- wIfelii..tkije ribi and nidl.-"Honel:go ,ocit and' i %.look and see if we g by actian."' DoWnstalitsx,she .went, an aft4r abqut, ,.' .five minutes, he -could-po Ogee Inthimtelf, -so he gat o44t of bed, - ,flew down the stairs, racer 4, %lag-cf.. tkac of the .louse, met hiS wife ,

coming back. in throughcr-th,0 ",Honey,,, any ,piglets? Ay7.---.J,piglets?" She said, "tip,- 1?..cit -6 he wheel 'arrow waitiog.. for ,.

,. - . ,you." . :, ..., 1 .. ..,

4.0 .

.--:: . v,P ,fig. ..-s, '. .. ' '''' ...3 'a

;'4: ', 4.;s0..n., : . . 'r.iri ., . : A' 7;51),,:,;. I /

Several gg,s trans ed A 41 E V . _ .. irts t ; the Sewrlotpet3messagg'; ...,she got betla, fiCktt4:rtift CertalliTy thtngk. happened; Stit'i.ai ..f."&: ,,,a's theunders.,tan ,what-the-ge11 .wat-gging. on , that -yofing fel)ow, obvious", ,ly did, not14 ,e thAasi, owl edge and tinderstanding. 'I wi4.1:414o-f.,telabo,r._,the poitit; but .ttie,',013;:ptiftc410-ipsitsts thit'yv.t knoW, your- business. .

ahni,nikF;r i en'VatiOn'.4 ..'n. 1;A - ,

''.-7.f.l. 'tne'Of tlii.;impo gs.-tb..:Iseepin mind in. pie de,veropmentof an,.- D,rientaiinh' to act s. that it tsrybul d ,be .ascarefully Planned t

7s ady'otbena-ctivIV, ,in which the Counel 1 beccithein;v.o1 yid . you Brave......:

if....,,p o 6,a b 1 y already beelbekseiged by a /1ar9e number and variety of-altiNat.tve- -4 -A4`144,; PI. a rt119-171g titiehlrift . M iv* adyocating one-type of :tannin approach over

, . ,.. -, tsIne Jikftr,ealmost ,a1 lam- g sygtems haVe the same 'bttsi: elerrfens.- i'you...-...'..,- staiFfliy ifying th-g(Anteds of people oplOf -the organizatiori and, then

A-,.,71,i4,k.i,o141.1d e resoutd".esf3tbat.-You al reaVy ri-ate*:.-;.:. ,t. .. --,-,. . ..

irr-tietsb, . - . , ;, .../...

:--AA' -,-.wel 1 as being, awerVt.of the resources tha.t..you have and those that

. he necestag.-if ou4a-re fo, effectively implemerit the strategies or the

xvTA .

oA 'that you d e, You must also be aware of your,Ininutes. 3411_4 ,are -/.1'; tice4Constraifttit:i ert8 oi'money,,people and'-imaginat,efil One majcir .' ;66straint nc41, activity is definitely an inadeqkrate.,1evel of under-

stAhdi r.ig ,wre.flae: If ycidr need is to develop a, workshop ar al ter,-rYiativ els-.0.f.staffing:,geoll? 1.,41 es and yOur Coyn.ci'kdoes not. understandwhat Q. 4191.11e ,yoginust -,',.1r

li. ii, ' ee this a constraint, because you areItfn. g:tq (§-et anywhere a ,'' COuncil total lc about a group home '

..tIvef::kricwr,"v/hart.a* gr is-. TJiis may:iodquire that you go out...visit --one,,*".nr,th.at 's rtstiy overnight in one, -i-p order to really

'. gest,aeatiaiitfttA4miders .' g of what a. group home is all ott.-- '..: -411. -, ..Q:-..P, . .

1/4 : ,

'''4,1,bia§igally tv,. 1,"- ps inr.t lanning of an orientation Conference are

, .. ICO .iderltify tk ing needs; ta available resources to help meetesfifmt de:who can deliver the training; to disctver the space

, to:deteranine a4auci.get; to -detehnine the constraints; to.e when it should be held and who can not .be there at that ,time; and

n 41,,,,vieterrhine.4yhat -pc4"toris yoy, are going to undertake in order toMel iyr a-fiTscfateOrtentation.'training activity.: You must develop a-.method fOrt:satisfyinlig needs. identiiti;ed And you must be aware of it be-fore you take Ail'. first_tep.,- 'YOulhast have a way to find out whetherthe Conference -was. effittfve' in...satjsfying the needs .you identified. We

have all attended. dozents,of beautifully conducted Conferences., which. started,o1.4t to satisfy an infdrznafion gap such as the content in a new set of rep-

, lations. Unfortunatelythe. Conference does everything but addres5 itself, towhat exactly those regOations-are. You go home with a 'nice warm feel ing;you meet some. new people; there were some nice socials, and you have acquired

8234

many materialt you can show your wife and your'boss, but you still do not

,know what the regulations are. That need has not been met.

If you know your business, you can set up the basic steps and insure

a pre-arranged evaluation activity to test whether or not you have been

successful. The evaluation is for your purposes, so that you can compare theresults, whether they are from an informal or formal evaluation of your

Conference, with your needt. Then you will know that.you no longer havea-particular need or that You have only met about one-half of that need.Evaluation is a very important element, and in 90% of all Conferences that

element is omitted. Most of the time you go home with a warm feeling, but

with no data, and no understanding. We are not in the business of creating

warm feelings, and we should not be squandering money on happy times. It

is okay to,have fun in the goings, but you should be task-oriented, and the

only way to find out to wh0.-degree you are task-oriented is to have a pre-

planned evaluation activity. The evaluation activity will let you know

whether or not you in fact oriented anybody or just satisfied that little

box on your pert chart that said-op December 7, we are going to have a

training Conference-so on December it, you can put a check in that box and

feel good..

All of' us have guilt feelings because of participating in such

Conferences, but we are not going to do that any more. To be effective,

then, there must be clear identification of the training needs and a good,

thoughtful look at the resources. The resources should be imaginative,

not simply a series of standup lectures, or passing.out print materials.

Enumerate the constraints and then decide on the actions necessary in order

to achieve a firtt-yate orientation which can be evaluated and which relates

to the peed statements.

The Big Seven

We are discussing a planhing system, a way of systematically getting

at what it is you want to do. What shouldoyou ask yourself at the outset

in regard to the content elements of a training activity? Be sure to ask

all of "The Big Seven.", Basically all those charts boil down to seven

crucial questions. You can keep a check list in your shirt pocket or your

`purse to be sure that as you progfess in the planning and the implementation

of a trainfng_Conference, you include all seven, questions. Be clear at the

outset who your customer is, and do not jdst invite the whole town, because..,--

then you will-have a lot of customers who are coming from very different

places in terms of their understanding of why they are there. Do-a thorough,'

thoughtful review in your own head, and in a small discussion group with your

Codncil, as to exactly,who the customer is.

One very important activity that is not going on 'often enough around

the country is for DD Councils to develop a systemattc L5riefing for the

hierarchies of consumer groups concerning what they are doing and what they

are planning to do: There are certain risk's, particularly if there is some

altenation of affection between these groups, but I think the Council has

the responsibility to keep everybody informed, whether or not the groups are

actually supportive, Often times it is important for Councils to identify

who, other than Council members, needs continuing input with regard to

3335

Council action Now are you going to deliver the information? -Is ii."-Lgoing to be a ne-day meeting? Is it going to be a standup lecture? Are

'you going to get Professor Brains from the nearby University to come andbore,everybody to death, or are you going to find some really interestingway to present that information? Why are you doing it? Is it just fir/fun, or is it something you feel that you ought to do, or is there r4tionalefor developing an'improved level of underttanding and knowledge in ttle headsof certain people? -

/

And when are you going to do it? People are peddling miles, sellinginsurance, 'or practicing law, and they can not always give up a daSf'sipay.You know that; I am telling you something you already know. But, the''when"is critical, because you need to have the mule's attention if you want kithto learn something new. And, so, you often find yourself having to meeton Friday evenings, or on Saturdays, and people grouch; they would rather beout fishing, mowing the lawn, or watching the football game on Saturdayafternoon; therefore, the "when" of it, can be very important.

And where? .If you have it in downtown Dallas, and a fire sale isbeing held, you are going to lose most of your members, because they aregoing to go over and buy fire trucks while you are trying to give theminformation. The ."where" of it is very important. Choose a place that isnot too relaxed, but relaxed enough so that you can let people focus theirattention on the process and, the content of what you are trying to convey.Do not forget the evaluation aspect. Be sure and ask yourself, "Whathappened?"

%. -So, the Big Seven are What, Who, Where, How', Why,When and WhatHappened? If you are a chairperson or a planner and you have a task groupassigned to prepare a plan. for a training Conference, when that plan isbrought to you, look at'it with the checklist in your left hand, and ifthose seven things are not answered by that proposal or that plan, thensay, for example, "Well, we really need to look a little bit closer at whywe are doing this."

One thing thatwe often do not think enough about when we get intothe orientation-training business is that the tempo of it, the content ofit, and the way that the.knowledge is delivered must be shaped or packaged,and timed. This should all, be thought ofas a function of the "who" partof it. Who'are the customers? Wha are the targets of the training activity?There are at least four categories of people. When you -are thinking aboutthe "who" and about the "how" of delivering content; think about it with thetype of target group that you have in mind. The _four target categories

include the doers, the helpers, the shapers and the stoppers. We mustreconfze four kinds of folks in terms of our attempts to be good and l

effective Council members. When we get to training, or delivering infbrr-tion, no matter how intensively or extensively, the training will be shapedas,a function of the kind of target that we are trying to reach.

-f The doers are the people 'we win; to move to action, because they aredirectly involved in the action, themselves.. We want certain agencypersonnel to do certain-things; we want certain program personnel to under-stand or to do certain things. Thoge are the action people-the doers. The

3.436

transference of information or orientation to the doers is extremely impor-

tant. They need to know,not only how but why, because then if they haveto make decisions in the course of their doing, they will have some under-

standing of AO they are about, and they can be more effective and canmodify their own,behaviors as they proceed. The doers are exceedingly

important people.

Helpers are peop.N...who do not have direct action behaviors, but who

should be reached,-and need to. be reacted. They are the helpers, the

people who back up thE doers. They may be the advisory board or the

advisory commission of the State Department of Mental Health. These are

the policy-makers, the decision-makers. They are much like shapers, but I

will explain the difference shortly. The helpers are people whose heads

you want to reach with your data, your point of view, your plans, your

actions, your history, so that they will be in a position to help the doers

or to help you when called upon.- They need to be in the know, and there-

fore, information needs to be provided for them.

Shapers are people who mold public opinion, or points of view. An

example of a training activity for this ,kind of target group could be to

develop a special Conference once a year for the editors of the newspapersin your state, to inform them about such things-as the problems of develop-

mentOlydisabled people, the functions of the Council,*the plans for the- ,upcoming year, and the issues that are likely, to arise. This briefingis'

very important, because these people shape public opinion. Everyone of

you knows that one bad paragraph i'n one well-read editorial can be fatal.

And it may not have been intended to be malevolent at all; perhaps it was

intended to be ngtipful. How many times has an editor or a newspaper report-

er said, "Gee, you know, I thought I was doing you gllys a favor', I gave you

some front page space." And you say, "Yeah, but you spelled our name

wrong." Hopefully it is not that trivial a problem,-but the shapers -

people who mold and influence public opinion - are irTOrtant targets, be-

cause in turn, tVir knowledge is translated into legislative action.

Finally, there are the stoppers. These are people who make A business

out of stopping other people from doing'things. They do not do much on their

own; they just go around topping others. They are, I suppose, the develop-

mental disability counter -part of Johnny Bench; they are alt4ays in there

catching and becoming barriers, but never coming up with their own ideas.

One very:large chunk of the stopper population is people who are initially

neutral n an issue, but because they were not advised, or felt that they

were no advised, oftentimes say, "Well, you didn't consult with me." They

aresel -appointed people; I'm. certain you can think of some, 'in your own

life spce. If at all possible, avoid mobilizing a neutrail group against'-'

you by imply not keeping them informed. An eXampleOfAit j mne state

occurr -when the, tate bar association Was maligned-in-the newspapers for "

not helping a speCial interest group address the issue of,zoning laws so the

group could proceed with the.development of group hbmes.: That bar associa-

tion did not have the foggiest,notion that the DD Council even existed.

Suddenly, it appears.that the DD council.called them S4-0's. They then had

no choice but to be stoppers. Consider the potential stopper populations

when you think about your public education program, your backgrounding,

your orienting, and your briefing types of activities. The potential

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stoppers will not always listen; they may not always attend closely, be-'cause they may not feel like they need.to know what it is you aretryingto tell them.. But, in a case like the one I; mentioned, you are not goingto get very far with zoning law change nnless you cad mobilize the critical_discipline in that area to support you, namely the bar association, thelawyers, and others like the county commissioners, the zoning directorS,

etc. So there are potential 'stopper populations that you definitely oughtto consider.

The point here is to realize that there are at least four categorlesof potential customers for training -3 for receiving information from Councilor .Council-staff activities, and that it is very important that you are .

aware of the fact that there are alternative targets. Due to theeverpresent problem of limited resources',. I feel it necessary to rank order the.

customers in terms of importance in being reached. After all, you cannotturn yourself into a fulltime public relations firm, br training organiza-tion. Therefore, I would attack the doers primarily, and if I had someadditiona) resources, I would go after the helpers, and if I still had more,I would then pursOe the shapers, and finally I would go after the stoppers.Depending on how.comprehensive the activity is, these are the categories oftargets ofimportance in terms of the orientation and training business.

Just a, brief note about media and, materials. I think that everyone

has experienced, probably in connection with formal education, the absoluteboredom of sitting theatre style, for hours on end, listening to someonedrone on, ina sometimes unintelligible voice, about a topic you Are sure

you really need to kdow about. Please try_to avoid that. There are enormous

resources that are oftentimes much more simpleto,access or to develop than

yod might think.

I am well aware of the fact that at the crucial moment'the slide

projector will jam, or the transparency will burn'before your eyes, but try

to mix, match, and use multiple approaches. Do not play the old army game

of deciding how much you are going to tell them, then tell theM,,then tell

them what you told them. Do it in different ways: Use audio tapes and the

materials in yourConference kit. .There is a great deal to be said-about

alternative wAys of delivering information. It is not that difficult to

get more sophisticated and besides, it is really more` fun for people -to be

able to see what you said and to hear it, as well as to do some of the other

thingg that we will discuss. It *just plain laziness to have a'Conference,

even ifit is only a three-hour Coriference, and to rent a room and put some

.:chairs in a row, a podium up. front with a glass /if water, and say to whomever

,-ivgoing to hqdf.forth, there is your three hours. If4pu are a partici-,

`pant in that kind of activity, you should protest that Off#e in Charge are

insulting your intelligence. You hive more to do than just to,c0e and

listen. You should be allowed to participate, to see some alternativepoints of view, while you are receiving and integrating thit information;

As a planner of, a Conference, you can help that process through the selection

of the content presented by carefully reviewing the steginvolved and by

looking at the rationale, as' well as by using some of the technology that

has been developed in order to facilitate a. transfer of information.-

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A

There is also an unfiSrtunate aspect of technology being used 'to

transfer information. At every conference there are people who comemith

,complete moral detachment; they have brought their Norelco or Sony, and

they will put it right next to you and bug you, and I suppose,the message

that is being transmitted.is_that "I've come here and I'm so interested in

what your're saying that I'm going to capture it and take it home, and I'm

going to listen to it, and I'm going to play it for my class." Ninety-

percent of thw people never listen to the tape again. They, tape the pre-

sentation and hey might.take,pictures, but they really are not "getting"

it. What they are doing, in most cases, is holding it all at a distance.

- What I would 'rather they do is just listen and participate and get it into

their heads so that they understand it, and it becomes part, of them. Then -

they can go home and really give it to somebody else. Do not come and

take it for the Archives, which:is where it goes, because none,of us go

to the Archives, although.we might say 'we do. How many people have rows

of tapes and little memos they have never again listened -to or read? So,

we must consider on a contining basis the critical areas of targets, plann-

ing systems, The Big Seven, and media materials.

Evaluation. ..,

..

,

Now I would like to say something else about evaluation. Let me

first tell you what evaluation:is not. 'There ape a number of words in bur

lexicon which are used interchangeably, but which confuse iss es. I think

it is important for yob to point out when you speak to your ouncils that

you must develop a way to evaluate your program or plan.- Th s is not dia-

gnosis. Diagnosis and evaluation are used almost interchangeably in the

clinical- world,- whether it is health, education, or social work. Diagndsis

is a specific analysis of an individual with the intent of some type of

treatment. Youdo not want a diagnosis of your orientation or training -plan.

Assessment is very similar to diagnosis. It is the gathering of specific

data about a person, go that you canformulate an effective prescription,

whether the prescription is for health or_educational purposes. Assessment

does not necessarily. lead to a label or catergorization like diagnosis would,

but in any case, it is not an evaluation. To assess the situation is not to

evaluate it, because you do not end with a statement about the effective-

ness of the process leading to previously described objectives. Finally,.

research is not evaluation. Research is a systematic pursuit of the answer

to a previously defined question. Evaluation is. not pursuit of a previously

described question. ,

er

Evaluation is, the process of checking the method you have used tp

achieve an end to see whether or not,what you wanted to take place actually

happened. There are several ways CO go about evaluation. It does not have

Wbe a highly formal procedure,: with a standardized instrument and a check-

liste You co.have formal evaluation, and that is fine, but it is oftentimes

.difficult to do-because you may not have firmly fixed in your,mind see way

to develop.an instrument to evaluate the outcomes. `There will always be

,a,few people who will say, "This is kindergarten stuff; I'm not filling

out any checklist." Try not to cause any Gaza strip about the whole thing,

but instead say that 'It would be-helpful," that 'We are not testing you; it

is simply, helpful to us to know how well we're doing so we-can modify our

approach if we are not doing well.?

a739

," Now let us turn to immediate versus delayed evaluation. .Oftentimesthe full impact of training activities can only be measured a good bitafter the activity has, taken place. What you are really Shooting for in mostcases with training is, not just a change in the vocabulary of the person,or the customers who are involved, but a change in their behavior. One ofthe most difficult, things to.measure is a change in attitude, something wereally do not even know how to measure. It does not mean that we should nottry or that it can not be done, but at this point you are primarily interest-ed in your training activity:

In modifying people's behaviors, you can judge best by delayedevaluation. Six ninths later you can look to see if the planners and variousstate agencies are, in fact, using some of the techniques in their everydaypractice which were provided through a Conference that you helped supporton planning techniques for bureaucrats, in the area of handicapped persons.You can take an actual follow-through look at whether behaviors were, infact, changed. And these behaviors can best be measured a good bit distantfrom the Conference, to see if in fact, the long-term behaviors of the peopleyou have attempted to modify have actually changed. That is important; itis called delayed measure. It is also important to remember, that complicatedand comprehensive training activities sometimes require an integration, ora kind of settling in, of information. People do not always respondimmediately. Sometimes you simply cannot,_and there have been many studiesthat have indicated quite clearly that when you try to measure for changeright after a Conference, you find either no change, or sometimes you finddramatic change. Then when You return to those same people six months later,they have either gone back t their old ways or they have forgotten what youtold them. Perhaps, however, where previously no chawe might have beennoticed, you now notice a change, a delayed effect, because a period ofsynthesizing or integrating has taken place. This can only be Captured bya delayed evaluation of your Conference which could be either formal orinformal. You could go around in six months and say, "Hey, remember that'Conference we had last fall? A number of people felt that that was veryuseful. I wonder if you felt that it was useful." And if they say,"What Conference?" that tells you something. .Or they could say, "You know,I never told you thiS,.\but that was a complete bomb. I get anythingout of that. I talkeeto Charlie about three weeks later, and Charlie thinksit was a bomb too,." But they think you are such nice people they-do not tellyou.- Since you need to know these things, the delayed aspects of the evalua=

tion are very importaflt.

Direct versus indirect evaluation. You can oftentimes find out betterfrom third parties (such as the bosses of people you are trying to affect)about the effect of your training activity. "You remember las "Iall when yousupported Charlie's going to a Conferenceion planning or an.,art j,cle writtenin the area of DD? Da you think that Charlie got any value frdpn that?""Oh yeah, Charlie has been echanged person, ever since he came:back. He

just sleeps all day. . . ." Sometimes you do not go directly to the consumerto get evaluation feedback; you can do it in an indirect fashion., Consumergroup's are oftentimes good.thermometers as to.what is happening as a resultof Council activities, and you do not always have to wait for them toexpras.Aheir opinion, and they do npt always have to be asked.

3840

Conclusibn . ,

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Basically, the g uide here is the KYB principle'( -Know Your Business),

so that You can thoughtfully develop and deliver information to keep peopleon the landscape of developing plans and for handicapped persons.There are various categories of customers for our training activities,there are various ways to go about it, and in all cases it is importantto evaluate. I gave you an anecdote about how important it is to KnowYour Business; please try to remember some of those things. You may not I

.like my seven point checklist, and if you don't, create one of your own.Even if you do not like or feel comfortable with some aspects,of it, youshould be thoughtful about training. You should plan training as carefullyas you do a service program. You can receive very negative. reactions frompoorly planned activities of any kind, and that is especially true withregard to training or'orientation activities. So, I see this as havinghelped us into the thoughtful business of orientation training with some ofthe basic, rudimentary, general kinds of principles which I think are useful

and thought-provoking. Now I will stop and hope that this introductionwill help us move into the Conference, where we will look in greater detailat many aspects of orientation and training.

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SUB-GROUP noNEtOTIATIONt,AND,ROLE PLAY

Jim PaulGene* Watson

Ron NeufeldAnn RamsbothamRocky KreinVin.Feudo

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The purpose of this material 4s to.Outline,a process for, training thatfocuses on alternative approaches to deinstitutionalization. While the,training is designed for members of Developgental Disabilities Councils,it can be used for training other groups. The training design,, developedby Eugene Watson of the School of Education at UNC-CM, can be used incontent area other than deins'titutionalization. This 'description is,

organized.as follows: 4

' I. Objectives for Council Members

TraiHing Content and Procedures

A. .Sub-group Membership

B. general Content and Role Adoption

C. Sub-group Function

D. Specific Content Format

E. Full Council FunCtion

III. Selected Readings List

,

Negotiation and Role Play Exercise ft Defnstitutionalization

I. Objectives for Council Members

Council member participants in the .training exerciseNwill; upon its

conclusion, be able to:a

A. Present the basic characteristics of one approach to deinstitution-alization to other Council members;

B. State certain characteristics of two other!approaches;

C. Cite certain advantages and disadvantages of each approAch;

D. Provide a brief descriptionoof characteristics, shared by alterna-

tive approaches;

E. Present elements of a Council planon which at least One/fa&et,ofeach approach As appropriately included; anal

F. Replicate the exercise with their respectile home Council;s.

-Training Content and Procedure

A. Sub-group Membership

The total training group, to be regarded as .a state DevelopmentalDisabilities Council, is divided into as many, equal groups as there are .

approaches to be presented. A sub-grop'thus formed must consist of a

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minimum of three members and should not exceed ten (10) in order to insuremakimum.effectiyeness. An exercise-of this nature could accomodate as manyas*forty (40)participants if.one or two additional approaches were present-

ed. Efth'sub-grouvwill select a representative to present one approach,as its'plan% to the full Council. A consultant may not be chosen as the.

group's representative.

B. General Content and Role Adoption

In-this particular session three approaches to deinstitutionalization

will be presented: (1) state agency initiated, (2) regional institution

initiated and .(3) consumer initiated. Each sub-group will assume the roleof the group identified in their approach, including values, attitudes,vested interests and concerns. The sub-group leaders will assume the roles

of: (1) Director...of a'state agency for the state agency initiated approach,

(2). regional institution Superintendent'for tire regional institution initiat-ed approach, and (3) Director of the state ARC, for the consumer initiated

approach. The sub -group members will assume the supporting roles of state

agency officials, regional staff, including institutional,staff, and consumer

organization members respectively. , -

C. Sub. -group Function

0

Each.sub'-group All caucus td study one appriOtch to deinstituiional-

ization in order to prepare,a presentation and, defense of.its approach by

the representative. If possible, a consultant, either personally familiarwith the approach and/or possessing appropriate materials, will be attached

to each sub-group. The sub - groups will be allowed no more than 35 minutes

at which time the full group (Couficil),will,reaSsemble.

D. Specific 'Content Formar

\x, The deinstitutionalization '- 'plan" and rationale developed by each

sub-group is to be presented as the best approach under consideration bythe Developmental Disabilities Council.*' The following format is to beused intthe construction' of sub=group presentations:

.

1. Definition of Deinstitutionalization

rr deemed' important by the group, -a distinction should be drawn

between deinstitutionalization and depopulation. Definitions of othe terms,such as institution, consumer: etc. may be appropriate if time permits.

2. Goals

.

A consi eration Of who sfiould be deinstitutionalizeil and when

should *include here, in addition to-the broader social,-economic and

political consequences .,

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*All concrete, data-based rationales and argumeniS will be derived from acommon body of hypothetical information made available ,to all Council members

for work in the sessOon..

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E. Full CounCil Function .

,

The "Developmental Disabilities Council", will reassemble immedi-

ately following the 35 minute sub-group preparation period. The'group will

be arranged as indicated-in the diagram below:

,

representative menirer-""--

suppar..tin'g membRr

, sr.

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The full Council will be given the assignment of deciding upon tht ONE.BESTapproach to deinst4utionalization from amoung those presented by itsconstituent groups, '

The representative will have exactly five minutes to present asummary of his/her respective group's approach. '"

After eacb of'the ahroaches has been presented, the represe tatives,with the help of their supporting'members, will discyss the Vario s alter-natives- in pursuit bf. closure on a best choice.. To freflitatethis, eitherthe supporting members or-the -representatives can stop the discussion iv.saying, "time", which would send the representative back to his/her sub- ,

group for,30 seconds to receive additional information, suggestions orcorrections to enhance their group's`power of persuasion. When a break is

called, all communication betweerl sub-group .leaders ceases tor, the full

30 seconds. Howevei", all groups may use this time to. caucus if necessary.

A break may) be .repeated for an additional. consecutive 30 second period.

onlyonce by the ;same subtgroup. A sub-group is allowed only three calls

for -time .out.

/,Following the disucssion period, there will be 20 minutes of negotia,

ttonwherein the group will yield dtheir sub-grotip Artisan roles' ?n favor,of seeking genuine compromise on the issues and Content presented_

The'"final 10'mnutes will' consist of'a debriefing and discussion

concerning the process of-groupedecii-sion making There should be an analysis(

of the method,,inteludin,j the inevitable tendenpy towardsi "win716se"

battle among ,sub- groups before _movement towards.cOmpromise, collaborationand true negotiation begins. !

. -

III. Selected Readings., 4. .

A. To be read-prior to session; sent earlier to participant.

1. Paul, vAdvocacy'Pbtential of Developmental DisabflitIts.

Councils",

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2. Thiele, Paul, tidufeld, "Deinstitutfonalization'of the DevelOp-.

mentally 'Disabled". .

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3. Goal Priorities'

As a part of the priority copsiderations inherent in each special

interest group, there should be some consideration of the relattye.import-

ance.of (a) prevention of institutionalization, (b) institutional reformand (c)-institutional dePopulNtion io a pha's"ed progrp of action. The

plan should also conside budget.priorities; where and how most of the

money should be spent.

41, Program. A 1

Each sub-group should identify the essential features of their'approach and the basic implemeping strategies.

5. Administration ,

How and- whete can the program best be-administered? Consdera-tion should be given to the issue Of centralization vs. decentralization.

6. Assurances and-Lpecial Considerations

a. How will the program be ev4luated? By whom?

tc. .How will accountability be managed?

c. Whowill'moOitor the program? How?

d. How will premature depopulatioh be avoided?

How Will public education be handled?

f. How.will real communtty services (as opposed to ,"planned"',

"anticipareTT, or "on paper ontyi services) be.assured?

g. Who Will advocate for the developmental needs,, the conti-nuity of experience and legal rights fpr the developmental':

Ty dtsabled,tn addition to basic provisions for room and

board?

4 t

,h. What- will tie the bureaucratic impact- of the .program'on

institutions? InStitul taff roles? Unions? Communi-

ty servjces? How-will this e handled? By whom?

What is the ;likely cost -bene At of this approach?

j. What is the strongest feature of this apPi.oach?

' -

The Oresentatibn.should in some way address the first five issues

of the format list.. To the'extent possible, 'given the 35 minute time limit,"

selective responses to topics of particular interest under number six

shoul* d be developed. 4'

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3. Sheeenbrger, "Deinstjtutibnalization in Perspective

4. Warren, "Role of the Cohsumer in Planning and DeliveringServices"

5: Farah, "State Agency Planning for Deinstitutionalization

B. To be handed out at the session.'

1. Material on each approach to each of the 3 sub-groups

2. Hypothetical data to facilitate.deinstitutionalizatiOnplanning

3. Neufeld, "Deinstitutionalization: An Examination of.Approaches" 1

4. Paul, Watson, Neufeld "Alternative Approaches totionalilation"

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THE CASE STUDY

Daniel O'Connell :

Hartford Regional Cehter, Connecticut

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Orientation and reorientation of Developmental Disabilities Council

Members is indeed an on going process. Regular additions of new members,

frequent change's in legislation and the ever changing and'dynamidprocessof rendering services'to persons with developmental disabilities mandates'that a variety of training techniques be employed to assist Council members

in meeting their important responsibilities. A-training techpique whichhas demonstrated its broad-and varied applicability is the Case Study-

.,

Process.

The Case Study as training technique is a simple procedure to admin-

'iSter. It is flexibTe and can be utilized equally well with both new and

veteran Council members. -

. The Case Study Process is defined as that which occurs within a

group in response to examining anddiscussing a given statement which hasbeen created for the explicit purpose of stimulating maximum disdussion.The major objective, therefore, of a Case Study orientation approach isthe development of a process of open and candid communication within the

group.

Organizinq,a Case Study

One of the major considerations in using the Case Study technique istheactual presentation of the written content to serve as the source for

the discussion. An example of as Case Study is attached at the conclusion

of this article. The following principles apply to writing a Case Study:

The material should, be short, clearly written and to the point.-Avoid cumbersome and/or confusing verbiage and keep it to one full page at

most. Anylegbeyond that will tend to lose the group.

The topic chosen for presentation should be sufficiently realisPic for

the group to relate to'it,...but it should not be one which is currently a

real problem to resolve before the:groUp. If it is .not realistic, the

group won't identify with it and discussion will wander without purpose' If

it is a real issue currently before the group, the discussion will alsobecome "real" and rather than stimulate the process of open and candid-communication; old positions will be advanced with members becoming too,

,concerned with the outcome rather than the, process.

In other words, if in real life the group is'embroiled in, let us,

say, the pro's and con's of deinstitutionalization, don't use that topic

as the content for discussion. Pick instead a less heated issue such as

housing or transportation. Participants will be"more at ease with it and

a more wholesome discusion will result. Thus, pick 4p issue which iscurrently a "non issue."

Remember. that the material must be designed to stimulate .discussion.

In order to do so, you should avoid making definitive statements. Instead

your material should, be provocative.and'providethe opportunity for members

of the group to take opposing positions. If the material enable the

,group to do this, the ensuing discussion won't allow the members to engage in,

such impor:tant experierices as resolution of conflict and 'Compromise.

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Admlnistering,a Case,Studyr

As is true with any grouOconcerned With stimulating,discussion, thesfre.of the group has a direct influence on the quality of the discuSsion.Between six and ten participants are thought to be ideal to engage in a Case

Study Process. Although it is not always possibleto control the number inattendance, you should beaware of its importance and strive for this idealin-order to provide an opportunity for maximum participation by all members.

The leader of the group has two importint functions to perform: he

is responsible to give the "chargeto the i'-oup and to monitor very strict-

.ly the time being consumed in discussion of thematerial. He is not,'

\\ however, to enter into the.discussiOn of the issues before the group.

The "charge" would usually be as fbliows. The leader would pass but

the written Case Study to the group and ask them to read it carefullyl:He,would then clarify any confusion about 'the material and answer any questions

Which the group. might have. Explaining that this material is' hypotheticalbut fairly representative of a real situation, he would emphasize that itoffers several options4Q,c_solution. Jointing out that the group may have

to make certain assumption as they discuss these issues, he then wouldstate that the group,has a specific amount, of'time to come to a positioh

"--which all of the members can support and commit themselves to implement.t`-At this point, the leader becomes deliberately silent, consciously resists

beingdr-awn into the discussiOn and hopefully the processIbegins.

The time allowed for distussion is dictated by two factors; ;complexityof the issue being discussed and constraints upon the group itself. It

usually takes about 20 to 30 minutes for the first-level of barriers toopen,communication to breakdown, after which the discussiob is noticeably

more,natural and fluid. .-

',In most situations, an hour for discusSion would be reasonable., This

has to,b07.-yery clearly stated at the outset and the amount of remaining timeshould be announced periodically to the group. If4a lip chart or chalkboard

available, it is advisable.to write the remaining time at several inter-

va s during the discussion especially as it draws to a close. Attempts will

,probably be made to get the leader to intervene in the discussion, but hemust only restate the charge that the group has atlimited'amount of time to

resolve the problem before them.

Outcome of a Cae,Study

.Although probably not readily apparent to participants; an' astute_

Observer of S Case Study expOience will quickly note that two distinct

processes occur within the, group. One process is educational in nature 0

while the second and more important for the purpose.of orientation of .

State-DO Council inembers is'an emotional one which, is closely rellked to the

tiasiccdynamics'of group process. 71,

' ;,The edgcational process which. occurs, of coure, depends' upon the

'nature and complexity of the topic as well as the qriety.of ,background

',and levels of participant expertise. Assuming that the, backgrounds of the

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participants are varied, as is true with most Developmental DisabilityCouncils, then of course the points of view expressed will be varied andoffer an opportunity for a 'positive egchange of new information. ASide from

sharing specific informationabout the topic under consideration, the CaseStudy also offers an educational value in demonstrating to the participantsthe variety of problem solving skills and strategies brought forth by theother members.

The real value of a Case Study, however, is derived from the emotionalprocesses which are generated within the group. Barriers to communicationare removed and members are forced to deal with their inhibitions'' about

participation. Once drawn into the discussion, a sense of belonging to thegroup is. created with an identity as a group member. The benefits derivedfrom the carryover of this feeling to actual Council meetings are immeasur-

.

able.

Seeing the Case Study as a "Practice" problem-solving experience,it affords the members the opportunity to contribute to the process in a' .

relatively safe environment. Increased,confidence and feelings of import-ance as a contributing member have many implications for' future Council"

meetings involving these members.

Summary

No training technique should ever be. perceived as'efng the.absolute

answer to all orientation problems. The Case 'Study methodi, s one techniques

whidh should be, applied with discretion as the situation dictates. It is

;comparatively easy to organize and administer: APso,_it has the potentialto impart new knowledge as well as to give the membersta Positive prbblem-

,. solVing experience, in a "safe" environment. The potential that.th4s,has

to enable the group td become more open and candid is indeed the reaf-value

-of this technique. ,

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CASE SUMMARY*

For some time now the Developmental Disabilities Council of Hawaiihas been talking about the need for more effective public education, but

nothing of any substance has resulted frOm these discussions. Everyone

agrees that there is a problem in this area which should be addresseebythe Council,but there is little agreement concerning the exact nature of

. the problem or possible strategies to,be employed., Attempts. to formulate

a clear written objective have resulted in further polarizatlion and friction

among Council members.

One of the problems has been -that the term "public educ t o " as

various meanings to, different Council members. Small factions have formed

in support of several popular positions, and there are abobt five differing

views under consideration at this time.

. , . The Council should publish a brochure concerning its purpose,-anannual report as well as a series of news releases regarding its work.

. The Council should publish a directory of services for persons with=developmental 'disabilities, including a ,list of major public buildings

.

hich are;not accessible to handicapped people.

. . ..-Th ouhcil should soli t-grant applicationsfor public education .

projects d commit of its resources in this way,,

. . The Council should set out to strengthen existing public education-programs- by,providing technital assistance to service agehcies and

help coordinate their efforts.9

. .The Council should commission a study of the attitudes of the'general

population toward persons with developmental disabilities.._

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Thus far the staff and Council Chairperson have not,forced the issue -.

in the hopes that a resolution would be forthcoming, but the time for a more

assertive approach has 'arrived. Conceivibbi the Council could make about

$25,000 available for this-purpose but fiest'the Couricil'has to resolve its'

.planning dileMMa: -

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*This summary was usedin the Orientation- Training Conferences.

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IFORCE FIELD ANALYSIS

Paula Hammer:DD/TAS

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. The General Design of the -Session

This session can best be deScribed as consisting of two phases usingdistinCtly different techniques: ^written materials used indiv,idually; andforce-field analysis engaged, in by the entire group.

During the first phase, f)articipantS were given 20 minutes to read twopages of Federal Regulations dealing .with llaining Funds under Title XXSocial. Services program., This phase enabled-each Conference participantto have the essential baseline information necpssary to discuss trainingunder Title XX. SpecificallNvparticipants were expected to derive from theirreading the Federal criteria concerning:' ,

1) who could receive training-funds,

2) who could 'be trained with Title XX funds,

3) Matching requirements Federal-local dollars,

4) broad program.goals:. :_ N

In addition, some participants had extensive experience with Title-XX funds

in their home states.,

f,

The Force-Field Analysis /-;,.

16 Phase II, the group discusslion focused on the tralnIng.needs of aspecific target group (i'.e. parents, group hoMe staff, DD Council members).The group used the Force-Field Analysis process to solve the ArobleM:

How 'can'we qualify to receive Title.XX TrAining funds to meet the training",- needs of "X' group? .

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With this training technique, d scussion,was centeved on the goal ofident4wing 'forces for" and "forces a ainst" qualifying and obtaining Title

w XX training funds. Statements were li ted under each appropriate heading:The group focused its attention on the action goal of obtaining funds undera Federal program for a specific target group. Forces listed in the

"against" column included:, .

.

.

1) Conflicts with*iorities of state:agency administering Title,XX,

2) Group home. providers not seeing the advantages of training staffi

3) ,Narrow interpretation of Federal regulations resulting in disquali-fication of the target group as eligible trainers, I.

Financial limitations.

Forces operating "for" obtaining funds included:. 4

1) Project goals tit well with pverall Title XX goals,

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Consumer oups would endorse the project since they see the need

training,for staff training,'4

3) UAF could be a resource for_ trainers, 'materials, classrooms,

4) Soft "in-kind" match is allowable.

The next step in the'-process, after.enumerating forces "for" and"against", was to examine each item listed-to determine which,items "for"can be strengthened; which items "against" can be decreased; and to identify,

which items seem to be the,mosl important. The group may &Ode someitems require further research (i:,e., #3 Against above); thiS is perfectly

acceptable. Also, the group may list'and document possible responses or

0 strategies for key items, such as generating apd documenting consumer

support.

Results of This Technique

At all three sessions, participants became very involved in the sub-

_ 'stantive issues of Title In funding. The use of written materials helped

participants have common baseline information for the discussion. The

Force-Field Analysis process facilitated participation by all group members

and allowed for a balanted presentation of coQcerns. This seemed to help

neutralize dominant, biased participants. i

Many individuals have. difficulty reading, understanding, and analyzing

' Federal Regulations. The task is boring because the meaning is obscure.

AeCause our d4sign combine technical information processing with actionoriented discussion participants actually used the Regulations in the

session. They referred bac to provisions on eligibility, matching require -

ments,, and administration. The.goal-oriented process enabled participants

to perceive the relevance o these general provisions to specific and mean-

situations. The dis ussion provided a context for interpreting the-

regulations,,

4

Hence, this two phase design was useful in assisting individuals to

process abstract, technical data.in a meaningful fashion. In addition, the

Force-Field Analysis process was seen as a useful problem solving technique.

Using this process, groups considered the wide range of strategies for

dealing with the "fOrces." Groups felt that the process could e extended

to make individual and group assignments, divide tasks and PERT all

the 'chores that the group must accomplish.

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ROUND ROBIN DISCUSSION

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Developmental 'Disabilities Councils .ere often confronted witti makinggroup decisions on issues which provide no clear -cut resolutions. ',Since,there is rarely consensjs and/or mutual understanding on these issues, itis helpful to have discussion which involves the entire membership.. Unforrtunately, with Councils which average about 25 members, such discussionsare often not fruitful if conductecl.with the entire group. Some memberstalk too much, some too little, with the discussions rambling and getting/side-tracked all too often. An alternative technic:lye fdr discussion isthe'round robin format which protides each member with an opportunity tospeak and be heard and often assures that the constructive thoughts of allthe members are put forward for group consideration.

While there are a veriety'of round robin formats, the one explored'the Orientation Training Conferences was as follows:

Goals:

The purpose of the session was to examine the val,ue'of participandiscussion as a vehicle for addressing issues which confront.Councils aCoUncAl Members. 'The examination involved the use of discussion strate?Mich involved all participants.

Procedures:

v Group members interviewed each other in,pirs on three basic topt,ee l'ated to. Council goals and decision making. Members:thep shared the'results of the interviews with the entire group, and identified key i)protJems,related to each topic area. Next,strategies -for dealing wiissues were discussed by all members. GrOup members experienced (a).i

hviewing, (b) receiving information about other Councils, (c) discussIOi,.,1,issues, and (d) identification of solutions. ,

9

-iWues ns Considered: '

....

1. What are yourtouncil's gals and objectives?. ,

2.' -How are.tounil goals and objectiies determined? A

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Council membership (agency personnel; pro-viders, cdhsumes); in relation to ,meeting goals? ,

,It 3. hat aee tOe )oles of

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20. minutes' -

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15 minutes -

15 minutes

)5 minptes

15 minutes 7

Introduction '.and overview

Interviews. in pairs

ReSults and discussion, Question f1

Results and discussion, Ques.tion'24

Results and discusSion, Question. . , .

Summary ,discussion and conclutio6,..

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Res(flts:' .1

Particikantsreported"that they found the technique valuable in pro-viding.all members With an opporti y for positive communication. Some

participants expressed concerti over the time and number of persons that

could be involved. After discussion, it was concluded that the techniqueshould be reserved for important' issues or events worth the additional

time. Also, if large grOups are involved, the initial interviews shouldbe in groups of three tofive people. The technique provides. one way to

involve new members or visitors in a Comfortable setting in which they ,

share views withother memtirs and vice- versa. It can also be useful

in dealing with.perSistent and complex issues..

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The Large Group Session oePlanning for Training consisted of a.

si15layed

various roles,in three different but logically-sequenced stenMulation exercise which might be calleda mini - drama. Particpants.i

(Refer to the-three scenarios at the conclusion of this. description)

The scenes were:. ;

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1.. An orientation training team discussing the experiences thtY had 7'.

at a recent orientation training conference and making decisions e 1:

about next:steps. ,: ' . . . -.:

2. ,A meeting between the orientation training teat and their OD .

-....:Council's executive committee to report their experiences at an .orientation. training conference ancito recormencla plan ofactidn for an orientation training program for the Council. . .

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3. A meeting between'the orientation tra4ing teat and a Council'appointed task force on orientation thircingln order to map outa strategy for implementing an orientation training program forthe Council.

Each scene was struC'tered accordingto a set of direati8nS1 with partici-;pants being givtn its general purpose', a specific role to play, a fairlyconcrete place at which to end the scene, and a time lithit in which to do so.

- The orientation training team appeared in each-of the three scenes,in orderto 'provide additional continuity and structure. Each participant received,an indication pf the character role that he should play'', for exatnple,llaggresstve/negatiVe,","naive/enthusiastic," and Mata-oriented/intellec-

,

There were a number of reasons that simulation.was'chosen for thelarge group session on 'planning for training. It "Was intended. as a .thansi

tional device to move participants in the Conference from a oassfVe-receiyingposture to a more active,Involving one. It was also used to make specific

points about planning fbr trainins): (11 that a .perticulars planOng model

cambe-helpful in implementing an orientation training program, (2) That'orientation training should be a continuing effort for a Council:re-0er'than a single event, and (3) that there is a logical equence of events :

of next steps for, .an orientailen'traigling COnftrente.

A number of benefits seemed to .accrue fqm the use of the simulation

exercise. Use-of the role-pipy design forced participants to drawpon-their own experiences and thereby requiied thAt they became more actively_involved. The exercise helped to extend the kThd of infarmatfon availableto all by involvfng,partic4paits frat a number-of differentCbuncils. :The

exercise also allowed the Conference training staff-to assess where 'D'art-it-

cipantS were with respect-to the Cbnference: Were they incorporating ideaS

and tethods geherated-bythe training prOgram? How did they feel about

them?_ .How id,they feel about,the Conference'in general ?. Simulationhelped*to create "ownership" of :training techniqUes advanced .in the Conference by

Petting the participants actiVely,inyolved in" using. them. Finally,.the,simulation exerOse:proviqedhumocous -entertainment and "comic relief"in

an otherwise compAct and'serioustOhferende schedule.

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. .- for`those. who are interested in using the simulation exercise as part

of 6training package, we recommend that the following things be considered:.Get to know the participants quickly. Select people carefully for key roles4.,`- look Top2people -who-are: flexibre, verbal, relatively uninhibited, and who'6,an'apprerciate. humor in a. relatively serious-situation. Make certain thati'if the need arises, these personsare able to carry.off the entire exerciseon their own. PeoMe who are enthusiastic, about the idea of a simulaI on .

exercise will provide help in setting up the event - e.verything fromgetfing,props to rewriting the script. Participants should be ciptaearly in the Conference in order to give them 'time to think about ti)elyroles. A Darrator is probably essential in most simulation ex*ercises- totnsure that timelines are adhered to and that progress is made toward- Oe

-.) ,..,.-,-- ..;,, ,goals of each particular scene. ,-. ,..-: _.._r-,!. -L.. _

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There are potential problems with sifflul4tion eurcisendesigned with -reasonable sensitivity to the' participants, bad,'.-fbe the result; participants can get so carried away with th# cthey'nevth- settle' down to making key point's; although 5.iplat4i rlexeat a training conference usually attract enough pot:1.0.p'ailis- , there, ma'?

:40,,...' 'regular C1 ciL, 4 ti ibe reluctance to- partieip'ate in the formal sett:meeting , particularly if the roles to be,gla.,:y,- e "too glo o bome;" ,d:,/

, and finally, it is entirely possible thaV.01pulitypti,exe s can fAll 'very flat without good peop] e in the key froles,;.xf;i4"- ts

4 )Cs;

. DD/TAS was fortunate to have at evrraf i ienV ''...ition traininging fti

Conferences an excellent group of participant ubsequentiy, the-tff 4'found that the ,benefits of the simulation e ise far outwei-ghed its .''' ; ';,.` -'

potential problems. Although the instruct fart the scenes and for the '. -'`. '..-1.4.* `-

character ,roles were the same in each of t three,,Confererices; e'aqi_simulae;:i," =-,,

tionexercise develdped differenpy: The significant "varlble se:emed4o.be ''-,j", -"'="

the styles of those who participated. This fact reibfdrces the r do rthat a simulation exercise will probably be an excellent,:trai ngi.,deVice - ..1.--

if "good" people volunteer to play the key roj si It iuc) su- Bests that,

a, simulation designed around, 'key roles, probab, yPas ,thebesstIthancel%f beinga successfuleisful activitY.

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,SCENE I . (10 minutes) .

OTC. Team on plane going home

DIRECTIONS

1. Chairperson2. Planner--

3. Narrator .

4. Steward (ess)

Discussion to reflect the tact that team has just left conference andare talking about impres.sions:

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1 Humorous jabs at DD/TAS

2)" Range offeelings about such a Conference - the implications of it -refer to plans written while at Conference.

3) Serious.discussion about:

a) ,how team wants pr can be involved in a program to provide theftCouncil with orientation training.

b) plan for involvement - how to proceed?

c) move toward initial decisions about whatneeds-to be done next.7

Outcome:

4) Make decisions about:

a)7team involvemen': -both will report to executive committee of theirCouncil. ,

b) the team's plan and how to introduce:it to the Council: the team011 indicate to executive committee that they have 'a planiand gi.vethem a choice of hearing it and/or startingfrom scratch. /

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DIRECTIONS

SCENE II (15 minutes) 1. Chairperson. 2. 'Council Staff, person .

3. Plan/Eval Committee Chairperson4. Grant Review Committee Chairperson5; Legis. Review Coirmittee Chairperson6.- Adv. Committee Chairperson

.

'Team meeting with Executive Committee of D.D. Council

A. Team makes report on Pheasant Run Orientation' Training Conference to

Executive Committee. Report should end on these notes:.

1) We need to look at whole question oftorientation/traihing needs of.our Council.

Need to think about orientatioh/tfeining'as a continuous processrather thana One-shot affair. .

43. ReaCtions from different members of the /Executive Committee according.'''to their styles and according to some of the issues.

INJECT HUMOR- BUT TRY TO HIGHLIGHT SOME OF THE ISSUES YOU SEERELATED TO C/T.

C. Continue above dialogue/acting out styles, but try to begin movingfrom humor with no direction to a positive conclusion.

Outcome: .

D. Coliclude with:

... .,

, 1) Concern about training - at very least to discover if trainingneed's exist and what. kind. :

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2) Appoint.task force to consider training needs.

3) Specify objectives of task force:.

.-a;) to,draw-up a plan for orientation/trainihg,of:

new Countil members leave it general ortotal Council membership select a group .other target, groups

b) appoint task force membership

'Planner or-Chairpe'rsonConsumerProvider--LIAF represeritative

c) appoint :task forte chairperson i

either thelanner or the Chairperson4 ,;

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SCENE III

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DIRECTIONS

(15 minutes) 1. Chainlierson or Council Staff. Person. '`2. Consumer3. Provider ' .

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4. UAF/R&T Representative ..

Meeting of Tasl Force on Orientation/Training -(meeting chaired by task force chairperson)

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A. Chairperson lays out group task: draw up plan for 54rientation/trainingof Council members or some designated group. Provides some backgroud/humor. ...

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Reactions from Taskdrce-members acting out thsjr role as a consumer,provider, etc. and according to the idarticular style. INJECT HUMOR TOHIGHLIGHT ISSUES WHICH SERVE AS CONSTRAINTS TO THE TASK.

C. Continue above dialogue/acting out styles, but begin to move discussionha'ving nodirectien toward more positive,productive ends.

. Oise way to do this is to use the 7 question format:What?.. Who? How? Why? When? Where? What Happened?

b. Narrator will cut off this scene when positive productive. movement .

is, apparent.

.(Narrator: Make sure summary of issues occurs after discussion)

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VIDEOTAPING

.Gary Richman 't

. DD/TAS5_

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The Pripblem-and Our Solution-

The assign task-, to develop a pretentation for the Conferences ,on.0. Training for D oundil Orientation, which woulsd provide an update on the

status of the DD.Legislation and some analysis of it, presented severalproblems. First, legislative language can. be- a very tedious ,subject.Second, the legislation had been an-important issue for well 'over a Yearand as. such had already been part of nearly every conference attended by'people involved and interested in-developmental disabilities. Third, oneof'the goals of the Conferences was to model effective and replicableorientation training techniques.' .

V Paula Hanxner orDO/TAS developed' the idea for videotaping interviewswitth key Congressional leaders about proSpects for passage of the DD bill,the projected shape of compromises between the House and Senate versions,, 'and.

%Congressional intent concerning certain,provisio4s-and- broad policy per-, spectives of, the DD program. It was decided that, on-spot-analysisand. discussion at the Confefences Would supplement the videotape and provide

. informatton about the specifics of'the legislation. . If additional back-upwas heeded, printed 'material s -would ,be

,a

Securing interviews was lUccessful, due to a combination of advancedplanning, modest requests, great persistence, and to some 'degree, theattraction of the video camera for political peoples letter sent wellin advance requested five minutes` of, the Congresssmani,s time on one of twodays to be'interviewed seieral sAecified topics- relating_to the QD,Legislation. Follow-up phone calls informed the Congressman's staff wherebur equipment would be set up and inquired :about-the time-when we-could .

expect the Congressman to come by. A helbful tip: all those who specifieda time did show up; those who promised to drop by:sometime during the twodays never made it . .

, .,We then enlisted the services of Jape Belau (PreSiderit of NUM; and

£hairperson of'the Minnesota DD Council) td conduct the interviews, be-Caseshe- is thoroughly knowledgeable about both DO andt,the. legislative processand because she is an adept interviewer.

Logistics were handled .by Buz Lloyd of the DD/TAS 'Stasff. One day of/. running Among the maze of offices including Rep., Al Quie'S offite (R-MN),

our.contact on Capitol Hill, theoffice of, the'tfajority Leader;of the Hduse,the House Press Gallery, the office .of.the.Arc,hitect of:the- Capitol ,and

/ the Capitol Police, got us everything needed inclullihg permission tp usethe Capitol grotinds., a, location to.pse-eldtricityAnd i*.Parking,space. Theoffice of Sen. Harrison i ams (0-N3) even arranged a spot. for us ,,underthA Capitol rotunda in case of rain. The significant part ,Ofibi`s. experience

r was not, that it was slightly comPlicged!(# was, 'slight-1yr but that peope.were so incredipbt .coOperative: We got .everything we akecl:fcr. incl udingthe reschedul ing of groundkeepers so that lawn, mowers and grindfi\g. equipmentwouldn't.disrupt the interviews.:` wish hatl.tbouOt.to ask them ,

not to run sprinkiers on the night aftet firtt taiiing;)., ,

-Cost for ,.1/4the entire,project was quite reasonable. The ltarges.t itemwas travel ( ;f --a stare DD ,s1, rip:t,itating this, tYpe..of video project,

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you probably alreadYTivein your state Capitol).* Video equipment wa*borrowed although'it can be rented.: We paid About $0.00 for three hoursOf videp tape and 'an additjbnal $40.00.to the.UAF at the linie'rsity.of North .. _

Carolina for'their assistance and equipme used-to edit the interviews to,... .

the 35 minutes -we used. -*.

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.,

ThePresentation.-

The taping'iook,glaceon July 29-and 30, 1975, two' ideal days',. because ,,

the House-Senate Conference comMitteerwas meeting to irttn.:out the final ,._.

compromise version of the DD Legislation: Re would like to take credit, orskillful selection of those key dates', bdt=infact they were chosen via;in advance as the only, two days-people and equipment could b& gathered to= .

,gether. c. -

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. The pr tation wa designed as a TV evening newscast And' atqufred

the title ''The DDa

. To suit this conceptlon the tape Was,recordedand edited into segments'which:were.introduced by, A live "anchorperson "' and

followed up With live analysis, The- live portions of the preSentation werehandled by Paula Hammer, Jane Belau, and Gary Richman. The tape segments

4-,.

Were as follows:- . ., .

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. Segment 1: The first segment included three interviews with'inembersof the House abOdt the prospects for passage-of the DD legislation and hoWthe differences between the House and Senate versions ought to be resolved.There were.some predictions about the expeCted outcome of the compromises(such as the sOecific,standards which were Title II of the Senate versio9)-and.the expected timetable for pastage. There was also some insight into-the mechanics df the House-Senate Conference procesS.' Each of the Congress-menalso offer d his personal perspective on which portions of'the DD Legis-lation were mo t significant. The three Congressmen interviewed in this

segment were:,,-

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a. Rep. Paul Rogers (D-:Fla,) Chairman of House Sub-Committee,on Health and'Environment

.! u

b. Rep. . _Tim LeeCarter (R-KY) rank'ing minority member On that'

sub-committee ..

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c. Rep. . Richardson Pryer (D-NC) a member of the sub-coMmittee- .

Segment 2 Ih a coptinuation of the' interview with Rep. Pr6e1", he ,

discussed his,c ncernS about'deinstitutiOnalization,- and thipandate for it

'in the Ie4islat on. . He-also offered some insight into,CongresSional.inientabout how that andate.ought to be carried out.

. _ ,

Segment 3:, interviewtmith Sehators,on their perspectives of the

,shape 'of the nevi DD legislation revealed general agreement with-the'cot-'promises as outlined in,the,interviewsOWHouseinemb&S, and the,Commit- .

meet also,epresed by the House members to get thp legislation'to'the Presi-,

dent. Th4., Senatiors,iwere: -

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I a. Sen. Jennings' Randolf (D-WV) Chairman.of the Senate Sub-Committeeonthe,Handicaped ,

b. Sen. Robert Stafford (R-VT ranking minority,member on thatcommittee

Segment 4: Stepping back from the figMediate problem of passing theDD bill, this segment looked, at the significance and impact of the DDlegislation, focusing special attention on the planning andladvocacy func-tion of DD Councils. Interviews were with:

a. Sen. Welty Mondale (D-MN) a member of the\Sub-C8mmittee on_the'Handicappland ChairMan of theSenate Committee o Children andYouth

b. Paul Marchand, Government Affairs Director for the National, Association for Retarded Citizens

c.. Sen...E0Ward-Kennedy (D-MA) a member of the Sub - Committee on theHandicapped

.Se drat The fifth segment looked to the Administration for how

.they viewed t impend-MT-legislation and what,it meant.to their adminis-tration of the'DO program. Interviews were with:

. FranCis Lynch,. Director of the Developmental Disabilities Office

:b. Stanley Thomas, Assistant Secretary of HEW for Human Development

egment:6:1, Not; all proAms that affect developmentally disabledpeople are in, the D legislation. On the day of the interviews the Houseoverwhelmingly passed the Special Education of All Hgndicapped Children Bill.An intenvieWwith,Re. Al. Quie, (R -MN), ranking minority member on the House

. Gommitte6 on Educatfon and tIkor about the special education legislationpbinted:out the significance to, the, DO population.

$othe'Conci6dind:ThouglitS4

There are ,several.thinmwe leannea from this experience that are.

oialuable to'pass,oh, First, the ..use Of,video tape hdlped develop (if". ,

%Aie,may modestly infer from the feedback) an Anteeestincrand useful presenta--tion oni the OD legislation-% With most of the presentation on tape, it ,

was. ,e4ts, tg,",padkagen:and'loanafter, thethr0 COnferences. This was nottour br.'.gyral intention and,had it.bven; we might have made several decisionsdWerently ih the mee,O. 0 recording theinteryiews- and edNting so, '

that a more coMpiete preSentation would have been included in fhd package.. .

Th re were'S9Me secondary berieflts from`produclirg the tape' beyond the

,gatifieHh of information and insights about the 'DD Legislation. The inter-

wedwhere various,. egislatod stood in regard:to

specific issues,

40 .gate sane strong indica ohsofjevels pf knowledge and commitment,-,.')alUaMe.information for these Inolved in'inflUencing policy.

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Moreover,ve got the feeling that i-ourpresence on the Capitol lawn

with.a camera, assorted electronic equipment and a waiting audience, served

as a Strong'indicator to the'Congressmen that there was a large, interested,-expectaneconstituency waiting.impatiently,for theth to finish their. work.

Now, We claim 'no responsiblity fd1116-the passage of the DDqIct. However,

we cauldn't help but wonder had' we been there the last time the House and

.Senate were repdy 0 confer on a compromise version would it have made a

difference? it is an open.question to be kept in mind.

',-

Finally, but perhaps most importantly, the,presentation format isreplicable, especially by DD Councils at the State level as part of their

training and orientation actiyities. The costs are reasonable; the logis-tical problems not.too formidable; topics abound and interesting peopleare'almost always willing to appear before a camera.

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N.,

,A_GilibE FOR DESIGNING AND

IMPLEMENTING ORIENTATION ACTIVITIES

Jim PaulPascal TroKanisRoy Bruninghaus.Ann Ramsbotham.

DD/TAS.

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INTRODUCTION

In-addition to the variety of training activities, the Conferences.included'an individual state team planning session. Each team, with the.`help of a staff assistant, developed specific plans for identifying ,and/or,me4ting .the orientation needs of their Council. To facilitate the Pialrining

process,.a "Guide for Designing and ImplementinvOrientation Activities"was developed: This section will feature a descriPtiol of the guide;

This guide contains two checklists which address some of the mostsalient issues and which can. be used in structuring the Planning time.One checklist is'a needs assessment form which provides a framework fardetermining specific orientation training.needs. 'The second one is -an'orientation planning ckecklist for those State teams already able tq spetifytheir training needs, Included in the gulide are suggestions for making most"effective use of the two formats. Also included are sample sthte plans forthe reader's:perusal.

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Background, and- Purpdse

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The purpbse 'of t is-guide is to assist' in ,the planning for meeting

the orientation needs f b0 councils. This guide features two -types of

planning. Theftrst, 7YPe I, .involves planning for planning or simply 4.refer-red to a; planni without data. the second, Type II, concerns planping

for implementation, o. pLinning with data. .

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Planning involves specifying needs; activities to meet those needs,

.resouce allocation, a. way to determine the effectiveness,Of the:activities,and the benefits in meeting needs relative to the costs for the, activities.

Planning is much more, however', than the process of dgveloping a Nture map.-

Planning involves people and it occurs in a, social, political-

econbmic context. In addition to the formal and technical process -fordeveloping, a plan, preparation must be made for the planning actiVity.,

'Such preparation includes, for example, decisions abolit the priority,pf the

planning, need for plan, resources required to suppOrt it,-who,wiT1 be

involved, and the general focus of the planning. Plannifig; ,finally,' is

a process to facilitate more effective, efficient, and purposeful organiza-

tional behavior.r--

-P1 anni nig,, without 6at'a

.,.

. .

.Type I planniiq, planning for planning', involves the stematic -

preparation that is a necessary precursor to orientation planning. It

focuses on identifying needs, in a. Council over time as a,data 'base for

planning, orientation, activities. The plah for planning must include, for

example, the goals, 'strdcture, and process to be used in' assessing needs.: ,

in the absence of data on needs, this is tine ,point Tor beginning for

orientation, , ..

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Several decisions musbe made aboutthe assessment of needs:-

Why the need must be Identified?

What kinds. of. needs?

HoW 1I the riaeds ,bexdetermined?

Whose needs will be assessed? 1.1.;

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When' will -the needs be assessed and how often?

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HOW will the findings. be vaii4ted? ax, Whom?.

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.1-low will'Ihe need data be applied to implementit-ton israiiii'ing?

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Who will determine the-Priorities of 'needs identified? -BYWhat

process? . , A: ,,,,

How 011:.,the peds assessment process be organized .and'orchesIrat-

, ed with- other activities??

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.Phat resources will'be required?o.

Now will 'we know 'when we have current needs Adeintified?.

These questions should concern anyone planning.for needs assessment.,

A needs assessment is,.therefore, the implementation of a'plarrthat idendi-.fies the need for the data, the program area(s) of the data, the objectives,

`the implementatien strategy and the manpower by which it will be evaluated.

tS4ction 1 of thisgude identifies components of planning without'

'data. It also contains a needs assessment checklisi and sample form farType I planning.- Section 2 'inCludes'especific needs assessment procedure -referred to as the Nominal Group Process:

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Planning with Data,.* -

Type II planning 'refers to. orient ation :planning based On needs'data%This type of endeavor responds toa need or presumes some awareness of theneed.

There are numerous's6Orces and types of data. Some. data are more,

'definitive'as a jubltc ,"fact" that has been or can be systbmatically

verified., i,This "hard data" is usual4y preferred for accountability. . ..f

Other data are "softer," less publiC,,more subjective, and not easily sub-1jected'to,prpof. Howeyer, it no less real, no less a fact, and certainly

no less Important. These data. come froM the beliefs Of people based on their.

dwn.experiences. ,"I believe we need . . ." is a "data base" and a plavce to

begin. The important thing is that we mitst recognize where, we begin andthe authdribyto. which we' appeal in.defending our'plan.

r

A useful distinction at this point is between data.andInforMatiOn.pata does not have meaning until we intorpora'te it into Some set.of values.Our vaTuing.of,data.transforms us accordingto the use wellave,for it and

the model into which yre- fit it.

oo' 1,

Data on the -knowledge and skill'base of thel,Council _becdMeS meaningful,

information Mien we examine that data, in relation to a preferred' or ideal ,

model of Competencies of members of an dfeetive Council, for the purpose.of determjwing'the orientation needs of the Council. This'same data'can

,suggest both needs t6 be.met indresourCes for meeting those needs. Many

'- of the'orientation needs Of Councils can be met by resources in the Council.A-plan'far identifying each,kind of data serves the orientation interest.

Section 3 of this guide identifies the componentt of,planning withtt,Contains a checklist; with an example,and'descHbes the process

flor'planning baied on needs data.

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ThiS guide seeks to assist in both Type I and Type Ii orientationplanning for Councils. It is hoped that -Type f and Type II 'planning formatspres ted will facilitate the planning process and improve each state's plan'for Council orientation.

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'''-,tliNs_ :-.-,, .,;. ,.INTROD 40..PLAN4n4CIATHOff

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174k [.

47, .,;4

Background and Purpose

. Type I planning, which involves a needs assessment process, revolves, around the checklist enclosed in this section of the-guide. It was theintent of DD/TAS to deveiop an easy-to-fill-out and useful checklist. whichaddresses the most important points for developing and implementing /Council orientation activities. If the state team feels that their Councildoes.not have suffidient data to determine and plan for t }ir specifitorientation training needs, completing'the Type I format-Oill provide themwith a:framework for assessing those needs.

. - .

We hope the state-teams at the Conference whO 9e1 that they can '

begin completing this form will endeavor to`do so.. In this way, the team. .

can return to their state with a fairy definitive assessment plan forsnaring' with other Council members. Als9, the plan can provide the basisfor further specific planning actions and eventual implementation.

41. 4 'How to .Use -' t

.

.

During the Conference planning se sion, general Council orientationactivities, datalLand needs should firs be discussed. With the help .of

- 0eDD/TAS planniN assistant, the Stat Team will then be responsible for* 'coMpleting,the,checklist. The checklist is. self-explanatory, hence it will

-.. bOtbe described. The group may wish to complete the form(s) together-sin. an "aut loud" fashion or each team member:maycomplete them in silence

.

.- and th6n share the results. Of course, Ithe assistant is present to serve

. as a resource. It,-is suggested that a separate form be filled out for,,eachidentified target group. . ,-

/ .

,.Each Planning group sh'ould keep in mind that this process will yield

,. A. foundatioR pf.information upon which to construct a plan for determining ,

Ahe'orientation training needs of selected-target audiences._ Once the. "needs.assesment prOCes5 has been completed, by the Council, the training

team can go pn to Type II planning. I .

When Finished .

. At tlhe cOnclIrsion of the planning session, the. DD/TAS assistant will

4 collect the team's checklists. This action will permit the lists to'becopied' and shared with other Conference participants and DD/TAS, which mightbe-called upon laterfor follow -up technical assistance. The originalchecklists will tie,retorned to each team before the end of the Conference.

In addition, the planning assistant will solicit feed6aa from team;_members on the usefulness ah rmat of the'checklist and Type I planning.,

This data will help DD/TAS and tR DD in designing future Conferences of thisnature., - ,

41.

. 75.

' 84

CO

11.1

NEEDS ASSESSMENT FORMAI'

NEEDS ASSESSMNF

COORD,INATOit:_.

Sava

***

(1\umpt"e)

DATE

6/1/75

STATE N.V.

1) KINDS OF NEEDSTO

BE ASSESSED:

CectitCa EacntnI.

N1;

6.1

.5

AO

.

.9 NEEDS

SESSMF!NT

RESOURC:S:

A. PERSONS CottnCU

Task FO7Ce on rtacki-

iii_g, Counc.a StaAA,

CeRsuttant X,V,Z,

B.ORGANIZATIONS

WOA

Dept. oA Contottang

Education

Nvu,

C, MONEY

$5,0.00.00

.D. OTHER

5) SPECIAL_CONSTRA1NTS:

$5ona on

2> N.FED'AssESsm,.NT TARGET GROUP:

New Councel Members

t7] Existing Council Members

CD Administering Agency_Personne4

CD-Other Implementing Agency Personnel'

Legislators

c:3 Consumer Agencies

Others

COMPLETION DATE:.

.7/1/75

3) PURFOSF(S) OF ilgED

ASSESSMENT:

To enable:

TheTa sk FOAce,

-on rla(iunq

4o make decisions about:

the conte tta 64

an.oncea

a, o

pnogkam 61571

the new ouneAL,membet4

3Zrteted on 6/1/15

6) IMPLEMENTATION ACTIVITIES:

A.

Techniques to be Selected,

Planned for, and Implemented

Large Group

ED Small Group

Individual

**

**

ill Group Process

Written Instrument

Interview

['Other

B. Logistics to be ,Dealt

with and.Implemented

1. Meeting Place & Date(s)

Stat

eOWee Becw. Room 401

6/23175

2. Transportation

3. Equipment & Materials

fe_ip chakts,. We caltd6

4. Communication Tad!

oitce

Cfl Pininiqg

5,-Budgeting Ta.sk fo4CC

and atoll

.

6. Wommodations

None

'

17) PRIORITY SETTING

ACTIVITIES:

Who?

71 Gtccup,

Nco) CounciE

ntembeaL and Tao k 1.r2tue

LeAda

Technique's?

X,

Formal Nominae:Gtoup

Nocedune

Informal

,

.1,

qt

I.

e'.

C

4

.

SECTION4

THE '1NOMINAL GROUP PROCESS. .

7

4.

440

Introduction: ... . . ,

3 . Andrew H. Van de Verland'Andrei;Degbecq describe their Nominal : .

Group process as " . '. . a strticttireseetipg..Which seeks' to provide an-=,orderly procedure for obtaining qtialftatiVe infOrmation -from,target.grOUPi -

who- arg most closely associated wit15..a.:PrOble,m area.": The potential -tiseftilL,ness Olt the Nominal Group P.roces.s.-as an instrument to identify and to;giliePr...ioritie's to needs for orientation, training can be4 offered. The. Nominal, '_,.:Group Process ...

- V . ... -. .' , . I . . : -.;-:!

. I). allows target groupT`to, single ottt. -critical problem dimensions by, .-peens of a group process`.which i-s*Linthfe_atening, ilepersonaTrzed`.ane..ei.sentlly democratic: , :,. ;,''.,

..,

2:) clarifies the meaning Of critical items for participants througli-

31 can. be used to explore botti the ".objective" and the "subjective",,,dimensionS of a problem area; .

. .- .

4) ; identiftes the priority foci of agroup,(or.groups) on a needsI.

. ..:assessment peoblem by means of voting procedures;.NI,

. . . .. .

5) ,,cak be iMplemented at lo14-4c'oSt in a short time period..,.. ' , _: .The Nominal i Process is most efficient

,

when the group-using it:.. contains between five .and eight participants. Participants should be select-2

'-, ed on the basis ,of their `ability to 'contribute expertise to the needs assess-ment question.,. _It i. possible that 'Councils' may wish to identify a number

,. of. different groups in order to identify and to compare the pr,iority fociof each grotip. Decisions can then.be made by, the Council on how to integrate ,',

different priority- fdci %from different- groups..,r -

a ,

0 . , a

£

*Andre L. Delbecq and Andrew H. Van de Ven, The Nominal Group as a Research,Instruiiient for ExploratoryHealth Studies", AHPH, (March, l97 ).

78

88

A

.

THE NOM1 AL GROUP,PROCESS7F-0." k

SETTING,NEE i 5ASSpSMENT PRIORITIESFOR.° IENTATIaN TRAINING

1

:Steps fOr re. .Recorder to Follow

- 1 -. ',N + .. 11`

. ,t -

STEP 1) 'Read 'the quesf-fon-and tee if it is something to which.parficipahts,

-cgi respontl. Do they understand -CV ,

. ,

.1.

.

STEP",2) ,Ask participants to jot doyen their responses to the question,:

concise' and specAfIcpphrases. ,

STEP.'3) Write items-Oken:friom each person (round robin, one item per.-, . -,.person, at a time) on apIece of butcher paper. "Overlap is O.K.

Redundancyis 0:1(., ,

.,

,

),

.

STEP 4): Check item' for content clarity (understanding- GNLY.): Combine re-

dundant items-by numtfering. Do not combinehea0 of yourself;combine only 'items.whldh have been, clarified.

,'STEP 5) Have, participants pick five most impOrtant'items.a6d. put one ite

' on each file card (total of five file cards')'. Write' clusters, of. y ,

numbers, if items are combined in that manner. Treat eachcYusteras one group. , "

,

STEP 6) sank each of the five items. Put'a (5) on the card.',/ith'the mot,

important item; a (1)' on the card with the.lea* important iteA.

STEP 7) Put on butcher paper the chart,below.,

A

Column) Column 2 Column 3 Column 4 ." Cofumn 5

Item Rank by Sum of Weighted Priority

Numbers Each PersOn Ranks Sum

'

STEP 'Askifor items `(Column ,T) and their rant(s.(Columei 2) from eachparticipant,-round rbbtn, one item at a time, starting with themost'important item, until each participant's list of five is

exhausted., , ,

STEP 9) Complete the char by multipl'Yipg the sum of the'ranks (Column 3)

. , by the number of p rsons giving each item its rank (Column 2). The

t tqghest wei4Oted sum is the to priority.,/ ..% .

. .

STEP 10) Restate each prioritized item in goods English and record on

summary sheet.' -

s. c.. ,

,19

. ..

89 ,

.

c

,mac

. 4

<4

I

NEEDS ASSESSMENT PRIORITIES FOR,ORrtNTATION TRAINING

1..

Statement:PRIORITY..1

PRIORITY 2 .

Aatemqnt:

110.14

PRIORITY 3Statement:

PRIORITY 4cStatement:

PRIORITY 5Sttement:

, Date of Needs Assessment SesOon

P 90

80

<

0

.

414

a

SECTION-3

ft INTRODUCTION TO PLANNING'

(Type ILPlanning).=

I

81 .'

1-

d..

44

4

cP1 04.

., -. '

Background ant Purpose.

Type II planning, referred to as orientation planning b sed upon,needsdata, is,the focus of the planning checklist enclosed in this section-of theguide. It, was the intent of DD/TA'S to develop'an easy,to -fil -out and use- ,

ful planning checklist which comprises and addresses the most salient con-siderations for tevelopirtg and implementing,Councilorienta activities.

.. .

We hOpe the.state team at. the Conference.whoJeel that they can, .

begin gompleting 9is,..form will endeavor to dp so. In this way; the teamcan$return to their'statewith afairly definitive plan outlind for sharingwith other Council members.. Also, the plan can, provide the basis forfurther specifiC planning actions and implementation. ;

,... .

How to Use , ..s.

,

With the help of the DD/TAS planding assistant, the State TeaM willbe responsible for completing the checklist. ;During the Conferenceplanning session, general Council orientation activities, data, and needsshould.first'be discussed.. Afterwards; a decision should be reached ifitdeed.'there is sufficient dota to move ahead with Type it planning.0

;

Assuming tbere is sufficient data, it is suggested that Councilorientation topids or content be outlined and prioritized.- Once,thiS taskis completed;' the,'astistant aneteam can begin to complete as many check-.lists as necessary. The checklist is self-explanatory, hence it will not

be'described. The group may wish to complete each form together in an "outloud" fashion or each team member, may complete them in silence and thenshare their results. Of course, the assistant it presenttO serve as a - '

resource. Each planning group should keep in mid that this process will'yield a foundation of information upon which troonstruct, an eventual; on-going plan for orienting selected target audiences to an excitin§.array of

DD topiCs..1!

When Finished..

At the conclusion o, the planning session, the DD/TA5 assistant mill

collect the teams' checklists. This action will: permit the lists to,becopied and shared with other Conference participants and DD /TAS which might,be called upon for follow-0 technical assistance. The original checklistSwill be returned.to each team befofe the end of the Conference.'

,

In addition,.the-planning assistantill solicit feedback from teammembers on the usefulness and format of the checklist and-Type IT-planning.This data will help DD/TAS.and NCDD in designing future Cohferences of,this

,

nature.7

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.

SAMPLES OF STATE PCAN

Ann RamsbothamMOMS

'84, 016

5

1

t 4 t

s.

f

The majority of state teams chose to complete at least on of the'checklists included in the planning guide.and in some cases, t :types of

. plans were developed by a 'team - bpth to design training activ Jties tomeet a specific need and to determine other needs. Examples f plan§ areattached which iflustTates the variety of orientation training needs, among

. Councils. The following outline indicates the areas for which plans were .

developed by individual states.

AREA -STATE(S)r

Connecticut, Kansas, Nevada, Colorado,Georgia, Vermont, Utah, New Jersey, .

.Virgin Islands; Indiana, .California

Needs Assessmeht Format

New Legislation

Comprehensive Orientation to' he

DD Field (aimed at a variety f.

target audience)

Planning

Deinstitutiondlization

Councils' Role and.Function

Advoioacy

Public Awareness

Alternative Information Systems

Service...Delivery System

Decision Making /

. .

Plan 'and Grant Review

Evaluation

- Enclosed fare (ten) samples for

New, Mexcb, Illinois, Oregon, With-ington, Alabama, Virgin Island?;,

Virginia

Maine, Puerto Rico, New lexico-,Delaware,'Maryland, Mississippi, NewJersey, Minnesbtal District ofColumbia, Oh'io .

District of Columbia, Ohio$

North Carolina, Kentucky

South Carolina,' Virginia, Florida

Virgin Islands

. Virginia

'.Wfsconsin,

Idaho

.t

Pennsylvania.

Oregon, Utah,.

California

Ler perusal.

85 41

..4 *.

96

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"'TYPE II **

ORIENT \TION AREA OR TOPIC

Imatca(5 06 New UP Lcqi.SeattoH

4NelL-TkAINING COORDINATOR' Public In4otmationkand Fducation Cvnnti,tt

A

STATEMENT OF.

ORIEN4AT'ION NEED:

eouncit membets

aufalvate o6 impei-Latio;:s

06 new _teals' eation

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How do you know this

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RESOURCES FOR CONTENT

DEVELOP, & IMPLEMENT.

Persons for-Pldnnlng

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SPECIAL- CORSTRAINTS:"'"

ORIENTATION TARGET. AUDIENCE:

1---1New Council Members

Existing Council Members

I xiAdmin. Agency PerSonnel

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Agency Personnel'

Lke.efslators

T-Iconsumer

Otti

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Stat

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CotiocireTsT

^

GENERA( IMPLEMETATIOi

A. Techniques t* he

Selected,'Planned for

and Implemented,

I-XI Large Group

Group

ri Individual

**

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xlCase Study

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PURPOSE(S) OF ORIENTATION:

(XI

DATE Seoteabc4 11,

1975

STATE 1 ta0i4

Increase .a tsrget'know

e or inL

tAtin-b6se

LAJ Change a target's attitude

Develop a target's

j Other

PURPOSE STATEMENT(S):

_

To inclease knoweedge base o4 Council membeu'leSpeciaten

State agency( membet,$)

ttt onden to give eos.i.tive ke,en-

5._otcement ,son the active panticiva7tion-tytaccep,

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ACTIVITIES

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- up

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ORIENTATION AREA OR TOPIC

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DATE

Augu,s t 7,

1975

STATE.

Sout

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4 '

PURPOSE(S) OF ORIENTATION:

FT-d Increase a targets knowle ge or inormation

I_____)(1ange a target's attitude

El Develop a target's skill

Li Other

PURPOSFSTATEMENT(S):

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CURRENT STATUS OF ORIENTATION TRAINING

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JoHannah Adams

DD/TAS

97 .,

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In order to facilitate both DD/TAS'g responsivenesS to State-Councilsin the area of orientation training as well as to assess "on.going" orienta-tion training-activities, several follow-up activities were implemented."

Initially a DD/TAS "warmline," through'JoHannah Adams, was establishedto receive requests for orientation training assistance. Assistance was tobe provided in areas such as planning an orientation program, identifyingappropriate consultants or acquiring training materials. Requests forspecific infikmatiOn were directed to the appropriate staff person.

Additionally a flyer d &scribing and-illustrating-the three ConferencesWar§70-ePaFedand:ffi§f-rTUUTa-tb-DD Councils. A summary report of'the.Conferences was also sent to all states who were unable to participate inthe Cenferences.

Within two months alter completion of the Conferences DD/TAS conducteda brief survey of all those who had attended. The purpose of this surveywas to find out how...individual states were progressing with the plansdeveloped at the Conferences - as well as' with any additional plans that hadbeen developed.

/,

DD/TAS received responses from 31 out of the 37 states who attendedthe Conferences. Of/those responding, 11 had by the time of the surveyconducted some form/of orientation training for their Council. Thirteenstates responded that they had plans for conducting training of this sortsome time in the future, while only seven states had neither conducted norwere planning any orientation,activities.

. General orientation or re-orientation predominafed,as the theme ofstate sts0Ons, A total of 1Tstates listed general-orientation trainingwithyou+Of these fotusing their orientation on new Council members.*Six other states listed orientation activities dealing with the new legislatton.** Other orientation topics included: The Rale of the Council,The Relation of Council to State Agencies and Regions (VT), Planning,Advocacy and Legislation (Maine), Training in the Specific Disabilities(NJ), Habilitation Strategies (Maryland),;,and Statewide Pre-Schobl Programs(WY).

A variety of modes was used for presenting these topics. Lecturessupplemented by audiovisuals, such as overheads, represent one much-Usedmode of training. Small group discussion, role-playing, and the rourid-robin technique. were other mentioned training methods. ManyCouncils,usedvideotape, -film, or slide presentations, to . supplement their,trainingactivities.

.

1

*General Orientations - N.C., V.I., P.R., Delaware', Colorado, Nevada, K4nsas.Especially for new members - XA,.Montana,.Minnesota, N.M.

**Iowa; Washington, MisSissippi, -VA, Maine, California.'

98

110

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The Council itself was the tarkft. audiehte-A-n-alifos' every state that&-,

tionoucted training. Many states, howete1;53AnctUded'thkr,:g.t* -such as 'the

professional staff of tO agencie$, cOnsumlIg043,17eprtatiyes frOmthe governor's office, and special commiteeC.,'"*.--21,.--,

The cost of conducting orientation varied frOrn4*i-ul:ste:: Many'spent only a few dollars while some spent several thousatif-;t*1--flTotte4.to orientation also varied from some states only a coupleof.liou?s'to'-'

in others as much as four days. In most of the states reporting thetraining was planned and conducted by the staff and persons who had attended

the Conferences. In a small number of states, outside sources such'asconsultants or UAFs were utilized in planning the training.

'llost Councils cited the Orientation Training Notebook as the mosthelpful of the printed materials proVided at the Conference. Several

stateswent on to complete their own version of the Orientation Notebook. t-

A great number of Councils reported that they also used other printedmaterials, especially'the Advocacy Document and the Themes and Issues papers.

The general response ir:4 all the states conducting orientation activi-

ties was good with several states citing an excellent response. About.

six of the states solicited evaluations with questionnaires or forms while

others relied'on verbal,rqpoues.

In general the strengths of theseactivities seemed to be in their

careful preparation and the informative nature of the presentations. The

mode or technique of- the presentation was cited as an equflY important

asset. The weaknesses of the orientation activities were.usually associated

with Council "resistance and /or problems of logistics.

99

111

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4f.

AGENDA'-- CHAPEL KILL

Conference on Training for Council Orientation.

Tuesday, August 5

12:30pm

1:15pm

44

5:00pm

7,:30 pm

7:45pm ,

8:09pm

=8;30pm.

9:30pm

Wednesday, August 6

Room 0,

s'

North_ParloCarolina Inn

tg. Conference Rm.5th Fl., NCNB Plaza

9!'00-10:00am Lg.

5th

10:00-10:15am ,

10:15.:1005amL:

16:45111:45am

4

11

Chairperson, Ron Wiegerink

-Lunch with Conference Staff4.\

Conference Staff,Meeting--Jim Paul, coordinator

Rec4tion and Registration

-Welcome/introductions, rationalefor Conferences -- Jane Belau,Ron Wiegerink (late registra-tion)

Overview of Conference design,objectives, agenda--Ron Wiegerink

Presentation by Marge Kirkland,Deputy Director-of DD Office,Washington, DC - on federalstructure

Xate on status of legislationary,Richman, Paula Hammer',.

Jane Belau

'Brief meeting between twoteams and DD/TAS planningassistants

state

,Chairperson, PaTrohanis%- .

Conference RM. Presentation on Planning for

Fl., NCNB Plaza Orientation--Gene 'Watson ,

Overview et"). Orientation Kit

'(Part of Kit distributed)Charge'- to compile questions'new Council members might ask--Gary Richman, Paula Hammer

Break and Wofk

102116

Introduction, to Orientation Note-

book--Gary,Richman, Paula Himmer

1

11:45-1:30pm

i ,

1:30-1":45pm/

1:45-3:15pm

-3:15-3:45pm

8:00pm

9:00-11:00pm

9:00-10:00pm

Thursday, August 7,

8:4579:00am

9:00:-.10:30am

t.

10:30-11:00am.,

11:00-12:15pm

12:15-2:00pm'

2:00-2:10pm

1g. 1Conference *Checkpoint and Lunch with pl nning

5th FT:, NCNB Plaza ..assistants

I I General-Session--Introduction totraining groups; assignment ofnext'activity--PatsTroHanis

NCNB 1st Rotation of Training Groups1 Z.

3. 4.

i. t

NCNB Checkpoint

Dinner

L. Conference Rm. Ri-esentation by Jane Belau on

5th Fl., NCNB Plaza ABCs of DD and Practical Politics

Club Room 5ocia1 Hours,'

Carolina, Inn..'.

Sm. Conference RM. Films'Avaiiablb Upon RequeSt

FJ. NCNB Plaza,

,41Chairperson, Pat Trohanis

Lg. ConferenceRm. Good Morning

5th Fl. NCNB Plaga --Pat Trohanis

:NCNB 2nd Rotation of Training Groups

1. 2.

3. 4:

Break

Lg. Conference Rm. Large group demonstration onplanning for orientation--JohriPelosi, Roy Bruninghaus

'Lunch

Lg. Conference Rm. General SeSsion--Pat TrOhanis, coordinator.

( 2:10-5:00pm NCNB

8:00-8:15pm

State Team Planning groups

Dinner,

Lg. Conference Rm. Charge!

--Pat Trohanis

163

117

IA

jhursday, August -7 #ont*..),

8:15-9;.30pm NCNB

s ,

.

-friday4 August 8'

-'Breakfaq

-

8:30:9:00am.

'9:00-10:30am

10:31)-10:46am

10:45-11:36am

11:30'2:00n

.

TRAINING GROUPS:

'Training, Group

Lg.

5th

,RiFl: NCNr*Rlaga-

t.Z

-)rientation Simulation,: group

Chairperson, Don Steddan

-Morning chairperson breajdastswith participant group leaders

Checkout from hotel taken care of

Orientation Simul- ation: grouppresentations_

Coffee Break'

Presentationthy Don Stedman onAdvocacy

Conferencc-wrap-uvand distribu-. 'tion of state teadplans

Wiegerink, Allen Cohen

1st Rotation 7- Wednesday, August 6, 1:45pm-3:15pm2nd.Rotaion -- Thursday, August 7, 9:00am-10:30am

Coordinator(s) Meetin2_Room

1. Alternative Approaches to.

Deinstitutionalization:Council Subgroup Negotiationand Role Play Exerdises

2. Public Awareness Planning:Case Study and Consultation

3. Force Field Analysis:-Developing an EffectiveProblem Solving Strategy

4. Round-RobinDiscussion ofCouncil Dgcision Makingand Effectiveness

Jim Paul,

Pat Trohanis,Gary RiChman

Paula Hammer

Ron Wiegerink

Lg. Con rence Rm:5th FT7, NCNBPlaza

Pat Trohanis' Office3rd Fl., NCNB Plaza

Ron Wiegerink's Office3rd Fl., NCNB Plaza

Sm. Conference Rm.5th Fl., NCNB Plaza

FILMS AVAILABLE UPON REQUEST: Wednesday, August 6, 9:00pm-10:00pmSm24Conference Rm., 5th F1,, NCNB

1. "Coming Home"-

2. "Like Other People",

3. "Lisa's World"

4. "A Time fdr Georgia"

1G4

118 .

46 4

AGENDA --TIMBERLINE.LODGE

Conference on Training for Council Orientation

Tuesday, AugtiI'19

3:00pm

Chairperson", Ron Wiegerink

' Registration for COnference partici-pants

1.

'3:00pm Conference staff meeting ,

5:00pm

7:30pm : Welcome /introductions, rationale for

,Conferences--Jane Belau, Ron Wiegerink

7:45pm Overview of Conference desgn, objec-, tives, agenda r

--Ron Wiegerink ,

8:00pm Update on'status oflegislation--Gary Richman, Sane Belau

--Jim Paul, coordinator

Free time and Dinner

9:00pm. .

Presentation by Jane Belau on the ABC'sof DD and Practical Politics ri

9:45pm _Brief meeting between two state teamsand'DD/TAS planning assistants

Wednesday, August. 20 Chairperson, Ron Neufeld

8:30.19:40am Presentation on Planning for Orientation

--Don Stedman

:9:40-10200am

10:00-10:30am

10:30-11:15am

4.1

11:15-11:30am 1

1J:30-1:,00pm.

Overv-iew to Orientation Kit (part of

Kit distributed-) /

Charge--to compile questions new' Council,'members.might ask

--Gary Richman

Break and Work'

Introduction to Orientation Notebook_,--Gary Richman, Alice Peery

Checkpoint with planning assistants

Lunch

165

119.

a

4

a

Wednesday, August 20 (cont.)

1,:00-1:15pm

1:1572:45p.m

2:45-3:15pm

3: 30 pm

8:00pm

9:30-11:00pm

Thursday, August 21

8:30-8:45am

8:45-10:15am

10:15-10:30am

10:30-11:45am

11:45-12:0On

11:45-1:15pm

1:15-1:30pm

1:30-4-:30pm

4:45-5:15pm

*It

4

i

General Sess on -- Introduction toTraining Gro ps; assignment of nextactivity I

- -Ron NeUfel f

1s1 Rotation of Training Groups: 1. 2

Checkpoint--get data on Training Groups.and participants) ,e4aluatian of presen-tations

Conference staff meeting--Jim Paul, coordinator

Dinner

,Optional Film Theater -- available uponrequet (see final page of agenda):Like Other People, Coming Home, A.Timefor Georgia, "Legislation Repore-----

Social Hours

Chairperson, Ron Neufeld

Good Morning--Ron Neufeld-

2nd Rotation of Training Groups: 3. 4.4

Break

Large demonstration on planning fororientation-John .Pelosi "

Conferenc#'staff meeting'- -Jim Paul, coordinator

tuach

,General 'Session

--Ron Neufeld, coordinator

State Tali Planning Groups

Conference staff meeting--Jim Paul, coordinator

Dinner(

N

Thursday, August 21 (cont.)

8:00-8:15pm

O

.Charge! .

.. c-Ron Neufeld

',..

8:15-9:30pm Orientation Simulations: Group Design-

-/,__ ing --, 4.-f2 ,

Friday, August 22 ,i

Chairperson, Ron Neufeld

Breakfast Morning chairperson breakfasts withpakieipanygroup leaders

g ,

8:30-9:00am Checkout from Lodge taken care of

9:00-10:30am

10:30-10:45am

.10:45-11:30am

11:30-12:0On

Orientation Simulations.: Group,Presen-.

tations

Coffee Break

Presentation by Don Stedman on Adyocaty

Conference wrap-up and distribution ofstate team plans--Ron Neufeld, Michelle Morrison

Optional Film Theater,-

Like Other People. The most sensitive and hard-hitting film on the subject

of normalization. A British-made documentary of a young cerebral

palsied couple who are in love and demand the right to a full life.

(42 min., color)

Coming Home. A community reacts to the presence of a group home in their

neighborhood. (20.min., color).

A Time For-Georgia. A look at a four year old autistic girl and her

preschool program. (15 min., B&W)

107

121

AGENDA -- PHEASANT RUN

Conference on 'Training for Council Orientation

Tuesday, September 9

1:00pm

5:00pm.

7:30-7:45pm

. 7 :45-8;15pm

0-

8:16-9:159m

-9:15-10:00pm

1.0:00pm

Wednesday, September 10

'8T-9:50am

9:50-9,:55am

9:55-10:15am

10:15-11:15am0

11:15-11:30am

11:30-1:15pm

Chairperson, Ron Wiegerink

Registration for Conference partki--pants

Conference staff meeting-Rat Trohanis, coordinator

Free time and Dinner with planning_assistants

Welcome/introductions, rationale forConferences

--Jane Belau, Ron Wiegerink

Overview of/Conference design, objec-tives, and agenda--Ron Wiegerink ,

Update on status of legislation .

--Gary Richman, Jape Belau, PaulaHammer

Presenption by Jane Belau on PracticalPolitics

Social Hours

Chairperson, Ron Wiegerink

Presentation on Planning for Orientation- -Doi Stedman

Chare-r=fo compile questions new Coin-1cl]members* might ask--Gary Richman, Paula Hammer

Break and Work

Introduction to Orientation Notebookand Kit- -Gary Richman, Paula Hammer

Checkpoint with planning'assistInts

Lunch with speakerGeneral Session--IntroductiOn ft/Train-ing Groups; assignment to next activity- -Ron Wiegerink

1k;8

122

ks

gir

7/ 't. ..1

.Wednesday, September 10 (cont.) =

;,-,

: 1:15-2:450 . 1st Rotation of Tr'aining Grow0s:.,.1. 2.

'' """1.' 4.." .. ,

. :,, -

. 2:45-3:15pm Checkpoint--get data on TrainvolGroupsaid participants' evaluation of,presen-

,tations

?.

.. /..

.

3:

4, , -

30pm Conference staff meeting.,,

$ --Rat Trohabis, coordinator .

.,..

4Ir

. Dinner It k

8:00-9:0dpm Presentation by Don Stedman oil Advocacy

," :

* 9:15-11:00pm Optional Film Theater -1 avaqableupont request . .

A Time For Georgia

'Bv-tha ........ ,

!ke Other-People '- t,.

SOcial Hours . )14 u,.1.

...i.,

A Thursday, September 11 Chairperson, RonNeufeld, ,

, ,

1

r ;

ti

,.,

. . .,

, 8:30-t8:45am Good

.

,.

. 845-10:15am

)0 14.10.30am

10:30:41 :45at

,

1145-12:00n

11:45-1:15pm ,.

1.69-4:30pm

4:45-5:15pmr

..-. ',0'..

Morningk:;.4

t.

--Pat Trohanis-..'.

2nd Rotation of Training Groups: 'I. 2.

3., 4'.;Break

Large 'group demonstrations on p3anning

for Orientation-Pat Trohanis, Roy 13nuningh"

'Conference staff meeting

- -Pat Trohanis, coordinator f';.'

-"Lunch '

General Session-1-Ren Neufeld, coOrdinat&

State Team Planning groups

Confesence staff meetings,

--Pat Trohanis, coordinator, -

10-123

4 /.

1 .4

Thursday, September 11 (cont.).

.Dinner

8:00-8:t5pm Charge!

--Ron Neufeld

8:15-6:30pm Orientatton Simulations: Group Design-ing

Friday, September 12 Chairperson, Rbn Neufeld

Breakfast Morning chairperson breakfasts withparticipant group leaders

8:30- 9:OOam Checkout from Hotel taken care of

9:00-11:00am

11:00-12:0On

Orientation Simulations: Group Presen-tations

Conference wrap-up and distribution ofstate team plans--Ron Neufeld

110

."

00

APPENDIX II

ANNOTATED LIST,OF RESOURCES

.

4

k.

ANNOTATED LIST OF RESOURCES

The following is an annotated list of the material provided_to :

.,Conference participants. .

A. The Orientation Notebook: A Resource Guide formembers of Stateand Territorial Developmental Disabilities Councils perpa'red byPaula-Hammer and Gary Richman.

The Notebook is intended as an introductory textbook or batic re-ference work, depending upon the Council members' needs. The followingchapters are included: The Population; The Councils; The Political Ecology;The Human Service Ecology; a Glossary; The State Ecology; and Other Issues.The last two chapters include recommendations, but it is primarily theresponsibility of the Council to supply the information necessary for theirown state. The Notebodk includes update pages that can be changed aslegislation and other structures or issue 'change.

The following supplementary materia s were included inn the Notebook:

1. ' Simplified Parliamentary Proced re based on Robert's Rules ofOrder

2. The Budget Process From the hurjeaucrat's Side of the Desk -.

League of Women Voters

The Governor, the Office and its Powers -.the Council of StateGovernMents

4. Social Services '75: A Citizen's Handbook to Title XX of the--Social Security Act - League of Women Voters

5. Going to Court in the Public Interett: A Guide for"-Communi.ty.

Groups - League of Women Voters

6. Getting involved: Your Guide to Reyeune Sharing - Office ofRevenue Sharing , .

7 What are the Facts About Cerebral. Palsy' - United Cerebral Palsy ;.

AssociateS', Inc.

.8. Mental Retardation by'bonald Stedman

. 9. Consensus: The Majority Professional View on Several Key Ques-tions about Epilepsy - Epilepsy Foundation.of Alterica

Anatomy of a Hearing League_ of Womeh4oters

Federal Register: Developmental Disabilities Program and Grantsfor Initial Staffing of.Community Mental Health RetardationFacilities I

C 126

112

12. . P. L. 91-517

. .1.3. You and Your National Government League of Women Voters

14. 'Mhen,You Mrite ,to Washington - League of Women Voters

15. How out Laws are Made - Charles J. Zinn.

16. The Federal Bddgetary Process as:Amended by "the CongressionalBUdget and Impdundment Control Act of 1974"

17. Excerpts: The U. S. CongreSs Handbook'1975

'18. "Learni"ng Disabilities" from The Futures'of Children

19. Facts and Issues - Reform: Does Congress Need It? - League of

'Women-Voters

20. Facts and Issues - U. S. Congress:' Architects of Compromise orAgents of Change? - League of Women Voters

21. Fact Sheet on the Handicapped: Auti'sm

-

,B In addition to the Notebook the following supplementary materials

were distributed:.

1. Adult Education Procedures: Handbook of Tested.Patterns for

Effective Participation. Paul, Bergevin, Dwight Morris, Robert M.

Smith, 'New York: ,Seabury Press. 1963.

This book. discusses a number Of different training techniques inaddition to the-ones demonstrated in the course of: the Conference. It,

is designed principally to aid in the selection, planning and'conduct-

ing of, activities for ,effective training..

Advocacy: "A Role for DD Councils, James L., Paul, Ronald Wiegerink,

G. Ronald Neufeld$ Eds., DD/TAS, 1975.

Material in this docuMent was developed out of a National Conference

on Initiative Functions of Developmental Disabilities Councils spon-

sored by'DD/TAS. Chapters in the monograph include: AdvocacyPotential; Consumer as Advocate; Planning and Evaluation; ConsUMerism.;.Regionalism; Reveune Sharing; Public Awareness; Legal Developments;

Leal Issues; and DeinstitutionalizatiOn. The appendices includeascriptions of the Structure and ratidnale of the Conference and listConference staff, consultants and participants,

3. Recommendations for Guidelines for a National Public Aware4ess,

i(Effort for DD, Ruder and Finn, Inc., DD/TAS, 1975.

The first chapter of the report discusses'the overall task, programassessment' and approaches. The second chapter explores the multipleconsiderations involved in prog'ram design and planning. Program

127

.

f.

.recommeffdatiOns,are featured in the'thirdchapter. Finally, the',1atchapter deals-with 'issues of implementation and cost::'.

4. Synergism for the Seventies, Proceedings of, the Conference forState Planning and Advisory Councils for the Dev.e19pmentallyDisabled, Reston,Virginia: Council ,for ExCeptional Children,1973.

., . ,..

This document is the Conference prpceedirigs-of the National Conference'for State Planning and Advisory Councils on SerVices anacilities .

for the Developmentally Disabled and includes chapters'6n planning' andevaluation, reaching special populations amongbdeveloOmentaly dis-abled people using other federal resources, state.legiilative andadministrative action, special services, future national strategy, -

delivery of services, state advisory Councils, and innovative programsand sources of funds.

, ..

.

5. Themes and Issues,, James L. Paul, Pascal Trohanis, Ed's., DD/TAS,1975. .

..

,,,, .

,

The first three of an on-goi6g.series of topical papers on'Develop- i6,,

mantal_Disabilities,were OStribilted.i' -:'

..'.

.,

1. "The State PlanniRg and Advisory cOuncil on Developmental Ditabili-tiee, by bonald'JI,Stpdman

...

i

... ,,2. "Relati anshtps Between A DeveoOmentalDisabilities Covvil and

State Serihte Agencies": by AndteW-5., Halpern. ,,

,

i..

I. .

,3. "DimeQsTonS pf arly Detection of Developmental,Disabilitlesv,by John .H1 fleier. : ,

, .

ce.0

Subsequent issue§"being 'cu'rrent'ly developed include:.' . .

4. "Insuring he Legal Rights of the-Developmentally 'Disabled", by'DpnaldAD.' Mayer,.

0 ,, . .

.

... ,

5., '1*11,e'tbe:Coospmer in Pl.annihg and Delivering Sericices",..

. ,

i '1)1 Fi..cink :t,,tai:r en

_

114

128

V

4

A

r-7 :'to -

.5

APPENDIX I I I

EVALUATION gEPORT

.115

ti

6P a

,P

4),

Conference Evaluation

Each partitipant was'askqd to complete and return a Conference evalua-tion form, which provided feedback as well as valuable suggestions formodifications, in the Conference design.

As stated previously, the four majOr goals of the Conference were:

1.--To develop skills in a two-person team from each DD Council inorientation techniques and -methodologies.

2. To intrgduce each team to a "resource kit" of materials ondeveloPmental disabilities to support their own.council's,orientation activities.

I

3. To assist each team to prepa.e a'plan which would identify andmeet the orientation needs of their Council.

4. To facilitate responsive and appropriate follow-up \to teams inimplementing their orientation plan.

Table 1 demonstrates the extent to which these goals were met, as ratedby the participants attending each Conference. Responses indiCate that,with only, two exceptions, all 'of the participants considered that the fourgoals were either "met" or. "partially met" at each Conference. Additionally,,ah average of 77% of the responses reflect that all goalS were onsidered"met." Goal .4 received the highest proportion of "partially me ' responses(50'.:, 23.5%, and 44% for the three Conferences), which indicates ambiguityabout the nature and extent of DDATAS' follow-up pppOrt. This goal is`understandably difficult to assess "before the fact" of follow-upactivities.

.,-

EaCh.participant was asked to list the aspects of the meeting whichwere Most beneficial as well as those which-were of least use. 'Among theaspects,frequently mentioned as being of most benefit were the resourcematerials (particularly the Orientation Notebook); the individual planningassistant -assigned to each team; the variO* of techniques demonstrated;the high level of interaction among statedtOuncil 'representa ves and betweenstaff and participants; and the oppartunly for active invo4 ent in thetraining processes.

In responding to the questON.of llaich aspects were found to be-.

"least useful", the participant4ost fr*quently indicated: the lack offree time in which to informalrelexchange ideas and information with Councilmembers from other states; the'itngth ofthe Conference; lack of clearindication of follow-up; and el/wing sessions? Forty-two per cent (42%)of those completing the evalUat*In forms did not respond to this question.

Additionally, participantsiAre asked to rate several aspects relatingto arrangements for the meetings. -As illus rated in Table 2, those attend-ing each Conference rated (either good,,adNatel inadequate) the advanceinformation, timing, location, and agenda. Advance information proved to bethe aspea which received the widest range in ratinys across all three of the

116130

Si

meetings. The process of sending information prior to the meetings' was

complicated in some instances by late changes'and/or adOitions of partici-

pants. Both agenda and timing were highly rated with fair consistency (80%of participants at.all three meetings ranked .these aspects as "good").

The greatest variance appeared regarding the location of the, Conferences.

While 94% of those completing, evaluations considered the Conference siteat Timberline Lodge (near Portland) to be "good," the comparative rating of

Pheasant Run was only 22% "good," 22% "adequate," and 56% "inadequate."The poor rating of the Pheasant Run site appeared to result both from theexpense and size which may have hindered the close interaction experienced

at the smaller Timberline Lodge. The Chapel Hill location was generallyfavorably regarded with all participants considering it "good" or "adequate.

,General comments indicate that many of the participants left the meet-ings both with new skills and information and with renewed energy for work-

ing with their own Councils. Several unsolicited letters received since

the meetings reinforce this impression.

S.

I

tr

TABLE 1

Evaluation of Conference Goals

Location Chapel Hill Timberline Pheasant Run

Evaluation Met PM NM Met. PM NM Met PM NM

'N=16 4- 0 N=15 2 Q N=13 5 0

Goal 1 80% , 20% 0 83% 11%

i

0 72% -28% 0

A N=20 . 0 0 N=17 0 . 0 N=15 ,3- 0

Goa12 100% 0 0, 100% 0 0 83% 17%

'N=15 2 1 N=14 3 0 N=12 b Q,Goal 3 83%, 11%-- b% 82% .18% 0 67% 33%

N=10 9 0 N=12 4 1 N=9 7 0

Goal 4 50% 50% 0 70% 2.5% 6.5% 56% 44% 0

PM - Partially MetNM - Not Met

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a

TABLE a'

Evaluation of Conference,Details

Location Chapel Hill Timberline Pheasant Run

P

Evaluation Good Ad: Inad. Good Ad. Inad. Good Ad. Inad.

Advance N=10 6 2 N=5 7 5 N=6 , 7 3

Information 55% 33% 12% 29% 42% 29% 37.5% 44% 18.5%

N=15 2 1 N=14 2 1 N=14 1 1

Timing . 83% 11% 6% 82% 12% 6% 87%. 6.5% 6.5%

N=15 4 O. N=16 1 0 N=4 10

Location 80% 20% 0 94% 6% 0 22%, 22% 56%

N=16 3 0 . N=15 2 0 N=17 1

Agenda 84% 16% 0 88% 12% 0 r 94% 6%

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