Each One Reach One Training Workbook

EACH ONE, R EACH ONE™ PARTICIPANT WORK BOOK

COPYRIGHT

2009 - FIRE 20/20™

E1R1 V2.1 MAY 2009 USE OF THIS MATERIAL WITHIN YOUR D EPARTMENT AND COMMUNITY IS PERMITTED AND HIGHLY ENCOURAGED AND REQUIRES ATTRIBUTION TO FIRE 20/20

THIS BOOK BELONGS TO: IF FOUND PLEASE CALL: OR EMAIL:

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Each One, Reach One Workshop

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DESIRED OUTCOMES Participating in the Each One, Reach One Workshop creates the possibility for you to achieve the following: Identify the five key strategies for recruitment and retention and integrate them into the department's mindset. Build a model of the ‘ideal’ recruit to gain increased and specific knowledge about your current standards and their effectiveness. Build a detailed demographic “map” of your y our department’s area that aids you in strategizing and planning recruitment. Gain insight into the strengths and weaknesses of your team in regards to its ability to execute on a recruitment and retention plan. Create an overall one year strategy and plan that includes an inspiring direction, an organized approach and clear next steps.

YOUR TEAM’S DESIRED OUTCOMES:

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AGENDA Day One AM •

PM

Getting Started

•

>Opening Comments >Desired Outcomes >Agenda >Roles • •

Panel Discussion •

The Five Key Strategies: Strategies: > The Case for Change

•

The Recruiting Challenge Challenge Team Meeting:

•

What’s Working Working and What’s What’s Not •

The Recruit’s Perspective: Perspective:

Recruiting from the Outside In LUNCH

Team Meeting: Mapping Your Territory You Cannot Do It Alone > Working as a Team > Building Coalitions

END DAY ONE

Day Two AM •

•

Opening: Insights and Questions Team Meeting:

PM •

Clear Next Steps •

Creating a 1 Year Vision •

•

The Recruiting Campaign Campaign > The “9Ms” Team Meeting:

Team Meeting:

•

The Critical Transition Transition From the Workshop to the Firehouse to the Community Wrap-up

Creating the Plan LUNCH

END WORKSHOP

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TEAM MEETING: WHAT’S WORKING & & W WHAT’S NOT Meet with the other members of your team and discuss the following: Y O U R B E S T R E CR C R U I T I N G S T O R Y

Each team member takes 3-5 minutes to tell a story about their best recruiting and/ or retention effort over the last 2 years. R E P O R T C A R D R E V I E W

After you have told your stories, review the information from your “Report Cards” , reaching a consensus as a team on the grades, and complete the following, highlighting the most important two or three items. W H A T ’ S S W O R K I N G

Make a list of the activities and processes that have been most effective for recruiting over the last 2 years. W H A T ’ S S N O T W O R K I N G

Make a list of the things you have tried that have not met expectations or have not gotten off the ground over the last 2 years. Y O U R B I G G E S T H O P E

As a team, what are you most hopeful about in regards to recruiting and retention? Y O U R B I G G E S T C H A L L E N G E

As a team, what do you see as your most daunting challenge in regards to recruiting and retention?

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DEPARTMENT R ECRUITMENT ECRUITMENT AND R ETENTION ETENTION R EPORT EPORT CARD Please respond to the following, giving your department the appropriate grade: A – We excel at this aspect of Recruiting and/or Retention. Retention. C – We are getting by at this aspect of Recruiting and/or Retention.

F – We are failing at this aspect of Recruiting and/or Retention. N/A – We have not thought of or attempted to do this. Use a 1 year time-frame to rate the items below: Item 1.

Overall rating of Recruitment

2.

Overall rating of Retention

3.

Overall effectiveness of leadership within the fire department and its impact on Recruitment and Retention

4.

Energy and enthusiasm for Recruitment throughout the department

5.

Pro-active commitment and enthusiasm to retain firefighters

6.

Community outreach for awareness and recruitment of new firefighters

7.

Recruitment of “community champions” and other influential advocates within the community

8.

Programs and/or plans that assure the acceptance and success of new recruits

9.

Overall understanding and adherence throughout the fire department to a clearly understood mission and set of core values

10. Establishment of clearly understood goals and measurements for recruitment 11. Adaptation of training to fit fit the needs of volunteer firefighters 12. Pro-active recruitment of women and people of color into the fire department

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THE FIVE KEY STRATEGIES •

Re-establish a sense of vision and purpose…throughout your fire department. This will lead more commitment and involvement by many of your volunteers to both remain with the fire service and to recruit others.

•

Become more approachable… to your brothers and sisters in the fire service, your community and especially to new potential recruits. Make sure that people’s experience align with their expectations.

•

Become much more effective in competing for people’s time (outreach)… People have a lot of choices about how they want to spend their time and express their their desire to serve the community. A better understanding of individuals’ needs and the community’s needs will help you to better explain the benefits of volunteering in your Fire Department and lead to more targeted and focused outreach for potential recruits.

•

Adjust incentives to meet the needs needs of individuals… individuals… it’s “different strokes for different folks”. Understanding what motivates each individual goes a long way to incenting people to join and stay.

•

Adapt and adjust training so that it ceases ceases to be a barrier to entry… training is a critical part of the joining process in which recruits discover what the fire service is really all about while it prepares them to be safe and skilled firefighters. Volunteers come to the fire service with jobs, family family and other obligations. How can you be more flexible in helping them balance their preparedness to fight fires with maintaining their other commitments?

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MANAGING EXPECTATIONS FOR R ECRUITMENT ECRUITMENT AND R ETENTION ETENTION When we think about joining, sign up and become integrated into an organization we usually do so with a sense of excitement and anticipation. We form an idea about what it will be like based on what we’ve been told and shown, coupled with our own hopes and aspirations. We create a sense of what we expect to do, how we will act, how others will act towards us and how will we feel about it all. This idea arises from our imagination. We go through our day-to-day meetings and routines, constantly testing what really works for us within the organization. At the same time we observe what is happening to others around us, noticing who is doing well and who is struggling, who is being promoted and who is not, who is staying and who is leaving and who is powerful and who is not. These interactions and observations arise from our from our experience.

Ideas, Expectations and Experience E xperience

Stories & Legends Told • What We Are Told • Prior Experience •

Imagine

Expectations Evaluate Eval uate

•

Observe Do • Test •

Think & Feel

Experience

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T H E E X P E C T A T I O N / E X P E R I E N C E G A P

When what we expect and what we are experiencing do NOT line up it means one of three things: 1. Our experience exceeds our expectations -- things are better than we imagined them to be and we think and feel satisfied about what is happening to us and the world w orld around us. 2. Things are pretty much as we expected to be within a certain band of tolerance. 3. Our experience falls short of what we imagined imag ined and we begin to get dissatisfied about what is happening to us and the world around us. Most of us understand that our lives are filled with pleasant surprises and disappointments, and all live with the boundaries of a particular “Band of Tolerance”. This band forms within what is often referred to as the “bar”—and the bar rises and falls as things change.

E

valuation

=

E

xpectations

+ Experience

“WOW” Experiences Exceed Meet Fall Short

Rule of 7s: 7 tim es more people 7 times longer

Extreme Disappointment

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R ECRUITING ECRUITING FROM THE OUTSIDE IN: UNDERSTANDING THE OTHER POV We live in a world of untested untested beliefs and assumptions. We We observe a situation, attach meaning to what we see and take action, adopting our interpretation of the situation as “the truth”. Next we observe again, only this time we are likely to filter out o ut the information that does not support our original interpretation. We are doing all this simultaneously, creating a complex set of perceptual blocks that makes it very difficult to create a common view of what is “real”. These “perceptual blocks” are what are assumptions assumptions are all about. Assumptions are particularly powerful in our observations observations of people. The purpose of the recruit panel discussion discussion is to give you a chance to challenge your own assumptions about why people join and stay with the Fire Service.

NOTES ON PANEL DISCUSSION Your assumptions as to what motivates new recruits to join join and stay:

Your adjusted Point-of-View after listening to the Panel:

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MAPPING YOUR TERRITORY Using the Guide below, complete the formatted Mapping Your Territory chart. G U I D E T O M A P P I N G

Recruitment requires really knowing your department’s community—‘who, what, and where’. For that reason, we’re using the metaphor of creating a community map. We are not prescribing any particular graphical layout or format. What we are giving you is guidance on the categories of information you’ll want to gather. Churches, schools, businesses, civic and social organizations, leaders, etc. need to be identified. The people and organizations you identify are your department’s link to candidates. Determine your community’s demographics: What’s the breakdown by race, ethnicity, age, income, disability, etc.? etc.? What foreign languages are spoken?

• •

• •

•

Use these websites: www.factfinder.census.gov [Data [Data from the U.S. Census Bureau.] http://www.mla.org/map_data [The http://www.mla.org/map_data [The Modern Language Association (MLA) Language Map Data Center website offers reports repor ts on languages spoken by state, region, county, city or zip code.] http://www.schoolmatters.com [Yearly http://www.schoolmatters.com [Yearly demographic data for all the public schools in the country.]

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TEAM MEETING: MAPPING YOUR TERRITORY Using the information provide, complete the Community Mapping Chart as follows: 1. Total Population: What is the total number of people within the community

you serve? 2. General Distribution: Consider how the population in your community is distributed by percentage of: Urban, Suburban, Small Town and Rural. 3. % Firefighter Eligible: Of the total population, what percentage are actually available to potentially become firefighters. 4. Pie Chart Distribution: Divide the four circles of the Firefighter Eligible Population into proportional sectors using the following guidelines: Age: 18-24 / 25-39 / 40-60 / 60+ Race: Caucasian / African American / Hispanic / Asian / Other Annual Income: <$35, 000/$35,000 – $60,000/$60,000 – $100,000/>$100,000 Other: Any particular demographic that fits your need 5. Organizations: from the list of organization types on the previous section,

select 7-9 for focus in this task. Complete the information in the designated boxes: Current Relationship: Describe the current relationships the Fire Department

has with this organization. Who Knows Who?: Describe the personal relationships members of the Fire Department have with this organization (do not restrict to the Team). Potential Opportunity: What do you see as the primary opportunity for your relationship with this organization? U S E R E D F L A G S

A S A P P R O P R I A T E .

R ed F Flag - As you complete your yo ur chart, you will come to sections where you will not have the information asked for. In those cases draw a Red Flag on the chart indicating the information you need is missing and rate the Red Flag: 1. Critical Information 2. Nice to Have 3. Really not Important

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NOTES

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WORKING AS A TEAM: THE “STAR ” TEAM MODEL

Source: ©1994 Interaction Associates LLC

S H A R E D

A N D M E A N I N G F U L

P URPOSE

The team’s task and reason for existing is shared by all team team members and motivates and inspires each. CI S P E CI

FI C AND

C H A L L E N G I

NG

G OALS

The team sets measurable results that satisfy both the organization’s and individual needs and demands extraordinary performance by team members. C L E A R R O L E S

Everybody on the team understands what they and others are responsible for in achieving the team’s goals. C O LL LL A B O R A T I

V E A P P R O A C H

Commonly understood plans and methods to accomplish the team’s goals are set up in a way to foster participation, cooperation and mutual support. C O MP MP L I

M E N TA T A R Y S K I L L S

The team has the right combination of knowledge, ability and experience required to get the job done.

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L E A D E R S H I P T E A M A S S E S S M E N T 1. We have a shared shared vision as as to what the team team will ultimately ultimately accomplish. accomplish. Strongly Agree (5)

Agree (4)

Neutral (3)

Disagree (2)

Strongly Disagree (1)

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2. The work of the the team is meaningful meaningful and and important important to me. Strongly Agree (5)

Agree (4)

Neutral (3)

Disagree (2)


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3. The team has clear, specific and and measurable measurable goals. Strongly Agree (5)

Agree (4)

Neutral (3)

Disagree (2)


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4.

I am personally inspired by the team’s goals.

Strongly Agree (5)

Agree (4)

Neutral (3)

Disagree (2)


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5.

I clearly understand my role on the team.

Strongly Agree (5)

Agree (4)

Neutral (3)

Disagree (2)


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6.

I clearly understand the roles of the other team members and the leader.

Strongly Agree (5)

Agree (4)

Neutral (3)

Disagree (2)


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7. Within my team are all the the skills it needs to to be successful Strongly Agree (5)

Agree (4)

Neutral (3)

Disagree (2)


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8. Team members members respect and listen listen to each other. other. Strongly Agree (5)

Agree (4)

Neutral (3)

Disagree (2)


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9.

My team effectively deals with internal conflict and disagreements.

Strongly Agree (5)

Agree (4)

Neutral (3)

Disagree (2)


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10. I can rely on my team members to openly support the things they agree to. Strongly Agree (5)

Agree (4)

Neutral (3)

Disagree (2)


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TEAM MEETING: THE FUTURE OF R ECRUITMENT & R R ETENTION ECRUITMENT & ETENTION You have attained a more thorough understanding of the Current State of your recruitment and retention efforts through the Team Report Card, Territory Mapping and Team Assessment activities. Before you move on to planning the activities that will comprise your Recruitment and Retention Program, it is important to solidify solidify a clear vision of where you want to be one year from now.

Current State

How We Get There

Future State

CREATING A 1 YEAR VISION To create a 1 year vision for your Recruitment and Retention Program, follow the steps below: 1. The Vision, 1 Year from Today: Today: Describe where you want to be as a department on the 5 Key Strategies, one year y ear from today: •

Re-establish a sense of vision and purpose

•

Become more approachable

•

Become much more effective in competing for people’s time (outreach) (outreach)

•

Adjust incentives to meet meet the needs of individuals individuals

Adapt and adjust training so that it ceases to be a barrier to entry Add any additional areas of expansion or improvement. •

2. The Big Changes: Changes: Look at your vision and ask yourselves the question – “What Big Changes do we have to make to make this vision real?” Capture this information on your chart.

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VISION SCENARIO: 1 YEAR FROM NOW R E - E S TA T A B L I S H A S E N S E OF O F V I S I O N A N D P UR UR P O S E

B E C OM O M E M OR OR E A P P R O A C H A B L E

B E C OM O M E MU M U CH C H M OR O R E E F F E C TI T I V E I N C OM OM P E T I N G F O R P E O P L E ’ S S T I M E ( O U T R E A C H )

A D J US U S T I N C E N T I V E S T O M E E T TH T H E N E E D S O F I N D I V I D U A LS LS

A D A P T A N D A D J U S T T R A I N I N G S O TH T H A T I T C E A S E S TO TO B E A B A R R I E R T O E N TR TR Y

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BIG CHANGES: MAKING THE VISION R EAL EAL

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THE CAMPAIGN APPROACH: THE 9 MS The purpose of ‘The 9 M’s’ is to provide a structure structure for planning, implementing, and conducting your department’s recruitment campaigns. What’s with all these ‘M’s’? As we identified the different elements, a lot of words beginning with the letter ‘m’ showed up. Learning is always easier when we can find ways to make linkages and prod our brains into remembering. So we decided to find a word that begins with the letter ‘M” for each element.

9 M’s of Recruitment

Mentor

Mindset

Momentum

Map

Measure Messenger

Meet

Medium Message

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Though our representation of the 9 Ms is linear, its application application is not. While some elements may get more attention when you’re planning, all of them should be continually referenced as you make decisions and take actions. This is definitely the case with ‘Measure’. You will set measures to evaluate your campaigns at their beginning; should be making on-going on-g oing evaluations during the process, and evaluate more final results at some end point.

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M I N D S E T

A mindset is a fixed mental mental attitude or disposition disposition that predetermines predetermines a person’s responses to and interpretations interpretations of situations.* situations.* *The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2003. Published by Houghton Mifflin Company .

It’s also a thought processes characteristic of an individual or group.** **Roget's II: The New Thesaurus, Third Edition, copyright ©1995 by Houghton Mifflin Company.

A good way to understand your mindset or others’ is to understand your/their underlying assumptions about things. To get you thinking about ‘how you think’, consider the questions below. •

What’s your assumption about who makes the best recruiters in in your department?

•

What’s your assumption about who makes the best firefighters?

•

What’s your assumption about why people leave the fire service? service?

M A P

Recruitment requires really knowing your department’s communities—‘who, what, and where’. For that reason, we’re using the metaphor of creating community maps. We are not prescribing any particular graphical layout or format. What we are giving you is guidance on the categories of information i nformation you’ll want to gather. Churches, schools, businesses, civic and social organizations, leaders, etc. need to be identified. The people and organizations you identify are your department’s link to candidates.

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M E E T

The mantra of recruiting is: Relationships, relationships, relationships, relationships! When you have mapped your department’s communities, you should know who the formal leaders are and those people without a title who are looked up to and a nd respected—or what you can call ‘informal leaders’. You make the mantra operational by meeting with them! Who in your department already has connections to your communities’ formal and informal leaders? Who don’t know someone personally, but have h ave friends or acquaintances in their networks that do and would be able to make introductions? If you come up empty em pty handed and can’t find someone to make m ake an introduction, then the next step is to identify those in your department who have a knack for making friends and acquaintances. Types of meetings •

•

•

•

Leader to leader: Set up meetings with the fire chief and/or a command staff officer and individual community leaders. Focus groups: Arranged through the formal and informal leaders, representative members can be invited to participate in a focus group where you talk about recruitment. The department can also use some of the time to inform the group about prevention and life safety programs. ‘Breaking Bread’: The department and community organizations have meals together. Cook together at the station or eat at a community center where the department and your guests bring dishes. All the ways you’re meeting people today: Your everyday interactions with people—whether at church on Sunday to your children’s sports teams—are opportunities to engage in conversations about recruitment. Conversations get passed on. Six months from the time you spent talking to other shoppers while waiting in line at the supermarket can lead to a new recruit.

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M E N T O R

The classic mentor/mentee relationship is where an experienced, older person singles out a younger, less experienced person to develop and in many cases champion. Our take on a mentor/mentee relationship is different. We believe it’s important to make sure that there’s a mentor for each candidate you want to recruit. All candidates know they each have a mentor who will be a sounding board, advisor, and coach. We also believe it’s important that the entire department has a mentoring mentality—feelings of confidence, supportive energy and commitment from others are tangible. M O M E N T U M , , M M E S S E N G E R , , M M E D I U M , , M M E S S A G E

T H E C A M P A I G N

Identify the target audience and then consider: – Be aware of the timing of your campaign; the other Momentum – events that are going on, and how these can positively accelerate interest. – The most effective spokesperson. Who has the most m ost Messenger – influence? Who’s considered a hero? Who, when they speak, do people trust? – Use the medium—flyer, radio, TV, newspaper, etc.— Medium – that is most likely to reach the target audience. – The marketing message speaks directly to your target Message – audience. It gets their attention. It resonates with their needs and wants. It moves them to take action.

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M E A S U R E

Recruitment campaigns have to be evaluated. We need to know what worked and what didn’t work. So we set outcomes and ways to measure their achievement. In evaluation there are two approaches to determining measures: •

•

The quantitative approach uses numerical data which is objective objective in nature. The qualitative approach uses descriptions of situations situations or conditions and is subjective in nature.

Quantitative measures are volume (how many), time (how long), money (how much). Examples of quantitative measures for an Each One, Reach One campaign are:

-

Increase in the number of qualified people when compared to previous recruitment efforts. Decrease in the number of firefighters leaving in less than a year compared to previous recruitment efforts. Less money expended with better results compared to previous recruitment efforts.

What if you don’t have quantitative data to use for comparison from previous recruitment efforts? Then your baseline data starts with your first Each One, Reach One campaign. Qualitative measures collect information about peoples' perceptions, opinions and feelings about topics/ideas/experiences. This can be done with checklists and surveys. Sometimes, qualitative measures also include a quantitative value. For example, an answer to a survey question about the usefulness of a tool or new strategy may indicate how it saved time and money. When evaluating any endeavor it’s always important to balance the time spent on counting metrics and doing the real work. w ork. So with that in mind, we’re focused on measures that are both meaningful and practical.

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Identify all the organizations that are a part of and/or serve your community along with their informal and formal leaders: Faith-based Institutions, Interfaith Councils, Affiliate Youth Groups

Social organizations/gathering places: Associations Community centers Events/festivals • • •

Business organizations and businesses: Chambers of Commerce Women in Trades Restaurants Shopping malls Grocery stores Temp agencies Gyms, health clubs, martial arts dogos; companies that sell athletic equipment

Social service organizations organizations

High Schools: Public (guidance counselors/teachers) Private (guidance counselors/teachers) Alternative (guidance counselors/teachers) Home School Association Vocational (guidance counselors/teachers) ROTC GED programs Cadet programs Community service programs/clubs Newspapers/radio stations/websites Gym teachers/coaches Leadership programs/student council/Boys & Girls State Girls’ sports teams

City/County Department of Neighborhoods Department of Parks & Recreation Department of Health

• • • • • • •

• • •

• • •

• •

• • • • • • •

•

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Colleges, Universities, Post-High School Programs: Fraternities and sororities Nursing ROTC Women’s organized and intramural leagues Newspapers/radio stations/websites

National Community Service Organizations: City Year AmeriCorps (State, National, National, VISTA, NCCC)

Leadership Organizations Organizations and Service Clubs: Rotary Kiwanis Fire Corps Optimists Club Jaycees Lions Soroptimist Junior League

Civic Organizations

Employment Training: Job Corps Summer youth employment programs

Youth Organizations: Boys & Girls Clubs YMCA/YWCA Explorers Camp Fire Girl/Boy Scouts

• • •

• •

•

•

• • • • • • • •

• •

• • • • •

Military: Returning military • National Guard •

Media: Neighborhood Radio stations targeted at women and men of color College media and communication programs • •

•

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THE CAMPAIGN The purpose of this worksheet is to identify what’s what’s most important for structuring a recruitment campaign. It should help keep everyone involved working together within the same framework. 1. What’s the target audience? Identify one of the groups/organizations that you will target in your recruitment campaign. Make this group/organization the focus of the th e questions that follow. 2. What else is going on in the community that can help you build momentum for for the campaign?

Momentum:

Be aware of the timing of your campaign; the other events that are going on, and how these can positively accelerate interest.

3. Who can be an effective messenger for for this audience? Why?

Messenger:

Who has the most influence? Who’s considered a hero? Who, when they speak, do people trust?

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The messenger(s) can come from the department, from the media, from sports teams; be religious leaders, business leaders, or someone from outside of the community who can be enrolled as a messenger. 4. What’s the best medium to to use to communicate about the campaign? Why?

Medium:

Use the medium—flyer, radio, TV, newspaper, etc.—that is most likely to reach the target audience.

5. What’s the message you you want to pitch? How does it incorporate what you’ve learned—needs, concerns, and motivation—about the target audience? Why will it be effective with the medium you’ve chosen?

Message:

The marketing message speaks directly to your target audience. It gets their attention. It resonates with their needs and wants. It moves them to take action.

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TEAM MEETING 4: 30 /60 / 90 DAY GOALS Once you have established your 1 year vision, the next step is to set monthly goals over the next 90 days. It is a good practice to revisit the goals every 30 days and establish a “rolling plan” where you continuously add the next 30 days to your plan. This allows you to learn and adjust as you go and tends to keep the goals aligned with the overall vision. Below are useful guidelines for writing effective goals.

S M A R T

G O A L S

Specific - A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions: Who: Who is involved? What: What do I want to accomplish? Where: Identify a location. When: Establish a time frame. Which: Identify requirements and constraints. Why: Specific reasons, purpose or benefits of accomplishing the goal.

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set. To determine if your goal is measurable, ask questions such as......How much? How many? How will I know when it is accomplished?

Attainable - When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.

Realistic - To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational motivational force. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.

Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency. See the example on the next page…

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E X A M P L E :

General (Weak) Lose some weight as soon as possible.

SMART (Strong) SMART (Strong) Lose 15 pounds at a steady rate over the next 8 weeks.

Get in touch with folks about joining the Fire Service.

Put together a plan to do some community outreach.

P L A N N I N G T H E F I R S T 9 0 D A Y S

Meet in your teams and set 3-5 goals at the 30, 60 and 90 day mileposts. Be sure the goals take into account the 5 Key Strategies: Inspiring Mission / Vision Effective Community Outreach Approachability Incentives Training

• • • • •

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TEAM MEETING: 30 DAY ACTION PLAN This is where the rubber meets the road. Your chances of success in the long run will be significantly determined by what happens in the first thirty days. days. As you complete your plan on the chart, use the following guidelines to ensure success: •

•

•

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Assign a GOAL NUMBER to each action you take. It’s important that there is a clearly understood path between each action and the goal it supports. ACTIONS are clearly defined. Use the same principles you used to develop your SMART goals to define the actions. Include a completion date and, if ongoing, how you will know it is on track.

Each action needs a POINT PERSON who is ultimately accountable for its accomplishment. Though the Point Person is not always the “Doer” “ Doer” they are always the “Driver”. STAKEHOLDERS are critical to the success of any program, goal or particular action item. A stakeholder is anybody who participates in making the action happen, anybody who is affected by the action and all who need to know what is going on. Be sure to identify your key stakeholders and have a plan to appropriately involve them.

2009 FIRE 20/20™

Each One Reach One Training Workbook

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