2012 Blueprint Workbook

www.YP4.org

Blueprint for

Social Justice

Workbook & Curriculum

2011 Edition

2

This work is a remixed and updated version of the Blueprint for Social Justice Workbook & Curric-ulum licensed in 2009 to Movement Strategy Center, under the Creative Commons “Attribution-NonCommercial-ShareAlike 2.5” License. You are free:

To Share – to copy, distribute, display, and perform the work

To Remix – to make derivative works

Under the following conditions:

Attribution. You must attribute the work in the manner specified by the author or licensor.

Noncommercial. You may not use this work for commercial purposes.

Share Alike. If you alter, transform, or build upon this work, you may distribute the resulting work only under a license identical to this one.

For any reuse or distribution, you must make clear to others the license terms of this work. Any of these conditions can be waived if you get permission from the copyright holder. To view a copy of the full license, visit http://creativecommons.org/licenses/by-nc-sa/2.5/ or send a letter to Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA.

Credits

License

Original Blueprint for Social Justice development team: Rachel Burrows, Taj James, Jidan Koon, Mateo Nube, Neelam Pathikonda, Lisa Russ, Calvin Williams, and Kristen Zimmerman Additions to the 2009 Blueprint for Social Justice development team: Jeremy Bearer-Friend, Sophia Kizilbash, Zach Dryden 2011 Blueprint for Social Justice development team: Zach Dryden, Sakeena Gohagen, William Dennis, Joy Lawson, Rebecca Thompson, Vincent Villano, Cedric Lawson, Danny Montes, Alex Hill, Kendal Nystedt, Bernardita Yunis, Jos Truitt, Eddie Garcia, Sam Menefee-Libey, Peter Gallotta, Imran Battla, Durryle Brooks, Jameelah Mu-hammad, Teresa Obrero, Crystallee Crain 2012 Blueprint for Social Justice development and training team: Zach Dryden, Sakeena Gohagen-Kenton, William Dennis, Joy Lawson, Paloma Ibañez, Rebecca Thompson, Sasha Ahuja, Marisol Becerra, Dorien Blythers, Sesali Bowen, Jamarr Brown, Lizette Ceja, Dustin Cox, Crystallee Crain, Eduardo García, Matthew Harris, Diego Janacua, Andrew Jenkins, Sophia Kizilbash, Jess Klein, Robin Lane, Cedric Lawson, Daniel Leon, Felipe Matos, Jameelah Muhammad, Rajiv Narayan, Kendal Nystedt, Raquel Ortega, Lilly Padía, Corey Paris, Ashli Ridenour, Kelley Robinson, Nick Savelli, Yvonne Tran, Vincent Villano, Poy Winichakul, Mike Woodward The original Blueprint for Social Justice was developed by the Movement Strategy Center (MSC) for Young People For. The Power Map exercise was adapted by MSC, based on materials devel-oped by Scope. The Tactics Escalation worksheet was adapted by MSC, based on materials de-veloped by SOUL, the School of Unity and Liberation.

http://creativecommons.org/licenses/by-nc-sa/2.5/

3

Table of Contents

Blueprint Basics

Overview, Key Dates and Benchmarks

4

Creating Your Vision

Dream Big! Campus and Community Visioning

Examples of Effective Vision Statements

5 6

Assessing Your Community

Choosing an Issue

Community Scan

Root Cause Tree

Intersectionality

7 9

11 14

Setting Goals and Deliverables

Goals and Deliverables

15

Sustainability in the Movement Personal Sustainability Wheel Self-Care Assessment Creating a Self-Care Plan

17 18 21

Creating Your Strategy

Identifying Key Players

Power Mapping

Choosing an Approach

Choosing a Vehicle

24 27 31 35

Planning Your Work

Tactics and Activities

Tactics Escalation

Project Timeline

37 38 39

Budgeting and Fundraising

Budget Priorities

Budget Proposal

41 42

Succession Planning and Leadership Development Leadership Characteristics

Identifying New Leaders

Effective One-on-One Conversations

Ladder of Engagement

43 44 45 46

Blueprint Proposal Template

47

4

BLUEPRINT BASICS OVERVIEW The Blueprint for Social Justice is a unique opportunity to plan and execute an intentional, sustainable and community-driven project that aligns with your vision for social change. The Blueprint for Social Jus-tice includes the Blueprint curriculum, the Blueprint workbook and the Blueprint proposal and process. The Blueprint curriculum is the social change training provided at the National Summit. The Blueprint workbook compiles the key tools taught at the Summit. The Blueprint proposal and process is the process by which you submit your plan of action to YP4 after the National Summit. With direct consultation from YP4, you are provided with the support, re-sources, and technical assistance necessary to ensure that your Blueprint is sustainable, strategic and supported. YP4 doesn’t tell you what to think, what issues to work on or which candidates to support. Some of the projects YP4 has supported include Blueprints designed to:

Launch progressive blogs and publications

Conduct research and make policy recommendations (at the university, local, state or national level)

Organize the student body or a community around an important issue

Create new alliances, coalitions and networks on campus

Support a fellow’s individual leadership development through trainings, conferences and more

Support an internship placement at a local progressive organization To see other fellows’ Blueprint proposals, check out www.youngpeoplefor.org/fellows/blueprints. KEY DATES AND BENCHMARKS

Applications for the 2012-2013 Alumni Board due Tuesday, January 31st

Applications for 2012-2013 Fellowship Program due Tuesday, January 31st

Final Blueprint Proposals due Sunday, February 5th

Final Budget Proposals and Fundraising Plans due Sunday, February 26th

Front Line Leaders Academy Training #1 May 2-6, Location TBA*

Blueprint Evaluations and Next Steps due Sunday, May 13th

YP4 2012 Midwest Regional Training June 14-17 in Madison, WI*

YP4 2012 Western Regional Training July 12-15 in Tucson, AZ*

Front Line Leaders Academy Training #2 July 26-29 in Charlotte, NC*

YP4 2012 Southern Regional Training July 26-29 in Charlotte, NC*

YP4 2012 Northeast Regional Training August 9-12 in Newark, NJ*

Front Line Leaders Academy Training #3 October 11-14, Las Vegas, NV*

2013 YP4 National Summit January 18-21, 2013 in Washington, DC

Front Line Leaders Academy Training #4 January 17-20, 2013 in Washington, DC *Dates and locations for 2012 trainings are tentative and subject to change.

5

CREATING YOUR VISION TOOL: Dream Big! Campus and Community Visioning

Overview This tool uses drawing and/or free-writing as a way to envision how you want your campus or community to look in the future. Why Use This Tool? An old Japanese proverb warns that “Vision without action is a daydream. Action without vision is a night-mare.” A common mistake social change agents make is taking action after action without having a clear vision. We need to have a clear picture of the world we want to create in order to plan how we will get there. Our values drive our vision, and our vision in turn drives our work. If we are not led by vision, we fall into reacting instead of proactively transforming our community, country, and world. How Do I Use This Tool? Use this tool either individually or with the group of people you plan to work with on your Blueprint project. As an individual, this tool will help you clarify the social change you want to create. As a group, this tool will help you discuss your common vision, and then develop a shared strategy for reaching that vision. What is the problem or challenge that your Blueprint for Social Justice seeks to address? What are the values that are associated with your work on this problem or challenge?

6

CREATING YOUR VISION Examples of effective vision statements

What is your dream for your campus or community? What do you want the world to look like when you’ve accomplished your goals? Fill the space below with images or text that convey your dream.

Write a draft vision statement for your Blueprint for Social Justice. Remember, your vision statement should be concise (1-3 sentences), inspiring, credible, clear, and show your commitment. Examples of Effective Vision Statements “We envision a society that supports and nourishes same sex relationships, marriages, and families.” – Katie McNamara, 2007 YP4 Fellow “My vision is for the young Native American ladies of Anadarko, Oklahoma to take pride in their heritage and community, to have high self-esteem, and to become leaders of the community and state, repre-senting their community in a positive manner.” – Maya Torralba, 2008 YP4 Fellow “We envision a world where access to basic healthcare is universal. We envision a world where individu-als are brought together to create a culture of awareness and action for the needs of others while creat-ing networks for action and inspiration.” – Alex Hill, 2007 YP4 Fellow “Our work is guided by our vision of a just and safe world where power and possibility are not limited by gender, race, class, sexuality, disability or age. We believe that equity and inclusion are the corner-stones of a true democracy in which the worth and dignity of every person are valued.” – Ms. Foundation

7

ASSESSING YOUR COMMUNITY

TOOL: Choosing an Issue Overview This tool will guide an individual or group through a brainstorming process, in order to choose an issue to address in their Blueprint. Why Use This Tool? Not every issue has an equal impact on people’s lives, and not all issues help build progressive power. We need to choose issues that impact many people’s lives, mobilize others to act, and build progressive power. How Do I Use This Tool? We encourage you to do this exercise in a group, so that your Blueprint reflects several people’s thinking about what the campus or community needs.

STEP 1: Start with the Dream Big! Campus and Community Visioning tool. Come to agree-ment on what the group would like to see for the campus or community in the long-term. STEP 2: Brainstorm a list of the issues that would need to be addressed in order to achieve your vision. (For example, if you envision a vibrant and diverse campus, issues to be ad-dressed might include student of color retention, relevant curriculum and ethnic studies pro-grams, lower tuition rates, affirmative action, etc.) STEP 3: Consolidate this issue list into a smaller number of primary issues to address through your Blueprint project. STEP 4: Review the key criteria for choosing an issue, and discuss which issues on your list meet all three criteria. Add criteria that may be specific to your situation. STEP 5: Choose one issue to address through the Blueprint. This decision may require some discussion or debate. Decide how the final issue will be chosen (e.g., through majority vote, consensus, etc.)

8


Key Criteria for Choosing an Issue 1) Is the issue deeply felt? Does the issue have important and concrete impacts on people’s lives? Picking a deeply felt issue is important because the more a problem affects people’s lives in a direct, concrete, and substantial way, the more likely people are to take action to address the problem. 2) Does the issue affect many people? It is important to pick an issue that affects a large group of people. The greater number of people im-pacted, the more people you can mobilize to address the problem. And the more people you can mo-bilize, the more power you have to effect change. 3) Does working on the issue promote core progressive values and build progressive power? While we work individually to address problems that impact our communities, we are also part of a larger movement to protect and promote core progressive values. Assessing the larger social justice movement, and its strengths and weaknesses, should also inform our choice of an issue. Some issues can be more timely and have more impact on building progressive power. For example, at certain points in time, the progressive movement is engaged in larger debates with conservative forces around key issues. Recent examples include gay marriage, affirmative action, the war in Iraq, etc. At these times, we must be able to strategically and collectively organize to protect core progressive values.

ASSESSING

9

YOUR COMMUNITY

TOOL: Community Scan

Overview This tool will guide an individual or group through an environmental scan of their community – taking them through the process of identifying the organizations, individuals, and campaigns (resources) working on their issues in their areas and identifying current collaborations and areas for potential col-laboration. Why Use This Tool? No issue is a stand-alone issue – all of the issues that we work on are connected to one another in some way. The fragmentation of the movement is something that weakens us. We also know that oppression is interconnected – that our multiple identities are both privileged and oppressed. Our work must build solidarity among groups that have been intentionally splintered in order to diffuse their power. By working together, across gender, race, class, sexual orientation lines, we can build our collective power. For this reason, an intersectional approach and effective alliances are integral to the success of our movement. This is inherently connected to the struggle for social justice and human rights and why we need to view our work in a more holistic lens. How Do I Use This Tool? It may be useful to complete the community scan as a group with other activists and organizers on campus or in the community. Others may be able to help you identify resources that you are unaware of. You may need to reach out and make connections with the resources identified. We encourage you to contact staffers and others affiliated with the resource to get more information about their work, con-duct informational interviews, spend a few hours this month volunteering, doing a site visit, or mean-ingfully engage in some other way.

10


TOOL: Community Scan

What is the primary issue you are working on or want to work on?

Why should those people or communities care about this issue?

Who are the organizations, people, or campaigns in your area already working on your issue?

Do you have any ideas about how you could encourage collaboration on

this issue or be a better ally?

Your Geographic Area Campus: State: City: Region:

Who do these organizations work with? Who are their partners and al-lies?

Are there people or communities miss-ing from the conversation? If so, who?

11


TOOL: Root Cause Tree

Overview The Root Cause Tree helps you visually analyze the symptoms (fruit), institutional causes (trunk), and underlying systemic causes (roots) of a problem. This tool helps you define your individual analysis about a problem if you complete it as an individual exercise, or create a shared analysis of a problem if you complete it with a group. Why Do I Use This Tool? Determining a problem’s root causes will help you avoid band-aid solutions or solutions that only ad-dress symptoms. Our analysis of a problem will determine the strategy we use to solve it. You must be able to articulate your analysis in order to develop a solution, and to identify appropriate allies and part-ners. It is important that people have a shared analysis of a problem so that they can have a shared plan of action to address the problem. How Do I Use This Tool?

STEP 1: Decide what issue to analyze using the Root Cause Tree. Typically, you want to ana-lyze the main issue that you’ve chosen for your Blueprint. STEP 2: Use the blank Root Cause Tree chart on the next page. Start by filling out the top level of the sheet with the impacts or symptoms of the issue. These impacts are represented by the fruit; they are problems that you can see or touch in your community. STEP 3: Ask yourself or the group, “What are the structures and policies that institutionalize the problems we see (the fruit)?” or “Why do these problems exist in our communities?” Fill in the trunk section with structures or policies that institutionalize the main issue you’ve chosen. STEP 4: Ask yourself or the group, “What are the underlying historical, social, political, or eco-nomic root causes of these problems?” or “Why do these structures or policies (trunk) exist?” Keep asking “Why?” in order to get to the root causes. STEP 5: Discuss what your analysis of the main issue means for your Blueprint project. Your Blueprint must go beyond the symptoms (fruit), and address structures or policies (trunk), in or-der to make lasting change in your campus or community.

12

Retention of POC on Campus

FRUIT:

What impacts or problems do you see facing the community?

High drop out rates for students of color on campus

Environmental Justice

High asthma and obesity rates among African-American kids

TRUNK:

What structures, practices, and policies institutionalize the problems?

Cutting affirmative action programs and POC specific retention plans Lack of POC mentorship due to lack of POC faculty and staff Dysfunctional k-12 public educa-tion not adequately preparing POC for college

Air pollution and other environmen-tal hazards in black neighborhoods Broken health system that does not provide care to poor youth Families are unable to afford healthy food

ROOTS:

What are the underlying historical, social, political, or economic root causes of these problems? Why do these structures or policies exist?

Racism: lack of educational access for POC in the past and currently Classism: tax cuts for the rich leads to less money for public ser-vices that poor people rely on

Racism: lack of economic and po-litical power for black families Classism: a rigid class system that keeps people in poverty Unsustainable practices: environ-mental degradation


Sample Root Cause Tree

13


Tool: ROOT CAUSE TREE

ROOTS: What are the underlying historical, social, political, or economic root causes of these problems? Why do these structures or policies exist?

TRUNK: What structures, practices, and policies institutionalize the problems?

FRUIT: What impacts or problems do you see facing the community?

14


INTERSECTIONALITY Historically, youth, women, people of color, immigrants, queer & trans, differently-abled, and low- in-come people have had difficulty accessing the resources they deserve. Leaders on all sides of politics have contributed to the marginalization of historically disadvantaged communities. We feel that the con-servative movement have made the marginalization of these communities a major part of their local, re-gional, national and international platforms. Most of the time it’s under the guise of securing our borders, stopping reverse racism, fighting socialism and most recently sold as taking back America. Because of issues of marginalization (certain communities being disregarded when working on these issues) it is critical that we work now to make certain that these needs are addressed in our work. This way of thinking requires some practice. Because our world functions (particularly in the West) from a very individualistic perspective, we often don’t see intersectional thought modeled for us. It is a mental practice to identify all the intersections that exist between our issues and get used to seeing things from this lens. Definitions

Power – institutional power (social, economic, and political power) Privilege – dominance and advantages systemically conferred onto a group based on charac-teristics usually outside of the groups’ control. Unearned power. Oppression – systematic, unjust repression and disadvantage. Intersectionality – linking of different systems of power and oppression, which can occur at different levels – individual, family, community, and institutional. Allows more people into the movement.

Commitments Below, write at least one commitment for yourself and at least one for your work.

I commit myself to the following:

I commit my work to the following:

15

SETTING GOALS AND DELIVERABLES

Overview This tool will help you clarify several goals to focus on and figure out the concrete products or outcomes of your Blueprint project. Why Use This Tool? Clear and specific goals, deliverables, and demands will guide your project strategy and activities. The lack of clear goals, deliverables, and demands often leads to aimless projects, taking on too many or unre-lated activities with no targeted outcome, and no concrete way to measure the success of your project. SMART goals help to clarify your goals and will guide your work. How Do I Use This Tool? STEP 1: Start with the issue you have chosen to address through your Blueprint for Social Justice project. STEP 2: Use this Goals & Deliverables worksheet to identify two to four main goals of your project. STEP 3: Use the SMART criteria to ask yourself the following questions about your goals:

Are my goals Sustainable? Are my goals more than a one-time fix?

Are my goals Measurable? Are they concrete and specific?

Are my goals Achievable? Do I have access to the resources and expertise to complete my

goals within my timeline?

Are my goals Relevant? Do my goals address a real need in my community? Have I talked to

the people most impacted?

Are my goals Time-bound? Are my goals compelling within the current political and social con-

text? Have I identified a deadline for myself? STEP 4: For each goal, identify one to three deliverables or demands that would be concrete products or

changes indicating your results have been met. NOTE: You may need to revise your goals and deliverables as you develop your strategy or implement your project. As you find out more information on the landscape around your issue (e.g., with the tools in the strategy section), your ideas for goals might change.

GOAL SETTING DEFINITIONS: A GOAL is a general statement about what you want to accomplish through your Blueprint project. Typically it could start with “Increase…” or “Decrease…” or action words such as “Build…” or “Lobby…” A DELIVERABLE is a concrete product or outcome of your Blueprint project. It is a way to assess whether you’ve met your goal or how far you have moved towards meeting your goal. A deliverable is usually something you can measure or touch. For example, a report, a blog, two campus-wide net-work meetings, 500 newly registered voters, etc. A DEMAND is a kind of deliverable. It is a specific policy change or action that you seek to win from a decision maker (concrete changes to the “trunk”). For example, inclusion of LGBTIQ issues in the university’s non-discrimination policy, adoption of energy saver light bulbs, ethnic studies classes for the local high school in Spring of 2009, etc.

16

Setting GOALS AND DELIVERABLES BLUEPRINT GOALS

GOAL 1: GOAL 2: GOAL 3: Deliverables or Demands These should be concrete outcomes (the fruit of your work) that will help measure your success in achieving your goals.

GOAL 1 Deliverable 1: Deliverable 2: Deliverable 3: Deliverable 4:



17

SUSTAINABILITY IN THE MOVEMENT Tool: Personal sustainability wheel

18

SUSTAINABILITY IN THE MOVEMENT Tool: self-care assessment*

The following worksheet for assessing self-care is not exhaustive, merely suggestive. Feel free to add areas of self-care that are relevant for you and rate yourself on how often and how well you are taking care of yourself these days.

Rate the following areas according to how well you think you are doing:

3 = I do this well (e.g., frequently)

2 = I do this OK (e.g., occasionally)

1 = I barely or rarely do this

0 = I never do this

? = This never occurred to me

*Self-care assessment adapted from Saakvitne, Pearlman, & Staff of TSI/CAAP (1996). Transforming the pain: A workbook on vicarious traumatization. Norton. Physical Self-Care

____ Eat regularly (e.g. breakfast, lunch, and dinner)

____ Eat nutritiously

____ Exercise

____ Get regular medical care for prevention

____ Get medical care when needed

____ Take time off when sick

____ Get massages

____ Dance, swim, walk, run, play sports, yoga, sing, or do some other fun physical activity

____ Take time to be sexual - with myself, with a partner

____ Get enough sleep

____ Wear clothes I like

____ Take vacations

____ Other:

Psychological Self-Care

____ Take day trips or mini-vacations

____ Make time away from telephones, email, twitter, Facebook, and the Internet

____ Make time for self-reflection, meditation, etc.

____ Notice my inner experience - listen to my thoughts, beliefs, attitudes, feelings

____ Have my own personal psychotherapy

____ Write in a journal or a blog

____ Read literature that is unrelated to work

____ Do something at which I am not expert or in charge

____ Attend to minimizing stress in my life

____ Engage my intelligence in a new area, e.g., go to an art show, sports event, theatre

19


____ Be curious

____ Say no to extra responsibilities sometimes

____ Other:

Emotional Self-Care

____ Spend time with others whose company I enjoy

____ Stay in contact with important people in my life

____ Give myself affirmations, praise myself

____ Love myself

____ Re-read favorite books, re-view favorite movies

____ Identify comforting activities, objects, people, places and seek them out

____ Allow myself to cry

____ Find things that make me laugh

____ Express my outrage in social action, letters, donations, marches, protests

____ Other:

Spiritual Self-Care

____ Make time for reflection

____ Spend time in nature

____ Find a spiritual connection or community

____ Be open to inspiration

____ Cherish my optimism and hope

____ Be aware of non-material aspects of life

____ Try at times not to be in charge or the expert

____ Be open to not knowing

____ Identify what is meaningful to me and notice its place in my life

____ Meditate

____ Pray

____ Sing

____ Have experiences of awe

____ Contribute to causes in which I believe

____ Read inspirational literature or listen to inspirational talks, music

____ Other:

*Self-care assessment adapted from Saakvitne, Pearlman, & Staff of TSI/CAAP (1996). Transforming the

pain: A workbook on vicarious traumatization. Norton.

20


Relationship Self-Care

____ Schedule regular dates with my partner or spouse

____ Schedule regular activities with my children

____ Make time to see friends

____ Call, check on, or see my relatives

____ Spend time with my companion animals

____ Stay in contact with faraway friends

____ Make time to reply to personal emails and letters; send holiday cards

____ Allow others to do things for me

____ Enlarge my social circle

____ Ask for help when I need it

____ Share a fear, hope, or secret with someone I trust

____ Other:

Workplace or Professional Self-Care

____ Take a break during the workday (e.g., lunch)

____ Take time to chat with co-workers

____ Make quiet time to complete tasks

____ Identify projects or tasks that are exciting and rewarding

____ Set limits with clients and colleagues

____ Balance my caseload so that no one day or part of a day is “too much”

____ Arrange work space so it is comfortable and comforting

____ Get regular supervision or consultation

____ Negotiate for my needs (benefits, pay raise)

____ Have a peer support group

____ (If relevant) Develop a non-trauma area of professional interest

Overall Balance

____ Strive for balance within my school, social activism, work-life, and work day

____ Strive for balance among work, family, relationships, activism, play, and rest

Other Areas of Self-Care that are Relevant to You

____

____

____

____

____

*Self-care assessment adapted from Saakvitne, Pearlman, & Staff of TSI/CAAP (1996). Transforming

the pain: A workbook on vicarious traumatization. Norton.

21

SUSTAINABILITY IN THE MOVEMENT Tool: creating a self-care plan*

*Adapted by Shirley Reiser, LCSW and Lisa D. Butler, PhD from materials provided by Sandra A. Lopez, ACSW, University of Houston

MIND Current Practice: New Practice:

BODY Current Practice: New Practice:

Emotions Current Practice: New Practice:

Spirit Current Practice: New Practice:

22



Work Current Practice: New Practice:

Relationships Current Practice: New Practice:

other Current Practice: New Practice:

other Current Practice: New Practice:

23



Barriers to maintaining my self-care strategies: How I will address these barriers and remind myself to practice self-care:

Negative coping strategies I would like to use less or not at all:

What I will do instead:

24

CREATING YOUR STRATEGY TOOL: Identifying Key Players

Overview This tool will help you identify the key people and organizations in the landscape of your Blueprint issue. It will also help you plan your strategy in terms of who to approach for support, who to target in your or-ganizing, and who you need to convince in order to move your project forward. Why Use This Tool? You need to know the key players in order to know who holds the power to give you what you want, who to partner and ally with, and who your opponents may be. Using this tool will also identify further re-search needed to identify key players and their position on your Blueprint issue. Using the Key Players tool with the Power Map creates a visual representation of the political landscape relating to your Blueprint project. How Do I Use This Tool?

STEP 1: Review the vocabulary and definitions on the Key Players form. STEP 2: Identify which specific individuals or groups play these roles in your campus or commu-nity, in relation to your Blueprint project. The key players will likely vary from goal to goal or demand to demand. For example, let’s say one of your goals is to start a college student group to support high school ethnic studies clas-ses, and one of your demands is to start a Chicano studies class in a local high school. For starting a student group, the decision maker may be the associated student body government and allies may be other student groups or sympathetic student government representatives. For starting a Chicano studies class, the decision maker may be the principal or local school board, while your allies may be sympathetic teachers, administrators, and ethnically-based student and parent groups. The Key Players form is most useful for complex goals or demands. STEP 3: Do any further research necessary to complete the Key Players form. Such research might include finding out how decisions are made on campus, talking to other student or faculty groups, researching the decision-making process of city council, etc.

25

CREATING YOUR STRATEGY Identifying Key Players for

Organizing and Advocacy Campaigns Key Player Definition Who are these players in your

campus or community?

Decision Maker A decision maker or other body you may have to con-vince to get your project under way

Constituency People impacted by the issue that your work addresses

Support and Resources Supports and providers of re-sources for your work

Deliverables The concrete products and outcomes you hope to pro-duce by the end of your work

Vehicle Form of organization or group

Obstacles Opposition or challenges to your work

Activities Activities that you engage in to complete your work

26

CREATING YOUR STRATEGY Identifying Key Players for

Non-Organizing and Non-Advocacy Campaigns Key Player Definition Who are these players in your

campus or community?

Target/Decision Maker The person or people who can give you what you want

Constituency/Our Folks The people impacted by the problem

Allies/Our Friends The people and organizations that can help you get what you want

Demands/The Goods What you want

Opponents/Obstacles The people and organizations that are against what you want – or, obstacles you will have to overcome

27

CREATING YOUR STRATEGY TOOL: Power Mapping

Overview The Power Map visually depicts the position of key players in relation to your Blueprint goals and de-mands. Their representation is based on (1) their degree of support for, or opposition to, your Blueprint goals and demands, and (2) how much power they have. Why Use This Tool? The Power Map helps you see your position in relation to other key players’ power and beliefs. It helps illustrate the distribution of power around your issue, which is a vital step in crafting a successful strate-gy to achieve your Blueprint goals and demands. It is also useful to help you figure out who has power in your communities (school, community, country, etc.). Building power means gaining influence and governance within four key areas of society: ideas, policy, resources and people. When progressives can determine what happens in these key areas, we have the power to shape the future of our campuses, communities and country to reflect our values. How Do I Use This Tool? We recommend that you use this tool with your closest Blueprint collaborators. The Power Map helps your group develop a shared view of the landscape around your Blueprint issue, which will inform your common strategy.

STEP 1: Create your own version of the Power Map tool. STEP 2: Use the Key Players form to brainstorm the key players related to your Blueprint goals or demands. STEP 3: Place each key player on the Power Map according to (1) their degree of support for or opposition to your Blueprint goals and demands and (2) how much power they have to make decisions on your goals or demands. STEP 4: After putting up all of the key players, discuss what the Power Map shows you about how power is distributed around your Blueprint goals or demands. You can use the questions on the Power Map Strategy Debrief (next page) to guide your discussions. The answers to these questions will create the essentials of your strategy. STEP 5: After your Power Map Strategy Debrief, revisit your original goals and deliverables form and make any necessary adjustments. As you implement your tactics and activities, the positions and power levels of key players will continue to shift. Add to or revise the Power Map as necessary to reflect your evolving research and Blueprint project. Your goal is to shift everyone on the Power Map up (build power) and to the left (in support of your goals and demands).

28

CREATING YOUR STRATEGY TOOL: Power Mapping SCENARIO

United Students Against Sweatshops at North Star State College Scenario At your University, the United Student Against Sweatshops (USAS) group has been gaining momentum. The problem as the USAS group defines it is that although universities have adopted anti-sweatshop policies, university apparel is still made under sweatshop conditions in factories around the world. Stu-dents with privilege (college students) in the developed nations need to stand in solidarity with laborers (mostly women of color) who are exploited for their labor and work under unfair labor conditions. The goals of USAS at North Star State are:

Fight for fair labor conditions around the world including humane working conditions and living wag-es

Increase awareness of sweatshop labor and the role consumers play in sustaining sweatshop condi-tions at North Star State

Increase USAS membership at North Star State The work of USAS at North Star this coming school year is focused on winning one concrete policy change: get North Star State’s administration to affiliate the university with the Workers Rights Consorti-um (WRC). The WRC is an independent monitoring agency charged with investigating factory conditions in collegiate apparel producing facilities. If the university affiliates with WRC, the university would only buy apparel made in factories that either have democratic unions or have made a concrete commitment to ensure neutrality in the face of organizing drives, and pay a living wage. There are at least a dozen student groups on campus that are part of a coalition led by USAS called Don’t Dress to Oppress. These student groups rally together to urge the university to affiliate with the WRC. The most active supporters that turn out students to the coalition activities are the Third World Majority and the Amnesty International North Star chapter. When the Don’t Dress to Oppress group scheduled to meet with the President of the university, the of-fice told them that the President would not meet with them until the next semester. Then after some ad-ditional pressure and a petition drive that documented 300 students supporting affiliation with the WRC, the President agreed to meet with Don’t Dress to Oppress representatives. During the meeting, Presi-dent Shrub stated that he supports workers’ rights and that university affiliation with the WRC may affect many of the operations of the Student Store. He would need more time to identify what it would really mean, financially and otherwise, to affiliate with the WRC. It has been two months and the President’s office has not replied to any follow up message from the Don’t Dress to Oppress Group. In addition, it seems that the Student Store workers oppose affiliation with the WRC because they have heard that it would up the cost of buying the apparel leading to lower wages for those working at the Student Store. Don’t Dress to Oppress has put out a call for the universi-ty to stop stalling.

29

OU

R A

GE

ND

A

OP

PO

SIN

G A

GE

ND

A

POW

ER M

AP

DECISION-MAKING POWER

Decis

ive D

ecis

ion

Makin

g P

ow

er

or

Influence

Active P

art

icip

ant in

D

ecis

ion M

akin

g

Majo

r In

fluence o

n

Decis

ion M

akin

g

Taken into

Account

Can G

et

Att

ention

Not

on t

he R

adar

Die

Hard

Ally

A

ctive S

upport

er

Inclin

ed T

ow

ard

s

Inclin

ed A

gain

st

Active O

pponent

D

ie H

ard

Opponent

30

CREATING YOUR STRATEGY POWER MAP: Strategy Debrief

Completing the Picture What other information do we need to find out in order to complete our Power Map? Do we know where all the key players stand regarding our goals and demands? If not, how will we find out? Consolidating and Building Power Do we have enough power right now to achieve our goals or demands? Why or why not? How will we build power to achieve our goals or demands? What allies should we work with? How will we consolidate their support? Who is on the fence about our goals or demands that we should reach out to and convince? How will we win their support? What constituencies should we mobilize? How will we do that? Dealing With Opposition or Challenges Who is likely to oppose us or what are the likely obstacles or challenges to our success? Who has influence over the decision maker/s? How will we convince them to support us? What is important to the decision maker/s? How can we use their wants/needs to our advantage?

31

CREATING YOUR STRATEGY TOOL: Choosing an Approach

Overview This tool will help you choose a primary approach that matches your strengths and suits the needs of your Blueprint issue. The following worksheet presents strengths and limitations of different approaches, and then offers a series of guiding questions. Why Use This Tool? This form presents seven key approaches used in successful social movements. In a strong movement there is a division of labor. One person or organization cannot be good at all things. Instead, people should focus on approaches that fit their strengths, and coordinate with others using different, compli-mentary approaches. Therefore, to achieve your Blueprint goals and demands, choose an approach that will have the strong-est impact and fits your unique talents. Find individual or organizational partners who are using different approaches. How Do I Use This Tool? This exercise can be done individually or in a group.

STEP 1: Read the Overview of Approaches to Social Change form, which summarizes defini-tions, strengths, and limitations of different approaches. Feel free to write in additional strengths or limitations of the approaches, based on your specific Blueprint and situation. STEP 2: Answer the series of debriefing questions following the Overview of Approaches to So-cial Change.

32

CREATING YOUR STRATEGY Approaches to Social Change

Approach Activities Strengths Challenges

Direct Service

Provide service directly to the community, com-munity residents, or both.

- Food and clothing drives

- Park clean-ups

- Medical advocates

- Community health clinics

- Shelters (homeless, domestic violence) - K-12 educational mentorship program

- Provides vital services to individuals, families, and communities who often lack access to resources, and whose needs and interests are often overlooked or ignored within the larg-er society. - Addresses immediate needs and ensures basic survival.

- Does not create insti-tutional change. - Works within the sys-tem instead of trans-forming the system. - Can get stuck in tradi-tion.

Community Organizing

Develop a membership or group that can be mobilized to fight for specific demands around social justice

- Membership drives

- Petitions

- Call-in campaigns

- Pickets

- Boycotts - Town hall meetings

- Direct action

- Fundraising

-Builds community and power of those directly affected by an issue. - Builds leadership of those directly affected by an issue. - The power of num-bers can overcome a lot of resistance. It is often the only avenue for marginalized com-munities – people with-out a voice, resources, credibility, or influence. - Can create institution-al change.

-Takes a lot of time. - Usually need trust and longer-term pres-ence in a community in order to organize. - Building leadership of affected communities takes a lot of work.

Advocacy

Represent constituen-cies not currently at the table for specific de-mands around social justice

Same as above – ex-cept advocacy involves a smaller group of indi-viduals who speak on behalf of others. May also include: - Starting a task force or commission on an issue

- Testifying to decision makers

- Lobbying

- Requires a smaller group than organizing. - Good role for people who are not members of affected groups. - Often one doesn’t have to mobilize a big group in order to win a meaningful change.

- Depends on the credi-bility or influence of the advocates. - Advocacy may not be enough to win some changes – when the resistance is strong, a small group of people often are not effective enough. - Does not build leader-ship for large numbers of people from affected groups.

33

CREATING YOUR STRATEGY Approaches to Social Change

Approach Activities Strengths Challenges

Alliance Building

Create spaces or forums to link groups for infor-mation sharing or collab-oration

- Coalition building

- Communications and activities collaboration and coordination

- Joint campaign plan-ning, joint platform

- Resource sharing

-Builds on strengths, work, and membership of existing organizations. -Reduces duplication and competition. -Increases collaboration, relationship building. -Increases awareness across organizations, issues, populations.

- Alliances are hard to keep together – different historical divides are hard to overcome. - Divide and conquer tactics work to break coalitions. - Competition for re-sources or recognition. - Individual member or-ganizations have no money or time to take part in collective/alliance activities.

Capacity Building, Edu-cation & Leadership Development Develop sustainable leadership, skills, and knowledge of others

- Training

- Institutes

- Classes

- Field trips and expo-sure to new experiences

- Builds people’s ability to keep fighting for social change beyond the issue of the moment. - Increases efficiency of groups because their members are gaining new skills. - Builds sustainability for efforts because there will be new leaders who can maintain the work after current leaders move on

- Takes a lot of time to build leadership – expe-riential learning, step by step. - People often don’t have time to do training or professional develop-ment because they are too busy doing every-thing else.

Idea Creation: Media, Research, Communica-tions & Culture

Create knowledge and promote ideas usually through media, research, and culture

- Reports

- Surveys, polls

- Writing articles

- Films

- Songs - Posters, photo exhibits

- Magazines

- TV shows

- Cultural/ethnic tradi-tions: dance, ceremony, arts, song

- Research and data is crucial to back up pro-posed policy changes. - Creating culture around issues makes it appealing and accessi-ble to more people. - Arts and culture is key to the survival, articula-tion, and development of different identities and traditions.

Many mainstream media outlets do not like to publicize social change projects or ideas.

Governance

Push for social change from within institutions or positions of formal (elected or appointed) decision-making power

- Running for office

- Voter registration

- Becoming a member of a formal decision making body (e.g., student re-gent, task force member, police review board, etc.)

You don’t have to de-pend on someone else to change policy, you as the decision maker get to decide and change it yourself.

- Often times one has to compromise to stay in a position of power. - Takes resources and time to run for office; the bigger the office, the more resources.

34

CREATING YOUR STRATEGY Approaches to Social Change: Debrief Questions

1) What approaches are currently in use to address your issue and/or demand? Refer to your Power Map. 2) What approach could be strengthened to substantially help the cause? For example, if there is a mediocre media strategy already in place, would putting more energy into the media approach substantially help the cause? 3) What approaches are not currently in use and, if added, could substantially help the cause? For example, if the organizing approach around your issue is strong but there is a lack of data and research on the issue, perhaps using a research approach in your Blueprint could substan-tially advance the work. 4) If you do not know the answers to these questions, who could you ask? 5) Are there certain approaches that particularly fit your expertise, experience, or interests? 6) Based on the answers to the above questions, which approaches seem like the best match for your interests and your issue?

35

CREATING YOUR STRATEGY TOOL: Choosing a Vehicle

This tool will help you determine what vehicles you currently work from, as well as what additional vehi-cles are needed for your Blueprint strategy. A vehicle is the structure or organization that you use to implement your approach. Not all groups or or-ganizations can implement all kinds of approaches or strategies. For example, a student union may be successful at mobilizing a student base (organizing approach), but may not be successful at producing a film (idea creation approach). If you choose to make a film for your Blueprint project, you will need to work through a film department, local media outlet, or some other organization with an expertise in film. Depending on your approach and other aspects of your strategy, you will need to choose a specific and appropriate vehicle to implement your Blueprint. STEP 1: Refer to the primary approach/es that you have chosen. STEP 2: Fill out the Choosing a Vehicle worksheet. If you choose more than two vehicles by the end of the sheet, you are probably spreading yourself thin. Your vehicle is the primary group that you will be based out of to implement your approach. This does not include your allies or other organizations you will be working in collaboration with. Choosing A Vehicle A vehicle is a structure or form of organization. Typical vehicles present in communities and campuses include:

Your vehicle is the primary group you will be based out of to carry out your approach. This does not in-clude your allies or other organizations you will be working in collaboration with. 1) What kind of vehicle will you need to implement your strategy and approach? 2) Does this kind of vehicle already exist in your campus or community? If so, what is it’s specif-ic name (e.g., a 2. religious institution called the “People’s Temple” or “First Congregational Church”). 3) Could you work from within any existing vehicles in your campus or community that you are NOT currently a part of? Is the mission of the group aligned with your Blueprint? Would the group provide support to you? What kinds of support?

Nonprofit organizations Faith-based institutions Foundations Coalitions

Student groups Unions Networks Alliances

Businesses Electoral parties

36

CREATING YOUR STRATEGY TOOL: Choosing a Vehicle

4) What kinds of vehicles are you already a part of and what are their specific names? 5) Could you work from within any vehicles that you are ALREADY a part of? Is the mission of the group aligned with your Blueprint? Would it provide support to you? What kinds of support? 6) Do you need to create your own new group or organization? 7) Could you create a subgroup within an existing group or should it be an entirely new group? 8) How will the new group or organization sustain itself after you transition out? 9) Based on all the answers above, which vehicle seems most suited to you and your Blueprint needs?

37

PLANNING YOUR WORK TOOL: Tactics and Activities

Overview This tool will help you brainstorm and decide on the specific activities you will undertake to achieve your Blueprint goals. This process will also assist you to map out your tactics and activities in escalating or-der. Why Use This Tool? Implementing a set of activities or tactics without an end goal can waste a lot of time and resources. This tool helps you choose activities that are specifically linked to your strategy and goals. Also, campaign, tactics and activities should happen in escalating order. In other words, start small and build momentum instead of starting big and then petering out. How Do I Use This Tool? STEP 1: Reference your Goals and Deliverables as well as the discussion from your Power Map. Brain-storm the specific main activities and tactics you will undertake to achieve your Blueprint goals or de-mands. The list below gives you some ideas:

STEP 2: From this brainstormed list, choose the activities and tactics you will actually use. STEP 3: Use the Tactics Escalation Sheet to map out tactics in escalating order.

Direct Action

Accountability Session

Sit-in / Study-in

Guerilla Theatre

Civil Disobedience Press Conference

Boycott Strike

Education

GOTV & Voter Registration

Research

Publicity

Petitions & Letter Writing Testifying

Marches & Rallies

38

PLANNING YOUR WORK TACTICS ESCALATION

Your strategy needs a timeline. Your target should feel more and more pressure as your campaign moves forward. The campaign should bring in more people and resources, as well as build pressure on your target. This is called ESCALATION.

5) WIN! Claim victory in a way that builds a rela-tionship with your target and demonstrates your collective power!

TACTICS!

4) Let your target know how powerful and seri-ous you are through a show of numbers!

TACTICS!

TACTICS!

TACTICS!

TACTICS!

3) Target secondary targets – those who can influence your primary target.

2) If your target does not meet your demands, build up the pres-sure.

1) START: Let your tar-get know who you are, what you’re trying to do, and how much power you have.

WIN!

39

PLANNING YOUR WORK TOOL: Project Timeline

Overview The timeline will help you to map out your main activities and tactics for the next year. Why Use This Tool? This tried and true work planning tool allows you to:

Visually keep track of when you need to do what

Communicate to your team regarding when different activities are to take place

Make sure key activities do not get lost in day-to-day work, make sure you achieve your goals

Prevent double booking or over-scheduling parts of your year

Plan for your own sustainability, plan your key activities keeping other obligations in mind (e.g.,

school, work, family, fun, etc.)

Keep yourself accountable to what you have planned

How Do I Use This Tool? STEP 1: Refer back to your Goals and Deliverables, and your Tactics and Activities. STEP 2: Map out when you will achieve goals and produce deliverables. Sometimes goals are achieved only at the end of the project. Many times, you can achieve goals (or smaller parts of goals) throughout the duration of your project. STEP 3: Map out when you will implement specific activities or tactics to achieve your goals or produce

TIMING GOALS & DELIVERA-BLES

TACTICS & ACTIVITIES PERSONAL CALENDAR

COMMUNITY CALENDAR

SPRING

SEMESTER

GOAL 1: Increase awareness of sweat-shop labor and Univer-sity apparel. Deliverable 1: Anti-

sweatshop presen-tation curriculum

Deliverable 2: 3 lunch teach-ins

Deliverable 3: 100 new petition sign-ups & 5 new org members

JAN

Plan anti-sweatshop presentation

FEB

Outreach about lunch teach-ins

Recruit professors to give extra credit for attending teach-ins

MARCH

Implement 3 teach-ins and collect sign-ups out-side library, in student union, and in main quad

Follow-up outreach calls & org meetings with teach-in sign-ups

YP4 National Summit 1/14-1/17

Mid-terms: 2/28-3/4

Spring Break: 3/7-3/11

Finals: 4/25-4/29

40

PLANNING YOUR WORK Project Timeline

TIMING GOALS & DELIVERABLES TACTICS & ACTIVITIES PERSONAL CAL-ENDAR

COMMUNITY CALENDAR

SPRING

SEMESTER

JAN FEB

MARCH

APRIL

MAY

SUMMER

JUNE JULY AUGUST

FALL SEMESTER

SEPT

OCT

NOV

DEC

41

BUDGETING AND FUNDRAISING TOOL: Budget Priorities

Before you can begin raising money for your work, you will first need to determine what you need the money for. Will the money be used for a one time event on campus or will it go to support a long term project like your Blueprint? Will the money be used to pay for a speaker at your event or will it go to pay organizers? Your budget should reflect the priorities of your project and tell a story about your work. Having a budget also ensures that the money you raise is spent strategically and responsibly. It can be strategic to develop a minimum, intermediate, and maximum budget for your work. A minimum budget is bare bones and should cover all of the basics for your project. An intermediate budget is more realistic and should include the expenses that you would ideally like to cover for your project. Finally, a maximum budget is more aspirational and should include the expenses that you would like to have with unlimited resources. Why Use This Tool? Your spending should reflect the goals of your Blueprint. For example, if you are spending the majority of your budget on one-time food costs, you will need to rethink your budget. How Do I Use This Tool?

STEP 1: For the “Budget Item and Quantity” fields, enter whatever you will be spending money on, whether it is somebody’s time or an actual item you need to purchase or rent. If you are get-ting services or goods donated (and please try!) put those items in the “Budget Item and Quanti-ty” fields as well. STEP 2: The “Reason for Expense” field should be very specific. Since your campus/community actions could be longer, multi-event campaigns, it is possible that each individual budget item could have a different purpose. STEP 3: In the “Cost” field, list the total amount you will spend on an item. If the item is donated you should list its value (e.g., $300) and then write “in-kind” underneath. STEP 4: The “Percentage of Total Budget” field is important because it helps you to prioritize budget needs. If you have in-kind donations, these are 0% of your total budget. STEP 5: Examine the sheet as a whole. Your most important priorities should also be your most costly budget items. If this is not the case, you need to rethink the budget so that you’re spend-ing reflects your goals.

42

PLANNING YOUR WORK Budget Proposal

BUDGET ITEM QUANTITY REASON FOR EXPENSE COST % OF TOTAL BUDGET

[SAMPLE] Printing

400

Publish report to inform the public about the unfair labor practices of the corporation

$300.00 60%

TOTAL COST:

100%

43

SUCCESSION PLANNING AND LEADERSHIP DEVELOPMENT Leadership Characteristics

What are some of the traits you recognize in yourself and other types of leaders that are neces-sary for your work to continue? What are some of the leadership qualities that your work needs that you do not bring to the ta-ble? What are some of the qualities in others that will complement your own? Build on your strengths? Address your challenges?

Someone whose leadership you admire: Their leadership style: Which of these characteristics do you have?

Someone whose leadership didn’t do it for you: Their leadership style: Which of these characteristics do you have?

44

SUCCESSION PLANNING AND LEADERSHIP DEVELOPMENT Identifying New Leaders

How are you planning on transferring information and knowledge? Be specific!

Jot down a few names of potential lead-

ers you have identified. How would you engage them?

45

SUCCESSION PLANNING AND LEADERSHIP DEVELOPMENT Effective One-on-One Conversations

Questions to ask during a one-on-one:

What interests you? What motivates you to get involved?

What motivates you to do the work you do?

What are you good at? What do you enjoy doing?

What do you want to learn more about?

In an ideal world, what solutions do you envision for your community?

What resources would you need to reach those solutions?

When all else fails: why, why, why, why, and why?

46

SUCCESSION PLANNING AND LEADERSHIP DEVELOPMENT Ladder of Engagement

Delegates responsibility, builds the leadership of others Takes on increasingly higher levels of leadership roles (project managers, committee chairs, board members, etc.) Takes on low-engagement leadership roles (tabling coordinator, etc.) Becomes an informal spokesperson for the group Takes on a structured volunteer role Becomes an occasional volunteer Attends an event/meeting

47


Fellow Name: Campus:

What is your vision for your campus and/or community? (Refer to the Dream Big! Campus and Community Visioning tool, p. 109)

What community or campus problem does your Blueprint address? What structures, practices, and policies institutionalize the problem? (Refer to the Community Scan, p. 113 and the Root Cause Tree, p. 115) What community will you work with?

Creating Your Vision

Assessing Your Campus and Community

□ Campus community □ Statewide community

□ Local community □ Nationwide community

48


What are the Goals and Deliverables of your Blueprint? (Refer to Setting Goals and Deliverables, p. 119) BLUEPRINT GOALS GOAL 1: GOAL 2:

GOAL 3:

DELIVERABLES OR DEMANDS How will you know that you achieved your goals? These should be concrete or measurable prod-ucts/effects of your work. GOAL 1 Deliverable 1:

Deliverable 2: Deliverable 3: GOAL 2 Deliverable 1: Deliverable 2: Deliverable 3: GOAL 3 Deliverable 1: Deliverable 2: Deliverable 3:

Setting Goals and Deliverables

49


(Refer to Identifying Key Players, p.128 and Power Mapping, p. 131)

Key Player Definition Who are these players in your campus or community?

Target/Decision Maker The person or people who can give you what you want

Constituency/Our Folks The people impacted by the problem

Allies/Our Friends The people and organizations that can help you get what you want

Demands/The Goods What you want

Opponents/Obstacles The people and organizations that are against what you want – or, obstacles you will have to overcome

Identifying Key Players

50


What will your primary approach be? (Refer to Choosing an Approach, p. 134) □ Direct Service

□ Community Organizing

□ Advocacy

□ Alliance Building

□ Capacity Building, Education, and Leadership Development

□ Idea Creation: Media, Research, Communications, and Culture

□ Governance

□ Other: ________________________________________

Why did you choose this approach? Do you have secondary approaches? What are they? What will your vehicle/s be? Within what structure will you primarily work for your Blueprint pro-ject? □ Nonprofit organizations:

□ Campus groups:

□ Religious institutions:

□ Unions:

□ Foundations:

□ Networks:

□ Coalitions:

□ Alliances:

□ Businesses:

□ Other:

What will your tactics or activities be? What will you do to achieve your goals and deliverables? (Refer to Tactics and Activities, p. 140)

Approach

Tactics

51

Blueprint Proposal Template Project Timeline

(Refer to Project Timeline, p. 142)

TIMING GOALS & DELIVER-ABLES

TACTICS & ACTIVI-TIES

PERSONAL CALENDAR

COMMUNITY CALENDAR

SPRING

SEMESTER

JAN

FEB MARCH

APRIL

MAY

SUMMER JUNE

JULY AUGUST

FALL SEMESTER

SEPT

OCT NOV

DEC

52


What skills do you want to develop over the course of your Blueprint implementation? What types of support will you need from YP4 to achieve the goals of your Blueprint and access the skills you need? Where will you get support other than YP4? What are some of the qualities in others that will complement your own? Build on your strengths? Address your challenges?

Resources and Skills Needed

53


(Think back to the self-assessment you completed at the beginning of your fellowship, and refer to Suc-cession Planning and Leadership Development, p. 146-149) What are some of the traits you recognize in yourself and other types of leaders that are neces-sary for your work to continue? What are some of the leadership qualities that your work needs that you do not bring to the ta-ble? How are you planning on transferring information and knowledge? Be specific!

Succession Planning and Leadership Development

Potential Leaders How will you engage them?

54


BUDGET ITEM QUANTITY REASON FOR EXPENSE COST % OF TOTAL BUDGET

[SAMPLE] Printing

400

Publish report to inform the public about the unfair labor practices of the corporation

$300.00 60%

TOTAL COST:

100%

Budget Proposal

55


What resources (funding, materials, etc.) do you already have access to that can cover budget items above? How will you raise funds for your work?

How much funding do you anticipate raising yourself? How much funding are you requesting from YP4?

Fundraising Plan

□ Individual donors

□ Fundraising events

□ Online fundraising (Facebook, Twitter, etc.)

□ Campus organizational support □ State/local organizational support □ National organizational support (not YP4)

Documents

2012 Blueprint Workbook