Collaboration Toolkit: How to Build, Fix, and Sustain

Collaboration Toolkit Collaboration Toolkit

Collaboration Toolkit:How to Build, Fix, and Sustain

Productive Partnerships

vi

“This will be a very important addition to anypartnership or collaboration. You have created atoolkit that will help many community partnerships.”

—Eric LofchieWindsor Youth and Family Services

Town of Windsor Police Department, CA

“I feel first-timers as well as novice collaboratorscould benefit from this toolkit.”

—Deputy Janae SandersCommunity Policing/Public Liaison Officer

Yamhill County Sheriff’s Office, OR

“It looks like you put together a great guide on howto succeed with a collaboration, and how not to fallvictim to the pitfalls that normally accompany thesetypes of partnerships.”

—Lieutenant Robert LisaTraining, Planning, and Operations

City of Hoboken Police Department, NJ

◆

◆

As the most comprehensive and intensive type ofworking relationship, collaboration requirescommitment from a number of individuals andagencies to work together as a team andcontribute resources to reach a common, long-term goal. This toolkit will help those who arecommitted to developing, improving, and/orsustaining successful collaborations to advancecommunity policing.

Using This GuideReading the entire toolkit will be helpful to thoseworking in the formative stages of collaborationbuilding. Mature collaborations can refer to oneor several topic areas to address specificchallenges, assess the efficacy of various aspectsof the partnership, and/or implement some newideas.

All users will benefit from reading CollaborationFundamentals and using the diagnosticworksheet found in Diagnosing theCollaboration. Section 1, Tool: Unsticking StuckGroups/Reassessing the Collaboration, may helpdetermine which collaboration component toread about first.

For each of the nine essential collaborationcomponents, this toolkit describes:

The Vision: What would the component looklike in the best of all worlds?

Action Steps to Success: Whatdo the partners need to do tobuild, fix, and sustain thecomponent?

Avoiding the Pitfalls: Whatbarriers can partners expect toencounter? What are the warningsigns of these barriers? What aresome suggestions for addressingchallenges when they occur?

Tools to Plan and Chart YourProgress: Worksheets andexercises to help collaborativepartners achieve the vision.

You may progress through the toolkit sequentially,or you may select a particular component aboutwhich you need more information or assistance andconcentrate on that discussion first. Severalcomponents include Learn More About It sectionswith sources for additional information.

by:Tammy A. Rinehart

Anna T. LaszloGwen O. Briscoe, Ph.D.


This publication is not copyrighted; it may be reproduced in whole or in part withoutpermission. However, in accordance with accepted publishing standards, the COPSOffice and the authors request that proper acknowledgment accompany any such use.

Suggested CitationRinehart, Tammy A., Laszlo, Anna T., and Briscoe, Gwen O. Collaboration Toolkit:How to Build, Fix, and Sustain Productive Partnerships. Washington, DC: U.S.Department of Justice, Office of Community Oriented Policing Services, 2001.

This publication was made possible through cooperativefunding agreements 98-CK-WX-0058 and 2001-CK-WX-K061 from the U.S. Department of Justice, Office ofCommunity Oriented Policing Services. Opinions, findingsand recommendations are those of the authors and do notnecessarily reflect the U.S. Department of Justice officialpolicy or positions.

Circle Solutions, Inc. is a woman- and employee ownedmanagement consulting firm committed to providingservices and products in support of healthier, safer peopleand communities.

Circle Solutions, Inc.2070 Chain Bridge RoadSuite 450Vienna, VA 22182www.circlesolutions.com

v

Law enforcement alone cannotimplement and advance community policing.Law enforcement benefits when communitypartnerships are formed to implementcommunity policing—these partnershipsincrease the amount of information available tolaw enforcement, reduce duplication of efforts,improve the comprehensiveness of approachesto community and school-based problems, andcreate public recognition of communitypolicing efforts.

The Collaboration Toolkit is designed as aguide for law enforcement agencies and theirpartners as they develop, fix, and sustainproductive law enforcement/communitypartnerships supporting the advancement ofcommunity policing. The toolkit can assist lawenforcement personnel working with citizengroups, community-based organizations, schoolpersonnel, youth, government officials, andothers to implement and advance communitypolicing in schools and communities. Thetoolkit’s broad scope will facilitate use byCOPS Office grantees and other lawenforcement agencies and their partners as wellas allow the concepts to be tailored to specificlocal partnership issues. The toolkit will notdefine all aspects of community policing norserve as a how-to guide for problem solving;rather, this toolkit should be used to enhancecollaborative efforts to implement communitypolicing and work on problem-solvinginitiatives.

Introduction

Collaboration is not always easy to achieve.Although the components and concepts of asuccessful collaboration may appear basic,implementing these concepts is often verychallenging—as COPS Office grantees havenoted during training and technical assistanceworkshops. This toolkit identifies ninecomponents of a successful collaboration: 1.)stakeholders with a vested interested in theissue, 2.) trust among and between the partners,3.) a shared vision and common goals, 4.)expertise among partners to solve communityproblems, 5.) teamwork strategies, 6.) opencommunication, 7.) motivated partners, 8.)sufficient means to implement and sustain thecollaborative effort, and 9.) an action plan. Asthe collaboration develops and matures,partners should continually revisit eachcomponent to assess the status of thecollaboration and determine what actions areneeded to enhance the collaboration.

Not all law enforcement relationships must becollaborative, nor should they all strive to beso. Relationships operate along a continuum,and the appropriate working relationship mayvary depending on the issue at hand. However,when law enforcement agencies implement aproblem-solving project, organizeneighborhood watch programs, develop schoolresource officer programs, or initiate othersimilar community policing initiatives,collaboration is critical.

If the strongest horse in the team would goahead, he cannot, if all the rest hold back.

—Abraham Lincoln

Collaboration Toolkit Collaboration Toolkit iiv

Throughout 1998, the Office of Community OrientedPolicing Services (COPS Office) and CircleSolutions, Inc. sponsored a two-phased training seriesfor police officers and their school partners oncollaborative problem solving. As part of theassessment of the efficacy of the School-BasedPartnerships (SBP) Training Project, workshopparticipants were asked to describe their challenges inimplementing their problem-solving efforts.According to law enforcement and school personnelwho attended the COPS SBP training sessions,“working in collaboration with partners” is presentingthe greatest challenge to implementing collaborativeproblem solving and other community policinginitiatives. This toolkit was inspired by that feedbackand is designed to help law enforcement and theirpartners successfully build and sustain effectivecommunity policing partnerships.

Acknowledgments

We have numerous people to thank fortheir help and guidance on the many iterations ofthe Collaboration Toolkit. First, we offer specialthanks to Tamara Clark, the Federal projectofficer, and Sandra Webb, Ph.D., who guided theeffort, actively brainstormed with us on all phasesof the effort, and who were particularlysupportive of new ideas, as well as patientthrough the challenging periods. Andrew Dorr,Mary Hyland, Nancy Leach, Daniel Lucas,Wayne McCall, Toni Morgan-Wheeler, MeganMurphy, Joel Sackett, Amy Schapiro, RobertSchmude, Rita Varano, and Amanda Watts offeredhelpful suggestions and direction duringnumerous reviews of the document. Throughoutthe COPS Office, staff have supporteddevelopment of the toolkit—not only by fundingthe cooperative agreement, but also by motivatingus with their enthusiasm for the product. Inparticular, we acknowledge the leadership andassistance offered by Ellen Scrivner, Ph.D.,Deputy Director for Community PolicingDevelopment, and Beverly Alford, AssistantDirector for Training and Technical Assistance.

We are indebted to the four external reviewers.Their practical perspective on the usefulness ofthis toolkit to the field, and their suggestionshelped improve the product. Their affirmation ofthe Collaboration Toolkit’s utility is priceless. Inthat vein, we thank Robert Lisa, Hoboken (NJ)Police Department; Eric Lofchie, Youth andFamily Services, Windsor (CA) PoliceDepartment; Deputy Janae Saunders, YamhillCounty (OR) Sheriff’s Office; and Deputy LarryUnrein, Los Angeles County Sheriff’s Office.

We also appreciate the assistance of variousCircle Solutions, Inc. staff. Michelle Newtonresearched sources for the Learn More About Itsections of the toolkit. Anthony Lewis providedthe artwork for the cover. Cathie O’Donnell andJo-Ann Melton provided editorial support. LindiCopeland designed the layout for the artworkand text; she also coordinated production of thetoolkit. Laurie Jones-Robey prepared theelectronic version of the toolkit for distributionover the Internet. Kristina Huallpa providedexpertise in contracts management.

Through the combined contribution of theseindividuals, we offer the Collaboration Toolkit tothe field. As the authors of this product, we aregrateful for their involvement in creating thistoolkit.

Tammy A. Rinehart

Anna T. Laszlo

Gwen O. Briscoe, Ph.D.

Collaboration Toolkit Collaboration Toolkit iii

Contents at a Glance

Introduction

Using this Guide

Section 1: Collaboration FundamentalsWhy Collaborate?What is Collaboration?When to Collaborate?Learn More About ItDiagnosing the CollaborationTool 1: Unsticking Stuck Groups/

Reassessing the Collaboration

Section 2: StakeholdersThe VisionAction Steps to SuccessAvoiding the PitfallsTool 2: Identifying Stakeholders

Section 3: TrustThe VisionAction Steps to SuccessAvoiding the PitfallsTool 3: Developing Team NormsTool 4: Global Vote Exercise

Section 4: Shared Vision andCommon Goals

The VisionAction Steps to SuccessAvoiding the PitfallsTool 5: Sample Invitation to a Meeting to

Develop a Shared VisionTool 6: Sample form for Soliciting

Feedback from StakeholdersUnable to Participate in theVisioning Meeting

Section 5: ExpertiseThe VisionAction Steps to SuccessFacilitators Do’s and Don’tsTips for Meeting LeadersTips on How to Save a MeetingAvoiding the PitfallsTool 7: Expertise and Resources—What

Does the Collaborative Effort NeedTool 8: Expertise and Resource InventoryTool 9: Guidelines for BrainstormingTool 10: Brainstorming ActivitiesLearn More About It: Facilitation

Section 6: Teamwork StrategiesThe VisionAction Steps to SuccessAvoiding the PitfallsTool 11: Let’s String AlongLearn More About It: Leadership Skills

Section 7: Open CommunicationThe VisionAction Steps to SuccessAvoiding the PitfallsTool 12: Tips for Conflict ManagementLearn More About It: Negotiating

Strategies

Section 8: Motivated PartnersThe VisionAction Steps to SuccessAvoiding the PitfallsTool 13: Memorandum of Understanding

Development GuidelinesTool 14: Sample Icebreaker/Team Building

Activity: The Human Spider WebTool 15: Sample Icebreaker/Inspiring

Creativity and Problem Solving

Section 9: Sufficient MeansThe VisionAction Steps to SuccessSharing LeadershipEncouraging DiversityEngaging YouthAvoiding the PitfallsTool 16: Identifying Funding Resources

and OptionsLearn More About It: Youth and

Collaboration

Section 10: Action PlanThe VisionAction Steps to SuccessAvoiding the PitfallsTool 17: Evaluation Tips

A Successful Partnership:Tackling Youth Disorder inDanvers, Massachusetts

ii

Collaboration Toolkit Collaboration Toolkit iii

Contents at a Glance

Introduction

Using this Guide

Section 1: Collaboration FundamentalsWhy Collaborate?What is Collaboration?When to Collaborate?Learn More About ItDiagnosing the CollaborationTool 1: Unsticking Stuck Groups/

Reassessing the Collaboration

Section 2: StakeholdersThe VisionAction Steps to SuccessAvoiding the PitfallsTool 2: Identifying Stakeholders

Section 3: TrustThe VisionAction Steps to SuccessAvoiding the PitfallsTool 3: Developing Team NormsTool 4: Global Vote Exercise

Section 4: Shared Vision andCommon Goals

The VisionAction Steps to SuccessAvoiding the PitfallsTool 5: Sample Invitation to a Meeting to

Develop a Shared VisionTool 6: Sample form for Soliciting

Feedback from StakeholdersUnable to Participate in theVisioning Meeting

Section 5: ExpertiseThe VisionAction Steps to SuccessFacilitators Do’s and Don’tsTips for Meeting LeadersTips on How to Save a MeetingAvoiding the PitfallsTool 7: Expertise and Resources—What

Does the Collaborative Effort NeedTool 8: Expertise and Resource InventoryTool 9: Guidelines for BrainstormingTool 10: Brainstorming ActivitiesLearn More About It: Facilitation

Section 6: Teamwork StrategiesThe VisionAction Steps to SuccessAvoiding the PitfallsTool 11: Let’s String AlongLearn More About It: Leadership Skills

Section 7: Open CommunicationThe VisionAction Steps to SuccessAvoiding the PitfallsTool 12: Tips for Conflict ManagementLearn More About It: Negotiating

Strategies

Section 8: Motivated PartnersThe VisionAction Steps to SuccessAvoiding the PitfallsTool 13: Memorandum of Understanding

Development GuidelinesTool 14: Sample Icebreaker/Team Building

Activity: The Human Spider WebTool 15: Sample Icebreaker/Inspiring

Creativity and Problem Solving

Section 9: Sufficient MeansThe VisionAction Steps to SuccessSharing LeadershipEncouraging DiversityEngaging YouthAvoiding the PitfallsTool 16: Identifying Funding Resources

and OptionsLearn More About It: Youth and

Collaboration

Section 10: Action PlanThe VisionAction Steps to SuccessAvoiding the PitfallsTool 17: Evaluation Tips

A Successful Partnership:Tackling Youth Disorder inDanvers, Massachusetts

ii

Collaboration Toolkit Collaboration Toolkit iiv

Throughout 1998, the Office of Community OrientedPolicing Services (COPS Office) and CircleSolutions, Inc. sponsored a two-phased training seriesfor police officers and their school partners oncollaborative problem solving. As part of theassessment of the efficacy of the School-BasedPartnerships (SBP) Training Project, workshopparticipants were asked to describe their challenges inimplementing their problem-solving efforts.According to law enforcement and school personnelwho attended the COPS SBP training sessions,“working in collaboration with partners” is presentingthe greatest challenge to implementing collaborativeproblem solving and other community policinginitiatives. This toolkit was inspired by that feedbackand is designed to help law enforcement and theirpartners successfully build and sustain effectivecommunity policing partnerships.

Acknowledgments

We have numerous people to thank fortheir help and guidance on the many iterations ofthe Collaboration Toolkit. First, we offer specialthanks to Tamara Clark, the Federal projectofficer, and Sandra Webb, Ph.D., who guided theeffort, actively brainstormed with us on all phasesof the effort, and who were particularlysupportive of new ideas, as well as patientthrough the challenging periods. Andrew Dorr,Mary Hyland, Nancy Leach, Daniel Lucas,Wayne McCall, Toni Morgan-Wheeler, MeganMurphy, Joel Sackett, Amy Schapiro, RobertSchmude, Rita Varano, and Amanda Watts offeredhelpful suggestions and direction duringnumerous reviews of the document. Throughoutthe COPS Office, staff have supporteddevelopment of the toolkit—not only by fundingthe cooperative agreement, but also by motivatingus with their enthusiasm for the product. Inparticular, we acknowledge the leadership andassistance offered by Ellen Scrivner, Ph.D.,Deputy Director for Community PolicingDevelopment, and Beverly Alford, AssistantDirector for Training and Technical Assistance.

We are indebted to the four external reviewers.Their practical perspective on the usefulness ofthis toolkit to the field, and their suggestionshelped improve the product. Their affirmation ofthe Collaboration Toolkit’s utility is priceless. Inthat vein, we thank Robert Lisa, Hoboken (NJ)Police Department; Eric Lofchie, Youth andFamily Services, Windsor (CA) PoliceDepartment; Deputy Janae Saunders, YamhillCounty (OR) Sheriff’s Office; and Deputy LarryUnrein, Los Angeles County Sheriff’s Office.

We also appreciate the assistance of variousCircle Solutions, Inc. staff. Michelle Newtonresearched sources for the Learn More About Itsections of the toolkit. Anthony Lewis providedthe artwork for the cover. Cathie O’Donnell andJo-Ann Melton provided editorial support. LindiCopeland designed the layout for the artworkand text; she also coordinated production of thetoolkit. Laurie Jones-Robey prepared theelectronic version of the toolkit for distributionover the Internet. Kristina Huallpa providedexpertise in contracts management.

Through the combined contribution of theseindividuals, we offer the Collaboration Toolkit tothe field. As the authors of this product, we aregrateful for their involvement in creating thistoolkit.

Tammy A. Rinehart

Anna T. Laszlo

Gwen O. Briscoe, Ph.D.


This publication is not copyrighted; it may be reproduced in whole or in part withoutpermission. However, in accordance with accepted publishing standards, the COPSOffice and the authors request that proper acknowledgment accompany any such use.

Suggested CitationRinehart, Tammy A., Laszlo, Anna T., and Briscoe, Gwen O. Collaboration Toolkit:How to Build, Fix, and Sustain Productive Partnerships. Washington, DC: U.S.Department of Justice, Office of Community Oriented Policing Services, 2001.

This publication was made possible through cooperativefunding agreements 98-CK-WX-0058 and 2001-CK-WX-K061 from the U.S. Department of Justice, Office ofCommunity Oriented Policing Services. Opinions, findingsand recommendations are those of the authors and do notnecessarily reflect the U.S. Department of Justice officialpolicy or positions.

Circle Solutions, Inc. is a woman- and employee ownedmanagement consulting firm committed to providingservices and products in support of healthier, safer peopleand communities.

Circle Solutions, Inc.2070 Chain Bridge RoadSuite 450Vienna, VA 22182www.circlesolutions.com

v

Law enforcement alone cannotimplement and advance community policing.Law enforcement benefits when communitypartnerships are formed to implementcommunity policing—these partnershipsincrease the amount of information available tolaw enforcement, reduce duplication of efforts,improve the comprehensiveness of approachesto community and school-based problems, andcreate public recognition of communitypolicing efforts.

The Collaboration Toolkit is designed as aguide for law enforcement agencies and theirpartners as they develop, fix, and sustainproductive law enforcement/communitypartnerships supporting the advancement ofcommunity policing. The toolkit can assist lawenforcement personnel working with citizengroups, community-based organizations, schoolpersonnel, youth, government officials, andothers to implement and advance communitypolicing in schools and communities. Thetoolkit’s broad scope will facilitate use byCOPS Office grantees and other lawenforcement agencies and their partners as wellas allow the concepts to be tailored to specificlocal partnership issues. The toolkit will notdefine all aspects of community policing norserve as a how-to guide for problem solving;rather, this toolkit should be used to enhancecollaborative efforts to implement communitypolicing and work on problem-solvinginitiatives.

Introduction

Collaboration is not always easy to achieve.Although the components and concepts of asuccessful collaboration may appear basic,implementing these concepts is often verychallenging—as COPS Office grantees havenoted during training and technical assistanceworkshops. This toolkit identifies ninecomponents of a successful collaboration: 1.)stakeholders with a vested interested in theissue, 2.) trust among and between the partners,3.) a shared vision and common goals, 4.)expertise among partners to solve communityproblems, 5.) teamwork strategies, 6.) opencommunication, 7.) motivated partners, 8.)sufficient means to implement and sustain thecollaborative effort, and 9.) an action plan. Asthe collaboration develops and matures,partners should continually revisit eachcomponent to assess the status of thecollaboration and determine what actions areneeded to enhance the collaboration.

Not all law enforcement relationships must becollaborative, nor should they all strive to beso. Relationships operate along a continuum,and the appropriate working relationship mayvary depending on the issue at hand. However,when law enforcement agencies implement aproblem-solving project, organizeneighborhood watch programs, develop schoolresource officer programs, or initiate othersimilar community policing initiatives,collaboration is critical.

If the strongest horse in the team would goahead, he cannot, if all the rest hold back.

—Abraham Lincoln


Collaboration Toolkit:How to Build, Fix, and Sustain

Productive Partnerships

vi

“This will be a very important addition to anypartnership or collaboration. You have created atoolkit that will help many community partnerships.”

—Eric LofchieWindsor Youth and Family Services

Town of Windsor Police Department, CA

“I feel first-timers as well as novice collaboratorscould benefit from this toolkit.”

—Deputy Janae SandersCommunity Policing/Public Liaison Officer

Yamhill County Sheriff’s Office, OR

“It looks like you put together a great guide on howto succeed with a collaboration, and how not to fallvictim to the pitfalls that normally accompany thesetypes of partnerships.”

—Lieutenant Robert LisaTraining, Planning, and Operations

City of Hoboken Police Department, NJ

◆

◆

As the most comprehensive and intensive type ofworking relationship, collaboration requirescommitment from a number of individuals andagencies to work together as a team andcontribute resources to reach a common, long-term goal. This toolkit will help those who arecommitted to developing, improving, and/orsustaining successful collaborations to advancecommunity policing.

Using This GuideReading the entire toolkit will be helpful to thoseworking in the formative stages of collaborationbuilding. Mature collaborations can refer to oneor several topic areas to address specificchallenges, assess the efficacy of various aspectsof the partnership, and/or implement some newideas.

All users will benefit from reading CollaborationFundamentals and using the diagnosticworksheet found in Diagnosing theCollaboration. Section 1, Tool: Unsticking StuckGroups/Reassessing the Collaboration, may helpdetermine which collaboration component toread about first.

For each of the nine essential collaborationcomponents, this toolkit describes:

The Vision: What would the component looklike in the best of all worlds?

Action Steps to Success: Whatdo the partners need to do tobuild, fix, and sustain thecomponent?

Avoiding the Pitfalls: Whatbarriers can partners expect toencounter? What are the warningsigns of these barriers? What aresome suggestions for addressingchallenges when they occur?

Tools to Plan and Chart YourProgress: Worksheets andexercises to help collaborativepartners achieve the vision.

You may progress through the toolkit sequentially,or you may select a particular component aboutwhich you need more information or assistance andconcentrate on that discussion first. Severalcomponents include Learn More About It sectionswith sources for additional information.

by:Tammy A. Rinehart

Anna T. LaszloGwen O. Briscoe, Ph.D.


Section 1: Collaboration Fundamentals Section 1: Collaboration Fundamentals

1

Collaboration FundamentalsIn Section 1Why Collaborate?What is Collaboration?When to Collaborate?Diagnosing theCollaboration

Tool 1: Unsticking StuckGroups/Reassessing theCollaboration



2 19



1

Why Collaborate?Perhaps the most convincing arguments fordeveloping law enforcement/communitypartnerships are seen in the benefits attained byagencies that have implemented thesepartnerships. For example, effective communitypolicing collaborations can provide thefollowing six results:

1. Accomplish what individuals alone

cannot.

2. Prevent duplication of individual or

organizational efforts.

3. Enhance the power of advocacy and

resource development for the initiative.

4. Create more public recognition and

visibility for the community policing

initiative.

5. Provide a more systematic,

comprehensive approach to

addressing community or school-

based crime and disorder problems.

6. Provide more opportunities for new

community policing projects.

Collaboration FundamentalsWe must all hang together, or

assuredly we shall all hangseparately.

—Benjamin Franklin

1. Accomplish what individualsalone cannot.

Through collaboration, the Keene (NH) PoliceDepartment, Keene State College, and theNew Hampshire State Liquor CommissionEnforcement Office reduced repeat calls forservice to off-campus residences for underagedrinking by 50–70 percent.

The Keene Police Department had receivedmany complaints of noise and vandalism bytenants of multifamily dwellings locatedadjacent to Keene State College. Datacollection and analysis revealed that theproblems were related to underage drinkingthat occurred primarily at large parties with asmany as 250 people, in student-rented, off-campus residences. Both the school and thepolice department had an interest and duty tocurtail these activities; they realized that inorder to address the problem, they would haveto collaborate with various agencies in thecommunity. Together, they instituted fiveprimary responses to the problem.

■ The college has incorporatedinformation about the consequences ofunderage drinking into a revised studentorientation.

16

Yes / No 23. Is there a regular time to give feedback to the project leadership?

Yes / No 24. Do you feel that your opinions are heard and respected?

Yes / No 25. Is it fun and satisfying working with this team?

Yes / No 26. Does the team make steady progress in working toward the goal?

Yes / No 27. Do people want to join and stay with the project?

Yes / No 28. Are youth attracted to working with the team?

Yes / No 29. Are there enough people involved in the project to do the tasks in a realistic

timeframe?

Yes / No 30. Do you have the financial resources to do what the team wants?

Yes / No 31. Do members of the team share leadership responsibilities?

Yes / No 32. Are youth involved as full partners in the problem-solving process?

Yes / No 33. Is it clear what strategies you are working on?

Yes / No 34. Are team members clear about their assigned tasks?

Yes / No 35. Do team members carry through on what they say they will do?

Yes / No 36. Does the team seem to stay on track in addressing the issue?



2

■ The New Hampshire State LiquorCommission Enforcement Officemonitored stores known for sellingalcohol to minors and actively soughtinformation on these stores.

■ The Keene police liaison officer to thecollege adjusted his schedule to increaseofficer presence in the target area duringpeak times.

■ When a drinking party is held by anonowner resident, police work with thecity assessment office to identify theproperty owner and advise him/her ofthe underage drinking occurring on theproperty, and recommend that s/he learnthe liabilities of criminal behavioroccurring on the property.

■ Police officers made numerous arrests inthe parking lots of nightclubs inaccordance with a law that states theclub owners are responsible for activityin their parking areas.

Taken together, these activities led to asignificant reduction in calls for services forunderage drinking that none of the individualagencies could have accomplishedindependently.

2. Prevent duplication ofindividual or organizationalefforts.

A collaboration between John Jay College ofCriminal Justice, the New York City PoliceDepartment (NYPD), the Citizens’ Committeefor New York City (CCNYC), and the Bureauof Municipal Police (BMP) allowed these fourorganizations to delineate their specific areas ofexpertise, combine talents, and utilize limitedfinancial resources. This collaboration allowed

the agencies to: 1.) provide basic communitypolicing and problem-solving training tocitizen groups and law enforcement officers,2.) implement a cultural diversity educationinitiative, 3.) provide statewide training andtechnical assistance services to communitiesacross New York State, and 4.) conduct anevaluation of the collaborative services. Thiscollaboration helped eliminate duplication ofeffort among the different agencies.

Before becoming a part of the partnership,CCNYC provided a wide range of educationaland community organization services tosupport neighborhood residents’ efforts toreduce crime and improve their quality of life.Simultaneously, the NYPD implemented anumber of innovative community policingstrategies to empower police officers to solveneighborhood crime and disorder problems,hold police supervisors accountable for crimereduction in their neighborhoods, and educatecitizens about their roles as collaborativeproblem-solvers with the NYPD. In 1998, JohnJay College, in cooperation with the BMP,conceptualized a regionally based initiative toprovide community policing training to lawenforcement agencies and citizen groups inNew York State. At the same time, NYPDsought funds to design and implement acultural diversity training effort to enhanceNYPD officers’ understanding of the variedimmigrant cultures within the city. Thepotential for duplicative organizational effortswas clear. However, the collaboration amongJohn Jay College, NYPD, the CCNYC, and theBMP allowed these four organizations tooptimize their resources towards a commonvision and prevent duplication of efforts.

Yes / No 1. Are all partners affected by the problem addressed by the project?

Yes / No 2. Is there a strong core of committed partners?

Yes / No 3. Is the team open to reaching out to include new people?

Yes / No 4. Are there ways for meaningful involvement from all interested partners?

Yes / No 5. Have team norms been developed?

Yes / No 6. Do partners demonstrate a willingness to share resources?

Yes / No 7. Is time provided for partners to get to know each other?

Yes / No 8. Have relationships deepened as a result of the partners working together?

Yes / No 9. Are all team members clear about the purpose of the team?

Yes / No 10. Do you trust team members to move beyond personal agendas?

Yes / No 11. When new people join the team, is it easy to explain what the team is about?

Yes / No 12. Do all team members agree on the purpose of the team?

Yes / No 13. Are meetings well run and organized?

Yes / No 14. Do you know what skills other team members have?

Yes / No 15. Do you know what skills/expertise the collaboration needs to achieve its goals?

Yes / No 16. If you have a task that requires expertise unavailable within the team, do you

know where to access that expertise so implementation of the plan can

continue?

Yes / No 17. Do people volunteer freely to work on projects?

Yes / No 18. Do team members share responsibility for completing tasks?

Yes / No 19. Is it clear and agreed upon within the team how decisions are made?

Yes / No 20. Do leadership responsibilities shift with a shift in tasks?

Yes / No 21. Do all people feel free to speak at meetings?

Yes / No 22. Are decisions and information communicated to all members in a planned

fashion?

Unsticking Stuck Groups/Reassessing the Collaboration

Where and Why Are We Stuck? ... What Areas Can be Strengthened?A Questionnaire for Partners

Tool 1

15



3

3. Enhance the power ofadvocacy and resourcedevelopment for the initiative.

An unanticipated, long-term benefit of theClearwater Homeless Intervention Project(CHIP)—a collaboration between theClearwater (FL) Police Department (CPD), theClearwater Housing Authority, and other cityagencies—has been increased public awarenessof the needs of the homeless population andincreased funding for the CHIP shelter. Otherbenefits include development of educationaland volunteer programs operated by CHIP(e.g., GED and literacy classes, AlcoholicsAnonymous meetings, and job placementassistance) and increased charitablecontributions of clothing and household itemsfrom Clearwater businesses and individuals tothe city’s homeless population.

Before this success, Clearwater had beenstruggling to provide adequate services to thecity’s homeless men, women, and families.Social service agencies were denying medical,mental health, and other services to individualswho could not document their identity.Additionally, homeless shelters were located aconsiderable distance from the beaches anddowntown areas, where homeless persons oftencongregate. Consequently, the CPDexperienced a significant number of calls forservice to “move” homeless individuals. In aneffort to reduce calls for service and provideaccess to social services for the homeless, theCPD collaborated with the city’s housingauthority and city agencies that could provideservices to the homeless population. The CPD,in partnership with the housing authority,purchased a vacant building in downtownClearwater and converted the building into aCPD substation and homeless shelter. At the

shelter, homeless persons are issuedidentification cards, so they can access citysocial services. CHIP has reduced calls forservice for vagrancy, harassment, solicitation,and public intoxication in the downtown andbeach areas; provided an in-city residence forhomeless men, women, and families;facilitated the ability of homeless individualsto seek and receive social services; andincreased public awareness of homelessness.

4. Create more publicrecognition and visibility forthe community policinginitiative.

The Martinsburg (WV) Police Departmentwas experiencing an alarming number ofdomestic violence incident calls for service. Infact, from 1990–1995, the department receivednearly seven times more calls of this naturethan any other city of comparable populationin West Virginia. In order to decrease thenumber of incidents, key organizationscollaborated to form the Domestic ViolencePolice Group (DVPG). This group includedrepresentatives from the county prosecutor’soffice and courts, public defender’s office,emergency medical services, central dispatchfor the city and county, the city hospital, socialand other health services, the religiouscommunity, legal aid, the local batterersintervention program, the school system,private research organizations, victims ofdomestic abuse, a private law firm, media, andthe West Virginia House of Delegates. Theteam met each month to build the partnershipand identify and address problems with thesystems that respond to domestic violence(e.g., courts, police, hospitals, etc.). Responsesto these problems have included police

14

Discussion:Discuss the findings with the team. Somequestions that might be asked to guide adiscussion are:

■ What do you see from the response tally?

■ What caught your attention?

■ Was anything surprising?

■ What seemed really on target and confirmsyour experience?

■ Where does this information lead us?

■ What is the next step?



4

training initiatives; police and victim advocatefollow-up programs; a workplace domesticviolence education campaign; and ongoingcoordination meetings of the system’scomponents.

Key to public recognition and visibility of thisproject was the fact that the breadth of thecollaboration led the media to cover severalcollaboration activities. Because the efforts ofthe DVPG caught the media spotlight;domestic violence issues now have a weeklyforum in the Journal newspaper. Additionally,through their communitywide partnership, theMartinsburg Police Department and itspartners raised awareness of domesticviolence, and also coordinated services forvictims and domestic violence prevention andidentification efforts. Because of the mediaspotlight and the involvement of communityorganizations, domestic violence victim andbatterer intervention programs were kept in theforefront of public interest. Keeping this issuein the news also helped showcase the benefitsof partnering and community collaboration toreduce crime.

5. Provide a more systematic,comprehensive approach toaddressing community orschool-based crime anddisorder problems.

Due to a multifaceted, comprehensive responseimplemented by a communitywide partnership,police calls for service in a Portales (NM)“problem” park decreased from 30 to 2 percentof all police calls. The park is now one of themost frequently used parks in the city.

The Portales Police Department identified alarge number of calls for service to respond toassaults across the city. Public perception wasthat these assaults were taking place in theschools, parks, and ball fields. Furthermore, ata Little League meeting, a decision was madeto avoid using a particular ball field due to aperception that the park in which it was locatedwas not safe. Residents near the park that wasabandoned by Little League reported that thepark had a cruising problem, which led toincreased traffic, noise, and possible drugdealing. Of equal importance, the residentsperceived that the police department was notresponding to their complaints. After extensivedata collection efforts (including surveyingnearly 1,600 residents, surveying real estatecompanies regarding property values near thepark, undertaking a traffic study, meetingweekly with the sanitation department aboutthe types of refuse left on the weekends,conducting focus groups with partnerorganizations’ constituents, gatheringinformation via police surveillance, talkingwith offenders, and analyzing police calls), thePortales Police Department and its partnersdeveloped a holistic response.

As a part of its response, the police departmentformed its first community-oriented policingunit to operate in the vicinity of the park. Theofficers became highly visible in the park, andalso initiated bike patrols in the area andhanded out business cards. The communitypolicing unit and the Community ServiceCenter, a local, nonprofit partner agency, beganorganizing activities in the park forneighborhood residents on Sunday afternoons;events have included social gatherings such asa Cinco de Mayo celebration. One programserves children lunch in the park during a

13

Tool 1

Unsticking Stuck Groups/Reassessing the CollaborationThis diagnostic tool is designed to helpcollaborations identify what is missing orgetting in the way of working effectivelyand successfully to reach communitypolicing goals. This worksheet can be usedto identify collaboration components thatcould be strengthened.

Directions:Make copies of the questionnaire thatfollows for each member of the team. Haveeach member of the team respondindividually to the questions. The teamleader should not share information on thescoring interpretation with the team untilresponses have been tallied. Collectcompleted questionnaires and tally theresponses. Note: This should be done infront of the team. You may replicate thetally sheet on a blackboard or a sheet offlipchart paper.

Tallying the Answers:1. Number 1–36 down the side of a

page of flipchart paper or chalkboard.

2. Draw a line across the page between:

4 and 5 20 and 21

8 and 9 24 and 25

12 and 13 28 and 29

16 and 17 32 and 33

3. Put an X by the number for each“NO” response.

Interpretation:The questions are divided into nine areas.

■ Questions 1–4 pertain to stakeholderinvolvement.

■ Questions 5–8 pertain to trust within theteam.

■ Questions 9–12 address shared vision.

■ Questions 13–16 consider the expertisewithin the team to achieve the goals.

■ Questions 17–20 address issues ofteamwork, as defined as joint decisionmaking, joint responsibility, and sharingpower.

■ Questions 21–24 look at opencommunication among the partners.

■ Questions 25–28 address motivating theteam to keep it energized.

■ Questions 29–32 consider availability ofsufficient means to do the work of theteam.

■ Questions 33–36 pertain to whether theteam has designed a plan of action to guidetheir work.

If the “NO” responses are clustered in one ofthese areas, this indicates that the team needs towork on that particular area. It is suggested thatyou read the material in that section of thistoolkit.

If the “NO” answers are scattered throughout thenine areas, discuss with the team what might bewrong and together decide a plan of action forworking through the issues one at a time.

Tool 1

Tools to Planand Chart YourProgress



5

school break and includes an educationalprogram conducted by a police officer.Additionally, the partnership installed lights inthe park and put into place a temporary barrierduring identified peak cruising times, toprohibit cruisers from circling the park.Furthermore, in an effort to decrease theperception that police were not responding tocalls for service, a new procedure for responserequires the initial contact to be made with thecomplainant. In addition, to complete the call,contact must again be made with thecomplainant. These responses led residents tobegin taking ownership of the park, which ledto dramatic increases in park use for legitimatepurposes, as well as a decline in police calls forservice to the park.

6. Provide more opportunities fornew community policingprojects.

In Vallejo (CA), neighborhoods are jumping onboard neighborhood revitalization efforts beingled by the Vallejo Police Department, inpartnership with the city’s code enforcementofficials; the fire department; and the FightingBack Partnership (FBP), a community grassroots organization.

Public outcry at community meetings notifiedthe Vallejo Police Department of quality of lifeissues. The target area received a highconcentration of calls for police service, andneighborhood surveys indicated that quality oflife issues were a priority problem within thecommunity. Residents complained about loudnoise, domestic violence, public drinking, loudparties, and other disorders. City officials alsoviewed these problems as priorities.

As the coalition first began its efforts toaddress these issues, residents wanted thepolice to solve the problems, and did not wantto get involved. However, residents graduallybegan to take responsibility for developinginitiatives to help curtail unsavory activity.Specific efforts included police patrol andintervention, identification of noncompliantproperties by code enforcement and the firedepartment, and working with owners ofnoncompliant properties regarding options andresources for resolution. Other efforts includedblock meetings led by FBP; removal ofabandoned vehicles; parking and trafficenforcement by the police department; blockmeetings and tenant/owner meetings led byFBP to assess progress, address new problems,and organize clean-up days; and aneighborhood crime prevention program. Afterthe success of the initial target area, at leasteight more neighborhoods have participated inthe revitalization efforts. In Vallejo, crime rateshave been reduced by 17 percent as a result ofthese community revitalization efforts.

What Is Collaboration?Collaboration occurs when a number ofagencies and individuals make acommitment to work together andcontribute resources to obtain a common,long-term goal. For example, to implementcommunity policing, law enforcementpersonnel may collaborate with businesses tomaintain order in the business district. Lawenforcement may collaborate with schools toestablish and maintain school resource officerprograms and develop and implement safeschool plans; or, law enforcement maycollaborate with youth, residents, and

12

Remember...■ Without stakeholder involvement

there is no chance forcollaborative problem-solving orother community policinginitiatives.

■ Without trust there will behesitancy to work together as ateam. People will hold back andbe reluctant to share talents, time,and resources.

■ Without a shared vision, therewill be disorder. A shared visionbrings focus to the team. A lackof agreed-upon focus allowsteam members to pursueconflicting agendas.

■ Without expertise, there will beapprehension. It is frustrating toknow what should be done butnot to have the talent within theteam to accomplish the goal.

■ Without teamwork (i.e., jointdecision making, jointresponsibility, and shared

power), there will be fragmentedaction. Secretary of State ColinPowell has been quoted as saying,“The best method for overcomingobstacles is the team method.”

■ Without open communication, therewill be disorganized and uninformedpartners. Information must be freelyand regularly shared for a team tofunction collaboratively.

■ Without motivators, there will beslow progress toward the goal.Motivators prevent apathy, keep thepartners interested, and sustaininvolvement.

■ Without sufficient means, there willbe discouraged team members. If theproject is larger than the resourcesavailable, it is easy for partners to fallinto a “what’s the use?” frame ofmind.

■ Without an action plan, there will bea lack of focus. An action plan isnecessary to guide the team andserves as a means of accountability.

When a group has stakeholder involvement,trust, a shared vision, expertise, teamwork,open communication, motivation, sufficientmeans, and a plan of action, collaborativechange will take place.



6

neighborhood watch groups to useproblem-solving to address ongoingcommunity concerns. Collaboration is themost intense type of working relationship,and the one that is most frequently requiredwhen implementing community policing.Building and sustaining an effectivecommunity policing collaboration requiresmuch more than a decision to merely worktogether. Effective collaborations promoteteam building, a sense of ownership,enthusiasm, and an environment thatmaximizes the chance of collaborativepartnerships succeeding.

By having these nine elements in place, thecollaboration can avoid the disorder,apprehension, fragmentation, disorganization,slow pace, discouragement, and unfocusedachievements that can affect many problem-solving and other community policingpartnerships.

The process of building and sustainingcollaboration is ongoing and circular in nature.The process begins with developing a sharedvision and ends with developing,implementing, and assessing the action plan.However, throughout the life of thecollaborative effort, the partnership will attractnew expertise, decide on additional motivators,and identify and access new means andresources. Trust is the core of the relationship,with each of the other components acting asessential elements of the whole. Trust is thehub, with stakeholders, shared vision,expertise, teamwork strategies, opencommunication, motivated partners, means,and an action plan serving as spokes of thewheel. If any one of the pieces is weak orbroken, the wheel will not roll properly and thecollaboration will not progress. Thus, partnersmust continually reassess the collaborationand, if necessary, determine what actionsshould be taken to strengthen one or a numberof these components. Routinely examining“what’s working” and “what’s not working” isessential to building, motivating, andsustaining a collaboration that can achieveresults.

The components of an effectivecollaboration are:

■ Stakeholders with a vested interest inthe collaboration

■ Trusting relationships among andbetween the partners

■ A shared vision and common goalsfor the collaboration

■ Expertise

■ Teamwork strategies

■ Open communication

■ Motivated partners

■ Means to implement and sustain thecollaborative effort

■ An action plan

11

Sometimes well intentioned lawenforcement/community teams initiate acollaborative project, but don’t quite achievecollaboration. In some cases, the problem isthe lack of a real understanding of whatcollaboration is, let alone how to achieve it.The confusion is easy to understand. Whilecollaboration entails communication,coordination, and cooperation, achieving anyone of those outcomes alone will notproduce a partnership. Communication,coordination, cooperation, and collaborationaccomplish different goals and requiredifferent levels of resources (human andfinancial), trust, skills, and time. On thecontinuum of working relationships,collaboration is the most comprehensive.While requiring a good communication plan,cooperation between individuals, andcoordinated efforts of partner agencies,collaboration is more pervasive than theseother working relationships, and thereforerequires a more concentrated effort toachieve and sustain it.

Collaborations, not unlike other workingrelationships, inevitably experience veryproductive as well as very frustrating times.While collaborative endeavors can generate

results that the individuals and organizationsthat make up the collaboration could not evenhope to achieve on their own, the strength of apartnership comes from hard work and fromcontinually applying the principles ofcollaboration. Thus, partners should not viewreassessment of the status of the collaborationas an indicator of failure. Rather, thewillingness of the partners to continuallyenhance teamwork strategies, expandexpertise, improve communication, involvenew partners, sustain trust, seek additionalresources, and diagnose how well thecollaboration is working will strengthen thecollaboration and help ensure its success.Babe Ruth said, “Every strike brings mecloser to the next home run.” Each learningexperience in the evolution of a collaborationcan strengthen it. This section provides astarting place for assessing various aspects ofthe collaboration to help the partnersdetermine which areas to strengthen or learnmore about. This is also a good place to beginif the partnership has encountered stumblingblocks and the partners are trying to learnwhat caused them.

Diagnosing the CollaborationThe significant problems weface cannot be solved at the

same level of thinking we wereat when we created them.

—Albert Einstein



7

When to Collaborate?The rule of thumb is that law enforcementagencies or personnel should engage incollaboration with other organizations orindividuals when stakeholders have acommon, long-term goal; are committed toworking together as a team; and cannotachieve the goal more efficiently asindependent entities. Not all law enforcementrelationships must be collaborative, nor shouldthey strive to be. Under some circumstances,it may be appropriate for law enforcementpersonnel just to establish a good commun-ication plan. Under other circumstances,

cooperation between two individuals may besufficient. Perhaps coordination between twoagencies to avoid duplication of effort is allthat is required. Collaboration is, however,critical for many community policingendeavors. The example that follows outlineshow two individuals, representingorganizations with similar interests, mayprogress from a relationship of communicationto cooperation to coordination, and culminatewith the development of a collaboration.

Partnership

10



8

Example 1communication/networkingSheriff Smith meets Principal Gibson at a communitymeeting. Principal Gibson shares with Sheriff Smiththat over the past several weeks some students havecomplained that in the student parking lot atDogwood High School, trash has been dumped intothe backs of pickup trucks, key marks have beenscratched onto several cars, and textbooks andbackpacks have been stolen from unlocked vehicles.Sheriff Smith shares with Principal Gibson thatsimilar problems have been occurring in theneighborhood adjacent to Dogwood High School andin the parking lot of a pizza place one block away.

cooperationSheriff Smith asks Principal Gibson to call thedepartment when another incident occurs so that adeputy can capture the incident in a report and take alook at the scene for any evidence of who committedthe offense. Principal Gibson agrees to call.

coordinationTo avoid duplication of efforts, Principal Gibson andSheriff Smith also agree that a copy of the countyincident report will be supplied to the school so thatit may be kept in the school’s incident records—inlieu of filing a second report with the sameinformation. If a deputy cannot come to the schoolimmediately, Principal Gibson offers to capture thenecessary information and obtain a statement andcontact information from the witness or victim thatreported the problem. He will then fax theinformation to the dispatcher. Sheriff Smith offers hisappreciation.

collaboration formingSeveral weeks later, after reviewing several incidentreports from Dogwood High School involvingvandalism and theft in the student parking lot, SheriffSmith calls Principal Gibson to suggest that theirorganizations initiate a problem-solving project toaddress the ongoing pattern of vandalism and theft inthe student parking lot and the surrounding area.Sheriff Smith and Principal Gibson assign DeputyMorgan and Coach Lee as the primary partners in theeffort. Principal Gibson offers a classroom as a

meeting facility, and Sheriff Smith assures PrincipalGibson that his crime analysis division will provide

data analysis support.

successful law enforcement/community partnership in actionThroughout the next 6 months, Deputy Morgan andCoach Lee bring other stakeholders into thepartnership (e.g., the pizza shop manager, local blockwatch president, student victims, Project SAVE clubmembers, school janitor, and a social science teacherwho agreed to write a report on the project andconduct an evaluation). They met to talk about thepurpose of their partnership and the types of tasks(e.g., interviews with student and neighborhoodvictims, environmental analysis, review of police/school incident reports, mapping the location of theincidents, interviews with suspects, review of thestudent parking lot access and policies, review ofschool activity schedules, response development,fundraising, and evaluation of the responses) andresources required for the problem-solving effort tosucceed. They wrote their vision, tasks, timeline, andresource needs down in an action plan, ensuring thatevery partner received a copy. The partners met every2 weeks (sometimes at school, sometimes at the pizzaplace, and a few times at a local park a few blocksfrom school) to exchange information, report onprogress, determine whether other partners orstakeholders should be added, and to celebratemilestones achieved (e.g., interviews completed,fundraising success, responses implemented). At theend of 6 months, the partners had implementedresponses that resulted in a number of positivechanges. For instance, there was a reduction of theftfrom vehicles in the school parking lot andneighborhood, better foot and vehicle traffic flowthrough the parking lot, and increased trash removalleading to improved appearance. In addition, a team ofindividuals who learned the value of teamwork wereacknowledged in the school and the local paper, andwere also awarded honors by the sheriff and principalfor their efforts. The partners have decided to continueworking together on other problem-solving projects inand around the school.

9

A conscious decision should be made as towhether communication, coordination,cooperation, or collaboration will achieve thedesired result of the working relationship. Inthis example, the working relationship ateach level of the interaction was appropriate.Only upon learning that the vandalism andtheft problem in the high school studentparking lot involved multiple similarincidents did the sheriff and principaladvance the working relationship to one ofcollaboration. Both parties had an interest inand would benefit from addressing the long-term problem, and both were ideologicallycommitted (and had the resources to committo doing so). Building a collaboration takestime and intention. Learning to work in acollaborative partnership is a powerful tool touse today and an investment in collectiveaction in the future.

Learn More About It

Chrislip, D. D. and Larson, C. E.Collaborative Leadership: How Citizensand Civic Leaders Can Make aDifference. San Francisco, CA: Jossey-Bass, 1994.

This book is a useful resource for civic leaders,public administrators, managers, and electedofficials. The discussion is focused oncollaboration between elected officials andother civic leaders in order to empower thepublic to deal with challenges that facecommunities. The book outlines thecollaborative process. Available for purchase at:www.josseybass.com.

Kayser, T. A., Mining Group Gold: Howto Cash in on the Collaborative BrainPower of a Group. 2nd edition, ElSegundo, CA: Irwin ProfessionalPublishing, 1995.

This excellent resource for those interested inleadership and collaboration provides usefulinsight into team building and collaborativework sessions. Five steps for conductingsuccessful group meetings and suggestions fordealing with emotions that may emerge duringgroup sessions are provided. Available forpurchase at: www.amazon.com.

O’Connell, B. Powered by Coalition:The Story of Independent Sector. SanFrancisco, CA: Jossey-Bass, 1997.

This comprehensive report discusses howdiverse groups within the independent sectorengaged in collaboration. It also discusses thecollaborative dynamic and benefits ofcollaboration. Available for purchase at:www.josseybass.com.



8

Example 1communication/networkingSheriff Smith meets Principal Gibson at a communitymeeting. Principal Gibson shares with Sheriff Smiththat over the past several weeks some students havecomplained that in the student parking lot atDogwood High School, trash has been dumped intothe backs of pickup trucks, key marks have beenscratched onto several cars, and textbooks andbackpacks have been stolen from unlocked vehicles.Sheriff Smith shares with Principal Gibson thatsimilar problems have been occurring in theneighborhood adjacent to Dogwood High School andin the parking lot of a pizza place one block away.

cooperationSheriff Smith asks Principal Gibson to call thedepartment when another incident occurs so that adeputy can capture the incident in a report and take alook at the scene for any evidence of who committedthe offense. Principal Gibson agrees to call.

coordinationTo avoid duplication of efforts, Principal Gibson andSheriff Smith also agree that a copy of the countyincident report will be supplied to the school so thatit may be kept in the school’s incident records—inlieu of filing a second report with the sameinformation. If a deputy cannot come to the schoolimmediately, Principal Gibson offers to capture thenecessary information and obtain a statement andcontact information from the witness or victim thatreported the problem. He will then fax theinformation to the dispatcher. Sheriff Smith offers hisappreciation.

collaboration formingSeveral weeks later, after reviewing several incidentreports from Dogwood High School involvingvandalism and theft in the student parking lot, SheriffSmith calls Principal Gibson to suggest that theirorganizations initiate a problem-solving project toaddress the ongoing pattern of vandalism and theft inthe student parking lot and the surrounding area.Sheriff Smith and Principal Gibson assign DeputyMorgan and Coach Lee as the primary partners in theeffort. Principal Gibson offers a classroom as a

meeting facility, and Sheriff Smith assures PrincipalGibson that his crime analysis division will provide

data analysis support.

successful law enforcement/community partnership in actionThroughout the next 6 months, Deputy Morgan andCoach Lee bring other stakeholders into thepartnership (e.g., the pizza shop manager, local blockwatch president, student victims, Project SAVE clubmembers, school janitor, and a social science teacherwho agreed to write a report on the project andconduct an evaluation). They met to talk about thepurpose of their partnership and the types of tasks(e.g., interviews with student and neighborhoodvictims, environmental analysis, review of police/school incident reports, mapping the location of theincidents, interviews with suspects, review of thestudent parking lot access and policies, review ofschool activity schedules, response development,fundraising, and evaluation of the responses) andresources required for the problem-solving effort tosucceed. They wrote their vision, tasks, timeline, andresource needs down in an action plan, ensuring thatevery partner received a copy. The partners met every2 weeks (sometimes at school, sometimes at the pizzaplace, and a few times at a local park a few blocksfrom school) to exchange information, report onprogress, determine whether other partners orstakeholders should be added, and to celebratemilestones achieved (e.g., interviews completed,fundraising success, responses implemented). At theend of 6 months, the partners had implementedresponses that resulted in a number of positivechanges. For instance, there was a reduction of theftfrom vehicles in the school parking lot andneighborhood, better foot and vehicle traffic flowthrough the parking lot, and increased trash removalleading to improved appearance. In addition, a team ofindividuals who learned the value of teamwork wereacknowledged in the school and the local paper, andwere also awarded honors by the sheriff and principalfor their efforts. The partners have decided to continueworking together on other problem-solving projects inand around the school.

9

A conscious decision should be made as towhether communication, coordination,cooperation, or collaboration will achieve thedesired result of the working relationship. Inthis example, the working relationship ateach level of the interaction was appropriate.Only upon learning that the vandalism andtheft problem in the high school studentparking lot involved multiple similarincidents did the sheriff and principaladvance the working relationship to one ofcollaboration. Both parties had an interest inand would benefit from addressing the long-term problem, and both were ideologicallycommitted (and had the resources to committo doing so). Building a collaboration takestime and intention. Learning to work in acollaborative partnership is a powerful tool touse today and an investment in collectiveaction in the future.

Learn More About It

Chrislip, D. D. and Larson, C. E.Collaborative Leadership: How Citizensand Civic Leaders Can Make aDifference. San Francisco, CA: Jossey-Bass, 1994.

This book is a useful resource for civic leaders,public administrators, managers, and electedofficials. The discussion is focused oncollaboration between elected officials andother civic leaders in order to empower thepublic to deal with challenges that facecommunities. The book outlines thecollaborative process. Available for purchase at:www.josseybass.com.

Kayser, T. A., Mining Group Gold: Howto Cash in on the Collaborative BrainPower of a Group. 2nd edition, ElSegundo, CA: Irwin ProfessionalPublishing, 1995.

This excellent resource for those interested inleadership and collaboration provides usefulinsight into team building and collaborativework sessions. Five steps for conductingsuccessful group meetings and suggestions fordealing with emotions that may emerge duringgroup sessions are provided. Available forpurchase at: www.amazon.com.

O’Connell, B. Powered by Coalition:The Story of Independent Sector. SanFrancisco, CA: Jossey-Bass, 1997.

This comprehensive report discusses howdiverse groups within the independent sectorengaged in collaboration. It also discusses thecollaborative dynamic and benefits ofcollaboration. Available for purchase at:www.josseybass.com.



7

When to Collaborate?The rule of thumb is that law enforcementagencies or personnel should engage incollaboration with other organizations orindividuals when stakeholders have acommon, long-term goal; are committed toworking together as a team; and cannotachieve the goal more efficiently asindependent entities. Not all law enforcementrelationships must be collaborative, nor shouldthey strive to be. Under some circumstances,it may be appropriate for law enforcementpersonnel just to establish a good commun-ication plan. Under other circumstances,

cooperation between two individuals may besufficient. Perhaps coordination between twoagencies to avoid duplication of effort is allthat is required. Collaboration is, however,critical for many community policingendeavors. The example that follows outlineshow two individuals, representingorganizations with similar interests, mayprogress from a relationship of communicationto cooperation to coordination, and culminatewith the development of a collaboration.

Partnership

10



6

neighborhood watch groups to useproblem-solving to address ongoingcommunity concerns. Collaboration is themost intense type of working relationship,and the one that is most frequently requiredwhen implementing community policing.Building and sustaining an effectivecommunity policing collaboration requiresmuch more than a decision to merely worktogether. Effective collaborations promoteteam building, a sense of ownership,enthusiasm, and an environment thatmaximizes the chance of collaborativepartnerships succeeding.

By having these nine elements in place, thecollaboration can avoid the disorder,apprehension, fragmentation, disorganization,slow pace, discouragement, and unfocusedachievements that can affect many problem-solving and other community policingpartnerships.

The process of building and sustainingcollaboration is ongoing and circular in nature.The process begins with developing a sharedvision and ends with developing,implementing, and assessing the action plan.However, throughout the life of thecollaborative effort, the partnership will attractnew expertise, decide on additional motivators,and identify and access new means andresources. Trust is the core of the relationship,with each of the other components acting asessential elements of the whole. Trust is thehub, with stakeholders, shared vision,expertise, teamwork strategies, opencommunication, motivated partners, means,and an action plan serving as spokes of thewheel. If any one of the pieces is weak orbroken, the wheel will not roll properly and thecollaboration will not progress. Thus, partnersmust continually reassess the collaborationand, if necessary, determine what actionsshould be taken to strengthen one or a numberof these components. Routinely examining“what’s working” and “what’s not working” isessential to building, motivating, andsustaining a collaboration that can achieveresults.

The components of an effectivecollaboration are:

■ Stakeholders with a vested interest inthe collaboration

■ Trusting relationships among andbetween the partners

■ A shared vision and common goalsfor the collaboration

■ Expertise

■ Teamwork strategies

■ Open communication

■ Motivated partners

■ Means to implement and sustain thecollaborative effort

■ An action plan

11

Sometimes well intentioned lawenforcement/community teams initiate acollaborative project, but don’t quite achievecollaboration. In some cases, the problem isthe lack of a real understanding of whatcollaboration is, let alone how to achieve it.The confusion is easy to understand. Whilecollaboration entails communication,coordination, and cooperation, achieving anyone of those outcomes alone will notproduce a partnership. Communication,coordination, cooperation, and collaborationaccomplish different goals and requiredifferent levels of resources (human andfinancial), trust, skills, and time. On thecontinuum of working relationships,collaboration is the most comprehensive.While requiring a good communication plan,cooperation between individuals, andcoordinated efforts of partner agencies,collaboration is more pervasive than theseother working relationships, and thereforerequires a more concentrated effort toachieve and sustain it.

Collaborations, not unlike other workingrelationships, inevitably experience veryproductive as well as very frustrating times.While collaborative endeavors can generate

results that the individuals and organizationsthat make up the collaboration could not evenhope to achieve on their own, the strength of apartnership comes from hard work and fromcontinually applying the principles ofcollaboration. Thus, partners should not viewreassessment of the status of the collaborationas an indicator of failure. Rather, thewillingness of the partners to continuallyenhance teamwork strategies, expandexpertise, improve communication, involvenew partners, sustain trust, seek additionalresources, and diagnose how well thecollaboration is working will strengthen thecollaboration and help ensure its success.Babe Ruth said, “Every strike brings mecloser to the next home run.” Each learningexperience in the evolution of a collaborationcan strengthen it. This section provides astarting place for assessing various aspects ofthe collaboration to help the partnersdetermine which areas to strengthen or learnmore about. This is also a good place to beginif the partnership has encountered stumblingblocks and the partners are trying to learnwhat caused them.

Diagnosing the CollaborationThe significant problems weface cannot be solved at the

same level of thinking we wereat when we created them.

—Albert Einstein



5

school break and includes an educationalprogram conducted by a police officer.Additionally, the partnership installed lights inthe park and put into place a temporary barrierduring identified peak cruising times, toprohibit cruisers from circling the park.Furthermore, in an effort to decrease theperception that police were not responding tocalls for service, a new procedure for responserequires the initial contact to be made with thecomplainant. In addition, to complete the call,contact must again be made with thecomplainant. These responses led residents tobegin taking ownership of the park, which ledto dramatic increases in park use for legitimatepurposes, as well as a decline in police calls forservice to the park.

6. Provide more opportunities fornew community policingprojects.

In Vallejo (CA), neighborhoods are jumping onboard neighborhood revitalization efforts beingled by the Vallejo Police Department, inpartnership with the city’s code enforcementofficials; the fire department; and the FightingBack Partnership (FBP), a community grassroots organization.

Public outcry at community meetings notifiedthe Vallejo Police Department of quality of lifeissues. The target area received a highconcentration of calls for police service, andneighborhood surveys indicated that quality oflife issues were a priority problem within thecommunity. Residents complained about loudnoise, domestic violence, public drinking, loudparties, and other disorders. City officials alsoviewed these problems as priorities.

As the coalition first began its efforts toaddress these issues, residents wanted thepolice to solve the problems, and did not wantto get involved. However, residents graduallybegan to take responsibility for developinginitiatives to help curtail unsavory activity.Specific efforts included police patrol andintervention, identification of noncompliantproperties by code enforcement and the firedepartment, and working with owners ofnoncompliant properties regarding options andresources for resolution. Other efforts includedblock meetings led by FBP; removal ofabandoned vehicles; parking and trafficenforcement by the police department; blockmeetings and tenant/owner meetings led byFBP to assess progress, address new problems,and organize clean-up days; and aneighborhood crime prevention program. Afterthe success of the initial target area, at leasteight more neighborhoods have participated inthe revitalization efforts. In Vallejo, crime rateshave been reduced by 17 percent as a result ofthese community revitalization efforts.

What Is Collaboration?Collaboration occurs when a number ofagencies and individuals make acommitment to work together andcontribute resources to obtain a common,long-term goal. For example, to implementcommunity policing, law enforcementpersonnel may collaborate with businesses tomaintain order in the business district. Lawenforcement may collaborate with schools toestablish and maintain school resource officerprograms and develop and implement safeschool plans; or, law enforcement maycollaborate with youth, residents, and

12

Remember...■ Without stakeholder involvement

there is no chance forcollaborative problem-solving orother community policinginitiatives.

■ Without trust there will behesitancy to work together as ateam. People will hold back andbe reluctant to share talents, time,and resources.

■ Without a shared vision, therewill be disorder. A shared visionbrings focus to the team. A lackof agreed-upon focus allowsteam members to pursueconflicting agendas.

■ Without expertise, there will beapprehension. It is frustrating toknow what should be done butnot to have the talent within theteam to accomplish the goal.

■ Without teamwork (i.e., jointdecision making, jointresponsibility, and shared

power), there will be fragmentedaction. Secretary of State ColinPowell has been quoted as saying,“The best method for overcomingobstacles is the team method.”

■ Without open communication, therewill be disorganized and uninformedpartners. Information must be freelyand regularly shared for a team tofunction collaboratively.

■ Without motivators, there will beslow progress toward the goal.Motivators prevent apathy, keep thepartners interested, and sustaininvolvement.

■ Without sufficient means, there willbe discouraged team members. If theproject is larger than the resourcesavailable, it is easy for partners to fallinto a “what’s the use?” frame ofmind.

■ Without an action plan, there will bea lack of focus. An action plan isnecessary to guide the team andserves as a means of accountability.

When a group has stakeholder involvement,trust, a shared vision, expertise, teamwork,open communication, motivation, sufficientmeans, and a plan of action, collaborativechange will take place.



4

training initiatives; police and victim advocatefollow-up programs; a workplace domesticviolence education campaign; and ongoingcoordination meetings of the system’scomponents.

Key to public recognition and visibility of thisproject was the fact that the breadth of thecollaboration led the media to cover severalcollaboration activities. Because the efforts ofthe DVPG caught the media spotlight;domestic violence issues now have a weeklyforum in the Journal newspaper. Additionally,through their communitywide partnership, theMartinsburg Police Department and itspartners raised awareness of domesticviolence, and also coordinated services forvictims and domestic violence prevention andidentification efforts. Because of the mediaspotlight and the involvement of communityorganizations, domestic violence victim andbatterer intervention programs were kept in theforefront of public interest. Keeping this issuein the news also helped showcase the benefitsof partnering and community collaboration toreduce crime.

5. Provide a more systematic,comprehensive approach toaddressing community orschool-based crime anddisorder problems.

Due to a multifaceted, comprehensive responseimplemented by a communitywide partnership,police calls for service in a Portales (NM)“problem” park decreased from 30 to 2 percentof all police calls. The park is now one of themost frequently used parks in the city.

The Portales Police Department identified alarge number of calls for service to respond toassaults across the city. Public perception wasthat these assaults were taking place in theschools, parks, and ball fields. Furthermore, ata Little League meeting, a decision was madeto avoid using a particular ball field due to aperception that the park in which it was locatedwas not safe. Residents near the park that wasabandoned by Little League reported that thepark had a cruising problem, which led toincreased traffic, noise, and possible drugdealing. Of equal importance, the residentsperceived that the police department was notresponding to their complaints. After extensivedata collection efforts (including surveyingnearly 1,600 residents, surveying real estatecompanies regarding property values near thepark, undertaking a traffic study, meetingweekly with the sanitation department aboutthe types of refuse left on the weekends,conducting focus groups with partnerorganizations’ constituents, gatheringinformation via police surveillance, talkingwith offenders, and analyzing police calls), thePortales Police Department and its partnersdeveloped a holistic response.

As a part of its response, the police departmentformed its first community-oriented policingunit to operate in the vicinity of the park. Theofficers became highly visible in the park, andalso initiated bike patrols in the area andhanded out business cards. The communitypolicing unit and the Community ServiceCenter, a local, nonprofit partner agency, beganorganizing activities in the park forneighborhood residents on Sunday afternoons;events have included social gatherings such asa Cinco de Mayo celebration. One programserves children lunch in the park during a

13

Tool 1

Unsticking Stuck Groups/Reassessing the CollaborationThis diagnostic tool is designed to helpcollaborations identify what is missing orgetting in the way of working effectivelyand successfully to reach communitypolicing goals. This worksheet can be usedto identify collaboration components thatcould be strengthened.

Directions:Make copies of the questionnaire thatfollows for each member of the team. Haveeach member of the team respondindividually to the questions. The teamleader should not share information on thescoring interpretation with the team untilresponses have been tallied. Collectcompleted questionnaires and tally theresponses. Note: This should be done infront of the team. You may replicate thetally sheet on a blackboard or a sheet offlipchart paper.

Tallying the Answers:1. Number 1–36 down the side of a

page of flipchart paper or chalkboard.

2. Draw a line across the page between:

4 and 5 20 and 21

8 and 9 24 and 25

12 and 13 28 and 29

16 and 17 32 and 33

3. Put an X by the number for each“NO” response.

Interpretation:The questions are divided into nine areas.

■ Questions 1–4 pertain to stakeholderinvolvement.

■ Questions 5–8 pertain to trust within theteam.

■ Questions 9–12 address shared vision.

■ Questions 13–16 consider the expertisewithin the team to achieve the goals.

■ Questions 17–20 address issues ofteamwork, as defined as joint decisionmaking, joint responsibility, and sharingpower.

■ Questions 21–24 look at opencommunication among the partners.

■ Questions 25–28 address motivating theteam to keep it energized.

■ Questions 29–32 consider availability ofsufficient means to do the work of theteam.

■ Questions 33–36 pertain to whether theteam has designed a plan of action to guidetheir work.

If the “NO” responses are clustered in one ofthese areas, this indicates that the team needs towork on that particular area. It is suggested thatyou read the material in that section of thistoolkit.

If the “NO” answers are scattered throughout thenine areas, discuss with the team what might bewrong and together decide a plan of action forworking through the issues one at a time.

Tool 1




3

3. Enhance the power ofadvocacy and resourcedevelopment for the initiative.

An unanticipated, long-term benefit of theClearwater Homeless Intervention Project(CHIP)—a collaboration between theClearwater (FL) Police Department (CPD), theClearwater Housing Authority, and other cityagencies—has been increased public awarenessof the needs of the homeless population andincreased funding for the CHIP shelter. Otherbenefits include development of educationaland volunteer programs operated by CHIP(e.g., GED and literacy classes, AlcoholicsAnonymous meetings, and job placementassistance) and increased charitablecontributions of clothing and household itemsfrom Clearwater businesses and individuals tothe city’s homeless population.

Before this success, Clearwater had beenstruggling to provide adequate services to thecity’s homeless men, women, and families.Social service agencies were denying medical,mental health, and other services to individualswho could not document their identity.Additionally, homeless shelters were located aconsiderable distance from the beaches anddowntown areas, where homeless persons oftencongregate. Consequently, the CPDexperienced a significant number of calls forservice to “move” homeless individuals. In aneffort to reduce calls for service and provideaccess to social services for the homeless, theCPD collaborated with the city’s housingauthority and city agencies that could provideservices to the homeless population. The CPD,in partnership with the housing authority,purchased a vacant building in downtownClearwater and converted the building into aCPD substation and homeless shelter. At the

shelter, homeless persons are issuedidentification cards, so they can access citysocial services. CHIP has reduced calls forservice for vagrancy, harassment, solicitation,and public intoxication in the downtown andbeach areas; provided an in-city residence forhomeless men, women, and families;facilitated the ability of homeless individualsto seek and receive social services; andincreased public awareness of homelessness.

4. Create more publicrecognition and visibility forthe community policinginitiative.

The Martinsburg (WV) Police Departmentwas experiencing an alarming number ofdomestic violence incident calls for service. Infact, from 1990–1995, the department receivednearly seven times more calls of this naturethan any other city of comparable populationin West Virginia. In order to decrease thenumber of incidents, key organizationscollaborated to form the Domestic ViolencePolice Group (DVPG). This group includedrepresentatives from the county prosecutor’soffice and courts, public defender’s office,emergency medical services, central dispatchfor the city and county, the city hospital, socialand other health services, the religiouscommunity, legal aid, the local batterersintervention program, the school system,private research organizations, victims ofdomestic abuse, a private law firm, media, andthe West Virginia House of Delegates. Theteam met each month to build the partnershipand identify and address problems with thesystems that respond to domestic violence(e.g., courts, police, hospitals, etc.). Responsesto these problems have included police

14

Discussion:Discuss the findings with the team. Somequestions that might be asked to guide adiscussion are:

■ What do you see from the response tally?

■ What caught your attention?

■ Was anything surprising?

■ What seemed really on target and confirmsyour experience?

■ Where does this information lead us?

■ What is the next step?



2

■ The New Hampshire State LiquorCommission Enforcement Officemonitored stores known for sellingalcohol to minors and actively soughtinformation on these stores.

■ The Keene police liaison officer to thecollege adjusted his schedule to increaseofficer presence in the target area duringpeak times.

■ When a drinking party is held by anonowner resident, police work with thecity assessment office to identify theproperty owner and advise him/her ofthe underage drinking occurring on theproperty, and recommend that s/he learnthe liabilities of criminal behavioroccurring on the property.

■ Police officers made numerous arrests inthe parking lots of nightclubs inaccordance with a law that states theclub owners are responsible for activityin their parking areas.

Taken together, these activities led to asignificant reduction in calls for services forunderage drinking that none of the individualagencies could have accomplishedindependently.

2. Prevent duplication ofindividual or organizationalefforts.

A collaboration between John Jay College ofCriminal Justice, the New York City PoliceDepartment (NYPD), the Citizens’ Committeefor New York City (CCNYC), and the Bureauof Municipal Police (BMP) allowed these fourorganizations to delineate their specific areas ofexpertise, combine talents, and utilize limitedfinancial resources. This collaboration allowed

the agencies to: 1.) provide basic communitypolicing and problem-solving training tocitizen groups and law enforcement officers,2.) implement a cultural diversity educationinitiative, 3.) provide statewide training andtechnical assistance services to communitiesacross New York State, and 4.) conduct anevaluation of the collaborative services. Thiscollaboration helped eliminate duplication ofeffort among the different agencies.

Before becoming a part of the partnership,CCNYC provided a wide range of educationaland community organization services tosupport neighborhood residents’ efforts toreduce crime and improve their quality of life.Simultaneously, the NYPD implemented anumber of innovative community policingstrategies to empower police officers to solveneighborhood crime and disorder problems,hold police supervisors accountable for crimereduction in their neighborhoods, and educatecitizens about their roles as collaborativeproblem-solvers with the NYPD. In 1998, JohnJay College, in cooperation with the BMP,conceptualized a regionally based initiative toprovide community policing training to lawenforcement agencies and citizen groups inNew York State. At the same time, NYPDsought funds to design and implement acultural diversity training effort to enhanceNYPD officers’ understanding of the variedimmigrant cultures within the city. Thepotential for duplicative organizational effortswas clear. However, the collaboration amongJohn Jay College, NYPD, the CCNYC, and theBMP allowed these four organizations tooptimize their resources towards a commonvision and prevent duplication of efforts.

Yes / No 1. Are all partners affected by the problem addressed by the project?

Yes / No 2. Is there a strong core of committed partners?

Yes / No 3. Is the team open to reaching out to include new people?

Yes / No 4. Are there ways for meaningful involvement from all interested partners?

Yes / No 5. Have team norms been developed?

Yes / No 6. Do partners demonstrate a willingness to share resources?

Yes / No 7. Is time provided for partners to get to know each other?

Yes / No 8. Have relationships deepened as a result of the partners working together?

Yes / No 9. Are all team members clear about the purpose of the team?

Yes / No 10. Do you trust team members to move beyond personal agendas?

Yes / No 11. When new people join the team, is it easy to explain what the team is about?

Yes / No 12. Do all team members agree on the purpose of the team?

Yes / No 13. Are meetings well run and organized?

Yes / No 14. Do you know what skills other team members have?

Yes / No 15. Do you know what skills/expertise the collaboration needs to achieve its goals?

Yes / No 16. If you have a task that requires expertise unavailable within the team, do you

know where to access that expertise so implementation of the plan can

continue?

Yes / No 17. Do people volunteer freely to work on projects?

Yes / No 18. Do team members share responsibility for completing tasks?

Yes / No 19. Is it clear and agreed upon within the team how decisions are made?

Yes / No 20. Do leadership responsibilities shift with a shift in tasks?

Yes / No 21. Do all people feel free to speak at meetings?

Yes / No 22. Are decisions and information communicated to all members in a planned

fashion?

Unsticking Stuck Groups/Reassessing the Collaboration

Where and Why Are We Stuck? ... What Areas Can be Strengthened?A Questionnaire for Partners

Tool 1

15



1

Why Collaborate?Perhaps the most convincing arguments fordeveloping law enforcement/communitypartnerships are seen in the benefits attained byagencies that have implemented thesepartnerships. For example, effective communitypolicing collaborations can provide thefollowing six results:

1. Accomplish what individuals alone

cannot.

2. Prevent duplication of individual or

organizational efforts.

3. Enhance the power of advocacy and

resource development for the initiative.

4. Create more public recognition and

visibility for the community policing

initiative.

5. Provide a more systematic,

comprehensive approach to

addressing community or school-

based crime and disorder problems.

6. Provide more opportunities for new

community policing projects.

Collaboration FundamentalsWe must all hang together, or

assuredly we shall all hangseparately.

—Benjamin Franklin

1. Accomplish what individualsalone cannot.

Through collaboration, the Keene (NH) PoliceDepartment, Keene State College, and theNew Hampshire State Liquor CommissionEnforcement Office reduced repeat calls forservice to off-campus residences for underagedrinking by 50–70 percent.

The Keene Police Department had receivedmany complaints of noise and vandalism bytenants of multifamily dwellings locatedadjacent to Keene State College. Datacollection and analysis revealed that theproblems were related to underage drinkingthat occurred primarily at large parties with asmany as 250 people, in student-rented, off-campus residences. Both the school and thepolice department had an interest and duty tocurtail these activities; they realized that inorder to address the problem, they would haveto collaborate with various agencies in thecommunity. Together, they instituted fiveprimary responses to the problem.

■ The college has incorporatedinformation about the consequences ofunderage drinking into a revised studentorientation.

16

Yes / No 23. Is there a regular time to give feedback to the project leadership?

Yes / No 24. Do you feel that your opinions are heard and respected?

Yes / No 25. Is it fun and satisfying working with this team?

Yes / No 26. Does the team make steady progress in working toward the goal?

Yes / No 27. Do people want to join and stay with the project?

Yes / No 28. Are youth attracted to working with the team?

Yes / No 29. Are there enough people involved in the project to do the tasks in a realistic

timeframe?

Yes / No 30. Do you have the financial resources to do what the team wants?

Yes / No 31. Do members of the team share leadership responsibilities?

Yes / No 32. Are youth involved as full partners in the problem-solving process?

Yes / No 33. Is it clear what strategies you are working on?

Yes / No 34. Are team members clear about their assigned tasks?

Yes / No 35. Do team members carry through on what they say they will do?

Yes / No 36. Does the team seem to stay on track in addressing the issue?


Section 2: Stakeholders Section 2: Stakeholders

Stakeholders

The Vision

Each person and organization (including thelaw enforcement agency) that is affected by, orcan make an impact on the issue, brings skillsand resources to the collaboration inanticipation of jointly working together.

In Section 2

Tool 2: IdentifyingStakeholders



2



1

At the beginning of the problem-solvingproject or other community policing initiative,there may be only two individuals (oftenassigned to the effort) that are workingtogether. Thus, one of their first tasks is toexamine the issue/problem to be addressed bythe project and identify as many individualsand/or organizations as possible that may havea vested interest in the outcome of theproblem-solving effort. Remember, notknowing whether an individual or organizationcan/should be a stakeholder is just anopportunity to contact that individual ororganization and learn more about theirpotential interest in being involved. Theprimary partners should take the followingsteps to identify the collaboration’sstakeholders:

Step 1

Is Someone Else AlreadyWorking on This Issue?

Before initiating a new collaboration, gatherpreliminary information about the issue orproblem to be addressed to ensure that it

warrants a collaborative effort. Also, scan thecommunity to determine whether an existingcollaboration is already in place to address theproblem. If you determine that a collaborativeeffort is indeed warranted, then begin theprocess of identifying and engaging thecollaboration’s stakeholders.

Step 2

Cast the “StakeholderNet” Broadly—ThinkBeyond Traditional LawEnforcement Partners.

When identifying potential stakeholders,consider the following six questions:

1. Who cares if the problem is solved/

issue is addressed?

2. Who is being impacted by the

problem or issue?

3. Who can help solve the problem or

address the issue?

4. Who brings knowledge or skills about

the issue?

5. Who will benefit if the problem is

solved or the issue is addressed?

6. Who would bring a diverse viewpoint

to the collaboration?

You don't get harmony wheneverybody sings the same note.

–Doug Floyd

Action Steps toSuccess

Stakeholders

8

Tool 2

Stakeholder Stakeholder

Name

Affiliation

Telephone

Fax

E-mail

Mailing Address

Reason Identified

Expectations

Possible Contributions

Goal of Working Together

Benefits of Participation

Involvement


Name

Affiliation

Telephone

Fax

E-mail

Mailing Address

Reason Identified

Expectations




Involvement



2

Potential stakeholders may include:

■ School administrators and other schoolpersonnel

■ School board members

■ Business leaders

■ Elected officials

■ Neighborhood watch/block clubs

■ Youth organizations

■ Community-based organizations

■ Community activists

■ Probation/parole/pretrial services

■ District Attorney/State Attorney General

■ Trade organizations

■ Faith community

■ Social service organizations

■ Federal law enforcement (FBI, DEA,ATF, INS, etc.)

■ Corrections

■ Media

■ Private foundations or other charitableorganizations.

Remember, depending on the specifics of theproblem or issue, the list of stakeholders willvary. Refer to Section 9, Sufficient Means, fora discussion about encouraging diversity andengaging youth (step 10).

Step 3

Identify the Benefits ofParticipating in theCollaboration.

Stakeholders benefit, on a number of levels, byjoining the collaboration. When recruitingstakeholders, it may be helpful to point outsome of these benefits, which include:

■ A sense of accomplishment frombettering the community.

■ Gaining recognition and respect.

■ Meeting other community members.

■ Learning new skills.

■ Fulfilling an obligation to contribute(due to professional status, etc.).

Example 2 Identifying StakeholdersIn a school-based partnership to address a bullying problem, stakeholders may include parents, students, schooladministrators, teachers, school support personnel, school board members, and school bus drivers.

When addressing auto theft in one district of a city, stakeholders may include car dealerships, neighborhoodwatch groups, victims, and elected officials.

While preparing a crisis management strategy in a school, stakeholders may include representatives of socialservices and rescue services, parents, students, school administrators, teachers, school board members, mentalhealth professionals, and the media.

Tool 2

7

Identifying Stakeholders


Name

Affiliation

Telephone

Fax

E-mail

Mailing Address

Reason Identified

Expectations




Involvement


Name

Affiliation

Telephone

Fax

E-mail

Mailing Address

Reason Identified

Expectations




Involvement



3

Step 4

Consider WhatStakeholders MayExpect and What TheyCan Contribute.

Each individual and organization bringsexpectations to the collaboration. Beforeinviting stakeholders, hypothesize about theexpectations and potential contributions eachperson and organization may bring, andwhether these are within the goals of thecommunity policing effort. Upon inviting thestakeholders to participate, discuss with thepotential stakeholder, individual andorganizational expectations for thecollaboration and assess if these actualexpectations are reasonable and within thegoals of the community policing effort.Similarly, discuss the contributions and level ofinvolvement that each stakeholder wants and isable to make to the collaborative effort. Forexample, in addition to their time, someorganizational stakeholders will be willing tocontribute additional resources to thecollaboration, such as meeting space to hostregular meetings or supplies and equipment toproduce educational materials. Also determinewhether the stakeholder can attend plannedmeetings, or is the stakeholder interested in aspecial activity/project of the collaboration?

Step 5

Identify Representativesfrom Each OrganizationalStakeholder.

When organizations partner in a collaborativeeffort, it is important to consider who shouldrepresent each organization—whether

individuals at the leadership/management levelor staff level are appropriate. This decision maybe based on the amount of time available, skillsrequired for participation, knowledge of theproblem, control of resources, or jobresponsibilities. Generally, with law enforcementpartnerships, it is important that the activeparticipant(s) from the department include aline-level officer, deputy, or detective, withsupport from the sheriff or chief or other lawenforcement executive. Line-level personnel aremost likely to have knowledge of the specificproblem or issue; the neighborhood, community,or school in which the problem or initiative islocated; and will often have the time (or begranted the time) to be directly involved insolving the problem. The support of the sheriffor chief, however, is critical to being able tocommit organizational resources to an initiative.

Step 6

Extend an Open Invitation.

Ask the identified stakeholders to participate inan information and visioning meeting. Asidentified stakeholders agree to participate, askthem to review the stakeholder list andrecommend others with a vested interest in theproblem that may have been overlooked.

Step 7

Reexamine theStakeholder List as theCollaboration Progresses.

Community policing collaborations, like allpartnerships, evolve and grow over time.Projects and priorities change. As such, someinitial stakeholders may wish to withdraw fromthe collaboration, and new stakeholders mayneed to be identified to account for changing

6

Tool 2

Identifying Stakeholders,This tool can be used to assist you inidentifying potential stakeholders, theirpotential contributions, and their expectationsfor the problem-solving project or othercommunity policing initiative.

Stakeholders are individuals, groups, andorganizations who…

1. care if the problem is solved or the

issue is addressed.

2. are being impacted by the problem or

issue.

3. can help solve the problem or address

the issue.

4. bring knowledge or skills about the

issue.

5. will benefit if the problem is solved or

the issue is addressed.

6. will bring a diverse viewpoint to the

collaboration.

Directions:Make additional copies of the chart as needed.The primary partners in the collaborationshould ask the following questions for eachpotential stakeholder. The responses to thequestions should help the partners determinewhether involvement of the stakeholder mayfurther the goals of the community policing

initiative. Answers to the questions will alsoprovide talking points for the invitationalconversation (e.g., the benefits to participationby the stakeholder).

■ What is the reason that the individual ororganization has been identified as astakeholder for the community policingeffort?

■ How will the individual or organizationenvision their role and what expectationswill they bring to the project?

■ What does the individual or organizationbring to the community policing effort?

■ What is the goal of working togetherwith the identified individual ororganization?

■ How will the individual or organizationbenefit from the relationship?

■ How do you, as the primary partners,envision the individual or organizationbeing involved in the collaborativeeffort?

Once all the stakeholders have been identified,develop a plan to obtain the commitment of theidentified stakeholders for the collaborativeeffort. The plan should address how theindividual or organization will be contacted, bywhom, and by what date.


Tool 2



4

issues/priorities and resource/expertiserequirements. Thus, partners shouldcontinually reassess the stakeholder list toallow members to depart and join thecollaboration as needed. It is important torecognize when a stakeholder’s involvementis simply “not working out” and allow thatstakeholder to withdraw from the partnership.A stakeholder may overcommit time andresources, or may develop divergent goalsfrom that of the collaboration, or the bestinterests of the community policing effortmay be ill-served by the involvement of aparticular stakeholder. While often difficult, itis important for the partners to acknowledgewhen a stakeholder needs to disengage fromthe collaboration and to facilitate thestakeholder’s departure. Allowing for someamount of stakeholder modification will allowthe collaboration to remain vibrant, bringingnew skills and resources to the collaborativeeffort.

Pitfall:Casting the “stakeholder net” to anarrow group of individuals ororganizations. While well-establishedrelationships clearly are the foundation of asuccessful partnership, a new communitypolicing collaboration may benefit fromnetworks beyond the traditionalorganizations and individuals with whomlaw enforcement often works.

Solutions:Thinking creatively about who cares aboutthe problem, and who can bring skills andresources to the collaboration (see Step 2 inAction Steps), will expand the network ofpotential stakeholders, and will bring newand diverse perspectives to the communitypolicing effort.

Ask each identified stakeholder to identifyothers who may be important to include as astakeholder.

Do not hesitate to ask for participation fromhigh-profile or very busy individuals; theissue at stake may be important enough toprioritize within a busy schedule.

Pitfall:A representative of an organizationalpartner is not in a position to commitorganizational resources or make policydecisions on behalf of the organization.This challenge means that partnershipactivity will be delayed while therepresentative takes information back to thepolicymakers at the organization to seekapproval.

When identifying potential stakeholders for acommunity policing collaboration, be mindfulof the following pitfalls and considerimplementing some of the strategies suggestedfor challenges the collaboration has alreadyencountered. Also, to help diagnose astruggling partnership, please refer to Section1, Tool 1: Unsticking Stuck Groups/Reassessing the Collaboration; in particular,items 1–4 can help partners assess stakeholderinvolvement.

Avoiding thePitfalls

5

Solutions:Before convening a meeting that mayrequire commitment of organizationalresources, request that organizationalrepresentatives bring policymakers to thatmeeting. Try to schedule the meeting toaccommodate their attendance.

Use technology to keep management of theorganizational partners informed, even ifthey cannot be present for each meeting.For example, circulate agendas andmeeting minutes by e-mail.

If the organizational representative is notin a position to function as a true partner inthe collaboration, request that theorganization broaden its representation toinclude policymakers.

Pitfall:Individual stakeholders’ expectationsand motivations are inconsistent withthe project goals. Stakeholders bringspecific expectations and agendas to thecollaboration. At times, some individual ororganization-specific goals may notsupport the common vision of thecollaboration, which can cause the projectto stray from the vision, stall forwardmomentum, or generate ill feelings amongthe partners.

Solutions:Identify individual and organizationalexpectations as part of the stakeholderidentification process and further discussthem during the vision meeting tominimize misunderstanding later in thecommunity policing effort.

If the partners failed to discuss individualand organizational goals during visiondevelopment, revisit that component toreestablish buy-in, re-articulate thecollaborative vision, and redefine theobjectives and action steps for achievingthe vision. It is possible that minoradjustments to the “how to’s” of achievingthe overall vision will accommodateindividual and organizational goals.

Pitfall:Apathy in the community about theproblem or issue.

Solutions:Assess the nature and extent of theproblem or issue to be addressed anddetermine if an existing collaboration isaddressing or has already addressed theissue. What is perceived as apathy mayactually be due to a lack of a real problemor that the problem is being addressed byanother collaboration.

Apathy may result from lack of publiceducation or awareness about the issue ora community’s frustration that “nothingcan be done” about the problem. Thus,engaging one or two well-respectedcommunity leaders to champion the issuemay be the first step toward garnering theinterest of a broader network of potentialstakeholders.



4

issues/priorities and resource/expertiserequirements. Thus, partners shouldcontinually reassess the stakeholder list toallow members to depart and join thecollaboration as needed. It is important torecognize when a stakeholder’s involvementis simply “not working out” and allow thatstakeholder to withdraw from the partnership.A stakeholder may overcommit time andresources, or may develop divergent goalsfrom that of the collaboration, or the bestinterests of the community policing effortmay be ill-served by the involvement of aparticular stakeholder. While often difficult, itis important for the partners to acknowledgewhen a stakeholder needs to disengage fromthe collaboration and to facilitate thestakeholder’s departure. Allowing for someamount of stakeholder modification will allowthe collaboration to remain vibrant, bringingnew skills and resources to the collaborativeeffort.

Pitfall:Casting the “stakeholder net” to anarrow group of individuals ororganizations. While well-establishedrelationships clearly are the foundation of asuccessful partnership, a new communitypolicing collaboration may benefit fromnetworks beyond the traditionalorganizations and individuals with whomlaw enforcement often works.

Solutions:Thinking creatively about who cares aboutthe problem, and who can bring skills andresources to the collaboration (see Step 2 inAction Steps), will expand the network ofpotential stakeholders, and will bring newand diverse perspectives to the communitypolicing effort.

Ask each identified stakeholder to identifyothers who may be important to include as astakeholder.

Do not hesitate to ask for participation fromhigh-profile or very busy individuals; theissue at stake may be important enough toprioritize within a busy schedule.

Pitfall:A representative of an organizationalpartner is not in a position to commitorganizational resources or make policydecisions on behalf of the organization.This challenge means that partnershipactivity will be delayed while therepresentative takes information back to thepolicymakers at the organization to seekapproval.

When identifying potential stakeholders for acommunity policing collaboration, be mindfulof the following pitfalls and considerimplementing some of the strategies suggestedfor challenges the collaboration has alreadyencountered. Also, to help diagnose astruggling partnership, please refer to Section1, Tool 1: Unsticking Stuck Groups/Reassessing the Collaboration; in particular,items 1–4 can help partners assess stakeholderinvolvement.


5

Solutions:Before convening a meeting that mayrequire commitment of organizationalresources, request that organizationalrepresentatives bring policymakers to thatmeeting. Try to schedule the meeting toaccommodate their attendance.

Use technology to keep management of theorganizational partners informed, even ifthey cannot be present for each meeting.For example, circulate agendas andmeeting minutes by e-mail.

If the organizational representative is notin a position to function as a true partner inthe collaboration, request that theorganization broaden its representation toinclude policymakers.

Pitfall:Individual stakeholders’ expectationsand motivations are inconsistent withthe project goals. Stakeholders bringspecific expectations and agendas to thecollaboration. At times, some individual ororganization-specific goals may notsupport the common vision of thecollaboration, which can cause the projectto stray from the vision, stall forwardmomentum, or generate ill feelings amongthe partners.

Solutions:Identify individual and organizationalexpectations as part of the stakeholderidentification process and further discussthem during the vision meeting tominimize misunderstanding later in thecommunity policing effort.

If the partners failed to discuss individualand organizational goals during visiondevelopment, revisit that component toreestablish buy-in, re-articulate thecollaborative vision, and redefine theobjectives and action steps for achievingthe vision. It is possible that minoradjustments to the “how to’s” of achievingthe overall vision will accommodateindividual and organizational goals.

Pitfall:Apathy in the community about theproblem or issue.

Solutions:Assess the nature and extent of theproblem or issue to be addressed anddetermine if an existing collaboration isaddressing or has already addressed theissue. What is perceived as apathy mayactually be due to a lack of a real problemor that the problem is being addressed byanother collaboration.

Apathy may result from lack of publiceducation or awareness about the issue ora community’s frustration that “nothingcan be done” about the problem. Thus,engaging one or two well-respectedcommunity leaders to champion the issuemay be the first step toward garnering theinterest of a broader network of potentialstakeholders.



3

Step 4

Consider WhatStakeholders MayExpect and What TheyCan Contribute.

Each individual and organization bringsexpectations to the collaboration. Beforeinviting stakeholders, hypothesize about theexpectations and potential contributions eachperson and organization may bring, andwhether these are within the goals of thecommunity policing effort. Upon inviting thestakeholders to participate, discuss with thepotential stakeholder, individual andorganizational expectations for thecollaboration and assess if these actualexpectations are reasonable and within thegoals of the community policing effort.Similarly, discuss the contributions and level ofinvolvement that each stakeholder wants and isable to make to the collaborative effort. Forexample, in addition to their time, someorganizational stakeholders will be willing tocontribute additional resources to thecollaboration, such as meeting space to hostregular meetings or supplies and equipment toproduce educational materials. Also determinewhether the stakeholder can attend plannedmeetings, or is the stakeholder interested in aspecial activity/project of the collaboration?

Step 5

Identify Representativesfrom Each OrganizationalStakeholder.

When organizations partner in a collaborativeeffort, it is important to consider who shouldrepresent each organization—whether

individuals at the leadership/management levelor staff level are appropriate. This decision maybe based on the amount of time available, skillsrequired for participation, knowledge of theproblem, control of resources, or jobresponsibilities. Generally, with law enforcementpartnerships, it is important that the activeparticipant(s) from the department include aline-level officer, deputy, or detective, withsupport from the sheriff or chief or other lawenforcement executive. Line-level personnel aremost likely to have knowledge of the specificproblem or issue; the neighborhood, community,or school in which the problem or initiative islocated; and will often have the time (or begranted the time) to be directly involved insolving the problem. The support of the sheriffor chief, however, is critical to being able tocommit organizational resources to an initiative.

Step 6

Extend an Open Invitation.

Ask the identified stakeholders to participate inan information and visioning meeting. Asidentified stakeholders agree to participate, askthem to review the stakeholder list andrecommend others with a vested interest in theproblem that may have been overlooked.

Step 7

Reexamine theStakeholder List as theCollaboration Progresses.

Community policing collaborations, like allpartnerships, evolve and grow over time.Projects and priorities change. As such, someinitial stakeholders may wish to withdraw fromthe collaboration, and new stakeholders mayneed to be identified to account for changing

6

Tool 2

Identifying Stakeholders,This tool can be used to assist you inidentifying potential stakeholders, theirpotential contributions, and their expectationsfor the problem-solving project or othercommunity policing initiative.

Stakeholders are individuals, groups, andorganizations who…

1. care if the problem is solved or the

issue is addressed.

2. are being impacted by the problem or

issue.

3. can help solve the problem or address

the issue.

4. bring knowledge or skills about the

issue.

5. will benefit if the problem is solved or

the issue is addressed.

6. will bring a diverse viewpoint to the

collaboration.

Directions:Make additional copies of the chart as needed.The primary partners in the collaborationshould ask the following questions for eachpotential stakeholder. The responses to thequestions should help the partners determinewhether involvement of the stakeholder mayfurther the goals of the community policing

initiative. Answers to the questions will alsoprovide talking points for the invitationalconversation (e.g., the benefits to participationby the stakeholder).

■ What is the reason that the individual ororganization has been identified as astakeholder for the community policingeffort?

■ How will the individual or organizationenvision their role and what expectationswill they bring to the project?

■ What does the individual or organizationbring to the community policing effort?

■ What is the goal of working togetherwith the identified individual ororganization?

■ How will the individual or organizationbenefit from the relationship?

■ How do you, as the primary partners,envision the individual or organizationbeing involved in the collaborativeeffort?

Once all the stakeholders have been identified,develop a plan to obtain the commitment of theidentified stakeholders for the collaborativeeffort. The plan should address how theindividual or organization will be contacted, bywhom, and by what date.


Tool 2



2

Potential stakeholders may include:

■ School administrators and other schoolpersonnel

■ School board members

■ Business leaders

■ Elected officials

■ Neighborhood watch/block clubs

■ Youth organizations

■ Community-based organizations

■ Community activists

■ Probation/parole/pretrial services

■ District Attorney/State Attorney General

■ Trade organizations

■ Faith community

■ Social service organizations

■ Federal law enforcement (FBI, DEA,ATF, INS, etc.)

■ Corrections

■ Media

■ Private foundations or other charitableorganizations.

Remember, depending on the specifics of theproblem or issue, the list of stakeholders willvary. Refer to Section 9, Sufficient Means, fora discussion about encouraging diversity andengaging youth (step 10).

Step 3

Identify the Benefits ofParticipating in theCollaboration.

Stakeholders benefit, on a number of levels, byjoining the collaboration. When recruitingstakeholders, it may be helpful to point outsome of these benefits, which include:

■ A sense of accomplishment frombettering the community.

■ Gaining recognition and respect.

■ Meeting other community members.

■ Learning new skills.

■ Fulfilling an obligation to contribute(due to professional status, etc.).

Example 2 Identifying StakeholdersIn a school-based partnership to address a bullying problem, stakeholders may include parents, students, schooladministrators, teachers, school support personnel, school board members, and school bus drivers.

When addressing auto theft in one district of a city, stakeholders may include car dealerships, neighborhoodwatch groups, victims, and elected officials.

While preparing a crisis management strategy in a school, stakeholders may include representatives of socialservices and rescue services, parents, students, school administrators, teachers, school board members, mentalhealth professionals, and the media.

Tool 2

7

Identifying Stakeholders


Name

Affiliation

Telephone

Fax

E-mail

Mailing Address

Reason Identified

Expectations




Involvement


Name

Affiliation

Telephone

Fax

E-mail

Mailing Address

Reason Identified

Expectations




Involvement



1

At the beginning of the problem-solvingproject or other community policing initiative,there may be only two individuals (oftenassigned to the effort) that are workingtogether. Thus, one of their first tasks is toexamine the issue/problem to be addressed bythe project and identify as many individualsand/or organizations as possible that may havea vested interest in the outcome of theproblem-solving effort. Remember, notknowing whether an individual or organizationcan/should be a stakeholder is just anopportunity to contact that individual ororganization and learn more about theirpotential interest in being involved. Theprimary partners should take the followingsteps to identify the collaboration’sstakeholders:

Step 1

Is Someone Else AlreadyWorking on This Issue?

Before initiating a new collaboration, gatherpreliminary information about the issue orproblem to be addressed to ensure that it

warrants a collaborative effort. Also, scan thecommunity to determine whether an existingcollaboration is already in place to address theproblem. If you determine that a collaborativeeffort is indeed warranted, then begin theprocess of identifying and engaging thecollaboration’s stakeholders.

Step 2

Cast the “StakeholderNet” Broadly—ThinkBeyond Traditional LawEnforcement Partners.

When identifying potential stakeholders,consider the following six questions:

1. Who cares if the problem is solved/

issue is addressed?

2. Who is being impacted by the

problem or issue?

3. Who can help solve the problem or

address the issue?

4. Who brings knowledge or skills about

the issue?

5. Who will benefit if the problem is

solved or the issue is addressed?

6. Who would bring a diverse viewpoint

to the collaboration?

You don't get harmony wheneverybody sings the same note.

–Doug Floyd


Stakeholders

8

Tool 2


Name

Affiliation

Telephone

Fax

E-mail

Mailing Address

Reason Identified

Expectations




Involvement


Name

Affiliation

Telephone

Fax

E-mail

Mailing Address

Reason Identified

Expectations




Involvement


Section 3: Trust Section 3: Trust

Trust

The Vision

Partners are truthful in their communication with each other anddemonstrate that all stakeholders have the best interests of thecollaborative effort in mind during project-related discussions.Partners are at ease in discussing individual concerns about theproject and do not withhold valuable information from eachother. Partners demonstrate a willingness to share human andfinancial resources.

In Section 3

Tool 3: DevelopingTeam Norms

Tool 4: Global VoteExercise

6

scale, the facilitator will select someone andask, “Why are you standing there?” Thefacilitator should ask another person the samequestion and continue doing so until allpartners have the opportunity to respond.Repeat the activity for the three followingstatements:

■ We tell each other the truth.

■ We respect one another.

■ We seek to understand one another.

After asking “Why are you standing there?” toeach partner for the third statement, thepartners need a break to think about what theother team members have said and how theymight better work with each other.



25

Tool 3: Developing Team Norms, outlines theprocess by which stakeholders can developnorms for the team that is forming. Tool 4:Global Vote Exercise, will help team membersdiscuss their feelings, attitudes, and trust, sothat team members better understand each otherand establish a foundation that can improvetrust and confidence in one another.

Tool 3Developing Team Norms

Directions:Team norms should be developed using thefollowing process:

1. Explain the importance of developingnorms (refer to the text on developingnorms in step 5). Inform the group thatthey are going to develop a set of groundrules or norms, which will guide thepartners as they work on thecollaborative initiative.

2. Suggest areas that may be consideredwhen developing norms. These includebut are not limited to time; decision-making; communication issues such aslistening, interrupting, and sideconversations; conflict management andconfidentiality.

3. Follow brainstorming guidelines (refer toSection 5, Tool 9), ask the team to offerground rules/norms that they would liketo implement. Record all suggestions.


1 Adapted from: Bodwell, D.J. High Performance Teams. Dallas, TX: PT ConsultingPartners. http://rampages.onramp.net/~bodwell/home.htm.

4. When the team has exhausted theirsuggestions, review the list, givingmembers an opportunity to comment orto ask questions. Team members mayalso voice opposition to a particularnorm.

5. After the norms have been reviewed, thefacilitator asks if everyone can live withand agree to follow the suggestedground rules.

6. When all team members are inagreement, the agreed upon norms areaccepted guides for the workinginteractions of the team.

7. Write out the final norms and post ordisseminate them to the team.

8. The team should revise the norms whenthey become less than useful orunnecessary.

Tool 4Global Vote Exercise1

Position two large signs about 30 to 50 feetapart. On the left sign (as you face it), write“Almost Never” and the number “1.” On theother sign, write “Almost Always” and thenumber “7.” Each partner should visualize ascale between 1 and 7 between the two signs. Afacilitator will make a series of statements.After the first statement, the partners shouldstand on the scale at the number correspondingto his/her impressions or responses to thestatement. After all partners are standing on the

Tools 3 & 4



1

Trust is central and fundamental todeveloping a collaborative workingrelationship between law enforcement and theother partners. Taking the time to buildtrusting relationships with partners will oftenspell the difference between success andfailure. Trust must often be developed on aone-to-one basis between primary partners,and then among all partners. Therefore,sufficient time must be allotted during theplanning process to allow this trust todevelop. Trust should deepen as thecollaborative effort proceeds and partnersprove themselves through their performance.Inherent to trusting relationships is respect foreach other (including each other’sdifferences), integrity, and opencommunication. Partners will, invariably,come to the project with life experiences andpreconceptions that may make building trustchallenging. However, without trust, partnersmay be hesitant to work as a team andreluctant to share the talents, time, andresources needed for the collaborative effort.


Build for your team a feeling of oneness,of dependence upon one another and of

strength to be derived from unity.–Vince Lombardi

Step 1

Make Personal,One-on-One Contact withStakeholders.

Initial contact with stakeholders is moreeffective if it is made personally, one-on-one.Contact with an individual may be madethrough a phone call or a personal visit tointroduce the project and invite the individual’sparticipation. The primary partner should sharehis/her interest and role in the project and askthe person contacted about his/her thoughts onthe problem/issue that the collaboration isaddressing.

Step 2

Be Certain to Listen andShow Respect for Whatthe Partner/StakeholderHas to Say.

Open and sensitive communication is criticalfor trust building. When a partner shares his/her perspective, do not judge what s/he issaying. Rather, process the information at facevalue and consider it with an open mind.Suspend judgment, listen, and work tounderstand a person’s perspective rather thanworking to persuade him/her to your ideas.

Trust

4

of the collaboration as their guiding principle,they may fear being manipulated or beingtaken advantage of and will not offer theirvalued resources for joint use. It may be thecase that a partner feels s/he has already beentaken advantage of and is protecting againstfuture occurrences.

Solutions:When some individuals do not have all thefacts, fear may influence their explanations orunderstanding. Continually share informationand decision-making with all partners. Bringclosure to all discussions and misunder-standings, even if this means “getting back tosomeone” with an answer to a difficultquestion.

Acknowledge and value all resourcecontributions. Hold all partners accountablefor their resource commitments.

Incorporate the vision statement into allcollaboration meetings and be certain toensure that a direct link exists betweenstrategies devised and the outcome describedin the vision statement.

Pitfall:Partners are unwilling to shareinformation. Without confidence thatinformation will be kept confidential withinthe partnership and that it will not bemisconstrued by the partners or in the media,partners will not share valuable information.

Solution:In the beginning of the partnership, develop amemorandum of understanding (MOU) aboutwhat information will be shared with whom.Specifically address how confidential andproprietary information will be handled. If thepartnership began without an MOU, hold ameeting to work through issues ofinformation sharing, conflict resolution, andresource contribution in a formal, agreed-upon document signed by all partners (seeSection 8, Tool 13: Memorandum ofUnderstanding Development Guidelines).

Pitfall:Partners frequently overreact duringmeetings, become emotionally upset, orcreate a public scene. If members of thecollaboration “act out” during meetings overseemingly minor issues, this may be becausea brewing problem of trust has been ignored.

Solutions:The underlying issue must be discovered andaddressed; otherwise, only the symptoms willbe addressed and problems will arise again ata later date. Address issues throughfacilitated, one-on-one discussion, orimplement another means of conflictresolution (see Section 7, Tool 12: Tips forConflict Management).

In addition to addressing underlyingproblems, trust can be rebuilt through team-building activities such as ropes courses,nature challenges, and other facilitatedexercises. To have a lasting impact, theseexercises must be translated back to the workand work style of the collaboration.



2

Step 3

Follow up.

Follow up with a letter, such as the one invitingthe stakeholder to be a part of a meeting tocreate a shared vision (see Section 4, Tool 5:Sample Invitation to a Meeting to Develop aShared Vision). Communicating through amemo or newsletter may keep people informed,but it is not a substitute for personal contact. Donot leave partners’ questions unanswered. Alack of openness can translate into a perceptionof deceptiveness.

Step 4

Do Not Rush.

Don’t feel that time to build trust needs to berushed so that the work of the project will moveahead. Since trust is only based in part on pastbehavior and is also based on an emotionalfeeling or intuition about individuals, it cannotbe switched on like a light. Only genuine trustis effective; feigned trust will not produce aneffective collaboration.

Step 5

Establish Norms/GroundRules That Create a Toneof Collaboration andSupport GoodCommunication Skills.

Regardless of the size of the partnership,ground rules and norms help to ensure thatetiquette is observed and that all partners areencouraged to ask questions, offer opinions,and listen to the ideas and opinions of others.The variety of ideas can build strongerrelationships and a better project. Ground rulesand norms should be developed at the vision/common goals meeting and periodicallyrevisited (see Tool 3: Developing TeamNorms). The question to be asked, for 2 or 200hundred partners is, “What agreements can wemake that will help us work together in aneffective and efficient manner?”

Norms will be unique to each collaboration.However, collaborative norms will answerthese questions at a minimum:

■ How long can I expect a meeting to last?

■ Will meetings start on time?

■ If I disagree on certain issues, how willthe disagreement be handled?

Example 3 NormsHave you ever been part of a group that always starts the meeting 10 minutes late? Does the leader always waitfor a certain member before starting the meeting? Is there a subgroup of individuals who always dominate themeeting? If asked about norms, a member of such a group might say, “Oh, we didn’t take time to developnorms. We are a small and informal group.” Well, the group does have norms, norms that are disruptive anddysfunctional. The implied norms are:

■ The meeting starts 10 minutes after the announced time.

■ Some members are more important than other members who arrive on time.

■ It is acceptable for a few individuals to dominate the discussion.

3

■ Are all the partners equal, or do somegroups have more power than others?

■ How are decisions made?

■ How do collaboration members treateach other?

■ What behaviors are acceptable andunacceptable within the collaboration?

Norms will support positive collaborativefunctioning when they are:

■ Posted and easily viewed at meetings.

■ Used as facilitative tools to confrontdisruptive behavior.

■ Used to orient new members to thecollaborative partnership.

■ Revisited periodically and changed ifnecessary.

■ Followed and valued by the team.

Good communication and respectfulinteractions guided by group norms that havebeen developed, agreed upon, and adhered toby all partners will help to build trust.

Step 6

Be Trustworthy.

Do not promise more than can be delivered. Beresponsible, accountable, and loyal. Apologizewhen appropriate. In all interactions, act in away that earns the trust needed for successfulcollaborative problem-solving.

Step 7

Do Not Ignore Troubles.

Ignoring brewing conflict leads to erosion oftrust. Address issues through facilitated, one-on-one discussion or implement another meansof conflict resolution (see Section 7, Tool 12:Tips for Conflict Management).

Example 4 Ground RulesMeeting ground rules or team norms mayinclude:

■ Respect meeting start and end times.

■ Expect participation from everyone.

■ Stick to the meeting agenda.

■ Do not criticize the individual orstatement when brainstorming.

■ Allow only one individual to speak at atime.

■ Make all decisions by consensus.


When developing and strengthening trust in acommunity policing collaboration, be mindful ofthe following pitfalls and consider implementingsome of the suggested strategies if you havealready encountered these challenges. Also, tohelp diagnose a struggling partnership, pleaserefer to Section 1, Tool 1: Unsticking StuckGroups/Reassessing the Collaboration; inparticular, items 5–8 can help partners to assesstrust.

Pitfall:Partners are hesitant or unwilling tocontribute or share resources. If membersof the partnership do not trust that all othermembers are operating with the best interests



2

Step 3

Follow up.

Follow up with a letter, such as the one invitingthe stakeholder to be a part of a meeting tocreate a shared vision (see Section 4, Tool 5:Sample Invitation to a Meeting to Develop aShared Vision). Communicating through amemo or newsletter may keep people informed,but it is not a substitute for personal contact. Donot leave partners’ questions unanswered. Alack of openness can translate into a perceptionof deceptiveness.

Step 4

Do Not Rush.

Don’t feel that time to build trust needs to berushed so that the work of the project will moveahead. Since trust is only based in part on pastbehavior and is also based on an emotionalfeeling or intuition about individuals, it cannotbe switched on like a light. Only genuine trustis effective; feigned trust will not produce aneffective collaboration.

Step 5

Establish Norms/GroundRules That Create a Toneof Collaboration andSupport GoodCommunication Skills.

Regardless of the size of the partnership,ground rules and norms help to ensure thatetiquette is observed and that all partners areencouraged to ask questions, offer opinions,and listen to the ideas and opinions of others.The variety of ideas can build strongerrelationships and a better project. Ground rulesand norms should be developed at the vision/common goals meeting and periodicallyrevisited (see Tool 3: Developing TeamNorms). The question to be asked, for 2 or 200hundred partners is, “What agreements can wemake that will help us work together in aneffective and efficient manner?”

Norms will be unique to each collaboration.However, collaborative norms will answerthese questions at a minimum:

■ How long can I expect a meeting to last?

■ Will meetings start on time?

■ If I disagree on certain issues, how willthe disagreement be handled?

Example 3 NormsHave you ever been part of a group that always starts the meeting 10 minutes late? Does the leader always waitfor a certain member before starting the meeting? Is there a subgroup of individuals who always dominate themeeting? If asked about norms, a member of such a group might say, “Oh, we didn’t take time to developnorms. We are a small and informal group.” Well, the group does have norms, norms that are disruptive anddysfunctional. The implied norms are:

■ The meeting starts 10 minutes after the announced time.

■ Some members are more important than other members who arrive on time.

■ It is acceptable for a few individuals to dominate the discussion.

3

■ Are all the partners equal, or do somegroups have more power than others?

■ How are decisions made?

■ How do collaboration members treateach other?

■ What behaviors are acceptable andunacceptable within the collaboration?

Norms will support positive collaborativefunctioning when they are:

■ Posted and easily viewed at meetings.

■ Used as facilitative tools to confrontdisruptive behavior.

■ Used to orient new members to thecollaborative partnership.

■ Revisited periodically and changed ifnecessary.

■ Followed and valued by the team.

Good communication and respectfulinteractions guided by group norms that havebeen developed, agreed upon, and adhered toby all partners will help to build trust.

Step 6

Be Trustworthy.

Do not promise more than can be delivered. Beresponsible, accountable, and loyal. Apologizewhen appropriate. In all interactions, act in away that earns the trust needed for successfulcollaborative problem-solving.

Step 7

Do Not Ignore Troubles.

Ignoring brewing conflict leads to erosion oftrust. Address issues through facilitated, one-on-one discussion or implement another meansof conflict resolution (see Section 7, Tool 12:Tips for Conflict Management).

Example 4 Ground RulesMeeting ground rules or team norms mayinclude:

■ Respect meeting start and end times.

■ Expect participation from everyone.

■ Stick to the meeting agenda.

■ Do not criticize the individual orstatement when brainstorming.

■ Allow only one individual to speak at atime.

■ Make all decisions by consensus.


When developing and strengthening trust in acommunity policing collaboration, be mindful ofthe following pitfalls and consider implementingsome of the suggested strategies if you havealready encountered these challenges. Also, tohelp diagnose a struggling partnership, pleaserefer to Section 1, Tool 1: Unsticking StuckGroups/Reassessing the Collaboration; inparticular, items 5–8 can help partners to assesstrust.

Pitfall:Partners are hesitant or unwilling tocontribute or share resources. If membersof the partnership do not trust that all othermembers are operating with the best interests



1

Trust is central and fundamental todeveloping a collaborative workingrelationship between law enforcement and theother partners. Taking the time to buildtrusting relationships with partners will oftenspell the difference between success andfailure. Trust must often be developed on aone-to-one basis between primary partners,and then among all partners. Therefore,sufficient time must be allotted during theplanning process to allow this trust todevelop. Trust should deepen as thecollaborative effort proceeds and partnersprove themselves through their performance.Inherent to trusting relationships is respect foreach other (including each other’sdifferences), integrity, and opencommunication. Partners will, invariably,come to the project with life experiences andpreconceptions that may make building trustchallenging. However, without trust, partnersmay be hesitant to work as a team andreluctant to share the talents, time, andresources needed for the collaborative effort.


Build for your team a feeling of oneness,of dependence upon one another and of

strength to be derived from unity.–Vince Lombardi

Step 1

Make Personal,One-on-One Contact withStakeholders.

Initial contact with stakeholders is moreeffective if it is made personally, one-on-one.Contact with an individual may be madethrough a phone call or a personal visit tointroduce the project and invite the individual’sparticipation. The primary partner should sharehis/her interest and role in the project and askthe person contacted about his/her thoughts onthe problem/issue that the collaboration isaddressing.

Step 2

Be Certain to Listen andShow Respect for Whatthe Partner/StakeholderHas to Say.

Open and sensitive communication is criticalfor trust building. When a partner shares his/her perspective, do not judge what s/he issaying. Rather, process the information at facevalue and consider it with an open mind.Suspend judgment, listen, and work tounderstand a person’s perspective rather thanworking to persuade him/her to your ideas.

Trust

4

of the collaboration as their guiding principle,they may fear being manipulated or beingtaken advantage of and will not offer theirvalued resources for joint use. It may be thecase that a partner feels s/he has already beentaken advantage of and is protecting againstfuture occurrences.

Solutions:When some individuals do not have all thefacts, fear may influence their explanations orunderstanding. Continually share informationand decision-making with all partners. Bringclosure to all discussions and misunder-standings, even if this means “getting back tosomeone” with an answer to a difficultquestion.

Acknowledge and value all resourcecontributions. Hold all partners accountablefor their resource commitments.

Incorporate the vision statement into allcollaboration meetings and be certain toensure that a direct link exists betweenstrategies devised and the outcome describedin the vision statement.

Pitfall:Partners are unwilling to shareinformation. Without confidence thatinformation will be kept confidential withinthe partnership and that it will not bemisconstrued by the partners or in the media,partners will not share valuable information.

Solution:In the beginning of the partnership, develop amemorandum of understanding (MOU) aboutwhat information will be shared with whom.Specifically address how confidential andproprietary information will be handled. If thepartnership began without an MOU, hold ameeting to work through issues ofinformation sharing, conflict resolution, andresource contribution in a formal, agreed-upon document signed by all partners (seeSection 8, Tool 13: Memorandum ofUnderstanding Development Guidelines).

Pitfall:Partners frequently overreact duringmeetings, become emotionally upset, orcreate a public scene. If members of thecollaboration “act out” during meetings overseemingly minor issues, this may be becausea brewing problem of trust has been ignored.

Solutions:The underlying issue must be discovered andaddressed; otherwise, only the symptoms willbe addressed and problems will arise again ata later date. Address issues throughfacilitated, one-on-one discussion, orimplement another means of conflictresolution (see Section 7, Tool 12: Tips forConflict Management).

In addition to addressing underlyingproblems, trust can be rebuilt through team-building activities such as ropes courses,nature challenges, and other facilitatedexercises. To have a lasting impact, theseexercises must be translated back to the workand work style of the collaboration.



25

Tool 3: Developing Team Norms, outlines theprocess by which stakeholders can developnorms for the team that is forming. Tool 4:Global Vote Exercise, will help team membersdiscuss their feelings, attitudes, and trust, sothat team members better understand each otherand establish a foundation that can improvetrust and confidence in one another.

Tool 3Developing Team Norms

Directions:Team norms should be developed using thefollowing process:

1. Explain the importance of developingnorms (refer to the text on developingnorms in step 5). Inform the group thatthey are going to develop a set of groundrules or norms, which will guide thepartners as they work on thecollaborative initiative.

2. Suggest areas that may be consideredwhen developing norms. These includebut are not limited to time; decision-making; communication issues such aslistening, interrupting, and sideconversations; conflict management andconfidentiality.

3. Follow brainstorming guidelines (refer toSection 5, Tool 9), ask the team to offerground rules/norms that they would liketo implement. Record all suggestions.


1 Adapted from: Bodwell, D.J. High Performance Teams. Dallas, TX: PT ConsultingPartners. http://rampages.onramp.net/~bodwell/home.htm.

4. When the team has exhausted theirsuggestions, review the list, givingmembers an opportunity to comment orto ask questions. Team members mayalso voice opposition to a particularnorm.

5. After the norms have been reviewed, thefacilitator asks if everyone can live withand agree to follow the suggestedground rules.

6. When all team members are inagreement, the agreed upon norms areaccepted guides for the workinginteractions of the team.

7. Write out the final norms and post ordisseminate them to the team.

8. The team should revise the norms whenthey become less than useful orunnecessary.

Tool 4Global Vote Exercise1

Position two large signs about 30 to 50 feetapart. On the left sign (as you face it), write“Almost Never” and the number “1.” On theother sign, write “Almost Always” and thenumber “7.” Each partner should visualize ascale between 1 and 7 between the two signs. Afacilitator will make a series of statements.After the first statement, the partners shouldstand on the scale at the number correspondingto his/her impressions or responses to thestatement. After all partners are standing on the

Tools 3 & 4



Trust

The Vision

Partners are truthful in their communication with each other anddemonstrate that all stakeholders have the best interests of thecollaborative effort in mind during project-related discussions.Partners are at ease in discussing individual concerns about theproject and do not withhold valuable information from eachother. Partners demonstrate a willingness to share human andfinancial resources.

In Section 3

Tool 3: DevelopingTeam Norms

Tool 4: Global VoteExercise

6

scale, the facilitator will select someone andask, “Why are you standing there?” Thefacilitator should ask another person the samequestion and continue doing so until allpartners have the opportunity to respond.Repeat the activity for the three followingstatements:

■ We tell each other the truth.

■ We respect one another.

■ We seek to understand one another.

After asking “Why are you standing there?” toeach partner for the third statement, thepartners need a break to think about what theother team members have said and how theymight better work with each other.


Section 4: Shared Vision and Common Goals Section 4: Shared Vision and Common Goals

Shared Vision and

Common Goals

The Vision

The partners in the collaborative effort havearticulated, agreed upon, and are workingtoward specific common goals and demonstratea commitment to the values and beliefs thatguide the collaboration. The partners viewthemselves as part of a worthwhile effort andbelieve that they can improve the communitythrough their participation in the collaboration.

In Section 4

Tool 5: SampleInvitation to a Meetingto Develop a SharedVision

Tool 6: Sample Formfor SolicitingFeedback fromStakeholders Unableto Participate in theVisioning Meeting

10

2. Please provide your perspective on whether addressing (problem/issue) in/at/on(the proposed geographic area) is the appropriate target location or whether and whya broader or narrower target area should be addressed.

Tool 6

3. Visualize 1 year from now. What do you think the (community/school issue/problem) will look like once the problem is addressed? Specifically:

• What is happening? ________________________________________________

• What do you see and hear? __________________________________________

• What is different? _________________________________________________

4. How would you like to be involved in the partnership to address (problem/issue)?

5. When is the best time for you to meet? ___________________________________

6. What is the best method and time to contact you? __________________________

7. What are your expectations from the collaborative effort? ____________________

Is there anyone else you would like us to invite to participate in this effort? If so,please provide names, affiliations (if appropriate), and contact information.

____________________________________________________________________

____________________________________________________________________

Example 9■ Please provide your perspective on whether addressing bullying on the Wilson

Elementary School playground is the appropriate target location or whetherand why a broader or narrower target area should be addressed.

■ Please provide your perspective on whether auto theft from the NorthwestMadison neighborhoods and parking lots is the appropriate target location orwhether and why a broader or narrower target area should be addressed.

■ Please provide your perspective on whether developing a crisis managementstrategy for Langdon High School is the appropriate location or whether weshould develop the plan at a broader (e.g., districtwide or countywide) level?



9

Tool 6

Sample Form for SolicitingFeedback from StakeholdersUnable to Participate in theVisioning Meeting

Thank you for taking a few minutes to provide your ideas and perspective in addressing(problem or issue) in (target location). We appreciate your feedback and welcome yourongoing participation in our collaborative community policing effort. Please also provideyour contact information (if we do not already have that information), so that we maycontact you regarding questions, provide you with information from our visioningmeeting, and notify you about follow-up meetings and activities.

Name: _______________________________________________________________

Affiliation (if appropriate):_______________________________________________

Phone #: _____________________________Fax #: __________________________

E-mail: ______________________________________________________________

Street Address: ________________________________________________________

____________________________________________________________________

1. In your opinion, does (problem/issue statement) appropriately define the issue/problem?

Example 8■ In your opinion, does bullying on the Wilson Elementary School playground

during lunch and recess appropriately identify the issue?

■ In your opinion, does theft of vehicles from Northwest Madison neighborhoodsand local parking lots appropriately identify the problem?

■ In your opinion, does developing a coordinated, multidisciplinary strategy foraddressing crises such as a bomb threat, school shooting, natural disasters, fire,chemical spill, or explosion, etc., at Langdon High School appropriately identifythe issue?

Tool 6



1

The various interests represented by thecollaboration’s partners necessitate creating andarticulating a common vision. That visionstatement will form the foundation from whichall other strategic elements emanate.2 Thevision statement should express the philosophy(values and beliefs), as well as purpose, of thecollaboration, to which all partners agree.Developing a vision can be a difficult, time-consuming task. However, the vision statementis critical—it will clarify and chart thecollaboration’s future direction.3

The collaboration’s success will depend, to alarge extent, on the clarity of the shared visionand whether it has incorporated all the reasonsfor the collaboration’s existence.4 A sharedvision brings focus to the team. A lack of focusallows for conflicting agendas. As the initiativeprogresses, collaboration partners shouldreassess and modify the vision statement if thecommunity’s needs change, a problem issolved, or if collaboration membership changessignificantly. However, because the vision isthe foundation for the community policingcollaboration, modifying the vision statementshould not be considered lightly.

Step 1

Plan the Vision/CommonGoals Meeting.

Review Section 5, Expertise, to learn how toplan and conduct effective meetings; select ameeting location and time and develop anagenda. Taking the time to plan the visioningmeeting and making sure that appropriatestakeholders are invited will be a great firststep in ensuring the success of thecollaboration.

Step 2

Invite Stakeholders to theVision/Common GoalsMeeting.

Once the stakeholders have been identified (seeSection 2, Tool 2: Identifying Stakeholders),invite these stakeholders to a meeting todevelop the vision and define common goals ofthe problem-solving effort or other communitypolicing initiative. The number of individualswho attend the visioning meeting may not be

The soul cannot think without apicture.

—Aristotle


2 Below, P.J., Morrissey, G.L., and Acomb, B.L. The Executive Guide to StrategicPlanning. San Francisco, CA: Jossey-Bass, 1987.3 Goodstein, L.D., Nolan, T.M., and Pfeiffer, J.W. Applied Strategic Planning: AComprehensive Guide. San Diego, CA: Pfeiffer and Company, 1992.4 Ayers, M.B. Strategic Planning for Local Gang Prevention and Control. Prepared forthe Police Executive Research Forum by Circle Solutions, Inc., Washington, DC: U.S.Department of Justice, Bureau of Justice Assistance, 1994.

Shared Vision and

Common Goals

8

Tool 5


Tool 5 is a sample letter that may be modifiedand used to invite stakeholders to a meeting todevelop the collaboration’s vision and projectgoals. Tool 6 is a sample form that may be used

Date

Dear (Name of Stakeholder),

The (law enforcement agency name) and the (name of primary partner/partnerorganization) are joining together to address the problem of (name identified problem/issue) in (name specific school, neighborhood, or community). One of our first stepsin working together was to identify groups and individuals that may have an interestin addressing this problem. You have been identified as someone whose ideas andperspectives would contribute to addressing this important issue.

On (date) at (time) we will be meeting with stakeholders at (place) to begin to discussthese issues and develop a shared and agreed-upon vision of what we plan to achieveby addressing this issue. This meeting will last no more than 11/2 hours. This meetingwill be facilitated by (name or affiliation of the person who will facilitate), which willallow us to keep the process on track and end the meeting on time.

We are very excited about this collaborative project, and we hope that you will decideto be an ongoing member of our team. It is important, however, to note thatattendance at this meeting will not obligate you in any way.

It is our intent to involve as many different groups and individuals as are interested inthis dialogue. Please feel free to bring other interested people to the meeting.Everyone is welcome.

If you are interested in this project but are unable to attend the meeting, please contact(name of contact) at (give e-mail address, phone number, and a mailing address) andshare your ideas so that they may be included as we develop the vision that will guideour work. Also, please contact (name given above) if you have any questions.

We need you and your ideas to address (problem/issue) in our community. Please joinus on (repeat logistical information). We look forward to seeing you at this meeting aswe take the first important step in addressing (issue).

(Signed by the primary partners)

to collect information from stakeholders whoare unable to attend the Vision/Common Goalsmeeting, but who would like to provide inputinto the effort.

Tool 5

Sample Invitation to a Meeting toDevelop a Shared Vision



2

as important as the individuals invited. Often,individuals and organizations, regardless ofwhether they can attend the visioning meeting,will feel more a part of the community policinginitiative if they are invited to contribute theirideas during the project. This is one reason thatbrainstorming about stakeholders should beinclusive rather than exclusive.

Decide on ways to gather ideas from interestedstakeholders who are unable to attend themeeting. One technique is to solicit, in advance,written ideas that capture their vision for thecommunity policing initiative. Personalinvitations (by phone, letter, or e-mail) presentan opportunity to begin to establish trust amongstakeholders, even for those unable to attend thevisioning meeting.

Communicate the following points:

■ The impetus for the meeting is thepartnership among law enforcement andschool, community group, etc., toaddress a specific community problem orissue.

■ Basic information known about theproblem or issue.

■ The purpose of the meeting (i.e., to agreeupon a vision and common goals for theinitiative).

■ Meeting logistics.

■ Each invitee was identified as someonewhose perspective and ideas areimportant.

■ The meeting will start and end on time(usually no longer than 11/2 hours torespect attendees’ schedules and ensurethat the discussion is focused andproductive).

■ Participation in the visioning sessionwill not obligate the stakeholders in anyway.

■ Invitees may extend an invitation toothers who may have a stake in thecommunity policing effort.

A sample personalized letter of invitation to ameeting to develop a shared vision is providedin Tool 5. Also, Tool 6 provides a sample formto capture ideas from stakeholders that areunable to attend the meeting. This form maybe mailed or e-mailed with the letter or used torecord information provided during atelephone conversation with the stakeholder.

Step 3

Identify a Facilitator andOther Staff for theMeeting.

The facilitator may be one of the primarypartners, a stakeholder, or a professionalfacilitator hired expressly for this meeting.Refer to Section 5, Expertise, to learn moreabout the role of a facilitator and forfacilitation tips. Select a meeting recorder/notetaker (at future meetings, the recorder canbe determined on an ad hoc basis).

Step 4

Conduct the Vision/Common Goals Meeting.

When stakeholders arrive at the visioningmeeting, the primary partners should greeteach person individually. Also, providing basicrefreshments is a nice compliment to a firstmeeting, but certainly refreshments are notrequired for a successful meeting. Throughout

7

find themselves digressing from the mainobjective of the meeting, arguing overdecisions, or expending resources onactivities that do not support the vision.This will lead to frustration and chaos.

Solution:Make the vision statement visible;continually refer to it as a gauge of whetherthe team is on track. Post the visionstatement at each meeting, and make surethat it is prominently displayed on meetingagendas and on all correspondence sent tocollaboration partners. Never schedule ameeting until determining that the meetingagenda supports the collaboration vision.

Pitfall:Partners focus on current obstaclesrather than on future possibilities. Whenthe partners become so entrenched in thedetails of planning and implementing tasksthat they fail to deal with these activitieswithin the context of the overall vision, theymay become discouraged by challenges andwant to give up.

Solutions:Begin each planning meeting by brieflyreviewing the vision statement. Post thestatement in the meeting rooms. Beforeassigning a task, always reiterate theimportance of the task and show how thetask supports the collaboration’s overallvision.

As a team, assess whether sufficientresources have been allocated to complete aparticular task. If they have not, use Section2, Tool 2: Identifying Stakeholders under“possible contributions” to reallocatepersonnel resources based on available

skills. Also refer to Section 9, Tool 16:Identifying Funding Resources and Optionsfor help on how to organize the search foradditional funds or in-kind resources.

Pitfall:Partners become discouraged and loseenergy for the project. If the team’s visionis unrealistic or the project is unrealisticgiven the amount of time or number ofpersons (or organizations) available toaccomplish the project, partners will seethemselves as failing before they begin andwon’t be enthusiastic about the project.

Solution:Be sure to develop a vision that is attainablewithin the realm of available resources. Ifall partners agree to a somewhat loftyvision, consider setting short-termobjectives that can be achieved andcelebrated while striving for the overall,more ambitious (but perhaps attainable)outcome.

Pitfall:The collaboration fails to produce resultscommensurate with the time and effortexpended. If the partners lose focus on thevision, they may mistake certain activities asproductivity. Therefore, partners may realizeat some point that while they are quite busy,they are no closer to the goal.

Solution:Do not commit the collaboration toimplementing a task without clarifying howthat activity will bring the collaborationcloser to the shared vision. If that link is notobvious, do not proceed.



3

the meeting, the collaboration’s primarymembers should model their partnership andconduct the meeting together.

Outline for the visioning meeting:

1. Introduce the primary partners; describeobjectives of the meeting and backgroundon the issue/problem.(5 minutes)

2. Introduce attendees and their interest orbackground in the problem/issue beingaddressed.(10 minutes)

3. Brainstorm with the group on meetingground rules or broader norms for thecollaboration. (Misunderstanding andconflicts arise when norms are impliedrather than explicitly articulated.)(10 minutes)

4. Identify the community/target area andpopulation. The problem/issue that hasbrought the team together may have beenidentified through a grant application.Defining the specific population andgeographic boundary of the project isnecessary before developing a sharedvision. If available, present and discuss

preliminary information that mayprovide insight about a problem in acertain location.(5 minutes)

5. Plan for the future. Ask each person tothink ahead to a specific time (e.g., 6months, the next school year, etc).Decide on a timeframe that makes themost sense for your particular situation.Ask the group to envision what thecommunity/school situation will be likeonce the problem or issue is addressed.The facilitator asks questions such as:

■ What is happening?

■ What do you see and hear?

■ What is different?

Participants answer these questionssilently. Each person should jot downkey phrases that describe theirexperience. Encourage participants toexpress their most idealistic, hopeful,and positive ideas. This is not the timeto restrict and edit thinking. Rememberthat you are working toward articulatinga shared vision.(5 minutes)

Example 5 Identifying the Target Area or PopulationIf bullying among students at schools is the issue that brought you together, define the population to beaddressed and the geographic area you are targeting.

■ Does the problem pertain to an entire school?

■ Are you addressing a specific grade within the school?

■ Does the target group cover several grades (e.g., student athletes, band members)?

■ Do you want to target incidents occurring on school grounds but outside the building?

■ Do you want to include incidents that spill over before and after school to the three blockssurrounding the school, including businesses that have complained of incidents?

■ Are you thinking of a vision for the building?

Central High School a bully-freeenvironment.” This is also an opportunityto incorporate some of the themes thatwere identified in the meeting as pointsof special emphasis. For example, oneweek’s announcements might suggestspecific ways that the school communitycan demonstrate respect for diversity.

■ To keep it alive. A shared visionstatement can be a source of inspirationand a great recruiting tool. It must bekept in the minds of the collaborationmembers.

■ As a benchmark for projectevaluation. Collaboration partners willwant to know whether the time,resources, and talents they havecommitted to the vision have beensuccessful. The vision statement can bethe foundation on which an outcomeevaluation is designed.

When developing and strengthening a sharedvision in a community policing collaboration,beware of the following pitfalls and considerimplementing some of the suggested strategiesif you have already encountered thesechallenges. Also, to help diagnose a strugglingpartnership, please refer to Section 1, Tool 1:Unsticking Stuck Groups/Reassessing theCollaboration; in particular, items 9–12 canhelp partners to assess the shared vision.


Pitfall:The community is apathetic about thecause; therefore, the effort loses steam ordoes not get off the ground. If potentialstakeholders and those with resources donot rally to the cause, the project may notget off the ground or may be slowed orstopped due to a lack of personnel, political,or financial support.

Solutions:Often, potential stakeholders may not fullyunderstand how the issue impacts themspecifically; this promotes apathy.Gathering preliminary information thatdemonstrates who is impacted and describesspecific short- and long-term impacts tothose individuals or organizations will makethe issue real and help generate support. Donot proceed with vision development untilthe problem or issue is sufficientlyunderstood by all stakeholders.

While the collaboration’s founding partnershave an initial intent for coming together,they must be open to allowing the visionand objectives to accommodate individualstakeholders’ agendas that are reasonableand within the goals of the communitypolicing effort. Be sure to involve allpotential partners in the vision developmentmeeting so that individual expectations canbe heard and considered. Revisit and revisethe vision statement if it does notaccommodate those needs.

Pitfall:Meetings are long and unproductive. Ifmeetings are not directed by or do notsupport the outcomes outlined by the visionstatement, collaboration partners will likely

6



4

6. Share ideas. Depending on the size of thegroup, this step can be conductedindividually, in pairs, or in a small groupof three or four participants. If there areless than eight participants, have eachperson share the one or two mostimportant things that s/he has jotteddown. A group of 8 to 12 can work inpairs. A larger group can be broken intosmall work groups. For larger groups, gofrom person to person, pair to pair, orgroup to group and ask a spokespersonto present one of the ideas recorded.Only one idea is presented at a time.Continue going from person to person(or group to group) until all majorthoughts have been spoken and recorded.List other ideas obtained from personsnot able to attend the meeting.(20 minutes)

7. Identify themes. Ask the group (stillworking individually, in pairs, or insmall groups) to use the list generated inthe previous step to identify recurring

themes that capture the spirit and visionof the group. Write these themes astwo- or three-word vision statements.(10 minutes)

8. Formulate one vision statement thatcaptures the themes and issues. Thiswill become the statement that youcommunicate as you recruit newpartners and garner support. This is thestatement that describes the sharedvision—what the partnership is workingtoward. Depending on the time and theenergy of the group, this step may haveto be completed at a different time witha subset of the entire group. If thestatement is not developed by the wholegroup, provide a way for those notinvolved to give final approval.(20 minutes)

Example 6 Identify ThemesA team is developing a crisis management strategy for Langdon High School. Confirm that the high schoolis the appropriate level at which to work. The target population is all students (grades 9–12) and peoplewho work at the school. Some themes that might have emerged from the previous steps are:

■ Teachers and students know what to do in a crisis.

■ Current service contact information is accessible to all school personnel.

■ Classrooms have crisis kits.

■ Teachers can contact the office from the classroom.

■ Parents have confidence in school safety.

■ Immediate responders have accurate school layout and other information.

5

9. Recap the meeting objectives,summarize what the meetingaccomplished, discuss next steps forthe group, and determine ifparticipants are interested in beingongoing partners in the endeavor.(5 minutes)

10. Thank participants for attending themeeting.

Step 5

Keep the VisionStatement Visible andUse It.

Once the vision statement is developed, postit on a flipchart in the meeting room. Includethe vision statement at the top of futuremeeting announcements or agendas. If this isa school project, ask a student to write anarticle for the school newspaper about thegroup’s vision. Be creative in the ways thetarget community is notified about collabor-ation efforts and activities.

The primary purpose of the vision statementis to provide focus to the endeavor and keeppartners energized. Some creative, specific,and additional uses for the vision statementinclude:

■ To give direction for resourceexpenditures. Make a poster of thevision statement. Display thestatement at meetings as a reminder ofthe collaboration goals. Allocateresources in ways that will bring theteam closer to the shared vision.

■ To direct discussion. The visionstatement can help direct discussionsabout alternative responses or courses ofaction.

■ To provide a common ground anddefuse disagreements. Returning to theshared vision reminds partners ofagreed-upon direction when there aredisagreements.

■ To serve as a basis for futureplanning. The shared vision can be thebasis for direction—developing theobjectives and strategies in the actionplan (see Section 10, Action Plan).

■ To serve as a public relations tool.Publicize the shared vision. Use theshared vision to identify and distinguishyour collaborative initiative. Incorporatethe vision statement in a symbol for theproject. Have a poster contest to choosea project logo. This is a creative way toinvolve youth. Brainstorm ways toadvertise the vision throughout thecommunity and attract new partners tosupport the initiative.

■ As part of daily schoolannouncements (for school-basedprojects). It would not take long to endthe morning announcements with,“Remember our commitment to make

Example 7 Vision StatementA sample statement might be:

Our vision is to create a safe high school wherestudents, school personnel, social service providers,and emergency responders are not only prepared andequipped to deal with a school crisis, but also arealways working towards preventing any such crisis.



4

6. Share ideas. Depending on the size of thegroup, this step can be conductedindividually, in pairs, or in a small groupof three or four participants. If there areless than eight participants, have eachperson share the one or two mostimportant things that s/he has jotteddown. A group of 8 to 12 can work inpairs. A larger group can be broken intosmall work groups. For larger groups, gofrom person to person, pair to pair, orgroup to group and ask a spokespersonto present one of the ideas recorded.Only one idea is presented at a time.Continue going from person to person(or group to group) until all majorthoughts have been spoken and recorded.List other ideas obtained from personsnot able to attend the meeting.(20 minutes)

7. Identify themes. Ask the group (stillworking individually, in pairs, or insmall groups) to use the list generated inthe previous step to identify recurring

themes that capture the spirit and visionof the group. Write these themes astwo- or three-word vision statements.(10 minutes)

8. Formulate one vision statement thatcaptures the themes and issues. Thiswill become the statement that youcommunicate as you recruit newpartners and garner support. This is thestatement that describes the sharedvision—what the partnership is workingtoward. Depending on the time and theenergy of the group, this step may haveto be completed at a different time witha subset of the entire group. If thestatement is not developed by the wholegroup, provide a way for those notinvolved to give final approval.(20 minutes)

Example 6 Identify ThemesA team is developing a crisis management strategy for Langdon High School. Confirm that the high schoolis the appropriate level at which to work. The target population is all students (grades 9–12) and peoplewho work at the school. Some themes that might have emerged from the previous steps are:

■ Teachers and students know what to do in a crisis.

■ Current service contact information is accessible to all school personnel.

■ Classrooms have crisis kits.

■ Teachers can contact the office from the classroom.

■ Parents have confidence in school safety.

■ Immediate responders have accurate school layout and other information.

5

9. Recap the meeting objectives,summarize what the meetingaccomplished, discuss next steps forthe group, and determine ifparticipants are interested in beingongoing partners in the endeavor.(5 minutes)

10. Thank participants for attending themeeting.

Step 5

Keep the VisionStatement Visible andUse It.

Once the vision statement is developed, postit on a flipchart in the meeting room. Includethe vision statement at the top of futuremeeting announcements or agendas. If this isa school project, ask a student to write anarticle for the school newspaper about thegroup’s vision. Be creative in the ways thetarget community is notified about collabor-ation efforts and activities.

The primary purpose of the vision statementis to provide focus to the endeavor and keeppartners energized. Some creative, specific,and additional uses for the vision statementinclude:

■ To give direction for resourceexpenditures. Make a poster of thevision statement. Display thestatement at meetings as a reminder ofthe collaboration goals. Allocateresources in ways that will bring theteam closer to the shared vision.

■ To direct discussion. The visionstatement can help direct discussionsabout alternative responses or courses ofaction.

■ To provide a common ground anddefuse disagreements. Returning to theshared vision reminds partners ofagreed-upon direction when there aredisagreements.

■ To serve as a basis for futureplanning. The shared vision can be thebasis for direction—developing theobjectives and strategies in the actionplan (see Section 10, Action Plan).

■ To serve as a public relations tool.Publicize the shared vision. Use theshared vision to identify and distinguishyour collaborative initiative. Incorporatethe vision statement in a symbol for theproject. Have a poster contest to choosea project logo. This is a creative way toinvolve youth. Brainstorm ways toadvertise the vision throughout thecommunity and attract new partners tosupport the initiative.

■ As part of daily schoolannouncements (for school-basedprojects). It would not take long to endthe morning announcements with,“Remember our commitment to make

Example 7 Vision StatementA sample statement might be:

Our vision is to create a safe high school wherestudents, school personnel, social service providers,and emergency responders are not only prepared andequipped to deal with a school crisis, but also arealways working towards preventing any such crisis.



3

the meeting, the collaboration’s primarymembers should model their partnership andconduct the meeting together.

Outline for the visioning meeting:

1. Introduce the primary partners; describeobjectives of the meeting and backgroundon the issue/problem.(5 minutes)

2. Introduce attendees and their interest orbackground in the problem/issue beingaddressed.(10 minutes)

3. Brainstorm with the group on meetingground rules or broader norms for thecollaboration. (Misunderstanding andconflicts arise when norms are impliedrather than explicitly articulated.)(10 minutes)

4. Identify the community/target area andpopulation. The problem/issue that hasbrought the team together may have beenidentified through a grant application.Defining the specific population andgeographic boundary of the project isnecessary before developing a sharedvision. If available, present and discuss

preliminary information that mayprovide insight about a problem in acertain location.(5 minutes)

5. Plan for the future. Ask each person tothink ahead to a specific time (e.g., 6months, the next school year, etc).Decide on a timeframe that makes themost sense for your particular situation.Ask the group to envision what thecommunity/school situation will be likeonce the problem or issue is addressed.The facilitator asks questions such as:

■ What is happening?

■ What do you see and hear?

■ What is different?

Participants answer these questionssilently. Each person should jot downkey phrases that describe theirexperience. Encourage participants toexpress their most idealistic, hopeful,and positive ideas. This is not the timeto restrict and edit thinking. Rememberthat you are working toward articulatinga shared vision.(5 minutes)

Example 5 Identifying the Target Area or PopulationIf bullying among students at schools is the issue that brought you together, define the population to beaddressed and the geographic area you are targeting.

■ Does the problem pertain to an entire school?

■ Are you addressing a specific grade within the school?

■ Does the target group cover several grades (e.g., student athletes, band members)?

■ Do you want to target incidents occurring on school grounds but outside the building?

■ Do you want to include incidents that spill over before and after school to the three blockssurrounding the school, including businesses that have complained of incidents?

■ Are you thinking of a vision for the building?

Central High School a bully-freeenvironment.” This is also an opportunityto incorporate some of the themes thatwere identified in the meeting as pointsof special emphasis. For example, oneweek’s announcements might suggestspecific ways that the school communitycan demonstrate respect for diversity.

■ To keep it alive. A shared visionstatement can be a source of inspirationand a great recruiting tool. It must bekept in the minds of the collaborationmembers.

■ As a benchmark for projectevaluation. Collaboration partners willwant to know whether the time,resources, and talents they havecommitted to the vision have beensuccessful. The vision statement can bethe foundation on which an outcomeevaluation is designed.

When developing and strengthening a sharedvision in a community policing collaboration,beware of the following pitfalls and considerimplementing some of the suggested strategiesif you have already encountered thesechallenges. Also, to help diagnose a strugglingpartnership, please refer to Section 1, Tool 1:Unsticking Stuck Groups/Reassessing theCollaboration; in particular, items 9–12 canhelp partners to assess the shared vision.


Pitfall:The community is apathetic about thecause; therefore, the effort loses steam ordoes not get off the ground. If potentialstakeholders and those with resources donot rally to the cause, the project may notget off the ground or may be slowed orstopped due to a lack of personnel, political,or financial support.

Solutions:Often, potential stakeholders may not fullyunderstand how the issue impacts themspecifically; this promotes apathy.Gathering preliminary information thatdemonstrates who is impacted and describesspecific short- and long-term impacts tothose individuals or organizations will makethe issue real and help generate support. Donot proceed with vision development untilthe problem or issue is sufficientlyunderstood by all stakeholders.

While the collaboration’s founding partnershave an initial intent for coming together,they must be open to allowing the visionand objectives to accommodate individualstakeholders’ agendas that are reasonableand within the goals of the communitypolicing effort. Be sure to involve allpotential partners in the vision developmentmeeting so that individual expectations canbe heard and considered. Revisit and revisethe vision statement if it does notaccommodate those needs.

Pitfall:Meetings are long and unproductive. Ifmeetings are not directed by or do notsupport the outcomes outlined by the visionstatement, collaboration partners will likely

6



2

as important as the individuals invited. Often,individuals and organizations, regardless ofwhether they can attend the visioning meeting,will feel more a part of the community policinginitiative if they are invited to contribute theirideas during the project. This is one reason thatbrainstorming about stakeholders should beinclusive rather than exclusive.

Decide on ways to gather ideas from interestedstakeholders who are unable to attend themeeting. One technique is to solicit, in advance,written ideas that capture their vision for thecommunity policing initiative. Personalinvitations (by phone, letter, or e-mail) presentan opportunity to begin to establish trust amongstakeholders, even for those unable to attend thevisioning meeting.

Communicate the following points:

■ The impetus for the meeting is thepartnership among law enforcement andschool, community group, etc., toaddress a specific community problem orissue.

■ Basic information known about theproblem or issue.

■ The purpose of the meeting (i.e., to agreeupon a vision and common goals for theinitiative).

■ Meeting logistics.

■ Each invitee was identified as someonewhose perspective and ideas areimportant.

■ The meeting will start and end on time(usually no longer than 11/2 hours torespect attendees’ schedules and ensurethat the discussion is focused andproductive).

■ Participation in the visioning sessionwill not obligate the stakeholders in anyway.

■ Invitees may extend an invitation toothers who may have a stake in thecommunity policing effort.

A sample personalized letter of invitation to ameeting to develop a shared vision is providedin Tool 5. Also, Tool 6 provides a sample formto capture ideas from stakeholders that areunable to attend the meeting. This form maybe mailed or e-mailed with the letter or used torecord information provided during atelephone conversation with the stakeholder.

Step 3

Identify a Facilitator andOther Staff for theMeeting.

The facilitator may be one of the primarypartners, a stakeholder, or a professionalfacilitator hired expressly for this meeting.Refer to Section 5, Expertise, to learn moreabout the role of a facilitator and forfacilitation tips. Select a meeting recorder/notetaker (at future meetings, the recorder canbe determined on an ad hoc basis).

Step 4

Conduct the Vision/Common Goals Meeting.

When stakeholders arrive at the visioningmeeting, the primary partners should greeteach person individually. Also, providing basicrefreshments is a nice compliment to a firstmeeting, but certainly refreshments are notrequired for a successful meeting. Throughout

7

find themselves digressing from the mainobjective of the meeting, arguing overdecisions, or expending resources onactivities that do not support the vision.This will lead to frustration and chaos.

Solution:Make the vision statement visible;continually refer to it as a gauge of whetherthe team is on track. Post the visionstatement at each meeting, and make surethat it is prominently displayed on meetingagendas and on all correspondence sent tocollaboration partners. Never schedule ameeting until determining that the meetingagenda supports the collaboration vision.

Pitfall:Partners focus on current obstaclesrather than on future possibilities. Whenthe partners become so entrenched in thedetails of planning and implementing tasksthat they fail to deal with these activitieswithin the context of the overall vision, theymay become discouraged by challenges andwant to give up.

Solutions:Begin each planning meeting by brieflyreviewing the vision statement. Post thestatement in the meeting rooms. Beforeassigning a task, always reiterate theimportance of the task and show how thetask supports the collaboration’s overallvision.

As a team, assess whether sufficientresources have been allocated to complete aparticular task. If they have not, use Section2, Tool 2: Identifying Stakeholders under“possible contributions” to reallocatepersonnel resources based on available

skills. Also refer to Section 9, Tool 16:Identifying Funding Resources and Optionsfor help on how to organize the search foradditional funds or in-kind resources.

Pitfall:Partners become discouraged and loseenergy for the project. If the team’s visionis unrealistic or the project is unrealisticgiven the amount of time or number ofpersons (or organizations) available toaccomplish the project, partners will seethemselves as failing before they begin andwon’t be enthusiastic about the project.

Solution:Be sure to develop a vision that is attainablewithin the realm of available resources. Ifall partners agree to a somewhat loftyvision, consider setting short-termobjectives that can be achieved andcelebrated while striving for the overall,more ambitious (but perhaps attainable)outcome.

Pitfall:The collaboration fails to produce resultscommensurate with the time and effortexpended. If the partners lose focus on thevision, they may mistake certain activities asproductivity. Therefore, partners may realizeat some point that while they are quite busy,they are no closer to the goal.

Solution:Do not commit the collaboration toimplementing a task without clarifying howthat activity will bring the collaborationcloser to the shared vision. If that link is notobvious, do not proceed.



1

The various interests represented by thecollaboration’s partners necessitate creating andarticulating a common vision. That visionstatement will form the foundation from whichall other strategic elements emanate.2 Thevision statement should express the philosophy(values and beliefs), as well as purpose, of thecollaboration, to which all partners agree.Developing a vision can be a difficult, time-consuming task. However, the vision statementis critical—it will clarify and chart thecollaboration’s future direction.3

The collaboration’s success will depend, to alarge extent, on the clarity of the shared visionand whether it has incorporated all the reasonsfor the collaboration’s existence.4 A sharedvision brings focus to the team. A lack of focusallows for conflicting agendas. As the initiativeprogresses, collaboration partners shouldreassess and modify the vision statement if thecommunity’s needs change, a problem issolved, or if collaboration membership changessignificantly. However, because the vision isthe foundation for the community policingcollaboration, modifying the vision statementshould not be considered lightly.

Step 1

Plan the Vision/CommonGoals Meeting.

Review Section 5, Expertise, to learn how toplan and conduct effective meetings; select ameeting location and time and develop anagenda. Taking the time to plan the visioningmeeting and making sure that appropriatestakeholders are invited will be a great firststep in ensuring the success of thecollaboration.

Step 2

Invite Stakeholders to theVision/Common GoalsMeeting.

Once the stakeholders have been identified (seeSection 2, Tool 2: Identifying Stakeholders),invite these stakeholders to a meeting todevelop the vision and define common goals ofthe problem-solving effort or other communitypolicing initiative. The number of individualswho attend the visioning meeting may not be

The soul cannot think without apicture.

—Aristotle


2 Below, P.J., Morrissey, G.L., and Acomb, B.L. The Executive Guide to StrategicPlanning. San Francisco, CA: Jossey-Bass, 1987.3 Goodstein, L.D., Nolan, T.M., and Pfeiffer, J.W. Applied Strategic Planning: AComprehensive Guide. San Diego, CA: Pfeiffer and Company, 1992.4 Ayers, M.B. Strategic Planning for Local Gang Prevention and Control. Prepared forthe Police Executive Research Forum by Circle Solutions, Inc., Washington, DC: U.S.Department of Justice, Bureau of Justice Assistance, 1994.

Shared Vision and

Common Goals

8

Tool 5


Tool 5 is a sample letter that may be modifiedand used to invite stakeholders to a meeting todevelop the collaboration’s vision and projectgoals. Tool 6 is a sample form that may be used

Date

Dear (Name of Stakeholder),

The (law enforcement agency name) and the (name of primary partner/partnerorganization) are joining together to address the problem of (name identified problem/issue) in (name specific school, neighborhood, or community). One of our first stepsin working together was to identify groups and individuals that may have an interestin addressing this problem. You have been identified as someone whose ideas andperspectives would contribute to addressing this important issue.

On (date) at (time) we will be meeting with stakeholders at (place) to begin to discussthese issues and develop a shared and agreed-upon vision of what we plan to achieveby addressing this issue. This meeting will last no more than 11/2 hours. This meetingwill be facilitated by (name or affiliation of the person who will facilitate), which willallow us to keep the process on track and end the meeting on time.

We are very excited about this collaborative project, and we hope that you will decideto be an ongoing member of our team. It is important, however, to note thatattendance at this meeting will not obligate you in any way.

It is our intent to involve as many different groups and individuals as are interested inthis dialogue. Please feel free to bring other interested people to the meeting.Everyone is welcome.

If you are interested in this project but are unable to attend the meeting, please contact(name of contact) at (give e-mail address, phone number, and a mailing address) andshare your ideas so that they may be included as we develop the vision that will guideour work. Also, please contact (name given above) if you have any questions.

We need you and your ideas to address (problem/issue) in our community. Please joinus on (repeat logistical information). We look forward to seeing you at this meeting aswe take the first important step in addressing (issue).

(Signed by the primary partners)

to collect information from stakeholders whoare unable to attend the Vision/Common Goalsmeeting, but who would like to provide inputinto the effort.

Tool 5

Sample Invitation to a Meeting toDevelop a Shared Vision



9

Tool 6

Sample Form for SolicitingFeedback from StakeholdersUnable to Participate in theVisioning Meeting

Thank you for taking a few minutes to provide your ideas and perspective in addressing(problem or issue) in (target location). We appreciate your feedback and welcome yourongoing participation in our collaborative community policing effort. Please also provideyour contact information (if we do not already have that information), so that we maycontact you regarding questions, provide you with information from our visioningmeeting, and notify you about follow-up meetings and activities.

Name: _______________________________________________________________

Affiliation (if appropriate):_______________________________________________

Phone #: _____________________________Fax #: __________________________

E-mail: ______________________________________________________________

Street Address: ________________________________________________________

____________________________________________________________________

1. In your opinion, does (problem/issue statement) appropriately define the issue/problem?

Example 8■ In your opinion, does bullying on the Wilson Elementary School playground

during lunch and recess appropriately identify the issue?

■ In your opinion, does theft of vehicles from Northwest Madison neighborhoodsand local parking lots appropriately identify the problem?

■ In your opinion, does developing a coordinated, multidisciplinary strategy foraddressing crises such as a bomb threat, school shooting, natural disasters, fire,chemical spill, or explosion, etc., at Langdon High School appropriately identifythe issue?

Tool 6



Shared Vision and

Common Goals

The Vision

The partners in the collaborative effort havearticulated, agreed upon, and are workingtoward specific common goals and demonstratea commitment to the values and beliefs thatguide the collaboration. The partners viewthemselves as part of a worthwhile effort andbelieve that they can improve the communitythrough their participation in the collaboration.

In Section 4

Tool 5: SampleInvitation to a Meetingto Develop a SharedVision

Tool 6: Sample Formfor SolicitingFeedback fromStakeholders Unableto Participate in theVisioning Meeting

10

2. Please provide your perspective on whether addressing (problem/issue) in/at/on(the proposed geographic area) is the appropriate target location or whether and whya broader or narrower target area should be addressed.

Tool 6

3. Visualize 1 year from now. What do you think the (community/school issue/problem) will look like once the problem is addressed? Specifically:

• What is happening? ________________________________________________

• What do you see and hear? __________________________________________

• What is different? _________________________________________________

4. How would you like to be involved in the partnership to address (problem/issue)?

5. When is the best time for you to meet? ___________________________________

6. What is the best method and time to contact you? __________________________

7. What are your expectations from the collaborative effort? ____________________

Is there anyone else you would like us to invite to participate in this effort? If so,please provide names, affiliations (if appropriate), and contact information.

____________________________________________________________________

____________________________________________________________________

Example 9■ Please provide your perspective on whether addressing bullying on the Wilson

Elementary School playground is the appropriate target location or whetherand why a broader or narrower target area should be addressed.

■ Please provide your perspective on whether auto theft from the NorthwestMadison neighborhoods and parking lots is the appropriate target location orwhether and why a broader or narrower target area should be addressed.

■ Please provide your perspective on whether developing a crisis managementstrategy for Langdon High School is the appropriate location or whether weshould develop the plan at a broader (e.g., districtwide or countywide) level?


Section 5: Expertise Section 5: Expertise

Expertise

The Vision

Collectively, the partners possess allnecessary knowledge and skills to completeall of the tasks that will be essential tosuccessful implementation of thecollaborative effort. The partners know whatresources will be required and have plans toresolve gaps in existing expertise.

In Section 5

Tool 7: Expertise andResources—What Does theCollaborative Effort Need?

Tool 8: Expertise andResource Inventory

Tool 9: Guidelines forBrainstorming

Tool 10: BrainstormingActivities



19



1

Regardless of how clear the vision or howdetailed the action plan, if partners do notcollectively possess the expertise to completerequired tasks of the collaborative effort, therewill be doubts about the project’s chances forsuccess. It may be frustrating to know whatshould be done, but not have the talent or skillsto accomplish the vision. Each communitypolicing collaboration requires its own specificset of skills and expertise. One of the manypositive aspects of collaboration is that becausenumerous individuals and organizations areinvolved in the project, no one person mustpossess all of the skills necessary for success.

Step 1

Identify the Knowledgeand Skills That You WillNeed to Implement theCollaborative Effort.

Tool 7: Expertise and Resources—What Doesthe Collaborative Effort Need? will helpidentify the specific skills that the collaborationwill need.

Step 2

Identify Partners’Knowledge and Skills.

As part of the process of identifyingstakeholders for the collaborative effort, youalso should have identified possiblecontributions that each of those stakeholdersmay bring to the collaborative effort. Ask eachstakeholder to highlight the knowledge and theskills that s/he brings to project. Tool 8: SampleExpertise and Resource Inventory is includedin this section.

Step 3

Identify Gaps inKnowledge and Skillsand Develop a Strategyto Fill Those Gaps.

Once you have assessed the existing range ofknowledge and skills available to thecollaboration, identify knowledge/skills gapsand develop strategies for how to bring neededskills to the collaboration. For example,partners may decide to identify newstakeholders who can fill knowledge/skillsgaps, or partners may choose to implementtraining or education activities among theexisting stakeholders to fill gaps in critical


Genius is one percentinspiration and ninety-nine

percent perspiration.—Thomas Edison

Expertise

16



2

knowledge and skills. Only by carefullyanalyzing the knowledge/skills needs of theproject and developing a realistic plan toaccess these knowledge and skills will thecollaboration be ensured that the necessaryexpertise exists to actually implement thecommunity policing effort.

Step 4

Ensure That FacilitationSkills Are Present withinthe Collaboration.

Facilitation skills are essential for projectplanning, sustaining stakeholder involvement,conducting effective meetings, resolvingconflicts, and ensuring open communication.One or more of the partners may be afacilitator, be willing to learn the skill, or haveaccess to a facilitator. An objective facilitatormay also be employed.

Some individuals are more natural facilitatorsthan others. However, facilitation is a skill;individuals can learn facilitation techniques,improving their skills with practice.Facilitators act as guides rather than subjectmatter experts. The facilitator’s responsibilityis to ensure structured interaction whilecreating an environment in which individualsare comfortable in expressing their views andconcerns and engaging in brainstorming,planning, and problem resolution.

Facilitators generally do not participate indiscussions—rather, they direct them. Afacilitator should:

■ Enforce the meeting ground rules.

■ Draw all persons into the conversationequally (see Tools 9 and 10).

■ Reduce interruptions.

■ Explore a variety of alternatives within thediscussion.

■ Avoid “taking sides” rather, mediatedifferences.

■ Keep the meeting moving, honoring timeconstraints.

■ Provide objective reporting of decisions.

Refer to Learn More About It, found at theconclusion of this section for more resources onfacilitation.

15

Learn More About ItFacilitation

Quinlivan-Hall, D., and Renner, P. In Searchof Solutions: 60 Ways to Guide YourProblem-Solving Group. San Diego, CA:Pfieffer and Company, 1994.

This useful and comprehensive guide can helpanyone who oversees meetings. Sixty differentfacilitation strategies are provided that focus oncreating the right meeting atmosphere, agendaplanning, time management, and action planning.Available for purchase at: www.amazon.com.

Rees, F. Facilitator Excellence: HelpingPeople Work Creatively and ProductivelyTogether. Instructor’s Guide, Handbook, andSkills Profile. San Francisco, CA: Jossey-Bass, 1998.

This is a complete workshop guide for managers andemployees on effective facilitation skills. It includesan instructor’s guide, handbook, and profile.Available for purchase at: www.josseybass.com.

Schwarz, R. M. The Skilled Facilitator:Practical Wisdom for Developing EffectiveGroups. San Francisco, CA: Jossey-Bass,1994.

This practical guide is for those charged with thetask of maximizing group performance throughfacilitation. It discusses the skills needed to helpgroups reach their full potential. Topics includeincreasing employee commitment, companyflexibility, improving overall effectiveness of anorganization, and facilitative leadership. Availablefor purchase at: www.josseybass.com.

Conducting Effective Meetings

Daniels, W. Orchestrating PowerfulRegular Meetings: A Manager’sComplete Guide. San Diego, CA:Pfeiffer & Co, 1993.

This resource gives the manager orcommittee chair insight into conductingeffective meetings. It describes the basics ofmeeting planning, provides step-by-stepguidelines to guide groups in their work, andincludes exercises useful in training groupmembers for effective participation inmeetings. Available for purchase at:www.amazon.com.

Katz, S. N. “Power Skills for EffectiveMeetings.” Training & Development.45:7 (July 1991).

This article discusses strategies forconducting productive and worthwhilemeetings. It identifies problems and solutionsfor holding successful meetings and alsoincludes a discussion on facilitation. Thisjournal article is available at university orregional libraries.

Tropman, J. E. and Mills, B. EffectiveMeetings: Improving Group DecisionMaking. 2nd edition, Newbury Park,CA: Sage Publications, 1996.

Targeting those in human services, this is anexcellent resource for those who haveineffective and unproductive group meetings.It provides a comprehensive outline on howto conduct an effective meeting by focusingon key areas: rules for effective groupdecision making, positions and roles foreffective group decision making, differentkinds of decision groups, and special topics.Available for purchase at: www.amazon.com.



3

Facilitator Do’s and Don’tsDo:

■ Set the room in a way that allparticipants can face one another.

■ Break the ice in a newly formedgroup. (Many icebreaker exercisesare readily available.)

■ Sit during the discussion, unlessrecording discussion points onnewsprint/flipchart paper.

■ Clearly discuss with the group thepurpose of the meeting—at thebeginning of the meeting.

■ Refer to the agenda and keepdiscussion focused on the meetingobjectives.

■ Listen and ask questions.

■ Provide information, not opinions.

■ Respond to comments with empathy.

■ Give participants time to think andprocess information.

■ Build on contributions.

■ Encourage input from allparticipants and respect everyone’sopinion.

■ Postpone new topics until a futuremeeting.

■ Summarize comments and clarifydirection.

■ Observe body language and respondappropriately.

■ Help the group come to its ownconclusions.

■ Suggest problem-solving andconflict resolution techniques.

Don’t:■ Set the room for theater or classroom

style seating.

■ Make conversation only with well-known members of the group or assumethat all participants know one another.

■ Use a podium or present anauthoritative or overbearing presence inthe room.

■ Develop meeting objectives in avacuum, without input from partners, orleave objectives unstated.

■ Encourage discussion of unrelatedissues and suggestions or personalissues.

■ Make lengthy comments.

■ Use the role of facilitator to present yourown ideas or get your way.

■ Make negative comments.

■ Fear silence or fill discussion pauseswith chatter.

■ Overlook even small contributions.

■ Allow one individual to steal the show,or ignore others.

■ Replace the current agenda withsomeone’s current crisis.

■ Act “bossy” and give directions.

■ Take things personally and ignore signsthat a break or shift is needed.

■ Provide solutions or make decisions forparticipants.

■ Fail to intervene.

14

5. The facilitator should informparticipants that they have 5 minutes tolist three ideas on their sheet of paper.

6. After 5 minutes, the partners at a tablegive their paper to the person on theirright.

7. The facilitator tells participants that theyhave 5 minutes to read the ideas on thepaper and list three more of their ownideas. This rotation process continuesuntil all participants have recorded ideason each paper at the table.

8. The facilitator collects the papers andconsolidates the ideas into one list thateveryone can see (e.g., on a flipchart orblackboard).

9. The facilitator should help participantsreview the list, delete duplicates, andgroup similar ideas.

10.Use the ideas to make decisions aboutthe topic or question that wasbrainstormed.



4

Step 5

Know How to ConductEffective Meetings.

While most individuals do not look forward toattending meetings, they are a necessary part ofcollaborative initiatives. Meetings that are wellplanned, focused, and conducted in a respectful,efficient manner can foster and supportsuccessful collaborative efforts. Partners in thecollaboration should share responsibility forplanning and conducting meetings. Sharingresponsibility lightens the burden and providesopportunities for more individuals to have ameaningful role in the collaboration. There arefour phases to conducting effective meetings:

Phase I:Planning the Meeting

1. Decide on a clear goal for the meetingand make sure that the agenda reflectsthat goal.

2. Be prepared with any information that isneeded for the meeting.

3. Decide who needs to be present toaccomplish the meeting goal.

4. Plan the agenda with collaborationpartners. Remember that people supportwhat they help create.

5. Include realistic time allotments for eachagenda item; identify who will present orfacilitate each session listed on theagenda.

6. Distribute the agenda and anybackground information to participants atleast one week before the meeting.

Phase II:Meeting Logistics

1. Start and end the meeting on time.

2. Provide sign-in sheets with space forname, organization, and contactinformation.

3. Select meeting space that is comfortable,safe, and convenient.

4. Schedule informal time before and afterthe meeting for participants to network.

5. Have regularly scheduled meetings, butdon’t have meetings just to meet.

Phase III:Conducting the Meeting

1. Facilitate introductions, unless you arecertain that all participants know oneanother.

2. Establish agreement on the agenda itemsand ground rules/norms (see Section 3,Tool 3: Developing Team Norms).

3. Make sure discussion stays “on track.”

4. Honor agenda time allotments.

5. Wrap up each discussion bysummarizing any conclusions aloud.

6. Move to the next agenda item only whenall participants agree about thesummary/conclusions from the previousagenda item.

7. Encourage active participation by allparticipants. Avoid having the meetingdominated by the most vocalparticipant(s).

13

Sample Activity 2:Round Robin

This activity can take from 10 to 20 minutes,depending on how many ideas are offered.

1. Select a facilitator.

2. Arrange the seating so that everyone cansee one another—either around a tableor in a circle.

3. Review the guidelines for brainstormingwith the team.

4. The meeting facilitator states the topicor question for discussion. Ask anotherpartner to restate the brainstorming topicor question. Make certain that the teamagrees on the nuances of the topic orquestion.

5. Record the agreed-upon topic orquestion on a chalkboard or flipchart—make sure that all participants can see it.

6. Now begin with a partner and ask thatperson to state his/her idea. Thefacilitator or notetaker should record thatidea on the chalkboard or flipchart.

7. Go around the circle, with each personoffering an idea and the notetakerrecording each idea (using theparticipant’s words, rather than trying tointerpret or interrupt the process to gainclarification).

8. When everyone has offered one idea, goaround the circle again. Partners can“pass” if they have no new ideas to offer.

9. End the process when everyone “passes.”

10.The facilitator should help the partnersreview the list, delete duplicates, andorganize similar ideas into groups.

11. Use these ideas to make decisions aboutthe topic or question that wasbrainstormed.

Sample Activity 3:4 people-3 ideas-5 minutes6

This activity can take approximately 20 to 25minutes, depending on how many partners areinvolved.

1. Select a facilitator, who will review theguidelines for brainstorming with theteam.

2. Arrange the seating so that four partnersare at one table.

3. The meeting facilitator states the topic orquestion for discussion. Ask anotherpartner to restate the topic or question tobe brainstormed. Make certain that theteam agrees on the nuances of the topicor question.

4. Each person should write the topic orquestion on a piece of paper. (If multipletopics need to be brainstormed, differenttables can brainstorm on differenttopics.)

Tool 10

6 Adapted from: Schlicksupp. H. “The 6-3-5 Method.” In: Brasser, M. andRitter, D. The Memory Jogger II: A Pocket Guide of Tools for ContinuousImprovement and Effective Planning. Methuen, MA: Goal/QPC, 1994.



5

8. As the meeting facilitator, keep thediscussion balanced, never “take sides.”

9. Rotate chairing the meeting.

Phase IV:Following Up on the Meeting

1. Periodically ask participants to assess theeffectiveness of the meetings and torecommend strategies for improvement.

2. Make follow-up calls or send notes asreminders for any agenda items thatrequire additional action.

3. Summarize decisions, announcements,date of next meeting, and follow-upresponsibilities. Send this information toall participants.

The best way to avoid difficult situations is toanticipate them and implement good planningand prevention techniques. However, in spite ofall efforts to plan and conduct effectivemeetings, a meeting can be sidetracked and losefocus. Consider the scenario in Example 10.

Tips for Meeting Leaders

■ Have a sense of humor.

■ Avoid being defensive.

■ Use open-ended questions thatrequire participants to say morethan “YES” or “NO.”

■ Look around the room for “cues”from participants that the pace ofthe meeting should be slowed orsped up.

Example 10 Loosing Meeting FocusThere have been a number of incidents involving fights after school between two factions of thestudent body. The dissention is causing parents to take sides, and the incidents are continuingacross the street after school hours. You (a school resource officer) and your partner (one of theschool’s vice principals) have been working together for a month. During that time you haveengaged a number of other individuals (two parents, a counselor, a representative of the studentcouncil, and the owner of the convenience store across the street from the school) interested inworking to address the problem. You and your partner realize that it is important to have a largergroup involved, so you jointly plan a meeting to develop a shared vision for the school community.You have planned the meeting carefully. The purpose of the meeting is clear. The agenda is welldesigned. The meeting turnout is great. You are pleased that so many people are attending themeeting, but then...

■ A participant strays from the agenda.

■ A participant challenges the way you are conducting the meeting.

■ The group continues to raise the same point over and over.

■ Some participants conduct side conversations during the meeting.

■ A participant verbally attacks another group member.

■ A participant continually expresses doubts about accomplishing the stated goals, saying,“Yes, but...”

12

Tool 9

Guidelines for BrainstormingBrainstorming is based on the premise thattwo heads are better than one, and that threeheads are better than two, and so forth. Oneof the primary benefits of brainstorming witha team is that each person will draw upon adifferent knowledge and experience base andtherefore will be able to offer various optionsand solutions.

■ Welcome all ideas. It is easier to tamean extremely innovative idea than toput life into an ordinary one.

■ Encourage the team to strive for alarge number of ideas and not worryabout the quality of those ideas.Quantity leads to quality.

■ Do not discuss or judge ideas. Afterthe initial brainstorming, allow timefor questions, clarification, andcomment. If criticism occurs whileideas are being generated, the wholepurpose of brainstorming is lost.

■ Record all ideas on a flipchart. It maybe helpful to have two notetakers tomake sure that all ideas are capturedquickly and accurately.

■ Encourage the team to “piggy-back”on each other’s ideas.

Tool 10

Brainstorming Activities

Sample Activity 1:Unstructured Brainstorming

The time allocated for this activity can varyfrom 5 to 30 minutes, based on partners’preferences and the complexity of the topic orquestion to be brainstormed.

1. Select a facilitator. A facilitator shouldreview the guidelines for brainstormingwith the team.

2. The facilitator, with the partners’ help,should set a specific time limit tobrainstorm. (Most original and usefulideas tend to surface within 5 minutes.)Select a timekeeper.

3. Open the floor for partners to offer ideasas they arise.

4. When time is up, stop the process. Thefacilitator should give a 30 secondwarning so that team members havetime to offer their last ideas.

5. Review each idea separately and providetime for questions, clarification, andcomment.

6. The facilitator should help partnersreview the list, delete duplicates, andorganize similar ideas into groups orthemes.


Tools 9 & 10


Section 5: Expertise Section 5: ExpertiseTool 8

6

Tips on How to Save a Meeting 5

Step 6

Recognize That YourNeeds for SpecificKnowledge and SkillsWill Change.

Collaborative efforts grow and evolve overtime. As items from the original action planare completed, other, perhaps unanticipated,tasks will likely surface. These new tasksmay require additional or differentknowledge and skills. Collaboration partnersshould continually reflect on what needs to

Use these tips to manage disrupters andturn bad situations into productivemeetings:

■ Use the agenda to keep things on track.

■ Should you get off track, have the groupdecide what to do. For example, “Weseem to have gotten off the agenda topic,so do you want to spend 5 minutes moretalking about this issue, or would yourather return to the agenda and table thisdiscussion until after we have finishedour business?” Have a well-definedagenda, but allow flexibility so thatstakeholders may raise issues theybelieve are important.

■ Acknowledge the disruption. If you feelundermined or frustrated, admit it. Othergroup members also may be frustratedby the disruption and can work with youto get the agenda back on track.

■ When appropriate, use humor to easetense situations. You want meetings tobe enjoyable, even when the work isserious. A word of caution—never usehumor at the expense of a member ofthe group.

■ Take a break and talk with thedisrupter(s). Address sensitive issuesoutside the room.

■ Appoint a subcommittee from thelarge group that will address theproblem/issue.

■ Adjourn the meeting and reschedule itto allow tempers to cool and moreinformation to be collected about theissue. That will allow participants tomake an informed decision.

■ Recognize that when all else fails, youmay need to ask the disrupter(s) to endtheir participation in the meeting.

be accomplished and what expertise is neededto accomplish these outcomes. Remember,collaborative efforts are like learningorganizations—they evolve over time andoften demand that knowledge and skills becontinually developed and fostered.

11

5 KU Work Group on Health Promotion and CommunityDevelopment. “Conducting Effective Meetings.” In: Community ToolBox. Chapter 16, Section 2. Lawrence, KS: University of Kansas,2000. Available at: http://ctb.lsi.ukans.edu.

Expertise and Resource Inventory

3. Time. Approximately how much time can you devote to this project over the next (6 months/year/schoolyear)?____________________________________________________________________________________

What is the best day for you to attend meetings? ______________________________________________

What is the best time of day for you to meet? _________________________________________________

4. Special Considerations. Do you have any special considerations that we should be aware of as we schedulemeetings (e.g., preferred locations, childcare needs, access for persons with disabilities, other)?

____________________________________________________________________________________

____________________________________________________________________________________Thanks for being a part of this collaborative community policing effort.

Name: _______________________________________________________________________________

Affiliation (if appropriate): ________________________________________________________________

Phone: _______________________ Fax: ________________________ E-mail: ____________________

Address: _____________________________________________________________________________(street) (city) (state) (zip)

1. Areas of Expertise. Please identify areas where you can help support the collaboration.❏ Administration/Computer ❏ Speaking

❏ Artistic/Creative Projects ❏ Writing

❏ Data Analysis ❏ Evaluation

❏ Fundraising ❏ Member Recruitment

❏ Facilitation ❏ Planning Celebrations

❏ Public Relations/Publicity ❏ Other (Please be specific) _____________

____________________________________________________________________________________

2. Who is Missing? Please list any government officials, media personalities, business owners, schoolboard members, or others that you know and believe might support this project. (Please include contactinformation.) Also consider individuals who might not have the time to commit to ongoing work, but whowould lend their support and influence for special circumstances.

Name Organization Address Phone/Fax E-mail



7


When identifying and building the expertise fora community policing collaboration, beware ofthe following pitfalls and considerimplementing some of the suggested strategiesif you have already encountered thesechallenges. Also, to help diagnose a strugglingpartnership, please refer to Section 1, Tool 1:Unsticking Stuck Groups/Reassessing theCollaboration, in particular, items 13–16 toassess expertise.

Pitfall:Partners feel overwhelmed and theproject is “stuck.” When partners do notidentify all of the knowledge or skills thatmay be necessary to conduct the tasks thatsupport the collaboration’s goals, partnersmay feel overwhelmed by tasks that they arenot equipped to plan or carry out. As such,partners may put off or avoid these tasks andthe collaboration gets “stuck.”

Solutions:Partners can avoid feeling overwhelmed bydeveloping an action plan during the earlystages of the project and by revisiting theaction plan as the collaboration progresses(see Section 10). Don’t merely identifybroad categories of skills or knowledgerequired for tasks—be specific.

Feeling overwhelmed can be a temporaryfeeling if partners can obtain the missingskills and knowledge that are needed toperform the tasks. Brainstorm together toidentify knowledge gaps or specific skillsthat are lacking. Refer to Tool 8: Expertiseand Resource Inventory to determine if apartner already has the needed expertise. Ifnot, seek training or information to build oracquire those skills. Another option is to

identify and recruit additional stakeholderswho have those skills/knowledge, or hiresomeone to perform the task. Approachingnontraditional partners or stakeholders mayyield essential expertise—do not overlooklocal schools, colleges, and universities;businesses; advocacy groups; or communityservice agencies.

Pitfall:Partners do not want to attendcollaboration meetings. If meetings do notresult in decisions or are long or chaotic,partners likely will feel frustrated and thattheir time has been wasted. They will not beanxious to attend future meetings. Theability to organize and subsequentlyfacilitate meetings is a skill that can belearned. However, when partners attempt toorganize and conduct meetings without atleast some basic knowledge aboutdeveloping agendas that are appropriate tothe time allocated, setting ground rules, orinvolving all meeting participants indiscussions, the result can be lengthy,unproductive, and chaotic gatherings.

Solutions:Review discussions in this section, inparticular, Conducting Effective Meetings,Do’s and Don’t Tips for Facilitators, andTips on How to Save a Meeting. Additionalresources can be found in Learn MoreAbout It at the conclusion of this section.

If the collaboration is addressing a verycontroversial issue about which participantsmust make a decision, consider hiring aneutral facilitator, who can ensure that themeeting is one where everyone is heard, andthat discussion flows and stays on topic. Afacilitator can help collaboration partnersestablish a consensus by guiding theprocessing of participant viewpoints.

10

Tool 8

Expertise and ResourceInventoryEach member of the collaboration hasexperiences, contacts, resources, and skills thatwill support the collaboration. Take the time tohave each member of the group complete thisexpertise and resource inventory. Modify thisform to fit your project.

Tool 8



8 9

These worksheets will help to identify existingexpertise among the partners in thecollaboration as well as help fill gaps in theknowledge and skills necessary for successfulimplementation of the community policingproject.

Tool 7

Expertise and Resources—WhatDoes the Collaborative EffortNeed?The following questions are designed to guideyou in identifying the expertise and means youneed to accomplish your collaborativeinitiative. Answers to the questions will alsopoint to areas that will require assistance fromoutside the current collaboration. Taking thetime to complete this process on a regular basiswill help you identify potential obstacles tosuccess and direct your thinking to overcomingthese obstacles.

1. On the following chart, list the tasks thatneed to be completed and the timeframefor completion.

2. For each task, answer the followingquestions:

■ What expertise will it take to get thistask done?

■ Do we have this expertise within ourcollaboration?


■ If “YES,” name the person (orpersons) who can successfully take onthis task.

■ If “NO,” do we know someoneoutside the team who might help us?Who is the best person within theteam to request the outside assistance?

■ In addition to personal expertise,what else do we need to complete thetask (e.g., time, money, people)?

■ Are these resources available withinthe collaboration? If not, are thereother ways to access what is needed?If not, do we need to modify ourplan?

■ What is our next step?

Tool 7Tool 7



8 9

These worksheets will help to identify existingexpertise among the partners in thecollaboration as well as help fill gaps in theknowledge and skills necessary for successfulimplementation of the community policingproject.

Tool 7

Expertise and Resources—WhatDoes the Collaborative EffortNeed?The following questions are designed to guideyou in identifying the expertise and means youneed to accomplish your collaborativeinitiative. Answers to the questions will alsopoint to areas that will require assistance fromoutside the current collaboration. Taking thetime to complete this process on a regular basiswill help you identify potential obstacles tosuccess and direct your thinking to overcomingthese obstacles.

1. On the following chart, list the tasks thatneed to be completed and the timeframefor completion.

2. For each task, answer the followingquestions:

■ What expertise will it take to get thistask done?

■ Do we have this expertise within ourcollaboration?


■ If “YES,” name the person (orpersons) who can successfully take onthis task.

■ If “NO,” do we know someoneoutside the team who might help us?Who is the best person within theteam to request the outside assistance?

■ In addition to personal expertise,what else do we need to complete thetask (e.g., time, money, people)?

■ Are these resources available withinthe collaboration? If not, are thereother ways to access what is needed?If not, do we need to modify ourplan?

■ What is our next step?

Tool 7Tool 7



7


When identifying and building the expertise fora community policing collaboration, beware ofthe following pitfalls and considerimplementing some of the suggested strategiesif you have already encountered thesechallenges. Also, to help diagnose a strugglingpartnership, please refer to Section 1, Tool 1:Unsticking Stuck Groups/Reassessing theCollaboration, in particular, items 13–16 toassess expertise.

Pitfall:Partners feel overwhelmed and theproject is “stuck.” When partners do notidentify all of the knowledge or skills thatmay be necessary to conduct the tasks thatsupport the collaboration’s goals, partnersmay feel overwhelmed by tasks that they arenot equipped to plan or carry out. As such,partners may put off or avoid these tasks andthe collaboration gets “stuck.”

Solutions:Partners can avoid feeling overwhelmed bydeveloping an action plan during the earlystages of the project and by revisiting theaction plan as the collaboration progresses(see Section 10). Don’t merely identifybroad categories of skills or knowledgerequired for tasks—be specific.

Feeling overwhelmed can be a temporaryfeeling if partners can obtain the missingskills and knowledge that are needed toperform the tasks. Brainstorm together toidentify knowledge gaps or specific skillsthat are lacking. Refer to Tool 8: Expertiseand Resource Inventory to determine if apartner already has the needed expertise. Ifnot, seek training or information to build oracquire those skills. Another option is to

identify and recruit additional stakeholderswho have those skills/knowledge, or hiresomeone to perform the task. Approachingnontraditional partners or stakeholders mayyield essential expertise—do not overlooklocal schools, colleges, and universities;businesses; advocacy groups; or communityservice agencies.

Pitfall:Partners do not want to attendcollaboration meetings. If meetings do notresult in decisions or are long or chaotic,partners likely will feel frustrated and thattheir time has been wasted. They will not beanxious to attend future meetings. Theability to organize and subsequentlyfacilitate meetings is a skill that can belearned. However, when partners attempt toorganize and conduct meetings without atleast some basic knowledge aboutdeveloping agendas that are appropriate tothe time allocated, setting ground rules, orinvolving all meeting participants indiscussions, the result can be lengthy,unproductive, and chaotic gatherings.

Solutions:Review discussions in this section, inparticular, Conducting Effective Meetings,Do’s and Don’t Tips for Facilitators, andTips on How to Save a Meeting. Additionalresources can be found in Learn MoreAbout It at the conclusion of this section.

If the collaboration is addressing a verycontroversial issue about which participantsmust make a decision, consider hiring aneutral facilitator, who can ensure that themeeting is one where everyone is heard, andthat discussion flows and stays on topic. Afacilitator can help collaboration partnersestablish a consensus by guiding theprocessing of participant viewpoints.

10

Tool 8

Expertise and ResourceInventoryEach member of the collaboration hasexperiences, contacts, resources, and skills thatwill support the collaboration. Take the time tohave each member of the group complete thisexpertise and resource inventory. Modify thisform to fit your project.

Tool 8


Section 5: Expertise Section 5: ExpertiseTool 8

6

Tips on How to Save a Meeting 5

Step 6

Recognize That YourNeeds for SpecificKnowledge and SkillsWill Change.

Collaborative efforts grow and evolve overtime. As items from the original action planare completed, other, perhaps unanticipated,tasks will likely surface. These new tasksmay require additional or differentknowledge and skills. Collaboration partnersshould continually reflect on what needs to

Use these tips to manage disrupters andturn bad situations into productivemeetings:

■ Use the agenda to keep things on track.

■ Should you get off track, have the groupdecide what to do. For example, “Weseem to have gotten off the agenda topic,so do you want to spend 5 minutes moretalking about this issue, or would yourather return to the agenda and table thisdiscussion until after we have finishedour business?” Have a well-definedagenda, but allow flexibility so thatstakeholders may raise issues theybelieve are important.

■ Acknowledge the disruption. If you feelundermined or frustrated, admit it. Othergroup members also may be frustratedby the disruption and can work with youto get the agenda back on track.

■ When appropriate, use humor to easetense situations. You want meetings tobe enjoyable, even when the work isserious. A word of caution—never usehumor at the expense of a member ofthe group.

■ Take a break and talk with thedisrupter(s). Address sensitive issuesoutside the room.

■ Appoint a subcommittee from thelarge group that will address theproblem/issue.

■ Adjourn the meeting and reschedule itto allow tempers to cool and moreinformation to be collected about theissue. That will allow participants tomake an informed decision.

■ Recognize that when all else fails, youmay need to ask the disrupter(s) to endtheir participation in the meeting.

be accomplished and what expertise is neededto accomplish these outcomes. Remember,collaborative efforts are like learningorganizations—they evolve over time andoften demand that knowledge and skills becontinually developed and fostered.

11

5 KU Work Group on Health Promotion and CommunityDevelopment. “Conducting Effective Meetings.” In: Community ToolBox. Chapter 16, Section 2. Lawrence, KS: University of Kansas,2000. Available at: http://ctb.lsi.ukans.edu.

Expertise and Resource Inventory

3. Time. Approximately how much time can you devote to this project over the next (6 months/year/schoolyear)?____________________________________________________________________________________

What is the best day for you to attend meetings? ______________________________________________

What is the best time of day for you to meet? _________________________________________________

4. Special Considerations. Do you have any special considerations that we should be aware of as we schedulemeetings (e.g., preferred locations, childcare needs, access for persons with disabilities, other)?

____________________________________________________________________________________

____________________________________________________________________________________Thanks for being a part of this collaborative community policing effort.

Name: _______________________________________________________________________________

Affiliation (if appropriate): ________________________________________________________________

Phone: _______________________ Fax: ________________________ E-mail: ____________________

Address: _____________________________________________________________________________(street) (city) (state) (zip)

1. Areas of Expertise. Please identify areas where you can help support the collaboration.❏ Administration/Computer ❏ Speaking

❏ Artistic/Creative Projects ❏ Writing

❏ Data Analysis ❏ Evaluation

❏ Fundraising ❏ Member Recruitment

❏ Facilitation ❏ Planning Celebrations

❏ Public Relations/Publicity ❏ Other (Please be specific) _____________

____________________________________________________________________________________

2. Who is Missing? Please list any government officials, media personalities, business owners, schoolboard members, or others that you know and believe might support this project. (Please include contactinformation.) Also consider individuals who might not have the time to commit to ongoing work, but whowould lend their support and influence for special circumstances.

Name Organization Address Phone/Fax E-mail



5

8. As the meeting facilitator, keep thediscussion balanced, never “take sides.”

9. Rotate chairing the meeting.

Phase IV:Following Up on the Meeting

1. Periodically ask participants to assess theeffectiveness of the meetings and torecommend strategies for improvement.

2. Make follow-up calls or send notes asreminders for any agenda items thatrequire additional action.

3. Summarize decisions, announcements,date of next meeting, and follow-upresponsibilities. Send this information toall participants.

The best way to avoid difficult situations is toanticipate them and implement good planningand prevention techniques. However, in spite ofall efforts to plan and conduct effectivemeetings, a meeting can be sidetracked and losefocus. Consider the scenario in Example 10.

Tips for Meeting Leaders

■ Have a sense of humor.

■ Avoid being defensive.

■ Use open-ended questions thatrequire participants to say morethan “YES” or “NO.”

■ Look around the room for “cues”from participants that the pace ofthe meeting should be slowed orsped up.

Example 10 Loosing Meeting FocusThere have been a number of incidents involving fights after school between two factions of thestudent body. The dissention is causing parents to take sides, and the incidents are continuingacross the street after school hours. You (a school resource officer) and your partner (one of theschool’s vice principals) have been working together for a month. During that time you haveengaged a number of other individuals (two parents, a counselor, a representative of the studentcouncil, and the owner of the convenience store across the street from the school) interested inworking to address the problem. You and your partner realize that it is important to have a largergroup involved, so you jointly plan a meeting to develop a shared vision for the school community.You have planned the meeting carefully. The purpose of the meeting is clear. The agenda is welldesigned. The meeting turnout is great. You are pleased that so many people are attending themeeting, but then...

■ A participant strays from the agenda.

■ A participant challenges the way you are conducting the meeting.

■ The group continues to raise the same point over and over.

■ Some participants conduct side conversations during the meeting.

■ A participant verbally attacks another group member.

■ A participant continually expresses doubts about accomplishing the stated goals, saying,“Yes, but...”

12

Tool 9

Guidelines for BrainstormingBrainstorming is based on the premise thattwo heads are better than one, and that threeheads are better than two, and so forth. Oneof the primary benefits of brainstorming witha team is that each person will draw upon adifferent knowledge and experience base andtherefore will be able to offer various optionsand solutions.

■ Welcome all ideas. It is easier to tamean extremely innovative idea than toput life into an ordinary one.

■ Encourage the team to strive for alarge number of ideas and not worryabout the quality of those ideas.Quantity leads to quality.

■ Do not discuss or judge ideas. Afterthe initial brainstorming, allow timefor questions, clarification, andcomment. If criticism occurs whileideas are being generated, the wholepurpose of brainstorming is lost.

■ Record all ideas on a flipchart. It maybe helpful to have two notetakers tomake sure that all ideas are capturedquickly and accurately.

■ Encourage the team to “piggy-back”on each other’s ideas.

Tool 10

Brainstorming Activities

Sample Activity 1:Unstructured Brainstorming

The time allocated for this activity can varyfrom 5 to 30 minutes, based on partners’preferences and the complexity of the topic orquestion to be brainstormed.

1. Select a facilitator. A facilitator shouldreview the guidelines for brainstormingwith the team.

2. The facilitator, with the partners’ help,should set a specific time limit tobrainstorm. (Most original and usefulideas tend to surface within 5 minutes.)Select a timekeeper.

3. Open the floor for partners to offer ideasas they arise.

4. When time is up, stop the process. Thefacilitator should give a 30 secondwarning so that team members havetime to offer their last ideas.

5. Review each idea separately and providetime for questions, clarification, andcomment.

6. The facilitator should help partnersreview the list, delete duplicates, andorganize similar ideas into groups orthemes.


Tools 9 & 10



4

Step 5

Know How to ConductEffective Meetings.

While most individuals do not look forward toattending meetings, they are a necessary part ofcollaborative initiatives. Meetings that are wellplanned, focused, and conducted in a respectful,efficient manner can foster and supportsuccessful collaborative efforts. Partners in thecollaboration should share responsibility forplanning and conducting meetings. Sharingresponsibility lightens the burden and providesopportunities for more individuals to have ameaningful role in the collaboration. There arefour phases to conducting effective meetings:

Phase I:Planning the Meeting

1. Decide on a clear goal for the meetingand make sure that the agenda reflectsthat goal.

2. Be prepared with any information that isneeded for the meeting.

3. Decide who needs to be present toaccomplish the meeting goal.

4. Plan the agenda with collaborationpartners. Remember that people supportwhat they help create.

5. Include realistic time allotments for eachagenda item; identify who will present orfacilitate each session listed on theagenda.

6. Distribute the agenda and anybackground information to participants atleast one week before the meeting.

Phase II:Meeting Logistics

1. Start and end the meeting on time.

2. Provide sign-in sheets with space forname, organization, and contactinformation.

3. Select meeting space that is comfortable,safe, and convenient.

4. Schedule informal time before and afterthe meeting for participants to network.

5. Have regularly scheduled meetings, butdon’t have meetings just to meet.

Phase III:Conducting the Meeting

1. Facilitate introductions, unless you arecertain that all participants know oneanother.

2. Establish agreement on the agenda itemsand ground rules/norms (see Section 3,Tool 3: Developing Team Norms).

3. Make sure discussion stays “on track.”

4. Honor agenda time allotments.

5. Wrap up each discussion bysummarizing any conclusions aloud.

6. Move to the next agenda item only whenall participants agree about thesummary/conclusions from the previousagenda item.

7. Encourage active participation by allparticipants. Avoid having the meetingdominated by the most vocalparticipant(s).

13

Sample Activity 2:Round Robin

This activity can take from 10 to 20 minutes,depending on how many ideas are offered.

1. Select a facilitator.

2. Arrange the seating so that everyone cansee one another—either around a tableor in a circle.

3. Review the guidelines for brainstormingwith the team.

4. The meeting facilitator states the topicor question for discussion. Ask anotherpartner to restate the brainstorming topicor question. Make certain that the teamagrees on the nuances of the topic orquestion.

5. Record the agreed-upon topic orquestion on a chalkboard or flipchart—make sure that all participants can see it.

6. Now begin with a partner and ask thatperson to state his/her idea. Thefacilitator or notetaker should record thatidea on the chalkboard or flipchart.

7. Go around the circle, with each personoffering an idea and the notetakerrecording each idea (using theparticipant’s words, rather than trying tointerpret or interrupt the process to gainclarification).

8. When everyone has offered one idea, goaround the circle again. Partners can“pass” if they have no new ideas to offer.

9. End the process when everyone “passes.”

10.The facilitator should help the partnersreview the list, delete duplicates, andorganize similar ideas into groups.


Sample Activity 3:4 people-3 ideas-5 minutes6

This activity can take approximately 20 to 25minutes, depending on how many partners areinvolved.

1. Select a facilitator, who will review theguidelines for brainstorming with theteam.

2. Arrange the seating so that four partnersare at one table.

3. The meeting facilitator states the topic orquestion for discussion. Ask anotherpartner to restate the topic or question tobe brainstormed. Make certain that theteam agrees on the nuances of the topicor question.

4. Each person should write the topic orquestion on a piece of paper. (If multipletopics need to be brainstormed, differenttables can brainstorm on differenttopics.)

Tool 10

6 Adapted from: Schlicksupp. H. “The 6-3-5 Method.” In: Brasser, M. andRitter, D. The Memory Jogger II: A Pocket Guide of Tools for ContinuousImprovement and Effective Planning. Methuen, MA: Goal/QPC, 1994.



3

Facilitator Do’s and Don’tsDo:

■ Set the room in a way that allparticipants can face one another.

■ Break the ice in a newly formedgroup. (Many icebreaker exercisesare readily available.)

■ Sit during the discussion, unlessrecording discussion points onnewsprint/flipchart paper.

■ Clearly discuss with the group thepurpose of the meeting—at thebeginning of the meeting.

■ Refer to the agenda and keepdiscussion focused on the meetingobjectives.

■ Listen and ask questions.

■ Provide information, not opinions.

■ Respond to comments with empathy.

■ Give participants time to think andprocess information.

■ Build on contributions.

■ Encourage input from allparticipants and respect everyone’sopinion.

■ Postpone new topics until a futuremeeting.

■ Summarize comments and clarifydirection.

■ Observe body language and respondappropriately.

■ Help the group come to its ownconclusions.

■ Suggest problem-solving andconflict resolution techniques.

Don’t:■ Set the room for theater or classroom

style seating.

■ Make conversation only with well-known members of the group or assumethat all participants know one another.

■ Use a podium or present anauthoritative or overbearing presence inthe room.

■ Develop meeting objectives in avacuum, without input from partners, orleave objectives unstated.

■ Encourage discussion of unrelatedissues and suggestions or personalissues.

■ Make lengthy comments.

■ Use the role of facilitator to present yourown ideas or get your way.

■ Make negative comments.

■ Fear silence or fill discussion pauseswith chatter.

■ Overlook even small contributions.

■ Allow one individual to steal the show,or ignore others.

■ Replace the current agenda withsomeone’s current crisis.

■ Act “bossy” and give directions.

■ Take things personally and ignore signsthat a break or shift is needed.

■ Provide solutions or make decisions forparticipants.

■ Fail to intervene.

14

5. The facilitator should informparticipants that they have 5 minutes tolist three ideas on their sheet of paper.

6. After 5 minutes, the partners at a tablegive their paper to the person on theirright.

7. The facilitator tells participants that theyhave 5 minutes to read the ideas on thepaper and list three more of their ownideas. This rotation process continuesuntil all participants have recorded ideason each paper at the table.

8. The facilitator collects the papers andconsolidates the ideas into one list thateveryone can see (e.g., on a flipchart orblackboard).

9. The facilitator should help participantsreview the list, delete duplicates, andgroup similar ideas.

10.Use the ideas to make decisions aboutthe topic or question that wasbrainstormed.



2

knowledge and skills. Only by carefullyanalyzing the knowledge/skills needs of theproject and developing a realistic plan toaccess these knowledge and skills will thecollaboration be ensured that the necessaryexpertise exists to actually implement thecommunity policing effort.

Step 4

Ensure That FacilitationSkills Are Present withinthe Collaboration.

Facilitation skills are essential for projectplanning, sustaining stakeholder involvement,conducting effective meetings, resolvingconflicts, and ensuring open communication.One or more of the partners may be afacilitator, be willing to learn the skill, or haveaccess to a facilitator. An objective facilitatormay also be employed.

Some individuals are more natural facilitatorsthan others. However, facilitation is a skill;individuals can learn facilitation techniques,improving their skills with practice.Facilitators act as guides rather than subjectmatter experts. The facilitator’s responsibilityis to ensure structured interaction whilecreating an environment in which individualsare comfortable in expressing their views andconcerns and engaging in brainstorming,planning, and problem resolution.

Facilitators generally do not participate indiscussions—rather, they direct them. Afacilitator should:

■ Enforce the meeting ground rules.

■ Draw all persons into the conversationequally (see Tools 9 and 10).

■ Reduce interruptions.

■ Explore a variety of alternatives within thediscussion.

■ Avoid “taking sides” rather, mediatedifferences.

■ Keep the meeting moving, honoring timeconstraints.

■ Provide objective reporting of decisions.

Refer to Learn More About It, found at theconclusion of this section for more resources onfacilitation.

15

Learn More About ItFacilitation

Quinlivan-Hall, D., and Renner, P. In Searchof Solutions: 60 Ways to Guide YourProblem-Solving Group. San Diego, CA:Pfieffer and Company, 1994.

This useful and comprehensive guide can helpanyone who oversees meetings. Sixty differentfacilitation strategies are provided that focus oncreating the right meeting atmosphere, agendaplanning, time management, and action planning.Available for purchase at: www.amazon.com.

Rees, F. Facilitator Excellence: HelpingPeople Work Creatively and ProductivelyTogether. Instructor’s Guide, Handbook, andSkills Profile. San Francisco, CA: Jossey-Bass, 1998.

This is a complete workshop guide for managers andemployees on effective facilitation skills. It includesan instructor’s guide, handbook, and profile.Available for purchase at: www.josseybass.com.

Schwarz, R. M. The Skilled Facilitator:Practical Wisdom for Developing EffectiveGroups. San Francisco, CA: Jossey-Bass,1994.

This practical guide is for those charged with thetask of maximizing group performance throughfacilitation. It discusses the skills needed to helpgroups reach their full potential. Topics includeincreasing employee commitment, companyflexibility, improving overall effectiveness of anorganization, and facilitative leadership. Availablefor purchase at: www.josseybass.com.

Conducting Effective Meetings

Daniels, W. Orchestrating PowerfulRegular Meetings: A Manager’sComplete Guide. San Diego, CA:Pfeiffer & Co, 1993.

This resource gives the manager orcommittee chair insight into conductingeffective meetings. It describes the basics ofmeeting planning, provides step-by-stepguidelines to guide groups in their work, andincludes exercises useful in training groupmembers for effective participation inmeetings. Available for purchase at:www.amazon.com.

Katz, S. N. “Power Skills for EffectiveMeetings.” Training & Development.45:7 (July 1991).

This article discusses strategies forconducting productive and worthwhilemeetings. It identifies problems and solutionsfor holding successful meetings and alsoincludes a discussion on facilitation. Thisjournal article is available at university orregional libraries.

Tropman, J. E. and Mills, B. EffectiveMeetings: Improving Group DecisionMaking. 2nd edition, Newbury Park,CA: Sage Publications, 1996.

Targeting those in human services, this is anexcellent resource for those who haveineffective and unproductive group meetings.It provides a comprehensive outline on howto conduct an effective meeting by focusingon key areas: rules for effective groupdecision making, positions and roles foreffective group decision making, differentkinds of decision groups, and special topics.Available for purchase at: www.amazon.com.


Section 6: Teamwork Strategies Section 6: Teamwork Strategies

Teamwork Strategies

The Vision

Collaboration partners have clearly definedtheir roles and responsibilities and haveimplemented specific strategies thatencourage joint decision making, involve allpartners in project activities, and rewardpartners for their work.

In Section 6

Tool 11: Let’s String Along

6

Learn More About ItLeadership Skills

Covey, S. Principle-CenteredLeadership. New York, NY: Simonand Schuster, 1992.

This resource provides insight into facingdaily challenges by employing the conceptof principle-centered leadership. It includesinformation on the skill of developingpeople and organizations. This is a tool thatshows the reader how to develop personaland professional relationships. Available forpurchase at: www.amazon.com.

Gardner, J.W. On Leadership. NewYork, NY: Free Press, 1993.

Based on empirical research, this expertexamines how leadership is practiced in theUnited States. It emphasizes creating avision that builds on history as we look tothe future. Available for purchase at:www.amazon.com.

Moore, C. M. Group Techniques forIdea Building. 2nd ed. Newbury Park,CA: Sage Publications, 1987.

Using a task-oriented approach, this guidehelps small groups engage in ideadevelopment and explores how groups makechoices. It provides comprehensivecoverage of Interpretive Structural Modeling(ISM), a technique designed to help groupsin the choice-making process. This is aresource for professionals in organizationalbehavior, management, and publicadministration. Available for purchase at:www.amazon.com.



25

Tool 11

Let’s String Along7

This is a team-building exercise thatdemonstrates the interdependency of thepartnership.

Directions:This exercise takes from 15 to 20 minutes andutilizes a facilitator or leader. The leader orfacilitator starts by stressing that everyonedepends on others. To illustrate this point, askpartners to indicate which members of the teamthey depend on.

The first person (the leader can start, if afacilitator is not used) is given a ball of string.S/he picks out someone whom s/he relies on,and while holding onto the end of the string,throws the ball to that person and states thenature of the dependency. The person who justreceived the ball holds onto the strand of stringand tosses the ball to another person uponwhom the second person relies. Continue thisprocess for as long as time permits or until allpartners have been involved in the “web.” Atthe conclusion, repeat the initial point—allpartners depend on or are “tied to” one anotherfor this project to succeed.


Discussion:Untie the group and discuss the followingquestions:

■ Even with the independent nature ofsome of the project’s tasks, most of usstill need others. Why?

■ How did you choose the person to whomyou tossed the ball of string? Couldthere have been others?

■ Can you think of any situations in whichwe operate totally without support?

Tool 11

7Scannell, E.E. and Newstrom, J.W. Still More Games Trainers Play: ExperientialLearning Exercises. New York, NY: Mc-Graw Hill, Inc., 1991.



1

One of the most important aspects ofpartnerships is that individual members bringdifferent skills, interests, and perspectives tothe shared vision. While not every member ofthe collaboration must work on every aspectof the community policing initiative, it iscritical that all partners are informed, feelincluded, and have a sense of ownership ofthe entire effort. Power, responsibility,decision making, and credit are shared in ateam effort. Responsibilities must be sharedamong the partners to build commitment anda sense of accomplishment. Based on theexpertise inventory of the partners, regular,specific, and valued responsibilities and rolesshould be designated equitably.

It is important to recognize that merelyinvolving a group of individuals in an effortdoes not make that group a team. Equallyimportant is an understanding that teamworkmay not always seem like the most efficientmeans of achieving the goal, but it is likely tobe the most effective.

Consider “Team” as an acronym—Together Everyone Achieves More.

Step 1

Ensure That All PartnersHave a Part inDeveloping the SharedVision and CommonGoals.

A jointly developed shared vision thatincorporates all partners’ expectations for theproject and that accommodates individual andorganizational agendas is a good foundation forbuilding a functional team that will collaborateto reach a common goal.

Step 2

Define Member Rolesand Responsibilities.

Defining and articulating roles andresponsibilities demonstrates that thecollaboration has carefully planned howpartners can contribute to the success of theproblem-solving initiative or other communitypolicing project. Collaborations should definethe roles and responsibilities of the lead agency,partners, committee chair, meeting facilitator,and members. For each of these roles, thecollaboration should define:

The best method of overcomingobstacles is the team method.

—Colin Powell


Teamwork Strategies

4

Pitfall:The tone of meetings and interactions isnegative, manipulative, directive, and/orsecretive.

Solutions:Use a trust-building/team-building activitysuch as a ropes course or facilitated exercise(see Tool 11: Let’s String Along) as aspringboard, moving a negative ordisjointed group towards functioning as aproductive team. Core partners should thenreview the principles of team leadership andavoid trying to control the team.

Address conflict immediately and with anopen mind, viewing the conflict as anopportunity for new ideas and creativity.Refer to Tips for Conflict Management inSection 7, Open Communication.

Renew focus on team norms and groundrules. Emphasize and ensure joint decision-making processes. Open brainstorming andjoint decision making are essentialcomponents to teamwork and collaborativeprogress.



2

■ What does it mean to assume one ofthese roles?

■ What am I responsible for if I takeon this role?

■ How long will I have to serve inthat role?

Developing a glossary of collaboration rolesand responsibilities answers questions,defines relationships, and promotesindividual and group accountability. Clearexpectations allow members of thepartnership to have the information they needto make informed decisions regardingparticipation. Moreover, clearly defined rolesand responsibilities increase the likelihoodthat members will accept tasks that arereasonable and ensure that the action planwill be successfully implemented.

Step 3

Involve All Partners inProject Activities,Meetings, andDiscussions.

Whenever possible, try to schedule meetingsso that all partners can attend. Developmechanisms to inform partners of meetingminutes and decisions, especially thosepartners who were absent from a particularmeeting. Maintain open communication andshare decision making through consensus. Attimes, core partners may be tempted to makeunilateral decisions or undertake taskswithout team input or assistance, especially ifthese partners feel that not enough progresshas been made. Developing a pattern of

operating single-handedly, however, is asure way of alienating partners and losingresources.

Step 4

Seek Commitment fromPartners.

Team leaders should seek commitment frompartners to participate actively as a team inthe collaboration. This commitment can begained and sustained if core partners leadthe team with consistency and integrity,respect the membership’s diversity withoutattempting to change individuals, and if corepartners strive to generate equalparticipation and meaningful contributionby all collaboration members. Core partnerswho use their influence to compel otherpartners to participate or concede to “team”decisions may achieve compliance, but theywill not generate teamwork.

Step 5

Acknowledge andReward Team Members.

Ensure that all team members know howtheir individual efforts contribute to theteam’s effort and to the common goal.Acknowledge, credit, and support individualefforts as vital to the success of thecollaborative initiative. Encourage allpartners to continually share their individualcontributions with the entire team.

3

When developing and strengthening teamworkin a community policing collaboration, bewareof the following pitfalls and considerimplementing some of the suggested strategiesif you have already encountered thesechallenges. Also, to help diagnose a strugglingpartnership, please refer to Section 1, Tool 1:Unsticking Stuck Groups/Reassessing theCollaboration, in particular items 17–20, toassess teamwork.

Pitfall:Partners work independently orsometimes at cross-purposes. This lack ofcohesiveness may occur when“partnerships” are formed foradministrative purposes, to comply withgrant requirements, or as directed by upper-level management or a political figure.Forced partnerships can produce animosity,a lack of ownership of the effort, ordysfunction.

Solutions:The vision statement should be developedor redeveloped to allow partners toaccomplish personal or organizationalgoals, as well as the “team” goal. Tosupport the vision, however, partners mustacknowledge interdependence and developan action plan for achieving the visionthrough mutual support.

In addition to a lack of commitment to avision, another source of teamworkbreakdown may be lack of trust.Implementing some of the suggestionsfound in Section 3, Trust (e.g., actively

listening to all partners, communicatingpersonally rather than by masscommunication, developing ground rulesthat support respect for and involvement ofall partners, and addressing conflicts priorto their breaking point), may help rebuildthe team.

Pitfall:Turf battles slow or stop projectprogress. When not operating as acohesive unit working toward a commongoal, partners can be distracted byindividual or organizational priorities androles. This happens when a partner feelsthat his/her organization should beresponsible for a certain task or activity,and may result in a refusal to shareinformation or resources, or even inconducting activities counterproductive tothe project.

Solutions:Clearly, jointly, and equitably designateroles and responsibilities while remainingopen to redistributing these roles, if thatbenefits the vision.

Rather than ignore conflict, address it.Refer to Tool 12: Tips on ConflictResolution found in Section 7, OpenCommunication.




2

■ What does it mean to assume one ofthese roles?

■ What am I responsible for if I takeon this role?

■ How long will I have to serve inthat role?

Developing a glossary of collaboration rolesand responsibilities answers questions,defines relationships, and promotesindividual and group accountability. Clearexpectations allow members of thepartnership to have the information they needto make informed decisions regardingparticipation. Moreover, clearly defined rolesand responsibilities increase the likelihoodthat members will accept tasks that arereasonable and ensure that the action planwill be successfully implemented.

Step 3

Involve All Partners inProject Activities,Meetings, andDiscussions.

Whenever possible, try to schedule meetingsso that all partners can attend. Developmechanisms to inform partners of meetingminutes and decisions, especially thosepartners who were absent from a particularmeeting. Maintain open communication andshare decision making through consensus. Attimes, core partners may be tempted to makeunilateral decisions or undertake taskswithout team input or assistance, especially ifthese partners feel that not enough progresshas been made. Developing a pattern of

operating single-handedly, however, is asure way of alienating partners and losingresources.

Step 4

Seek Commitment fromPartners.

Team leaders should seek commitment frompartners to participate actively as a team inthe collaboration. This commitment can begained and sustained if core partners leadthe team with consistency and integrity,respect the membership’s diversity withoutattempting to change individuals, and if corepartners strive to generate equalparticipation and meaningful contributionby all collaboration members. Core partnerswho use their influence to compel otherpartners to participate or concede to “team”decisions may achieve compliance, but theywill not generate teamwork.

Step 5

Acknowledge andReward Team Members.

Ensure that all team members know howtheir individual efforts contribute to theteam’s effort and to the common goal.Acknowledge, credit, and support individualefforts as vital to the success of thecollaborative initiative. Encourage allpartners to continually share their individualcontributions with the entire team.

3

When developing and strengthening teamworkin a community policing collaboration, bewareof the following pitfalls and considerimplementing some of the suggested strategiesif you have already encountered thesechallenges. Also, to help diagnose a strugglingpartnership, please refer to Section 1, Tool 1:Unsticking Stuck Groups/Reassessing theCollaboration, in particular items 17–20, toassess teamwork.

Pitfall:Partners work independently orsometimes at cross-purposes. This lack ofcohesiveness may occur when“partnerships” are formed foradministrative purposes, to comply withgrant requirements, or as directed by upper-level management or a political figure.Forced partnerships can produce animosity,a lack of ownership of the effort, ordysfunction.

Solutions:The vision statement should be developedor redeveloped to allow partners toaccomplish personal or organizationalgoals, as well as the “team” goal. Tosupport the vision, however, partners mustacknowledge interdependence and developan action plan for achieving the visionthrough mutual support.

In addition to a lack of commitment to avision, another source of teamworkbreakdown may be lack of trust.Implementing some of the suggestionsfound in Section 3, Trust (e.g., actively

listening to all partners, communicatingpersonally rather than by masscommunication, developing ground rulesthat support respect for and involvement ofall partners, and addressing conflicts priorto their breaking point), may help rebuildthe team.

Pitfall:Turf battles slow or stop projectprogress. When not operating as acohesive unit working toward a commongoal, partners can be distracted byindividual or organizational priorities androles. This happens when a partner feelsthat his/her organization should beresponsible for a certain task or activity,and may result in a refusal to shareinformation or resources, or even inconducting activities counterproductive tothe project.

Solutions:Clearly, jointly, and equitably designateroles and responsibilities while remainingopen to redistributing these roles, if thatbenefits the vision.

Rather than ignore conflict, address it.Refer to Tool 12: Tips on ConflictResolution found in Section 7, OpenCommunication.




1

One of the most important aspects ofpartnerships is that individual members bringdifferent skills, interests, and perspectives tothe shared vision. While not every member ofthe collaboration must work on every aspectof the community policing initiative, it iscritical that all partners are informed, feelincluded, and have a sense of ownership ofthe entire effort. Power, responsibility,decision making, and credit are shared in ateam effort. Responsibilities must be sharedamong the partners to build commitment anda sense of accomplishment. Based on theexpertise inventory of the partners, regular,specific, and valued responsibilities and rolesshould be designated equitably.

It is important to recognize that merelyinvolving a group of individuals in an effortdoes not make that group a team. Equallyimportant is an understanding that teamworkmay not always seem like the most efficientmeans of achieving the goal, but it is likely tobe the most effective.

Consider “Team” as an acronym—Together Everyone Achieves More.

Step 1

Ensure That All PartnersHave a Part inDeveloping the SharedVision and CommonGoals.

A jointly developed shared vision thatincorporates all partners’ expectations for theproject and that accommodates individual andorganizational agendas is a good foundation forbuilding a functional team that will collaborateto reach a common goal.

Step 2

Define Member Rolesand Responsibilities.

Defining and articulating roles andresponsibilities demonstrates that thecollaboration has carefully planned howpartners can contribute to the success of theproblem-solving initiative or other communitypolicing project. Collaborations should definethe roles and responsibilities of the lead agency,partners, committee chair, meeting facilitator,and members. For each of these roles, thecollaboration should define:

The best method of overcomingobstacles is the team method.

—Colin Powell


Teamwork Strategies

4

Pitfall:The tone of meetings and interactions isnegative, manipulative, directive, and/orsecretive.

Solutions:Use a trust-building/team-building activitysuch as a ropes course or facilitated exercise(see Tool 11: Let’s String Along) as aspringboard, moving a negative ordisjointed group towards functioning as aproductive team. Core partners should thenreview the principles of team leadership andavoid trying to control the team.

Address conflict immediately and with anopen mind, viewing the conflict as anopportunity for new ideas and creativity.Refer to Tips for Conflict Management inSection 7, Open Communication.

Renew focus on team norms and groundrules. Emphasize and ensure joint decision-making processes. Open brainstorming andjoint decision making are essentialcomponents to teamwork and collaborativeprogress.



25

Tool 11

Let’s String Along7

This is a team-building exercise thatdemonstrates the interdependency of thepartnership.

Directions:This exercise takes from 15 to 20 minutes andutilizes a facilitator or leader. The leader orfacilitator starts by stressing that everyonedepends on others. To illustrate this point, askpartners to indicate which members of the teamthey depend on.

The first person (the leader can start, if afacilitator is not used) is given a ball of string.S/he picks out someone whom s/he relies on,and while holding onto the end of the string,throws the ball to that person and states thenature of the dependency. The person who justreceived the ball holds onto the strand of stringand tosses the ball to another person uponwhom the second person relies. Continue thisprocess for as long as time permits or until allpartners have been involved in the “web.” Atthe conclusion, repeat the initial point—allpartners depend on or are “tied to” one anotherfor this project to succeed.


Discussion:Untie the group and discuss the followingquestions:

■ Even with the independent nature ofsome of the project’s tasks, most of usstill need others. Why?

■ How did you choose the person to whomyou tossed the ball of string? Couldthere have been others?

■ Can you think of any situations in whichwe operate totally without support?

Tool 11

7Scannell, E.E. and Newstrom, J.W. Still More Games Trainers Play: ExperientialLearning Exercises. New York, NY: Mc-Graw Hill, Inc., 1991.



Teamwork Strategies

The Vision

Collaboration partners have clearly definedtheir roles and responsibilities and haveimplemented specific strategies thatencourage joint decision making, involve allpartners in project activities, and rewardpartners for their work.

In Section 6

Tool 11: Let’s String Along

6

Learn More About ItLeadership Skills

Covey, S. Principle-CenteredLeadership. New York, NY: Simonand Schuster, 1992.

This resource provides insight into facingdaily challenges by employing the conceptof principle-centered leadership. It includesinformation on the skill of developingpeople and organizations. This is a tool thatshows the reader how to develop personaland professional relationships. Available forpurchase at: www.amazon.com.

Gardner, J.W. On Leadership. NewYork, NY: Free Press, 1993.

Based on empirical research, this expertexamines how leadership is practiced in theUnited States. It emphasizes creating avision that builds on history as we look tothe future. Available for purchase at:www.amazon.com.

Moore, C. M. Group Techniques forIdea Building. 2nd ed. Newbury Park,CA: Sage Publications, 1987.

Using a task-oriented approach, this guidehelps small groups engage in ideadevelopment and explores how groups makechoices. It provides comprehensivecoverage of Interpretive Structural Modeling(ISM), a technique designed to help groupsin the choice-making process. This is aresource for professionals in organizationalbehavior, management, and publicadministration. Available for purchase at:www.amazon.com.


Section 7: Open Communication Section 7: Open Communication

Open Communication

The Vision

Partners hold regularly scheduled meetings, inaddition to day-to-day communication. Partnersshare all information relevant to the collaborationwithout hesitation and are candid and honest in theircommunication with each other. Partners havedefined topics they consider confidential and havedeveloped a strategy to share appropriateconfidential information.

In Section 7

Tool 12: Tips forConflict Management

6

Learn More About ItNegotiating Strategies

Fisher, R., Patton, B., and Ury, W.Getting to Yes: Negotiating AgreementWithout Giving In. New York, NY:Houghton Mifflin, 1992.

This resource focuses on creating a “win-win”situation in the negotiation process. Writtenby two experts in negotiation strategies fromHarvard University, this publication isrelevant at the personal as well as professionallevels. Available for purchase at:www.amazon.com.

Ury, W. Getting Past No: NegotiatingYour Way from Confrontation toCooperation. New York, NY: Bantam,1993.

This resource discusses a five-step strategyfor dealing with difficult people. It providesreaders with useful information and advice onissues such as keeping calm under pressure,dealing with underhanded tactics, findingmutually agreeable options, and standing upfor oneself without provoking opposition.Available for purchase at: www.amazon.com.

Volkema, R. The Negotiation Toolkit:How to Get Exactly What You Want inAny Business or Personal Situation.New York, NY: AMACOM Books,American Management Association,1999.

This is a comprehensive and practical guide tonegotiating in personal and professionalsituations. It discusses the “golden rule” ofnegotiation, the three fundamental questionsof negotiation, when not to negotiate, and theeight behaviors of star negotiators. Availablefor purchase at: www.amazon.com.



5

Tool 12

■ Deal with both the content of theconflict and the relationship goals.Remember that the goal in mostconflict resolution is twofold—toreach agreement and to enhance therelationship for futurecommunication. Both are equallyimportant.

■ Try to avoid polarizing into separategroups or positions too early in thenegotiations.

■ Avoid reaching easy agreement ofgoals by premature voting, giving intoo easily, or using chance measure(e.g., flipping a coin) when the issuedemands more serious negotiation.

■ Avoid speaking in terms of winningand losing. Talk in terms of what isbest for the common good (orcommon vision).

■ Sometimes participants in a conflictare too close to the situation tosuggest more productiveapproaches. Know when to suggestor accept outside assistance.


■ Begin negotiating with the points ofagreement instead of the points ofdisagreement.

■ Try to make choices available to theparties involved.

■ Be respectful and distinguish betweenguessing what a particular behaviormeans and the behavior itself.

■ Discriminate about when and howcontrol is to be exercised. A low level oftrust is usually generated when peoplealways try to exercise power. Conflictswill likely emerge when trust is low.

■ Take responsibility for seeing eachviewpoint and role in a conflict. If thereis conflict, more than one person has arole in creating and supporting thatconflict, even if that role is withdrawal.

■ State the goals of the conflict resolutionin terms that are clear, specific, andachievable.

Tips for Conflict Management 9

Tool 12

9 Adapted from: Wilmot, W.W., and Hacker J.L., InterpersonalConflict, 6th ed. New York, NY:McGraw-Hill, 2000.



1

Successful partnerships cannot functionwithout open communication. Ongoingcommunication among partners enhancesteamwork. Open communication thataddresses problems and conflicts also builds(or helps reestablish) trust. Strategies toestablish and maintain open communicationinclude:

Step 1

Define Basic Terms,Acronyms, and Jargon.

Using jargon, technical terms, or acronymsand assuming that all team membersunderstand these terms can alienate importantpartners. Be certain to outline special terms orlanguage in a non-condescending way for thewhole group.

Step 2

Create a Norm ThatEncourages OngoingCommunication.

An environment in which partners areencouraged to continually communicate witheach other and where conflict resolution

mechanisms are in place fosters informationsharing and teamwork. Make certain toestablish and adhere to regularly scheduledmeetings among partners, but alsoimplement ongoing informalcommunication. Let partners know that theiropinions are valued and that they canarticulate opinions, both positive andnegative, without repercussion. Make use oftechnology to share information (e.g., fax,electronic bulletin boards, e-mail,networked data, and online discussiongroups). Solicit feedback on collaborationwork products.

Step 3

Practice SoundCommunication Skills.

Make certain that communication amongpartners involves listening, as well asspeaking. Some effective listening strategiesinclude:

■ Try first to understand and second tobe understood.

■ Avoid prejudging—keep an openmind.

■ Maintain eye contact.

The greatest problem ofcommunication is the illusion

that it has been accomplished.—George Bernard Shaw


Open Communication

4

Pitfall:Meetings often involve heated debateswith little actual progress. Conflict that isnot addressed directly may manifest itselfduring partner meetings. A partner may beso focused on getting his/her way, makinghis/her point, or even embarrassing anotherpartner, that all partners are distracted.Conversely, conflict or miscommunicationmay stem from a lack of understanding ofcultural issues among partners.

Solutions:During the visioning meeting, thefacilitator must help the team establishground rules (see Section 3, Tool 3:Developing Team Norms). At eachsubsequent meeting, these rules should bevisibly posted. The facilitator should referto these rules at the beginning of themeeting and at points during the discussionto help ensure that they are observed. If anindividual member repeatedly violatesthese rules, it is appropriate for the teamleader to speak with him/her privately.

At the visioning meeting, it is importantfor core partners to acknowledge thatchange often is difficult to accept and mayproduce conflict. The team should beprovided with basic communication tips, aswell as tips for conflict management (seeSection 7, Tool 12).

Issues of culture and diversity can begin tobe addressed by discussing cross-culturalsimilarities and differences and byfocusing on the group’s common vision.Partners must be sensitive to and respecteach other as they work together to achievethe common vision. Over time, mutuallyrespectful behavior may grow into a betterunderstanding and valuing of culturaldifferences.

The team leader should review Tips forConducting Effective Meetings and Tips onHow to Save a Meeting in Section 5,Expertise. The team leader mustcommunicate clear goals for the meetingand distribute an agenda that reflects thesegoals. If the team has a clear agenda, thefacilitator has a tool to help keep themeeting on track.

Pitfall:The general public or those outside thepartnership are skeptical of thecollaboration and what it is trying toaccomplish. It is not unusual that whenpeople do not have complete information,they will try to fill knowledge gaps withtheir own presumptions or creativereasoning.

Solutions:When the partnership is forming andinvitations to members are being developed,emphasize that invitees are welcome toinclude others. Clearly state the purpose ofthe collaboration in the initial invitation andin all other subsequent correspondence (seeSection 4, Tool 5: Sample Invitation to aMeeting to Develop a Shared Vision).

When the collaboration reaches a milestone,celebrate this achievement by letting othersknow about it (e.g., announce the event onthe school loudspeakers, in the communitynewspaper, or at community meetings).

Address skepticism with an informationcampaign. Do not avoid questions orcriticism. Instead, use informationalmaterials or presentations or even informalconversations to tactfully correctmisunderstandings with facts.



2

■ Be aware of the messages you aresending and those being sent with bodylanguage, as nonverbal communicationcan be even more powerful than thespoken word.

■ Respond with brief encouragingremarks (“I see what you mean,” “Tellme more,” “That’s interesting,” “Ohreally,” etc.).

■ Ask clarifying questions.

■ Don’t interrupt.

■ Confirm your understanding byparaphrasing what you have heard.

Step 4

Create and Adhere toGuidelines on How toAddress Conflicts.

Conflict is a natural outcome of change thatwill invariably arise throughout the project,conflict can be channeled to improve projectprocesses or outcomes. When conflict doesarise, it may help if partners understand thevarious ways of addressing conflict, in orderto assess their own behavior and makedecisions to support the work of the team.

Competition is a power-oriented mode inwhich one uses whatever seems appropriateto win one’s own position. Power may beexpressed through rank, argumentativeexpertise, or money. Competing may be usedto defend a position that one believes iscorrect or simply to try to win. In this mode,one plays to win.

Accommodation is the opposite ofcompetition and means yielding to another’spoint of view. In a group, accommodating

individuals may succumb to pressure to makea decision by choosing not to insist on theirpoint of view, and then disavow the groupdecision.

Avoidance is when a person refuses toengage in conflict. Avoiding may take theform of diplomatically sidestepping an issue,postponing an issue until a better time, orsimply withdrawing from a threateningsituation.

Compromise entails working to find someexpedient, mutually acceptable solution thatfully, or at least partially, satisfies bothparties. Compromise may mean splitting thedifference; exchanging concessions; orseeking a quick, middle ground position. Aproblem with the compromise style is thatsome individuals may give in too easily andfail to seek a solution with significant gains toeither party.

Collaboration means that a person assertsindividual goals while also being concernedwith the goals of others. Collaboratinginvolves an attempt to work with others tofind a solution that satisfies the concerns ofall parties. Collaborating between twopersons might take the form of:

■ Exploring a disagreement to learn fromeach other’s insights.

■ Working together to resolve somecondition that might have the twoparties competing for power.

■ Confronting and trying to find acreative solution to an interpersonalproblem.8

When the team finds itself in conflict, tryimplementing Tool 12: Tips for ConflictManagement.

3

When establishing open and ongoingcommunication in a community policingcollaboration, try to avoid the following pitfallsand consider implementing some of thesuggested strategies if you have alreadyencountered these challenges. Also, to helpdiagnose a struggling partnership, please referto Section 1, Tool 1: Unsticking Stuck Groups/Reassessing the Collaboration, in particularitems 21–24, to assess communication.

Pitfall:A small subset of partners is vocal duringplanning meetings, while others are quiet,reserved, or aloof. Meeting andbrainstorming norms require that allpartners have equal opportunity toparticipate. However, if some members donot utilize effective communication andlistening strategies, other members may feelbelittled or unimportant, or simply may notbe able to “get a word in.”

Solutions:Meeting ground rules must prohibitinterruptions and criticism duringbrainstorming. The facilitator is responsiblefor enforcing these rules and redirectingunproductive conversations (see Section 3,Trust).

Various brainstorming techniques can beutilized to solicit feedback from participants(see Section 5, Tool 10: BrainstormingActivities, for a description of unstructuredbrainstorming, round robin, and the 4people-3 ideas-5 minutes method).

At the beginning of the partnership, defineacronyms or technical terms. As newmembers join the team, review theseacronyms and terms so that everyone isspeaking the same language.

Pitfall:A partner complains that some partnersseem to be “in the know” while s/he is “inthe dark.” While informal communicationnetworks can be cost-effective andappropriate, informal communication alonecannot sustain the partnership. Somepartners naturally will gravitate to oneanother on a personal level and maytherefore inadvertently exclude otherpartners with less of a personal connection.

Solutions:At the conclusion of each planning orbrainstorming meeting, the recorder shouldsummarize decisions and next steps andforward that information to all partners,whether or not they participated in themeeting.

Partner meetings should be scheduled inadvance. As a follow-up, written or e-mailnotices should be sent to all partners.

Create a Web site or electronic bulletinboard and post pertinent information so thatall partners may access it.


8 Thomas, K.W., and Kilman, R.H. Thomas-Kilman ConflictMode Instrument. Tuxedo Park, NY: XICOM, 1974.



2

■ Be aware of the messages you aresending and those being sent with bodylanguage, as nonverbal communicationcan be even more powerful than thespoken word.

■ Respond with brief encouragingremarks (“I see what you mean,” “Tellme more,” “That’s interesting,” “Ohreally,” etc.).

■ Ask clarifying questions.

■ Don’t interrupt.

■ Confirm your understanding byparaphrasing what you have heard.

Step 4

Create and Adhere toGuidelines on How toAddress Conflicts.

Conflict is a natural outcome of change thatwill invariably arise throughout the project,conflict can be channeled to improve projectprocesses or outcomes. When conflict doesarise, it may help if partners understand thevarious ways of addressing conflict, in orderto assess their own behavior and makedecisions to support the work of the team.

Competition is a power-oriented mode inwhich one uses whatever seems appropriateto win one’s own position. Power may beexpressed through rank, argumentativeexpertise, or money. Competing may be usedto defend a position that one believes iscorrect or simply to try to win. In this mode,one plays to win.

Accommodation is the opposite ofcompetition and means yielding to another’spoint of view. In a group, accommodating

individuals may succumb to pressure to makea decision by choosing not to insist on theirpoint of view, and then disavow the groupdecision.

Avoidance is when a person refuses toengage in conflict. Avoiding may take theform of diplomatically sidestepping an issue,postponing an issue until a better time, orsimply withdrawing from a threateningsituation.

Compromise entails working to find someexpedient, mutually acceptable solution thatfully, or at least partially, satisfies bothparties. Compromise may mean splitting thedifference; exchanging concessions; orseeking a quick, middle ground position. Aproblem with the compromise style is thatsome individuals may give in too easily andfail to seek a solution with significant gains toeither party.

Collaboration means that a person assertsindividual goals while also being concernedwith the goals of others. Collaboratinginvolves an attempt to work with others tofind a solution that satisfies the concerns ofall parties. Collaborating between twopersons might take the form of:

■ Exploring a disagreement to learn fromeach other’s insights.

■ Working together to resolve somecondition that might have the twoparties competing for power.

■ Confronting and trying to find acreative solution to an interpersonalproblem.8

When the team finds itself in conflict, tryimplementing Tool 12: Tips for ConflictManagement.

3

When establishing open and ongoingcommunication in a community policingcollaboration, try to avoid the following pitfallsand consider implementing some of thesuggested strategies if you have alreadyencountered these challenges. Also, to helpdiagnose a struggling partnership, please referto Section 1, Tool 1: Unsticking Stuck Groups/Reassessing the Collaboration, in particularitems 21–24, to assess communication.

Pitfall:A small subset of partners is vocal duringplanning meetings, while others are quiet,reserved, or aloof. Meeting andbrainstorming norms require that allpartners have equal opportunity toparticipate. However, if some members donot utilize effective communication andlistening strategies, other members may feelbelittled or unimportant, or simply may notbe able to “get a word in.”

Solutions:Meeting ground rules must prohibitinterruptions and criticism duringbrainstorming. The facilitator is responsiblefor enforcing these rules and redirectingunproductive conversations (see Section 3,Trust).

Various brainstorming techniques can beutilized to solicit feedback from participants(see Section 5, Tool 10: BrainstormingActivities, for a description of unstructuredbrainstorming, round robin, and the 4people-3 ideas-5 minutes method).

At the beginning of the partnership, defineacronyms or technical terms. As newmembers join the team, review theseacronyms and terms so that everyone isspeaking the same language.

Pitfall:A partner complains that some partnersseem to be “in the know” while s/he is “inthe dark.” While informal communicationnetworks can be cost-effective andappropriate, informal communication alonecannot sustain the partnership. Somepartners naturally will gravitate to oneanother on a personal level and maytherefore inadvertently exclude otherpartners with less of a personal connection.

Solutions:At the conclusion of each planning orbrainstorming meeting, the recorder shouldsummarize decisions and next steps andforward that information to all partners,whether or not they participated in themeeting.

Partner meetings should be scheduled inadvance. As a follow-up, written or e-mailnotices should be sent to all partners.

Create a Web site or electronic bulletinboard and post pertinent information so thatall partners may access it.


8 Thomas, K.W., and Kilman, R.H. Thomas-Kilman ConflictMode Instrument. Tuxedo Park, NY: XICOM, 1974.



1

Successful partnerships cannot functionwithout open communication. Ongoingcommunication among partners enhancesteamwork. Open communication thataddresses problems and conflicts also builds(or helps reestablish) trust. Strategies toestablish and maintain open communicationinclude:

Step 1

Define Basic Terms,Acronyms, and Jargon.

Using jargon, technical terms, or acronymsand assuming that all team membersunderstand these terms can alienate importantpartners. Be certain to outline special terms orlanguage in a non-condescending way for thewhole group.

Step 2

Create a Norm ThatEncourages OngoingCommunication.

An environment in which partners areencouraged to continually communicate witheach other and where conflict resolution

mechanisms are in place fosters informationsharing and teamwork. Make certain toestablish and adhere to regularly scheduledmeetings among partners, but alsoimplement ongoing informalcommunication. Let partners know that theiropinions are valued and that they canarticulate opinions, both positive andnegative, without repercussion. Make use oftechnology to share information (e.g., fax,electronic bulletin boards, e-mail,networked data, and online discussiongroups). Solicit feedback on collaborationwork products.

Step 3

Practice SoundCommunication Skills.

Make certain that communication amongpartners involves listening, as well asspeaking. Some effective listening strategiesinclude:

■ Try first to understand and second tobe understood.

■ Avoid prejudging—keep an openmind.

■ Maintain eye contact.

The greatest problem ofcommunication is the illusion

that it has been accomplished.—George Bernard Shaw


Open Communication

4

Pitfall:Meetings often involve heated debateswith little actual progress. Conflict that isnot addressed directly may manifest itselfduring partner meetings. A partner may beso focused on getting his/her way, makinghis/her point, or even embarrassing anotherpartner, that all partners are distracted.Conversely, conflict or miscommunicationmay stem from a lack of understanding ofcultural issues among partners.

Solutions:During the visioning meeting, thefacilitator must help the team establishground rules (see Section 3, Tool 3:Developing Team Norms). At eachsubsequent meeting, these rules should bevisibly posted. The facilitator should referto these rules at the beginning of themeeting and at points during the discussionto help ensure that they are observed. If anindividual member repeatedly violatesthese rules, it is appropriate for the teamleader to speak with him/her privately.

At the visioning meeting, it is importantfor core partners to acknowledge thatchange often is difficult to accept and mayproduce conflict. The team should beprovided with basic communication tips, aswell as tips for conflict management (seeSection 7, Tool 12).

Issues of culture and diversity can begin tobe addressed by discussing cross-culturalsimilarities and differences and byfocusing on the group’s common vision.Partners must be sensitive to and respecteach other as they work together to achievethe common vision. Over time, mutuallyrespectful behavior may grow into a betterunderstanding and valuing of culturaldifferences.

The team leader should review Tips forConducting Effective Meetings and Tips onHow to Save a Meeting in Section 5,Expertise. The team leader mustcommunicate clear goals for the meetingand distribute an agenda that reflects thesegoals. If the team has a clear agenda, thefacilitator has a tool to help keep themeeting on track.

Pitfall:The general public or those outside thepartnership are skeptical of thecollaboration and what it is trying toaccomplish. It is not unusual that whenpeople do not have complete information,they will try to fill knowledge gaps withtheir own presumptions or creativereasoning.

Solutions:When the partnership is forming andinvitations to members are being developed,emphasize that invitees are welcome toinclude others. Clearly state the purpose ofthe collaboration in the initial invitation andin all other subsequent correspondence (seeSection 4, Tool 5: Sample Invitation to aMeeting to Develop a Shared Vision).

When the collaboration reaches a milestone,celebrate this achievement by letting othersknow about it (e.g., announce the event onthe school loudspeakers, in the communitynewspaper, or at community meetings).

Address skepticism with an informationcampaign. Do not avoid questions orcriticism. Instead, use informationalmaterials or presentations or even informalconversations to tactfully correctmisunderstandings with facts.



5

Tool 12

■ Deal with both the content of theconflict and the relationship goals.Remember that the goal in mostconflict resolution is twofold—toreach agreement and to enhance therelationship for futurecommunication. Both are equallyimportant.

■ Try to avoid polarizing into separategroups or positions too early in thenegotiations.

■ Avoid reaching easy agreement ofgoals by premature voting, giving intoo easily, or using chance measure(e.g., flipping a coin) when the issuedemands more serious negotiation.

■ Avoid speaking in terms of winningand losing. Talk in terms of what isbest for the common good (orcommon vision).

■ Sometimes participants in a conflictare too close to the situation tosuggest more productiveapproaches. Know when to suggestor accept outside assistance.


■ Begin negotiating with the points ofagreement instead of the points ofdisagreement.

■ Try to make choices available to theparties involved.

■ Be respectful and distinguish betweenguessing what a particular behaviormeans and the behavior itself.

■ Discriminate about when and howcontrol is to be exercised. A low level oftrust is usually generated when peoplealways try to exercise power. Conflictswill likely emerge when trust is low.

■ Take responsibility for seeing eachviewpoint and role in a conflict. If thereis conflict, more than one person has arole in creating and supporting thatconflict, even if that role is withdrawal.

■ State the goals of the conflict resolutionin terms that are clear, specific, andachievable.

Tips for Conflict Management 9

Tool 12

9 Adapted from: Wilmot, W.W., and Hacker J.L., InterpersonalConflict, 6th ed. New York, NY:McGraw-Hill, 2000.



Open Communication

The Vision

Partners hold regularly scheduled meetings, inaddition to day-to-day communication. Partnersshare all information relevant to the collaborationwithout hesitation and are candid and honest in theircommunication with each other. Partners havedefined topics they consider confidential and havedeveloped a strategy to share appropriateconfidential information.

In Section 7

Tool 12: Tips forConflict Management

6

Learn More About ItNegotiating Strategies

Fisher, R., Patton, B., and Ury, W.Getting to Yes: Negotiating AgreementWithout Giving In. New York, NY:Houghton Mifflin, 1992.

This resource focuses on creating a “win-win”situation in the negotiation process. Writtenby two experts in negotiation strategies fromHarvard University, this publication isrelevant at the personal as well as professionallevels. Available for purchase at:www.amazon.com.

Ury, W. Getting Past No: NegotiatingYour Way from Confrontation toCooperation. New York, NY: Bantam,1993.

This resource discusses a five-step strategyfor dealing with difficult people. It providesreaders with useful information and advice onissues such as keeping calm under pressure,dealing with underhanded tactics, findingmutually agreeable options, and standing upfor oneself without provoking opposition.Available for purchase at: www.amazon.com.

Volkema, R. The Negotiation Toolkit:How to Get Exactly What You Want inAny Business or Personal Situation.New York, NY: AMACOM Books,American Management Association,1999.

This is a comprehensive and practical guide tonegotiating in personal and professionalsituations. It discusses the “golden rule” ofnegotiation, the three fundamental questionsof negotiation, when not to negotiate, and theeight behaviors of star negotiators. Availablefor purchase at: www.amazon.com.


Section 8: Motivated Partners Section 8: Motivated Partners

The Vision

Partners can articulate why they arecommitted to the collaboration and howtheir contributions foster the success of thecollaborative effort. Partners indicate thattheir contributions are valued and arerecognized by all stakeholders and thecommunity at large.

Motivated PartnersIn Section 8

Tool 13: Memorandum ofUnderstanding DevelopmentGuidelines

Tool 14: Sample Icebreaker/Team Building Activity: TheHuman Spider Web

Tool 15: Sample Icebreaker/Inspiring Creativity andProblem-Solving





1

Along with a shared vision, expertise, opencommunication, teamwork, sufficient means,and an action plan, a successful collaborationwill keep partners engaged and energized.Without motivators, partners will lose interestand the collaborative initiative will losemomentum. Motivators prevent apathy, keepthe partners engaged, and sustain involvement.

Individuals and organizations become and stayinvolved with the collaboration because theyenvision a personal or organizational benefitfrom engaging in the effort. Furthermore,individuals and organizations bring their ownagendas to the community policingcollaboration. Successful collaborationsmotivate partners in a variety of ways,including:

■ Supporting individual and organizationalagendas.

■ Fostering personal relationships betweenpartners.

■ Developing formal agreements about thepartnership purpose and structure.

■ Providing opportunities for meaningfulinvolvement.

■ Instituting creative and fun processes forachieving outcomes.

■ Showing appreciation.

■ Achieving success.

Step 1

Learn Why Partners HaveJoined the Partnershipand What Organizationalor Individual AgendasThey Bring with Them.

A successful collaboration will allow partnersto verbalize their agendas during the visioningmeeting and will develop ways for the variousagendas to be met—if they do not interferewith the needs and purpose of thecollaboration. Partners must regularly maketheir needs known to one another, particularlyas the collaboration evolves. Informationsharing is critical to the partnership.

I can live for two months on agood compliment.

—Mark Twain


Motivated Partners

8

Answers:1. High IQ

2. Lineup

3. No excuse for it

4. You’re under arrest

5. “J” walking

6. Forget it

7. That is beside the point

8. Water under the bridge

9. Making ends meet

10. Without a second glance

11. Circular reasoning

12. Balanced budget

13. Getting it all together

14. The good, the bad, the ugly

15. Last, but not least

16. Highway overpass



2

Step 2

Develop PersonalRelationships AmongPartners.

Personal relationships among partners are anadded incentive for sustaining thecollaboration. Recognize that partners whohave built meaningful relationships with oneanother will hold each other accountable.

Step 3

Formalize theCollaborativeRelationship.

Consider formalizing the collaborativerelationship through a memorandum ofunderstanding among the collaboration’spartners. This formal statement of purposeand roles will provide clarity to the partnersand will demonstrate the importance of thecontinued participation of each organizationand individual to achieve the collaborativegoal (see Tool 13: Memorandum ofUnderstanding Development Guidelines).

Step 4

Provide Opportunitiesfor MeaningfulInvolvement.

Another motivator for staying involved isthat the involvement is meaningful. Alwaysremember that people would rather feelneeded than wanted. For example, if studentsare recruited to join a problem-solvingcollaboration, it is vital that they are equalpartners who contribute to the shared vision,

have equal power and responsibility, andassume substantial responsibility for successfulcompletion of one or several aspects of thecollaboration. Token participation does notfurther the collaboration. Partners need anopportunity to make a difference.

Step 5

Infuse Creative and FunWays to AchieveOutcomes.

Think of ways to accomplish tasks whileallowing team members to enjoy the process.Incorporate humor or team-building activitiesinto otherwise uneventful meetings. Use theinitiative as an opportunity to infuse creativityand “out-of-the-box” thinking among partners.During planning and work sessions, useprocesses (e.g., brainstorming) that allowparticipants to think freely and offer severaldifferent ideas in a short period of time (seeSection 5, Tool 9: Guidelines for Brainstormingand Tool 10: Brainstorming Activities).

Step 6

Show Appreciation.

Showing appreciation is a motivator thatencourages continued participation andinvolvement. Remember: Praise is likechampagne—it is best served while still bubbly.In other words, do not delay rewarding goodwork. Some specific ways to show appreciationinclude:

■ Incorporating appreciation as a regularpart of each meeting agenda.

■ Using the community or schoolnewspaper to recognize jobs—“welldone.”

7

Tool 15



3

■ Sending personal thank-you notes toacknowledge contributions.

■ Always giving credit when credit is due.

■ Acknowledging behavior that should bereinforced (e.g., youth recruitment,timely completion of tasks, etc.).

Step 7

Celebrate Success.

Too often, partners are so serious about thetasks at hand or so focused on the ultimate goalthat they forget to have fun and celebratesuccess. Even the smallest success is importantwhen launching a new initiative. Celebratingan early success in the collaboration may helpmotivate the team to action and commitment.Changing the status quo demands patience andrecognition that each small success contributesto the overall success of the collaboration.Celebrations may take the form of a party,meal, or a press release or other announcementto the community; or the success can bedocumented in a videotape, scrapbook, ornewsletter, or through an award ceremony.

When motivating partners to focused actionand sustaining the momentum in a communitypolicing collaboration, be careful to avoid thefollowing pitfalls. Consider implementingsome of the suggested strategies if you havealready encountered these challenges. Also, tohelp diagnose a struggling partnership, pleaserefer to Section 1, Tool 1: Unsticking StuckGroups/Reassessing the Collaboration, inparticular items 25–28, to assess partnermotivators.

Pitfall:Progress may seem slow, or thecollaboration seems to falter. Withoutincentives to work toward the shared vision,partners may become discouraged orprioritize other activities and commitments.It may become increasingly difficult to pullall partners together for a planning meetingor to obtain needed skills or resources. Ifthis happens, overall progress will slow orstop because the collaboration requires theexpertise of all of its members.

Solutions:Publicize accomplishments. Usenewsletters, flyers, e-mails, letters, ornewspaper articles, as well asannouncements over school loudspeakers orat community meetings, to announcepartnership successes. Make sure to namepartners that made particular contributions.When appropriate, core partners mayacknowledge an individual partner’s help bywriting a letter of appreciation to his/her


6

Tool 15

Sample Icebreaker/InspiringCreativity and Problem-SolvingThis warm-up exercise works well in abrainstorming session. It takes approximately 5to 10 minutes.

Directions:Distribute copies of the Brainteaser Exercise:Word Puzzle handout to all team members.

1. Instruct team members to decipher thepuzzle. Allow 5 minutes.

2. Walk through the puzzle, allowingparticipants to offer their answers.

3. List the correct answers on an overheadprojector, chalkboard, or flipchart.



4

supervisor/parents/chairperson/constituency. Describe future activities andmention members who will be integral toaccomplishing those next steps.

Celebrate progress that has been made byorganizing a group meal, organizing asocial activity, or displaying graphicaldepictions of the progress.

Brainstorm with the team about how tomake being a partner an enjoyableexperience. For example, considerchanging the meeting location from anoffice or classroom to the local pizza shopor start meetings (particularly those withextensive agendas) with an icebreaker orwarm-up activities (see Tool 14: SampleIcebreaker/Team Building Activity: TheHuman Spider Web).

Pitfall:Some partners may begin to feeloverwhelmed or like they are “carryingthe lion’s share.” If personal agendas areignored or trivialized, some partners maybecome less motivated to exert the effortrequired to sustain the collaboration andprogress toward the goal. Subsequently,those whose needs are being met may findthemselves taking on additionalresponsibilities to compensate for thosepartners who are dropping back.

Solutions:The collaboration’s core partners or teamleader should brainstorm with individualpartners that seem to be withdrawing (orwith the team as a whole) about thepartnership vision, direction of thecollaboration, roles of individual members,individual needs related to the project, who

may be missing from the table, andtraining or resource needs. This discussionmust be followed by action. For example,if the withdrawing individual is merelyovercommitted, perhaps s/he can designateanother organizational representative. If asubset of partners feels unprepared toperform some of the tasks, perhaps theteam requires training. If a member doesnot feel that s/he is making a valuablecontribution, assign an integral task tohim/her. If the member does notunderstand how current collaborationactivities will achieve the common vision,the team needs to make that link.

Partners who are feeling overwhelmed oroverworked may consider approachinganother partner and asking for their help. Itmay be appropriate to acknowledgeanother partner’s specific expertise asbeing better suited for the task.

5

Tool 13

Memorandum of UnderstandingDevelopment GuidelinesA memorandum of understanding (MOU) is aformal agreement among two or more parties.Its purpose is to define the roles andresponsibilities of the individuals andorganizational partners involved.

At a minimum, the MOU must address:

1. Goals and objectives of the partnership

■ Vision statement.

■ Desired outcomes.

2. Organizational structure

■ Management plan and style.

■ Chain of decision-making authority/responsibility.

■ Procedures for resolving conflict.

■ Confidentiality guidelines.

■ Procedures and guidelines forinvolving new partners.

3. Clear delineation of roles andresponsibilities

■ Substantive areas of primaryresponsibility and contribution.

■ Management of financial resources.

■ Information sharing.

■ Supervisory responsibilities, asappropriate.

■ Grant management, as appropriate.

■ Evaluation.

The MOU must be signed by all partners.

Tool 14

Sample Icebreaker/Team-Building Activity: The HumanSpider Web10

This warm-up activity can be used to build anddemonstrate teamwork. It takes approximately15 minutes.

Directions:Select from six to eight individuals (or divideparticipants into groups of six to eight pergroup).

1. Ask each group to stand in a circle.

2. Each participant should extend his/herleft hand to the person opposite him/her.

3. Then, each participant should extendhis/her right hand across the circle to adifferent individual.

4. Now, each group races against the clockor another group to untangle the spiderweb without letting go of anyone’shands.

5. After concluding the exercise, discuss:

■ What were participants feeling at thestart of the exercise?

■ What behaviors added or detractedfrom achieving the group goals?

■ What lessons can be learned for teambuilding?


Tools 13 & 14

10 Adapted from: Scannell, E.E. and Newstrom, J.W. Still More Games Trainers Play:Experiential Learning Exercises. New York, NY: Mc-Graw Hill, Inc., 1991.



4

supervisor/parents/chairperson/constituency. Describe future activities andmention members who will be integral toaccomplishing those next steps.

Celebrate progress that has been made byorganizing a group meal, organizing asocial activity, or displaying graphicaldepictions of the progress.

Brainstorm with the team about how tomake being a partner an enjoyableexperience. For example, considerchanging the meeting location from anoffice or classroom to the local pizza shopor start meetings (particularly those withextensive agendas) with an icebreaker orwarm-up activities (see Tool 14: SampleIcebreaker/Team Building Activity: TheHuman Spider Web).

Pitfall:Some partners may begin to feeloverwhelmed or like they are “carryingthe lion’s share.” If personal agendas areignored or trivialized, some partners maybecome less motivated to exert the effortrequired to sustain the collaboration andprogress toward the goal. Subsequently,those whose needs are being met may findthemselves taking on additionalresponsibilities to compensate for thosepartners who are dropping back.

Solutions:The collaboration’s core partners or teamleader should brainstorm with individualpartners that seem to be withdrawing (orwith the team as a whole) about thepartnership vision, direction of thecollaboration, roles of individual members,individual needs related to the project, who

may be missing from the table, andtraining or resource needs. This discussionmust be followed by action. For example,if the withdrawing individual is merelyovercommitted, perhaps s/he can designateanother organizational representative. If asubset of partners feels unprepared toperform some of the tasks, perhaps theteam requires training. If a member doesnot feel that s/he is making a valuablecontribution, assign an integral task tohim/her. If the member does notunderstand how current collaborationactivities will achieve the common vision,the team needs to make that link.

Partners who are feeling overwhelmed oroverworked may consider approachinganother partner and asking for their help. Itmay be appropriate to acknowledgeanother partner’s specific expertise asbeing better suited for the task.

5

Tool 13

Memorandum of UnderstandingDevelopment GuidelinesA memorandum of understanding (MOU) is aformal agreement among two or more parties.Its purpose is to define the roles andresponsibilities of the individuals andorganizational partners involved.

At a minimum, the MOU must address:

1. Goals and objectives of the partnership

■ Vision statement.

■ Desired outcomes.

2. Organizational structure

■ Management plan and style.

■ Chain of decision-making authority/responsibility.

■ Procedures for resolving conflict.

■ Confidentiality guidelines.

■ Procedures and guidelines forinvolving new partners.

3. Clear delineation of roles andresponsibilities

■ Substantive areas of primaryresponsibility and contribution.

■ Management of financial resources.

■ Information sharing.

■ Supervisory responsibilities, asappropriate.

■ Grant management, as appropriate.

■ Evaluation.

The MOU must be signed by all partners.

Tool 14

Sample Icebreaker/Team-Building Activity: The HumanSpider Web10

This warm-up activity can be used to build anddemonstrate teamwork. It takes approximately15 minutes.

Directions:Select from six to eight individuals (or divideparticipants into groups of six to eight pergroup).

1. Ask each group to stand in a circle.

2. Each participant should extend his/herleft hand to the person opposite him/her.

3. Then, each participant should extendhis/her right hand across the circle to adifferent individual.

4. Now, each group races against the clockor another group to untangle the spiderweb without letting go of anyone’shands.

5. After concluding the exercise, discuss:

■ What were participants feeling at thestart of the exercise?

■ What behaviors added or detractedfrom achieving the group goals?

■ What lessons can be learned for teambuilding?


Tools 13 & 14

10 Adapted from: Scannell, E.E. and Newstrom, J.W. Still More Games Trainers Play:Experiential Learning Exercises. New York, NY: Mc-Graw Hill, Inc., 1991.



3

■ Sending personal thank-you notes toacknowledge contributions.

■ Always giving credit when credit is due.

■ Acknowledging behavior that should bereinforced (e.g., youth recruitment,timely completion of tasks, etc.).

Step 7

Celebrate Success.

Too often, partners are so serious about thetasks at hand or so focused on the ultimate goalthat they forget to have fun and celebratesuccess. Even the smallest success is importantwhen launching a new initiative. Celebratingan early success in the collaboration may helpmotivate the team to action and commitment.Changing the status quo demands patience andrecognition that each small success contributesto the overall success of the collaboration.Celebrations may take the form of a party,meal, or a press release or other announcementto the community; or the success can bedocumented in a videotape, scrapbook, ornewsletter, or through an award ceremony.

When motivating partners to focused actionand sustaining the momentum in a communitypolicing collaboration, be careful to avoid thefollowing pitfalls. Consider implementingsome of the suggested strategies if you havealready encountered these challenges. Also, tohelp diagnose a struggling partnership, pleaserefer to Section 1, Tool 1: Unsticking StuckGroups/Reassessing the Collaboration, inparticular items 25–28, to assess partnermotivators.

Pitfall:Progress may seem slow, or thecollaboration seems to falter. Withoutincentives to work toward the shared vision,partners may become discouraged orprioritize other activities and commitments.It may become increasingly difficult to pullall partners together for a planning meetingor to obtain needed skills or resources. Ifthis happens, overall progress will slow orstop because the collaboration requires theexpertise of all of its members.

Solutions:Publicize accomplishments. Usenewsletters, flyers, e-mails, letters, ornewspaper articles, as well asannouncements over school loudspeakers orat community meetings, to announcepartnership successes. Make sure to namepartners that made particular contributions.When appropriate, core partners mayacknowledge an individual partner’s help bywriting a letter of appreciation to his/her


6

Tool 15

Sample Icebreaker/InspiringCreativity and Problem-SolvingThis warm-up exercise works well in abrainstorming session. It takes approximately 5to 10 minutes.

Directions:Distribute copies of the Brainteaser Exercise:Word Puzzle handout to all team members.

1. Instruct team members to decipher thepuzzle. Allow 5 minutes.

2. Walk through the puzzle, allowingparticipants to offer their answers.

3. List the correct answers on an overheadprojector, chalkboard, or flipchart.



2

Step 2

Develop PersonalRelationships AmongPartners.

Personal relationships among partners are anadded incentive for sustaining thecollaboration. Recognize that partners whohave built meaningful relationships with oneanother will hold each other accountable.

Step 3

Formalize theCollaborativeRelationship.

Consider formalizing the collaborativerelationship through a memorandum ofunderstanding among the collaboration’spartners. This formal statement of purposeand roles will provide clarity to the partnersand will demonstrate the importance of thecontinued participation of each organizationand individual to achieve the collaborativegoal (see Tool 13: Memorandum ofUnderstanding Development Guidelines).

Step 4

Provide Opportunitiesfor MeaningfulInvolvement.

Another motivator for staying involved isthat the involvement is meaningful. Alwaysremember that people would rather feelneeded than wanted. For example, if studentsare recruited to join a problem-solvingcollaboration, it is vital that they are equalpartners who contribute to the shared vision,

have equal power and responsibility, andassume substantial responsibility for successfulcompletion of one or several aspects of thecollaboration. Token participation does notfurther the collaboration. Partners need anopportunity to make a difference.

Step 5

Infuse Creative and FunWays to AchieveOutcomes.

Think of ways to accomplish tasks whileallowing team members to enjoy the process.Incorporate humor or team-building activitiesinto otherwise uneventful meetings. Use theinitiative as an opportunity to infuse creativityand “out-of-the-box” thinking among partners.During planning and work sessions, useprocesses (e.g., brainstorming) that allowparticipants to think freely and offer severaldifferent ideas in a short period of time (seeSection 5, Tool 9: Guidelines for Brainstormingand Tool 10: Brainstorming Activities).

Step 6

Show Appreciation.

Showing appreciation is a motivator thatencourages continued participation andinvolvement. Remember: Praise is likechampagne—it is best served while still bubbly.In other words, do not delay rewarding goodwork. Some specific ways to show appreciationinclude:

■ Incorporating appreciation as a regularpart of each meeting agenda.

■ Using the community or schoolnewspaper to recognize jobs—“welldone.”

7

Tool 15



1

Along with a shared vision, expertise, opencommunication, teamwork, sufficient means,and an action plan, a successful collaborationwill keep partners engaged and energized.Without motivators, partners will lose interestand the collaborative initiative will losemomentum. Motivators prevent apathy, keepthe partners engaged, and sustain involvement.

Individuals and organizations become and stayinvolved with the collaboration because theyenvision a personal or organizational benefitfrom engaging in the effort. Furthermore,individuals and organizations bring their ownagendas to the community policingcollaboration. Successful collaborationsmotivate partners in a variety of ways,including:

■ Supporting individual and organizationalagendas.

■ Fostering personal relationships betweenpartners.

■ Developing formal agreements about thepartnership purpose and structure.

■ Providing opportunities for meaningfulinvolvement.

■ Instituting creative and fun processes forachieving outcomes.

■ Showing appreciation.

■ Achieving success.

Step 1

Learn Why Partners HaveJoined the Partnershipand What Organizationalor Individual AgendasThey Bring with Them.

A successful collaboration will allow partnersto verbalize their agendas during the visioningmeeting and will develop ways for the variousagendas to be met—if they do not interferewith the needs and purpose of thecollaboration. Partners must regularly maketheir needs known to one another, particularlyas the collaboration evolves. Informationsharing is critical to the partnership.

I can live for two months on agood compliment.

—Mark Twain


Motivated Partners

8

Answers:1. High IQ

2. Lineup

3. No excuse for it

4. You’re under arrest

5. “J” walking

6. Forget it

7. That is beside the point

8. Water under the bridge

9. Making ends meet

10. Without a second glance

11. Circular reasoning

12. Balanced budget

13. Getting it all together

14. The good, the bad, the ugly

15. Last, but not least

16. Highway overpass


Section 9: Sufficient Means Section 9: Sufficient Means

Sufficient Means

The Vision

The collaborative effort is adequately staffedand has the financial or in-kind resourcesnecessary to complete all the tasks essential forthe collaboration to achieve its vision. Partnersknow how to access human, financial, and in-kind resources if there is a need for additionalresources.

In Section 9

Tool 16: IdentifyingFunding Resources andOptions

14



13

National Youth Development InformationCenter (NYDIC)National Collaboration for Youth1319 F Street N.W.Suite 601Washington, DC 20004(877) NYDIC-4-U(202) 393-4517 faxE-mail: [email protected]

NYDIC supports community programs designed toemploy a youth development approach to deliveringservices. These programs strive to build thecompetencies necessary for young people to becomesuccessful adults. The Web site provides links toyouth organizations and publications.

National Youth NetworkNational Crime Prevention Council1000 Connecticut Ave., N.W.13th FloorWashington, DC 20036(202) 466-6272www.usdoj.gov/kidspage/getinvolved

The National Youth Network focuses on bringingtogether youth and adults to promote nonviolentcommunity activism and youth-adult partnerships.

Points of Light Foundation1400 Eye Street, N.W.Suite 800Washington, DC 20005(202) 729-8000(202) 729-8100 faxE-mail: [email protected]

This foundation focuses on raising awareness andadvocating for the engagement of youth incommunity problem-solving through training,technical assistance, publications, and programs.



1

A successful collaboration must havesufficient means to conduct required tasks.Often, sufficient means are defined asfinancial resources. However, this toolkitalso addresses human resources, time, in-kind contributions, and financialresources—all of which are necessary for asuccessful collaborative initiative. Everypartner should contribute resources to thecollaboration. Ideally, the contributions ofone partner will not be vastlydisproportionate to other partners, so as toavoid a sense of unequal ownership of thecollaborative initiative.

Step 1

Build and Strengthenthe Collaboration’sHuman Resources.

If trust is the heart of a collaboration, thenthe persons involved are both its spirit andits hands. Strategies for building andstrengthening human resources include:

■ Sharing leadership.

■ Encouraging diversity.

■ Leveraging power and influence.

■ Engaging youth.

■ Organizing the team.

Sharing Leadership. Successfulcollaborations most often operate by sharingleadership. One of the many benefits ofworking collaboratively is that sharing theresponsibility of leadership utilizes thediverse leadership skills of partners and veststhe success of the collaborative initiative inmore than a single individual. Leadershiprequirements will vary as the collaborationprogresses. Leaders know when they are notthe best choice for a particular role or task.Leaders recognize their personal strengths aswell as weaknesses and can gracefully declineopportunities (e.g., conducting meetings,public speaking, contact with media, orrecruiting youth) that may be better suited toother partners.

Shared leadership also helps the partnershipavoid the pitfall of an initiative that iscontrolled or monopolized by one person.Collaborative leaders have:

■ The ability to be a team builder.

■ Time to devote to the task.

■ Skill in the art of compromise.

■ Commitment to the effort.


Just because something doesn’t dowhat you planned it to do doesn’t

mean it is useless.—Thomas Edison

Sufficient Means

12

The Heartland Center for LeadershipDevelopmentWork Group on Health Promotion andCommunity DevelopmentUniversity of Kansas4082 Dole Center1000 Sunnyside AvenueLawrence, KS 66045-7555(785) 864-0533(785) 864-5281 [email protected]://ctb.ukans.edu

The University of Kansas Community Toolboxincludes information and resources relevant tocommunity development in Lawrence (KS) andAmherst (MA). Several “how to” sectionsprovide information on community health anddevelopment. It also includes sections onleadership, strategic planning, communityassessment, advocacy, grant writing, andevaluation.

Innovation Center for Community andYouth DevelopmentNational 4-H Council7100 Connecticut AveChevy Chase, MD 20815(301) 961-2837(301) 961-2831 faxE-mail: [email protected]/cyd

This is an excellent site for resources andpublications related to youth/adult partnerships.They offer publications and training andtechnical assistance. The Web site providescontact information for other youth advocateorganizations, as well as links to E-maildiscussion groups.

National Civic League(formerly Program for Community Problem-Solving)1301 Pennsylvania Avenue, N.W.Suite 600Washington, DC 20004(202) 626-3183www.ncl.org

This organization is dedicated to helping communityleaders get things done. This organization offerssupport through training in facilitation, training,coaching and lectures, multi-stakeholdercollaboratives, community driven decision-makingprocesses, and analytical research.

National Crime Prevention Council (NCPC)1000 Connecticut Avenue, N.W.13th FloorWashington, DC 20036(202) 466-6272(202) 296-1356 faxwww.ncpc.org

NCPC’s mission is to enable individuals to createsafer and more caring communities by addressing thecauses of crime and violence and reducingopportunities for crime to occur. The NCPC Web siteposts helpful links and publications.

National 4-H Council7100 Connecticut AvenueChevy Chase, MD 20815(301) 961-2961(800) Four-H-DC (800-368-7432)www.fourhcouncil.edu

National 4-H Council’s mission is to advance the 4-Hyouth development movement to build a world inwhich youth and adults learn, grow, and worktogether as catalysts for positive change.

Learn More About It (continued)



2

■ Ability to assemble a team that cangather, analyze, and use data to addressa community problem.

■ Capacity to recruit and energize othersfor the collaborative effort.

■ Understanding of the organizationsinvolved and their roles in thecommunity.

■ Capacity to recognize a leadershipposition as a responsibility, not power.

Encouraging Diversity. Intentionallyaddressing issues of diversity will increase therichness of the community policing effort. Forpurposes of this discussion, diversity includesage, basis of involvement/interest in theproblem, occupation, role in the community,gender, race, culture, and ethnicity.

While engaging a diverse group of partnersmay lead to heated discussions, differentagendas, and moments of conflict, diversityalso brings new perspectives, increasedenergy, creative possibilities, and enriched

experiences for the collaboration. Differencesof opinion can be a source of creativity, and theoutcomes of the collaboration can be morepowerful and longer lasting when the teaminvolves individuals representing differentprofessions, interests, ethnic groups, and ages.Thus, it is important to cast a wide net whenattracting stakeholders to the collaboration (seeSection 2, Tool 2: Identifying Stakeholders).

When recruiting traditionally “hard-to-reach”individuals or organizations, take the time toassess the following:

■ What preconceptions exist amongcurrent partners about these individuals/organizations?

■ Have collaboration leaders and currentpartners clearly communicated thevarious opportunities for involvement?

■ Is involvement in the collaboration anew experience for the individual ororganization?

Example 11 Leadership RolesWhen a law enforcement agency receives a grant to partner with a school or a community-based organization,usually one officer is assigned to the project. Initially, this officer has a leadership role. How the officer sharesthis leadership often determines the fate of the project. The project’s partner will also have an importantleadership role. As the relationship between the primary partners is built, leadership responsibility should benegotiated. The original partners may work together as the project “shepherds”—they are knowledgeable aboutthe overall vision and goals of the project; they actively participate; and they motivate others to take ameaningful part in the effort. In law enforcement, this person is generally a line-level officer, deputy, ordetective. S/he may be the person organizing meetings or events, disseminating meeting minutes or tasktimelines, and drumming up support for the project.

Another important leadership role is that of “project champion.” This individual holds a policymaking positionand can garner support for the collaborative initiative from the community or at an organizational level. Projectchampions may be the school principal, chief of police, president of the chamber of commerce, members of theschool board, city managers, mayors, and leaders within faith communities. While project champions may notalways be available to attend project meetings, it is critical to keep these individuals informed about andengaged in collaboration decisions and activities. Project champions can be valuable resources for developingand conducting information campaigns, gaining human and financial resources, providing public recognitionor serving as a public liaison, and motivating participating partners.

11

Zeldin, S., McDaniel, A. K., Topitzes, D.,and Calvert, M.. Youth in Decision-Making:A Study of the Impacts of Youth on Adultsand Organizations. Madison, WI:University of Wisconsin, 2000.

This publication describes the findings frominterviews with 15 organizations and communitieswithin which youth have decision-making roles.Available at: www.fourhcouncil.edu/cyd.

Zimmer, J. “Police-School Partnerships.”(ED344793), 1988.

This publication discusses the validity of lawenforcement and police officers in the classroomand the unique dynamic that they bring to thecurriculum. This resource provides guidelines forfield trips and role-playing. It also includesexamples of other resources available to thoseinterested in involving law enforcementprofessionals in the classroom. This ERICdocument is available at university and regionallibraries housing ERIC documents.

Relevant Organizations

Center for Youth as Resources (CYAR)National Headquarters1000 Connecticut Avenue, N.W.12th FloorWashington, DC 20036(202) 785-0698E-mail: [email protected]

CYAR provides training and program informationto organizations involved with youth-ledcommunity service efforts and youth-adultpartnerships in governance.

Coalition for Community Schools1001 Connecticut Ave., N.W.Suite 310Washington, DC 20036(202) 822-8405www.communityschools.org

This organization is dedicated to improvingeducation and helping students by buildingpartnerships. Community schools bring togethermany partners to offer opportunities to children,youth, families, and communities.

Communities In Schools, Inc.National Office277 S. Washington StreetSuite 210Alexandria, VA 22314(703) 519-8999(800) CIS-4KID (800-247-4543)www.cisnet.org

This organization’s mission focuses on connectingcommunity resources with schools to help youngpeople learn, stay in school, and prepare for life.



3

■ What have been the previouspartnership experiences of the hard-to-reach individuals or organizations? Forexample, have previous communitypolicing projects ignored or treatedthese individuals or organizations astoken participants?

The benefits of diversity are worth the timespent in reaching out and engaging previouslyuninvolved stakeholders.

Engaging Youth. The art of involving youthin a partnership is primarily a matter ofattitude. In 1989, William Lofquist challengedadults to move beyond seeing youth as“objects” or “recipients” of services and beginto work with them as “resources” available tocontribute to planning and problem-solvingefforts. More recently, the National 4-HCouncil has encouraged adults to work withyouth as “partners.” Utilizing youth partnersreflects the principle of mutuality in teachingand learning and acknowledges the power ofyouth in decision making.

While youth are often identified as partners inschool-based partnerships, every communitycollaborative effort should consider the valueof involving youth partners. Youngindividuals often bring enthusiasm andavailable time to a partnership. Additionally,when youth participate in developingsolutions to youth issues or problems, thelikelihood of success is increased. (The lastdocument in this toolkit is a case study of asuccessful collaboration to address disorderinvolving youth in Danvers, MA).

Once the collaboration agrees that youngpeople are an important resource and equalpartners, the following tips can support youthinvolvement in the collaborative initiative:

■ Involve youth early. When youth areinvolved in creating the vision, they aremore likely to be involved inimplementing the steps to reach thevision.

■ Share leadership with youth whilealso clarifying levels of authority.

■ Provide meaningful roles for youth.Identify many age-appropriate ways inwhich youth can be involved in theinitiative. Hold focus groups to solicitideas from youth about their potentiallevels of involvement.

■ Empower youth by providinginformation. Also, thoroughly discusswith youth (and all partners) anyconfidentiality issues andconsequences.

■ Build relationships with youth.Personally speak with youth about thecommunity policing effort and thepurpose of the collaboration. Get toknow youth as individuals. Encourageopportunities for young people to bepersonally satisfied through theirparticipation in the collaboration.

■ Let youth partners know that theirideas and participation are neededfor the project to be successful.Outline why their help is so important.

■ Plan meetings at a time when youthparticipation is possible. Considerrotating meeting times to accommodatedifferent constituencies. Elicit thesupport of school officials. Ask youthfor input in determining the bestmeeting times.

10

Learn More About ItYouth and Collaboration

Innovation Center for Community andYouth Development. At the Table:Resource Catalog. Chevy Chase, MD:National 4-H Council, 2000.

This resource includes a list of workshops, videos,books, curricula, and other resources fromorganizations that are forerunners in youthgovernance. Included are organizations such as thePoints of Light Foundation and Innovation Centerfor Community and Youth Development, adivision of the National 4-H Council. Available at:www.fourhcouncil.edu/cyd.

Innovation Center for Community andYouth Development. Building Community:A Toolkit for Youth and Adults in ChartingAssets and Creating Change. Chevy Chase,MD: National 4-H Council, 2000.

This guide for facilitators includes information onyouth-adult partnerships and creating a communityvision. It provides a practical discussion ofdeveloping and carrying out a plan. Available forpurchase at: www.fourhcouncil.edu/cyd.

Innovation Center for Community andYouth Development. Creating Youth/AdultPartnerships. Chevy Chase, MD: National4-H Council, 2000.

This training curriculum targets youth-onlygroups, adult-only groups, and youth/adult groups.It also includes activities. Available for purchaseat: www.fourhcouncil.edu/cyd.

Dryfoos, J. Evaluation of CommunitySchools: An Early Look. Washington, DC:Coalition for Community Schools, n.d.

This program brief provides testament to school-based partnerships. It discusses how suchpartnerships have reduced teen pregnancy,substance abuse, and disruptive classroombehavior. Also discussed are gains in math andreading scores. This document is free-of-charge.Available at: www.communityschools.org.

Hammiller, R. E. and Capper, C.A. “ThePrincipal’s Role in Neighborhood-BasedInteragency Collaboration: A Peripheraland Flexible Link,” (ED 378637), 1994.

This professional paper is based on a researchstudy of a collaborative effort among police,social services, schools, and public health in alarge Midwestern city. The results show thatprincipals were receptive and supportive of theproject even though they were excluded from theformative process. The authors discuss theprincipal’s role in interagency collaboration. ThisEducation Resources Information Center (ERIC)document is available at university and regionallibraries housing ERIC documents.

Posner, M. “Working Together for Youth:A Guide to Collaboration Between LawEnforcement Agencies and Programs thatServe Runaway and Homeless Youth,”(ED388915), 1994.

This paper discusses the collaborative processbetween law enforcement and social serviceagencies targeting runaway and homeless youth.Appendices serve as a useful reference guide forother literature regarding interagencycollaboration, organizations, and evaluationresources. This ERIC document is available atuniversity and regional libraries housing ERICdocuments.



4

■ Avoid tokenism. Having one youngperson participate in the collaborationis not meaningful youth involvement.Just as one adult community memberis not representative of all adults in thecommunity, neither is one youngperson representative of all youth.Young persons are quick to realizewhen they are being used to promote amessage, but are not really valued as apartner in decision making. Broaderyouth representation and involvementin decision making, power, andresponsibility emphasizes that thecollaboration truly values youthpartners—rather than just trying toappear inclusive.

■ Diversify youth involvement. Solicitparticipation from a broad sector ofyoung persons—honor roll students,those with disciplinary problems,students from minority organizations,and from faith-based organizations.

■ Solicit youth partners’ opinions. Oneof the best ways to demonstraterespect for youth is to ask for andlisten to their concerns, suggestedsolutions, and ideas. If thecollaboration is having difficultyrecruiting and sustaining youthinvolvement, ask youth what thecollaboration could do to moreeffectively recruit and keep theminvolved.

■ Maintain high expectations. Adultswith predetermined low expectationsfor youth involvement can create aself-fulfilling prophecy.

■ Be consistent and fair. Adult partnersshould serve as role models bydemonstrating consistent and fairbehavior to all collaboration partners.

■ Develop a memorandum ofunderstanding (see Section 8, Tool 13:Memorandum of UnderstandingDevelopment Guidelines) that includesyouth involvement in the communitypolicing initiative.

■ Provide ongoing incentives. As withadult members of the collaboration,partners need to develop specificstrategies to sustain youth involvement.

Many of these suggestions for involvementalso can be applied to “hard-to-reach”constituencies other than youth. The ideas canbe modified to address involving any group ofpeople affected by the problem, namely thestakeholders.

Step 2

Leverage Power andInfluence.

A collaborative initiative will often reach apoint when additional financial resources,publicity, or support from a certainconstituency would make a significantdifference in the project’s success. This is thetime to canvas partners for assistance inidentifying elected officials, mediapersonalities, business executives, orrespected community leaders who couldleverage their resources and influence to assistthe collaboration. Too often, collaborationshesitate to ask for assistance, perhapsassuming that powerful or influentialcommunity leaders may be overextended andwill not commit to yet another effort.However, supporting a well-planned problem-

9

Tool 16



5

solving project or other community policingpartnership may be of great interest and benefitfor these persons, resulting in a valuable win-win situation.

Step 3

Seek In-Kind Contributions.Although not difficult for organizations orindividuals to donate, in-kind contributions canbe an invaluable resource for the collaboration.Utilizing in-kind contributions (e.g., meetingspace, postage, supplies, copying, telephone,food, etc.) will help maximize thecollaboration’s financial resources.

Step 4

Identify theCollaboration’s FinancialNeeds; Develop andImplement Strategies toSecure Those Resources.

The financial resources needed to implementcollaborative projects will depend on the sizeand scope of the initiative. However,collaborations should identify sources offunding, both short- and long-term. Developinga shared vision and collaborating with a diversegroup of partners can open a substantialnetwork of potential financial support. Whileeach community is unique, there tends to beseveral options that are most likely to helpfinance problem-solving and other communitypolicing initiatives. These options includeprivate foundations, local and regionalcorporate support, small business sponsorship,city and county budget allocations for lawenforcement and school programs, fundraisers,and local and regional service organizations(e.g., Junior League, Lions Clubs, Rotary,

Kiwanis). Use Tool 16: Identifying FundingResources and Options to help structure yourreview of the collaboration’s current financialresources as well as future funding possibilities.

Step 5

Develop RealisticEstimates of How MuchTime Partners Will Needto Contribute; ObtainCommitments from EveryPartner.

Time is a scarce resource to be utilized wisely.Collaborative efforts invariably requiresignificant time from the partners (both lawenforcement and community). Whethervolunteered or paid for, time is a collaboration’smost valuable resource. Consequently,partnerships must:

■ Clearly define expectations of all partners(whether paid or volunteer).

■ Develop a timeline of milestones for eachtask in the action plan.

■ Develop mechanisms for using meetingtime wisely (see Conducting EffectiveMeetings, in Section 5).

■ Carefully allocate tasks among allpartners to utilize available humanresources most effectively and equitably.

■ Respect each individual’s time andpersonal circumstances.

Tool 7: Expertise and Resources—What Doesthe Collaborative Effort Need? and Tool 8:Expertise and Resources Inventory (see Section5) will help guide collaborations in planning forand dealing with time issues.

8

Tool 16Identifying Funding Resources andOptions

Directions:1. Identify the tasks to be completed.

2. For each task, identify:

■ Amount and source of availablefunding.

■ Amount of funding shortfalls andgaps in resources.

■ Potential sources from which toobtain additional resources.

■ Contact information for potentialsources of funding.


Tool 16



6

When seeking and establishing sufficientmeans to perform the tasks in a communitypolicing collaboration, avoid the followingpitfalls. Consider implementing some of thesuggested strategies if you have alreadyencountered these challenges. Also, to helpdiagnose a struggling partnership, please referto Section 1, Tool 1: Unsticking Stuck Groups/Reassessing the Collaboration, in particularitems 29–32, to assess the means.

Pitfall:Partners are frustrated and discouragedand begin to doubt that thecollaboration’s goals and vision can beachieved. When a collaborative effort lacksthe time, financial, in-kind, or humanresources necessary to implement its actionplan, partners will become discouraged.Subsequently, they will be less motivated toparticipate and contribute—creating acyclical problem.

Solutions:This may be an appropriate time toreconsider the shared vision. The partnersmay have been overly ambitious in theirvision and may need to narrow the scope ofthe effort. Partners may decide that they willagree to set another, more ambitious goal,once the newly revised goal has beenreached.

In addition to redefining the vision, considerreassessing who needs to be involved in thecollaboration. As the collaborationprogresses and tasks become more clearlydefined, conserve existing resources (or

provide some relief for overcommittedresources) by adding partners (includingyouth). Do not hesitate to ask current andnew partners whether additional in-kindresources may be available to support thecollaboration.

Pitfall:Some partners may feel—“burned out.”If there are too few individuals involved inthe collaboration to accomplish the amountof work to be done, partners may feeldrained and “burned out.”

Solutions:If only one or two individuals are “burnedout,” this may be because they haveassumed too much responsibility. ReviewSection 6, Teamwork Strategies, whichemphasizes that partners take equalownership of the initiative.

Reassess the time commitments necessaryto complete the tasks. Perhaps during theplanning phase, the partners underestimatedwhat would be required or the timeavailable to work on partnership activities.Some organizational partners may be able toassign a replacement representative who hasmore time, or they may assign tasks acrossmore staff. When establishing task timelinesfor the initiative, partners should account forother personal and professionalcommitments, thereby minimizing overcommitment from some partners.

It is good practice to always be amenable tonew partners. Expand the stakeholder list(see Section 2, Tool 2: IdentifyingStakeholders).


7

Pitfall:The project requires resources that areunavailable. If the collaboration failed tooutline a strategy for achievingcollaboration goals and subsequently did notbrainstorm about resources required,partners may find themselves without theskills, people, expertise, time, or fundingrequired to continue.

Solutions:Partners must develop, record, and refer toan action plan that not only includesresource requirements and sources, but alsostrategies for acquiring these resources. Theaction plan should be revised as projecttasks are modified or partner membershipchanges.

Use Tool 7: Expertise and Resources—What Does the Collaborative Effort Need?(Section 5) to organize discussions orbrainstorming about resources. Use Tool 8:the Expertise and Resource Inventory(Section 5) to determine what partnerresources or expertise may be available andunderutilized.

Host a fundraising event, approach newstakeholders who have access to neededresources, request in-kind contributions, orresearch other funding sources (e.g.,foundations).



6

When seeking and establishing sufficientmeans to perform the tasks in a communitypolicing collaboration, avoid the followingpitfalls. Consider implementing some of thesuggested strategies if you have alreadyencountered these challenges. Also, to helpdiagnose a struggling partnership, please referto Section 1, Tool 1: Unsticking Stuck Groups/Reassessing the Collaboration, in particularitems 29–32, to assess the means.

Pitfall:Partners are frustrated and discouragedand begin to doubt that thecollaboration’s goals and vision can beachieved. When a collaborative effort lacksthe time, financial, in-kind, or humanresources necessary to implement its actionplan, partners will become discouraged.Subsequently, they will be less motivated toparticipate and contribute—creating acyclical problem.

Solutions:This may be an appropriate time toreconsider the shared vision. The partnersmay have been overly ambitious in theirvision and may need to narrow the scope ofthe effort. Partners may decide that they willagree to set another, more ambitious goal,once the newly revised goal has beenreached.

In addition to redefining the vision, considerreassessing who needs to be involved in thecollaboration. As the collaborationprogresses and tasks become more clearlydefined, conserve existing resources (or

provide some relief for overcommittedresources) by adding partners (includingyouth). Do not hesitate to ask current andnew partners whether additional in-kindresources may be available to support thecollaboration.

Pitfall:Some partners may feel—“burned out.”If there are too few individuals involved inthe collaboration to accomplish the amountof work to be done, partners may feeldrained and “burned out.”

Solutions:If only one or two individuals are “burnedout,” this may be because they haveassumed too much responsibility. ReviewSection 6, Teamwork Strategies, whichemphasizes that partners take equalownership of the initiative.

Reassess the time commitments necessaryto complete the tasks. Perhaps during theplanning phase, the partners underestimatedwhat would be required or the timeavailable to work on partnership activities.Some organizational partners may be able toassign a replacement representative who hasmore time, or they may assign tasks acrossmore staff. When establishing task timelinesfor the initiative, partners should account forother personal and professionalcommitments, thereby minimizing overcommitment from some partners.

It is good practice to always be amenable tonew partners. Expand the stakeholder list(see Section 2, Tool 2: IdentifyingStakeholders).


7

Pitfall:The project requires resources that areunavailable. If the collaboration failed tooutline a strategy for achievingcollaboration goals and subsequently did notbrainstorm about resources required,partners may find themselves without theskills, people, expertise, time, or fundingrequired to continue.

Solutions:Partners must develop, record, and refer toan action plan that not only includesresource requirements and sources, but alsostrategies for acquiring these resources. Theaction plan should be revised as projecttasks are modified or partner membershipchanges.

Use Tool 7: Expertise and Resources—What Does the Collaborative Effort Need?(Section 5) to organize discussions orbrainstorming about resources. Use Tool 8:the Expertise and Resource Inventory(Section 5) to determine what partnerresources or expertise may be available andunderutilized.

Host a fundraising event, approach newstakeholders who have access to neededresources, request in-kind contributions, orresearch other funding sources (e.g.,foundations).



5

solving project or other community policingpartnership may be of great interest and benefitfor these persons, resulting in a valuable win-win situation.

Step 3

Seek In-Kind Contributions.Although not difficult for organizations orindividuals to donate, in-kind contributions canbe an invaluable resource for the collaboration.Utilizing in-kind contributions (e.g., meetingspace, postage, supplies, copying, telephone,food, etc.) will help maximize thecollaboration’s financial resources.

Step 4

Identify theCollaboration’s FinancialNeeds; Develop andImplement Strategies toSecure Those Resources.

The financial resources needed to implementcollaborative projects will depend on the sizeand scope of the initiative. However,collaborations should identify sources offunding, both short- and long-term. Developinga shared vision and collaborating with a diversegroup of partners can open a substantialnetwork of potential financial support. Whileeach community is unique, there tends to beseveral options that are most likely to helpfinance problem-solving and other communitypolicing initiatives. These options includeprivate foundations, local and regionalcorporate support, small business sponsorship,city and county budget allocations for lawenforcement and school programs, fundraisers,and local and regional service organizations(e.g., Junior League, Lions Clubs, Rotary,

Kiwanis). Use Tool 16: Identifying FundingResources and Options to help structure yourreview of the collaboration’s current financialresources as well as future funding possibilities.

Step 5

Develop RealisticEstimates of How MuchTime Partners Will Needto Contribute; ObtainCommitments from EveryPartner.

Time is a scarce resource to be utilized wisely.Collaborative efforts invariably requiresignificant time from the partners (both lawenforcement and community). Whethervolunteered or paid for, time is a collaboration’smost valuable resource. Consequently,partnerships must:

■ Clearly define expectations of all partners(whether paid or volunteer).

■ Develop a timeline of milestones for eachtask in the action plan.

■ Develop mechanisms for using meetingtime wisely (see Conducting EffectiveMeetings, in Section 5).

■ Carefully allocate tasks among allpartners to utilize available humanresources most effectively and equitably.

■ Respect each individual’s time andpersonal circumstances.

Tool 7: Expertise and Resources—What Doesthe Collaborative Effort Need? and Tool 8:Expertise and Resources Inventory (see Section5) will help guide collaborations in planning forand dealing with time issues.

8

Tool 16Identifying Funding Resources andOptions

Directions:1. Identify the tasks to be completed.

2. For each task, identify:

■ Amount and source of availablefunding.

■ Amount of funding shortfalls andgaps in resources.

■ Potential sources from which toobtain additional resources.

■ Contact information for potentialsources of funding.


Tool 16



4

■ Avoid tokenism. Having one youngperson participate in the collaborationis not meaningful youth involvement.Just as one adult community memberis not representative of all adults in thecommunity, neither is one youngperson representative of all youth.Young persons are quick to realizewhen they are being used to promote amessage, but are not really valued as apartner in decision making. Broaderyouth representation and involvementin decision making, power, andresponsibility emphasizes that thecollaboration truly values youthpartners—rather than just trying toappear inclusive.

■ Diversify youth involvement. Solicitparticipation from a broad sector ofyoung persons—honor roll students,those with disciplinary problems,students from minority organizations,and from faith-based organizations.

■ Solicit youth partners’ opinions. Oneof the best ways to demonstraterespect for youth is to ask for andlisten to their concerns, suggestedsolutions, and ideas. If thecollaboration is having difficultyrecruiting and sustaining youthinvolvement, ask youth what thecollaboration could do to moreeffectively recruit and keep theminvolved.

■ Maintain high expectations. Adultswith predetermined low expectationsfor youth involvement can create aself-fulfilling prophecy.

■ Be consistent and fair. Adult partnersshould serve as role models bydemonstrating consistent and fairbehavior to all collaboration partners.

■ Develop a memorandum ofunderstanding (see Section 8, Tool 13:Memorandum of UnderstandingDevelopment Guidelines) that includesyouth involvement in the communitypolicing initiative.

■ Provide ongoing incentives. As withadult members of the collaboration,partners need to develop specificstrategies to sustain youth involvement.

Many of these suggestions for involvementalso can be applied to “hard-to-reach”constituencies other than youth. The ideas canbe modified to address involving any group ofpeople affected by the problem, namely thestakeholders.

Step 2

Leverage Power andInfluence.

A collaborative initiative will often reach apoint when additional financial resources,publicity, or support from a certainconstituency would make a significantdifference in the project’s success. This is thetime to canvas partners for assistance inidentifying elected officials, mediapersonalities, business executives, orrespected community leaders who couldleverage their resources and influence to assistthe collaboration. Too often, collaborationshesitate to ask for assistance, perhapsassuming that powerful or influentialcommunity leaders may be overextended andwill not commit to yet another effort.However, supporting a well-planned problem-

9

Tool 16



3

■ What have been the previouspartnership experiences of the hard-to-reach individuals or organizations? Forexample, have previous communitypolicing projects ignored or treatedthese individuals or organizations astoken participants?

The benefits of diversity are worth the timespent in reaching out and engaging previouslyuninvolved stakeholders.

Engaging Youth. The art of involving youthin a partnership is primarily a matter ofattitude. In 1989, William Lofquist challengedadults to move beyond seeing youth as“objects” or “recipients” of services and beginto work with them as “resources” available tocontribute to planning and problem-solvingefforts. More recently, the National 4-HCouncil has encouraged adults to work withyouth as “partners.” Utilizing youth partnersreflects the principle of mutuality in teachingand learning and acknowledges the power ofyouth in decision making.

While youth are often identified as partners inschool-based partnerships, every communitycollaborative effort should consider the valueof involving youth partners. Youngindividuals often bring enthusiasm andavailable time to a partnership. Additionally,when youth participate in developingsolutions to youth issues or problems, thelikelihood of success is increased. (The lastdocument in this toolkit is a case study of asuccessful collaboration to address disorderinvolving youth in Danvers, MA).

Once the collaboration agrees that youngpeople are an important resource and equalpartners, the following tips can support youthinvolvement in the collaborative initiative:

■ Involve youth early. When youth areinvolved in creating the vision, they aremore likely to be involved inimplementing the steps to reach thevision.

■ Share leadership with youth whilealso clarifying levels of authority.

■ Provide meaningful roles for youth.Identify many age-appropriate ways inwhich youth can be involved in theinitiative. Hold focus groups to solicitideas from youth about their potentiallevels of involvement.

■ Empower youth by providinginformation. Also, thoroughly discusswith youth (and all partners) anyconfidentiality issues andconsequences.

■ Build relationships with youth.Personally speak with youth about thecommunity policing effort and thepurpose of the collaboration. Get toknow youth as individuals. Encourageopportunities for young people to bepersonally satisfied through theirparticipation in the collaboration.

■ Let youth partners know that theirideas and participation are neededfor the project to be successful.Outline why their help is so important.

■ Plan meetings at a time when youthparticipation is possible. Considerrotating meeting times to accommodatedifferent constituencies. Elicit thesupport of school officials. Ask youthfor input in determining the bestmeeting times.

10

Learn More About ItYouth and Collaboration

Innovation Center for Community andYouth Development. At the Table:Resource Catalog. Chevy Chase, MD:National 4-H Council, 2000.

This resource includes a list of workshops, videos,books, curricula, and other resources fromorganizations that are forerunners in youthgovernance. Included are organizations such as thePoints of Light Foundation and Innovation Centerfor Community and Youth Development, adivision of the National 4-H Council. Available at:www.fourhcouncil.edu/cyd.

Innovation Center for Community andYouth Development. Building Community:A Toolkit for Youth and Adults in ChartingAssets and Creating Change. Chevy Chase,MD: National 4-H Council, 2000.

This guide for facilitators includes information onyouth-adult partnerships and creating a communityvision. It provides a practical discussion ofdeveloping and carrying out a plan. Available forpurchase at: www.fourhcouncil.edu/cyd.

Innovation Center for Community andYouth Development. Creating Youth/AdultPartnerships. Chevy Chase, MD: National4-H Council, 2000.

This training curriculum targets youth-onlygroups, adult-only groups, and youth/adult groups.It also includes activities. Available for purchaseat: www.fourhcouncil.edu/cyd.

Dryfoos, J. Evaluation of CommunitySchools: An Early Look. Washington, DC:Coalition for Community Schools, n.d.

This program brief provides testament to school-based partnerships. It discusses how suchpartnerships have reduced teen pregnancy,substance abuse, and disruptive classroombehavior. Also discussed are gains in math andreading scores. This document is free-of-charge.Available at: www.communityschools.org.

Hammiller, R. E. and Capper, C.A. “ThePrincipal’s Role in Neighborhood-BasedInteragency Collaboration: A Peripheraland Flexible Link,” (ED 378637), 1994.

This professional paper is based on a researchstudy of a collaborative effort among police,social services, schools, and public health in alarge Midwestern city. The results show thatprincipals were receptive and supportive of theproject even though they were excluded from theformative process. The authors discuss theprincipal’s role in interagency collaboration. ThisEducation Resources Information Center (ERIC)document is available at university and regionallibraries housing ERIC documents.

Posner, M. “Working Together for Youth:A Guide to Collaboration Between LawEnforcement Agencies and Programs thatServe Runaway and Homeless Youth,”(ED388915), 1994.

This paper discusses the collaborative processbetween law enforcement and social serviceagencies targeting runaway and homeless youth.Appendices serve as a useful reference guide forother literature regarding interagencycollaboration, organizations, and evaluationresources. This ERIC document is available atuniversity and regional libraries housing ERICdocuments.



2

■ Ability to assemble a team that cangather, analyze, and use data to addressa community problem.

■ Capacity to recruit and energize othersfor the collaborative effort.

■ Understanding of the organizationsinvolved and their roles in thecommunity.

■ Capacity to recognize a leadershipposition as a responsibility, not power.

Encouraging Diversity. Intentionallyaddressing issues of diversity will increase therichness of the community policing effort. Forpurposes of this discussion, diversity includesage, basis of involvement/interest in theproblem, occupation, role in the community,gender, race, culture, and ethnicity.

While engaging a diverse group of partnersmay lead to heated discussions, differentagendas, and moments of conflict, diversityalso brings new perspectives, increasedenergy, creative possibilities, and enriched

experiences for the collaboration. Differencesof opinion can be a source of creativity, and theoutcomes of the collaboration can be morepowerful and longer lasting when the teaminvolves individuals representing differentprofessions, interests, ethnic groups, and ages.Thus, it is important to cast a wide net whenattracting stakeholders to the collaboration (seeSection 2, Tool 2: Identifying Stakeholders).

When recruiting traditionally “hard-to-reach”individuals or organizations, take the time toassess the following:

■ What preconceptions exist amongcurrent partners about these individuals/organizations?

■ Have collaboration leaders and currentpartners clearly communicated thevarious opportunities for involvement?

■ Is involvement in the collaboration anew experience for the individual ororganization?

Example 11 Leadership RolesWhen a law enforcement agency receives a grant to partner with a school or a community-based organization,usually one officer is assigned to the project. Initially, this officer has a leadership role. How the officer sharesthis leadership often determines the fate of the project. The project’s partner will also have an importantleadership role. As the relationship between the primary partners is built, leadership responsibility should benegotiated. The original partners may work together as the project “shepherds”—they are knowledgeable aboutthe overall vision and goals of the project; they actively participate; and they motivate others to take ameaningful part in the effort. In law enforcement, this person is generally a line-level officer, deputy, ordetective. S/he may be the person organizing meetings or events, disseminating meeting minutes or tasktimelines, and drumming up support for the project.

Another important leadership role is that of “project champion.” This individual holds a policymaking positionand can garner support for the collaborative initiative from the community or at an organizational level. Projectchampions may be the school principal, chief of police, president of the chamber of commerce, members of theschool board, city managers, mayors, and leaders within faith communities. While project champions may notalways be available to attend project meetings, it is critical to keep these individuals informed about andengaged in collaboration decisions and activities. Project champions can be valuable resources for developingand conducting information campaigns, gaining human and financial resources, providing public recognitionor serving as a public liaison, and motivating participating partners.

11

Zeldin, S., McDaniel, A. K., Topitzes, D.,and Calvert, M.. Youth in Decision-Making:A Study of the Impacts of Youth on Adultsand Organizations. Madison, WI:University of Wisconsin, 2000.

This publication describes the findings frominterviews with 15 organizations and communitieswithin which youth have decision-making roles.Available at: www.fourhcouncil.edu/cyd.

Zimmer, J. “Police-School Partnerships.”(ED344793), 1988.

This publication discusses the validity of lawenforcement and police officers in the classroomand the unique dynamic that they bring to thecurriculum. This resource provides guidelines forfield trips and role-playing. It also includesexamples of other resources available to thoseinterested in involving law enforcementprofessionals in the classroom. This ERICdocument is available at university and regionallibraries housing ERIC documents.

Relevant Organizations

Center for Youth as Resources (CYAR)National Headquarters1000 Connecticut Avenue, N.W.12th FloorWashington, DC 20036(202) 785-0698E-mail: [email protected]

CYAR provides training and program informationto organizations involved with youth-ledcommunity service efforts and youth-adultpartnerships in governance.

Coalition for Community Schools1001 Connecticut Ave., N.W.Suite 310Washington, DC 20036(202) 822-8405www.communityschools.org

This organization is dedicated to improvingeducation and helping students by buildingpartnerships. Community schools bring togethermany partners to offer opportunities to children,youth, families, and communities.

Communities In Schools, Inc.National Office277 S. Washington StreetSuite 210Alexandria, VA 22314(703) 519-8999(800) CIS-4KID (800-247-4543)www.cisnet.org

This organization’s mission focuses on connectingcommunity resources with schools to help youngpeople learn, stay in school, and prepare for life.



1

A successful collaboration must havesufficient means to conduct required tasks.Often, sufficient means are defined asfinancial resources. However, this toolkitalso addresses human resources, time, in-kind contributions, and financialresources—all of which are necessary for asuccessful collaborative initiative. Everypartner should contribute resources to thecollaboration. Ideally, the contributions ofone partner will not be vastlydisproportionate to other partners, so as toavoid a sense of unequal ownership of thecollaborative initiative.

Step 1

Build and Strengthenthe Collaboration’sHuman Resources.

If trust is the heart of a collaboration, thenthe persons involved are both its spirit andits hands. Strategies for building andstrengthening human resources include:

■ Sharing leadership.

■ Encouraging diversity.

■ Leveraging power and influence.

■ Engaging youth.

■ Organizing the team.

Sharing Leadership. Successfulcollaborations most often operate by sharingleadership. One of the many benefits ofworking collaboratively is that sharing theresponsibility of leadership utilizes thediverse leadership skills of partners and veststhe success of the collaborative initiative inmore than a single individual. Leadershiprequirements will vary as the collaborationprogresses. Leaders know when they are notthe best choice for a particular role or task.Leaders recognize their personal strengths aswell as weaknesses and can gracefully declineopportunities (e.g., conducting meetings,public speaking, contact with media, orrecruiting youth) that may be better suited toother partners.

Shared leadership also helps the partnershipavoid the pitfall of an initiative that iscontrolled or monopolized by one person.Collaborative leaders have:

■ The ability to be a team builder.

■ Time to devote to the task.

■ Skill in the art of compromise.

■ Commitment to the effort.


Just because something doesn’t dowhat you planned it to do doesn’t

mean it is useless.—Thomas Edison

Sufficient Means

12

The Heartland Center for LeadershipDevelopmentWork Group on Health Promotion andCommunity DevelopmentUniversity of Kansas4082 Dole Center1000 Sunnyside AvenueLawrence, KS 66045-7555(785) 864-0533(785) 864-5281 [email protected]://ctb.ukans.edu

The University of Kansas Community Toolboxincludes information and resources relevant tocommunity development in Lawrence (KS) andAmherst (MA). Several “how to” sectionsprovide information on community health anddevelopment. It also includes sections onleadership, strategic planning, communityassessment, advocacy, grant writing, andevaluation.

Innovation Center for Community andYouth DevelopmentNational 4-H Council7100 Connecticut AveChevy Chase, MD 20815(301) 961-2837(301) 961-2831 faxE-mail: [email protected]/cyd

This is an excellent site for resources andpublications related to youth/adult partnerships.They offer publications and training andtechnical assistance. The Web site providescontact information for other youth advocateorganizations, as well as links to E-maildiscussion groups.

National Civic League(formerly Program for Community Problem-Solving)1301 Pennsylvania Avenue, N.W.Suite 600Washington, DC 20004(202) 626-3183www.ncl.org

This organization is dedicated to helping communityleaders get things done. This organization offerssupport through training in facilitation, training,coaching and lectures, multi-stakeholdercollaboratives, community driven decision-makingprocesses, and analytical research.

National Crime Prevention Council (NCPC)1000 Connecticut Avenue, N.W.13th FloorWashington, DC 20036(202) 466-6272(202) 296-1356 faxwww.ncpc.org

NCPC’s mission is to enable individuals to createsafer and more caring communities by addressing thecauses of crime and violence and reducingopportunities for crime to occur. The NCPC Web siteposts helpful links and publications.

National 4-H Council7100 Connecticut AvenueChevy Chase, MD 20815(301) 961-2961(800) Four-H-DC (800-368-7432)www.fourhcouncil.edu

National 4-H Council’s mission is to advance the 4-Hyouth development movement to build a world inwhich youth and adults learn, grow, and worktogether as catalysts for positive change.

Learn More About It (continued)



13

National Youth Development InformationCenter (NYDIC)National Collaboration for Youth1319 F Street N.W.Suite 601Washington, DC 20004(877) NYDIC-4-U(202) 393-4517 faxE-mail: [email protected]

NYDIC supports community programs designed toemploy a youth development approach to deliveringservices. These programs strive to build thecompetencies necessary for young people to becomesuccessful adults. The Web site provides links toyouth organizations and publications.

National Youth NetworkNational Crime Prevention Council1000 Connecticut Ave., N.W.13th FloorWashington, DC 20036(202) 466-6272www.usdoj.gov/kidspage/getinvolved

The National Youth Network focuses on bringingtogether youth and adults to promote nonviolentcommunity activism and youth-adult partnerships.

Points of Light Foundation1400 Eye Street, N.W.Suite 800Washington, DC 20005(202) 729-8000(202) 729-8100 faxE-mail: [email protected]

This foundation focuses on raising awareness andadvocating for the engagement of youth incommunity problem-solving through training,technical assistance, publications, and programs.


Section 10: Action Plan Section 10: Action Plan

In Section 10

Tool 17: Evaluation Tips

Action Plan

The Vision

Collaboration partners have a clear andconsistent understanding of the projectvision and goals. They also know whatstrategies they plan to implement to reachthese goals, which partners are responsiblefor specific tasks and when they should becompleted, what resources will be neededand how they will be acquired, and how thepartnership activities/projects will beevaluated.



In Section 10

Tool 17: Evaluation Tips

Action Plan

The Vision

Collaboration partners have a clear andconsistent understanding of the projectvision and goals. They also know whatstrategies they plan to implement to reachthese goals, which partners are responsiblefor specific tasks and when they should becompleted, what resources will be neededand how they will be acquired, and how thepartnership activities/projects will beevaluated.



1

Vision without action is adaydream. Action without vision

is a nightmare.—Japanese proverb

The final element of successfulcollaborations is the action plan. Thepartnership may have a shared vision,necessary expertise, open communication,teamwork, motivators in place toencourage recruitment and sustaininvolvement of partners, and the means toaccomplish their goals. Without an actionplan, however, the collaboration will haveunfocused achievements and will notaccomplish desired objectives.

The action plan is the mechanism by whichthe shared vision is operationalized. It is aworking document that is designed to guidethe collaboration. The action plan describesstrategies to meet specific objectives of theproblem-solving project or othercommunity policing initiative, and theaction plan delineates the steps to bringabout the envisioned change. The actionplan specifies WHAT will be done, byWHOM, and WHEN. The plan alsodescribes HOW the partnership will know

if actions taken achieve desired outcomes. Foreach objective of the effort, the action planshould describe:

■ What specific activity/task should occur.

■ Who will be responsible for the task.

■ The timeframe for accomplishing thetask/when the action will take place.

■ What resources will be needed toaccomplish the task and how thoseresources will be acquired.

■ Who will know when the task iscompleted.

■ How the effectiveness of the strategywill be assessed.

This toolkit intentionally does not include asample action plan form that can be duplicated.Too often, when such a form is provided,partners struggle to fit information into everysection of the form, rather than design amethod/form that captures information relevantto their action plan. Because each collaborationis unique, each action plan is unique as well.


Action Plan

4

When developing and implementing the actionplan for the community policing collaboration,try to avoid the following pitfalls. Considerimplementing some of the suggested strategiesif you have already encountered thesechallenges. Also, to help diagnose a strugglingpartnership, please refer to Section 1, Tool 1:Unsticking Stuck Groups/Reassessing theCollaboration, in particular items 33–36, toassess your action plan.

Pitfall:Tasks are not completed or becomedelayed. If partners do not know who isassigned to various tasks or what comesnext, tasks will not be implemented. Also, ifpartners do not hold one anotheraccountable for completing tasks on time,other personal and professional prioritiesmay take precedence, causing the project tobe delayed.

Solutions:Begin each meeting by reviewing tasks thatwere to be completed since the previousmeeting. End each meeting with “next

steps” and make sure everyone knows whowill be performing those tasks, and whenthe tasks must be completed.

If a partner consistently fails to completetasks or complete tasks on time, one of thecore partners should speak privately withthat partner to determine issues andbrainstorm on short- or long-term solutions.

Pitfall:Partners are skeptical about projectevaluation. When partners do notunderstand that one important purpose ofproject evaluation is to be able to knowwhen goals are met and demonstrate thatsuccess to others (e.g., supervisors,community members, constituency, orpotential funding agencies), they may beskeptical or view project evaluationnegatively.

Solution:As part of the action plan, partners shouldjointly develop measurable goals and agreeto an evaluation strategy. All team membersshould review Tool 17: Evaluation Tips tobetter understand why evaluation isimportant and to dispel fears aboutevaluation.




Step 3

Incorporate AnyChanges That PartnersRecommend andAgree On.

Be certain to disseminate a final working copyof the action plan to all partners. Make certainthat partners realize that this is a workingdocument that can (and should) be continuallyrevised by the collaboration as the projectevolves. Partners should proactively andperiodically review the plan for necessarymodifications to ensure that proposed actionsteps are consistent with desired outcomes.

Step 4

Use the Action Plan.

An action plan is necessary to guide the team.Refer to the action plan on a regular basis as areminder of the collaboration’s vision andgoals and to check progress against thetimeline, hold partners accountable to tasks,make certain that resources needed for tasksare available, and to plan future meetings oractivities. Utilizing the action plan strengthensthe collaboration. Without an action plan, therewill be a lack of focus.

2

Step 1

Convene a Meeting (orSeries of Meetings) toMake Team DecisionsRegarding the ActionPlan.

At the meeting, the partners should designate anotetaker who will record team decisions. Theteam should agree on:

■ The vision statement developed duringthe visioning meeting.

■ Goals for achieving the vision statement.

■ Specific strategies to accomplish thosegoals.

■ Who is responsible for each task and thetimeline associated with the task.

■ Who will be notified when a task hasbeen completed.

■ What resources are needed to completethe task.

■ Sources of funding and support (e.g., in-kind contributions, volunteer resources,etc).

■ Who will seek, collect, compile, andoversee the resources.

■ How the project will be evaluated.

Step 2

Write Down andDistribute the Plan forPartners’ Review.

Include the essential elements of an action planas you design a plan that is owned by anduseful to your initiative. A complete action planwill contain the following elements:

■ Cover Page: Include the name of thecollaboration, list the partners, andspecify the timeframe allotted forcompletion of the project.

■ Acknowledgments: List otherstakeholders that have madecontributions to the effort.

■ Vision Statement: Present the visionstatement (developed by the partners andstakeholders) on the first page of theaction plan. Printing the vision statementat the beginning of the action plan servesas a reminder to the team that the goalsand strategies must lead to the sharedvision.

■ Goals: Present clear goal statementswith measurable outcomes. If you wantto change behavior, ask, “What is thedesired increase or decrease in thebehavior you are seeking to change?”For each goal, develop a separate planthat delineates the strategies you chooseto accomplish each goal.

■ Strategies: Describe the steps you aregoing to take to accomplish thecollaboration’s goals. Strategies giveoverall direction and advance the team’sgoals and vision.

3

■ Responsibility Chart: List who(individual or group) is responsible foreach strategy (or part of a strategy). Aresponsibility chart also specifiestimeframes for completing tasks andwho will be notified when the task iscompleted.

■ Resource Allocation: Note whatresources (people, time, or funds) arenecessary to complete each task.Completing this step in the action planprovides the team with informationnecessary to budget resources, seekmore resources for the project, or rethinkthe scope and breadth of the goals.

■ Assessment: Develop a plan to evaluateboth the process and the outcome of thestrategies. Assessment addresses thequestions, “Are we doing what we saidwe would do?” and “Are weaccomplishing the intended results?”Assess the process used to address thestrategies. Compare the outcomes withstated goals (see Tool 17: EvaluationTips).

Once the plan is written, distribute it to allpartners for review, comment, and revision, asneeded.

Example 12 Outcome MeasuresIf the issue being addressed is theft from vehicles in the student parking lot, some outcome measuresmay include:

■ A reduction in the number of reported thefts from vehicles in the student parking lot.

■ A reduction in the monetary loss to victims associated with thefts from vehicles in the studentparking lot.

■ An increased awareness among students who use the student parking lot of target hardeningmeasures (e.g., locking the doors, not leaving purses or bags in plain view, removing face platesfor car stereo systems, parking in high visibility areas, vehicle alarm systems).



Step 3

Incorporate AnyChanges That PartnersRecommend andAgree On.

Be certain to disseminate a final working copyof the action plan to all partners. Make certainthat partners realize that this is a workingdocument that can (and should) be continuallyrevised by the collaboration as the projectevolves. Partners should proactively andperiodically review the plan for necessarymodifications to ensure that proposed actionsteps are consistent with desired outcomes.

Step 4

Use the Action Plan.

An action plan is necessary to guide the team.Refer to the action plan on a regular basis as areminder of the collaboration’s vision andgoals and to check progress against thetimeline, hold partners accountable to tasks,make certain that resources needed for tasksare available, and to plan future meetings oractivities. Utilizing the action plan strengthensthe collaboration. Without an action plan, therewill be a lack of focus.

2

Step 1

Convene a Meeting (orSeries of Meetings) toMake Team DecisionsRegarding the ActionPlan.

At the meeting, the partners should designate anotetaker who will record team decisions. Theteam should agree on:

■ The vision statement developed duringthe visioning meeting.

■ Goals for achieving the vision statement.

■ Specific strategies to accomplish thosegoals.

■ Who is responsible for each task and thetimeline associated with the task.

■ Who will be notified when a task hasbeen completed.

■ What resources are needed to completethe task.

■ Sources of funding and support (e.g., in-kind contributions, volunteer resources,etc).

■ Who will seek, collect, compile, andoversee the resources.

■ How the project will be evaluated.

Step 2

Write Down andDistribute the Plan forPartners’ Review.

Include the essential elements of an action planas you design a plan that is owned by anduseful to your initiative. A complete action planwill contain the following elements:

■ Cover Page: Include the name of thecollaboration, list the partners, andspecify the timeframe allotted forcompletion of the project.

■ Acknowledgments: List otherstakeholders that have madecontributions to the effort.

■ Vision Statement: Present the visionstatement (developed by the partners andstakeholders) on the first page of theaction plan. Printing the vision statementat the beginning of the action plan servesas a reminder to the team that the goalsand strategies must lead to the sharedvision.

■ Goals: Present clear goal statementswith measurable outcomes. If you wantto change behavior, ask, “What is thedesired increase or decrease in thebehavior you are seeking to change?”For each goal, develop a separate planthat delineates the strategies you chooseto accomplish each goal.

■ Strategies: Describe the steps you aregoing to take to accomplish thecollaboration’s goals. Strategies giveoverall direction and advance the team’sgoals and vision.

3

■ Responsibility Chart: List who(individual or group) is responsible foreach strategy (or part of a strategy). Aresponsibility chart also specifiestimeframes for completing tasks andwho will be notified when the task iscompleted.

■ Resource Allocation: Note whatresources (people, time, or funds) arenecessary to complete each task.Completing this step in the action planprovides the team with informationnecessary to budget resources, seekmore resources for the project, or rethinkthe scope and breadth of the goals.

■ Assessment: Develop a plan to evaluateboth the process and the outcome of thestrategies. Assessment addresses thequestions, “Are we doing what we saidwe would do?” and “Are weaccomplishing the intended results?”Assess the process used to address thestrategies. Compare the outcomes withstated goals (see Tool 17: EvaluationTips).

Once the plan is written, distribute it to allpartners for review, comment, and revision, asneeded.

Example 12 Outcome MeasuresIf the issue being addressed is theft from vehicles in the student parking lot, some outcome measuresmay include:

■ A reduction in the number of reported thefts from vehicles in the student parking lot.

■ A reduction in the monetary loss to victims associated with thefts from vehicles in the studentparking lot.

■ An increased awareness among students who use the student parking lot of target hardeningmeasures (e.g., locking the doors, not leaving purses or bags in plain view, removing face platesfor car stereo systems, parking in high visibility areas, vehicle alarm systems).



1

Vision without action is adaydream. Action without vision

is a nightmare.—Japanese proverb

The final element of successfulcollaborations is the action plan. Thepartnership may have a shared vision,necessary expertise, open communication,teamwork, motivators in place toencourage recruitment and sustaininvolvement of partners, and the means toaccomplish their goals. Without an actionplan, however, the collaboration will haveunfocused achievements and will notaccomplish desired objectives.

The action plan is the mechanism by whichthe shared vision is operationalized. It is aworking document that is designed to guidethe collaboration. The action plan describesstrategies to meet specific objectives of theproblem-solving project or othercommunity policing initiative, and theaction plan delineates the steps to bringabout the envisioned change. The actionplan specifies WHAT will be done, byWHOM, and WHEN. The plan alsodescribes HOW the partnership will know

if actions taken achieve desired outcomes. Foreach objective of the effort, the action planshould describe:

■ What specific activity/task should occur.

■ Who will be responsible for the task.

■ The timeframe for accomplishing thetask/when the action will take place.

■ What resources will be needed toaccomplish the task and how thoseresources will be acquired.

■ Who will know when the task iscompleted.

■ How the effectiveness of the strategywill be assessed.

This toolkit intentionally does not include asample action plan form that can be duplicated.Too often, when such a form is provided,partners struggle to fit information into everysection of the form, rather than design amethod/form that captures information relevantto their action plan. Because each collaborationis unique, each action plan is unique as well.


Action Plan

4

When developing and implementing the actionplan for the community policing collaboration,try to avoid the following pitfalls. Considerimplementing some of the suggested strategiesif you have already encountered thesechallenges. Also, to help diagnose a strugglingpartnership, please refer to Section 1, Tool 1:Unsticking Stuck Groups/Reassessing theCollaboration, in particular items 33–36, toassess your action plan.

Pitfall:Tasks are not completed or becomedelayed. If partners do not know who isassigned to various tasks or what comesnext, tasks will not be implemented. Also, ifpartners do not hold one anotheraccountable for completing tasks on time,other personal and professional prioritiesmay take precedence, causing the project tobe delayed.

Solutions:Begin each meeting by reviewing tasks thatwere to be completed since the previousmeeting. End each meeting with “next

steps” and make sure everyone knows whowill be performing those tasks, and whenthe tasks must be completed.

If a partner consistently fails to completetasks or complete tasks on time, one of thecore partners should speak privately withthat partner to determine issues andbrainstorm on short- or long-term solutions.

Pitfall:Partners are skeptical about projectevaluation. When partners do notunderstand that one important purpose ofproject evaluation is to be able to knowwhen goals are met and demonstrate thatsuccess to others (e.g., supervisors,community members, constituency, orpotential funding agencies), they may beskeptical or view project evaluationnegatively.

Solution:As part of the action plan, partners shouldjointly develop measurable goals and agreeto an evaluation strategy. All team membersshould review Tool 17: Evaluation Tips tobetter understand why evaluation isimportant and to dispel fears aboutevaluation.




5

Tool 17


data? What types of protections canbe put into place, particularly forindividual-level data for whichnames or identifying informationare linked? How will the data bestored and for how long?

◆ What is the level of resourcesrequired to collect the information?Is that a reasonable and availablecost, given the benefit of capturingthe particular measure?

◆ Who can assist with data collectionefforts (e.g., partners, includingstudents; local researchers; etc.)?Who has the necessary expertise toguide the evaluation?

■ Collect baseline information beforebeginning the project. These data canthen be compared with outcome data atthe conclusion of the project.

■ Capture process measures so that ifoutcome measures do not show animprovement in the issue or problem,you can revisit the steps taken toachieve the vision and determine whatmay have gone wrong.

■ Consider with whom, when, how, andwhether the evaluation findings will beshared. Measures collected throughoutthe project may also be used to redirectproject activities, if needed.

Evaluation Tips■ Set measurable, realistic goals

before beginning the project. Thesegoals should be outcome-orientedand directly linked to the projectvision (see Example 12). Partnersshould jointly determine themeasures, which should bemultifaceted and take intoconsideration the information needsof the team, as well as individualmembers.

■ In addition to establishing thesemeasures, determine how theinformation will be collected andanalyzed. Some factors to considerinclude:

◆ How long after implementing thestrategy do you expect to seeresults? Is that consistent with thetimeline(s) of the partnership ormembers’ needs for the outcomeinformation?

◆ What is the population and unitof analysis?

◆ Do you have access to (or willyou be able to obtain access to)the information required?

◆ What confidentiality issues mustbe addressed when collecting the

Tool 17

Documents

Collaboration Toolkit: How to Build, Fix, and Sustain