We’ve got a problem.
I’m positive we have a problem.
 
Friends of the Children  (Friends) is an intervention program for the most vulnerable children living in seriously high-ri...
Friends’ unique program is specifically designed to identify and support our nation’s  most  vulnerable children Identify ...
To start the business planning process, Friends developed a comprehensive Theory of Change for the network Helping our mos...
Friends develop quality one-on-one relationships with the children and conduct appropriate interventions when necessary to...
“ I was bad…”
T.R. and Zach
Zach Harris
T.R. (#2)  Fall 2003
Friends develop quality one-on-one relationships with the children and conduct appropriate interventions when necessary to...
Our foundation intends to have a material and systemic impact on the priorities identified by our program areas and strate...
Storytelling Social Networking 1.0
storytelling The  First  Big Thing
Storytelling is an integral part of our history, identities, how we remember, and why we give. Why is narrative so powerful?
Why is narrative so powerful?
Why is narrative so powerful? I don’t know any stories.
The  “How We Met”  Story The  “Why I Never Eat Sushi”  Story The  “Why I Prefer Dogs over Cats”  Story The  “My Annoying T...
“… the collection of stories we have compiled is, to some extent, who we are.” Why is narrative so powerful?
The  “How We Met”  Story The  “Why I Never Eat Sushi”  Story The  “Why I Prefer Dogs over Cats”  Story The  “My Annoying T...
Why is narrative so powerful? MEMORY Memory Study (1976) 5 year olds
1 out of 21 + soap and shoe Why is narrative so powerful?
soap and shoe in a sentence 8 out of 21 “ ...” Why is narrative so powerful?
soap and shoe in a question 16 out of 21 “   ?   ” Why is narrative so powerful?
16 out of 21 “   ?   ” + 1 out of 21 8 out of 21 “ ...” Why is narrative so powerful?
$1.14 $2.38 Why is narrative so powerful? “ The Impact of Learning About the Identifiable Victim Effect on Sympathy”  Univ...
What kinds of stories should you tell? Identify your “core stories” and make sure everyone who represents your organizatio...
IDENTITY What kinds of stories should you tell? The  “How We Met”  Story The  “Why I Never Eat Sushi”  Story The  “Why I P...
The  “Nature of our Challenge”  Story ORG ORGANIZATIONAL IDENTITY AND CULTURE What kinds of stories should you tell?
 
 
The  “Nature of our Challenge”  Story The  “How We Started”  Story ORGANIZATIONAL IDENTITY AND CULTURE ORG What kinds of s...
 
 
The  “Nature of our Challenge”  Story The  “How We Started”  Story The  “Emblematic Success”  Stories ORGANIZATIONAL IDENT...
 
 
The  “Nature of our Challenge”  Story The  “How We Started”  Story The  “Emblematic Success”  Stories The  “Performance”  ...
 
 
The  “Nature of our Challenge”  Story The  “How We Started”  Story The  “Emblematic Success”  Stories The  “Performance”  ...
 
The  “Nature of our Challenge”  Story The  “How We Started”  Story The  “Emblematic Success”  Stories The  “Performance”  ...
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
The Forbes Funds
One last story… Lakota Nation The Sacred Bundle
Sacred Bundle of Hope Dr. Jane Goodall’s
 
Your Stories The End Definitely Not
 
storytelling WORKSHOP
It’s in your DNA. It   was   a   dark and stormy   night
Storytelling Exercise 2 minutes Think about a time when there was something you  really  wanted. 2 minutes Tell a story ab...
When your group is done, please signal me.  (And please remain at your table.) Storytelling Exercise
Storytelling Exercise
Storytelling Exercise What do these stories have in common?
RESOLUTION GOAL Story Structure INCITING INCIDENT PROTAGONIST BARRIER BARRIER BARRIER ACT I  ACT II   ACT III
 
JOURNALISTIC STORYTELLING Story Structure:  Journalistic vs. Narrative NARRATIVE STORYTELLING
Story Structure:  Journalistic vs. Narrative
Story Structure:  Journalistic vs. Narrative
Story Structure:  Journalistic vs. Narrative
<ul><li>Child psychologist shot by former patient. </li></ul><ul><li>Starts working with child who sees dead people. </li>...
RESOLUTION GOAL Story Structure:  The Role of Choices INCITING INCIDENT PROTAGONIST BARRIER BARRIER BARRIER ACT I  ACT II ...
While an occasional disinclination to exercise is exhibited by all age cohorts, the likelihood of positive health outcomes...
“ Without Sports” Surfers Healing
Izzy Paskowitz Share the joy of surfing Kids don’t want to go Takes them anyway More to sports than who won or lost PROTAG...
Use this template to develop core stories.
Questions & Comments
www.thegoodmancenter.com
@GoodmanCenter
“ The Magic of Giving” Peruvian Cancer Foundation
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Pittsburgh Nonprofit Summit - The Art of Storytelling, Andy Goodman

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Pittsburgh Nonprofit Summit - The Art of Storytelling, Andy Goodman

  1. 2. We’ve got a problem.
  2. 3. I’m positive we have a problem.
  3. 5. Friends of the Children (Friends) is an intervention program for the most vulnerable children living in seriously high-risk environments <ul><li>Avoid involvement in criminal justice system </li></ul><ul><li>Avoid early parenting </li></ul><ul><li>Graduate from high school with a plan for the future </li></ul>Outcomes for children <ul><li>Most vulnerable children are selected based on research-based risk factors </li></ul><ul><li>Children receive early intervention starting in kindergarten or first grade and long-term mentoring and support continuing through high school graduation </li></ul><ul><li>Children spend one-on-one quality time with a “ Friend” who is a full-time, carefully selected, and trained professional </li></ul><ul><li>Children are offered comprehensive services to meet their academic, social, emotional, and physical needs </li></ul>Service model <ul><li>Teachers, Firefighters, and Friends* — Friends will become part of the “social fabric” of our communities; helping our nation’s most vulnerable children develop the relationships, goals, and skills necessary to break the cycles of poverty, abuse, and violence and become contributing members of their community </li></ul>Vision
  4. 6. Friends’ unique program is specifically designed to identify and support our nation’s most vulnerable children Identify the most vulnerable children early… <ul><li>Proactive child selection process </li></ul><ul><ul><li>Research shows that early risk factors can identify young children most likely to fall victim to later serious negative outcomes </li></ul></ul><ul><ul><li>Friends works with schools in high-poverty areas to select children based on risk factors and then conducts extensive outreach to families to enroll children </li></ul></ul><ul><li>Early intervention </li></ul><ul><ul><li>Children enter by the end of first grade </li></ul></ul>… and provide them with a supportive, qualified adult <ul><li>Supportive, qualified adult </li></ul><ul><ul><li>Professional Friends </li></ul></ul><ul><ul><ul><li>Full time, paid employees </li></ul></ul></ul><ul><ul><ul><li>College educated </li></ul></ul></ul><ul><ul><ul><li>Are experience and talented working with high-risk youth </li></ul></ul></ul><ul><ul><li>Selected through rigorous hiring process </li></ul></ul><ul><ul><li>Receive extensive initial and ongoing training </li></ul></ul><ul><ul><li>Are highly supported and supervised by program staff </li></ul></ul>… and holistic services over a sustained period of time <ul><li>Holistic approach </li></ul><ul><ul><li>Friends develop quality one-on-one relationship with child </li></ul></ul><ul><ul><ul><li>Meet with each child 8 times for 16 hours/month </li></ul></ul></ul><ul><ul><ul><li>Develop and update individualized goal plan for child </li></ul></ul></ul><ul><ul><ul><li>Engage in community service and other activities </li></ul></ul></ul><ul><ul><li>Friends and program staff work to support each child’s academic, physical, emotional, social, and mental health needs </li></ul></ul>
  5. 7. To start the business planning process, Friends developed a comprehensive Theory of Change for the network Helping our most vulnerable children living in seriously high-risk environments develop the relationships, goals, skills, and resources necessary to thrive.   <ul><li>Intermediate </li></ul><ul><li>Social and Emotional </li></ul><ul><li>Development </li></ul><ul><li>Strong relationships with adults, peers, and community </li></ul><ul><li>Improved mental and emotional health </li></ul><ul><li>Making Good Choices </li></ul><ul><li>Reduced aggression and problem behaviors </li></ul><ul><li>Avoidance of substance abuse </li></ul><ul><li>School Success </li></ul><ul><li>Academic performance and progress (attendance, appropriate classroom behavior, progression in reading/math/ computer literacy and promotion) </li></ul><ul><li>Other </li></ul><ul><li>Improved health care (both physical and mental including reproductive when appropriate) </li></ul><ul><li>Plan and skills for the future (post high school) </li></ul><ul><li> </li></ul><ul><li>Long-term </li></ul><ul><li>Avoid Involvement in the Criminal Justice System </li></ul><ul><li>Avoid Early Parenting </li></ul><ul><li>Succeed in School with a minimum of a high school diploma (1 st choice) or GED </li></ul>      4.…needed to successfully implement these strategies  5.…to produce these outcomes among children and youth <ul><li>  </li></ul><ul><li>Qualified and Effective Personnel </li></ul><ul><li>with Expertise in : </li></ul><ul><li>Management </li></ul><ul><li>Business/strategy planning </li></ul><ul><li>  </li></ul><ul><li>Program Development and Quality </li></ul><ul><li>Assurance </li></ul><ul><li>Management of quality, including database and reporting system </li></ul><ul><li>Curriculum development for child and adolescent programming </li></ul><ul><li>Training of supervisors and child serving staff </li></ul><ul><li>Evaluation management </li></ul><ul><li>Developing and maintaining collaborative partnerships </li></ul><ul><li>  </li></ul><ul><li>Infrastructure/Operations </li></ul><ul><li>Financial and HR systems, including hiring practices </li></ul><ul><li>IT </li></ul><ul><li>  </li></ul><ul><li>Financial Sustainability/ </li></ul><ul><li>Development </li></ul><ul><li>Fundraising with national and local major donors </li></ul><ul><li>Developing/testing fundraising strategies including new products </li></ul><ul><li>Marketing and Public Relations </li></ul><ul><li>Grant writing (government and foundations) </li></ul><ul><li>Government Relations (lobbying) </li></ul><ul><li>Developing and maintaining corporate Partnerships </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Board Members with </li></ul><ul><li>Commitment to Friends of the Children </li></ul><ul><li>National connections (corporate, foundations, individuals) </li></ul><ul><li>Expertise in a substantive area (finance, law, public relations, national organizations) </li></ul><ul><li>Willingness to help with fundraising </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Budget to support personnel </li></ul><ul><li>Program Development </li></ul><ul><li>Lead efforts to refine the program </li></ul><ul><li>Provide assistance in addressing ad hoc program questions </li></ul><ul><li>  </li></ul><ul><li>Quality Assurance </li></ul><ul><li>Establish standards and best practices for chapters; </li></ul><ul><li>Review outcome data for children and assist chapters in using data to improve program </li></ul><ul><li>Assist chapters in selecting and retaining both children and Friends </li></ul><ul><li>Provide curriculum and training for Friends , supervisors, Executive Directors </li></ul><ul><li>Conduct site visits, provide coaching </li></ul><ul><li>Assist chapters in identifying gaps; suggest strategies for addressing gaps </li></ul><ul><li>  </li></ul><ul><li>Infrastructure/Operations </li></ul><ul><li>Provide support for hiring qualified and effective Executive Directors </li></ul><ul><li>Establish standards for accounting, HR, and insurance; provide templates and free/fee-based support for implementation </li></ul><ul><li>Assist in Board development (clarify roles, orientation, training, support) </li></ul><ul><li>Implement regular processes to share information/lessons learned through intranet, conference calls, meetings </li></ul><ul><li>Establish database system including forms, software, hardware; </li></ul><ul><li>  </li></ul><ul><li>Financial Sustainability/Development </li></ul><ul><li>Coordinate donor prospects </li></ul><ul><li>Provide marketing/PR strategy and selected products, materials (like sponsorship); train chapters </li></ul><ul><li>Provide case statement, framework and assist chapters in developing strategic plans including growth and development plans; Board, ED training </li></ul><ul><li>National Evaluation </li></ul><ul><li>Provide leadership in seeking funds for and in managing program research, longitudinal evaluation study </li></ul><ul><li>Dissemination of evaluation results </li></ul>    High Quality Friends      High qualit y Friends who remain in relationship for a minimum of four years with a monthly minimum of 6-8 contacts of 16 hours with each child      Friends with an associates degree or more (preferred); a minimum of two years direct experience with children living in seriously high-risk environments; safe driving record      Friends who work with no more than 8 children   Selection of Vulnerable Children Living in High Risk Environments      Children served by each chapter meet specified screening criteria (see risk and protective factors chart)      Children identified by the end of the first grade      Children selected in collaboration with credible and supportive community organizations      A working relationship with child’s parents or guardians   High Quality Program Resources and Support, Directly or through Partnerships      A safe space for Friends and children      Educational support services      Physical, emotional and social services      Caregiver support for basic needs and appropriate interventions when necessary for child’s progress      A strong working partnership with schools      A commitment to program children through high school and as they move within the service area   Financial Sustainability/Development      Personnel with development expertise      Engaged and effective board      Sound and active development plan, including local major donors      Sound and active marketing and PR plan      Adherence to national branding standards      Diversified funding base      In-kind and volunteer resources   <ul><li>An enduring high-quality relationship </li></ul><ul><li>for each child with a professional </li></ul><ul><li>paid) mentor (the Friend) </li></ul><ul><li>One-on-one long-term positive relationship </li></ul><ul><li>Individualized plans for success for each child </li></ul><ul><li>Review progress semi- annually </li></ul><ul><li>  </li></ul><ul><li>Friends who have the knowledge, </li></ul><ul><li>experience, and ability to provide skill </li></ul><ul><li>building and/or resources for: </li></ul><ul><li>Social development </li></ul><ul><li>Emotional development, including anger management </li></ul><ul><li>Academic development </li></ul><ul><li>Problem solving/making positive choices </li></ul><ul><li>Appreciation of own culture and cultures of others </li></ul><ul><li>Skills that build towards independent living (i.e. hygiene, nutrition, time management, social courtesies, budgeting) </li></ul><ul><li>Development of individual talents and interests </li></ul><ul><li>Participation in meaningful and quality extracurricular activities and community service. </li></ul><ul><li>  </li></ul><ul><li>Program resources and support, </li></ul><ul><li>directly or through partnerships, in </li></ul><ul><li>the following areas of need: </li></ul><ul><li>Services for children, including physical, emotional and educational support, community service activities, special talent opportunities </li></ul><ul><li>Services for caregivers, including referral to social services </li></ul><ul><li>A safe space for Friends and children to gather </li></ul>2…..to provide these activities and services  1. National Friends needs these resources  3….so that chapters have these elements 
  6. 8. Friends develop quality one-on-one relationships with the children and conduct appropriate interventions when necessary to ensure progress.
  7. 9. “ I was bad…”
  8. 10. T.R. and Zach
  9. 11. Zach Harris
  10. 12. T.R. (#2) Fall 2003
  11. 13. Friends develop quality one-on-one relationships with the children and conduct appropriate interventions when necessary to ensure progress.
  12. 14. Our foundation intends to have a material and systemic impact on the priorities identified by our program areas and strategic alliances. OF JARGON ?
  13. 15. Storytelling Social Networking 1.0
  14. 16. storytelling The First Big Thing
  15. 17. Storytelling is an integral part of our history, identities, how we remember, and why we give. Why is narrative so powerful?
  16. 18. Why is narrative so powerful?
  17. 19. Why is narrative so powerful? I don’t know any stories.
  18. 20. The “How We Met” Story The “Why I Never Eat Sushi” Story The “Why I Prefer Dogs over Cats” Story The “My Annoying Teenager” Story The “I Should Be on American Idol” Story The “Why I Do What I Do” Story IDENTITY Why is narrative so powerful?
  19. 21. “… the collection of stories we have compiled is, to some extent, who we are.” Why is narrative so powerful?
  20. 22. The “How We Met” Story The “Why I Never Eat Sushi” Story The “Why I Prefer Dogs over Cats” Story The “My Annoying Teenager” Story The “I Should Be on American Idol” Story The “Why I Do What I Do” Story STORIES YOU WANT TO TELL - STORIES NOBODY WANTS TO HEAR STORIES YOU TELL (YOU) Why is narrative so powerful?
  21. 23. Why is narrative so powerful? MEMORY Memory Study (1976) 5 year olds
  22. 24. 1 out of 21 + soap and shoe Why is narrative so powerful?
  23. 25. soap and shoe in a sentence 8 out of 21 “ ...” Why is narrative so powerful?
  24. 26. soap and shoe in a question 16 out of 21 “ ? ” Why is narrative so powerful?
  25. 27. 16 out of 21 “ ? ” + 1 out of 21 8 out of 21 “ ...” Why is narrative so powerful?
  26. 28. $1.14 $2.38 Why is narrative so powerful? “ The Impact of Learning About the Identifiable Victim Effect on Sympathy” University of Pennsylvania/Carnegie Mellon, 2004 Deborah Small, Paul Slovic, et al. GENEROSITY
  27. 29. What kinds of stories should you tell? Identify your “core stories” and make sure everyone who represents your organization knows them by heart.
  28. 30. IDENTITY What kinds of stories should you tell? The “How We Met” Story The “Why I Never Eat Sushi” Story The “Why I Prefer Dogs over Cats” Story The “My Annoying Teenager” Story The “I Should Be on American Idol” Story The “Why I Do What I Do” Story
  29. 31. The “Nature of our Challenge” Story ORG ORGANIZATIONAL IDENTITY AND CULTURE What kinds of stories should you tell?
  30. 34. The “Nature of our Challenge” Story The “How We Started” Story ORGANIZATIONAL IDENTITY AND CULTURE ORG What kinds of stories should you tell?
  31. 37. The “Nature of our Challenge” Story The “How We Started” Story The “Emblematic Success” Stories ORGANIZATIONAL IDENTITY AND CULTURE ORG What kinds of stories should you tell?
  32. 40. The “Nature of our Challenge” Story The “How We Started” Story The “Emblematic Success” Stories The “Performance” Stories ORGANIZATIONAL IDENTITY AND CULTURE ORG What kinds of stories should you tell?
  33. 43. The “Nature of our Challenge” Story The “How We Started” Story The “Emblematic Success” Stories The “Performance” Stories ORGANIZATIONAL IDENTITY AND CULTURE The “Where We Are Going” Story The “Striving-to-Improve” Story ORG What kinds of stories should you tell?
  34. 45. The “Nature of our Challenge” Story The “How We Started” Story The “Emblematic Success” Stories The “Performance” Stories ORGANIZATIONAL IDENTITY AND CULTURE The “Where We Are Going” Story The “Striving-to-Improve” Story ORG What kinds of stories should you tell?
  35. 61. The Forbes Funds
  36. 62. One last story… Lakota Nation The Sacred Bundle
  37. 63. Sacred Bundle of Hope Dr. Jane Goodall’s
  38. 65. Your Stories The End Definitely Not
  39. 67. storytelling WORKSHOP
  40. 68. It’s in your DNA. It was a dark and stormy night
  41. 69. Storytelling Exercise 2 minutes Think about a time when there was something you really wanted. 2 minutes Tell a story about that time to the people in your group in 2 minutes or fewer. Start with the person sitting farthest to the left. The person who will go last is the timekeeper.
  42. 70. When your group is done, please signal me. (And please remain at your table.) Storytelling Exercise
  43. 71. Storytelling Exercise
  44. 72. Storytelling Exercise What do these stories have in common?
  45. 73. RESOLUTION GOAL Story Structure INCITING INCIDENT PROTAGONIST BARRIER BARRIER BARRIER ACT I ACT II ACT III
  46. 75. JOURNALISTIC STORYTELLING Story Structure: Journalistic vs. Narrative NARRATIVE STORYTELLING
  47. 76. Story Structure: Journalistic vs. Narrative
  48. 77. Story Structure: Journalistic vs. Narrative
  49. 78. Story Structure: Journalistic vs. Narrative
  50. 79. <ul><li>Child psychologist shot by former patient. </li></ul><ul><li>Starts working with child who sees dead people. </li></ul><ul><li>Psychologist turns out to be dead all along. </li></ul>Story Highlights Story Structure: Journalistic vs. Narrative
  51. 80. RESOLUTION GOAL Story Structure: The Role of Choices INCITING INCIDENT PROTAGONIST BARRIER BARRIER BARRIER ACT I ACT II ACT III CHOICE CHOICE CHOICE
  52. 81. While an occasional disinclination to exercise is exhibited by all age cohorts, the likelihood of positive health outcomes makes even mildly strenuous physical activity all the more imperative. What if a nonprofit had written Nike’s slogan?
  53. 82. “ Without Sports” Surfers Healing
  54. 83. Izzy Paskowitz Share the joy of surfing Kids don’t want to go Takes them anyway More to sports than who won or lost PROTAGONIST GOAL BARRIER OVERCOMES BARRIER MEANING
  55. 84. Use this template to develop core stories.
  56. 85. Questions & Comments
  57. 86. www.thegoodmancenter.com
  58. 87. @GoodmanCenter
  59. 88. “ The Magic of Giving” Peruvian Cancer Foundation
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