Purpose-Driven Meeting Design and Facilitation for Stakeholder Engagement


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The Georgia Health Policy Center presented this poster at the HIA of the Americas Conference in Oakland, CA in October 2011.

Stakeholder engagement is crucial to Health Impact Assessments (HIA). Valuable information for each step of HIA can be obtained through stakeholder meetings
and important relationships can be developed among diverse participants. For stakeholder engagement to be most effective, meetings should utilize adult
learning principles to enhance varied learning styles and an active information exchange.

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Purpose-Driven Meeting Design and Facilitation for Stakeholder Engagement

  1. 1. Purpose-Driven Meeting Design and Facilitation for Stakeholder Engagement For more information, please contact the Georgia Health Policy Center at Elizabeth Fuller, DrPH, MSPH; Holly Avey, PhD, MPH.; and Naima Wong, PhD, MPH 404.413.0314 or visit us online at www.gsu.edu/ghpc. BACKGROUND Time Management: Adults will attend a meeting because they Engagement: Adults come to the meeting with much life want to learn. They are often giving up personal time with experience. Draw on this knowledge and experience. Health Impact Assessments should include, at minimum, “meaningful and inclusive stakeholder participation in each stage family and/or time which could be spent on other projects in Make sure everyone has been engaged in conversation at the of the HIA”.1 Purpose-driven meeting design and facilitation is a order to be present. beginning of the day critical HIA tool to use when engaging stakeholder groups. HIA Start and end the meeting on time Spend time on introductions to connect everyone practitioners can serve in a neutral role to convene stakeholders, Do not provide detailed times on the participant agenda, as in the room. If there is not enough time, have small table facilitate the sharing of trustworthy information, and assist in it can set up unrealistic expectations introductions complex decision-making processes. Utilizing in-depth meeting design and adult learning principles can support meaningful Instead, provide start and end times for the day, and time Use visual imagery as a way to access visual learners and/or stakeholder participation. for lunch engage learners in a di erent way Manage discussion by circulating facilitators with hand-held Give participants the opportunity to provide feedback and microphones that they control evaluation throughout the meeting Room Set-Up: The learning environment is important to adults. It can enhance the learning experience and adults’ Standing microphones are likely to only attract extroverts Address feedback as soon as possible engagement in the materials. in the room, limiting the diversity of opinions Be exible! In a multi-day meeting, the second day agenda Set up the meeting room with small round tables to promote Give information “just in time” may need to be modi ed discussion among participants If information is given in advance, it can be a distraction Engage in small group discussions that solicit practical Make sure all tables have an unimpaired view of the Give handouts at the time participants need examples and allow participants to share and bene t from the speaker’s podium the information knowledge in the room Ensure the use of a good sound system which clearly projects Only use handouts when there is detailed information to all parts of the room to convey Provide microphones to capture questions from the learners Assign a logistics person to attend to room set up issues Design with a Purpose: Adults want to know why they are throughout the meeting learning something. Design the meeting around a central purpose that will convince them to attend. Be exible! If there is a problem with the room set up, take Source: Whole-Scale Change, Dannemiller Tyson Associates time to address it. Otherwise, it could negatively impact State the overall purpose for the meeting and the expected the productivity of the meeting. outcomes Alternate between large group presentations of high-level Design break-out and table discussions by utilizing information and small group discussions to re ect and answer Create the Right Mix: Adults learn from non-confrontational questions speci cally crafted to achieve desired meeting questions on the topic opportunities to be exposed to others’ perspectives. outcomes Have a recorder at each table record comments on Design the maximum mixture of stakeholder sectors Create a very detailed facilitator guide with speci c times, poster paper. This captures high-level notes which can people responsible, supplies needed, description/goal of the be displayed in the room Create a spreadsheet with all meeting invitees session, etc. Participants will not be able to see this guide, it is Have a reporter at each table to report ndings to the Categorize participants according to their for planning and facilitation purposes only. larger group stakeholder sector When time is limited, have roaming room facilitators Assign seats so that each table has a mixture of all sectors solicit reports from a few select tables Use table tents or dots on nametags to inform participants of their seating assignments Health Impact Assessment Sample Participant Meeting Agenda October XX, 201X SUMMARY 14 Marietta Street, Ste 221 9:00am-1:00pm Stakeholder engagement is crucial to HIA. Valuable information for Desired Outcome: Solicit and obtain stakeholder perspectives on draft recommendations each step of HIA can be obtained through stakeholder meetings and important relationships can be developed among diverse stakeholders. For stakeholder engagement to be most e ective, Agenda: 1. Welcome & Introductions 9:00am meetings should utilize adult learning principles to enhance 2. HIA Overview 3. Scoping & Assessment Steps 4. Draft Recommendations Presentation 5. Break diverse learning styles and an active information exchange. 6. Large & Small Group Facilitated Discussion 7. Lunch 12:00pm Strategies of “max-mix”, which purposefully mixes stakeholders 8. Next Steps & Wrap Up 9. Adjourn 1:00pm from di erent sectors, and “converge-diverge”, which provides large group presentations followed by small group discussions, are e ective in increasing stakeholder engagement and fostering learning.ANDREW YOUNG SCHOOL OF POLICY STUDIES 1. Minimum Elements and Practice Standards for Health Impact Assessment. North American HIA Practice Standards Working Group. November, 2010.