Overview of Bonner approach to community partnerships that are meaningful, developmental, and impactful shared at the 2018 New Bonner Directors and Coordinators Orientation.
Issue #6: School-Based Mentoring
The Research In Action series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring fiel
LEADERSHIP DEVELOPMENT: HOW A STUDENT ORGANIZATION DEVELOPS LEADERSHIP SKILLS...Iowa Campus Compact
This session will present the findings from a study conducted to determine how the
decisions and actions of students based on the depth and breadth of participation in
a student association impacts their perception of their own learning and leadership
development in the area of nonprofit management.
Dr. Julianne Gassman, Assistant Professor and Executive Director of the Nonprofit
Leadership Alliance, and Angela Widner, Instructor and Assistant Director of the
Nonprofit Leadership Alliance, both at the University of Northern Iowa
In the latest webinar in the Using What Works series highlighting tools of the Annie E. Casey Foundation’s Evidence2Success framework, experts described the components of a strategic financing plan for programs proven to work for children and families and new financing approaches being adopted around the country.
Overview of Bonner approach to community partnerships that are meaningful, developmental, and impactful shared at the 2018 New Bonner Directors and Coordinators Orientation.
Issue #6: School-Based Mentoring
The Research In Action series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring fiel
LEADERSHIP DEVELOPMENT: HOW A STUDENT ORGANIZATION DEVELOPS LEADERSHIP SKILLS...Iowa Campus Compact
This session will present the findings from a study conducted to determine how the
decisions and actions of students based on the depth and breadth of participation in
a student association impacts their perception of their own learning and leadership
development in the area of nonprofit management.
Dr. Julianne Gassman, Assistant Professor and Executive Director of the Nonprofit
Leadership Alliance, and Angela Widner, Instructor and Assistant Director of the
Nonprofit Leadership Alliance, both at the University of Northern Iowa
In the latest webinar in the Using What Works series highlighting tools of the Annie E. Casey Foundation’s Evidence2Success framework, experts described the components of a strategic financing plan for programs proven to work for children and families and new financing approaches being adopted around the country.
Research In Action #1 - Mentoring: A Key Resource for Promoting Positive Youth Development
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
This presentation was a part of the 2011 Communications Academy for System of Care Communities. Learn the benefits of involving youth in social marketing efforts and how you can support youth.
The Jim Casey Youth Opportunities Initiative’s webinar, “Model Extension of Care and Re-Entry Policies — Creating a Legal Structure that Promotes Engagement,” explores key components of a youth-engaging extended foster care system. This session explores model programs and policies in various states as well as reform plans.
A presentation given at one of the National Youth Agency's regional events on the Governments new ten year youth strategy, "Aiming High for Young People".
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
Notes on the presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Economic Development Workshop - EDA Denvernado-web
On June 8, 2012, the Denver Regional Office of the Economic Development Administration held a workshop for economic development districts. This presentation was given as part of EDA's Know Your Region curriculum on economic development planning.
Research In Action #1 - Mentoring: A Key Resource for Promoting Positive Youth Development
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
This presentation was a part of the 2011 Communications Academy for System of Care Communities. Learn the benefits of involving youth in social marketing efforts and how you can support youth.
The Jim Casey Youth Opportunities Initiative’s webinar, “Model Extension of Care and Re-Entry Policies — Creating a Legal Structure that Promotes Engagement,” explores key components of a youth-engaging extended foster care system. This session explores model programs and policies in various states as well as reform plans.
A presentation given at one of the National Youth Agency's regional events on the Governments new ten year youth strategy, "Aiming High for Young People".
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
Notes on the presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Economic Development Workshop - EDA Denvernado-web
On June 8, 2012, the Denver Regional Office of the Economic Development Administration held a workshop for economic development districts. This presentation was given as part of EDA's Know Your Region curriculum on economic development planning.
Strengthening Families institute at Celebrating Connections conference, Febru...Jim McKay
Full-day session on the Strengthening Families Protective Factors Framework and everyday actions that can help families build their protective factors - in home visiting programs, early care and education programs, early intervention services and in communities.
The Campus Community Life Cycle: From Admissions to AlumniED MAP
The Campus Community Life Cycle series will explore the stages students go through as they assimilate into a new school community, become involved in campus life and then stay active after graduation as alumni. Gain ideas you can use as experts discuss:
• Optimizing each stage in the transition process
• How to create a strong student community and alumni network
• Ways to assure student and institutional success
This series will be presented in three, progressive sessions beginning with Integrating New Students Into the Community. Topic highlights of this presentation include:
• Pre-enrollment activities: getting new students to the first day of class
• Engaging students in your community
• Transitioning new students to full members of the community in the first term
Other webinars in this series include:
• Community as a Retention Tool – April, 2010
• Maintaining Community After Graduation: Benefits to the Institution – May, 2010
Additional information about the upcoming webinars in this series will be available soon. Write us at connect@edmap.biz for more information.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Leadership4Learners is a program designed with young learners within a high school environment to create the most powerful impact with outcomes that are specific, practical and successful in it's implementation.
Similar to Tapping the Unique Power of Story and Narrative (20)
Even though the mid-term elections are in the rearview and the 2024 elections already in motion, Congress has a full agenda over the coming months. During this session, learn about the latest development impacting the federal agencies that you work with on a daily basis.
Plenary - Stars of the Southwest: Lifting Regional Economiesnado-web
Each year, the SWREDA Board of Directors selects five Star of the Southwest Awardees—one from each state—to showcase their positive impact on a community’s or region’s economic vitality. Learn about the projects, including funding, partnerships, impact, and future plans during this session.
Affordable and Accessible Housing: Imperative for Strong Economies nado-web
Accessible and affordable housing for existing and prospective workforce housing is a challenge nationwide. Lack of housing presents challenges to communities and regions that are hoping to attract new businesses and industries, not to mention meeting the needs of current residents. During this session you will learn about successful approaches to creating housing opportunities from across the Austin region.
West Texas Aerospace and Defense Manufacturing Coalitionnado-web
West Texas Aerospace and Defense Manufacturing Coalition: Susannah Byrd, Director, Economic Development and Workforce Excellence Division, University of Texas at El Paso, El Paso, TX
Tulsa Regional Advanced Mobility (TRAM) Corridor: Jennifer Hankins, Chief of Strategic Partnerships, Tulsa Innovation Labs, Indian Nations Council of Governments, Tulsa, OK
Northern New Mexico Workforce Integration Network (WIN)nado-web
Northern New Mexico Workforce Integration Network (WIN): Monica Abeita, Executive Director, North Central New Mexico Economic Development District, Santa Fe, NM
Maggie Belanger, Assistant Director and Technical Assistance to Brownfields Regional Manager, Kansas State University, KS
Kate Lucas, AICP, Planner, Adaapta and KSU TAB Partner, Denver, CO
Christina Wilson, Acting Branch Manager, US Environmental Protection Agency, Region 8, Denver, CO
Scott Hobson, Acting Director of Planning and Community Development, City of Pueblo, CO
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
What is the point of small housing associations.pptxPaul Smith
Given the small scale of housing associations and their relative high cost per home what is the point of them and how do we justify their continued existance
Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
Up the Ratios is a non-profit organization dedicated to bridging the gap in STEM education for underprivileged students by providing free, high-quality learning opportunities in robotics and other STEM fields. Our mission is to empower the next generation of innovators, thinkers, and problem-solvers by offering a range of educational programs that foster curiosity, creativity, and critical thinking.
At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
Our live lectures feature guest speakers from various STEM disciplines, including engineers, scientists, and industry professionals who share their knowledge and experiences with our students. These lectures provide valuable insights into potential career paths and inspire students to pursue their passions in STEM.
Up the Ratios relies on the generosity of donors and volunteers to continue our work. Contributions of time, expertise, and financial support are crucial to sustaining our programs and expanding our reach. Whether you're an individual passionate about education, a professional in the STEM field, or a company looking to give back to the community, there are many ways to get involved and make a difference.
We are proud of the positive impact we've had on the lives of countless students, many of whom have gone on to pursue higher education and careers in STEM. By providing these young minds with the tools and opportunities they need to succeed, we are not only changing their futures but also contributing to the advancement of technology and innovation on a broader scale.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
7. Close Up
The ultimate purpose of most
communication is to inspire a specific
individual to take a specific action.
The ultimate goal is that the sum
of specific individual actions adds
up to great positive impact.
8. Close Up
The ultimate purpose of most
communication is to inspire a specific
individual to take a specific action.
Make a Clear Call to Action
10. Can you recall a time when you
heard or read a story
that communicated the
true value of an organization?
11. Can you recall a time when
you heard or read a story
that made the value of an
organization come to life?
12.
13. Friends of the Children (Friends) is an intervention program for
the most vulnerable children living in seriously high-risk
environments
• Avoid involvement in criminal justice system
• Avoid early parenting
• Graduate from high school with a plan for the future
Outcomes for children
• Most vulnerable children are selected based on research-based risk factors
• Children receive early intervention starting in kindergarten or first grade and long-
term mentoring and support continuing through high school graduation
• Children spend one-on-one quality time with a “Friend” who is a full-time, carefully
selected, and trained professional
• Children are offered comprehensive services to meet their academic, social,
emotional, and physical needs
Service model
• 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
Vision
14. Friends’ unique program is specifically designed to identify and support
our nation’s most vulnerable children
Identify the most
vulnerable children early…
• Proactive child selection
process
–Research shows that early
risk factors can identify
young children most likely
to fall victim to later serious
negative outcomes
–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
• Early intervention
–Children enter by the end
of first grade
…and provide them
with a supportive,
qualified adult
• Supportive, qualified adult
–Professional Friends
• Full time, paid
employees
• College educated
• Are experience and
talented working with
high-risk youth
–Selected through rigorous
hiring process
–Receive extensive initial
and ongoing training
–Are highly supported and
supervised by program staff
… and holistic services
over a sustained period
of time
• Holistic approach
–Friends develop quality
one-on-one relationship
with child
• Meet with each child 8
times for 16
hours/month
• Develop and update
individualized goal plan
for child
• Engage in community
service and other
activities
–Friends and program staff
work to support each
child’s academic, physical,
emotional, social, and
mental health needs
15. 92/93 93/94 94/95 95/96 96/97 97/98 98/99 99/00 00/01 01/02
1 1 1
2 2 2
3
5
9
11
0.0
2.5
5.0
7.5
10.0
12.5
Number of sites
Number
of children
served 24 124 137 153 168 232 253 304 523 644
Source: Friends of the Children
Portland
opened
Washington DC
opened
Chester opened
National office, Klamath
Falls and Seattle opened
Cincinnati, New York City, San
Francisco, Wilmington opened
Demonstrated potential of the unique service model sparked
interest across the country and led to the creation of the national
network
Oregon Initiative (Salem & Eugene)
opened
16. 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.
4.…needed to successfully
implement these strategies
5.…to produce these outcomes among
children and youth
Qualified and Effective Personnel
with Expertise in:
Management
Business/strategy planning
Program Development and Quality
Assurance
Management of quality, including
database and reporting system
Curriculum development for child
and adolescent programming
Training of supervisors and child
serving staff
Evaluation management
Developing and maintaining
collaborative partnerships
Infrastructure/Operations
Financial and HR systems,
including hiring practices
IT
Financial Sustainability/
Development
Fundraising with national and
local major donors
Developing/testing fundraising
strategies including new
products
Marketing and Public Relations
Grant writing (government and
foundations)
Government Relations (lobbying)
Developing and maintaining
corporate Partnerships
Board Members with
Commitment to Friends of the
Children
National connections (corporate,
foundations, individuals)
Expertise in a substantive area
(finance, law, public relations,
national organizations)
Willingness to help with
fundraising
Program Development
Lead efforts to refine the program
Provide assistance in addressing
ad hoc program questions
Quality Assurance
Establish standards and best
practices for chapters;
Review outcome data for children
and assist chapters in using data
to improve program
Assist chapters in selecting and
retaining both children and
Friends
Provide curriculum and training
for Friends, supervisors,
Executive Directors
Conduct site visits, provide
coaching
Assist chapters in identifying
gaps; suggest strategies for
addressing gaps
Infrastructure/Operations
Provide support for hiring
qualified and effective Executive
Directors
Establish standards for
accounting, HR, and insurance;
provide templates and free/fee-
based support for implementation
Assist in Board development
(clarify roles, orientation, training,
support)
Implement regular processes to
share information/lessons learned
through intranet, conference
calls, meetings
Establish database system
including forms, software,
hardware;
Financial Sustainability/Development
Coordinate donor prospects
Provide marketing/PR strategy
and selected products, materials
(like sponsorship); train chapters
Provide case statement,
framework and assist chapters in
developing strategic plans
including growth and
development plans; Board, ED
training
National Evaluation
Provide leadership in seeking
funds for and in managing
High Quality Friends
High quality 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
An enduring high-quality
relationship
for each child with a professional
paid) mentor (the Friend)
• One-on-one long-term positive
relationship
• Individualized plans for success
for each child
• Review progress semi- annually
Friends who have the knowledge,
experience, and ability to provide
skill
building and/or resources for:
• Social development
• Emotional development,
including anger management
• Academic development
• Problem solving/making positive
choices
• Appreciation of own culture and
cultures of others
• Skills that build towards
independent living (i.e. hygiene,
nutrition, time management,
social courtesies, budgeting)
• Development of individual talents
and interests
• Participation in meaningful and
quality extracurricular activities
and community service.
Program resources and support,
directly or through partnerships, in
the following areas of need:
• Services for children, including
physical, emotional and
educational support, community
service activities, special talent
opportunities
• Services for caregivers, including
referral to social services
• A safe space for Friends and
children to gather
Intermediate
Social and Emotional
Development
• Strong relationships with adults,
peers, and community
• Improved mental and emotional
health
Making Good Choices
• Reduced aggression and problem
behaviors
• Avoidance of substance abuse
School Success
• Academic performance and
progress (attendance, appropriate
classroom behavior, progression
in reading/math/ computer literacy
and promotion)
Other
• Improved health care (both
physical and mental including
reproductive when appropriate)
• Plan and skills for the future (post
high school)
Long-term
• Avoid Involvement in the
Criminal Justice System
• Avoid Early Parenting
• Succeed in School with a
minimum of a high school
diploma (1st choice) or GED
2…..to provide these activities
and services
1. National Friends needs these
resources
3….so that chapters have these elements
24. Is there a difference
between story and narrative?
Story usually follows a protagonist
and has a beginning, middle, and end.
Narrative is still unfolding,
and has a past, present, and future.
Narrative often provides the thread
that makes sense of stories.
25. Think of a story.
What is your purpose?
What effect do you want to have?
Where can a story help you
accomplish a goal at work?
Who is your target audience?
What piece of data will you link it to?
What call to action will you link it to?
26. Why is narrative so powerful?
How do you effectively
develop and deliver messages?
How do you build a story culture?
What makes a good story?
28. Why is narrative so powerful?
A culture is the set of
stories a group agrees on.
CULTURE
To be in a viable
culture
is to be bound in a set
of connecting stories.
-- Jerome Bruner,
Acts of Meaning
29. We are the stories we tell
to others and to ourselves.
IDENTITY
Why is narrative so powerful?
30. We are the stories we tell
to others and to ourselves.
IDENTITY
Why is narrative so powerful?
We tell stories …not only so others can understand
who we are but also so we can understand ourselves.
Telling our stories allows us to compile our personal
mythology, and the collection of stories we have
compiled is to some extent who we are.
-- Roger Schank, Tell Me a Story: Narrative & Intelligence
31. “Stories are basic to human
memory process. The mind
establishes a story line, with the
memory of one event triggering
the memory of the next.”
Why is narrative so powerful?
MEMORY
Stories are how we remembered
enough to survive.
32. “”the primate who tells stories…”
-- Stephen Jay Gould
Why is narrative so powerful?
HISTORY
33. Humans are hard-wired to
respond to narrative.
How many of you can
recall an experience where
telling a story helped you
accomplish something?
34.
35. What makes a good story?
What do you think?
What makes a good story?
36. “It’s going to
be okay,
Jennifer.”
What makes a good story?
Andy Goodman
thegoodmancenter.com
Linda & Richard Eyre
valuesparenting.com
37. GOAL
RESOLUTION
What makes a good story?
INCITING
INCIDENT
O
B
S
T
A
C
L
E
O
B
S
T
A
C
L
E
O
B
S
T
A
C
L
E
ACT I ACT II ACT III
PROTAGONIST
38. What makes a good story?
John LeCarre
The cat sat on the other cat’s mat is a story.
The cat sat on the mat is not a story.
39. What makes a good story?
Concise but colorful.
“A detail should be seen, heard,
smelled, tasted, or touched…
[and] the detail must matter.”
Janet Burroway, Writing Fiction
QUALITIES
Use telling details.
40. What makes a good story?
Readers experience action as if in real time.
We must stay until the end
to learn what happens
(and what it means.)
The opposite of journalism.
QUALITIES
As we listen or read, we feel
we are inside the scenes.
STORYTELLI
NG
Journalism
Storytelling
41. “People are not inspired to act by reason alone.
…A much more powerful way to persuade people
is by uniting an idea with an emotion. The best
way to do that is by telling a compelling story.”
-- Robert McKee in Harvard Business Review
EMOTION
What makes a good story?
42. What makes a good story?
“You can’t just have an anecdote.
It’s got to mean something.”
-- Ira Glass, This American Life
MEANING
43. What makes a good story?
Then this happened, then this
happened, then this happened,
and this is what it means.
MEANING
Then this happened, then this
happened, then this happened,
and this is what we learned.
-- Ira Glass,
This American Life
44.
45. What makes a good story?
Protagonist?
Goal?
Obstacle?
How does he overcome?
Moral/Lesson?
46. Is this a good story?
Is there at least one
flesh and blood character?
Are there scenes? …with dialogue?
Does something change?
Does a question get answered?
47. What about when you can’t
tell complete stories?
The point is not simply to tell stories.
The point is to engage, inform,
persuade, motivate, inspire, etc.
Use the elements of story.
Go for engagement and vitality,
not just with stories,
but with everything you say.
48. What if you are removed
from the stories?
Create story communication channels.
Incentivize and reward those who notice,
share, collect, and deliver stories.
Demonstrate the value of stories
by putting them to use.
49. Can a Coalition Tell
Members’ Stories?
Coalitions and networks have
not only the right
but the responsibility
to tell members’ stories.
50. How do you build a story culture?
Identify them.
Collect them.
Craft them.
Share them.
Make sure people know them by heart.
CORE STORIES
51. How do you build a story culture?
• The challenge we face story
• Our founding story
• Emblematic success/performance stories
• Lessons learned stories
• “What if…?” stories
CORE STORIES
What stories can you tell?
52. What stories can you tell?
Central Arkansas
Planning
and Development District
April 27, 2014
53. What stories can you tell?
Central Arkansas
Planning
and Development District
54. What stories can you tell?
Central Arkansas
Planning
and Development District
55. What stories can you tell?
Central Arkansas
Planning
and Development District
April 27, 2014
56. What stories can you tell?
Central Arkansas
Planning
and Development District
72. Be Yourself.
Be in the room and in your body.
Breathe.
Be in the present.
Be prepared.
Say what you need to say.
Express your excitement, energy, passion.
74. Share your self
and your experience as well
as your information.
Share personal stories that include
flesh and blood characters and
moments of dialogue.
88. If you remember and
act on nothing else…
2. Story + Data + Call to Action =
Ideal Communication for Impact.
1. Story and narrative are uniquely powerful
tools for connection and engagement.
3. Proactively collect and develop a supply
of stories that express who you are.
4. Actively use story and narrative in your work.