OAT
An Organizational
Assessment Tool
for
Environmental Education
Organizations
-------
-------
OAT©*
An Organizational Assessment Tool
for Environmental Education
Organizations
Coordinated
by: Trade Beasley
with Major Contributions by:
Trade Beasley, Abby Ruskey,
Corky McReynolds, and Richard Wilke
NATIONAL
ENVIRONMENTAL
EDUCATION
ADVANCEMENT
PROJECT
*It is recommended that the OAT be used in combination with the
organizational development services of the National EE Advancement
Project (NEEAP) or other EE capacity building organizations.
NATIONAL
WILDLIFE
FEDERATION1
WILDLIFE FPTAP
FEDERATION" J-/LJ A^Xi
»EPA
United States
Environmental Protection Agency
This publication is supported through funding from the U.S. Environmental Protection Agency
(USEPA), The Environmental Education and Training Partnership (EETAP), and the National
Wildlife Federation (NWF). Its contents do not necessarily reflect the views and policies of the
USEPA, EETAP, or NWF.
-------
The OAT is an EE organizational development resource of the:
NATIONAL
ENVIRONMENTAL
E DUCATION
ADVANCEMENT
P ROJECT
NEEAP is a nonprofit organization dedicated to providing organizational and
capacity building support to EE organizations at the national, state, and local level.
It is recommended that the OAT be used in combination with the organizational
development services of the National EE Advancement Project (NEEAP) or other EE
capacity building organizations.
For further information, please contact:
NEEAP
College of Natural Resources
University of Wisconsin-Stevens Point
Stevens Point, WI54481
715-346-4748, neeap@uwsp.edu
httpv/neeap.uwsp.edu
Copyright °1999 National Environmental Education Advancement Project
Published by: National Environmental Education Advancement Project,
University of Wisconsin-Stevens Point
Printer: The Print Shop, Wisconsin Rapids, WI
Cover Design and Layout: Trade Beasley
Printed on 100% recycled paper
-------
Acknowledgments
OAT0, An Organizational Assessment Tool was made possible because of the commitment and
contributions of many EE leaders, individuals, andorganizations. We deeply appreciate and
acknowledge the following for their participation in developing this tool:
We gratefully acknowledge Dr. Richard Judy and other graduate committee members for their
guidance and support, and for serving as advisors to the process and reviewers of the OAT.
All reviewers of An Organizational Assessment Tool (OAT°) for their commitment to the project,
time dedicated, and helpful insights:
Marina Gorton, Researcher-The Evaluation Center, Western MI Univ., Kalamazoo, MI
Elaine Hampton, President-EE Assoc. of NM, NM State Univ., Las Cruces, NM :
Richard Judy, Prof, of Business Administration, UWSP, Stevens Point, WI
Judy Mann, Director-Iron Oaks Env. Cntr, President- IL EE Assoc, Olympia Fields, IL
Joyce Meridith, PA Center for EE, Slippery Rock Univ., Slippery Rock, PA
Libby McCann, Doctoral Student, WI Assoc. for EE, Madison, WI
Nalani McCutcheon, SNAP, Board Member-MN Assoc. for EE, Northfield, MN
Corky McReynolds, Assoc. Prof.-CNR/Director-Treehaven-UWSP, Stevens Point, WI
Margaret Menzies, Underwater World, Past-President-MN Assoc. for EE, Bloomington, MN
Cheryl Riley, Consultant, President-Mi EE Assoc., Jefferson City, MO
Craig Russon, Researcher-The Evaluation Center, Western MI Univ., Kalamazoo, ME
EE Assoc. of IL, MN Assoc. for EE, and MO EE Assoc. board members and leaders for using the
draft OAT in their organizational development process, and participating in telephone research
interviews and focus group processes to provide feedback on the DATs design/usefulness.
Over 100 EE leaders who reviewed and provided feedback on the original draft as a part of the
NEEAP /NAAEE Spring 1998 Leadership Clinic. These individuals represent EE organizations
in: AR, CA, Canada, CO, HI, ID, IL, IA, KS, KY, MD, MN, MS, MO, NH, NM, NC, PA, Puerto Rico,
TX, W, VT, WI.
Special thanks to the EE leaders who provided case studies:
Tim Brown (and USEE staff), Executive Director-UT Society for EE, Salt Lake City, UT
Laura Downey, Assistant Executive Director-KS Assoc. for Conserv. and EE, Manhattan, KS
Robert McAfee, President-AR EE Assoc., Hackett, AR
John Guyton, EE Specialist, President-MS EE Alliance, Biloxi, MS
Elaine Hampton, President-EE Assoc. of NM, NM State Univ., Las Cruces, NM
JeffHohensee, Ed. Director-Tree People, CA Regional EE Coord., Beverly Hills, CA
Rosalyn McKewon-Ice, Director-Center for Geog. & EE, President-TN EE Assoc., Knoxville, TN
Margaret Menzies, Underwater World, Past-President-MN Assoc. for EE, Bloomington, MN
Celeste Prussia, Program Mn., MO Botanical Garden, Pst President-MO EE Assoc., St. Louis, MO
Cheryl Riley, Consultant, President-MO EE Assoc., Jefferson City, MO
Julie Smither, Past President-KY Assoc. for EE, Frankfort, KY
Mike Way, Executive Director, CO Alliance for EE, Golden, CO
For providing the funding to initiate this project: the National Wildlife Federation.
We gratefully acknowledge USEPA who's support helped in the completion of publication.
For providing org. develop, contacts: International Assoc.for Public Participation. Alexandria, VA.
For providing organizational assessment resources for review:
Citizen Forestry Support System. Washington, DC.
Miskiman, Donald. Human Resource Services, Vancouver, BC.
Support Center for Nonprofit Management, San Francisco, CA
The Evaluation Center, Western Michigan University, Kalamazoo, ML
Training Resources for the Env. Community (TREC), Seattle, WA.
For assistance with photo preparation: Ian A. McPherson Studio, http://www.ianmc.com.au/.
Microsoft Publishers for use of clip art.
Amy Kawalski, NEEAP Program Assistant, for her friendly support and guidance in understanding
A Mr/o Pnormnlepr 1m Fiilsnm fnr final edits. NEEAP and UWSP for use of computers and facilities.
-------
-------
Table of Contents
Introduction 1
What is the purpose of the OAT? 1
Who can use the OAT 1
How can the OAT help individuals and organizations? 1
What is in the OAT? .1
How should an Organization use the OAT? 3
OAT Tips ! 3
Steps in using the OAT-An Overview 4
Organizational Culture 5
Team Building 11
The Organization: The Governing Structure, Governance, and
Strategic Planning 17
A. The Governing Structure .17
B. Governance ; _: .22
1. Board Responsibilities-Financial 22
2. Board Responsibilities-Mernbership/Volunteers .24
3. Meetings '. .26
C. Strategic Planning : .30
1. Misson and Vision '. 30
2. Strategic and Operational Plans _31
Managing Skills 37
Stakeholders-External .43
Evaluation _____ .49
Leadership for EE Capacity Building-What is your
personal plan? .54
Appendices ____ .57
A. EE Organizations with Staff-Assessment Questions .57
B. Using the OAT Results 58
C. Recommended Resources (Annotated) 63
D. Endnotes .65
E. Resources Used .66
-------
-------
Introduction
If® ATI Oftf^^f^lT^tiOf^^l Hi^^f3^^!
B .3 ff""ilB s ^,-i-ya ^•gC^G 80
-------
The OAT is divided into six major areas of organizational
development:
1. Organizational Culture
2. Team Building
3. The Organization- (The Governing Structure,
Governance, and Strategic Planning)
4. Managing and Leadership
5. Stakeholders-External
6. Program Evaluation
Each major area listed above contains six components:
Definition/Description of Area
Assessment Questions
A Case Study Drawn from the Field of EE
Importance to the Sustainability of Your
Organization
•? Latest Trends
Personal Prioritization of Needed Action
A final section, "Leadership for EE Capacity Building-What is Your
Personal Plan?" ( p. 54) provides a checklist of leading attributes of
effective leaders and guidelines for a personal plan for leadership.
i ! j i
, ' ' i
Components which are a necessary part of the assessment and
which require writing are identified by the icon: &t.
Components which are provided as additional clarifying and
enrichment material are identified by the icon: ^v.
Recommended:
&i time to Write
,^"1 Read Carefully
OAT®-NEEAP
-------
Introduction
How should an Organization use the OAT?
Use of the OAT is completely up to the organization. There is a logic
behind addressing the sections in the order presented, but it is not
absolutely necessary to do so. Making a committed effort to reflect
upon the organization's efforts and the role of individuals in the.
organization is what is key to using this tool. (We recommend that
individuals complete the OAT in small sections, rather than all at once.
We have identified recommended stopping points within the OAT.)
Organizational development is complex and ongoing. In order to
implement changes based on the OAT results, we recommend that a
planning process be used to prioritize and tackle these changes in a
realistic and efficient time frame. Monitor changes. This will allow
everyone involved to see, enjoy, and learn from these changes emd
improvements as they occur. Success
builds confidence and inspires further
improvement.
We recommend that the OAT be used
by all members who are actively
involved in your organization's
strategic plan development and implementation. This should include
board members, the executive committee, executive directors, staff,
volunteers, and anyone else who is a leader in your organization. The
OAT is also an ideal board of directors development tool.
OAT Tips
The OAT is designed to be used by groups of individuals. Organiza- -
tions are groups of individuals with a similar purpose. Therefore
understanding the perspectives and experiences of individuals is vital
to the whole. Please also note:
*t* Individuals should allow approximately two hours for completion
of the OAT and reflection.
<* Organizations should be willing to commit a minimum of f our
hours to the initial group discussion and prioritization of the OAT
results.
*J» This process requires participants to be open-minded and com-
mitted to working together for the good of the organization as
well as toward their own professional development.
*t* This tool is designed to assess the organization as it exists today,
not as it might exist in the future.
-------
Steps in Using the OAT-An Overview
1. Individuals Complete the OAT:
* Identify your personal strengths and needs and the strengths
and potential areas of change for your organization. Reflect on your
responses to the OAT questions. Record your responses to the assess-
ment questions in the blanks provided and on the removable "Assess-
ment Question Response Sheet" (located on the following page). This
will allow you to retain a copy of your answers for personal review
and group discussions. Record a summary of ideas and/or potential
steps to be taken for personal and group action and to use in group
discussion on the "Personal Prioritization of Action Steps" section
included at the end of each chapter .
2. Compile Individual OAT Results:
* Once individuals have completed the OAT, gather results for a
collective assessment. One or a few individuals should collect the
"Assessment Question Response Sheets*' and compile the results.
An organization may also choose to collect copies of the "Personal
Prioritization of Needed Actions" sections and compile them as well.
(Information on compilation is provided in Appendix B) Organizational
members may or may not choose to maintain anonymity during this
process step.
3. Hold Group Sharing/Prioritizing Meeting (minimum of 4 hours):
* Review the compiled results as a group. Share individual re-
sponses and ideas, and ask questions of one another in a facilitated
group process. It is important to recognize the value and necessity of
sharing information openly in this and following steps. Get group
agreement on the process to be used to complete this step. Suggested
process outcomes include: l)producing a list of organizational needs
and potential areas of change, 2)prioritizing areas of potential change,
and 3)arriving at consensus on an organizational development plan.
4. Develop/Implement the Organizational Development Plan:
*J« If the group agrees to move forward toward organizational en-
hancement, an action plan for organizational development will be
needed. We recommend that the action plan list priority objectives,
implementation steps, and that it be based on a short-term (eg. one
year) time frame. We suggest that this process of identification and
implementation of organizational priorities become a standard part of
your organization's activities. Identifying individuals or a committee
to monitor and report on the progress of this process is recommended.
£ • •
'sW.HSVJift. v- J-£~ it
OAT®-NEEAP
-------
Organizational Culture
1. Organizational Culture
is the collection of shared values, beliefs, expecta-
tions, attitudes, and assumptions that exist within an organization.
Asstirarpfcioiis are all the beliefs that have been taken for granted to be true
but that may turn out to be false under close analysis. Organizational
culture produces "'J norms' or unwritten rules of behavior that become "
automatic" and may unknowingly drive the actions of individuals
and groups in an organization. An organization whose members
regularly discuss their efforts and offer each other suggestions for
improvements value and experience open communication norms.
Record the letters representing your response to each statement below
in the blanks provided. After, completing the section, transfer 3'our
responses to the "Assessment Question Response Sheet" for use by
the group. Record N/A if the statere-ieM does not apply.
I
I
Sirongiy Disagree
SO
I
I
Disagree
D
I
1
Undecided
" U
I
1
Agrae
•' A
I
1
Strongiy Agree
SA' •
My Work in Our Organization
1 I recognize that our organization has a set of unwritten rules
that influences the behaviors and actions of its leaders.
2 I make our leaders aware of the influence that our organization's
unwritten rules are having on our behaviors and actions.
3 I try to set positive examples for others in our organization.
4 I view all of my actions as learning opportunities.
5 I am motivated to use all of my talents and energies in my work.
6 I follow through on my organizational related commitments.
7 I let others in our organization know when they are doing a
good job.
8 I have honest, open, comfortable relations with others in our
organization.
9 I am comfortable telling others in this organization "what is on
my mind".
! act to reach organizational goals, not to keep the status quo.
'. strive to strengthen our organization's capacity to operate
efficiently and effectively.
_I am confident in our organization's ability to reach its goals.
-------
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by
the group. /.••.: • '.•:'•/_ ';'• .•>• ,:;-.::-:^i :..;.;• '.'^\.\ .~J •:<:£•*:••'• y.
Strongly Disagree Disagree Undecided Agree Strongly Agree
SD D U A SA
Our Organization
_Our'organization discusses its organizational "habits" and
unwritten rules of behavior.
_Our organization's values, beliefs, and visions guide its actions.
_Our organization's leaders makes an effort to involve the
general membership in organizational decision making.
_Our organization makes new members feel useful and
important.
_Our organization's leaders set realistic work plans for those
working on strategic and organizational plan implementation.
_Our organization's leaders take steps to prevent "burnout".
7 Our organization's leaders are timely in their decision making.
8 Our organization's leaders are innovative in their decision
making.
9 Our organization stresses good relationships between people as
much as it does project completion.
10 Our organization is committed to open communication.
11 Our organization's leaders encourage constructive criticism.
12 Our organization's leaders let individuals know when they are
doing a good job.
13 Our organization attempts to strengthen the skills of its leaders
by providing professional development opportunities.
14 Our organization's leaders actions are based on the anticipated
organizational demands of the future.
15 Our organization has the collective power to achieve its goals.
OAT°-NEEAP
-------
Organizational Culture
Realizing that the individuals who would become members of AEEA
were already very busy, from it's inception, AEEA's organizers have
operated under the simple philosophy that AEEA will provide an
atmosphere of congeniality. This sense of appreciation, adaptability,
and unity in purpose set the stage for a solid positive culture and
organizational success.
Quick to emerge from this enthusiasm and strong sense of purpose
was the development of a sense of respect for the wide range of
individuals and professionals represented. Because AEEA was
primarily established to collaborate efforts to promote EE in Arkansas,
it was important that, all feel comfortable with AEEA'smeetings.
The spirit of enthusiasm and cooperation quickly becomes apparent to
first-time attendees to AEEA meetings. There is an underlying sense of
the importance of our mission and that everyone fills a vital role in the
process. Meetings are structured loosely in order to maximize time
together, and there is always time provided for members to express
concerns. AEEA's leadership recognizes that to sustain the
enthusiasm and energy of the organization that they acknowledge
mistakes, discuss improvement, and also celebrate victories.
Robert McAfee, AEEA President
An effective organizational culture is one in which actions
reinforcing the organization's mission and goals and capturing the
drive and imagination of everyone involved become the "norm".
Culture provides meaning, direction, and an energy that spurs action
within an organization. An organization's culture helps to guide the
shared commitment of members to each other and the organization.
In order to make their organizations sustainable, EE leaders should
work to create a culture which supports the personal and professional
needs of leaders and members, and is adaptable to the dynamic and
sometimes chaotic nature of the field of EE.1
-------
Learning Organizations- Creating the capacity within an organiza-
tion for learning to occur on a continuous basis is necessary to
keep pace with the changes that are occurring both inside and
outside of the organization .2 Most adults have a need for learning
and growth that is often left untapped by the organizations they
belong to. In learning organizations, members can say yes to the
following questions:
* Does your organization discuss successes and "failures" in ways
that allow you to learn from them?
*t* Does your organization regularly provide training
opportunities to members which emphasize problem solving
and creativity?
»J» Do your teams produce creative results?
«J» Does your organization experiment with different problem
solving strategies?
»J» Do you seek to continually improve your performance?
»J» Are you aware of the special skills and experiences that others
in your organization possess?
I /
111 Miriiiri1"!, I I" II111
"V
Innovative Cultures- The hierarchical, power-oriented cultures of
yesteryear are being replaced by team-oriented cultures which
encourage flexibility and look to incorporate the strengths and
needs of individual organization members. Organizations that
encourage adaptability, strategic risk taking, creativity, and
challenge their leaders are more likely to keep pace with the
changing nature of our society and the field of EE.3 It is impor-
tant that all members of an organization recognize and celebrate
exercises in strategic risk taking, no matter the outcome.
X,.
OAT°-NEEAP
-------
Organizational Culture
Ki;^i^M£E&^=^s^a^^
Personal Prioritization of Needed Actions-
Organizational Culture ^
Please list in order of priority, specific actions that you should take in
order to make progress in this area of organizational development.
What I need to work on:
(for our organization)
-------
Personal Prioritization of Needed Actions-
Organizational Culture &*
Please list in order of priority, specific actions that your organization
should take in order to make progress in f:his area of organizational
development.
What our organization needs to work on:
Great job! Consider taking a break Q before continuing.
i !
OAT°-NEEAP 10
-------
Team Building
2. Team Building
Team building z's the process of learning to function and communicate more
effectively as a group. Team building occurs among individuals within
groups, between groups in an organization, and between organiza-
tions. Committees, task forces, and staff, also function as teams and
need to regularly practice team building.
sse
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by the
group. Record N/A If the sfelreitteisi does not
Strongly Disagree Disagree . URctecjced ... , A£f«s
SO O • U - - A 3ft i
J45 My Work in Our Organization
1 I actively support the efforts of others within our organization.
2 I look forward to working with others in our organization.
3 I regularly use my expertise/experience in my work with our
organization.
4 I openly discuss my work with other organizational leaders. .
5 I ask for help from other individuals, teams, or committees
when I need it.
6 I believe that authority in our organization is decentralized.
7 I am satisfied with the decision making processes in the teams
that I work in.
8 __I have the skills to deal effectively with conflict.
9 I attempt to notice and. resolve conflicts.
10 I have used a personality type indicator such as Myers-Briggs,
Keirsey-Bates, or True Colors to better understand leadership
styles within our organization.
-------
Assess
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by the
group. Record N/A if Mis s
Sti-ongJy Disagree Disagree
SEs • O
; Undscidec:"
Our Organization
1 Our organization's leaders make major decisions as a team.
2 Our organization's leaders implement priority actions through
teamwork.
3 Our organization's leaders work to merge individual and
organizational goals.
4 Our organization's teams share information about their work.
5 Our organization's teams understand each other's problems.
6 Our organization's teams share responsibility for their actions.
7 Our organization's teams cooperate well with each other.
8 Our organization's leaders capitalize on each other's strengths
when working on organizational tasks.
9 Our organization provides opportunities for its members to
develop team building skills.
10 Our organization's leaders discuss the influence that personality
types have on our work as an organization.
11 Our organization's leaders celebrate individual efforts.
12 Our organization' leaders celebrate team efforts.
13 Our organization's leaders provides counseling to individuals
who are not fulfilling their organizational responsibilities.
OAT®-NEEAP
12
-------
Team Building
C 6
TEEA strives to be inclusive of statewide EE programs and providers
by making them an active part of TEEA quarterly board meetings
and decision-making processes. TEEA believes that there is so much
to be done in EE, that there is enough for everyone to have "a piece of
the action" and that the workload needs to be shared to accomplish it
all. As a result of these efforts, turf wars or programmatic jealousies
are rare in the Tennessee EE community.
Project directors or contacts for major EE programs (i.e., Project Wet,
Project Learning Tree, Project Wild, Project Aquatic Wild, and
Tennessee Wildlife Resources Agency) are ex-officio members of the
TEEA board. When project directors change, the new directors (and
new ex-officio members) are invited to attend board meetings and are
placed prominently on the agenda early in the day when participants
are fresh and engaged. Informal discussion opportunities are
provided following presentations by the stakeholders to allow board
members time to talk to the directors and learn more about each.
other's strengths and needs. Project directors are invited to write
articles for the TEEA newsletter about their projects, including
training opportunities or future workshops. The project directors are
also invited to work with professors in pre-service and in-service
teacher education programs to provide training, materials, and
resources for upcoming professionals.
The invitation to these program directors to be part of the TEEA
board has forged strong linkages between statewide EE programs
and the TEEA. TEEA has been able to distribute free EE curriculum
materials statewide, schedule presentations by these leaders for the
TEEA annual conference, increase volunteer participation on
advisory committees/and schedule training sessions for new EE
program facilitators. Both TEEA members and the program leaders
leave board meetings with a strong sense of good will, mutual
interest, and the knowledge that they have a partner to call on for
future EE activities. By actively involving stakeholders in board
meetings and developing partnerships with them, TEEA has
expanded the concept of teamwork to a new level and has developed
linkages that are truly benefiting the statewide programs, TEEA, and
the EE community.
Rosalyn McKeown-Ice, TEEA President
-------
•ft' '•*.
%y ;,dafc^s ?0i> y..®l YC^J P Cfrgahfesfeo >*/:•
•"•SPT^
_ ***•— — -J— ^
The impact and influence of individual, leaders in the field of EE |
can be significant, but the impact or influence of a group of |
leaders which works well together can be much greater than that !
of many individuals working alone. Much work in today's EE j
organizations requires group effort (coimmittees and boards). If \
an EE organization's leadership works well as a team, then it is {
likely that a synergy will be created which will produce high |
morale and high performance. An organization with leaders who
are enjoy working together and who are highly productive is
much more sustainable than one which lacks teamwork and
camaraderie.
Organizational Communities4 -Many nonprofit organizations
provide a positive community experience for those involved.
Leaders are concerned with each other's well being and strive
to help each other. This community approach becomes a
pattern that is fulfilling on many levels for participants. Work is
often considered fun, and productivity is high, in part due to
the enjoyment organization members get out of working
together as an effective team toward common goals and ideals.
Environmental educators often comment on the motivation,
exchange and learning they derive from working on EE capac-
ity building with peers in their EE associations and across the
country. These organizational EE communities have contrib-
uted greatly to the development of the field of EE as a whole.
i
OAT®-NEEAP
-------
Team Building
Personal Prioritization of Needed Actions-
Team Building ^a
Please list in order of priority, specific actions that you should take in
order to make progress in this area of organizational development.
What I need to work on:
(for our organization)
-------
Personal Prioritization of Needed Actions-
Team Building @*
•\. • i .'=. | . . •. • I
Please list in order of priority, specific actions that your organization
should take in order to make progress in this area of organizational
development.
What our organization needs to work on:
Great job! Consider taking a break ^Q before continuing.
j
OAT®-NEEAP 16
-------
The Organization: The Governing Structure
Governance, Pfaoning
i:Soos/0©scrl
Structure refers to the physical design of the organization. Structure
provides a mechanism for allocating responsibilities. Where structure
provides and organization's framework, governance, determines how
an organization operates, including allocation of responsibilities. The strate-
gic plain.il.ag process is a directed effort to reach important decisions and
actions that shape and guide an organization's future.5 It attends to the
organization's mission and vision statements, goal development, objectives,
action plans, assessments, and evaluations. Strategic planning results in a
document which guides the work of the organization.
A. The Governing Structure
@r^ £-,-•••
The majority ofEE organizations are nonprofit organizations, which follow
the federal government's 501 (c)(3) regulations. These organizations must
have a public service mission and follow written bylaws that attend to
structural details which help the organization run effectively. The governing
board and various committees typically make up the structure.
A governing board is accountable (legally and organizationally) for all that
happens within the organization. The governing board's role is to develop
goals for the organization and see that these goals are accomplished. In some
cases, board members become responsible for the implementation of
these strategic plan goals. In other cases, the organizational staff shares
the responsibility for accomplishing these goals.
An organizatioa's leaders are any organizational members that are active in
the organization's strategic planning processes and/or implementation.
Examples include board members, committee members, task force
members, advisory board members, staff, and volunteers.
An advisory board, is a voluntary group of individuals who provide input to
the governing board. Its members usually do not participate in decision-
making actions.
-------
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by
thegroup. :?-, ~c:cc: r:/
-------
The Organization: The Governing Structure
MEEA is firmly committed to building the organization through
professional development and recruitment of its members. To
include a number of members in planning and decision-making
actions, the MEEA board actively seeks general members to chair
and serve on committees. Board members also participate in
committees as liaisons. This allows the interests and "thoughts"
of the board to be represented, yet provides an opportunity for
the general membership to take on leadership roles and to serve
as the voice of the general membership. Committee chairs and
active members are invited to participate in professional
development sessions with board members.
MEEA has also conducted surveys to determine the EE interests,
needs, and program priorities of its membership. The results of
these surveys are being used to guide MEEA's strategic planning
and to develop a listing of members with special skills.
Celeste Prussia, MEEA Board Member }
Organizations need to adopt a structure which effectively aligns
resources in order to move their efforts forward. Sometimes
organizations create committees based on another organization's
model and/or rely on old committee structures when changing
times and needs require an updated structure. Sustainable
organizations develop structures that addresses current and
anticipated needs. Effective structure designs readily adapt to
the complex problems EE organizations are facing and the
dynamic nature of today's world. Todays' board structure must
be flexible enough to meet change head-on, rather than simply
accommodating change.
-------
Personal Prioritization of Needed Actions-
The Governing Structure &*
• . . ! . . - . .1
Please list in order of priority, specific actions that you should take in
order to make progress in this area of organizational development.
''•* What I need to work on:
(for our organization)
I
1
OAT®-NEEAP
-------
The Organization: The Governing Structure
Personal Prioritization of Needed Actions-
The Governing Structure «
Please list in order of priority, specific actions that your organization
should take in order to make progress in this area of organizational
development.
What our organization needs to work on:
Great job! Consider taking a break Q before continuing.
-------
B. Governance
Govsxwasee defines the responsibilities of the board, sees that these responsi-
bilities are addressed, sets standard meeting protocol, and attends to volunteer
and membership issues.
is a cooperative strategy for arriving at a decision that can be
accepted by all members of a group. By using consensus, groups commit to
addressing and resolving conflicts. Voting, is a "majority rules " way to
make decisions. Voting may be preferable in large group situations or
when prioritizing multiple options.
Assessment Questions &*
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by the
group. P.eeord N/A if the statement jdoes not apply.
-| - 1 -- 1
Strongly Disagree Disagree ' Undecided; Agree 'Strongly Agree
SO ' 0 : U A SA
1 . Board Responsibilities- Financial
Our Organization
_Our board has a financial committee.
_Our board develops annual fund/resource development plans.
_Our board monitors/ evaluates fund development efforts.
4 Our board ensures that our organization is on budget.
5 Our board ensures that regular audits takes place.
6 Our organization has adequate resources for fund development.
7 Our organization ensures that individuals who coordinate fund
development efforts have received supportive training.
Our board maintains records on prospective contributors.
Our organization is able to secure adequate financial resources.
_Our organization raises money through its membership.
.Our board members financially support our organization.
.Our organization pursues multiple funding opportunities.
OAT®-NEEAP 22
-------
The Organization: Governance-Financial
for Environmental
ganisations!! and
A often-heard frustration for capacity-building organizations is about
the temptation to go after a funding opportunity which might not be
within the organizational mission - usually expressed as a question
about whether or not "the tail is wagging the dog." While the
answers to this issue are almost never simple or clear-cut, CAEE has
adopted an approach which seems to help. CAEE staff has developed
a clearly-defined "menu" of organizational projects which are
"approved" by the board of directors. The "menu" is a series of one or
two page "white papers" which summarize each distinct project into
goals, objectives, target audience, activities or project deliverables,
timetable, etc. The menu is a smorgasbord of projects which define
the priorities and strategic direction of the organization, but the
projects only become active as a funding source becomes available.
Thus the organization is always working on approved priorities, and
always operating within their financial means. As local, state, or
national grant announcements or "Request For Proposals" become
known, it becomes a fairly easy task to pull out a promising white
paper from the file and 'adjust or customize it to meet the parameters
of the grant. Sometimes, several projects can be mixed and matched
together to fulfill a grant opportunity which can accommodate an
especially long term or complex project.
The main advantages are twofold: (1) responsiveness and (2) appro-
priateness. The response to the grant opportunity can be more timely ,
because a considerable amount of the project design has already been
done—it is relatively easy to simply "write it up" in the style or format
requested. Secondly, no time is wasted being sure that the proposal is
an appropriate "fit" for the organization. The consideration or board
approval of the project has akeady been done, thus minimizing the
danger of the "funding tail which begins to wag the organizational
dog."
Mz'fce Way, CAEE Executive Director
-------
«.
2. Board Responsibilities- Membership/Volunteers
i
Assessment Questions &x
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by the
group. Record N/A if the; statement does not apply,
Strongly Disagree Disagree Undecided • Agree , Strongly Agree
SD C ' U i . A •• SA
fn Our Organization
^BMW» , ,
1 Our organization's membership is heterogeneous in background
and experience.
2 Our organization has been able to attract the active members
that it wants.
3 Our organization's leaders have identified target membership
groups.
4 Our organization's leaders have developed a plan for attracting
target membership groups to the organization.
5 Our board works to attract the membership that it wants.
6 Our board regularly infuses new members.
7 Our board make members feel welcome at organizational
meetings, conferences, workshops, and other activities.
8 Our organization's leaders assign board member selection
responsibilities to a committee (permanent or temporary).
9 Our board nomination processes are publicly announced.
10 Our board uses a set of written qualities to guide recruitment of
new board members.
11 Our board's needs are considered when recruiting new board
members.
12 Our board's actual turnover follows the planned turnover.
13 Our board assigns experienced board members to new board
members as mentors.
14 Our new board members receive personal orientation to
organizational goals, programs, arid structure.
15 Our organization has a large volunteer base.
16 Our organization widely advertises volunteer opportunities.
17 Our organization's leaders informally and formally recognize
its volunteers.
18 Our organization's leaders provide a variety of large and small
tasks for volunteers to complete.
OAT®-NEEAP 24
-------
The Organization: Governance-Membership/Volunteers
;SSdiriig Leaders Through MEEA & -Project C
The 2 year old MEEA was searching for ways to expand its
membership, meet Mississippi's EE needs, and sustain the state-level
EE initiatives it had begun through participation in the NEEAP EE
2000 Program. Several MEEA members suggested developing and
supporting an auxiliary youth environmental organization as a solu- •
tion. The concept was far different from the organization's past
initiatives, and received a mixed review from MEEA's board members.
Despite the concern that this might be "thinking too far out of the box",
MEEA had the vision to move forward with the project. After 18
months, MEEA feels that it has implemented an exciting model for
perpetual leadership development within the state which will sustain
their NEEAP's EE 2000 Program initiatives. The model is a youth
organization called Project CARE (Caring Adolescents Reshaping the
Environment), and it is already proving its value.
During the fall 1997 Project CARE organizational meeting, students
e, from 14 schools participated in writing a constitution and electing
^ officers. A spring conference was also held to extend the experience to
more students. MEEA soon realized the youth lacked the skills and
knowledge needed to sustain their involvement. In order to provide
Project CARE members with leadership skills development
opportunities and to empower them to become leaders in Project
CARE, their personal lives, and potentially MEEA, MEEA officers
decided to conduct a leadership development clinic for Project CARE.
In January 1999 MEEA officers and leaders from The Mississippi
Forestry Commission, The Clarion Ledger (newspaper), USDA Wildlife
Services, the MSU Extension Service, the Mississippi Power Company,
as well as numerous teachers, volunteered to lead clinic activities.
1 Keep Mississippi Beautiful is funding 4-H Environmental Clubs aind
Environmental 4-H Clubs are beginning to participate in Project CARE
functions. The National Audubon Society's Mississippi office is
considering using the MEEA conference as an annual gathering
opportunity for members. This recent involvement of such a diverse
array of organizations and individuals in both MEEA and Project
CARE, as well as the voluntary involvement of over 300 students, has
proven that "thinking out of the box" and looking to diverse ideas is
proving to be highly effective for MEEA!
John Guyton, MEEA President
-------
3. Meetings
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by the
group. 7Vjcr-..-i fi/.'j. :? *x fr:
-------
The Organization: Governance
8@
iity of ¥c*yr Organ
\
The overlying purpose of governance is to ensure the long-term
welfare of an organization, and to ensure that an organization is
actively working towards attaining its mission.6 More concretely,
governance insures that specific organizational responsibilities are
attended to. Ensuring that an organization has adequate resources to
achieve its mission is one of the responsibilities that a board must
attend to. Finances and organizational members who actively
support the organization's efforts are two of those resources. Aboard
is responsible for seeing that adequate funds exist'and that'they are
being used effectively. To help ensure organizational sustainability
board members are also responsible for selecting effective new
leadership and for planning how to involve the general membership
in organizational decisions and plan implementation. Efficient \
meetings are one of the most helpful tools fox addressing governing j
and management issues, particularly in non-profits that meet on a j
very infrequent basis. |
L__ - - — —'
:• i
Latest Trer
"""X
Action Oriented Meetings- According to Tim Merriman, National
Association of Interpreters Executive Director and Association of
Nature Center Administrators member, a very powerful and
effective way of managing meetings is to focus on action instead
of administration. Meetings organized by need for action,
discussion, and information, consecutively, tend to be highly
productive and highly efficient. The first items addressed in
meetings should be those that require decisions or motions to be
made. Discussion items should be presented in priority order,
with the most important first. Informational items should be
presented in writing. Setting time limits for each item before your
meeting and providing a place to write down items which are
brought up by members, but not on the agenda should increase
efficiency and hold the attention of those in attendance. Approving
actions by consensus instead of voting should increase members'
sense of ownership and ability to compromise.7 /
-------
Personal Prioritization of Needed Actions-
Governance @x "
Please list in order of priority, specific actions that you should take in
order to make progress in this area of organizational development.
rr jf
^Cj?
What I need to work on:
(for our organization)
OAT®-NEEAP
28
-------
S
f
The Organization: Governance
Personal Prioritization of Needed Actions-
Governance <£*
Please list in order of priority, specific actions that your organization
should take in order to make progress in this area of organizational
development.
What our organization needs to work on:
Great job! Consider taking a break Q before continuing.
-------
C. Strategic Planning
A ixissicp sbafeSiLSSit describes the overall purpose of an organization.
A-csiGB s(xfew?en5: indicates what an organization would like to achieve and
become in the future. A sSrslegk pisa is future oriented, lists organizational
goals, and strategies for achieving those goals. An oporfi-a'feaaii piaa or
strategic aefiois |4*m includes specific steps, budgets, timeliness, and assign-
ments of responsibility for achieving the strategies and goals of the strategic plan.
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by the
group. Record P^A if iheistaf-eEaeii? i^ses itm apply... - :•. ••., I ::,:i' ."•
1 1_ 1
ly Oisagres • Disagree, Ut«tockted j Agres - oirongiy «9|W
SB B ! U ; • : A S& |
! ' [ '
! l1
1 . Mission and Vision
My Work in Our Organization
1 I believe in the vision of our organization.
2 I relate my work back to our organization's mission.
Our Organization
1 Our organization's mission was created via a group process.
2 Our organization's mission statement includes what we are
providing, to whom, and why.
3 Our organization's mission is flexible enough to accommodate
changing priorities and activities.
4 Our organization's mission is realistic given our current
resoufces. .
5 Our organization's vision was created via a group process.
6 Our organization's vision discusses values, and the long term
impact of our organizational efforts.
7 Our organization's vision is far reaching, yet sets clear direction.
OAT®-NEEAP 30
-------
The Organization: Strategic Planning-Strategic/Operational Plans
2. Strategic and Operational Plans
My Work in Our Organization
1 I have a copy of all current organizational planning documents.
2 I actively participate in our organization's planning processes.
3 . Our board members incorporate general membership ideas and
concerns into the organization's strategic plan.
Our Organization
1 Our organization's leaders have a strong understanding of the
strategic planning process.
2 Our organization has a strategic plan.
3 Our organization's leaders incorporate ideas and concerns from
the general membership into the organization's strategic plan.
4 Our organization's strategic plan has a realistic time frame.
5 Our organization's strategic plan is realistic, given our resources.
6 Our organizational structure and governance are based on our
strategic plan objectives.
7 Our organization has an operational plan.
8 Our organization's operational plan contains clear objectives.
9 Our organization's operational plan lists those who might be
best suited to complete each task.
10 Our organization's leaders select the objectives that they will
work on based on their interests and/or skills.
11 Our organization examines the short and long-term benefits and
disadvantages of all planning options before acting upon them.
12 Our organization's leaders receive ongoing training/inforrnation
to help them with strategic plan development and management.
13 Our organization's leaders participate in regular strategic
planning retreats.
14 Our organization's strategic/operational plans are updated
regularly.
15 Our board (and/or staff) produces an annual report on our
organization's achievements.
-------
** CaSiitsriila's EE.'Vteion
HI In 1992, the California Department of Education's Science and EE Unit
fUj convened education leaders and EE stakeholders to develop "A Vision for the
IH Nineties: Strategies for Improving and Implementing EE Curricula."
Ip! The conference utilized a powerful process that distilled the knowledge and
!H perspectives of participants, created consensus, and built a strategic plan for
i|3 the 1990's which is still going strong. Major steps in the process included:
ff| 1) hiring of a private consultant who was a master of process, 2) preplanning
fll meetings to hammer out clear objectives, 3) rotating small groups, large
U! group brainstorming, organizing questions, with an ability to take written
|H notes and ideas from earlier group meetings into new ones, 4) a thoughtful
fjf review of benefits & liabilities, and 5) identification of tangible action items
ji| before the conclusion of the planning session,
H The following achievements ofCA'sEE community can be traced to the
|pl action steps in this strategic plan:
ilf Publishing of the six EE compendiums which evaluated K-12 curricula from
III throughout the US and published summaries for easy teacher identification
Hi of valuable EE resources. This project also established criteria that in the
long run increased the quality of EE curriculum development.
The formation of the CAEE Interagency Network (CEEIN) and the National
EE California Advancement Project (NEECAP). CEEIN brought together
sixteen departments of the state EPA and the Resource Agency by finding
common ground on K-12 issues. NEECAP is comprised of federal, state and
local agencies, formal, and non-formal environmental stakeholders.
An increase in corporate partnerships. In 1998, The Environmentality
Challenge Project, a corporate partnership with Walt Disney Company and
CEEIN, engaged over 60,000 5th grade students in class projects where the
students personally selected and addressed environmental issues.
The development of the California Guide for Environmental Literacy, which
will focus on systems-based, interdisciplinary instruction. Its vision of
education places the environment at the core of school curricula and makes
creating sustainable communities a fundamental goal for all of education.
The establishment of the California Regional EE Coordinator (CREEC)
Network. In the last two years ten regional CREEC's have been established.
These CREEC hubs have made significant inroads in EE capacity building
by linking regional, state and national EE efforts with local teachers.
JeffHohensee, CA Regional EE Coordinators Network (CREEC)
OAT®-NEEAP
32
-------
The Organization: Strategic Planning
I
n>
\
_..•:—_.u—,.
According to the Association of Nature Center Administrators
(Byrd, 1998, p. 35), strategic planning is "a disciplined, consensus
building process of creating a desired future for an organization
and developing strategies to attain that future". It ensures that
organizational members are working toward the same goals, allows
the organization to assess and adjust the organization's direction to
meet the needs of a changing environment, and it focuses the
organization's energy.8 In other words, strategic planning guides
all that takes place within and by an organization. Benefits of
strategic planning include: "Promotion of strategic thinking and
action, improved decision making, enhanced organizational
responsiveness and improved performance."9 Organizations with
effective and efficient planning strategies are more likely to reach
their goals and to ensure organizational sustainability.
Strategic
ij Commitment to Quality- plan within an understood process
using effective tools for participation and decision-making;
use outside consultants who are capable of educating the
group and facilitating the process
Commitment to Continuity- build strategic process into the
organization's culture; use strategic processes as a tool for
learning; separate strategic planning meetings from regular
business meetings; dedicate at least one meeting per year to
reflect and renew the strategic plan
Commitment to Priority- strategic plans create direction and
should create focus for action; keep aligning resources toward
the strategic priorities as stated within the plan
Commitment to Time- all organizational leaders must realize
and accept the extra effort strategies and action will require,
while being able to eventually merge regular work plans with
strategic initiatives.
Corky McReynolds (1998) in The Nature Center Handbook, (Byrd, p.60).
Used with permission.
-------
Personal Prioritization of Needed Actions-
Strategic Planning *a
Please list in order of priority, specific actions that you should take in
order to make progress in this area of organizational development.
i i
What I need to work on:
(for our organization)
OAT®-NEEAP
34
-------
"What do you think?"- Feedback Form
.NEEAP welcomes comments and feedback on the OAT's design
and usefulness. The OAT is a work in progress and will continue to
evolve to meet the needs of the EE organizations that use it.
Please send comments to: neeap@uwsp.edu
or mail this form to:
NEEAP-CNR
University of Wisconsin-Stevens Point
Stevens Point, Wl 54481
1) Are there areas in the OAT that •were particularly helpful to you as
an individual? Please explain.
2) Are there areas in the OAT that were particularly helpful to your
organization? Please explain.
3) How might the OAT be improved?
4) Other...
-------
-------
Organization.
Date
OAT Assessment Question Response Sheet
The OAT is divided into six major areas of organizational development:
1) Organizational Culture; 2) Team Building; 3) The Organization-The
Governing Structure, Governance, and Strategic Planning; 4) Managing
Skills; 5) Stakeholders-External; 6) and Evaluation.
Please record your responses to the assessment statements in the
blanks provided in the OAT. Transfer your responses to the
corresponding blanks on this sheet. This will allow you to keep a
copy of your responses to track the effects of any changes you or your
organization may choose to make. Blanks for Appendix A- EE Organizations with
Staff have also been included on this response sheet.
Allow approximately two hours for completion of the OAT and reflection. The
"Personal Prioritization of Action Steps" section is included at the end of each
chapter as a place to record ideas for personal and group action and to use in group
discussion. After completing the OAT, return this response sheet to the appropriate
person(s) in your organization for tabulation with other individuals responses and
group discussion/planning.
1
.9
la
.a
6
My Work
1
2
3
4
5
6
7
8
9
10
11
12
Organizational Culture
Our Org.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Team Building
My Work
1
2
3 '
4
5
6
7
8
9
10
Team Building
Our Org.
I
2
3
4
5
6
7
8
9
10
11
12
13
The Organization:
A, The Governing
Structure
Our Org.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
The Organization:
B. Govemance-
I Board Res., Financial
Our Org.
1
2
3
4
5
6
7
8
9
10
11
12
The Organization:
B. Governance-
2Board Res.,
Membership/Volunteers
Our Org.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
-------
OAT Assessment Question Response Sheet Cont.
The Organization:
B. Governance-
3 Meetings
My Work
1
2
3
4
5
Our Org.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
The Organization:
C. Strategic Planning-
1 Mission and Vision
Mi/ Work
1
2
Our Or£.
1
2
3
4
5
6
7
The Organization:
C. Strategic Planning-
2 Strategic/ Operational Plans
Mi/ WbrJfc
1
2
3
Our Org.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Managing Skills
My Work
1
2
3
4
5
6
7
8
9
10
11
12
13
Our Org.
1
2
3
4
5
6
7
8
9
10
11
12
13
Stakeholders-External
My Ww*
1
2
3
4
5
6
7
8
9
10
Oar Or#.
1
2 .
3
4
5
6
7
8
9
10
Evaluation
My Wb?ft
1
2
3
4
5
Our Org.
1
2
3
4
5
6
7
8
9
10
11
Appendix A- EE
Organizations with Staff
Oar Or£.
1
2
3
4
5
6
7
8
9
10
11
-------
The Organization: Strategic Planning
Personal Prioritization of Needed Actions-
Strategic Planning &*
Please list in order of priority, specific actions that your organization
should take in order to make progress in this area of organizational
development.
What our organization needs to work on:
Great job! Consider taking a break £O before continuing.
-------
OAT°-NEEAP
36
-------
Managing Skills
4. Managing Skills
This section addresses the role of managing skills in an organization
and assesses managing skills not incorporated in other OAT areas,
g skills} provide individuals with tools needed to implement
strategic and operational plans and to effectively work with others. Manag-
ing skills are inherent to all areas of organizational development.
Efaimaua relations involve areas of human behavior such as: attitudes,
motives, understanding other's feelings, interpersonal communication, tact,
cooperativeness, and diplomacy.10
Conceptual skills include analytical ability, logical thinking, idea
generation, creativity, problem solving, perception, ability to anticipate
change, and recognition of opportunities and problems.11
Teclmkal skills involve understanding the processes, methods, and
information required to achieve goals and plans.12 Technical skills needed
vary with each organization.
• Assessment Ctyesiforis BSA
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by
the group. Record N/A if ehe sk&emem does iaoi appl}?; • i
| 1— 1 1- '
Strongly Disagree Disagree Undecided
SD '53 U
13
My Work in Our Organization
I treat others as equals.
I appreciate other points of view.
I work to empower others.
encourage creativity in others.
I trust our organization's leaders.
recognize other's strengths and contributions.
have strong active listening skills,
I make my assumptions about problems explicit.
examine all possible solutions to a problem.
don't assume everyone sees problems as I do.
I am careful to solve problems, not symptoms of problems.
examine short and long-term benefits and disadvantages
when solving complex problems.
I anticipate obstacles and resistance when choosing solutions.
-------
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by
the group Second! N/A if Ifae s&tesrfent does not: apply. • ;:;,;,,,;
| 1 1 1 1
Strongly Disagree • Disaaree : Undecided , • Agree Strongly Agree
SO 0 - U . ; A :, SA {,„:•; ..
I Our Organization
1 Our organization's leaders examine their assumptions before
making decisions. .
2 Our organization's leaders use consensus in decision making
whenever possible.
3 Our organization's leaders look to those with different
solutions to problems.
4 Our organization's leaders use teams to solve complex
problems.
5 Our organization has leaders who provide vision for the
organization.
6 Our organization is adaptable and resourceful.
7 Our organization has leaders who focus on the realities of the
present.
8 Our organization's leaders are trained in group facilitation
techniques.
9 Our organization's leaders have a strong collective knowledge
ofEE.
10 Our organization's leaders have a strong collective knowledge
of education.
11 Our organization has a specific individual who oversees and
coordinates the work of each committee and project.
12 Our organization has someone who oversees the completion of
objectives between committees/teams.
13 Our organization has an individuial or a team that is in charge
of organizational development.
^^ «,--a Technical
Human Relations
Conceptual
OAT°-NEEAP
-------
Managing Skills
Dase Study- Skiils *~
1
One of the first things USEE's Executive Director tells new staff
members is that there are no bosses at USEE. With five and a half
full-time staff members and a vast number and scope of projects,
USEE's executive director has had to assess how to effectively
manage USEE's work. The decision was made to place daily and
weekly decision making and goal setting in the hands of individual
iff! staff members, and this decision has had a positive impact on USEE.
if Instead of managing implementation of USEE's vision, the director
serves to enlist USEE staff in creating a shared vision and
strategically working towards it.
There are some managerial procedures set in place at USEE, which
help keep everyone in check. Individuals take responsibility for
creating work plans and prioritizing daily tasks. These plans and
priorities must be in line with the overall goals of the organization.
Work schedules individual staff agendas each week. Staff is also
asked to write weekly accomplishments, so they are not only
responsible for reporting what they plan to do, but also what they
have done. Communication is the key. By using these techniques
and by holding bi-weekly staff meetings, the entire staff is kept
aware of what each person is working on and how projects are
progressing. This gives everyone a chance to talk about what they
are working on and to collectively make decisions on important
issues in the office. Initiatives that foster teamwork, involvement in
challenging opportunities, and shared ownership help to create a
shared vision at USEE and spur the energy and the "rhythm" that is
necessary to reach that vision.
By allowing individual to manage their own projects, USEE's
Executive Director realizes the need to accept how each person does
things differently. USEE parallels EE... it is the essence of student-
based learning (we are all students of life right?). Management of
projects by those involved allows individuals the flexibility of
working on their own time schedule, and the flexibility of working
at home. This increases morale and allows USEE the use of personal
| resources such as computers and phone lines.
ffl
| Because of decisions made by USEE management to empower its
| staff, USEE is running smoothly and growing as each person is
"1 empowered to bring personal strengths and leadership qualities to
\ USEE's efforts. ___ _ USEE Staff
-------
1 i t
\
Your EE organization may not have paid staff and/ or a manager. j
This may be by choice or due to current financial limitations.
However, all organizations rely on management skills to insure the
implementation of their strategic plans.13 All leaders within an
organization need strong people relation and problem solving j
skills, and administrative activities should be assigned to !
individuals within your organization who have or can be trained
in the necessary technical skills. Positive relations among leaders
often increase team efforts and the desire for personal and
organizational success. Problem solving skills can help leaders:
1) build relations with the external environment and each other,
and 2) develop and implement effective strategic planning plans.
..•.:.• \
Management Lessons from the Natural World- Organizations can \
learn a great deal from observing the natural world and from |
examining "new sciences", such as quantum physics, according to
organizational development leader, Margaret Wheatley (1994).
Organizations, like life, are open systems, which interact with their
environment, grow, and evolve. We need to nurture the growth
and evolution of organizations. In the natural world, structure is
based on relationships. We need to build better relationships in our
organizations. As in the natural world, organizational structure and
management actions should support relationships and change with
changing needs. Fields, similar to magnetic fields, exist within
organizations. The greatest task of an organization's leaders is to
communicate the "field" of guiding visions, strong values, and
organizational beliefs; to keep this field present and ever clear, and
to ensure that this field reachs all corners of the organization,
involves everyone all of the time, and finally, to allow individual
members the opportunity and freedom, to "make things happen".24
OAT®-NEEAP 40
-------
Managing Skills
^
_ . .
Personal Prioritization of Needed Actions-
Managing Skills ^4
Please list in order of priority, specific actions that you should take in order
to make progress in this area of organizational development.
r ' jf*
"y^Q
What I need to work on:
(for our organization)
-------
Hi- • IFB"(-iii.ii|ii
Personal Prioritization of Needed Actions-
Managing Skills *a
Please list in order of priority, specific actions that your organization
should take in order to make progress im this area of organizational
development.
What our organization needs to work on:
Great job! Consider taking a break Q before continuing.
OAT°-NEEAP
42.
-------
Stakeholders-External
5. Stakeholders-External
The external •sKitviroir.mewt is the dynamic environment outside the
organization and includes factors which the organization cannot con-
trol. Political, economic, social, educational, and technical trends are
all part of the external environment. Ste^e^idsssareany
individuals, groups, organizations, or communities that have some stake
in and influence over what your organization does. Stakeholders and
external factors can greatly influence the overall status of the EE
program in your state. This section addresses stakeholders in the
external environment. Examples include students, funders, elected
officials, educators, business and industry representatives, agency
representatives, parents, and the media.
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by
the group. Eeeetd N/A if the sfefeneni does not applv; • . ;
| —I h r- 1
Strongly Disagree Disagree UrreSeclasc! ' Agrse • Strongly Agr&s,
SD D' . ' . U "ft 3A' i.
My Work in Our Organization
I am aware of current trends in the external environment
(political, educational, economic, social, technological, other...).
[ can identify stakeholders that contribute to EE and the work of
our organization.
[ am aware of individuals, organizations, or events that may
hinder my organization's efforts.
4 I identify my assumptions about our stakeholders.
5 I attempt to establish partnerships with stakeholders.
6 I know how to write and speak effectively about our
organization, its mission, and its programs.
7 I make an effort to educate our stakeholders about our
organization, its mission, and its programs.
I am aware of the special skills and experiences that our
organization's stakeholders posses.
I know how to effectively describe the field of EE and why
quality EE contributes to society.
10 T have a workine relationship with local reporters and editors.
-------
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by
the group. Record WA'i£ •UtajstateaiieMi'fe
S'^or-ils' Disagree Disagree' i'Unsteskied j Agree, . Sirongi;/ Agrsae,
p-h 0 ' U i ^ ..... ow •;
Our Organization
I Our organization's leaders discuss obstacles and opportunities
related to external forces.
2 Our organization's leaders consider the needs of stakeholders
when developing goals and strategies.
3 Our organization's leaders identify their assumptions about our
stakeholders.
4 Our organization's leaders regularly meet with stakeholders to
discuss their concerns, goals, and interests.
5 Our organization attempts to establish partnerships with
stakeholders possessing interests similar to ours.
6 Our organization and stakeholders implement shared projects.
7 Our organization's leaders encourage me to understand and
reach out to stakeholders.
8 Our organization and our efforts recieve positive media
coverage.
9 Our organization's leaders have established a good working
relationship with print, television, and radio reporters and
editors.
10 Our organization has leaders trained to work with the media.
^
*JL
OAT®-NEEAP
-------
Stakeholders-External
Not unlike many other organizations, one of EEANM's top goals for j
1998 was to increase its organization membership. By October 1998's j
end, EEANM had doubled it's membership! How was EEANM so >
successful when so many organization's struggle to do the same? j
EEANM identified one of its most vital stakeholders, the classroom j
teacher, and embarked upon a massive communication and collabora- {
tion effort with the teacher-related programs in the state. EEANM also j
identified a target project, its annual conference, to provide a concrete j
basis for initiating its collaboration and recruitment efforts.
EEANM designed its conference to be particularly attractive to
teachers by: 1) having teachers serve on the conference planning
committee, 2) inviting teachers known for their effective EE programs
to present at the conference, and 3) letting teachers know that a
number of free materials from informal EE agencies would be
available. The New Mexico math and science teacher's organizations,
the National Science Foundation funded Collaborative for Excellence
in Teacher Education, an EPA Teacher training grant, and professional
development centers from two of the largest school districts helped
announce the conference and paid some of the teacher registration
fees. The NM State Department of Education recently adopted
standards and benchmarks. Several conference presentations were
designed to assist teachers in aligning their lessons with these
standards and to provide examples of EE-related lessons that meet the
new standards. The USEPA provided a grant to help pay teacher's
expenses, and science instructors at the local university dismissed
classes so that their students could participate in this professional
development opportunity. Conference registration also included one
year's membership.
EEANM has sparked the interest of classroom teachers and educa-
tional entities throughout the state. It has also taken a significant step
in maintaining their interest and participation by increasing its board
size to allow for greater involvement by these individuals at the
leadership level!
Elaine Hampton, EEANM President
-------
Stakeholders^lmpoftance to the-.'
lability- of YoMrQrfij.a$iKa*"
!•.'•••;
The external environment represents the needs and audiences
which your organization works to address. It also provides funds
to meet these needs and additional resources through collabora-
tion opportunities! On the flip side, the external environment can
present barriers and limitations as you work to achieve EE
programs. A comprehensive understanding of the external
environment is necessary to develop plans that are appropriate to
the needs of your audience and stakeholders and to develop and
maintain positive, ongoing relationships with them.
^p>^-^*<-^^"-^~~"" '•••-•- | *••-*- •*- 'I "" '~" "'"~~\ ' ' ^^~Y
4 Stakeholder Dynamics- For many EE organizations stakeholders
are very diverse and their plans!, decisions, and needs can and
often do change regularly. EE organizations should get to know
key stakeholders in terms of what they can provide as well as
what it is they need. This process of investigation demonstrates
interest and mutual respect. From this initial step, collaborative
projects and mutual support can blossom. EE organizations
should also regularly check the status of their stakeholders and
work to build solid relationships with them. Regularly examine
any assumptions you or your organization makes relative to
stakeholders and the trends of the external environment, and
incorporate your findings into your efforts. This should enable
your organization to anticipate and understand changes quickly
\ enough to successfully act upon them.
OAT®-NEEAP 46
-------
Stakeholders-External
Personal Prioritization of Needed Actions-
Stakeholders @x
Please list in order of priority, specific actions that you should take in
order to make progress in this area of organizational development.
What I need to work on:
(for our organization)
-------
Personal Prioritization of Needed Actions-
Stakeholders & '
Please list in order of priority, specific actions that your organization
should take in order to make progress in this area of organizational
development.
What our organization needs to work on:
Great job! Consider taking a break Q before continuing.
OAT®-NEEAP
48
, I! ' I ,,'iiUirl u I,
-------
Program Evaluation
6. Evaluation
Program evaluations are used as tools to guide change and foster
improvement by examining the performance of an organization, and its
leaders. Perf oswance is the accomplishment of goals, objectives, and
strategies.
$?s/J$ Assessment Questions ^
$r Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by
the group. Record N/A if the statement does nest apply.
SirongJy Disagree Disagree Undecided • Agree Strongly Agree
3D B • if A SA ;
My Work in Our Organization
1 I find my work in the organization be professionally satisfying.
2 I regularly evaluate my efforts in our organization.
_I participate in regularly scheduled organizational evaluations.
T am evaluated in a specific, descriptive manner.
[ use evaluations of my performance as learning tools.
Our Organization
_Our organization uses clear leadership performance standards.
_Our organization achieved most of last year's goals/objectives.
_Our organization's leaders reflect on why or organization does
or does not achieve its goals/objectives.
_Our organization completes projects and produces results that
our stakeholders are satisfied with.
_Our organization evaluates its structural effectiveness each year.
_Our organization uses evaluations to plan our programs.
7 Our organization uses evaluations for fund development.
8 Our organization uses evaluations to report program benefits to
the public.
9 Our organization evaluates programs/events.
10 Our organization uses evaluations to improve the performance
of individuals.
11 Our organization's leaders take corrective action when board
members do not fulfill their responsibilities.
-------
I In late 1997, members of KACEE, a public/private partnership
tft committed to promoting effective EE in Kansas, completed and
|f distributed a Five-Year Strategic Plan. This strategic plan outlines
If! seven priority goals and key actions necessary to achieve these
1 &oals-
Towards this endt KACEE hosted a retreat for Executive
Committee members in May 1998. Trie retreat served to both
familiarize members with the goals and ideas of the strategic plan
arid initiate actions that will ultimately lead to the attainment of
.... these goals. Perhaps one of the most exciting outcomes of this
|| meeting was the permanent establishment of six working
iff committees charged with carrying out the actions identified in
f|j the strategic plan.
|j Among the new committees established was the Planning and
|i Assessment Committee (PAC). This committee, comprised of
j|| Executive Committee members and KACEE staff, is charged with
H evaluating the preceding year and organizing planning for the
HJ upcoming year. In January 1999, the committee presented data
Hi collected from the other working committees as well as the home
|| office of KACEE and has utilized this data to provide a report of
l| progress towards the Five-Year Strategic Plan. This information
flf will be used by committee members and staff to assess strategies
iff and begin planning for the upcoming year. The PAC has set a
H! target deadline for completion of the Annual Implementation Plan
•» and will be gathering pieces from committees and staff in the
upcoming months. Ongoing monitoring of plans and progress is
also a responsibility of this committee. By formalizing
mechanisms for actions as well as momtoring and evaluation,
KACEE hopes to increase their organizational effectiveness and in
the process^ more actively involve its members in carrying out the
mission of the organization.
KACEE Staff
OAT°-NEEAP
50
-------
Evaluation
\
Setting appropriate goals and objectives and accomplishment
of them are driving factors in the future of any organization.
Completion of goals and objectives in a timely and effective
fashion is often a positive indicator of the success of an
organization. Organizations which consistently meet their goals
and objectives may be well on their way to sustainability.
I '•] Evaluation is necessary to gauge the impact and success of
pj organizational efforts. Organizations that engage in formative
[;V:j evaluation, or evaluation which takes place while a program or
[ i plan is in action, are better able to incorporate immediate changes,
;.. 1 and enhance the likelihood of success. Summative evaluations,
| :i or evaluations that take place after a program or plan has been
j.-M completed, can also provide significant insight. However, caution
i^j should be taken when evaluating past experiences only. Those
[•.:! strategies that have been effective in the past may not be effective
V}; today or tomorrow, especially in an area as dynamic as EE.
[•. j
Organizational Stories- What is your organization's story?
According to Harrision Owen (The Millennium Organization,
1994), much can be discovered through the stories that are told by
individuals about their organization. What is the spirit like in
your organization? Is it positive? What were the "good ol' days"
like? Have you experienced troubles in your organization? Is
your organization making a "fresh start"? Examine the stories
that organizational members tell each other and their friends.
f .j Consider making a collection of the stories. Are the stories
[.. I positive? Work as a team to create an environment that fosters
IA positive stories. Collect items to use as visual components of
your stories. Use stories to celebrate organizational efforts and
successes. Stories provide strong evidence as to the potential j
sustainability of your organization.15 /
f- ,'i
!.' i
-------
Personal Prioritizatibn of Needed Actions-
Evaluation £*
Please list in order of priority, specific actions that you should take in
order to make progress in this area of organizational development.
What I need to work on:
(for our organization)
.
^^^^
OAT®-NEEAP
52
-------
Evaluation
Personal Prioritization of Needed Actions-
Evaluation &*
Please list in order of priority, specific actions that your organization
should take in order to make progress in this area of organizational
development.
What our organization needs to work on:
-------
Conclusion-Leadership for EE Capacity Building:
What is Your Personal Plan?
As you completed the OAT, did you find yourself thinking about your
leadership ability and potential? Leadership and organizational
development are processes that go "hand in hand". One of the primary
purposes of the OAT was to provide you, the EE leader, with a resource for
reflection on personal strengths and goals. Mixed throughout the OAT are
questions, EE case studies, and "latest trends" that also address leadership.
The "Personal Prioritization of Needed Actions" sections were provided as
a place to record actions to strengthen your leadership abilities. The
quotes, table and the plan guidelines on the following pages take your
"Personal Prioritizations of Needed Actions" one step further by providing
additional insights into personal leadership and by providing guidelines
for the development of a personal leadership development plan. Examine
the leadership attributes provided and think, about where you excel as a
leader and where you would like to grow. Then, enjoy the process of
developing a personal plan for learning and growth! (These pages are
expressly for your own personal use.)
r F' '
,„ • "Somewhere there is somebody who looks to each
, of us for leadership in some field. At the same time, however,
leaders are also followers. Followers, in fact, are the backbone
of the nation." -E. M. Clark
"Leadership does not depend on innate talent only, but very
much also on intensity of conviction and willingness to serve."
-Walter Gropius
"The prime function of a leader is to keep hope alive."
-John Gardner
"I could live a week on one good compliment."
-Mark Twain
"I would rather fail in a cause that will ultimately succeed
than succeed in a cause that will ultimately fail."
-Woodrow Wilson
"Difficulties exist to be surmounted."
-Ralph W. Emerson
OAT°-NEEAP
-------
Below are some of the major Leadership Attributes covered by the OAT. Are
there others that you value and are working towards? Feel free to add them to
the list. Which leadership attributes do you posses?
Leadership Attributes
Motivator (a roll model,
builder of self confidence,
enthusiastic, & trusting...)
Visionary (can imagine
possible futures, innovative,
& inspires with ideas...)
Life-long Learner
(reflective, seeks input, looks
for new challenges,
embraces change...)
Team Builder (encourages,
achieves, & rewards
cooperative efforts, helps
others find their "niche...)
Good Communicator
(communicates regularly &
effectively, understands &
uses many comm. tools...)
People Oriented (puts
people & relations first,
• enjoys interacting with
others, works to understand
other's needs...)
Effective Managers
(provides mgmt systems &
structures, is supportive yet
defines expectations &
boundaries...)
Agents for Change (opens
doors to opportunity, acts as
a catalyst, takes risks...)
Passion for Leading
(believes in purpose &
people, proactive & goal
oriented, takes responsibility
for self & efforts...)
Other:
Other:
Yes, I
am!
I aspire
to this...
Comments
Attributes taken from the OAT. Avvs (1991), Locke (1991), and McReynolds (1992) (1998)
-------
Your Own Personal Laaderahip Plan «*.
. i „„ ] • •, D , .Hi...
Following is a list of potential guidelines for developing a "personal
leadership development plan". These guidelines are based on the book
Leadership for the Emerging Age by Jerold Apps. These are provided to give
you a basic outline of what a personal plan might involve. You may have
other guidelines or features to include in your plan.
1. Describe the context in which you function as a leader. Provide infor-
mation about the organization, it's mission and goals and where you fit in.
2. Describe yourself in your leadership capacity (see table on previous
page). What do you do well and what do you want to improve on? How
do you feel about being a leader?
3. Indicate your long-range leadership goals. These can be 3,5 or 10 year
goals, etc.. The point is to discover and define where you are heading as a
developing leader.
4. Write down a topic(s) you want to learn more about. This can be a
focused or broad topic, the key is pick sometliing that truly excites you
about leadership and learn more about it.
5. Write one or more objectives for each topic. Get specific about what you
want to learn and be able to do. Realize that these objectives will change
over time as your learning proceeds.
6. List the resources that will help you attain your learning objectives. Is
there a particular individual, institution, boolc, video tape or course that
will help you in your learning? Who do you go to in order to find out?
7. Provide your progress indicators. How will you know that you have
made progress? Indicate that you have completed steps you set out for
yourself and how you planned to try what you are learning in your
organization. Did the effort change your behavior and/or skills?1
-. • •!
Remember, becoming a leader is a developmental process that is truly never
ending. Your efforts to build EE capacity and/or to provide quality EE to your
students is making a difference in strengthening the field ofEE and achieving
environmental literacy. We hope that your efforts also prove to be personally and
professionally rewarding and that the skills and perspectives gained will serve you
in all avenues of your life.
1 Apps, Jerold (1994). Leadership for the Emerging Age. San Francisco:
Jossey Bass.
OAT®-NEEAP 56
-------
Appendix A-Board/Staff Relations
Appendix A. EE Organizations with Staff:
Assessing Board/Staff Relations
The following assessment statements are provided to assist EE
organizations with paid staff in assessing the effectiveness of board/
staff relations. The purpose of this section is to initiate discussion of the
status and role of the board/staff relationship in the organization. All
leaders in an organization with staff should complete this section,
including the board, committee chairs, the executive director, and other
lead staff.
Assessment Questions e*
Record the letters representing your response to each statement below
in the blanks provided. After completing the section, transfer your
responses to the "Assessment Question Response Sheet" for use by the
group. Record N/A If the siratenaentdoes rsot apply.. - ' ,. \
Strongly Disagree Disagree Undecided Agree Strongly Agree
SD D U A SA
Our Organization
1 Our organization's board members are team players, not
obstacles to achievingplans.
2 Our organization's board actively supports the needs of the staff.
3 Our organization's board members who also serve as staff,
understand the different lines of authority for the two roles.
4 Our organization's executive, director and chair/president are
different individuals.
5 Our organization has established clear expectations for board
participation (as compared to staff responsibilities).
6 Our organization's board has established clear performance
standards and monitoring techniques for lead staff.
7 Our organization's staff and volunteers participate in decision
making processes.
8_ Our organization's staff take responsibilitity for implementing
operational plans.
9 Our organization's staff make day to day management and
organizational decisions.
10 Our organization's board evaluates/assesses the performance of
lead staff.
11 Our organization's board takes corrective action when lead staff
do not fulfill responsibilities.
-------
Appendix B. Using the OAT Results
A. Assessmerit1 Q«i3Stion Re
All assessment statements in this OAT are written in a positive format.
This means that statements that receive SA (strongly agree) and A
(agree) are areas that an individual or an organization is doing well in.
SD (strongly disagree) and D (disagree) statements would indicate
areas in need of attention and potential action.
EE organizations scoring well on many OAT questions are likely to be
models of sustainable organizations. However, to be truly sustainable,
these characteristics must be maintained over time as staff and mem-
bers change. Regular use of organizational assessments will support
and guide the efforts of EE organizations as they strive toward their
goals and achieve sustainability.
^ Steps in Compiling Assessment Question Responses:
I. Select an individual (or sevef41, who.vjrill fce responsible for- :[;-
collecting and compiling-'*e^SMJU»- TWs can be someone from
within or outside of the organization. Persons completing the OAT
may choose to submit their responses anonymously.
2. Tally responses to all statements., We recommend a computer
spreadsheet'program as an efficient way to do this, although it can also
be done by hand or in a word processing program. A tally sheet can
be downloaded from NEEAP'sr website (httptfheeap.awsp.edu).. For
each assessment statement, record the total # of times each choice was
selected (SD through SA). (Ex. Nine individuals answered statement #2.
Three individuals recorded SA. Five individuals recorded A, and one indi-
viduals recorded U. Indicate this in your spreadsheet. Refer to the sample
table on page 58.) Averages can also be recorded, but the previously
suggested method provides richer information. Disagreements in
responses to questions can be lost in an average.
3. Categorize the results- Create three results groups: 1) statements
which receive a majority of SD's and D's, 2) statements which receive a
majority of A's and SA's, and 3), statements which receive a majority of
N/A's. Include category headings and the actual statements. It is up
to your organization to set the number of responses that constitute a
"majority" (See page 59) .
OATe-NEEAP 58
-------
Appendix B-Using the OAT Results
Item
Organizational
Culture
My Work
I
2
3
4
5
6
7
8
Oar Organization
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Response Choice
SD
D
1
1
3
2
5
4
2
1
U
1
1
2
3
1
2
2
3
3
4
1
5
2
1
5
2
2
1
A
1
5
5
3
4
5
3
5
5
4
5
4
2
6
3
4
2
4
5
5
3
SA
8
3
3
4
2
3
6
2
1
1
4
2
2
1
1
1
2
5
N/A
Other
4. Provide ttse respite from slrep #3 above to all iBdMdatife wb«
were asked to complete the OAT. It is necessary to provide this
information prior to the group sharing/prioritizing meeting.
-------
Sample Category Results Sheet-Step ft3 :
OAT Responses: *Majority (5 or more out of 9')= Strongly Agree (SA) or Agree (A)
Organizational Culture
My Work
1 Strengthening our organization's capacity to operate efficiently and
effectively is one of my goals.
2 My leadership sets positive examples for others.
31 view all of my actions within the organization as learning opportunities.
41 am motivated to use all of my talents and energies in my work.
51 agree with the expectations our organization has of me.
61 care about how my work affects others in this organization.
7 My relations with others in our organization are honest, open, and
comfortable; not formal.
81 let others in our organization know when they are doing a good job.
Our Organization .
11 let others in our organization know when they are doing a good job.
2 Our organization sets realistic work goals for all organizationalleaders.
3 Our organization has agreed upon values and beliefs that guide the
organization's actions.
4 Our organization stresses good relationships between people as much as
it does project completion.
6 Our organization believes that involving the general membership in
organizational decision-making is very important.
11 Our organization encourages constructive criticism.
12 Our organization attempts to strengthen my capacities and encourages
my professional development.
13 Our organization lets me know when I am doing a good job,
14 Our organization has the collective power to achieve its goals
OAT Responses: *Majority (5 or more out of 9)=Strongly Disagree (SD) or Disagree (D)
Organizational Culture
Our Organization
8 Our organization is innovative in its decision making.
OAT Responses: *Majority (5 or more out of 9)=Not Applicable (N/A)
Organizational Culture
None
*Each organization should determine how to define "majority" for itself before
compiling results. . , '
OAT®-NEEAP
60
-------
Appendix B-Using the OAT Results
The "Personal Prioritization of Needed Action" sections may be used
in group discussion. Individuals .can record their thoughts on
priorities and potential action steps for both themselves and the
organization. Decide if your organization wants to examine i
ndividual responses to the "What I need to work on " or "What our
organization needs to work on" pages in addition to the assessment
question results. If so, have the person(s) tallying the assessment
question results collect copies of these sections from each person who
used the OAT. Create a summary report of individual comments,
grouped according to the major sections of the OAT and distribute to
all participants prior to the group sharing/prioritization meeting.
By identifying potential need for change and by using the OAT, a
large part of the organizational assessment process has been
completed. The next part of this process is to achieve consensus 00:
strengths, weaknesses, and change priorities of your organisation.:
This can be achieved at a facilitated sharing/prioritizing meeting.
Ample time (at least 4 hours) should be set aside for this process.
Choose a facilitator, preferably, someone who has not completed the
OAT for your organization, and work with this individual to identify
or design the facilitation processes which suit your organizational
needs best. The person should be capable of being impartial, and
should be responsible for recording information exactly as stated by
participants in the process. Processes such as the Adapted Nominal Group
Technique may prove helpful for prioritizing. Refer to the
"Recommended Resources " (p. 62) for information on facilitation
techniques. NEEAP has developed an EE Barter Network to help identify
individuals with facilitation and organizational development skills to help
with this process.
Provide an opportunity for an open, facilitated, discussion of the
results. Identify and celebrate successes. Identify and discuss areas of
concern. For questions that recieve a majoity of N/A's, do a "group
check" to be sure that these items do not apply to your organization.
-------
If your group agrees to move forward toward organizational change and
enhancement, an action plan for organizational development will be needed.
Action planning includes:
I) listing and prioritizing needs
2) identifying and listing objectives
3) developing a written plan of action
We recommend that an action plan:
1) list priority objectives
2) list implementation steps
3) list persons responsible for each action step
4) include a timeline
5) have a budget
The first step, identifying priority areas for action, takes place during
"C.^wa'iy Sli,3vla;?/Frii5i'iii*l0$; Mefliipig*; (p.60). Once priority objec-
tives have been determined: 1 j identify cind evaluate alternative
strategies to achieve objectives, and 2) incorporate the selected strate-
gies into the organizational action plan. These two steps will require a
time commitment beyond the original four hours suggested for
prioritization and would most likely occur in a series of follow-up
meetings unless the OAT is being used as a part of an organizational
development retreat.
Once the implementation process begins, it is important to regularly
evaluate the organization's progress towards its goals. Identifying
individuals or a committee to monitor and report on the progress of
this process can be an effective strategy and is highly recommended.
*Sample OAT Process Timeline
Discuss use of OAT
Distribute OAT
Collect OAT Responses
Distribute OAT Results for Review
Conduct a Group Sharing Prioritizing Meeting
Develop an Organizational Development Plan
Board Approval and Plan Implementation
February 1
March 1
April 1
April 15
May 1
May 1 or June 1
Next Board Meeting
OAT®-NEEAP
62
-------
Appendix C-Recommended Resources
Appendix C. Recommended Resources
The following resources are all excellent supplements to this tool, and many were used as
reference materials. Visit the organizational development (OD) section of NEEAP's
website (http://neeap.uwsp.edu) for an extensive listing of top OD books and websites.
Bader, Barry S. (1991) Planning Sucessful Boad Retreats. NCNB Governance Series
Booklet #10. $12. NCNB, 1-800-342-5709. Discusses successful retreat elements:
committment, objectives, logistics, agenda. Planning checklists and questions.
Bay Consulting Group. Lessons Learned Toolsite. Free. Available: http://
www.arts.endow.gov/pub/Lessons/BODYl.html. Comprehensive guide to
organizational planning. Topics such as: designing missions and visions,
assessment planning, group facilitation techniques, managing conflict, others...
Bryson, John. (1995). Strategic Planning for Public and Nonprofit Organizations.
Jossey-Bass. Many examples of sucessful and unsuccessful strategic planning
practices. Presents a "Strategy Change Cycle" model for strategic planning.
Byrd, Norma J. (1998) The Nature Center Handbook-A Manual of Best Practices
from the Field. Association of Nature Center Administrators. 1-800-490-2622.
Highly applicable to EE organizations. Based on current research/practices and
the experiences of professional nature center administrators. Case studies,
recommended practices, references, and resources on leadership, strategic
planning, and board development, staff, and fund development.
Carver, John. (1997) Boards that Make a Difference. Jossey-Bass. Reviews effective
policies, meeting structures, committee assignments, and board-management
relationships. Presents a "policy governance" model.
Citizen Forestry Support System. Tip Sheet Packet. 1-800-323-1560. Topics include:
organizational assessment, developing media savvy, strategic and operational
planning, avoiding burnout, board roles and responsibilities, fundraising,
starting a nonprofit, volunteers, effective meetings.
Doyle, Michael and Straus, David. (1976) How to Make Meetings Work. The Berkley
Publishing Group: New York. 212-951-8891. This "classic" is full of background
information, facilitation models, tips, and insights that will help you improve
your meetings.
Drucker, Peter F. (1993) The Five Most Important Questions You Will ever Ask About
Your Nonprofit Organization-Participant's Workbook. Jossey-Bass.
Guides organizations through a series of open-ended questions which all
organizations should address when participating in a strategic planning process.
Fitzpatrick, Joyce L. (1993) The Board's Role in Public Relations and Communications.
NCNB Governance Series Booklet #15. $12. NCNB, 1-800-342-5709. Provides
reasons for communicating, knowing your audience and what they think,
improving and addressing communication in strategic plans.
Kilmann, Ralph H. (1989) Managing Beyond the Quick Fix-A Completely Integrated
Program for Creating and Maintaining Organizational Success. Jossey-Bass.
Provides an in-depth, sequential framework for facilitating organizational
assessment, implementing change programs, and managing success. Addresses
culture, management skills, team building, strategy-structure, and rewairds.
-------
Kotter, John P. (1990) What Leaders Really Do. Harvard Business Review. May/June,
103-111. Discusses the difference between management and leadership, the
significance of both to nonprofit organizations, and methods for developing
a culture of leadership.
Merriman, Tim. (1994) The Action Agenda. Directions, 4(1), 1-3. Association of Nature
Camp Administrators. 1-800-490-2622. Suggesits structuring meetings around
action, discussion, and information items to increase their effectiveness.
Nason, John W. Board Assessment of the Chief Executive. (1990) NCNB Govenance
Series Booklet #4. $12 NCNB, 1-800-342-5709. Simple, yet comprehensive guide for
assessing nonprofit executive directors.
Owen, Harrison. (1994) The Millennium Organization. Abbott. 301-469-9269.
Discusses ways of incorporating "Millennium Organization" (successful
organization) characteristics: celebration of life, open systems, high learning,
high play, appropriate structure and management, genuine community, spirit.
Ruskey, Abby and Wilke, Rick. (1994). Promoting Environmental Education-An Action
Handbook for Strengthening EE in Your State and Community. New Hope Graphics:
Amherst, Wl. Provides organizational development information in the context of
building comprehensive state and local level EE programs This is the first, and
still the most comprehensive book on EE capacity building.
Sashkin, Marshall. (1995) The Visionary Leader-Leader BehaviorQuestionnaire-Self.
HDR Press. 1-800-822-2801. Fifty item questionnaire/booklet for individuals and
organizations. Provides information on visionary leadership behavior,
characteristics, and vision in building organizational culture.
Senge, Peter M., Kleiner, Art, Roberts, Charlotte, Ross, Richard B., and Smith Bryan J.
(1994) The Fifth Discipline Fieldbook, Strategies and Tools for Building a
Learning Organization. Doubleday. Collection of tools, methods, case studies,
reflections, guiding ideas, and exercises for building effective organizations.
Stoesz, Edgar, and C. Raber. (1997) Doing Good Better: How to Be an Effective Board
Member of a Nonprofit Organization. Good Book. Addresses many board
concerns. Highlights include: leadership, meetings, developing board proposals,
money, conflict, leaving the board, liability, checklist for orientation of board
members, and board self assessment of key responsibilities.
Support Center for Nonprofit Management. The Nonprofit Genie.
http://www.genie.org/. Resources, links, and answers to frequently asked
questions (FAQ) about nonprofit organizational developmemymanagement.
Szanton, Peter. (1992) Board Assessment of the Organization: How Are We Doing?.
NCNB Governance Series Booklet #14. $12. NCNB. 1-800-342-5709. Addresses
the why, what, when, how, who of^ evaluation, key questions, results, & follow-up.
Vaill, Peter B. (1996) Learning as a Way of Being-Strategies for Survival in a World of
Permanent White Water. Jossey-Bass. Explores the impacts of learning as a way of
being as they apply to systems thinking, leadership, and spirituality. Includes a
section on how to understand cross-cultural relationships.
Wheatley, Margaret J. (1994) Leadership and the New'Science-Learning About Organization
from an Orderly Universe. Berrett-Koehler. 801- 377-2996. Presents the "new
sciences" (physics, chaos theory, biology) perspective on organizational develop
ment. Addresses change, control, structure, flexibility, planning, and innovation.
'! ' I ' !
OAT°-NEEAP 64
-------
Appendix D-Endnotes
Appendix D. Endnotes
2 Kilmann, Ralph H. (1989) Managing Beyond the Quick Fix-A Completely Intergrated Pro-
gram for Creating and Maintaining Organizational Success. San Francisco: Jossey-Bass. pp.
49-72.
2 Senge, Peter M., Kleiner, Art, Roberts, Charlotte, Ross, Richard B., and Smith Bryan J.
(1994) The Fifth Discipline Fieldbook, Strategies and Tools for Building a Learning Organiza-
tion. New York: Doubleday. p. 11.
3 Apps, Jerry. (1991) Next Age Leadership-The NELD Philosophy. HELD Update.l(l),
pp. 1-2. UWEX.
4 Owen, Harrision, (1994) The Millennium Organization. Cabin John, MD: Abbott.
pp. 43-47.
5Byrd, Norma J. (1998) The Nature Center Handbook-A Manual of Best Practices from
the Field. Pompano Beach, FL: Association of Nature Center Administrators, p. 63.
'Minnesota Council ofNonprofits. (Oct. 199SXPrinciples and Practices for NonprofitExcel-
lence [On-line] Available: http://www.mncn.org/pnp_index.htm. p. 4.
7Merriman, Tim. (1994) The Action Agenda. Directions, 4(1), 1-3.
8 Byrd, Norma J. (1998) The Nature Center Handbook-A Manual of Best Practices from
the Field. Pompano Beach, FL: Association of Nature Center Administrators, p. 63.
9 Ibid, page 35.
w Yukl, Gary A. (1981) Leadership in Organizations. Englewood Cliffs, NJ: Prentice-Hall.
pp.85.
21 Ibid, page 86.
22 Ibid, page 85.
"Kotter, John P. (1990) What Leaders Really Do. Harvard Business Review May/June,
p. 104.
24 Wheatley, Margaret. (1994) Leadership and the New Science. San Francisco: Berrett-
Koehler. pp. 55,133.
11 Owen, Harrision (1994) The Millennium Organization. Cabin John, MD: Abbott .
pp. 84-94.
-------
Appendix E. Resources Used
Adizes, Ichak and Irwin, Dow J. (1979) How to Solve the Mismanagement Crisis.
Allen, Judd R. (1999) Culture Change Planner. In Human Resources Institute [On-line].
Available: http:/ / www.healthyculture.com/Fculture-change-planner.htm.
Apps, Jerry. (1994) Leadership for the Emerging Age. San Francisco: Jossey Bass.
Apps, Jerry. (1991) Next Age Leadership-The MELD Philosophy. NELD Update.l(l),
(1-2).UWEX.
Axelrod, Nancy R. (l990).Creating and Renewing Advisory Boards: Strategies for Success.
NCNB Governance Series Booklet #9. Washington, DC: National Center for
Nonprofit Boards.
Bennis, Warren, R. Mason, and I. Mitroff., eds. (1984) Beyond the Quick Fix: Managing
Five Tracks to Organizational Success. San Francisco: Jossey-Bass.
Benstein, Philip. (1997) Best Practices of Effective Non-Profit Organizations: A Practitioners
Guide. Rev. ed. New York: The Foundation Center.
Berens, Linda V. and Fairhurst, Alice M. (1993) Keirseyan Temperaments. Huntington
Beach, CA: Teleos.
Bracken, David W. Multisource (360-Degree) Feedback: Surveys for Individual and
Organizational Development. In Kraut, .Allen I., ed. (1996) Organizational
Surveys: Tools for Assessment and Change. (117-144). San Francisco: Jossey-Bass
Publishers.
Bryson, John. (1995) Strategic Planning for Public and Nonprofit Organizations: A Guide to
Strengthening and Sustaining Organizational Achievement. Rev. ed. San
Francisco: Jossey-Bass.
Byrd, Norma J. (1998) The Nature Center Handbook-A Manual of Best Practices from the
Field. Pompano Beach, FL: Association of Nature Center Administrators.
Chait, Richard P. (1994) Haw to Help Your Board Govern More and Manage Less.
Washington, DC: National Center for Nonprofit Boards.
Citizen Forestry Support System. Tip Sheet Packet, 1-800-323-1560.
City of Grand Prairie, City of Grand Prairie Alberta Canada-Strategic and Business
Planning; Performance Measurement; Measure; Critical Success Factor; Continuous
Improvement. (June 1995). Performance Measurement in Government.
[On-line]. Available: http://www.city.girande-prairies.ab.ca/
perform.htm#RelatedPrinciples.
College of Natural Resources Communications Committee,University of Wisconsin-
Stevens Point. (1997) CNR Undergraduate Communication Skills Survey.
" ! • | • '
Deming's Fourteen Points for Quality Management. {November 1997) [On-line].
Available: http://sunflower.singnet.com.sg/~makhdoom/fourteen.html.
! I '
OAT®-NEEAP 66
-------
Appendix E -Resources Used
Drucker, Peter F. (1993) The Five Most Important Questions You Will ever Ask About Your
Nonprofit Organization-Participant's Workbook. San Francisco: Jossey-Bass.
Eadie, Douglas C. (1994) Boards That Work: A Practical Guide to Building Effective
Association Boards. Washington, DC: American Society of Association
Executives.
Fitzpatrick, Joyce L. (1993) The Board's Role in Public Relations and Communications.
NCNB Governance Series Booklet #15. Washington, DC: National Center for
Nonprofit Boards.
Goldstein, Irwin L. (1993) Training in Organizations: Needs Assessment, Development, and
Evaluation. Pacific Grove, CA: Brooks/Cole Publishing.
Grant, John H. and Gnyawaii, Devei R. (1996) Strategic Process Improvement Through
Organizational Learning. Strategy and Leadership, 5(24), 28-33.
Herman, Robert. And Heimovics, Richard. (1991) Executive Leadership in Nonprofit
Organizations- New Strategies for Shaping Executive-Board Dynamics.
San Francisco:Jossey-Bass.
HR Network, (1998) Team Development.
Ingram, Richard T. (1997) Ten Basic Responsibilities of Nonprofit Boards, NCNB
Governance Series #1. (Rev. ed.) Washington, DC: National Center for Non-
profit Boards.
Institute for Conservation Leadership. Human Resource Management (p. 47-60).
Internet Nonprofit Center-The Nonprofit FAQ. (May 1996) How Do We Evaluate the
Board of Directors. [On-line]. Available: http://www.eskimo.com/~pbarber/
npofaq/03/09.html
Kilmann, Warren, R. Mason, and I. Mitroff, eds. (1984) Beyond the Quick Fix:
Managing Five Tracks to Organizational Success. San Francisco: Jossey-Bass.
Kilmann, Ralph H. (1989) Managing Beyond the Quick Fix-A Completely Intergrated
Program for Creating and Maintaining Organizational Success. San Francisco:
Jossey-Bass.
Kirk, Michelle. (1997) An Evaluation of the Implementation of the National Environmental
Education Advancement Project's Education 2000 Program. University of
Wisconsin-Stevens Point.
Kotter, John P. (1990) What Leaders Really Do. Harvard Business Review, May/June,
103-111.
Kraut, Allen I. ed. (1996) Organizational Surveys: Tools for Assessment and Change. San
Francisco: Jossey-Bass Publishers.
Lawler III, Edward E. Process Issues in Organizational Assessment. In Lawler III.
Edward, E. Nadler, David A. and Cammann, Cortlandt, eds. (1980) Organiza-
tional Assessment: Perspectives on the Measurement of Organizational Behavior and
a— r~\.,^:t-,, nfsu*
-------
Locke, Edwin (1991) The Essence of Leadership. New York: Lexington.
Love, Arnold J. (1991) Internal Evaluation: Building Organizations from Within. Newbury
Park, CA: Sage Publications.
Malhotra, Yogesh. (1996) Organizational Learning and Learning Organizations: An
Overview [On-line] Available: http://wvrw.brint.com/papers/orglrng.htai
Marais, Lorraine. (1998) The Relationship Between Organizational Culture and the Practice
of Program Evaluation in Human Service Organizations. Kalamazoo, MI: Western
Michigan University.
McClelland, Samuel B. (1995) Organizational Needs Assessments: Design, Facilitating, &
Analysis. Westport, CN: Quorum Books.
McReynolds, Corky. (1999) Leadership-Introduction to Personality Types. NR 583-
Nature Center and Camp Management Class Lecture (01/27). Stevens Point,
WI: University of Wisconsin-Stevens Point.
McReynolds, Corky (1993) A Study of the Attributes of Leadership for Environmental
Center Administrators. NAI Proceedings. 233-236.
McReynolds, Corky. (1992) The April 18"'Perspective/Conceptual Framework. UWSP.
Merriman, Urn. (1994) the Action Agenda. Directions, 4(1), 1-3.
Minnesota Council of Nonprofits. (Oct., 1998) Principles and Practices for Nonprofit
Excellence. [On-line]. Available: http://www.mncn.org/pnp_index.htm
Minnesota Council of Nonprofits. Nonprofit Governance: The Relationship between the
Board of Directors and the Executive Director, Document #464. [On-line]. Avail-
able:http://www.mncn.org/board_ed.htm.
i
Minnesota Council of Nonprofits. Responsibilities and Position Description for Nonprofit
Board Members. (May 1996) [On-line] Available: http://www.mncn.org/
bdpos.htm.
Miskiman, Donald. Performance Levels/Performance Needs. (1997) Human Resource
Services. Vancouver, BC.
I ' j _ .:.'|;"
Mueller, Robert K. (1992) Smarter Board Meetings. NCNB Governance Series #12.
Washington, DC: National Center for Nonprofit Boards.
' • | - ' - ! ' <
North American Association for Environmental Education. (i997)_North American
Association for Environmental Education Affiliates Needs Assessment Survey^
National Environmental Education Advancement Project. Leadership: Developing an
Understanding.. .a Few Viewpoints. The EE Advocate. (Summer 1997).
Owen, Harrison. (1994) The Millennium Organization. Cabin John, MD: Abbott.
Pasmore, William. (1988) Designing Effective Organizations: The Sodo-technical Systems
Perspective. New York: John-Wiley and Sons.
OAT®-NEEAP 68
-------
Appendix E -Resources Used
Rossum, Constance. (1993) How to Assess Your Nonprofit Organization with Peter
Drucker's Five Most Important Questions, User Guide for Boards, Staff, Volunteers,
and Facilitators. San Francisco: Jossey-Bass.
Ruskey, Abby and Wilke, Rick. (1994) Promoting Environmental Education-An Action
Handbook for Strengthening EE in Your State and Community. Amherst, WI: New
Hope Graphics.
Sashkin, Marshall. (1995) The Visionary Leader-Leader Behavior Questionnaire-Self.
(Rev. ed.). Amherst, MA: HDR Press.
Senge, Peter M., Kleiner, Art, Roberts, Charlotte, Ross, Richard B., and Smith Bryan J.
(1994) The Fifth Discipline Fieldbook, Strategies and Tools for Building a learning
Organization. New York: Doubleday.
Stoesz, Edgar, and C. Raber. (1997) Doing Good Better: How to Be an Effective Board
Member of a Nonprofit Organization. Revised ed. Intercourse, PA: Good Book.
Support Center for Nonprofit Management. (1993) Management Assessment
Questionnaire. San Francisco: Author.
Support Center for Nonprofit Management. November 1997-January 1998 Workshop
Catalog Table of Contents. (1997) [On-line]. Available: http://
wwwsupportcenter.org/sf/catalog.html
Szanton, Peter. (l992)JBoard Assessment of the Organization: How Are We Doing?. NCNB
Governance Series Booklet #14. Washington, DC: National Center for Nonprofit
Boards.
The Management Center. (1997) On-line Organizational Assessment Tool-Board of
Directors. [On-line] Available: http://www.tmcenter.org/cgi-bin/
rreesurvey.cgi.
Thompson, John L.(1996) Strategic Effectiveness and Success: the Learning Challenge.
Management Decisions 34(7), 14-22.
Tobin, Daniel R. (1996) Transformational Learning-Renewing Your Company Thorugh
Knowledge and Skills. 18(9/Part2). Middlebury, VT: Soundview Executive
Book Summaries.
Training Resources for the Environmental Community (TREC)., (March, 1997) TREC
Organizational Assessment Tool (Draft #9) Seattle: Author.
United Way of America, (1985) Strategic Management and United Way, A Guideline Series-
Organizational Assessment. Alexandria, VA: Author.
Van Wart, Montgomery. The First Step in the Reinvention Process: Assessment. Public
Administration Review. 55(5)^428-438.
Wh'eatley, Margaret J. (1994) Leadership and the New Science-Learning About Organization
from an Orderly Universe. San Francisco: Berrett-Koehler.
Yukl, Gary A. (1981) Leadership in Organizations. Englewood Cliffs, NJ: Prentice-Hall.
-------
-------
-------
aanernM.
IVNOliVN
]Oo; juaqai jiranaDxa UB si y,, n-}uaptsaid SB ypow. Am apmS o; siqSreut jo laqumu B
n'"°P °J P33U 3AV ^^ P116 3JCB 3Ai aia1!^ ^fPTlos psdp
jno ra XjpBdED plfnq ptre uo 5[JOAi 03. e^qB aq o^ poj Suojq.s £^saz E sn S3Ai§ }in
.("•[suopezniESjo] uoflBDnpa {Biuauiuoipvua piBMOj patEsS 'IJE jo ;sig S,;EI^ 'aiaip ;no
S,;BIH jo aiBMB uij ysi# poi suo aqi XjqBqoid s,n ,,-iBuoREzniBSjo pire luarassasssE jo
siDadse jBuosjad ipoq sassarppE it pus a];duns sr ;i jEip XBAI B qons tn pazTireSio SEAV jj,,
•71^0 uoyvpossy uoymnpg ivfuamuoMaus 3ifljb stzqwayi p^tiog woj-f siuamiuo^
si
,,""spiEoq JQJ poi luauissassB ajqsnpA B
M ii"'3-131!! ?no 3IB sSuiip jo spupi asaqi jBtj^ SUIMOU^ jo '
aq cq paau aM araqM szijuoud pire UMOp MOJJBU sn dpq o; po^ ajqipaioui UB SB
aifl] 33S XlpsJt iu ..-aiojaq sSutip asaip jo tuinotp psq Xpoqou Moq aui 01 Suisijdns ,1
.•Moijzonpg pjuaiuuoMauz JafuofjDpossy^yf3t{tJ'o
•UFO
uot^vpossv
luautab
------- |