MODULE 5 Know Your Neighbors: Developing Partnerships and Leveraging Resources FACILITATOR'S GUIDE Published by: U.S. EPA Region 4 Environmental Justice and Children's Health Section Environmental Justice Academy A 1-l-ftA United States Environmental Protection I M « Agency ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Table of Contents Preparation Materials 1 Workshop Synopsis 2 Learning Objectives 2 Overview of Lessons/Materials 3 Facilitator Tips 7 Facilitator Icon Key 10 Agendas 11 Module 5 Day 1 11 Module 5 Day 2 12 Module 5 Day 1 14 Welcome Back 15 Module 5 Day 1: Close the Gap Recap: Module 4 16 Module 5 Day 1: Activity: Game Show: Resolution or No Resolution 16 Module 5 Day 1: Activity: Know Your Community 17 Module 5 Day 1: Lesson 1: One Is Such a Lonely Number: Developing Stakeholder Engagement Part 1 19 60-Minute Break 23 Module 5 Day 1: Lesson 2: One Is Such a Lonely Number: Developing Stakeholder Engagement Part 2 23 Module 5 Day 1: Closing 24 Module 5 Day 2 26 Module 5 Day 2: Welcome Back 27 Module 5 Day 2: Lesson 3: Talking Over the Fence: Identifying Stakeholders and Their Roles 27 Module 5 Day 2: Case Study: Beneficial Partnership 29 Module 5 Day 2: Activity: Collaborative Problem-Solving Element 5 Worksheet 5 30 10-Minute Break 30 Module 5 Day 2: Lesson 4: Let's Get Together: Stakeholder Engagement 30 Module 5 Day 2: Activity: Collaborative Problem-Solving Element 4 Worksheet 4 34 60-Minute Break 34 Module 5 Day 2: Lesson 5: Let's Stay Together: Sustaining Partnerships 34 Module 5 Day 2: Summary: Synopsis of Days 1 and 2 37 Homework Assignment, Bonus Activities, and Poster Presentation Guidance 37 Module 5 Day 2: Closing 39 United States Environmental Protection ^1 m m Agency ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Appendices 40 Appendix A: Additional Resources 41 Appendix B: Glossary 43 Appendix C: Seven Stages Example 44 Appendix D: Multi-Stakeholder Panel Questions 46 Appendix E: Case Study: Beneficial Partnership 49 Appendix F: Activity: Collaborative Problem-Solving Element 5 50 Appendix G: Activity: Collaborative Problem-Solving Element 4 51 Appendix H: Homework 52 Appendix I: Bonus Activity 53 Appendix J: Poster Presentation Template 55 Appendix K: Collaborative Problem-Solving Elements 4 and 5 56 Additional Notes: United States Environmental Protection ^1 m m Agency ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Preparation Materials Background Information and Suggestions for the Facilitator vvEPA United States Environmental Protection Agency ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Workshop Synopsis As identified in module 2, the participants must develop goals consistent with their community's vision and mission. To do so, participants need to stimulate and promote constructive dialogue with stakeholders and partners. This will help participants identify the support needed to enhance community initiatives, as well as stakeholders and partners who can help meet those needs. In this module, participants will learn to identify key internal and external stakeholders to help their communities address challenges using information resources, technical assistance, financial assistance, and even policy changes. This session will provide participants with tools to promote constructive dialogue and assess the outcomes of community engagement with stakeholders to promote lasting relationships. This module will help them develop the skills to determine who can bring resources such as money, time, meeting space, knowledge, marketing, and supplies to help solve community challenges. All case studies and field trips listed in this module are included as suggestions and examples. You may adapt and the case studies and field trips to suit your/the participants' needs and location. Learning Objectives After completing this module, the participant will be able to: Recognize the importance of stakeholder partnerships. Identify key stakeholders. o Understand the seven stages of stakeholder engagement. Identify and establish stakeholder roles. o Identify non-affiliated partners and stakeholders, o Identify affiliated partners and stakeholders, o Focus on partnerships. - Address differences in communication strategies and goals. - Factor in the maturity level of the partnership. Sustain partnerships using effective communication, o Understand partnership viability. Develop a plan for change and succession, o Continue networking. United States Environmental Protection ^1 m m Agency 2 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Overview of Lessons/Materials Activity: Know Your Neighbor The "know your neighbor" activity is designed to gather information about the participants' past experiences with community engagement, foster a positive perspective for future engagement, and provide a basis for gauging growth after the module is completed. You will ask the participants to share a community engagement experience. Materials needed for this activity: Notepad and pen. Flip chart, easel, and markers. Lesson 1One Is Such a Lonely Number: Developing Stakeholder Engagement Part 1 The purpose of this lesson is to define stakeholder engagement and explain why it is important. This lesson will also introduce the seven stages of continuous stakeholder engagement, and participants will learn how to build proactive two-way interactions between stakeholders. Material needed for this lesson: Presentation slides (see the "Module 5 Presentation Final" PowerPoint). Lesson 2One Is Such a Lonely Number: Developing Stakeholder Engagement Part 2 The purpose of this lesson is for participants to interact with and learn from a multi- stakeholder panel from a local community group. The panel will discuss how stakeholders were identified, their roles in the council, and how the partnership is currently working. Materials needed for this lesson: Multi-stakeholder panel questions (Appendix D). Table and chairs for panel. Notepads and pens. Lesson 3Talking Over the Fence: Identifying Stakeholders and Their Roles The purpose of this lesson is to help participants identify stakeholders and their roles using the collaborative problem-solving process. The participants will use an existing case study to identify the participating stakeholders and their roles. You will also lead the participants in an activity using collaborative problem-solving element 5 worksheet 5, in which they will identify community members with common interests to build a Module 5 Facilitator's Guide United States Environmental Protection ^1 m m Agency 3 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide broadly representative coalition. The activity will incorporate the case study introduced earlier in the lesson. Materials needed for this lesson: Presentation slides (see the "Module 5 Presentation Final" PowerPoint). Notepads and pens. Beneficial Partnership case study (Appendix E). Collaborative problem-solving element 5 worksheet 5 (Appendix F). Lesson 4Let's Get Together: Stakeholder Engagement The purpose of this lesson is to help participants recruit potential stakeholders, establish their roles, and coordinate the resources needed in the collaborative partnership. You will lead the participants in an activity using collaborative problem- solving element 4 worksheet 4, in which they will create a common objective among the partners and a clear, workable plan to address identified issues. The activity will incorporate the case study identified in lesson 3. Materials needed for this lesson: Presentation slides (see the "Module 5 Presentation Final" PowerPoint). Notepads and pens. Beneficial Partnership case study (Appendix E). Lesson 5Let's Stay Together: Sustaining Partnerships In this lesson, participants will learn sustaining techniques to continue to develop partnerships and stakeholders' achievements. Material needed for this lesson: Presentation slides (see the "Module 5 Presentation Final" PowerPoint). Notepads and pens. Homework Assignments The participants should select an existing community issue and evaluate key stakeholders' roles in addressing the environmental justice issue. The participant should identify key participants (internal and external), their roles, and the potential resources they bring. Materials needed for this lesson: Presentation slides (see the "Module 5 Presentation Final" PowerPoint). Key stakeholder table (Appendix H) and instructions. S.M.A.R.T. action plan. United States Environmental Protection ^1 m m Agency 4 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Bonus Activity Participants can elect to earn additional points in their EJ Academy points matrix by completing bonus activities. The participant with the highest number of points above the minimum requirement will be eligible to receive an award. This bonus activity will not only earn additional points, but will greatly benefit the participants' communities. The participants will focus solely on Step 2 of the five-step process: Stakeholder Mapping. They will read four sections outlining the importance of understanding who your key stakeholders are, where they come from, and what they are looking for in relationship to your business. Using Business for Social Responsibility (BSR) Step 2, the participants will complete the four actions listed below per the instructions in Step 2j BSR Five-Step Approach to Stakeholder EngagementStep 2: Stakeholder Mapping (Appendix I). BSR Step 2 Action 2.1: Identifying BSR Step 2 Action 2.2: Analyzing BSR Step 2 Action 2.3: Mapping BSR Step 2 Action 2.4: Prioritizing Action Plan Relationship Participants should complete the highlighted row, "supporting cast," in the action plan below. This component of the action plan defines why this action is integral to accomplishing their goal. It is important for the organization and prospective partners to understand this because it validates the work they are doing. 1 Morris, J. & Baddache, F. (2012, January). Back to Basics: How to Make Stakeholder Engagement Meaningful for Your Company. BSR. https://www.bsr.org/pdfs/events/Back%20To%20Basics%20- %20How%20to%20Make%20SHE%20Meaninaful%20for%20vour%20Companv(1').pdf United States Environmental Protection ^1 m m Agency 5 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide GOAL 1: Specific Action 1: First 100 Days Why is this important? Time frame for completion Lead roles Supporting cast Cost Dollars Time Resources How will you measure your success? Room Setup Prepare a u-shaped seating arrangement with a podium in the front of the room. In the back half of the meeting room, set up five to six round tables with chairs for small group activities. A separate small table should be set up for any handouts and the sign- in sheet. Connect all technical aids (e.g., computers, viewers, displays, and Wi-Fi connection). Make sure all participants can view aids. Pre-Homework Send the participants a homework reminder email a week before module 5 begins. United States Environmental Protection ^1 m m Agency 6 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Facilitator Tips People learn more from hands-on experience than they do from listening to information. Therefore, as the facilitator, your role will be to guide the participants through a process of self-learning. The following tips have been provided to assist you in preparing for your session. These facilitator tips developed by Dietra Hawkins are used with permission from the author. As a facilitator, your presence is vital to the success of the EJ Academy curriculum. The following 12 points are offered as an overview of your role. Dialogue is the cornerstone for successful programs aimed at culture change. How you organize and approach your role can support or impede a participant's experience and willingness to engage. We have drawn from programs and texts such as "Can't We All Just Get Along? A Manual for Discussion Programs on Racism and Race Relations,"2 Dialogues for Diversity: Community and Ethnicity on Campus,3 Capowski's "Managing Diversity,"4 Norman's cultural model for mixed group dialogue,5 and Sanford's approach to beginning a dialogue in South Africa.6 Using these texts, we have included several effective suggestions for facilitating difficult and emotional dialogues. Review these points as a foundation for facilitating this nine-course curriculum: Stress that participants will engage in dialogue, not a debate. Participants should speak from their own experiences. Expert opinion and facts are not part of the dialogue process. Review the differences between dialogue and debate with participants. Help participants recognize that the process of dialogue is not easy. Participants must commit to the hard, emotional work of engaging their own biases. Stress the necessity of a safe and open environment for genuine dialogue. Each participant is expected to converse with each other honestly and candidly. Everyone should respect one another, even if they have opposing opinions. Facilitators should help the process by monitoring the group and not allowing any one person's biases to dominate the conversation. You should also help 2 Niedergang, M., & McCoy, M.L. (1992). Can't We All Just Get Along? A Manual for Discussion Programs on Racism and Race Relations. Study Circles Resource Center. https://files.eric.ed.gov/fulltext/ED351430.pdf 3 Kramer, M., & Weiner, S. (1994). Dialogues for Diversity: Community and Ethnicity on Campus. Oryx Press. 4 Capowski, G. (1996, June). Managing Diversity. Management Review, 85(6), 12. https://link.qale.com/apps/doc/A18358662/AONE?u=anon~b3a87d63&sid=qooqleScholar&xid=e35619bb 5 Norman, A.J. (1994). Black-Korean Relations: From Desperation to Dialogue, or from Shouting and Shooting to Sitting and Talking. Journal of Multicultural Social Work, 3(2), 87-100. httPs://doi.oro/10.1300/J285v03n02 06 6 Sanford, R. (1984). The Beginning of a Dialogue in South Africa. The Counseling Psychologist, 12(3), 3-14. https://doi.ora/10.1177/0011000084123001 United States Environmental Protection ^1 m m Agency 7 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide stimulate deeper exploration of the topics to ensure that participants do not feel they are wasting their time. Explain that the purpose of an appreciative inquiry approach is not to about reaching an endpoint. The process of dialoguing is a beginning. Through sharing and mutual understanding, the establishment of common ground can lead to healing, understanding, and growth. Recognize the role and importance of a neutral facilitator. The facilitator needs to be comfortable with silence and their role in the group. Facilitators should avoid bringing their own issues into the conversation. A biased facilitator could negatively influence the group or alienate those in minority groups. The facilitator should have the ability to keep all members present during the conversation. Facilitators with previous group experience may enhance the process, although personal experience with the topic is most essential. Engage a balanced group of participants. Diverse representation is useful and helps the process feel beneficial. If the group is not well balanced with diverse people and opinions, the facilitator may use prompts to challenge the group. Any additional materials used should offer various controversial perspectives to promote a deeper exchange. Incorporate an educational piece, because the historical experience of various cultural groups may have been left out or misrepresented. For example, if two groups are unaware of the other's historical struggles, education could help them see similarities in how they have been alienated and oppressed and have struggled and survived. Use flexible materials and schedules. Different formats may be interchanged throughout a session. Personal stories, expert presentations, current articles, or multimedia and interactive exercises are a few alternative formats. Prepare the participants for the process. Address all the basics such as time, place, and a basic format. Allow participants to express their concerns about the process before beginning. This opportunity to express their pessimism or anxiety is often cathartic. Participants may also share why they came and what they hope to gain from the experience. The process of sharing helps normalize the experience and allows the facilitator to know where participants may want to begin. Establish conversation ground rules or guidelines to help keep discussions on track and fair. For example, you can refer to a specific ground rule to refocus a domineering participant. Acknowledge that feelings of anger and fear are natural. Discussions of culture are very difficult and complex. However, it is possible to have productive dialogues if everyone respects one other. United States Environmental Protection ^1 m m Agency 8 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Preliminaries Prepare in advance. Make sure you are familiar with the material being presented. Consider the needs, expectations, and experiences of your audience. Make sure all materials are in the class and that all equipment is working properly. Arrange seating. A u-shape is recommended. Key Responsibilities Group participants with different levels of knowledge together in small groups. Involve all participants in completing the class logic model exercise. Establish the benefits of the module early in the session. Remain open, objective, and flexible. Keep the group on track and moving forward. Create an interactive participatory environment; involve the group in discussions. Group Discussion Tips Ask open-ended questions. Demonstrate active listening skills. Allow for silence. People need time to process what has been said and to put their own thoughts in order. Invite group participation; encourage students to be involved with questions and answers. Refocus the group if discussion gets off track. United States Environmental Protection ^1 m m Agency 9 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Facilitator Icon Key Icon Title Meaning if Instructions to the facilitator This icon means there are specific instructions for the facilitator. This content should not be read aloud. n Background for the facilitator This icon indicates that there is background information the facilitator should be aware of when covering this topic. This information is presented in the facilitator's guide. rj Facilitator says This icon means the facilitator should read the content nearly verbatim, interjecting thoughts when appropriate. a Key point This icon indicates an important point that the facilitator should communicate to the audience in their own words. UJ | Questions This icon means the facilitator should allow time for the audience to ask questions or the facilitator should ask the audience questions. E Activity This icon indicates an activity that the facilitator should explain. The activity can be either a group or individual activity. a Assessment This icon indicates the facilitator will conduct an assessment. Multimedia This icon indicates the facilitator will have students watch a video. a Computer This icon indicates the facilitator will have students visit an online resource. g D Handouts or resource Materials This icon indicates the facilitator will give students a handout or other resource material. Homework This icon indicates a homework assignment. a Transition This icon indicates the facilitator will provide a transition from one topic to another. United States Environmental Protection ^1 m m Agency 10 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Agendas Module 5 Day 1 Know Your Neighbors: Developing Partnerships and Leveraging Resources Date: Time: Location: Contact: Time Day 1 Facilitator Close the Gap Recap: Module 4 Overview of module 4 Activity: Resolution or No Resolution Short homework review Questions and answers Activity: Know Your Community Identify a community engagement experience using appreciative inquiry Lesson 1One Is Such a Lonely Number: Developing Stakeholder Engagement Part 1 What is stakeholder engagement? o Why is it important? List the seven stages of continuous stakeholder engagement Break Lesson 2One Is Such a Lonely Number: Developing Stakeholder Engagement Part 2 Multi-stakeholder panel Closing Remarks Short introduction to day 2 Thanks and closing of session United States Environmental Protection ^1 m m Agency 11 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Module 5 Day 2 Know Your Neighbors: Developing Partnerships and Leveraging Resources Date: Time: Location: Contact: Time Day 2 Facilitator Welcome Back Sign in/housekeeping Lesson 3Talking Over the Fence: Identifying Stakeholders and Their Roles Identify potential community participants Identify key stakeholders o Activity: Case study (Beneficial Partnership) Identify stakeholder roles o Affiliated and non-affiliated Identify supportive roles o Activity: Collaborative problem-solving element 5 worksheet 5 Break Lesson 4Let's Get Together: Stakeholder Engagement Modes of engagement Outreach for engaging stakeholders Evaluation criteria o Identify next steps o Evaluate process and results Activity: Collaborative problem-solving element 4 worksheet 4 Break Lesson 5Let's Stay Together: Sustaining Partnerships Communication, understanding, and commitment Partnership viability o When to stay and when to go Change and succession o Continued networking Homework Assignment Action plan relationship United States Environmental Protection ^1 m m Agency 12 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Time Day 2 Facilitator Bonus activity Poster presentation Summary and Closing remarks Review of all topics discussed Interactive discussion and questions Introduction to module 6 and closing statements United States Environmental Protection ^1 m m Agency 13 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Module 5 Day 1 Know Your Neighbors: Developing Partnerships and Leveraging Resources United States Environmental Protection ^1 m m Agency 14 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Welcome Back Time: Allow approximately 15 minutes for this activity. Objective: Welcome participants back to the EJ Academy. a Instructions The participants will sign in and receive their student manual for module 5. Focus on housekeeping issues, such as helping participants who missed information and answering any questions participants have. The purpose of the sign-in is to greet and orient early arrivers, collect homework assignments, and distribute module 5 contents. Participants should sign the class roster and ensure that the points they have earned are annotated on their participant points matrices. Materials Needed Post-it Notes: Place a stack of multicolored Post-it Notes on each table where participants will be sitting. Name tents. Music: Upbeat for the resolution or no resolution game and smooth background music for group activities. For presentations: Laptop, overhead projector, computer speakers, large format easel/paper, markers, and any additional materials requested by the presenters. Module 5 contents: o Agenda o Presentation slides (see the "Module 5 Presentation Final" PowerPoint) - Stakeholder engagement - Identifying stakeholders and their roles - Sustaining relationships o Group activities - Know Your Community activity - Stakeholder case study - Collaborative problem-solving element 5 worksheet 5 - Collaborative problem-solving element 4 worksheet 4 o Homework sheets - Stakeholder identification Sign In United States Environmental Protection ^1 m m Agency 15 ------- Know your Neighbors: Developing Mod u le 5 Partnerships and Leveraging Resources Facilitator's Guide - S.M.A.R.T. action plan worksheet Module 5 Day 1: Close the Gap Recap: Module 4 Time: Allow approximately 20 minutes for this recap. Objectives: Participants should be able to creatively identify and apply the wide array of consensus building and dispute resolution tools at their disposal. Instructions Provide an overview of module 4 using the following interactive activity. While the participants are recapping module 4 and reviewing homework assignments, prepare the room for the game show activity. Module 4 Overview Module 4: Teamwork Makes the Dream Work: Collaboration, Consensus, and Dispute Resolution provided the participants with consensus building and dispute resolution tools to use in various community situations. Participants can use the tools from module 4 to ensure that partners and communities are treated fairly, develop agreements, and resolve disagreements and impediments to progress. In module 4, the participants identified and applied the consensus building and dispute resolution tools available to their community. The participants learned to design processes that built trust and promoted a common vision among all stakeholders and partnerships. From there, the participants identified, nurtured, and promoted mutual gains within their communities. Lastly, the participants used upstream, midstream, and downstream dispute resolution techniques to foster innovation, overcome challenges, and resolve perceived problems. Module 5 Day 1: Activity: Game Show: Resolution or No Resolution Resolution or No Resolution Modeled after a game show, the purpose of this activity is for the participants to identify how conflicts can be resolved simply with partnership/stakeholder consensus. Allow each participant to choose from 10 sealed envelopes containing varying conflict scenarios, ranging from the need for a sidewalk to toxic pollution releases. Without knowing the conflict in each envelope, each participant will pick onetheirs to keep, if they chooseuntil it's unsealed at the game's end. United States Environmental Protection ^1 m m Agency 16 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide The risk element kicks in when the participant must then instinctively eliminate the remaining nine envelopes. During each round, a pre-determined number of envelopes will be opened. I participant is tempted by a mysterious entity known only as "the regulator" to accept an offer of resolution in exchange for what might be contained in the participant's chosen envelope, prompting the facilitator to ask the all-important questionresolution or no resolution? As each envelope is opened, the likelihood of the participant having a low conflict scenario with an easy resolution in their own envelope will decrease or increase. The participant knows that if the lower conflict scenarios have not been opened, the regulator's deals will only get easier. If the conflicted participant accidentally opens an envelope with a low conflict scenario, the regulator's offer could suddenly evaporate. Module 4 Discussion The participants were required to take what they learned from module 4 to design an upstream, midstream, or downstream consensus building or dispute resolution process for their own community. The toolbox will be inserted into their personal portfolios. Discussion Points What was the most important concept you learned from module 4? What concepts were easy to understand? What concepts resonated with you? How can you use the information learned within your community? Module 5 Day 1: Activity: Know Your Community Time: Allow approximately 20 minutes for the activity. Objective: Introduce a basic discussion about community engagement. Class Activity: Know Your Community Make sure all participants are engaged in this activity. Remember that every community engagement experience is significant. Each participant should document their experience in their portfolios to reference later. Activity Instructions Using the four-step appreciative inquiry (Al) process discussed in previous modules, ask participants to share one community engagement experience with their groups. Designate someone to post each engagement topic on a flip chart. Later, have someone from each team share one experience with all workshop participants. United States Environmental Protection ^1 m m Agency 17 ------- Know your Neighbors: Developing Mod u le 5 Partnerships and Leveraging Resources Facilitator's Guide Highlight the best of past experiences (Discover): "In my experience...was beneficial or made me happy because..." Envision positive outcomes (Dream): "Our goal was to..." Co-construct (Design): "We wanted to..." Successfully realize your dream (Deliver): "We were able to..." o What worked during the engagement process and what were the positive outcomes? o Participants should envision ideas and steps to help achieve a positive outcome. - Identify key participants (e.g., communities, academic institutions, governments) associated with this community engagement experience. Appreciative Inquiry Design United States Environmental Protection ^1 m m Agency 18 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Module 5 Day 1: Lesson 1: One Is Such a Lonely Number: Developing Stakeholder Engagement Part 1 Time: Allow approximately 80 minutes for this slide group. Objective: Participants should be able to explain the importance of constructive multi-stakeholder partnerships. Facilitator Notes Introduce the speaker and monitor the allotted time. If not using a guest speaker, you will use a PowerPoint presentation. If you are using a guest speaker, share these notes with them in advance so their presentation will include the following points. Define stakeholder engagement and explain its importance and benefits. Explain the seven stages of continuous stakeholder engagement, which will be discussed later in the lesson. The purpose of this lesson is to define stakeholder engagement and explain why it is important. Participants will gain an understanding of the need for and the value of constructive engagement with multi-stakeholder partners. The lesson will also introduce the seven stages of continuous stakeholder engagement, and participants will learn how to build proactive two-way interactions between stakeholders. jT) What Is Stakeholder Engagement? Stakeholder engagement is vital to community development planning, implementation, and evaluation. It helps ensure that development projects are appropriate, effective, and sustainable. This module explores the importance of stakeholder engagement and helps participants identify stakeholders and their roles. jQ Importance of Stakeholder Engagement According to the International Finance Corporation, "stakeholder engagement refers to substantive, two-way dialogue between a community, nonprofit, or an organization and its stakeholders."7 A stakeholder is anyone who may affect or be affected by a project. In the case of community development, stakeholders may include project donors, partner organizations, government agencies, or community members. 7 International Finance Corporation. (2014). A Strategic Approach to Early Stakeholder Engagement. https://commdev.orq/wp-content/uploads/pdf/publications/A-Strateqic-Approach-to-Earlv-Stakeholder- Enqaqement.pdf United States Environmental Protection ^1 m m Agency 19 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide It is important to engage stakeholders because they can help to: Identify and prioritize community development needs and opportunities. Gather innovative ideas. Identify community resources. Encourage community involvement in designing, implementing, and monitoring projects. Identify and evaluate potential partners. Monitor project impacts and ensure that development projects are meeting community expectations. This participatory approach to community development requires investing time and resources to be successful. For organizations accustomed to traditional community investments, such as local infrastructure or philanthropy, the required time commitment may feel burdensome. However, involving stakeholders in the planning, implementation, and evaluation phases is more likely to result in community development projects stakeholders perceive to be appropriate, effective, and sustainable. What Does the Community Need? Community challenges require stakeholders who can bring good ideas and resources (e.g., money, time, meeting space, knowledge, marketing, supplies) to address the challenge. Potential stakeholders include local community organizations, small businesses, residents, training centers, colleges and universities, governments, and religious organizations. Community commitment and participation is critical to success. jQ Stakeholder Engagement Stakeholder engagement is a process by which individuals or organizations who may be affected by a decision can have an open, two-way dialogue to find solutions and manage the impact of that decision. Successful stakeholders will demonstrate a commitment to including a broad spectrum of community members in their planning processes, including people of all ages, abilities, economic conditions, and ethnicities. In addition, these key people will have the resources to strengthen stakeholder communication to facilitate multi-jurisdictional decision-making and problem-solving. Ideally, successful stakeholder engagement starts with understanding and reaching consensus regarding the community's needs. Stakeholder engagement can help: Build relationships that enrich dialogue and broaden perspectives. Build trust. United States Environmental Protection ^1 m m Agency ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide IB Establish access to pertinent information Provide opportunities to improve decision-making that advance community- based efforts. Facilitator Notes While explaining the seven stages of continuous stakeholder engagement, emphasize the importance of communication, opinions, and ideas flowing back and forth between stakeholders. The goal of continuous stakeholder engagement is to change individual thinking into a unified outlook. Seven Stages of Continuous Stakeholder Engagement The following diagram represents the seven stages of continuous stakeholder engagement. This process is represented as a circle because it is constantlessons from experience will then shape future planning and engagement. The process is not linear; it is an iterative process in which an organization learns and improves its ability to perform meaningful stakeholder engagement. Continuous stakeholder engagement is based on developing mutually respectful relationships instead of one-time consultations. The Process Flow of Stakeholder Engagement Stage 6: Respond and Implement Stage 5: Consult Stage 7: Monitor; Evaluate, and Document o Stage Ran Stage 4: Build Trust £7 Stage 2: Understand Your Stakeholders Stage 3: Internally Prepare and Align Stage 1: Plan Identify your basic objectives, challenges to address, and the key stakeholders in your community. A United States Environmental Protection U # % Agency 21 ------- Know your Neighbors: Developing Mod u le 5 Partnerships and Leveraging Resources Facilitator's Guide Stage 2: Understand Your Stakeholders Understand their sense of urgency for addressing challenges, the legitimacy of their interest, and the power they have to impact your community. Understand what they want and need. How does this correlate with what you want and need from them? Understand their motivations, objectives, and concerns. Do they align with your priorities? Stage 3: Internally Prepare and Align Dedicate time and resources to identifying commonalities between your community and your internal and external stakeholders to find ways into conversations and "win-win" situations. Solidify your community's commitment to the stakeholder engagement process, which may mean building the community's case and identifying internal advocates. Stage 4: Build Trust Recognize that different stakeholders will come with different levels of trust and willingness to trust. Recognize that your interactions with them will need to adapt to their level of and willingness to trust. Stage 5: Consult Ensure the consultation process is material to your community's key economic, social, and environmental risks. Understand different consulting methods, including personal interviews, workshops, focus groups, public meetings, surveys, participatory tools, and stakeholder panels. Choose relevant mechanisms for each stakeholder group as one template will not fit all. Prioritize challenges from both your and the stakeholders' viewpoints. Understand the stakeholders' concerns. Stage 6: Respond and Implement Decide on a course of action for each challenge. Appreciate the possible stakeholder reactions to your proposal. This will help you to develop a more successful proposal of action. Respond mindfully. A perception of fairness can drive success. Develop a process for addressing the challenges you identified. United States Environmental Protection ^1 m m Agency 22 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Stage 7: Monitor. Evaluate, and Document Manage knowledge to help you capture information and share what is learned. Ensure transparency by documenting the process accurately, especially if your community reports on stakeholder engagement or submits to external scrutiny. Remember to report back to stakeholders on progress in a form and language appropriate to them. Collect a wide range of views to assess the engagement process. What has been successful? Where do you need to improve? This is especially helpful in understanding cost-benefit analysisincluding benefits such as reputation, risk management, and new business models. Example of Seven Stages in Use: EJ Academy The example is in Appendix C. Review and discuss the example after the initial presentation to show how the seven stages worked together in the creation and implementation of the EJ Academy. Z Ask if there are any questions. 60-Minute Break Time: Allow approximately 60 minutes for break. Objectives: Participants will take a break after lesson 1. Give the participants a 60-minute break. Module 5 Day 1: Lesson 2: One Is Such a Lonely Number: Developing Stakeholder Engagement Part 2 Time: Allow approximately 90 minutes for this slide group. Objectives: The purpose of this lesson is to interact with a multi-stakeholder panel from a local community group. The panel will discuss how stakeholders were identified, their roles in the community, and how the partnership is currently working. In addition, the participants will use an existing case study to identify the stakeholders and their roles. United States Environmental Protection ^1 m m Agency 23 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Facilitator Notes Introduce the speaker and monitor the allotted time. If not using a guest speaker, use the PowerPoint presentation. If using a guest speaker, you should share these notes with them in advance so their presentation will include the following points. Multi-Stakeholder Panel Representatives from government, academia, various industries, and community groups will discuss stakeholder engagement and roles pertaining to the concerns and projects being addressed in their communities. jQ Stakeholder Collaborations Collaboration means stakeholders agree to work together to address a challenge or concern. In doing so, the parties must figure out: Who are the stakeholders? Which of them need to be involved, and at what level? What challenges might they bring with them? Ask the panelists to provide in-depth examples of how they identified their stakeholders. Ask what roles were assigned and/or assumed, and how their partnerships have endured with each goal, decision, success, and disappointment. Encourage participants to ask the panelists questions about stakeholder selection and the strength of their partnerships. The multi-stakeholder panel questions are located in Appendix D. Module 5 Day 1: Closing Time: Allow approximately 15 minutes for this closing. Objective: Close out day 1 of module 5 and give a short introduction to day 2. B Short Introduction to Day 2 Identifying key stakeholders, their roles in the community, and common interests will be discussed in tomorrow's session. Participants will also identify sustaining techniques to continue developing partnerships and stakeholder achievements. Thanks and Closing of Session Thank the participants for devoting their time to attending the EJ Academy. We hope that once the program is completed, each leader will return to their communities to United States Environmental Protection ^1 m m Agency 24 ------- Know your Neighbors: Developing Mod u le 5 Partnerships and Leveraging Resources Facilitator's Guide impart their newly developed skills to other members, spreading the influence of the EJ Academy and empowering them from within. Close the session as participants leave for the evening. United States Environmental Protection ^1 m m Agency 25 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Module 5 Dav 2 Know Your Neighbors: Developing Partnerships and Leveraging Resources vvEPA United States Environmental Protection Agency ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Module 5 Day 2: Welcome Back Time: Allow approximately 10 minutes for this activity. Objective: Welcome participants back to day 2 of module 5. I Instructions The participants will sign in. Provide participants with any handouts and/or homework sheets. Focus on housekeeping issues, such as helping participants who missed information and answering any questions participants have. Module 5 Day 2: Lesson 3: Talking Over the Fence: Identifying Stakeholders and Their Roles Time: Allow approximately 90 minutes for this lesson. Objective: The purpose of this lesson is for participants to identify potential stakeholders using collaborative problem-solving (CPS). In addition, the participants will use an existing case study to identify the participating stakeholders and their roles. 4 Facilitator Note Introduce the speaker and monitor the allotted time. If not using a guest speaker, use the PowerPoint presentation (see the "Module 5 Presentation Final" PowerPoint). If you are using a guest speaker, share these notes with them in advance so their presentation will include the following points. Provide key guidelines to assist the participants in identifying stakeholders and partnerships for community projects. Paticipants should consider: Who is involved, affected, or interested? Is there an obvious audience? Are there others outside the community who may be affected? What information does each stakeholder already have? What information does each stakeholder need? What are their concerns? How is each stakeholder likely to react? United States Environmental Protection ^1 m m Agency 27 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Participants will learn to identify potential stakeholders using the collaborative problem- solving process. Additionally, the participants will practice identifying stakeholders using the case study of the Beneficial Partnership, located in Appendix E. stakeholders and respond to their needs. Identifying stakeholders will help you figure out who the stakeholders are, which of them need to be involved and at what level, and what issues they may bring with them. The most important reason for identifying and understanding stakeholders is that it allows you to recruit them as part of your effort. Who Are the Key Stakeholders? Affiliated partners and stakeholders: o Affected communities. o Industry and businesses. o Policy- and decision-makers (e.g., health officials, regulatory and enforcement officials, social agency staff). Non-affiliated partners and stakeholders: o Community service organizations (e.g., health and o Educational institutions and academia. o Government agencies (e.g., federal, state, county, Where Do Thev Come From? Potential community partners: o Community and neighborhood groups, o Environmental organizations, o Industry and businesses, o Medical communities, o Nongovernmental organizations, o Religious/spiritual communities. What Are Thev Looking for in Relation to Your Community? Stakeholder roles: o Act as a convener or facilitator. o Provide technical assistance, information, and organization, o Assist in coordination and communications, o Provide financial resources or services, o Enforce applicable provisions of laws or regulations. jQ Identifying Stakeholders Identifying stakeholders means you have to find and involve the right welfare organizations), local, tribal). United States Environmental Protection ^1 m m Agency 28 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide o Focus attention on a problem, o Provide legitimacy to an effort. o Supportive roles which improve and maintain function, jurisdiction, structure, and enforcement. Facilitator Note The guest speaker should ask participants the following questions as a follow- up to the presentation. I Who are the stakeholders (internal and external)? What are the objectives of engagement? What are the methods of engagement (e.g., phone, email, in-person forums, conferences)? What are the risks of engaging and/or not engaging? Facilitator Note Give participants a copy of the case study for review. The participants should read the case study and identify the stakeholders and their roles. Then, there will be an open discussion of the stakeholders identified and the effectiveness of the partnerships. Module 5 Day 2: Case Study: Beneficial Partnership HCase Study: Beneficial Partnership The Beneficial Partnership emerged in 1999, after the leader of a 1,400- member group representing two distressed, adjacent neighborhoods in AnyCity, AnyState, brought together numerous stakeholders to clean up and revitalize the community. The enthusiasm surrounding the effort brought together approximately 70 organizations representing a range of interests, including cleaning up and redeveloping two Superfund-equivalent sites and building a health clinic, a recreational greenway, new roads, and affordable housing. This loosely structured partnership is headed by a dedicated community leader and guided by a core group of individuals and representatives from the city, county, and the regional office of the federal environmental agency. Ask participants if there are any questions. LJ United States Environmental Protection ^1 m m Agency 29 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Module 5 Day 2: Activity: Collaborative Problem-Solving Element 5 Worksheet 5 Collaborative Problem-Solving Element 5: Constructive Engagement by Relevant Stakeholders A community can involve individuals, neighborhoods, an area of a municipality, or an entire municipality. It can also involve other stakeholders, such as businesses, academic institutions, civic organizations, and all levels of government. These relevant stakeholder groups can play an important role in participating and assisting in a collaborative partnership. An important step in organizing the engagement process is identifying members of the community with common interests to build a broadly representative coalition. The handout for this activity is in Appendix F. 10-Minute Break Time: Allow approximately 10 minutes for a break. Objectives: Participants will take a 10-minute break prior to lesson 4. Give the participants a 10-minute break. Module 5 Day 2: Lesson 4: Let's Get Together: Stakeholder Engagement Time: Allow approximately 60 minutes for this lesson. Objective: The purpose of this lesson is to help participants recruit potential stakeholders, establish their roles, and coordinate the resources needed in the collaborative partnership. Techniques for Achieving Well-Structured Multi-Stakeholder Partnerships Establish dialogues that lead to possible partnerships with all relevant stakeholders/parties, including the community, businesses, and the government. Ensure clarity of common vision, goals, objectives, strategies, and actions among the partnership. Develop a clear, workable organizational structure and work plan to address the partnership's communication and coordination needs. Identify and recruit partners to address the resource needs of a project (e.g., human, institutional, technical, legal, financial). United States Environmental Protection ^1 m m Agency 30 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Strengthen partnerships as you begin to understand new issues and relationships. Add processes that allow for the inclusion of new partners as they emerge. / Facilitator Note Introduce the speaker and monitor the allotted time. If not using a guest speker, use the PowerPoint presentation (see the "Module 5 Presentation Final" PowerPoint). If using a guest speaker, share these notes with them in advance so their presentation will include the following points. Emphasize to the presenter and/or the participants the need to create partnerships with identified stakeholders using the guidance below. Emphasize that developing partnerships requires shared commitment and communication. Participants will learn to recruit potential stakeholders, establish their roles, and coordinate the resources needed in the collaborative partnership. The participants will learn guiding principles, the components of a stakeholder engagement strategy, what modes of outreach are available for engagement, and how to evaluate stakeholders. jq Stakeholders Identifying stakeholders and their interests should be among the first items on your agenda. The earlier in the process stakeholders can be involved, the better. Stakeholder analysis (also called stakeholder mapping) will help you decide which stakeholders might have the most influence over the success or failure of your effort, which might be your most important supporters, and which might be your most important opponents. With that information, participants can plan for dealing with stakeholders with different interests and different levels of influence. £) Collaborative Problem-Solving Element Multi-stakeholder partnerships are groups that represent different sectors of society, such as business, government, education, community, and public safety. As a project moves forward and new needs are identified, you should invite new partners to share their resources. Guiding Principles for Engagement Proactively include all parties, stakeholders, and communities in decision- making processes. Identify and compare affiliated and non-affiliated stakeholders and partners in the community. Enhance stakeholders' understanding of environmental concerns. United States Environmental Protection ^1 m m Agency ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Make decision-making processes transparent, accessible, and understandable, and include diverse stakeholders. Explain government roles and responsibilities. Ensure responsible parties consistently participate. Produce outcomes that are responsive to stakeholder concerns. Developing a Stakeholder Engagement Strategy Compile background information regarding challenges. Describe the geographic area affected or potentially affected by the activities of the project. Link environmental issues to local economic issues to increase the level of interest. Prioritize challenges and concerns. Establish the objectives and scope of your project, and who will be accountable. Identify multiple stakeholders and their roles in the project. Identify key challenges and concerns raised by key stakeholders. Identify financial, in-kind, technical, and educational resources. Evaluate new perspectives about environmental justice challenges, health effects, and remediation solutions. Modes of Engagement/Outreach for Engaging Stakeholders Participants should consider multiple options when identifying and reaching out to stakeholders. They should get feedback on which modes of engagement/outreach will best suit and succeed with their audience. For example, they might convene a small group of representative stakeholders and use them as a sounding board or focus group to collect their opinions. Participants should consider the following modes of stakeholder outreach and engagement: Panel/group sessions: Face-to-face meetings with internal/external representatives. Virtual meetings and conference calls. Availability session/open house. Focus groups. Workshops. On-scene activities. United States Environmental Protection ^1 m m Agency 32 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Information sharing: Public hearings. Public meetings. Virtual public meetings. Fact sheets, flyers, or newsletter (hard copy distribution or e-distribution). Media, including cable TV, display ads, news releases, and press conferences. School community bulletin boards. Church community bulletin boards. Networking opportunities: Electronic media, including email, Listservs, and websites. Social media tools, including YouTube, Facebook, and Twitter. Celebrations and special events. Evaluation Criteria Your audiences' knowledge, demographics, and concerns play important roles in determining key stakeholders and their roles. Consult with internal and external parties to help characterize the community, including their needs, concerns, interests, and expectations. In his article "Identifying and Analyzing Stakeholders and Their Interests," Phil Rabinowitz advises that "evaluation of the stakeholder process should be an integral part of the overall evaluation of the effort, and stakeholders themselves should be involved in developing that evaluation. They can best tell you what did and didn't work to pull them in and keep them engaged."8 Facilitator Note Tell the presenter to ask participants the following questions as a follow- up to the presentation. Who are the stakeholders (internal and external)? What are the objectives of engagement? What are the methods of engagement (e.g., phone, email, in-person forums, conferences)? What are the risks of engaging and/or not engaging? Rabinowitz, Phil. (2015). Chapter 7, Section 8: Identifying and Analyzing Stakeholders and Their Interests. In: Communications to Promote Interest and Participation. University of Kansas. Retrieved March 15, 2022, from the Community Tool Box: https://ctb.ku.edu/en/table-of-contents/participation/encouraqinq- involvement/identifv-stakeholders/main United States Environmental Protection ^1 m m Agency 33 ------- Know your Neighbors: Developing Mod u le 5 Partnerships and Leveraging Resources Facilitator's Guide Module 5 Day 2: Activity: Collaborative Problem-Solving Element 4 Worksheet 4 Collaborative Problem-Solving Element 4: Multi-Stakeholder Partnerships and Leveraging of Resources An effective community engagement effort requires the support of individuals who can contribute ideas and resources. It is important to identify these individuals early in the engagement process, contact them, and develop a working relationship. Create a common vision and objective among the partners and a clear, workable plan to address identified issues. 60-Minute Break Time: Allow approximately 60 minutes for a break. Objectives: Participants will take a 60-minute break. nil Give the participants a 60-minute break. Module 5 Day 2: Lesson 5: Let's Stay Together: Sustaining Partnerships Time: Allow approximately 90 minutes for this presentation. Objective: The purpose of this lesson is for participants to learn sustaining techniques to continue to develop partnerships and stakeholders' achievements. Introduce the speaker and monitor the allotted time. Have the guest speaker emphasize that different communities have different goals, and there may be a need for different mechanisms to meet stakeholder needs. In addition, individual perspective is key in coordinating a community goal. Individuality (i.e., personality) should be a priority when establishing a multi-stakeholder partnership. Participants will learn to use sustaining techniques to continue to develop partnerships and stakeholders' achievements. Working with Stakeholders When working with stakeholders with any community-building activity, you must continually engage stakeholders for at least as long as the effort goes on. Rabinowitz advises that "new stakeholders may need to be brought in as time goes on. Old ones may cease to be actual stakeholders, but may retain an interest in the effort and may therefore continue to be included. You have to maintain stakeholders' and supporters' United States Environmental Protection ^1 m m Agency 34 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide motivation, keep them informed, and/or continue to find meaningful work for them to do if you want to keep them involved and active. Understanding and engaging stakeholders can be tremendously helpful to your effort, but only if it results in their ownership of it and long-term commitment to it."9 Sustaining Partnerships: What Are the Lessons Learned? Communication and Understanding Find local partners who understand the technical, policy, and social implications of the project. Community liaisons are invaluable in terms of pulling the right people together. Group members based on community goals and objectives so they can brainstorm and prioritize these issues. Stakeholders and partners should focus on two to three key priorities, ranked by importance. Consider the maturity level of the partners or stakeholders. Fledgling vs. experienced. Jaded vs. naive. Stakeholders will not always share the same agenda. Establish the role of each stakeholder at the onset of the partnership. Agree to a commitment. Document the commitment with a memorandum of understanding. o Incorporate contingency measures for changes in stakeholders, goals, and finances. Partnership Viability: When to Stay and When to Go At what point is the partnership no longer focused and/or productive? The goals of the stakeholder conflict with that of the community, o The partnership causes conflict with a stakeholder's goals. o Original feelings and goals may change. Commitment goals are achieved or redirected. The stakeholder feels a loss of identity within the partnership. 9 Rabinowitz, Phil. (2015). Chapter 7, Section 8: Identifying and Analyzing Stakeholders and Their Interests. In: Communications to Promote Interest and Participation. University of Kansas. Retrieved March 15, 2022, from the Community Tool Box: https://ctb.ku.edu/en/table-of-contents/participation/encouraqinq- involvement/identifv-stakeholders/main United States Environmental Protection ^1 m m Agency 35 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide o Individuality is important in partnerships because it allows for distinct identities and a strong sense of ownership. Credit for the accomplishments is not shared among all the stakeholders. Financial resources become available to some, but not all, stakeholders, o Stakeholders are unwilling to share. o Resources are more lucrative in another venture. Differences of opinion are too strong. Change and Succession Continue to integrate, network, and stay in contact with fellow stakeholders that share a common interest. Stay focused on the original commitment. Request constructive feedback to make changes as needed. Regular check-ins, revisiting goals and next steps, adding partners, improving communication modes, and informal partnership performance reviews are vital. Show appreciation within the partnership, o Celebrate everyone's successes. o Recognize team members' achievements. Strength in numbers allows everyone to remember, respect, and dignify the needs of others and the community. I Chapter 6 of Towards an Environmental Justice Collaborative Model is available in Appendix A (Additional Resources). Use this chapter to help you discuss successful and progressive partnerships. Factors Contributing to Partnership Progress and Success A distinct partnership identity. Strength of leadership. Diverse partners. Local and/or regional government involvement. Federal involvement. Community engagement. Communication. Agreed-upon goals and activities. A flexible, overarching vision. Administrative structure. United States Environmental Protection ^1 m m Agency 36 ------- Know your Neighbors: Developing Mod u le 5 Partnerships and Leveraging Resources Facilitator's Guide Implementation of environmental and public health protection or socioeconomic development activities. An evaluation framework. Z Ask if participants have any questions. Module 5 Day 2: Summary: Synopsis of Days 1 and 2 Time: Allow approximately 30 minutes for the summary (20 minutes to review topics and questions, and 10 minutes for discussion questions). Objective: Review key topics and learning objectives. Provide a summary of the topics that the participants learned during module 5. l^J a The goal of module 5 is to advance the use of multi-stakeholder collaborative partnerships for addressing environmental justice issues in communities. After module 5, the participant should be able to: Explain the importance of constructive multi-stakeholder partnerships. Identify stakeholders and their roles using the collaborative problem-solving process. Recruit potential stakeholders, establish their roles, and coordinate the resources needed in the collaborative partnership. Use sustaining techniques to continue to develop partnerships and stakeholders' achievements. Homework Assignment, Bonus Activities, and Poster Presentation Guidance Time: Allow 30 minutes for this section. Objective: Explain the homework and bonus activity for this module. Also, provide instructions for preparing for the final poster presentation, which will be displayed during the graduation weekend. Explain the following homework assignment and bonus activities. Module 5 Homework Participants should select an existing community concern and evaluate key stakeholders' roles in addressing the environmental justice challenge. The United States Environmental Protection ^1 m m Agency 37 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide participants should identify key stakeholders (internal and external), their roles, and the potential resources they bring. Audience (internal and external). Engagement mode (roles). Resources (financial and/or in-kind). The homework chart can be found in Appendix H. Bonus Activity Business for Social Responsibility (BSR) Five-Step Approach to Stakeholder EngagementStep 2: Stakeholder Mapping Provide the participants with a copy of "Back to Basics: How to Make Stakeholder Engagement Meaningful for Your Company." https://www.bsr.org/pdfs/events/Back%20To%20Basics%20- %20How%20to%20Make%20SHE%20Meaninqful%20for%20vour%20Companv(1).pdf The participants will focus solely on Step 2 of the five-step process: Stakeholder Mapping. They will read four sections outlining the importance of understanding who your key stakeholders are, where they come from, and what they are looking for in relationship to your business. Using BSR Step 2, the participants will complete the three actions listed per the instructions in Appendix I. The goal is to create a robust, prioritized stakeholder list that captures the most relevant issues and the most relevant stakeholders. Remind participants that the list is subject to change over time and to be prepared to repeat the process as needed. Poster Presentation Instructions In addition to preparing a portfolio, participants will be required to display a poster presentation showcasing their project for their colleagues, project partners, and other guests during graduation weekend. The poster should include details on each participant's community background, mission and vision, project goals, action steps, time frames, budget, financing, and acknowledgements to those who helped with their project. The template, available in Appendix J, is an example of how the poster can be organized. Although participants can use a traditional poster board to convey the details of their project, they can elect to use other methods, such as a PowerPoint presentation or photo collage. The host organization can make this an optional activity. If they decide to include this activity during the graduation, participants should be required to complete their poster setups no later than 1.5 hours before the graduation ceremony. United States Environmental Protection ^1 m m Agency 38 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide If the host organization has the resources and time, they can invite graduation attendees to vote on the "best" poster presentation. The winners can be acknowledged by a ribbon, certificate, or an announcement during the graduation. Module 5 Day 2: Closing Time: Allow approximately 10 minutes for this closing. Objective: Close out day 2 of module 5 and give a short introduction to module 6. £) Thanks and Closing of Session Thank the participants for attending the EJ Academy. It is the Agency's hope that once the program is completed, each leader will return to their community to impart their newly developed skills to other members, spreading the influence of the EJ Academy and empowering their community from within. United States Environmental Protection ^1 m m Agency 39 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Appendices United States Environmental Protection ^1 m m Agency ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Appendix A: Additional Resources Stakeholder Engagement: A Road Map to Meaningful Engagement by Neil Jeffery. Cranfield University School of Management, Doughty Centre of Corporate Responsibility: https://www.fundacionseres.Org/lists/informes/attachments/1118/stakeholder%2 Oenqaqement.pdf "The Model Plan for Public Participation" by the Public Participation and Accountability Subcommittee of the National Environmental Justice Advisory Council: https://www.epa.gov/sites/default/files/2015-02/documents/recommendations- model-guide-pp-2013.pdf A Sustainability Workbook for Environmental Justice Communities: Lessons from the Leaders in Environmental Action Pilot (LEAP) Initiative EPA Communication Strategies: https://semspub.epa.aov/work/HQ/174743.pdf EPA Office of Policy, Economics, and Innovation. Towards and Environmental Justice Collaborative Model: Case Studies of Six Partnerships Used to Address Environmental Justice Issues in Communities'. https://www.epa.qov/sites/default/files/2015-09/documents/towards-ei- collaborative-model-case-studies-six-partnerships.pdf EPA's Environmental Justice Collaborative Problem-Solving Model: https://www.epa.gov/sites/production/files/2015- 04/documents/eiproblemcollaborativesolvinqmodel.pdf EPA Office of Site Remediation Enforcement and Office of Enforcement and Compliance Assurance. The Revitalization Handbook Revitalizing Contaminated Lands: Addressing Liability Concerns: https://www.epa.qov/sites/production/files/2014-06/documents/revitalization- handbook-2014-cleanup-enforcement.pdf EPA's Toolkit for Assessing Potential Allegations for Environmental Injustice: https://www.epa.qov/environmentaliustice/toolkit-assessinq-alleqations- environmental-iniustice EPA, Future Mechanisms to Enhance Stakeholder Involvement and Engagement to Address Environmental Justice: https://www.epa.gov/environmentaliustice/future-mechanisms-enhance- stakeholder-involvement-and-enqaqement-address EPA, Superfund Community Involvement: https://www.epa.qov/superfund/superfund-communitv-involvement United States Environmental Protection ^1 m m Agency 41 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide EPA Superfund Community Involvement Tools and Resources: https://www.epa.qov/superfund/superfund-communitv-involvement-tools-and- resources#qeneral EPA, Research Conservation and Recovery Act Public Participation Tools and Resources: https://www.epa.gov/hwpermittinq/rcra-public-participation-tools- and-resources EPA's Office of Solid Waste and Emergency Response Community Engagement Initiative Action Plan (May 2010): http://www.ironmountainmine.com/cei action plan 12-09.pdf EPA, Community-Based Federal Environmental Justice Resource Guide: https://www.epa.aov/environmentaliustice/communitv-based-federal- environmental-iustice-resource-quide United States Environmental Protection ^1 m m Agency 42 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Appendix B: Glossary Activities What your program does. Actions or processes the program undertakes to meet the project needs, such as teaching, counseling, sheltering, feeding, and clothing. Goal A broad statement of a program's ultimate aims, generally beyond the ability of one organization to achieve on its own. Inputs The resources available to a program that support service delivery, such as money, staff, volunteers, materials, or equipment. Key stakeholder Any stakeholder with significant influence on the inputs or activities of a project or that is significantly impacted by the outcome of the project. Objective A specific, measurable accomplishment within a specified time frame. Outcome The changes in the lives of individuals, families, organizations, or communities because of a program; the benefit for participants during or after their involvement in a program; or the impact of a program on the people it serves. Stakeholder Any individual or group who has a vested interest in the outcome of the issue being addressed. Stakeholder engagement When an organization initiates a two-way dialogue seeking understanding and solutions to issues of mutual concern. United States Environmental Protection ^1 m m Agency 43 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Appendix C: Seven Stages Example Seven Stages Example EJ Academy Stage 1: Plan The EJ Academy's mission is to educate grassroots leaders from communities facing environmental justice issues by providing skills to advocate and communicate with their communities. The goals of the EJ Academy are: To leverage human, social, intellectual, technical, legal, and financial resources to make long-term progress in a community. To use consensus building processes and skills to ensure successful collaboration and negotiations. To increase capacity to address communities' environmental and/or public health issues. To develop a basic understanding of environmental justice and environmental regulations. Stage 2: Understand Your Stakeholders The EJ Academy's intent was to give the participants a basic understanding of environmental justice, identify and address community environmental and/or public health concerns, and learn how to make long-term progress by building their capacity to address their challenges and concerns. To do so, the EJ Academy was designed by invested stakeholders who are aware of the needs of surrounding communities. Stage 3: Internal Preparation and Alignment The design of the EJ Academy began in May 2013 with collaborative environmental justice teaching sessions with the AnyState Department of Health and Environmental Control. In May 2014, the EJ Academy idea was developed into a draft curriculum outline that would provide essential skills to participating community leaders. A diversified staff of internal and external partners was identified to provide input and create the structure for the EJ Academy. Stage 4: Build Trust The initial developers of the academy wanted to ensure the creation process was consistent, representative of all sectors, and addressed the environmental justice issues identified by both communities and agencies. United States Environmental Protection ^1 m m Agency 44 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide The EJ Academy Planning Team consisted of EPA Region 4 staff from the Office of Environmental Justice and Sustainability and other offices in the region. Externally, project partners included: Emory University Hercules Exposome Research Center Clark Atlanta University Spelman College Morehouse School of Medicine Kennesaw State University Environmental Community Action, Inc. (ECO-Action) The Agency for Toxic Substances and Disease Registry (ATSDR) Division of Toxicology and Human Health Sciences U.S. Centers for Disease Control and Prevention (CDC) Each stakeholder brought different perspectives, needs, and concerns to the design table. Stage 5: Consult ECO-Action, Spelman College, CDC, and ATSDR provided feedback to the planning team on the concept and design of the EJ Academy. Additionally, CDC and ATSDR provided staff to help develop the content and activities associated with the startup of the EJ Academy. Stage 6: Respond and Implement The EJ Academy Planning Team decided to use the appreciative inquiry model and the collaborative problem-solving elements as the base structure of the EJ Academy. The constant meetings and amount of information available for each element, however, delayed the completion of the EJ Academy curriculum so that an outside consultation was needed to determine the next steps. Emory University provided funding to hire a consultant, J. Gait & Associates, who reviewed the draft modules and offered a full evaluation of the curriculum. Stage 7: Monitor, Evaluate, and Document The EJ Academy Planning Team revamped the curriculum using the structure provided in the consultant's evaluation. The team realized that as important as the weekly meetings were to the creation process, they were hindering curriculum development, so the meetings were reduced. The team members absorbed additional assignments to meet the launch date. Support from EPA's executive leadership team was important to obtain, and the EJ Academy Team directors willingly shared the goals of the academy in a presentation. United States Environmental Protection ^1 m m Agency 45 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Appendix D: Multi-Stakeholder Panel Questions Multi-Stakeholder Panel Questions General Background Briefly describe the main challenges facing the affected community that brought the project/partnership/collaborative together. How long have you been a part of the project/partnership/collaborative? Why did you decide to join the project/partnership/collaborative? o What is your role with the project/partnership/collaborative (e.g., facilitator, project coordinator, participant)? Briefly describe how the project/partnership/collaborative came about, o When was the project/partnership/collaborative started? o What stage of development is the project/partnership/collaborative in now (e.g., early, middle, or late stages)? Background on the Collaborative Process Please generally describe how the project/partnership/collaborative works. o How often do you and your project/partnership/collaborative partners meet? o How do you make decisions as a group? o How were you and others asked to participate? o How does the group address difficult issues that arise between members? Have the organizational styles and procedures of the different organizations enhanced your communication and collaboration? How do you and your partners manage organizational differences? How does the project/partnership/collaborative allow for meaningful community involvement? o Are meetings open to the public? o Are meetings structured so that community participants can effectively participate? o Are technical issues clearly explained? How has input from the affected community been used to prioritize action plans? To what extent has the project/partnership/collaborative resulted in greater collaboration between federal and state agencies, tribes, local governments, and organizations? Satisfaction with the Collaborative Process Are and your organization satisfied with your ability to participate in the project decision-making process? Please explain. Module 5 Facilitator's Guide United States Environmental Protection ^1 m m Agency 46 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Are the concerns most important to you and your organization being adequately addressed by the project/partnership/collaborative? Why or why not? Project Activities and Results What are the main activities the project/partnership/collaborative has undertaken so far (e.g., air quality monitoring, brownfields redevelopment, community visioning workshops)? To what extent has the organization you represent been able to dedicate resources to help implement these activities (e.g., volunteer time/expertise, staff time/expertise, money, technical assistance)? What impacts have these activities had on addressing the affected community's main issues? Are you satisfied with the outcomes of these activities so far? Please explain. Project Successes and Challenges How does the project/partnership/collaborative plan to measure the success of these activities? What has been the greatest success of the project/partnership/collaborative so far? What are the main reasons for this success? What has been the biggest challenge of the project/partnership/collaborative so far? o What are the main reasons for this challenge? o Has your group been able to overcome this challenge? How? Value of the Collaborative Process to the Affected Community What has been the overall value of using a collaborative process to address the affected community's main challenges? Do you feel that the collaborative process used in the project/partnership/collaborative can address issues the affected community may face in the future? Please explain. How would the main issues facing the affected community have been addressed if the project/partnership/collaborative had not been formed? How would you improve how the project/partnership/collaborative works in the future? What additional lessons can you share with other communities interested in using a collaborative process? United States Environmental Protection ^1 m m Agency 47 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Value of Federal Involvement Have participating federal agencies identified conflicting requirements in their statutes or regulations that have been barriers to the success of the project/partnership/collaborative? What has been the effect of having federal partners participate in the project/ partnership/collaborative for the affected community? What do you think the federal agencies have gained by participating in the project/partnership/collaborative? Have participating federal agencies been better able to coordinate their activities because of the project/partnership/collaborative? How would you recommend federal agencies to best tailor their roles to participate in collaborative processes? United States Environmental Protection ^1 m m Agency 48 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Appendix E: Case Study: Beneficial Partnership Case Study Beneficial Partnership The Benefical Partnership emerged in 1999, after the leader of a 1,400-member group representing two distressed, adjacent neighborhoods in AnyCity, AnyState, brought together numerous stakeholders to clean up and revitalize the community. The enthusiasm surrounding the effort brought together approximately 70 organizations representing a range of interests, including cleaning up and redeveloping two Superfund-equivalent sites and building a health clinic, a recreational greenway, new roads, and affordable housing. This loosely structured partnership is headed by a dedicated community leader and guided by a core group of individuals and representatives from the city, county, and the regional office of the federal environmental agency. United States Environmental Protection ^1 m m Agency 49 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Appendix F: Activity: Collaborative Problem-Solving Element 5 Class Activity Collaborative Problem-Solving Element 5: Constructive Engagement by Relevant Stakeholders A community can involve individuals, neighborhoods, an area of a municipality, or an entire municipality. It can also involve other stakeholders, such as businesses, academic institutions, civic organizations, and all levels of government. These relevant stakeholder groups can play an important role in participating and assisting in a collaborative partnership. An important step in organizing the engagement process is identifying the members of the community with common interests to build a broadly representative coalition. Describe the geographic area that is impacted or could be impacted by your project. Who are the community members and other stakeholders that participated or will participate in this project? Describe the role of each participant. Are there community members or other stakeholders that are not willing to participate? Who are the stakeholders that declined to participate? Why wouldn't they participate? What issues or concerns have key stakeholders raised about the project? United States Environmental Protection ^1 m m Agency 50 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Appendix G: Activity: Collaborative Problem-Solving Element 4 Class Activity Collaborative Problem-Solving Element 4: Multi-Stakeholder Partnerships and Leveraging of Resources An effective community engagement effort requires the support of individuals who can contribute ideas and resources. It is important to identify these individuals early in the engagement process, contact them, and develop a working relationship. Create a common vision and objective among the partners and a clear, workable plan to address identified issues. Stakeholder or Partner Sector What Is Their Role in this Effort? Contact Information United States Environmental Protection ^1 m m Agency 51 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Appendix H: Homework Homework Audience (Internal and External) Engagement Mode (Roles) Resources (Financial and/or In-Kind) United States Environmental Protection ^1 m m Agency 52 ------- Know your Neighbors: Developing Mod u le 5 Partnerships and Leveraging Resources Facilitator's Guide Appendix I: Bonus Activity BSR Five-Step Approach to Stakeholder Engagement Step 2: Stakeholder Mapping Introduction Stakeholder analysis (stakeholder mapping) is a way of determining which stakeholders can have the most positive or negative influence on an effort, which are likely to be most affected by the effort, and how you should work with stakeholders with different levels of interest and influence. The purpose of this activity is to help you understand what kind of influence each stakeholder has on your organization and/or the process and potential success of the effort. Stakeholder mapping is a collaborative process of research, debate, and discussion that draws from multiple perspectives to determine a list of stakeholders across the entire stakeholder spectrum. Mapping can be broken down into four phases: Identifying: Listing relevant groups, organizations, and people. Analyzing: Understanding stakeholder perspectives and relevance. Mapping: Visualizing relationships to objectives and other stakeholders. Prioritizing: Ranking stakeholder relevance and identifying issues. Identifying Action 2.1 Brainstorm a list of stakeholders without screening, including everyone who has an interest in your objectives today and who may have interest tomorrow. Where possible, identify specific individuals, organizations, industries, or agencies. Analyzing Action 2.2 Use these five criteria to create and populate the chart with short descriptions of how the stakeholders identified fulfill the criteria. Assign values (low, medium, or high) to these stakeholders. Contribution: Does the stakeholder have information, counsel, or expertise on the issue that could be helpful to the company? Legitimacy: How legitimate is the stakeholder's claim for engagement? Willingness to engage: How willing is the stakeholder to engage? Influence: How much influence does the stakeholder have? You will need to clarify who they influence (e.g., community, government, industry). United States Environmental Protection ^1 m m Agency 53 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Necessity of involvement: Is this someone who could derail or delegitimize the process if they were not included in the engagement? Mapping Action 2.3 Expertise Willingness Value Stakeholder Contribution Legitimacy Willingness to Engage Influence Necessity of Involvement Prioritizing Action 2.4 It is not practical and usually not necessary to engage with all stakeholder groups with the same level of intensity all the time. Being strategic and clear about whom you are engaging with and why can help save both time and money. Look closely at stakeholder issues and decide whether they are material to your engagement objectives, asking yourself the following questions: What are the issues for these priority stakeholders? Which issues do all stakeholders most frequently express? Are the real issues apparent and relevant to your engagement objectives? Combined with your criteria chart and mapping, use issue materiality to rank your stakeholders into a prioritized engagement list. United States Environmental Protection ^1 m m Agency 54 ------- Know your Neighbors: Developing Partnerships and Leveraging Resources Module 5 Facilitator's Guide Appendix J: Poster Presentation Template ^tDSrx iW/ ENVIRONMENTAL JUSTICE ACADEMY TITLE (Subtitle) Author Community Background Goal Time Frames Insert picture Mission and Vision Insert picture Action Steps Insert Timeline Financing Insert picture Table/spreadsheet of budget Acknowledgements A United States Environmental Protection ^1 # % Agency 55 ------- Know your Neighbors: Developing Mod u le 5 Partnerships and Leveraging Resources Facilitator's Guide Appendix K: Collaborative Problem-Solving Elements 4 and 5 Collaborative Problem-Solving Model Element 4: Multi-Stakeholder Partnerships and Leveraging of Resources Objectives: Talk early and often with possible partners who need to be involved in addressing concerns. Create a common vision, objective, and goals among the partners. Develop a clear and workable plan to address identified issues. Identify and invite partners to share their resources (e.g., human, institutional, technical, legal, financial). Look for new partners to help address issues as new issues and needs are identified. Collaborative Problem-Solving Model Element 5: Constructive Engagement by Relevant Stakeholders Objectives: Identify where the government can support the efforts of the community to address issues through information resources, technical assistance, financial assistance, or even policy changes. Seek support and cooperation from industry or businesses. Use academic institutions for technical assistance such as research and analysis. Engage civic organizations to help raise the community's awareness of the issues and mobilize support. Techniques for achieving we 11-structured multi-stakeholder collaborative partnerships: Establish dialogues that lead to possible partnerships with all relevant stakeholders/parties, including communities, businesses, and governments. Ensure clarity of common vision, goals, objectives, strategies, and actions among the partnership. Develop a clear, workable organizational structure and work plan to address the partnership's communication and coordination needs. Identify and recruit partners to address the resource needs of a project (e.g., human, institutional, technical, legal, financial). Strengthen partnerships as new issues and relationships are understood. Add processes that allow for the inclusion of new partners as they emerge. United States Environmental Protection ^1 m m Agency 56 ------- |