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HomeMy WebLinkAboutCommission On Disability - Minutes - 02/10/19920 0 Commission on Disability Meeting Minutes - February 10, 1992 MEMBERS PRESENT: Arne Anderson Judy Grim Mike Wilson Angela Byrne Ray Sanderson Denise Scheberle Ray Beauchamp MEMBERS ABSENT: Shirley Reichenbach, excused Bob Willmot, excused Debbie Kalin, excused Bob Porter GUESTS: Marge Figel, Larimer Cty Alliance for Mentally Ill Verna Harris, Larimer Cty Alliance for Mentally Ill Wendy Irving, City of Ft. Collins, Facilities David Herrera, Housing Authority Staff Liaison: Mike Gebo Staff Present: Ann Reichert The meeting was called to order by Vice chairman, Arne Anderson. Commission member Sanderson moved to approve the minutes from the last meeting. Commission member Bryne seconded the motion. The motion passed. David Herrera, Fort Collins Housing Authority spoke to the commission. He explained a little about the Authority and its job. He gave statistics on the people in Fort Collins and explained the number of people on the waiting list needing assistance. He stated it is difficult finding accessible housing for the disabled. The waiting list is now up to 239 households. He mentioned the Commission on Affordable Housing document. If anyone wants more information on that, the contact people are Ken Waido or Jackie Davis, at 281 North College Ave, of the City. Mr. Herrera stated he would like COD and the Housing Authority to work closely together. Mr. Herrera stated as plans come available, the Authority may come to COD for input. Vice Chairman Anderson stated he felt this could be handled through the Plan Review Committee. • 0 Commission on Disability February 10, 1992 Page 2 Wendy Irving, City of Fort Collins Facilities, stated the City is in the process of reviewing the ADA requirements. The facilities department will be looking over all the city buildings. She asked for volunteers to serve on this committee. Those volunteering were: Arne Anderson Shirley Reichenbach, per Arne Mike Wilson Ray Sanderson mentioned there are now more handicap parking spaces at City Park Center. Ray, Bob Willmot, and Roy Beauchamp met with Parks and Recreation to advise them on the parking issue. Roy Beauchamp mentioned his concern regarding access to the Bus Stops in the city. Since Shirley is in the hospital and will be limited to activates when she is released, a volunteer is needed to fill her position on the Plan Review Committee. Arne Anderson volunteered. Commission Vice Chairman Anderson stated he attended the City Council work session last week. One issue discussed was how to make communication better between Commissions and the Council. Mike Gebo distributed a MIS report, Citizen Advisory Boards: Making Them Effective. He discussed the difference between voicing an opinion as an individual, or voicing an opinion representing COD. The MIS report will be discussed at the next COD meeting. (A copy is attached). Commission Vice Chairman Anderson attended the Human Relations Commission. A new video tape entitled, Voices, was previewed. It is a video concerned with many different disabilities and concerns. He felt this program was excellent. If anyone is interested in this program, call Arne. Commission member Judy Grim distributed a letter she had received from the Mayor. It was a follow-up to a letter from Judy regarding an incident at Rocky Mountain High School that Commission President Shirley Reichenbach asked Judy to address. (It is attached). Arne Anderson stated the City will be changing the panels in the CIC room in City Hall. He asked the Commission for input on any ideas from this Commission what could be placed in the panels. General consensus was to suggest the snow removal project. The meeting as adjourned. NEXT MEETING - MARCH 91 19921 MONDAY, 1:OOPM 0 CITIZEN ADVISORY BOARDS: Making Them Effective Ccozens serve on advisory boards because they want to improve the quality of life in their community, because they have strong opinions on local issues, and because they feel they have something of value to offer. As volunteer members of advisory boards, citizens can bring to local government a diversity of talents, an important perspective, and often a certain energy that may be missing from local government offices. Despite everyone's good intentions, however, citizen boards sometimes find themselves floundering, unsure of their purpose, ineffectual and para- lyzed by internal disagreement. This report discusses the impor- tance of citizen advisory boards and points the way toward making them an effective part of the decision -mak- ing process. It identifies the issues that must be discussed and understood by board members before they begin their service; it describes the responsi- bilities that board members must accept. A comprehensive list of ques- tions to be addressed during board orientation is provided. Conflict resolution techniques are presented and compared. In addition, the report outlines strategies for training and offers examples of steps taken by local governments to help advisory board members be effective. iml Management Information Service VOLUME 191 NUMBER 10 OCTOBER 1987 MIS Reports are published monthly by the Management Information Service, International City Management Associa- tion, U20G Street, N.W., Washington, D.C. 20005. Copyright © 1987 by the International City Management Association. No part of this report may be reproduced without permission of the copyright owner. These reports are intended primarily to provide timely information on subjects of practical interest to local government administrators, department heads, budget and research analysts, administrative assistants, and others responsible for and concerned with operational aspects of local government. MIS Reports are issued as part of a subscription service available to all local governments. A subscription to the Management Information Service includes unlimited access to the MIS Inquiry Service —backed up by the ICMA automated data base; the MIS Bulletin; Info Packets; and other publications. Office of Information Services Donald J. Borut, Director Management Information service Cheryl, A. Farr, Director Christine Ulrich, Editor Janf Sepanik, Manager, Inquiry Service Jacqueline Harmon, Program Assistant Publication Production Dawn Leland, Production Director Susan Gubisch, Graphic Designer D Recent MIS Reports 8/86 Housing and Business Development through Community Development Corporations 9/86 A Framework for Citizen Participation: Portland's Office of Neighborhood Associations l0/86 Marketing the Community 11/86 Strategies for Implementing Performance Measurement 12/86 Building Staff Management Capacity in Local Government 1/87 Video Technology: Programs and Uses 2/87 Monitoring the Quality of Local Government Services 3/67 Residential Fire Sprinkler Ordinances 4/87 Controlling Employee Health Care Costs 5/87 Downtown Management: An Economic Development Strategy 6/87 Municipal Bonds 7/87 Fire Station Location: Analysis and Technology 8/87 Recruiting Key Management Personnel 9/87 Determining Appropriate User Fees 0 J CITIZEN ADVISORY BOARDS: Making Them Effective Volunteer citizen boards serve an important role in democratic local government. Boards are an excellent mechanism for eliciting constructive citizen.input, for put- ting to use the talents of individual citizens as volunteers, and for bringing to local government the perspective of the citizen removed from day -today administration. Service on a board familiarizes citizens with their community and develops potential community leaders, and it gives them the chance to implement their beliefs about which com- munity needs should be addressed and how they should be met. Finally, boards provide citizens a way to practice the spirit of giving and philanthropy, a way to serve their fellow citizens. Local government board members can help make im- portant decisions about government policies, about the distribution of community resources, and about the provi- sion of services to residents. The quality and effectiveness of their input can affect the whole community. Most local governments have numerous volunteer boards and com- missions that oversee and advise in a number of service areas, such as housing, land use, civil service, historic preservation, planning and zoning, and recreation. Some advisory boards may be elected (see Dayton case) but most are appointed. Some serve mainly to study issues and recommend policy, others have the authority to put policy into action. This report addresses the challenge that local government administrators in all communities face —to help these citizen boards operate effectively and constructively. THE ROLE OF BOARDS: UNDERSTANDING THEIR MISSION When members of local government citizen advisory boards have a poor understanding of their duties, they This month's report was prepared by Janice E. Tevanian, Community Leadership ActionPak Program Manager at ICMA. The report was derived from ActionPak, a comprehensive skill building program being developed by ICMA for local government volunteer citizen advisory boards under a grant from the W K. Kellogg Foundation of Battle Creek, Michigan. A program for social service agency boards is simultaneously being developed. ActionPak s purpose is to give board members the tools to exercise community leadership effectively. The program package includes videos, hand- books, and leadersguides. The ActionPak materials from which this report was derived were developed and produced by Amy Cohen Paul, Project Director, and Janice E. Tevanian, Program Manager. cannot contribute positively to the democratic process, and a very effective mechanism for securing citizen input may break down. Ineffective boards may cause citizens to become disillusioned with the democratic process —to feel that the government is rigid, does not accomplish its goals, or does not respond to citizens' voices. Citizens initially motivated by a spirit of giving may become disenchanted and may decline to participate further in civic activities. For these reasons, it is essential that board members be properly oriented so that they understand their duties and carry them out effectively. An example of subjects to be covered during board orientation is shown in Figure 1. A citizen board should understand its community's long-term goals. Goals are normally defined by the local elected policymaking body through the community's gen- eral plan, comprehensive plan, or long-term plan, which is periodically revised. Since a plan articulates a commun- ity's goals and provides direction for the community's leaders, the plan also provides guidance for citizen boards. Effective board work depends on the board's under- standing of the general direction in which the community is headed. The issues about which a board advises the local elected officials may be inextricably tied to the future of the community. For example, in its rulings, a zoning board must consider whether the community wants to develop into a major commercial area. Boards can help a commun- ity meet the objectives of its long-range plan, if the plan is allowed to guide not only the board's case -by -case deci- sions, but also its long-range goals, standards, and procedures. Some of the organizational issues of relevance to citi- zen advisory boards must be clarified for the board, others must be clarified by the board. Examination of the organi- zational issues can strengthen board members' sense of purpose, sharpen their leadership skills, and improve their effectiveness. Management Information Service As the chief administrative officer of a community or as a staff member of an advisory board, you can clarify organizational issues for the board by providing appropri- ate information: the local government's organizational chart, state laws regulating public meetings, the local government's comprehensive plan, and the like. Make sure that board members have an opportunity to discuss this information, because they must have a common and correct understanding of it. Other issues the board should decide for itself: what rules it will follow to conduct meetings, how it will set goals, how it will evaluate its work each year, etc. These issues, too, must be thoroughly discussed. Generate enthusiasm among board members for a re- treat or workshop. Get a commitment from the chairper- son and each member. Find out how much time the board is willing to spend —a weekend? four evenings7 one day? Locate a setting other than the board's normal meeting space, set an agenda, find a strong facilitator, and let the board members talk about their roles and responsibilities. To ensure that board members understand the rela- tionships in the local government, encourage them to FIGURE 1—Four Elements of an Effective Orientation and Training Session Boards Subcommit►ws Background • Internal structure • Internal structure • Community relationships • Community relationships • Relationship of board • Purpose of subcommittee mission to community goals • Board mission Key Functions • Policy recommendations • subcommittee task • Personnel • Authority • Public relations • Reporting rekshonships • Finance (it applicable) • Board. other • Program and evaluation subcommittees • Authority • subcommittee Job • Reporting relationships with descriptions communitylelec ed officials Job Description • Attend meefings • Attend meetings • Actively participate In • Actively participate In discussions discussions • Vote on recommendations • Vote on actions • Implement specific task($) Resources • staff • staff • Handbooks, brochures. etc. • Handbooks, brochures, etc. • Orientation manual • Orientation manual familiarize themselves with the local government organi- zational hierarchy. One of the most important things for board members to remember is who is at the peak of the hierarchy. Every democratic government has the same oc- cupant at the top: the citizens. It is important for board members to appreciate their position as citizens. On the other hand, an advisory board's job is to make informed recommendations to an elected policymaking body. The elected body, not the board, is ultimately responsible to the community's citizens. The board must understand that its role is to advise, as opposed to the elected body's role to make policy. The board must also understand that its advice and recommendations will be implemented or not implemented at the discretion of the elected council. Perhaps most important, though, the board ought to understand that its role as an advisory group is important to the well-being of the community. In other words, the board's job is different from the elected councils, but just as important in nurturing democratic local government. THE BOARD'S CHARGE The appointment of talented and dedicated individuals, eager to serve their community, is a major component of board success, but talent, dedication, and knowlege are not all that are necessary for an advisory board to be effec- tive. The individual members of a board, with their spe- cialized knowledge, their different talents and interests, and their different constituencies, must know and agree on some very basic things if their advisory board is not to create more problems than it solves. These things are so basic, in fact, that it is easy to assume that any interested citizen would be well aware of them. Don't make that assumption; take the time to spell out the basics. First, the board's job description should be written and shared. The more clearly the board's job is spelled out, the more likely the board is to stay focused and on track. The board's job can be defined with the following terms: • Charter —the reason for the board's existence and its job. The board should know why it was created, and whether it is an ad hoc group (created to deal with a one-time issue or project) or a standing group (created to deal with ongoing issues in a certain policy area). • Hierarchy —the relationships among the board mem- bers, the board's place in the local government orga- nization, and the board's relationships with the local elected policymaking body, the local government ad- ministration, and the citizens. • Accountability —the board's legal obligations and constraints, including conflict of interest considera- tions and responsibility to the public. • Responsibility —the understanding, delegating, and sharing of board tasks, and the need to cooperate as a team to accomplish its objectives. 0 • Goals —statements of the board's desired outcomes. �.J • Evaluation —the board's responsibility for checking its progress and performance and making appropri- ate adjustments. l l When these concepts are discussed, they raise dozens of questions about the board's responsibility to the com- munity and to the elected council, its authority, its goals, work assignments, and legal and ethical constraints and responsibilities. Some of these questions the board's ap- pointing authority should answer, and some the board itself should examine, discuss, and resolve. Encouraging board members to review these issues as a group provides common understanding of the board's over-all respon- sibility and a common focal point for its actions. The following exercise is provided as a framework for discus- sion of an advisory board's mission. Checklist for Effectiveness: An Exercise for Citizen Advisory Boards The staff member working with the board should instruct the members to work through this checklist alone, and then as a group. Each member of the board should partici- pate in the group's consensus on each item. If the board has already discussed these issues, it might be a good idea to use this checklist to review them, or to try to increase agreement among board members. Each issue should be thoroughly discussed and the group answers recorded. The completed checklist will remain a point of reference for the board, a common language that all members will speak, and may also serve as an excellent orientation tool for new board members. You may be surprised that the answers are not as obvious as they may seem. You can remember these im- portant issues by thinking of them as your CHARGE, as follows: Charter Hierarchy Accountability Responsibility Goals Evaluation Remember, also, to encourage the members to work together as a team. Charter. Your board's charter may be determined in several important ways, not the least of which is the legal charter that may have established your board. This legal document may specify exactly what your board's respon- sibilities are. If the responsibilities are not delineated in a legal document, check to see whether a written state- ment of mission or purpose exists. If you are not able to find enough written information on your board, go to your community's elected policymaking body for this information. Citizen Advisory Boards To better understand the environment in which your board operates, try to relate the board's mission or pur- pose directly to broader, long-term community goals. Many communities have spent years developing and re- vising a comprehensive plan, long-term plan, or general plan. Such a document contains the goals of current and past city or county councils, boards of selectmen, or com- missions, and is an excellent summary of the community's vision for the future. The document usually reflects citizen input and is an excellent resource for you in identifying long-term community goals. If no such document exists, go to your local elected policymakers for their goals. These goals will guide the board in ascertaining its role and responsibilities. The set of statements below is designed to help your group evaluate its understanding of its charter. For this and each of the following sets of statements, have the group members work through the checklist alone, then as a group. "Yes" indicates understanding or agreement, 'No" indicates disagreement, and 'T' indicates that the group feels the statement merits further research or discussion. Yn No 7 ❑ ❑ ❑ 1. I understand exactly why my board was created. ❑ ❑ ❑ 2. 1 can cite the legal document or act that created my board. ❑ ❑• ❑ 3. 1 know what my fellow board members and 1 expect to achieve for the commun- ity. ❑ ❑ ❑ 4. 1 know who the professional local gov- ernment staff person is who is responsi- ble for the board's area of concern, and I understand that person's role. ❑ ❑ ❑ 5. I know who in the community is affected by my board's work. ❑ ❑ ❑ 6. I know the sources of information that my board needs to make decisions. ❑ ❑ ❑ 7. 1 know which types of community issues are of concern to my board. ❑ ❑ ❑ 8. I understand the difference between making polity and making policy rec- ommendations. ❑ ❑ ❑ 9. 1 understand the local government activ- ity for which my board makes policy recommendations. ❑ ❑ ❑ 10. 1 have sought and found a statement of community goals compiled by my local elected policymakers. El ❑ ❑ 11. I am familiar with and understand my community's goals. Hierarchy. It is important to understand your board's place in your community, that is, its relationships to local elected policymakers, citizens, other boards, committees, commissions, and the staff. It is also important to under- stand the interrelationships on the board, that is, the rela- 4 Management Information Service tionships between the board chairperson, the individual board members, and the subcommittees. Yes No 7 ❑ ❑ ❑ 1. 1 understand the appropriate process by which my board helps to accomplish community goals. ❑ ❑ ❑ 2. I understand the difference between the role of the local elected policymaking body in the community and that of my board. ❑ ❑ ❑ 3. 1 understand the authority of the board. ❑ ❑ ❑ 4. I understand my responsibility to the community's local elected officials. ❑ ❑ ❑ 5. I understand my responsibility to the public. ❑ ❑ ❑ 6. 1 understand the role of the staff mem- bers in carrying out the work of the board. ❑ ❑ ❑ 7. 1 understand the role of my board's chairperson. ❑ ❑ ❑ S. I understand the role of my board's sub- ❑ ❑ ❑ committees. 9. 1 understand my role as an individual board member. Accountability. Legal requirements, constraints, and issues will vary depending on state and local laws and type of board, commission, or committee. Moreover, state and local laws change all the time. It is important to call on the services of a professional to help your board sort out the legal considerations applicable to you. Yes No 7 ❑ ❑ ❑ 1. 1 understand the statutory definition of the board. ❑ ❑ ❑ 2. 1 am satisfied that the board is carrying out all its legal responsibilities. ❑ ❑ ❑ 3. 1 understand the board's liability. ❑ ❑ ❑ 4. As an individual board member, I under- stand my own liability. ❑ ❑ ❑ 5. 1 understand that which constitutes a conflict of interest in the locality. ❑ ❑ ❑ 6. 1 understand exactly how the law requires a conflict of interest to be handled. ❑ ❑ ❑ 7. 1 understand the board's accountability to the public and the legal requirements for guaranteeing it. Responsibility. Sharing responsibilities among board members is essential to getting the job done. No one per- son on a board can do everything. The chairperson has a certain role, as do the subcommittees and individual board members. Yes No 7 ❑ ❑ ❑ 1. 1 know the length of my term on the board. ❑ ❑ ❑ 2. I know what my responsibilities are regarding attendance and preparation for meetings. ❑ ❑ ❑ 3. 1 know where to seek information when I do not understand an issue. ❑ ❑ ❑ 4. I understand my personal responsibility to complete tasks that I agree to do, within the agreed -upon time frame. ❑ ❑ ❑ 5. 1 know what type of work is appropriate for subcommittees to do. ❑ ❑ ❑ 6. 1 know what type of work is important for the chairperson to do. ❑ ❑ ❑ 7 I know what type of work is appropriate for the staff to do. ❑ ❑ ❑ 8. I know who is responsible for delegating responsibilities. ❑ ❑ ❑ 9. 1 know what responsibilities each of us has to our board colleagues. Goals. Goals are your board's blueprint. In most cases, some of the goals, probably longer term, are predeter- mined by the appointing authority or the board's legal charter. The board will want to decide what to accomplish in the shorter time frame. A planning exercise allows you to outline the job that needs to be completed and set benchmarks for checking progress. Write down your goals, use them to check progress, and review them regularly. Yes No 7 ❑ ❑ ❑ 1. 1 am satisfied that 1 have been (or will be) a full participant in setting board goals. ❑ ❑ ❑ 2. The board's goals for the next 12 months are written down, and I understand and support them. ❑ ❑ ❑ 3. I know which tasks must be completed to reach each of the board's goals. ❑ ❑ ❑ 4. I know which tasks I am responsible for completing. ❑ ❑ ❑ 5. 1 know the deadlines for completing my tasks. ❑ ❑ ❑ 6. I review the board's goals periodically to remind myself what we are trying to accomplish. ❑ ❑ ❑ 7. I believe the board's goals are still appro- ❑ ❑ ❑ priate. 8. The board's goals complement the com- munity's goals. Evaluation. You may be surprised at your board's poten- tial. By conducting a self -evaluation, you can assess the board's performance. Check to see that you have reached your collective goals. The purpose of the self -evaluation is to help you decide one of the following: "Yes, we accom- plished just what we set out to accomplish, right on schedule;' or 'No, we didn't quite make it this time:' If your evaluation indicates that you didn't quite make it, then you can discuss the problems and collectively deter - is mine what can be done differently next time. These steps for avoiding or dealing with the problems you identify can be written into your goals statement. On the other hand, if your evaluation shows you were successful, then, with a great deal of confidence, you can set more ambitious goals for your board at your next annual planning session. Yes No 7 ❑ ❑ ❑ 1. I understand how to write goals so that our board can evaluate its performance. ❑ ❑ ❑ 2. The board evaluates its progress at regular intervals, referring to its stated goals. El❑ ❑ 3. 1 understand the board's procedure for completing a self -evaluation. ❑ ❑ ❑ 4. I understand how to use the results of a self -evaluation to improve the board's performance. ❑ ❑ ❑ 5. I think my board's self -evaluation pro- cess improves the board's performance. SETTING BOARD GOALS Once a board, as a team, has clarified and understood the concepts of CHARGE, setting short- and long-term goals becomes easier. Goal setting, following the course that the community's current and past elected officials have set, should be encouraged as a periodic exercise, for the fol- lowing reasons: • Goal setting gives you a basic framework for action to meet the objectives of your appointing authority. By setting goals and then deciding which ones are Dayton, Ohio The City of Dayton, Ohio has formed a system of neighborhood councils known as priority boards. A prl- ority board Is a group of elected citizens who meet monthly to address neighborhood concerns and to take action to Improve their neighborhoods. Priority boards were created In Dayton to directly ad- dress citizen needs. The system was designed for two- way communicallons—between the City of Dayton and its residents —to provide residents a voice in the decision -making process of city government. As the official citizen voice for their neighborhoods, the prlor- ity boards advise the City on neighborhood concerns and problems. The board members take an active role in planning and making recommendations to the city for development and revitalization. and the allocation of City funds. Through priority board administrative councils, citizens can bring their concerns directly to those City officials who are responsible for providing services such as waste collection, street maintenance, housing, code enforcement, stray animal control, and police protection, Clflzen Advisory Boards most important, you're defining what you will try to achieve during a given time period. Otherwise, you may find yourself floating from issue to issue, crisis to crisis. • Goal setting helps you spend your time wisely. When you know what you're trying to do, you can allocate most of your time to the important issues. • Goal setting gets everyone on the same wavelength. It gives everyone a chance to express individual goals and priorities and then to hash out the differences. What youll end up with is a list of goals to which everyone is committed. • Goal setting gives clear guidelines about how to get the job done. It lets your elected officials and/or administrator know exactly what you're trying to accomplish as a group. • If you have financial responsibilities, goal setting gives you important budget guidelines. If you know what programs and issues are your highest priorities, then youll have a better idea of how to allocate funds when preparing or approving the budget. • Goal setting gives you an evaluation tool. When you've set goals and priorities, you have valuable data in hand to see how well you did in achieving your agreed -upon goals and priorities.' With community priorities in mind, the board can set clear and unambiguous objectives —statements about the board's work. Long-term goals reflect community policy as set by elected officials; short-term goals (or objectives) set the course for current work. Although the guidance for developing goals comes from community goals, setting specific board objectives as a team generates enthusiasm and gives members a feeling of ownership of the plans that are made. Below is a rough sketch of the basic goal -setting process:= I. Identity Il. Set Goals III. Determine Problems — to Solve the — Objectives/ and Needs Problems Short-term Targets VI. Evaluate V. Define IV. Set Program f— Action f— Priorities: Results Programs What Comes First? A citizen advisory board may find it helpful to plan an annual goal -setting meeting, at which the board might identify five or six major goals or broad objectives. Be sure that each board member participates in identification of goals and objectives and the setting of priorities. Once the board has decided what it wants to accomplish, write down the actions required to get each job done. Be sure to 6 Management Information Service write out a work plan that assigns responsibilities and sets dates for completion of the actions. The work plan will help your board stay on track. When the work plan is completed, the entire board should approve it. Citizen advisory boards often understand and agree on the "what" and the "why;' but break down in trying to agree on the "how." The sample instructions and work sheets shown in Figure 2 may be useful for guiding goal - setting activities. PARTS OF THE WHOLE Once the board understands exactly what its job is and how the job will be done, the group needs to learn to com- municate clearly and work together as a team. The chair- person, the key figure in leading the group, facilitates the board's work by enforcing rules of order, setting the agenda, and appointing subcommittees. One of the chairperson's jobs is to recognize when communication succeeds, when it fails to occur, and when it breaks down. He or she must keep meetings focused and productive. The board benefits when the chairperson understands the group process and is serious about nurtur- FIGURE 2—Planning Process for Boards At the beginning of each year, a board should undertake a goal- and objective - setting and work -planning session. Goals are general statements about what the board should accomplish, while objectives are quantifiable results that the board will use to measure its progress toward each goal. For each objective, the board needs to delineate action steps, schedules and a key person to ensure that the work is done. The steps In this process are as follows: 1, Conduct a brainstorming session to identify the board goals. This list should include any predetermined goals for the board as well as the board's own Ideas. 2. Pare down and prioritize the list. The group should decide which goals are realistic and appropriate for the board, and eliminate the rest. 3. When the goals have been selected. decide what objectives must be reached for each goal. 4. For each objective, plan action steps, specific jobs to be done. 5. Assign responsibility and determine a time frame for each action step. ing group development. Many leadership styles are effec- tive, but a successful chairperson who is respected by the members is generally a strong, yet nonthreatening, leader, a team captain. A good chairperson who uses an agenda and enforces rules of order provides a solid framework for good board decisions. An agenda restricts the discussion at a meeting by specifying topics and the order of discussion. Studying the agenda and supplemental materials beforehand helps the individual board member prepare for the meeting and stay focused on the issues under discussion. Rules of order, the most common of which are Robert's Rules, are guidelines used to keep the appropriate channels of communication open and discussion moving smoothly. Rules of order provide important structure to a discussion. They help ensure that everyone has an oppor- tunity to be heard and that no one person dominates the discussion. Rules of order also provide for closure on issues. Rules of order and agendas can fail if they are rigidly applied in an attempt to manipulate discussion and action or if board members choose not to observe them. A strong chairperson will be aware of these pitfalls and use his or her skills to see that the goals of the meeting are accomplished. rauwM play�e4u.,d5 tap_ z. (! , d4/Z �i<I*�f 8'Wyr°j� T4 h< D� Fa / ,p`b S h.1r4I.4 4 I The subcommittee is an important component in the flow of communication on a board. Subcommittees focus on specific areas of the board's work. The board's chairperson makes subcommittee assignments and directs their research as appropriate. When the subcommittee completes its work, its chairperson provides information to the whole board. Boards can increase their effectiveness by using subcommittees effectively. Some boards are assigned one or more staff persons, and members should take advantage of this resource. Members should know exactly how much time a staff per- son may spend on board activities, the nature of tasks he or she should be assigned, and the general role of the staff person. A staff person can identify and obtain relevant in- formation, make recommendations, and do administra- tive work. Board members make policy level decisions, and the assigned staff members provide the support needed to free the board to do the job. Most important, the individual board member should understand his or her responsibility to help make the group process work. The individual's understanding of his or her role and where he or she fits into the board's framework is important in ensuring board effectiveness. Each board member must be willing to be a team player. To this end, encouraging board members to consider their interpersonal styles may help. The following questions may be useful in helping members think about their ap- proaches to board service. • What characteristics must board members and lead- ers possess to function effectively? • What characteristics of your own help you in the boardroom? • What characteristics of board members do you respect or find particularly effective7 • Are you a strong leader without being stubborn? • Can you be patient with your colleagues and mem- bers of the public and still be effective? • Can you be persuasive while not overbearing? • Are you willing to work hard, but also to delegate duties where appropriate7 • Are you honest with your colleagues, with the public, and with yourself? • Are you unbiased and fair? • Are you willing to listen to your colleagues7 Individual board members should understand that if they are open and willing to listen, keep the board's and community's common goals in mind, and compromise and collaborate, then they are doing their parts to further the work of the board. WHEN THE PROCESS BOGS DOWN It is a rare board that never experiences conflict. After all, a board is comprised of individuals with different experi- ences, educational backgrounds, jobs, expertise, and feel- Citizen Advisory Boards ings. Board members often find conflict highly frustrating; however, they should understand that part of their job is to channel conflict into good decisions. The diversity that causes conflict to arise is the key to successful board work. The Nature of Conflict Board members should be encouraged to view the conflict preceding a group decision as healthy debate. Conflict should cause board members to ask questions, to seek explanations, to demand justification, to challenge, and to be challenged. It should prompt participants to examine every angle of every argument, option, or approach. When a board has articulated its goals and each board member has agreed on what they are, conflict that arises is likely to be over the means to reaching the goals. When conflict is minimal, little effort may be required to reach a decision. Conversely, when conflict is great, reaching consensus may be very difficult. Ultimately, con- flict may result in sound, collaborative solutions compris- ing the best aspects of all the ideas generated, if issues are thoroughly aired, each board member will be committed to the solutions reached, and the cohesiveness of the group will increase. Resolving Conflict A variety of techniques can be used to resolve conflict on citizen advisory boards. The most common techniques are those used to make a decision, thus bringing closure to an issue: voting or negotiating a compromise. Problem - solving techniques are used to find a solution that each member views as the best possible. Board members should understand the difference between making a decision and creating a solution by working together. Decision Making. When conflict is minimal or nonexis- tent, boards often vote to make a decision. Yet, even as simple and common an approach as voting can cause problems for a board. For example, problems are likely to occur if members have strong feelings about the issue be- ing voted on, particularly if the issue was not sufficiently discussed and debated. Further, voting produces winning and losing factions on a board. A member or members who frequently end up on the losing side may begin to feel less and less a part of the group. Finally, the losing members won't feel a part of the decision that was made and the board may begin to polarize. A chairperson who consistently uses the vote to make decisions must be pre- pared to deal with the feelings of those on the losing side. The second technique for making decisions, negotiat- ing a compromise, often is used when board members have developed firm positions about an issue. Negotiating requires more time and effort than does voting. In par- ticular, negotiating requires communication skills and cooperation among board members. Ideas must be pre- sented clearly and each participant must be willing to Management Information Service listen to possibilities for compromise. The best com- promise is one that all members can support. Participants must realize that negotiation is a process of give and take. Board members should be encouraged to think about their positions, set priorities, and decide which demands they are willing to exchange for something more important. In most cases, an acceptable compromise can be reached. Because each party will have to give up something, how- ever, it's unlikely that anybody will walk away feeling like a winner. Problem Solving. Solving a problem is much more in- volved than the above two methods for resolving conflict. When boards are faced with serious conflict, they should be encouraged to go beyond simply reaching a decision to expending the time needed to actually solve the problem. Trying to force a decision when the level of conflict is high may produce a poor decision, sacrifice the group's cohe- siveness, and exacerbate conflict on the board and in the community. Problem sulving, or consensus building, requires finding a solution that satisfies every member of the group. This implies that every group member must par- ticipate in the problem -solving process. It may be necessary to schedule a special meeting to resolve a par- ticularly difficult conflict. A five -step problem -solving process, adapted from Alan C. Filley's book Interpersonal Conflict Resolution is detailed below.3 Step 1. Ensure that the environment in which the pro- cess will occur is appropriate and conducive to open, non- threatening communication. Make sure that • There is enough space to comfortably accommodate the group, that seating won't allow "siding" or a "head of the table" position, and that the meeting occurs on neutral and different ground • Time is ample • Interaction occurs in groups of five to seven people. Break large groups into smaller ones if necessary • The group leader (the board chairperson or an out- sider) is facilitating the group process, not manipulat- ing the substance of the session. • All problems that arise are dealt with promptly. Step 1. Conduct a "reality check" to examine par- ticipants' attitudes and to test whether members' percep- tions of the situation are accurate. Discussing these atti- tudes and perceptions requires a great deal of openness among the participants. This step can build trust among members, help them to better understand each other's values, and dispel false perceptions. Throughout this pro- cess, attitudes and perceptions may change frequently. In this step, the facilitator must devise ways to gen- erate discussion. Individual group members could write down their own perceptions of the conflict, or of one an- other, and then compare notes with the rest of the group. FIGURE 3—Ways to Resolve Conflict Taking a vote Advantages • Efficient: saves time • closes discussion on issues • Useful as a decision -making method, but has low utility for conflict resolution Dlsadvan100e5 • May result in resentment and disagreement • Unresolved conflict and controversy may damage future group effectiveness • Usually leaves an alienated minority • Potential resources of group members may be lost • Full benefit of group interaction is not obtained • Full commitment to Implement a decision is absent Negosafing a Compromise Advantages Disadvantages • Useful In deciding Issues of relative Importance • Provides a means to consider all aspects of on issue • May lead to resolutions acceptable to all • Takes less time than problem solving • Takes more time than voting • Full benefit of group Interaction Is not obtained • Does not necessarily affair, full group agreement • May leave unresolved conflicts among group members • Members may become less willing to work together Problem SQW0 fa Consensus Advantages Disadvantages • Produces Innovative, creative, high quality resolutions • Elicits commitment by all members • Uses the resources at oil group members • Future problem -solving efforts are enhanced • Useful for resolving Important, serious. complex Issues • Allows for shins of opinion • Results In more Confidence by group members In the correctness of resolutions • Takes substantial amounts of time and psychological energy • Requires a high level of group skill • May not be feasible under time pressures • May not accommodate emergency situations • Requires strong participation by all group members it n u (� In the latter case, the facilitator should stress that members write down only positive points, only what they really like about the way each of the other members behaves in meet- ings. Group members could also complete questionnaires about their perceptions and attitudes, and then share their 0 • answers. Step 3. Define the problem. Filley offers six guidelines: • Determine the basic issues. • Have each participant state his or her priorities; be sure that all are given equal importance. • Focus on the problem, not on possible solutions. • Identify obstacles to meeting group goals. • Depersonalize the problem. • Separate the definition of the problem from the eval- uation of possible solutions. Clark County, Nevada Under Nevada statutes, county government may be charged with the responsibility of providing regional, as well as municipal, government services. In Order to be responsive to area concerns. Clark County has seventeen citizen advisory groups. Each of these groups consists of five residents of a geographically distinct area. They are appointed by the Board of County Commissioners to advise them on matters of importance to their areas and act as liaison between the County and the residents. These advisory bodies must most at least once a month In conformance with the Nevada Open Meet- ing Law. Items that come before advisory groups include all zoning related applications, parks and recreation, public works, planning, capital prolec)s, and other services provided within their community. In order to operate effectively, the members of these boards must understand County operations, the services provided in their town or community, the development review process, and the rules and regu- lations under which they must operate. In order to pro- vide this knowledge. County staff has developed a policies and procedures manual. This manual gives members of these advisory bodies a comprehensive review of not only the rules and regulations they must follow but also the services and procedures available to them in representing the concerns of their communi- ties. The manual contains seven sections: general Infor- mation, boardlcouncll operations, public response/ enforcement, developmentlzoning, county zoning code, maps, and rural standards. The manual provides concise Information on the unincorporated town system and Clark County, which helps members answer residents' questions and refer citizens to the proper County department for assistance. Citizran Advisory Boards 9 Thoroughness is critical here. For each board member to be involved in the final decision, the group has to deter- mine what is important to each participant. The group's goals must be clarified, and the impediments to reaching them must be identified. Remember, during this step the group is not looking for solutions; it is only characterizing the problem. Step 4. Search for all possible solutions. The group should not stop until each member has given all of his or her ideas. Write the ideas on a chalkboard or flip chart, and think only about the ideas. Separate the ideas from the individuals who offered them. Generate as many options as possible, and write them all down. Don't evaluate them. Don't allow the recorder or any group member to deter- mine that an idea is not worth consideration. Step 5. Select criteria for choosing the best solutions, The criteria should be kept separate from the field of possi- ble solutions. Once criteria are agreed upon, the suggested solutions can be evaluated. Steps for selecting the best solution include the following: • Narrow the range of solutions. • Evaluate solutions for quality and acceptability. If a solution is unacceptable to certain people, it won't work. • Find solutions that don't conflict with personal feel- ings. If one member's moral convictions conflict with a particular solution, find another solution. • Agree on criteria and measurement for evaluation. • Make rules that emphasize logic and reason instead of self oriented needs for finding solutions. • Periodically review members' evaluations of alterna- tives because they may change. • Discuss all alternatives openly before making a decision. • When the problem can be subdivided, try assigning smaller subgroups of five to seven to deal with prob- lem areas. • Return to step two (testing perceptions) if emotional conflict arises. There is no easy resolution of conflict that sometimes surrounds issues of importance. When conflict does arise, however, using a process like the one described above can help an advisory board make sound decisions that each member will wholeheartedly support. The most impor- tant thing for board members to remember is that they are colleagues, that they are part of the same team, and that each team member has a unique contribution to make. MAKING IT WORK The types of problems confronted by citizen advisory boards can be very frustrating. Encourage board members to keep in mind that their ability to work together is im- portant to the community. Figure 4 offers a mini -checklist to Management Information ServlCO for diagnosing common complaints voiced by board members that can be dealt with through better organiza- tion and training. As board members try to make the best possible deci- sions on issues, the following recommendations may help them get over the hurdles of conflict and disagreement: • Separate the people from the problem. You and your colleagues aren't questioning each other's good inten- tions or personal integrity. You are discussing options for making the best possible decisions. Don't think about what you may not like about the person sitting across the table from you. Instead think about what he or she is saying, about the points that person is try- ng to make. If a colleague seems to be attacking your integrity, try to get that person back on track by ask- ing him or her to make the point. • Focus on mutual interests and shared goals. When your board seems to bog down, sometimes it is help- ful to step back and think about mutual goals. Keep in mind that you all have agreed on these goals, that you do have mutual interests, and that you are all serving the same community. Remember what is important I • Invent options for mutual gain. Is there a compromise with which everyone will feel satisfied? Think about all that has been said throughout the debate. Can the best aspects of everybody's ideas be incorporated into a plant Ask your colleagues why a particular ap- proach is not satisfactory and why other approaches are. Moraga, CallfwMa The City of Moraga. California has prepared and issued a handbook entitled Managing Conflict A Chairman's Manual to help board chairpersons deal with conflict In meetings and public hearings. The manual Includes philosophies of conflict manage- ment. group roles. conflict in group meetings. and conflict in the public hearing. This manual offers excellent advice to board Chairs for conducting smooth and efficient meetings. It is intended to help board chairs tackle conflict and Channel it for effective results. The material presented in the section "Conflict In the Public Hearing" is very useful not only to the board chair, but also to the individual board member. It Pro- vides tips for managing and responding to a hostile or potentially hostile public. The section is reprinted at the end of this report as an appendix. FIGURE 4—What's Wrong with Many Boards Some Common Complaints Possible Problem "Our board does not know what its job Is:" ,we were not told what we were supposed to do:' 'One person gets stuck with all the work, and the rest Of us are willing to let that person do it:' "The wrong people make up this commilf". They really don't have the experience or interest:, "We never get anything accomplished. - "Our meetings are a waste of time' Lack of board and member job descriptions: unclear committee Charge No orientation or inadequate onP^'atlon Program Poor 7elegatlon of responsibilities by the chairperson Poor recruitment: poor match between lob and members recruited Lock of board planning Poor meeting Planning • Be open, honest, and willing to listen. Examine your own approach to dealing with conflict. Are you really listening to what your colleagues are saying? Are you thinking about the implications? Are you considering them? Don't be afraid to state your concerns. Be honest by revealing what you see as available options and by explaining what you see as shortcomings in others' suggestions. The system of advisory boards is already in place in most communities. When board members work together, they are combining the expertise, knowledge, experience, and commitment of many talented individuals in a com- munity. Citizens volunteer to be on advisory boards because they want to serve their communities. Citzen advisory boards are valuable resources, and every com- munity should learn to use them to their fullest capacity. iElected officials Handbook: Practical Aids for Busy Local Officials (Washington, D.C.: ICMA, 1983), p. 34. =Ibid., p. 35. Wan C. Filley, interpersonal Conflict Resolution (Glenview, 111. Scott, Foreman & Company, 1975), pp• 8 ri L E (.l APPENDIX: Managing Conflict in the Public Heoring The following material is reprinted from 'Managing Con- flict: A Chairman's Manual;' published by the Town of Moraga, CA, December 1981. The public hearing is often the most difficult for the new chairperson. Most conflict within the group or organization exists between members who care about the group and one another. Therefore, it is within everyone's interest that conflict be favorably resolved. This is not the situation in most public hearings. Often there are two or more sides to the issue at hand, and a win -win solution is not often attainable. Never- theless, the basic ideas of group interaction expressed so far in this manual are generally applicable to the public hearing conflict. The Agenda. When reviewing future agenda items, it is important to anticipate conflict possibilities. If you arc mentally prepared for a con- flict meeting, you have the battle half won. Make sure you do your basic homework, so when the meeting is under way you can concen- trate on the dynamics of the meeting rather than teaming about the sub- ject at hand. If in doubt, meet with staff beforehand so that you are prepared for any meeting surprises that might develop.. A rule you might consider: 'Never ask the staff a sensitive question at the public hearing to which you do not know the answer:' Most participants in the public hearing are highly motivated and often very nervous. When potential adversaries gather in one room, the possibility of uncontrolled conflict is very high. Your role is not to eliminate the conflict, but rather to guide the conflict to positive results. Look for cooperation and that win -win solution —even if it is unattain- able. In any event, make sure that you treat all sides of the issue fairly. Set out the rules of the hearing early and make sure everyone, without exception, obeys them. Your Insistence on "playing by the rules" is your best management tool for conflict management in the public hearing. Rules of the Public Hearing • Make sure that the rules are known. • Make sure that the rules are clear and understood. • Make sure that the rules are not perceived to be biased against one side or the other. • Make sure everyone adheres to the rules. • Make sure that violations are quickly known, acknowledged, and stopped. • Adherence to the rules will reward all participants.' The public hearing should begin with your clear recitation of the rules you intend to follow. You should explain carefully the purpose of the public hearing and what action is requested and possible at the con- clusion of the hearing. All persons speaking must identify themselves, not only for the record, but also so you an speak to them by name. They must be recognized by you before speaking and an acceptable time limit must be set by you. Whenever possible, place the most controversial agenda item on early in the evening. Be fresh and at your sharpest. Don't let the partici- pants in the public hearing wait until the wee hours of the morning. Don't let weariness complicate the basic conflict. You control the meeting, using your power to make sure everyone is treated fairly. Make decisions as promptly as possible. Many commissions get so bogged down in procedural distractions, petty details, and endless searches for more information, that matters brought before them never seem to get resolved. The commission should take action promptly enough to avoid holding over after the public hearing is over. The chairperson should spur colleagues to be decisive. Set time limits on the public hearing; don't let it ramble on, causing many to leave before a decision is made. The role of the chairperson in the public hearing is not to compete with the members of your commission. The chairperson must be careful not to give precedence to his or her own ideas at the expense of those of the commission. Citizen Advisory Words 11 Many inflammatory comments are made in public hearings. Be care- ful not to overreact. Try to understand the role the speaker is playing. He may be angry at government and you may be the manifestation of that government. You can expect such comments as: • 'Who thinks up these ideas anyway?" • 'You must be in the developer's pocket." • "What you are doing is illegal:' • "In all my days as a government expert, l never heard such ridiculous proposal." • "I demand that this item be voted on by all the people, • "You have not answered my question, or "Ihaveanumberof questions I want to ask you Ithe commission):' • 'This whole thing stinks of politics to me:' Try not to overreact to these types of comments. They do not require answers. Most are expressions of frustration. Try to turn speakers frus- tration to constructive avenues. Ask them questions about their view of the item before the commission. Be specific if you can. Refer to them by their names. Reinforce areas where you agree. If you feel that some comments must be responded to, be calm and informational. Do not return insult for insult. Your insults will have a devastating effect on the public hearing. Often the audience will turn against the chairperson for lack of control and unfairness. Be a pillar of understanding, forgiveness and strength. Many times members of the audience will come to the defense of the commission and will apologize fora past speakers loss of control. At most public hearings you are trying to understand the citizen's view of the proposal. Be careful not to prejudge the action of the com- mission. Take the long view. Use the hearing to gather necessary infor- mation about community, neighborhood and individual desires con- ceming the proposal. Do not get trapped in a dialogue with the speaker over trivial matters. Try to encourage the speakers. Help them over- come anxiousness and nervousness. You may want to repeat to the speakers what you believe their positions are. You may want to take notes as they speak. If you do, make sure they are aware of your actions. This will also encourage their presentation. Dont look off into space while someone is speaking. Try to avoid speaker -to -audience conversation. The purpose of the hearing is to help your commission to act, not engage in debate with every individual's differing view in the room. Each speaker should be given only one chance to speak. If many want to speak, everyone should have a turn. If one speaker speaks twice, all must be able to speak twice. Set the rule at the first of the meet- ing and stick to it. If other commission members have questions of the speaker, only permit these questions during the speaker's time at the podium. By opening up conversation with one side or the other after the hearing is closed, you open yourself to the accusation of unfairness. Your commission members should not express their views on the pro- posal until after the public hearing is closed. Their comments and ques- tions should not suggest a position one way or the other. After the public hearing is closed, then commission members should be invited to discuss their views on the proposal. Comments made by the audience during the hearing are particularly helpful interwoven into the discus- sion as this reinforces the perception that the commission was listening to the speakers. In attempting to bring the subject to a vote, look for that win -win solution. Particularly look for that win -win solution among your commission members. View the public hearing as an art form —basic democracy inaction at the town level. The building blocks of American democracy start with homemle and local government. Set your personal goal to make the public hearing work. This means that everyone will feel fairly treated and that the commission will have all the facts. The commission will be open in its deliberations and will act accordingly. No one person will dominate the meeting and there will be sufficient time for all to speak. No one will leave the meeting feeling disenfranchised. -Deutch. Morton. Th• Rnsl•rim, •1 Conflict, )Lmdon: Yak Unive ,q Preis. IS]L. ". aA-M. Management Information Service Volume 19 / Number 10 Citizen Advisory Boards: October 1987 Making Them Effective Nw Mayo, is Citv of Fort Collins January 22, 1992 Judith Sayre Grim Commission on Disability 4305 Whippeny Drive Fort Collins, CO 80526 Dear Judy: Thank you for addressing my correspondence with Lynne Warner regarding the perceived racial nature of a fight at Rocky Mountain High School. The Commission on Disability's discussion of this incident indicates you are aware of the situation. No further action is requested. The Coalition for Respect and Achievement in Education (CRAE), I believe, is investigating this issue. Cheaper by the Dozen was a great show. I am glad you also enjoyed it, despite the lack of music. Sincerely, �UJAIIA� Susan Kirkpatrick Mayor /jw 300 LaPorte Avenue • P.O. Boa 580 • Fort Collins, CO 80322-0380 • (303) 221-t,50; Pi Lambda Theta Nanonai Honar aria P,ofess.onal Assocaucn In Ecucauon 4101 Eas; Tn:fc Saeet P.G. Boa 6626 Blccm:rg=, 'N _7=07A625 612 329--3411 FAX 3'2-339.3462 President JUDITH SAYRE GRIM, M.S. Edu=oral Consultant Fort CcG!! ns. Colorado First Vim President JANICE C. BIZZARI, M.S. Monme County Community School Corporation Bloomington, Indiana Treasurer JEANNE A. WICKHAM. M.B.A.. Amounong Consultant Benbrook, Texas Vim Presidents BILLIE G. BLAIR, PH.D. California State University San Bernardino, California THELMA J. BROWN. M.S. Wasningion Center Elementary School Fort Wayne, Indiana MYRA WRIGHT POWELL. B.S. East Washingmn Scribal Corporation Borden, Indiana RODNEY E. WARFIELD, ED.O. OMm of Reid Experlenm Frostburg State University Frosmurg, Maryland Student Vim Presidents MARY CHARLENE KURTZ. B.A. Landis Elementary School Alief, Texas ANGELA HOOPENGARDNER. B.S. - Graduate Assistant Frostburg Stare University Frostburg, Maryland Executive Director JACOUELYN CHIDDISTER, PH.D. Editor of oubliCasons CAROL A. LANGDCN PH.D. January 15, 1992 Susan Kirkpatrick, Mayor City of Fort Collin§ 300 LaPorte Avenue P.O. Box 580 Fort Collins, CO 80522-6505 Dear Susan, At the January 13, 1992 meeting of the Commission on Disability, your correspondence with Lynne Warner (copies attached) were distributed and discussed. I was asked to follow-up on this incident and contact you. Is there any specific action you would like the Commission on Disability to take or is our awareness and discussion of the situation sufficient? Sincerely, Judith Sayre Grim 4305 Whippeny Drive Fort Collins, CO 80526 cc: S. Reichenbach M. Gebo