2012 Blueprint Workbook by Young People For

Blueprint for Social Justice Workbook & Curriculum 2011 Edition

www.YP4.org

Credits Original Blueprint for Social Justice development team: Rachel Burrows, Taj James, Jidan Koon, Mateo Nube, Neelam Pathikonda, Lisa Russ, Calvin Williams, and Kristen Zimmerman Additions to the 2009 Blueprint for Social Justice development team: Jeremy BearerFriend, Sophia Kizilbash, Zach Dryden 2011 Blueprint for Social Justice development team: Zach Dryden, Sakeena Gohagen, William Dennis, Joy Lawson, Rebecca Thompson, Vincent Villano, Cedric Lawson, Danny Montes, Alex Hill, Kendal Nystedt, Bernardita Yunis, Jos Truitt, Eddie Garcia, Sam Menefee-Libey, Peter Gallotta, Imran Battla, Durryle Brooks, Jameelah Muhammad, Teresa Obrero, Crystallee Crain 2012 Blueprint for Social Justice development and training team: Zach Dryden, Sakeena Gohagen-Kenton, William Dennis, Joy Lawson, Paloma Ibañez, Rebecca Thompson, Sasha Ahuja, Marisol Becerra, Dorien Blythers, Sesali Bowen, Jamarr Brown, Lizette Ceja, Dustin Cox, Crystallee Crain, Eduardo García, Matthew Harris, Diego Janacua, Andrew Jenkins, Sophia Kizilbash, Jess Klein, Robin Lane, Cedric Lawson, Daniel Leon, Felipe Matos, Jameelah Muhammad, Rajiv Narayan, Kendal Nystedt, Raquel Ortega, Lilly Padía, Corey Paris, Ashli Ridenour, Kelley Robinson, Nick Savelli, Yvonne Tran, Vincent Villano, Poy Winichakul, Mike Woodward The original Blueprint for Social Justice was developed by the Movement Strategy Center (MSC) for Young People For. The Power Map exercise was adapted by MSC, based on materials developed by Scope. The Tactics Escalation worksheet was adapted by MSC, based on materials developed by SOUL, the School of Unity and Liberation.

License This work is a remixed and updated version of the Blueprint for Social Justice Workbook & Curriculum licensed in 2009 to Movement Strategy Center, under the Creative Commons “AttributionNonCommercial-ShareAlike 2.5” License. You are free:  To Share – to copy, distribute, display, and perform the work To Remix – to make derivative works Under the following conditions:  Attribution. You must attribute the work in the manner specified by the author or licensor.  Noncommercial. You may not use this work for commercial purposes. Share Alike. If you alter, transform, or build upon this work, you may distribute the resulting work only under a license identical to this one. For any reuse or distribution, you must make clear to others the license terms of this work. Any of these conditions can be waived if you get permission from the copyright holder. To view a copy of the full license, visit http://creativecommons.org/licenses/by-nc-sa/2.5/ or send a letter to Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA.

Table of Contents Blueprint Basics Overview, Key Dates and Benchmarks

Creating Your Vision Dream Big! Campus and Community Visioning Examples of Effective Vision Statements

5 6

Assessing Your Community Choosing an Issue Community Scan Root Cause Tree Intersectionality

7 9 11 14

Setting Goals and Deliverables Goals and Deliverables

Sustainability in the Movement Personal Sustainability Wheel Self-Care Assessment Creating a Self-Care Plan

17 18 21

Creating Your Strategy Identifying Key Players Power Mapping Choosing an Approach Choosing a Vehicle

24 27 31 35

Planning Your Work Tactics and Activities Tactics Escalation Project Timeline

37 38 39

Budgeting and Fundraising Budget Priorities Budget Proposal

41 42

Succession Planning and Leadership Development Leadership Characteristics Identifying New Leaders Effective One-on-One Conversations Ladder of Engagement

43 44 45 46

Blueprint Proposal Template

BLUEPRINT BASICS OVERVIEW The Blueprint for Social Justice is a unique opportunity to plan and execute an intentional, sustainable and community-driven project that aligns with your vision for social change. The Blueprint for Social Justice includes the Blueprint curriculum, the Blueprint workbook and the Blueprint proposal and process. The Blueprint curriculum is the social change training provided at the National Summit. The Blueprint workbook compiles the key tools taught at the Summit. The Blueprint proposal and process is the process by which you submit your plan of action to YP4 after the National Summit. With direct consultation from YP4, you are provided with the support, resources, and technical assistance necessary to ensure that your Blueprint is sustainable, strategic and supported. YP4 doesn’t tell you what to think, what issues to work on or which candidates to support. Some of the projects YP4 has supported include Blueprints designed to:      

Launch progressive blogs and publications Conduct research and make policy recommendations (at the university, local, state or national level) Organize the student body or a community around an important issue Create new alliances, coalitions and networks on campus Support a fellow’s individual leadership development through trainings, conferences and more Support an internship placement at a local progressive organization

To see other fellows’ Blueprint proposals, check out www.youngpeoplefor.org/fellows/blueprints. KEY DATES AND BENCHMARKS              

Applications for the 2012-2013 Alumni Board due Tuesday, January 31st Applications for 2012-2013 Fellowship Program due Tuesday, January 31st Final Blueprint Proposals due Sunday, February 5th Final Budget Proposals and Fundraising Plans due Sunday, February 26th Front Line Leaders Academy Training #1 May 2-6, Location TBA* Blueprint Evaluations and Next Steps due Sunday, May 13th YP4 2012 Midwest Regional Training June 14-17 in Madison, WI* YP4 2012 Western Regional Training July 12-15 in Tucson, AZ* Front Line Leaders Academy Training #2 July 26-29 in Charlotte, NC* YP4 2012 Southern Regional Training July 26-29 in Charlotte, NC* YP4 2012 Northeast Regional Training August 9-12 in Newark, NJ* Front Line Leaders Academy Training #3 October 11-14, Las Vegas, NV* 2013 YP4 National Summit January 18-21, 2013 in Washington, DC Front Line Leaders Academy Training #4 January 17-20, 2013 in Washington, DC

*Dates and locations for 2012 trainings are tentative and subject to change.

CREATING YOUR VISION TOOL: Dream Big! Campus and Community Visioning Overview This tool uses drawing and/or free-writing as a way to envision how you want your campus or community to look in the future. Why Use This Tool? An old Japanese proverb warns that â&#x20AC;&#x153;Vision without action is a daydream. Action without vision is a nightmare.â&#x20AC;? A common mistake social change agents make is taking action after action without having a clear vision. We need to have a clear picture of the world we want to create in order to plan how we will get there. Our values drive our vision, and our vision in turn drives our work. If we are not led by vision, we fall into reacting instead of proactively transforming our community, country, and world. How Do I Use This Tool? Use this tool either individually or with the group of people you plan to work with on your Blueprint project. As an individual, this tool will help you clarify the social change you want to create. As a group, this tool will help you discuss your common vision, and then develop a shared strategy for reaching that vision. What is the problem or challenge that your Blueprint for Social Justice seeks to address?

What are the values that are associated with your work on this problem or challenge?

CREATING YOUR VISION Examples of effective vision statements What is your dream for your campus or community? What do you want the world to look like when you’ve accomplished your goals? Fill the space below with images or text that convey your dream.

Write a draft vision statement for your Blueprint for Social Justice. Remember, your vision statement should be concise (1-3 sentences), inspiring, credible, clear, and show your commitment.

Examples of Effective Vision Statements “We envision a society that supports and nourishes same sex relationships, marriages, and families.” – Katie McNamara, 2007 YP4 Fellow “My vision is for the young Native American ladies of Anadarko, Oklahoma to take pride in their heritage and community, to have high self-esteem, and to become leaders of the community and state, representing their community in a positive manner.” – Maya Torralba, 2008 YP4 Fellow “We envision a world where access to basic healthcare is universal. We envision a world where individuals are brought together to create a culture of awareness and action for the needs of others while creating networks for action and inspiration.” – Alex Hill, 2007 YP4 Fellow “Our work is guided by our vision of a just and safe world where power and possibility are not limited by gender, race, class, sexuality, disability or age. We believe that equity and inclusion are the cornerstones of a true democracy in which the worth and dignity of every person are valued.” – Ms. Foundation

ASSESSING YOUR COMMUNITY TOOL: Choosing an Issue Overview This tool will guide an individual or group through a brainstorming process, in order to choose an issue to address in their Blueprint. Why Use This Tool? Not every issue has an equal impact on people’s lives, and not all issues help build progressive power. We need to choose issues that impact many people’s lives, mobilize others to act, and build progressive power. How Do I Use This Tool? We encourage you to do this exercise in a group, so that your Blueprint reflects several people’s thinking about what the campus or community needs. STEP 1: Start with the Dream Big! Campus and Community Visioning tool. Come to agreement on what the group would like to see for the campus or community in the long-term. STEP 2: Brainstorm a list of the issues that would need to be addressed in order to achieve your vision. (For example, if you envision a vibrant and diverse campus, issues to be addressed might include student of color retention, relevant curriculum and ethnic studies programs, lower tuition rates, affirmative action, etc.) STEP 3: Consolidate this issue list into a smaller number of primary issues to address through your Blueprint project. STEP 4: Review the key criteria for choosing an issue, and discuss which issues on your list meet all three criteria. Add criteria that may be specific to your situation. STEP 5: Choose one issue to address through the Blueprint. This decision may require some discussion or debate. Decide how the final issue will be chosen (e.g., through majority vote, consensus, etc.)

ASSESSING YOUR COMMUNITY Key Criteria for Choosing an Issue 1) Is the issue deeply felt? Does the issue have important and concrete impacts on peopleâ&#x20AC;&#x2122;s lives? Picking a deeply felt issue is important because the more a problem affects peopleâ&#x20AC;&#x2122;s lives in a direct, concrete, and substantial way, the more likely people are to take action to address the problem. 2) Does the issue affect many people? It is important to pick an issue that affects a large group of people. The greater number of people impacted, the more people you can mobilize to address the problem. And the more people you can mobilize, the more power you have to effect change. 3) Does working on the issue promote core progressive values and build progressive power? While we work individually to address problems that impact our communities, we are also part of a larger movement to protect and promote core progressive values. Assessing the larger social justice movement, and its strengths and weaknesses, should also inform our choice of an issue. Some issues can be more timely and have more impact on building progressive power. For example, at certain points in time, the progressive movement is engaged in larger debates with conservative forces around key issues. Recent examples include gay marriage, affirmative action, the war in Iraq, etc. At these times, we must be able to strategically and collectively organize to protect core progressive values.

ASSESSING 8

YOUR COMMUNITY TOOL: Community Scan Overview This tool will guide an individual or group through an environmental scan of their community – taking them through the process of identifying the organizations, individuals, and campaigns (resources) working on their issues in their areas and identifying current collaborations and areas for potential collaboration. Why Use This Tool? No issue is a stand-alone issue – all of the issues that we work on are connected to one another in some way. The fragmentation of the movement is something that weakens us. We also know that oppression is interconnected – that our multiple identities are both privileged and oppressed. Our work must build solidarity among groups that have been intentionally splintered in order to diffuse their power. By working together, across gender, race, class, sexual orientation lines, we can build our collective power. For this reason, an intersectional approach and effective alliances are integral to the success of our movement. This is inherently connected to the struggle for social justice and human rights and why we need to view our work in a more holistic lens. How Do I Use This Tool? It may be useful to complete the community scan as a group with other activists and organizers on campus or in the community. Others may be able to help you identify resources that you are unaware of. You may need to reach out and make connections with the resources identified. We encourage you to contact staffers and others affiliated with the resource to get more information about their work, conduct informational interviews, spend a few hours this month volunteering, doing a site visit, or meaningfully engage in some other way.

ASSESSING YOUR COMMUNITY TOOL: Community Scan Your Geographic Area Campus:

State:

City:

Region:

What is the primary issue you are working on or want to work on?

Who are the organizations, people, or campaigns in your area already working on your issue?

Who do these organizations work with? Who are their partners and allies?

Are there people or communities missing from the conversation? If so, who?

Why should those people or communities care about this issue?

Do you have any ideas about how you could encourage collaboration on this issue or be a better ally?

ASSESSING YOUR COMMUNITY TOOL: Root Cause Tree Overview The Root Cause Tree helps you visually analyze the symptoms (fruit), institutional causes (trunk), and underlying systemic causes (roots) of a problem. This tool helps you define your individual analysis about a problem if you complete it as an individual exercise, or create a shared analysis of a problem if you complete it with a group. Why Do I Use This Tool? Determining a problem’s root causes will help you avoid band-aid solutions or solutions that only address symptoms. Our analysis of a problem will determine the strategy we use to solve it. You must be able to articulate your analysis in order to develop a solution, and to identify appropriate allies and partners. It is important that people have a shared analysis of a problem so that they can have a shared plan of action to address the problem. How Do I Use This Tool? STEP 1: Decide what issue to analyze using the Root Cause Tree. Typically, you want to analyze the main issue that you’ve chosen for your Blueprint. STEP 2: Use the blank Root Cause Tree chart on the next page. Start by filling out the top level of the sheet with the impacts or symptoms of the issue. These impacts are represented by the fruit; they are problems that you can see or touch in your community. STEP 3: Ask yourself or the group, “What are the structures and policies that institutionalize the problems we see (the fruit)?” or “Why do these problems exist in our communities?” Fill in the trunk section with structures or policies that institutionalize the main issue you’ve chosen. STEP 4: Ask yourself or the group, “What are the underlying historical, social, political, or economic root causes of these problems?” or “Why do these structures or policies (trunk) exist?” Keep asking “Why?” in order to get to the root causes. STEP 5: Discuss what your analysis of the main issue means for your Blueprint project. Your Blueprint must go beyond the symptoms (fruit), and address structures or policies (trunk), in order to make lasting change in your campus or community.

ASSESSING YOUR COMMUNITY Sample Root Cause Tree

Retention of POC on Campus

Environmental Justice

FRUIT: What impacts or problems do you see facing the community?

High drop out rates for students of color on campus

High asthma and obesity rates among African-American kids

TRUNK: What structures, practices, and policies institutionalize the problems?

Cutting affirmative action programs and POC specific retention plans

Air pollution and other environmental hazards in black neighborhoods

Lack of POC mentorship due to lack of POC faculty and staff

Broken health system that does not provide care to poor youth

Dysfunctional k-12 public education not adequately preparing POC for college

Families are unable to afford healthy food

ROOTS: What are the underlying historical, social, political, or economic root causes of these problems? Why do these structures or policies exist?

Racism: lack of educational access for POC in the past and currently

Racism: lack of economic and political power for black families

Classism: tax cuts for the rich leads to less money for public services that poor people rely on

Classism: a rigid class system that keeps people in poverty Unsustainable practices: environmental degradation

ASSESSING YOUR COMMUNITY Tool: ROOT CAUSE TREE FRUIT: What impacts or problems do you see facing the community?

TRUNK: What structures, practices, and policies institutionalize the problems?

ROOTS: What are the underlying historical, social, political, or economic root causes of these problems? Why do these structures or policies exist?

ASSESSING YOUR COMMUNITY INTERSECTIONALITY Historically, youth, women, people of color, immigrants, queer & trans, differently-abled, and low- income people have had difficulty accessing the resources they deserve. Leaders on all sides of politics have contributed to the marginalization of historically disadvantaged communities. We feel that the conservative movement have made the marginalization of these communities a major part of their local, regional, national and international platforms. Most of the time it’s under the guise of securing our borders, stopping reverse racism, fighting socialism and most recently sold as taking back America. Because of issues of marginalization (certain communities being disregarded when working on these issues) it is critical that we work now to make certain that these needs are addressed in our work. This way of thinking requires some practice. Because our world functions (particularly in the West) from a very individualistic perspective, we often don’t see intersectional thought modeled for us. It is a mental practice to identify all the intersections that exist between our issues and get used to seeing things from this lens. Definitions Power – institutional power (social, economic, and political power) Privilege – dominance and advantages systemically conferred onto a group based on characteristics usually outside of the groups’ control. Unearned power. Oppression – systematic, unjust repression and disadvantage. Intersectionality – linking of different systems of power and oppression, which can occur at different levels – individual, family, community, and institutional. Allows more people into the movement. Commitments Below, write at least one commitment for yourself and at least one for your work. I commit myself to the following:

I commit my work to the following:

SETTING GOALS AND DELIVERABLES Overview This tool will help you clarify several goals to focus on and figure out the concrete products or outcomes of your Blueprint project. Why Use This Tool? Clear and specific goals, deliverables, and demands will guide your project strategy and activities. The lack of clear goals, deliverables, and demands often leads to aimless projects, taking on too many or unrelated activities with no targeted outcome, and no concrete way to measure the success of your project. SMART goals help to clarify your goals and will guide your work. How Do I Use This Tool? STEP 1: Start with the issue you have chosen to address through your Blueprint for Social Justice project. STEP 2: Use this Goals & Deliverables worksheet to identify two to four main goals of your project. STEP 3: Use the SMART criteria to ask yourself the following questions about your goals:  Are my goals Sustainable? Are my goals more than a one-time fix?  Are my goals Measurable? Are they concrete and specific?  Are my goals Achievable? Do I have access to the resources and expertise to complete my goals within my timeline?  Are my goals Relevant? Do my goals address a real need in my community? Have I talked to the people most impacted?  Are my goals Time-bound? Are my goals compelling within the current political and social context? Have I identified a deadline for myself? STEP 4: For each goal, identify one to three deliverables or demands that would be concrete products or GOAL SETTING DEFINITIONS: A GOAL is a general statement about what you want to accomplish through your Blueprint project. Typically it could start with “Increase…” or “Decrease…” or action words such as “Build…” or “Lobby…” A DELIVERABLE is a concrete product or outcome of your Blueprint project. It is a way to assess whether you’ve met your goal or how far you have moved towards meeting your goal. A deliverable is usually something you can measure or touch. For example, a report, a blog, two campus-wide network meetings, 500 newly registered voters, etc. A DEMAND is a kind of deliverable. It is a specific policy change or action that you seek to win from a decision maker (concrete changes to the “trunk”). For example, inclusion of LGBTIQ issues in the university’s non-discrimination policy, adoption of energy saver light bulbs, ethnic studies classes for the local high school in Spring of 2009, etc.

changes indicating your results have been met. NOTE: You may need to revise your goals and deliverables as you develop your strategy or implement your project. As you find out more information on the landscape around your issue (e.g., with the tools in the strategy section), your ideas for goals might change.

Setting GOALS AND DELIVERABLES BLUEPRINT GOALS GOAL 1: GOAL 2: GOAL 3: Deliverables or Demands These should be concrete outcomes (the fruit of your work) that will help measure your success in achieving your goals. GOAL 1 Deliverable 1: Deliverable 2: Deliverable 3: Deliverable 4: GOAL 2 Deliverable 1: Deliverable 2: Deliverable 3: Deliverable 4: GOAL 3 Deliverable 1: Deliverable 2: Deliverable 3: Deliverable 4:

SUSTAINABILITY IN THE MOVEMENT Tool: Personal sustainability wheel

SUSTAINABILITY IN THE MOVEMENT Tool: self-care assessment* The following worksheet for assessing self-care is not exhaustive, merely suggestive. Feel free to add areas of self-care that are relevant for you and rate yourself on how often and how well you are taking care of yourself these days. Rate the following areas according to how well you think you are doing: 3 = I do this well (e.g., frequently) 2 = I do this OK (e.g., occasionally) 1 = I barely or rarely do this 0 = I never do this ? = This never occurred to me *Self-care assessment adapted from Saakvitne, Pearlman, & Staff of TSI/CAAP (1996). Transforming the pain: A workbook on vicarious traumatization. Norton. Physical Self-Care ____ Eat regularly (e.g. breakfast, lunch, and dinner) ____ Eat nutritiously ____ Exercise ____ Get regular medical care for prevention ____ Get medical care when needed ____ Take time off when sick ____ Get massages ____ Dance, swim, walk, run, play sports, yoga, sing, or do some other fun physical activity ____ Take time to be sexual - with myself, with a partner ____ Get enough sleep ____ Wear clothes I like ____ Take vacations ____ Other: Psychological Self-Care ____ Take day trips or mini-vacations ____ Make time away from telephones, email, twitter, Facebook, and the Internet ____ Make time for self-reflection, meditation, etc. ____ Notice my inner experience - listen to my thoughts, beliefs, attitudes, feelings ____ Have my own personal psychotherapy ____ Write in a journal or a blog ____ Read literature that is unrelated to work ____ Do something at which I am not expert or in charge ____ Attend to minimizing stress in my life ____ Engage my intelligence in a new area, e.g., go to an art show, sports event, theatre

SUSTAINABILITY IN THE MOVEMENT Tool: self-care assessment* ____ Be curious ____ Say no to extra responsibilities sometimes ____ Other: Emotional Self-Care ____ Spend time with others whose company I enjoy ____ Stay in contact with important people in my life ____ Give myself affirmations, praise myself ____ Love myself ____ Re-read favorite books, re-view favorite movies ____ Identify comforting activities, objects, people, places and seek them out ____ Allow myself to cry ____ Find things that make me laugh ____ Express my outrage in social action, letters, donations, marches, protests ____ Other: Spiritual Self-Care ____ Make time for reflection ____ Spend time in nature ____ Find a spiritual connection or community ____ Be open to inspiration ____ Cherish my optimism and hope ____ Be aware of non-material aspects of life ____ Try at times not to be in charge or the expert ____ Be open to not knowing ____ Identify what is meaningful to me and notice its place in my life ____ Meditate ____ Pray ____ Sing ____ Have experiences of awe ____ Contribute to causes in which I believe ____ Read inspirational literature or listen to inspirational talks, music ____ Other:

*Self-care assessment adapted from Saakvitne, Pearlman, & Staff of TSI/CAAP (1996). Transforming the pain: A workbook on vicarious traumatization. Norton.

SUSTAINABILITY IN THE MOVEMENT Tool: self-care assessment* Relationship Self-Care ____ Schedule regular dates with my partner or spouse ____ Schedule regular activities with my children ____ Make time to see friends ____ Call, check on, or see my relatives ____ Spend time with my companion animals ____ Stay in contact with faraway friends ____ Make time to reply to personal emails and letters; send holiday cards ____ Allow others to do things for me ____ Enlarge my social circle ____ Ask for help when I need it ____ Share a fear, hope, or secret with someone I trust ____ Other: Workplace or Professional Self-Care ____ Take a break during the workday (e.g., lunch) ____ Take time to chat with co-workers ____ Make quiet time to complete tasks ____ Identify projects or tasks that are exciting and rewarding ____ Set limits with clients and colleagues ____ Balance my caseload so that no one day or part of a day is â&#x20AC;&#x153;too muchâ&#x20AC;? ____ Arrange work space so it is comfortable and comforting ____ Get regular supervision or consultation ____ Negotiate for my needs (benefits, pay raise) ____ Have a peer support group ____ (If relevant) Develop a non-trauma area of professional interest Overall Balance ____ Strive for balance within my school, social activism, work-life, and work day ____ Strive for balance among work, family, relationships, activism, play, and rest Other Areas of Self-Care that are Relevant to You ____ ____ ____ ____ ____ *Self-care assessment adapted from Saakvitne, Pearlman, & Staff of TSI/CAAP (1996). Transforming the pain: A workbook on vicarious traumatization. Norton.

SUSTAINABILITY IN THE MOVEMENT Tool: creating a self-care plan* *Adapted by Shirley Reiser, LCSW and Lisa D. Butler, PhD from materials provided by Sandra A. Lopez, ACSW, University of Houston

MIND

BODY

New Practice:

Emotions

Spirit

New Practice:

Current Practice:

SUSTAINABILITY IN THE MOVEMENT Tool: creating a self-care plan* *Adapted by Shirley Reiser, LCSW and Lisa D. Butler, PhD from materials provided by Sandra A. Lopez, ACSW, University of Houston

Work

Relationships

New Practice:

other

New Practice:

Current Practice:

SUSTAINABILITY IN THE MOVEMENT Tool: creating a self-care plan* *Adapted by Shirley Reiser, LCSW and Lisa D. Butler, PhD from materials provided by Sandra A. Lopez, ACSW, University of Houston Barriers to maintaining my self-care strategies:

How I will address these barriers and remind myself to practice self-care:

Negative coping strategies I would like to use less or not at all:

What I will do instead:

CREATING YOUR STRATEGY TOOL: Identifying Key Players Overview This tool will help you identify the key people and organizations in the landscape of your Blueprint issue. It will also help you plan your strategy in terms of who to approach for support, who to target in your organizing, and who you need to convince in order to move your project forward. Why Use This Tool? You need to know the key players in order to know who holds the power to give you what you want, who to partner and ally with, and who your opponents may be. Using this tool will also identify further research needed to identify key players and their position on your Blueprint issue. Using the Key Players tool with the Power Map creates a visual representation of the political landscape relating to your Blueprint project. How Do I Use This Tool? STEP 1: Review the vocabulary and definitions on the Key Players form. STEP 2: Identify which specific individuals or groups play these roles in your campus or community, in relation to your Blueprint project. The key players will likely vary from goal to goal or demand to demand. For example, letâ&#x20AC;&#x2122;s say one of your goals is to start a college student group to support high school ethnic studies classes, and one of your demands is to start a Chicano studies class in a local high school. For starting a student group, the decision maker may be the associated student body government and allies may be other student groups or sympathetic student government representatives. For starting a Chicano studies class, the decision maker may be the principal or local school board, while your allies may be sympathetic teachers, administrators, and ethnically-based student and parent groups. The Key Players form is most useful for complex goals or demands. STEP 3: Do any further research necessary to complete the Key Players form. Such research might include finding out how decisions are made on campus, talking to other student or faculty groups, researching the decision-making process of city council, etc.

CREATING YOUR STRATEGY Identifying Key Players for Organizing and Advocacy Campaigns Key Player

Definition

Who are these players in your campus or community?

Decision Maker

A decision maker or other body you may have to convince to get your project under way

Constituency

People impacted by the issue that your work addresses

Support and Resources

Supports and providers of resources for your work

Deliverables

The concrete products and outcomes you hope to produce by the end of your work

Vehicle

Form of organization or group

Obstacles

Opposition or challenges to your work

Activities

Activities that you engage in to complete your work

CREATING YOUR STRATEGY Identifying Key Players for Non-Organizing and Non-Advocacy Campaigns Key Player

Definition

Target/Decision Maker

The person or people who can give you what you want

Constituency/Our Folks

The people impacted by the problem

Allies/Our Friends

The people and organizations that can help you get what you want

Demands/The Goods

What you want

Opponents/Obstacles

The people and organizations that are against what you want â&#x20AC;&#x201C; or, obstacles you will have to overcome

Who are these players in your campus or community?

CREATING YOUR STRATEGY TOOL: Power Mapping Overview The Power Map visually depicts the position of key players in relation to your Blueprint goals and demands. Their representation is based on (1) their degree of support for, or opposition to, your Blueprint goals and demands, and (2) how much power they have. Why Use This Tool? The Power Map helps you see your position in relation to other key playersâ&#x20AC;&#x2122; power and beliefs. It helps illustrate the distribution of power around your issue, which is a vital step in crafting a successful strategy to achieve your Blueprint goals and demands. It is also useful to help you figure out who has power in your communities (school, community, country, etc.). Building power means gaining influence and governance within four key areas of society: ideas, policy, resources and people. When progressives can determine what happens in these key areas, we have the power to shape the future of our campuses, communities and country to reflect our values. How Do I Use This Tool? We recommend that you use this tool with your closest Blueprint collaborators. The Power Map helps your group develop a shared view of the landscape around your Blueprint issue, which will inform your common strategy. STEP 1: Create your own version of the Power Map tool. STEP 2: Use the Key Players form to brainstorm the key players related to your Blueprint goals or demands. STEP 3: Place each key player on the Power Map according to (1) their degree of support for or opposition to your Blueprint goals and demands and (2) how much power they have to make decisions on your goals or demands. STEP 4: After putting up all of the key players, discuss what the Power Map shows you about how power is distributed around your Blueprint goals or demands. You can use the questions on the Power Map Strategy Debrief (next page) to guide your discussions. The answers to these questions will create the essentials of your strategy. STEP 5: After your Power Map Strategy Debrief, revisit your original goals and deliverables form and make any necessary adjustments. As you implement your tactics and activities, the positions and power levels of key players will continue to shift. Add to or revise the Power Map as necessary to reflect your evolving research and Blueprint project. Your goal is to shift everyone on the Power Map up (build power) and to the left (in support of your goals and demands).

CREATING YOUR STRATEGY TOOL: Power Mapping SCENARIO United Students Against Sweatshops at North Star State College Scenario At your University, the United Student Against Sweatshops (USAS) group has been gaining momentum. The problem as the USAS group defines it is that although universities have adopted anti-sweatshop policies, university apparel is still made under sweatshop conditions in factories around the world. Students with privilege (college students) in the developed nations need to stand in solidarity with laborers (mostly women of color) who are exploited for their labor and work under unfair labor conditions. The goals of USAS at North Star State are:  Fight for fair labor conditions around the world including humane working conditions and living wages  Increase awareness of sweatshop labor and the role consumers play in sustaining sweatshop conditions at North Star State  Increase USAS membership at North Star State The work of USAS at North Star this coming school year is focused on winning one concrete policy change: get North Star State’s administration to affiliate the university with the Workers Rights Consortium (WRC). The WRC is an independent monitoring agency charged with investigating factory conditions in collegiate apparel producing facilities. If the university affiliates with WRC, the university would only buy apparel made in factories that either have democratic unions or have made a concrete commitment to ensure neutrality in the face of organizing drives, and pay a living wage. There are at least a dozen student groups on campus that are part of a coalition led by USAS called Don’t Dress to Oppress. These student groups rally together to urge the university to affiliate with the WRC. The most active supporters that turn out students to the coalition activities are the Third World Majority and the Amnesty International North Star chapter. When the Don’t Dress to Oppress group scheduled to meet with the President of the university, the office told them that the President would not meet with them until the next semester. Then after some additional pressure and a petition drive that documented 300 students supporting affiliation with the WRC, the President agreed to meet with Don’t Dress to Oppress representatives. During the meeting, President Shrub stated that he supports workers’ rights and that university affiliation with the WRC may affect many of the operations of the Student Store. He would need more time to identify what it would really mean, financially and otherwise, to affiliate with the WRC. It has been two months and the President’s office has not replied to any follow up message from the Don’t Dress to Oppress Group. In addition, it seems that the Student Store workers oppose affiliation with the WRC because they have heard that it would up the cost of buying the apparel leading to lower wages for those working at the Student Store. Don’t Dress to Oppress has put out a call for the university to stop stalling.

DECISION-MAKING POWER

Not on the Radar

Can Get Attention

Taken into Account

Major Influence on Decision Making

Active Participant in Decision Making

Decisive Decision Making Power or Influence

OUR AGENDA

Die Hard Ally

Active Supporter

Inclined Towards Inclined Against

POWER MAP

Active Opponent

Die Hard Opponent

OPPOSING AGENDA

CREATING YOUR STRATEGY POWER MAP: Strategy Debrief Completing the Picture What other information do we need to find out in order to complete our Power Map? Do we know where all the key players stand regarding our goals and demands? If not, how will we find out?

Consolidating and Building Power Do we have enough power right now to achieve our goals or demands? Why or why not?

How will we build power to achieve our goals or demands?

What allies should we work with? How will we consolidate their support?

Who is on the fence about our goals or demands that we should reach out to and convince? How will we win their support?

What constituencies should we mobilize? How will we do that?

Dealing With Opposition or Challenges Who is likely to oppose us or what are the likely obstacles or challenges to our success?

Who has influence over the decision maker/s? How will we convince them to support us?

What is important to the decision maker/s? How can we use their wants/needs to our advantage?

CREATING YOUR STRATEGY TOOL: Choosing an Approach Overview This tool will help you choose a primary approach that matches your strengths and suits the needs of your Blueprint issue. The following worksheet presents strengths and limitations of different approaches, and then offers a series of guiding questions. Why Use This Tool? This form presents seven key approaches used in successful social movements. In a strong movement there is a division of labor. One person or organization cannot be good at all things. Instead, people should focus on approaches that fit their strengths, and coordinate with others using different, complimentary approaches. Therefore, to achieve your Blueprint goals and demands, choose an approach that will have the strongest impact and fits your unique talents. Find individual or organizational partners who are using different approaches. How Do I Use This Tool? This exercise can be done individually or in a group. STEP 1: Read the Overview of Approaches to Social Change form, which summarizes definitions, strengths, and limitations of different approaches. Feel free to write in additional strengths or limitations of the approaches, based on your specific Blueprint and situation. STEP 2: Answer the series of debriefing questions following the Overview of Approaches to Social Change.

CREATING YOUR STRATEGY Approaches to Social Change Approach Direct Service Provide service directly to the community, community residents, or both.

Community Organizing Develop a membership or group that can be mobilized to fight for specific demands around social justice

Activities - Food and clothing drives - Park clean-ups - Medical advocates - Community health clinics - Shelters (homeless, domestic violence) - K-12 educational mentorship program - Membership drives - Petitions - Call-in campaigns - Pickets - Boycotts - Town hall meetings - Direct action - Fundraising

Strengths

Challenges

- Provides vital services to individuals, families, and communities who often lack access to resources, and whose needs and interests are often overlooked or ignored within the larger society. - Addresses immediate needs and ensures basic survival. -Builds community and power of those directly affected by an issue.

- Does not create institutional change.

- Builds leadership of those directly affected by an issue. - The power of numbers can overcome a lot of resistance. It is often the only avenue for marginalized communities – people without a voice, resources, credibility, or influence.

Advocacy Represent constituencies not currently at the table for specific demands around social justice

- Can create institutional change. - Requires a smaller group than organizing.

Same as above – except advocacy involves a smaller group of individuals who speak on behalf of others. May also include:

- Good role for people who are not members of affected groups.

- Starting a task force or commission on an issue

- Often one doesn’t have to mobilize a big group in order to win a meaningful change.

- Testifying to decision makers

- Works within the system instead of transforming the system. - Can get stuck in tradition.

-Takes a lot of time. - Usually need trust and longer-term presence in a community in order to organize. - Building leadership of affected communities takes a lot of work.

- Depends on the credibility or influence of the advocates. - Advocacy may not be enough to win some changes – when the resistance is strong, a small group of people often are not effective enough. - Does not build leadership for large numbers of people from affected groups.

- Lobbying

CREATING YOUR STRATEGY Approaches to Social Change Approach Alliance Building Create spaces or forums to link groups for information sharing or collaboration

Activities - Coalition building - Communications and activities collaboration and coordination - Joint campaign planning, joint platform - Resource sharing

Strengths -Builds on strengths, work, and membership of existing organizations. -Reduces duplication and competition. -Increases collaboration, relationship building. -Increases awareness across organizations, issues, populations.

Capacity Building, Education & Leadership Development Develop sustainable leadership, skills, and knowledge of others

Idea Creation: Media, Research, Communications & Culture Create knowledge and promote ideas usually through media, research, and culture

Governance Push for social change from within institutions or positions of formal (elected or appointed) decision-making power

- Training - Institutes - Classes - Field trips and exposure to new experiences

- Builds people’s ability to keep fighting for social change beyond the issue of the moment. - Increases efficiency of groups because their members are gaining new skills.

- Reports - Surveys, polls - Writing articles - Films - Songs - Posters, photo exhibits - Magazines - TV shows - Cultural/ethnic traditions: dance, ceremony, arts, song - Running for office - Voter registration - Becoming a member of a formal decision making body (e.g., student regent, task force member, police review board, etc.)

- Builds sustainability for efforts because there will be new leaders who can maintain the work after current leaders move on - Research and data is crucial to back up proposed policy changes. - Creating culture around issues makes it appealing and accessible to more people. - Arts and culture is key to the survival, articulation, and development of different identities and traditions. You don’t have to depend on someone else to change policy, you as the decision maker get to decide and change it yourself.

Challenges - Alliances are hard to keep together – different historical divides are hard to overcome. - Divide and conquer tactics work to break coalitions. - Competition for resources or recognition. - Individual member organizations have no money or time to take part in collective/alliance activities. - Takes a lot of time to build leadership – experiential learning, step by step. - People often don’t have time to do training or professional development because they are too busy doing everything else.

Many mainstream media outlets do not like to publicize social change projects or ideas.

- Often times one has to compromise to stay in a position of power. - Takes resources and time to run for office; the bigger the office, the more resources.

CREATING YOUR STRATEGY Approaches to Social Change: Debrief Questions 1) What approaches are currently in use to address your issue and/or demand? Refer to your Power Map.

2) What approach could be strengthened to substantially help the cause? For example, if there is a mediocre media strategy already in place, would putting more energy into the media approach substantially help the cause?

3) What approaches are not currently in use and, if added, could substantially help the cause? For example, if the organizing approach around your issue is strong but there is a lack of data and research on the issue, perhaps using a research approach in your Blueprint could substantially advance the work.

4) If you do not know the answers to these questions, who could you ask?

5) Are there certain approaches that particularly fit your expertise, experience, or interests?

6) Based on the answers to the above questions, which approaches seem like the best match for your interests and your issue?

CREATING YOUR STRATEGY TOOL: Choosing a Vehicle This tool will help you determine what vehicles you currently work from, as well as what additional vehicles are needed for your Blueprint strategy. A vehicle is the structure or organization that you use to implement your approach. Not all groups or organizations can implement all kinds of approaches or strategies. For example, a student union may be successful at mobilizing a student base (organizing approach), but may not be successful at producing a film (idea creation approach). If you choose to make a film for your Blueprint project, you will need to work through a film department, local media outlet, or some other organization with an expertise in film. Depending on your approach and other aspects of your strategy, you will need to choose a specific and appropriate vehicle to implement your Blueprint. STEP 1: Refer to the primary approach/es that you have chosen. STEP 2: Fill out the Choosing a Vehicle worksheet. If you choose more than two vehicles by the end of the sheet, you are probably spreading yourself thin. Your vehicle is the primary group that you will be based out of to implement your approach. This does not include your allies or other organizations you will be working in collaboration with. Choosing A Vehicle A vehicle is a structure or form of organization. Typical vehicles present in communities and campuses include: Nonprofit organizations Student groups Businesses Faith-based institutions Unions Electoral parties Foundations Networks Coalitions Alliances Your vehicle is the primary group you will be based out of to carry out your approach. This does not include your allies or other organizations you will be working in collaboration with. 1) What kind of vehicle will you need to implement your strategy and approach?

2) Does this kind of vehicle already exist in your campus or community? If so, what is it’s specific name (e.g., a 2. religious institution called the “People’s Temple” or “First Congregational Church”).

3) Could you work from within any existing vehicles in your campus or community that you are NOT currently a part of? Is the mission of the group aligned with your Blueprint? Would the group provide support to you? What kinds of support?

CREATING YOUR STRATEGY TOOL: Choosing a Vehicle 4) What kinds of vehicles are you already a part of and what are their specific names?

5) Could you work from within any vehicles that you are ALREADY a part of? Is the mission of the group aligned with your Blueprint? Would it provide support to you? What kinds of support?

6) Do you need to create your own new group or organization?

7) Could you create a subgroup within an existing group or should it be an entirely new group?

8) How will the new group or organization sustain itself after you transition out?

9) Based on all the answers above, which vehicle seems most suited to you and your Blueprint needs?

PLANNING YOUR WORK TOOL: Tactics and Activities Overview This tool will help you brainstorm and decide on the specific activities you will undertake to achieve your Blueprint goals. This process will also assist you to map out your tactics and activities in escalating order. Why Use This Tool? Implementing a set of activities or tactics without an end goal can waste a lot of time and resources. This tool helps you choose activities that are specifically linked to your strategy and goals. Also, campaign, tactics and activities should happen in escalating order. In other words, start small and build momentum instead of starting big and then petering out. How Do I Use This Tool? STEP 1: Reference your Goals and Deliverables as well as the discussion from your Power Map. Brainstorm the specific main activities and tactics you will undertake to achieve your Blueprint goals or demands. The list below gives you some ideas: Direct Action Accountability Session Sit-in / Study-in Guerilla Theatre Civil Disobedience Press Conference Boycott Strike

Education GOTV & Voter Registration Research Publicity Petitions & Letter Writing Testifying Marches & Rallies

STEP 2: From this brainstormed list, choose the activities and tactics you will actually use. STEP 3: Use the Tactics Escalation Sheet to map out tactics in escalating order.

PLANNING YOUR WORK TACTICS ESCALATION Your strategy needs a timeline. Your target should feel more and more pressure as your campaign moves forward. The campaign should bring in more people and resources, as well as build pressure on your target. This is called ESCALATION. 5) WIN! Claim victory in a way that builds a relationship with your target and demonstrates your collective power!

4) Let your target know how powerful and serious you are through a show of numbers!

3) Target secondary targets – those who can influence your primary target.

TACTICS! WIN!

TACTICS!

2) If your target does not meet your demands, build up the pressure.

1) START: Let your target know who you are, what you’re trying to do, and how much power you have.

TACTICS!

PLANNING YOUR WORK TOOL: Project Timeline Overview The timeline will help you to map out your main activities and tactics for the next year. Why Use This Tool? This tried and true work planning tool allows you to:  Visually keep track of when you need to do what  Communicate to your team regarding when different activities are to take place  Make sure key activities do not get lost in day-to-day work, make sure you achieve your goals  Prevent double booking or over-scheduling parts of your year  Plan for your own sustainability, plan your key activities keeping other obligations in mind (e.g., school, work, family, fun, etc.)  Keep yourself accountable to what you have planned How Do I Use This Tool? STEP 1: Refer back to your Goals and Deliverables, and your Tactics and Activities. STEP 2: Map out when you will achieve goals and produce deliverables. Sometimes goals are achieved only at the end of the project. Many times, you can achieve goals (or smaller parts of goals) throughout the duration of your project. STEP 3: Map out when you will implement specific activities or tactics to achieve your goals or produce

TIMING

GOALS & DELIVERABLES

TACTICS & ACTIVITIES

PERSONAL CALENDAR

COMMUNITY CALENDAR

SPRING SEMESTER

GOAL 1: Increase awareness of sweatshop labor and University apparel. Deliverable 1: Antisweatshop presentation curriculum Deliverable 2: 3 lunch teach-ins Deliverable 3: 100 new petition signups & 5 new org members

JAN Plan anti-sweatshop presentation

YP4 National Summit 1/141/17

Mid-terms: 2/28-3/4

FEB Outreach about lunch teach-ins Recruit professors to give extra credit for attending teach-ins MARCH Implement 3 teach-ins and collect sign-ups outside library, in student union, and in main quad Follow-up outreach calls & org meetings with teach -in sign-ups

Spring Break: 3/7-3/11 Finals: 4/25-4/29

PLANNING YOUR WORK Project Timeline TIMING SPRING SEMESTER

GOALS & DELIVERABLES

TACTICS & ACTIVITIES JAN

FEB

MARCH

APRIL

MAY

SUMMER

JUNE

JULY

AUGUST

FALL SEMESTER

SEPT

OCT

NOV

DEC

PERSONAL CALENDAR

COMMUNITY CALENDAR

BUDGETING AND FUNDRAISING TOOL: Budget Priorities Before you can begin raising money for your work, you will first need to determine what you need the money for. Will the money be used for a one time event on campus or will it go to support a long term project like your Blueprint? Will the money be used to pay for a speaker at your event or will it go to pay organizers? Your budget should reflect the priorities of your project and tell a story about your work. Having a budget also ensures that the money you raise is spent strategically and responsibly. It can be strategic to develop a minimum, intermediate, and maximum budget for your work. A minimum budget is bare bones and should cover all of the basics for your project. An intermediate budget is more realistic and should include the expenses that you would ideally like to cover for your project. Finally, a maximum budget is more aspirational and should include the expenses that you would like to have with unlimited resources. Why Use This Tool? Your spending should reflect the goals of your Blueprint. For example, if you are spending the majority of your budget on one-time food costs, you will need to rethink your budget. How Do I Use This Tool? STEP 1: For the “Budget Item and Quantity” fields, enter whatever you will be spending money on, whether it is somebody’s time or an actual item you need to purchase or rent. If you are getting services or goods donated (and please try!) put those items in the “Budget Item and Quantity” fields as well. STEP 2: The “Reason for Expense” field should be very specific. Since your campus/community actions could be longer, multi-event campaigns, it is possible that each individual budget item could have a different purpose. STEP 3: In the “Cost” field, list the total amount you will spend on an item. If the item is donated you should list its value (e.g., $300) and then write “in-kind” underneath. STEP 4: The “Percentage of Total Budget” field is important because it helps you to prioritize budget needs. If you have in-kind donations, these are 0% of your total budget. STEP 5: Examine the sheet as a whole. Your most important priorities should also be your most costly budget items. If this is not the case, you need to rethink the budget so that you’re spending reflects your goals.

PLANNING YOUR WORK Budget Proposal BUDGET ITEM

QUANTITY

REASON FOR EXPENSE

COST

% OF TOTAL BUDGET

[SAMPLE] Printing

400

Publish report to inform the public about the unfair labor practices of the corporation

$300.00

60%

TOTAL COST:

100%

SUCCESSION PLANNING AND LEADERSHIP DEVELOPMENT Leadership Characteristics Someone whose leadership you admire:

Someone whose leadership didnâ&#x20AC;&#x2122;t do it for you:

Their leadership style:

Which of these characteristics do you have?

What are some of the traits you recognize in yourself and other types of leaders that are necessary for your work to continue?

What are some of the leadership qualities that your work needs that you do not bring to the table?

What are some of the qualities in others that will complement your own? Build on your strengths? Address your challenges?

SUCCESSION PLANNING AND LEADERSHIP DEVELOPMENT Identifying New Leaders Jot down a few names of potential leaders you have identified.

How would you engage them?

How are you planning on transferring information and knowledge? Be specific!

SUCCESSION PLANNING AND LEADERSHIP DEVELOPMENT Effective One-on-One Conversations

Questions to ask during a one-on-one: What interests you? What motivates you to get involved? What motivates you to do the work you do? What are you good at? What do you enjoy doing? What do you want to learn more about? In an ideal world, what solutions do you envision for your community? What resources would you need to reach those solutions? When all else fails: why, why, why, why, and why?

SUCCESSION PLANNING AND LEADERSHIP DEVELOPMENT Ladder of Engagement Delegates responsibility, builds the leadership of others

Takes on increasingly higher levels of leadership roles (project managers, committee chairs, board members, etc.)

Takes on low-engagement leadership roles (tabling coordinator, etc.)

Becomes an informal spokesperson for the group

Takes on a structured volunteer role

Becomes an occasional volunteer

Attends an event/meeting

Blueprint Proposal Template Fellow Name: Campus: Creating Your Vision What is your vision for your campus and/or community? (Refer to the Dream Big! Campus and Community Visioning tool, p. 109)

Assessing Your Campus and Community What community or campus problem does your Blueprint address? What structures, practices, and policies institutionalize the problem? (Refer to the Community Scan, p. 113 and the Root Cause Tree, p. 115)

What community will you work with? □ Campus community □ Local community

□ Statewide community □ Nationwide community

Blueprint Proposal Template Setting Goals and Deliverables What are the Goals and Deliverables of your Blueprint? (Refer to Setting Goals and Deliverables, p. 119) BLUEPRINT GOALS GOAL 1:

GOAL 2:

GOAL 3: DELIVERABLES OR DEMANDS How will you know that you achieved your goals? These should be concrete or measurable products/effects of your work. GOAL 1 Deliverable 1: Deliverable 2: Deliverable 3: GOAL 2 Deliverable 1: Deliverable 2: Deliverable 3: GOAL 3 Deliverable 1: Deliverable 2: Deliverable 3:

Blueprint Proposal Template Identifying Key Players (Refer to Identifying Key Players, p.128 and Power Mapping, p. 131) Key Player

Definition

Target/Decision Maker

The person or people who can give you what you want

Constituency/Our Folks

The people impacted by the problem

Allies/Our Friends

The people and organizations that can help you get what you want

Demands/The Goods

What you want

Opponents/Obstacles

The people and organizations that are against what you want â&#x20AC;&#x201C; or, obstacles you will have to overcome

Who are these players in your campus or community?

Blueprint Proposal Template Approach What will your primary approach be? (Refer to Choosing an Approach, p. 134) □ Direct Service □ Community Organizing □ Advocacy □ Alliance Building □ Capacity Building, Education, and Leadership Development □ Idea Creation: Media, Research, Communications, and Culture □ Governance □ Other: ________________________________________ Why did you choose this approach?

Do you have secondary approaches? What are they?

What will your vehicle/s be? Within what structure will you primarily work for your Blueprint project? □ Nonprofit organizations: □ Campus groups: □ Religious institutions: □ Unions: □ Foundations: □ Networks: □ Coalitions: □ Alliances: □ Businesses: □ Other: Tactics What will your tactics or activities be? What will you do to achieve your goals and deliverables? (Refer to Tactics and Activities, p. 140)

Blueprint Proposal Template Project Timeline (Refer to Project Timeline, p. 142) TIMING SPRING SEMESTER

GOALS & DELIVERABLES

TACTICS & ACTIVITIES JAN

FEB

MARCH

APRIL

MAY

SUMMER

JUNE

JULY

AUGUST

FALL SEMESTER

SEPT

OCT

NOV

DEC

PERSONAL CALENDAR

COMMUNITY CALENDAR

Blueprint Proposal Template Resources and Skills Needed What skills do you want to develop over the course of your Blueprint implementation?

What types of support will you need from YP4 to achieve the goals of your Blueprint and access the skills you need?

Where will you get support other than YP4?

What are some of the qualities in others that will complement your own? Build on your strengths? Address your challenges?

Blueprint Proposal Template Succession Planning and Leadership Development (Think back to the self-assessment you completed at the beginning of your fellowship, and refer to Succession Planning and Leadership Development, p. 146-149) What are some of the traits you recognize in yourself and other types of leaders that are necessary for your work to continue?

What are some of the leadership qualities that your work needs that you do not bring to the table?

How are you planning on transferring information and knowledge? Be specific!

Potential Leaders

How will you engage them?

Blueprint Proposal Template Budget Proposal

BUDGET ITEM [SAMPLE] Printing

QUANTITY

REASON FOR EXPENSE

COST

% OF TOTAL BUDGET

400

Publish report to inform the public about the unfair labor practices of the corporation

$300.00

60%

TOTAL COST:

100%

Blueprint Proposal Template Fundraising Plan What resources (funding, materials, etc.) do you already have access to that can cover budget items above?

How will you raise funds for your work? □ Individual donors

□ Campus organizational support

□ Fundraising events

□ State/local organizational support

□ Online fundraising (Facebook, Twitter, etc.)

□ National organizational support (not YP4)

How much funding do you anticipate raising yourself?

How much funding are you requesting from YP4?