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dissertation entitled

BUILDING COMMUNITY COALITIONS FOR YOUTH AT RISK:
STRATEGIES FOR FACILITATING THE TRANSFER OF TRAINING,
AN EXPLORATORY STUDY

presented by

Cynthia Burleson Mark

has been accepted towards fulfillment
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Ph . D. degree in Philosophy

    

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PLACE IN RETURN BOX to remove thie checkout from your record.
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BUILDING COMMUNITY COALITIONS FOR YOUTH AT RISK:
STRATEGIES FOR FACILITATING THE TRANSFER OF TRAINING,
AN EXPLORATORY STUDY

BY

Cynthia Burleson Mark

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Adult and Continuing Education

1993

 

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ABSTRACT

BUILDING COMMUNITY COALITIONS FOR YOUTH AT RISK:
STRATEGIES FOR FACILITATING THE TRANSFER OF TRAINING
AN EXPLORATORY STUDY

BY

Cynthia Burleson Mark

This exploratow research project was initiated to understand the
effectiveness of training and post-training strategies on the formation and
maintenance of community coalitions that work on behalf of youth at risk. The
characteristics of successful community coalitions and contemporary teens
concepts were identified. In addition, a transfer model applicable to training for
teen and adult volunteers was designed.

Seventy-six teens and adults who were part of the Community
Partnership for Prevention project, a substance abuse prevention program in
four northem counties in Michigan, were provided training to develop their skills
in building and maintaining community coalitions. These volunteers were
surveyed to determine the most and least used skills and knowledge, the
difference between teens and adults and the types of post-training strategies
that enhanced the development of a community coalition.

The research was designed as a longitudinal study. Data were collected

at the time of the training and two months later. Correlations were made to

deierr

comrr

 

determine the association between coalition functioning, training design and

community/work environment factors.

The major conclusions of the study are:

1. Different information is gained with different methodologies and one
method may not be adequate. Additional information may be found by
combining survey instruments with focus group sessions.

2. Similar training may be designed for teens and adults. Teens have less
experience and may need additional strategies for understanding specific
concepts, however there appears to be more similarities than differences
between the two groups.

3. Those participants who had a better understanding of the principles, felt
competent in building coalitions, had staff and member support, were
recognized for the work the coalition was doing, used the concepts and
had an action plan for the coalition, were more likely to have a higher
functioning coalition.

4. Teens and adults use information they learned in training and work
together in community coalitions.

5. By adding the relapse prevention strategy to training, the transfer

process is enhanced.

DEDICATED
To my husband Lynne and daughter Becca

whose love, support and inspiration were my source of
of encouragement

poss
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and:

for Pl

input
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ACKNOWLEDGEMENTS

My sincere thank you to all of the people who helped make this study
possible. Wrthout their support, guidance and involvement this research project
could not have been completed. Special appreciation goes to the volunteers
and staff of Michigan State University Extension and the Community Partnership
for Prevention.

i would like to thank the members of my doctoral committee for their
input and support through the process. A special appreciation goes to Dr.
Howard Hickey for serving as the chairman of the doctoral committee. His
encouragement during crucial moments of the process helped me complete my
doctoral degree. I would like to thank Dr. Joanne Keith for providing me with
an opportunity to work on the "Community Coalitions in Action" project and her
insight into community coalitions formed on behalf of youth at risk. I would also
like to thank the other members of the committee-Dr. Joseph Levine and Dr.
Arden Moon—for their input.

I would like to express my appreciation to Drs. Norma and Frank Bobbitt:
Dr. Norma Bobbitt for her expertise in the development of my dissertation, and
Dr. Frank Bobbitt for teaching me how to use SPSS. A special thank you goes

to the Institute for Children, Youth and Family for providing Dr. Norma Bobbitt

 

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and myself with a seed research grant that was used in the project.

I am very grateful to a number of people who helped me in the final
stages of this process: Judy Pfaffe, for her statistical support, Donna \Mcks
and Laurie Church for their editorial expertise, and the staff of the Michigan 4-H
Youth Programs for their support and encouragement throughout the several
years required to complete my doctoral degree; and Patricia Talbot for her
secretarial assistance in the training and instrument design.

Finally, I would like to thank my family. They have given me
encouragement and love and were willing to sacrifice many hours of our time

together so i could “write this book.“

USTC

CHAP

 

TABLE OF CONTENTS

Page
LIST OF TABLES ........................................... ix
CHAPTER
I. INTRODUCTION
Identification of the Problem .......................... 1
Need for the Study ................................. 2
Purpose of the Study ............................... 2
Importance of the Research .......................... 4
Generalizability .................................... 5
Research Questions and Assumptions ................... 6
Definition of Terms ................................. 8
Summary ...................................... 11
Organization of the Study ........................... 12
ll. SELECTED REVIEW OF LITERATURE

Introduction ..................................... 13
Program Evaluation .......................... 13
Transfer Process ................................. 16
Baldwin and Ford Model ....................... 17
Training Inputs ................................... 19
Trainee Characteristics ........................ 19
Youth Participation ...................... 20
Expefience ............................ 21
Motivation ............................ 21
Volunteer Motivation ..................... 22
Training Design ............................. 24
Principles of Learning .................... 26
Stimulus Response Strategy .......... 26
Facilitator Role .................... 27
Andragogy ....................... 27
Training Content ........................ 30
Community Coalitions ............... 30

Characteristics of Successful
Coalitions ................... 32
Leadership .................. 33
Coalitions Goals .............. 33
Standards of Excellence ._ ........ 34
Principled Leadership .......... 34
Involving Multiple Sectors ........ 36

Coalition Accountability ......... 37

Facts about Team Building ....... 38

Member Driven Agenda ......... 38

Process Orientation ............ 39

Collaborative Climate ........... 40

Resource Development ......... 41

Community Assessments ........ 41

Human and Financial Resources . . 41

Three types of resources ........ 42

Teen Issues ...................... 43

Prevalence of Delinquency ....... 45

Prevalence of Substance Abuse . . . 46

Prevalence of Adolescent Pregnancy 47

Prevalence of School Failure . . 48

Youth Protective Factors ........ 50

Community/Work Environment ....... 52

Organizational Change ......... 53

Change Process .............. 53

Suppon .................... 55

Opportunity to Use ............ 57

Training Outcomes ................................ 57
Learning and Retention ........................ 58

Adult Learning Theory .................... 59

Humanistic Theory ...................... 60

Behavioral Theory ....................... 60

Cognitive Theory ....................... 61
Developmental Theory ................... 62

Conditions of Transfer ............................. 63
Generalization and Maintenance ................. 63
Xiao’s Study ........................... 64

Field’s Study .......................... 65

Community Coalitions and Youth at Risk ................ 66
Summary ...................................... 68

III. RESEARCH DESIGN AND METHODOLOGY

Overview ....................................... 70
The Conceptual Framework ......................... 70
Transfer Process Model ....................... 70
Volunteer Transfer Process Conceptual Model ....... 71
Training Inputs ......................... 72

Training Outcomes ...................... 73

Conditions of Transfer .................... 73

vi

Study ......................................... 74

Longitudinal Design ............................... 75
Focus Groups as Part of Qualitative Research ............ 76
The Uses of Focus Groups ..................... 77
Focus Groups and Questionnaires ................ 78
Survey Design ................................... 78
Research Procedures .............................. 79
Pilot Study ................................. 79
Content Validity .................................. 82
University Committee on Human Subjects ............... 83
The Exploratory Research Project ..................... 83
Population and Sample ........................ 83
Training Program ............................ 84
Description of training model .................... 85
Collection of Data ................................ 86
Trainee Characteristics ........................ 86
Training Design ............................. 87
Community/Work Environment .................. 88
Description of Data Analysis ......................... 90
Quantitative analysis .......................... 91
Qualitative analysis ........................... 92
Summary .................................... 92

IV. DATA ANALYSIS

Section I ....................................... 94
Trainee Characteristics ........................ 94
Demographic Information ................. 95

Expefience ............................ 96

Motivation ........................... 100

Attitudes ............................ 105

Summary of Trainee Characteristics ......... 110

Training Design ............................ 111
Training Content ....................... 112

Learning Principles ..................... 116

Summary of Training Design .............. 126
Community/Work Environment ................. 127
Support ............................. 127

Recognition ..................... 1 29

Opportunity to Use Skills and Knowledge ..... 131

Section II ...................................... 135
Development of the Community Coalition .......... 135
Summary of Quantitative Data .................. 139
Correlations .......................... 141

vii

Focus Group Analysis ........................ 143

Summary of Findings ........................ 148
Chapter Summary ............................... 149
V. CONCLUSIONS AND RECOMMENDATIONS
Summary ..................................... 151
Methodology ................................... 152
Research Questions .............................. 153
Summary of Conclusions .......................... 157
Limitations ..................................... 157
Recommendations ............................... 158
Training Recommendations .................... 158
Post-training Strategies ....................... 160
Conceptual Framework ........................... 162
Project Contributions ............................. 163
Recommendations for Further Research ............... 164
Post-script-Community Based Research ................ 165
APPENDICES
A. Letter to Adult Participants ......................... 167
8. Adult Study Consent Form ......................... 168
C. Letter to Parent of Teen Participants .................. 169
D. Teen Study Consent Form ......................... 170
E. Pre-, Post-test Instruments ......................... 171
F. Demographic Instrument .......................... 175
G. Workshop Reactions ............................. 176
H. Post-post Test Instrument .......................... 179
l‘. Focus Group Questions ........................... 192
J. Staff Instrument ................................. 194
K. Training Schedule ............................... 198
BIBLIOGRAPHY ...................................... 200

viii

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table

4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10

4.11
4.12

4.13
4.14
4.15
4.16
4.17
4.18
4.19
4.20
4.21
4.22
4.23
4.24
4.25
4.26
4.27
4.28
4.29
4.30
4.31
4.32

Table

4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10

4.11
4.12

4.13
4.14
4.15
4.16
4.17
4.18
4.19
4.20
4.21
4.22
4.23
4.24
4.25
4.26
4.27
4.28
4.29
4.30
4.31
4.32
4.33

LIST OF TABLES

Page

Distribution For Each Time Point by Age and Gender ....... 95
County Representation (Time 1) ...................... 96
Mean Learning Experiences at Time 1 .................. 96
Teen Issues (Time 1) .............................. 98
Past Experiences in Teams, Committees or Coalitions ...... 99
Relevance of Training (Time 1) ...................... 101
Reasons for Attending Training (Time 1) ............... 102
Expected Use of Training Information (Time 1) ........... 103
Concepts Hoped to Learn: Teen Issues (Time 1) ......... 104
Concepts Hoped to Learn: Coalition Building

(Time 1) ...................................... 105
Attitude ....................................... 106
Attitudes Towards Learning about Teen Issues and

Coalition Building ................................ 106
Participant’s Attitudes (Time 3) ...................... 109
Learning and Knowledge .......................... 112
Overall Knowledge .............................. 114
Relapse Prevention Technique ...................... 117
Session Strategies ............................... 118
Participant Reaction To Workshop .................... 120
Participant Understanding of Concepts ................ 122
Concepts t-test ................................. 123
Participants Perception (Time 3) ..................... 123
Awareness and Competency ....................... 125
Suppon ....................................... 128
Recognition for Skills Used (Time 3) .................. 129
Recognition for Work Completed (Time 3) .............. 130
Usefulness of the Information (Time 2) ................. 131
Information Used (Time 3) ......................... 132
Use of Concepts (lime 3) .......................... 133
Action Plan (Time 3) .............................. 134
Current Coalition Development (lime 3) ................ 136
Current Coalition Development -- Staff (Time 3) .......... 138
Training & Post-Training Overview .................... 139
Matrix of Correlation Coefficients .................... 142

 

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CHAPTER 1
INTRODUCTION
I. Identification of the Problem

'In recent decades the world has undergone dramatic social,
demographic and economic changes that have deeply affected the lives of
Michigan’s children, youth and families" (Keith, et. al. 1993). Before World War
II, a young person who dropped out of school or had a child at an early age,
still had an opportunity to lead a productive life in society. Today, a youth who
drops out of school will not likely have the means to support a family, own a
home or carry health care coverage. Teen parents are likely to be single and
poor. What was once an afternoon fight may now end with gunshots (Youth
Record, 1992).

Creating communities that provide a safe and caring environment for
young people is recommended by many experts in the human service field as a
way of improving the status of children, youth and families (Dryfoos, 1990,
Schorr, 1988, Bogenscheider, Small & Riley, 1991, Keith 1993). Community
coalitions, formed on behalf of youth at risk, is not a new concept. Our society
has a history of forming community coalitions around issues. However, with
changing societal issues, more importance is placed on the success of human
service coalitions (Dluhy, 1990).

There are several reasons for this increased focus on community

coalitions. First, there is an increasing awareness of the need to find solutions

 

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to the complex problems facing youth. Our country can no longer accept the
economic and human loss that occurs when youth do not succeed. Finally,
agencies concerned with the needs of youth, are faced with shrinking monetary
resources for programs and activities (Dluhy 1990, Keith 1993).
II. Need For Study

Though there is a desire and willingness to form community coalitions,
there is limited success in communities to maintain coalitions once they have
been started (Dluhy 1990, Keith, et. al. 1993). Most coalitions are comprised of
small numbers of adults concerned with the needs of youth. Few coalitions
have teens who are an active part of the group. Many times youths are not
involved in the decision-making process and, though organizations are
recognizing the need to involve youth or teens in the process, few know how
(Pittman 1992).
III. Purpose of the Study

This exploratory research project was initiated to understand the
effectiveness of training and post-training strategies on the formation and

maintenance of community coalitions that work on behalf of youth at risk 1.

 

‘ Building Community Coalitions for youth at risk:
Strategies for Facilitating The Transfer of Training was a part of
a larger' research. project known as Building and. Maintaining
Community Coalitions on Behalf of Children, Youth and Families.
Dr. Joanne Keith, Professor of Family and Child Ecology, directed
the project. The goal of her project was the completion of an
exploratory research project to document examples of collaborative
or coalition efforts throughout Michigan. The documentation
process found unique elements of collaborations and these along
with implications for the formation and maintenance of community
collaborations are reported in this dissertation (Keith, 1993).

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The goal was to implement and evaluate a model developed around a review of
literature concerning coalition building, contemporary issues facing teens, and
successful training and post-training strategies.

The project was designed to examine two areas in the community
coalition development process. To examine the first area of the process, a
training program for teens and adults was developed and implemented. The
second area of the process examined training and post-training strategies that
enhance the formation and maintenance of these community coalitions.

This project was conducted as an exploratory dissertation research'and
development project because no evidence was available on an effective
framework for testing training and post-training strategies on volunteer
community coalitionsthat work on behalf of youth at risk. The training and
post-training model used was adapted from a business framework developed
by Baldwin and Ford (1988), and strategies suggested in the literature review.
I. The four purposes of this exploratory dissertation research and

development project were:

1. To develop effective strategies that lead to the formation and
maintenance of community coalitions. that work on behalf of youth
at risk in Michigan.

2. To develop a training program for teens and adults that work in a
coalition formed on behalf of youth at risk.

3. To examine the success of post-training strategies of four

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Michigan community coalitions.
4. To evaluate whether transfer strategies used in business were
successful in a human service model. .
IV. Importance of Research

This study was important because of the following reasons. First, a
review of the literature indicated that few studies in the human service field have
been conducted on strategies that help or hinder the effectiveness of youth at
risk coalitions. Yet, it is a skill that is essential in our political and economic
environment (Dluhy, 1990).

Second, many community coalitions are formed for youth at risk every
year. There is evidence that these groups are unable to sustain their existence
long enough to change the situation for the people they are formed to serve
(Keith, 1993). Also, a literature search found limited evidence of a
comprehensive review of the key concepts needed for community coalitions
that work on behalf of youth (Mattessich & Monsey, 1992).

Third, there is evidence that the current comprehensive strategies used
to train and develop adults have not been evaluated effectively (Wexley and
Baldwin, 1986). There is, therefore, a need to evaluate whether the training
provided encourages people to use the information on the job or in the
community.

Fourth, there is increasing evidence that education and training alone will

not provide community coalitions with the support they need to survive. This

 

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study examined what strategies were effective during and after training. The
study provided human service practitioners with information about the type of
training and support needed to help insure the success of community people
working in coalitions formed on behalf of youth at risk.

Fifth, The Michigan State University Extension, 4-H Youth Programs
provide training and support to adult and teen volunteers that are a part of
community coalitions that form on behalf of youth at risk. The organization is
interested in determining the impact of the process.

This study was multi-faceted in nature. It combined knowledge from
several fields, including: organizational change, transfer of training, adult
learning, community coalitions, teen issues and educational systems design.
Only by taking a comprehensive approach to delivering change strategies,
was the researcher able to understand the effects of training and post-training
strategies on coalitions.

V. Generalizability

This exploratory research study may have impact beyond the study itself;
however, it is limited due to sample size. Since the adults and older teens
involved in the coalitions and training are part of local communities, it may be
concluded that the findings hold for a larger proportion of communities with
similar concerns. Also, the transfer process was applicable in other content
areas of education and training where the transfer of training is an important

ingredient. The concept of training and post-training needed for human service

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groups is applicable in other content areas of non-formal educational programs.

VI.

Research Questions and Assumptions

This exploratory research project was initiated to understand the

effectiveness of training and post-training strategies on the formation and

maintenance of community coalitions that work on behalf of youth at risk.

Strategies were structured so that assessments could be implemented to

answer the following research questions:

1.

After completing the Alliances for Community Empowerment (ACE)
training program, to what extent did participants increase their knowledge
of contemporary issues facing teens and of building and maintenance of
a community coalition? Were there significant differences between teens
and adults on levels of knowledge?

To what extent did participants perceive the training strategies to be
helpful in developing the skills and knowledge needed to develop and
maintain community coalitions formed on behalf of youth at risk? Did
they find the training beneficial? Were there significant differences in
perceptions between teens and adults?

To what extent did participants perceive an increase in awareness and
competence related to coalition building? Were there significant
differences In perceptions between teens and adults?

To what extent did teen and adult participants use the skills, techniques

and knowledge learned in the ACE workshop?

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A. Which concepts were used the most in the coalition?

8. Which concepts were not included in their coalitions?

To what extent did the community-work environment strategies increase
the development of community coalitions that form on behalf of youth at
fisk?

Did the groups participating in the ACE training develop coalitions in their
own communities?

Certain assumptions accompany any exploratory study. This

dissertation had the following assumptions:

1.

Community coalitions that form on behalf of youth at risk are important to
their communities, to Michigan State University Extension (MSUE), and to
the 4-H Youth Programs.

The objectives of the training were related to the behavior expected of
the community coalition members.

The measurement of the success of the coalition was based on whether
the group started or maintained a community coalition.

An exploratory research design was used to test the research questions.

A comprehensive set of strategies that led to the development of community

coalitions for youth at risk in Michigan were tested using a framework designed

for this project.

Specific instruments were adapted from studies conducted in the

business community for use in this human service coalition framework.

 

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Instruments were adapted to analyze trainee characteristics, training design,
and community/work environment and transfer criteria. One important business
strategy used was Wexley and Baldwin's behavioral self-management approach-
relapse prevention strategy which enhances individuals’ use of new skills or
knowledge obtained during training. This strategy combined goal setting with
the relapse-prevention activities to aid in the transfer of training. Environmental
factors that enhanced or hindered behavioral change were measured by the
adult and older teen volunteers and the MSUE staff. Learning that took place
concerning issues facing teens (delinquency, substance abuse, school failure
and teen pregnancy), and skills in coalition building (resource development,
leadership and team building), were held constant.

The ability of community coalition participants to gain the skills and
knowledge they deemed appropriate were tested using pre-, post- and post-
post test questionnaires with focus group follow-up. The pre-and post-tests
were administered at weekend training workshops held for adult and older teen
volunteers. The final post-post test questionnaire and focus group meetings
were held three to four months after the training.

VII. Definition of Terms

Definitions of terms and constructs utilized in this study are included here
with further elaboration in the review of literature. The major terms defined in
this introduction are learner, adult learning theory, andragogy, program

development, instructional design, transfer process, training-input factors,

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training outcomes, conditions of transfer, work environment, post-training

strategies, goal setting, relapse prevention, community coalitions and youth at

risk.

1. Participant is a subject in the experiment. Participants are divided into
two groups.

a. Adults: Someone older then 19 years old (Michigan 4-H Youth
Programs).

b. Older teens: Persons between the ages of 14-19, inclusively
(American Heritage Dictionary).

2. Adult learning theory describes, in a broad sense, how adults learn. "A
theory is a comprehensive, coherent, and internally consistent system of
ideas about a set of phenomena" (Knowles 1990, pg 5). Adult learning is
described as more or less a permanent change in an adult’s behavior
that occurs as a result of an activity or experience (Brookfield, 1988).

3. The term andragogy is most often associated with the work conducted
by Malcolm Knowles. He contrasts andragogy with pedagogy. Knowles
defines andragogy as “the art and science of helping adults learn“ and
contrasts it with pedagogy which is the science that is more concerned
with teaching young people (Warner, 1987).

4. Transfer process consists of three parts: training-input factors, training
outcomes and conditions of transfer (Baldwin and Ford, 1988).

5. Training-input consists of trainee characteristics, training design and

10.

11.

12.

13.

 

 

 

10.

11.

12.

13.

work-environment characteristics (Baldwin & Ford, 1988).

Training outcomes are described as the amount of original learning that
occurs during the training program and retention of that material after the
program is completed (Baldwin 84 Ford 1988).

Conditions of transfer includes the ability to generalize the material
learned in training to the job context, and the maintenance of the learned
material over a period of time on the job (Baldwin & Ford 1988).

Trainee characteristics consists of ability or skill, motivation, and
personality factors (Baldwin 81 Ford, 1988).

Training design consists of learning principles, sequencing of training
material and job relevance of the training content (Baldwin & Ford,1988).
Community/work environment consists of climatic factors, such as
supervisory or peer support or constraints and opportunities to perform
learned behaviors on the job or in the community coalition (Baldwin &
Ford, 1988).

Post-training strategies are specific processes, cues or activities for the
time periods of before, during and after training.

Community coalitions are community-based groups of three or more
individuals, or organizations, uniting, meeting and combining resources
to meet the needs of youth (The National Assembly of National Voluntary
Health and Social Welfare Organizations 1991).

Youth at risk are young people, 5- to 19— years-old, who exhibit two or

10

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more self-defeating or antisocial behaviors which have serious outcomes,
such as substance abuse, unprotected sex, delinquency or functioning
below school level (Dryfoos, 1990).

Alliances for Community Empowerment (ACE) is a workshop that trains
teens and adults how to build and maintain community coalitions, and
includes information on teen issues, leadership, resource development,
team building and future strategies.

Volunteers are adults or older teens who are not paid to complete a job.
French historian Alexis de Tocqueville said, "they have the readiness to
sacrifice and cooperate voluntarily and freely to support these services
designed to aid others . . .“(Conrad and Glenn 1976).

Summary I

This study was initiated to understand the effectiveness of training and

post-training strategies on the formation and maintenance of community

coalitions that work on behalf of youth at risk. Training was conducted with the

intent of providing teens and adults offour Michigan communities with the skills

and knowledge needed to build community coalitions that improve the lives of

youth at risk in Michigan communities. By identifying effective training and post-

training strategies, organizations will be able to meet their intent, which is to

transfer learning to individuals so they can make decisions that affect their lives.

11

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Ix. Organization of the Study

This study is divided into five chapters. The first is an introduction to the
study. Chapter two is the review of relevant literature. In chapter three, a
conceptual framework for the transfer process and the methodology used in the
study are described. Chapter four contains the findings of the study and

chapter five includes the summary, conclusions and recommendations of the

study.

12

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CHAPTER II
SELECTED REVIEW OF LITERATURE

I. Introduction

The purpose of this study is to understand the effectiveness of training
and post-training strategies on the formation and maintenance of community
coalitions that work on behalf of youth at risk. A model of the transfer process
was adapted and utilized within a volunteer non-formal educational setting. In
addition, a specific transfer strategy was introduced to the training design.

Since this project was multi-faceted, the review of literature covers
several areas. The review discusses the relevant research on evaluation and
the transfer process, and incorporates adult learning theory and change
strategies. Included is a comprehensive literature review on community
coalitions and teen issues.
Program Evaluation 1

According to Cronbach (1982), an evaluation should fulfill three major
requirements. First, the findings should improve a program or trial that fails, or
for effective programs, to identify the conditions essential for success. Second,
the evaluation should communicate to the diverse policy-shaping community
including clients, program staffs, taxpayer groups, legislators, bureaucrats,
selected citizens and others. Third, evaluations should assist the policy-making
community to resolve conflicts intelligently (Cronbach, 1982, p. 8 found in

Gredler’s 1992 article).

13

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Evaluation is an important part of program development. “Evaluation is
the determination of the value or worth of something by examining facts, values
and judgements and relating them to each other” (West, Farmer & Wolff, 1991,
pg 257). Evaluation must be as comprehensive as possible and provide some
'reading' on the contribution training makes to the organization as a whole.
Evaluation should influence future training and training-related decisions. It
verifies whether predictions were correct and whether actions were properly
designed and executed with respect to achieving the desired and predicted
results (Stanley 1987, Littell 1986).

Stanley describes evaluation as a part of the training system that is
continuously evolving. Training is job or behavior specific, it is expected to
produce specific measurable results, and to produce a change in the ability of
the individual to perform the task. Training is geared to a specific behavior in
specific situations and in relation to specific tasks. It is expected to result in a
change of behavior or performance in individuals. Training is expected to
contribute to the effectiveness of the organization (Stanley 1987).

Training influences trainees’ knowledge, skills and attitudes. It includes
knowledge related to the job, skills required to execute the various tasks
comprising the job, and attitudes that sustain behavior, to meet the demand for
good performance. This system is continuously evolving and evaluation
influences it. This flowing, circular system includes research diagnosis,

identification of training needs, training objectives, training plans, implementation

14

 

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and evaluation (Stanley 1987).

This situational evaluation is a type of basic social and behavioral science
research. It is the implementation of a utility-focused, feasibility-conscious,
propriety-oriented and accuracy-based approach to evaluation requiring
situational responsiveness, methodological flexibility, multiple evaluator roles,
political sophistication and probably substantial doses of creativity (Patton,
1982, p 17). The new standards of evaluation--utility, feasibility, propriety and
accuracy—require situational responsiveness rather than implementation of
standardized procedures (Patton, 1982 p 27).

Kirkpatrick, a leader in evaluation, provided four steps in the evaluation
process. Knowles, enhances Kirkpatrick’s evaluation process. Knowles states
that Kirkpatrick’s model is the most congruent process with andragogical
principles. Kirkpatrick’s steps are:

1. Reaction evaluation -- obtaining data about how the participants are
responding to a program as it takes place -- what they like most and
least.

2. Learning evaluation - gathering data about the principles, facts and
techniques which were acquired by the participants.

3. Behavior evaluation - gathering data, such as observers’ reports about
actual changes; that is, what the learner does after the training as
compared with what was done before.

4. Results evaluation - gathering data from the organization.

15

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Knowles adds the following step:

5. Rediagnosis of learning needs evaluation -- obtaining data about
learners’ re-examination of their model of desired competencies and a
reassessment of the discrepancies between the model and their newly
developed levels of competencies (Knowles, 1990 pp 137-138).

The Kirkpatrick/Knowles model of program evaluation, combined with a
transfer model, provides a framework to focus on the transfer process. It is
important to have evaluation models consider aspects other than training, such
as environmental support and trainee use of information. Much research has
been conducted on training. It is only recently that a growing body of
knowledge on the other aspects has received attention.

II. Transfer Process
Training is used to prepare paid and unpaid staff, to improve the quality

of their performance, and to foster organizational change (Fields, 1992, Xiao
1992, Wexley and Baldwin 1986, Lintern 1991). Studies have shown that
between 35 million and 100 billion dollars are spent annually on training and
development, but not more than 10% of what is spent results in transfer to the
work place (Baldwin and Ford, 1988, Ostroff, 1991, Fisher, 1989, Gist, Bavetta
and Stevens, 1990). The most common evaluation most studies have utilized
focuses on workshop reaction instead of transfer to the workplace.

A growing body of knowledge on which elements are important to

maximize positive transfer is surfacing (Baldwin and Ford 1988, Xiao 1991,

16

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Fields, 1992, Stanley, 1987). Each approach has common threads that, if
combined, provide a structure for focusing on the transfer process.
Baldwin and Ford Model

The Baldwin and Ford (1988) model was based on a literature review of
several research projects developed to focus on the transfer process. The
transfer process was described in terms of training-input factors, training

outcomes and conditions of transfer.

1. Training inputs included trainee characteristics, training design and work
environment.
2. Training outcomes were defined as the amount of original learning that

occurred during the training program and the retention of that material

after completion of the program.

3. Conditions of transfer were the generalization of material learned in
training to the job and the maintenance of the new behavior over a
period of time on the job (Baldwin 8. Ford, 1988).

Trainee characteristics included ability, personality and motivation.
Training design was based on the principles of learning, sequencing and job
relevance of the training content. Work environment consisted of supervisory or
peer support as well as constraints and opportunities to perform learned
behaviors on the job (Baldwin & Ford, 1988).

The model provided a framework for examining ways that training input

related to training outputs and conditions of transfer. Training outcomes and

17

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training-input factors had both direct and indirect effects on conditions of
transfer. Training outcomes of learning and retention were shown to have
direct effects on conditions of transfer. Training characteristics and work
environment characteristics had a direct effect on transfer regardless of initial
learning during the training program or retention of the material. Training
outcomes were directly affected by the three training inputs of training design,
trainee characteristics and work environment characteristics. The three trainee
inputs had an indirect effect on transfer through their impact on training
outcomes (Baldwin 8 Ford 1988 pg 64—65). As Baldwin and Ford, and others
point out, though studies have been conducted in all of the components of the
model, more studies have been conducted on trainee characteristics and
training design, and less on work environment. It is only recently that
researchers have focused on work environment characteristics. By adapting
this model to other training and post-training environments, it can be evaluated
in a volunteer setting.

This exploratory research project focused on understanding the
effectiveness of training and post-training strategies on the formation and
maintenance of community coalitions that work on behalf of youth at risk. The
training inputs designed were related to the review of literature. Training Inputs
consist of trainee characteristics, training design and work-environment '

characteristics.

18

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III. Training Inputs

Community coalitions are formed when a critical issue is identified,
funding shrinks and organizations realize that it is not possible to "go it alone."
Through coalitions, communities are able to provide services that are more
accessible and effective (Wilder Foundation 1992, Keith, et. al., 1993 and Dluhy
1990). Many times these services are developed by volunteer groups, directed
by volunteer organizations that are formed around a single focus or a general
prevention model (Michigan 4-H Youth Program, Community Partnership for
Prevention).

In many cases, the focus of the organization becomes education.
Recruiting and training the staff and adult and teen volunteers that work in the
organization and provide services to the community are a major part of the
organization’s function. Another challenge facing a youth development
organization is that of providing adults and teens with the knowledge they need
to understand the complexity of the issues on which they are working, as well
as the skills and abilities they need to work as a team. Many times this training
focuses on both teens and adults, thus combining many age ranges in one
learning experience.

Trainee characteristics

The Michigan 4-H Youth programs combine many learning models into

the design of its training activities. Because it is a volunteer organization, many

of the training activities are based on adult learning theory. Learning theory

19

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describes adult learning as a change in behavior. The change occurs as a
result of an activity or experience which is evident in the learning process
(Knowles, 1990, Laird, 1989). Transfer takes place when trainees learn new
skills, knowledge and attitudes through an adult learning process. Similar to the
concept of the transfer process, the change process includes both the ability to
generalize material learned in training to the community context and the
maintaining of the learned material over a period of time (Baldwin & Ford 1988).
Youth participation
,x/l Karen Pittman (1992) describes youth participation as “the active
solicitation and engagement of young people in problem-solving, leadership,
advocacy and direct service - this is the missing ingredient in strategies to
address the severe problems facing low-income urban and rural communities."
Engaging young people in defining and addressing the problems that face
them, their families and their communities, increases the chances that their
needs will be met, offers a forum in which youth can articulate their views, and
provides a practical way for adults to see the strengths and limits of young
people’s abilities.

As members of the community, young people can be viewed in four
ways.
1. Youth as learners - student participation increases student learning and

retention. Cooperative learning, interactive computerized instruction and

peer tutoring are ways to increase interest and success in learning.

20

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2. Youth as community members - youth participation in public activities,
such as mock elections, town meetings and volunteer drives, is a way to
increase youth connections to their communities, to adult institutions and
to adult life, and also to affirm their value.

3. Youth as resources - programs that emphasize the contributions that
young people can make by focusing on their skills and knowledge.

4. Youth as problem-solvers - youth work to solve the problems in their
communities. Youth are key players in problem solving for organizational
functioning, community development and larger social change.

Youth involved as problem-solvers are sought by a growing number of
organizations and communities (Pittman, 1992). Community coalitions are
places that youth can be thought of as problem-solvers rather than clients.
Experience

Humanistic theorists identify prior experiences as a key link to success in
adult learning (Knowles, 1990). Both adults and teens come into a training
program with past experiences. Adults come into an educational activity with a
greater amount and different quality of experiences than youths (Knowles 1990).
Taking these past experiences into consideration, and building on them, helps
insure greater likelihood of success in the transfer process.

Motivation
Motivation to learn what is offered at the training program is an important

component of the transfer process. Motivating volunteers is similar to

21

 

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more likely to leave if they don’t feel the project meets their needs.

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Motivating volunteers is based on the understanding that motivation must

come from within. Morrison identifies six factors that motivate volunteers

(Morrison, 1988).

1.

Logic and emotion: volunteers are filled with prejudices and motivated
by pride and vanity.

Environment: volunteers want an environment which will meet their
needs. This aids in motivation. Satisfaction improves with a sense of
achievement, recognition, satisfaction with the job, responsibility and
advancement.

Orientation: volunteers need to know what is expected, what the goals
and policies of the organization are, and that they are welcome.
Motivation and Management: motivate through participative
management.

Clarifying Expectations: volunteers will act as you expect them too.
Know why a volunteer’s behavior exists.

Motivating questions: discover why a member is volunteering.

Various studies have looked at motivation as a key link to the success of

the transfer process. In this study, motivation included both attitude and

application. Trainee confidence, motivation to succeed in training, trainee

22

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perception that he/she had a choice to attend, high job involvement, and higher
expectations, lead to increased training performance (Baldwin 8 Ford 1988).

Trainee attitude is an important component of motivation (Oliver, 1982,
Gibson 81 Smilor, 1991). Trainee attitudes, interests, values and expectations
may influence training. One’s perception of personal control over the
environment may influence the transfer process. Noe and Schmitt found that
job involvement and career planning had a significant impact on training
effectiveness. Trainees’ satisfaction with the content of the training program
and the organization were indicators of training effectiveness. Highly involved
people were more likely to be motivated to learn new skills, because
involvement improved their skills, job performance and self-worth. Motivation
was influenced by the degree to which trainees felt confident in their abilities to
use the skills, and in their beliefs about the relevance and applicability of the
skills in the job situation (Noe and Schmitt 1986).

What is viewable in the adult learning field also supports motivation as a
key link to training success. Tough states that the most common learner
motivation stems from expected application of what is learned. Less common
with adults is the desire to learn something only to gain knowledge (Brookfield
1986, Knowles 1990). Motivation to learn new information comes from the
leamer’s need to know why it is necessary to learn the information. They want
to learn things that they perceive as needing to know, and are able to use in

real life situations. Adult motivation for learning comes more from internal

23

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forces than external ones. The most potent motivations are internal pressures
such as self-esteem and quality of life issues (Knowles 1970, Warner 1987).

A trainee’s experience and motivation plays an important role in the
learning that takes place during the training, generalization, and maintenance
periods of the knowledge and skills acquired. This input has a direct effect on
training outputs and conditions of transfer.

Training Design

Research on training design has focused on improving the design of
training programs by utilizing learning principles (Baldwin 8 Ford 1988,
Brookfield 1986, West, Farmer & Wolff 1991). This design allows the trainee to
acquire the knowledge and skills needed to transfer the information to his/her
job. 'Training is all about providing learners with the motivation to do things
differently (and hopefully better) on their return to work“ (Gibbon, 1991, pp 17).

Training can include both the content of the course and various training
strategies which enhance the transfer process (Wexley & Baldwin, 1986, Tziner
and Haccoun, 1991, Swezey, 1991). Though the content varies from training
program to training program, research has indicated that specific transfer
strategies can enhance the likelihood of transfer to the workplace. Instructional
design techniques which have been incorporated in the training context, include
overleaming, teaching of underlying principles, and the construction of training
stimuli. These closely mirror the techniques likely to occur in situations in which

the training is applied (I’ziner and Haccoun, 1991, Knowles, 1991, West, Farmer

24

 

 

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81 Wolff 1991, Wexley 8 Baldwin, 1986). Studies have shown, however, that
these strategies are not sufficient to ensure transfer to the work environment.
In recent years, studies have been completed which demonstrate the
significance of the behavioral self-management approach-«elapse prevention
(Gist, Bavetta and Stevens, 1990, Wexley and Baldwin, 1986, Tziner and
Haccoun, 1991).

The relapse prevention strategy has been utilized successfully in several
training contexts. Research projects have found that trainees who complete a
relapse prevention module are more likely to use the new skills learned in the
training program. Trainees went through a process, with the trainer, in which
they developed ideas focusing on how they would apply the principles taught in
the course. The problem of transfer and its causes and consequences were
discussed. The trainees identified the principle content of the course and the
specific situations in which application of the skills would be difficult. Solutions
to overcome these barriers were examined. Finally, the trainee was asked to
suggest steps for overcoming these barriers. This process, along with personal
and situational elements, seemed to impact the transfer process (Gist, Bavetta
& Stevens, 1990, Wexley and Baldwin 1986, Tziner and Haccoun, 1991).

Transfer strategies increase the probability that the skills, knowledge and
attitudes learned in training will be transferred to the workplace. Positive
transfer is the extent to which trainees use what they have learned, in training,

on the job (Wexley and Baldwin, 1986). To ensure positive transfer, these

25

strategies are incorporated into the training design. The training design focused
on the principles of learning, training content and action plan.
Principles of Learning

According to Knowles, the largest new body of research in adult learning
in the next decade “will be related to the physiology and chemistry of learning,
with special implications for the acceleration of learning and the efficiency of
information processing“ (Knowles, 1990 pp. 51). Up until now, research has
focused on the four basic principles of teaching identical elements, teaching
general principles, stimulus variability and providing several examples of a
concept to strengthen the trainee’s understanding so he/she can apply the
concept in a new situation (Baldwin 8 Ford 1988).

In developing the researcher’s transfer model, a combination of principles
of learning were utilized in the design of the model. Included were principles of
the stimulus-response theory, Carl Rogers’ views of the facilitation of learning,
and Knowles’ model of andragogy. This model is utilized throughout Michigan
State University Extension models of training.

Stimulus Response Strategy

The principles emphasized in the stimulus response theory were:

1. The learner should be an active rather than a passive listener or viewer.
2. Frequency of repetition is important for acquiring skills and for retention
by overleaming.

3. Reinforcement is important. That is, in repetition, desirable or correct

26

responses should be rewarded.

4. Generalization and discrimination suggest the importance of practice in
varied contexts, so that learning will become (or remain) appropriate to a
wider (or more restricted) range of stimuli.

5. Novelty in behavior can be enhanced through imitation of models,
through cuing and through shaping.

6. Drive is important.

(Knowles, 1990 pp 67)

Facilitator role
Carl Rogers defines the role of the teacher as that of a facilitator for

learning. He promotes the relationship between the facilitator and the Ieamer,

which is dependent on the facilitator’s possessing three attitudinal qualities: (1)

realness or genuineness, (2) nonpossessive caring, prizing, trust, and respect,

and (3) empathic understanding and sensitive and accurate listening (Rogers,

1969 pp 106-126). This view of the facilitation of learning is the basis for

teaching adults, and is espoused by many adult learning theorists (Brookfield

1988, Knowles 1990, West, Farmer & Wolff 1991).

Andragogy
Andragogy is defined as the art and science of helping adults learn

(Knowles, 1990 pp 54). Different than the art and science of helping children

learn (pedagogy), the andragogical model is based on several assumptions.

1. The need to know. Adults need to know why they need to learn

27

something before undertaking the task. A facilitator of learning can
enhance training by explaining to trainees how this knowledge will
improve the effectiveness of the learners’ performance or the quality of
their lives. This can be accomplished by the trainers providing real or
simulated experiences in which the learners discover for themselves the
gaps between where they are now and where they want to be.

The leamer’s self-concept. Adults have a self-concept of being
responsible for their own decisions and for their own lives. They resent
and resist situations where they feel others are imposing their wills on
them. Helping adults move from dependent to self-directed learners
provides facilitators with mechanisms for enhancing the learner’s self-
concept.

The role of the learner’s experience. Utilizing the adults’ experiences
through experiential techniques-techniques that tap into the experiences
of the learners, such as group discussion, simulation exercises, and
problem-solving activities rather than lecture techniques.

Readiness to learn. Adults become ready to learn those things they
need to know and are able to do in order to cope effectively with their
real-life situations. Adults learn information when they are ready to use it.
It is possible to help adults get ready to learn through exposure to
models of performance, counseling, simulation exercises and other

techniques.

28

 

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5. Orientation to learning. Adults are life-centered in their orientation to
learning and are motivated to devote energy to learn something only to
the extent they perceive it will help them perform tasks or deal with
problems they confront in real life situations. Furthermore, they gain new
knowledge and understanding, and learn new skills, values and attitudes
most effectively when what they are learning is presented within the
context of making applications to real-life situations.

(Knowles, 1990. pp. 57-61).

Knowles’ model of andragogy provides a framework for the trainer’s
design of the workshop. The stimulus-response theory provides techniques
that can be espoused throughout the training, especially when the training
includes both adults and older teens. Carl Rogers’ views on the appropriate
manner of trainers, being that of facilitators, provides the leeway for the trainers
to create an environment for learning. Each of these three views are
intertwined, in the training design and enhance the learning design model as
well.

instructional design is viewed as the art and science of improving
instruction. Cognitive science is beginning to play a major role in how
designers develop learning activities to enhance learning. One strategy that
enhances learning is sequencing, which can be accomplished through timing or
narration. Narrational substructures include chunking information into

categories including the problem, action and result, and the problem-solution.

29

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For design purposes, there are two types of flow chart patterns which
represent the organization of knowledge. The first type is based on time, while
the second type includes procedure (West, Farmer 8 Wolff 1991, pp. 41-42).
Baldwin and Ford‘found that little empirical research has been conducted on
sequencing and relevance of content (Baldwin and Ford 1988). This may
change as cognitive science delves into instructional design research.

Training Content

Relevance of content is critical in an adult learning and volunteer model. I
It is one of the main reasons that individuals attend training. In this study’s
training, the content included information for trainees to acquire knowledge and
skills needed for forming coalitions, as well as teen-risk issues on which to build
community coalitions.

Community Coalitions

Little research has been conducted on community coalitions formed on
behalf of youth at risk. An ERIC search in the Michigan State University Library
found no research when community coalitions, youth at risk and research were
combined. Though there are thousands of articles on coalitions and youth at
risk, little research has been conducted on them once they are formed (Keith,
et. al., 1993, Dluhy 1990, Gentry, 1987). The minimal research that has been
conducted in the human service field has been done separately. A limited
amount of research has also been conducted on human-service community

coalitions (Mattessich 81 Monsey 1992, Keith, et. al., 1993, Dluhy, 1990), but a

30

great deal more has been conducted on the many effects of risk behaviors on
youth and communities. This is intriguing because many experts feel that
community coalitions formed on behalf of youth at risk are one of the only ways
that communities will be able to meet the needs of young peOple (Dryfoos 1990,
Hawkins and Catalano, 1992).

A coalition or a collaboration are broadly defined as an effort that unites
and empowers individuals and organizations to collectively accomplish what
they could not accomplish independently (Keith, et. al., 1993, Kagan and Rivera,
1991). Dluhy (1990) describes the successful use of coalitions as one of the
many skills needed by practitioners in the human-service field. Coalitions and
collaborative efforts are recommended frameworks for conceptualizing human
service systems that will provide quality client services, efficient and effective
programs, and improved community safety nets, reducing the numbers of youth
needing support.

A review of literature found few research projects which provided lists of
characteristics that ensured successful youth-at-risk coalitions. To teach the
concepts of successful community coalitions formed on behalf of youth at risk,
members of this project team decided to review relevant materials related to the
topic. They came up with three main characteristics of community coalitions
and one of teen issues. Under those main characteristics, subcategories were
created.

This information includes a comprehensive review recently completed by

31

Nil

169

Mattessich and Monsey in cooperation with the Wilder Foundation. Mattessich
and Monsey found 18 research studies that met their definition of collaboration,
as well as their research criteria. The Vifilder Foundation’s review took a
comparatively narrow view of collaboration. Collaboration is defined as "a
mutually beneficial and well-defined relationship entered into by two or more
organizations to achieve common goals“ (Mattessich and Monsey, 1992, pp?)

What Mattessich and Monsey found, along with this researcher, is that
there are many “how to“ manuals, yet few research projects. In order to train
community coalition members, the ingredients of successful coalitions need to
be identified and taught so trainees can receive a conceptual framework for
community coalitions formed on behalf of youth at risk.

A successful coalition is one that is able to meet the needs of the clients,
audience, or issue that it was formed to serve. Successful community coalitions
seem to have some similar characteristics. Learning about these key concepts
helped provide a philosophical background for understanding the factors related
to a successful youth-at-risk coalition. These factors were derived from a
literature review of the research that has been conducted and feedback
gathered from practitioners working on the research.

Characteristics of Successful Coalitions

Four areas were identified as major characteristics of successful youth-at-

risk coalitions. These are leadership, team building, resource development and

teen issues. Within each area, subcategories were identified. Though the

32

 

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characteristics and subcategories were arbitrarily assigned, they lead to a
framework for understanding the concept of community coalitions formed on
behalf of youth at risk.

Leadership

Good'leadership is essential to the success of the coalition. The
coalition may begin functioning without distinct leader(s), however to be
successful, leaders must emerge. Leadership helps the coalition with the
acknowledgement, recognition and implementation of their goals, while ensuring
character, responsibility and freedom.

Successful coalitions are those in which all members have a stake in the
leadership and the outcomes of the coalition. Members need to feel a sense of
responsibility for the total success of the coalition, even if they choose not to
take a leadership role. Leadership is broadly defined so as to include goals,
standards of excellence, principled leadership, accountability and multiple
sectors.

Coalition Goals

Coalitions need goals in order to be effective. Goals embody the
reasons for the development of the effort and the results or vision the group
seeks. Clear, elevating goals provide members with a sense of worthiness,
opportunity, challenge, consequence, identification and appeal. An effective
goal appeals to that sense of purpose members need to operate.

Goals relate to the needs and achievement of the group’s objective.

33

 

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They are the vision or tasks of the team and are accepted by everyone.
Members of the coalition believe that these goals embody worthwhile results
and they are personally challenging.

Goals provide a shared vision and a basis for the development of trust
between members. The shared vision may exist at the beginning of the
coalition or may develop over time. Goals are most effective when written and
agreed upon (Bertcher, 1991, Parker, 1990, Dluhy, 1990, Larson & LaFasto,
1989, Neslund, 1991).

Standards of Excellence

Coalition ”benchmarks“ provide coalition members with the information
they need to know when they have succeeded. Standards of excellence
encourage performance through an individual’s personal sense of need to
contribute, through peer pressure to carry one’s share of the load, and through
the leader’s influence in coordinating the team. Successful coalition
establishment is a two part process which combines the relevant activities that
the coalition completes with the acceptable levels of performance on those
activities. The process starts with identifying and clarifying objectives (Larson &
LaFasto, 1989, Neslund 1991).

Principled Leadership

Principled leadership provides three basic functions for highly successful

teams. The leadership guides the coalition through articulation of goals and

visions. It marshals human resources through encouragement and coaching,

34

and elicits member commitment and contribution and it coordinates activities to
accomplish the desired objectives.

Leadership is an important element in the coalition’s development,
maintenance and facilitation of its effectiveness. The person in the leadership
role is a skilled facilitator.

Characteristics of An Effective Leader:

Articulates goals

Shows commitment to goals

Inspires commitment from others

Establishes priorities

Supports coalition members

ls fair toward all members of group

Assigns meaningful tasks to group members

Provides freedom to permit members to do assignments

Confronts members who do not perform

Provides opportunities which make use of members’ abilities

Recognizes and rewards top performance of members

ls open to new ideas and information

Influences other groups to support the coalition

As Mattessich and Monsey state, “because of these characteristics the
facilitator is granted respect or ’legitimacy’ from the collaborative partners“

(Mattessich and Monsey, 1992). What the research showed is that goals and

35

 

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effective leadership are two of the most critical components of successful
coalitibns (Bertcher, 1991, Parker, 1990, Dluhy, 1990, Larson 8 LaFasto, 1989,
Neslund, 1991, National Assembly, 1991, Mattessich and Monsey, 1992, Keith,
et.al., 1993).

Involving Multiple Sectors

It is important to include as many segments of the community as
possible, especially those representatives from the community affected by the
coalition’s activities. It is important to bring together individuals and
organizations who are compatible with the mission of the coalition. Yet, inStead
of limiting membership, bringing together more, not fewer segments of the
community should be strived for. By having representatives from many sectors
of the community, more opportunities exist for external support and recognition.
This support includes both tangible and intangible resources.

A coalition is supported by individuals and agencies outside of the team
who are capable of contributing to the team’s success. External support helps
the group by minimizing obstacles and creating opportunities. Support helps
draw the team toward success. Both, internal and external support can provide
human and financial resources.

By having many sectors of the community represented, members of the
coalition develop a sense of connection with the peeple served and a
commitment to the community. The coalition is open to the richness that

comes from including members of different cultural, racial, ethnic and income

36

 

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groups. It is important, however, not to become so broad that the process of
collaboration becomes unmanageable (Mattessich and Monsey, 1992, Parker,
1990, Dluhy, 1990, Larson & LaFasto, 1989, Neslund, 1992, The National
Assembly, 1991, Keith, et. al., 1993).

Coalition Accountability

The accountability of a coalition refers to several factors. Accountability
relates to the members, operation and results of the coalition. A results-
oriented structure addresses the question: "Is the team organized and
operated in a manner most conducive to achieving its desired objectives?" The
coalition exists to achieve certain specified results, such as activities, events,
programs or directions. Accountability ensures that specific results are
identified and that members monitor progress on a continuous basis.
Evaluation should be planned from the outset to decide how various efforts
should be modified, expanded or dropped. Accountability helps establish
realistic expectations for collaborators.

Member accountability is another important aspect. Members have clear
role definitions and are accountable for their actions. Member accountability
includes the specific expertise members need to accomplish objectives, as well
as the social and collaborative skills needed to work effectively with others.

Information is available to all members and groups. Credible sources of
information are used and decision making is based on factual and objective

data. Opportunities are provided for members to identify agenda items and

37

 

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results are monitored on a continuous basis. Evaluation is planned at the onset
to decide how various efforts should be modified, expanded or dropped
(Parker, 1990, Larson and LaFasto, 1989, Neslund, 1991, The National
Assembly, 1991).

Facts about Team Building

Team building is another essential characteristic of successful coalitions.
All members are viewed as important key figures who actively participate in the
decision-making process of the coalition. It is truly, in the real sense of the
word, 3 "TEAM." Team building includes member driven agendas, process
orientation and a collaborative climate.

Member Driven Agenda

With a member driven agenda, individual members’ needs are
recognized and discussed. As many individual needs as possible are met by
the coalition. Members are confident in the abilities of the coalition, and the
members feel important and included. Members work effectively together, and
feel an "ownership" of the way the coalition works and the outcome of the
coalition’s works.

There is a maintained focus on the agreed mission while striving to meet
members’ needs. Ongoing assessment is conducted to see if the coalition is
meeting needs, which helps enhance the viability of the group. Major issues
are discussed by the entire membership. Members are able to compromise,

since decisions within the coalition cannot always fit the preferences of every

38

member perfectly. The membership is flexible in the way it organizes itself and
how it accomplishes its work. The coalition is recognized for its success
(Larson and LaFasto, 1989, Neslund, 1991, The National Assembly, 1991,
Mattessich and Monsey, 1992).

Process Orientation

While coalitions live by their results, the process of collaborating is itself
an end worth pursuing. All members are included in shared decision making
and collaboration. Consensus building involves all participants having input and
minority opinions given full consideration as part of the process. Groups use
brainstorming and the nominal group process, or other techniques, to
encourage member input in the decision-making process.

Conflict is managed and channeled into useful solutions. When conflict
occurs, it is sensitively addressed using effective communication skills.
Achieving the main goals of the coalition are a higher priority than achieving
individual goals. Personal success is achieved through the accomplishment of
the coalition’s goals, and members make an effort to achieve success for the
coalition. There is a team spirit, a sense of loyalty and dedication to the team.
There is genuine dedication to the goals and a willingness to spend large
amounts of energy to achieve them (Mattessich and Monsey, 1992, Bertcher,
1991, Dluhy, 1990, Larson and LaFasto, 1989, Neslund, 1991, The National

Assembly, 1991, Keith, et. al., 1993).

39

Collaborative Climate

A collaborative climate indicates that teamwork is more than the simple
accumulation of numerous contributions. It is the coordination of efforts and
the cooperation of members to create synergy. It is an atmosphere of
cooperating.

Members trust each other and share ideas, information, perceptions and
feedback. Members help each other by making up for others’ shortcomings.
Members trust each other to act responsibly and to share a common set of
values. There is a strong sense of solidarity and togetherness. Members work
together to deter conflict and to avoid duplication of services. Communication
is through informal means. Team members need to be able to raise issues in a
relaxed environment. Networking, defined as an informal way of sharing
information among coalition members, provides a sense of closeness in sharing
information (Mattessich and Monsey, 1992, Parker, 1990, Bertcher, 1991, Dluhy,
1990, Larson and LaFasto, 1989, Neslund, 1991, Keith, et. al., 1993).

One of the dilemmas for members of community coalitions is whether
they are representing themselves, their professions, their agencies or some
other group in the community (Dluhy, 1990). This is important for the
practioner to recognize, so if controversial topics arise in the coalition, others

can be sensitive to the dilemmas facing various members.

40

Resource Development

All coalitions need resources to reach their goals and to carry out their
activities. Even the most informal coalition needs a place to meet, a way to
announce meetings, someone to prepare materials, and of course, volunteers
to do the work required.

Initially, a coalition may generate needed resources internally; however,
overburdening the members can be very detrimental to the success of the
coalition. . Resource development includes human and financial resources, as
well as community assessments.

Community Assessments

Community assessment programs are based on local data and strengths
as well as needs. Different methods are used to identify local needs such as
needs assessments instruments, surveys, focus groups and town forums.
Human and Financial Resources

All members contribute resources such as time, space, contacts, in-kind
resources or financial resources. There is a caution when one participant or
organization gives large amounts of money.

Proposals utilize resources such as facilities, equipment, personnel and
finances of the multiple sectors. The proposals represent diverse sectors’
perspectives and link community agencies. Proposals integrate programs and
administration (program design, program operation, budgeting, fundraising).

Grant proposals are based on local needs and members participate in writing

41

proposals.

Three types of resources

1. Maw-Human resources can include members’ donated
time; other organizations providing the coalition with volunteers;
corporations or nonprofit organizations loaning executives; and college
undergraduate and graduate students looking for experience in
conducting research.

2. Mum-Donations can include supplies, equipment, meeting
and office space, and services that are donated to the coalition. These
donations can come from many sources, such as churches and religious
organizations, member organizations, service groups, government
agencies, and businesses or individuals.

3. W-Receiving outside funding usually requires
incorporating and obtaining tax-exempt status or finding an organization
to work with your coalition as a fiscal agent. Coalitions need to explore
all avenues of funding-government, businesses, foundations, community
chests, United Ways, religious organizations, community groups and
sororities and fraternities.

Community assessments and human and financial resources comprise
the resource development area of community coalitions. Adequate, consistent
resources are needed to support the coalition’s operations (Kaslow, Keith, et.

al., 1993, Mattessich and Monsey, 1992, Bertcher, 1991).

42

Teen issues

The challenge for educators in the 19905 is to respond to the needs of
youths and families. The societal changes of the past two decades have
resulted in the rapid disintegration of the family structure, which has
endangered the well-being of adults and young people. Many young people
are doing well and have the potential for becoming productive citizens, but in
spite of this, all children can be considered at risk, or in danger of not
becoming contributing members of society. The numbers and rates of children
at risk have been increasing. There are a multitude of factors that can
contribute to a youth being "at risk.“

Numerous articles have listed the risk factors associated with high-risk
youths. They include poor decision-making skills, a lack of self-esteem, the
absence of caring adults or parents, divorce, poverty, having few skills, poor
health, and living in an unsafe or uncaring community (Michigan 4-H Youth-At-
Risk Task Force, 1990, Schorr, 1988; Dryfoos, 1990; Edleman, 1987,
Bogenschneider, Small 8 Riley, 1991, Brendtro, 1990). Often a combination of
these factors causes children and adults to seek nonproductive ways to meet
their emotional, personal, social and economic needs.

Children from all social and economic backgrounds can become "at risk."
Children under extreme pressure to succeed, because they have been "given
every opportunity," can be just as vulnerable and threatened as those children

experiencing conditions typically associated with the at-risk issue. However,

43

some children are more high risk than others.

Joy Dryfoos in her book, W, addresses four major
behavior problems of adolescents: delinquency, substance abuse, teen
pregnancy and school failure. Through her analysis of several databases, she
was able to show how risky behaviors interrelate. This interrelation between
and among factors places a young person at higher risk.

Approximately 14 million or 50% of the youth in this country participate in
at least one of these problem behaviors. Approximately 7 million or 25% of the
youth in this country participate in 2 or more of these behavioral problems.
Doing poorly in school and expecting to do poorly in school is predictive of the
other behavior problems. Poverty is highly related to all behavior problems,
except drug use. Positive family bonding decreases inclination of youth toward
delinquency, substance abuse, pregnancy and school failure. The quality of the
neighborhood influences high- or low- risk behavior. Living in a poverty area
and a non-caring community is predictive of these problem behaviors (Dryfoos,
1990).

From her analysis, she provides a list of common antecedents
or "risk markers" that cut across all four problem areas (Dryfoos, 1990, pp 94 -
95).

1. Age: Early initiation or occurrence of any behavior predicts heavy
involvement in the behavior and more negative consequences.

2. Expectations for education and school grades: Doing poorly in school

44

and expecting to do poorly in school are associated with all of the
behavior problems.

General behavior: Acting out, truancy, antisocial behavior and other
conduct disorders are related to each of the behavior problems.

Peer influence: Having low resistance to peer influences and having
friends who participate in the same behaviors are common to all behavior
problems.

Parental role: Having insufficient bonding to parents, having parents who
do not monitor, supervise, offer guidance, or communicate with their
children and having parents who are either too authoritarian or too
permissive are all strongly associated with the behavior problems.
Neighborhood quality: Living in a poverty area, or an urban, high-density
community is predictive of these problems.

In a comprehensive literature review, Dryfoos (1990) identified a list of

factors that are “risk markers" for each of the four areas. Though there are

variations of “risk markers" between risk behaviors, what is consistent is that

youth at high risk are more likely to be involved in one of these four areas and

more likely to be involved in more than one at that same time.

Prevalence of Delinquency

V Dryfoos describes delinquency as a wide range of youth behaviors from

socially unacceptable acts performed early in childhood, to violent and

destructive illegal behaviors. Almost every child acts out at one time or another

45

but not all of them are potential juvenile delinquents. The challenge is to
determine the number and characteristics of youth (ages 10 to 17) who have a
high probability of becoming delinquent.

Larceny, theft and burglary are frequent serious youth offenses.
Seventeen percent of all arrests in the United States in 1986 were by people
under the age of 18, and more than 5% were under the age of 15. Boys are
more likely to participate in delinquent behavior than girls and 85% of juveniles
who appear in court are illiterate.

As Dryfoos points out, children who come from families that lack the
necessary social and emotional supports to help them resist negative peer
influences are more susceptible to possible delinquent behaviors. Families with
a history of criminality, mental illness or alcoholism may have children at high
risk. Peer influence is a factor, sometimes resulting in gang behavior.
Delinquency follows school failure and is highly related to poor academic skills
and the absence of social skills (Dryfoos, pp 41).

Prevalence of Substance Abuse

Substance abuse is another term that is difficult to define because of the
lack of consistent definitions and data. Substance abuse covers tobacco,
alcohol and other substances, including some over-the-counter drugs. As with
delinquency, almost all youth experiment with some types of substances at
some point in their lives. However, there are factors that make a young person

more prone to substance abuse than others.

46

Drug use usually progresses from legal drugs, such as tobacco and
alcohol, to the use of hard drugs. Few youth start their drug use with hard
drugs. Experimenting with drugs can start as early as the fourth grade. In
recent years, there has been a slight increase in heavy drinking, and the use of
inhalants is on the rise.

Dryfoos found, in the area of substance abuse, there is a growing
consensus among researchers about the "risk markers“ of substance-abusing
behavior. They include early initiation, susceptibility to peer influence, and
family influences such as lack of parental support, involvement and caring, and
parental approval of alcohol and drug use. Other markers are certain
personality patterns such as nonconformity, rebelliousness and independence.
School problems such as misconduct, truancy and low achievement can later
translate into being "turned off" by school and holding low aspirations for further
education (Dryfoos, 1990 pp 57).

Prevalence of Adolescent Pregnancy

As Dryfoos points out, "the risk of negative consequences from
adolescent sexual behavior can be defined at three points: the initiation of
sexual intercourse, the use of contraception and the birth following an
unintended pregnancy" (Dryfoos, 1990 pp 74). She also states, "that though
these decisions are relatively straightforward, there is little consensus in our
society about how to intervene at any point along the way and prevent the

negative consequences" (Dryfoos, 1990 pp 61).

47

As Dryfoos’ data show, girls generally underreport their sexual activity.
while boys generally overstate their sexual activity. The younger the girls began
sexual relationships, the more likely negative impacts would occur, such as
sexually transmitted diseases (STDs) and/or pregnancy. Boys are not as
informed as girls about contraceptives. Teens who become pregnant rarely put
their babies up for adoption. Younger youth (under 15) are increasingly
involved in sexual activity.

Dryfoos also found certain "risk markers" in adolescent pregnancy. They
include early sexual activity, lack of basic skills, low achievement and poverty.
Dryfoos describes the situation for some young people as teen child bearing
becoming a "job" for low-income underachievers.

Prevalence of School Failure

Dryfoos describes school failure as a process rather than a single life
event. Low achievement comes from an array of forces outside the child’s
control, including the quality of the school, classroom practices and the
attitudes of the teachers. Unlike the other risk behaviors, risk of educational
failure is measured frequently for almost all children through report cards, grade
point averages and tests. Being more than a year older for a grade level is a
strong indicator of educational failure.

Low school performance is both a "risk marker" and a result of other
behavior risks, such as delinquency, substance abuse and adolescent sexual

behavior. Dropping out of school creates future problems such as lower

48

salaries and high unemployment. Almost one in five students flunks a grade
and failing a grade increases the chance of dropping out of school by 20% to
30%. Approximately 14% of every class does not graduate from high school,
and as Dryfoos points out, almost one in four students in the United States
does not finish high school (Dryfoos, 1990).

Children who are falling behind in school, receiving low grades, and
dropping out of school, most often come from disadvantaged families living in
poverty communities. These families can offer little school support or
enrichment. The parents are often too intimidated by the school bureaucracy to
interfere. On the other hand, Alpert and Dunham have shown a comparison of
"marginal" students who stayed in school and those that dropped out of the
same schools. These 'stayers" avoided misbehavior in school, believed that
their school experience had relevance to their future jobs, experienced success
in school, had parents who monitored their school performance and were
insulated from peers who dropped out (Dryfoos, 1990 pp 91).

As evident in the review of literature and as Dryfoos mentions, it is
important to realize that some deviant behavior is normal and caused by the
developmental stages of an adolescent (Baumrind, 1987). This is a difficult
challenge for prevention programming because a community coalition has to
decide whether certain behavior is normal adolescent behavior or that which
places youth at high risk. More emphasis is being focused on the subsets of

youth who are most at risk when determining prospective audiences for

49

programming. Youth with multi-risk factors need to be targeted for prevention
programming (Dryfoos, 1991, Bogenschneider, Small 8 Riley, 1991).
Youth Protective Factors

Even in the face of overwhelming odds, some children exhibit a
remarkable degree of resilience, which leads to the question, “What is right with
these children? What protects them?" (Werner, 1990). Protective factors are
individual or environmental safeguards that enhance youngsters’ abilities to
resist stressful life events and to promote adaptation and competence
(Garmezy, 1983; Werner, 1990). Protective factors are sometimes merely the
opposite of risk factors; one major difference, however, is that risk factors lead
directly to disorder while protective factors operate only when a risk is present
(Rutter, 1987; Bogenschneider, Small 8 Riley, 1991).

Pittman states that there is ample evidence to suggest that youth who
have skills and goals, who have adequate family, peer and community support,
and who have opportunities to contribute, are much less likely to engage in
high-risk behaviors than those who lack these skills and support (Pittman,
1991).

Researchers have looked at such risk factors as the individual, peer
influences, family problems, schools and neighborhoods. For programs to be
comprehensive, coalitions of individuals, groups and agencies need to come
together to address their problems.

”Several studies have found that participation in extracurricular activities

50

appears to have a positive effect on educational attainment and to later '
participation in voluntary organizations. Similarly, participation in voluntary
activities and associations is associated with adult participation in civic and
political organizations and in the political process in general“ (Pittman, 1991, p.
7).

Resilient youths are able to rely on a greater number of sources of social
support than youths with serious coping problems. The beneficial effects of a
supportive community appear to be strongest for children who are the most
vulnerable to begin with. Attachment to parents, commitment to school and
education, and belief in the general norms and values of society inhibit both
delinquency and drug use. Three conditions are required for people to become
bonded to their families, schools or communities: opportunities for involvement,
the skills necessary to be successful in this involvement, and a consistent
system of rewards and recognition for appropriate behavior (Hawkins, et al.,
1987).

Karen Pittman, Director of the Center for Youth Development and Policy
Research Academy for Educational Development, states, "Youth development
organizations tend to have broader missions than schools, backed with strong
traditions and philosophies that define their use of volunteers and their
commitment to service and approach to the delivery of service in the
communities which they are a part. These organizations tend to offer a much

wider array of programs and supports than. do schools, place a higher value on

51

youth participation and rely heavily on nonformal educational methods"
(Pittman, 1991, p. 5).
Community/Work Environment

Work environment is the organizational environment in which the trainee
will perform learned behaviors. Work environment includes peer and
supervisory support. It also includes constraints and opportunities to use the
behaviors in the work setting. It is in the community/work setting that individual
and organizational change interact with each other.

As a department within Michigan State University Extension, the Michigan
4-H Youth Programs invests a large amount of their human and financial
resources in the development and implementation of volunteer and staff
training. The mission which provides a framework for guiding the program
activities states, the "Michigan 4-H Youth Programs is a youth development
program that involves volunteers providing positive, experiential, educational
opportunities for and with youth. Our mission is to create environments,
through collaboration, that build strong, healthy youth who are proactive in a
complex and changing world" (Michigan 4-H 1992). These programs include a
wide variety of educational experiences that the volunteer is able to participate
in to gain the skills and experiences necessary for transferring this knowledge
to young people throughout the state.

In recent years, there has been increased pressure to determine what

impact 4-H has on the lives of young people. Though various reasons are cited

'52

for this scrutiny, many stem from increased constraints on budgets, increased
political pressure and ensuring relevant programs to consumers. Within the
training context, more people are asking questions such as “what is the impact
of training on volunteers and do they utilize this training back in their
communities.“ This questioning has provided the opportunity to focus on
program evaluation and the relationship between training and post-training
strategies and program impact.
Organizational Change
Fields (1992) indicated that to study the factors influencing. behavioral
change, it is necessary to understand the nature of change. Change comes
about with different degrees of difficulty and there are some elements that either
facilitate or block change. Often volunteer organizations are perceived as being
able to adapt to change easily. However, they are also affected by the barriers
of organizational change.
Change Process
The change process consists of four developmental levels which a
person progresses through. (Rogers and Shoemaker, 1971) I
1. Knowledge - the individual is exposed to the skill of knowledge and gains
some understanding as to how it functions.
2. Persuasion - the individual forms a favorable or unfavorable attitude
toward the innovation.

3. Decision - the individual engages in activities which lead to a choice to

53

adopt or reject the innovation.

4. Confirmation - the individual seeks reinforcement for the innovation-
decision that was made. This decision may be reversed if the individual '
is exposed to conflicting messages about the innovation.

A part of these levels of change is described as antecedents, or those
factors present prior to the introduction of the innovation. They consist of
individual characteristics, social characteristics and the perceived need for the
innovation (Rogers 8 Shoemaker, 1971).

Organizational levels of change are described as knowledge, attitudinal,
individual behavior and group behavior. The latter requires that all individual
behavior be changed and coordinated into an organizational system (Fields,
1993).

Organizational change is described in terms of distribution style. There
are two basic approaches. First, there is the authoritative approach where
there is unequal distribution of power, and decisions about change are made by
a centralized power position. Second, there is the participative approach where
there is wide sharing of power, and decisions about change are made in
consultation with those affected by the change (Rogers 8 Shoemaker, 1971).
Volunteer organizations have more success in creating change using the latter
approach (Morrison, 1988).

Several factors can hinder change in an organization. They may include

the organizational climate which may be positive or negative in introducing

54

change. Fields, in his literature review, found that change takes place when the
sum of the restraining forces (apathy or lack of time) is overcome by the sum of
the driving forcesvwithin the organization. Strategies are needed to increase
driving forces and reduce restraining forces (Fields, 1993). A supportive climate
is a strategy that can create organizational change.

Support

Several factors have been identified as critical for a supportive
environment, and that affect the training outcome and conditions of transfer.
Support—one work environment characteristic in the transfer process, is
described as the climatic factor within the organization, and includes
supervisory or peer support (Baldwin and Ford, 1988). Research indicates that
peer support and managers in favorable organizational climates (with freedom
to set goals and to create supportive environments) are more likely to transfer
new knowledge to work settings. .

Feldman, in his research of new employees, provides a list of behaviors
which indicate supervisory and peer support (Feldman, 1989). Positive
supervisory support is described as a supervisor who has positive expectations
about how a subordinate can perform and communicates those expectations to
the employee so as to facilitate the employees’s performance. The more the
supervisor is viewed as competent and successful by the employee, the more
the subordinate will perform as desired. Finally if the employee sees the

supervisor as competent, the more likely the supervisor will be able to

55

 

en

th

III

encourage the employee develop his/her abilities.

According to Feldman, peers play an important role in the transfer of
training for the new employee. They play an interpretive and filtering function
for new skills. They provide a framework for the employee to integrate the skills
into the workplace. Peers are also ones the employee can talk to, filling the
social and esteem needs of the worker. Overall, peers play the role of
facilitating, impeding or redirecting the transfer of learning (Feldman, 1989).

Organizational functioning can enhance or hinder the transfer of learning.
If organizations provide too much generic training, if there is information
overload, or if the information is considered irrelevant to the trainee, the trainee
will turn to the informal network in the work environment for support (Feldman,
1989). Other research has found that organizational decisions, such as salary
and promotions that reinforce the attitudes learned in training, and a
management style that includes pre-course discussion with one’s boss and
subsequent boss sponsorship, contributed to the transfer of skills (Baldwin 8
Ford, 1988, Xiao, 1993 and Field, 1993).

Though support has been identified as a key component of the transfer
process, in a volunteer setting it is difficult to determine the specific supportive
characteristics. In a business setting, supervisory and peer support are two of
the keys to the success of training transfer. In a volunteer organization, the
staff plays a facilitator role, and support for behavior change comes from the

leaders in the organization, from other members of the organization and from

56

dL

the community at large.
Opportunity to Use

Constraints and opportunities to utilize the learned behaviors on the job
are other components of the work-environment characteristics in the transfer
process. One unique aspect of a volunteer organization is the opportunity for
trainees to use the information once it is obtained. Intensive recruitment drives
are done to ensure participation of adults and teens in training programs, yet
less consideration may be given as to how the individuals will use the skills
once they learn them. One challenge for volunteer organizations is to provide
opportunities to use the information once the trainees have received the
training.

Many times training is used by the volunteers in ways other than how the
organization had hoped they would use it. By understanding where volunteers
plan to use the information, and how they actually do use it, provides some
insight into the environmental factors influencing the transfer process.

VI. Training Outcomes

Learning and retention are major components of training outcomes.
Training outcomes are defined as the amount of original learning that occurred
during the training and the retention of that material after the program was

completed (Baldwin 8 Ford, 1988 pg. 64).

57

 

b1

lea

hUr

Learning and Retention

A major concern of all trainers is the problem of the trainees forgetting
what they have Ieamed (Goldstein and Associates, 1989). Learning viewed as a
process, not an end, and learning theory, provides a basis upon which a trainer
can build.

Theory is an approach to an area of knowledge; a way of analyzing,
communicating and conducting research. Theory is fundamentally an effort to
determine the undergirding structure of the world around us (Lasker, Moore 8
Simpson, 1980). Learning theory is what trainers can base the activities they
specify on the training that is created. It is a way to learn about a better way
(Laird, 1985).

Adult Leamlng Theory

Adult learning theory, therefore, is the effort to provide a way of
analyzing, communicating and conducting research about the change in
behavior that occurs as a result of an activity or experience.

There have been two streams of inquiry in adult learning-the scientific
stream and the artistic, or intuitive stream. The scientific stream was started by
Edward Thorndike and investigated whether adults could learn. Eduard
Lindeman started the artistic stream through his investigation of how adults
Ieam (Knowles 1990).

There are four influential theories in adult education. They are

humanistic, behavioral, cognitive and developmental. Each theory offers

58

approaches and background when matched with a learning task. A skill-
training task can draw much from the behavioral approach, while the personal
growth-centered subjects draw from the humanistic concepts. In designing
learning experiences for adults we must draw from these theories and design
appropriate learning tasks (Zemke and Zemke, 1989).

Humanistic theory

The humanistic theory is proposed to be more holistic and to focus on
problems of learning. This holistic approach holds that the whole is greater
than the sum of its parts, and it looks at the problems of learning as a whole
instead of breaking things down into component parts (Knowles 1992).

The humanistic theorist comes from the perspective that learning is
internal. Its central theme is self-development. Knowles, Tough, Lindeman and
Houle are humanistic theorists who suggest that no one can be taught, but
rather that learning is self-directed through the purposeful pursuit of meeting
human needs (Brookfield 1986). This philosophy is based on the belief that, in
order to facilitate learning, the learning experience should empower the
individual. There needs to be trust developed between the learner and the
facilitator, a freedom of autonomy, and active cooperation and participation on
the part of the learner and facilitator. Adult learning takes place when the
learner perceives that the experience is personal growth centered and builds on
past experiences.

Cyril Houle cautions facilitators of adult learners to remember the

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n1

"reason" why adults come to a group setting to learn. Learners who come may
be goal directed, or want to learn for a specific reason, be activity directed or
want more social interaction. A relative few come seeking knowledge for its
own sake (Robinson, 1985). A challenge for trainers is that each of these three
types of people may attend a training at the same time.

Malcolm Knowles defines andragogy as "the art and science of helping
adults learn", or self-directed learning, and contrasts it with pedagogy which is
the science of teaching young people, or teacher-directed learning.

The andragogical process establishes a climate conducive to adult
learning. It creates an organizational structure for participative planning and
diagnosis of needs for learning. It includes the formulation of learner objectives,
development of a learning plan (activities) and implementation of the plan. It
concludes with an evaluation and rediagnosis of learners' needs (Knowles,
1986).

What is important in the andragogical process is that learning is related
to one’s orientation for participation. Tough states that the most common
learner motivation comes through expected application of what is learned. Less
common with adults is the desire to learn something only to gain knowledge.
About 5% of adults learn to gain credit or a degree (Brookfield, 1986).
Behavioral theory

The behavioral theory focuses on observable behavior. Learning is

influenced by identifiable stimuli and responses to those stimuli. Learning is

60

 

8X

[8

IE

extemal and instructors use learning styles to control the learner. Skinner used
conditioning responses that concentrated on the link between responses and
reinforcement as the primary factor in promoting learning. It is from this theory
that most behavior modification schemes have been developed. Good behavior
receives positive reinforcement (Lasker, Moore 8 Simpson, 1980).
As a facilitator of adult learning, applying what the behaviorist states
requires:
* Regular and immediate reinforcement of desired behaviors will
result in recurrence of the behavior.
* Knowing that negative stimuli is less effective than positive
reinforcement in producing desired behaviors; undesired behaviors
will be stopped when not reinforced; competitive responses
interfere with the task.
* Give the whole picture; state objectives or goals and provide
variety of practice; role model what you want (desired behaviors).
Keep in mind that the adult's performance comes from within as
well as from outside the learner (person and environment).
Cognitive theory
Cognitive theory focuses on thinking and what motivates the adult learner
to think. This theory recognizes "insight" as an alternative to "trial and error,"
and includes the role of perception in learning (West, Farmer 8 Wolff, 1991).

Cognitive theory is beginning to be considered a significant adult learning

61

theory. Its two major viewpoints are discovery learning and reception learning.
Discovery Ieaming was based on Bruner’s theory that learning is an inductive
activity, where information is modified through the organization of information.
Reception learning is based on Ausubel’s theory that learning is deductive and
that the learner uses an imposed structure, sometimes called an advanced
organizer, to tap acquired information (Lasker, Moore and Simpson, 1980).
Developmental theory

Developmental theory looks at the qualitative changes in the ways adults
understand and act. Certain changes occur in progressive sequences and
one’s values affect these changes. These changes can be measured by age or
task related periods. Piaget and Kohlberg describe the overall sequence of
development as similar from person to person, but the rate and levels of
attainment vary considerably. Some conditions are experienced in different
ways depending on the psychological development of the persons involved.
Adults have to complete or master one stage successfully to move on to the
next (Lasker, Moore 8 Simpson, 1980).

Each type of theorist is interested in defining the changes of adult
learning behaviors from his or her perspective. What is important is
understanding how to utilize these different theories effectively when designing
training strategies.

Brookfield defines principles of effective practice as those principles that

apply to teaching-Ieaming transactions or to curriculum development and

62

instructional design activities. It is not those activities which support marketing,

budgetary or administrative tasks (Brookfield, 1986). His six principles are:

* Participation in Ieaming is voluntary and adults engage in learning as a
result of their own volition.

* Effective practice is characterized by a respect among participants for
each other’s self-worth.

* Facilitation is collaborative when facilitator and learners engage in a
cooperative enterprise. This means that at different times the roles may
be interchanged between the two.

* Praxis is placed at the head of effective facilitation. Learners and
facilitator are involved in a continual process of activity, reflection upon
activity, collaborative analysis of activity, new activity, further reflection
and collaborative analysis and so on.

* Facilitation aims to foster a spirit of critical reflection.

*‘ The aim of facilitation is the nurturing of self-directed, empowered adults.
The review of literature indicates that adult learning and retention is

affected by the stages in a person’s life, the reason’s they wish to learn, their

Ieaming styles and the learning environment. In designing training strategies,

these concepts impact the development and implementation of the program.

V. Conditions of Transfer - Generalization and Maintenance
The conditions of transfer is the ability to generalize the material learned

in training to the job context, and the maintenance of the learned material over

63

st]

and

a period of time on the job (Baldwin 8 Ford, 1988). Transfer of training
strategies are those activities which increase the probability of the trainee
utilizing the knowledge, skills and behaviors they learned in a training program.
They include activities that occur at the training and that encourage a behavior
change once the person has returned to the job (Ostroff, 1991, Stanley 1987,
Wexley and Baldwin, 1986, Odiorne 8 Rummler 1988). Fields (1992) explains
that the "acquisition of skills by trainees is not in itself enough for training to be
effective." In his literature review, he found that Robinson and Robinson
explained the relationship between training evaluation and organizational
change through the formula: "LE x WE = Results". "LE” represents the
learning activity or training. "WE" represents the work environment of the
learner. A zero in either produces zero results (Fields, 1992). Thus it is
important to focus on both the training and the work environment.
Xiao’s study

Xiao’s study looked at the transfer process in two industrial companies.
In two companies in China, she found an interaction between organizational
factors and training. Both mutually reinforced the effect of the transfer process
of the other. In less cooperative companies, training achievement was a
significant factor in the transfer of training, while in a more cooperative
environment, peer support, rather than training achievement, was a significant
factor. '

Xiao’s study focused on three major areas that determined the transfer of

64

training:

1. Worker characteristics, including skills or knowledge, attitude, ability and
expectation.

2. Training, including training development, orientation, the training itself and
the match or mismatch between the training and on-the-job
requirements.

3. Work environment, consisting of work design, reward system, and
supervisory and peer support.

Her original model suggested that each impacted the transfer of training
process. Though worker characteristics and training affect the transfer process
within the work environment, work design and supervisory or peer support had
a significant impact on transfer (Xiao 1991).

Field’s study
This study looked at the transfer process as it related to the auto

industry’s use of a statistical process on the job. Field found that for workers

who demonstrated a competency in the statistical process, there were several
factors that enhanced the transfer process. The three factors that appeared to
have the strongest association with the use of the statistical process were
recognition, an implementation plan and employee selection of the procedures.

The first two were positively correlated to the transfer process. Existence of a

plan was negatively correlated and seemed to indicate that those who used the

statistical process were more likely to recognize the lack of an overall plan for

65

implementing the process. What appeared to be missing from management,
was an overall plan or strategy for using the skills.

Common threads appear to impact the transfer process. Trainee
characteristics such as attitudes and motivation, confidence about success in
training, expectations of performing well and organizational climate have been
shown to influence the transfer process (Ostroff, 1991). Other studies have
shown the influence of the organization on the transfer process (Feldman,
1989). For permanent transfer to take place, new knowledge or skills need to
be accepted into the organization, and a well-planned transfer and training plan
needs to exist (Spielman, 1983). Though most evaluations of the transfer
process have been carried out in a business setting, these models and studies
can be adapted for use in evaluating the effectiveness of the process with
volunteer community coalitions.

VI. Community Coalitions and Youth at Risk

In December of 1992, The Carnegie Council on Adolescent Development
released a report titled, "A Matter of Time: Risk and Opportunity in the
Nonschool Hours.“ This report discusses some interesting facts about the
plight of early adolescents. It found that 40% of an early adolescent’s waking
hours are discretionary and only 60% of their time was spent on essentials such
as chores, homework, school, eating or paid employment. Youth from the
lowest socioeconomic families spend more time alone than those from the

highest. This leisure time, plus poor schools and lack of parental support, can

66

lead to youth-in-risk situations. The American society is focusing some
attention on families and education; however, a third prong, the community, is
an important factor in life of an early adolescent. Community supports, such as
those organizations and groups that can provide opportunities for young people
to grow to productive citizens, are important (Carnegie, 1992 pp. 10-11).

The Carnegie Report suggests program and policy recommendations to
improve the lives of young people in the community. Program
recommendations include creating networks of community supports for young
adolescents. The first recommendation is to strengthen community programs
for young adolescents. Responsive community programs for youth should
tailor the program content and processes to the needs and interests of young
adolescents; recognize, value and respond to the diverse backgrounds and
experiences of young adolescents; extend the program’s reach to underserved
adolescents; actively compete for the time and attention of young adolescents;
strengthen the quality and diversity of the adult leadership; reach out to families,
schools, and a wide range of community partners in youth development;
enhance the role of young adolescents as resources in their community; serve
as vigorous advocates for and with youth; specify and evaluate a program’s
outcome; and establish strong organizational structures, including energetic and
committed board leadership (Carnegie, 1992 pp 12).

The second recommendation concerns policy. Policy recommendations

are made for generating community renewal through local, state and national

67

action. This can be accomplished through funders of all types --private and
public, national and local- to work in partnership with youth development
organizations and with one another to identify and address the pressing needs
of youth in communities across the country; local, state, and federal policies
should be coordinated, focused on increasing support for basic youth
development services, and targeted to areas of greatest need (Carnegie, 1992
PP 13)-

The third recommendation is building community responsibility through
local networks of supportive services and coalitions to provide for the well-being
of youth. All forces in the process should look for ways to collaborate to this
and. Key players include national youth organizations, community
organizations, schools, parents and families, health organizations, higher
education institutions, research and evaluation organizations. Funders, media,
government leadership and youth need to work together to rebuild their
community supports for the development of young people (Carnegie, 1992).

Youth at high risk are those who are faced with a multitude of issues.
The issues relate to the individual, their peers, their families and the community.
Community coalitions are one method used in the human service field to meet
the problems facing youth.

VII. Summary
The review of literature provided insight into the many factors that

influence training strategies for community coalitions formed on behalf of youth

68

at risk. For training and post-training strategies to be effective, they must take
into consideration the many factors that influence the trainees, the training itself,
and the organization.

The next chapter will look at the research design. It will include the
conceptual framework, the design and the qualitative and quantitative research
methodology used to conduct the study. Also, included is information about the

collection and analysis of the data.

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CHAPTER III
RESEARCH DESIGN & METHODOLOGY

I. Overview

The purpose of this study was to understand the effectiveness of training
and post-training strategies on the formation and maintenance of community
coalitions that work on behalf of youth at risk. The following is a description of
the conceptual framework and research, the qualitative and quantitative
research methodology used to conduct this study, the procedures used to
collect and process the data, and the variables that were considered in the
design. Included in the chapter are the following areas: the conceptual
framework and research methodology, longitudinal design, focus groups as
qualitative research, survey design, and procedures used to conduct the
experience, collect the data and process it.
II. The Conceptual Framework

This chapter focuses on the conceptual framework guiding the
exploratory dissertation research. This framework provided a structure for an
understanding of the transfer process, definitions of the variables, instrument
design, and delivery and data analysis.
Transfer Process Model "

Based on the literature review presented in chapter two, a transfer
process model used in a community volunteer arena was developed. The

model was adapted from the transfer process framework developed by Baldwin

7O

and Ford, and was enhanced with adult learning and volunteer development
theory. The Baldwin and Ford model described the transfer model as training-
inputs, training outcomes and conditions of transfer. Each of three categories

contained subcategories adapted to a volunteer model.

Volunteer Transfer Process Conceptual Model

Igginigg_;ggg§§ Training Outcomes Conditions of
Transfer
Trainee Characteristics
* Experience
* Motivation
* attitude

* relevance of content

Training design
* Principles of Learning

* Relapse Prevention
* Training Content

Learning Generalizability
& 8
Retention Maintenance

Coauunity-Hork Environment
* Sim"
‘ * Rewards and Recognition
* Opportunity to Use

This design, adapted from the Baldwin and Ford business model, took
into consideration the complexities of a volunteer environment. As the model
indicated, training inputs and training outcomes have both a direct and indirect
effect on conditions of transfer.

Trainee characteristics (experience and motivation) and community-work
environment (support and opportunity to use) are hypothesized to have direct
effects on transfer. This is regardless of the initial learning during the training or

retention of the training material. Training outcomes of learning and retention

have direct effects on conditions of transfer (generalization and maintenance).

71

Trainee characteristics, training design (principles of learning, training content
and action) and community-work environment have direct effects on learning
and retention (training outcomes). The three training inputs (trainee
characteristics, trainee design and community-work environment), have indirect
effects on transfer through their impact on training outcomes (Baldwin 8 Ford
1988).

Training Inputs

In this volunteer model, training input factors consisted of characteristics
of the trainees, training design and the community-work environment
characteristics. Trainee characteristics included variables related to experience
and motivation. Experience variables were past experiences related to teen
issues and coalition building. Motivation factors included attitudes,
opportunities for application and relevance. Attitude factors included those
related to coalition building, teen issues and community change. Application
factors included the participant’s perceived use and application of the skills, and
knowledge learned in the workshop.

Training design factors included principles of learning concepts and the
training content. The principles of learning strategies included those taken from
the stimulus response literature, adult learning literature and a relapse
prevention technique designed to encourage use of the new skills on the job.
The training content consisted of knowledge and skills characteristics of

coalition building such as leadership, team building and resource development;

72

and knowledge and skills related to teen issues such as delinquency, substance
abuse, teen pregnancy, school failure and the overlap among these four. The
community-work environment factors included support and opportunities to use
the new skills and knowledge. Support variables consisted of staff, coalition
Chairpersons or peer support, and rewards or recognition for the use of the
skills and the work of the coalition. Variables defining the use of the new skills
and knowledge included the constraints and opportunities to build and maintain
a community coalition formed on behalf of youth at risk and the use of the new
skills and behaviors in the community coalition.
Training Outcomes
Learning and retention are the major components of training outcomes:

Outcomes were defined as the amount of original learning that occurred during
the training and the retention of that material after the program was completed
(Baldwin 8 Ford, 1988 pg. 64). In this model, learning consisted of the number
of skills and the amount of knowledge gained about coalitions formed on behalf
of youth at risk. Retention of that knowledge was the amount of knowledge
that the participant maintained at the end of the training.
Conditions of Transfer

Conditions of transfer included the generalization to local situations and
maintenance variables. Maintenance factors included the amount of learned
material maintained during the two month period. Generalization characteristics

included the material learned in the ACE training and utilized by the participant

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in his/her personal life, in the community or in the development or maintenance
of a community coalition.
III. Study

This study was an attempt to understand the effectiveness of training and
post-training strategies on the formation and maintenance of community
coalitions that work on behalf of youth at risk. It correlated trainee
characteristics, training design and community-work environment with transfer
criteria. Transfer criteria or those criteria that indicated that the participants
were able to transfer what they had learned to their community or work place
included: 1. Awareness and competency related to teen issues and coalition
building; 2. Increased knowledge in coalition building and teen issues; 3. Use of
skills and knowledge in coalition building and teen issues; and 4. Building and
maintaining community coalitions. The study describes the effect of community-
work characteristics on skill utilization and the decrease of skills after
completion of the training program. An attempt was made to examine the
impact of volunteer change strategies, such as support and recognition, with
community coalition members.

No attempt was made to change the community-work environment and
measure its effects on the transfer criteria. This model, adapted for a volunteer
organization, provides a conceptual framework for transfer of training. Training
inputs of trainee characteristics, trainee design and work environment affected

training outcomes and the conditions of transfer. All were a part of the transfer

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process.

This section provides a framework for the design of the project. The next
section focuses on the methodology used and the collection and analyses of
data.

N. Longitudinal design

This was a longitudinal study. The study was a panel design as it
examined how a particular population changed over a two month period of
time. This design used repeated observations (2) of the same people and
looked at how individual behavioral change impacted the youth-at- risk coalition
in which the participants were working.

In this case, the ways adults and. older teens changed their behavior over
time as a result of the training and post-training strategies was studied. How
frequently ACE skills were used, and how knowledge was identified from the
training objectives, were the dependent variables of the study. These are used
as a single dependent variable when comparing mean usage of individual ACE
strategies. The presence of work environment is used as a dependent variable
when comparing the perceived use of each factor.

A panel design was utilized because successful coalitions are those that
maintain themselves over time. A longitudinal study was conducted because
the researcher was interested in seeing whether there was a behavioral change
as a result of the transfer process and if the change persisted over time.

This study was an exploratory dissertation research project. The design

75

included a survey and a focus group design.
V. Focus Groups as Part of Qualitative Research

As a form of qualitative research, focus groups are basically considered
group interviews. In the true sense of the term focus group, reliance is on
interaction within the group, based on topics that are supplied by the
researcher. The researcher takes the role of a moderator. The data comes
from the transcripts that group discussion produces (Morgan, 1988).

Though focus groups originated in sociology, they have traditionally been
used in marketing. From the marketing arena, there is considerable information
on how to conduct them, and what their strengths and weaknesses are. One
challenge with trying to use focus groups within the social sciences is that more
research needs to be done to validate focus groups as more than a qualitative
method. Though focus groups can be self-contained, they can also be
combined with other means of collecting data which allows a researcher to get
participants’ interpretations of results from earlier studies (Morgan, 1988).

Focus groups come with strengths and weaknesses. The strengths of
focus groups are that they are easy to conduct, they can explore topics and
generate hypotheses, and it is possible to collect data from group interaction.
The weaknesses of focus groups are uncertainty about the accuracy of what
the participants say, lessened control of the researcher over the data that is
generated, and uncertainty about whether the information mirrors individual

behavior (Morgan, 1988).

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The Uses of Focus Groups

As stated, focus groups can be self-contained or combined with other
types of research methods. Focus groups can be used to compare individual
interviews with groups of participants. Though little has been done in social
science to link focus groups with survey research, marketing research has a
history of matching focus groups with surveys. Focus groups can be used as a
follow-up to data collection, pursuing "exploratory" aspects of the analysis. The
goal of doing this is to strengthen the total research project through the
triangulation of focus groups and survey design. This combination of
methodologies can strengthen a study design (Patton, 1990).

Planning for focus groups is different than with other designs. One area
of concern is invasion of privacy issues, because taping is the primary means of
data collection and also because every group member hears the responses.
There may be limits to the kinds of topics that are discussed. Another concern
is what number of groups to hold. This is determined by the goals of the
researcher. Depending on the topic, somewhere from three to eight groups
may be sufficient (Morgan, 1988).

Determining the number of groups is the number of different population
subgroups required. The more homogeneous the groups in terms of both
background and role-based perspectives, the fewer one needs. A good size
group Is one that has a moderate number, somewhere between six and ten.

Focus groups are often conducted with a systematically selected sample; all the

77

participants come from one limited source. As Morgan states, "such bias is a
problem only if you ignore it, that is if you interpret what you hear in the focus
groups as representing a full spectrum of experiences and opinions" (Morgan,
1988:45).

Merton et al. (1956) presents four criteria for the effective focus group
interview. It should cover a maximum range of relevant topics, it should provide
data that is as specific as possible, it should foster interaction that explores the
participants’ feelings in some depth, and it should take into account the
personal context that participants use in generating their responses to the topic
(Morgan, 1988, pp 54). Keeping these criteria in mind aids in the development
of the questions used by the individual focus groups.

Focus groups and questionnaires

There are advantages and disadvantages to conducting focus groups
and using questionnaires. The major advantage of doing both is that surveys
allow for quantification of the data. The biggest disadvantage is that the two
methods are mutually contaminating. Because of the limited size of the
population in this study, it was important not to make survey like interpretations
with the focus group information (Morgan, 1988). Focus groups added to the
information obtained from the survey instruments.

VI. Survey Design
Survey research is a method of research design that is used in social

science. The components of a typical survey according to Babble (1973) are:

78

* A sample of a population is selected.

* A questionnaire is constructed.

* The questionnaires are administered.

* The responses are given by each participant in the sample.
* Each participant’s responses are coded.

* The standardized records for each participant are subjected to an
aggregated analysis.
* The descriptive and explanatory conclusions reached by this analysis are
then generalized to the population from which the sample was selected.
With the limited number of participants in this study, it was possible to
have a random sample. The participants of the training are the entire
population of the study. Several of the methods described previously were
used.
VII. Research Procedures
Pilot Study
A pilot training program and data collection were done in two different
settings. The first pilot was completed on April 5, 1992 at the Kellogg Biological
Station in Battle Creek, Michigan. This was the first time a training of adults and
teens on coalition building Working on behalf of youth at risk had been
implemented by the Michigan 4-H Youth Programs. Approximately 40 teens
and adults attended this training from around the state. They completed a

series of four instruments that had been designed by the research team. The

79

knowledge instrument was an adaptation of an instrument titled "Team
Excellence - Feedback for Development," which had been used in team
building training by Larson and LaFasto. Permission to adapt the instrument
was granted by LaFasto. The content of the instrument was directed toward
individuals who were experienced members of a coalition.

The purpose of the pilot study was to test the training and the
instruments for content of the training and validity of the instruments. After an
initial analysis of the data, it was determined that the participants did not have
enough coalition knowledge and experience to answer the questions.
Concerns were also raised by the participants about reading levels and the
length of the knowledge instrument. Since the instrument was not applicable to
the audience, a decision was made to conduct a second pilot. Though not
appropriate for this group, Instrument One has been adapted and used with
existing coalitions focusing on youth at risk.

Instrument Two was pilot tested at a program scheduled in Washtenaw
County. The Alliances for Community Empowerment: Community Coalitions in
Action workshop was held at the Comfort Inn Hotel, Ann Arbor, Michigan on
January 22-24, 1993. The dates included a Friday evening, a day and evening
on Saturday, and a Sunday morning session. The training involved 22 people
from Washtenaw, Calhoun and Ingham counties. The participants included
youth and adult volunteers, and 4-H staff from Washtenaw and Ingham

Counties. Of the participants, 21 were African American and one was

80

caucesian. Twenty were adults. Most participants commuted to and from the
meetings. A snow storm created erratic attendance, resulting in a limited
number (15) of completed post assessments.

This pilot training provided an opportunity to refine the training process.
It was also an opportunity to test the new instruments. Based on feedback
from the participants, some minor changes were made in the order of the
questions and more time was given for the completion of the instruments.

The participants at the second training session suggested that it was too
long and should not be conducted during a two and one-half day training. This
information was passed on to the Community Partnership for Prevention
Agency with the hope that some changes could be made in the workshop
format. The Partnership did not want to change the format because they felt
that their clientele would prefer the two and one half day training, even if it was
long. After the Community Partnership for Partnership training, their staff also
said that it was very long.

In both of the pilot studies, information was collected only at the training.
Meetings were arranged in Washtenaw county to do the follow-up, hdwever, no
one attended. In informal discussions with the staff from Washtenaw county,
the staff and volunteers stated they were using the information. This also was
true with other informal discussions held with participants who attended the
April 1992 training. In both cases, the coalitions may not be functioning in an

organized fashion, however, the participants have used the information

81

personally or with other groups that they are working with.

Instrument Three became a refined version of the piloted version of
Instrument Two. The content order was shifted so participants began with teen
issues - a topic of interest to most teens. Also analysis of data from both
previous pilot studies indicated that participants were more knowledgeable
about teen issues. The instrument was shortened so that each category of
knowledge had a more comparable number of items.

VIII. Content validity

Content validity was determined through a panel of experts and staff
working in the field. After the review of literature, a comprehensive listing of
concepts related to both areas of content was produced and prioritized (see
chapter 2). This listing was given to a panel of experts with experience in
coalition building and in working with youth for further prioritizing and
verification. The three-person panel was selected for their experience with
coalitions and youth programming.

A second step was included with the coalition building concepts. A staff
training program on coalition building was held in September 1992. This
training was a part of a conference sponsored by the Michigan Partnerships for
Education and the Michigan School Volunteer Program. At a session during the
conference, participants were asked to verify the listings. Both of these

processes allowed the concept listing to be further refined.

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Ix. University Committee on Human Subjects

Approval by the University Committee on Research Involving Human
Subjects for use of participants in the Building Community Youth Coalitions:
Strategies for Facilitating Transfer of Training workshop (Alliances for
Community Empowerment) was granted on April 2, 1992. The authorization
code issued was IRB # 92-148. The first pilot was held April 3-5, 1992 at
Kellogg Biological Station.

Instrument Two was forwarded to the University Committee on Research
Involving Human Subjects for approval of the modifications, since the changes
were substantial. Approval was granted on October 21, 1992.

Modifications for Instrument Three were organizational and not
substantive. They did not require further authorization by the University
Committee on Research Involving Human Subjects.

X. The Exploratory Research Project
Population and Sample

Approximately 100 teens and adults participated in some part of the
training. Though this number started the training, only 76 participants .
completed one or more of the instruments. There were reasons for this
difference. Several teens did not receive permission tocomplete the instrument
because they were part of a youth-at-risk agency and it was not possible to
receive parental permission. Another group of adults did not attend all of the

training and there were some participants who did not complete all of the

83

instruments during the training. Therefore, the population of this study
consisted of 76 adults and older teens. This study was done in cooperation
with the Community Partnership for Prevention Agency and the participants
were part of the project being conducted by that substance abuse prevention
agency. The Partnership is a four-county community organization with links to
Michigan State University Extension. The counties it serves are Alpena,
Montmorency, Alcona and Presque Isle.

The participants of the coalition training consisted of community teams
and ranged from 13 to 22 people per team. Persons who participated were
diverse in age and in the roles in which they served in the community.

The coalition groups were self-selected. They were recruited from the
four counties by staff from the Partnership. The Partnership paid for their
attendance from a federal grant received to prevent substance abuse in the
area. This was the first youth and adult training that the Partnership planned.

Adults and older teens were recruited to attend a two and one-half day
training conference held Saturday, February 27, through Monday, March 1,
1993. The announcement to attend this conference was sent to area high
schools, Michigan State University Extension Staff responsible for 4-H within the
four-county area and other youth serving organizations.

Training Program
The proposed training program was a cooperative effort between the

Michigan 4-H Youth Programs, The Department of Family and Child Ecology,

84

the Institute for Children, Youth and Families and the Community Partnership for
Prevention. The research took place as a regional workshop in Montmorency
county at the Hillman Resort.

A training program was proposed to respond to the identified need for
collaborative efforts in communities to prevent youth’s adoption of high risk
behaviors, especially substance abuse. The focus of the youth-at-risk issues
component was a comprehensive approach to programming and emphasized
the interrelatedness of the four issues -- delinquency, substance abuse, teen
pregnancy and school failure (Dryfoos, 1990). The findings of the coalition
research (see review of literature) provided the basis for structuring the coalition
building sessions for the model training program. This research project focused
on the effectiveness of training and post-training strategies on the formation and
maintenance of community coalitions that work on behalf of youth at risk.
Description of training model

The training took place during a weekend in February, in the northeast
corner of Michigan. It included adults and teens from Alpena, Alcona,
Montmorency and Presque Isle counties. It started on a Saturday morning and
ended at noon on Monday. The adults and older teens who attended the
conference'were asked to not leave the facilities. All of the participants were
required to attend every session.

The training was designed using information from the review of literature

and past experiences of the researcher and the team from the collaborative

85

effort. The training schedule is included in Appendix L

The training was very intensive but had an overwhelming response from
the four counties. The community partnership staff had secured a location that
would hold 50 people comfortably, however at one time during the training
there were 100 teens and adults in the room. Since this was the only training
that the community partnership had budgeted for during their five year grant,
they did not want to turn teens and adults away.

XI. Collection of data

The training to collect the data was held in February, 1993. Data were
collected at several points throughout the weekend training and during a follow-
up meeting. Seventy-six teens and adults completed the pre-, post- and post-
test instruments and thirty attended the follow-up meeting. Post-post
knowledge, workshop environment and coalition function instruments were
completed during the week of May 3. Focus groups were held and staff
completed the coalition functioning instrument.

Quantitative data were collected using instruments designed for this
study. The instrument descriptions and process for collecting the data was as
follows:

Trainee characteristics

Trainee experience and motivation were measured by an instrument

developed from the review of literature. To measure experience and motivation,

the participants completed the instrument at the beginning of the workshop.

86

The training instrument included 38 items related to experience. Twelve items
used a five-point Likert response format (1 =always, 2=usually, 3=sometimes,
4=rarely, 5=never) to measure past experiences related to coalitions. Twenty-
six items had a yes/no format and measured experiences related to teen issues
and coalitions. Eighteen items used a yes/no format to measure application of
the training content. Eleven attitude items used a five-point Likert response
format (1 = strongly agree, 2 = agree, 3 = undecided, 4 = disagree, 5 = strongly
disagree) and 25 items of yes/no format covered the application of training.
See Appendix F for this instrument.

Training Design

W A 28-item principles of learning instrument was
developed based on the stimulus response literature. It used a five-point Likert
response format (1 = strongly agree, 2 = agree, 3 = undecided, 4 = disagree,
5=strongly disagree). See Appendix H for this instrument.
W A six-item instrument using a five-point Likert response
format (1 =strongly agree, 2 =agree, 3 = undecided, 4 = disagree, 5 = strongly
disagree) was adapted from the original Wexley and Baldwin (1986) instrument.
This instrument was repeated in the post-post follow-up. See Appendices H
and I for these instruments.

W A content instrument was developed by a member of the
research team. The instrument was developed from the review of literature and

expert validity. It was based on the four key concepts taught in the workshop:

87

leadership, team building, resource development and teen issues. The
community coalition section of the instrument was developed using an adaption
of one instrument designed by Carl Larson and Frank LaFasto. To measure
knowledge, participants completed pre, post and post-post instruments which
consisted of 55 either/or items. See Appendices E, G and l for these
instruments.
WW All 39 items in the reaction instrument either
used or were adapted from the Wexley 8 Baldwin (1986) original questions.
Twenty-eight items used a five-point Likert format (1 =strongly agree, 2=agree,
3=undecided, 4=disagree, 5=strongly disagree) and 11 items used a five-point
Likert format of bipolar adjective scales. See Appendix H for this instrument.
Community/Work Environment

Data were collected about the community/work environment at the post-
post follow-up meeting.
mm The post-post instrument included a 12
item, five-point Likert response format (1 =strongly agree, 2=agree,
3=undecided, 4=disagree, 5=strongly disagree). Thirty-one items used a
yes/no format to measure the use of training content. The training content
questions were similar to those asked in the pre-workshop motivation. See
Appendix I for this instrument.
Support; A 21 item, five-point Ukert response format (1 =strongly agree,

2=agree, 3=undecided, 4=disagree, 5=strongly disagree) was designed to

88

measure support. See Appendix I for this instrument.
W Using the same Likert scale, 10 items were
developed to measure reward and recognition. These items were adapted from
the literature review, especially the Xiao and Fields studies. See Appendix I for
this instrument.

magnum A 15 item, five-point Likert response format (1 =strongly
agree, 2=agree, 3=undecided, 4 =disagree, 5 =strongly disagree) was used to
measure opportunity to use. This instrument was designed for this research
project based on the literature review. See Appendix I for this instrument.
W Behavioral measures, related to the operation of the
coalition were collected from two sources. This 13-item, five-point Likert
response format (1 =always, 2=usually, 3=sometimes, 4=rarely, 5=never) was
the same one used in the pre-test that measured past community coalition-
building experience. This was completed by the participants of the workshop
and the staff of the Community Partnership for Prevention and Michigan State
University Extension. See Appendix K for this instrument.

W Qualitative data were collected in the focus groups. Focus
groups were done with the four coalition groups that were beginning to form.
Thirty teens and adults participated in an audio-taped focus group meeting
during the first week of May. Each group answered a 12-item series of
questions. Support, opportunity to use, and development of an action plan,

were covered by three questions each. The focus groups were audio-taped to

89

./

ensure accuracy of the questions and of the responses. See Appendix J for
this instrument.

Audio taping was found to be extremely important as it was easy to
forget what was said, the tone of voice of the respondent, and the nature of the
questions.

Not all of the items in the instruments are listed above. Questions related
to demographical information about the participants were included. A question
was asked to solicit information about whether the participants felt their tax
dollars would be used to support this type of training. All of the items included
in the instruments were designed from the literature review, adapted from other
research projects or from the experiences of the research team.

The effectiveness of the workshop and the transfer process were
evaluated in terms of knowledge, reaction and behavioral change. Examples of
the six instruments and the focus group questions can be found in the
Appendices. The combination of instruments and focus group data helped the
researcher understand the complexity of community coalitions formed around
teen issues and the transfer process in a volunteer setting.

XII. Description of Data Analysis

An exploratory research project was used to test the research questions.
A comprehensive set of strategies that lead to the empowerment of community
coalitions for youth at risk in Michigan were tested using a model designed for

this project.

90

Quantitative analysis

A quantitative statistical analysis was conducted on the pre and post
tests done at the end of the workshop. This type of analysis was also done on
the individual surveys completed at the end of two months. Specific questions
were asked about the relapse prevention strategy using the Wexley and
Baldwin’s self-management process. The relapse prevention strategy aided in
the transfer process. Environmental or organizational factors that enhance or
hinder behavioral change were measured by the adult and older teen volunteers
and the appropriate staff. Learning that took place about teen issues and skills
in coalition building (resource development, leadership and team building
assessment) held constant.

In this study, the dependent variables were teen issues and the coalition-
building skill sessions. The independent variables were the self-management
strategy and the work environment factors. The results measured reaction and
behavioral change.

Most of the instruments were designed using Likert type scales. Data
were analyzed using several methods. Frequencies and percentages of specific
questions, and independent and dependent t-tests were conducted to analyze
the differences between teens and adults, those who completed all four of the
instruments and those who dropped out. Correlations were conducted to
determine whether there were any relationships between the training and post-

training strategies and their impact on the functioning of the coalition.

91

Qualitative analysis

Descriptive information was gathered during the audio-taped focus group
meetings after two months. This information was used to describe the
reactions and behaviors identified by the participants. It was also a narrative
way to support the quantitative analysis. The focus groups provided more
insight into what the participants were thinking, how they used the information
and what was occurring in their coalitions. They were very beneficial to the
process.
XIII. Summary

This chapter described the research design of the project. It included
the conceptual framework, research methodology and the analysis of data. The
chapter included explanations of the nature of the longitudinal design and the
use of survey instruments and focus groups. The chapter ends with a
description of the process of quantitative and qualitative data analysis.

The next two chapters focus on the analysis of the research findings, the
conclusions and recommendations of the study. Chapter four presents the

analysis and chapter five presents the conclusions.

92

CHAPTER 4
DATA ANALYSIS

In this chapter, the results of the study are presented by giving the
statistical analyses of the quantitative instruments and the descriptive
information of the qualitative data. Through the design of the study and the
analysis of the results, understanding the effectiveness of training and post-
training strategies on the formation and maintenance of community coalitions
working on behalf of youth at risk was sought. The four research questions are
listed in chapter III of the study.

This chapter is written in two sections. In the first section, the conceptual
framework and its relationship to the individual’s ability to help develop a
community coalition, including the results related to trainee characteristics,
training content and work environment is discussed. The second section
focuses on the development of the community coalition.

Data were analyzed using frequencies and percentages of specific
variables. Where appropriate, variables were combined into a common entity or
item. Cronbach’s alpha was used to test the "internal consistency" of the items.
Cronbach’s alpha was based "on the average correlation of items with a test.
The average correlation of an itemlwith all other items in a scale tells us about
the extent of the common entity. If items are not positively correlated with each
other, we have no reason to believe that they are correlated with other possible

items we may have selected" (SPSS International, 1988. pg. b-206).

93

Cronbach’s alpha depends on the numbers of items in the test and the number -
of people taking it. In this exploratory research project, a Cronbach’s alpha of
.6 or above was considered sufficient.

l. Section I

Training inputs were based on the trainee characteristics, training design
and work environment. As stated in chapter three in the conceptual design,
trainee characteristics are based on experience and motivation.

Trainee Characteristics
Demographic Information

Demographic information was collected on all subjects in the training
program. One purpose for the collection of this data was to provide an
overview of the population that participated in the research project. It was also
collected to analyze the data in relationship to the teens and adults who .
participated in the study.

As explained in chapter three, participants completed instruments at
different times throughout the study. Since this was a volunteer population,
participants were free to choose not to participate or to complete the
instruments. This meant that there were different numbers of valid instruments
throughout the collection. Seventy-six participants completed the pre-test (Time
1), 71 completed the post test (lime 2) and 30 completed the post-post test
(lime 3) and focus group (lime 4), respectively.

From this point on, Time 1,2, 3 and 4 will clarify when the data were

94

collected. Data collected as part of the pre-test will be considered Time 1; data
collected as part of the post-test will be called Time 2; and data collected as
part of the post-post test will be called Time 3. The focus group point of data
collection will be considered Time 4.

The population at Time 1 was 58.6 percent (44) female, and 41.3 percent
(31) male, and 93.2 percent caucesian. Of the participants, 68 percent (51)
were teens. The distribution of subjects by age and gender for each data
collection point are shown in Tables 4.1.

Table 4.1
Distribution for Each Time Point by Age and Gender

 

 

 

 

 

 

 

 

 

 

Data Age Gender
Collection
Point Hale Ferriale Total
nurber mcent nurber percent nurber percent
Time 1* Teens 24 32 27 36 51 68
pretest
III-75 Adults 7 23 17 9 24 32
Tires 2 Teens 23 32 25 36 48 68
post-test
N867 Adults 6 8 17 24 23 32
37 7 23 18 6O
3 11 37 i 12 40

 

 

 

 

 

 

 

 

 

 

 

* One person did not identify his/her gender. Total N=76 at Time 1
** The same people completed Time 3 and Time 4. @ Adult male did not
complete several sections of the survey instrument.

There were more teens than adults who completed the instruments.

There was a reasonable balance between male and female teens; however,

95

fewer adult males completed the instruments at Time 1 and Time 3. Of the
teens and adults who began the training, 64 percent were enrolled in high

school and 14.7 percent of the adults had completed a bachelor’s degree or

 

 

 

 

 

 

 

above.
Table 4.2
County Representation (lime 1)

County Frequency Percentage
Alcona 22 , 28.9
Alpena 15 19.7
Montmorency 17 22.4
Presque Isle 13 17.1
Rissing Data 9 . 11.9

Total JL 76 4=== 100

 

 

 

 

 

 

Alcona and Montmorency had the largest number of participants. Alpena
and Presque Isle had approximately the same number.
Experience
Past learning experiences were identified as influencing the ability of the
teens and adults to build and maintain community coalitions.
Table 4.3

Mean learning experiences at Time 1
Number of items--21 (Range 2 to 19)

 

Variable name Mean SD

 

Learning Experience

 

 

 

Teens 7.92 3.57
Adults 12.00 4.39
Combined 9.21 4.27

 

 

 

 

 

96

A review of the overall variable " learning experience" indicates that the
participants had an average of 9.2 different types of learning experiences with
coalition building and contemporary teen issues. The numbers of learning
experiences range from 2 to 19. The types of learning experiences included
past Ieaming of teen issues or coalition building experiences in the community
and past leadership training programs. Teens had an average of 7.9 learning
experiences and adults 12. The independent t-test indicated that there was a
significant difference between teens and adults in numbers of experiences they
had related to coalition building and teen issues (t-value=-3.98; 2 tail
prob=.00). The independent t-test between those who dropped out and those
who stayed indicated that there was no significant difference in initial learning
experiences at Time 1.

_1_._ r f l min 0 t coalition buil in .

The data indicated that learning experiences about coalition building were
limited. In all categories, less than 50 percent of the participants had any prior
learning experiences. The highest category was other workshops or

conferences (51.3 percent), and of that group, 18 were adults and 21 were

teens.

97

g, Seereee ef learning abeut teen ieeees.

Table 4.4
Teen Issues (Time 1)

 

 

 

 

 

   
  
   

 

 

Teens who checked Adults who checked

yes yes
Variable Name Freq. 2 of Freq. Z of

“=51 total ”=24 total

teens adults

Friends 42 82.3 15 62.5
workshops/conferences 30 58.8 19 79
Educational sources 30 58.8 17 70.8
Oun Experiences 21 41.1 22 91.6
Classes 23 45 16 66.6

 

 

 

 

 

 

As Table 4.4 indicates, teens and adults learned about teen issues from
other workshops, friends, books or videos, personal experiences or classes.
Teens learned more about teen issues from friends (82.3 percent). Adults
learned more about teen issues from their own experiences (91.6 percent). In
addition, adults used workshops, educational sources and their own friends.

Overall, it appears that most of the participants had more learning
experiences related to teen issues and fewer related to coalition building.

3_. flees ef experiences related te eemmgnity development ang ceelitiene.

To understand how prior coalitions had functioned, 12 items were asked.
Cronbach’s alpha for the combined category was .62. The independent t-test
between teens and adults indicated no significant difference (t-value=-.13; 2 tail
prob.=.897). '

There were 58 participants (76.3 percent) that had prior experience

98

working with youth either individually or as members of a group. The other 17
participants did not have any past experiences. By collapsing the always and
usually category of the data, one can get a picture of the types of past
experiences this group had.
Table 4.5
Past Experiences in teams, committees or coalitions (Time 1)

(scale: 1 = always, 5 = never)
(Always and usually combined)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(N558)
Variable Name Frequency of Teens and Percent
Adults

" Goals were written by the coalition members. 39 67.2

" Members selected the leader. 41 70.7
Several organizations belonged to the coalition. 30 52.6
Resources (time, money & people) were obtained to 45 78.9
enable the coalitions to completed their work.

“ All members took part in identifying the programs and 41 70.7
activities to be achieved.
Roles & responsibilities were identified for each 32 54.9
member of the coalitions.
All of the members worked together to meet the common 48 82.8
goals and objectives of the coalitions.
Each member felt free to share information, ideas and 52 ‘ 89.7
thoughts with all members of their coalition.

H Different methods were used to identify the needs of 33 57.9
the people being served by the coalitions. -
Members of the coalition participated in writing the 20 34.5
proposals for obtaining funding.
Coalition members knew the primary youth issues. 24 42.9
Coalition members understood the overlap between 33 57.9
delinquency, substance abuse, school failure and
pregnancy.

 

 

In prior team, committee or coalition experiences, participants found that
overall communication between members was pOsitive. Eighty-two point eight

percent felt free to share information, ideas and thoughts with all members.

99

Members worked together to meet the common goals and objectives. Groups
felt like they had the resources they needed to complete their work. Members
selected their leaders and identified the programs and activities that they would
participate in.

Few participants however, had been members of any coalition that had
several organizations involved. Moreover, many participants did not feel that
they knew what their roles and responsibilities were when they were part of a
team, committee or coalition. Past experiences related to teen issues showed
that most coalition members had not had a great deal of experience related to
the four primary youth issues, or an understanding of the overlap of teen issues
either.

The open ended question responses reveal more about the types of
experiences that the participants had. The most common experiences related
to church groups, youth groups, 4-H groups, school groups and substance
abuse prevention groups, such as Students Against Drunk Driving (SADD) and
Project Pals. Participants played various roles in the groups. Some were
volunteers, some directed youth groups, others were staff in various agencies
and others considered themselves "information givers.“

Motlvatlon

Motivation to attend any training is different in a volunteer organization

than in a business community. In a volunteer organization,people decide

whether they wish to attend a training or not. Though other peers and friends

100

can influence someone to attend, it is the individual who makes the final
decision. Motivation to attend this training involved the participants’ perceptions
of the relevance of the training and attitudes towards building coalitions formed
on behalf of youth at risk.
Table 4.6
Relevance of Training (Time 1)

Number of items-25
(Range 4 to 18)

 

 

 

 

 

 

 

 

Variable name Mean SD

Relevance of training total 10.14 4.03
Teens 10.23 3.98
Adults 9.95 4.22

 

The relevance of the training variable consisted of a count of the
participants’ reasons for attending the training, their use of the skills and
knowledge they would learn at the training, and their expectations of what they
hoped to learn. Cronbach’s alpha for the combined variable was .79. The data
indicated that the participants had an average of 10 different expectations, with
a range of 4 to 18 different reasons. Teens had an average of 10.2 different
expectations and adults had an average of 9.9. The independent t-test
indicated no significant difference between teens and adults (t-value=.27; 2 tail
prob. =.792). The independent t-test between those who dropped out and
those who stayed indicated that there was no significant difference.

By looking at the specific variables, it was feasible to get a better

101

undi
info
adl
inlr

all

understanding of the expectations of the participants. Relevance of the
information and its expected application is an important characteristic of

adult learning. To find out how the participants were going to use the
information, they were asked a series of questions related to their reasons for
attending the training and how they expected to use the skills and information
they were going to learn at the training.

1, Beeeene fer attending the treining.

Reasons why participants attend a training program is a component of a
trainee’s characteristics. It helps determine the motivation for attending the
training. I

The following charts give an indication of what type of motivation the
participants had for attending the training. For this exploratory research project,
fifty percent or above was considered significant.

Table 4.7

Reasons for Attending Training (Time 1)
People who had Yes Responses

 

 

 

  

 

  

 

  

 

   

 

  

(N576)
I Variable Rattle Frequency Percent
[Learn to work with youth 54 71.1
Learn to work with adults 34 44.7
Someone told me to 36 47.4
Dork with coalition merrbers 43 56.6
Learn to work cooperatively with coalition 47 61.8
embers
Other 12 15.8

 

 

 

 

 

 

Participants had multiple reasons for attending this training. Fifty-four

102

participants (71.1 percent) indicated that they came to learn how to work with

youth, while 34 (44.7 percent) indicated that they wanted to learn how to work
with adults. More than half or 47 participants (61.8 percent), attended to learn
how to work cooperatively with their coalition members.

The open-ended variable provided more insight. Several adults attended
because they were resource persons, were invited by the partnership, or were a
part of the church group that attended. Some of the teens came because
someone encouraged them to, such as a teacher, one of the partnership staff,
a friend or mother.

2, Expegied gee of treining infermetien.

How the training would be used by the participants is a factor of

motivation. Specific questions were asked to find out how the participants

would use the information.

 

 
  
  
  
 

 

 

 

 
 

 

 

 

 

 

 

Table 4.8
Expected Use of Training Information (Time 1)
(N576)

Variable Name Frequency Valid Percent“

Start a coalition 18 24.7

Iaintain a coalition 28 36.8

Get at better with teens 40 54.8

Get along better with adults 29 38.2
F_To_do_youth programs in the community 39 53.4
. Rot sure 17 23.3 I
.l Other reasons I 3 l 4.1 II

 

*Respondents that answered yes or no were included in each expected use.

103

As the data show, most participants did not have a clear idea of how
they were going to use the information from the training. Only two of the uses,
“get along better with teens“ and “to do youth programs in the community",
were acknowledged uses over 50 percent. As the next table demonstrates, it
did not appear that there was a strong expectation on the participants’ parts to
learn about teen issues, or coalition building.

_3_, Learning expectetiene=

Learning expectations relate to both concepts of teen issues and
coalition building. Within both of these topics, specific areas that would be
covered in the workshop were included. In addition, an open-ended question

was asked to discover what t0pics the participants hoped would be covered.

 

 

 

 

 

 

 

 

Table 4.9 .
Concepts Hoped to Learn: Teen Issues (Time 1)
(N576)

Variable flame Frequency Percent

Swstance Abuse 52 68.4

Teen Pregnancy 32 42.1
I Teen Delinquency 37 48.7

Youth behind Grade level 29 38.2
M Overlap of teen issues 52 68.4

Other reasons 8 10.5

 

 

 

 

The data indicate that the participants were interested in learning about
teen issues. Substance abuse (68.4 percent) and the overlap of teen issues

(68.4 percent) were the predominate teen issues they hoped to learn about.

104

Table 4.10
Concepts Hoped to Learn: Coalition Building (Time 1)

 

 

  

 

 

 

  
 

 

  

 

 

(N573)
Topic Frequency Valid Percent*
Leadership 48 63.2
Team Building 50 65.8
Resource Development 28 36.8
Strengthen Coalition 34 46.6

 

 

 

* Only respondents that indicated yes or no responses were included.

Most people hoped to learn about leadership and team building, yet
fewer than half (46.6 percent) expected to learn how to strengthen their
coalition. This seemed to influence what was found two months later when the
researcher looked at the involvement of the participants in the community
coalitions.

Overall, the participants had multiple reasons and several expectations
for attending the training. They had ideas of how they were going to use the
information, yet they were not completely sure.

Attltudes

Data related to attitudes were collected for the purpose of seeing how
the participants felt about their abilities to improve their community, how
important it was to learn about teen issues and coalition building, and whether
coalitions could change their communities. Data were analyzed in two ways;
first the data were examined for "internal consistency" using Cronbach’s alpha,

and second, specific questions were described.

105

F ik

\\

Table 4.11

 

 

 

Attitude
(scale: 1=strongly agree, 5 = strongly disagree)
12 items
Cronbach's Alpha Mean of 12 items Standard Deviation
'Time 1 .86 1.97 .54
Time 3 .71 1.87 == .40

 

 

 

 

 

 

A review of the above data indicated that the items were internally
consistent in measuring the construct, "attitude of coalitions formed on behalf of
youth at risk,“ since the Cronbach’s alpha was strong during both Times 1 and
3. The grand mean of 1.97 for Time 1, and 1.87 for Time 3, indicated that the
perception at. both times were very favorable towards learning about teen
issues, community coalitions and ability to change their communities.

Both Times 1 and 3 indicated a difference between teen and adult

 

 

 

 

 

 

 

perceptions.
Table 4.12
Attitudes Towards Learning About
Teen Issues and Coalition Building
(scale: 1=strongly agree, 5 = strongly disagree)
Variable Mame: Attitudes Mean SD t-value 2 tail prob.
Time 1 Teens 2.09 .56
N=51
Adults 1.72 .41 3.20 .002
M=24
Time 3 Teens 2.00 .40
N=18
Adults 1.65 .34 2.52 .018
N:g2

 

 

 

 

 

 

 

 

A review of the data indicated that there were significant differences

106

between teens and adults at Time 1 (2.09 to 1.72) and Time 3 (2.00 to 1.65).
Both groups moved closer towards the strongly agree category.

The t-test seemed to indicate that there was a significant difference
between teen and adult attitudes at Time 1 and Time 3. Teen attitudes
changed a small amount from Time 1 to Time 3, and moved slightly toward the
undecided category. It may be that they found that coalitions were not as easy
to form as they had originally thought when they began the training. Adults
moved closer to the strongly agree category. Data were not collected at Time
2.

At the beginning of the workshop, the overall attitudes of the participants
appeared positive towards learning about teen issues and coalition building. It
appears that they felt coalitions could make a difference in their communities,
and that they could make a difference through coalition development. At the
end of the two months, the peOple who completed the instruments were
strongly committed to the idea that coalitions could change their communities
and that they could make a difference in their communities.

By looking at the individual variables and combining the strongly agree
with the agree category, it is possible to get a picture of what the participants
perhaps thought at the beginning of the training. Sixty-eight participants (90
percent) felt that they could learn the skills needed to improve their
communities. Seventy-one (93 percent) thought that learning about teen issues

was important, while 59 participants (77.6 percent) thought that learning about

107

coalition building was important. Sixty-nine participants (90.8 percent) felt that
coalitions could change their communities.

Sixty-one participants (80.3 percent) thought that learning about teen
issues was interesting, while forty-seven (61.8 percent) thought that learning
about coalitions was interesting. It seemed that the participants were not as
sure that they could change their communities. Fifty (65.8 percent) felt they
could change their communities.

Two months later, the same attitude questions were asked of the teens
and adults. Though there were fewer cases (n=30), there were some attitude

changes.

108

Table 4.13
Participants’ Attitudes
fimea
(scale: 1=Strongly agree; 5=strongly disagree)
(Strongly agree and agree are combined)
(Teens N518; Adults N512)

 

 

 

 

 

 

 

 

 

 

 

 

Variable Mame Teen Valid Adult Valid

Freq.* percent percent
Freq.“r

I can learn the skills needed to 16 88.8 12 100

ilprove my cormmity.

Learning about teen issues is 16 88.8 12 100

inportant.

Learning about teen issues is 12 66.6 12 100

interesting.

Learning about coalition building 17 94.4 11 92

is inportant.

Learning about coalition building 12 66.6 10 83 ll

is interesting.

Coalitions can change my 17 94.4 11 92

coulmnity.

I can change my comunity. 14 77.7 11 92

Couumity coalitions are easy to 2 11.1 4 33

form.

Maintaining a comunity coalition 16 88.8 9 75

is possible.

 

 

 

 

 

 

 

* Only includes respondents that answered 1 to 5.

The changes between the training and the follow up two months later
seemed to indicate a change in attitudes toward how important it was to learn
about coalition building. Two months after the workshop, twenty-eight
participants, or 93.3 percent, felt that it was important to learn about coalition
development. Also, 25, or 83.3 percent, of the participants, thought that they
could change their communities. However, fewer people, 6 or 20 percent, felt

that community coalitions were easy to form.

109

Summary of trainee characteristics

Of the individuals who completed the instruments, a review of the data
indicated that those participants who started the training and were still involved
in the community coalitions seemed to have more enthusiasm, commitment and
zeal then those who dropped out. Though this is not highly significant, because
the actual mean differences changed very little, the people who dropped out
were more likely to be those who chose ”agree" and “undecided" in the attitude
questions than those who stayed the two months.

In comparing the adults’ attitudes at Time 1 and Time 3, it appeared that
specific questions had an impact on the Cronbach’s alpha. Though the alpha
was above .6 both times, .81 (Time 1) and .68 (Time 3), respectively, at Time 1
the alpha would have been higher if the questions related to whether they could
change their communities or whether community coalitions were easy to form,
were eliminated. Though fewer adults were a part of the population at Time 3,
they were less consistent in their responses to whether community coalitions
were easy to form or whether maintaining a community coalition was possible.
Since Cronbach’s alpha is affected by the number of variables and the number
of responses, it could be that it was lower because of the fewer number of
adults.

Teens also had specific attitude questions that would have affected the
internal reliability of the instrument. At Time 1, the Cronbach’s alpha remained

consistent for each of the twelve questions (.88). This was not true at Time 3.

110

Though the alpha remained strong (.69) teens appeared more unsure about
whether learning the steps to maintain community coalitions was interesting and
whether community coalitions were easy to form. They were also inconsistent
in their responses to whether they had someone to ask questions about
forming community coalitions or about such issues as drugs, pregnancy, teen
violence and teen dropouts. In each case, if the questions would have been
eliminated, the alpha would have increased to above .71.

Even though those participants who answered the questions remained
very committed to forming community coalitions on behalf of youth at risk, it
appeared that both the teens and adults were starting to realize how difficult it
was to form community coalitions. The teens also asked more difficult
questions and were unsure of where to locate the answers. Though not
statistically significant, by comparing teens at Time 1 and Time 3, it appears that
those teens that answered the questions in Time 3 became more undecided
than those that dropped out. The adults, on the other hand, seemed more sure
of their attitudes toward coalition building and moved closer to the strongly
agree category.

' Tralnlng design

Training was designed based on principles of learning and training
content. Date about principles of learning were collected at the end of the
workshop (post-test or Time 2). Some questions were repeated two months

later (post-post test or Time 3). To determine transfer of knowledge, data were

111

collected at two or three points. The teen issues and coalition building content
was collected at the beginning of the workshop (pre-test or Time 1), at the end
of the workshop (post-test or Time 2) and two months later (post-post test or
Time 3). The relapse prevention information was collected at the end of the
workshop (Time 2) and two months later (Time 3).
Tralnlng Content
_1_._ The extent te whieh the treining progrem influeneee the transfer ef

wl bout t n iss an liti n uildin .

The knowledge questions were a forced choice type of test. Means were
calculated based on the number of correct responses. The total number of
items were fifty-five.

Table 4.14
Learning and Knowledge
about

Teen Issues and Community Coalitions
(Time 1, Time 2 & Time 3)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Concepts about Teens Concepts about
Issues Comnunity Coalitions
Max. 20 points Max. 35 points
Time 1 Mean 14.16 23.16
SD 2.65 3.59
Number of participants 76 76
Time 2 Mean 16.40 24.59
SD 2.11 3.19
Number of participants 71 71
Time 3 Mean 15.86 24.66
SD 2.71 4.28
I Number of participants 29 29

112

A review of the means indicates that there were gains from pre to post
assessments for both teen issues and developing community coalitions. The
post to post-post assessments indicated that there was a decrease in
knowledge in teen issues. Coalition building grew slightly.

In Teen Issues, a review of the Cronbach’s alpha indicated that the
reliability of the instrument was questionable. At Time 1 (a =.43) and Time 2
(a=.47), the participants were inconsistent in their responses, which could have
meant that they guessed at them. At Time 3 (a=.66) the alpha improved. It
appears the participants may have processed the information and understood it
better at Time 3. If this instrument were used in the future, some items on it
may need to be eliminated or changed in the pre and post tests. In addition,
the topics need to be stressed in the training.

In Coalition Building, the alpha was inconsistent throughout Times 1
(a=.47), 2(a=.63) and 3(a=.56). Though the alpha was somewhat strong at
Time 2, it appears as if the participants either guessed at Time 3 or were
questioning the questions and the responses. The internal reliability of the
instrument, at all times, measured weak. .

Though the reliability at all three times did not appear consistent, a
review of the mean scores and significant differences between participants
provided some interesting data. In comparing those people who stayed and
those that dropped out, the independent t—test indicated that there was no

significant difference at Time 1 or Time 2 for either the teen issues or the

113

 

community coalition category. For the group who started at Time 1 and
completed the study, the dependent t-test between pairs indicated no significant
difference from Time 1 to Time 3.
The independent t-test among teens and adults showed a significant
difference between them at Time 1, Time 2 and Time 3.
Table 4.15

Overall Knowledge
Teen Issues and Coalition Building

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

E
Variable name: Overall Knowledge Mean t-value 2 tail prob.
Teen Issues Teens 13.5577 2.412
Time 1
Adults 15.4583 2.718 ~2.93 .006
Teen issues Teens 16 . 0638 2 . 17
Time 2
Adults 17.0870 1.832 -2.06 .044
Teen Issues Teens 14.8333 2.662
Time 3
Adults 17.5455 1.864 -3.22 .003
Coalition Teens 22.3269 3.777
Building
Time 1
Adults 24.9583 2.349 -3.71 .000
Coalition Teens 23.3269 4.100
Building
Time 2 Adults 27.5417 3.107 -4.95 .000
Coalition Teens 23.5000 3.222
Building
Time 3
Adults 26.3636 2.014 -2.95 .007

 

A review of the data indicated that there were significant differences

between teens and adults all three times. The learning curve of teens and

adults for the area of teen issues was interesting. For the teens, the means

indicated that they learned in a normal learning curve. There was a 2.5 point

gain from Time 1 to Time 2 (13.6 to 16.1) and a 1.3 point loss for Time 2 to

 

Time 3 (16.1 to 14.8). For the adults, the learning curve was different. There
was a 1.6 point gain from Time 1 to Time 2 (15.5 to 17.1) and a .4 point gain
from Time 2 to Time 3 (17.1 to 17.5). It appears that they continued to learn
after the training ended.

In conclusion, it was difficult to determine whether the training program
was effective in achieving a transfer of knowledge. Though the means seemed
to indicate some increase in learning, the alpha indicated the instruments were
not highly reliable. Though the concepts in the assessments coordinated with
the concepts presented in the training program, and were included in the
training manual, comments by the participants who completed the instruments
indicated that they were difficult to understand and took a long time to finish.
Future knowledge instruments on coalition building and teen issues may need
to take that into consideration.

For the purpose of this study, a 70 percent rate on the test was
considered baseline knowledge. It appeared that in the areas of teen issues
and community coalitions, both the teens and adults attained that level of
learning at Time 2. Since a Cronbach’s alpha of .6 or above was attained at

least once during the training, both content areas were analyzed in the study.

115

 

Learning Principles

1, xtnttowhihth rl rvntint hni infl ne the
trenefer ef knewleege ebelg teen ieeeee ene eeelitien eeilding.

”Ready, Set, Go" was the title given to the session where the relapse
prevention technique was presented. This session was completed prior to the
end of the workshop. There were 6 items in the scale measuring the relapse
prevention technique.

At Time 2, the .Cronbach’s alpha was .86. At Time 3, the Cronbach’s
alpha was .81. Further analysis of the data found that the paired sample t-test
with the group showed no significant difference between those who completed
the instrument at Time 2 and Time 3 (t-value=1.15; 2 tail prob. =.264). There
was no significant difference between the teens and adults at Time 2 (t-
value=.00; 2 tail prob.=.996) or Time 3 (t-value=1.10; 2 tail prob. =.290). The
scale means of teens and adults combined at Time 2 was 2.4 (80:65), and at

Time 3, 2.3 (SD=.54).

116

Table 4.16
Relapse Prevention Technique
(scale 1=strongly agree; 5=strongly disagree)
(Strongly agree and agree combined)
Time 2: N573; Time 3: N527*

 

 

 

VariablName Endofworkshofl'lme) 2monthlnter(Tlmd3)
Frequency percent Frequency percent
1. Uhat I learned in the 48 71.6 20 76.9

Ready, Set Go session will
help me apply what I learned
at the ACE workshop.

 

2. The “Ready, Set, Go" 54 80 26 96.2
session made me more aware of
the necessity of having a
method for applyingeskills.

 

3. I think the “Ready, Set, 43 65.2 21 80.8
Go" session made sense and
was well worth the time.

 

 

4. I think the “Ready, Set, 43 65.2 16 61.5
Go" session was well worth

the time.

5. I saw no additional value 14 20.9 7 26.9

in the “Ready, Set, Go"
session beyond the workshop.

 

6. I plan to use the "Ready, 38 52.2 15 57.7
Set, Go'll techniques to help
me apply what I learned in
the ACE workshop.

 

 

 

 

 

 

* Includes only those that responded to the item.

A review of means indicates that there were gains from the post to the
post-post assessments in the relapse prevention technique. The strategy was
useful in helping the participants apply what they learned at the ACE workshop
and increase their awareness of the necessity of having a method for applying
the skills. More than 57.7 percent planned to use the techniques learned in the
relapse prevention session. It appears that the relapse prevention strategy was

considered an effective strategy in the transfer process.

117

Irv

 

pertieipente in understanging the eemponente ef teen ieeuee and

l"n ili

Table 4.17

Session strategies

(scale 1=strongly agree; 5=strongly disagree)

(strongly agree & agree combined)
Time 2: N567; Time 3529*

 

 

 

 

 

 

 

 

 

 

Time 2 Time 3
Variable Mame Freq. percent Freq. percent
Uorking in groups helped me to better understand 55 82.1 19 67.9
coalition building and teen issues.
I think the goal setting session helped me set 50 74.6 18 64.3
goals for my commity coalition.
I think the team building session helped me learn 62 92.5 20 71.4
how to work with my coalition merribers.
I think the “making the grade“ session helped me 43 64.2 12 41.4
develgp an action plan for my coalition.

 

 

* Included only people who responded to the item.

A review of the data indicates that working in groups, goal setting and

team building were effective training sessions. More than 70 percent of each of

the strategies were perceived effective. The repetition and the "making the

grade“ sessions were less effective methods of learning, though some

participants felt that they were effective.

Two months after the workshop, the post-post assessments indicated

that the most effective strategies were working in groups which helped the

participants better understand coalition building and teen issues (67.9 percent),

and team building sessions which helped them learn how to work with their

coalition members (71.4 percent). Forty-one point four percent of the

118

 

participants thought the “making the grade“ session helped them develop an
action plan, and 64.3 percent thought the goal setting session helped them set
goals for their coalition.

The strategies that appeared to be consistent in their effectiveness were
the first three items. The Cronbach’s alpha at Time 2 was .56 and at Time 3
was .77. The "Making the Grade" session appeared to impact the participants
at Time 3, though it reduced the alpha reliability.

A review of the data found that there was no significant difference
between teens and adults at Time 1 (t-value=1.28, 2 tall prob. =.21) or Time 3

(t-value=-.31, 2 tail prob.=.76).

119

Table 4.18
Participant Reaction To Workshop
(scale 1=strongly agree; 5=strongly disagree)
(strongly agree & agree combined)

 

 

 

 

 

 

Time 2, N567
Variable Name Frequency Percent
Overall the workshop was:
a. organized 54 77.7
b. stimulating 34 51.5
c. relevant 44 66.7
d. applicable 50 65.8
e. practical 44 57.9
f. interactive 41 54
_1:, too long 57 86.8
Each session was too long. 57 86.8
The workshop flowed clearly. 31 47.0
The pace of the workshop was slow. 41 61.2
The information was choppy. 40 59.1

 

 

 

 

 

A review of the data indicates that more than two-thirds of the
participants thought the workshop was organized (77.7 percent), relevant (66.7
percent), and practical (57.9 percent). Most people felt that the sessions and
the workshop were too long, and the information was not always clear, nor did
it flow smoothly. The data seemed to indicate that the participants were
undecided about the design. The means ranged from a low of 2.4 (not long
enough) to a high of 4.01 (organized).

The workshop’s 11 reaction questions had a Cronbach’s alpha of .86.
This added to the reliability of the questions asked and supported the
frequencies and percentages presented. There was a significant difference (t-
value=-1.77, 2 tail prob.=.08) between teens and adults in the workshop

reaction questions. Though there was a statistical difference, the mean for the

120

teens (means = 3.36, SD=.61) and adults (means=3.64, SD=.60) did not
appear meaningful.

There appeared to be no significant difference between the group that
dropped out of the research project and those that stayed (t-value=.68, 2 tail
prob.=.50). Though not significant, there may be a difference between teens
and adults. Since the reliability of the instrument was high, it appeared that the
participants were undecided about the workshop design.

A review of the data that was included in the open-ended section of the
instrument indicated three areas that seemed to affect the participants’
reactions. Many people stated that the training was too long, that there were
too many peOple in the sessions, and that some of the presenters lectured too
much. There were also some people who expressed a concern about the
difference in ages between the teens. The range in age of the teens was 13 to
18 years old.

The responses to the open-ended question supported the above
analysis. Overwhelmingly, the suggestions offered most often were to cut down
on the length of the days, use fewer lectures and reduce the amount of content.
Many positive comments were made about the training, including: 'T he
workshop provided me with what I was looking for"; "This was valuable
information“; “Our group became closer to each other, more able to work on
the goals we set"; "I enjoyed the program and working with the teens;" and "I

enjoyed this seminar."

121

_3, In: : -n t Whi h h- O-I'li i-.nt _nl‘o: out ‘ on ‘91 yr: ‘hl‘o

jammed;

Table 4.19
Participant understanding of concepts (Time 2)
(scale 1=strongly agree; 5=strongly disagree)
(strongly agree & agree combined)
N567

 

“ Variable Name Frequency Percent

 

I understand the connection between 62 92.5
leadership, team building and resource
development in coalition building.

 

 
  

I understand the overlap between youth at 63 94
risk issues--teen pregnancy, school
dropouts, substance abuse and delinquency.

 

   

I understand the relationship between teen 61 92.4
issues and coalition building.

 

 

 

 

 

The data indicate that the participants understood the connection
between the major concepts of coalition building and teen issues. The
Cronbach’s alpha of the participants” understanding of the concepts was .74.
This indicates that the internal reliability was relatively good. The t-test
examined the significance between teens and adults (t-value =2.55, 2 tall prob.
=.01) and the differences between those who dropped out and those that

continued (t-value = .19, 2 tail prob. =.85)

122

Table 4.20
Concepts t-test (Time 2)

 

 

 

 

 

Variable Name Means SD
Understanding of concepts
Independent t by
Teens 1.80 .495
1.52 .397

 

 

 

 

 

 

A significant difference in the understanding of concepts presented was

between the total group of teens and adults. It appears that the adults

(mean=1.52, SD=.40) understood more of the concepts than did the teens

(mean =1.80, SD = .50).

;4_. nt rtii nt r iv th h th kill
n to uild an m intain mm n'
Table 4.21

Participants’ perceptions (Time 3)

(scale 1=strongly agree; 5=strongly disagree)

(strongly agree & agree combined)

kn wle 9 th

 

 

 

 

 

 
  
   

 

 

N530
g
Variable name Frequency Percentages
I have skills necessary to maintain a 23 76.7
cmity coalition formed on behalf of
youth at risk.
I think the skills I learned at the ACE 18 60
training helped me build and maintain
my community coalition.
I have successfully used some of the 22 73.3
knowledge I learned at the ACE
traini .
I learned a lot from the ACE workshop. 26 86.7

 

 

 

  

A review of the data indicates that the participants thought they had the

123

 

skills necessary to maintain a community coalition and that the ACE training
helped them. Most of the participants thought they learned a lot from the ACE
workshop. The independent t-test of each variable indicates that there was no
significant difference between the teens and adults. No data was collected on
those peOple who dropped out, since these items were collected only at Time
3. The Cronbach’s alpha of the combined four items was .67. The
independent t-test between teens and adults indicates that there was no
significance difference between teens and adults.
5, nt t whi h th w r n n m t nc of th artici ants
r r It fth tr inin r rm.

Participants’ perceptions of whether they thought they had the skills
needed to develop a coalition was considered an important characteristic.
Specific questions were asked to determine the awareness and sense of
competency the participants had once they completed the training, and again

two months later.

124

Table 4.22
Awareness and Competency
(scale 1=strongly agree; 5=strongly disagree)
(strongly agree & agree combined)

 

 

 

 

 

 

 

 

End of workshopp(Time 2, N567) 2 months later (Time 3,N530)
Variable Name Freq. percent Freq. percent
More aware of how to build 56 83.6 25 83
and maintain a community
coalition.
More aware of issues facing 57 85.1 27 90
teens.
More aware of how to work 56 83.6 27 90
with teens and adults.
More competent about 50 74.6 25 86.2
coalition building.
More competent about teen 53 79.1 24 80
issues.
More competent in working 54 80.6 26 89.7
with teens and adults.
More competent in working 56 83.6 23 79.3
with coalition team.
E

 

 

 

 

 

 

 

When the awareness and competency variables were combined at Time
2, the Cronbach’s alpha was .76 for the seven variables. At Time 3 it is .81 for
the same seven. A review of the data indicates that the participants’
perceptions were that they were more aware and competent about issues
facing teens, coalition building and working with their coalition teams. Over 75
percent of the participants felt they were more aware of and felt more
competent in each category at Time 2. By Time 3, it was over 79 percent.
Every item had gains from Time 2 to Time 3 except “more competent in working
with coalition team."

A review of the data indicates that there was no significant difference
during Time 1 (t-value=.25, 2 tall prob.=.81) or Time 3 (t-value=-.95, 2 tail

prob. =.35) between teens and adults. The data from the independent sample

125

t-tests between Time 2 and Time 3 indicate no significant difference between
those who completed the project and those who dropped out (t value=1.30; 2
tall prob. =.205). The perceptions of the participants seemed to be maintained
over time, as there does not seem to be a significant difference between those
who completed the training and then dropped out and those who remained
involved in the project.

Summary of Training Design

In conclusion, the training strategies that appeared the most effective
were the relapse prevention strategy, working in groups, setting goals, the team
building session and, to a lesser extent, the "making the grade" session. At the
end of the training, 71.6 percent of the participants said they would
recommend this workshop to others, and two months later, 96.8 percent said
they would.

There does not appear to be a significant difference between how
effective the training strategies were for the teen and adult participants. The
data also indicate that there was no significant difference between the group
that dropped out of the project and those that remained involved two months
later. It is interesting to note that all of the adults and 93.8 percent of the teens
who remained in the project indicated that they would want their tax dollars to

continue to support this type of effort.

126

Community/Work Environment

Community/work environment included support and opportunity to use
the information. Both support and opportunity to use the information are
thought to have a direct effect on the conditions of transfer. Support included
staff, chairpersons and peer support. Rewards and recognition for individual
use of the skills and for coalition development were explored. Data were also
collected to examine the opportunities to use the information in the participants’
personal and coalition development. Data were collected two months after the
workshop using an assessment and a focus group session in each of the four
counties.
Support
1, mt whihth rtiiant r eiv u rtfrm tff

rnn rin in killlrn

Organizational support from staff and others was considered critical if the
participants were going to use the skills and knowledge they learned at the
workshop. Since the data were collected two months after the training, it
provides a broad understanding of the types of support the participants have
received.

Information about the type of supports was collected for staff,
chairpersons and members of the coalition. During the focus group meetings,
the members of the coalitions indicated that they did not have chairpersons.

For this reason, the information about the support of a chairperson was not

127

included in the analysis.

Table 4.23
Suppon
(scale 1=strongly agree; 5=strongly disagree)
(strongly agree and agree are combined)

 

 

 

 

 

 

 

Time 3, N529
Staff Peers

u Freq. Percent Freq. Percent

l Encourage me to use the 26 89.7 15 51.7
skills learned
Have high expectations 21 72.4 22 75.9
for the community
coalition
Discuss successful 23 82.1 24 82.8
activities, ask
questions and make
suggestions.
Provided assistance 17 60.7 14 48.3
when had a problem
usingpskills learned.
Thought it important to 23 82.1 15 51.7
use skills and
knowledge learned.
Nave recognized me for 9 32.1 14 48.3
using skills learned.

 

 

 

 

 

 

 

Most of the encouragement for using the skills and knowledge learned
from the workshops came from the staff person assigned to work with the
coalition and the other members of it. It appears that both groups (staff and
peers) discussed activities, asked questions and made suggestions about the
coalition. However, they were not as likely to provide assistance when the
coalition member had a problem using the skills learned at the workshop. Very
few participants received recognition for using the skills they learned at the
workshop.

The six items for staff support were reliable as a construct (Cronbach’s

128

alpha

alpha

.87), as were the six items for peer or member support (Cronbach’s

.83). The alpha indicates the reliability of the questions concerning

support. They appear to be relatively consistent among the group of people

who continued in the project. The independent t-test among teens and adults

indicate no significant difference between their perceptions of staff (t value=.16;

2 tail prob=.871), or peer support (t- value=.65; 2 tail prob. =.519).

Recognitlon
1, t whi h h
andfiumledge

Table 4.24

Recognition for Skills Used (Time 3)
(scale 1=strongly agree; 5=strongly disagree)
(strongly agree and agree combined)

niti nf r in kills

 

 

 

 

 

 

N528
Variable Name Frequency Percent
I think its important to receive recognition 12 44.4
for using skills.
I have been recognized for using skills 11 39.3
learned.
I have been given verbal praise for using the 6 21.4
skills.
I have received a thank you note for using 3 11.1
skills.
I have received a certificate for using 9 32.1

 

skills.
fl

 

 

 

Almost half of the participants (44.4 percent) thought it was important to

receive recognition for using the skills learned; however, few were receiving it.

The most common form of recognition that participants received was verbal

praise.

129

 

The Cronbach’s alpha was .66 for the five variables. The independent t-
test between teens and adults indicates no significant difference between teens

and adults (t-value=-1.23; 2 tail prob.=.231).

2, mt whi h rti i nt r iv r niti nf rth work
m l t wi th m n' liti n.
Table 4.25

Recognition for Work Completed (Time 3)
(scale 1=strongly agree; 5=strongly disagree)
(strongly agree and agree combined)

 

 

 

 

 

 

N528
Variable Name Frequency Percent
I think it's iuportant to receive recognition 9 32.1
for work done.
I have been recognized as being a neither of 16 57
the coalition.
I have been given verbal praise for the work 11 39.3
done.
I have received a thank-you letter for the 3 10.7
work done.
I have received a certificate for the work 3 10.7
done with my comrunity coalition.

 

 

 

 

 

Slightly more than half of the participants thought they were recognized
for the work they accomplished in the coalition (57 percent). The most
common form of praise was verbal (39.3 percent). Thank-you letters and
certificates had not been used significantly to thank participants for the work
they completed for the coalition. More than a third of the participants thought
that it is important to receive praise for the work accomplished for the coalition.

The Cronbach’s alpha was .66 for the five variables. The independent t-

130

 

II

WE

WC

COl

m0.

test between teens and adults indicated no significant difference between teens
and adults (t-value = .04; 2 tail prob = .965)
Opportunities to Use Skills and Knowledge

Participants need opportunities to use the new skills and knowledge they
learned in the training, which is a key concept in the work environment. Data

were collected from the post-post assessments (Time 3) and the focus groups

(Time 4).
L The extent to which the participente thggght they would use the

intermetien they leerneg at the training.

Table 4.26
Usefulness of the Information (Time 2)
(scale 1=strongly agree; 5=strongly disagree)
(strongly agree & agree combined)

 

 

 

 

 

 

 

 

 

N567
Variable Name Frequency Percent
Hill use information in personal or family 48 71.6
life.
Hill use information on the job or in 47 85.1
school.
Hill use the skills in the next month 44 65.7
Hill use the skills in the next year 50 74.6
Hill use the techniques and strategies to 43 64.2
improve my community coalition

 

 

 

A review of the data indicate that the information presented in the training
was useful to more than two thirds of the participants. They thought that they
would use the information personally, on the job or in school, and in the
community coalitions. Many planned on using the information in the next

month or during the coming year. The Cronbach’s alpha for the five variables

131

combined was .82.

2,, In: :xttza o whi h h- rti 'rn .:0 th- in or -I0 th- :- nu t
the treining.
Table 4.27

Information Used (Time 3)
(scale 1=strongly agree; 5=strongly disagree)
(strongly agree 8 agree combined)
N530

Two months later

 

 

 

 

 

Variable Name Frequency Percent
Used information in personal or family 19 67.9
life.

“Used information on thepjob or in school. 16 64.3

I Used the skills during the past month ' 16 57.1

 

 

Hill use the skills in the next year 21 75

 

  
  

Used the techniques and strategies to 16 53.3
i rove my community coalition

 

 

 

 

 

E E

The post-post data indicate that the participants used the information
personally, on the job or in school, and during the past month. Most planned
to use it during the next year. More people used the information personally
than in developing a community coalition. When the five variables were
combined the Cronbach’s alpha was .90.

Since these data were collected at Time 2 and Time 3, it was possible to .
determine if there was a significant difference between those who dropped out
after Time 2 and those who completed the training (Time 3). An independent t-
test between Time 2 and Time 3 indicates that there was no significant

difference between the two.

132

The independent t-test between teens and adults indicates that there was

a significant difference between them at Time 2 (t-value = 2.50; 2—tail prob.

.017). With a mean of 2.21 for the teens and 1.87 for the adults, it appears that

they were undecided about where they would use the information.

At Time 3, the probability indicates that there was no significance

between teens and adults (t-value = 1.78; 2-tail prob. .086). The standard

deviation between the two was nearly .05 and a review of the means data

indicates that the people who remained in the project moved closer to being

undecided at Time 3. The mean of the teens was 2.76 and of the adults, 2.13.

These small numbers at Time 3 prevents this difference from being examined

for statistical significance.

_3, xi ntt whi hth rti i ant

W

(scale 1=strongly agree; 5=strongly disagree)
(strongly agree & agree combined)

Table 4.28
Use of concepts

N530

oaliti n

il in

Two months later (lime 3)

 

m—

 

 

 

 

 

 

about coalition building and teen issues.
m

 

 

Variable Name Freqyency Percent
Used information on team building. 21 73.3

Used information on teen issues. 23 76.7

Used information on resources development. 20 66.7

Used information on leadership. 24 80

Used information in the notebook to learn 16 53.3

 

A review of the data indicates that the participants did use the concepts

13

3

 

presented in the training. Leadership (80 percent), team building (76.7 percent)
and teen issues appear to be the concepts most used.

The Cronbach’s alpha for the combination of the 5 variables was .90.
The independent t-test between teens and adults indicates that there was no
significant difference (t-value=-.21; 2 tall prob.=.83). ‘
_4,, whi hth rti i n th inf rrn ti nt

Malena.

Table 4.29
Action Plans (Time 3)
(scale 1=strongly agree; 5=strongly disagree)
(strongly agree & agree combined)
N530

 

Variable name Freq percent

 

Action was taken as a result of problems discovered in the 12 40.0
community coalition through the use of the techniques learned
at the ACE training.

 

 

 

An action plan was developed by my corrmunity coalition. 16 53.3
My cmity coalition functions the same as it did before the 7 23.3
ACE training.

My community coalition makes a difference in my community. 16 53.3

 

 

 

 

 

My calamity coalition is doing some inportant work in the 15 50
cmity.

Twelve participants (40 percent) felt that action had been taken in their

 

community coalition since the training. Twenty-three percent thought the
coalition functioned the same way it did before the Alliances for Community
Empowerment (ACE) training. A little more than half the group (53.3 percent)
thought their community coalition made a difference in their community.

As a total action variable the Cronbach’s alpha was .81. The

134

independent t-test between teens and adults indicates that there was no
significant difference between the two (t-value=-.79; 2 tail prob. = .439).
III. SECTION II - Development of the community coalition

Data were collected from two sources to determine the levels of
development of the community coalitions. Participants completed quantitative
assessments of how they thought their coalitions were functioning and also
participated in a focus group meeting. In addition, the staff of the Community
Partnership for Prevention completed questionnaires. Both groups participated
in focus group sessions.

The groups supported the fact that the community coalitions that were
forming were very new and at different stages of development. One county had
only a small amount of activity since the workshop. Only one participant
completed the assessment. It was found that the staff person assigned to work
with that county had a difference of opinion with the administration of the
partnership. This difference made the staff person feel very uncomfortable
about sharing any information about the development of the county coalition. In
the other three locations, staff and participants shared willingly how their

coalitions were developing.

135

Table 4.30

Current Community Coalition Development (Time 3)
(scale 1 =always; 5=never)
(Always and usually combined)

 

 

 

 

    

 

  

 

   

 

   

 

   

 

  

 

 

 

 

 

N530
Frequency Percent
. Goals were written by the coalition members. 18 60
I weasel-s selected the leader. 11 36.7
, Several or anizations belonged to the coalition. 13 44.8
! Resources (time, money 8 people) were obtained to 15 51.7
. enable the coalitions to complete their work.
a All members took part in identifying the programs and 20 66.7
1 activities to be achieved.
' Roles G responsibilities were identified for each 13 43.3
member of the coalition.
‘ All of the members worked together to meet the common 21 70
~oals and objectives of the coalition.
Each member felt free to share information, ideas and 22 73.3
thoughts with all members of the coalition.
Different methods were used to identify the needs of 15 50
the people being served by the coalition.
‘ Mesbers of the coalition participated in writing the 9 31
. proposals for obtaining funding.
Coalition members knew the primary youth issues. 19 63.3
Coalition members understood the overlap between 18 60

delinquency, substance abuse, school failure and
PVGBDODCY-

 

 

 

 

Coalition has a diverse membership (different ethnic 15 50
backgrounds, ages and experiences).

As stated above, the three county coalitions were just beginning to form.

Most of the participants were members of other groups in their schools and

communities. Many of them (44.8 percent) thought that they were representing

these groups in addition to being members of the coalition. Teamwork and

communication were two areas about which coalition members felt very

favorable. Members seemed to work together to meet common goals and they

felt free to share information, ideas and thoughts with all members of their

1136

 

coalition.

The Cronbach’s alpha for the total community coalition variable was .94.
The independent t-test indicates no significant difference between teens and
adults (t-value=-1.16; 2 tall prob. =.260). The teens had a mean of 2.63 and a
SD of .94, while the adult mean was 3.12 with a SD of 1.22. With a small group
of people (N=30), it is not possible to consider this significant; however, it does
seem to indicate that the teens were moving toward the agree to undecided
end of the spectrum, while the adults were moving from the agree to the
disagree end. There appears to be a wider range of perceptions from the
adults than from the teens.

The Community Partnership for Prevention staff also expressed their

perceptions of how the coalitions were functioning.

137

Table 4.31
Current Community Coalition Development -- Staff
(scale: 1 = always; 5 = never)
(always and usually combined)

 

  

 

  

 

  

 

  

 

  

 

  
  

 

 
  
 

 

  

 

 
  

 

 

 

 

 

Time 3; N54
r
Variable Name Frequency Percent
Goals were written by the coalition members. 2 50
Members selected the leader. 2 50
Several organizations belonged to the coalition. 2 50
Resources (time, money & people) were obtained to 2 50
enable the coalitions to complete their work.
All members took part in identifying the programs and 2 50
activities to be achieved.
Roles 8 responsibilities were identified for each 1 25
member of the coalition.
All of the members worked together to meet the common 3 75
oals and objectives of the coalition.
Each member felt free to share information, ideas and 2 50
thoughts with all members of the coalition.
Different methods were used to identify the needs of 3 75
the people being served by the coalition.
Members of the coalition participated in writing the 1 25
proposals for obtaining funding.
Coalition members knew the primary youth issues. 2 50
Coalition members understood the overlap between 2 50
delinquency, substance abuse, school failure and .
‘pregnancy.
Coalitions had a diverse membership (different ethnic 2 50
backgrounds, ages and experiences).

 

 

 

 

 

There were very few staff people at the Community Partnership (4) and
the data gives a limited perception of how the county coalitions were
functioning. It appears that the staff and the participants had similar
perceptions of how the coalitions were functioning. Staff members thought that
the coalition members were more involved in selecting their leader than did the

members. Staff members also thought that they used different methods to

138

identify the needs of the people being served while coalition members did not
think so. Finally, coalition members thought that they understood the teen
issues better than staff members thought they did.

The partnership staff wrote comments about the functioning of the
community coalitions. They stated that the coalitions were still in the infancy
stages of coalition building. As a result of the training, several of the smaller
groups came together to work on a joint county community coalition. Though
not giving up the identity or functioning of their individual groups, such as SADD
or Project Pals, the groups began working on forming county coalitions to meet
the needs of youth at risk.

Summary of Quantitative Data

A table of all of the variables provides an overview of this exploratory
research project, which included training inputs, training outcomes and
conditions of transfer. Overall, the reliability of the combined items indicates
that the design of the instruments provides an adequate understanding of the
participants’ perceptions of themselves and the functioning of their community
coalitions.

Table 4.32
Training and Post-Training Overview

 

  

Variable Name Number of Items Cronbach's Alpha Significance
Teens and Adults

 

 
 

Characteristics

 

 

 

 

 

 

 

Experience 21 **
Prior coalition experience 12 .62
Application of training 25

 

 

139

 

Table 4.32 (cont'd).
Attitude 12 .86 **

 

Post Attitude 12 .71 *

 

Training Design

 

 

 

 

 

 

 

 

 

Learnipgjppjnciples

Relapse Prevention 6 .86
strategy (Time 2)
Relapse Prevention 6 .81
strategy (Time 3)
Session strategies 4 .56
(Time 2)

I Session strategies 4 .77
(Time 3)

I

l workshop strategies 11 .86
Understanding of 3 .74 *
concepts
Skills Necessary 4 .67
Awareness and 7 ~ .76

competency (Time 2)

 

Awareness and 7 .81
competency (Time 3)

 

 

 

 

 

 

 

Content
Teen Issues (Time 1) 20 .43 **
Teen Issues (Time 2) 20 .47 *
Teen Issues (Time 3) 20 .66 **
Coalition Concepts 35 .47 **
(Time 1)
Coalition Concepts 35 .63 **
(Time 2)
Coalition Concepts 35 .13 **
(Time 3)

 

Comani ty/work environment

 

 

 

 

 

Support
Staff 6 .87
Member 6 .83
Recognition for skills 5 .66
used
Recognition for work 5 .66

of coalition

 

Opportunity to use

 

Use (Time 1) 5 .82 *

 

 

 

 

 

Use (Time 3) 5 .90

 

 

Ju4l)

 

  

Table 4.32 (cont'd).

 

  
 

 

Use of concepts 5 .90
Action Plans 5 .81
13 .94

 
 

Overall Coalition Functioning

 

 

 

 

 

 

* 5.10; ** 5 .05

A review of the data in the above table indicates that the variables where
significant differences between teens and adults exist were: past coalition
experience, attitude (Time 2), attitude (Time 3), content learned, and
understanding and use of the concepts (Time 2). The other variables did not
show significant difference between teens and adults. To determine whether
there were any relationships between the variables, a correlation matrix was
constructed.

Correlation

The Pearson r was used to measure the correlation between individual
perceptions of behavior and the functioning of their coalition. This correlation
looked at the relationship of the variables and the strength of the relationship.
A correlation, between variables, of .5 or above was considered a strong

correlation, while a correlation below .5 was considered weak (Rowntree, 1981,

PP 163)-

141

Table 4.33
Matrix of Correlation Coefficients (Overall population)

 

 

 

 

 

 

 

 

 

f fmctioning (Time
3’

l__

 

 

 

 

 

 

A review of the data in the above table indicates that principles of

learning, increased awareness and competency, member support, recognition

 

Variable name Principle Awareness Member Recogniti Concepts Action Coalitio
‘ s of 8 Support on used plan for n
learning Competenc (Time 3) coalition (Time 3) the function
(Time 3) y (Time 's work coalition ing
3) (Time 3) (Time 3) (Time 3)
Principles of 1.0000
: learni s (Time 3)
Awareness 8 .5867 1.0000
Competency (Time
3)
g Member Support .5053 .1598 1.0000
: (Time 3)
' Recognition of .4056 .2075 .4285 1.0000
i coalition's work
(Time 3).
1 Concepts used .6603 .3475 .4973 .4609 1.0000
, (Time 3)
Action plan for .5778 .4973 .2962 .5708 .4238 1.0000
the coalition
(Time 3).
Coalition .6584 .6337 .6678 .5898 .5753 .6702 1.0000

 

of the coalition, use of coalition and teen issue concepts, and an action plan for

the coalition were predicted to be positively and moderately correlated with

substantantial relationship to the functioning of the coalition. Two problems

exist with the correlations. First, with the low number of participants who

completed the instruments at Time 3, the correlations may not be significant

and causation cannot be inferred. Second is the problem of collinearity or

when two or more predictor variables are highly correlated they may distort the

analysis (Craft, 1990). However, since this is an exploratory study, it may be

142

 

helpful to understand the relationships between the variables and to build on
those in future studies.

It. appears that those participants who had a better understanding of the
principles, felt competent in building coalitions, had member support, were
recognized for the work the coalition did, used the concepts and had an action
plan for their coalition, were more likely to have higher functioning coalitions.
Focus Group Analysis

Thirty teens and adults participated in the focus group sessions. This
same group of people completed the third instrument (Time 3). The sessions
were held immediately after the participants completed the instruments. Five
sessions were held, one in each of the four counties and one with the
partnership staff.

The range in the number of participants who attended the focus group
sessions varied. Presque Isle county had one teen and two staff members from
the partnership. Montmorency had three teens attend, all from one high
school, as well as three staff members from the partnership. Alpena had five
teens, two adults and one staff person from the partnership participate and
Alcona had present 13 teens, three adult volunteers and three staff members
from the partnership.

The information gained from the focus group sessions added to the
information gained from the survey instruments. The focus group questions

centered around support the groups received from staff or the community,

143

opportunities to use the information they had learned at the workshop, and
comments on how their community coalitions were functioning. (See Appendix
J for the instrument.)

Because of the small numbers of people, it was not possible to
determine whether there were patterns in the information. The audio tapes and
notes of the sessions became a source of data that seemed to support what
was found in the quantitative data. What was discovered in the focus group
sessions was that, after the training, two counties decided to merge their small
organizations into two county coalitions. In the other two counties, though the
groups may do things together, they remained separate groups. Reasons for
this included distances between schools and age differences between teens.

1, [he extent te whieh the pertieipente reeeived egpeert fer the fungiening ef

m n' liti n.

Coalition members were asked about the types of support they received
during the development and maintenance of their community coalition. The
most often mentioned support, in declining order, came from other members,
partnership staff, school personnel, parents and other agency staff. Church
staff, or the spouses of church staff and police department personnel were also
mentioned as people who supported the coalitions. The types of support
received by these groups varied.

There were several examples of how members supported each other in

the community coalitions. Members supported others in the coalition by

144

helping them use the skills that they had learned in the training. This support
too many directions; yet many teens mentioned that their coalition members
supported their beliefs to stay away from drugs and alcohol. This support
seemed to be a coping mechanism for the teens who were constantly being
pressured to use illegal substances. Members also did things for each other.
They picked one another up to attend meetings, they provided services free of
charge for coalition activities, or were they available for others to talk to.

The partnership staff supported the coalitions in various ways. These
examples of staff support included the ways staff encouraged the community
coalitions to meet and provided information about outside resources. They
provided 8 1-800 telephone line for coalition members to call with questions,
and they helped the groups organize activities around the substance use and
misuse topic. Members of the coalitions commented many times about the
wonderful support that the staff provided and how important they were to the
development of the coalitions.

Other type of support from other groups was resources. These
resources could include the use of a facility, financial resources, or human
resources. Many schools have donated facilities and have sent mailings out for
the group. Businesses have donated food and beverages to the groups when
they met. The police agencies provided speakers and support for the groups’
work, and parents have helped out as needed. Though parental support was

only mentioned a few times, the response of the groups indicated that it was

145

helpful, appreciated and important.
_2_. ntt whihth rtii nth n rtn' t th
infermetjen they neg geinee frem the werkehee.

Overwhelmingly, the peOple who were involved in their community
coalitions and participated in the Alliances for Community Empowerment
training felt they gained something from the workshop. They increased their
awareness about teen issues and built relationships between themselves, either
as teens or adults.

Many teens and adults indicated that they could identify the four primary
teen issues and the interrelationship among them. They thought about the teen
issues and applied that information to those around them. One teen stated, "it
changed my outlook on this kind of stuff.“ Another teen stated, “I catch myself,
when I see kids in one thing anvolved in drinking or pregnant), I can see that
they are involved in the other issues.“ For the teens, the issues seemed to
impact them the most.

The ecological model of risk and protective factors most impacted the
adults. One adult mentioned that she gained an understanding of how a
community is responsible for its youth and the interconnectiveness of the
protective factors.

There were several specific skills that were mentioned in the focus group
sessions. The techniques discussed the most were consensus building,

nominal group process, development of an action plan, leadership and

146

problem-solving techniques. They used those skills to develop mission
statements, plan activities and set goals for their groups. The consensus
building skills were noted with surprise in that they did not have to remind
people about the consensus process and that people proceeded to function in
a consensus manner. They also used their team building skills to build
relationships between teens and adults in the group. Several discussions
occurred related to the nature of group thinking in comparison to individual
thinking. There were discussions about how to build their communities and the
responsibilities of teens and adults to each other.

When asked what they liked most about the ACE training,
ovemhelmingly, the responses had to do with building relationships. These
relationships were between teens and adults, and in several instances, between
the teens themselves. For many people, the training provided an opportunity to
meet other people who had similar goals and values, and who came together
and made decisions. Inclusion of ideas was the norm, not the exception.
Several people mentioned that they were not “islands working alone” and that
there were others with common ideas and goals. An important comment made
by both teens and adults related to the value of the opportunity for teens and
adults to "talk with" one another. They said these discussions helped them to
understand how teens and adults think--what is common and what is different.
Many people mentioned that the ACE workshop gave them an opportunity to

learn about teens from neighboring areas in a non-competitive setting.

147

Sometimes these rival schools were less than 10 miles apart, yet people would
not talk to each other because they were afraid of how they would be treated.
When asked what they did not like about the training, several people
discussed the number of people attending the training, the difference in ages
between the teens, teens forced to be there, and not enough time to think and
process the information. Many discussed that some of the presenters were
“boring” because they lectured. The sessions that they felt were the most
beneficial were those that were experiential in nature, where they had an
opportunity to move around, participate in a learning activity and then process
the information. Several people mentioned that there was too much information
presented to understand or process, especially for some of the younger teens.
When asked if they would attend another training of this type, most
people indicated that they would, if those changes were made. They thought it
was worth their time and that they had learned something about themselves
and others.
IV. Summary of Findings
1. After receiving training and participating in a community coalition formed
on behalf of youth at risk, teens and adults perceived as of great
importance the need to learn about the skills needed to build community
coalition.
2. Teens and adults have favorable attitudes toward learning about teen

issues and coalition building.

148

10.

The teen issues were used by teens and adults, however, adults
appeared to continue to increase their knowledge about them.

Training strategies that appeared to increase skills and knowledge were
working in teams, goal setting and team building.

The training strategies were effective for both teens and adults.

The relapse prevention strategy aided in the transfer process.

Both staff and the members provided support to the coalition members.
The type of support varied between the two groups.

Less that half of the participants have received recognition for using the
skills learned in the training.

Teens and adults felt competent about building community coalitions
formed on behalf of youth at risk, and have used some of the skills and
knowledge that they learned in their personal or professional lives.
Coalition building techniques were used by teens and adults.

Chapter Summary

In this chapter, methods for collecting the data were explained and the

approaches for analyzing the data were applied. In the conceptual model,

trainee inputs consisted of trainee characteristics, training design and work

environment. Training outputs consisted of learning and retention. Finally,

conditions of transfer included generalization and maintenance. Each

component of the model was presented and descriptive information was

provided. Training and post-training strategies that enhanced the training

149

process and influenced the formation and maintenance of community coalitions
formed on behalf of youth at risk were identified.

The conclusions drawn from the data analysis and recommendations for
increasing the use of effective training and post-training strategies will be

presented in Chapter 5.

150

CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS

This chapter includes a summary of the purpose, research questions and
methodology of the study. This is followed by the conclusions drawn from the
analysis of the data, recommendations for increasing the transfer of skills and
knowledge to the development of community coalitions, further research
recommendations, implications, and a postscript on community based research.
Summary

This exploratory dissertation research project was initiated to understand
the effectiveness of training and post-training strategies on the formation or
maintenance of community coalitions that work on behalf of youth at risk.
I. The four purposes of this exploratory dissertation research and

development project were:

1. To develop effective strategies that lead to the formation and
maintenance of community coalitions working on behalf of youth
at risk in Michigan.

2. To develop a training program for teens and adults working in
community coalitions formed on behalf of youth at risk.

3. To examine post-training strategies related to the success of four
Michigan community coalitions.

4. To evaluate if transfer of training strategies used in business

training were transferable to a human service model.

151

Six research questions were established to guide the study.
ll. Methodology

Data for this study were collected from 76 teens and adults involved in
the Community Partnership for Prevention project in Alpena, Alcona,
Montmorency and Presque Isle counties. The population was asked to
participate in a community coalition training, to complete pre-, post- and post-
post surveys, and to participate in a focus group session.

The surveys consisted of several parts: knowledge of coalition building
and teen issues, demographic information, workshop reactions and community
environment factors. At the focus group session, the participants were asked to
respond to questions about the types of support they received in maintaining
their coalition, how they used the skills and knowledge they had received at the
training, and how their community coalition was functioning.

These data were analyzed using several methods. Frequencies and
percentages of specific questions and independent and dependent t-tests were
conducted to analyze the differences between teens and adults, those who
completed all four of the instruments and those who dropped out. Correlations
were used to determine whether there were any relationships between the
training and post-training strategies and their impact on the functioning of the

coalitions.

152

III. Research Questions
Six research questions were established to guide the study. Data were

collected via surveys and focus groups. Though there are limitations to the

study, it is possible to draw some conclusions from the data gathered from the
research questions.

1. After completing the Alliances for Community Empowerment (ACE)
training program, to what extent did participants increase in knowledge
related to contemporary issues facing teens, and building and
maintenance of a community coalition? Were there significant differences
between teens and adults on levels of knowledge?

There were limitations in the knowledge scores due to the alpha scale
changing between the pre, post and post-post tests. However, the teen issue
scores increased by 2 points from the pre- to the post-test. There was a
decrease by the teens between the post- and post-post test. The coalition
building scores increased in smaller amounts from pre- to post- and
decreased a great deal in the post-post tests. There was not a statistically
significant difference between teens and adults, yet the means indicated a
continued increase in scores on the teen issues for the adults.

2. To what extent did participants perceive the training strategies helpful in
developing the skills and knowledge they needed to develop and
maintain community coalitions formed on behalf of youth at risk? Did

they find the training beneficial? Were there significant differences

153

between teens and adults?

Working in groups, goal setting and team building were the more
effective strategies in developing the skills needed to develop community
coalitions formed on behalf of youth at risk. During the training, the "making the
grade“ session was least effective; however, it was used when the participants
returned to work in their local coalitions.

At the end of the training, the participants perceived they had an
understanding of the connections between the concepts of coalition building,
teen issues and the overlap between the two. It appears that the adults
understood more of the concepts than did the teens. In addition, the
participants thought they had the skills necessary to maintain community
coalitions. There was no significant difference between teens and adults.

More than two-thirds of the participants thought the workshop was
organized, relevant and practical. Most people felt that the sessions were too
long and that there was not enough time to process the information.

The relapse prevention technique was found to be an effective strategy in
the transfer process. There does not appear to be a significant difference
between teens and adults.

In the follow-up focus group sessions it was found that the participants
thought the training was beneficial to the development of their community
coalitions. Though they learned several techniques from the workshop, they felt

that what they learned through the interactions of teens and adults was just as

154

beneficial, if not more so.

3. To what extent did participants perceive an increase in awareness and
competence related to coalition building? Were there significant
differences between teens and adults?

There was no significant difference between teens and adults in their
increase in awareness and competence related to coalition building. Two
months after the workshop, more than 90% of the participants felt they were
more aware of issues facing teens and how to work with teens and adults.
More than 85% felt that they were more competent in building community
coalitions.

4. To what extent did teen and adult participants use the skills, techniques
and knowledge learned in the ACE workshop?

A. Which concepts were used the most in the coalition?

B. Which concepts were not included in their coalitions?

The quantitative analysis of the data indicates that the skills and
techniques used the most in the coalition’s development were the leadership,
team building and teen issue information. More than 53% of the participants felt
that an action plan had been developed. In the focus groups, several specific
techniques were discussed: the nominal group process skills, consensus
building, goal setting, development of an action plan, leadership and problem-
solving techniques.

5. To what extent did the community-work environment strategies increase

155

the development of community coalitions formed on behalf of youth at

risk?

The quantitative analysis indicated a stronger correlation between
members than staff support. However, in the focus groups, the members of the
coalitions discussed the importance of staff support. The other
community/work strategies that seemed to impact the development of the
coalitions were those that increased the participants’ understanding of the
principles related to coalition development, those that increased awareness and
competency in building a coalition, thosethat provided an opportunity to use
the concepts and to develop an action plan for their coalition.

6. Did the groups participating in the ACE training develop coalitions in their
own communities?

It appears that two counties merged as a result of the training to form a
larger community coalition. The other two counties decided to continue as
separate groups; however, they plan to continue communicating with one
another.

Though the training may not have been the only strategy that was
needed in developing coalitions, it appeared that it provided participants with
several skills that they could use in their local coalitions. As important was
giving individuals the opportunity to discuss their views, develop relationships
and come to an understanding that there were others who had similar interests

and goals.

156

IV.

Conclusions

Different information is gained with different methodologies and one
method may not be adequate. Additional information may be found by
combining survey instruments with focus group sessions.

Similar training may be designed for teens and adults. Teens have less
experience and may need additional strategies for understanding specific
concepts. However, there appears to be more similarities than difference
between the two groups.

Post-training strategies impact how community coalitions operate. It
appears that those participants who had a better understanding of the
principles, felt competent in building coalitions, had staff and member
support, were recognized for the work the coalition was doing, used the
concepts and had an action plan for the coalition, were more likely to
have a higher functioning coalition.

Teens and adults use the information they learned in training and work
together in community coalitions.

By adding relapse prevention strategy to training the transfer process is
enhanced.

Limitations

Limitations of this study should be recognized. This study did not

include a random sample of the population interested in developing community

coalitions formed on behalf of youth at risk. Participants who attended the

157

training were self-selected, based on their interest in working in these

community coalitions. Second, this study was conducted on a very

homogenous group. Almost all of the teens and adults who attended the
training were caucasians who lived in similar environments. The findings of this
study may not hold for community coalitions formed in urban areas. However,
the pilot group, which was predominately African American from an urban area,
supported what was found in this study.

VI. Recommendations
The recommendations resulting from this study concentrate on

increasing the use of effective training strategies. A second goal is the

discovery of the organizational strategies that increase the use of skills and
knowledge learned at a training in the community.

Tralnlng recommendations

1. Skill and knowledge instruments: Develop different types of knowledge
instruments that may be more appropriate for the audience. Recognize
the possibility of having participants who are different ages and provide
age specific knowledge tests.

2. Participant to facilitator ratio: Work closely with the collaborating groups
to help them understand the importance of an appropriate number of
participants to attend the training. If changes cannot be made,
facilitators need to be prepared to accommodate the additional people.

3. Experiential learning: Work with outside speakers to help them learn

158

how to present the information using experiential learning techniques.
This is a challenge, because though this was done, many times it is not
feasible, the resource person may not use the suggestions, or a
presenter will not share with the coordinator the methods they use in the
training. Coordinators need to leave ample time to work with outside
presenters. In addition, new ways need to be developed to teach
coalition building skills. They need to be action—oriented and allow for
adequate processing of the information. Current strategies may need to
be adapted.

Appropriate number of learning concepts. It is important to include a
limited number of learning concepts in training programs. One challenge
for volunteer groups is the need to present everything at once, because
this may be the only time training will be conducted. One strategy is to
focus on only the most important concepts and provide other ways for
people to learn the rest. More plans may need to have an initial training
and than offer a follow-up series. If training contains too may concepts,
volunteers may not be able to process the content and become
frustrated with the training.

Teen and adult participants: More training should be done in the future
that includes teens and adults. It may be necessary to provide some
training only for older or younger teens and adults. This may facilitate

the learning of the groups. Strategies need to be developed to

159

encourage more adults to attend trainings with teens. Both teens and
adults are needed to ensure the continuation of community coalitions.
Adult males need even more encouragement to attend and participate in
the coalitions.

This study found two areas in which there were significant differences

between teens and adults. The first was with prior experiences and the second

was with learning and retention of the coalition and teen issue concepts.

Taking this into consideration is important for the development of future training

programs.

Post-training strategies

1.

Members appear to influence the activities of other members more than
any other group of people, besides the staff assigned to work with the
coalitions. Team building strategies will continue to be a major part of
post training strategies. Further development of what characteristics are
important for member support needs to be considered.

Staff support needs to be reviewed prior to the development of
community coalitions. Staff support can include providing 1800 numbers
for community members to call when they are long distance, a
willingness to listen, encouragement, involvement in activities, or
providing information about resources. With limited staff resources
available to organizations, further development of what characteristics are

important for staff support needs to be considered.

160

Opportunities to practice the skills that were learned in the training is
especially important for people to be able to utilize what they have
learned. Plans to use the information, once training is completed is
important. Different techniques can be used and facilitated by staff
members such as identifying the four major risk behaviors, helping
groups develop action plans or work on their mission statements. For
groups to feel comfortable with the skills, they need to use them.
Appropriate recognition for the skills learned. In this study most peOpIe
did not feel a need to receive personal recognition for using the skills
they had learned. They did want to receive recognition for the work that
the coalition had completed. Thank-you letters and words of
encouragement are two methods of recognition. Other ways can be
identified to help the coalition to continue functioning.

Development of action plans to encourage coalitions to move forward.
Action plans are important components which help coalitions function. It
is important to include their development in the training, and to support
the completion of the plans once the training is done.

Appropriate involvement and recognition of other organizations involved
in the coalition’s development process. As coalitions are built, it will
continue to be important to recognize an agency’s involvement.
Sometimes that involvement may seem small to one agency, yet it is

significant to another. The lack of recognition can create tensions

161

between staff members, and can hinder future collaborations.

7. Staff training on specific coalition building techniques. Several strategies
can be utilized to train staff. Some training can be completed together
with members of the community. It also may be helpful if staff receive
training on specific techniques prior to participants’ training so they can
lend more support to the groups when they return to their communities.
By providing appropriate training and post-training strategies, volunteer

agencies will continue to encourage the involvement of teens and adults in the

decision-making process in their communities.

VII. Conceptual Framework
One aspect of this study was determining the feasibility of utilizing a

conceptual model that had been designed in the business community and

adapting it to a volunteer study. The goal was accomplished. This study
demonstrated that many training inputs had similar results to those identified in
the business research.

The training inputs of trainee characteristics, training design and
community/work environment are similar in a volunteer community. The
training outcomes of learning and retention affected the conditions of transfer.
However, they are not the only factors that influenced the conditions of transfer.
As many organizational change models demonstrate, community/work

environment has a major influence on the conditions of transfer.

162

VIII. Project Contributions
This study had several other outcomes that resulted from the project.

They include: i

1. Development of a comprehensive survey of literature related to
contemporary teen issues and coalition building. This information has
been used by other staff and volunteer training programs.

2. Creation of several instruments which are being adapted and utilized in
two youth-at-risk sites in Michigan to determine baseline data related to
the effectiveness of their coalitions.

3. Training of approximately 70 teens and 80 adults representing 10
counties through the three training programs during 1992-93.

4. Contributions to the information about coalition development,

maintenance and survival.

5. Contributions to the information about how teens and adults can work
together.
6. Development of training materials for the Alliances for Community

Empowerment training program.

7. Provision of new components for existing courses. Coalition and
collaboration development concepts and processes plus information
about teen issues have been incorporated into several graduate level
courses in Family and Child Ecology such as Program Design and

Development, Program Evaluation and Family Ecosystems. Independent

163

studies have also been selected by students to funher pursue

information related to coalition building and youth issues.
IX. Recommendations for Further Research

It is recommended that further studies be conducted expanding on the
appropriate training and post-training strategies. Broader studies could include
similar training programs of teens and adults in other locations in Michigan.
This would provide a more complete picture of the type of training most
effective for this age range. It also may be feasible to identify which concepts
need to be covered in an initial training program and those that are better
covered in future trainings. Since adults, along with teens, are being looked at
as needing to be empowered to help solve community problems, training that
helps them develop and maintain community coalitions is needed.

As the study found, training in itself is not sufficient to ensure the
development of community coalitions. A more indepth study could look at
specific organizational factors that enhance the development of community
coalitions. This study was successful in identifying which support factors, such
as staff, or peers encourage the development of a coalition. Further research
could identify which characteristics within those groups help or hinder the use
of the skills and the development of a community coalition formed on behalf of

youth at risk.

164

x. Post-script - Community Based Research

As one of the research members on the team stated, "action research
using volunteers associated with community-based programs provides real
challenges for conducting substantive research." These challenges include the
development of appropriate instruments for the participants, determining the
statistical analysis, and building coalitions with all of the agencies and staff
involved in the project, at the university, in extension and in the community.
There are also the challenges of convincing some of the faculty that it is
appropriate and important to do training and research with both teens and
adults.

Individuals who decide to do community-based, volunteer-directed
research need to be prepared for a changing environment. They need to build
in ample time to complete their study. Volunteers can be involved for a very
short period of time and then decide to leave. If they do not see any
significance in the study, they may not complete the process. However, once
they are committed to the project, they will give of themselves very freely.

One goal of community based research may be to have more input from
the volunteers on the content of the study. Though their input may lead to
more participation in the study, this may cause other problems for the
researcher. The researcher may have less control over the content of the
study, may be challenged with people participating in all or part of the study or

having people drop out at the very end. It is speculated that if local people had

165

more input into the designing of an evaluation, they would feel more ownership
and participate in more aspects of the research.

This type of research provides insight into the developmental process
communities are using to meet the needs of youth in their communities. It
gives researchers the opportunity to develop studies that can be utilized by

other agencies to determine strategies to improve their communities.

166

APPENDICES

APPENDIX A

APPENDIX C

Letter to Parent of Teen Participants

 

 

 

W 4-H Youth Program at Bel-hey Hall
J COOPERATIVE SERVICE EastLansIng. Michigan ssszum
Aidan-t State University (517) 355-0180 FAX (517) 355-6748

 

February 7.5, 1993

Dear Parent of ACE Participant:

Thank you for your tccn’s interest in attending the 4-I-I Alliances for Community Empowerment training in
Hillman, Michigan. This project is a part of a research project that is being done at Michigan State University,
4-H Youth Programs. The project is titled. 'Building Community Youth Coalitions: Strategies for Facilitating
Transfer of Training.‘ It is an effort to identify what methods are most effective in helping support adult and
older teens who work with community coalitions.

There will be four parts to the research project. The first and second parts will be surveys done at the Alliances
for Community Empowerment workshop that will be held February 27 to March 1, 1993. The third and fourth
parts will take place five or six months after the workshop. At that time, your fees will be asked to complete
anothcr survey and participate in a group discussion about what the coalition is doing and how it is functioning.

Thc surveys will be treated with strict confidence. Completed surveys will be returned in scaled envelopes. Your
tccn‘s name will not be identified with his or her reaponscs. Your tccn will be asked to put an identification
number on his or her surveys, however. his or her name will not be attached to the responses. The group
meeting will be tape-recorded, but his or her identity will be protected since the name will not be attached to
interview transcripts or to any of the study’s findings.

I would very much appreciate your tccn’s participation in this study. Your tccn's participation is strictly
voluntary; you may choose not to have him or her participate at all or to stop at any time without any penalty
or effect on your relationship to 4-I-I. If you are willing for your teen to take part, please complete the enclosed
form and send it with your child to the Alliances for Community Empowerment training session.

If you have questions or concerns about the survey or its use in this study feel free to contact me:

Cyndi Mark

Program Lcadcr

6H Bcrkcy Hall

East Lansing, MI 48824-1111
(517) 355-0180

Thank you for participating in this study. The information that we gain from this study will help future staff,
volunteers and older teens work more effectively with community coalitions. It may also help groups work
cooperatively to improve youth programming in their communities.

Sinccrcly,

Cynthia B. Mark %

Program Lcadcr

4-H Youth Programs

CBszjb

cc: Extension 4-H Youth Agent Concerned

 

Wmmmmmmmwwmmmmmw.
numloriglnsexorhandlcap

Midilgan State adversity. 0.5 Wolwnmeumceoparatm
H50 lean Affirmative ActiorVEnusl Opportunity Irv-hutch

169

APPENDIX B

APPENDIX D

Teen Study Consent Form

STUDY CONSENT FORM
PARENTS OF TRAINING PARTICIPANTS WHO ARE MINORS

I . voluntarily agree to allow my teen.
. to participate in the study, "Building Community Youth Coalitions:
Strategies for Facilitating Transfer of Training." which is described in the attached letter.
Iunderstand thatallresultsfromthisstudywill be treatedwith strict confidence andthat
my child will remain anonymous in any report of research findings.

 

 

 

Signature Date

170

APPENDIX E

APPENDIX E

Pre-, Post-test Instruments

My birthday is:
(month/day/yw)

 

Alliances for Community Empowerment

For each numbered statement below, select the partial statement that best completes the phrase. Check one of
the two choices, even if you are not sure of the answer. it is okay to guess.

Teen Issues

1. Delinquency, substance abuse, school failure and pregnancy are
_ separateanddifl'erent issuesthatinfluence thelivesofteens.
_ intenelatedandaverlapwitheachotherinthelivesofteens.

2. Family bonding and cultural enrichment in the home
_ do not appear to influence the behaviors of teens.
_ deter the tendency toward problem behaviors of teens.

3. The quality of the neighborhood influences the behavior of teens,
_ which is both high and low risk behavior.
__ only high risk behavior.

4. All problem behaviors except drug use is related to
_ poverty level families.
_ all income level families.

5. The more risk behaviors in which a young person participates,
_ has limited impact on risk behaviors in future years.
_ the greater the chances of higher risk in later years.

6. Delinquent behavior is more likely to occur with
_ boys.
_ girl!»-

7. High risk behavior is influenced to a great degree by one's

_peers.
_Pflm

8. Delinquent behavior is highly related to
_ poor performance in team sports and activities.
__ poor academic performance.

9. Today’s preysant teens rarely
_ keep and “mother” their babies.
_ put their babies up for adoption.

10. Increasingly sexual activity occurs at
_ yotmgeragesforbothboysandgirls.
_ yomserasuforonlyboys

11. Being informed about contraceptives is more likely to exist for
_ boys
_ girl:-

12. The younger girls begin sexual relationships, the more likely

_ pregnancy and sexually transmitted diseases will occur.
_ sexual promiscuity will decrease.

13.Drugusebyteensusuallybeginswith
lee-1m

_harddrugs.

171

14.Experimentationwithdrugsoccursasearlyas
_ elementaiyschool.
_ middleschool.

15. A significant influence on teens to use drugs is
_ peers.
_ parents.

16. Heavy use of alcohol by youth has
decreased.
increased.

17. Low school performance is both a predictor and a result of
_ nonsupportive families.
_ other high risk behaviors.

18. llliteracy is a characteristic of
_ 85% of teens who appear in court.
_ teens with and without problem behavior.

19. DrOpping out of school is
_ rarely related to future ability to get a job and salary level.
_ frequently related to future ability to get a job and salary level.

20. For every class, about 14% of youth
_ experience high risk behaviors.
_ do not graduate from high school.

Coalition Leadership

1. The goal of a coalition is to meet the needs of
_ all of the groups in the coalition.
_ one of the groups in the coalition.
2. The goals of the coalition should focus on
_ the present level of abilities of its members
__ stretching the level of abilities of its members
3. Goals should be stated and written so that
_ the more capable members can provide leadership in achieving the goals.
_ all members can understand and share a commitment to the goals.

4. Completion of the goals of the coalition should make a difference in the
_ success/failure of the coalition.
quality of life of the community.

'5'

e coalition leader should apply pressure on
individual members to improve their performance.
all members to improve the performance of the coalition.

6. Members of the coalition should seek to improve the performance of
_ coalition groups.

_ individual members.
7. The standards for the coalition should be aimed

high to command respect both in and outside the coalition.
at the level of other groups.

172

8. Aleader'sperceptionofpoliticsisthat
_ politicshaveanimportantinfiuenceongoals.
__ MshouIdbenobleandfreeofpolitics.

9. Aleadercanachievesuwessforthecoalitionby
_ givingmembersthefreedom to do the tasks.
_ monitoringcloselytheworkofall members.

10. A leader recognizes and rewards
_ superior performance of members.
__ all members regardless of the quality of performance.

11. A leader can achieve success by being Open to new ideas and information from
_ coalition members.

_ community leaders.

12. A leader shares leadership with any member that
_ has the expertise to lead.
_ 'sees" a need and volunteers to assist.

13. The coalition has a system for getting the

money resources needed to meet goals.

resources (people, money, time, energy, space etc.) from many sources.

14.1'hecoalitionachievessuccessbybeing
_ recognized for its previous achievement record.

_ involved with worthy causes.

15. The coalition can be successful if members
_ are selected who have records of success.
_ who have an interest in helping others

16. Success is obtained by providing a system of rewards that is
_ distributed equally among all.
_ known for quality of performance.

17. The results which the coalition needs to achieve determines
_ the plans and actions of the coalition.

_primarilythedesignofthebudget.

18. The roles and responsibilities needed to achieve the goals of the coalition should be identified
as needs arise, and communicated as needed and distributed by talents of members.
in advance, communicated to all and distributed across the membership.

19. The information system of the coalition
_ provides information to all members and allows all members to share information.

_ is managed by communication specialists and communicates regularly through formal methods.

20. Members of the group observe, evaluate all members of the group and reports information to
_ to the leader.
__ to the appropriate member.

Team Building

1. The goals and objectives of the coalition can be accomplished by
_ the members of the coalition.
employing consultants with expertise.

173

10.

Accomplishing goals and objectives of the coalition should be the responsibility of
__ all members and the leader.
_ the group of leaders.

Members of the coalition should be selected
_ basedontheirinterestinhelpingothers.
_ because of their past demonstration of ability to perform and work with others.

Achieving the goals of the coalition should be the
_ aim of all members.
_ in agreement with individual member goals.

Coalition success depends on
_ the success of the groups.
_ personal success of members.

Success comes from all members working towards
their individual goals.
_ the success of the coalition.
A coalition will achieve more if all members
_ trust each other and share openly with one another.
_ do their job and not be concerned with the work of others.

A coalition will achieve more if members
_ help each other and work as a team.
_ do their job and help others only upon request.

Working as a coalition requires members to

_ share a common set of values.

_ have a commitment to their personal values.
The work of a coalition depends on members trusting
that the end result will have quality.

each other to perform the task responsibly.

Resource Development

1.

The value of the coalition to the community depends on
creating program based on local needs assessments and decisions based on local data.
the financial base of the coalition.

Local needs should be determined by
a series of methods as surveys, focus groups, town meetings and forums.
a standardized needs assessment instrument.

The effectiveness of the coalition will be influenced by the degree to which the needs identified relate to the
_ common needs of each group in the coalition .
_ unique needs of each group in the coalition.

Grant proposals should indicate the needs of the
__ local community.
_ state or region.

Coalition proposals require the roles and responsibilities of each team or group be identified

_ in advance of submission of the proposal
_ after the proposal is funded.

174

APPENDIX F

APPENDIX F

Demographic Instrument

Coalitions for Youth at Risk

Please answer the questions below. Read the item and check or fill in the blank.

How old are you?

_14 - 15 years old _ 30 - 39
_16-19 _4o-49
_ 20 - 29 _ 50 and above

What is your racial-ethnic background: (check only one):

_ African-American _ Caucasian/White
_ Hispanic/Chicano/Latino _ Other
__ Asian Pacific American

How many years of education have you completed?

What is your level of education:

_ Completed middle school _ Completed technical/community college
__ Enrolled in High School _ Completed bachelor degree
_ Completed High School __ Above a bachelor degree

What is your gender?
_ Female
_ Male

Are you a Cooperative Extension Service staff person?

_ yes
_ no

How did you hear about this training?

County

 

OPTIONAL:

Name:
Address:
Phone Number:

Job Title:

Name of Organization:

 

 

 

 

 

175

APPENDIX G

APPENDIX C

WorkshOp Reactions

My birthday is:

 

(month/day'lycfl)

ALLIANCES FOR COMMUNITY EMPOWERMENT (ACE)
WORKSHOP REACTIONS

Thank you for participating in this workshop. Please complete the following items prior to leaving the workshop.
Your responses will help us improve on future sessions. DIRECTIONS: Please CIRCLE the number that
indicates your reaction to the workshop.

1.

10.

11.

14.

5...... J7; o/v/M/

Whatllearnedinthe'Ready,Sct,Go'sessionswillhelpme
apply what I learned at the ACE workshop.

 

The 'Ready, Set, Go' session made me more aware of the necessity 1 2 3 4 j
of having a method for applying skills.

 

 

 

 

 

 

 

 

I think the 'Ready, Set, 60' sessions made sense and was well 1 2 3 4 5
worth the time.

lthinkthe'Ready,Set,Goseasionwaswellw0i-ththetime 1 2 3 4 3
I saw no additional value in the 'Ready, Set, Go' session beyond 1 1 3 4 s
the workshop.

1 plan to use the 'Ready, Set, Go" techniques to help me apply 1 2 3 4 5
what 1 learned in the ACE workshop.

1 can use the workshop information in my personal or family life. 1 2 3 4 S
i can use the workshop information on the job or in school. 1 2 3 4 5
lwillusetheskillsl‘velearnedintheworkshopinthe 1 2 3 4 5
next month.

lwiilusetheskillsl‘veleainedintheworkshopinthe 1 2 3 4 5
next year.

Repetition of information by the speakers, throng: the posters and t 2 3 4 s
and information in the notebook helped me to learn about coalition
building and teen issues.

Working in youps helped me to better understand coalition building 1 2 3 4 s
and teen issues.

lthinkthegoalsettingsessionhelpedmesetgoalsformycommtmityl 2 3 4 3
coalition.

I think the team building session helped me learn how to work with 1 2 3 4 5
my coalition members.

I think the 'Making the Grade' session helped me develop an action 1 2 3 4 5
plan for my coalition.

176

16.

17.

.3

lunderstandtheconnectionsbetweenleadership,teambuildingand

g.” fa

sf fife“

resource development in coalition building.

Iunderstandtheoverlapbetweenyouthatriskissues—teen 1

pregnancy, school drops, substance abuse, and delinquency.

Iunderstandtherelationshipbetweenteenissuesandcoalition 1

I 'II'

I learned a lot from this youth-at-risk coalition building workshop. 1

lammoreawaieofhowtobuildandmaintaina 1

communitycoalition.

. Iammoreawareofissuesfacingteens. 1
lammoreawareofhowtoworkwithteensandadults. 1
I feel more competent about teen issues. 1

. I feel more competent about coalition building 1
I think I will use the techniques and strategies 1

l have learned to improve my community coalition.

I would recommend this program to others. 1
I feel more competent in working with teens and adults. 1

I feel more competent in working with my coalition team. 1

Section II

1.

OveralLtbeworkshopwas:

00!de

5 4

b) stimulating
5

c) relevant

5 4

d) applicable
5

e) practical
5

f) interactive
5

s) notbnsmsh
s 4

unorganized
2 1
unstimulating
2 1

irrelevant
2 1

unapplicable
2 1

impractical
2 1

3

who:

I

2. Eachsessionwas:

not long enough too long

clearly unclearly

4. The pace oftbe workshop was:

fast slow
5 4 3 2 1

5. Theinformationfromtheworkshopwas:

flowed smoothly choppy
5 4 3 2 1

Section III
1. Thistraininghasshownmelneedfuturehelpin:

27. Comments:

ThisprojectissupportedbytheMichiganStateUniversity4-l-1Youtbl’rograms,lnstituteforChildren,Youth
andFamiliesandtheCollegeofHumanEcology.

178

APPENDIX H

APPENDIX H

Post-post Test Instrument

 

 

 

 

EXTENSION 4-H Youth Program 6H Bet-key Hall
dCOOPERATIVE SERVICE mmfiwmyml
nutty-n sue adversity cm 355-0100 FAX (317)35545745

Dear ACE Participant:

It has been several months since the Alliances for Community Empowermait
(ACE) workshop. As I stated at the training, I would like to find out how
your coalition is functioning and how you may have used the information that
you leamcd at the workshop.

Your participation is completely voluntary. You may choose not to participate
at all or you may select not to answer all of the questions.

If you have any questions or concerns about this project please contact me:

Cyndi Mark

4-I-I Program Leader

6-H Berkey Hall

East Lansing, Michigan 48824-1111

Thank you for participating in this study. The information that we gain from
it will help future staff, volunteers and older teens work more effectively with
community coalitions.

Sincerely,

4-H Youth Programs

CBszjb
Enclosure:
0Survey

 

Cmmmmmmwnmwmmummow.
nattorisl origin. ass or Wheat:

MkniganStsteUMvemryfis. mummmmm
nsu tsan Affirmative Antonina! Opportunity Minion

179

Alliances For Community Empowerment

My birthday is:

 

Monthlday/year

The name of my coalition is:

 

Thank you for participating in the ACE workshop this winter. We are interested in how you have used the
informtion that you learned. Please CIRCLE the number that indicates your reaction to the training and how you
have used the skills and knowledge that you learned.

Section I
If you participated in the 'Ready, Set, Go session please complete questions 1-6, otherwise skip to Section 11.
Circle the number which best describes your reactions to the statements. Use (1) Strongly agree, (2) Agree, (3)

 

 

 

 

 

 

 

Undecided/no opinion, (4) Disagree, and (5) Strongly disagree.
.4“ .
6‘" SP b
\‘3 - \fi
to» g by a! a»
6° to e - 6°
5 v 6 0 ‘9
I. What I learned in the 'Ready, Set, 60' sessions I 2 3 4 5
helped me apply what I learned at the ACE workshop.
2. The 'Ready, Set, Go' session nude me more aware of 1 2 3 4 5
the necessity of having a method for applying skills.
3. I think the 'Ready, Set, Go' session made sense. 1 2 3 4 5
4. I think the 'Ready, Set, Go session was well worth 1 2 3 4 5
the time.
5. I saw no additional value in the 'Ready, Set, Go' I 2 3 4 5
session beyond the workshop.
6. I used the 'Ready, Set, Go' techniques to help me I 2 3 4 5
apply what I learned in the ACE workshop.
Section II
1. Please circle the number which best describes what you think or feel about the statement. To decide how you
feel use: (1) Strongly agree, (2) Agree, (3) Undecided/no opinion, (4) disagree, (5) Strongly disagree.
A. Support 665' ,f
s at" 3
\ . \
<9» 59 it? . .9»
Sim: 96° V9” o“ 6‘9
l. Mystaffpersonencouragesmetousetheskillslleamed t 2 3 4 s
at the Alliances for Community Empowerment (ACE) training.
2. My staff person has high expectations for the community 1 2 3 4 3

 

coalition.

180

3. My staffperson discusses the successful activities
the coalition has done, asks questions and makes suggestions.

4. Mystaffpeuonprovidedassistancewhenlhadaproblemusing
theskillsllearnedattbeACEtraining.

5. Mystaffpersonthoughtitwasimportantformetousetheskills
andknowledgethatllearnedsttheACEtraining.

6. Mystaffpersonhasrecognizedmeforusingtheskillsand
informationllearnedattheACE training.

[2 l'|° l . :
l. The coalition chairperson encourages me to use the skills I
learned at the ACE training.

2. The coalition chairperson has high expectations for the
community coalition.

3. The coalition chairperson discusses the successful activities
the coalition has done, asks questions and makes suggestions.

4. The coalition chairperson provided assistance when I had a
problem using the skills I learned at the ACE training.

5. The coalition chairperson thought it was important for me
to use the skills and knowledge that I learned at the ACE training.

6. Thecoalitionchairpersonhasrecognined me forusingtbeskills
and informationl learned at the ACE training.

Qll l'l' l :
l. Othermembers ofthecoalition encouragemetousetheskills
I learned at the ACE trainings

2. Other members of the coalition have high expectations for the
community coalition.

3. Other members of the coalition discussed the successful

activities the coalition has done, asks questions and makes suggestions.

4. Other members of the coalition provided assistance when I had a
problem using the skills I learned at the ACE training.

5. Other members ofthe coalition thought it was important for me
tousetheskillsandknowledgethatllearned attheACE training.

6. l have been recognized by other members of the coalition, for using
theskillsandinformationllearned atthe ACE training.

Qtlm:
1. My organintion has managed me to stay involved in the coalition.

181

€49

L

in“

10.

ll.

12.

l3.

14.

15.

16.

I7.

l8.
19.

20.

My 4-H staffperson provided me with support in maintaining the
commumity coalition.

My4-I-Ileaderprovidedmewithsupportinmaintainingthe
community coalition.

Attitude, Skills and Knowledge

I can learn the skills I need to improve my community.
Learning is fun.

Learning about teen issues is important.

Learning about teen issues is interesting.

Learning the steps to maintain a coalition is important.

Learning about the steps to maintain community coalitions
is interesting.

Coalitions can change my community.

I can change my community.

Community coalitions are easy to form.
Maintaining a community coalition is possible.

If I have a question about forming a community coalition
I have someone to ask.

If I have a question about drugs, pregnancy. teen violence and teen
dropouts, I know someone I can ask who has the correct knowledge.

I have the skills necessary to maintain a community coalition formed

on behalf of youth.

I think the skills and knowledge I learned at the ACE training helped

me build and maintain my community coalition.

I have successfully used some of the knowledge that I learned at the

ACE training.

I learned a lot from the youth-at-risk coalition building
workshop (ACE).

Whatllearnednndememoreawareofhowtobuildandmaintaina

communitycoalition.
Whatllearnedmadememoreawsreofissuesfacingteens.

thtllearnedmadememoreawareofhowtoworkwithteens
andadults.

Ifeelmorecompetentaboutteenissues.
182

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

l 2 3 4 5
l 2 3 4 5
l 2 3 4 5
l 2 3 4 5
l 2 3 4 5
l 2 3 4 5
l 2 3 4 5
L 2 3 4 5
l 2 3 4 5
I 2 3 4 5
l 2 3 4 5
l 2 3 4 5
l 2 3 4 5
l 2 3 4 5
l 2 3 4 5
l 2 3 4 5
l 2 3 4 5
1 2 3 4 5
l 2 3 4 S
l 2 3 4 5
l 2 3 4 S

 

21.

10.

I feel more competent about coalition building.

. I feel morecompetentinworkingwithteensandadults.
. I feel more competent in working with my coalition team.

Reward and Recognition

I am recognized as being a member of the community coalition.
lthinktlntitisimportantthatlamrecognized forusing the
skills and information that I learned at the ACE training.

I am recognised for using the skills and information I learned
at the ACE training.

I have been giv- verbal praise for using the skills and information
that I learned at the ACE training.

I have received a thank you letter for using the skills and information
that I learned at the ACE training.

I have meived a certificate for using the skills and information
that I learned at the ACE training.

Ithinkthatitisimportantthatthelamrecognined forthework that
I have done with the community coalition.

Ihavebeengivenverbalpraise fortheworkthatlhavedonewith
the community coalition.

I have received a thank you letter for the work that I have done with
the community coalition.

I have received a certificate for the work that I have done with the

community coalition.

Use
I have used the workshop information in my personal or family life.

Ihave used theworkshop informationon the job or in school.
Ihaveusedtheskillsllearnedintheworkshopinthepastmonth.
Iplantousetheskillsl’velearnedintheworkshopinthenextyear.

What I learned about working in groups helped me to better understand
coalition building and teen issues.

WhatIlearnedinthegoalsettingsessionhelpedmesetgoalsformy
communitycoalition.

WhatIlearnedintheteambuildingsessionhelpedmelearnhowto
workwithmycoalitionmembers.

183

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1 2
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 s
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 2 4 5
1 2 3 4 5
1 2 3 4 5

 

IO.
11.
12.
13.

I4.

Ihaveusedthetechniquesandstrategiesthatllearnedinthe
ACE workshop to improve my community coalition.

What I learned in the 'Making the Grade' session helped me develop
an action plan for my coalition.

I have used the information I learned on team building.

I have used the informtion I learned on teen imes.

I have used the information I learned on resource development.
I have used the information I learned on leadership.

I have used the information in the notebook to help me learn

about coalition building and teen issues.

Action Plan

Action is taken as a result of problems discovered in the
community coalition through the use of the techniques learned
at the ACE training.

An Action plan has been develOped by the community coalition.

My community coalition functions the same as it did before the
ACE trsining.

My community coalition makes a difference in my community.

My community coalition is doing some important work in
the community.

Section III

1.

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1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

L 2 3 4 5

I 2 3 4 5

Please answer the following questions about how the coalition is functioning since the time you attended the
Alliances for Community Empowerment Training (ACE). Circle the number which best describes your
experiences in your community coalition. Use (1) Always, (2) Usually, (3) Sometimes, (4) Rarely and (5)

Never.

a. Goals were written by the coalition members.
b. The members selected the leader.
c. Several organintions belonged to the coalition.

d. Resources (time, money and people) were obtained to enable the
coalition to complete their work.

e. All members took part in identifying the programs and activities
to be achieved.

184

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2
2

2

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345

J

3

4

4

5

5

Roles and responsibilities were identified for each member 1
of the coalition.

Allofthemembersworkedtogethertomeetthecommongoals 1 2 3 4 5
and objectives of the coalition.

Each member felt free to share information, ideas and thoughts L 2 3 4 5
with all members of the coalition.

Different methods were used to identify the needs of the people 1 2 3 4 5
being served by the coalition.

Members of the coalition participated in writing the proposals 1 2 3 4 5
for obtaining funding.

Coalition members know about the 4 primary youth issues. 1 2 " 3 4 5

Coalition members understand the overlap between delinquency. 1 2 3 4 5
substance abuse, school failure and pregnancy.

The coalition has a diverse membership (different ethnic 1
backgrounds, ages and experiences).

Id
1.»
b
J‘

Section IV
1. Check what specific teen issues you learned about at the ACE training program.

Substance abuse.

Teen pregnancy.

Teen delinquency or violence.

. Failing or behind grade in school.
. Overlap of teen issues.

Others, list

5" P

O “-9

2‘"

 

2. Check what specific coalition building information you learned about at the ACE training.

a. Leadership.
b. Team building.
c. Resource development.

d. How to strengthen my coalition.

3. Check where you’ve learned about teen issues since the ACE training:

a. Other workshops or conferences.

b. 'The streets.‘

c. Friends.

d. Educational sources like books, tapes or videos.
e. 'On the job' experiences.

185

_ f. Own experiences.

g. Classes I‘ve taken.
h. Family or youth academic degree.
i. Other, please list.

 

4. Now, check where you’ve learned about coalition building since the ACE training:
a. Other workshops or conferences.

b. “The streets.‘

c. Friends.

d. Educational sources like books, tapes or educational videos

'On the job' experiences.
Working with community coalitions.

. Classes I’ve taken.

:70er

. A community development academic degree.

 

Other, please list.

5. Please check what information in the notebook you have used.
Leadership

Resource development

Team building

Teen issues

6. Check how you used the information you received at the ACE training.
_ a. To start a community coalition.

O“

. To maintain a community coalition.
. Togetalongbetterwithteens.
. To get along better with adults.

. To do youth programs in my community.

W0 Q0

. I'm not sure.

__ g. Other, Please list.

 

Section V

1. How many previous coalition meetings have you attended.

186

. What role do you have in your coalition (member, secretary, chairperson, etc.)?
Please describe:

 

 

. Would recommend this workshop to others?
Yes No

. What changes would you suggest in the training?

. Your tax dollars are partially supporting this educational program. Do you want your tax dollars to continue
to support this type of effort.

Yes No

. Any suggestions or comments you would have on the training or the project?

187

My birthday is:

 

(month/day/year)
Alliances for Community Empowerment

For each numbered statemt below, select the partial statement that best completes the phrase. Check one of the
two choices, even ifyou are not sure of the answer. It is okay to guess.

Teen Issues

1. Delinquency, substance abuse. school failure and pregnancy are

_ separateanddifferentissuesthatinfluencethelivesofteens.
__ interrelated and overlap with each other in the lives of teens.
2. Family bonding and cultural enrichment in the home

_ donotappear toinfluencethe behaviors ofteens.

_ deter the tendency toward problem behaviors of teens.

3. The quality of the neighborhood influences the behavior of teens,
_ which is both high and low risk behavior.
_ only high risk behavior.

4. All problem behaviors except dnig use is related to
_ poverty level families.
_ all income level families.
5. The more risk behaviors in which a young person participates,
_ has limited impact on risk behaviors in future years.
_ the greater the chances of higher risk in later years.

6. Delinquent behavior is more likely to occur with
_ boys.
_ girls.

7. High risk behavior is influenced to a great degree by one's
_ peers.
_ parents.

8. Delinquent behavior is highly related to
_ poor performnce in team sports and activities.
_ poor academic performers.

9. Today's pregnant teens rarely
keep and 'mother' their babies.
put their babies up for adoption.

10. Increasingly sexual activity occurs at
younger ages for both boys and girls.
yormger ages for only boys.

11. Being informed about contraceptives is more likely to exist for
boys.
girls.

12. The younger girls begin sexual relationships, the more likely
_ pregnancy and sexually transmitted diseases will occur.

sexual promiscuity will decrease.

13. Drugusebyteensusuallybeginswith

legal drugs.
hard drugs.

188

15.

18.

20.

Experimentation with drugs occurs as early as
elementary school.
middle school.

A significant influence on teens to use drugs is
__ peers.
_ parents.

Heavy use of alcohol by youth has
decreased.
increased.

Low school performance is both a predictor and a result of
nonsupportive families.
other high risk behaviors.

llliteracy is a characteristic of
85% of teens who appear in court.
teens with and without problem behavior.

Dropping out of school is
rarely related to future ability to get a job and salary level.
frequently related to future ability to get a job and salary level.

For every class, about 14% of youth
experience high risk behaviors.
do not graduate from high school.

Coalition Leadership

1.

The goal of a coalition is to meet the needs of
_ all of the groups in the coalition.
_ one of the groups in the coalition.

The goals of the coalition should focus on
the present level of abilities of its members
stretching the level of abilities of its members

Goals should be stated and written so that
_ the more capable members can provide leadership in achieving the goals.
_ all members can understand and share a commitment to the goals.

Completion of the goals of the coalition should make a difference in the
_ success/failure of the coalition.
quality of life of the community.

. The coalition leader should apply pressure on

_ individual members to improve their performance.

_ all members to improve the performance of the coalition.
Members of the coalition should seek to improve the performance of
_ coalition groups.

_ individual members.

The standards for the coalition should be aimed

_ high to command respect both in and outside the coalition.

_ at the level ofother groups.

189

8. A leader's perception of politics is that

politics have an important influence on goals.
goals should be noble and free of politics.

9. A leader can achieve sucwss for the coalition by

givingmembersthefreedomtodothetasks.

_ monitoring closely the work of all members.

lO.Aleaderrecognizesandrewards

superior performance of members.
all members regardless of the quality of performance.

11. A leader can achieve success by being open to new ideas and information from

coalition members.

_ community leaders.

12. A leader shares leadership with any member that

13.

14.

15.

l6.

17.

18.

19.

20.

IIEII II

has the expertise to lead.
'sees' a need and volunteers to assist.

The coalition has a system for getting the
money resources needed to meet goals.
resources (people, money, time, energy, space etc.) from many sources.

The coalition achieves success by being
recognized for its previous achievement record.
involved with worthy causes.

coalition can be wccessful if members
are selected who have records of success.
who have an interest in helping others

Success is obtained by providing a system of rewards that is
distributed equally among all.
known for quality of performance.

The results which the coalition needs to achieve determines
the plans and actions of the coalition.

primrily the design ofthe budget.

The roles and responsibilities needed to achieve the goals of the coalition should be identified
as needs arise, and communicated as needed and distributed by talents of members.
in advance, communicated to all and distributed across the membership.

The information system of the coalition
provides information to all members and allows all members to share information.
is managed by commtmication specialists and communicates regularly through formal methods.

Members of the group observe, evaluate all members of the group and reports information to
to the leader.
to the appropriate member.

Team Building
The goals and objectives of the coalition can be accomplished by

l.

the members of the coalition.
enmloying consultants with expertise.

190

10.

. Accomplishing goals and objectives of the coalition should be the responsibility of

_ allmembersandtheleader.
_ thegroupofleaders.

Members of the coalition should be selected
_ based on their interest in helping others.
_ because of their past demonstration of ability to perform and work with others.

Achieving the goals of the coalition should be the
_ aim of all members.
_ in agreement with individual member goals.

Coalition success depends on
the success of the groups.
personal success of members.

Success comes from all members working towards
their individual goals.
the success of the coalition.

A coalition will achieve more if all members
_ trust each other and share Openly with one another.
_ do their job and not be concerned with the work of others.

A coalition will achieve more if members
_ help each other and work as a team.
_ do their job and help others only upon request.

Working as a coalition requires members to
_ share a common set of values.
_ have a commitment to their personal values.

The work of a coalition depends on members trusting
__ that the end result will have quality.
_ each other to perform the task responsibly.

Resource Development

1.

The value of the coalition to the community depends on
_ creating programs based on local needs assessments and decisions based on local data.
_ the financial base of the coalition.

Local needs should be determined by
a series of methods as surveys, focus groups, town meetings and forums.
a standardized needs assessment instrument.

The effectiveness of the coalition will be influenced by the degree to which the needs identified relate to the
commonneedsofeachgmupinthecoalition.
tmiqueneedsofeach groupinthecoalition.

Grantproposalsshmildindicetetheneedsofthe
_ local commtmity.

_ state or region.

Coalition proposals require the roles and responsibilities of each team or group be identified
_ in advance of submission of the proposal.

_ after the proposal is funded.

191

APPENDIX l

APPENDIX I

Focus Group Questions

Each community coalition will be asked the following questions after they have
completed the survey. -

General eeening euestien

1. Since participating in the ACE workshop, describe how your coalition is
working. What are you especially proud of or what would you like to
change?

Werk environment questions

Suppon
1. What kind of support have you received as you have worked as a
community coalition.

2. Who has provided you with the most support? How have they helped
you?

3. If you are with an agency, has your organization continued to support
your involvement with this coalition? In what ways.

Opportunity to Use

1. , Have you used any of the information you learned at the workshop in
your coalition? In what ways? Describe fer me, how yoe have used the
infermatien that yee learnee in the werkehee.

2. Have you used the skills and information you learned at the workshop?
Describe for me how you have used it. New question: Why de yoe

think yea have not eeee the information that yee learned?

 

3. If you have not continued with the coalition, have you used the skills and
information you learned at the workshop? Describe for me how you
have used it. ‘
Action plan

192

1. Does your coalition have a written mission or a set of goals? What are
they?

2. Did you develop an action plan for your coalition’s activities? Please
describe what you remember is on your coalition’s action plan.

3. Have you used it? Has it helped your coalition to carry out its plan?
Closing questions
1. Why are you still involved with the coalition?

2. Do you have any general comments you would like to share with me
about the training or your coalition.

Thank you for your time.

193

APPENDIX J

APPENDIX J

Staff Instrument

 

 

 

 

 

EXTENSION 4-I~l Youth Prognma 6H Berkey Hall
A COOPERATWE SERVICE m WM. mm mm”
I W SCI: 00W (5”) 355-0l80 FAX (517) 355-6748
Dear Staff:

This winter, a group of people from your county attended a workshop ealled Alliances for
Community Empowerment. At the workshop, they learned how to build and maintain
community coalitions that are formed on behalf of youth. This project is part of a research
project that is being done with the Michigan State University Institute for Children, Youth
and Families and 4-H Youth Programs. The project titled, 'Building Community Youth
Coalitions: Strategies for Facilitating Transfer of Training," is an effort to identify what
methods are most effective in helping support adult and older teens who work with
community coalitions.

We would appreciate your reactions about how the coalition is functioning. Your survey will
be treated with strict confidence. Please return your survey and the study consent form in
the enclosed envelope. Your name will not be identified with your responses. You will be
asked to write down the name of your county, however, your name will not be attached to
the responses.

Your participation is completely voluntary. You may choose not to participate at all or you
may select not to answer all of the questions.

If you have questions or concerns about the survey or its use in this study, please contact
me:

Cyndi Mark

4-H Program Leader

6-H Berkey Hall

East Lansing, Michigan 48824-1111
office telephone: (517) 355-0180

Thank you for participating in this study. The information that we gain from it will help
staff, volunteers and older teens who work with community coalitions. It may also help
groups work cooperatively to improve youth programming in their communities.

Sincerely,

Cynthia B. Mark
Program Leader
4-I-l Youth Programs

CBM:pjb
Enclosures:
°Survey
°Consent form
'Return envelope

 

Cooperative Extension Service menus are open to all vlthout regard to race. enrol.
national origin. sea or WKID.

Michigan State University. US. Department of Agriculture and Mien cooperating
MSU Is an Affirmative Action/Equal Opportunity Institution

194

Staff Reaction Form
Community Coalitions in Action
Please answer the following questions about how the coalition that attended the Alliances for Community
Empowerment Training (ACE) is functioning. Return this survey in the enclosed envelope. Thank You.

1. Did you attend the ACE training?
Yes No

2. Have you been working with the community coalition?

Yes, please continue to question 3.
No, Stop! Please return the survey form.

3. Write down the name of the coalition.

 

4. Who is the leader(s) of the coalition?

 

5. Circle the number which best describes your understanding about how the coalition is functioning. Use (1)
Always, (2) Usually, (3) Sometimes, (4) Rarely (5) Never, and (6) Don‘t know.

 

 

 

 

 

 

 

 

 

6’ a
9 \fi '& ‘i’
\p‘ 4? $8 ‘33 43" 3‘
r Q" 9° 9" .29 o°

a. Goals were written by the coalition members. I 2 3 4 5 _6_

b. The members selected the leader. 1 2 3 4 5 6

c. Several organizations belonged to the coalition. 1 2 3 4 5 6

d. Resources (time, money and people) were obtained to 1 2 3 4 5 6
enable the coalition to complete its work.

c. All members took part in identifying the programs and 1 2 3 4 5 6
activities to be achieved.

f. Roles and responsibilities were identified for each member 1 2 3 4 5 6
of the coalition.

g. All of the members worked together to meet the common 1 2 3 4 5 6
goals and objectives of the coalition.

b. Each member felt free to share information, ideas and l 2 3 4 5 6
thoughts with all members of the coalition.

i. Different methods were used to identify the needs of the l 2 3 4 5 6
people being served by the coalition.

j. Members of the coalition participated in writing the t 2 3 4 5 6

 

proposals for obtaining funding.

195

10.

11.

12.

13.

‘39 \fi . ‘ é a\
$9 6? 9‘9 fr?“ e°

k. Coalition members know about the 4 primary youth issues. 1 2 3 4 5 6

I. Coalition members understand the overlap between 1 2 3 4 5 6
delinquency, substance abuse, school failure and pregnancy.

m. The coalition has a diverse membership (different ethnic l 2 3 4 5 6
backgrounds, ages and experiences).

How many coalition meetings have you attended?

If you have a membership role in the coalition what role do you have (member, secretary, chairperson.
etc.)?

Please describe:

 

 

Please describe what type of support you provided to the community coalition.

Comments about the coalition or the project.

Organization you represent

 

Title

 

County

 

Your Birthdate

 

Month/day/year

Questions 14 and 15 are Optional:

14.

15.

Name

 

Telephone number _L )

196

STUDY CONSENT FORM - PRIMARY SUBJECT

I, . voluntarlily agree to participate in the study, ”Building
Community Youth Coalitions: Strategies for Facilitating Transfer of Training," which is
described in the attached letter. I understand that all results from this study will be treated with

strict confidence and I will remain anonymous in any report of research findings.

 

 

Signature Date

197

APPENDIX K

APPENDIX K

Training Schedule

WORKSHOP 3 - ALLIANCES F OR COMMUNITY EMPOWERMENT

(ACE)
Hillman Resort

Saturday, February 27, 1993
9:30-10:00 am. Registration
10:00 - Get Acquainted

- Partnership Staff

. Welcome and Overview of Coalition Concepts
- Cyndi Mark. Program Leader

12:00 - 1:30 pm.

1:30

6:00

7:00 pm.

10:00 - 11:00
11:00

- Community Problems require Community Solutions:
- Sam Cornelius. Human Resource Development Consultant

Lunch

- Reality about Substance Abuse
- Jan Fairchild. Counselor
- Break
. Why We Are Here - Community Coalitions
- Dan Perkins. Project Assistant. Institute for Children,
Youth and Families
- Recreation

Dinner

. Developing the Coalition's Goals - Qndi Mark
. Building Your Team - Bethany Styer

- Games and Snacks - Partnership Staff

Free Time

Lights Out

Sunday, February 28, 1993

7:30
8:30
10:30

12:00 pm.

Breakfast
Worship/Fellowship-Partnership Staff
Community Assessments - Joanne Keith
Lunch

(over)

198

1:00

5:30
6:30

9:30-11:00
11:00

. Youth issues
- Dan Perh'ns. Project Assistant. Institute for Children,
Youth and Families
. leadership
- Kris Sorgenfri
. Leadership Challenge
- Dan Perkins
- Recreation

Dinner

. Youth and Adults Working Together
- Cyndi Mark
- Making the Grade (Nominal Group Technique and Action
Plan)
- Bev Voss, Project Coordinator for the North East Michigan
Community Partnership for Prevention

Recreation & Games

Lights out

Monday, March 1, 1993

7:30

8:30

12:00

Breakfast

- Resource Development
- Jim McIntyre. Michigan 4-H Foundation
- Break
- Ready, Set. Go!
- Qndi Mark
- Presentation of certificates and wrap up
- Bev Voss and Partnership Staff

Lunch

Have a safe journey home!

199

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