Introduction and Instructions
T
he purpose of the Intentionality Assessment is to assist each Big Brothers Big Sisters agency with achieving its goals for serving children from diverse racial and ethnic groups and increase the quality and outcomes of these matches, consistent with our Nationwide Strategic Direction Standards. Specifically, the features of a thoroughly intentional agency – as reflected in each of the Assessment’s Essential Elements – are designed to promote Retention Rates, Match Length and Match Strength.
This tool is designed for both assessing and planning your objectives for serving specific communities. Intentionality is the term used on our Nationwide Strategic Direction to define which children we intend to serve. It is a conscious strategy based on values of inclusion and equity, and our commitment to reducing the risks to positive development that our children face. BBBS Intentionality currently targets men and boys – a broadening of the concept of intentionality to mentors as well – children of color (including but not limited to African American, Hispanic, Native American and other racial and ethnic communities) and children in environments of high risk and need, that is, children from families characterized by poverty, an incarcerated parent, or having at least one parent missing. The focus of this assessment at this time is on communities of color, although it incorporates the recruitment men and boys as specific strategies, and simply assumes that the core targets within any community are the higher-risk children.
This Assessment tool is a powerful agency planning and evaluation tool to address diversity and inclusion. It is geared toward all agencies, specifically, but not limited to, recipients of grants from BBBSA. Your first or “baseline” set of Assessment implementation scores will be used to help determine the agency’s overall readiness to advance your intentionality objectives, and identify areas for planned improvement and technical assistance. Future scores will measure implementation progress and possibly identify new areas for action planning.
Instructions for Completing this Assessment Packet
The starting point for completing this exercise is a careful review of your agency’s Strategic Plan. This exercise is built on how your agency’s plan for Intentional Mentoring in these communities reflects the Nationwide Strategic Direction, and the nature of your specific commitments in your MoA (if you are a BBBS grantee) to match numbers and quality for the targeted populations.
Upon review, reflection and dialogue:
· Choose from one to communities for each program year;
· Fill out one complete Intentionality Assessment form for each community selected;
· Create a multi-disciplinary and – multi-level Intentionality agency assessment work group to complete the Assessment
· Once the Assessment is completed, please submit it to: Kimberly Kerns at
· Completed Intentionality Assessment Forms will be forwarded to the appropriate Mentoring Director and Agency Development Staff for support and consultation.
Scores for each individual element, as well as the average total score, can be interpreted as follows:
Score Interpretation
1.0 – 1.5 Just Beginning to Implement
1.6 – 2.5 Initial Progress
2.6 – 3.5 Substantial Accomplishment
3.6 – 4.5 Strong Implementation
4.6 – 5.0 Exemplary Implementation
The assessment uses a 5-point numeric rating scale. The benchmarks given for each measure permit all BBBS agencies to assess themselves relative to common standards. Your agency’s rating for each measure is your work group’s conclusion about the extent to which the agency has implemented the associated practice.
This is an informed but subjective assessment, based on your group’s knowledge of your agency’s current implementation of the Assessment elements. Essentially, your agency should score somewhere near the middle of the scale if the group feels that the agency is approximately “halfway” to full implementation for that practice. The scoring options are designed such that higher scores presume higher stages of implementation and each level builds on previous levels. For example, a score of 4 indicates that the previous levels of implementation (1 to 3) have been accomplished and now exceeded. Agencies should record the rating that reflects their current stage of implementation for each recommended practice. For example, for practices in which there is not yet substantive progress, agencies should give themselves a rating of “1,” whereas practices that have been strongly implemented should be rated as “5.”
Section II – Assessment Planning, by Essential Element
Essential Element #1: Board & Executive Staff Recruitment, Involvement & Training
The agency’s Board is fully engaged with Executive Staff in setting policy, planning, recruiting board members and receiving training that improve the agency’s involvement with local communities of color.
Score Interpretation
1.0 – 1.5 Just Beginning to Implement
1.6 – 2.5 Initial Progress
2.6 – 3.5 Substantial Accomplishment
3.6 – 4.5 Strong Implementation
4.6 – 5.0 Exemplary Implementation
Your Rating Score for Essential Element #1: ___3.5__
(a) Describe why you have chosen the above score
Our board has made substantial progress in this area. The incoming board nominees include 2 African-Americans, including the former assistant superintendent of diversity for our school system, and the Chief Communications Officer for our largest hospital system. Further the board has supported and involved themselves in active partnerships with African-American fraternities and sororities—including all African-American Greek organizations but two small ones. Board members have included us in the corporate affinity groups that focus on African-American or Hispanic/Latino employees. Last year, we planned to focus on inviting African-Americans to join our Big Leadership Team, and this has happened.
(b) Indicate below your plans to make additional progress on this element
In our board’s strategic plan, continuing to train the board and secure a diverse cross-section of board members, is included in section 3 of the plan. Our board development committee includes well connected African-American and Hispanic members. Both nominee portfolios include cultivation targets that both have competencies in, and both are connected with organizations and members of this community.
Action Step / Timeline / Responsible Person(s)Engage champions of a diverse background in fundraising efforts such as Bowl For Kids’ Sake and special events, as well as individual giving. / Through March 2014 / CEO and VP of Development
Continue to identify and cultivate leaders from Greek partners as potential board/committee members / Ongoing / CEO and board development committee
Section II – Assessment Planning, by Essential Element
Essential Element #2: Strategic Business Planning
The agency’s business plan, using well-researched data, reflects the program goals for serving children and volunteers of color of the Nationwide Strategic Direction 2011-2014.
Score Interpretation
1.0 – 1.5 Just Beginning to Implement
1.6 – 2.5 Initial Progress
2.6 – 3.5 Substantial Accomplishment
3.6 – 4.5 Strong Implementation
4.6 – 5.0 Exemplary Implementation
Your Rating Score for Essential Element #2: __5___
(a) Describe why you have chosen the above score.
As a recipient of the Best Practices in Mentoring funding, we have obtained the resources to train volunteers, including board members, on competencies related to diversity. Focus groups were held and the staff person responsible has considerable expertise in this area which will be used in further training Bigs as well as board members. The agency business plan reflects current trends and service needs in the diverse populations in our community Program goals include not only the number served, but strategies to strengthen the relationships considering cultural needs and communication issues. As planned last year, we have broadened these efforts to include participation and impact in our branch offices.
(b) Indicate below your plans to make additional progress on this element
Action Step / Timeline / Responsible Person(s)Use learnings from the Best Practices in Mentoring research to further train and support Bigs / November, 2013 / VP of Programs and Training/Quality Assurance Coordinator
Work with our school system to obtain academic data that can identify achievement gaps for children of color that we serve. / January, 2014 / VP of Programs
Section II – Assessment Planning, by Essential Element
Essential Element #3: Strong Advisors
The agency has an advisory council and/or independent advisors who provide guidance and feedback to the agency regarding policy and practices related to mentoring the targeted community.
Your Rating Score for Essential Element #3: __5__
(a) Describe why you have chosen the above score.
We have continued to engage a number of advisors to educate us about issues and connect us with the proper contact with regard to volunteers, children & families, and donors. As one might expect there is not total agreement on issues such as volunteer acceptance guidelines, but communication is ongoing. A number of groups have been engaged to help in a variety of areas:
· Panhellenic Council has supported us in
i. Fundraising in BFKS and other special events
ii. Recruiting volunteers at their meetings
iii. Recruiting volunteers at barbershops and events
iv. Populating an African-American fraternity council that supports BBBS
· MASTER IT—a group comprised of African-American teachers and parents has asked us to work with them in developing a mentoring program to close the achievement gap for African-Americans. Funded through Metro United Way.
· Rico’s Roundtable – a group of community leaders who meet monthly to finds ways to close the achievement gap for African-American students. We host meetings and provide the mentoring component for students identified by the group.
· Local Chapter of National Association of Black Accountants has participated in BFKS and volunteer recruitment
· Law school affinity group of African-American students hosted matches for a day to encourage college attendance and interest in the law profession
· Storytelling sessions were held using highly visible African-American leaders to inspire our matches and engage more community contacts
· Participation in Rumble Young Man Rumble (a national initiative focusing on black male achievement, hosted twice a year locally)
· Addition of an African-American psychology professor on our Operations/program committee
(b) Indicate below your plans to make additional progress on this element
Action Step / Timeline / Responsible Person(s)Add 5 new members to our Hispanic Leadership Council / December, 2013 / CEO
Continue to replicate efforts in our branch areas to engage diverse communities / Ongoing / CEO, VP of Programs, VP of Development
Section II – Assessment Planning, by Essential Element
Essential Element #4: Staff Hiring, Assigning & Training
The agency hires and appropriately assigns qualified, culturally competent staff at all levels, and conducts regular all-staff trainings to advance the agency’s services to the targeted communities of color.
Your Rating Score for Essential Element #4: __4.5___
(a) Describe why you have chosen the above score.
(What are your strengths and weaknesses for accomplishing this element?)
Each year our agency has an independent trainer who provides diversity/cultural competency training for all staff. This year, our agency has been fortunate to have a Training Coordinator position within the agency. This staff person comes with a wealth of knowledge in the area of cultural competencies. Not only will the Trainer provide trainings for staff, but for Bigs as well. When hiring new staff, the behavioral interviewing model is used and specific questions around cultural competencies are addressed.
(b) Indicate below your plans to make additional progress on this element
(If preferred, use another grid with similar content; add additional pages as needed)
Action Step / Timeline / Responsible Person(s)Training Coordinator will begin implementing cultural competency training for all staff (annually) / Jan. 2013 – Sept. 2014 / Training Coordinator
Training Coordinator will begin implementing cultural competency training for Bigs. / Jan. 2013 – Sept. 2014 / Training Coordinator
All Program Managers will complete On boarding by the end of 2012. / March 2013 – Dec. 2013 / Program Managers
Section II – Assessment Planning, by Essential Element
Essential Element #5: Customer Relations
Personnel assigned to Customer Relations have culturally competent contacts with appropriate members of the targeted, particularly those inquiring to understand how mentoring fits the cultural needs of their families and communities.
Your Rating Score for Essential Element #5: __4.5___
(a) Describe why you have chosen the above score.
(What are your strengths and weaknesses for accomplishing this element?)
We currently have a full time bi-lingual enrollment/match support staff. We also have a Hispanic Leadership Council who has been very helpful with offering up their time and resources to help as needed with translation, recruitment events, etc. Over the last year we have developed a strong partnership with the Hispanic/Latino studies department at the (local) University. Last year we were able to secure 2 interns who assisted with speaking engagements, recruitment booths, fundraising, etc. This year (2012) we have secured one intern who will be completing the same tasks. In addition to the Hispanic Mentoring initiatives, we have also worked very hard on our strategic focus around African American mentoring. Our partnership with MASTER IT supports the educational needs and bridges the educational gap for African American students.
(b) Indicate below your plans to make additional progress on this element
(If preferred, use another grid with similar content; add additional pages as needed)
Action Step / Timeline / Responsible Person(s)Foster the relationship with the Latino Studies Department at the University (local) / Throughout the year (2013) / VP of Programs
Continue to work with community groups to provide culturally appropriate Bigs for our African American youth. / Ongoing (2013) / VP of Programs, CEO
Develop additional print material to support our diverse population of Littles and community partnerships / Jan. 2013 – Dec. 2013 / Community Engagement Director
Section II – Assessment Planning, by Essential Element
Essential Element #6: Match Enrollment, Support and Relationship Development
Personnel assigned to Enrollment and Matching take steps to minimize any communication barriers and cross-cultural concerns of parents, Bigs and Littles in the targeted community. Staff assigned to Match Support provides matches and families from the targeted community with culturally relevant communication and assistance to facilitate relationship building.
Your Rating Score for Essential Element #6: _4.6____
(a) Describe why you have chosen the above score.
(What are your strengths and weaknesses for accomplishing this element?)