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PROPOSAL DEVELOPMENT
FOR AMERICAN INDIAN COMMUNITIES
©2014 AAIP
Acknowledgements:
C. June Strickland, Ph.D., RN
AAIP/CDC
This project is supported by The Centers for Disease Control and Prevention, Office of State, Tribal, Local, and Territorial Support through the funded Cooperative Agreement Number: 1U38OT000133. Its contentsare solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention.
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TABLE OF CONTENTS
Page
SECTION 1: Introduction 2
Purpose and Overview of this Training Manual 3
Format and Resources 3
History of Development and Acknowledgements 4
SECTION 2. Lesson Plans 6
Lesson Plan 1: Writing the Successful Proposal 7
Lesson Plan 2: Organizing for Proposal Development / 19
Program Planning and Community Engagement
Lesson Plan 3: Building the Statement of the Problem / 29
Literature Review
Lesson Plan 4: Writing Goals and Objectives / 38
Linking to Activities and a Time Line
Lesson Plan 5: Methods and Strategies for Implementation 48
Lesson Plan 6: Budget Preparation 59
Lesson Plan 7: Evaluation 68
SECTION 3. References AND resources 83
SECTION 1:
INTRODUCTION
INTRODUCTION
Purpose and Overview of this Training Manual
The purpose of the training manual on health proposal development is to provide a resource for individuals in tribal communities who may be in a position to offer proposal development training for tribal staff in health and social services. The training is intended for a wide range of staff from Community Health Representatives (CHR’s) to health and social service administrators, nurses, social workers, physicians, and grant writers in the tribes. We suggest that individual tribes decide who may be the best to implement this training (e.g., tribal health and social services administrators, physicians, community health nurse, tribal grant writers, etc.). Our hope is to enhance tribal capacity to apply for small local and state agency grants, mid-level state, regional, and national grants and to partner as appropriate with academic institutions for National Institutes of Health and Centers for Disease Control federal grants.
Format and Resources
The manual is based on a program planning model for program design that includes assessment, development of program goals and objectives, development of methods and strategies, implementation, and evaluation; included is information about community engagement and community based participatory research (CBPR), which is often required in federal grant applications.
The manual is divided into seven lesson plans which correspond to the major components expected in a grant application: 1) Writing the Successful Proposal, which provides an overview of proposal development; 2) Organizing for Proposal Development/Program Planning and Community Engagement; 3) Building the Statement of the Problem/Literature Review; 4) Writing Goals and Objectives/ Linking to Activities and Time Line; 5) Methods and Strategies; 6) Budget Preparation; and 7) Evaluation.
Videos for each session are available at the following website: http://nursing.uw.edu/building-sustainable-indian-tribal-infrastructure-translational-research/news-training
Each lesson plan contains the goals and objectives for the session, a list of materials needed to implement, a lesson plan and copies of materials which may be used in the class. If an exercise is also suggested, the details are provided for the instructor. As may be noted, each session contains an evaluation component that aims to determine the participant gain in knowledge and also their satisfaction with the class session. We suggest that you use the evaluations to enhance learning; you may prefer to do individual pre-post written evaluations or you may elect to do the evaluation verbally with the group using the pre- evaluation questions.
The class sessions are designed to be implemented in approximately 2 hour segments. Each session is designed to assure participant engagement and participation. It is expected that the sessions could be provided in approximately one week in 2 hour sessions each day or extended to be provided for 2 hours each week over several weeks. It is also recognized that some communities may need to be able to offer the program in one hour segments. Each class session is broken into two one hour segments with a short break. If desired, the instructor could use the break to start another session of one hour and thus implement the training in only one hour sessions. It is our hope that we have provided the format in a way that may accommodate a number of implementation situations/needs.
History of Development and Acknowledgements
This grant training was first developed as part of a Spirit of Eagles Community Networks Project (CNP) (Dr. Judith Kaur, PI) grant training program offered once per year for one week in Portland, Oregon through a subcontract which Dr. Tom Becker held with the Oregon Health Sciences University; Dr. June Strickland designed and implemented the training. The training was offered in 2-3 hour segments each day and participants completed proposals as part of the program outcome. It was further refined through a National Institute of Nursing Research (NINR) RC 4 grant which Dr. Strickland implemented with two tribes in Washington State; the video series was designed under this funding. The Centers for Disease Control funded the Association of American Indian Physicians to further support this effort by funding the full development of the training manual to support the training video. Thus this work represents approximately 10 years of development and implementation with tribes across the U.S.; your participation in serving as instructor trainers will further the dissemination of this work to tribes across the U.S.
We recognize that many do not develop proposals because they may not feel they have enough time, skills, or are not comfortable with the process. We also recognize that often the time frames required to submit a proposal are too short for tribes to respond and formats may not well fit Native views on health promotion. One video in our series has been devoted to addressing some of these challenges tribes face in the hope that we can influence funding agencies and better prepare tribes to be able to respond to funding opportunities. Our hope is that you will be able to make the training experience fun for participants and that participants will be given lots of positive feedback and encouragement to undertake proposal development. We know that our communities have many health needs and that funding is available to provide programs that are much needed in our communities.
Our intent in providing this manual, videos, and related trainer preparation is to assure free access to this information for all American Indian/Alaska Native communities and urban health centers. To assure quality and protection of the work, AAIP has copyrighted the manual; this means that the manual cannot be copied for distribution, used in grant training programs, or revised/ modified without the permission of the AAIP; trainers using the manual must be certified by the AAIP through participation in training. This manual is intended as a guide, our hope is that you will use it to best meet the needs in your community and provide us with feedback so that further refinements may be made. We thank you for taking this work forward into our tribal communities.
SECTION 2:
LESSON PLANS
LESSON PLAN 1
WRITING THE SUCCESSFUL PROPOSAL
LESSON PLAN 1 TOPIC: Writing the Successful Proposal
GOAL:
The goal of this session is to prepare participants for decision making about when to apply for a grant and to provide information that is important in developing the “winning” grant.
OBJECTIVES
At the end of this class session participants will be able to:
1. List at least 3-4 questions that should be asked about a funding opportunity before making the decision to write the grant.
2. List at least 2-3 funding resources for health programs.
3. Outline 5-6 key criteria for a “winning” grant proposal.
4. Describe some ways to make a grant “unique.”
MATERIALS:
1. Instructor Overview Guide
2. Pre/Post-evaluation Sheets (enough for each participant to have 2)
3. Pre/Post-evaluation Answer Sheet
4. Satisfaction Evaluation
5. Criteria for a Winning Grant
6. URL or video on Writing the Successful Proposal
7. Grant Proposal Worksheet
8. Instructor Suggestion Sheet
9. Abstract Example
10. The Extra Element
LESSON PLAN 1: Writing the Successful Proposal
TIME / TOPIC / ACTIVITY0-15 min / Introductions / § Introduce class objectives - All
15-30 min / Grant ideas / § Complete grant worksheet
30-60 min / Grant ideas / § Share ideas
10 min / BREAK
0-10 min / Pre-evaluation / § Complete pre-evaluation worksheet (Objectives 1-4)
10-40 min / Writing the successful proposal / § View videos (Objectives 1-4)
40-50 min / Video content / § Complete post-evaluation worksheet
§ Review answers for pre/post-evaluations (Objectives 1-4)
50-60 min / Summary / Follow-up readings / § Complete satisfaction evaluation
FOLLOW-UP READINGS/HANDOUTS:
1. Criteria for a Winning Grant
2. Abstract Example
3. The Extra Element
INSTRUCTOR MATERIALS:
1. Instructor Overview Guide
2. Grant Proposal Worksheet and Instructor Suggestion Sheet
3. Pre/Post-evaluation Sheets
4. Evaluation Answer Sheet
5. Satisfaction Evaluation
6. Criteria for a Winning Grant
7. Abstract Example and The Extra Element
CLASS SESSION 1: Writing the Successful Proposal
INSTRUCTOR OVERVIEW GUIDE
As you can see by the objectives, the aim of this session is to provide an introduction to proposal development. You want to get the participants thinking about writing a proposal and thus the first hour of the session is designed to engage the participants in thinking about a grant idea, resources, potential partners, and challenges they might encounter. You will be using the Grant Proposal Worksheet to get the participants involved in thinking about these issues, sharing and discussing. Depending on the size of your group, you may break them into groups or have them work individually to complete the Grant Proposal Worksheet and to share the results.
In the introduction and review of the objectives, you might ask: “How many of you have written a grant before?” If some have, ask them to share the experience. Use the instructor suggestions sheet to support this session. In the second half of this session, you will use the video on “Writing the Successful Proposal.” Do have the participants complete the pre-evaluation before viewing the video. This will serve as your base line for assessing knowledge gain and it will also cue the participants into what is a priority in viewing the video. After the video ask the participants to now complete the evaluation again; handout the evaluation sheet again. When they have completed the evaluation sheet again, give them back the original pre-evaluation sheet and ask them to compare their answers and discuss what they learned. (Note: you will need to have them put their names on the evaluation sheets to be able to match them at the end.) Give out the handouts: Criteria for a Winning Grant, The Extra Element, and the Abstract Example and use as a review for the summary and for follow-up reading. Do remember to administer the “satisfaction survey too. Do announce the next time and place for the next session at the end of the meeting and use whatever approach seems appropriate to send reminders for the next session. While it is hoped that you will have a group of participants who will attend each week, you may find that some will come only for sessions of particular interest and that is OK too.
CLASS SESSION 1: Writing the Successful Proposal
GRANT PROPOSAL WORKSHEET
1. Write about a grant idea you have had:
2. What resources do you have to address the need you have for which you might also seek grant funding? People, space, existing funding, previous work, etc.).
3. Who are some potential partners to address your need?
4. What challenges might you expect?
CLASS SESSION 1: Writing the Successful Proposal
Instructor Suggestions: As you start participants filling out the grant worksheet, you might give an example to help participants in their thinking.
For example:
Grant Idea:
In one tribe we know we have a lot of women with breast cancer and want to raise awareness of the importance of screening for our women. We want to do something in line with our cultural resurgence activities. Our idea is to get our carvers to carve pink paddles so that we can meet the pink canoe that comes ashore with the canoe Journey in the Pacific Northwest and give them the pink paddles.
Resources:
We have good carvers and ladies who will help in giving out the paddles.
Potential Partner:
School of Nursing Students, American Cancer Society, Komen
Challenges:
Short time frame; not sure how much money it will cost and tribe may not be supportive of small grant applications.
THINK OF EXAMPLES YOU MIGHT DRAW FROM YOUR COMMUNITY
TO GET FOLKS STARTED.
CLASS SESSION 1: Writing the Successful Proposal
EVALUATION SHEET
Below is a list of questions to heighten you awareness of what you will be learning in this session. Take a few minutes to do your best to answer the questions. At the end of the session, we will see what you have learned!
1. List 4 important questions you need to ask before deciding to write a grant proposal application in response to a funding opportunity.
2. List at least 2 resources for health and/or social services funding.
3. There are a number of criteria that must be met to have a “winning” grant application. See how many you can list now. Try to get at least 4.
4. What are some ways you could make a proposal application unique?
CLASS SESSION 1: Writing the Successful Proposal
Evaluation Answer Sheet
1. Four important questions to ask before writing a grant.
1. Is your organization eligible?
2. Are your staff qualified?
3. Do you have staff to implement if funded?
4. Is the grant wired for a specific population (not you)?
2. List two resources for health funding.
§ 1) CDC, 2) NIH, 3) Spirit of Eagles, 4) Komen, 5) American Cancer Society (Note: many others may be known in the tribes.)
3. List at least 4 elements in a winning grant.
§ Clear goals and objectives
§ Reasonable budget
§ Evaluation plan
§ Unique
§ Follows directions