BUILDING A STRONG FOUNDATION in a Rapidly Changing Environment IL NETWORK NATIONAL TRAINER AND CONSULTANT RECRUITMENT SEMINAR February 22-24, 1999 Kansas City, Missouri IL NET ILRU/NCIL National Training & Technical Assistance Project Contributors to the TRAINING MANUAL: Joe Bontke Kym King Roberta Sick Richard Petty Dawn Heinsohn Laurel Richards Ray Lin Carri George Anne-Marie Hughey copyright 1999 ILRU Program 2323 S. Shepherd, Suite 1000 Houston, TX 77019 713-520-0232 (V) 713-520-5136 (TTY) 713-520-5785 (fax) Substantial support for development of this publication was provided by the Rehabilitation Services Administration, U.S. Department of Education. The content is the responsibility of ILRU and no official endorsement of the Department of Education should be inferred. Permission is granted for duplication of any portion of this manual, providing that the following credit is given to the project: Developed as part of the IL NET: ILRU/NCIL National Training and Technical Assistance Project. IL Network National Trainer and Consultant Recruitment Seminar February 22-24, 1999 Kansas City, Missouri INTRODUCTION: Title Page Section Listing SECTION 1: IL Network Information NCIL - ILRU SECTION 2: Agenda About the Presenters and Staff Training Outline and Manual Resource List SECTION 3: Appendix Preparation Questionnaire Example of Outline for Workplan Example of Consultant Workplan Tracking Form Speaking Letter Example SECTION 4: Additional Materials Collected TABLE OF CONTENTS SECTION I: IL Network Information Trainers and IL NET Staff About the IL NET About ILRU About NCIL TRAINERS AND IL NET STAFF TRAINERS Joe Bontke EEOC Houston Office 1919 Smith Street, Seventh Floor Houston, TX 77002 (713) 209-3436 (v); 209-3439 (TTY); 209- 3381 (Fax) Kym King CROWD 3440 Richmond, #B Houston, TX 77046 (713) 960-0505; 961-3555 (Fax) Roberta Sick University Affiliated Program 501 Woodlane, Suite 210 Little Rock, Arkansas 72201 501/682-9900 Fax 501/682-9901 IL NET STAFF ILRU Lex Frieden Executive Director lfrieden@ilru.org Laurie Gerken Redd Administrative Coordinator lredd@ilru.org Richard Petty Program Director richard.petty@bcm.tmc.edu Bob Michaels Training & Curriculum Development Director 65 E. Kelly Lane Tempe, AZ 85284 (602) 961-0553 (v); 961-0533 (fax) michaels@impulsedata.net Laurel Richards Training Director lrichards@ilru.org Carri George Project Associate cgeorge@ilru.org Dawn Heinsohn Materials Production Specialist heinsohn@ilru.org ILRU Program 2323 S. Shepherd, Suite 1000 Houston, TX 77019 (713) 520-0232 (v); 520-5136 (TTY); 520-5785 (fax) ilru@ilru.org NCIL Anne-Marie Hughey Executive Director amhughey@aol.com Raymond Lin Logistical Coordinator raymond_lin@msn.com NCIL 1916 Wilson Blvd., #209 Arlington, VA 22201 (703) 525-3406 (v); 525-4153 (TTY); 525-3409 (fax) ncil@tsbbs02.tnet.com Other Staff June Isaacson Kailes Disability Policy Consultant 6201 Ocean Front Walk, Suite 2 Playa del Rey, CA 90293-7556 (310) 821-7080 (v) (310) 827-7470 (fax) http://www.jik.com jik@pacbell.net Roland Sykes, President Greater Independence Through Management Programs, Inc. 6256 Ramblewood Drive Dayton, OH 45424 (937) 237-8360 (v) rsykes@gimp.com ABOUT THE IL NET This training program is sponsored by the IL Net, a collaborative project of Independent Living Research Utilization (ILRU) of Houston and the National Council on Independent Living (NCIL). The IL NET is a national training and technical assistance project working to strengthen the independent living movement by supporting centers for independent living and state councils on independent living. IL NET activities include workshops, national teleconferences, technical assistance, on-line information, training materials, fact sheets, and other resource materials on operating, managing, and evaluating centers and SILCs. The mission of the IL NET is to assist in building strong and effective CILs and SILCs which are led and staffed by people who practice the independent living philosophy. The IL NET operates with these new objectives: --Assist CILs and SILCs in managing effective organizations by providing a continuum of information, training, and technical assistance. --Assist CILs and SILCs to become strong community advocates/change agents by providing a continuum of information, training, and technical assistance. --Assist CILs and SILCs to develop strong, consumer-responsive services by providing a continuum of information, training, and technical assistance. ABOUT ILRU The Independent Living Research Utilization (ILRU) Program was established in 1977 to serve as a national center for information, training, research, and technical assistance for independent living. In the mid-1980's, it began conducting management training programs for executive directors and middle managers of independent living centers in the U.S. Since 1985, it has operated the ILRU Research and Training Center on Independent Living at TIRR, conducting a comprehensive and coordinated set of research, training, and technical assistance projects focusing on leading issues facing the independent living field. ILRU has developed an extensive set of resource materials on various aspects of independent living, including a comprehensive directory of programs providing independent living services in the U.S. and Canada. ILRU is a program of TIRR, a nationally recognized, free-standing rehabilitation facility for persons with physical disabilities. TIRR is part of TIRR Systems, a not-for-profit corporation dedicated to providing a continuum of services to individuals with disabilities. Since 1959, TIRR has provided patient care, education, and research to promote the integration of people with physical and cognitive disabilities into all aspects of community living. ABOUT NCIL Founded in 1982, the National Council on Independent Living is a membership organization representing independent living centers and individuals with disabilities. NCIL has been instrumental in efforts to standardize requirements for consumer control in management and delivery of services provided through federally-funded independent living centers. Until 1992, NCIL's efforts to foster consumer control and direction in independent living services through changes in federal legislation and regulations were coordinated through an extensive network and involvement of volunteers from independent living centers and other organizations around the country. Since 1992, NCIL has had a national office in Arlington, Virginia, just minutes by subway or car from the major centers of government in Washington, D.C. While NCIL continues to rely on the commitment and dedication of volunteers from around the country, the establishment of a national office with staff and other resources has strengthened its capacity to serve as the voice for independent living in matters of critical importance in eliminating discrimination and unequal treatment based on disability. Today, NCIL is a strong voice for independent living in our nation's capital. With your participation, NCIL can deliver the message of independent living to even more people who are charged with the important responsibility of making laws and creating programs designed to assure equal rights for all. National Trainer and Consultant Recruitment Seminar February 22-24, 1999 Agenda For the safety and comfort of those with chemical and environmental sensitivities, please refrain from using any perfumed grooming products such as scented soaps, deodorants, perfumes, and colognes. In addition, it is essential that we maintain a smoke-free environment. DAY 1 8:30 AM Continental Breakfast 9:00 AM - 10:30 AM Welcome, Introductions, Opening Activity 10:30 AM - 11:00 AM BREAK 11:00 AM - 12:00 PM Basics of Consultation and Training - UPPOPPR 12:00 PM - 1:30 PM LUNCH 1:30 PM - 2:45 PM Working with Adult Audiences 2:45 PM - 3:15 PM BREAK 3:15 PM - 4:15 PM Uncontrollable Variables, Potential Pitfalls Maintaining Interest 4:15 PM - 4:50 PM Demonstration of Media and Visual Aids 4:50 PM - 5:00 PM Review DAY 2 8:30 AM Continental Breakfast 9:00 AM - 10:30 AM Small Group Exercise The Many Faces of Consultation and Training 10:30 AM - 11:00 AM BREAK 11:00 AM- 12:00 PM Simulation Activity - Small Group Presentations 12:00 PM - 1:30 PM LUNCH 1:30 PM - 2:45 PM Discussion of Key Issues 2:45 PM - 3:15 PM BREAK 3:15 PM - 4:15 PM Questions and Examples. 4:15 PM - 4:50 PM Practice Makes Perfect or Does it? 4:50 PM - 5:00 PM Review DAY 3 8:30 AM Continental Breakfast 9:00 AM - 9:30 AM Review and Questions 9:30 AM - 10:15 AM The Nuts and Bolts of IL Net - Network Information 10:15 AM - 10:45 AM BREAK 10:45 AM - 11:30 AM Consultation Issues 11:30 AM - 12:00 PM Assessing Needs the Latest Trends 12:00 PM - 12:30 PM Marketing 12:30 PM - 12:45 PM Questions and Review 12:45 PM - 1:00 PM Evaluation and Wrap-Up ABOUT THE PRESENTERS AND STAFF Joe Bontke Joe Bontke was previously the Training Coordinator at the Southwest Disability and Business Technical Assistance Center. He is now employed by the Equal Employment Opportunity Commission in Houston, Texas. He was in the field of Human Resources for 11 years and worked with the ADA for the past several years. Joe has a bachelor's degree in Philosophy and a masters degree in Education from the University of the State of New York (yes! ... that makes him a Yankee). His entertaining style has educated groups throughout the country and most recently his focus on the ADA has enabled Joe to "help make the world more accessible for people with disabilities." He is a well-respected trainer and humorist. Kym King Kym King is a consultant, trainer, and workshop leader who combines a rich background in communications, media, and academic research with a dynamic presentation style. A former communications professional, Kym has produced news and public affairs shows for some of broadcasting's most prestigious organizations. She is currently on the faculty of Baylor College of Medicine as the Director of the Applied Research and Training Division of the Center for Research On Women with Disabilities. As a result of her diverse knowledge and experience, Kym has the rare ability to train effectively in a variety of settings including major corporations, universities, hospitals and government agencies. Kym's presentations combine academic knowledge and interactive training techniques with relevant examples and personal stories. Her emphasis is always on providing useful and usable information to help individuals improve the quality of their lives, both at home and on the job. Her ultimate goal is for each participant to experience the benefits of the learning long after the training session is over. Roberta E. Sick Roberta Sick lives in Little Rock, Arkansas, where she is a trainer and a consultant for a university. She provides training on a variety of topics including the Americans with Disabilities Act, adaptations of toys for children with disabilities, the use of play as a tool to empower children, enhancing communication, and conflict resolution skills. She has a master's degree in Rehabilitation Counseling and holds a Professional Counseling License and a Rehabilitation Counselor Certification. Her work experience includes 20 years in the areas of personal counseling, advocacy, facilitating groups, and training. She credits her work coordinating a clubhouse model program for persons with mental illness as helping her to understand the true meaning of empowerment. Roberta is known primarily for her work as an entertaining trainer and as a group facilitator. National Trainer and Consultant Recruitment Seminar SECTION 2: Training Outline and Manual OUTLINE A. Introduction OBJECTIVES 1. Provide basic information about improving training and consulting skills. 2. Gain additional experience in these areas as applied to independent living settings. 3. Learn how the IL Net utilizes trainers and consultants. OPENING ACTIVITIES B. All Important Preparation C. Basics of Consultation and Training 1. The UPPOPPR Process * Utility: Conveying the Benefit of the Training Program Product: Setting a Goal for the Training Program Process: Describing the Approach to Training Objective: Write Specific Training Goals Process Justification: Identifying the Source of Information Presented Proof of Ability: Demonstrating the Success of the Training Approach Review: Emphasizing the Critical Information 2. UPPOPPR Process Explained.* *Based on and adapted as a training manual from Jolles, R. (1993). How to Run Seminars and Workshops: Presentation Skills for Consultants, Trainers, and Teachers. New York, John Wiley and Sons, Inc. 3. Body of the Training Organize your information. Structure logically When listeners are overwhelmed with information they actually remember less not more. Use a variety of different types of information. Be aware of the attitudes you project in regard to your audience. Better to talk shorter than longer. Practice outloud. 4. Final Review Use your final review to "review" not to introduce new points. D. Working with Adult Audiences 1. Create an Atmosphere Conducive to Training. 2. Build and Maintain Interest. 3. Capitalize on the Experience of Adult Trainees. 4. Structure your Presentation Logically. 5. Promote Involvement with Activities. 6. Set Definite Goals. 7. Use Repetition to Increase Retention of Critical Information. 8. Tell People What You Require of Them. 9. Motivate Them to Learn. 10. Make the Presentation Visual. 11. Answer for them the question "What Is in This For Me?" E. Uncontrollable Variables F. Potential Pitfalls G. Maintaining Interest 1. Use your voice effectively. 2. Tell anecdotes. 3. Keep moving while you talk. 4. Vary the pace of the presentation. 5. Distribute handouts. 6. Incorporate participant names into your discussion. 7. Use visual aids. 8. Ask questions. 9. Conduct small group activities. 10. Personalize your presentation. 11. Show a sense of humor. 12. Use nonverbal communication. 13. Mix up your techniques. 14. Use a team training approach. 15. Encourage competition among participants. 16. Try an offbeat approach. 17. Deviate from your topic. 18. Play music. 19. Take breaks. 20. Show enthusiasm. 21. Joe, Roberta and Kym's Best tip for maintaining interest. Be aware of the effect you are having on the audience and adjust if needed. H. Media and Visual Aids I. The Many Faces of Consultation and Training 1. Examples: 2. Small Group Presentations. J. Discussion of Key Issues K. Practice Makes Perfect L. Consultant Issues Areas of Expertise, Knowledge and/ or Skill Know your skill areas. Know where your skills are needed. Determining Rates. 1. Hourly Rates. 2. Current Working Wage Plus any Other Costs. 3. Per Project Cost. Getting Started. FIRST RULE OF CONSULTING: Listen! SECOND RULE OF CONSULTING: Listen! THIRD RULE OF CONSULTING: Ask Questions. Key Points Define the Problem or Situation. Stay objective! Do what you say you are going to do. Do not overcommit or overextend. Establish credibility and then be credible. Making a proposal. Contracts. M. Marketing It doesn't matter if it is goods or services. Know what you want to sell and to whom? N. Assessing Needs - The Latest Trends O. Resources and Suggested Reading MANUAL A. INTRODUCTION OBJECTIVES 1. Provide basic information about improving training and consulting skills. 2. Gain additional experience in these areas as applied to independent living settings. 3. Learn how the IL Net utilizes trainers and consultants. OPENING ACTIVITIES Please list the area of expertise, knowledge or skill that you most want to improve by participating in this seminar. ______________________________________________________ Characteristics of the best training that you have received. ______________________________________________________ ______________________________________________________ ______________________________________________________ Characteristics of the worst training that you have received. ______________________________________________________ ______________________________________________________ ______________________________________________________ B. THE ALL IMPORTANT PREPARATION This is a method that can be used as self-evaluation instrument by a presenter. Much of it can be obtained by observation with additional input from talking with a few participants at the first break. It helps to determine if you have created the most optimum environment for learning by attending to the details before training ever begins. Please answer these questions in relation to this seminar thus far. 1. Was the registration table set up and handled efficiently so that people got registered and in the room ready to begin? 2. As you came into this room did it seem that everything was ready to go? 3. Were the tables and chairs arranged in a way that was conducive to this type of training? 4. Was there enough room for everyone to sit and be included? 5. Did the atmosphere coming into the training room help you to become more relaxed or more anxious? 6. What were the factors that helped you to feel this way (either relaxed or anxious)? 7. If the presenters were in the room did they presenters greet you as you came in and did this help you to feel welcomed? 8. If the presenters were not welcoming you, what were they doing and what tone did this give you about them as presenters? 9. Did the workshop start on time? If not, why? 10. Did the introduction of the presenters give just the right amount of information or did it seem to ramble on? 11. Did the presenter adequately cover things like breaks, lunch, location of restrooms, pay phones, how to get messages, extra fun evening activities, and ending time each day? 12. If there was an icebreaker activity did it effectively warm up the group? 13. Did the first few minutes of this training help to transform the group into the beginnings of a cohesive team ready to learn? 14. Were adequate materials available for participants including alternative formats? Additional questions that might need to be included: ______________________________________________________ ______________________________________________________ ______________________________________________________ Whether you realize it or not, the answers to the above questions will determine whether you have your training engine on the track or not. If the engine is not on the track then there has been some credibility lost before you ever begin. Which of these scenarios do you think is conducive to learning? These questions can also be used as a self-evaluation as you conduct training. A generic copy appears in the appendix. C. BASICS OF CONSULTATION AND TRAINING 1. The UPPOPPR Process * Utility: Conveying the Benefit of the Training Program Product: Setting a Goal for the Training Program Process: Describing the Approach to Training Objective: Write Specific Training Goals Process Justification: Identifying the Source of Information Presented Proof of Ability: Demonstrating the Success of the Training Approach Review: Emphasizing the Critical Information 2. UPPOPPR Process Explained.* UTILITY: Conveying the benefit of the training program. This is where you explain why is it necessary to learn this? Answering three questions for the participants does this. How will it effect me personally? How will it effect my job? How will if effect the organization I work for? Additional Considerations: *Based on and adapted as a training manual from Jolles, R. (1993). How to Run Seminars and Workshops: Presentation Skills for Consultants, Trainers, and Teachers. New York, John Wiley and Sons, Inc. PRODUCT/GOAL: Setting a Goal for the training program. This can usually be done in one or two sentences. It gives the big picture of what you are preparing to teach them. Additional Considerations: PROCESS: Describing the approach to training. Process answers the question of how you will train. In planning, keep in mind adult learning characteristics and ways to accommodate people with various disabilities who might attend. Additional Considerations: OBJECTIVE: Write Specific Training Goals This is your chance to influence what the participants will learn. It is a very important component and the more specific you can be the better. It consists of four steps. 1.Action 2.Requirement 3.Degree 4.Benchmark Additional Considerations: PROCESS JUSTIFICATION: Identifying the source of information. This is the chance to prove that others have found the process helpful. Additional Considerations: PROOF OF ABILITY: Demonstrating the success of the training approach. This is where you are building confidence in the information. Additional Considerations: REVIEW: Emphasizing the Critical Information. Cover briefly again the benefit of the training and the goal. Additional Considerations: 3. Body of the training Many people think this is the easiest part. By now your participants should have a desire to learn. Now the key is to organize your information in a way that makes sense and that flows together. This is also where you begin to field test your objectives and to evaluate how it is received. Of course, all of this is based upon having done your research and having obtained information valuable information to organize. Many times in this part of a presentation you might be told to use a previously developed curriculum. Most of the time, however, in this line of work you will be developing your own. Notes: Key Point: Organize your information. The body of the material can be organized in several different ways. It is important to logically structure the presentation. We will talk later about adult learning styles. It is important to utilize methods, techniques and structure that enhance learning. There are several schools of thought about how to structure and select the information included in the body of a presentation. Many books have been written about how to develop curriculum. Notes: Key Point: Structure Logically Lots of presentations fail because the presenter has packed in more information than could possibly be covered. Participants are not capable of absorbing huge amounts of information. Decide upon a few points that are worth making and then build around them. Imagine this scenario. There was an instructor in a graduate school that seemed to measure her success as a teacher by how overwhelmed the students felt after every lecture. Good teaching? We think not! Notes: Key Point: When listeners are overwhelmed with information they actually remember less not more. Some people really appreciate statistics, others like quotes, many like personal examples. What are some other types of things similar to these that people might appreciate? _____________________________________________________ ______________________________________________________ ______________________________________________________ The more varied the style you use the more apt you are to hold the attention of your audience. The one thing all audiences have in common is that they need to be able to see how your information relates to the topic and to the training objectives. The keys to this are organizing, structuring logically and using a variety of different types of information. Notes: Key Point: Use a variety of different types of information. Many trainers, when they first start out, and advocates are probably no exception, have some difficulty reading audiences. Many presenters are so committed to their products or the sharing of a philosophy that audiences are sometimes left overwhelmed. Participants, especially timid ones, might leave feeling like they have been in an independent living or an advocacy hurricane. Think about it. Have you ever experienced this type of training before? And if so, how did it leave you feeling? Do you think that this has happened sometimes times with consumers first exposed to independent living philosophy? There is a fine line in here isn't there between advocacy and training in independent living. Of course saying that could start a lively discussion and we could do a whole seminar just on that. Where you walk on this line will depend on many factors. Be aware of the effect you are having on your audience and decide if it meets your goals. Notes: Key Point: Be aware of the attitudes you project in regard to your audience. Choose the points you want to make in the time you have to speak. Nothing loses information any faster than participants ready to leave and watching a clock. Keeping them past time will not help you. How many of us have violated this rule and suffered the effects! This is not a good one to violate! Notes: Key Point: Better to talk shorter than longer. Just working very hard to put a presentation together is one thing. The next step is to practice outloud. Practicing outloud will make a tremendous difference. You will actually experience your presentation style doing this. You will notice the things you need to change and will be able to practice those changes in the comfort of your own home as opposed to in front of your audience. Your thought processes use one part of your brain and when you speak you use another. So do your presentation outloud - exercise those different parts before you get in front of the audience. Notes: Key Point: Practice outloud. 5. Final Review Research has shown that we learn by repetition. Review the most important parts of a presentation at the end of a presentation. There is a caution here though. How many times have you seen speakers trying to review their entire speech at the end? This is the time to help them know what you talked about that is truly important. When listeners are overwhelmed with information they actually remember less not more. The ending helps to emphasize important points. This is not the time to try and cover everything you left out. After reviewing the major points then tie it back to your big picture goal for the training that you started with and leave them feeling the benefits that have been received. Notes: Key Point: Use your final review to "review" not to introduce new points. Notes: D. WORKING WITH ADULT AUDIENCES* 1. Create an Atmosphere Conducive to Training. 2. Build and Maintain Interest. 3. Capitalize on the Experience of Adult Trainees. 4. Structure your Presentation Logically. 5. Promote Involvement with Activities. 6. Set Definite Goals. 7. Use Repetition to Increase Retention of Critical Information. 8. Tell people what you require of them. 9. Motivate them to Learn. 10. Make the Presentation Visual. 11. Answer for them the question "What is in this for me? E. UNCONTROLLABLE VARIABLES Following are a few examples of some uncontrollable variables. Power outages! Fire alarms. Tornado warnings. What are some things that you can think of that might be uncontrollable variables? ______________________________________________________ ______________________________________________________ ______________________________________________________ Notes: F. POTENTIAL PITFALLS Following are a few examples of some potential pitfalls. Lack of Preparation. Closed mind. What are some things that you can think of that might be potential pitfalls. ______________________________________________________ ______________________________________________________ ______________________________________________________ Notes G. TIPS FOR MAINTAINING INTEREST* 1. Use your voice effectively. 2. Tell anecdotes. 3. Keep moving while you talk. 4. Vary the pace of the presentation. 5. Distribute handouts. 6. Incorporate participant names into your discussion. 7. Use visual aids. 8. Ask questions. 9. Conduct small group activities. 10. Personalize your presentation. 11. Show a sense of humor. 12. Use nonverbal communication. 13. Mix up your techniques. 14. Use a team training approach. 15. Encourage competition among participants. 16. Try an offbeat approach. 17. Deviate from your topic. 18. Play music. 19. Take breaks. 20. Show enthusiasm. 21. Joe, Roberta and Kym's Best tip for maintaining interest. Be aware of the effect you are having on the audience and adjust if needed. H. MEDIA AND VISUAL AIDS Please list below the types of visual aids that you have utilized and the strengths and weaknesses of each. Type of Aid Strength Weaknesses I. THE MANY FACES OF TRAINING AND CONSULTATION 1. Examples: The following are actual examples of issues that have been addressed through the IL Network's Consultants and Trainers. 2. Small Group Presentations: How negative feedback is delivered can either paralyze or enhance a presenter. Be aware that how you give feedback and how we give feedback to you is a very crucial issue. Just being aware of this will help keep feedback constructive and helpful. As children, many of us had some wonderful teachers but we could also tell stories of embarrassment and humiliation. Would you agree that many times this was from feedback they might have given us? For feedback we recommend a slightly modified version of the four-step process that is outlined in the book that you received. Step 1. Ask the participant for two areas in which he/she did well. Step 2. Ask the participant for two areas that he/she could improve to be even more effective. Step 3. Give the participant two areas that you observed as strengths. Step 4. Offer to the participant two suggestions to build upon and to improve delivery even more. We hesitate to use the term weaknesses here. That has such a negative connotation, and by the time a person is finished delivering information to a group, the last thing we want to do is make him/her remember only the weaknesses. So we suggest that you ban this word and use instead "suggestions to build upon" and improve their delivery even more. The truth is that the participant has delivered the information effectively to even get to the point where these feedback steps can be taken with them. Please reiterate that they have already succeeded simply by doing it. Many people in this country have listed public speaking as their number ONE fear. Acknowledge the success and then offer the feedback using the four-step process. J. DISCUSSION OF KEY ISSUES There are many variables that can effect our work as consultants and trainers. What are some of the things that you have seen that have effected your work or that we have discussed here. Issue affecting performance. Results in what effect? Ways to improve effectiveness! Notes: K. PRACTICE MAKES PERFECT Presenters share experiences about the practicing of skills. Methods: Possible Results: Notes: What are some Resources in your community that could be used to practice your speaking skills? Examples: Toastmasters Jaycees Additional ones: L. CONSULTANT ISSUES So you want to be a consultant! Many people have wondered whether they should take this step. You are here which is the first cue that you are considering improving or branching out to this area. A consultant is defined as "one who consults; one who gives professional advice or services, EXPERT" (Webster's Ninth Collegiate Dictionary, 1985.) Think about what types of professional advice or services that you possess. That is the first step. Areas of Expertise, Knowledge and/ or Skill The IL Net mentioned three areas in the brochure for this seminar; advocacy, service delivery and management. It might help to get even more specific of your skills within these areas. You may have particular strengths in working with a board, team building or conflict resolution. Think about this for a minute and then jot down some thoughts. What are your areas of expertise, knowledge or skill? ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ Key Point: Know your skill areas. Look back at your list and determine what environments these might be applicable. You might even want to jot it down next to the area. Having skills and knowledge is one thing but having skills and knowledge that are needed - is what makes a consultant! Okay so now you know your skill areas. Here is another issue. Who truly needs and looks for consultants with your areas of expertise, knowledge and skills? To be a consultant there needs to be a demand. Key Point: Know where your skills are needed. Now we get to a hard part. What am I worth? You may want to talk to other people who are doing what you want to do. You can also think about this in relation to yourself since many of you are administrators. What would you pay for your services? Price yourself to low and you'll be overwhelmed and scraping by, price to high and you won't get much work unless you are very good. You will hear a lot from customers if your prices are to high but do you think someone would complain for prices to low? Get real! Determining Rates. Following are a few ways to set fees or determine prices. 1. Hourly Rates. This is the usual way that most consultants figure the price for their services. Even if they choose to charge for a day this is usually how they arrive at that figure. That daily rate is often what they want to make per hour times eight. So what is the trick to setting an hourly rate? Check around and see what other consultants charge who are doing the same thing. Usually you will end up with a range of prices. Evaluate your skills and knowledge areas based on your research and pick your rate. If there are no other consultants doing what you want to do, then you might ask some potential customers what they might pay for these types of services. This gets a little tricky so it is a good idea to use an area similar to your area to do your analysis. Notes: 2. Current Working Wage Plus any Other Costs. Many people will take the wage they are currently making and then add on some other costs. This might include some calculations for health and dental insurance costs as well as other benefits offered by employers. Other costs will be just the items for doing business such as overhead costs including telephones, copying, postage, etc. Notes: 3. Per Project Cost. Some consultants will use a per project cost for a job. This puts the focus more on outcomes. The actual number of hours it takes is not really relevant in regard to the project cost because that has already been determined. In terms of a profit, this is probably a good way to do it providing you truly have some idea of what you are doing. Many consultants will begin with an hourly rate to establish themselves and then later move to a per project basis. This depends on several factors and you will need to spend some time thinking about what best meets your needs. Notes: What are some other ways that consultants might determine the costs for their services? GETTING STARTED. Now you are ready to go. At least you have got your idea of your hourly rate. Now what? Hopefully a call will come in and now rather than stammering around and trying to think about a rate - you already have one. This puts you a step ahead. The caller is on the phone, now what? FIRST RULE OF CONSULTING: Listen! Listen very, very carefully. Whoever is calling you already has an idea of what is going on in their organization and what might need to happen in order to improve it. Notes: SECOND RULE OF CONSULTING: Listen! Yes, rule two is the same as rule one. This one is so important it deserves to be put down twice. Consultants usually help organizations because they have problems. Get that - because they have problems. How will the consultant truly know what is going on if they don't listen and then listen some more? Notes: THIRD RULE OF CONSULTING: Ask Questions. That first contact is crucial. You are establishing your credibility and finding out what is going on. Encourage them to talk to you. Be interested! If you are not interested, then refer them on to someone who can give them the interest they deserve. Notes: Key Points Most problems in organizations are continuing because they are supported by something in the environment. There are often underlying issues and concerns that need to be explored. Ask enough questions and you will get a good idea. Key Point: Define the Problem or Situation. What are some questions that you might ask a person calling you for the first time and needing some help? Remember this first contact is crucial. Possible solutions and recommendations require that information be collected and analyzed. There might be lots of pieces of information that just don't fit. Keep exploring until you can see the picture and have a clear direction for your recommendations. We have included in your materials a book entitled "The One Minute Manager Meets the Monkey." It is an easy read and offers invaluable simple wisdom as you enter into the realm of consulting and then writing those all-important recommendations. It will also give you some valuable information about managers and what happens in organizations. This can give you some ideas of what to look for. Key Point: Stay objective! The real strength of consultants is that they can be objective. Stay that way. If you don't, then you become something else - part of the problem you were asked to solve perhaps? Notes: Key Point: Do what you say you are going to do. Nothing can ruin credibility any faster than lack of follow-through. Notes: Key Point: Do not overcommit or overextend. Keep your workload manageable. If you think you can't do it then don't even try. After all, you are trying to be credible. Better to be honest on the front end than do substandard work. Notes: Key Point: Establish credibility and then be credible. You are credible when you listen, are honest with people, stay objective, do what you say and finish your projects. Notes: Making a proposal. Do you think that some of the principles that we have learned in UPPOPPR apply for our work in consulting and in making a proposal? Sure they do. For proposals you want to get directly to what you have to offer and what results you expect. You will also need to have a plan for doing it. It is actually those first few steps of the UPPOPPR isn't it? You will also include in your proposal the price and payment terms as well as the next steps needed in order for the work to begin. Notes: Contracts. The contracts will define the final terms and conditions of your work. Before you get to this point you will probably do some back and forth negotiating. That is a whole other seminar. In the appendix is an example of a contract that has been used in the IL Network. Not all contracts will be that detailed. Many times it might just be a one or two page agreement. It is a good idea to get some legal advice about whatever contract or agreement you choose to use. Items that you probably would want to include are: Customers name and address. Description of what you plan to provide. Fees and total estimated cost. Other costs that apply. Start and completion dates. Additional terms. Signatures with dates. Following are some other key things to know as a consultant. Estimating Timelines Calculating the costs (Time and Expenses) Keeping track of your time Keeping track of expenses Keeping timelines. Writing a report. This workshop can not cover all the details needed, yet we can provide you with some quality resources. Following are some online resources for consulting and for consultant information. www.inc.com www.fastcompany.com www.pwgroup.com/ccorner www.sba.gov What are some other issues that you might want to consider as you do more consulting? M. MARKETING Marketing is getting the word out to potential customers. Part of that is knowing what goods or services you can provide. Key Point: It doesn't matter if it is goods or services. Know what you want to sell and to whom? Your best marketing is other jobs completed well. People talk. Once you get one job if you have done it well - others will follow. It is important to be able to deliver whatever method you choose to market your services. Some possible ideas for marketing (reaching customers) are: Web Pages Ads in magazines and newspapers Direct mailing Publish a newsletter. What are some other ways to market? N. ASSESSING NEEDS - THE LATEST TRENDS What are some methods that you have used to help determine needs? What are some other ways that needs are determined? What are some of the more effective ways that needs could be determined? What are some of the needs identified by people in the independent living movement? O. RESOURCES AND SUGGESTED READING Blanchard, K., Oncken Jr., W. & Burrows, H. (1989) The One Minute Manager Meets the Monkey. New York, William Morrow and Company, Inc. Fisher, R. & Ertel, D. (1995) Getting Ready to Negotiate: The Getting to Yes Workbook. New York, Penguin Books, Ltd. Fisher, R. & Ury, W. (1991) Getting to Yes: Negotiating Agreement Without Giving In (2nd ed.). New York, Penguin Books Ltd. Jeffers, S. (1987). Feel the Fear and Do It Anyway. New York, Fawcett Columbine. *Jolles, R. (1993). How to Run Seminars and Workshops: Presentation Skills for Consultants, Trainers, and Teachers. New York, John Wiley and Sons, Inc. Kruger, R. (1994) Focus Groups, A Practical Guide for Applied Research (2nd ed.) Thousand Oaks, CA: Sage Publications Ltd. Kushner, M. (1997 ) Successful Presentations for Dummies, Foster City, CA: IDG Books Worldwide, Inc. Nelson, B. & Economy, P. (1997). Consulting for Dummies, Foster City, CA: IDG Books Worldwide, Inc. PREPARATION QUESTIONNAIRE This is a method that can be used as self-evaluation instrument by a presenter. Much of it can be obtained by observation with additional input from talking with a few participants at the first break. It helps to determine if you have created the most optimum environment for learning by attending to the details before training ever begins. 1. Was the registration table set up and handled efficiently so that people got registered and in the room ready to begin? 2. As you came into this room did it seem that everything was ready to go? 3. Were the tables and chairs arranged in a way that was conducive to this type of training? 4. Was there enough room for everyone to sit and be included? 5. Did the atmosphere coming into the training room help you to become more relaxed or more anxious? 6. What were the factors that helped you to feel this way (either relaxed or anxious)? 7. If the presenters were in the room did they presenters greet you as you came in and did this help you to feel welcomed? 8. If the presenters were not welcoming you, what were they doing and what tone did this give you about them as presenters? 9. Did the workshop start on time? If not, why? 10. Did the introduction of the presenters give just the right amount of information or did it seem to ramble on? 11. Did the presenter adequately cover things like breaks, lunch, location of restrooms, pay phones, how to get messages, extra fun evening activities, and ending time each day? 12. If there was an icebreaker activity did it effectively warm up the group? 13. Did the first few minutes of this training help to transform the group into the beginnings of a cohesive team ready to learn? 14. Were adequate materials available for participants including alternative formats? Additional questions: EXAMPLE OF CONSULTANT WORKPLAN CONSULTANT WORKPLAN FOR ( CITY) Submitted to: Name and Address By: Name:and Address Phone Email Fax WORKSHOP: Title of Workshop including dates and location PRODUCTS: 1.) One 2.5 day conference. 2.) Materials for Participants (to include course manual, outlines and any other fact sheets, pamphlets, brochures, booklets, that are deemed appropriate.) Materials to be applicable for those unable to attend. 3.) Evaluation Report based on ILRU format. ILRU EXPECTATIONS: 1.) Participants will receive course manual, outlines and any other fact sheets, pamphlets, brochures, booklets that are deemed appropriate in meeting training objectives. 2.) Course materials will provide a thorough understanding of the topics and will provide enough depth to make them useable by those not participating in the training. 3.) Trainers will be aware of the principles of adult learning and will use a variety of training and presentation modalities such as role-play, experiential exercises, videotapes, and audiovisuals. 4.) Training and course materials will emphasize practical applications. 5.) All training participants will complete evaluations. 6.) Trainers will demonstrate professional competence by achieving an overall satisfaction score of three or better on a four-point scale from 70% of those completing evaluations. CONSULTANT RESPONSIBILITIES FOR TRAINING PREPARATION, IMPLEMENTATION AND EVALUATION 1.) Develop detailed course outline based on ILRU goals and objectives. 2.) Develop course schedule. 3.) Identify persons qualified to conduct training and develop the needed materials. 4.) Develop training budget. 5.) Contact and negotiate agreements with trainers regarding training and materials. 6.) Obtain approval of ILRU staff regarding course outlines, training agreements, and course schedule. 7.)Coordinate with trainers to insure that information of all presenters' blends and is consistent with ILRU training goals and objectives. 8.) Prepare list of audiovisual equipment needed and coordinate with ILRU or designee. 9.) Oversee training activities on location. Monitor training schedule. Resolve any on site training problems. Provide feedback to trainers on site. Provide feedback to trainers following training. 10.) Prepare training evaluation report for ILRU following completion of training. 11.) Submit documentation and records to ILRU at close of project. MATERIALS DEVELOPMENT FOR TRAINING AND PUBLICATION 1.) Oversee development of course training materials. 2.) Inform trainers of and insure their compliance with style standards, including accuracy and readability. 3.) Gather and summarize biographical information on trainers. 4.) Submit materials to IL Net Program Director for approval. 5.) Secure from presenter's diskette and camera ready materials for duplication and publication. 6.) As needed, secure or oversee the securing of reprint approvals 7.) Oversee production of materials including page layouts and formats. 8.) Coordinate all publication logistics with NCIL and/or ILRU. DOCUMENTATION AND RECORDS: 1.) Consultant will submit invoices with descriptions of work completed based on and keyed to workplan. 2.) Consultant will maintain files and provide to ILRU copies of all pertinent file materials at the close of the project. This will include: a. Workplans. b. Instructions to collaborators and other trainers. c. Other planning materials. d. Copies of announcements or notices developed or distributed as part of the project activities. SCHEDULE OF ACTIVITIES FOR WORKPLAN: Date Course outline and approval of ILRU staff. Date Contact Trainers and Negotiate Training Agreements. Date Course Materials Deadline with 5 day Period for any modifications needed. Date Materials Ready for Duplication and Publication Date Materials Development Completed and Prepped for Shipping Date Training Conducted Date Final Evaluation Report and Submission to ILRU of all documentation and project records. CONSULTANT BUDGET: Attach: Tracking Sheet Name Date (m/d/y) DESCRIPTION OF ACTIVITY TIME # of HOURS X:00-X:00 in 15 minute increments TOTAL HOURS: Honorable Lee Brown Mayor of Houston City Hall Houston, Texas 770 Dear Mayor Brown: Thank you for your consideration of our session For supervisors who have to Hire or Fire employees "now that I know about employment law .... what do I do?. Enclosed is a description of some of the information that I am able to cover during a presentation. I have also enclosed a brochure about our center. Successful implementation of employment law depends on how well information on the law and its regulation is disseminated and understood. Our Center on ADA is active in spreading the word about ADA and in educating targeted groups about the provisions that affect them. The primary target audiences for the center on ADA are employers and business people, but the Center on ADA also provides assistance to all entities and individuals covered by the Act. The technical assistance center will provide services which include: ADA related information and materials; training on the Act for businesses and employers; direct technical assistance; and referrals for additional specialized information or expert assistance. The particular program I would offer your group is designed to address the needs of your professionals. We hope that our program meets the needs that you would like to address for your members. If you have any comments or want a more detailed description our services please call me at 1-800-949-4ADA. Thank you for taking the time to consider our Center. It would be a pleasure to work with you on this project. Sincerely, Joe Bontke Training Coordinator NATIONAL RESOURCES ON INDEPENDENT LIVING Several national organizations have been established to provide technical assistance on particular concerns relevant to issues in independent living. Independent Living Research Utilization Program ILRU Program is a national center for information, training, research, and technical assistance on independent living. Founded in 1977, its goal is to expand the body of knowledge in independent living and to improve utilization of results of related research and demonstration projects. ILRU, 2323 S. Shepherd, Suite 1000, Houston, TX 77019, (713) 520-0232 (v), 520-5136 (TTY), and 520-5785 (fax). National Council on Independent Living Founded in 1982, NCIL is a membership organization representing independent living centers and individuals with disabilities. NCIL has been instrumental in efforts to incorporate independent living philosophy in federal legislation and regulations. National headquarters are located outside Washington, D.C. at 1916 Wilson Blvd., Suite 209, Arlington, VA 22209, (703) 525-3406 (v), 525-4153 (TTY), 525-3409 (fax). Association of Programs for Rural Independent Living One of the best resources for information about rural independent living is APRIL. Established in 1986, APRIL is an association of 33 centers and other organizations and individuals across the country serving a predominantly rural constituencies. For further information, contact APRIL president Michael Schafer, League of Human Dignity, 1701 P Street, Lincoln, NE 68508, (402) 441-7871 (v/TTY), 441-7650 (fax) or Linda Tonsing Gonzales at 5903 Powder Mill Road, Kent, OH 44240, (330) 678-7648 (v), 678-7658 (fax). Disability and Business Technical Assistance Centers on ADA There are ten regional DBTACs funded by the National Institute on Disability and Rehabilitation Research, the U.S. Department of Education, to provide technical assistance and training on the Americans with Disabilities Act (ADA). The Southwest DBTAC, operated by ILRU, features an Hispanic outreach program. By calling 1-800-949-4232 from anywhere in the country, your call will be routed automatically to the appropriate regional DBTAC. American Disabled for Attendant Programs Today One of the oldest and most active grassroots disability rights advocacy groups is ADAPT. Following its tremendous success in advocating for accessible transportation, ADAPT has focused its mission on personal assistance services. With local chapters in many cities around the country, ADAPT is centered in Colorado at 201 South Cherokee St., Denver, CO 80223, (303) 733-9324 (v), 733-6211 (fax). Disability Rights Education and Defense Fund DREDF is an organization dedicated to promoting the civil rights of individuals with disabilities through research, education, and advocacy. The DREDF offices are located at 1633 Q St., NW, Suite 220, Washington, DC 20009, (202) 986-0375 (v), 462-5624 (fax), and 2212 Sixth Street, Berkeley, CA 94710, (510) 644-2555 (v), 841-8645 (fax). Disabled Individuals Movement for Equality Network DIMENET is a computer network that serves the independent living and disability rights movements. It was established in 1985 to meet the demand for a computer network that directly serves the interests of all people with disabilities and that is fully accessible to people with visual impairments. You can access DIMENET from any of five host sites: (508) 880-5412 (Taunton, MA), (937) 341-5205 (Dayton, OH), (724) 223-0160 (Washington, PA), (918) 582-3622 (Tulsa, OK), and (508) 820-3376 (Framingham, MA). If you have problems or questions regarding accessing DIMENET, technical assistance is also available from individuals at DIMENET regional host sites: Taunton (508) 880-5325 (v/TTY), Dayton (937) 341-5202 (v), 341-5217 (TTY), Washington (724) 223-5115 (v), 228-4028 (TTY), Tulsa (918) 582-1235 (v/TTY), Framingham (508) 875-7853 (v/TTY). Additional help may be obtained from Roland Sykes at (937) 237-8360 (v) or Paul Spooner at (508) 875-7853 (v/TTY). World Institute on Disability Originally founded in 1983 from within the grassroots disability rights movement, WID's focus is now international in scope. WID conducts research and training in public policy, personal assistance services, and independent living from its headquarters at 510 16th Street, #100, Oakland, CA 94612, (510) 763-4100 (v), 208-9493 (TTY). RESEARCH AND TRAINING CENTERS ON INDEPENDENT LIVING Four research and training centers funded by the National Institute on Disability and Rehabilitation Research (NIDRR), U.S. Department of Education, focus on independent living. They are: --the ILRU Research and Training Center on Independent Living at TIRR; --the RTC: IL at the University of Kansas; --the RTC on Personal Assistance Services at the World Institute on Disability (WID); and --the RTC on Public Policy and Independent Living, also at WID. All four centers conduct research and training projects designed to address the needs of individuals with disabilities, as well as state and private entities involved with independent living. More information about each is given below. ILRU Research and Training Center on Independent Living at TIRR The goals of the ILRU RTC are to enhance management performance in independent living centers through improved management and operational practices developed and tested in research-based models, and disseminated through training, technical assistance, and materials development projects. A major emphasis of these training and technical assistance projects is the promotion of networking among individuals and organizations in the independent living field. ILRU RTC is guided by the independent living philosophy, particularly with regard to the substantial involvement of people with disabilities at all levels of RTC operations. Director: Lex Frieden Director of Research: Peg Nosek Director of Training: Laurel Richards Coordinating Director: Laurie Gerken Redd For more information, contact: ILRU Program 2323 S. Shepherd, Suite 1000 Houston, TX 77019 (713) 520-0232 (v); 520-5136 (TTY); 520-5785 (fax) http://www.ilru.org Research and Training Center on Independent Living at the University of Kansas The University of Kansas operates a national research and training center which focuses on aspects of independent living particular to rural and other underserved populations, including persons with cognitive and psychiatric disabilities. In addition, the RTC conducts consumer control training, conducts research in prevention of secondary health conditions in people with disabilities, and studies successful attainment of vocational rehabilitation goals. Director: James F. Budde Co-Director: Glen White Assistant Director: Glen White Training Director: Kenneth J. Golden For more information, contact: RTC-IL at Kansas 4089 Dole Building University of Kansas Lawrence, KS 66045 (785) 864-4095 (v/TTY); 864-5063 (fax) http://www.lsi.ukans.edu/rtcil/rtcbroc.htm The Research and Training Center on Public Policy and Independent Living Funded by NIDRR at the World Institute on Disability, the RTC-PPIL conducts research and training on major disability policy issues including independent living, leadership development, peer support, and community integration. In addition, WID is attempting to establish the first full curriculum for disability studies. The program will offer courses of study at the undergraduate, graduate, professional training, and continuing education levels. Director: Tom Bleecker Director of Research: Devva Kasnitz For more information, contact: RTC-PPIL World Institute on Disability 510 16th Street, Suite 100 Oakland, CA 94612-1500 (510) 763-4100 (v); 208-9493 (TTY); 763-4109 (fax) http://www.wid.org The Research and Training Center on Personal Assistance Services at WID One of two RTCs operated by WID, the RTC-PAS was established for the purpose of creating greater understanding about how personal assistance service systems can further the self-sufficiency and economic independence of individuals with disabilities. The RTC will perform a comprehensive evaluation of PAS programs across the country and will seek to define effective PAS from the consumer's point of view. In developing new service programs, the RTC-PAS also focuses on underserved or unserved populations. Director of Training: Simi Litvak Research Assistant: Merrie Snead For more information, contact: RTC-PAS World Institute on Disability 510 16th Street, Suite 100 Oakland, CA 94612-1500 (510) 763-4100 (v); 208-9493 (TTY); 763-4109 (fax) http://www.wid.org Revised 2/99 IL NET RESOURCE MATERIALS The IL NET: National Training and Technical Assistance project, a collaboration of the National Council on Independent Living (NCIL) and the Independent Living Research Utilization (ILRU) Program, is committed to promoting a national network of centers for independent living, statewide independent living councils, and others involved in the independent living field. Through training and technical assistance activities, project staff seek to provide individuals at all levels of expertise with educational and networking opportunities. To enhance our ability to reach as wide an audience as possible, we are making many of our training materials available in the form of individual fact sheets and packets. The following is a description of resource materials concerning the Rehab Act, statewide independent living councils, state IL plans, funding, and other topics. These materials may be duplicated without acquiring permission, providing that the following credit is given to the project: "Developed as part of the IL NET: ILRU/NCIL National Training & Technical Assistance Project." All materials are available in accessible formats, including copies available to download in ASCII from DIMENET in the IL_NETWORK file area. For fact sheets about the Rehab Act, download file 'rehab1.wp' or 'rehab1.asc.' For fact sheets about SILCs, download 'silcpak1.wp' or 'silcpak1.asc.' You will also find each piece of the packets available individually. For assistance with downloading call (508) 880-5325 (v/TTY) or (937) 341-5202 (v), 341-5217 (TTY). For further information or technical assistance, contact ILRU at (713) 520-0232 (v), 520-5136 (TTY) or NCIL at (703) 525-3406 (v), 525-3407 (TTY). FACT SHEETS ABOUT THE REHAB ACT Amendments to the Rehab Act: 1986 & 1992: A Comparison--a set of charts showing changes in the Rehab Act which occurred from 1986 to 1992. Where to Get Information About the Rehabilitation Act--how to obtain copies of the Rehab Act and related background information from the government, from public records, and from DIMENET, the national computer bulletin board for independent living. Terminology Related to the Legislative and Regulatory Process--explanations of terms and concepts related to the legislative process. Key OSERS Staff--a listing of top-level staff members of the Office of Special Education and Rehabilitation Services, the Rehabilitation Services Administration, and the National Institute on Disability and Rehabilitation Research (NIDRR). FACT SHEETS ABOUT STATEWIDE INDEPENDENT LIVING COUNCILS (SILCs) Composition of Statewide IL Councils--an easily understood overview of SILC responsibilities, composition criteria, and examples of some of the problems faced by state IL councils with direct, concrete suggestions for dealing with them. Questions About SILC Governance--identifies many of the pivotal questions an organization can use to establish the bylaws with which it governs itself; covers specific questions for councils operating as private, nonprofit corporations and seeking a tax exempt status. What Every SILC Member Should Know--a checklist of basic information that each SILC member should understand in order to be an effective, voting participant of a statewide IL planning body. Prototype Job Descriptions--basic duties, authorities, and qualifications for the SILC chair, vice-chair, secretary, treasurer, and member; intended as a guideline from which to build individualized descriptions. SILC Profile Analysis--a grid designed to reveal a basic profile of any SILC by mapping characteristics and affiliations of the members; simple, easy-to-follow instructions show whether or not a council is consumer controlled according to legal mandate. SILC Membership Compliance Assessment--a checklist for determining whether or not your SILC is in compliance with the compositional guidelines outlined in section 705(b)(2) the Rehab Act. Directory of Statewide IL Councils--a complete list of all SILCs with contact information for state chairs; current as of May 1995. AUTHORIZED USES OF FUNDS AVAILABLE TO THE STATE IL COUNCIL Authorized Uses of Title VII, Part B--this document gives an overview of the history and development of Title VII, with an emphasis on gains made in controlling how the dollars allotted to support independent living programs and services are spent. Funding Under SILC Jurisdiction--identifies funding sources available to the statewide IL council: Title VII, Parts B and C; Title I, Part C; Social Security Reimbursement Funds; and private or other sources. Funding for Title VII, Part B: Fiscal Years 1994 & 1995--exact 1995 dollar amounts allocated from this source for each state and territory. Funding for Title VII, Part C: Fiscal Year 1994--dollar amounts by state and territory showing 1994 allotments as well as post-reallotment amounts for fiscal year 1993. Revised 3/96 READINGS AND RESOURCES FOR THE INDEPENDENT LIVING AND DISABILITY RIGHTS MOVEMENTS Updated October 1997 Bowe, F. (1992). Equal Rights for Americans with Disabilities. New York: Franklin Watts, Inc. DeJong, G. "Independent Living: From Social Movement to Analytic Paradigm." Archives of Physical Medicine and Rehabilitation 60 (October 1979): 435-446. DeJong, G. "Physical Disability and Public Policy." Scientific American 248, no. 6 (June 1983): 40-49. DeJong, G. Environmental Accessibility and Independent Living Outcomes: Directions for Disability Policy and Research. East Lansing: University Center for International Rehabilitation, 1981. DeJong, G. and Janice Hughes. Report of the Sturbridge Conference on Independent Living Services. Boston: Tufts Medical Rehabilitation Research and Training Center, 1981. Fasser, Carl E., Quentin Smith, Lex Frieden, Laura W. Smith, J. David Holcomb. "Addressing the Health Care Needs of People with Disabilities." Journal of the American Academy of Physician Assistants 7, no. 1 (January 1994): 26-32. Harmon, G., Ladd, J., and Evans, E. "Being a player: A guide to the ILRU lobbying regulations for advocacy charities." A Report by the Advocacy Forum; A Project of the Alliance for Justice. Washington, D. C.: Harmon, Curran, Gallagher & Spielberg, 1991. House, R., Richards, L., Rennick, V., Jones, D., Dresden, C., and Smith, Q. (1995). Expanding Your Management Foundation: Readings in Management Literature--Strategic Planning. Houston: ILRU. House, R., Rennick, V., Jones, D., Richards, L., and Dresden, C. Expanding Your Management Foundation: Readings in Management Literature--Basic Supervision (In press, 1997). Houston: ILRU. House, R., Rennick, V., Jones, D., Richards, L., and Dresden, C. Expanding Your Management Foundation: Readings in Management Literature--Hiring, Diversity, and More. (In press, 1997). Houston: ILRU. O'Day, B. Issues in Independent Living: Independent Living Programs for Transition to Community Living. (In press, 1997). Houston: ILRU. Kailes, J. I. Advocacy: Reality or Rhetoric Inventory. 5 pages. A popular questionnaire tool used to help evaluate if an independent living center or other disability related organization is truly committed to advocacy and systems change. Revised 1997. Self-published. Kailes, J. I. Americans with Disabilities Act Compliance Guide for Organizations. 225 pages. 1995. Self-published. Kailes, J. I. Centers for Independent Living. 12 pages. Revised 1997. Self-published. Kailes, J. I. Resource List: Wellness, Self-Care, Exercise & Aging with Disability. Research and Training Center on Aging with Disability. Los Angeles, California. Third Edition, 1996. Kailes, June. "Language is More Than a Trivial Concern!" (1984) reprinted in Disability Pride and A Guide to Planning Accessible Meetings (available through ILRU publications). Kailes, June Isaacson. Disability Pride: The Interrelationship of Self-Worth, Self-Empowerment, & Disability Culture. Houston: ILRU Program, 1993. Kailes, June Isaacson, and Darrell Jones. A Guide to Planning Accessible Meetings. Houston: ILRU Program, 1993. Kailes, June Isaacson. Putting Advocacy Rhetoric Into Practice: The Role of the Independent Living Center. Issues in Independent Living No. 8. Houston: ILRU Program, 1988. Lachat, Mary Ann. The Independent Living Service Model: Historical Roots, Core Elements, and Current Practice. Hampton: Center for Resource Management, 1988. National Council on the Handicapped (now the National Council on Disability). Toward Independence: An Assessment of Federal Laws and Programs Affecting Persons with Disabilities - With Legislative Recommendations. February 1986. Available from NCD, 1331 F Street, NW, Suite 1050, Washington, DC 20004 (202) 272-2004 (v), 272-2074 (TTY). National Council on the Handicapped (now the National Council on Disability). On the Threshold of Independence: A Report to the President and the Congress of the United States. January 1988. Available from NCD (see above). Nosek, Peg, Yayoi Narita, Yoshiko Dart, and Justin Dart. A Philosophical Foundation for the Independent Living & Disability Rights Movement. Occasional Paper No. 1. Houston: ILRU Program, 1982. Pflueger, Susan Stoddard. Independent Living. Emerging Issues in Rehabilitation. Washington, D.C.: Institute for Research Utilization, 1977. Richards, Laurel and Quentin Smith. An Orientation to Independent Living Centers. Houston: ILRU Program, 1987. Shapiro, Joseph P. No Pity. New York: Random House, Inc. 1993. Shreve Maggie, Patricia Spiller, Eric Griffin, Nancy Waldron, and Lynda Stolzman. Martha Williams, ed. Consumer Control in Independent Living. Available from: Center for Resource Management, 2 Highland Road, South Hampton, NH 03847; (603) 394-7040 (v/TTY), 394-7483 (fax). Smith, Quentin, Lex Frieden, and Laurel Richards. "Independent Living." Encyclopedia of Disability and Rehabilitation. New York: Macmillan, Inc., (in press, 1994). Smith, Quentin, Laura W. Smith, Kym King, Lex Frieden, and Laurel Richards. Health Care Reform, Independent Living, and People With Disabilities. Issues in Independent Living No. 11. Houston: ILRU Program, 1993. Smucker, B. (1991). The Nonprofit Lobbying Guide: Advocating Your Cause--and Getting Results. San Francisco: Jossey-Bass, Inc. United States Department of Education. Comprehensive Evaluation of the Title VII, Part B of the Rehabilitation Act of 1973, as Amended, Centers for Independent Living Program. January 1986. Available through clearinghouses (see below). Willig, Chava Levy. A People's History of Independent Living. 1988. Available from the Research and Training Center on Independent Living, 4089 Dole Building, University of Kansas 66045; (913) 864-4095 (v/TTY). In a special edition on independent living in American Rehabilitation 20, no. 1 (Spring 1994): Giordiano, Gerard and Bruno J. D'Alonzo. "The Link Between Transition and Independent Living," 2-7. Shreve, Maggie. "The Greater Vision: An Advocate's Reflections on the Rehabilitation Act Amendments of 1992," 8-13. Smith, Laura W., Quentin W. Smith, Laurel Richards, Lex Frieden, and Kym King. "Independent Living Centers: Moving Into the 21st Century," 14-22. Chappell, John A., Jr. "The Whole is Greater Than the Sum of its Parts," 23-29. Moore, J. Elton and Barry C. Stephens. "Independent Living Services for Older Individuals Who are Blind: Issues and Practices," 30-34. Montagano, Tim. "Bringing the Rehabilitation Family Together: An IL-VR Partnership," 35-36. Lougheed, Val, Bev Hunter, and Susan Wilson. "Partners for Independence: A Team Approach to Community-Based Rehabilitation," 37-38. Baker, David. "Independent Living in Communities: The Role of the Independence Fund in Vermont," 39-41. Lachat, Mary Ann. "Using the Power of Management Information System Technology to Support the Goals of Centers for Independent Living," 42-48. In a special issue on independent living in OSERS 6, no. 2 (Winter-Spring 1994): French, Duane. "Independent Living: Driven By Principles of Democracy," 37-38. Kafka, Bob. "Perspectives on Personal Assistance Services," 11-13. Kennedy, Jae, Hale Zukas, and Simi Litvak. "Independent Living and Personal Assistance Services: The Research, Training, and Technical Assistance Programs at the World Institute on Disability," 43-45. Mathews, Mark R. "Learning from the Experts: Best Practices in Rural Independent Living," 23-29. Michaels, Robert E. "Title VII: A Major Step Forward," 8-10. Nelson, John. "Changes in the Rehabilitation Act of 1973 and Federal Regulations," 4-8. Smith, Quentin, Lex Frieden, Laurel Richards, and Laurie Gerken Redd. "Improving Management Effectiveness in Independent Living Centers through Research and Training," 30-36. Tate, Denise and Julie Daugherty. "The Effects of Insurance Benefits Coverage: Does It Affect Persons with Spinal Cord Injury?" 19-22. Westbrook, John D. "Consumer-Driven Supported Employment: Consolidating Services for People with Significant Disabilities," 14-18. Ziegler, Martha. "How Parent Networks Are Working with Independent Living Centers," 39-42. In a special issue on rural independent living in the Rural Special Education Quarterly 11, no. 1 (1992): Clay, Julie Anna. "Native American Independent Living," 41-50. Curl, Rita M., Shanna M. Hall, Linda A. Chisholm, and Sarah Rule. "Co-workers as Trainers for Entry-level Workers: A Competitive Employment Model for Individuals with Disabilities," 31-35. Nosek, Margaret. "The Personal Assistance Dilemma for People with Disabilities Living in Rural Areas," 36-40. Potter, Carol G., Quentin W. Smith, Huong Quan, and Margaret A. Nosek. "Delivering Independent Living Services in Rural Communities: Options and Alternatives," 16-23. Richards, Laurel and Quentin Smith. "Independent Living Centers In Rural Communities," 5-10. Seekins, Tom, Craig Revesloot, and Bob Maffit. "Extending the Independent Living Center Model to Rural Areas: Expanding Services through State and Local Efforts," 11-15. Smith, Quentin W., Carl E. Fasser, Stacy Wallace, Laurel K. Richards, and Carol G. Potter. "Children with Disabilities in Rural Areas: The Critical Role of the Special Education Teacher in Promoting Independence," 24-30. We Won't Go Away, videocassette. Sells for $20 each, including postage, from the World Institute on Disability, 510 16th Street, Suite 100, Oakland, CA 94612 (510) 763-4100 (v), 208-9493 (TTY). The Disability Rag. A bi-monthly publication reflecting ideas and discussions in the disability rights movement. Available at $12 for a one-year subscription. Write to: Subscriptions, The Disability Rag, 1962 Roanoke Ave, Louisville, KY 40205 (502) 459-5343 (v/TTY/fax). From the television series, Real Life, broadcast on PBS stations, 1995-1996. Childress, D. and King, K., prods. (1995). Real Life: Health Care. Videotape. Houston: ILRU. Childress, D. and King, K., prods. (1995). Real Life: Universal Design. Videotape. Houston: ILRU. Childress, D. and King, K., prods. (1995). Real Life: Media Portrayals. Videotape. Houston: ILRU. Childress, D. and King, K., prods. (1995). Real Life: ADA. Videotape. Houston: ILRU. Most of the readings cited above can be obtained from resource clearinghouses. Several are listed below and can be reached for further information about publications and modem-accessible databases by mail or telephone.  National Clearinghouse of Rehabilitation Training Materials, Oklahoma State University, 816 West Sixth Ave., Stillwater, OK 74078 (800) 223-5219.  National Rehabilitation Information Center (NARIC), 8455 Colesville Road, Suite 935, Silver Spring, MD 20910 (800) 346-2742 (v), 227-0216 (TTY).  ERIC Clearinghouse on Disabilities and Gifted Education (formerly the ERIC Clearinghouse on Handicapped and Gifted Children), 1920 Association Dr., Reston, VA 22091, (800) 328-0272 (v/TTY) at the Council for Exceptional Children, (703) 620-3660, ext. 307 (v). ILRU also offers a number of publications and other materials on various independent living subjects. For a listing of resource materials contact ILRU at 2323 S. Shepherd, Suite 1000, Houston, TX 77019, (713) 520-0232 (v), 520-5136 (TTY). For resource materials and technical assistance on the Americans with Disabilities Act, there are ten regional Disability and Business Technical Assistance Centers (DBTACs). One toll-free number, 1-800-949-4232, will direct your call to a technical assistant in your region. Resource materials are published by the U.S. Department of Justice and many are available free of charge. The Southwest DBTAC in Houston, Texas offers technical assistance and some resource materials in Spanish as well as English. Revised 10/97