You're about to create your best presentation ever

Get started with Prezi

Capacity Building Powerpoint Templates

Create your presentation by reusing a template from our community or transition your PowerPoint deck into a visually compelling Prezi presentation.

Capacity Building

Transcript: want to develop knowledge and skills Flourish by Capacity Building have a commitment to ever learning (Investment in continuous development) and skills Encourage these by 'sweet persuasion' nonjudgementalism time, ideas, money " collectively and continuously you can destroy growth by... 'moral certitude' hectoring... use and attract resources WISELY look for individuals who You don't make a pig fatter by just weighing it or by trying to scare it into eating..."

Capacity Building

Transcript: Teachers need to foster teamwork and motivation within the classroom or ensemble. Teachers and administrators capitalize on students' strengths rather than a "one size fits all" framework! Teachers teach across the curriculum to help their colleagues in the campus. Teachers are committed to accepting others' techniques because no one thinks alike. Capacity Building Capacity Building by Matthew Warde Tolman Teachers and teacher leaders are part of the solution and not the problem. Teachers need to engage in behavior that is rational so that everyone thrives. Teachers are mentally, emotionally, and physically healthy to create an effective community of learners that exists with teacher relationships. Teachers build and enhance their abilities by participating in professional development activities. Stakeholders support every program at the school's campus and support across curricular activities. Teachers and their leaders focus on students' success and are not burdened with policies and individual pride. Everyone in the community feels important and knows they are part of the whole picture. Parent relationships are included in curricular activities in addition to extracurricular activities. In a band, cheerleading, or drill team program, parents are invited to be booster club presidents, equipment and uniform managers, and leaders in student growth. This framework is tantamount to the teaching family.

Capacity Building

Transcript: AF - CBG Unlocking the potential of our people to serve the community and humanity through capacity building and engagement with the need of better human resources and leadership styles and models, capacity building became a necessity. with work done by WF, the leadership development program got flagged off and now the initiative has been assigned to regional federations. with 19 action plans that are being implemented and followed using strategic processes and methods facilitator trainings certification program trainings for target requirements [MBTI and TUOA] increased number of facilitators within each region who can serve in different areas of expertise increased number of LDPs and modular training for committees within local jamaat and its sub- committees [Al Muntazir and Debating Society] upgrade programs for facilitators [EQ2.0] for local jamaats to be able to benefit from the trained CBG facilitators, 2 coordinators per large jamaat who are LDP alumni have been sanctioned and approved by the local jamaat to act as liaison meeting of coordinators conducted, to clarify job descriptions, roles and responsibilities LDP alumni have been integrated into the MAEP program and given assessors training leadership and self deception is a book all LDP alumnis read and deduced a learning from it as a refresher assignment Mombasa and Arusha are having regular refresher meetings Continue the Leadership Development Program – schedule at least 3 sessions for Africa Region for 2013 – 2014 Develop new candidates by conducting at least 3 mini LDP classes per year per center Develop LDP Alumni groups and run at least 3 Master Classes per region to further support the development of its members Upgrading existing facilitator skills by providing at least one training in the year for each facilitator Identify facilitator strengths and create champions in each product Identify and create training path for new facilitators – to help deliver to local needs Build and expand the coordinator network to outreach to a wider target audience Continuously assess community needs to assist with effective program identification Create a self sustaining budget for capacity building by 2015 AYN youth seminar was a CBG facilitated program to enhance youth participation in supreme council meetings nairobi jaffery academy had a visioning session with AF facilitator after the masterclass there Processes and implement infrastructure for the Capacity Building Group Create awareness in the community through quarterly e-newsletters and website Create an understanding within our institutions of the concept of Organizational Development (OD) Support our institutions to undertake OD to deliver their objectives Undertake special programs for individuals in positional power or project management roles such as those undertaking jamaat capital projects LDP success story Sister Swaleha Chandoo changed her outlook after the LDP and made being awarded a prestigious IASE international teachers award and finally, your support in making our people "think differently and change for the betterment of our community" for the future Capacity Building Group thank you for listening recently more in the future achievements to-date about CBG

Capacity Building

Transcript: Capacity Building What is Capacity Building? History of Capacity Building Before the Capacity BUiding Movement: Strategic Planning Strategic Planning is defined as a process through which an organization agrees on- and builds commitment among key stakeholders to things that are essential to its mission and are responsive to the environment. (Worth, 2012, 168-169) Early 1990s- Interest in capacity building was sparked by books & articles by critics about Strategic Planning Late 1990s- Early 2000s Shift in emphasis from replicating programs to building stronger nonprofits by increasing efficiency and sustaining expanding programs (Worth, 2012, p. 193). 2007- Recession- emphasis on collaboration and merging of nonprofits, as to not duplicate services. http://www.501commons.org/resources/capacity-building-organizations Funding Capacity Building through: Grants, Foundations, Fundraising, and Internal Resources. Theoretical Base of Capacity Building 100%of the respondents claimed that capacity building increased efficiency in their organization Examples of effective capacity building include: Upgrading computers/servers to better support our work without having to put out tech fires all the time Training, reorganizing, and streamlining our program goals Increasing our fundraising efficiency •“Evaluation capacity building is the process of improving an organization’s ability to use evaluation to learn from its work and improve results” (Major & Brennan, 2011, p. 4). •Why is it important? Evaluating capacity building is a tool to help increase learning and make changes that strengthen nonprofit organizations through more effective planning, acting, advocating, funding, and acquiring resources. • How do your organization evaluate its capacity building efforts? •Did your organization use the results from the evaluation to alter capacity building techniques? Yes 10 No 3 Marguerite Casey Foundation Organizational Assessment Tool “Changes in funder requirements are the primary, if not sole, catalyst for making organizational changes” (p. 8) Capacity building is defined as “whatever is needed to bring a nonprofit to the next level of operational, programmatic, financial, or organizational maturity, in order to more effectively and efficiently fulfill its mission” (National Council of Nonprofits, 2012, para. 1). “building the capacity to fulfill an organization’s mission” (Jacobs, B., 2001, p. 1). Unique to each organization A holistic view of the organization is necessary to function in the most efficient manner (McKinsey & Company, 2001) Types of Capacity Building 1.Leadership 2.Adaptive 3.Management 4.Operational (Marguerite Casey Foundation,2012.) By: Anna Valkov, Thuy Huynh, Danielle Rucci, Taylor Callaham, Christina Woeck, & Isabela Ordóñez References What Now? Cravens, X., & Hallinger, P. (2012). School leadership and change in East Asia: Building capacity for education reform. Peabody Journal of Education, 87(2), 157-161. de Groot, F. P., Robertson, N. M., Swinburn, B. A., & de Silva-Sanigorski, A. M. (2010). Increasing community capacity to prevent childhood obesity: Challenges, lessons learned and results from the romp & chomp intervention. BMC Public Health, 10, 522-529. Ebrahim, A. (2009, October 29). Rethinking capacity building. Retrieved from http://www.capacity.org/capacity/opencms/en/ topics/organizational-development/ rethinking-capacity-building.html Jacobs, B. (2001). Echoes from the Field: Proven capacity-building principles for nonprofits. Retrieved from http://www.innonet.org/resources/node/172 Kapucu, N., Augustin, M.E., & Krause, M. (2007). Capacity building for community-based small nonprofit minority health agencies in central florida. The International Journal of Volunteer Administration, 24(3), 10-17. Retrieved from http://www.ijova.net/PDF/VOL24_NO3/IOJVA_VOL24_NO3_Kapucu_Capacity%20Building%20for%20Community.pdf Major D., & Brennan K. (2011). How do we build the capacity of nonprofits to evaluate, learn, and improve? Grantmakers For Effective Organization. Washington D.C. Retrieved from https://courses.wwu.edu/courses/1/B41226-201240/groups/_28208_1//_1588154_1/2011%20-%20Capacity%20Building.pdf. Marguerite Casey Foundation. (2012). The Marguerite Casey foundational organizational capacity assessment tool. Retrieved from http://caseygrants.org/resources/org-capacity-assessment/ McKinsey & Company. (2001). The capacity framework: In effective capacity building in nonprofit organizations. Retrieved from http://www.vppartners.org/sites/default/files/reports/full_rpt.pdf. Millesen, J. L., Carman, J. G., & Bies, A. L. (2010). Why engage? Understanding the incentive to build nonprofit capacity. Nonprofit Management & Leadership, 21 (1), 5-20. National Council of Nonprofits. (2012). Why capacity building is needed. Retrieved from http://www.councilofnonprofits.org/why-capacity-building Worth, M. J. (2012). Nonprofit management, principles and practice. Sage Publications, Inc. Capacity building in

Capacity Building

Transcript: Goals: The Facts: Multifaceted & complex issue Importance of working collaboratively Working at the pace of the community Invite key stakeholders to discuss transition from engagement to development Maintain healthy connections within the community Maintain engagement strategies that consider positive patwhays for young people Bring issues to a community level of undertsanding Barambah Justice Initiative in collaboration with Thank-you CELL QUT Oodgeroo Barambah Justice Group And All Other Agencies Involved Creation of a resource map. Engagement with existing services and community groups. Data collection and collation of young people within Cherbourg and the nature of youth offending in the area. Gathering community perspectives of youth offending through a process of yarning. The compilation of a handover document. Community Engagment Most recent statistics will greatly assist BJG to access government funding to provide more support for the community and those that are at risk. Reccommendations: Long Term Objective of CELL... Statistics What would it take to reduce the over-representation of young people in the Cherbourg Youth Justice system? Queensland Indigenous Youth, represent 6% of those in juvenile detention between the ages of 10-17. (2009-2012) 50% are placed under youth justice supervision on any given day. Indigenous youth are 26 times more likely to be put into detention in comparison to their non-indgenous counterparts. Service Map Capacity Building with Barambah Justice Community Group to develop a framework for community engaged strategies that can be sustained by the people of Cherbourg... with the aim to define the issue of youth offending through the perspectives of those living and working within the community. What have we learnt? "A man who chases two rabbits, catches neither"

Capacity Building

Transcript: Improving existing or developing new programs Writing training manuals Organizing training workshops Website and social media development Coordinate meetings Online networking support Moving Beyond Direct Service Community-based research Policy research Community assets inventory Organizing events Identifying grants and funding sources Writing grants EFFICIENCY/EFFICACY: Improved outcomes with the same level of resources or improved or consistent quality of services with fewer resources SCALE/REACH: Number of new people served, new populations served, and/or new or expanded services LEVERAGE: Additional resources or assets garnered through capacity-building activities such as funding, volunteers, in-kind support, and partnerships. Capacity building CNCS definition: Coordinating/managing service program Volunteer recruitment Identify partners and/or stakeholders Build and maintain community relationships Fundraising Communications Volunteer Management Program Development Collaboration Research

Building Capacity

Transcript: To build capacity in my school when teacher leaders are identified and to continue to give all teachers the opportunity to become "expert" teachers by continuing to provide quality professional development. 27 classroom teachers 9 new to our building (33%) 5 of the 9 within first year (55%) 17 with 1-5 years experience (63%) 9 with 6-14 years experience (33%) 1 with 15 years or more experience (3%) 8 members on leadership team 3 new to our building (37%) 4 in first year of role (50%) Teacher 4 Jamie M. Christopher 2013-2014 Aspiring Principal Academy Teacher 3 Content Area: Science (TFA) Years of Experience: 3 Goal Before: To remain a classroom teacher Task Assigned: Grade Level Team Leader Goal After: To be a more established teacher Next Step: She has been accepted in to graduate school at Harvard Content Area: Language Arts Years of Experience: 7 Goal Before: To work with adult learners Task Assigned: Help lead some Common Planning sessions, assigned as a mentor for a new teacher, work closely with Reading Coach to share ideas Goal After: Becoming a SOS Transition teacher, Dean of Students, or Reading Coach Next Step: Have her work in roles to help teachers (i.e. Professional Development Facilitator, mentor, Team Leader) Teacher Selection for Survey Florida Principal Leaders Standards Teacher Profiles and Findings Our GOAL! Teacher 2 Building Capacity Build Capacity School Year(s) Turnover Rate Point Change 2008-2009 39% +8 to 2009-2010 2009-2010 56% -23 to 2010-2011 2010-2011 26% +35 to 2011-2012 2011-2012 28% +40 to 2012-2013 Standard 4: Faculty Development Effective school leaders recruit, retain, and develop an effective and diverse faculty and staff. Standard 7: Leadership Development Effective school leaders employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data. District Strategic Plan Goal: Develop Great Educators and Leaders 1) Provide teachers and students with the tools and resources necessary to meet the demands of the Common Core Standards and students’ individual needs. 2) Recruit, employ, and retain high quality, diverse teachers, instructional leaders, and staff. 3) Provide ongoing professional learning and support to develop all teachers, instructional leaders, and staff. 6 teachers All teacher leaders in the building 1 teacher from each core content area 1 new teacher 1 elective teacher 2 Teach for America (TFA) teachers 1 former TFA teacher Content Area: Social Studies (former TFA) Years of Experience: 4 Goal Before: To remain a classroom teacher Task Assigned: Plan and implement college week including a college fair and field trip coordinator Goal After: To be a more established teacher Next Step: Offer him more leadership roles in the school that will allow him to stay in the classroom (i.e. AVID Coordinator or Foundations Team Leader) Teacher 6 Current Teacher Data Content Area: Elective Teacher (SOS Transition) Years of Experience: 4 Goal Before: To remain a classroom teacher Task Assigned: Shared Decision Making Chair Goal After: To become an Academic Coach or Principal Next Step: She has been accepted into the Summer Principals Academy (SPA). Support her in her new role. Teacher 5 We must come up with a process to recruit the right teachers They must be determined, driven, problem solvers, and ready to put in work We must gather data and feedback from our teachers on a routinely basis We must identify our teacher leaders and provide additional professional development and support for them We must keep our teacher leaders involved and active in the decision making steps Increase Student Achievement Turnover Rate vs. School Grades Points Promote Retention Teachers are the most important factor in determining student achievement. Strong and qualified teachers are the hidden strength of successful schools. Building capacity will help promote the retention of teachers. When you build capacity in your building, you are able to place teachers in different roles based on their strengths. When looking into teacher strengths, you also learn what motivates your teachers. Content Area: Math Years of Experience: 4 Goal Before: To remain a classroom teacher Task Assigned: Assigned as a mentor to new teachers, assist with interviews, and to help with discipline Goal After: To become a Dean of Students and possible a Math Coach Next Step: Have him work in roles to continue building on strengths (i.e.Foundations Team and Shared Decision Making Committee) and work towards a Master's Degree Action Plan Goal Teacher 1 Next Steps Rationale Content Area: Language Arts (TFA) Years of Experience: 10 months Goal Before: To remain a classroom teacher Task Assigned: Work closely with other identified teacher leaders Goal After: To work on enhancing my craft in the classroom and help create new systems for our school Next Step: Encourage her participation in committees at school (i.e. Foundations Team and Shared Decision Making

Templates Building

Transcript: Economics is the social science that analyzes the production, distribution, and consumption of goods and services. Economy is just one of a number of forces affecting the society, our behavior and our lives. It is, however, one of the most important of those forces. (10) PENYAKIT TERBANYAK For example, sociologists would like to understand why some societies value environment more than economy, and vice versa. Microsociologists study economic institutions just like they study all other institutions in society. For example, microsociologist would try to understand how corporate culture shapes companies. Hofstede's cultural dimensions theory would classify corporate culture along five different axis, such as "power distance" - how much inequality in power do members of an organization accept as normal. Can you question an order from a superior? Macrosociologists study how different economies arrive at different solutions to the common human problem or providing for members of society. They compare pre-industrial economies, industrial economies and post-industrial economies Macrosociologists also study the operation of the world-economy as a whole. Many macrosociologists focus on understanding the overall structure of the world economy. A major theory of world economy from the sociological perspective is the WORLD SYSTEM THEORY. WORLD-SYSTEM refers to the inter-regional and transnational DIVISION OF LABOUR, which divides the world into core countries, semi-periphery countries and the periphery countries. Core countries focus on higher skill, capital-intensive production, and the rest of the world focuses on low-skill, labor-intensive production and extraction of raw materials. This constantly reinforces the dominance of the core countries. Core countries economy is capital-intensive, high-wage, high-tech, and is based upon exploitation of periphery economies for low-cost labor and resources. Semi-periphery countries are transitioning from periphery to core and have qualities of both. Periphery economies are labor-intensive, low-wage, low-tech, and focus on labor exploitation and coercion. Nonetheless, the system is dynamic, in part as a result of revolutions in transport technology, and individual states can gain or lose the core (semi-periphery, periphery) status over time. For a time, some countries become the world hegemon; throughout last few centuries during which time the world system has extended geographically and intensified economically, this status has passed from the Netherlands, to the United Kingdom and most recently, to the United States. The major economic factors of production are capital, labor, technology and entrepreneurship. Macrosociologists and economic sociologists also study how the global economy changes over time. For example, they want to understand the history of GLOBALIZATION. Of course there are many definitions of globalization. Turner (2006:379) defines it as "process whereby most nations of the world are connected by communication and transportation technologies and market relations." We talk about increasing globalization, but throughout history there have been periods when globalization have been reversed. What may cause reduction in globalization (trade and contacts between different countries)? World Wars Another example considers archaic globalization - the big economy crisis of the 14th century, when the Black Death devastated most countries of Euroasia and caused a massive and long term reduction of the nascent international trade. Could globalization collapse again? Wars are unlikely, but how about a new plague? Broad economic history Agricultural revolution (or Neolithic Revolution) occurred roughly 12,000-3,000 years ago and saw the rise of agricultural economies which begun steadily replacing the hunter-gatherer societies. HUNTER/GATHERER SOCIETIES had only rudimentary levels of capital goods, such as grinding stones and arrow heads. AGRICULTURAL SOCIETIES represented the first significant accumulations of capital in human history. People owned land, houses, equipment, tools. Those societies first applied capital intensively to the production of food in surplus quantities. Some scholars also distinguish the horticultural societies as an intermediate step between hunter-gatherers and agricultural societies. Horticultural societies had no knowledge of plow or domestication of animals. Discovery of those technologies marks the difference between horticultural and agricultural societies. Agricultural societies were much more complex than hunter-gather, and growing complexity led to major changes in our society (Durkheim). Differences in capital intensity also led to differences in SOCIAL STRATIFICATION systems. Hunter/gatherer societies had LOW levels of income and wealth stratification. Most stratification was WITHIN the household. Stratification was based primarily on gender and age. Horticultural and agricultural societies had HIGH levels of income and wealth

Explore our templates for more presentation inspiration

Quarterly Business Review - Downtown

Description: Add some color to your quarterly business review with this vibrant business presentation template. The bold visuals in this business template will make your next QBR a memorable one.

Sales KickOff - Rocket

Description: The sky’s the limit. Boost your new sales initiative into orbit with an engaging and compelling SKO presentation. This template features a effective sales kickoff theme that makes it easy to be engaging. Like all Prezi SKO templates, it’s fully customizable with your own information.

Customer Stories - Office

Description: Storytelling is at the heart of great service. Use this stunning, customizable business presentation template to highlight employees who do exceptional work or position your customers as the heroes of your business.

Marketing Proposal Template for Powerful Presentations | Prezi

Description: Catch the eye and engage the imagination with this cool-looking Prezi proposal template. The bold, bright design and highly dynamic theme all but guarantee success for your next sales or marketing proposal. All Prezi presentation templates are easily customized.

Now you can make any subject more engaging and memorable

Get started with Prezi