Agenda • What do we know that we did not know before? • What have we learned that we can apply in the future? • What further questions do we have? • What is our most useful approach for the coming year? – Applying research to ourselves? – Extending democratic self-evaluation to others? – Change our clusters? • Collaborating between meetings. What is Public Politics? • Democratic self-rule • To be responsible with other people to make decisions • Making decisions in the context of others • Moving beyond individual focus • The way a community gets work done when self-rule is embraced • Involvement of citizenry What is Public Politics? • People making decisions in the context of others • How do we set up the context to communicate what IS public politics? • Deliberative ethic - moderating training is a strategy • Ethic, habit or. practice What common themes have we noted in our learning? • • • • Diversity Transfer of knowledge between ETPP Value of stories within our group Evaluation – What is being learned? – How is it applied? – To what impact? What common themes have we noted in our learning? • Application to our own conditions • What is the purpose? – (Relocating Public politics in the citizenry) • How do ETPPs see their role? • Role of Maslow and perceived value What common themes have we noted in our learning? • Events vs. programs and the struggle over how to do more • Longevity • Action – where is it? – What is it? • Assumptions – What motivations people bring – We all agree on success? – We all deliver the same product Common themes • Need opportunity for folks to convene - lead to longevity (practitioners and ETPP) • How do people perceive the value in this work, how do we communicate? Developing Forum Teams • Need to define the question • Requires level of commitment on the part of the team - beyond the responsibility of the ETPP • What is the focus of the ETPP? – Process? – Skill? Developing Forum Teams • Need to sharpen focus • KASAB: – – – – – Knowledge Attitudes Skills Aspirations Behaviors Curriculum Design and Content • Purpose • Is there a process that we need to think about in teaching deliberation? Building blocks? • How we make meaning? Process vs. automatic. Making meaning together. • Action isn’t happening Curriculum Design and Content • How do you create perceived value? • Are prepared for the longitudinal “process unfolding?” Networking • Whatever we do will be modeled - we have a responsibility! • Different kind of networking models – – – – Collaboration for action Learning (ETPP) from each other Outreach to those who are normally included Access to resources Networking • Keep definition of Networking broad • ETPPs want to talk to each other - to interact • Allow different definitions of what ETTP IS! • Have novice and experienced in conversation -- open conversation Networking • Should we provide a model? • “Open-space” • Check our expectations - are they faulty? What motivates someone to come? – Issue interest? – Civic leadership – Sent by someone else? • What is the process of training trainers?ƒ Relevance of background reading Evaluation • Should we think in terms of assessment (on-going) rather than evaluation (point-in-time) • The individual vs. the entity? • Refocus on the individual’s learning (selfevaluation) • Layer of assessment – What the individual is learning and how THEY assess it? – Assess the entity – Assess political practice Implementation and Practice • Almost always been connected to moderating, but now thinking about implementation ALL through what are some other forms of action? • What makes us actually decide to act on our Ahas? • How do we capture our “learnings” that lead us to action? (collect and aggregate and reflect on our stories) All of Politics Highly visible politics Public politics. (Not so visible) NIF How would you describe the journey? What were the revelations or turning points? What other issues should we consider? • Refer to NIF in Classroom for evaluation • Kelvin Lawrence will assist with research w/in foundation materials • Develop criteria for evaluating “things out there” before integrating into “the practice of public politics Questions to ask ourselves • How has the work (reflection) of the past nine months influenced (transformed) your work (practice)? • What are you taking away from here now and how will it influence what you will be doing between now and February? • How will you evaluate/test the effectiveness? • How are these ideas becoming embedded in the community? • How will you evaluate/test the effectiveness? Work to be done • What is the status of ETPPs? What are our next steps? • Evaluate current configuration of research clusters • Develop criteria for evaluating “things out there” before integrating into “the practice of public politics • Determine most useful approach for coming year • How do we document (inculcate) what we are learning and pass it on to next year • Evaluate what our literature is communicating • How do we define a practice? What IS it (based on where we are currently)? How do we move from aha to doing? • Purpose + (hope) • Priority + (faith) • Willingness + (charity) Where does the will reside? How do I look? (Body) How do I feel? (emotion, feeling) What do I know? (mind) Spirit Evaluation as a Democratic Process • Deliberative Democratic Evaluation: – Inclusion – Dialogue – Deliberation Inclusion • Evaluation should aspire to be accurate states of affairs • Require that all stakeholder groups be central and the interest of all parties represented. • Deliberation should be based on merits, not on the social status of participants. Dialogue • The real interests of an individual are not necessarily the same as the perceived interests. • Through dialogue, stakeholders may change their minds as to what their real interests are. • Evaluation findings emerge from these processes. • Findings are not waiting to be discovered, but are forged in the evaluation and the discussion. Deliberation • Values should be subject to examination. • Evaluation is a procedure for determining values. • Evaluation serves deliberative democracy interests and values are rationally determined through careful discussion. • Evaluation is linked to the notion of choice.