July 1, 2010 June 30, 2011 This NLP collaboration is made possible by the Arts and Cultural Heritage Fund through the vote of Minnesotans on November 4, 2008.
Neighborhood Leadership Program Overview The Arts and Cultural Heritage Partnership Fund offered the opportunity for two established St. Paul institutions, the Amherst H. Wilder Foundation and the Minnesota Historical Society (MHS), to provide greater access and awareness of MHS resources to St. Paul neighborhoods through the Wilder Foundation s Neighborhood Leadership Program (NLP). NLP is a six month long training program that has been supported by the Wilder Foundation for the past 15 years with over 600 alumni. With sessions held twice per month one Tuesday evening and one full Saturday per month NLP helps existing and emerging leaders identify and develop their leadership qualities and skills, and prepares them to take action to improve their community. NLP reflects a shared leadership model and the philosophy that all people can be leaders. Its purpose is to develop and sustain a healthy and thriving community. This year 35 individuals were accepted into the program with 32 completing it. Participants were extremely diverse in age, culture, experiences and socio economic backgrounds. The NLP model also leveraged relationships with individuals and organizations by utilizing community representatives from a variety of backgrounds and experiences as volunteer Community Coaches. Each Coach was assigned to a specific participant and worked with this participant to accomplish goals specific to NLP as well as broader individual participant goals. Overall program goals for 2010-11 included: 1) Enhancing participants awareness of their personal values, assets and approaches to leadership. 2) Building leadership skills that enable participants to work effectively with others. 3) Increasing participants involvement in community service and action; and 4) Expanding participants knowledge of community history and how that can inform our actions today. Through this partnership, MHS resources were intertwined into established NLP curriculum as a way of strengthening NLP and as a way to ensure the full diversity of community members engage in and actively use MHS resources. Sessions not only integrated history lessons but also exposed participants to the Minnesota History Center (MHC) itself as an available resource to them in their community work. With sessions taking place at both the Wilder Foundation and at the MHC, participant experience in the overall program was significantly enriched. As one participant shared: I learned so much about the MHC! I had no idea what the MHC was about until the NLP sessions. I can use the knowledge that I gained about neighborhoods and cultures in my community work. I can also recommend the different services that MHC provides to community members and be an advocate for MHC. 2
Overall Impact of Incorporating History into NLP The collaboration between the Wilder Foundation s NLP and MHS has been productive, enlightening, and engaging for both organizations and the community at large. The impact of incorporating history into NLP was a positive and important development in the program s evolution. The cultivation of a commitment on behalf of NLP participants to engage a historical lens when doing community work will have an ongoing impact on the actions taken by leaders throughout our community. Perhaps the most powerful feedback in support of the value of the MHS and incorporation of history in NLP can be found in the following quote from a participant: The resources MHC offers [are] phenomenal. I will share that with people I know and work with. Also, understanding history helps to provide a common ground for people and helps us to know where we come from so we can determine where we would like to go. With 32 participants, 32 Community Coaches, over 60 in attendance at additional community history events, engagement of alumni over the course of the year, and the exposure of family and community members to MHS meant that over 150 community members were directly impacted by NLP and MHS this year. Moreover, this partnership offered MHS the opportunity to strengthen its ties with surrounding communities, build deeper relationship with members of these communities, and further become a site that diverse communities embrace as their own. More Effectively Drawing on History The integration of history into NLP was designed to support participants to more effectively draw on history as they worked to affect community change. All too often, it is overlooked just how critical having a heightened historical awareness can be to successfully community. As was evident through the results of the program, NLP participants learned to more effectively draw on history and the many strength s inherent in their community both past and present in order to successfully engage a diverse range of people to take action in community. The program strengthened and reinforced participants belief that being exposed to past accomplishments and the rich evolution of our community is key to achieving better outcomes for current community members. I learned we need to incorporate history in what we may be trying to achieve in our neighborhoods, and the history center is good place to start 3
After the program, participants also shared inspiring reflections on what role understanding history can play in community work/leadership. The main responses were that understanding history is important because: It provides a context for understanding people s perspectives and behaviors; It can help build empathy and common goals and, thus, bring people together; and It can strengthen a community/community leader s ability to envision, plan for, and create change. Using the MHS as a Resource It seems clear that historical activities and components were not only appreciated but offered a valuable set of resources to participants in NLP. The program has greatly increased understanding and appreciation for the wealth and resource that are encompassed by the MHS and ways to use history to positively contribute to community work. I learned about all the things that you can see, use, touch, at the [MHC}. It s more than just books! Old maps, history books that deal with particular cultures and my neighborhood, the history of our community council- I will enjoy using MHC as a resources for these. Participants reported in their evaluations that they plan to continue using MHC, its resources and history to inform their work. Several participants noted their plan to use a variety of resources available at MHC, including maps, books, and classes. Others talked about their appreciation of MHC information specific to their community, their neighborhood, their city, and/or a specific issue of interest to them. A few participants also expressed interest in connecting other community members with the resources available. History Impacting Perceptions In the final evaluation, participants were asked to name one thing they learned about history or the MHC that they will use in their community work. In addition to expressing their intent to use the resources at the MHC, participants talked about the new perspective they had developed regarding the significant role that history plays in shaping people s perspectives in a community. Learning the affects that history has on people s perspectives and how history can inform community change efforts was also noted by many participants as something they will apply to their community work. Learning the history [of Saint Paul] has helped me outreach into the community in a different way. Moreover, participants recognized the important role history plays in providing context to community member s perspectives and experiences. In their evaluations, they mentioned ways 4
in which understanding history has or will improve their communication with community members, their framing of community issues and goals, and their strategies for creating change. Results Reinforced by Evaluation The strong impact of this new exposure to MHS and history was also documented in the year end evaluation conducted by Wilder Research. A complete copy of the evaluation report, Neighborhood Leadership Programs Six-Month Leadership Training Evaluation, June 2011, has been included as an attachment to this report. The evaluation and its findings were based on a pre-survey and post survey given to the participants as well as a follow-up survey approximately two months after the program. Key findings from program evaluations completed by 27 participants reinforce the value of the partnership and the history component of the program: 89 percent of the participants responding to the final evaluation said that they strongly agreed that what they learned in NLP will help them to be more effective in their community work. Two months after the program, 24 participants said they had been involved in a community activity or event since the end of the training; 96 percent of these participants (representing 85% of all respondents to the evaluation) said they had considered the history of the community in determining what approach to take to an issue; 74 percent said that what they learned in the leadership training helped them a lot in considering the community s history. At the start of the program only 7 percent of participants reported strongly agreeing that they are familiar with the resources that are available through MHC. After the program, this increased to 64 percent participants strongly agreeing they are familiar with the resources that are available through MHC. At the start of the program only 18 percent of participants had been to the MHC in the past year while after the program 73 percent had been to the MHC or another history sites outside of NLP sessions. At the start of the program, only 14 percent of participants had used the MHC as a resource for their community work in the past year. After the program, 44 percent of participants had reported using the MHC as a resource for their community work. History helps to ground us to a place by giving us context and informs us. I believe it is imperative to understand historical contexts if innovation and social change are to occur. St Paul has a unique preservation of history and this is a strength that should inform and foster the city in its growth. 5
Overview of the Integration of History Lessons into the NLP History was folded into NLP as a substantial part of three program sessions and was also touched upon in some manner at all other sessions. The major history lessons or components included: The Open House exhibit History Happened Here lesson The They Chose Minnesota Lesson; A Tour of the Minnesota Historical Society Website; An Introduction to Resources at the Minnesota Historical Society; Experiencing the Minnesota 150 exhibit. The Uncovering Rondo Lesson; End of Year NLP Graduation Community History Jamboree Throughout this past year, MHS staff member, Dwight Scott, has served as the lead contact and facilitator for the majority of the history components with Sherri Gebert-Fuller providing valuable guidance through the array of resources available through the MHS highlighting the library, archives, website, and various MHS sites to visit. Their efforts in partnership with NLP staff to enrich, intertwine and highlight the relevance of history within current curriculum and activities were key to providing for an overwhelmingly positive experience for participants. History has a huge impact on how people see themselves in their community as well as the way they react to other groups. The following is a chronological journey through the history lessons and exhibits that were incorporated into NLP. An intentional effort was made to merge specific NLP themes with history pieces that would support or accentuate existing NLP activities. The Open House exhibit and History Happened Here (Opening Retreat) To begin the journey of catalyzing leadership with our NLP learning community, we began by exploring the way in which communities change over time and how to recognize the markers of that change in our current communities. Thanks to the interactive nature of Open House and the cultural diversity reflected within it, participants were able to see not only see the evolution of the broader Saint Paul community but also the shift in socio-economic and cultural diversity of the community all the way up to present day. The power of the exhibit came in many forms with various participants having a diverse experience. 6
I was reminded that every cultural group was new to Minnesota at one point and for the most part every new group has come here for similar reasons. History Happened Here showed participants the tools used to investigate the history of a community and helped expand their understanding of the things that provide clues to uncovering the way in which a community evolved. Once provided with these tools and with differing perspective from their fellow participants, small group discussion was used to assist them in better understanding their specific community better. One participant shared that an important take away from the opening retreat was, learning about the other sides of Saint Paul and how we do the same things and have the same problems. Perhaps even more important was the desire of a participant who, now [wanted] to find out more about my own neighborhood. This set an important tone and foundation for the integrated experience ahead for NLP participants. They Chose Minnesota lesson (Working Inclusively Session) Led by MHS staff educator Dwight Scott, They Chose Minnesota was woven into a day-long session entitled Working Inclusively in Neighborhoods. The beginning of the session focused on getting participants grounded in personal experiences with inclusion and exclusion. We then explored why inclusion matters to us as community leaders, what an inclusive community means, and outlined ideas to effectively engage diverse people in community work. Ultimately, They Chose Minnesota helped participants learn more about and realize the many ways that people have come to settle in our community; what they bring in terms of items, culture and values; and how that impacts the creation of an inclusive community. Understanding [community] history can allow me to better understand where people are coming from and why their perspective may be different from mine. They Chose Minnesota lesson served as an introduction to the diversity and change in demography in Saint Paul and its neighborhoods. The lesson provided participants with a vital context about how much commonality there is in the experience of immigrant groups to Minnesota and how such commonality can be used as a foundation of understanding as they are preparing to work with others in a diverse community. Context is critical in understanding the various perspectives we will and do encounter in our communities. Knowing history helps bring to light the context for why things/people are the way they are, and thus how to move forward to affect change. 7
Immigration the push-pulls commonality between all/majority of immigrant/migrant groups to recognize and acknowledge this. Uncovering Rondo (Leading with Others; You Can t Do It Alone) As staff worked on the outline for the program year it seemed clear that The Uncovering Rondo lesson should be integrated into the session entitled Leading with Others: You Can t Do It Alone. The session was designed to focus participants on thinking about their vision and hopes for their community and how to make it happen. This proved to be the most highly rated history related lessons during the program year with 83 percent of participants rating it at the highest end of the scale (Very Helpful). Working closing with MHS staff educator Dwight Scott to adapt this activity for NLP, staff was able to foster a connection for participants between this community change event and their current and future initiatives. Uncovering Rondo also provided several access points for community members from a variety of backgrounds and experiences. For those new to Saint Paul, it was fascinating to get a glimpse at the rich past that was the Rondo neighborhood. For others who lived through this period, there was appreciation for the conservation of and respect paid to this part of Saint Paul history. To augment the lesson, participants also learned about and utilized different tools to help bring alive their vision of community to life. This included curriculum around community organizing techniques that focused on examining what would be different in their community if participants carried out their vision. Reviewing the assets and resources available to them to achieve this vision, and connecting with others as possible resources was central to the session. It was clear that this session and Uncovering Rondo specifically, provided for a powerful grounding experience to look at a historical change event and the different roles and visions of community leaders in relation to such a change. I didn t realize that there were people in the neighborhood that had fought to not get the houses torn down and put the freeway here. I see in the Central Corridor learning from history [that] the neighbors made sure the neighborhood wasn t shut out and that the businesses could keep running and even get work from it. The Rondo history was interesting and we should learn that all communities deserve a voice no matter the socioeconomic standing. Communities are built on a foundation of history, patterns that often influence not only the past, but future and present. 8
MN 150 exhibit (Discovering the Richness of our Community History session) The MN 150 provided a wonderful method for further relationship building within another critical component of NLP; Community Coaches. In this component, participants are paired with an individual from the community that assists them with accomplishing goals specific to NLP as well as broader individual participant goals. Community Coaches come from a variety of backgrounds, organizations and experiences and offer participants both support in their community work and access to critical community networks. Quite often, they also become a key community connection, a friend, or a mentor. Because of the impact that this relationship can have, much thought is put into each pairing and time set aside at the beginning of three separate sessions to allow for coaches/participants to connect. They are also asked to connect with each other outside of sessions to further their discussion. This session allowed participants and coaches to connect around history through exploring of the MN 150 together and exposure to MHS resources. It also provided an opportunity to develop a shared understanding of the way in which we as Minnesotans define community. The many varied examples of Minnesotans contributing to change and impacting the state, country, and world coupled with the diversity of people highlighted in the exhibit helped provide a wonderful context from which coaches and participants could begin to dialogue about important aspects that define them and their communities. MN 150 made me feel more Minnesotan, increasing my commitment to grow community in the state. Knowing that the Twin Cities have been a melting pot for many immigrants, it has given me more confidence to address issues of new immigrants in my work. While the MN 150 did provide for wonderful dialogue between participants and their coaches, some reported that it was challenging to truly take in the exhibit given the time constraints of the session. They suggested allotting more time for this component in the future. That being said, coaches shared that they appreciated the opportunity to both explore the MHC and to do so as part of their developing relationship with their participant. With nearly 60 people in attendance at this session, it also provided the most comprehensive exposure of MHC and its many resources to a broad cross section of the community. Sherri Gebert-Fuller of the MHS provided an informative and engaging presentation on the array of 9
resources available through MHS and at the History Center. She also did an excellent job providing context of the many ways that history is preserved and the importance of doing so for a community s healthy present and future. Here are just a few reflections on the coaching experience from both coaches and participants: I have a personal connection with my coach that will last a lifetime ad I will always be able to reach to him with questions and needs. [My coach] explained very well, listened when I was talking, suggested how to find out possible way to achieve my career goals, and provided resources to access for community. My coach and I have had very different community experiences; however these differences helped us talk and teach one another. She was my sounding board and helped to create my vision. NLP Graduation Celebration As a means to modeling the joys and challenges inherent in community work, NLP structures curriculum around a planning project component in the program where participants plan and organize their final NLP graduation celebration. Meant to be a celebration of their commitment to community work and learning from the 6 month program, as much as an opportunity to put to use practical skills developed during the program year, the April 19 th celebration was organized and led by participants. In a true testament to the central role that history played throughout the program, participants designed the graduation event to have history at its core. Participants called upon MHS to not only provide displays tied to the lessons incorporated throughout the year, they also requested that MHS own Sherri Gebert-Fuller serve as keynote speaker for the evening. With over 100 participants, families and guests in attendance, participants celebrated each other and what they were taking away from the program to launch forward their community work as well as celebrating the relationship established between NLP and MHS. With such notables as the Chief Deputy of Saint Paul Police Department, the President of the Wilder Foundation, and the Executive Director of Neighborhood House in the audience, participants shared the power within our community to effect change. When receiving their certificate of completion of the program, each participant shared a skill, an idea, or knowledge that they gained from the program and planned to use in their community work. Several people shared history related reflections such as: 10
The partnership between the MN History Center and the Wilder Neighborhood Leadership Program has helped me understand how our communities past informs its present as well as how to move forward to affect positive change in the community. History is an important teacher of how individuals can make a great difference in their community. NLP was a great experience and really helped me to enhance my skills in working with the community as well as allowed me to network with other community leaders. I plan on using the knowledge that I learned from NLP and the MN Historical Society to further my everyday community work! Through the partnership between the MN History Center and the Neighborhood Leadership Program, I have been exposed to Minnesota s immigrant history and have gained a new found appreciation for the diversity we have in the St. Paul community. The rich history makes Minnesota a welcoming and unique place to live. Community History Jamboree Throughout the year, participants regularly talked about sharing the NLP - especially the experience at MHC with their family and community. It became clear that this would be an important component of the program. In response, a session was organized entitled Community History Jamboree. The Community History Jamboree welcomed NLP alumni, family, and the general public and focused on the resources and exhibits of the History Center while sharing the NLP philosophy and the integral role history plays in our current community work. Wilder staff worked closely with MHS staff to select and further adapt appropriate history lessons to incorporate into the Community History Jamboree with Uncovering Rondo and the Open House exhibit the two most popular history lessons during the program year taking center stage. Over 40 NLP alumni and community members attended the session and truly appreciated the experience. Perhaps most notable was the diversity of participants who attended and had no previous experience with MHC. Groups and individuals in attendance included: Adult English as Second Language class working with the Hmong American Partnership; NLP alumni and/or their relatives; and Individual community members who heard about the opportunity through community media. Attendance of such a diverse cross section of the community speaks volumes to the interest of diverse audiences to engage with information and resources available at the MHS. 11
Highlights from the Overall Program Evaluation Results In addition to the success of our goal for integrating history into NLP, session survey results, evaluation data, and participant reflections showed that the overall program met its core program goals and had very positive results. The overall program goals for 2010-11 were: 1) Enhancing participants awareness of their personal values, assets and approaches to leadership. 2) Building leadership skills that enable participants to work effectively with others. 3) Increasing participants involvement in community service and action; and 4) Expanding participants knowledge of community history and how that can inform our actions today. NLP enlisted the expertise of Wilder Research to assist in the creation and interpretation of an evaluation of the program year. (See attached Neighborhood Leadership Programs Six-Month Leadership Training Evaluation, June 2011.) In reviewing results of the evaluation against the stated program goals, the evaluation results from 27 participants make apparent that NLP was successfully at reaching all its goals. 89 percent of participants who completed the final evaluation strongly agreed that what they learned in NLP will help them to be more effective in their community work. 82 percent of participants who responded to the final evaluation strongly agreed they were satisfied with the quality of the trainings and the written materials were useful. It s not often that individuals are able to set time aside to reflect on or consider the impact of their personal values or approach to leadership. And even less likely that they can discuss it with other leaders in their community! Through activities designed to be both reflective and interactive, NLP sought to enhance participants awareness of their personal values, assets and approaches to leadership. Most importantly, participants were able to undertake this exploration in the broader context of their work in community. After the program, 75 percent of the participants who completed the survey strongly agreed they are aware of their own values and leadership style, an increase from 25 percent at pre-survey. 79 percent of the participants who completed the survey strongly agreed that, compared to when they started the training, they are more aware of their potential usefulness as a community leader. 12
Whether on a team in the workplace or one in a community developing a skill set that allows one to work effectively with others is critical thus, building leadership skills that will enable participants to work effectively with others was a critical design aspect of the program. In NLP sessions, a variety of curriculum is designed to achieve this goal. Activities focused on everything from setting basic ground rules for group meetings, to gaining a better understanding of cultural communication styles, to the higher end skills of communicating effectively in a conflict situation. All of these help prepare participants for the many possibilities that await them in community work. Evaluation results indicated: 81 percent of participants who responded to the follow up survey reported using an approach that allowed them to more effectively work with people from different backgrounds or cultures other than their own. 54 percent of participants who responded to the follow up survey said they strongly agreed that they have interpersonal communication and conflict resolution skills, increasing from 25 percent of respondents to the pre survey. 75 percent of participants who responded to the follow up survey reported strongly agreed that, compared to when they started the training, they are better able to work with people who are different from them. 93 percent of participant who responded to the follow up survey said they had built relationships or joined organizations or networks that support their community work since the start of the leadership training. In terms of increasing participants involvement in community service and action, Just two months after the program 93 percent of who responded to the follow up survey said they had been involved in a community activity or event in the two months since the end of the NLP. The impact related to the fourth goal, expanding participants knowledge of community history and how that can inform our actions today, was covered extensively in the sections above. A few notable results from the final evaluation in relation to this goal: 85 percent of the participants who had participated in the follow up survey and who had been involved in community activities since the end of the training said they had considered the history of the community in determining what approach to take to an issue. 74 percent of the participants who had participated in the follow up survey said that what they learned in the leadership training helped them a lot in considering the community s history and 22 percent said it helped a little. 13
Conclusion In all phases, it is clear that the partnership between MHS and NLP has been a success. The awareness building, exploration, and education on our community s history have been wonderful experiences for all involved. Staff and participants alike learned important new perspectives regarding the impact that historical events have played on shaping our community s history and developed an appreciation for the value of such knowledge. Participants have spoken extremely highly of the NLP experience as not only positive but enlightening. Perhaps most important, NLP participants are already using their new knowledge of history and the resources of the MHS: I ve used the website to find more information about the certain neighborhoods that I am working with- from a historical perspective. I have used the MNHS to learn some info on Hmong culture and have used the site for info research with kids. I organized a free Tuesday visit with some students and friends. I ve shared the history center s resources with friends, family, colleagues, and neighbors. I joined the History Center as a result, with the intention of using it as a community resource. As preparations begin for another year of NLP, it has become clear that community history should continue to play a central role. Work has already begun to improve upon the foundation laid this year, ensuring that the integration of history into NLP continues to become more impactful, experiential, and practical for future program sessions. Some potential areas of development currently under review include: A historical exploration of Saint Paul neighborhoods Further adaptation of Uncovering Rondo in order to augment the content in the Working Inclusively session Historical Research: using MHC resources to uncover your personal or community s past Expansion of They Chose Minnesota activity to reflect more recent immigrant groups Participants also offered a few recommendations that should be considered by both Wilder and MHS during the planning for future NLP sessions and when conducting community outreach: Relating history to particular neighborhoods would be helpful. Use neighborhoods to relate to participant community project. [Provide a] history of district councils I would like to learn more about Mill City Museum historical site. Maybe a virtual tour of historical landmarks in MN. 14
Community building is so enriched by neighborhood history. I think that MHS can use the relationship with NLP more as a 2 way street. They could enhance their collection with knowledge and stories NLP participants could offer. These suggestions and other observations throughout the year will be considered when planning the program for the upcoming year. We look forward to building on these ideas and this partnership in the coming year to further enable participants, coaches, and the broader community to use history and the rich resources of MHS to more effectively take action today. 15
NLP Final Budget Report Amherst H. Wilder Foundation Minnesota Historical Society Grant #4107069 As of 6/30/11 Annual Year-to-Date Amount Revenue Budget Actual Remaining Private Grants 102,784 97,183 5,601 Total Revenue 102,784 97,183 5,601 Expenses Salaries & Benefits 86,000 77,891 8,109 Client Food 3,369 6,173 (2,804) Program Supplies 2,000 2,068 (68) Professional Fees 2,000 2,315 (315) Travel & Parking 625 116 509 Room Rent 390 815 (425) Program Evaluation 6,000 6,000 - Copier and Printing 2,000 1,468 532 Postage 400 337 63 Total Expenses 102,784 97,183 5,601 Note: amount of total contract decreased since the first report so that expenses incurred at the MHC could be paid for directly be MHS 16