PLEASE DO NOT SUBMIT A BID IF YOU DO NOT HAVE EXPERIENCE WITH GRADUATE-LEVEL WRITING. MUST FOLLOW ALL INSTRUCTIONS MUST BE FOLLOWED, AND NO PLAGIARISM. USE THE SOURCES INCLUDED.
Week 3 – Assignment 1
Topic: Kids in Distress
Goals And Objectives
Download Worksheet 4.1: Goals and Objectives Exercise. Once you have opened Worksheet 4.1, select “save as,” and save it to your own computer as a Word document. Identify your goal and at least three objectives by typing your responses directly into the worksheet, and upload the completed worksheet as part of your written assignment.
Note: You will use your responses from this assignment to craft the Goals and Objectives section that will be included in your grant proposal/final project due in Week Six.
Week 3 – Assignment 2
Topic: Kids in Distress
Methods
Download Worksheet 5.1: Methods Exercise. Once you have opened Worksheet 5.1, select “save as,” and save it to your own computer as a Word document. Identify at least five tasks, along with accompanying person(s) responsible, resources needed, and start/finish dates columns for each task, by typing your responses directly into the worksheet, and upload the completed worksheet as part of your written assignment.
Note: You will use your responses from this assignment to craft the Methods section that will be included in your grant proposal/final project due in Week Six (a Sample Methods Component is included on page 47 of the text).
Week 3 – Discussion 2
Theory of Change or Logic Model
Topic: Kids in Distress
Review Resource C: “Logic model resources,” in O’Neal-McElrath (2013). Identify and post the theory of change or logic model used by your organization. Include any graphic representation of the model or theory. Summarize the theory or model.
Resources
Required Text
O’Neal-McElrath, T. (2013).
Winning grants step by step: The complete workbook for planning, developing and writing successful proposals (Links to an external site.)
(4th ed.). San Francisco: Jossey-Bass. ISBN: ISBN: 978-1-118-37834-2
· Step 4: Defining Clear Goals and Objectives
· Step 5: Developing the Methods
· Resource C: Logic Model Resources, p. 122
·
Worksheets (Links to an external site.)
Required References
Grantcraft. http://www.grantcraft.org.
Search for theory of change or logic model for 3-5 resources available to grant writers and grant funders, such as “Mapping Change: Using a theory of change to guide program evaluation”
Mindtools. http://www.mindtools.com/pages/article/newHTE_87.htm
“Locke’s Goal Setting Theory: Understanding SMART Goal Setting”
Kids In Distress
From the Professor
Good Morning –
Some resources in Resource C of your text are a bit outdated. Some have moved, some have disappeared. The information is still available, some new(er) links are below.
About.com: What Is a Logic Model? http://nonprofit.about.com/od /foundationfundinggrants/f/logicmodel.htm
About.com disappeared a few years ago
This may help you https://www.networkforgood.com/resource/logic-models-and-fundraising-what-you-need-to-know/ (Links to an external site.)
Center for Civic Partnerships: Logic Models/Top Tips. http://www .civi
49
Step 5
Developing the Methods
THE METHODS AN ORGANIZATION USES to reach its objectives are the
focus of this step. Grantseekers look at the elements of the methods compo-
nent of a proposal and learn how to use a time line to more easily see what
will happen. Using a worksheet and examples, organizations can write their
methods for the objectives developed in Step Four.
Purpose of the Methods Component
The problem statement is clearly articulated, and the goals and objectives are
set. The methods component of the proposal systematically walks funders
through the strategies the organization proposes to carry out in order to
accomplish its objectives. Methods answer this key question: how will an
organization actually accomplish its work?
Content of the Methods Component
Methods—also frequently referred to as strategies—are detailed descriptions
of the activities an organization will implement to achieve the ends specifi ed
in its objectives. However they are referred to, this section of the proposal
should clearly spell out the methods to be used and give the reasons for
choosing them. Any research supporting the use of these methods—such as
their previous success or, if the methods are untested, data that support the
assertion that these methods might prove successful—should be included.
This section should also address whether the methods selected are already
in place within the organization and simply being replicated by the program,
or whether they are new. Finally, this section should describe who will staff
the program and their qualifi cations, and identify the client population to
be served, along with a justifi cation of why this population was selected.
O’Neal-McElrath, Tori, and Mim Carlson. Winning Grants Step by Step : The Complete Workbook for Planning, Developing and Writing Successful Proposals, John Wiley & Sons,
Incorporated, 2013. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=1469450.
Created from ashford-ebooks on 2022-03-16 10:15:38.
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50 Winning Grants Step by Step
To develop the methods component, answer the following questions:
1. What are the elements that are infl exible (such as date of completion,
dollars available, staffi ng needed)?
2. What activities need to be carried out in order to meet the objectives?
3. What are the starting and ending dates of these activities?
4. Who has responsibility for completing each activity?
5. How will participants be selected? (This question is not applicable to
all projects.)
6. How was this methodology determined to be the best one to solve the
problem presented? Does it build on models already in existence, or is
it a different approach? If it is different, why is it different? And why
did the organization select it?
The methods section should b
WORKSHEET 4.1A: Goals and Objectives Exercise
Use the filled-out Worksheet 4.1B in the book as an example to follow as you complete this exercise.
GOAL:
Objective 1
Objective 2
Objective 3
Objective 4
Direction of change
Area of change
Target population
Degree of change
Time frame
Follow this standard form as you write out your objective statements: To (direction of change) + (area of change) + (target population) + (degree of change) + (time frame).
Winning Grants Step by Step, Fourth Edition. Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved.
WORKSHEET 5.1A: Methods Exercise
Use the filled-out Worksheet 5.1B in the book as an example to follow as you perform this exercise.
Tasks and Subtasks
Person(s) Responsible
Resources Needed
Start and Finish Dates
Winning Grants Step by Step, Fourth Edition. Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved.
39
Step 4
Defi ning Clear Goals
and Objectives
IN THIS STEP GRANTSEEKERS LEARN the concept of writing clear goals
and objectives. Grantseekers must also focus on the important differences
between them. Using a worksheet and following the examples, grantseekers
construct goals and a set of objectives for their own proposals.
Purpose of the Goals and Objectives Components:
The “So What?” Factor
Once the problem to be addressed by an organization is identifi ed and
clearly articulated via the problem statement, the next step is to develop
solid goals that clearly defi ne what the organization intends to accom-
plish through its program and also to establish measurable objectives that
will indicate the organization’s progress toward its goals. The goals and
objectives will allow the organization and its funders to know whether
the program is successful at the conclusion of the grant. Poorly defi ned
goals and objectives, or goals without objectives, push projects into missed
milestones, overworked staff, unhappy clients, and disillusioned funders.
Goals and objectives should be clear statements of purpose that defi ne the
end result of the project.1
Defi nition of Goals and Objectives
Words can be confusing, especially if the assumption is made that everyone
understands what they mean. For this reason, let’s clarify one more time:
A goal is what the program aspires to achieve and the objectives are how
an organization will know if it is meeting its goal(s). This distinction is the
foundation upon which successful goals and objectives are based. Equally
O’Neal-McElrath, Tori, and Mim Carlson. Winning Grants Step by Step : The Complete Workbook for Planning, Developing and Writing Successful Proposals, John Wiley & Sons,
Incorporated, 2013. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=1469450.
Created from ashford-ebooks on 2022-03-16 10:14:12.
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Winning Grants Step by Step40
important is the fact that both goals and objectives are directly tied to the
problem statement (Step Three). Also, each goal will have one or more objec-
tives. However, it is worthwhile to note that smaller projects may have only
one focused goal and two or three objectives.
Everyone struggles in the beginning with the difference between goals and
objectives. Use the following side-by-side comparison as an aid.4
Goals Objectives
Are broad statements
Provide focus, vision, and direction
Can be idealistic and do not neces-
sarily have to be reached during
the proposed grant period
Can be nonspecifi c and
nonmeasureable
Are realistic steps to achieve the goal(s)
Are always active and use strong action
verbs
Answer: What? Why? Who? How? When?
Can be validated
Are clear to everyone with a basic
knowledge
Are SMART:
Specifi c
Measurable
A
Resource C—Resources for Grantseekers122
The Foundation Center: Find Funders. http://foundationcenter.org
/fi ndfunders/
GuideStar. www.guidestar.org
Logic Models
About.com: What Is a Logic Model? http://nonprofi t.about.com/od
/foundationfundinggrants/f/logicmodel.htm
Center for Civic Partnerships: Logic Models/Top Tips. http://www
.civicpartnerships.org/docs/tools_resources/Logic%20Models%209.07.htm
Child Welfare Information Gateway: Evaluation Toolkit & Logic Model.
http://www.childwelfare.gov/preventing/evaluating/toolkit.cfm
Innovation Network: Point K—Tell Me More. http://www.innonet.org
/?section_id=64&content_id=185
Nonprofi t Webinars: A Guide to Logic Models. http://nonprofi twebinars.com
/past_webinars/10122011-a-guide-to-logic-models-grant-writing/
Theory of Change. www.theoryofchange.org
Online Application Examples
The California Community Foundation. https://www.calfund.org/page
.aspx?pid=860
The Cleveland Foundation. http://www.clevelandfoundation.org
/GrantMaking/ApplyForAGrant/default.html
Eugene and Agnes Meyer Foundation. www.meyerfoundation.org/apply
-for-funding
The Skoll Foundation. www.skollfoundation.org
W. K. Kellogg Foundation. www.wkkf.org
Measuring Social Change, Social Justice
The Center for Effective Philanthropy: Assessment and Social Justice Funding.
http://www.effectivephilanthropy.org/blog/2010/05/assessment-and
-social-justice-funding/
Innovation Network: Measuring Social Change, Lessons from the Field.
http://www.innonet.org/index.php?section_id=6&content_id=592
Social Edge: A Program of the Skoll Foundation. http://www.socialedge
.org/discussions/success-metrics/measuring-social-impact/
Program Evaluation
Delaware Association of Nonprofi ts. http://www.delawarenonprofi t.org
/infocentral/programeval.php
Florida Atlantic University: Nonprofi t Resource Center. http://wise.fau
.edu/~rcnyhan/images/program.html
O’Neal-McElrath, T., & Carlson, M. (2013). Winning grants step by step : The complete workbook for planning, developing and writing successful proposals. John Wiley & Sons, Incorporated.
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http://foundationcenter.org/findfunders/
http://www.guidestar.org
http://www.civicpartnerships.org/docs/tools_resources/Logic%20Models%209.07.htm
http://www.childwelfare.gov/preventing/evaluating/toolkit.cfm
https://www.calfund.org/page.aspx?pid=860
http://www.clevelandfoundation.org/GrantMaking/ApplyForAGrant/default.html
http://www.meyerfoundation.org/apply-for-funding
http://www.skollfoundation.org
http://www.wkkf.org
http://www.effectivephilanthropy.org/blog/2010/05/assessment-and-social-justice-funding/
http://www.innonet.org/index.php?section_id=6&content_id=592
http://www.socialedge.org/discussions/su
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