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.

Hum5060Week3 xWorksheet4.1A Winning_Grants_Step_by_Step_4_ Winning_Grants_Step_by_Step_5 Winning_Grants_Step_by_Step_The_Complete_Workbook_…_—-_Resource_C_Resources_for_Grantseekers Worksheet5.1A

 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.  

Week3 – 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

Home

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 .civicpartnerships.org/docs/tools_resources/Logic%20Models%209.07.htm

https://www.cdc.gov/eval/logicmodels/index.htm

(Links to an external site.) may help

Child Welfare Information Gateway: Evaluation Toolkit & Logic Model. http://www.childwelfare.gov/preventing/evaluating/toolkit.cfm

For this, the information is now at

https://www.childwelfare.gov/topics/preventing/evaluating/toolkit/

(Links to an external site.)

Innovation Network: Point K— Tell Me More. http://www.innonet.org /?section_id=64&content_id=185

For this, go to

http://www.pointk.org/resources/

(Links to an external site.)

Nonprofit Webinars: A Guide to Logic Models. http://nonprofitwebinars.com /past_webinars/10122011-a-guide-to-logic-models-grant-writing

This now leads to

https://www.4good.org/webinars

(Links to an external site.)

Theory of Change.

www.theoryofchange.org

(Links to an external site.)

This is still there.

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.

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

Achievable

Relevant

Time-bound

Defi nitions
Goals. “Goals are things your organization hopes to achieve. Goals can be set at the organizational level,
the program level, and the individual employee level.”2

Example: Youth in underserved communities in King County who complete the Swim 4 Life program
will know how to swim.

Objectives. “Objectives are smaller steps that one must accomplish to reach a goal, and they’re always
stated in a way that can be measured.”3

Example: In the Learn-to-Swim program within one year:

• 100 percent of participants will recognize the rules of water safety
• 90 percent of participants will demonstrate basic water safety and drowning prevention skills
• 80 percent of participants will develop self-confi dence as swimmers and the motivation to improve

physical fi tness

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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Step 4—Defining Clear Goals and Objectives 41

Example of Strong Goals and Objectives

Goals Objectives

Our theater is enjoyed by all our

communities

Fifty percent of our Asian/Pacifi c Islander

audience will increase their attendance

from one show per year to two shows by

end of the year.

There is a playground within walk-

ing distance for all children

Increase the access to playgrounds for chil-

dren in Eastown by two playgrounds each

year for the next fi ve years.

Asthma is no longer the number

one reason that children miss

school

All students in grades K–3 who are diag-

nosed with asthma decrease their inci-

dents of severe attacks by 15 percent in the

fi rst semester.

All adults can read confi dently to

their children

Eighty-fi ve percent of fi rst-time, new par-

ents in the Barrisville section of Anytown

can read and have child-appropriate books

in their homes within a year of their fi rst

child’s birth.

Outcome Focus Objectives

It is important to ensure that a grant proposal’s objectives focus on outcomes
(the change) versus the process (how the change will be made). The “how”
is addressed in the next step, which focuses on methods (also referred to
as strategies). When the focus is on outcomes, the focus is on the results of
an organization’s actions. It is important to be able to envision what will be
different because of the actions of the organization. What is the organiza-
tion hoping to accomplish? What will be different, improved, better? What
can be measured?

An example of an outcome objective: In the next year, a minimum of
eighty new parents who complete the program will increase their confi dence
in their role as disciplinarian and teacher as evidenced by achieving at least
a 90 percent on their fi nal parenting quiz.

Process objectives focus on activities. By focusing on the outcomes instead
of the process, it allows an organization the fl exibility needed to reach its
intended results. An organization can adjust and edit the methods when
needed and as needed to reach its objectives, a process that leads ultimately
to achieving its goals. An example of a process objective: To recruit 120 par-
ents for our parent education courses.

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 Step42

Because outcomes are considered powerful indicators of success, this workbook
focuses more specifi cally on these objectives rather than process objectives.
More and more funders, as well as individual donors, are looking to make
an impact or positive change with their grants. A grantseeker’s outcome
objectives as outlined in their proposal will assist funders in understanding
how their investment in the organization will make a difference or impact.

The following chart contains some questions that may help grantseekers
defi ne better outcomes.5

Process-Oriented Questions Outcome-Oriented Questions

What services do you off er? What community results do you hope to

accomplish through your services?

What is it that your organization

does?

What is it that your organization is striving to

achieve?

Describe the service needs your

agency meets?

What change in condition or behavior are you

attempting to eff ect in the people you serve?

Defi nitions
Methods, also known as strategies or tactics, are the activities that an organization will use to deliver its
services in order to reach its objectives. When working on a proposal, the focus begins on the goals.
The order is as follows:
1. Goal is what the program will achieve. Goals are visionary and may not be measurable.

2. Objectives are how grantseekers will know if their program is meeting its goal(s). Objectives are
measurable.

3. Methods defi ne the strategies or activities needed to accomplish the objectives. Methods are the
“how to.”

Reality Check: Advocacy
Creating systems change, advocating for a community, group of people or position, and/or community
activism takes time and the path to success is not always clear or easy to quantify. Thus, because of the
nature of this kind of work, it is important to include outcome objectives as well as process objectives.
These process objectives are the small wins that allow everyone to measure the progress in moving
toward the goals.

Example for Advocacy Work

• Outcome: Schools remove all vending machines from campus.
• Process or small win: Have a proposition on the November ballot banning vending machines in schools.
• Process or small win: Collect enough signatures to be on the November ballot.

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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Step 4—Defining Clear Goals and Objectives 43

Writing Outcome Objectives

Answering the following questions will help in clearly articulating the results
the organization expects to accomplish:

• Based on the problem statement, what is (are) the key area(s) the orga-
nization is seeking to change?

• Who (what segment of the population or community) will be
involved in the change?

• How will the change be measured (an increase or improvement, or a
decrease and reduction)? And by what degree (by how much)?

• When will this change take place? How many months or years or by
what specifi c date?

• After you have written your objectives, it is helpful to run one last test
to see if the objectives are “SMART”:6

• Specifi c: Do they clearly explain what the change the organization
wants will be? Are they action oriented?

• Measurable: Do the objectives help everyone know precisely when
the goal(s) have been reached?

• Achievable: This is the reality check. Based on available resources
(knowledge, funding, staffi ng, partners, physical space, etc.) and
access to the target population, will the organization be able to
make the change it envisions within the defi ned time? And with
the resources requested? It is important to strike a balance between
being overly ambitious and aiming too low.

• Relevant: Are the objectives results-oriented and rewarding to
the organization, its
funder(s), and, most
important, the commu-
nity being served?

• Time-bound: What is
the deadline for reach-
ing the change envi-
sioned? Is it tangible
and tractable?

Tips for Writing Good Goals and Objectives

Do . . .

• Include at least one focused goal for the project and one or two out-
come objectives.

Helpful Hint
Objectives measure an increase or im-
provement, or a decrease and reduction.
Therefore, use phrases like the following
examples to assist in framing organiza-
tional outcome objectives appropriately:
To reduce To increase
To decrease To expand

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 Step44

• Make sure that the goals and objectives tie back to the problem state-
ment. This is critical.

• Include all relevant groups in the target population in the goal(s).
Although when writing objectives, consider specifying an outcome
for a specifi c population or community.

• Allow plenty of time to accomplish objectives. Things always take
longer to implement than planned. It is better to undercommit and
overperform than to overcommit and underperform.

Don’t . . .

• Overly commit what can be accomplished. Limit the number of goals
to one to three per program and no more than three objectives per
goal. The reason is this: an organization will need to keep track of
all the objectives and methods tied to the goals, so the entire process
needs to be manageable.

• Confuse outcome objectives and methods or activities. Collaborating
with the YMCA to expand the program and keep costs low is a
method. Expanding the Swim 4 Life program to the Cooperville
Elementary School resulting in an additional 100 kids completing
the program over the course of 2012 is an outcome objective, as it
describes the result achieved through the intervention outlined in the
method.

• Forget to budget for evaluation activities (Step Six) if measuring the
objective(s) will have costs associated with them.

Use Worksheet 4.1A to prepare to write proposal goals and objectives
by focusing on outcomes. Start by writing down the goal of the program.
Then describe the objectives that tie to that goal. Use the fi lled-out Worksheet
4.1B as a guide. If an organization has more than one goal for its program,
use a separate copy of Worksheet 4.1A for each goal. Limit the objectives to
no more than three per goal.

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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WORKSHEET 4.1A:

Goals and Objectives Exercise

Worksheet 4.1B contains sample goals and objectives based on the Swim 4 Life Program. Grantseekers should refer to it as they complete this worksheet for

themselves.

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 objective statements are developed: 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.

On the
Web

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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WORKSHEET 4.1B:

Objective Worksheet Completed for the Swim 4 Life Program

GOAL: All youth in underserved communities in the Gathenton School District will know how to swim and understand the rules of water safety.

Objective 1 Objective 2 Objective 3 Objective 4

Direction of change Increase

Area of change Underserved youth in

the Gathenton School

District

Target population Students at Cooperville

Middle School in

Abbington

Degree of change 25% increase in stu-

dent participation over

previous year

Time frame One full school year

Winning Grants Step by Step, Fourth Edition. Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved.
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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Step 4—Defining Clear Goals and Objectives 47

When this is completed, go through the Goals and Objectives Review
Questions with the same approach as the problem statement. Remember,
the goal is to be able to answer yes to each question in the review questions.

Goals and Objectives Review Questions

1. Are the goals stated as results? And do they relate to the problem
statement?

2. Are the outcome objectives stated as specifi c results that relate to
a program goal? Are they steppingstones to achieving success (the
goal)? Can everyone understand them?

3. Can progress in meeting the objectives be measured and assessed?

4. Do the objectives describe the population and a specifi c time frame for
change?

The organization’s problem statement is in order, and the “so what?”
factor has been specifi cally addressed in the program’s goals and objectives.
So let’s move on to Step Five where the development of the organization’s
methods, or activities, will help in achieving the program’s objectives, thus
leading to the accomplishment of the program’s goals.

Notes

1. Rhonda Goetz. January 2010. Defi ning Project Goals and Objectives. www
.projectsmart.co.uk

2. Stan Hutton and Frances Phillips. 2001. Nonprofi t Kit for Dummies. Hoboken,
NJ: Wiley, p. 131.

3. Stan Hutton and Frances Phillips. 2001. Nonprofi t Kit for Dummies. Hoboken,
NJ: Wiley, p. 131.

4. Adapted from UCLA Center for Health Policy Research. Health Data, Train
the Trainer Project. Performing a Community Assessment Curriculum. 2004.
www.healthpolicy.ucla.edu/healthdata/tw_cba4

5. Adapted from Robert A. Penna and William J. Phillips. 2004. Outcome
Frameworks. Rensselaerville Institute’s Center for Outcomes. Albany, NY:
Fort Orange Press, p. 8.

6. Paul J. Meyer. 2003. “What Would You Do If You Knew You Couldn’t Fail?
Creating S.M.A.R.T. Goals.” Attitude Is Everything: If You Want to Succeed
Above and Beyond. Meyer Resource Group, Inc. www.pauljmeyer.com

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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http://www.healthpolicy.ucla.edu/healthdata/tw_cba4

http://www.pauljmeyer.com

http://www.projectsmart.co.uk

http://www.projectsmart.co.uk

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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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 be realistic—the organization should be
able to complete the proposed activities within the time frame stated in the
proposal using the available resources. For proposals with multiple objec-
tives and methods, it is a good idea to include a timeline showing when
each method will start and fi nish. The accompanying Sample Timeline for
the Swim 4 Life Program shows one way to chart a nonprofi t’s activities on
a timeline.

Tips for Writing the Methods Component

• Align the organization’s methods to the program’s objectives and
problem statement.

• Tie the methods to the resources being requested in the program bud-
get. Each activity should match its corresponding cost exactly.

• Explain the rationale for choosing these methods; talk in terms of
research fi ndings, best practices, expert opinion, and the organiza-
tion’s past experience with similar pro

grams.

• Spell out the facilities and capital equipment that will be available for
the project.

• Build various activity phases on top of one another to move the effort
toward the desired results. Include a timeline.

• Be sure to discuss who will be served and how they will be chosen.

• Do not assume that the funder knows about the nonprofi t, its target
audience, or what it proposes to accomplish.

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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Step 5—Developing the Methods 51

Sample Timeline (Abbreviated Version)

Activity Month 1 2 3 4 5 6

Contact the point person at Cooper-

ville and set up planning meeting.

X

Hold fi rst meeting with point person

at Cooperville, the PE teacher, and a

representative of the PTA.

X

Hold follow-up meeting with the

point person at Cooperville and

the point person at Rockmore to

coordinate pool usage.

X

Create recruitment materials for

new site.

X

Update all recruitment materials to

incorporate Cooperville.

X

Develop and fi nalize the specifi c

outreach strategies for all sites that

specifi cally incorporate Cooperville.

X

Schedule an Interested Parents meet-

ing and student assembly at Cooper-

ville and recruit/confi rm at least fi ve

parents from the other two schools to

provide testimonials for both pro-

grams.
X

Finalize the evaluation tools for the

Cooperville site.

X

Recruit a minimum of 25 students for

the program.

X

Offi cially launch the project at Cooper-

ville with a public event that will fea-

ture Jane Swimmer, program founder

and hometown hero, as well as Tia

Jones, program manager.

X

Evaluate and document progress at

the new site.

X X X X

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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Winning Grants Step by Step52

Look over the Sample Methods Component for the Swim 4 Life program.
Then develop the organization’s methods by completing Worksheet 5.1, which
should list the key elements of the organization’s planned program. Finally,
use the Methods Review Questions to review the organization’s methods in
the same way the questions were deployed in the organization’s program
statement and goals and objectives.

Sample Methods Component
Our primary objective in 2013 for the Swim 4 Life Program will employ the methods as outlined below.
These methods have been proven successful as they are the same methods we used to launch our
program at our current two school sites: Arthur Schomburg Middle School and the Rockmore Education
Complex High School. It should be noted that Cooperville Middle School is located in Abbington, where
Rockmore is also located, and we fully intend to leverage the relationships we’ve already established.

OBJECTIVE

To increase the swimming competence and confi dence of the underserved youth in the Gathenton
School District by adding Cooperville Middle School and increasing overall student participation by 25
percent within one full school year.

METHODS

• Swim 4 Life program manager will recruit a point person on staff at Cooperville who has a specifi c
interest in the program.

• The Cooperville point person will work in collaboration with the program manager to
• Create a small task force inclusive of the physical education teacher and a representative of the PTA
• Hold a short series of meetings with the program manager, the Cooperville task force, and a point

person from the Rockmore task force to share best practices, lay out the recruitment plan, agree
on the evaluation plan and specifi c benchmarks, and coordinate schedules for the use of the
pools

• Create specifi c recruitment materials for the Cooperville site and update the general program
materials to incorporate Cooperville as a new site

• Host an Interested Parents meeting and separate Interested Students assembly at Cooperville,
making sure we recruit and confi rm at least fi ve parents and students from the two other program
sites to provide testimonials about the program at the meeting and assembly

• Launch a time specifi c recruitment period targeting a minimum of twenty-fi ve kids
• Once offi cially launched, the program manager will formally chart the progress of each participant,

noting the specifi c benchmarks along the way as established in the evaluation.

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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Step 5—Developing the Methods 53

WORKSHEET 5.1:

Methods Exercise

Task 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.

On the
Web

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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Winning Grants Step by Step54

Methods Review Questions

1. Do the methods discussed in the proposal derive logically from the
problem statement and the goals and objectives?

2. Do the methods present the program activities to be undertaken?

3. Has the grantseeker explained why they selected the specifi c methods
or activities?

4. Has the grantseeker explained the timing and order of the specifi c
activities?

5. Is it clear who will perform specifi c activities? And do their creden-
tials and/or experience demonstrate that they are appropriate to carry
out the activities of the program?

6. Given the organization’s projected resources, are the proposed activi-
ties feasible?

If an organization is following along with each step, including testing
each proposal component against the questions at the end of each, it is now
in prime position to be successful in the next step: developing the evaluation
component, which is Step Six.

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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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.
Created from ashford-ebooks on 2022-03-16 10:25:57.

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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

Home

Center for Theory of Change

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/success-metrics/measuring-social-impact/

http://www.delawarenonprofit.org/infocentral/programeval.php

http://wise.fau.edu/~rcnyhan/images/program.html

http://foundationcenter.org/findfunders/

http://nonprofit.about.com/od/foundationfundinggrants/f/logicmodel.htm

http://nonprofit.about.com/od/foundationfundinggrants/f/logicmodel.htm

http://www.civicpartnerships.org/docs/tools_resources/Logic%20Models%209.07.htm

Home

http://nonprofitwebinars.com/past_webinars/10122011-a-guide-to-logic-models-grant-writing/

http://nonprofitwebinars.com/past_webinars/10122011-a-guide-to-logic-models-grant-writing/

http://www.effectivephilanthropy.org/blog/2010/05/assessment-and-social-justice-funding/

http://www.socialedge.org/discussions/success-metrics/measuring-social-impact/

http://www.delawarenonprofit.org/infocentral/programeval.php

http://wise.fau.edu/~rcnyhan/images/program.html

http://www.meyerfoundation.org/apply-for-funding

http://www.clevelandfoundation.org/GrantMaking/ApplyForAGrant/default.html

https://www.calfund.org/page.aspx?pid=860

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.