Purpose: Writing a successful grant application begins with understanding the reason for seeking grant funding from a governmental agency or private foundation. If the grant seeker is a school, the organizational assessment undertaken for improvement planning may provide useful reasons for the desired funding.
The grant seekers organizational assessment must address the subject area the funding organization has an interest in supporting. In regards to a governmental grant proposal, the assessment must address the request for proposal's focus.
Element 1 outlines the tasks involved in creating an organizational assessment.
Purpose: Prior to writing the grant application, the project lead should pre-plan how the application will be developed, a timeline for completing it, and an internal review process for the application. Element 3 outlines the steps in creating a road map for the application process.
Purpose: The grant proposal brings life to the project idea. It is the vehicle the grant seeker uses to sell their idea to the prospective funding sources. Element 4 outlines the steps to develop and submit a successful grant application. Once the application has been submitted, follow-up with the funder is essential.
Guideline: Trust is the foundation for effective personal interaction. Achieving the grant's goals requires trust between the parties involved. Creating the climate of trust starts with the project leader. The resources provided offer guidance for building trust.
Individual group members often have divergent viewpoints. Edward de Bono's Six Thinking Hats is a system fostering collaboration, increased productivity, creativity, and innovation. The concept enables participants in a discussion to move from the traditional argumentative approach to a collaborative process and fosters a more productive dialog. The document provides an overview of the tool and additional resources about it.
Building trust involves three dimensions constancy of purpose, sharing information and acknowledging the abilities of others. The document offers some basic attributes that school leaders can practice in building a climate of trust within their schools.
Developed by the Great Place to Work Institute, the model identifies three dimensions that comprise the basic components of trust and two that impact workplace relationships. The model may be useful to school leaders in understanding the dynamics of trust in the workplace.
Individual group members often have divergent viewpoints. Turf issues can arise between group members and groups within a school, district, or community. This document offers a basic guide for addressing turf issues when they arise.