Organization:Centre for Collective Development
Contents
Overview
Centre of Collective Development CCD is a ‘Not-for-Profit’ ‘Non-Governmental Organization’. Because of high uncertainty of income associated with agriculture due to its sole dependency on the monsoon in India, low and unstable incomes, poor safety and health condition, inequality in pay and opportunities and limited social protection this organization is working with small and marginal farmers towards improving their livelihoods by educating them in collective methods of pool & sell, processing, market links and sustainable agri practices.
Purpose
The main purpose of this organization is to make farmers and other primary producers prosperous and significantly increase incomes of all small and marginal farmers by using innovative business models, and to spread the use of these business models all over the country to benefit farmers and other primary producers everywhere.
Distinct Differences From Other Offerings
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Impact Achieved For Students and Campus:
The model makes the simplifying assumption that we do not know enough to examine a causal relationship among the three measures of leadership behavior/characteristics. They are, thus, positioned, along with the dichotomous variable reflecting the building level (elementary/secondary) at the left side of the model. In light of prior research, we then assume that leadership behaviors and characteristics are the factors most likely to create the conditions for professional community to develop among teachers. We discuss additional assumptions in our interpretation of results, which follows.
Notes About How This Resource is Deployed
Add text here...This examination should include: • Identification of key stakeholders who share the interest and need for change • Assessment of the degree to which these stakeholders perceive the issue or need to be a priority • Willingness of leadership from multiple agencies and programs to support the change process over a period of time • Identification of a leadership team responsible for the oversight of necessary aspects of the change process over time • Desire to engage in discussions and gather information about potential solutions to identified needs • Knowledge of implementation science and its application to the change process It is important to recognize that, planning and engaging in the implementation of any new innovation, evidence-based practice, or cluster of practices takes time, energy and resources. The change process can be understood and organized using defined steps and subsequent activities that are needed to move a concept into reality. These steps and activities are outlined in the following document, "A Guide to the Implementation Process: Stages, Steps and Activities". A Guide to the Implementation Process: Stages, Steps and Activities page 7 Stage 1: Exploration The goals of the exploration stage are to identify the need for change, determine what innovation or set of practices are likely to meet that need, and to decide whether or not to move ahead with the implementation process. This stage, and all other stages, are guided by a State Leadership Team. The State Leadership Team (SLT) should include cross- sector representation of agencies and programs impacted by the proposed initiative. The composition, vision and mission of this initial team may change over time as they go through the stages and steps. The SLT ensures that the perspectives of key stakeholders from every level of the service system are included as a part of a needs assessment of the current service delivery system. All available data describing current challenges and need for change should be gathered and shared with stakeholders. Stakeholders help build a common understanding of the current status and the desired changes in practices and outcomes. They are included in exploring potential practices or innovations to determine how well they fit with the mission, values, desired outcomes and resources of the agency/program. During the exploration stage, an important consideration for the State Leadership Team is whether they can commit to a multi-year implementation process. If the decision is to proceed with implementation, then building public awareness and widespread support for the change is crucial. Step 1: Establish a State Leadership Team (SLT) to guide exploration a. Include representatives from each of the key agencies/programs with the authority to make decisions and expend resources (or an individual with easy access to that decision-maker). b. Select staff whose responsibilities will allow them to undertake this initiative over several years and. c. Select staff with expertise about the implementation process as well as potential innovations or practices that fit identified needs. d. SLT defines their roles and responsibilities. Step 2: The SLT convenes a stakeholder group for needs assessment and system analysis a. Determine appropriate stakeholders including state agency personnel, TA personnel and pre-service personnel, regional and/or program administrators, providers/teachers and parents. b. Clarify stakeholder group’s purpose, responsibilities and projected timeline for involvement. c. Articulate the purpose and rationale for change, including any supporting data. d. Review infrastructure and current practices, including issues, concerns, and strengths from the perspectives of all stakeholders. e. Identify the concerns and problems at all levels of the service system (e.g., state, regional, local services to children and families) the state is trying to address. f. Identify desired outcomes and changes for each level of the system. g. Review or realign the system's mission and values to fit with desired outcomes and new vision for a change in practices. A Guide to the Implementation Process: Stages, Steps and Activities page 8 Step 3: Stakeholders explore the feasibility and "fit" of potential innovations and practices a. Explore the core features, functions and benefits of potential innovation(s) or set of practices. b. Review the research and evidence base for the innovation or practices. c. Gather information from other states, programs and consultants, experienced with implementing the potential innovation(s) and practices. d. Analyze requirements of the implementation process and potential impact of adoption on system resources. Step 4: The SLT decides on practices/innovation and whether or not to proceed a. Review all perspectives and information gathered. b. Establish criteria for selecting the innovation or practices to adopt. c. Consider which innovation can best address the identified needs, has evidence of producing desired outcomes, and aligns with the service system's mission, values and resources. d. Decide and recommend to final decision makers, which innovation or set of practices are most promising and whether or not to proceed with implementation. Step 5: The SLT secures agency and cross-agency leadership support a. Identify administrators and decision makers whose buy-in will be needed to assure necessary support and resources for implementation and sustainability. b. Use multiple strategies to help key individuals become champions who will promote the new practices or innovation. c. Develop a plan for the involvement and continued support of these individuals. Outcomes of Exploration • A State Leadership Team has been established to oversee the initiative. • A stakeholder group has explored the need for change and the fit of potential new practices or innovation. • An innovation or set of practices was selected which addresses the need and is likely to result in desired outcomes. • The service system and current practices were analyzed to determine necessary changes in infrastructure, and training, technical assistance and coaching. • The decision was made to proceed with the implementation initiative and move into installation. • Necessary agency or cross agency leadership has committed to supporting the implementation of sele
Steps Required To Bring Resource to Campus
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