# Presentation: 575967

## Partnerships, Alliances, and Coordination Techniques 

***Communication Strategies***
**February 2008**
**Facilitated By:**
**The National Child Care Information and Technical Assistance Center (NCCIC)**
***NCCIC Is a Service of the Child Care Bureau***

**Notes:**
Slide instruction: Personalize the introduction slide by adding appropriate names, dates, etc. 
Suggestions for presenters: Look at the Introduction to Partnerships, Alliances, and Coordination Techniques (PACT) module to find information about use of the PACT modules.

## Presenter

**Notes:**
Slide instruction: Add appropriate names and titles
Related Resource: Tips for Presenters

## Today’s Agenda

**Notes:**
Slide instruction: Personalize the agenda. Consider the time estimates and specific audience needs.
Handout: Agenda

## Session Objectives

**Participants will be able to...**
- Recognize their own communication styles as well as those of others;
- Describe the key concepts of a communication plan for effective partnerships; and
- Implement problem-solving measures when conflicts arise within a partnership

**Notes:**
Slide instruction: Share the information presented on the slide about the objectives for the training.  Adapt objectives to match with the overall agenda of training that is being provided. In the agenda, make references to activities as appropriate.

## PACT

- PACT is an initiative of NCCIC, a service of the Child Care Bureau, U.S. Department of Health and Human Services
- PACT gives State, Territory, and Tribal policymakers—particularly Child Care and Development Fund Administrators and their partners—the resources they need to build more comprehensive and collaborative early care and school-age programs for serving children and families

**Notes:**
Suggestions for presenters: 
Share information presented on the slide. The following is additional information to share with the audience:
Child Care and Development Fund (CCDF) Administrators increasingly are asked to collaborate with other agencies and key stakeholders to meet the complex child care needs.
Collaborations require CCDF Administrators to commit time, resources, and expertise to partnerships. 
The benefits of these partnerships have been recognized for many years, and there is now an increasing understanding that successful partnerships are based on fundamental skills that provide structure and result in desired outcomes.
Partnerships, Alliances, and Coordination Techniques (PACT)
Provides technical assistance resources and training to State, Territory, and Tribal Child Care and Development Fund (CCDF) Administrators and their partners.
PACT resources include Web based materials.
Handout : PACT flyer

## PACT Materials

*PACT Collaborative Leadership Strategies: A Guide for Child Care Administrators and Their Partners*
- Web-based guide contains an introduction and six training modules:
- Fundamentals of Collaborative Leadership
- Creating, Implementing, and Sustaining Partnerships
- Communication Strategies
- Management Strategies for Successful Partnerships
- Financing
- Building Capacity for Evaluating Partnerships

**Notes:**
Suggestions for presenters: Share information presented on the slide. The PACT flyer has background information and descriptions of the training models to share with the audience. 
Handout: PACT flyer  

## Key Concepts

- Communication is the process of exchanging information through speech, signals, or writing
- Communication involves listening, questioning, understanding, and responding to what is being expressed by others
- Effective communication is central to the success of creating, implementing, and sustaining partnerships over time

**Notes:**
Related objective: This slide relays information from Objective 1: Participants will be able to recognize their own communication styles as well as those of others. 
Suggestions for presenters : Share the information presented on the slide. The following is some additional information to share with the participants:
In verbal communication, congruence is important. Body language must be congruent with the words and tone of voice we use to deliver our message in order for it to be convincing.
Writing does more than communicate ideas. Written records provide documentation to keep a permanent record of important information, transactions, or interactions. 

## Communication Pyramid

**Communication**

- 	Note: Different authors use the terms “cooperation” and “coordination” interchangeably. This diagram follows the work of Sharon Lynn Kagan in defining the least intense level as cooperation as cited in Winer and Ray (2000).  Used with permission.

**Notes:**
Related objective: This slide relays information from Objective 1: Participants will be able to recognize their own communication styles as well as those of others. 
Suggestions for presenters: Share the following information. 
This pyramid shows three levels of partnership: 
Cooperation: independent agencies build relationships and share information informally.
Coordination: independent agencies formally work together on common goals
Collaboration: Resources and responsibilities are shared 
Good communication is essential to the work of all levels of the pyramid
Partnerships are fluid and change often. It is possible for a partnership to have worked many years to climb to the top, develop agreements, implement and sustain the partnership and then something changes, people leave, new people come in, the previous need for partnership changes and the group may need to go back to the beginning and work through the process again.
There is increased diversity across culture and values. Collaboration is harder as we get more diverse partners
Wherever the partnership is at the time is ok. It takes a lot of time, effort, trust, relationship building, and collaborative leadership to get to and maintain the top level of the pyramid. It is ok to just be where you are at the time.
Related Resource
Winer, M. and Ray, K. (2000). Collaboration handbook: Creating, sustaining, and enjoying the journey. St. Paul, MN: Fieldstone Alliance (formerly Wilder Publishing Center).

## Modes of Communication

**Notes:**
Related objective: This slide relays information from Objective 1: Participants will be able to recognize their own communication styles as well as those of others. 
Suggestions for presenters: Share the following information.
This Venn diagram shows the intersections of different types of communication: listening, writing, reading, and speaking.
The key point to share is that there are many ways to communicate. All forms of communication generally fall into one of the categories in the diagram.
These four modes of communicating are all important to consider as we go about building, enhancing, and sustaining relationships with our partners. We need to pay attention to all of these. 
Related activity:
Name of activity: My Preferred Mode of Communicating
Handout: My Preferred Mode of Communicating
Instructions: 
Participants will work individually and then as a large group.
Distribute the handout and ask participants to circle six to eight statements that describe them.
Instruct participants to draw a line across the page connecting the two stars.  Next draw a line from the top to the bottom of the page connecting the two stars.  The quadrant where they have the most circles is their preferred mode of communication.  
Ask the participants to answer the questions included on the handout individually.
Discuss the responses with the large group. 

## Are You an Active Listener?

- Has anyone ever told you that you weren’t listening?
- Have you ever asked others to repeat themselves, because your mind had wandered?
- Have you ever been embarrassed because you gave the wrong answer to a question when you weren’t listening?
- Have you ever taken a mental “leave of absence” while someone was speaking?
- Has anyone ever asked you whether you’re paying attention?

**Notes:**
Related objective: This slide relays information from Objective 1: Participants will be able to recognize their own communication styles as well as those of others. 
Suggestions for presenters: Share the information presented on the slide. The following is additional information to share with the participants:
Listening is probably one of the most difficult communication skills to master, but the most essential if you want to convey the message that you are interested in what others are saying.
Listening is not a passive state; it requires conscious effort and a willing mind.  It is a decision to take action.
 Listening keeps you informed. It increases your impact when you do speak.  It gives you a negotiating edge, power, and influence.
Related activity: 
Name of activity: Are You an Active Listener?
Instructions: 
Read each of the questions on the PowerPoint out loud. 
Give participants time to think about and reflect on each question – answering them  privately to themselves.
Wrap up the exercise by asking the participants to summarize their reactions to the questions.
Say: “If you answered ‘yes’ to any of these questions, then you have room to grow as an effective listener. Let’s review some active listening techniques that will help you master the art of listening and become a more effective communicator.

## Active Listening Techniques

- Stop talking
- Give the speaker your conscious attention
- Exercise patience
- Be empathetic
- Ask clarifying questions
- Paraphrase
- Make notes

**Notes:**
Related objective: This slide relays information from Objective 1: Participants will be able to recognize their own communication styles as well as those of others. 
Suggestions for presenter: Present the information included on the slide. The following is additional information to share with the participants:
 There is absolutely no way you can listen when you are talking.
 Look, act, and be interested. Make eye contact. Attend with your whole body.  Sit or stand in an alert position. Lean toward the person who is talking. Avoid reading, doodling, shuffling, or tapping while others are talking.
 Give yourself plenty of time to listen. Do not interrupt. Resist the temptation to jump in with a question or an evaluative, critical, or clarifying remark before the speaker has finished.
 Listen for feelings as well as facts. Put yourself in the speakers position. Try to understand the speakers point of view. Look at the issue from a point of agreement, rather than disagreement, when possible. 
Probe with open-ended questions.
 Send back to the speaker the message that you heard, in your own words.  By paraphrasing the speakers view, you give them a chance to reflect on what they have just said, to make sure that it is what they meant, and maybe even to change what they think or feel after hearing it again.
 Jot down key points to help you pay attention. Consider using chart paper and a scribe.
Related activity:
Name of activity: Telling Our Stories 
Instructions: See Telling Our Stories Activity.

## Communication Styles

- Source: Jourdain, K. (February 2004). Communication styles and conflict. *Approaching change*, Vol. 4, No. 6. Chrysalis Performance Strategies, Inc. www.teamchrysalis.com/AC/V4/AC46_Communication_Styles.htm

**Notes:**
Related objective: This slide relays information from Objective 1: Participants will be able to recognize their own communication styles as well as those of others. 
Suggestions for presenters: Share the following information.
This slide shows four different communication styles: controller/director, promoter/socializer, supporter/relater, and analyzer/thinker. The following is additional information to share with the participants:
All teams need to be focused on the task, and they need to take care of relationships in order to achieve those tasks. 
Relationships are influenced by the fact that we all have various preferences for both communicating with others and interpreting the communications from others. Understanding learning styles, communication styles, conflict handling styles, and other aspects of individuals can help to prevent and/or resolve conflict on teams.  
Some team members can easily adapt their style to the needs of the situation at hand and pay attention to tasks and/or relationships. For others, it is more challenging to see the situation from the perspective of another style. Everyone has the ability to develop flexibility in preferred styles. The greater the flexibility, the more skilled we usually are at handling possible and actual conflicts. 
Numerous models have been developed that describe how to recognize an individual's preferred style of communicating and what strategy to use in communicating most effectively with them. A well functioning team respects and uses all of these styles of communication.
Adapted from Jourdain, K. (February 2004). Communication styles and conflict. Approaching change, Vol. 4, No. 6. Chrysalis Performance Strategies, Inc. ww.teamchrysalis.com/AC/V4/AC46_Communication_Styles.htm 
Related activities:
Name of Activity: Communication Style Inventory
Handouts: Communications Style Inventory, Communication Styles Table, Three Communications Styles
Instructions: See Communication Styles Inventory Activity.
Name of Activity: Communication Styles Exercise
Handout: Communication Styles Exercise
Instructions: See Communication Styles Exercise Activity.

## Plan to Communicate

- Design a communication system that is responsive to the different kinds of agencies and people in your partnership
- Establish informal and formal communication links
- Create a communication plan that reflects what your partners want and need to know, and how they want to receive information
- Hold partners accountable for communications

- Sources: Winer, M., & Ray, K., (2000). *Collaboration handbook, Creating, sustaining and enjoying the journey.*  St. Paul, MN: Fieldstone Alliance; and Ray, K., (2002). *The nimble collaboration – Fine-tuning your collaboration for lasting success. *St. Paul, MN: Fieldstone Alliance.

**Notes:**
Related objective: This slide relays information from Objective 2: Participants will be able to describe the key concepts of a communication plan for effective partnerships.
Suggestions for presenters: Share the following information: 
Not everyone needs the same information delivered in the same way.  Not only should we consider communication styles – but we need to consider partnership agency placement in the “membership ring”.  The agencies in the first ring of the partnership may need to be in direct and constant communication with one another.  
Informal communications help us build personal connections at meetings as we share information with one another and as we report data back to our respective partners.  Above all we need to listen to each other as we talk.
Formal communications require time and effort to document, produce, and distribute.  They help us involve decision makers at every level; create operating procedures and structures; and establish statements of commitment from partners.
Communication plans include lists of key people/organizations who are to receive communications.  They outline who will receive specific communications, when they will receive them, who will be asked for feedback, and how to obtain feedback.
The team must determine who in the partnership will have responsibility for making sure that two-way communication happens and how to hold people accountable to seek information if they do not receive it as planned.

Related activity:
Name of activity: Developing the Communication Plan
Handouts: The Communication Plan, Allegheny County Early Childhood Initiative, The J.A. & Kathryn Albertson Foundation Early Childhood Education Program, Sweetwater Transit Authority Resources (STAR)
Instructions: See Developing the Communication Plan Activity

## Communication Tools

- Determine your premise
- Consider your promise
- State your mission

- Sources: Winer, M., & Ray, K., (2000). *Collaboration handbook, Creating, sustaining and enjoying the journey.*  St. Paul, MN: Fieldstone Alliance; and Ray, K., (2002). *The nimble collaboration – Fine-tuning your collaboration for lasting success. *St. Paul, MN: Fieldstone Alliance.

**Notes:**
Related objective: This slide relays information from Objective 2: Participants will be able to describe the key concepts of a communication plan for effective partnerships.
Suggestions for presenters: Share the following information: 
Emphasize the importance of each one of these components as COMMUNICATION TOOLS – specific activities, products, strategies we use to COMMUNICATE about our partnership.
Determine your premise – We tend to use coordinating, cooperating, and collaborating as interchangeable words.  These are really distinct processes that demand more or less of the partners involved.  Organizations need to examine their “premise options” in order to wisely assess their capacity for collaboration and potential for success.
Consider your promise – Collaborations are started and defined by circumstances – influenced by outsiders or insiders to your organization – laws change, funds change, needs change – offering an implicit promise.  Illuminating this promise helps your collaboration get clear about the work it is doing.  
State your mission – This is the most general statement of your desired result – a statement of what benefit the collaboration will provide.  The mission statement is stable – it has room for the separate mission statements of participating agencies – it may expand and contract over time – but the basic thrust remains the same.  It is a placeholder for roles.

## Communication Tools (con.)

- Confirm your vision
- Specify desired results
- Clarify roles
- Create your work plan

- Sources: Winer, M., & Ray, K., (2000). *Collaboration handbook, Creating, sustaining and enjoying the journey.*  St. Paul, MN: Fieldstone Alliance; and Ray, K., (2002). *The nimble collaboration – Fine-tuning your collaboration for lasting success. *St. Paul, MN: Fieldstone Alliance.

**Notes:**
Related objective: This slide relays information from Objective 2: Participants will be able to describe the key concepts of a communication plan for effective partnerships.
Suggestions for presenters: Share the following information: 
Confirm your vision – A shared vision is essential to establishing trust.  The vision statement tells everyone where we are going.  It informs everything we do, generates energy and motivation.  A common vision helps us to set aside our separate self-interests and apply our power/influence to the larger purpose.     
Specify desired results – Desired results must be concrete, attainable and measurable.  They must include short term results to produce achievement that sustain enthusiasm over time.  They must be long-term and represent positive outcomes and achievements that benefit the community partnership.
Clarify roles – Each partnership has a “membership ring”.  Each member organization has its place in the partnership ring/structure.  Each organization sends a person to represent its interest in the partnership.  What role will each person/organization play in the collaboration?  Roles should be agreed to by all partners and put in writing.  Sorting out roles is part of nurturing relationships that work – embedding collaboration into the fabric of the partnership so it does not depend on “certain” people but organizations.  
Create your work plan – Lay out your plan of action.  Be specific – state what actions to take.  Set responsibilities – determine implementation roles, responsibilities, accountabilities and completions dates.  Actual job descriptions for the partnership might help.  Produce a budget for the partnership – identify expenses, revenue, in-kind support.  Communicate with all the appropriate people. 

## Expect Conflict

- Conflict is inevitable
- Early indicators of conflict can be recognized
- Conflict involves people resolving issues that are important to them
- Conflict causes authentic communication
- Conflict builds cooperation among people through learning more about each other
- Conflict helps people develop understanding and skills
- Although inevitable, conflict can be minimized, diverted, and/or resolved

- Source: Winer, M., & Ray, K., (2000). *Collaboration handbook, Creating, sustaining and enjoying the journey.*  St. Paul, MN: Fieldstone Alliance.

**Notes:**
Related objective: This slide relays information from Objective 3: Participants will be able to implement problem-solving measures when conflicts arise within a partnership.
Suggestions for presenters: Share the following information:
Conflict occurs when individuals or groups are not obtaining what they need or want and are seeking their own self-interest. Individuals may not be aware of the need and unconsciously start to act out. Other times, the individual is very aware of what he or she wants and actively works at achieving the goal. Conflict is inevitable, and in some cases desirable.  The trick is to identify real areas of disagreement and resolve them before they turn into issues/problems.
Related activity:
Name of activity: Recognizing and Dealing With Conflict
Handout: Recognizing and Dealing With Conflict.
Materials:  Easel, flip chart paper, markers.
Instructions: 
Distribute the handouts and divide participants into small groups of five to eight members each.  Have each group choose someone to report back to the larger group.
Ask each small group to brain storm “typical sources of conflict”.  Write down brainstorming ideas and comments on flip chart paper provided.  Typical responses might include:  power struggles; the wrong people at the table; low trust; vague vision and focus; incomplete desired results and strategies; lack of clear authority.
Ask each group to brainstorm different ways and ideas to resolve conflict.
Wrap up the exercise by asking the reporter from each group to report out on one “typical source of conflict” and the corresponding solution or strategy to resolve the issue.
Related Resource:
Part III, How do we Journey Together?, Page 78. Winer, M., & Ray, K., (2000). Collaboration handbook, Creating, sustaining and enjoying the journey.  St. Paul, MN: Fieldstone Alliance. 
www.FieldstoneAlliance.org

## Create a Conflict Resolution Process

- Determine which issues must be resolved in order for the partners to do their work. Stay focused.
- Decide who will facilitate the process for resolving the conflict
- Define the conflict separate from the concepts of right and wrong
- Make sure everyone is heard
- Create rituals for healing and forgiveness
- Document the conflict resolutions

- Sources: Winer, M., & Ray, K., (2000). *Collaboration handbook, Creating, sustaining and enjoying the journey.*  St. Paul, MN: Fieldstone Alliance; and Ray, K., (2002). *The nimble collaboration – Fine-tuning your collaboration for lasting success. *St. Paul, MN: Fieldstone Alliance.

**Notes:**
Related objective: This slide relays information from Objective 3: Participants will be able to implement problem-solving measures when conflicts arise within a partnership.
Suggestions for presenters: Review the information on the slide and share the following information:
Developing a plan to address conflict before it occurs is the key to resolving it. 

## Resolve the Irresolvable

- Call a meeting between the warring factions using a neutral facilitator to settle the dispute
- Create a working agreement between the parties and agree to disagree
- Ask people of influence who are associated with each of the factions to intervene
- Consider alerting funders and donors
- Work without or around the warring factions

- Source: Winer, M., & Ray, K., (2000). *Collaboration handbook, Creating, sustaining and enjoying the journey.*  St. Paul, MN: Fieldstone Alliance.

**Notes:**
Related objective: This slide relays information from Objective 3: Participants will be able to implement problem-solving measures when conflicts arise within a partnership.
Suggestions for presenters: Share the following information: 
Even the most difficult conflict situations that appear to be irresolvable can be addressed by exploring these alternatives:  
Calling a meeting between the warring factions using a neutral facilitator to settle the dispute;
Creating a working agreement between the parties and agree to disagree;
Asking people of influence who are associated with each of the factions to intervene;
Alerting funders and donors; or
Working without or around the warring factions.

## When to Use an Outside Facilitator

- Group leaders are directly involved in the conflict
- The group is not skilled in conflict resolution
- Impartiality is essential
- Not all members of the group see the conflict
- Cultural equity needs to be ensured
- Resources allow hiring a practitioner
- A neutral volunteer is available
- The group wants conflict management instruction

- Source: Winer, M., & Ray, K., (2000). *Collaboration handbook, Creating, sustaining and enjoying the journey.*  St. Paul, MN: Fieldstone Alliance.

**Notes:**
Related objective: This slide relays information from Objective 3: Participants will be able to implement problem-solving measures when conflicts arise within a partnership.
Suggestions for presenters: Share the following information:
Groups should consider using an outside facilitator when any of the following situations occur: 
Group leaders are directly involved in the conflict;
The group is not skilled in conflict resolution;
Impartiality is essential;
Not all members of the group see the conflict;
Cultural equity needs to be ensured;
Resources are available to hire a facilitator or a neutral volunteer is available; 
The group wants conflict management instruction.

## Review

- Make sure your message is clear
- Practice active listening
- Acknowledge the viewpoints of others, even if you disagree
- Use specific language, especially when providing guidance and asking for feedback
- Ask questions to make sure your message is understood, or to clarify points you are uncertain about
- Make sure your body language delivers the same message as your words
- Think before you speak or write
- Keep your language simple and format brief

**Notes:**
Related objectives: This slide relays information for Objectives 1, 2, and 3
Suggestions for presenters: Review the information on the slide.
Related activity:
Name of activity: Affirming Communication
Materials Needed:  Easel, flip chart paper, markers
Instructions:  See Affirming Communication Activity.
Tell the participants that the purpose of this activity is to practice the art of positive communication and to experience the role communication plays in creating and maintaining positive relationships. This activity gives participants an opportunity to apply all they have learned and/or re-learned.  It is an opportunity to practice new and/or re-newed listening skills, and a chance to experience giving and receiving positive communication.  It is a chance for them to connect with someone in the group and/or strengthen the relationship they have developed with someone in the group.  This activity illustrates the power of positive communication and gives participants the opportunity to experience its lasting impact.  They will walk away feeling encouraged, empowered, and connected.

## “How well we communicate is determined not by how well we say things – 
but how well we are understood.”
~ Andrew Grove, CEO, Intel Corporation

- but how well we are understood.”
- ~ Andrew Grove, CEO, Intel Corporation

**Notes:**
Related objectives: This slide relays information for Objectives 1, 2, and 3
Suggestions for presenters: Use this quote as a summary statement. Read it to the participants.

## Closing

- Personal reflections
- Personal learning plan
- Quality improvement
- Session evaluation

**Notes:**
Suggestions for presenters: The closing of a meeting, seminar, training session, or event can be one of the most important areas of learning. It is an opportunity for personal reflection, for reviewing key learning concepts, changes needed for the next event, and an opportunity to evaluate the time together. Make sure you leave enough time at the end of the training for these activities. They are very important. If some of the participants are not comfortable with this portion, ask them to sit quietly while other participants reflect. Note: Depending on the dynamics of the group, trainers/session leaders may choose to do a group closing before asking participants to focus on the following activities.
Related activities: 
Name of activity: Personal Reflections 
Handout: Personal Reflections 
Instructions: Distribute handout. Ask participants to silently fill out those questions that are meaningful to them.
Name of activity: Personal Learning Plan
Handout: Personal Learning Plan
Instructions: Distribute handout. Ask participants to think about what they will do differently when they go home and how they will track their own changes. Ask the participants to fill out the Personal Learning Plan form.
Name of activity: Continuous Improvement
Instructions: On a flip chart, write Continuous Improvement, the name of the event, and the date at the top. Next draw a line down the middle of the page. Over column one write, “What Worked.” Over column two write, “Suggestions for Improvement.” Ask participants to call out items for the columns, using honesty and sincerity. Explain that this is what will help the next group of participants learn from this group.
Name of activity: Session Evaluation
Handout: Evaluation
Instructions: Distribute Session Evaluation. Ask participants to fill out this more formal evaluation to ensure the session leaders can make changes as necessary.

## Reflections

- I learned ...
- I relearned ...
- I will apply ...
- I would like to know more about ...
- I am surprised by ...

**Notes:**
Suggestions for presenters: Trainers may choose to use this slide in place of the personal reflection activity on the previous page. 
Related activity
Name of Activity: Personal Reflections
Handout: Personal Reflections 
Instructions: Distribute handout.  Ask participants to silently fill out those questions which are meaningful to them.

## Acknowledgements

- Allessandra, T., & O’Connor, M.J. (1996). *The platinum rule: Discover the four basic business personalities and how they can lead you to success*. New York: Warner Books, Inc.
- GST Telecom. (n.d.). *Communication styles table.* Available from the CEDA Meta-Profession Project. Retrieved November 6, 2007, from www.cedanet.com/meta/communication_styles.htm
- Head Start Bureau, Administration on Children, Youth and Families, Administration for Children and Families, U.S. Department of Health and Human Services. (1996). *Communicating with parents:* *Training guides for the Head Start learning community. *Retrieved November 6, 2007, from www.headstartinfo.org/pdf/communicating_with_parents/communicating_with_parents.pdf
- Heffner, C.L. (n.d.). *Communication styles.* Available from the CEDA Meta-Profession Project. Retrieved November 6, 2007, from www.cedanet.com/meta/communication_styles.htm
- Jourdain, K. (2004, February). Communication styles and conflict.* Approaching Change, 4*(6).* *Retrieved September 4, 2007, from www.co-creatingfutures.com/content.php?page_ID=348
- Jourdain, K. (2006, March). The power of stories. *Approaching Change*, *6*(7). Retrieved September 4, 2007, from www.co-creatingfutures.com/content.php?page_ID=550
- National School Boards Foundation, & the National School Boards Association. (n.d.). Dealing with conflict.* *In* Education leadership toolkit: Change and technology in America’s schools (Professional and Leadership Development *section*). *Retrieved November 6, 2007, from www.nsba.org/sbot/toolkit/Conflict.html
- Ray, K. L. (2002).* The nimble collaboration: Fine-tuning your collaboration for lasting success. *St. Paul, MN: Fieldstone Alliance.
- Winer, M. & Ray, K. (2000).* Collaboration handbook: Creating, sustaining, and enjoying the journey. *St. Paul, MN: Fieldstone Alliance.

## Thank you!

**Facilitated by the National Child Care Information and Technical Assistance Center**
**10530 Rosehaven Street, Suite 400**** ****●** ** ****Fairfax, VA 22030**
**Phone: 800-616-2242**** ****● **** ****Fax: 800-716-2242**** ****●**** ****TTY: 800-516-2242**
**Email: info@nccic.org**** ****●**  **Web: **_**http://nccic.acf.hhs.gov**_

**PACT is an initiative of NCCIC, a service of the Child Care Bureau**