Section 6: Study/Concurrence/Consensus
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Study/ Concurrence/ Consensus
WHAT’S INSIDE
Definitions Study Concurrence or Consensus Adopting and Doing a Local Study Some Things to Consider Beforehand Program Planning The Focus and Scope of Any Proposed Study Conducting the Study The Study Chairperson The Study Committee The Timeline The Research Printed Materials Some Specific Do’s and Don’ts Asking the Questions After the Interview Member Involvement Coming to Consensus The Consensus Questions The Consensus Meeting Presentation The Discussion Leader The Recorder The Consensus Discussion The Position Statement The Wrap-Up Meeting The Board Approval Summary State and National Studies Submitting Your Study: Program Adoption at Convention Deciding Whether to Take Part in a State or National Study Study/Concurrence/Consensus
STUDY
Study is the process of formally investigating a statement or position, its supporting or contravening facts, and its policy implications. In League, study can take place at the local, state or national level, and is usually designed to provide the League with a basis for future political action.
CONCURRENCE OR CONSENSUS
Concurrence is the act of agreeing – or concurring – with a statement. Leagues may concur with a statement or position arrived at by another league, a position stated by a resource committee based on their research or reflecting widely-held views, or a position of long standing which they wish to reaffirm.
In preparation for Concurrence, the resource committee prepares the statement and any background material that may be necessary. The statement is to be judged exactly as it is written and may not be amplified or made subject to conditions. It is not a question. The board approves the statement before it is sent to the membership for their consideration. Member participation is important; the board needs to decide if enough members have taken part in the Concurrence process
Consensus requires a thorough examination of all facets of the issue by a committee. Background materials and presentation outline are produced by the resource/study committee and distributed to members prior to the consensus meeting. However, instead of producing a statement to be concurred with by the membership, the resource committee frames questions to guide the discussion by members. The board must approve the proposed consensus questions. The consensus is not a vote; rather, it is an agreement among a substantial number of members, reached after study and group discussion. The consensus statement will be based on the points brought out during the discussion. The position emerges from the give-and-take of group interaction and exchange of views. Member participation is key: it is impossible to form a new position based on a small number of members participating. The board must determine if agreement has been reached and if a sufficient number of members participated. The committee then prepares a consensus statement which will become a position upon approval of the board.
Whether a consensus or concurrence is used, the committee, with board approval, decides how the issue will be presented to the membership: a general meeting, a bulletin article with a tear-off for individual responses, or a combination of both.
If local bylaws permit, adoption of a new or reworded position at the annual meeting is an option when circumstances require a quicker turn-around. The same standard of research and background material is required; approval by the board and notification of membership also apply. ADOPTING and DOING A LOCAL STUDY
SOME THINGS TO CONSIDER BEFOREHAND
Because the League is a grass-roots organization, a study may be proposed by the membership at a local Program Planning meeting, suggestions to the local board or even through another organization. It is usually adopted by the membership at the Annual Meeting or Program Planning meeting. Check your bylaws for Program adoption procedures, as local Leagues have a great deal of autonomy in this process.
Before accepting proposals for a new study, local boards should consider the following criteria:
The board should ask the proponents to define the scope of the study, the time line and presentation proposed, and if the adoption is to be by consensus or concurrence. PROGRAM PLANNING
A Program Planning meeting is the preferred way of discussing and decision making because it actively involves members in the process. If it is not possible to have a meeting, consider a tear-off in your bulletin or a telephone poll of the membership. Remember, if the League does not have a meeting, then it could be difficult to assess if there is a strong interest in the study topic and whether there are members who would like to participate in the study process.
The following background materials are useful when considering program or study suggestions: 1) LWVUS Impact on Issues (available on line) 2) Connecticut Impact on Issues (as pdf) 3) Local League positions 4) Local bylaws 5) In League (explanation of Program) 6) Articles that explore an issue of interest
NOTE: Be careful to avoid duplication of past studies unless an update is required. If the issue is already covered by a current position, your League can consider an action approach.
Suggestions for Program Planning meetings: · Explain the Program Planning process to your members. Emphasize the importance of each member’s participation in the discussion and selection. Review the considerations that apply in choosing Program. · Assign a discussion leader to lead and stimulate discussion; a recorder to keep track of what is decided; visual aids (blackboard or easel with pad): make sure attendees have an understanding of the rules as well as an opportunity to fully participate.
If more than one program suggestion is proposed at the Program Planning meeting, ask members to prioritize the proposed program. Usually, the board has the option of not accepting all of the members’ recommendations (not enough resources, lack of interest); in such instances, these recommendations are presented to the membership as non-recommended items. Check your bylaws for program adoption criteria specific to your league. THE FOCUS AND SCOPE OF ANY PROPOSED STUDY
FOCUS is the statement of the main topic for study. Simplicity is key in wording a local study item. The intent should be clearly stated with concise and direct wording: THIS: A study of housing alternatives for the elderly. NOT: A study of housing. Wording should be general enough to allow flexibility as the study proceeds. THIS: A study of combining elementary school A with school B. NOT: A study to determine if there is sufficient space and teachers in Elementary school A for current and future students or if it should he combined with school B or if a new school should he built?
Avoid implied conclusions and negative wording. THIS: A study of the structure of town government. NOT: A study of the ineffectiveness and lack of coordination in the current form of town government Wording may reflect a broad study or may be limited to a particular aspect of an issue: EXAMPLE: A study of services provided to the elderly EXAMPLE: A study of the town manager form of government.
SCOPE explains the extent and limits of the study, the areas that the league wants to explore and, sometimes, the emphasis on a particular aspect of the study. The scope is not a list of planned activities or meetings. EXAMPLE: FOCUS: A study of utilities in town. SCOPE: A study of the administration, cost and availability of utilities in town, in particular the public water system.
If the board finds that there is already a position dealing with the topic, it may discuss an action proposal for annual meeting. Once the board approves the final wording of the focus and scope, it becomes a “recommended” study item. It may be amended by the members at the annual meeting. CONDUCTING THE STUDY
THE STUDY CHAIRPERSON
After the adoption of the local study, the board needs to find a local study chairperson or director. The title is not as important as locating the right person for the job. It is vital that the person who directs the study maintains balance. If such person can be identified, the board can appoint the study chair right away and initiate the work of beginning the study.
It is a good idea to appoint the local study chair to the board. This will provide an opportunity for the board to be current on the progress of the study, make suggestions for keeping the members updated, and to prepare them for their approval of the consensus questions. A study is a priority for the league. It needs total board support and recognition that it can energize members and has the potential to enhance membership recruitment, visibility and community support. The board should oversee any public announcements or press releases on the study to protect the league’s reputation for impartial analysis.
The local study chair should: • have strong organizational skills to lead the study process through planning, research, consensus preparation and presentation. • create and coordinate a timeline for study • chair study committee meetings • in cooperation with the study committee, organize direction of study, job assignments, research, information dissemination, member meetings on study issue, creation of consensus questions and presentation. • maintain files with resource information, correspondence, articles, etc. • be able to work well with a variety of people recruit diverse study committee members; communicate with board members. • coordinate the details of study with the board. • work with the Membership Director for study committee members. • provide articles and resource information to bulletin/newsletter editor and Public Relations Director.
THE STUDY COMMITTEE
RECRUITMENT The recruitment of the committee members is the joint responsibility of the board and the study chair. Look for members who are knowledgeable and/or have an interest in the topic but with a range of opinions on it. All sides of the issues must be examined by the committee. Articles in bulletin/newsletter on topic with appeals for volunteers can be useful. Personal contact with a potential study committee member helps to make them feel needed as well as inform them of the requirements of being on the committee. Some leagues are interested in recruiting from the community hoping they will become members. This should be discussed by the board.
COMPOSITION: The size of the study committee depends on the focus and scope of the study. It is helpful for the committee to divide the work into smaller one-time job assignments such as investigating a particular aspect of the study, clipping articles on the topic, participating in one interview, etc.
THE TIMELINE:
The study chairperson should, after consultation with the board, set up a timeline for completion of the study. The board should help set the deadlines. It is easiest to work backwards from the reporting deadline that the board has chosen. Include time for research, interviews, informational meetings, and committee meetings. The plans and tasks of the committee must be clearly defined at the first meeting. The chairperson should always have an outline of the committee’s responsibilities, set the agenda for the meetings and encourage members to finish their tasks, keep files and write reports accordingly.
THE RESEARCH
There are many options for gathering the information on the pros and cons of the study issue. The most common are printed materials and field research. If the committee has a unique study issue, then it may prompt the committee to do some creative research and information dissemination. Avoid duplication of effort whenever possible. If some other league or group has gathered extensive information, check with them and use it as part of your research.
Some ideas: • Current laws, ordinances & codes applicable locally. • Publications: league, organizations, agencies, books, newspapers and periodicals. • Studies by other local leagues. • Budgets & minutes from appropriate government departments and/or agencies. • Pamphlets, bibliographies & fact sheets from conferences or forums on the issue.
FIELD RESEARCH:
Interviews with individuals knowledgeable about or experienced with the issue.
Tips for an interview: 1. Be prepared with the purpose (what information you seek and why you want to talk to this person) and have appropriate, organized questions. 2. Make the appointment and identify yourself as a league member and state your purpose for meeting. Confirm the appointment the day before. 3. Arrive promptly, be friendly and attentive, keep to the point, remain neutral (no personal opinions), keep notes, ask for sources of information, fact sheets, and if you can quote the person you are interviewing, and end at the agreed upon time. You may request more time at a later date, if needed. 4. Review notes and write a report, and provide the committee with copies and send a thank you note.
Invite an expert to come and speak to the committee.
Set up a tour of an appropriate site or facility to expand the committee’s and the membership’s understanding of the issue.
PRINTED MATERIALS
Questionnaires, polls, and surveys can be useful. Be careful to keep them objective and have an unbiased analysis when they are completed.
The printed material and information gathered from field research should be organized as the study outline directs. A complete file should be maintained with copies of all the pertinent information and reports. This file will assist the study committee when choosing what information to include in the bulletin/newsletter and informational meetings. The members of the committee should be familiar with the contents of the study file to make consensus meeting presentation easier.
SOME SPECIFIC DO’S AND DON’TS
Beginning the interview. Be sure you know the respondent’s name and how to pronounce it. You should get the interview started just as soon as you can. If asked how long it will take, don’t misrepresent, but avoid being too specific, for the length of time does vary.
Explain about the league and the study you are making. Either at the beginning of interview or in your letter asking for an appointment, give a brief explanation of the league and its study. A fact-finding interview generally takes place before the league has taken a position on the issue involved. Make it clear that you are trying to gather facts in as objective a fashion as possible and explain how the facts will be used.
If the material is to be published, explain for whom and in what form. If you want to quote the respondent or cite him as an authority, ask his permission and check back after the material is written up to be sure it is correct.
Give him a chance to be frank by trying to arrange the interview away from his colleagues. This is especially good if you plan to interview others from the same office later.
Good interviewing relations exist when the respondent feels relaxed and at ease with the interviewer and feels free to say what he really thinks or feels about a given subject, without fear of criticism or disapproval.
Be friendly and informal but objective. Be a sympathetic, interested, and attentive listener. Be respectful and never indicate that you think you know more about the subject than he does. Be neutral. Do not argue. Your job is to understand and convey to the respondent that you understand and accept what he is saying, not to approve or disapprove of it, nor to agree or disagree with it. Remember that you represent the league in his eyes, and do not lead him to believe that the league supports something that it does not. Be observant. Watch for the way in which the respondent expresses himself and for the gestures he uses. These signs may serve as cues that he is becoming ill at ease or that he is not expressing what he really feels. Last but not least, be at ease yourself. If you feel hurried or hesitant, the respondent will sense this feeling.
ASKING THE QUESTIONS
Be thoroughly familiar with the questionnaire so that you can read each question without hesitation or stumbling. If you hesitate or emphasize one word more than another, you can change the meaning of a question.
Ask every question. You may feel that you already have the answer to a question in the answer to a previous question. But it is not usually safe to assume that you have a complete answer unless you ask every question on the questionnaire.
If there are discrepancies between answers to questions of fact, note contradictions and probe tactfully to see whether you can clear up the apparent discrepancies. It may be that you have not quite understood.
Don’t allow the discussion to digress. Avoid bringing up subjects not specified for the interview.
AFTER THE INTERVIEW
Write up the interview immediately. When you are planning your time to do the interview, allow time immediately afterwards to write it up. Try not to schedule two interviews without write-up time between, or you may forget which person said which thing.
Write a note of thanks afterwards. If the material is to be published, let the respondent see and check sections where he is quoted. When the study is published, it is good public relations to send him a copy.
MEMBER INVOLVEMENT
The study committee should involve the members at different stages throughout the study process. The members will want to come to the meeting well informed on the issue. An invited speaker or panel can give members the opportunity to become more familiar with the issue. It is possible to utilize a multi-media approach and have a viewing of slides, movies or videos that look at the issue. As noted before, invite members to accompany the study committee on a “go-see” tour. Bulletin/newsletter articles gleaned from the research would keep the members’ interest in the study. There may be enough information researched to publish a fact sheet or pamphlet for the community. This should be done with the board approval. Newspaper articles can be submitted to accompany a public meeting or tour.
COMING TO CONSENSUS
THE CONSENSUS QUESTIONS
One of the key factors to making the consensus discussion go smoothly are well written consensus questions. The intent is to elicit agreement on broad general concepts. It is important that the questions have the following traits: • Short and simple questions. Use easy to understand language, avoid technical vocabulary. Non-experts should be able to answer them. • Keep the questions within the range of the Focus and Scope of the study. If necessary, prioritize the items within your scope for consensus. • Questions should be unbiased, and clear in regard to what is being asked. • Questions should be open-ended to expand discussion. Answers to the questions should come from the discussion of the question. No multiple choice, True or False or “Yes or No” questions. • Do not have too many questions. Keep track of time available for questions after study committee presentation. The consensus meeting should not drag on too long.
THE CONSENSUS MEETING
The meeting consists of a presentation by the study committee with member discussion and formulation of responses to the consensus questions led by a discussion leader and noted by a recorder.
PRESENTATION
The study committee is responsible for compiling and editing the data they have collected into a balanced and objective presentation. It should be presented with equal emphasis on all sides and viewpoints concerning the issue. The most relevant information should be selected for this presentation at the consensus meeting. Much of this study information should have been shared with the membership before the consensus meeting. Too much information handed out at the consensus meeting can cause confusion and interrupt the flow of the consensus discussion. The use of visual aids, such as graphs, charts, maps, etc., is encouraged to keep the presentation stimulating. The study committee with the discussion leader should develop a discussion outline. The discussion outline includes a short explanation of the purpose of the meeting, presentation of the pertinent information, discussion of the consensus questions and summary of the meeting and if consensus was reached. A briefing meeting should be scheduled as a rehearsal for the study committee’s presentation. This provides the committee an opportunity to refine their presentation in regard to clarity of material, timing and use of visual aids. The discussion leader and recorder should be present. This is an excellent time for them to familiarize themselves with the issue and the consensus questions.
THE DISCUSSION LEADER
It is essential to have a good discussion leader for the consensus meeting. The result of the consensus discussion depends not only on the study committee’s contribution but the effectiveness of the discussion leader. Key points for the discussion leader to keep in mind are: • Remind those present that only league members can participate. • Establish an atmosphere where the members feel comfortable expressing even unpopular views. • Guide the group through discussion without argument or debate. Do not let an individual dominate the conversation. • Utilize inclusive language, for example, “We have heard from Mary, now does anyone disagree or have anything to add? What do you think, Jane?” • Listen carefully to discern member agreement. Recapitulate tentative areas of agreement for clarification. “What I hear you saying is that you are willing to support a new school building if there is money available? Am I correct?” • Keep the group focused on the consensus questions. “That is an interesting anecdote; we seem to have covered this point and should move on to the next question.” • Be perceptive. Watch for any obstacles to discussion, where more information is needed, if the discussion is becoming bogged down, and when there is no consensus on a particular point. “We seem to have come to an impasse; the discussion does not seem to be swaying anyone. There is no consensus on this point, let’s move on.”
The briefing meeting will help the discussion leader become familiar with the issue, clarify any part of the consensus questions that may need it, and be prepared with the discussion outline for the meeting. If there is to be more than one consensus meeting, it is very useful to have the same discussion leader. This will help the consensus be more integrated and valid. The discussion leader should be present at the wrap up meeting to help the study committee write the consensus statement.
THE RECORDER
The recorder is another key person for the consensus meeting. The notes that are recorded will be vital for the study committee to use in writing the consensus statement. Also, the board may use them to access if the members have arrived at a consensus.
The recorder should note the following: • responses to the consensus questions • areas of agreement and disagreement • minority views and their strength • areas in which the group was undecided or needed more information • the number of participants
The recorder would also benefit from attending the briefing meeting. The recorder could he asked to review her notes for the group at the end of the meeting. There may be a point that the recorder wishes to clarify with the group and this should he done when necessary. The study committee may want the recorder to attend the wrap up meeting to assist in the writing of the consensus statement.
THE CONSENSUS DISCUSSION
There are some guidelines to use to have a constructive consensus discussion which will lead to a strong consensus. The consensus cannot be narrow and restricting because it is difficult to predict exactly what opportunities for action will present themselves. The discussion leader during the discussion process finds the areas of substantial member agreement. Although members do not have to have unanimous agreement, the presence of a sizable dissenting minority means there is no consensus. A consensus does not imply that the area of agreement is in favor of something, a consensus can be in opposition to something. The group can also reach a partial consensus on certain aspects of the issue. They can also come to the conclusion that there is “no opinion” due to insufficient information It is necessary to have full discussion of the areas of disagreement so that the participants feel satisfied that all viewpoints have been heard. The members attending the consensus discussion need to be reminded that they are asked to voice their opinions as citizens not as experts. This “citizen decision” is essential for the spirit of consensus to thrive in the meeting. Non-members can he present but cannot participate in the discussion The study committee in conjunction with the board should decide if they will have a separate consensus taken outside of the consensus meeting. There are several reasons to consider this option: (1) the study committee can be perceived by members as the “experts” and their opinions could be viewed as overly influential, (2) it may be difficult for members to separate facts from opinions when stated by the study committee during discussion, and (3) if there is more than one consensus meeting, the committee’s participation in one, but not others may skew the consensus. This should not disenfranchise the committee, they should participate in the discussion to provide information, points of clarification and describe consequences of different decisions. If the board feels that the study committee can participate in the consensus, perhaps due to the size of league, then this should be made clear to the members at the meeting. A strong participation lends strength to the consensus; however, members who are not interested in the issue or are absent should not influence the consensus of the participating members.
THE POSITION STATEMENT
THE WRAP UP MEETING
The study committee formulates the position statement. It is easier and more effective to have a wrap up meeting with the study committee members, the discussion leader and the recorder. This meeting should prepare a consensus report as well as the position statement. This meeting should occur as soon as possible after the consensus meeting. The consensus report should contain important research, the chairperson’s study file, and the position statement. This report can be extremely useful to the board for: referral when wanting to update the position, sharing with other leagues, and as a tool for an action campaign. The position should articulate the broad areas of substantial agreement that emerged from the members at the consensus meeting. The actual formulation of the position is an interpretive process, qualitative as well as quantitative. The full range of discussion should be considered in writing the statement but no minority views are written in the position. The position statement needs to reflect what a local government can do in order to have the study properly result in local action. The position statement should be broad enough to allow the league to initiate, support or oppose a variety of proposals over a period of time. The following example of wording for a position statement comes from LWVUS Committee Guide: Planning Program from Choice through Action.
Following the study of libraries, members have agreed that: • a new building is needed in a central location; • services - either small neighborhood branches or book mobiles - are needed to bring books to areas too far away from the central library; • there should be better cooperation between the library and the school, the jail, the hospitals and other institutions: • and the book collection should be increased.
The brief position could read: “Support Of A New Central Library Which Provides For Expanded Services.”
The statement of position would include both the details and the rationale: “The members of the LWV of Brookfield believe that a new centrally located library building is needed in Brookfield. In order to serve all the citizens, books must be available to all. Therefore, there should be small neighborhood branch facilities or bookmobiles so that access to library books and services is within walking distance of residents. “The book collection should be expanded to meet at least the criteria established for a city the size of Brookfield. “In order to provide reading material for all people in Brookfield, the library should arrange to lend books on an adequate basis to the schools, and to people homebound or in hospitals, jails and institutions so that no one able to read is denied access to books from the public library.”
Both the rationale -- that the public library is for everyone and its books should be accessible to all -- and some of the specifics are included. Yet the wording does not set the number of books, the specific places that branches or the main library should be, nor the exact methods of serving institutions. The board has room to maneuver, to act in support of, or opposition to, any specific proposals.
THE BOARD APPROVAL
The local board has the responsibility for determining if consensus exists, acting upon the recommendation of the study committee. The study committee presents the board with the consensus report and the recommended position statement. It is important that the board members have attended the meeting. The board should keep in mind these considerations: 1) what the board members felt was said; 2) the strength of the majority and minority opinions: 3) that all points of view were discussed; 4) areas undecided or where the group needed additional information to make a decision: 5) whether all members were given an opportunity to participate: 6) the number of participants.
The board should not interject new ideas or opinions into the consensus position statement. It is the board’s role to be sure that the consensus reflects only what was stated at the consensus meeting. The board needs to feel secure that the consensus position statement is truly representative of the members’ agreement so they may act on this position with confidence. If the board votes for approval of the position statement, then it immediately becomes part of the league’s program. Action can be taken by the board from that point on. The board may want to submit a press release that informs the public of the league’s new position. SUMMARY
It is important to remember that the study process is a cooperative effort between the local league board and the study committee. It is the board’s responsibility to monitor the entire process to ensure that the membership is able to come to consensus in an unbiased and nonpartisan atmosphere.
The key points of the study process are: • Members chose an issue to study at the Program Planning meeting. The members at the meeting should write the Focus and Scope. • The League board chooses the recommended program items for the annual meeting. If the Focus and Scope have not already been written then they should write it for the annual meeting presentation. • The members adopt at annual meeting the local program. • The board finds a local study chairperson. • The board and the local study chairperson recruit members for the study committee and set the date for consensus meeting. The board decides if the study committee can recruit from outside the current membership. • The local study chairperson with the study committee sets up the timeline, organizes and gathers research information, shares issue information with the members, maintains an unbiased approach to the study, and prepares for the consensus meeting presentation. • Members learn about the issue from the study committee through articles in bulletin, information forums, tours, etc. before the consensus meeting, • The study committee writes the consensus questions and the board approves the questions which are sent to the members at least two weeks before the consensus meeting. • The study committee with a discussion leader and a recorder develop a discussion outline, perfect their presentation and have a briefing meeting to prepare for the consensus meeting. • The study committee presents the highlights of their issue research at the consensus meeting. The discussion leader oversees the consensus meeting to ensure there is constructive consensus discussion using the consensus questions. The recorder keeps accurate notes of the consensus meeting discussion. • There is a wrap up meeting for formulation of the position statement by the study committee, discussion leader and the recorder using the consensus reached by the members. • The board decides if consensus was reached by the members at the consensus meeting, reviews and approves the position statement, and adopts the position. • The board may take action on the position immediately after they adopt it as a new local position. • The members reaffirm all local positions at each annual meeting. STATE and NATIONAL STUDIES
SUBMITTING YOUR STUDY: PROGRAM ADOPTION AT STATE CONVENTION
So, your League has successfully completed a study. Should you bring it to the other Leagues in the State?
PRIMARY CONSIDERATIONS
If your study does not meet the following three tests, please reconsider.
1. Is it suitable?
Some local studies cry out for a wider hearing: if later high school start times are good for Wilton’s teenagers, then they might very well be good for the rest of Connecticut/s teenagers. If Bridgeport’s human services programs are failing to cope with current economic conditions, is it possible that the rest of the state’s welfare and medical programs are also failing? But a study of parking and traffic in your downtown area may not translate as well.
2. Do you have a study leader?
In general, the LWVCT prefers that the League or group of Leagues proposing a study also provide a study leader. The study leader does not have to be a member of the proposing League(s), but if she’s from an outside League, you should at least know if she can run a meeting, make decisions, and get her committee to meet deadlines.
3. Can your study lead to state-level political action?
The purpose of League studies is not merely to educate our members, it is to provide the LWVCT with a basis for political action. If your study has come up with a conclusion that doesn’t point the way to legislation or administrative change, it isn’t a good candidate for LWVCT consideration. Equally importantly, if your League is proposing a study without also proposing a “point person” who can lead the rest of Connecticut’s Leagues in the event of a successful concurrence or consensus, please reconsider submitting it. A study with no Public Issues Team “specialist” to lead the charge afterwards is probably a waste of time.
PROCEDURES
To be considered for recommendation, local Leagues need to make written recommendations for a new Program proposal to the LWVCT Board at least two months before Convention. According to LWVCT Program Planning procedures, only program items submitted by the deadline can be considered. The LWVCT usually solicits Program proposals in the Board Report.
The LWVCT Board then considers the recommendations and formulates a proposed Program, and submits it to the local Leagues at least one month before Convention. The submission may contain both recommended and non-recommended items. As part of your proposal, you should specify whether your League is seeking a consensus study, a concurrence, or a “floor concurrence.” A floor concurrence proposes the adoption or amendment of a state position by concurrence on the floor of the Convention, with Convention delegates acting in their capacity as representatives of their local Leagues. The advantage of floor concurrence is speed. The disadvantage is lack of member involvement.
When submitting a proposal for consensus or ordinary concurrence, the proposing League may — and for a floor concurrence the proposing League must — send background information, including pros and cons on the issue and an explanation of the rationale for using this form of member agreement, to the LWVCT Board at the time you submit your study proposal.
DECIDING WHETHER TO TAKE PART IN A STATE OR NATIONAL STUDY
Just as some local studies are not suitable for the state League, not all state or national studies may fit your League. In deciding to take part in a LWVCT or LWVUS study, please consider the following:
■ Are my members likely to be interested? (The best way to find out is to ask them at your Program Planning meeting.)
■ Do we have time to take part? This may depend on what the deadlines for the proposed LWVUS or LWVCT study are — if they conflict with your voter service activities, or with the deadlines of a local study that your League is already doing, the state or national study might have to take a back seat or be ignored altogether.
■ Is there someone in my League who can head the study? (The study leader should usually not be the President: you’re too busy as it is.)
Only if the answers to all three questions are “yes” should you go forward.
If your League members are interested in participating in a state or national study but you do not have a study leader, or if you have a leader and one or two wildly interested members but not a large group otherwise, you might consider an inter-League study group.
INTER-LEAGUE STUDY GROUPS
Inter-league study groups can save volunteer power and money, and enable enthusiastic leagues to share ideas.
An inter-league study group operates in place of a local League study group and is responsible to all the cooperating league Boards and members. If you decide to use this option, the LWVCT office has organizational tips and guidelines you might find useful. Call 203-288-7996 or e-mail lwvct@lwvct.org.
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