This section is being developed to provide a routemap for those aiming to create online communities for their neighbourhoods or villages. It should also be helpful in getting an organisation online, or creating a local access or resource centre. For more on each of those situations see the How to section. The routemap For an expanded version of the routemap diagram click here. The 12 steps in the diagram are detailed below and in the menu on the right of the page. Here's some theory on why we need this sort of process to move from old, old to new, new ways of working The 12 steps Our process is based on a number of techniques proven successful with communities and organisations in the UK and adapted for use in the US. It also draws on many years of US experience in community technology projects. The routemap diagram above shows our recommended sequence in which these techniques are used . Users can adapt this depending on where they are developing a community or organisational technology initiative, or they can accept the sequence shown. Each component is simple and capable of being used without external assistance. The boxes indicate techniques described below, and will be expanded on other pages. The emphasis in this description is on community-wide action. For more on techniques and tools, click on any links below and also see our tools section. These pages are still under development, but we hope there is enough here to demonstrate the approach. Mailto:david@makingthenetwork.org with any queries. 1 Needs assessment The first step is to assess the needs and aspirations of the community at present. This should be done with the full involvement of the community itself and should take into account the known plans for the area. 2 Resource audit The community should also assess the full range of resources already available - in schools, libraries, community centers or other locations. The problem may lie in the access to and co-ordination of these resources rather than simply in the lack of new equipment or of new facilities. Access points and equipment are not the only resources that should be considered. Community information, training, technical and other support services, and the presence of tech champions within the community should also be taken into account. 3 Possible futures Planning a local network should take account of possible technical and other developments. The advisors to the community should provide a continuing assessment of the possible changes in technology, policy, and local conditions that might affect the options that they consider. 4 Projects game This is a simple card game which introduces communities to a menu of potential local projects that will address the "digital divide". The game starts with an assessment of local issues / needs and uses these to evaluate the possible proposals. Budget limits require the community to prioritise the various options. The game helps communities and others to understand the trade-offs among various networking options. It can be run with: Potential project "drivers" The wider community Supporting agencies 5 Roles An extension of the Projects Game looks at the various roles within the community including the agencies and external bodies that might have an impact on it. This is used to start identifying who will take the responsibility for action and what skills and resources each role can bring to the process. The game emphasises the co-operation required between community and the agencies to achieve "joined-up thinking" and "joined-up delivery". 6 Priority/timescale exercise This exercise is used to get communities to think through their program of action and to further prioritise and refine the proposals in the light of what has emerged from the Projects Game. It also gives the opportunity to add supporting or complementary projects that may not have been considered in the initial game. 7 Delivery workshop It is essential that the projects are realistically assessed as to whether they can be delivered locally. A workshop with the agencies and / or commercial organisations that may have a hand in delivery will clarify the gaps in funding, resources or commercial / political will. Project ideas can then be tailored to offer the best chance of success. This ensures that the eventual programme is realistic and viable. 8 Project drivers The Priority / Timescale exercise will have defined the projects that the community wants to do and will have given a timescale and a priority for each. Project "drivers" should now be appointed. These are individuals who will take the individual responsibility for making the project happen (see section on network structure on page 4.) A simple "auction" is often the best way to appoint drivers. One activity should be the preparation of a business plan (and application for funding if this is appropriate). 9 Form teamlets A session can now be held in which project drivers form "teamlets" of other project drivers and anyone who has an interest in their project. The purpose of a teamlet is to support each project driver in implementing their project. (the rationale for teamlets is given overleaf.) Teamlets can be formed in a "trading session" in which community members volunteer their skills and project drivers build the appropriate team to build the project. 10 Business planning game It is essential that communities should understand the detail of the proposals and how they are to be phased managed and paid for. A simple game can lead the community to: Understand the components and structure of its business plan Suggest management structures for the overall project This can be done in association with a computer spreadsheet programme to test different financial assumptions. 11 Business plan Drawing on the results of the business planning game, a plan should be prepared. The preparation of the business plan will probably be the responsibility of the one of the teamlets. The plan may be the basis for funding bids. 12 Implement Once the business plan has been accepted and other resources committed, the projects can be implemented through: Continuing community participation and promotion of online networking tools. General awareness raising of the potential of community technolgy Assessing how other communities have done it Monitoring / evaluating progress Training The above gives a broad summary of what can be done. The details will be worked out with each community. Ideally groups should move through the process from 1 to 12, but in practice may use the process to review and supplement a process they have already started. We will be developing progress checklists for this.