LOBBYING TRAINING WHAT IS LOBBYING Lobbying is seeking

LOBBYING TRAINING

WHAT IS LOBBYING? Lobbying is seeking to influence someone. Whether this is a decision-maker on campus, an elected official, or a friend who you want to do something (you know you want Chipotle for lunch…) you do it because that person has some form of power, and you want them to use that power in a certain way.

AT ROOSEVELT… …lobbying helps us influence decisionmakers to see our ideas implemented.

IDENTIFY A PROBLEM BUILD AGENCY DESIGN A POLICY LOBBYIN G INFLUENCE A DECISION-MAKER SOLVED PROBLEM

WHY LOBBY? There are many reasons to lobby a decision-maker. A few include: • • Get a decision-maker to introduce legislation you drafted Get a decision-maker to support existing legislation Get support for opposition to legislation Get a decision-maker to put pressure on an agency, or other decision-makers • Invite to event/news conference • Education a decision-maker (solutions from the streets and professional expertise) • Get information from the decision-maker

LET’S PRACTICE You’re going to be split into 4 groups. Each group will have a different type of lobbying scenario. You have about 15 minutes to go through your scenario and plan out your meeting. Then, you’ll present to everyone. When presenting, you’ll have about 3 minutes to run through your lobbying meeting, and around 2 minutes to get initial feedback from the larger group.

THE SCENARIOS GROUP 1: You are meeting with State Senator Bill Monning (D, Santa Cruz) to get him to support Emily Lau’s 10 Ideas policy idea around introducing a new health education curriculum in CA. THE POLICY: The CA State Board of Education should adopt a new set of Health Education Content Standards that includes a ninth content standard on basic interactions with the healthcare system, such as the processes of health insurance, essential components of using primary care, how to interpret and follow drug instructions, and navigating managed care. This new content should be developed based on free curriculum resources such as those provided by the National Institute for Literacy.

THE SCENARIOS GROUP 2: You are meeting with Michigan State Senator Colbeck (R-7) to push his support for an existing bill permitting no reason absentee voting. THE BILL, HB-4724: The bill sponsored by Rep. Lisa Lyons (R), Chair of the House Elections Committee, establishes in-person, no reason absentee voting. The bill would eliminate the requirement that a person give a specific reason for requesting an absentee ballot, and require an individual who applies in person for an absentee ballot to show a picture ID.

THE SCENARIOS GROUP 3: You’re a campus organizer at a small, private university, part of a coalition advocating for a tuition freeze. One of your trustee members is supportive, and they sit on the Finance and Investment Committee. You want this trustee to convince other, non-supportive, member(s) to support the tuition freeze. THE DETAILS: • • There are 15 voting trustees: one who has expressed explicit support, two who seem supportive but have not said anything publicly, and four who you can assume will never vote yes. Your coalition isn’t sure about how the rest of the trustees feel, or would vote. One student trustee -- appointed by Student Government -- sits in on Board meetings, but does not get an actual vote. The Student Government President also sits in Board Meetings but again does not get to vote. The student government treasurer sits on the Finance and Investment Committee with no voting power. The Finance and Investment Committee builds the university’s operating budget for each fiscal year, that the Board of Trustees votes to approve (or not approve). They build budgets for two year cycles. Two of the four publicly non-supportive trustees are on the Finance and Investment

THE SCENARIOS GROUP 4: You are a Roosevelter in New York working on the Binghamton Blueprint campaign. You have a meeting with Jason T. Garner, the Broome County Executive, to talk about the priorities young people have for the county and the best ways for young people to participate in local government. Specifically, you’d like to see a Student Advisory Committee on the Broome County Legislature.

BREAKOUT GROUPS 15 MINUTES: Planning & Prep Work – Fill in the charts for your scenario – Assign roles to people and plan out your meeting – Practice! 25 MINUTES: Group Presentations & Feedback

SO NOW WHAT?

PLANNING A LOBBY DAY STEP 1: Find out when the governing body is in session. This can be done online via the website for the governing body.

PLANNING A LOBBY DAY STEP 2: Select your target decision-makers and find their contact information. Some governing bodies provide contact information like email addresses online. Others try and funnel communication through online forms only. Pro-Tip: If an email address isn’t listed online, call the office and ask for the best email address to use.

PLANNING A LOBBY DAY STEP 3: Schedule Meetings. – Send the initial ask via email – Follow up with a phone call if you don’t get a response

PLANNING A LOBBY DAY STEP 3: Scheduling Meetings, ctd. When scheduling meetings, be sure to give yourself a window of time between meetings in case the run over or you have to move buildings.

PLANNING A LOBBY DAY STEP 4: Finalize logistics. – How is your group getting to and from the meeting location? (Do you need to rent a car/van? Take public transit? ) – Which of your members will be in each meeting? – Where will each meeting will take place?

PLANNING A LOBBY DAY STEP 5: Plan each meeting, and do a runthrough. – Assign each person in the room a role for the meeting – Finalize your ask – Review your talking points Use the charts and resources in this lobbying training to help you do this.

NOW, GO DO IT. Be sure to let National Staff know when you plan to lobby, and what you plan to lobby for. WE NEED TO TRACK THIS INFORMATION. For questions about lobbying or planning a lobby day, contact Anna Smith at anna. smith@rooseveltinstitute. org.