Community Organising

ACHIEVEMENT MARKING SHEET

MODULE 4

Developing InteractionSkills withIndividuals

ACHIEVEMENT MARKING SHEET

Unit Title: Interaction skills with individualsUnit Level: ThreeUnit Credit Value: 3GLH: 21NOCN Unit Code: PR3/3/YH/006Unique Reference Number:Name of Learner:LEARNING OUTCOMES

ASSESSMENT CRITERIA (AC) ASSESSMENT METHOD ACHIEVED COMMENTS

The learner should:

The learner can: The learner will be assessed via the following methods

YES/NO

1 Understand the importance of impartialityin interactionswith individuals

1.1 Explain the importance of impartiality

Optional: written question and answer, oral question andanswer, written description

YES/NO

2. Understand the role of confidentialityand data protection

2.1 Explain how to ensure confidentiality with individuals.

2.2 Critically compare situations when it may be appropriate to break the

Prescribed: Practical demonstrationOptional: written question and answer, oral question andanswer,written description

YES/NO

boundaries of an individual’s confidentiality.

2.3 Explain the importance of data protection

LEARNING OUTCOMES


The learner should:

The learner can: The learner will be assessed via the following methods

YES/NO

3. Be able to use effective communication skills

3.1 Apply a range of questioning styles to encourage communication with individuals

3.2 Apply a range of listeningskills.

3.3 Apply a range of non-verbal communication skills.

Prescribed: Practical demonstrationOptional: Case study, writtenquestion and answer, oral question and answer, written description.

YES/NO

4. Enable individuals to explore their thoughts and feelings about their community

4.1 Create a suitable environment for the individualto express and explore the strengths and challenges in their community

4.2 Show how to facilitate individuals to explore their ideas for community action

Prescribed: Practical demonstrationOptional: Case study, writtenquestion and answer, oral question and answer, written description

YES/NO

5. Be able to explore a rangeof actions an individual can take to effect change in the community

5.1 Develop and review a personal action plan


YES/NO

OVERALL COMMENT:

SIGNED BY TUTOR: DATE:

SIGNED BY MODERATOR: DATE:

Assessment TasksDeveloping interaction skills with individualsLevel 3

Task 1

Guidance for Peer Observation of Interactions

Practical demonstration: Ask another Community Organiser (the Observer) to observe you listening to a local person. They willbe assessing your listening and questioning skills as well as your non-verbal skills, using the first attached grid as a guide. Then you (the Learner) must note some reflections on those observations and complete self-assessment questions on page 4.

Carry out this task with THREE individuals in the community. You may have the same or a different Observer each time. Complete one grid per observation.

Please ensure you and your Observer(s) complete all boxes in the observation grid for each observation and that your Observer completes the general comments at the end of the grid.

To be completed by the Observer:

Name of Learner: Anna

Name of Observer: Laura

Date of observation: 04.04.2013,

Location of observation: Woodley

Describe the context for the interaction: Listening to people in Woodley Precinct, local shops, early afternoon. Anna approaches shop keeper in local shop and starts conversation.

Criteria Observer NotesLearner Notes

(Reflection/Evaluation)

1 How did the learnerexplain confidentiality anddata protection? (AC 2.1)

Anna explained clearly that all data will remain confidential.

A.C MET YES/NO

I think I should

Time to reassure people

personal data will be

2 How did the learneruse and apply different questioning styles?(Please indicate inthe grid below)(AC 3.1)

She used a lot of open questionsto encourage person to talk, sheused leading questions. Probing questions were also used by Annato get information and to clarify everything what was said.

A.C. MET YES/NO

I need to remember to use variety of different questioning styles to reach different persons styleand abilities.

3 What different listening skills did the learner useand then apply? (Please list) (AC 3.2)

Anna actively listened, her bodylanguage was encouraging.

A.C. MET YES/NO

Awareness of body language is important, I could ask colleagues to observe me from timeto time and give me feedback so I could work on it.

4 What non-verbal communication skills did the learner apply? (Please indicate inthe grid below)(AC 3.3)

Body language, facial expressions, smiles.

A.C MET YES/NO

Try to smile to people more often.

5 What different approaches did the learner use to create an environment to enable the individual to express the strengths and challenges in theircommunity? (AC 4.1)

Making sure that place and timewas suitable for person to talk.Non-judgmental approach.Encouraging by tone of voice and

bodylanguage.

A.C MET YES/NO

I need to remember to always make sure that time and place is suitable, to try rearranging meeting if person I talk to do notfeel safe for any reason.

6 How did the learnerencourage the individual to communicate their ideas for action? (AC 4.2)

Anna kept asking probing questions and was encouraging while showing her engagement.

A.C MET YES/NO

I need to ask more probing questions to help person materialisetheir ideas in form of conversation, or written document.

7 How did the learnerclarify, confirm and then review theindividual’s preferred actions? (AC 5.1)

By asking specific questions, and clarifying what was said. She was encouraging feedback anddid ask questions like ‘What do you mean by that?’, ‘Can you saysomething more abuot it?’, ‘How…?’.

A.C MET YES/NO

I need to remember to clarify things every time, I think that reframing and asking for feedback is a good way to do it.

Questioning styles and non-verbal communication skillsPlease complete all relevant boxes for each observation.

Was thisknowledge or skill used/ explained?Yes/No

CommentHow was this skills used?

AC met?Y/N

Helpful questioning: Werethe following evidenced?

Open Yes Anna used open questions throughout the conversation.

Y

Focusing Yes She was trying to concentrate on a problem by asking specific questions.

Y

Probing Yes Anna was asking additional questions to get more specific information.

Y

Extension Yes Asking for explanation of their views, opinions.

Y

Mirroring Yes Body language. Tone of voice, using similar language.

Y

Opinion No Not used

Comparative No Not used

Summarising Yes Anna summarise fewtimes what was said just to clarify.

Y

Were the following avoided:

Interrogatives

Yes Questions were direct; Anna listened to actively and always waited for the answers.

Y

Rhetorical Yes She asked questions and genuinely waited for answers.

Y

Non-verbal communication: were the following evidenced?

State how they were used in the Comments box

Body posture yes Open hands, gestures were encouraging and showing understanding.

Y

Eye contact yes Eye contact was proper, she avoided gazing.

Y

Facial expression

yes Smile, mirroring person’s feelings.

Y

Voice yes Encouraging voice tone, she sounded calm and confident.

Y

OrientationSpace yes Space was used in

proper way to showrespect.

Y

EnvironmentGestures yes Gestures were used

to encourage person to talk andto show listening and empathy.

Y

1. OBSERVATION NOTES:General comments on the interaction and the use of skills (e.g impartiality. listening, questioning, reflecting, summarising, making links, demonstrating acceptance, empathy and appropriate body language) and process.

Anna made an impression as open person by her voice and body language also the way she was formulating questions was encouraging to conversation. She demonstrated acceptance during the conversation. She was asking questions and actively listened. This was demonstrated by her body language, gestures, and language she used. She showed non-judgmental approach and acceptance to listened person. She then tried to summarise everything she heard and what she found out to clarify and she listened to the feedback

2. Name of Learner: Anna


Date of observation: 05.04.2013


Describe the context for the interaction: Listening to people in Woodley, Starting Point coffee shop. Anna starts conversation with middle age woman sat at the table.

Criteria Observer Notes Learner Notes(Reflection/Evaluation)


Anna explained that all data will remain confidential.She reassured the person and spoke about data protection.

A.C MET YES/NO

Make sure people understand

Data they give will be


She used a lot of open questions to encourage person to talk. Probing questions were also used by Anna to get informationand to clarify everything what was said.

A.C. MET YES/NO

I will try using different questioning styles to make respondent think and exploretheir needs, ideas and feelings.


Anna actively listened, she engaged person she listened to by asking openquestions and encouraging body language, she gave positive feedback; her facial expression was showing enthusiasm and acceptance.

A.C. MET YES/NO

Working on body language, being aware on what’s happening with my body.I tried showing acceptance andengagement in conversation.


Body language, she was smiling and appeared friendly.

A.C MET YES/NO

Non-verbal communication is important while talking to strangers. First impression is made on our appearance. Ishould work on showing acceptance and friendliness while communicating.


A.C MET YES/NODifferent questioning techniques, non-judgmentalapproach.

Rearranging meeting to convenient time is very important.


Anna kept asking questions, was showing acceptance and gave positive feedback.

A.C MET YES/NO

I need to give positive feedback often and focus on person’s needs.


She asked specific questions using RSLM questionnaire, and listened to answers, person she spoke to had time to think about her choice.

A.C MET YES/NO

I think that reframing and asking for feedback is a good way to clarify what wassaid.

Questioning styles and non-verbal communication skillsPlease complete all relevant boxes for each observation.



AC met?Y/N

Helpful questioning: Were the following evidenced?

Open Yes Anna very often usedopen questions during the conversation.

Y

Focusing Yes She was moving Y

conversation towardsissues and problems of the listened person. She asked questions which helped to stay focused.

Probing Yes Anna was asking a lot of questions to get more specific information.

Y

Extension Yes She did ask for explanation when something was not clear.

Y

Mirroring Yes She tried to use similar words and language, she was using her body and voice mirroring listened person.

Y

Opinion Yes She asked for personal opinion.

Comparative Yes She said neighbours had similar feelingsand thoughts.

Y

Summarising Yes Anna summarise few times what was said.

Y


Interrogatives

Yes Questions were direct;

Y

Rhetorical Yes She asked questions and genuinely waitedfor answers.

Y


State how they were used in theComments box

Body posture

yes Open hands, gestureswere encouraging andshowing understanding.

Y

Eye contact yes Eye contact was proper, she avoided gazing.

Y

Facial expression

yes Smile, mirroring person’s feelings.

Y

Voice yes Encouraging voice Y

tone, she sounded calm and confident.

Orientation NSpace yes Space was used in

proper way to show respect.

Y

Environment yes Safe environment YGestures yes Gestures were used

to encourage person to talk and to show listening and empathy.

Y

2. OBSERVATION NOTES:General comments on the interaction and the use of skills (e.g impartiality. listening, questioning, reflecting, summarising, making links, demonstrating acceptance, empathy and appropriate body language) and process.

Anna listened about issues and problems people were facing in Woodley. She was friendly, she appeared confident and relaxed. She encouraged respondent by asking relevant questions. She used different questioning styles to help respondent to explore the subject. She asked probing questions to get more information and she summarised and clarified what was said. She showed acceptance and enthusiasm when listening; she showed respect and stayed impartial.

3. Name of Learner: Anna


Date of observation: 05.04.2013,


Describe the context for the interaction: Woodley Precinct. Anna approaches people outside the local shop and starts talking to elderly women.

Criteria Observer Notes Learner Notes(Reflection/Evaluation)


Anna informed the person about data confidentiality.

A.C MET YES/NO

People must be sure

They provide will be

And will remain


She tried to engage person usingdifferent questioning styles, open questions, probing question, leading questions.

A.C. MET YES/NO

It is important to use variety of styles when talking to people to help them articulate the ideas and encouragethem to talk.


Active listening, she recognizedfeelings and empathized with theperson.

A.C. MET YES/NO

Being open to what people have to say, trying to focus on a person. I would like toimprove my active listening skills by concentrating fully on conversation and staying focused.


Smiling, open posture, facial expression,

A.C MET YES/NO

I think that body language play importantrole in gaining someone’s trust, facialexpression I need to work on to show more acceptances.


She was making sure that place and time

was suitable for person to talk.Non-judgmental encouraging

approach.

A.C MET YES/NO

It is difficult to build trust and first impression is very important for developing relationship. It is crucial to enable safe and friendly environment for conversation.


Anna was non-judgmental, she asked for opinions and ideas in a friendly manner, she was empathizing with the person she spoke to.

A.C MET YES/NO

I will try to be more open about myself, and share my feelings whichwill help to create a friendly atmosphere.


She reframed what was said and then asked if she understood everything correctly.

A.C MET YES/NO

It is important to clarify things to make sure there is no misunderstanding.



AC met?Y/N

Helpful questioning: Werethe following evidenced?

Open Yes Asking questions beginning with: What do you think..?, How would you like..?,How could…?

Y

Focusing Yes Asking questions regarding issues

Y

Probing Yes She asked additional questions to get more detailed information.

Y

Extension Yes She was asking forexplanation, was encouraging further opinions and ideas.

Y

Mirroring Yes Smiling with the speaker.

Y

Opinion Not usedComparative yes Anna made links to

other people’s feelings and ideas

Summarising Yes Anna combined ideas in her own words.

Y


Interrogatives

Yes /avoided

Anna was friendly and used open questions whenevershe could.

Y

Rhetorical Yes/avoided

She asked questions to obtain informationfrom speaker.

Y


State how they were used in the Comments box

Body posture yes I noticed open hands, mirroring smiles. Friendly posture, she avoided staring.

Y

Eye contact yes Eye contact was correct.

Y

Facial expression

yes Smiling a lot, expressing emotions.

Y

Voice yes She sounded calm and confident, tempo was right.

Y

Orientation ?Space yes Space was used in

proper way to showrespect.

Y

Environment yes Proper environmentwas chosen for conversation. Annashow acceptance and responded could feel safe

Y

Gestures yes Gestures encouraging speaker to talk and showing interest.

Y

.

3.OBSERVATION NOTES:General comments on the interaction and the use of skills (e.g impartiality. listening, questioning, reflecting, summarising, making links, demonstrating acceptance, empathy and appropriate body language) and process.

Anna listened actively, asked probing questions, showed acceptance with her body language. Tone of voice and words she used were encouraging her respondentto further conversation. She was friendly; she reflected on information given and reframed it to clarify. She summarised and asked lady for feedback. She wassmiling, her body position was open. She created safe environment for conversation.

To be completed by the Learner

Reflection on the Interactions

Make sure you complete your reflections / evaluations in each grid. Then please answer these questions for EACH observation:

1.How did you find the interaction with the individual?I found interacting with the individual very interesting as I think that everyone has something to say and share with others. First conversation opens relationship and is important to show acceptance, interest and understanding. It’s difficult at the beginning to break the ice, and then it’s smoother.

What did you do well?I listened and I remembered not to be judgmental, also showed acceptance and understanding. I tried to use a lot of open questions to encourage respondent to talk. I used different questioning styles to clarify and prompt speaker to talk about his ideas.

What do you need to work on?I should work on showing empathy more, I should try to use sentences like ‘I know what you mean’, ‘I can imagine how you feel’ more often. I am introverted person and some people might think that I don’t like to share my own thoughts, so I think I should work on sharing my own thoughts and feelings and being moreopen about myself.

What have you learnt?I learnt that I need to work and reflect on my questioning style and the way I talk to people on a regular basis as there is always something I could do better to achieve better results and develop relationship. Being observed is a good way to find out the flaws and qualities about ourselves.

2.How did you find the interaction with the individual?

I was good as I introduced myself and received an enthusiastic response.Conversation was very lively and even though we didn’t finish at that time weswap contact details and discuss we meet at more convenient time.

What did you do well?I showed empathy and encourage speaker to tell me more about ideas she had. I used different questioning styles. Asking probing questions let me avoid misunderstanding. I recognized the feelings and I showed my acceptance. I builta base for more. I arrange contact later.

What do you need to work on?

I should work on my body language and facial expression. Encourage people to talk to me. Remember to use open questions to build relationship based on dialogue. I need to make sure to give the person I am questioning enough time to answer.

What have you learnt?I have learnt that I need to be aware of my body language, and I am glad that Iintroduced more listening skills in my conversation.

3.How did you find the interaction with the individual?

I found it rather hard at the beginning; I introduced myself and explained whatwe do. A man I spoke to was being a bit sceptical; I encouraged him to talk to me about the area. He became more open and told me his visions and ideas as well as likes and dislikes

What did you do well?I have built and maintained an open dialogue. I was trying to encourage a man to tell me about his area, I used different questioning styles, open and probing questions. I showed acceptance, summarised what I have heard and asked to clarify.

What do you need to work on?I don’t know at the moment what I do wrong, I hope after observing my colleagues I will find out different approaches and techniques which will help with my work.

What have you learnt?I learnt that listening and questioning styles are useful tool while starting building relationship.I am sure that working on developing the techniques will improve my outcome while working with people. I might observe my colleagues to widen and improve the spectrum of techniques and methods used while working with communities.

Please answer these questions referring to all three observations:

What is impartiality? Why is it important to remain impartial in your interactions with individuals in the community? How do you maintain impartiality in different scenarios? (AC 1.1) Impartiality according to web definition is an inclination to weigh both viewsand opinions equally, make no discrimination as to nationality, race, religiousbeliefs, class, gender, age or political opinions. Non-discrimination is the refusal to apply distinctions of an adverse nature topeople simply because they belong to a specific category. Remaining impartialis important while building relationship with people in general and isnecessary to build trust and respect. I remain impartial by treating people thesame way regardless their abilities. Also when discovering a conflict betweengroups of people I try to remain impartial and listen to everyone without beingjudgemental. Reflecting on action and in action helps remain impartial ratherthan being prejudicial beforehand. Being impartial shows respect and acceptancefor others regardless of who they are or what they do. Working on RSLMquestionnaire helps maintain impartiality while talking to different people inthe community.

Explain how you ensure that confidentiality is maintained with individuals.(AC 2.1)

Confidentiality is a term that indicates preserving the privacy of the persons that community organiser will listen to. This will mean that all information related to them will be kept in strict confidence for use only by community

organiser and holding team and will not be disclosed to anyone without prior consent.Breach of confidentiality is sharing information verbally or in written form regarding community member or their family members. Information and actions that are confidential and private include, but are not limited to the following: Age Sex Race Religion Marital status Occupation Health informationTo maintain confidentiality I would never share information and private data with other people including authorities like police and council. It is important while working with community members not to chat about others and disclose information about other people from community. On a daily basis I makesure my notes are in safe place and personal information data is held separately in locked cabinet. Also any data collected and kept in electronic way is secured by password.

Develop two typical scenarios from your experience, one which shows where confidentiality should be broken and one where it should be kept, and why? (AC 2.2)

During my work as community organiser I have not come across a situation whenconfidentiality should be broken yet. I can imagine that I would have to passinformation if I find out about child abuse, child cruelty or to protect anyvulnerable person. I would have to inform appropriate services about it andgive away the information I possess. Sometimes confidentiality can be broken also if the information is in the formof a summary or collection of information so framed that it is not possible toascertain from it information relating to any particular person.Confidentiality can be broken to prevent a serious criminal act, especiallywhere others may be endangered, for example an act of terrorism or drugtrafficking. Another example would be if a person (community member) gives meconsent to disclose his or her private data.There is no obligation in general to pass on knowledge of a crime to police orother authorities; therefore I would not disclose any data if I find out aboutcrime like theft, benefit fraud and similar.

Explain the importance of data protection for Community Organisers (AC 2.1)

Data protection laws exist to strike a balance between the rights ofindividuals to privacy and the ability of organisations to use data for the

purposes of their business. The Data Protection Act 1984 introduced basic rulesof registration for users of data and rights of access to that data for theindividuals to which it related. These rules and rights were revised by theData Protection Act 1998 which came into force on 1st March 2000. Reassuringpeople that data will remain confidential and safe is helpful while buildingrelationship based on mutual trust and respect. Data discovered and collectedby community organisers might be interesting and desired by some companies andorganisations including different authorities. Community organisers might beapproached and asked to reveal some of information they possess. That is way itis important to know the law and understand that any information regardingcommunity members should remain protected and confidential.

Give an example of an action plan you have developed with individuals inthe community using the table below. (AC 5.1)

ActionWho isgoing todo it?

When will itbe done by?

How will it bedone?

Anyother

comments?

Check informationwith highway’s agency about planned new pedestrian crossing in the area

RespondentWithin a week Online information or telephone call.

Speak to friends and find out who else feel the same way about the community

RespondentWithin 2 weeks

By talking to friends and neighbours, talkingto parents at school gate.

Task 2

1. Write a case study from your experiences as a community organiser –

a) Evaluate a range of questioning styles you have used and how you haveused them when engaging individuals. (AC 3.1)

b) How do you assess that you have created a suitable environment that enables the individuals to explore their thoughts and feelings about their community. (AC 4.1)

c) Explain how you move individuals from inaction to action. (AC 4.2, 5.1)

500 words (Please show your word count)

Asking the right questions is in heart of effective communications andinformation exchange. It helps to learn, get important information, also ithelps others to learn too, therefore is important tool on every step ofcommunity organising process.Questioning styles and techniques should be matched with careful listening tounderstand what people really mean with their answers.It is important to make sure to give the person I am questioning enough time torespond, to think about the subject. The tone of voice and encouraging bodylanguage is important. While door knocking I met a woman and listened to her,because of her tragic, personal circumstance she was not able to get involvedin projects at that point. She liked the idea of changing things in thecommunity. Few months later when I came again she was trying to set up her owncharity project and asked me to help her. We built relationship and she talkedto me openly about what she went through and how lonely she felt and neededsomething to occupy herself. She told me what her ideas of projects were andwhat she would like to change. She agreed to meet other people from the area and talk about it. Developing therelationship is a way to make sure people will freely talk about feelings andthoughts. Some people don’t need time at all to openly talk to strangers andsome people are slowly opening. If we want people to talk and explore theirthoughts it is good idea to ask open questions as they elicit longer answers.They usually begin with what, why, how. An open question asks the respondentfor his or her knowledge, opinion or feelings but leaves a space for them tochoose what they really want to say. Usually when I start conversation I ask open questions: “How long have you beenliving in this area?”, “What do you like about it?”, “how would you like tolook like in the future?”. Then I ask leading questions which can begin with an

assumption like: “I bet you know lot of interesting things about the area?Leading question is also used when adding some personal appeal to agree at theend of the question like: “Don’t you?”, “Isn’t it?” Giving people options tochoose from is also using leading question which helps to get the respondent oncommunity organiser path of thinking. Questions included in RSLM are created tomove people to action by asking people about their loves and dislikes andconnecting it with possible actions they could take to make a change in theircommunities. Sometimes there is a need to challenge people’s opinions orjudgment. On one occasion when my respondent said he was fed up with hoodieshanging around, I used some probing questions to get more detailed informationlike “Who exactly do you call hoodies?”, “What exactly do they do?” and then Iwas trying to clarify who are these people, why did he think they there, whatelse could they do instead of hanging around, and how to change the way it isat present to something more desirable. He admitted that they not doing anyharm but also said it makes him feel nervous when he sees a group like that. Atthe end my respondent told me he would like to meet other people who havesimilar problems and discuss taking possible actions. He also admitted there isa need to give young people a voice and to listen to their stories. Probingquestions made people think more about the situation and their opinions andhopefully help them make more careful judgment. Probing can be used to helprespondents to clarify; to redirect: to focus attention on another aspect ofthe problems, I asked him: ” Is there any community setting in the area youngpeople can use after school hours?” And I also used closed question: “Is it thelack of opportunities for young people that worries you the most?” to avoidmisunderstanding.(670)

Assessment Feedback SheetLearner Name: Unit Code PR3/3/YH/006

Unit Title: Developing Interaction skills with individuals Level 3 Credit Value 3

Learner Comments

Tutor Feedback

Learning outcome 1: Understand the importance of impartiality in interactions with individualsAssessment Criteria 1.1 Explain the importance of impartiality

Tutor Assessment:

Learning outcome 2: Understand the role of confidentiality and data protection

Assessment Criteria 2.1 Explain how to ensure confidentiality with individuals Assessment Criteria 2.2 Critically compare situations when it may be appropriate to break the boundaries of an individual’s confidentialityAssessment Criteria 2.3 Explain the importance of data protection

Tutor Assessment:

Learning outcome 3: Be able to use effective communication skillsAssessment Criteria 3.1 Apply a range of questioning styles to encouragecommunication with individualsAssessment Criteria 3.2 Apply a range of listening skillsAssessment Criteria 3.3 Apply a range of non-verbal communication skills

Tutor Assessment:

Learning Outcome 4: Enable individuals to explore their thoughts and feelings about their communityAssessment Criteria 4.1 Create a suitable environment for the individualto express and explore the strengths and challenges in their communityAssessment Criteria 4.2 Show how to facilitate individuals to explore their ideas for community action

Tutor Assessment:

Learning Outcome 5: Be able explore a range of actions an individual cantake to effect change in the communityAssessment Criteria 5.1: Develop and review a personal action plan

Tutor Assessment:

I confirm that the tasks that I have submitted are entirely my own work

Learner Signature:

Tutor Signature: Date:

MODULE 5

Engaging with Peoplein Groups

ACHIEVEMENT MARKING SHEET Unit Title: Engaging with people in groupsUnit Level: ThreeUnit Credit Value: 3GLH: 21NOCN Unit Code: PR3/3/YH/008Unique Reference Number:

Name of Learner:

LEARNING OUTCOMES ASSESSMENT CRITERIA (AC) ASSESSMENT METHOD ACHIEVED COMMENTSThe learner should: The learner can: The learner will be assessed

via the following methodsYES/NO

1. Understand how groups develop

1.1 Explain the stages ofa group’s development

1.2 Explain group dynamics

Optional: written question and answer, oral question andanswer, written description

YES/NO

2. Understand the nature of group listening

2.1 Summarise the types of group environments used to listen to groups of people

2.2 Explain the advantages and disadvantages to

Prescribed: Practical demonstrationOptional: written question and answer, oral question andanswer, written description

YES/NO

LEARNING OUTCOMES ASSESSMENT CRITERIA (AC) ASSESSMENT METHOD ACHIEVED COMMENTSlistening to people in groups

LEARNING OUTCOMES ASSESSMENT CRITERIA (AC) ASSESSMENT METHOD ACHIEVED COMMENTSThe learner should: The learner can: The learner will be assessed

via the following methodsYES/NO

3. Be able to show how to listen to groups of people

3.1 Apply facilitation skills to group discussions

3.2 Apply a range of approaches to motivate group members to participate

3.3 Apply communication skills to facilitate different group listeningsessions.

Prescribed: Practical demonstration YES/NO

4. Be able to facilitate groups ofpeople to explore their thoughts and feelings about theirlocal community

4.1 Critically compare different facilitation and group management skills to listen to groups of people


YES/NO

5. Be able to evaluate and reflectwith groups

5.1 Analyse how to reflect from a group session

5.2 Evaluate and revise agroup session

Prescribed: Practical demonstrationOptional: written question and answer, oral question andanswer, written description

YES/NO

OVERALL COMMENT:



Assessment TasksEngaging with People in GroupsLevel 3

Task 1

Guidance for Peer Observation of Interactions

Practical demonstration: Ask another Community Organiser (the Observer) to observe you listening to a group of local people. They will be assessing your facilitation and group management skills as well as your ability to use questioning and listening skills to stimulate group discussion using the first attached grid as an assessment guide. Then you (the Learner) must note some reflections on those observations and complete the self-assessment question sheet (page 4).

Carry out this task with TWO different groups (e.g. the Community Organising team, a house meeting, volunteer community organisers, local residents). You may have the same or a different Observer each time.

Complete one grid per observation.

Please ensure you and your observer(s) complete all boxes in the grid for each observation and that your observer completesthe general comments at the end of the grid.

To be completed by the Observer:

Name of Learner: Anna Jarawka

Name of Client/Observer: Laura Ward


Location of observation: Office

Describe the context for the group listening: weekly team meeting, Anna chairing

Criteria Observer NotesLearner Notes(Reflection/Evaluation)

1 How did the learner explain what would happen and set ground rules for listening?(AC 3.1)

Anna remained everyone about ground rules agreed beforehand, she made sure everyone knows who is talking first.

A.C MET YES/NO

To get attention of the group is good to start withremainder of ground rules.

2 How did the learner apply and use a range of different skills to motivate group members to participate? (Please list)(AC 3.2)

Open questions were used to encourage everyone to talk, Anna listened actively and tried to summarise. Sheused to get some more information.

A.C. MET YES/NO

Reflecting on group sessions helps to work on and develop new skills which will help communicate better.

3 How did the learner apply and choosedifferent facilitation skills, e.g. remain impartial, but draw out

different views enable group discussion and

dialogue allow the group to focus on the

content of the discussion encourage the group to reflect on

what others are saying and add todiscussions

encourage the group to explore the process of decision making

assist the group to think deeply and reflect about their input

Other Skills used – please describe

(AC 3.1, 4.1)

Anna listened to everyoneAnd tried to give everyone equal opportunity to talk. She actively listened, asking more questions when needed, she focused on problem but managed to let everyonehave their say, opinions and ideas wereshared freely. Anna facilitated discussion by asking additional questions, her body language was showing acceptance. She was giving positive feedback.

A.C. MET YES/NO

Reflecting on group sessions more as it provides very richlearning opportunity due togroup dynamics andprocesses involved.

4 How did the learner apply and choosedifferent group management skills, e.g. ensuring everyone expresses their

views encouraging people to share their

feelings as well as facts encouraging less confident group

members to participate challenging those who interrupt

or talk over others summarising points of view helping clarify areas of

agreement and disagreement challenging disrespectful or

other difficult behaviour managing conflict between members

in the group Other skills? Please describe(AC 3.2, 4.1)

Anna tried to focus on less confident person while speaking, she encouraged colleagues to share opinions and ideas by asking additional questions. There was not any difficult situation during team meeting. Anna facilitated meeting smoothly and everyone had a chance to share their experiences and ideas. Group reached agreementregarding future event.Anna encouraged feedback from group.

A.C MET YES/NO

Group managementskills areimportant tool towork on and may beuseful in anysocial situations,although there isa lot ofexperience andlearning needed toachieve high levelof those skills. Iam always tryingto acceptdifferentpersonalities andstyles in whichpeople communicatewith others. Itried to encouragepeople who lookedless confident.

5 How did the learner encourage and enable the group to reflect and thenevaluate their meeting? (AC 5.1, 5.2)

Anna asked everyone to say what they likes anddislikes where.

A.C MET YES/NO

It is difficult sometimes to evaluate straight away, some people need more time to think things through. Everybodyexpressed their opinion and was encouraged to summarise the meeting.

To be completed by the Observer (2):

Name of Learner: Anna Jarawka

Name of Client/Observer: Laura Ward


Location of observation: House meeting

Describe the context for the group listening: first listening to group of 6 members of community.

Criteria Observer NotesLearner Notes(Reflection/Evaluation)

1 How did the learner explain whatwould happen and set ground rules for listening?(AC 3.1)

Anna welcomed everyone andmade them feel welcome, she asked people to set ground rules for meeting. Everyone agreed to rules like one person talking attime, phones put on silent, not swearing.

A.C MET YES/NO

Setting up Ground rules is important to avoid disturbances duringmeeting but it is also good opportunity to involve all participants

2 How did the learner apply and use a range of different skills to motivate group members to participate? (Please list)(AC 3.2)

Anna asked a lot of questions, she encouraged everyone to participate. Anna used charts and everyone was encouraged todraw their likes and dislikes.

A.C. MET YES/NO

It is important to Let people speak, refrain from judgment, show acceptance and encouragement, acknowledge their opinion and ideas. Listen to their motivations also help less confidentpeople to have a say.

3 How did the learner apply and choose different facilitation skills, e.g. remain impartial, but draw

out different views enable group discussion and

dialogue allow the group to focus on

the content of the discussion encourage the group to

reflect on what others are saying and add to discussions

encourage the group to explore the process of decision making

assist the group to think deeply and reflect about their input

Other Skills used – please describe

(AC 3.1, 4.1)

Anna let everyone have a say. She did not take sides. Group spoke about different options, everyone had different opinion. Anna listened andmade some suggestions. Group eventually agreed tomeet again and move thingsforward.

A.C. MET YES/NO

Active listening and not interrupting is difficult sometimesas ideas and responses form and it is tempting to start talking.

4 How did the learner apply and choose different group management skills, e.g. ensuring everyone expresses

their views encouraging people to share

their feelings as well as facts

encouraging less confident group members to participate

challenging those who interrupt or talk over others

summarising points of view helping clarify areas of

agreement and disagreement challenging disrespectful or

other difficult behaviour managing conflict between

members in the group Other skills? Please describe(AC 3.2, 4.1)

Anna encourage people tohave a say, asked them about their feelings andshowed empathy. She didn’t allow people to talk over others simply by waiting for everyone to be quiet.

A.C MET YES/NO

Giving them lots ofpraise and encouragement, asking directly questions to individuals, using different attitude to match different personalities.

5 How did the learner encourage and enable the group to reflect and then evaluate their meeting?(AC 5.1, 5.2)

Anna asked everyone to saywhat they likes and dislikes were.

A.C MET YES/NO

I asked them questions about themeeting and asked them to evaluate it, and then I givealso time to write their thoughts down.

OBSERVATION NOTES:General comments on the interaction and the use of skills (e.g impartiality. listening, questioning, reflecting, summarising, making links, demonstrating acceptance, empathy and appropriate body language) and process.Anna remain impartial during group meeting, she made everyone’s input equally important by active listening and feedback. Her body language was friendly and encouraging. She demonstrated acceptance and facilitated the meeting well. She summarised what was said in few occasions and gave positive feedback. Everyone had a chance to share their ideas and thoughts; she acknowledged everyone’s ideas. Anna did not permit arguing up against any group member, and did not take sides in any developing debate.


Reflection on the InteractionPlease answer these questions for each observation:

How did you feel about listening to a group of people?Team meeting most of the time is easy to manage as we come with agenda and weuse RSLM questions while talking about our experiences. I felt good to have anopportunity to ask people questions and listen to their answers and then givefeedback which led to more discussion and exchanging ideas and thoughts, it isenergising and motivates to do more things. It helps also to have a structure,agenda, and ground rules. I reminded people at the beginning about them andeveryone re-agreed.

What did you do well?I prepare myself beforehand, wrote the agenda and emailed it to otherparticipants so they could prepare themselves to the meeting. I tried tosustain impartial and give everyone the same attention and make their input

important. I listened actively and asked probing questions to avoidmisunderstanding. I summarise the meeting at the end and made sure peopleexpressed their feelings and ideas.

What do you need to work on?Use empathy more and as I am more of a no-nonsense person and I prefer to usethis attitude towards people but sometimes it is important to use variety of different approaches depending on people’s personalities.

What have you learnt?I have learnt that being a chair is more difficult than I thought previously asit involves staying focused all the way, analysing, intervening, and also not making judgment is impossible but you need to stay impartial and not take sides.

How will you use this learning for your future practice with groups of people?I will try to prepare myself for any meeting as I discovered how it makes things easier; also I will try to find out as much as possible about people by listening and discussing things beforehand.



Reflection on the InteractionPlease answer these questions for each observation:

How did you feel about listening to a group of people?The group discussion can change dramatically as different individuals gotdifferent ideas, outlook, and personalities. Management skills are veryimportant and useful while dealing with a group or groups. I felt that themeeting was very interesting, and lively. It gave me lots of material toreflect on. I do not know right now how I could improve my performance. I thinkthat more experience with group management, training and talking to colleaguesabout my performance would be beneficial.

What did you do well?I made everyone’s input important by listening actively and asking questions. Irefrain myself from judging others. I used different questioning techniques toencourage reflection. I encouraged less confident person to have a say and toparticipate in other activities. I challenged unacceptable behaviour whenpeople started talking over each other. I found repeated the ground rulesestablished by the group, and reminded that criticism should apply to ideas notto people. I did not permit any disrespect and I clarified misinformation.

What do you need to work on?I need to be more confident when challenging difficult behaviour. I could improve my questioning techniques and show empathy more often.

What have you learnt?I have learnt that it is a lot of learning before me. I would like to be more confident and use different meeting to improve my management skills.

How will you use this learning for your future practice with groups of people?I am going to reflect on it more deeply and talk to my colleagues about it as well. I will be more confident to challenge difficult behaviour. I will allow enough time for reflection and consideration of experiences.


Please answer these questions referring to both observations:

Summarise the types of group environments used to listen to groups of people (AC 2.1)

During first meeting with my work colleagues I was familiar with the group, Iknew group’s members. The aim of the meeting was clear and people werecollaborative, all of us knew what we’re trying to achieve. The team meetingwas predictable in a way as everyone knew the agenda, roles, norms and formatof that meeting. The issues and problems have not been the same as beforethough, so there was a space to share opinions, reflections and experiences.Each member of a group received feedback from colleagues. The other meeting was different as I didn’t know those people so I couldn’tpredict in which direction the meeting would go. The group was very diverse andpeople not necessarily wanted to achieve the same goal. I had to use differentmanagement skills, challenge behaviour like talking over each other more oftenthan in other group. I would say the group was in process of storming which waspretty hard to manage. I was prepared with set of questions to use on bothmeetings which is always helpful.

What are the advantages to listening to people in groups? (AC 2.2)

In my opinion there are many advantages to listening to people in groups. People can support each other, encourage talking. People can relate to others. Groups can encourage them to seek for large project which individual would not be able to work on.

What are the challenges? (AC 2.2)Some people may feel not in tune with group dynamics and they may withdraw fromparticipation. Other people may be discriminated by group. The challenge here is to make everyone’s input equally important and encourage all to participate.

Summarise two other sessions where you have listened to groups of people(e.g. team meeting, organised house meeting, listening to a group in a community setting), and explain how they differed to this observed session. (AC 2.1)

Listening to groups experience is different and unique to each group session.Some groups may have unique dynamics depending on age, gender, personalities,interest and hobbies of their members. Online meetings (like our supervisionsessions and webinars) got different dynamics to face to face meeting. Bodylanguage is limited and people need to focus more on tone of their voice and

how to say things and not to lose the meaning. Also these sessions need goodstructure as there’s less room for spontaneous speech. Good thing about themthat are more democratic as everyone is involved and have the same amount oftime to talk about their projects. There’s also factor of unpredictabletechnical difficulties which can interrupt online sessions. I have listened to groups of children and probably because of my lack ofexperience I found it the most challenging so far. I didn’t know how differentage children think, what are they interested in and how they think aboutcommunity. I had to learn all of this by asking questions. I felt uncomfortablesometimes and I felt I was left without any support at that time. I feltunsuccessful and disappointed. I realized that is due to my little experiencewith older children and young teenagers. The other group I remember I couldevaluate in positive way was meeting with group of Polish people. I felt I wasfamiliar with problems of immigrants and could empathise easy and it turned tobe very good listening. Trust was built quite easily. My conclusion from twodifferent groups experience was anyway optimistic. It is possible to get toknow groups of different abilities, age, and interest and get familiar, findout what their motivations and ambitions are. I need to be open and willing tolearn and reflect on my work. It is easier when you can relate to specificgroups to build trust and develop relationship but it is also possible to learnabout different groups and communities. House meeting session was anotherexample of group listening, I was well prepared as I spoke to each individualbefore. I knew their likes and dislikes; I prepared some icebreaking activitiesand thought about different scenarios of group discussion beforehand. Duringmeeting discussion went to dead end as people couldn’t agree on what actionthey should take. I was not prepared for that but I tried to stay positive andevaluate their input in very positive and affirmative way. I said it’s goodthat they argue about it as it means that they care and they would like tochange things. I said I really appreciated their efforts. We agreed to disagreeand we also decided we would meet again. I think in the end people left withempowering feeling and looking forward to the next meeting.

Task 2 Read the following articleshttp://www.infed.org/groupwork/what_is_a_group.htmhttp://www.infed.org/thinkers/tuckman.htm

Explain the stages of group development and your understanding of group dynamics.(AC1.1, 1.2)

Societies over the years generally developed from a state of simplicity tocomplexity. As societies progress, they go through characteristic phases.Groups of families, small communities, tribes usually give way to hierarchicaland often urbanised societies. These, in their turn, become too complex tomanage top-down - as proved by the totalitarian experiments of the Twentieth

http://www.infed.org/thinkers/tuckman.htm

http://www.infed.org/groupwork/what_is_a_group.htm

century – and usually lead to the next stage which is organisation throughnetworks.

As seen by Bruce Tuckman (1965) there are 4 stages of group development:forming, storming, norming and performing later on he added 5th stage which hecalled adjourning. Forming stage start as soon as groups come together, thengroups go through storming stage through conflict resolution, then norming whenthey agree on rules and values and performing when trying to achieve goals.During first stages groups are building up initial rules, goals are beingdiscussed and code of conduct emerges, agenda is laid out. Questions andconcerns are addressed, leader may reveal, and initial rules are being set up.Recognition and assessment of members’ personal abilities and opinions start totake place at first gathering. Storming helps group to agree on norms,hierarchy, goals and acceptable behaviour of their members. Group norms arebeing produced to identify correct behaviour of group members. Group membersshould feel supported not embarrassed during this stage, it is important todevelop trust between members at this stage. Norms allow them to raiseimportant concerns. Performing stage is a productive phase during which a groupdelivers tasks which they formed. Focused is being led on tasks anddisagreements should not appear at that stage as everyone knows their role in agroup. Group acknowledges different experience, opinions and skills brought bymembers.In 70’ Tuckman added fifth stage to his theory which was adjourning whichhappens when a group acknowledges that task were achieved and give members ofa group freedom to leave.

Group dynamics refers to a system of behaviours and psychological processesoccurring within a group, or between social groups. Kurt Lewin (1951) isidentified as the founder of the movement to study groups scientifically. Hecoined the term group dynamics to describe the way groups and individuals actand react to changing circumstances. Group dynamics are the processes that giverise to a set of norms, roles, relations, goals that characterise a particular group. Examples of groups include religious, political, sports teams, workgroups. Amongst the members of a group, there is a state of interdependence,through which the behaviours, opinions, and experiences of each member arecollectively influenced by the other group members. Groups offer people theopportunity to work together on projects and tasks - they allow people todevelop more complex and larger-scale activities. Groups also can be sites ofsocialization and education, places where relationships can form and grow, andwhere people can find help and support. The downside to all this is that thesocialization they offer might be highly constraining and oppressive for someof their members. They can exclude certain people, discriminate, raise conflictand lead to wrong decision making. The common problem within a group is thatpeople do not feel responsible for their behaviour in the same way as whenacting alone. It can lead to underachievement, or excessive aggressivebehaviour towards other groups.

550 words

Task 3Analyse the role of reflection and evaluation in a group session; how doyou use this to improve the experience of the group in the future? Include in your response the evaluation and review of the group session observed in Task 1(AC 5.1, AC 5.2).

The role of reflection and evaluation in a group session is as well importantas when working face to face with individuals. There are times when peoplereflect without even realising that process, although research has shown thatwriting reflections deliver the most desired results. Reflection is process ofprolonged thinking which involves looking for commonalities, differences, andinterrelations. Dewey (1933) is considered to be the modern day originator ofthe concept of reflection, although he drew on the ideas of earlier educators,such as Aristotle, Plato, and Confucius. He thought of reflection as a form ofproblem solving that linked several ideas together in order to resolve anissue. This is theory, in practice there are other skills also necessary to beeffective in listening to groups like group management skills, activelistening, and questioning techniques. I think that reflecting on myperformance made me realise which skills I need to improve and which I need todevelop and work on. I find the most useful sharing my experiences with mycolleagues and feedback I receive, most of the time is crucial for myreflections. Reflections and evaluation with my colleagues during team meetingare important because mutual support network is needed in our work. As loneworkers we need to relate to our colleagues when reflecting to find out otherviews and suggestions as we are not experts. It can be sometimes difficult towork alone and we should not hold some things inside as it can be verydepressing. Basing work on team gives emotional protection because humiliationand abuse can happen while working with people in the community. Team ethic iscrucial; peer coaching process can help to revaluate our experiences, thoughtsand feelings and help to stay positive. Feedback from group can help to findpositives and humour in difficult situations. Community organisers and manyother people have not been trained how to reflect, and most of the time peoplefocus on negatives. Sharing experiences and receiving feedback from colleaguesor training team is important to find a balance. It gives additional views andideas we can reflect on and that can contribute to our learning process.

After reflecting on my own and receiving feedback from my colleagues I cannotice that my experience with working with a group become more complex as Ibecome aware of processes involved and I am more careful and aware not tointerfere group with my own opinions and suggestions, I listen more carefullyand try to use techniques I have learnt before like managing disagreements andcreating a safe space for everyone to participate. I have found out thateffective way for myself as facilitator to avoid voicing my personal opinion isto reflect question back to the group.

Words 461


Assessment Feedback SheetLearner Name: Unit Code PR3/3/YH/008

Unit Title: Engaging with people in groups Level 3 Credit Value 3

Learner Comments

Tutor Feedback

Learning outcome 1: Understand how groups developAssessment Criteria 1.1 Explain the stages of a group’s developmentAssessment Criteria 1.2 Explain group dynamics

Tutor Assessment:

Learning outcome 2: Understand the nature of group listening Assessment Criteria 2.1 Summarise the types of group environments used to listen to groups of peopleAssessment Criteria 2.2 Explain the advantages and disadvantages to listening to people in groups

Tutor assessment:

Learning outcome 3: Be able to show how to listen to groups of peopleAssessment Criteria 3.1 Apply facilitation skills to group discussions Assessment Criteria 3.2 Apply a range of approaches to motivate group members to participate Assessment Criteria 3.3 Apply communication skills to facilitate different group listening sessions.

Tutor Assessment:

Learning Outcome 4: Be able to facilitate groups of people to explore their thoughts and feelings about their local communityAssessment Criteria 4.1 Critically compare different facilitation and group management skills to listen to groups of people

Tutor Assessment

Learning Outcome 5: Be able to evaluate and reflect with groupsAssessment Criteria 5.1 Analyse how to reflect from a group sessionAssessment Criteria 5.2 Evaluate and revise a group session

Tutor Assessment


Learner Signature:


MODULE 6

Reflective Practice

ACHIEVEMENT MARKING SHEET Unit Title: Reflective PracticeUnit Level: ThreeUnit Credit Value: 3GLH: 21NOCN Unit Code: PR3/3/YH/007Unique Reference Number:Name of Learner:

OVERALL COMMENT:

LEARNING OUTCOMES ASSESSMENT CRITERIA (AC) ASSESSMENT METHOD ACHIEVED COMMENTSThe learner should: The learner can: The learner will be

assessed via to following methods

YES/NO

1 Understand the role of reflection

1.1 Explain how reflection can improve practice

1.2 Compare and contrast different reflection techniques used

Prescribed: Reflectivelog/diary Optional: written question and answer, oral question and answer, written description.

YES/NO

2. Be able to evaluateown practice

2.1 Demonstrate the ability to critically evaluate own practice, reflecting on strengths and areas for development

Prescribed: Reflectivelog/diary YES/NO

LEARNING OUTCOMES ASSESSMENT CRITERIA (AC) ASSESSMENT METHOD ACHIEVED COMMENTS

The learner should: The learner can: The learner will be assessed via to following methods

YES/NO

3. Be able to use feedback to improve practice

3.1 Gather and analyse a range of feedback from different sources

3.2 Reflect on feedback from others and show how this feedback can be acted on

3.3 Develop an action plan based on self reflection using SMART objectives for change and improvement to ownpractice

Prescribed: Reflectivelog/diary YES/NO


SIGNED BY MODERATOR DATE:

Assessment TasksReflective PracticeLevel 3

Task 1

Reflective diary

These tasks are designed to encourage you to critically reflect on your own practice.Using two real case studies from your practice, please complete two reflective diaries using the prompts below. Discuss each case study in your team meeting, with your host supervisor, in your online group supervision or with your learning guide. When drawing on your case studies the quality and depth of your reflection is important. (AC1.2)

Carry out this task, applying it to TWO different case studies.

Please complete one reflective log per case study.

(Enlarge the boxes below as required).

Provide evidence of your reflection with colleagues taking place for each diary e.g. note of the meeting, a witness statement, supervision notes. Attach the evidence to this sheet.

Context of practice example - where, when, who was there, what was the issue or concern discussed?

House meeting, Woodley fish shop, 5 people invited and 1 volunteer, to discuss local area issues and ideas.

What happened; briefly describe the event?

Having door knocked in Bredbury area I found out that the biggest issue forpeople in that particular estate was that they did not have a community place ahub where they could freely use to meet on a regular basis and discuss theirconcerns while socializing over a cup of tea. They used to meet very rarely inthe local library but because it was expensive to hire a room they were

depending on somebody from tenants& residents association to pay the fees.After a while I managed to arrange a house meeting in my host’s fish& chipsplace to discuss their likes and dislikes and possibly to move them to takesome actions. The outcome of the meeting was that community members woulddefinitely want somewhere to go and meet each other every week. They did notwant to join any other groups as they felt they want that place to discussissues of their own little community. First of my problems while door knocking and talking to those people was thatwhile I was trying to build relationship they felt like they should be loyal to‘their’ lady from tenants and residents association as they knew her for a longtime and it was her who was trying to deal with their problem of not havingsafe space for meetings. I had to convince them that im not against her andthat we could work together for the benefit of the community. I spoke about itduring my supervision and I received useful feedback from the group.

Initial reflection. What reflection techniques have you used to reflect on your practice and why? How well did they work? Why did certain techniques work better than others in this context? What might have beena better approach? Critically evaluate your strengths and weaknesses in this situation. (AC 1.2, 2.1)

Initially when I started door knocking and talking to these people I could feelstrong resistance from nearly all of them. I felt fine at first as I thoughtits just a matter of time before they get to know me better and then they willbe more cooperative. I realised they as a group say that they can’t work withme because of their lady. They were loyal towards her and I couldn’t do much toconvince them that we can work together as ‘their lady’ was unavailablewhenever I tried to arrange a meeting. I felt rejected at a time but decidednot to give up and continue to door knock. I was reflecting in action and atthe time trying to find solution to their resistance. I persuaded and wastrying to listen what they had to say. I used different questioning style andmange to involve respondents. I started building relationship with oneparticular lady who I thought was the most influential and had good contactwith her neighbours. I had very good listening with her and found out loads ofinteresting things. It helps me to get my confidence back and gave energy tocombat the problem. Later on I asked my team colleagues and Helen for advice during my onlinesupervision. I was interested in how people deal with this kind of situationand what they did when they came across resistance in the communityparticularly because of somebody else was doing community work beforehand. Ireceived some great feedback and suggestions. I like the advice that I shouldinvite lady from tenants& residents association to the house meeting and Ifollowed those suggestions. Talking to people lifted my morals as I felt like Idid try hard with little results. I received feedback and people understood myfeelings. It made me looking more enthusiastically to another meeting withresident,

Who did you discuss your practice with and what was your analysis of their feedback? Choose a minimum of 2 sources who must each complete thewitness statement (AC 3.1)

I discussed my practice during my team meeting with my colleagues. I also discussed it during supervision session with Helen and other cohort 5 communityorganisers. Feedback has lifted my morals as I started feeling a bit powerless in this situation. Discussion with my work colleagues made me think more about the specific situation and people which were involved in. It made me keep my emotions away and think rationally. I knew they are elderly ladies who but after talking to my colleagues during team meeting we all agreed that best thing to do is to work with their pace, encouraging changes very slowly and overcome their prejudice.

Use all the feedback and analysis, discussions with the team, host supervisions, the supervision group, the learning guide and reflection to state how you will act on these (AC 3.2)

I received suggestions that I should invite the other lady to house meeting andI tried to contact her on numerous of occasions but she was unavailable. I willstill continue to try to meet her and invite her to our group meeting. During our house meeting we decided that the ladies will talk to their neighbours about the outcome and discuss different possibilities and try to involve more people to have a say and to decide about where and how to start the project. I arranged another house meeting with those ladies and also contacted officer from housing association and informed him about the issue. I arranged a meetingwith fundraising officer.

What have I learnt? Critically evaluate your practice. (AC 2.1)

I have learnt that sharing best practice during team meetings or online supervision is important source of support and information while working in thecommunity. I have learnt that we need to acknowledge the other people who work or worked beforehand with communities, be aware of their influence and try to cooperate. I have learnt that community members get used to some power structure and they are reluctant to change it or to reflect on it. Some people take things how they without reflecting or acting upon it are and after they got used to them they are not likely to change it. I found out that they are

prejudicial thoughts and behaviour there is team support needed to stay positive and to maintain good humour and work ethics.

How will I use this learning in the future? Create a SMART action plan to demonstrate how you will improve your practice (AC 2.1, 3.2, 3.3). (SMARTmeans a plan which is Specific, Measureable, Attainable, Realistic/relevant and Timely)Important before starting door knocking is to have some knowledge about the area. Good idea is to meet people wo already worked there and discuss possibilities of cooperation. I discovered that starting working from the scratch can be very difficult especially when working on our own and also combating people’s prejudice can be exhausting and time consuming. But after initial difficulties we got some positive outcomes of our meetings and conversations. We agreed on another meeting in April and we all wanted to invite person from tenants and residents association. After group discussion ladies decided they will focus on 1 project at a time. They decided that they want a community place where they could meet every week. They said they will talk with their neighbours and I arranged a meeting with fundraising officer todiscuss it with him. The time frame we would like it to happen is 3 months.

2.Context of practice example - where, when, who was there, what was the issue or concern discussed?

Large part of my own practice is reflecting on events, on my experiences at work, on learning and so on. I had a think about that part of my work and shared my opinion with my work colleagues at several team meetings and also when talking with each of them on other occasions. I was sceptical about writing reflective log. My biggest concern was that it has to be done on a daily basis which did not feel right for me, and that my work will be assessed by supervisor or training team which I did not really know and did not feel safe about sharing my thoughts and feelings with.

What happened; briefly describe the event?

After few months of writing reflective log practice I have discovered thatdoing so and reflecting in general on my work can be sometimes harmful.Reflecting on daily basis and writing it down made me feel overpowered. I haveexperienced some destructive side of reflection. The other thing is that weshould encourage people from communities to reflect on their lives and areas.My biggest issue with this is that the majority of people is already busy withtheir own lives and I don’t feel comfortably to ask some of them to reflect oncommunity projects.Reflection is happening all the time for most people and important thing is toknow how to stay positive about it and despite it. We never been trained how toreflect and most of the time people focus on negatives. Sometimes ourperception of things happening to us or others is wrong or we haven’t gotenough information to make ‘a big picture’ of some situations and for examplewe don’t know why thing didn’t work out like we wished. We make assumptions allthe time. Some of them may be overpowering and depressing, We don’t have enoughinformation to make a right assessment every time and sometimes experiencesfrom the past can interfere with our perception. We need to assess events,people and our work without help from colleagues or supervisor. And if we makewrong assessment of the situation and there will be nobody to correct us orgive as hints and support, reflecting on it will not be beneficial and can beharmful. In addition to that I find writing reflections in my mother tonguemore honest and relevant. I think that some thoughts can be lost intranslation.

Initial reflection. What reflection techniques have you used to reflect on your practice and why? How well did they work? Why did certain techniques work better than others in this context? What might have beena better approach? Critically evaluate your strengths and weaknesses in this situation. (AC 1.2, 2.1)

We do reflect every day without realising it. We learn by action, perception,by social interactions. Also we do it by reflecting which I understand asprolonged and intentional thinking. Reflection furthers learning and inspiresprovocative thought and action. Most of all, it can benefit the individual andthe community while contributing to personal development. At start of my workexperience I had some objections about writing reflections even though I doacknowledge contribution of reflection to overall performance.When I meet a new person my initial reflections usually come together with someemotions. When I talk to a person for first time for example when door knockingI try to empathise with her and with stories I hear. Usually at first I justunconsciously start mirroring the other person feelings and thoughts. That’sthe first stage of my reflecting process. Later on when I think about it beforegoing to bed or when I try to remember what happened that day I start toreflect on it in more rational way and try to separate my thoughts and feelingsto the respondent’s ones. Different thoughts start coming to my mind and I cansee the situation from different perspective, thinking about other factors aswell. But it is usually during team meetings and discussions with colleaguesabout events and people that sometimes turn my initial thoughts upside down.Comparing and confronting thoughts with others make things become more complex,

and simple reflections can get totally new perspective, links and dimension.Group reflection and feedback allows me to see positives and solutions to movethings forward I would not discover myself.My reflective practice is still developing I can see that its already developedalthough it was hard at the beginning. I know now that I need that support fromcolleagues so I am not left with destructive thoughts on my own.

Who did you discuss your practice with and what was your analysis of their feedback? Choose a minimum of 2 sources who must each complete thewitness statement (AC 3.1)

I spoke to my colleagues during team meeting about my experiences with writing reflections and in general about reflective process. I shared my mixed feelingsI had towards it and receive some useful feedback. Some experiences regarding the reflective process were similar amongst our team and we shared our knowledge on how to cope with difficult thoughts and how to find the right solution when you are on your own.

Use all the feedback and analysis, discussions with the team, host supervisions, the supervision group, the learning guide and reflection to state how you will act on these (AC 3.2)

I have spoken to my colleagues about my thought and feelings about reflective log practice.I will carry on writing reflective log and developing my observation skills as well as I will try to adjust it to fit my personal abilities and needs. I will contact someone from training team and discuss it.

What have I learnt? Critically evaluate your practice. (AC 2.1)

I learnt that reflecting contributes to my learning in a way that I did not expect it to. It is powerful tool and therefore must be used wisely. My skill of reflecting and writing about reflections is still developing. Reflecting

process is creative process of making new links between ideas and experiences. In my opinion having a duty of doing reflective log every day kills the creativity in a way. I think that my own journal would be much better if I could do it in less structured way. These thoughts regarding reflections were hindering my learning at the start. I noticed after a while that reflecting became more like unconscious process and it didn’t make me feel uncertain or confused. Nowadays every night when I sat I try to remember what I have done during that day and it is more natural that questions are somehow similar to RSLM and I just try to think about the day and sort out without emotions what’sbeen good and what do I need to still work on.

How will I use this learning in the future? Create a SMART action plan to demonstrate how you will improve your practice (AC 2.1, 3.2, 3.3). (SMARTmeans a plan which is Specific, Measureable, Attainable, Realistic/relevant and Timely)Within a month I will speak to training team and discuss my problem. I will write my reflections 3 times a week at least. I will dedicate an hour every daypreferably in the evening to think about the things that happened on that day and I will write notes about the day. I will discuss it every time during team meeting. I will ask them to help me to evaluate my reflections. I will try to come back to it once a month and notice the differences in my thoughts and feelings.

2000 wordsTask 2Explain how reflection can improve practice. (AC 1.1) Compare and contrast the differences between ‘reflecting in action’ and ‘reflecting on action’. What different techniques can you use to help you reflect on your practice? (AC 1.2)

Reflective practice is a process which enables us to achieve a better understanding of ourselves, our skills, and competencies. While reflecting we are questioning the reasons as to why things went in a certain way, what could be improved, what is the best possible result we could achieve, and how could we do it. Although most of us engage in thinking about experiences either before, during or after an event, we need to document our understanding in order to clearly identify the components of our learning. Identifying what we have learnt is important in order to construct new or different approaches to our future practice, or to recognise effective practice to use in the future.

Learning comes from many different incidents and experiences that we have in life. We can learn much about ourselves, others, our job, as well as our abilities and skills, if we consciously take the time to reflect on our learning. Reflection is an active process whereby the professional can gain an understanding of how historical, social, cultural and personal experiences havecontributed to professional knowledge and practice (Wilkinson, 1996)

Reflection makes our learning more effective and let us: Gain a new perspective. Make sense of our experiences. Construct meaning and knowledge that guides actions in practice. Make links between theory and practice.

Reflections help us analyse our assumptions, beliefs, values and culturalpractices and assess their impact on our daily living. Reflections make usbeing aware of the cultural context of our beliefs and assumptions. It helps tounderstand ourselves in a wider context and in turn helps me to understandother people.

Reflection-in-action is defined by Schön as the ability of professionals to‘think what they are doing while they are doing it’. He regards this as a keyskill, and asserts that the only way to manage the endless zones ofprofessional practice is through the ability to think on your feet, and applyprevious experience to new situations. This is essential work of theprofessional, and requires the capability of reflection-in-action. Reflectionin action is happening when expected outcome is outside of our knowing-in-action. The reflective process is conscious to some degree, but may not beverbalised. Reflection on action is a conscious reflection after the event.

During my practice I discovered that sometimes it is difficult to reflect inaction as most of the time I am experiencing some emotions, even if thesituation doesn’t affect me in direct way, I empathise with people and myreflections might be affected by emotional reactions. Of course experiencingdifferent emotions gives me some hints to evaluate the situation but it canalso disturb rational thinking. That’s why it’s important to reflect after sometime when emotions are gone. Reflecting on action helps to avoid making rashdecisions, gives room for consultation and time to imagine possible effects.Reflecting on action makes our thoughts independent from pressure of time andother people’s opinions.Reflecting on practice enhanced my confidence and self-esteem because I am areaware of things I have done well and the thing I learnt during specific periodof time This gives me confidence and boost my enthusiasm to continue workingwell and to use new skill and knowledge.

Words:537

500 words (please show word count)

Assessment Feedback SheetLearner Name: Unit Code: PR3/3/YH/007

Unit Title: Reflective Practice Level 3 Credit Value3

Learner Comments

Tutor Feedback

Learning Outcome 1: Understand the role of reflectionAssessment Criteria 1.1 Explain how reflection can improve practiceAssessment Criteria 1.2 Compare and contrast different reflection techniques used

Tutor Assessment:

Learning Outcome 2: Be able to evaluate own practice Assessment Criteria 2.1 Demonstrate the ability to critically evaluate own practice, reflecting on strengths and areas for development

Tutor Assessment:

Learning Outcome 3: Be able to use feedback to improve practiceAssessment Criteria 3.1: Gather and analyse a range of feedback from different sourcesAssessment Criteria 3.2 Reflect on feedback from others and show how this feedback can be acted on Assessment Criteria 3.3 Develop an action plan based on self reflection using SMART objectives for change and improvement to own practice

Tutor Assessment


Learner Signature

Tutor Signature Date

MODULE 7

Understanding Powerand the Spheres of

Influence in CommunityOrganising

ACHIEVEMENT MARKING SHEET Unit Title: Understanding Power and the

Spheres of Influence in CommunityOrganising

Unit Level: ThreeUnit Credit Value: 6GLH: 42NOCN Unit Code: PR3/3/YH/009Unique Reference Number:

Name of LearnerLEARNING OUTCOMES


The learner should:

The learner can: The learner will be assessed via the following optional methods

YES/NO

1. Understand definitions of power

1.1 Summarise different types of power in society

1.2 Differentiate individual, structural and institutional forms of power

1.3 Explain how these types of power impacton individuals

written question and answer, oral question and answer, report, written description,

YES/NO

2. Understand power dynamics

2.1 Distinguish power dynamics in differentcontexts

2.2 Analyse how social inequality, diversity and injustice impacts on

written question and answer, oral question and answer, report,

YES/NO

communities written description

LEARNING OUTCOMES


The learner should:

The learner can: The learner will be assessed via the following optional methods

YES/NO

3.Understand thedifferent spheres of influence in community organising

3.1 Analyse the community organiser’s role in facilitating an individual’s personal development.

3.2 Analyse the community organiser’s role in facilitating local action by an individual or group

3.3 Summarise the importance of the interactions around and between the spheres of influence in community organising

Case study, report, written description, oral description

YES/NO

4. Understand how to influence change

4.1 Evaluate the impact of empowerment on individuals and communities

4.2 Analyse ways of working with communities to influence change

Case study, report, written description, oral description

YES/NO

OVERALL COMMENT:



Assessment TasksUnderstanding Power and the Spheres of Influencein Community OrganisingLevel 3

Task 1Select from a range of newspaper cuttings, online news articles or audio-visual news reports a story that relates to local communities or neighbourhoods but which might have international, national or local relevance, for each of the following types of power:

Individual Social Cultural Economic Political Legal Environmental Voter

With each news item provide a written or recorded summary about how eachtype of power is represented. Assess whether each news item demonstratesindividual, structural or institutional power. Include in your commentary an assessment of the impact of each example you have given has had, or could have on individuals or communities. 250 words each (please show word count)

Cultural/ social

http://www.stockport.gov.uk/2013/2994/74437/guidetofairtradeinstockport

Stockport borough has been awarded by Fairtrade mark for input in increasingawareness of Fairtrade. Fairtrade’s mission is to connect disadvantagedproducers and consumers, promote fairer trading conditions and empowerproducers to combat poverty, strengthen their position in world markets andtake more control over their lives. Fairtrade ensure that workers are paid afair price for their products and an additional premium, which is used tobenefit their community. Often the farmers who grow our coffee, tea and

http://www.stockport.gov.uk/2013/2994/74437/guidetofairtradeinstockport

chocolate and who produce other basic goods do not get a fair share of thebenefits of trade in these goods. In response to this crisis some growers havebeen fortunate enough to have been helped to set up Fairtrade co-operatives,which sell their goods direct to Fairtrade companies, which then guarantee topay them a living wage. Fairtrade co-operatives ensure basic rights and betterliving standards for these farmers by offering guaranteed prices andencouraging long term trading relationships. Fairtrade has a strong globalgrassroots consumer base. There are now over 750 Fairtrade Towns – includingSan Francisco and London – that use Fairtrade in municipal purchasing, schoolsand retail outlets and promote Fairtrade through local press. Strong networksof family, friends and colleagues actively promote Fairtrade. The minimum priceis set based on a consultative process with Fairtrade producers and traders andguarantees that producers receive a price which covers the cost of sustainableproduction. I chose it to represent cultural and social power as it shows howbeliefs, values, behaviour and morals of some people can affect, in this casein positive way people from disadvantaged countries and have a huge impact ontheir lives and their communities.Words:277Voter

The main importance of democracy is the participation of the people in choosingtheir political representatives. The power of voting is the power of change;it's the power of voicing your opinions. The right to vote is one of thefundamentals rights that people should not take for granted. In 1959 referendumin Switzerland, women were refused the federal vote by a 2-1 majority. Swisswomen got the vote only in 1971. Voting gives the voter the satisfaction ofknowing they have voiced their opinion and played a role in shaping governmentand policy in local area and country. It is the expressive power of voting foror against a candidate, an issue or the direction of government. It is oftentrue that just a few votes can change the outcome of an election. Who votesultimately has a powerful impact on government: on public policy, laws,appointments, budgets, and regulations enforced (or not). For the voter, thepolitical process is about funding for programs they and their families benefitfrom, and about getting attention to the issues that affect their future andthe future of their families. Who votes can decide who wins. Elected officialsknow which voters and which neighbourhoods did vote. They are more likely torespond to communities that vote. A less obvious but equally weighty cost ofnot voting is the diminished opportunity for people like yourself to have a sayin government.238 words

Local elections 2011Bredbury & Woodley - results

Election Candidate Party Votes %

Michael Wilson Liberal Democrats 1912 49% Elected

Philip Bray Labour 1153 29% Not elected

Rosalind Lloyd Conservative 844 22% Not elected

Brian Harrop Not electedVoting Summary

Details Number

Seats 1

Total votes 3909

Electorate 10948

Num. ballot papers issued 2891

Number of postal votes returned 1050

Turnout 26%

Economic/ Social/ Legal

Marple in Action is Stockport based community organisation which has beencampaigning for last 2 years against building a supermarket on Hibbert Lane inMarple, Stockport. Marple in Action is a group formed to protest against hugesupermarket opening within their area. In my opinion individuals formed in agroup (social power) were fighting here against structural and economic poweras represented by Asda. Asda represents structural power because it can bringvariety of resources desired in communities. The position of supermarkets isstrong as they can create jobs, which make them stand in position of power.Apart from jobs they can possibly create, they can bring goods which aredesired by communities and also they create competition for local shops which,from point of view casual customer, is beneficial. Supermarkets and other bigchains can bring jobs, and supply goods at the same time. Therefore in myopinion they (supermarkets, chains) represent structural and economic power.There are at the same time, social and environmental downsides of supermarketsbeing placed outside the town centre. These, as stated by MIA can bringnegative impact on trade and vitality in the local town centre. The new, largesupermarket based outside town centre, would make people shop and spend theirtime away from their town centre and destroy businesses. It was against policyof Stockport council planning committee which represents legal power. StockportPlanning and Highways Committee followed the recommendations of their PlanningOfficers and the Marple Area Committee and therefore Asda’s planning permissionapplication was refused. Civil society organisation proved that it can impacton decision making body and stop large corporate organisation from harmful (forthem) investment. This decision had a huge impact on society of Marpe andsurroundings but also other cases in UK which can relate to it. 300 wordshttp://www.marple-in-action.org.uk/

http://www.marple-in-action.org.uk/

(AC 1.1, 1.2, 1.3)

Political powerhttp://www.manchestereveningnews.co.uk/news/greater-manchester-news/residents-face-paying-park-outside-2576517Political power according to web dictionary refers to an authority (powerlegitimate by social structure) held by a person or a group within a societythat allows for the administration of public resources and implements policiesfor society. In order to obtain this, one must be able to convince others thatwhat is being requested or instructed is being done in the best interest of theperson and groups, in the name of the common good. It is basically power to‘get things done’ effectively, despite some resistance within society. That isway this kind of power can and also is being abused. I chose the article fromlocal newspaper to show how politicians are using power, given to them bycitizens, despite citizens’ objections and wishing. People should also realisethat small and big communities got a power, in the sense of the ability toinfluence change, to cooperate, to vote and also to change politicians who donot use the power given for ‘common good’.The inequalities in political and social power are not random but arestructured by capital, class, gender, ethnicity, age. In addition to theconcentrations of power within government, the corporate world, media and therich, various studies demonstrate that public participation is dominated by themiddle class who have greater access to the resources required forparticipation, mobilisation and influence (Weir, 2008)Words 232

Individual power http://www.stockport-academy.org/news/view/477/Stockport-Academy-has-its-very-own-Star! Dictionary.com defines power as “a person or thing that possesses orexercises authority or influence”. So in essence when we use power; we areutilizing our authority to get something. I think that individual power ispower that one person has to achieve their goals. There are different types ofpower and it can manifest in different ways. Also the same person can havedifferent kinds of power in different social situations. Some people duringtheir lives will achieve expert knowledge, political position, or position incorporate world which will give them power to influence others’ people andtheir lives. Although power to influence and to lead others is a type of socialpower, it is coming from individual abilities, skills and work. I chose anarticle to show that hard work and devotion to community has been recognizedand rewarded. Rewards are not everything that community work is about butrewards can mobilize and motivate individual to continue working, can boostself-esteem and create new opportunities. This all together can help withpersonal development which in turn has an effect on local community. Youngperson involved in working with peers can influence and inspire others to beambitious, to work and to reach their goals. From the other hand powerful andinfluential person has got some responsibilities as a role model.words:225

http://dictionary.reference.com/browse/power

Environmental powerI understand environmental power as power which is not created and alsosometimes not controlled by humans. That kind of power impacts on people’slives sometimes in unpredictable and disastrous way. In 2011 tsunami struckJapan, on 11 of March 2013 people across Japan marked the second anniversaryof the earthquake and tsunami that devastated north-eastern Honshu island withmemorial ceremonies, speeches and promises. More than 300,000 people are stillin temporary housing and nearly all the country’s nuclear power plants areclosed. Emperor Akihito told the audience that people must pass down theirmemories of the terrible disaster so that as many people as possible will beprotected from similar events in the future. “It is important for us to neverforget what we learned and hand down the lesson to future generations,” hesaid. It was the most powerful earthquake ever to hit Japan, and the fifth mostpowerful earthquake in the world since modern recordkeeping began in 1900. Morethan 20 000 people died or remain missing. Government data show about 315,000people were still living in temporary housing.Nuclear disaster started shortly after earthquake when tsunami disabled coolingsystems at Fukushima Daiichi. In the following five days, there were hydrogengas explosions in three of the plant’s six reactors and partial meltdown ofnuclear fuel rods in three of the reactors caused by loss of cooling waterfunctions. Huge amounts of radiation were released into the environment. Theaccident is rated at Level 7, the highest on the UN’s International NuclearEvent Scale, and is the world’s second most serious nuclear disaster, after the1986 Chernobyl disaster in Ukraine. http://www.bbc.co.uk/news/world-asia-pacific-12711226Words:273

Task 2Analyse the different power relationships you have as a community organiser in the following contexts:

With local people Within your team Within your host organisation or local contact Within the Community Organiser Programme

With local people while meeting them at the door steps I might be seen asperson with power cause people sometimes thinks there is an authoritybehind me. On the other side some people think that because I go doorknocking on my own they can treat me badly, although it happens veryrarely but sometimes it make me feel powerless.Within my team there are some strong personalities and they sometimes usepower to achieve their own goals, and get things done their way. Some ofmine co-workers got already established links with local authorities,businesses and people with power. As I am fairly new to area I find

http://www.bbc.co.uk/news/world-asia-pacific-12711226

http://www.bbc.co.uk/news/world-asia-pacific-12711226

myself depending on their links and knowledge, and sometimes my voice isnot taken into consideration as much as I would like to. It doesn’thappen to often and most of the time relation within our team is based onpeer coaching and supporting each other. My host as I perceive it, got anexpert power because of being in the area for so long and have beeninteracting with people, groups and businesses for years. My line managerhas knowledge about different projects, organisations, local links,during years she established links with politicians and people with powerto change and influence local issues, which puts her in position ofpower. Sometimes I am in a situation where I depend on her in so manyways but at the other hand I work on some projects independently and Ibuilt network of people who support these. In relationship with myvolunteer I am seen as the one with the power but from my perspective isother way round. She has got a power seen as network of people who canmake a change. Within my host organisation my host got a power as asupervisor. Within the community Organiser Programme I do not interactwith bosses on a daily basis so it is difficult who has got a power. Myprofessional relationship with Helen and training team is teacher-student relationship. Helen as my coach has an expert power due to herhigh quality skills and expertise, she influence people with herknowledge.

Task 3Find a picture or image that is an example of:

1. Social Inequality2. Diversity3. Social Injustice

For each selection, provide a written or recorded commentary about why you chose the image and how it defines the power dynamics it represents.Drawing from your experience analyse the impact each example has, or could have, on your work in communities. Focus on any anti-discriminatory practice you have developed and its relevance to community organising.

(AC 2.2)

1.Social inquality

The image shows LGBT campaigning for right to marriage. Institution of marriageestablishes rights and obligations between the spouses and between them andtheir children. The recognition of same-sex marriage is a political,social, human rights and civil rights issue, as well as a religious issue inmany nations and around the world, and debates continue to arise over whethersame-sex couples should be allowed marriage, be required to hold a differentstatus (a civil union), or be denied recognition of such rights. Allowing same-gender couples to legally marry is considered to be one of the most importantof all LGBT rights. By allowing same-sex couples access to marriage, youdemonstrate that LGBT people are equal to their heterosexual counterparts. Thenew law would make communities less discriminative towards gay marriage and

would give a message that we are equal.

2.Social diversity

It is now accepted that local authorities must engage with minority groups andempower the full range of communities to speak and act for themselves. Butrecent research by the Institute for Community Cohesion based at CoventryUniversity, suggests that we are still failing to understand and reflect thegrowing diversity within our minority - and majority - communities.This is partly due to the sheer pace of change and increasing complexity of thediversity around us. There are more than 300 languages spoken in Londonschools, and as many as 65 in even small market towns like Boston,Lincolnshire. I chose that image as I as community organiser come acrossvoiceless people from minority groups. It is important to work with them toensure equality within society.

3.Social injustice.

Social injustice.WHO study finds that poorest people in society are also the ones whose lifeexpectancy and health is below the average. The report highlights inequalitieswithin the UK. “A boy in the suburb of Calton, Glasgow, can expect to live 28years less than one brought up in Lenzie, a few miles away. One born inHampstead, London, will live around 11 years longer than a boy from StPancras(...) Combination of bad policies, economics and politics is in largemeasure responsible for the fact that a majority of people in the world do notenjoy the good health that is biologically possible". Good education is a keyto healthier and longer life, but it’s often not available in deprived areas.Ensuring good education for girls we could improve dramatically the chances ofsurvival for their babies. I choose this report focusing on poverty cause Ithink about poverty as a whole structure which very often is being passed tonext generations.

Social inequality, social injustice in our diverse community can be tackled byanti-discriminatory practice. Giving people right to express their opinions andtake actions regardless their abilities. In my practice it is important toprevent or curb any form of discrimination against individuals and communities.My volunteers group is diverse; I try to encourage people from differentbackground and those of different abilities. One of my volunteer is awheelchair user and, she wants disable people to interact more with largercommunity- there is still so much to do. Other two of my volunteers are Polishand they also think there is need to for minority groups to interact and worktogether with communities. In encouraging diverse spectrum of volunteers,equality is promoted and services are provided more equally and fairly.

Task 4Develop your own case study, drawing on your own experiences as a community organiser. Write it as a personal account that could be used in a local paper or on a website, and attracts interest in the CO role, helping with recruitment.

The case study needs to:

give some short, background, contextualising information reflect on your work and how you are facilitating local action.

Include what has brought you into contact with others, what’s worked well, the make-up of your group, are there stepping stones and progress by individuals or a group

explain how the CO makes links and connections to the personal, local and wider ‘spheres of influencing’. Include a summary exampleof this

explore and analyse how your CO role has contributed to the development of individuals and your group. Include a look at starting points and where people are now; what are the changes; illustrate how you work inclusively and in an anti-discriminatory way

evaluate the impact an individual’s personal development has had ontheir friends, family and community. Show how their increased understanding of power and influence has given them or their community a greater voice or ‘made a difference’ within their locality or neighbourhood.

reflecting back on this case study, can you suggest ways of workingthat might be replicated or shared with others, that have contributed to change (in any context)

(AC 3.1, 3.2, 3.3, 4.1, 4.2)

One day I was door knocking in Bredbury in Stockport and I met 26 yearold girl. Her name was Magda and she was Polish. She has moved to Englandfour years ago and settled down is Stockport. Meanwhile her relationshipbroke up and she has been living on her own since then. After shortintroduction we started less formal chat. She told me she felt lonelysometimes as she hasn’t got any family and most of her close friends livefar away. She also said has been working long hours sometimes doing nightshifts and working on weekends and that made it difficult for her tosocialize and meet new people. She felt homesick and depressed because ofher situation. I started talking about things we do and how we try toengage people in communities. She seemed interested and told me about herfriends who are in similar situation like herself and said they would

possibly like community hub or place to meet and share experiences. Wehad a cup of tea but soon she had to go to work. I left my business cardand take her number. Few days later I messaged her but got no response.So I tried again and sent her an email, but still without success. Ithought she was not interested in meeting up again. Accidentally I mether 2 weeks later in the local shop. She apologised but told me she hasbeen very busy at work and couldn’t find time to reply my email. We wentto coffee shop, sat down, had a coffee and started talking again. Shetold me about herself and her work. She said how depressed and lonely shefeels sometimes and how she holds things inside her as she is afraid thatshe won’t be understood. Being away from her family and network offriends has made her feel depressed. She said that it feels like she hadnot got life apart from her job and she felt isolated from community aspeople are not very interested in listening to her. On the other hand wealso spoke about her likes and she told me she likes green areas aroundand walking in woods. I asked her about her friends she mentioned beforeand she said she had very few in the local area who were also Polish andthat they felt isolated. She agreed to catch up with them and to let meknow what they think. A week late I got a phone call from her saying thatone of her friend would like to meet up and 2 others were interested inmaking self -help group which would allow them to share their experiencesand skills. Next time I met her and 2 of her friends, they told me abouttheir own friends who are in similar situation feeling a bit. I could seethat network was growing and possibly there could be more peopleinvolved. We arrange a meeting in few weeks’ time and I stay in touchwith Magda. She has found a new job and felt less stressed and have moreenergy to go out and meet people. My reflections after those meeting werethat not everybody will understand the concept of empowering people andthe philosophy beyond community organising process. There will be one ortwo who will understand the concept. But few may bring the many. I amvery keen to see what is going to happen as I have been in similarposition when I moved to England, and any person who needs to move andstart living life away from their friends and family knows that feeling.I believe that multicultural society should allow everyone to have a sayand to participate in social and political life. Examples of communitycohesion are evident in community organisations that attempt socialintegration of multicultural societies and ethnic minoritygroup communities through raising awareness, involvement in communityprograms, youth engagement, and linking other organisations. Examples ofcommunity cohesion can come in various forms, from charitable grantfoundations to voluntary youth club organisations that provide culturallydiverse and sensitive youth work.Words; 694


http://en.wikipedia.org/wiki/Youth_club

http://en.wikipedia.org/wiki/Charitable_organizations

http://en.wikipedia.org/wiki/Youth_engagement

http://en.wikipedia.org/wiki/Minority_group

http://en.wikipedia.org/wiki/Minority_group

http://en.wikipedia.org/wiki/Social_integration

http://en.wikipedia.org/wiki/Social_integration

Assessment Feedback SheetLearner Name: Unit Code: PR3/3/YH/009

Unit Title: Understanding Power and the Spheres of Influence in Community Organising Level 3

Credit Value 3

Learner Comments

Tutor Feedback

Learning Outcome 1: Understand definitions of powerAssessment Criteria 1.1 Summarise different types of power in society Assessment Criteria 1.2 Differentiate individual, structural and institutional forms of powerAssessment Criteria 1.3 Explain how these types of power impact on individuals

Tutor assessment:

Learning Outcome 2: Understand power dynamicsAssessment 2.1 Distinguish power dynamics in different contextsAssessment Criteria 2.2 Analyse how social inequality, diversity and injustice impacts on communities

Tutor Assessment:

Learning Outcome 3: Understand the different spheres of influence in community organisingAssessment Criteria 3.1 Analyse the community organiser’s role in facilitating an individual’s personal development.Assessment Criteria 3.2 Analyse the community organiser’s role in facilitating local action by an individual or group Assessment Criteria3.3 Summarise the importance of the interactions around and between the spheres of influence in community organising

Tutor Assessment

Learning Outcome 4: Understand how to influence changeAssessment Criteria 4.1 Evaluate the impact of empowerment on individuals andcommunities Assessment Criteria 4.2 Analyse ways of working with communities to influence change

Tutor Assessment:


Learner Signature:


Documents

Community Organising