Observation 1 26th October 2015

This is a group I had been working with for a short time and had connected well with
them.
Being new in post and limited experience in this type of project I questioned myself if
I was the right person to be undertaking some of the tasks in this project and if I had
the appropriate skills and knowledge to support the group to a successful outcome. I
believe there was more pressure on me because this was the town I grew up in and
this was my first project as a Community Support Officer. I felt I had something to
prove to the community, to my employer and to myself. I set out to research and
learn from colleagues to ensure the advice and guidance the group received from me
was the best for their needs. Considering my Personal Development Plan this project
has allowed me to closely analyse and reflect on areas of practice during this project.
This is an area for development I identified under self-awareness and confidence
building.
I was clear from the outset with the group that I was new in post and was working
towards my qualification although I had been working in the field for a number of
years. The group were very supportive of this and offered to assist in any way they
could.
The concept of being observed initially made me nervous. I was concerned what
could turn out to be what Brookfield refers to as a public unmasking (83:1995) but I
chose to look on it as an opportunity. Eraut (1994) considers that practising while
sharing ones thoughts with and receiving comments from an appropriate
experienced mentor helps a practitioner to handle different cases (pg 38).
I recognise myself as an organic intellectual. This is a term Ledwith (2016) cites
Gramsci (1971) as referring to someone who emerges from their own culture to take
a key role in the process of change (p.74). Supporting this theory, Brookfield (1995)
relates the experience of learning to swim to an insight regarding what make the
best teachers. He says the best teachers are probably those who have achieved
their skill master.. only after periods of struggle and anxiety Brookfield (1995)
continues that because they know what it is like to feel intimated and because they
have often been convinced that theyll never learn something then they are well
placed to help students through their learning difficulties (p.62). I recognised my
own journey to the academic table in Brookfields words. I spent many years
volunteering in projects with an aim of improving facilities and services for my
children. I understand the struggles and frustrations that volunteers experience
because Ive lived them to. On reflection of these thoughts and mentor observation I
now feel I am not only the right person for this project but I am the BEST person for
this project.
The observation by my mentor certainly was a great opportunity. The ability to
discuss the group situation with a fellow professional and to discuss my ideas for
their progress certainly helped increase my confidence and provide direction for my
work with this group. Comments on future development from my Mentor made me
consider other agencies that could help. With this in mind I have supported and
advised the group to build a network of contacts in order to progress this project. I
will also investigate opportunities and motives for young adults to get involved.

References
BROOKFIELD, S. D., (1995). Becoming a Critically Reflective Teacher. San Francisco,
Jossey-Bass
ERAUT, M., (1994). Developing Professional Knowledge and Competence. London,
Falmer Press
LEDWITH, M., (2016). Community Development in Action. Bristol: Policy press.