264981

264981 Explain and implement a basic
community development project in own

work context
Credits: 06
NQF LEVEL : 04
LEARNER GUIDE
TABLE OF CONTENT
UNIT 01
Project cycle based on an existing community
11
development project
UNIT 02
Explain the role of different stakeholders in a
25
project cycle.
UNIT 03
Community development project in own work
42
context
UNIT 04
Implement a community development project
59
Grammatical and other language conventions
71
RESOURCES
US ID: 264981 Explain and implement a basic community

development project in own work context
Learner Guide v1
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86
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Review Date: June 2014
SECTION A: PROGRAMME/MODULE INFORMATION
1. Introduction
2. Module Introduction
3. Purpose of the Module
4. Duration & Notional Hour Grid
5. Programme delivery structure
SECTION B: LEARNING MAP
1. Purpose
2. Specific Outcomes
3. Learner Support Pack
4. Formative Assessment
5. Summative assessment
SECTION C: SELF-REFLECTION
Addendums: Templates

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SECTION A: PROGRAMME/MODULE INFORMATION
1. Introduction
The learning experiences are designed to enable the learners to master the learning
content at the appropriate level.
The Learner Pack for this module contains the following documents/prescribed books:
Learner Orientation Guide
Learner Guide
Prescribed Material
Portfolio of Evidence
Logbook
2. Module Introduction
The module introduction with the facilitator will cover:
Overview of the module, including tasks and activities - expectations
Timetable
The Learner Guide
The Learner Portfolio of Evidence
Assessment: The importance of completing all tasks in the PoE; the neat and orderly
submission of evidence in the PoE; all forms completed and signed
Exit leaning outcomes Component
The Summative Assessment
Programme Assessment timetable schedule

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3. Purpose of the Module
NQF Unit Standard

Field
Subfield
NQF Level
Range of assessment
methods and tools used
during the training session
Credit Value
Case Studies
Demonstrations
Discussions, questioning and feedback sessions
Group and small group work
Oral and Written Individual and Group Exercises
Practical Assignments
Practical, workplace-related Examples
Presentations and Observations
Questioning and Feedback Sessions
Skills practices

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1st/2nd /3rd/4th Semester
Quadmester system divides the academic year into four terms, up to 12 weeks each, and generally
counts the summer as one of the terms.
Group work/Collaboration
(10%)Hours
Total contact sessions (40%)

Hours
Work integrated(10%) learning

Hours
Portfolio of evidence (65%)

Hours
Study research (25%) Hours
28
36
24
36
14
30
38
Practicals (30%)Hours
16
Assessment (5%) Hours
Theory (60%) Hours
40
14
Total notional hours
04
Total Practical Session (65%)

Hours
Credits
Proposed Roll Out Strategy
Explain and implement a basic

community development project in own
work context
Page 6
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Learner Guide v1
Notes to the Learn
Dear Learner,
Welcome to this Learning Programme. We trust that this Learning
Programme will be of great value to you during your studies and in your
future career.
To succeed in anything in life requires a lot of hard work.
It will be expected of you to work through this study guide with a great
deal of attention.
It provides you with information on how to work
through the material, details exactly what will be expected of you and
what objectives you need to achieve during the study of this Learning
Programme. You will have to:
Complete your assignments
with dedication
and submit them in time.
Learner Guide
Introduction
Complete the self study sections for your own benefit. The self study
sections provide you with the opportunity to practice what you have
learnt.
Act as adult learners.
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SECTION B: LEARNING MAP
UNIT 1 Illustrate the components of

the project cycle based on an existing
community development project.
UNIT 2 Explain the role of different

stakeholders in a project cycle.
UNIT 3 Examine the typical

processes involved in planning for a
community development project in
own work context.

Learner Guide v1
1. Introduction Difference between project

management and project processes are
explained for a community development
context.
2. The components of the project cycle are
explained and illustrated by referring to a
project in own work context.
3. The intervention points for achieving and
maintaining project efficiency are identified
by referring to a project in own work
context.
4. Conclusion
1. Introduction Key stakeholders related to
a specific project are identified for the
purpose of understanding their roles,
interests and responsibilities.
2. Explain the role, needs and expectations
of key stakeholders within a specific
community project.
3. Relevant resources needed to complete
the project are identified and discussed
with stakeholders.
4. Tasks are assigned to relevant
stakeholders to meet project deliverables.
5. Conclusion
1. Introduction The processes involved in
planning for a community development
project are listed and described in a logical
and appropriate sequence and an
indication is given of why each process is
important and how they are linked.
2. Each process is explained and illustrated
by referring to own work context.
3. Ways of improving the planning processes
are identified and illustrated by referring to
own work context.
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4. Conclusion
1. Introduction The actions required to

implement a community development
project are listed and described in a
logical and appropriate sequence and
an indication is given in terms of the
appropriateness of the action and
intended consequence.
2. The supplementary management subprocesses and activities required to
support the key processes and
activities are briefly described with
examples of each.
3. All component elements and/plans are
gathered, checked and interrogated to
ensure cohesion, integration and
alignment with one another'.
4. Conclusion
1. Introduction The range of
mechanisms for monitoring and
reviewing a community
development project are identified
and described in terms of their role
and function.
2. Deviations from scope are
identified and opportunities for
corrective action or improvement
are communicated to relevant
individuals/teams.
3. Ways of improving the monitoring
and review processes are identified
and illustrated by referring to own
context and feedback is given
within the context of the project
cycle.
4. Conclusion
UNIT 4 Explain how to implement a

community development project in
own work context.
UNIT 5 Distinguishing between a

range of mechanisms to monitor and
review the progress of a community
project.

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ICONS
Icons
Type of assessment
Description
Formative knowledge
This comprises of questions
assessment:
to assess your knowledge.

You must obtain at least
80% in each assessment
criterion.
Self-reflexive assessment
You will be required to

answer a few reflexive
questions.
Teamwork Self-Assessment
After you completed this
Form
course, you will be required

to assess your own
behaviour regarding team
work.
Work place experience

to assess your own
behaviour regarding work
experience.
Project research

to assess your own
behaviour regarding
research.
Learning Unit
1
Project cycle based on an existing
community development project
Unit1
Unit2
Unit3
Unit4
Unit 5
Unit Outcomes
At the end of this unit you should be able to:
Exit Learning Outcomes:

1.1 Difference between project management and project processes are explained for a
community development context.
1.2 The components of the project cycle are explained and illustrated by referring to a
project in own work context.
1.3 The intervention points for achieving and maintaining project efficiency are identified
by referring to a project in own work context.
SAQA ID: 264981 Explain and implement a basic community

Learner guide
Page | 11
Date of review: June 2015
Project cycle management

(PCM) is the management of a project throughout its phases, from planning through
completion and review.
Projects go through definite and describable phases. Each phase can be brought to some
sense of closure as the next phase begins. Phases can be made to result in deliverables or
accomplishments to provide the starting point for the next phase. Phase transitions are
ideal times to update planning baselines, to conduct high level management reviews, and to
evaluate project costs and prospects.
Project Management Processes

The key project management processes, which run though all of these phases, are:
A. Phase management.
B. Planning.
C. Control.
D. Team management.
E. Communication.
F. Procurement.
G. Integration.
Initiating: Identifying Needs
A project is generally called upon to provide a solution to a problem or to take advantage of

an opportunity.
Reducing costs
Increasing revenues
Eliminating waste
increasing productivity and efficiency
Solving a business or functional problem
Taking advantage of market opportunities

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Initiating: Feasibility Study
A feasibility study is conducted to prove a problem actually exists, document the

opportunities at hand, and then determine if a project can be created to resolve the problem
or take advantage of the opportunity cited. A feasibility study may also look at the cost of
the solution in relation to the possible rewards gained by its implementation.
Initiating: Business Needs
The business needs will examine the problem, opportunity, and solution to see how the
potential project and its expected outcome fit within the realm of the business vision and
goals.
Business (Vision, Strategy)
Functional (Tactics)
Operational (Technical achievements)
Initiating: Product Description
The initial product description will describe what the expected outcome of the project is
to be. This may be a service, a product, or even a description of the desired future
state. The initial product description does not have to be an exact specification
document of what the project will create, though in some instances it may. Typically,
the product description describes the high-level solution or realized opportunity that the
project will accomplish.
Example of a Community projects
Building a playground is an activity that can help children and community members learn to
work together. There are some simple things that make play areas fun for all children. Then
children who cannot see well will not feel left out. The ideas suggested here will be enjoyed
by all the children in the community.

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We can ask at
the school. Maybe
How can we make this
the play area can
project happen?
Well build things
that dont cost
much money.
be part of the
can use things that
we already have.
school yard.
Lets make sure

the play area can
also be used by
children who use
crutches.
Building a Playground
To build a playground, it is best to use local, low-cost materials and simple construction.
The playground will give children and parents a chance to try different playthings. Whatever
works for their child, a family can later build at home, at no or low cost.
For this reason, a playground made of tree limbs and poles, old tires, and other 'waste'
materials is better than a fancy, expensive, metal playground built at high cost.

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Case study: A
A Playground for All
Ribaralta is an isolated town in Bolivia. Because of bad roads, it takes 30 hours to drive
from Ribaralta to the closest city. It is a poor town.
There is no water system, and many of the people who live in Ribaralta do not have
electricity. A group of parents of children with disabilities had begun meeting every 2 weeks.
They discovered that they had become experts about their children's needs.
Because they had learned so much about disability, they wanted to educate the community
about children with disabilities. They decided to build a 'playground for all children' that
would bring disabled children and non-disabled children together through play.
The parents' original idea, which they thought would take 3 Sundays of work, became a
much bigger project as people began to think of more ideas for the playground. They got
businesses and farms to donate bricks, nails, wood, and trees. The finished playground
included a fence, benches, trees, and playground equipment made from local wood and
used tires.

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Project Processes
All projects, from technology to architecture, are composed of processes. Recall that
phases are unique to each project and that the goal of the phase is to conclude with a
specific, desired result. The completion of phases is the end of the project, culminating in
the creation of a unique product, service, or result. Processes are a series of actions with a
common, parent goal to create a result.
Projects are completed through project processes
Project Management Process Groups

Initiating the project or project phase is authorized.
Planning Project objectives are determined, as well as how to reach those objectives with
the identified constraints, project scope, schedule, costs, quality demands, and risks.
Executing the project is executed utilizing acquired re-sources.
Monitoring and controlling project performance is mon-itored and measured to ensure
the project plan is being implemented to design specifications and requirements.
Closing The project, its phases, and contracts are brought to a formal end.

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Process groups
The process groups are not solo activities. The groups are a collection of activities that
contribute to the control and implementation of the project management life cycle. The
output of one process group will act as input for another process group. Process groups
may overlap other process groups.
Not only will process groups overlap, but some process groups may be repeated based on
the activities within the project. When you're managing a multiphase, large project, you'll
even repeat initiating and closing.
Developing the Project Schedule
Based on when the resources, the project team, and other required resources, such as
equipment and facilities, are available, the schedule can be determined.

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Execution Processes
The executing processes allow the project team to perform the project work. It is the
execution of the project plan, the execution of the vendor management, and the
management of the project implementation. The project manager works closely with the
project team in this process to ensure that the work is being completed and that the work
results are of quality. The project manager also works with vendors to ensure that their
procured work is complete, of quality, and meets the obligations of the agreed-upon
contracts.
Variances are the difference between what was planned and what was experienced.
Common variances are time and cost estimates, risk impacts, risks that were not identified
but came into planning, and the availability of project resources. Some variances can spur
change requests that will cause the project management plan to be changed, the scope to
be broadened or reduced, or, in some situations, cause the project to be rebaselined.
Directing and Managing Project Execution
This is the business of getting the project done. The project team executes the work as
defined in the project management plan, and the project manager manages the work. This
also includes the management of the organizational and technical interfaces the project
manager must interact with to ensure that project work flows smoothly and as planned. The
bulk of the project time and budget are consumed during project execution.
Mapping to Quality Assurance
As the project work continues, the project team and the project manager will need to verify
that the project work results are mapping to the organization's quality assurance program
as described in the quality management plan.
Acquiring and Developing the Project Team

There needs to be a project team in order for the project to be completed. Based on the
organizational structure, the project manager will recruit the project team or the project
team will be assigned to the project manager.
This may involve classroom learning, shadowing among project team members, or on-thejob training. The success of the project work is dependent on the project team's ability.
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Managing the Project Team

The project team completes the work, and the project manager ensures that they do so
according to the plan. The outcome of managing the project team includes the following:
Change requests
Corrective actions
Preventive actions
Project management plan updates
Dispersing Project Information: Information must be disseminated according to the
communications plan.
Manage Stakeholder Expectations: The project manager needs to address the
stakeholders concerns, needs, and perceived threats about the project.
Planning for Project Financials
The project manager and the project team need to create a cost estimate for the project
work. The project budget is the cost of the project, cash flow projections, and how the
monies will be spent. The project budget should cover the cost of the team's time, facilities,
and all foreseeable expenses.
Planning for Project Financials
Creating a Quality Management Plan

The quality management plan details how the project will map to the organizational quality
policyfor example, ISO 9000 or Six Sigma specific actions. The plan will provide specifics
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on how the project team will meet the quality expectations of the organizational quality
assurance (QA) program. The quality management plan also sets the guidelines for how
the project will adhere to quality control (QC) mechanisms and ongoing quality
improvement.
Planning for Human Resource Needs
The project team completes the project work, while the project manager relies on the
project team to do several tasks, including the following:
Completion of the project work
Providing information on the work needed to complete the project scope
Providing the necessary accuracy in project estimating
Reporting on project progress
Creating a Communications Management Plan
The communications management plan determines who needs what information, how they
need it, and when it will be delivered. The plan specifies team meetings, reports,
expectations for reports, and expectations of communication among team members.

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Completing Risk Management Planning

Risk can be both good and bad. Generally, risk is a perceived threat (or opportunity) to the
completion of the project. Every organization has a different approach and attitude towards
risk. Risk management planning defines the project manager's obligations to acknowledge,
document, research, and plan for risks within the project. Many organizations use a
predefined risk management plan that all project managers must adhere to.
Planning for Project Procurement

Chances are that a project will need to purchase materials and services and hire
contractors to complete the project work. The purchase of a thing or service requires the
project manager to follow the organizational policies and procedures for procurement. This
can include finding qualified vendors, requesting quotes or proposals, and reviewing those
proposals for the best vendor. The procurement management plan will guide the project
manager through the processes of selecting vendors, the appropriate procurement
documents, and contract selection and administration.
Officially Launching the Project Work

Planning is an iterative process. The result of planning is to allow the project work to begin.
Once the project has reached a collective state of agreement between the project manager,
management, the project team, and the customer, the project execution is officially allowed
to begin. Bear in mind that planning does not have to be 100 percent complete for project
execution to begin. Planning can move through iterations, as appropriate, based on the
project work, conditions, and demands of the organization.

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Formative assessment
Role play
Activity:01
Instructions
Method
Media Method
Explain the role of different stakeholders in a project cycle?

Individual Activity
Flipchart
Answers:
CCFO
Marks
DEMONSTRATING
10

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Project
Group Activity:02
Instructions
Differentiate between project management and project

processes
CCFO
COMMUNICATING
Method
Answers:
Group Activity
Media Method
Flipchart

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Research PROJECT
Activity:03
Instructions
Provide a sample of a project plan?
CCFO
Collecting
Method
Media Method
Answers
Group Activity
Flipchart

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Learning Outcome
Unit1
Unit2
Explain the role of different

stakeholders in a project cycle.
Unit3
Unit4
Unit 5
Unit Outcomes

2.1 Key stakeholders related to a specific project are identified for the purpose of
understanding their roles, interests and responsibilities.
2.2 Explain the role, needs and expectations of key stakeholders within a specific
community project.
2.3 Relevant resources needed to complete the project are identified and discussed with
stakeholders.

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Stakeholders interests can be many and varied. A few of the more common:
A. Economics. An employment training program might improve economic prospects for
low-income people, for example. Zoning regulations may also have economic
consequences for various groups.
B. Social change. An effort to improve racial harmony could alter the social climate for
members of both the racial or ethnic minority and the majority.

C. Work. Involving workers in decision-making can enhance work life and make people
more satisfied with their jobs.

D. Time. Flexible work hours, relief programs for caregivers, parental leave, and other
efforts that provide people with time for leisure or taking care of the business of life
can relieve stress and increase productivity.
E. Environment. Protection of open space, conservation of resources, attention to
climate change, and other environmental efforts can add to everyday life. These
can also be seen as harmful to business and private ownership.
As well discuss in more depth further on, both the nature and the intensity of stakeholder
interests are important to understand.

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Why identify and analyze stakeholders and their interests?

The most important reason for identifying and understanding stakeholders is that it allows
you to recruit them as part of the effort. The Community believes that, in most cases, a
participatory effort that involves representation of as many stakeholders as possible has a
number of important advantages:
A. It puts more ideas on the table than would be the case if the development and
implementation of the effort were confined to a single organization or to a small

group of like-minded people.
B. It includes varied perspectives from all sectors and elements of the
community affected, thus giving a clearer picture of the community context and
potential pitfalls and assets.
C. It gains buy-in and support for the effort from all stakeholders by making them
an integral part of its development, planning, implementation, and evaluation. It

becomes their effort, and theyll do their best to make it work.
D. Its fair to everyone. All stakeholders can have a say in the development of an
effort that may seriously affect them.

E. It saves you from being blindsided by concerns you didnt know about. If
everyone has a seat at the table, concerns can be aired and resolved before they
become stumbling blocks. Even if they cant be resolved, they wont come as
surprises that derail the effort just when you thought everything was going well.
F. It strengthens your position if theres opposition. Having all stakeholders on
board makes a huge difference in terms of political and moral clout.

G. It creates bridging social capital for the community. Social capital is the web of
acquaintances, friendships, family ties, favors, obligations, and other social currency
that can be used to cement relationships and strengthen community. Bridging
social capital, which creates connections among diverse groups that might not
otherwise interact, is perhaps the most valuable kind. It makes possible a
community without barriers of class or economics, where people from all walks of
life can know and value one another. A participatory process, often including
everyone from welfare recipients to bank officers and physicians, can help to create
just this sort of situation.

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H. It increases the credibility of your organization. Involving and attending to the
concerns of all stakeholders establishes your organization as fair, ethical, and

transparent, and makes it more likely that others will work with you in other
circumstances.
A. It increases the chances for the success of your effort. For all of the above
reasons, identifying stakeholders and responding to their concerns makes it far

more likely that your effort will have both the community support it needs and the
appropriate focus to be effective.
Who are potential stakeholders?

As we discussed, there are primary and secondary stakeholders, as well as key
stakeholders who may or may not fall into one of the other two categories. Lets examine
possible stakeholders using that framework.
Primary stakeholders
Beneficiaries or targets of the effort
Beneficiaries are those who stand to gain something services, skills, money, goods,
social connection, etc. as a direct result of the effort. Targets are those who may or may
not stand to gain personally, or whose actions represent a benefit to a particular (usually
disadvantaged) population or to the community as a whole.
Some examples are:
A. A particular population a racial or ethnic group, a socio-economic group, residents
of a housing project, etc.

B. Residents of a particular geographic area a neighborhood, a town, a rural area.
C. People experiencing or at risk for a particular problem or condition homelessness,
lack of basic skills, unemployment, diabetes.

D. People involved or participants in a particular organization or institution students at
a school, youth involved in the justice system, welfare recipients.

E. People whose behavior the effort aims to change delinquent youth, smokers,
people who engage in unsafe sex, people who dont exercise.

F. Policy makers and agencies that are the targets of advocacy efforts.

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S E CO ND AR Y S T AK E HO L D E R S
Those directly involved with or responsible for beneficiaries or targets of the effort
These might include individuals and organizations that live with, are close to, or care for the
people in question, and those that offer services directly to them. Among these you might
find:
A. Parents, spouses, siblings, children, other family members, significant others,
friends.
B. Schools and their employees teachers, counselors, aides, etc.
C. Doctors and other medical professionals, particularly primary care providers.
D. Social workers and psychotherapists.
E. Health and human service organizations and their line staff youth workers, welfare
case workers, etc.

F. Community volunteers in various capacities, from drivers to volunteer instructors in
training programs to those who staff food pantries and soup kitchens.
Those whose jobs or lives might be affected by the process or results of the effort
Some of these individuals and groups overlap with those in the previous category.
A. Police and other law or regulation enforcement agencies. New approaches to
violence prevention, dealing with drug abuse or domestic violence, or other similar
changes may require training and the practice of new skills on the part of members
of these agencies.
B. Emergency room personnel, teachers, and others who are legally bound to report
possible child abuse and neglect or other similar situations.

C. Landlords. Landlords legal rights and responsibilities may be altered by laws
brought about by campaigns to stop discrimination in housing or to strengthen

tenants rights.
D. Contractors and developers. Open-space laws, zoning regulations, and other
requirements, as well as incentives, may affect how, where, and what contractors
and developers choose to build.
E. Employers. A workplace safety initiative or strengthened workplace safety
regulations, health insurance requirements, and other mandates may affect

employers costs. Those that hire and make a commitment to workers from at-risk

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populations may also have to institute worker assistance programs (personal and
drug/alcohol counseling, for example, as well as basic skills and other training).
F. Ordinary community members whose lives, jobs, or routines might be affected by an
effort or policy change, such as the location of a homeless shelter in the

neighborhood or changes in zoning regulations.
K E Y S T AK E H O L D ER S
Government officials and policy makers
These are the people who can devise, pass, and enforce laws and regulations that may
either fulfill the goals of your effort or directly cancel them out.
A. Legislators. Federal and state or provincial representatives, senators, members of
parliament, etc. who introduce and pass laws and generally control public budgets
at the federal and state or provincial levels.
B. Governors, mayors, city/town councilors, selectmen, etc. The executives that carry
out laws, administer budgets, and generally run the show can contribute greatly to
the success or failure of an effort.
C. Local board members. Boards of health, planning, zoning, etc., through their power
to issue permits and regulations, can be crucial allies and dangerous opponents.
D. State/federal agencies. Government agencies often devise and issue regulations
and reporting requirements, and can sometimes make or break an effort by how
they choose to regulate and how vigorously they enforce their regulations.
E. Policy makers. These people or groups often have no official power they may be
advisers to those with real power but their opinions and ideas are often followed
closely. If theyre on your side, thats a big plus.
Those who can influence others
The media
People in positions that convey influence. Clergy members, doctors, CEOs, and
college presidents are all examples of people in this group.
Community leaders people that others listen to. These might be people who are
respected because of their position of leadership in a particular population, or may be
longtime or lifelong residents who have earned the communitys trust over years of
integrity and community service.

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How community members can help

Community members can learn that a child who cannot see well is just as active as other
children. But she also needs special help getting to know people and finding her way about.
People may feel uncomfortable with your child until you explain how to act.
To help community members interact with your child
Marta, it's
Maria and
Rafael.
How
nice to see
you.
Encourage them to speak to your child whenever they see her. Ask them to introduce
themselves and to call your child by name, so she knows they are talking to her. Explain
that they should speak directly to her, rather than asking other people about her.
Which
way is the
market?
Go straight ahead
until the path
gets rocky. Then
take a quarter
turn to the left.

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When should you identify stakeholders and their interests?

Regardless of the purpose of your effort, identifying stakeholders and their interests should
be among the first, if not the very first, of the items on your agenda. Its generally the fairest
course you can take, and the one that is most likely to keep your effort out of trouble.
A. If you want to involve stakeholders in a participatory process, the reasons are
obvious. They should be part of every phase of the work, so that they can both
contribute and take ownership. Their knowledge of the community and
understanding of its needs can prove invaluable in helping you to avoid mistakes in
your approach and in the people you choose to involve.
B. If your intent is a participatory action research project, stakeholders should be
included in any assessment and pre-planning activities as well as planning and

implementation. That way, theyll understand the research process and project
much more clearly, and can add to them.
C. If you want your process to be regarded as transparent, stakeholder involvement
from the beginning is absolutely necessary. The community will only believe in an
open process if its truly open.
D. If your effort involves changes that will affect people in different ways, its important
that they be involved early so that any concerns or barriers show up early and can
be addressed.
E. In situations where there are legal implications, such as the building of a
development, involving stakeholders from the beginning is both fair and can help
stave off the possibility of lawsuits down the road.
Stakeholder analysis/stakeholder mapping

Lets suppose, then, that youve identified all the stakeholders, and that you understand
each of their concerns. Now what? They all have to understand what you want to do, you
have to respond to their concerns in some way at least by acknowledging them, whether
you can satisfy them or not and you have to find a way to move forward with as much
support from stakeholders as you can muster.

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Stakeholder analysis (stakeholder mapping) is a way of determining who among

stakeholders can have the most positive or negative influence on an effort, who is likely to
be most affected by the effort, and how you should work with stakeholders with different
levels of interest and influence.
Most methods of stakeholder analysis or mapping divide stakeholders into one of four
groups, each occupying one space in a four-space grid:
As you can see, low to high influence over the effort runs along a line from the bottom to the
top of the grid, and low to high interest in the effort runs along a line from left to right. Both
influence and interest can be either positive or negative, depending on the perspectives of
the stakeholders in question.
The lines describing them are continuous, meaning that people can have any degree of
interest from none to as high as possible, including any of the points in between.
The people weve described as key stakeholders would generally appear in the upper
right quadrant.
The purpose of this kind of diagram is to help you understand what kind of influence each
stakeholder has on your organization and/or the process and potential success of the effort.
That knowledge in turn can help you decide how to manage stakeholders how to marshal

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the help of those that support you, how to involve those who could be helpful, and how to
convert or at least neutralize those who may start out feeling negative.
An assumption that most proponents of this analysis technique seem to make is that the
stakeholders most important to the success of your effort are in the upper right section of
the grid, and those least important are in the lower left. The names in parentheses are
another way to define the same stakeholder characteristics in terms of how they relate to
the effort.
Promoters have both great interest in the effort and the power to help make it
successful (or to derail it).
Defenders have a vested interest and can voice their support in the community, but
have little actual power to influence the effort in any way.
Latents have no particular interest or involvement in the effort, but have the power to
influence it greatly if they become interested.
Apathetic have little interest and little power, and may not even know the effort exists.
Interest here means one or both of two things:

(1) that the individual, organization, or group is interested intellectually or philosophically in
the effort; and/or (2) she or it is affected by it. The level of interest, in this second sense,
corresponds to how great the effect is.
A welfare recipient who stands to receive increased benefits, child care, and employment
training from a back-to-work program, for example, has a greater interest in the effort than
someone who simply thinks the program is a good idea, but has no intention of being
involved in it in any way.
Stakeholder management
Stakeholder analysis is only useful if its used. Stakeholder management is where analysis
and practice meet. It allows you to use the analysis to help gain support and buy-in for your
effort. Although, as well see, it can be quite helpful in health and community work, the
stakeholder analysis model were using comes out of business, and is largely meant to help
people make sure to get the power on their side for any project they attempt. Community-

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based and community-focused organizations and institutions may be more likely to have
other purposes in mind when the issue of stakeholder management arises.
A big question here is whether the whole concept of stakeholder management is in fact
directly opposed to the idea of participatory process, where everyone has a voice. In
practice, we all try to manage people constantly, from attempting to convince a skeptical
three-year-old that broccoli tastes good to motivating students and employees to do their
best.
If management turns into manipulation, without any respect for the other person or
organization involved, its definitely not in the spirit of participation. Persuasion, negotiation,
education, and other methods of managing stakeholders that acknowledge their concerns,
however, do not violate that spirit, and are often a necessary part of making a participatory
process work.
The first step in stakeholder management is to understand clearly where each stakeholder
lies in the grid. Someone that has both a major interest in and considerable power over the
organization and/or the effort a funder, for example, or a leader of a population of concern
would go in the upper right-hand corner of the upper right quadrant. Stakeholders with
neither power nor interest would go in the lower left-hand corner of the lower left quadrant.
Those with a reasonable amount of power and interest would go in the middle of the upperright quadrant, etc. Eventually, the grid will be filled in with the names of stakeholders
occupying various places in each of the quadrants, corresponding to their levels of power
and interest.
The next step is to decide who needs the most attention. In general, the business people
who use this model would say that you should expend most of your energy on the people
who can be most helpful, i.e., those with the most power. Powerful people with the highest
interest are most important, followed by those with power and less interest. Those in the
lower right quadrant high interest, less power come next, with those with low interest
and low power coming last.
Another way to look at stakeholder management and remember that all the people and
groups were talking about here are stakeholders, those who can affect and are affected by
the effort in question is that the most important stakeholders are those most dramatically
affected. Some of those, at least before the effort begins, may be in the lower left quadrant
of the grid. They may be too involved in trying to survive financially or physically from
day to day to think about an effort to change their situation.

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Soyour stakeholder management depends on what your purpose is in involving

stakeholders. If your purpose is to marshal support for the effort or policy change, then
each group each quadrant of the grid calls for one kind of attention. If your purpose is
primarily participatory, then each quadrant calls for another kind of attention.
Stakeholder management for marshaling support for the effort, especially for
advocacy or policy change:
The promoters the high influence/high interest folks are the most important here.
Theyre the ones who can really make the effort go, and they care about and are
invested in the issue. If theyre positive, they need to be cultivated and involved. Find
jobs for them (not just tasks) that theyll enjoy, and that contribute substantively to the
effort, so they can feel responsible for part of whats going on. Pay attention to their
opinions, and accede to them where its appropriate. If their ideas arent acted on,
make sure they know why, and why an alternative seems like the better course. As
much as possible, make them integral parts of the team.
When people who could be promoters are negative, the major task is to convert them. If
you cant, they become the most powerful opponents of your effort, and could make it
impossible to succeed. Thus, they need to be treated as potential allies, and their concerns
should be addressed to the extent possible without compromising the effort.
These are people and organizations largely unaffected by the effort that could potentially be
extremely helpful, if they could be convinced that the effort is important either to their own
self-interest or to the greater good. You have to approach and inform them, and to keep
contact with them over time.
Once again, theres the possibility that these folks could be negative and oppositional. If
thats the case, it might be best not to stir a sleeping dragon. If theyre not particularly
affected by or concerned about the effort, even if they disapprove of it, the chances are that
theyll simply leave it and you alone, and it might be best that way. If they begin to voice
opposition, then your first attempt might be at conversion or neutralization, rather than
battle. If that doesnt work, then you might have to fight.
The defenders low influence/high interest. In the business model, since these people
and organizations cant help you much, you can simply keep them informed and not
worry too much about involving them further. In health and community building,

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however, they can often provide the volunteer time and skills that an effort
particularly an advocacy initiative needs to survive. These are often the foot soldiers
who stuff envelopes, make phone calls, and otherwise make an initiative possible.
They are also often among those most affected by an effort, and thus have good
reason to work hard for or against it, depending on how it affects them.
The apathetic those with low interest and low influence. These people and
organizations simply dont care about your effort one way or the other. They may be
stakeholders only through their membership in a group or their position in the
community; the effort may in fact have little or no impact on them. As a result, they
need little or no management. Keep them sporadically informed by newsletter or some
similar device, and dont offend them, and they wont bother you or get in the way.
While this formulation is no more compelling than other similar ones, it has the advantage
of giving a label to each quadrant. Well use these labels in the rest of the section for
convenience.
Stakeholder management for developing a participatory process or including
marginalized populations:
The model of stakeholder management described above isnt applicable only to business.
Organizations must cultivate supporters in support of any effort. Deciding whom to cultivate
by analyzing how much they can help is a standard part of health and community service
work, as well as of advocacy. If your purpose is primarily to create a participatory process,
however, youll try to create an effort that takes all perspectives into consideration, hashes
out differences, and makes participants its owners.
Bringing people and organizations into the process and moving them toward the upper right
quadrant of the stakeholder grid generally demands that you keep them involved and
informed by:
A. Treating them with respect
B. Providing whatever information, training, mentoring, and/or other support they need
to stay involved
C. Finding tasks or jobs for them to do that catch their interest and use their talents
D. Maintaining their enthusiasm with praise, celebrations, small tokens of appreciation,
and continual reminders of the efforts accomplishments

E. Engaging them in decision-making

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Role play
Activity:04
Instructions
Method
Media Method
Give a sample of a project cycle and phases?

Individual Activity
Flipchart
Answers:
CCFO
Marks
DEMONSTRATING
10

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Project
Group Activity:05
Instructions
Explain how you will identity community project stakeholders
CCFO
COMMUNICATING
Method
Answers:
Group Activity
Media Method
Flipchart

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Research PROJECT
Activity:06
Instructions
Present to a group, a project plan for your community?
CCFO
Collecting
Method
Media Method
Answers
Group Activity
Flipchart

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Learning Outcome
Summative assessment
Community development
project in own work context
Simulation
ACTIVITY 07
Instructions
Draft a project budget plan?
CCFO
ORGANISING
Method
Media Method
Mark
Answer:
Group Activity
Flipchart
10

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Unit1
Unit2
Unit3
Unit4
Unit 5
Unit Outcomes

3.1 The processes involved in planning for a community development project are listed
and described in a logical and appropriate sequence and an indication is given of why
each process is important and how they are linked.
3.2 Each process is explained and illustrated by referring to own work context.
3.3 Ways of improving the planning processes are identified and illustrated by referring to
own work context.

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Maybe we should build a

house made of earth with a
metal roof?
What is a plan?
Planning is a way to organize actions that will hopefully lead to the fulfillment of a goal.
How?
Developing a plan for recruiting members will cause you to ask yourself some very
important questions. These questions are basic to just about any recruitment effort. And
your answers to these questions will be the building blocks for your own recruitment plan.
They are:
1. Why do you want or need members?
2. How many members do you need?
3. What kind of members do you need?
4. Who is going to find and get the new members?
5. Where are the new members?
6. When is a good time to look for new members?
7. How should you approach potential members?
8. What happens if you get a yes, a maybe, or a no?
9. What are some obstacles you may encounter? And how do you get around them?
Example: An organization in need of increasing participation on community action

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My neighborhood organization wants to clean up the area around an abandoned building in

our neighborhood, so that it won't be such an eyesore and the drug dealers will stay away.
But how are we going to do it? We have to find the people, but we are all very busy, and
have never done this before.
Also, this may just be the beginning. We may desire our organization to grow large enough
to clean up all the eyesores in the city. Wouldn't that be amazing! But that would certainly
take more members than we'll be able to recruit ourselves. In that case it would be best to
build a coalition or partnership. Then we'll have the people power we need. But how can we
do that?
Here's the key point: Regardless of whether we are trying to recruit members who speak for
themselves, or members who speak for entire organizations, it will help us to make a plan,
to find people and bring them together. Answering the questions above will save us time in
the long run, and increase the chances of accomplishing whatever goals we set for
ourselves.
Why should you develop a plan?

1. To make your life easier, of course. But, more specifically:
2. To help you map out how to get from point A (an organization in need of members,
or a coalition in need of member organizations) to point B (an organization with the

members it needs or a coalition with the members it needs). Your organization or
coalition will almost certainly always be in need of fresh members.
3. To make your search for new members more efficient and effective. A plan is
important because it focuses on the set of steps you will need to go through to
achieve your ultimate goal of recruiting members. The planning stage is the time to
decide what actions the organization will take to achieve its goal.
Most of the time organizers looking for membership would have had better luck recruiting
potential members had they sat down and actually planned what they were going to do to
achieve their goals, rather than just jumping right in. A planned effort will almost always be
superior to an unplanned, disorganized attempt.
Writing things down is very important to the planning process because you don't want to
waste time going over questions you have already answered. Writing down the answers will
save precious time.

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Case study 02:

Building a Healthy Home
Homes designed with care contribute to communities that are safe and healthy. Putting a
house in a place that takes advantage of sun and shade can help with heating, cooling,
lighting, and ventilation. Choosing building materials right for your climate is also important.
Make best use of sunlight

When building a house or a settlement, consider where the sun will be at different times of
the year in order to make best use of the suns heat. In hot months, the sun rises high
overhead at noon and provides direct heat for much of the day. In colder months, the sun is
lower in the sky, gives little heat, and travels a different path through the sky.
In southern countries, houses will be more comfortable if most windows and exposed walls
face north, where the sun is. In northern countries, most windows and exposed walls should
face south. This general rule will help the entire house capture and retain the suns heat.

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In the cold season, the low sun shining
In the hot season, trees planted on
on exposed walls and windows helps
the side of the house where
keep a house warm.
afternoon sun shines will help

keep the house cool.
Choose materials for warmth

In places that get cold, some building materials help capture and store heat in the house.
Materials with more thickness store heat best. Stone, brick, and blocks made of mud and
straw store heat better than wood or unfilled concrete blocks. Filling concrete blocks with
earth or concrete helps them store heat better. Using any of these materials, the best wall
thickness for storing heat is 4 to 5 inches.

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When the sun shines on the house,
When the sun sets and the air
heat collects in the walls and floor.
cools, the walls and floor release

heat into the room.
In wooden houses,
double walls with insulation
between keep heat in and cold out.

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Protect against heat and cold

Insulation is material that protects against heat and cold. Rather than having a single thin
wall and a roof without a ceiling, a well-insulated house has a space between the outside
and inside walls, and a ceiling below the roof. These
spaces are filled with materials such as sawdust,
wool, straw, cork, or cardboard or paper soaked in
diluted borax and dried
(to prevent termites from eating it).
Sealing cracks in the
walls makes a big
difference in keeping
cold out and heat in.
If you cannot build double walls, cover inside walls with paper, foam, cardboard, or similar
materials. This will add some insulation.
Thatch roofs give good insulation. So do floors of brick and compacted earth. To keep heat
in or out of the house, seal cracks or holes around windows and doors.
Choosing building materials
The materials used to build a house can make the difference between an uncomfortable
shelter and a healthy, beautiful one. But when forests and watersheds are damaged,
natural building resources such as wood, thatch, and other plant materials are lost. And
when large amounts of concrete and other modern materials become available, traditional
materials and knowledge of how to build with them is lost, or is no longer valued by many
people. The best building materials:
Come from the earth, and can be reused or returned to the earth when the life of the
building is over.
Are harvested and produced locally, and fit the local climate.
Do not contain harmful chemicals or require large amounts of energy to produce.

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Teenagers produce improved building materials
In the neighborhood of Santo Antonio on the outskirts of Brasilia, the capital of Brazil, most
houses are built in a few days using clay bricks and concrete blocks that are bought outside
the community. There are few skilled builders and no one has much money, so residents
build their houses with the help of unskilled workers.
Because of this, materials are often poorly prepared, by adding too much water to make
cement, or by leaving out reinforcing steel.
Rosa Fernandez, an architect, visited Santo Antonio and saw how the lack of skills led to
poor planning and building. She set out to improve the situation. With the help of
government funding, she trained a group of teenagers in Santo Antonio to make
compressed earth blocks. These were made from 2 parts sand to 1 part clay, with a small
amount of cement, and then were pressed in a simple hand-operated machine. After the
teenagers had learned to make the blocks, Rosa taught others in the community how to
build with them, and the teenagers began a business of making and selling the blocks.
Now, many new houses are built with this safer, stronger building material. The money
people use to buy the blocks stays in the community and helps to build a stronger future.
And with all the practice and training the teenagers received, Santo Antonio now has many
skilled builders.

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Traditional and modern building materials

Most traditional buildings use combinations of mud, sand, clay, stone, straw, wood, and
plant materials such as bamboo, thatch, and vines for roofs and walls. These materials are
strong, locally available, and cost little or nothing. But they also have some problems. Mud
walls may erode in the rain, thatch roofs can become homes for insect pests, and buildings
that use only these materials may not last long.
Factory-made materials such as concrete blocks and metal roofing have replaced
traditional materials in many places. People often use concrete because it is easy to handle
and a house can be built in stages, with additions built on as the family earns more money.
For some people, building a concrete home means economic success and a modern
lifestyle.
But houses built with factory-made materials may not be best for peoples health or the
environment. Often they are not well insulated for cold weather. Making concrete requires a
lot of water and a lot of energy. If they are not reinforced, concrete block buildings collapse
easily in earthquakes. Also, these materials are costly, and often are only available to
people in large towns and cities.
How to make natural earth plaster
Covering an earth, straw bale, or mud and stick house with plaster protects it from rain and
prevents insects from living in the cracks in the walls. Plaster also makes a house more
attractive.

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You will need:

1 parts of water
2 parts of clay soil (sifted with inch screen)
1 parts of sand
2 to 3 parts of chopped straw
1. Add sand and clay soil to water. Let it sit until clay and sand absorb the water.
2. Mix by hand until there are no lumps.
3. Add chopped straw and mix again until there are no lumps.
If you are plastering a mud wall, wet the wall. For adobe, straw bale, or other surfaces you
may need to apply a layer of clay before applying the plaster. Apply plaster to a small
section of wall with your hands and then smooth it with a trowel. When it dries, test it. Does
it crack easily or crumble when you press it with your thumb? Does it break away from the
wall easily when you pull it, or break down easily when you sprinkle water on it? If it cracks,
add more straw. If it crumbles, try adding a paste made from wheat flour and water. If it
breaks down easily in water, add longer straw. Once you have plaster that does not
crumble, crack, or break down easily, apply it to your walls.
To plaster a floor, add more sand to this mix. Press down the surface to make it smooth
and level before you start the new floor. Then apply plaster, smooth it, and let it dry for
several weeks to prevent cracking later. If possible, seal the floor with linseed oil after it
dries.
Earthquake resistant building
Many lives are lost every year because people live in houses that do not withstand
earthquakes.

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W H Y D O Y O U W AN T O R N E E D M EM BE R S ?
It is not only enough to want to get members for your organization. You must think of why
you want them. You must ask yourself, "Why am I looking for new members in the first
place?" Your organization may be looking for members who speak for organizations or
other groups of people.
Your organization may need members of a partnership or coalition who:
Represent the local government, the local school systems, religious organizations,
youth organizations, businesses, other human service organizations, senior citizens,
the police, parent groups, colleges and universities, etc.
Can coordinate the efforts of the organizations they represent to achieve shared goals
(for example, a city wide event in which several organizations carry out different city
beautification tasks)
Can rally support for issues in the best interests of your organization and those of the
organizations your coalition members represent
Your organization may need individual members to:
Hand out flyers
Help out on a specific project (for example, helping to clean the lot around an
abandoned building)
Help organize and recruit other members
Give general support to the organization
Do many, many other things
You must have something in mind... otherwise you wouldn't have decided you need more
members to begin with. Think....then write it down!
How many members do you need?

Once you have listed the reasons why you are looking to get new members into your group,
you should have a pretty good idea of how many individual members and members who
speak for organizations you will need to recruit.
For example: Starting a plan for increasing participation in community action
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Let's think about the neighborhood abandoned building clean-up example. How many
people do we need to clean up the area? It's a big yard, and it is very messy. We'd like to
get it done in one day, so a best guess is that it will take 15 people at least.
There are five die-hard members of my organization, and a few others around the
neighborhood have offered their help if something came up. Well, now something has.
So we know that we need to get ten more people to commit to this project. Of course, we'd
love to get ten new long-term members, but for now we know just need ten more warm
bodies to help clean the area.
Okay, now we know what we want new members for. And we know that we need at least
ten more. Wow! This is simple. We're already starting to have a plan. Okay, now let's think
big. Let's go back to the city wide beautification effort.
Even if our organization gets all the people we need to clean up the area that initially
sparked our beautification efforts, we will certainly need to have members who represent
other organizations in our coalition. We need to have members who can coordinate the
efforts of their organizations so that the whole city will become beautiful.
Even thinking big is simple. What's next?
What kind of members do you need?

It's not usually a good idea to put people into categories, but in this case determining what
kind of members the organization needs will be helpful.
Organizations have a need for many different kinds of members. As mentioned earlier this
can be especially important when deciding whether your organization is trying to build
individual membership, or trying to build a coalition through recruiting members who speak
for organizations.
Some members may speak for organizations or whole groups of people and some may not.
Some members will be leaders, and some will not.
Members of organizations function at different levels. Some show up more frequently than
others; some are more committed than others; and some have other things going on in their
lives that will take priority over the organization now and again. We can use all these types
of members, as well as members with many different types of skills.

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Members who speak for whole groups of people are especially helpful because through
their membership your organization will gain access to people who may help out at different
levels.
Organizations will often be looking to recruit members with varied skills. However,
sometimes a project will come up in which members with specific skills will be needed.
If there is a specific skill your organization is looking for to help achieve your goals, your
organization or coalition may wish to recruit members who speak for organizations with
some skill in those areas.
As for developing a plan for recruiting members, you must decide what kind of members
you are looking for. Then it will be easier to focus your search.
Who is going to find and get them?

Well, who have you got? If it is you alone, you certainly have your work cut out for you. But
even if you have a small army of recruiters, you will probably still have your work cut out for
you. It's a big task. By now, though, you should know who you are looking for, whether they
speak for themselves or for organizations, and how many people you need.
Determining who finds and gets the new members is essential to your planning. You and
your helpers can plan together the approaches you will use to get the people you need.
Don't be shy about delegating responsibility. If you have people available to help you
recruit, make those people as useful as possible. Assign different recruitment tasks to
different people. Don't just tell all of your people to go out there and get members. That will
most definitely waste your time and possibly that of potential members too.
Getting back to the clean-up example, we may have decided that there are some people
with some specific talents or assets that could help us in our clean-up, and in the
neighborhood organization in general.
Divide up the recruiting task. We know that we need some neighbors with yard tools, and
someone with a pick-up truck would certainly be helpful.
Make sure you break up the recruiting. Tom with the pick-up truck will not be happy if all
five members of the group ask him to help out. After all, you want to ask for help, but not to
be too pushy. Also, your organization may seem very disorganized if nobody seems to
know what anyone else is doing.

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Where are new members to be found?

Truthfully, everywhere. But by now you should know who or at least what type of new
members you are looking for. Now you can target where you look. Try making a list of
places where the type of people and/or organizations you are looking for may be.
Now that you have this information, use it. Find out where people with building skills may
be, and go there and ask for help. Check the yellow pages for hardware stores,
construction unions, and contractors in your community. Think about other clubs, agencies,
and organizations in your community where people with building skills may go.
Example: Let's think big again. Perhaps your organization started out wishing to build a club
house for a group of neighborhood kids, but you all became so enthusiastic about the
project your organization decided to form a coalition to promote youth club activities.
Now you may not only wish to recruit members with building skills, you would also like to
recruit members who speak for organizations, unions, community services, and local and
corporate businesses that may wish to become involved. After all, your organization would
probably like all the help it can get.
Don't forget. You won't know who wants to get involved unless you ask.
So figure out who your organization would like as members. Then...
Make a list and write it down!
When is a good time to look for new members?

Well how about now? Any organization should always be looking for new members. Sure,
some times are better than others. It is easier to recruit members when your organization is
rallying around a particular project or issue. Find a hook (something to attract people to
your specific issue, cause, or organization). Hooks are useful.
But there are also many special times for an organization to look for new members or a
coalition to look for new member organizations. Some of them include when you are:
Taking on a new initiative
Wanting to become more powerful in the community
Starting a publicity/fund-raising campaign
Replacing former members

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If your organization does not have a specific need for new members but is just waiting for a
good issue or event to help you start a recruitment drive, there are certain kinds of issues
that often draw attention and support. These issues include:
Children
Fairness
Health
Safety
Jobs
For example: Our group needs to have 30 new members in our organization before we put
on our annual dance in January. It is September now. So, we'll try to recruit at least 15 new
members by mid-October. It makes sense for us to aim a little on the high side, so we'll be
okay even if we fall a little short. Our group met together and created the following timeline:
September
October
November
December
Develop a recruiting plan
Set goals to recruit
Meet with representatives
Continue
member organizations
of member organizations
looking for
or representatives.
support.
The more
the merrier!
Begin recruiting members, or
We will meet to keep
Continue meeting and
organizations for a coalition.
new members' interest
recruiting. Remember, our
Goal is to have recruited 15
goal is 30. But don't stop
members by mid-month
there!
If we are having trouble,
Keep recruiting
review tactics.
Remember to develop your plan for recruiting members before you actually start doing the
work. You don't want to spend an awful amount of time switching from tactic to tactic trying
to achieve your goals without much luck. Make sure your search for new members is
organized. Don't forget to make a plan and write it down.

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Role play
Activity:08
Instructions
Method
Media Method
Describe the processes involved in planning for a community

development project ?
Individual Activity
Flipchart
Answers:
CCFO
Marks
DEMONSTRATING
10

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Project
Group Activity: 09
Instructions
Identify ways of improving the planning processes?
CCFO
COMMUNICATING
Method
Answers:
Group Activity
Media Method
Flipchart

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Learning Outcome
4
Implement a community
development project
Unit1
Unit2
Unit3
Unit4
Unit 5
Unit Outcomes
1. The actions required to implement a community development project
2. The supplementary management sub-processes and activities required to support
the key processes and activities are briefly described with examples of each.
3. Supplementary sub-processes and activities

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What is organizational structure?

By structure, we mean the framework around which the group is organized, the
underpinnings which keep the coalition functioning. It's the operating manual that tells
members how the organization is put together and how it works. More specifically, structure
describes how members are accepted, how leadership is chosen, and how decisions are
made.
WHY SHOULD YOU DEVELOP A STRUCTURE FOR YOUR
O RG AN I Z ATI O N?
Structure gives members clear guidelines for how to proceed. A clearlyestablished structure gives the group a means to maintain order and resolve
disagreements.
Structure binds members together. It gives meaning and identity to the people who
join the group, as well as to the group itself.
Structure in any organization is inevitable -- an organization, by definition, implies a

structure. Your group is going to have some structure whether it chooses to or not. It
might as well be the structure which best matches up with what kind of organization
you have, what kind of people are in it, and what you see yourself doing.
WHEN SHOULD YOU DEVELOP A STRUCTURE FOR YOUR

O RG AN I Z ATI O N?
It is important to deal with structure early in the organization's development. Structural
development can occur in proportion to other work the organization is doing, so that it does
not crowd out that work. And it can occur in parallel with, at the same time as, your
organization's growing accomplishments, so they take place in tandem, side by side. This
means that you should think about structure from the beginning of your organization's life.
As your group grows and changes, so should your thinking on the group's structure.
ELEMENTS OF STRUCTURE
While the need for structure is clear, the best structure for a particular coalition is harder to
determine. The best structure for any organization will depend upon who its members are,
what the setting is, and how far the organization has come in its development.
Regardless of what type of structure your organization decides upon, three elements will
always be there.

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They are inherent in the very idea of an organizational structure.

They are:
Some kind of governance
Rules by which the organization operates
A distribution of work
Governance
The first element of structure is governance - some person or group has to make the
decisions within the organization.
Rules by which the organization operates
Another important part of structure is having rules by which the organization operates.
Many of these rules may be explicitly stated, while others may be implicit and unstated,
though not necessarily any less powerful.
Distribution of work
Inherent in any organizational structure also is a distribution of work. The distribution can be
formal or informal, temporary or enduring, but every organization will have some type of
division of labor.
There are four tasks that are key to any group:
1. Envisioning desired changes. The group needs someone who looks at the world in a
slightly different way and believes he or she can make others look at things from the
same point of view.
2. Transforming the community. The group needs people who will go out and do the
work that has been envisioned.

3. Planning for integration. Someone needs to take the vision and figure out how to
accomplish it by breaking it up into strategies and goals.

4. Supporting the efforts of those working to promote change. The group needs
support from the community to raise money for the organization, champion the
initiative in the state legislature, and ensure that they continue working towards their
vision.

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Planning with Communities

When people plan and build their own homes and communities together, they have more
control over their lives and can develop a plan that fulfills their needs, hopes, and desires.
As much as possible, governments and community development agencies should involve
people in planning and maintaining their own housing projects. Remember, at its best, a
community is more than a group of houses. In a vibrant community, each home is
connected by shared public spaces, such as gardens, water and washing facilities,
markets, schools, and other places where people interact.
Building housing requires people to work together. If planners, builders, development
agencies, and housing providers encourage people to work together in ways that promote
education, skill-sharing, and full participation, they will not only build housing, they will build
healthy communities.
Building homes and community

For many years, poor people in South Africa have lived with a housing crisis that makes
their poverty and health problems worse. The government tried to solve this by building
housing for poor people.

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But the new houses were small, dark, too close together, and built in such a way that they
were either too hot or too cold. They were far from schools, health centers, and shops, and
had poor access to water, poor sanitation, did not keep the bad weather out, and needed to
be repaired often. They just kept poor people poor.
In response to these problems, a group called Tlholego came together to build a new kind
of village. They designed homes using locally available materials like earth, bricks, and
straw. Using mud bricks on stone foundations, they designed and built houses that were
healthy and attractive for the lowest possible cost (a little more than US $1000 for each
house).
Besides being comfortable, the houses were designed to make the best use of local
conditions. They had electricity, tanks to collect rainwater, gardens that reused water from
the kitchen and bath, composting toilets, water heated by the sun, and window screens to
keep insects out. With windows facing the sun, shade trees all around, and solid mud brick
walls, the houses were protected from extreme heat and cold. Tlholego taught people how
to build the houses. This saved on construction costs, and made sure each family had a
house they were proud to live in.
The houses were planned and built around common spaces, such as roads, gardens, and
public buildings. This way, each familys home was a part of the larger community. Tlholego
organized an education and training program for adults, and a school where children could
learn reading and math, and also about farming, health, and the environment.

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COMMON ROLES
Every group is different, and so each will have slightly different terms for the roles
individuals play in their organization, but below are some common terms, along with
definitions and their typical functions.
An initial steering committee is the group of people who get things started. Often, this
group will create plans for funding and organizational and board development. It may
also generate by-laws, and then dissolve. If they continue to meet after approximately
the first six months, we might say they have metamorphosed into a coordinating
council.
A coordinating council (also referred to as a coordinating committee, executive

committee, and executive council), modifies broad, organization-wide objectives and
strategies in response to input from individuals or committees.
Often, one person will take the place of the coordinating council, or may serve as its
head. Such a person may be known as the Executive Director, Project Coordinator,
Program Director, or President. He or she sometimes has a paid position, and may
coordinate, manage, inspire, supervise, and support the work of other members of the
organization.
Task forces are made up of members who work together around broad objectives.
Task forces integrate the ideas set forward with the community work being done.
For example, from the director of a coalition to reduce violence in a medium-sized city:
"Currently, we have three operational task forces. Members of each have an ongoing
dialogue with members of the coordinating council, and also with their action committees.
The oldest was formed with the goal of eliminating domestic violence about fifteen years
ago, when a local woman was killed by her husband. Then, after several outbreaks of
violence in the schools a few years back, our group offered to help, and a second task force
sprung up around reducing youth violence. We've just started a third, with the goal of
increasing gun safety.
"All of it is interrelated, and all of it applies to our mission of increasing the safety of
residents of South Haven, as well as that of our visitors. But each task force is contributing
to that mission in vastly different ways, with different objectives, and using different
strategies. 'Cause, you know, the strategies you use to stop a ninth grader from bringing a
gun to school just aren't the same as the ones you use to stop a 40-year-old man on
unemployment from beating his wife."

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A REL ATIVELY COMPLEX STRUCTURE

In diagram form, a complex organization might look like this:
The coordinating committee is at the center of the project. Its members develop a vision
and broad goals based on comments from the action committees or other members of the
community.
Task forces develop broad strategic approaches to solve the problem. Usually, several task
forces are created from priorities set through a community assessment process. Task force
members are chosen for their interest in a particular issue. They are actively involved in
supporting and participating in the action committees.
The action committees, which are organized around community sectors such as those
listed above, develop specific steps to carry out broad strategic approaches. Each action
committee focuses on specific actions in its sector.

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The community trustees serve as a shield, helping make sure the members don't come up
against barriers such as a lack of money. An organization of this size will usually have paid
staff. This generally means they'll have an executive director and possibly project directors,
community mobilizers, and administrative assistants.
The biggest advantage to this type of structure is that it allows active participation by all
members.
A MID-SIZE STRUCT URE
Example - Safe House
The coordinating council of Safe House, an organization for the homeless, is made up of six
people, including one couple who were once homeless themselves. Membership on the
coordinating council is open to anyone willing to accept its leadership responsibilities. The
group has no task forces: its mission (reducing the city's homeless population) is targeted
enough that they were deemed unnecessary, and the work usually done by task forces is
carried out by the coordinating council. It does have three action committees: a social
services committee, a business committee which deals primarily with job training, and a
government/law enforcement committee.
With advice it receives from members of the group's action committees and other
community members, the coordinating council discusses and debates every decision. It
then acts as a united front, and takes the decisions back to the action committees to be
carried out. If group members have any questions or problems with the decisions made,
they can bring their concerns to an individual member, or to the council as a whole.

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A mid-sized organization may or may not have paid staff members, and generally will have
a more targeted mission, leading to fewer task forces.
Small action groups that are not part of a larger organization
Example - Safe intersections
A group of neighbors got together because they were worried about the possibility of traffic
accidents in their area. They decided that the worst problem was an unmarked intersection
in the neighborhood and asked the city to put up four-way stop signs there, which the city
readily agreed to do. Pleased with its success, the group started meeting on a monthly
basis over dinner, to keep in touch and deal with problems as they arose. The group's
structure remained very loose. A retired gentleman did become the unofficial leader,
because he had more free time to arrange things, but decisions continued to be carried out
by general consensus.
As smaller size means fewer people, these groups are usually less complex, as they have
less need for a formal hierarchy and instead have governance that is consensus-based. A
diagram of such a small group might look something like this, with each of the circles
representing an individual member:

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The following table, adapted from The Spirit of Coalition Building can help you make this
first decision.
Conditions favouring more or less formality in organizational
structures
Condition
A looser, less formal, A tighter, more formal,

less rule bound
more rule-bound
structure would be
structure would be
favored when...
favored when...
Stage of organization The organization is just The organization is in

development
starting
later stages of
development
Prior relationships
Many such
Few such relationships
among members
relationships already
already exist
exist
Prior member
Many such experiences Few such experiences
experience in
have occurred
have occurred
Motivation is high
Motivation is low
There is a single task
There are multiple tasks
working together
Member motivation
to be part of the
organization
Number of
organization tasks or or issue
or issues
issues (broadness of
purpose)
Organization size
The organization is
The organization is large
small
Organization
The leadership is
The leadership is
leadership
experienced
inexperienced
Urgency for action
There is no particular
There is strong urgency
urgency to take action
to take action now
now

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Organizational structure is something that is best decided upon internally, through a

process of critical thinking and discussion by members of the group.
In your discussions, your answers to the following list of questions may guide your
decisions.
What is your common purpose? How broad is it? Groups with broader purposes often
have more complicated structures, complete with many layers and parts, than do
groups with more narrow purposes.
Is your group advocacy oriented or service oriented? Service organizations use "top
down," one-person-in-charge structure much more often than do advocacy based
groups.
Is your organization more centralized (e.g., through the work of a specific agency ) or
decentralized (e.g., different neighborhoods working independently on the same
problem)? A decentralized group might find a "top-down" structure inappropriate, as
such a group often has several peers working together on an issue.
How large is your organization? How large do you envision it becoming? A very small
organization may wish to remain relatively informal, while a community-wide group
might require a more formal structure. A related question, with similar consequences,
is:
How large is the community in which you work?
How old is your organization? How long do you envision it lasting? A group formed to
resolve a single issue might not need a formal structure at all, while an organization
with long-term goals may want something more concrete, with clearer divisional
responsibilities and authority.
Is the organization entirely volunteer, or are there (or will there be) paid staff? How
many? An organization with many paid staff members may find it more necessary to
have people "in charge," as there are generally more rules and responsibilities for paid
staff members, and thus, there must be more supervision in carrying out these roles.
Should yours be a new organization, or part of an existing structure? Do you really

need to form a new structure, or would it be better to work within existing structures?
Sometimes, your goals may be better met if you are part of (or linked with) another
organization.

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In Summary
Structure is what ensures that your organization will function smoothly and as you intended.
You should think about structure early in the development of your organization, but be
aware that the type that fits best may change as your organization grows.
Role play
Activity:10
Instructions
Method
Media Method
Explain the processes involved in planning for a community

development project?
Individual Activity
Flipchart
Answers:
CCFO
Marks
DEMONSTRATING
10

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Learning Outcome
Grammatical and other

language conventions
Unit1
Unit2
Unit3
Unit4
Unit 5
Unit Outcomes
1. The range of mechanisms for monitoring and reviewing a community development
project are identified and described in terms of their role and function.
2. Deviations from scope are identified and opportunities for corrective action or
improvement are communicated to relevant individuals/teams.
3. Ways of improving the monitoring and review processes are identified and illustrated
by referring to own context and feedback is given within the context of the project
cycle.

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What does it mean to monitor your progress?

Monitoring your community initiative can help you weigh your actions against the results to
see if you are meeting the goals of the community and your initiative. In a sense, monitoring
data helps you understand how well the initiative is functioning. That is, monitoring can help
pinpoint where the actions of the initiative are not producing the desired effects.
Additionally, the monitoring system can help you.
1. Better understand the initiative
2. Make decisions concerning the programming of the initiative
3. Promote awareness of accomplishments
4. Recruit support
5. Secure funding
Despite the scary sound of "monitoring system," you have probably already observed
examples of monitoring in a variety of ways. Political candidates monitor the status of their
campaigns by conducting polls and analyzing the results. Teachers monitor the progress of
their students by giving tests at the beginning and end of the school year to see if they have
mastered the secrets of long division. You might monitor your utility bills by keeping track of
the monthly increases and decreases. Monitoring has a wide variety of applications. As a
member of a community initiative, monitoring means a way of tracking major events and
accomplishments of the initiative.
There are three key parts to the monitoring system:
Process and outcome measures
Observational monitoring system
Regular feedback on performance
In this section, we'll explain what we mean by process and outcome measures, and the
observational system. We'll tackle ways to provide feedback to members of your coalition
and your community in later sections.
P RO C ES S ME AS U R E S
Process measures are the activities that take place during the initiative which help you
determine how well things are going.

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Process measures can include many aspects of your initiative, such as:
1. Members who participate: the number and type of participants, frequency of
attendance, and turnover rate of the members.
2. Planning products: written objectives, by-laws, or committees that contribute to the
initiative.
a. Example: The action plan for the coalition was approved by the coalition and
will be implemented immediately.
3. Media coverage: by radio, television, and print media.
a. Example: Several five minute radio spots describing one of your group's
projects aired on a local FM radio station.
4. Financial resources: grants or donations. Financial resources also can include "inkind" services, such as free advertising or products that an individual or business
might offer instead of money.
5. Services that are ultimately provided: classes, programs, workshops, publications
or other services or communications provided for the community by the initiative.
a. Example: Nutrition education workshops were conducted by child care
providers.
6. Community actions: actions taken to encourage change in the community.
a. Example: Merchants were asked to display signs describing the penalty for
selling alcohol to minors and the need for proper identification.
Outcome measures
While process measures document the specific methods you use to create change,
outcome measures explain the overall impact that occurs as a result of these individual
actions. Outcome measures highlight the changes that happen in the community as a result
of the work done by your initiative.
These include:
A. Changes in programs, such as a new or modified service program.
a. Example: A parenting class was implemented by the initiative.
B. Changes in policies, such as a new or modified policy.
a. Example: A city ordinance was passed requiring owners of cigarette vending
machines to place on every machine a sign that states "No cigarette sales to
minors." The legislation was introduced at the urging of the Law Enforcement
and Government Committee.
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C. Changes in practices, such as a new or modified practice.

a. Example: Merchants displayed signs describing the penalty for selling
alcohol to minors and the need for proper identification.
As you can see, the monitoring system involves several components that will help your
group determine how it's doing, what it's doing correctly, and what can be improved. Sound
interesting? Read on for more!
WHY DO YOU NEED TO M ONITOR YOUR PROGRESS?
Now you might be thinking to yourself, "You want me to gather information about our
initiative. But what will I do with all of those numbers and comments? Why is this important
for the success of our group?" Don't worry; the data you gather by using the monitoring
system can help the group in a variety of ways.
Data can tell you where the initiative places its emphasis. For example, the
monitoring system might reveal that your initiative focuses on services, rather than
change. If change is what you want, the monitoring system will help you detect this
at an early date.
Data can point out which groups in the community are affected by your
initiative. Is your initiative producing a lot of change in the schools, but little change
in the criminal justice system? Is this what you and the community want and need?
Who is being targeted? With the results of the monitoring system, you might be able
to better answer these questions.
Data can reveal which strategies are being addressed. The monitoring system
can determine whether your initiative is offering information without following
through with peer support or access to other resources.
Data can be used by the staff to achieve a variety of results. Staff and
leadership can use the data to promote community awareness of the initiative's
activities and accomplishments, recruit community support, and secure financial
resources.
C O L LE C T D AT A B Y CO M PL E TI NG EV E N T LO G S AN D O TH ER FO RM S
O N A R EG U L AR B AS I S

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Event logs are written accounts of the major activities of the initiative. They might also be
used to record any changes in the community brought about by the initiative, such as new
programs, policies, or practices related to the initiative's goals and mission.
The event log might include important information such as:
The month/day/year of the event
A description of the event itself, including:
Why it was important
What happened as a result
A description of the details of the event, including:

o
Who was involved
What organizations contributed people and resources
What community sector or objective this relates to
H AV E S E VE R AL PEO P LE, S UC H AS P RO JE C T S T AF F AN D AC TI V E
MEMBERS, COMPLETE THE LOGS
The people who fill out logs will be those members who are taking action on behalf of the
initiative. Ideally, everyone who is doing something for the initiative will complete event logs.
Event logs should be completed no later than one week after the event took place. That
way, the important details will be fresh in everyone's mind! The completed event logs can
then be given to the people in the group who are in charge of evaluation.
G ATH E R YO U R I NFO RM AT I O N C AR E F U LL Y AN D AC C U R ATE L Y
We've found that data collection in our own work takes about two hours to a week to
complete. Of course, if your initiative is working on a particularly involved project one week,
you might spend twice or even three times that amount of time gathering data. Carefully
gathering your information will mean that the results that are generated will be more
accurate, and therefore more valuable to your initiative.
O RG AN I Z E TH E DAT A S O TH AT I T CAN B E U S ED
Once the information has been gathered, it needs to be turned over to the people in your
group who will put the data into some kind of organized form so that the initiative can use it
in a beneficial way. This step in the process might take a good deal of time; but, don't be
scared! As you have heard many times already, the benefits you receive from the

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evaluation process will only be helpful if you spend the time to carefully analyze the results.
While this might take a few hours, in the end, you'll be glad you did it!
S UMM AR I Z E THE D AT A A N D DI S TRI B U TE TH AT S UMMAR Y TO TH E
GROUP
Those who organize the information that is gathered will then take time to summarize the
event logs. The results will then be distributed to members of the group.
Community Awareness
A woman who carries water long distances every day does not need to be told it is hard
work. But she may not feel she has the power to change that.
When people see the need for a reliable and safe water supply as a problem shared by all,
they can begin to work together to make changes. Raising community awareness is often
the first stage in making changes, and usually involves a group of people raising community
awareness together.

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Talk to the people in charge of the water

Is there a person, group, or business responsible for wells, pipes, or other water supply
systems? Is there a person or group responsible for sanitation? Which people or groups
most often collect, carry, treat, and store the water?
Together with the people responsible for the water, list all the water sources in the area.
What do people say about drinking water quality and quantity? How much water is used
every day? Are different sources used for drinking, cooking, bathing, watering livestock,
farming, and other needs? Is there enough water for all these needs? Is there a water
source or water storage for emergencies?
Visit the places where people collect water
Different kinds of water sources can have different problems and different solutions.
At each water source, start a discussion about how this water is used and whether anyone
suspects it is contaminated (not safe).
Make a map of local water sources and sources of contamination
Your map can show where the water sources are in relation to people's homes and to
sources of contamination. Use different colors to show safe water sources and
contaminated sources.

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Is your water safe?

It is difficult to know if water is safe or not. Some things that cause health problems are
easily noticed by looking at, smelling, or tasting the water.
Clear water might not be clean water
This activity shows how there may be something harmful in the water even if it cannot be
seen, smelled, or tasted.
Time: 15 to 30 minutes
Materials: 4 clear bottles, mud, salt, sugar, treated water
1. Before the activity, fill 4 clear bottles with water that has been boiled, treated with
chlorine, or had some other treatment to make it safe. To one bottle, add a spoonful
of mud. To another, add a spoonful of sugar. To a 3rd, add a spoonful of salt. Shake
the bottles well. Add nothing to the last bottle. Bring these bottles to the group.
2. Ask people in the group to smell the water in all the bottles. Then invite them to
drink water from any of the bottles. Most likely no one will drink the muddy water,
but many will drink from the other bottles.
3. After several people have drunk the water, ask them why they did not drink from the
muddy water bottle. Then ask what their water tasted like, and what did they think
was in it. Did anyone drink the water with nothing added to it? Ask them how they
knew it was just water, and did not contain something they could not see, smell, or
taste.

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4. Begin a discussion about things that may be in your water that make it unsafe to
drink. This could include germs that cause diarrhea, blood flukes that cause
schistosomiasis, and pesticides or other chemicals. Are there reasons to believe
these things may be in your water? Are there other ways besides looking and
smelling to know if water is safe or unsafe?
Testing for water safety
Water quality tests show only if the

water was contaminated at the time
and place the water sample was
taken.
Water quality testing is often done by examining samples of water in a laboratory. These
tests show the type and amount of contamination and are usually necessary to find
chemical contamination. But they can be costly. While useful, water quality testing is usually
less important than raising community awareness of water issues and careful protection of
water sources.
Some water testing kits can be used locally to test water for germs. For example, the "H2S
test" is low cost (5 tests cost about 1 dollar) and gives quick results. But this test sometimes
mistakes harmless living things for germs, and it does not show if chemicals or parasite
eggs are in the water.

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What does it mean to evaluate a community initiative?

In many avenues of life, we get feedback right away. You hit the brakes, the car stops. You
shoot a basketball; it either goes in or it doesn't. That's instant evaluation, and it's
completely understandable. There's no ambiguity. But with more complex events, such as
social interventions, the results are not always as clear. (Sometimes they are--you schedule
an event and people are lining up around the block to get in--that's rapid and clear
evaluation; but it's rare). That's why you need to put more energy and thought into finding
out how you did. And that's basically what evaluation is all about--giving you information on
the value of your work.
By using this information, you can decide what aspects of your action plan work, and what
areas need improvement. When you evaluate your program, then, you are gathering
information to help you draw conclusions about your project and the efforts of your group.
After you have drawn conclusions from the information, you can make any necessary
changes to your goals and/or action plan.
The sections in this chapter will focus specifically on ways to gather these valuable
data. The next chapter will discuss methods to best use the data collected to strengthen
and improve the initiative. Resistance to evaluation is common. To gain the greatest
benefits from evaluation, you must overcome some common misconceptions about it.
F E AR S O F E V AL U ATI O N
Evaluation can be frightening to many people. Generally, these fears fall into three types--"I
don't know how;" "I don't have time;" or "The results might be negative and hurt us." All of
these are valid concerns. But they shouldn't be so discouraging as to outweigh the benefits
of doing an evaluation. Here are some responses to these concerns:
I don't know how to do evaluation.
Well, that's why we're here. We'll help you through the steps of how to plan an evaluation of
your program, how to do the evaluation itself, and then how to use it to help your group.
I don't have the time.
Evaluation can take some time to do. That's absolutely true. However, doing an evaluation
now will save you a lot more time "down the road," as it will point out potential problems
while they're still small problems, instead of waiting until a disaster occurs.

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And there is another time-saving benefit. Once you begin to record the kinds of information
you will need for your evaluation, it will become just a regular part of your routine
operations. It will take less time later on. The hardest part is the beginning.
The results may be negative or hurt us.
This is a possibility. However, it's unlikely to happen if you use evaluation from early on and
don't let little problems grow into big problems. And remember that any negative results you
may find should actually be helpful to you, at least in the long run. They will help you
improve the quality of your program or initiative-- which should be one of your own goals
from the start.
W HY S HO U LD YO U E V AL U ATE A C O MMU NI TY ?
Being successful demands careful attention during the beginning, middle, and end of a
project. If a violinist wants to learn a new piece of music for an upcoming concert, for
example, she would prepare by practicing for many hours each day. But, if she never asks
her teacher to listen to her play, she may be playing the music too slowly, too fast, too
softly, or too loudly. If she never knows the proper way to play the piece--if she never gets
any feedback--all of the practice in the world won't help her sound in tune and in time on the
night of the performance.
Like the violinist, community groups need to pay careful attention to feedback during the
beginning, middle, and end of their projects. An initiative can devote a great deal of time
and energy to working on meeting its goals. But, if the work isn't heading in the right
direction, all of those long hours and hard work can lead to frustration instead of a feeling of
success. Evaluation tells the group how it's doing and helps identify any necessary changes
along the way that will help you stay "in tune" with your own goals and the needs of the
community.
There are many reasons why evaluations are valuable. Let's look at a few examples
of ways in which evaluation can benefit a community group.
Success is reinforcing - it brings more resources your way. There is an old adage
that says, "Nothing succeeds like success." It stands to reason that the more
successful your group's work proves to be, the more support and encouragement you
might receive from members of the community and maybe even from funders.
Evaluation can document your success, with facts, figures, and examples. If volunteer
hours in your organization increased by 100% last year, or if every single child in your

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community was up-to-date on immunizations, those types of achievements can bring

new resources your way. In other words, if evaluation can provide concrete examples
of your group's successes, that can only be advantageous. In this way, evaluation can
help you "toot your own horn."
Failure is instructive. Even if your work falls short of its goals - and even if your
program falls flat on its face - that knowledge can be helpful too. It may be painful in
the short run; it might hurt. Yet negative feedback, or a negative evaluation, can really
help you in the longer-range scheme of things. At least you know what the truth is, and
where you stand. You have fewer illusions. And once you have dusted off, you will
probably learn from the evaluation you received. Chances are you won't make the
same mistakes again. You are now in a better position to make improvement.
Evaluation can make you feel good. Being able to see your successes and the
value of your work will obviously boost your spirits and motivate you to continue with
your work. Again, this works both ways, but even negative aspects should be seen as
an opportunity to learn about what works, and not as a failure!
Evaluation raises the chances of further action. Once you have completed your
first evaluation, you know what has worked and what has not for your group. You can
modify the tactics that didn't work as well as planned, and reinforce those areas that
were successful. So now you can take further action with an even greater chance of
success! Others will notice this success and may join or help your group, further
increasing your chances that your program will make a positive impact.
The evaluation can help you understand important aspects of the

initiative. You've just finished your first evaluation. The results may indicate some part
of your initiative worked really well. For example, the free cholesterol screening at the
local health clinic you sponsored was jam-packed with people waiting to be tested. On
the other hand, no one is showing up to your monthly Healthy Cooking classes. Maybe
it's because the classes are only held during the day, or maybe the classroom is
located too far away from most of the people in your community. There are many
possible reasons your project might not work as planned. Evaluation will help you
understand why things worked, or didn't work, as they did.
When your plan is in action:
Determine baselines for behaviors you wish to change. If you want to know how much
change your program has brought about, you'll need to know what was happening
before your group got started.

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Page | 82
Focus on the impact your work is having on the community.
Continue revising and updating action plans.
Keep the group strong and focused on the goals at hand. You may want to use a
survey that appraises your community goals, and use the feedback to change you
planned priorities.
When some of your action plans are complete:

Use the evaluation to help the group continue to measure its impact on the community, and
to create plans for continuing helpful programs for the future. For example, community level
indicators will tell you if your interventions are having an impact on the bottom line.
H O W DO YO U BEG I N AN E V AL U ATI O N ?
Suppose you know you want to conduct an evaluation. But where do you begin? The
process of evaluating can sound overwhelming. However, remember that what you've
already accomplished may have seemed hard to imagine at the beginning. Evaluation can
be broken down into several parts to make it more manageable.
Before we jump into specifics, here is a general thought to share with your group members:
your evaluation should address questions that are important to you, members of your
community, and those who are providing financial support. Of course, finances and time
constraints might limit the kind of information that can be collected. Try to ask the questions
that will ultimately help your group succeed. Because each group is unique, the evaluation
should be as well. Nonetheless, below are some questions of interest to many groups.
Would they be of interest to yours?
A. How much did the community participate?
B. What programs, policies or practices have changed in the community?
C. Have people's behaviors changed? If so, what kinds, and how?
D. Are those changes due to your efforts?
TI P S FO R I MP LEME N TI N G A S U C CES S FU L EV AL U ATI O N

You have to want to evaluate.
The first step is internal. You have to be motivated to do the evaluation, or else it will be
half-hearted, if it happens at all. And you need to be clear on the purpose of the evaluation.
Why do you want to do it?

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Page | 83
You need to evaluate in terms of your objectives or goals.

When you planned your initiative, you should have identified your specific objectives. What
exactly are you trying to achieve or accomplish? One big advantage of having specific
objectives is that your objectives will guide your evaluation. For example, suppose your
objective is to reduce the percentage of local high school students who smoke to 5% by
May 2002. That's fine. And then your evaluation standard is easy to identify: it's simply the
percentage of students who are smokers on that target date.
For each of your objectives, you need to identify criteria, or indicators, which will
provide reliable and valid measures for each of your objectives.
You will need to develop measures that tell you what is really happening. Once again, your
measures (or indicators) should be based on your objectives.
For example, if your objective is to reduce youth violence in your local high school, then
some possible measures might be hospital admissions records for violence-related injuries,
attendance at the school's conflict resolution training seminar, or police records of arrests of
youths for assault or carrying concealed weapons.
If your objective was increasing the availability of heart healthy foods in your community,
some measures might be the number of restaurants who have a low fat menu section, the
percentage of milk that is skim in local grocery stores, or the amount of shelf space used to
display lean meat versus higher fat cuts.
You need to collect data on each of these indicators.
Sometimes you can find the indicators you need from existing sources. For example, if you
were interested in increasing library borrowing, or in reducing false fire alarms, you could
gather existing data from the library or fire department. But sometimes data on your chosen
indicators may not be available. Suppose, for instance, your number one issue was
speeding along residential streets. The key information here unfortunately may not exist. In
those cases, the local police might be willing to help collect it; or you and your group might
need to collect it yourselves.
Either way, if you can assemble "before" and "after" statistics on your chosen indicators,
you can use them to help determine whether your program or initiative made a positive
difference. Did borrowing go up? Did traffic slow down? The data here will do a lot of the
talking.

Learner guide
Page | 84
Use the results to adjust the program or intervention as necessary.

Are you meeting the objectives you had planned? If so, no adjustment may be needed. If
you are not meeting those objectives, the data may indicate what changes need to be made
to get back on track. For instance, in our example on high school smokers, if the
percentage of high school students who quit smoking is not very high, you might want to
change the content of the high school tobacco education program now being given or add a
new program to help them quit.
I N S UMM AR Y
Ask yourself, "What questions do I want to answer?" That's a key first step. Now, how do
you answer them? Each of the following sections in this chapter will thoroughly explain
methods
Role play
Activity:11
Instructions
Method
Media Method
Identify a range of mechanisms for monitoring and reviewing a

community development project?
Individual Activity
Flipchart
Answers:
CCFO
Marks
DEMONSTRATING
10

Learner guide
Page | 85
References
Prescribed Booklist
Learning unit
Prescribed Learning Material

/text book
264981 Explain and
Fawcett,. Some lessons on
implement a basic community
community organization and
development project in own
change. In Rothman, J. (Ed.),
work context
Reflections on community
Supplier
Yellow Media Publishers

Senior learning material Developer:
organization: Enduring
themes and critical issues.
Ms Duduzile Zwane
www.yellowmedia.co.za
dudu@yellowmedia.co.za

Learner guide
Page | 86
SECTION C: SELF REFLECTION
I enjoyed/did not enjoy this module because:

_____________________________________________________________
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_____________________________________________________________
_____________________________________________________________
I enjoyed/did not enjoy this module because:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
I found group work ___________________________________!!!
The most interesting thing I learnt was:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Learner guide
Page | 87
I feel I have gained the necessary skills and knowledge to:

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________
Please add the following to this module:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Some comments from my classmates about my participation in class:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
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Learner guide
Page | 88
Self-Assessment
Self-Assessment:
You have come to the end of this module please take the time to review
what you have learnt to date, and conduct a self-assessment against the
learning outcomes of this module by following the instructions below:
Rate your understanding of each of the outcomes listed below:

Keys: - no understanding
- Some idea
- Completely comfortable
NO
OUTCOME
SELF
RATING
1.
2.
3.
4.
5.
Project cycle based on an existing community development

project
Explain the role of different stakeholders in a project cycle.
Community development project in own work context
Implement a community development project
Grammatical and other language conventions

Learner guide
Page | 89
Learner Evaluation Form
Learning
Programme Name
Facilitator Name
Learner name
(Optional)
Dates of
Facilitation
Employer / Work
site
Date of Evaluation
Learner Tip:
Please complete the Evaluation Form as thoroughly as you are able to, in
order for us to continuously improve our training quality!
The purpose of the Evaluation Form is to evaluate the following:
logistics and support

facilitation
training material
assessment
Your honest and detailed input is therefore of great value to us, and we
appreciate your assistance in completing this evaluation form!

Learner guide
Page | 90
Above Standard
Excellent
Excellent
Sufficient
Above Standard
Below Standard
Logistics and Support Evaluation

Criteria / Question
Poor
A
No
Was communication regarding attendance of the

programme efficient and effective?
Was the Programme Coordinator helpful and efficient?
Was the training equipment and material used effective and
prepared?
Was the training venue conducive to learning (set-up for
convenience of learners, comfortable in terms of
temperature, etc.)?
2
3
4
B
1
2
3
4
5
6
Sufficient
Criteria / Question
Poor
No
Below Standard
Additional Comments on Logistics and Support
Facilitator Evaluation
The Facilitator was prepared and knowledgeable on the
subject of the programme
The Facilitator encouraged learner participation and input
The Facilitator made use of a variety of methods,
exercises, activities and discussions
The Facilitator used the material in a structured and
effective manner
The Facilitator was understandable, approachable and
respectful of the learners
The Facilitator was punctual and kept to the schedule
Additional Comments on Facilitation

Learner guide
Page | 91
Excellent
Above
Standard
Sufficient
Below
Standard
Criteria / Question
Poor
No
Learning Programme Evaluation
The learning outcomes of the programme are

relevant and suitable.
The content of the programme was relevant
and suitable for the target group.
The length of the facilitation was suitable for
the programme.
The learning material assisted in learning new
knowledge and skills to apply in a practical
manner.
The Learning Material was free from spelling
and grammar errors
Handouts and Exercises are clear, concise
and relevant to the outcomes and content.
Learning material is generally of a high
standard, and user friendly
2
3
4
5
6
7
Additional Comments on Learning Programme
1
2
3
Sufficient
Above Standard
Excellent
Assessment Evaluation
Criteria / Question
Below Standard
No
Poor
A clear overview provided of the assessment

requirements of the programme was provided
The assessment process and time lines were clearly
explained
All assessment activities and activities were discussed
Additional Comments on Assessment

Learner guide
Page | 92

Learner guide
Page | 93

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264981 Explain and implement a basic

community development project in own

Project cycle based on an existing community

Explain the role of different stakeholders in a

Community development project in own work

Implement a community development project

Grammatical and other language conventions

US ID: 264981 Explain and implement a basic community

SECTION A: PROGRAMME/MODULE INFORMATION

US ID: 264981 Explain and implement a basic community

SECTION A: PROGRAMME/MODULE INFORMATION

US ID: 264981 Explain and implement a basic community

3. Purpose of the Module

NQF Unit Standard

Discussions, questioning and feedback sessions

Group and small group work

Oral and Written Individual and Group Exercises

Practical, workplace-related Examples

Presentations and Observations

Questioning and Feedback Sessions

US ID: 264981 Explain and implement a basic community

1st/2nd /3rd/4th Semester

Total contact sessions (40%)

Work integrated(10%) learning

Portfolio of evidence (65%)

Study research (25%) Hours

Assessment (5%) Hours

Theory (60%) Hours

Total notional hours

Total Practical Session (65%)

Proposed Roll Out Strategy

Explain and implement a basic

US ID: 264981 Explain and implement a basic community

Notes to the Learn

To succeed in anything in life requires a lot of hard work.

It provides you with information on how to work

SECTION B: LEARNING MAP

UNIT 1 Illustrate the components of

UNIT 2 Explain the role of different

UNIT 3 Examine the typical

US ID: 264981 Explain and implement a basic community

1. Introduction Difference between project

1. Introduction The actions required to

UNIT 4 Explain how to implement a

UNIT 5 Distinguishing between a

US ID: 264981 Explain and implement a basic community

This comprises of questions

to assess your knowledge.

You will be required to

After you completed this

course, you will be required

Work place experience

After you completed this

After you completed this

Exit Learning Outcomes:

SAQA ID: 264981 Explain and implement a basic community

Project cycle management

Project Management Processes

Initiating: Identifying Needs

A project is generally called upon to provide a solution to a problem or to take advantage of

SAQA ID: 264981 Explain and implement a basic community

Initiating: Feasibility Study

A feasibility study is conducted to prove a problem actually exists, document the

Initiating: Business Needs