ENGAGEMENT, SOLIDARITY, AND CITIZENSHIP [Week9-14]

CHAPTER 4
(Methodologies and approaches of community actions
and involvements across disciplines)

LESSON 1
PARTNERSHIP BUILDING WITH LOCAL GROUPS

Partnership is a state or condition of being with a partner or being in participation, association,

and joint interest.
Partnership is the between individuals or groups that has a NOTE: Please read
written contract and agreement. It happens between and among ACTIVITY 7 first
government organizations, private organizations, business
organizations, and people’s organizations. It can build relationship
between government, business, and civil society.
The individuals or groups joined together are called partners.
A partnership is agreed upon by parties in different levels of commitment and actions. However,
most of the time, there is a lack of accountability from stakeholders because of different levels of
ambition to achieve a goal.
In the Philippines, partnership has been an important strategy in development engagement.
Barangays or local communities practice partnerships to develop, manage, and defend their communities.
According to Manalili (2013), the revolts against the Spaniards is one of the Filipino’s highest form of
partnership.

Multistakeholders Partnership (MSP)

MSP refers to the alliance between parties shown by the government, business, and civil society
to collect resources and competencies of each to resolve the key challenges of a specific locality.

The effectiveness of MSP will depend on the ability of the parties to manage and share
knowledge and resources about the issues and solutions that they promote.

It is an ongoing working relationship between organizations as they work together to achieve a

common goal while also achieving their individual objectives.

PARTNERSHIP BUILDING IN COMMUNITY WITH THE LOCAL GROUPS

Partnership uses different kinds of approaches and strategies. In relation to community
engagement, the lesson will be focusing on how the barangay and local groups are get involved in
partnership.

A group is a number of people or things that are together or in the same place. They can be
connected by shared activity, interest, or quality.

A local group is a number of people who formally and informally belong to organizations,
associations, territories, clusters, sectors, beliefs, and interests in a specific community.

Local groups are important to building partnerships in a community and in addressing/solving

specific problems and agendas for change and transformation.

Aside from local groups, there are also external groups or support groups who are present and
operating in the community.

External groups exist and operate in local communities with their own mandate, orientation, and
motivation to address specific problems and challenges. They have specific purposes and goals for change
and transformation.

External groups can be Government Organizations, Non-Government Organizations, religious

and/or faith organizations, business groups, foundations, academic institutions, and others.

BARANGAY AS A CONCRETE SETTING FOR LOCAL GOVERNANCE AND PARTNERSHIP

Having the desire to engage in partnership-building with the local groups in the local community
makes one an effective agent of change.
 A barangay is a venue for partnership-building with local groups. A barangay serves as a crucial
space to manage and enhance local partnerships as well as a channel/way to deliver and contribute to
local development.

There are structures and processes in the barangay mandated in the Local Government Code that
can be used by the community, local groups, and external or support groups. These structures are the
different local bodies like the Barangay Development Council, Local School Board, Lupong
Tagapamayapa, Human Rights Action Group.

The abovementioned structures or councils are mandated/instructed to make multisectoral and

multistakeholder plans, monitoring and evaluation.

LESSON 2
COMMUNITY PROFILING

Profiling is a process of creating a series of information that are applied to something or someone.

Community profiling describes the community in terms of its demographics, geographical

information, deprivation and/or inequalities, provision of health and social care, local economy, housing,
education, crime and community safety, transportation, lifestyle and leisure, epidemiology, and general
health problems.

According to Clarke, there are two domains/areas of profiling, these are:

 Systematic data searching
 Discussion of the value of information as a product

Community profiling is a method used to establish a better understanding and description of the
community in a specific geographical location and its community members’ context and reality.

The process of community profiling is to be made accessible to all community members and
even to those who cannot read and write and are not used to verbal communication. It has to make sure
that the research results are easily understood by the public through the use of popular words, writings,
and pictures of the community and its members.

Community profiling is done by different development agencies, stakeholders, or practitioners for

different purposes. The common thing in community profiles is that it serves a way of getting
accurate/correct information and is important to policy planning, implementation, monitoring, and
evaluation.

Community profiling plays an important role in identifying different community situations,

information, needs, and resources that can be used for broader and more creative development campaigns
and strategies, and assessments for future development.

IMPORTANCE OF PROFILING
Community profiling can affect the development process of the households and community.
Development happens because the researchers and the community members see the problems and
concerns that need to be addressed in the community.

The importance of community profiling according to the National Federation of Community

Organizations in the United Kingdom are the following:

1. It justifies/explains the identified needs of the community

Profiling will provide a guide for services needed or what is needed in the community.
Understanding it makes organizations have a closer contact with the people it serves.

Through community profiling, gaps/lacking are identified/known in service provision (e.g.,

health, education, etc.), new opportunities are known, and potential volunteers appear.

2. It is the basis of giving information

It is because by carrying out a profile, the organization may share information on the
lifestyle and living conditions of the people in the community on a firsthand basis.

3. It can support resources mobilization

It can help in the utilization of human, technical, expertise, facilities, technology, and
financial resources because having an updated profile can give better support groups like private
 organizations, institutions, churches, educational institutions, foundations, etc. an idea as to how
they may assist or help a project or program.

RESOURCES TO BE CONSIDERED IN COMMUNITY PROFILING

In conducting community profiling, it is important to have the resources that will be studied to
identify what will be useful.

The 9 resources to be considered in community profiling are the following:

1. History
Investigating on how the community changed over time can help describe and show how the
community evolved or developed. It can help us understand the present situation of the community.

2. People of the community

Characteristics like population size, age, gender, occupation, countries of origin, mobility,
leisure interests, skills, and educational attainment must also be investigated.

3. Presence of different agencies, support groups, and institutions

It is important for a community or an organization to identify the different groups that
manage or control or facilitate programs in the community. It is to identify the functions and services
offered by each.

4. Health and welfare and development programs

These programs are important to assess the needs of the community. It evaluates the effects
and impacts of the programs on the people and on the whole community.

Other development programs like agriculture, education, infrastructure, and governance can
be evaluated in terms of their needs, resources, and effectivity.

5. Work and economy

Factors like work, work patterns, and availability of the people will be used to identify what
socioeconomic programs and projects are to be dealt with and focused on.

6. Housing needs, and resources assessment

This important to conduct to identify if there are still improvements needed for the
community.

7. Leisure
This will help identify how people spend their time, what facilities exist in the community,
and how these facilities are maximized or used by the community members.

8. Religion
This will identify how religion contributes to the life and culture of the community.

9. Aspects related to people with special needs (differently abled people)

This will identify how the community gives importance to the people with special needs. It
also determines the programs and services that are to be offered to these groups.

Special attention could be extended to other groups or sectors in the community like the
elderly, children, women, and other marginalized people.

TYPES OF COMMUNITY PROFILING

There are different types of community profiling according to Blackshaw (2010).
1. Rapid Appraisal
This type of profiling deals with how the researchers extract data by observing and
conducting a discussion with the key informants from the community.

This profiling is seen as budget-friendly and time-saving. It is called such because of its
speed in gathering data from the community.

2. Priority Searching
The primary means of data collection in priority searching is focus group discussion
(FGD).

A general question is asked in the FGD and the gathered responses will be used as basis of
the research survey.
 3. Compass
This method uses a 400-item questionnaire that allows the respondents to add their own
questions.

This is not commonly used by community groups because this method requires expertise
when it comes to sampling and report writing.

Hawtin and Percy-Smith (2007) also enumerated and described other types of community
profiling.
1. Community Profile
This includes identifying the different needs of specific community, the types of resources
that are present in the community and the kind of involvement of the members in order to improve the
community’s kind of life.

2. Needs Assessment
This is usually done by specific agencies to plan out what type of policy is needed in a
specific community.

This type of profiling makes use of existing data and/or is backed up by other data that may
help in determining the community’s need.

3. Community Consultations
This involves conducting meetings and consultations with the community members. These
consultations may be in the form of focus group discussions, online questionnaires, citizen juries,
and planning for real exercise.

4. Social Audit
This deals with measuring and producing reports on the health of a certain community to
give researchers an idea of the community’s status and well-being.

Social audits can be conducted in different levels such as community, city, or district-level.

PARTICIPATORY RESOURCE APPRAISAL OR PARTICIPATORY LEARNING ACTIVITY

Participatory Resource Appraisal (PRA) or Participatory Learning Activity (PLA) was first
known as the Participatory Rural Appraisal. The term has evolved because this type of profiling is used in
rural areas (cities), rurban, urban, sectoral, and multisectoral groups.

PRA and PLA are both participatory. The people are the main actors in the profiling. They
identify the problem and situation, plan, develop and implement the program to facilitate.

PRA Tool Used Activity/Data Collected

Walk through (transect  Ocular observations of the sites cutting across agro-
walk) ecological zones
Social and resources map  Location of houses of all residents
 Schools
 Churches
 Village centers
 Other important infrastructures like crops and livestock
and other natural resources
Historical timelines  Significant events that happened in the community that
happened in the community that influenced physical,
farming, cultural, and other changes occurring in the area

Seasonal calendar  Cropping pattern

 Rainfall pattern
 On-farm/off-farm activities

Venn diagram  Existing organizations and institutions working in the

community
 Educational, credit/financing, religious, social, political,
etc.
 Household labor allocation
Livelihood analysis
Household decision making
process
Problem tree analysis
 People responsible in doing specific household activities
(if it the husband, wife, children, extended family
member, etc.)
 Possible livelihoods based on existing resources,
interests, and capabilities
 Control and access of resources
 Who decides on major activities at the household and
farm level
 Causes of the core problem

A community profile conducted through PRA/PLA has o be comprehensive. It should consider

the needs to be given and how the different aspects of a community are interrelated/connected.

LESSON 3
LEADERSHIP DEVELOPMENT

Leadership is the process of:

 influencing others to understand and agree about what needs to be done and how to do it
 facilitating individual and collective efforts to accomplish shared objectives

Leadership is an important process in our society. All social institutions and organizations
practice leadership in order to achieve their visions, missions, goals, and objectives.

Leadership is needed in a community where resources already exist to master the practical
wisdom and technology to effectively use the resources and the people for the community’s overall
benefit.

STYLES OF LEADERSHIP
Every individual has different approaches to leadership. Different strategies or leadership
techniques are designed according to the individual’s personal styles and abilities.

Leaders can apply different styles depending on the context, needs, time, and processes.

1. Autocratic leadership
This is a form leadership that has total authority and control over decision-making.

This style of leadership is recommended if a group highly requires discipline and

organization.

An autocratic leader usually does not want imposing feedback from team members, he or
she is the one who makes decisions, give tasks and methods. It makes the members with no sense of
empowerment.

2. Bureaucratic leadership
This kind of leadership is based on fixed official duties under a hierarchy or authority.

It is based on the typical style of management where there is an organizational structure and
specific positions, duties, and decision-making usually come from the higher-ups.

Max Weber described the six principles of bureaucratic leadership.

A. There is a presence of a strict hierarchy.
B. The organization is controlled by absolute/unchallengeable/unchanging rules, regulations, or
laws.
C. The organization is structured based on specialties, people with the same talents are grouped
together.
D. The organization has two missions.
 Up-focus – The organization’s purpose is to serve the stockholders, the board, or whatever
agency empowers it.
 In-focus – The organization’s purpose is to serve the organization itself and those within it.
E. Leadership is impersonal. Employees and customers are treated equally without the influence
of anyone.
F. Employment is based on proficiency and technical qualities (brain and skills).
3. Charismatic leadership
This form of leadership gathers followers through personality and charm rather than any
form of external power or authority.

A charismatic leader shows great confidence in his or her followers and effectively uses
body and verbal language.

4. Democratic leadership
It is also called as participative leadership. It is based on mutual respect and requires
collaboration between leaders and the people they guide.

Every member, in this style of leadership, is treated well and seen as important in the
workplace, community, or organization.

The following characterize democratic leadership:

A. Distributing responsibility
B. Empowering group members
C. Aiding the group in decision-making processes

5. Laissez-faire leadership
Laissez-faire leadership is characterized by little guidance from leaders, absolute freedom
for members to make decisions, provision of tools and resources by the leaders, members solving
problems on their own so they are expected to be independent, and power being handed to members
making the leader less involved.

6. People-oriented leadership
This style of leadership empowers members by making them feel appreciated for the work
they do. It is focused on member’s relationship to other members and to the whole organization.

This values collaboration in work

7. Servant leadership
A leader was first a servant. Serving the people and becoming a servant-leader are the core
ideologies of this type of leadership.

8. Task-oriented leadership
This type of leadership concentrates on accomplishing a task. Task-oriented leaders believe
that a task that is carried out by themselves would be done right. They want to be in control of the
entire process.

The following are the elements of task-oriented leadership:

A. Detailed plans and schedules

B. Prioritizing goals
C. Reviewing tasks constantly to ensure the project is on track
D. Setting and sticking to tight schedules for all aspects of the project
E. Reviewing all the aspects of a project with the employees

9. Transactional leadership
Transactional leadership involve agreements and transactions between leaders and
members to improve the performance of the members.

It focuses on the role of supervision, organization, and group performance. It involves

motivating and directing followers by appealing to their self-interests.

10. Transformational leadership

Transformational leadership starts with the development of a vision or a view of the future
that will excite and convert potential followers.
 Transformational leaders are said to be increasingly in demand if the followers want to
escape the trap of the status quo, grow a small initiative into a larger one, create and innovate, and
change others and oneself.

11. Environmental leadership

Environmental leadership is the capacity of leaders to improve their future connection with
the environment and make an impact on the environment.

Environmental leaders focus on taking care of our environment.

THE LEADER
Any group, institution, community, project, or program cannot be successful without a leader.
Having a leader is an important requirement and a basic element in the process and output of any plan or
endeavor.

Any organization or social institution has to elect or appoint a leader or leaders who are expected
to influence and motivate the members toward achieving a particular goal.

Being a leader is a tough responsibility. However, there is no perfect leader; they fail sometimes
but it a part of the process. It is through failure that an individual acquires knowledge and experience that
can mold and strengthen his or her leadership.

Traits of a Leader
Leaders have different traits in terms of leading their members. The following are the different
traits of a leader according to the Chartered Institute of Management Accountants.

Ability to provide motivation to every individual

Vision A leader is able to produce and plan good images
Concept A leader is able to carefully and clearly express his/her goals to the
Focus team
A leader is focused on the goal/s

Drives to motivation
Ego drive A leader defines oneself as substantial
Competition A leader wants success
Achiever A leader is enthusiastic
Courage A leader likes challenges
Activator A leader is practical

Ability to develop relationship with others

Relater A leader can build trust and care for the whole team
Developer A leader wants to help others grow and change
Multirelater A leader relates to and connects with other individuals
Individual perception A leader acknowledges people’s independence
Stimulator A leader treats others equally and creates a stimulating environment
for his/her members

Team A leader motivates people to help each other

Ability to manage
Performance A leader is motivated toward his/her goals
orientation
Discipline A leader manages time and his/her work environment well
Responsibility/ethics A leader can take psychological and emotional tenure of specific
performance
 Arranger A leader can organize people and activities
Operational A leader can direct and help people to be more effective
Strategic thinking A leader is always prepared and always does what-if thinking to
produce new ideas and upcoming goals.

A leader must be able to balance his/her roles to establish a relationship within himself or
herself (intra-relational) and for the community or organization (inter-relational). There are also
leaders who go beyond oneself, community, or organization; they are the ones who establish a
relationship with the larger society and the environment (ultra-relational).

LEADERSHIP DEVELOPMENT
An individual’s sense of leadership can be improved or enhanced through leadership
development.

Leadership development is the growth and development of one’s abilities and capacities to
become an effective leader (Velsor, et. al., 2010).

It is a process that cultivates or makes an individual to become an effective leader by giving him
or her an opportunity to learn, grow, and change.

Development can be made possible by the experiences of an individual. Through experience, one
can apply what he or she has learned and exercise his or her decision-making ability.

Guidelines to Leadership Development

Silberman & Stephenson (2016) cites the guidelines of leadership development. The guidelines
include getting to know one’s members, taking care of one’s members, and treating one’s members
fairly.

A. Communication skills
Communication allows the leader to connect with others. Communication is important
in becoming an effective leader.

A community may fail because of vague or unclear delivery of messages to the

members. Poor communication can also result to ineffective leadership.

Thus, a leader must be direct, spirited, systematic, and considerate when

communicating.

Effective leadership requires communication to be:

 Direct to the point

 Spoken decisively
 Stated strongly (especially when making a position)
 Readily expressed when making an opinion
 Focused on the big picture
 Persuasive
 Focused on specific details
 Precise
 Based on facts instead of emotions

B. Leadership styles
The leader persuades/convinces a group to pursue an objective held by the leader or
shared by the leader and his followers. Effective leadership uses an appropriate leadership style.

Some leadership styles include the following:

 Involving other people

 Changing leadership styles according to situational forces
 Working through hierarchal structures and systems of rewards and punishment
 Leading by inspiration and sharing energy and enthusiasm
 Serving others rather than being served

C. Leading and motivating members

 A leader must know how to lead and motivate people. Empowering is one way of
motivating people.

D. Mentoring
A leader become effective only after a series of trainings and processes.

Mentoring is one instrument in cultivating an individual’s skills on directing and

leading people (Saxton, 2014). Mentoring requires building of relationship with others and
handling great responsibilities in forming the person being mentored (Rotary International
2015).

E. Time management
Leadership requires time management. Leaders the team will suffer if they lack time
management since it includes prioritizing tasks and setting limitations.

F. Goal setting and accountability

A leader should set goals.

Goal setting is where time, effort, and resources are strategically accomplished.
Accountability allows both leader and members to achieve their goals and make sure that
everyone is looking toward the same goal.

The following are some the essential things needed in goal setting and accountability:
 Setting the goals
 Assessing the goal’s strengths and weaknesses
 Developing an action plan
 Following up and doing evaluation
 Committing to achieve goals
 Accomplishing goals with the resources available
 Setting deadlines and time lines

LESSON 4
PLANNING AND RESOURCE MOBILIZATION

PLANNING
Planning is the process of formulating/making plans. It involves setting of goals, developing
activities and strategies, establishing policies and procedures, phasing of implementation, and allocating
resources to support the whole plan and its implementation (United Nations Development Programme,
2009).

The success of a plan and its actual implementation depends on its objectives, scope of
engagement, and on how it is achieved.

To ensure the success of the plan, it must be carried out with different effective monitoring and
evaluation tools. These will help in implementation of the plan according to objectives, scope or duration,
and expected results (United Nations Development Programme Handbook on Planning, 2009).

Planning as a part the participatory development process is considered as a place to engage the
different stakeholders of the community. The stakeholders include the following:
 Community or local government unit officers
 Interested community members
 People from involved agencies
 Schools and other institutions in the community
 Community members who will gain from a specific project or program

Participatory Action Planning

Participatory Action Planning (PAP) is the kind of planning that gives importance to and
practices genuine involvement and active participation of different stakeholders that includes the
marginalized community members who are usually excluded in the development.
 PAP believes in a development principle of “from the people, by the people, and for the
people”.

It serves as an instrument for hearing the voices of the poor stakeholders in the community
(Baum, et. al.)

Some of the important points of PAP according to the International Forestry Research 2007 are
the following:

A. PAP unifies the different opinions, feelings, positions, views, perspectives, and
recommendations of members or participants.

Participatory planning allows the stakeholders to participate in consultation, dialogue, and

decision-making which are important in the local governance process.

B. Because of the efforts to unify, PAP minimizes the conflicts between opposing/conflicting
ideas, individuals, and groups through collective decision-making.

C. PAP opens space and opportunities for the poor, excluded, and marginalized sectors to
participate in the planning process.

The participation of stakeholders opens opportunities for awareness, participation, and role
development in local governance.

D. PAP allows community members to have control of and access to their lives’ resources.

E. Participatory planning results to a higher probability and more efficient means of addressing
community issues, concerns, and needs.

F. Participatory planning allows for an increased transparency and local accountability in local
governance. The culture and trust between and among stakeholders and local government will
be improved.

Steps and Guidelines in Participatory Action Planning

According to Higgins & Toness (2010) the following are the steps in conducting PAP.
A. Preparing the participants
This involves the building of rapport between development workers and community
stakeholders.

The basic community profile, the nature of the community members, and their primary
needs are identified through interactions and dialogues.

Potential community members are asked to become part of participatory planning and
development process.

This step may take a few weeks or months depending on the context/situation of the
community.

B. Sharing of information and needs assessment

Some members of the community have already identified their needs and situations.
They might also have suggestions or ideas that may solve the needs of the community.

This process must lead to a common community platform through meetings, dialogues,
and consultations. It is important also that the meetings, dialogues, and consultations are
documented and recorded.

C. Identifying resources
It is important to identify the resources within and outside the community. The
resources can be human, sociocultural, material, financial, infrastructural, natural, social
service, or institutional, and other more.

The resources might have strengths, weaknesses, opportunities, or threats, but these can
be included in the community planning and for the development process.

D. Envisioning a future
This is the step where the community members share how they envision/see their
community in the future.
 A detailed plan is to be developed while taking into consideration the community’s
hopes, dreams, and aspirations.

E. Analyzing needs
The needs of the community are the focus of the discussion.

Focus group discussions, in-depth reflection sessions, and meetings with community
leaders and other concerned individuals are conducted.

Community matters are discussed formally in a participatory approach.

F. Building consensus
The community and its stakeholders build a consensus or an agreement on the needs
and concerns that will be addressed,

After the consensus, the community will agree on the possible development
interventions, projects, programs, and engagements that will be applied.

G. Creating an action plan

This step is considered as the heart and soul of the planning process. This is where the
community makes a development plan, and starts community action and mobilization.

This step allows the community to take responsibilities and ownership of their
development.

H. Implementing the plan

After identifying and agreeing on what needs and concerns should be solved, the
community will now proceed with the implementation of the plan.

Some needs can be addressed using the community’s resources while some cannot.
Because of this, financial, technical, and expert assistance must be employed from outside
resources. Partnership with other stakeholders is a key to resource mobilization.

Conditions that need to be considered when organizing PAP

A. Having a deep consideration of the local traditions and cultures of the community and members
B. Being aware and critical of the different forms of inequalities and dynamics that exist among
community participants or members
C. Having balanced and well-distributed tasks to all members of the community
D. Coming up with and deciding on expectations, and monitoring them if they are met or satisfied
E. Having trust, sensitivity, open communication, reliability, and accountability
F. Being able to conduct a continuous gathering of reliable information and conducting situational
analysis to keep things updated and dynamic
G. Being able to set up and lay down leadership in and commitment to different phases of
community and/or organizational operations.

Actors and Actresses of PAP

A. Targets of change
These are the people in the community who would directly and indirectly benefit from
the development programs, projects, and interventions.

Targets of change can be categorized into:

 A group composed of members of the target community who will directly benefit from the
development processes.

These people share the same culture, age, gender, language, identity, characteristics, and
beliefs.

 A group people who are members of the community, or outsiders. These people can be
trusted and relied on by community members.

Examples of this kind are the support groups, elected or appointed officials, etc.

B. Agents of change
These are the people who have certain levels of influence in the community.
 Agents of change may include different people ang groups from Government
Organizations, Non-Government Organizations, business groups, elected and appointed
officials, cultural and religious groups, researchers, academicians, leaders, and other influential
people in the different features of community life.

C. Interested members of the community

They have a special interest in the development of the community or specific issues
concerning the community.

Interested members includes parents, teachers, youth, senior citizens, PWDs,

community volunteers, advocates of community concerns or social issues, professionals living
or practicing in the community.

D. Members of organizations
Organizations that have engagements or operations in the community can be a large
part of the PAP process.

Members of organizations can be board members, administrators, line or program staff,

volunteers, and supporters.

RESOURCE MOBILIZATION
Resource mobilization is the process of implementing planned action for identification,
collection, and utilization of local resources to achieve the community’s goal.

Resource mobilization is often associated with looking for funding to fully or partially support
the development programs of groups, communities, or organizations.

Resources can be in the form of capital, income, possession, property, fund, assets, means,
wealth, supplies, sources, human capital, income, or the natural resources. These resources can be used
for different purposes or objectives by individuals, groups, communities, institutions, societies, or
government, nongovernment, and private organizations.

Resources can be found outside the community where the resource is to be used.

Examples of resource mobilization:

 Run for a cause for the environment
 Dinner campaigns for typhoon victims
 Concerts for a cause
 Writing a project proposal asking for funding
 Looking for volunteers that will give their time, talent, and other resources for a cause or
advocacy

There are a lot of groups inside or outside the community that are willing to provide financial and
material resources to support the different development programs.
 Members of the community give their own resources as their share for the community’s cause
 Development institutions, business groups, or development support can mobilize their own
resources to produce other resources that can provide assistance to communities that are in need
of support

Steps and Guidelines in Resource Mobilization

You can create your own strategies in resource mobilization. The following steps are adopted
from the United Nations (UN)

A. Preparing a specific resource strategy

This step involves planning the needs, existing resources, and mobilization to support
the operations, programs, projects, and processes.

B. Identifying and broadening stakeholder group

This step is where potential supporters, funders, human expertise, and other willing
providers are identified.

C. Developing key messages

 This step is a form of resource mobilization strategy similar to campaigns, advocacies,
volunteers’ mobilization, networking, program accompaniment, and solidarity work.

This is done to seek wider and potential public support in other means and expressions.

D. Selecting resource mobilization vehicles

Identifying possible sources of resources is also identifying resources that can be asked
for help or assistance from the community.

Development support groups can have limitations in resources but it can be

augmented/supplemented/strengthened by other groups or by the community itself.

E. Resource mobilization monitoring and evaluation

This is where the assessment of different resource mobilization processes and strategies
are done.

It is important to develop a monitoring and evaluation plan to record and find out
whether the resource mobilization project is effective.

F. Gearing up for resource mobilization

This step involves the implementation of the resource mobilization. This is to ensure
that the right people or groups will lead and support the mobilization, and that the policies,
strategies, and systems are in place.

LESSON 5
COMMUNITY ORGANIZING AND ACTION

Community organizing and action (CO) is a core/basic process in developing communities. It is a

continuous process of living, raising awareness, and conscientization in the context of the people and
community so that their potential, capabilities, and participation toward empowerment will be enhanced.

CO is an approach that can be used by the people and community to take appropriate actions that
will improve their present situation.

Community organizing and action is one of the most important approaches and strategies in
promoting genuine community development, social development, and social change.

CO needs to be promoted, advocated, and conducted with clear principles, ethical considerations,
and correct guidelines so that it would be true in pursuing its goals and targets.

Community organizing and action plays an important role in the development because it
empowers and energizes community members and sectors that were powerless and had no chance to
exercise their power.

CO can help people realize that there are other options that are other options that can change and
develop their situation by asking help or assistance from local and outside resources. It can also assist and
facilitate the community to set short- and long-term development plans.

BASIC STEPS, PRINCIPLES, ETHICAL, AND OTHER IMPORTANT CONSIDERATIONS FOR CO

Step 1: Pre-entry into the community (Bago pumasok sa pamayanan)

A. Set guidelines or criteria in determining which partner community is going to be organized and
worked with.
B. Collate/compare/check basic and important information/data about the community.
C. Try to understand the life, culture, values, beliefs, other identities of the community.
D. Get to know the formal and informal leaders of the community.

Step 2: Integration into the community (Pakikiisa at pakikipamuhay sa pamayanan)

Organizers will not become successful in their mission if they will not be immersed in the
community they will work with.

Through immersion, community organizers or development workers can have a firsthand

experience of the community’s situation, problems, and dreams.

The following are the important points to be considered when living with the community.
 A. Have a simple lifestyle. Wear the same clothes worn by the people, use their language, and
adapt to their way of life.
B. Do not act like a boarder or a visitor. Remember that the primary purpose is to live with the
members of the community.
C. Avoid making promises or expectations that may lead to frustration when unfulfilled.
D. Take part in the community’s activities like planting, harvesting, celebrating, mourning, or in
any social gathering that is important in the community.
E. Talk and have a sharing with the community members. Theis would allow for a deeper
understanding of the community life and situation.
F. Conduct house-to-house visitation as part of community integration.
G. Have a regular courtesy call with the community leaders, whether they are informal, formal, or
recognized leaders.

Step 3: Community study/analysis (Pagsusuri sa kalagayan o katayuan ng pamayanan)

Community study or analysis pertains to the critical collation/checking of data and information
about the community’s life.

This step enables one to come up with a clear description and analysis of the community’s
situation. It is a long and continuous process that involves both the community and the community
organizers. The community members should not be considered as mere providers of answers in surveys.
It is a challenge for the community organizers or development workers to ensure the meaningful
participation of the people during the research and analysis

Step 4: Spotting potential community leaders (Pagtukoy sa mga kakayahan at karapat-dapat na

mamuno sa pamayanan)
A community must have leaders with the right values and characteristics. Choosing a leader is
important in the process of development and empowerment in the community.

The following are the possible community leaders.

A. People who have deep knowledge or understanding for the community’s situation, especially
the issues, problems, and concerns.
B. Those who are willing to act and commit for the good and development of their fellow
community members.
C. They are the ones who are willing to genuinely commit and work for and with the poor sectors.
D. People who are willing to be trained to become efficient and effective community leaders.
E. People who have the time and dedication to serve the community.
F. Those who are respected and recognized members of the community.

Step 5: Core group formation (Pagbuo ng grupong ubod)

From the identified potential community leaders, a core group will be formed to act as local
community organizers.

The core group will serve as a foundation in the formation of a people’s or community
organization.

From the core group, organization could reach the larger members of the community.

Step 6: Community organization (Pagtatatag ng Organisasyon)

The formal community organization must come from the people.

Based on the activities initiated by the core group toward community organizing, a general or
community assembly may be called to present the initial community development plan that could be
approved and developed by other community members.

Community organizing and action cannot and should not be contained in a single sector or few
communities. Its members have to come from different sectors and communities. This will enable the
people to become key actors in the process of societal, development, transformation, and
empowerment.
 The commitment of community members must be obtained so that the responsibility will not be
carried out by the core group only.

Some principles that will guide the organizing process include the following:

A. It would be better if there is a wider participation of key persons and of the majority of the
community members.
B. Democratic and participatory leadership must be advocated and practiced.
C. There must be a collective management within and outside the organization, to the wider
community, and outside the community.

Step 7: Community action and mobilization (Sama-samang pagkilos)

This step pertains to the actions of the community organization based on their identified and
prioritized issues, problems, and concerns.

The following are the processes to be undertaken for community action and mobilization:
A. Identification and prioritization of issues, problems, and concerns.
B. Formulation of an action plan that indicates the clear objectives, methodologies or strategies,
time frame/time duration, needed resources, and the responsible persons, committees, or
groups.
C. Evaluation of the process.

Participatory principles and strategies must be applied in the planning, implementation,

monitoring, evaluation, reflection-action-reflection, and program development to fully empower a
community.

Step 8: Managing, strengthening, and sustaining community organization

After organizing the community with the needed requirements, policies, and structures, the
challenge now is how to manage, strengthen, and sustain/maintain the community organization.

The organizing process does not stop after the community is organized. Community organizing
and action is a continuous process.

LESSON 6
EVALUATION

Evaluation is the systematic assessment of the worth or merit of some object. It is also the
systematic acquisition and assessment of information to provide useful feedback about some object.

Evaluation is a systematic responsibility that involves:

 An assessment of worth (values like effectiveness and cost effectiveness) and quality of an object
 Making feedback about the object
 Addition of significance or the importance of an object for evaluation

The object may refer to an activity, policy, reason, program, technology, or artwork.

The following are some examples of evaluation:

 An employee being evaluated according to his or her performance
 An artwork evaluated according to its design and workmanship
 A technology being evaluated according to his or her performance

It is important to determine first what will be evaluated.

In community engagement, evaluation is done to community action, engagement, and

development so special focus is given to a community program as the object while the program’s
performance as the purpose of evaluation.

Program as used in community engagement refers to:

 Any organized community action (public health action, book drive, programs for forest
rehabilitation)
 Community mobilization
 Research
 Surveillance systems
 Communication campaigns
 Infrastructure building
  Training and education services

In evaluating the program’s performance, the following questions may be asked:

1. What specific aspects of the program will be looked into when judging the program performance?
2. What standards (e.g. level or type of performance) must be met so that the program may be
considered successful?
3. What indicators/criteria must be used to determine the performance of the program?
4. What conclusions about the program’s performance will be justified when available pieces of
evidence are compared to the selected standards?
5. How can the lessons derived from the evaluation be applied to the community program’s
enhancement?

In evaluating a community project, it is helpful to begin by:

 Reviewing how you are going to tackle each stage
 Identifying the problems, you are trying to solve
 Planning the steps to take to make change happen
 Identifying the results you want to see
 Identifying the criteria or means to measure progress

IMPORTANCE OF EVALUATION
Evaluation is conducted or done for a different purposes or goals. For example, it is done to know
the status, impact, process or outcome of a program the government, school, business, or community.

1. It is important in knowing whether or not an activity or a program is done according to a set of

procedures, expectations, and measures leading to its attainment.

The results of the evaluation enable the organizers to improve or sustain their measures.

2. It develops a sense of accountability among the implementers because evaluation provides feedback
on whether the project objectives are obtained or not.

It proves to the community, sponsors, and other stakeholders that the program is worth the support.

It likewise determines whether the program is suitable or not to the recipients.

3. The lessons drawn from evaluation leads to improvement by pointing out what worked and what
did not work, how mistakes can be avoided, success can be repeated.

4. It motivates and satisfies those involved in the project. It improves the group’s reputation that can
create positive effects on involvement, support, and funding.

GOAL OF EVALUATION
The goal of evaluation is to influence decision-making or policy formulation by giving feedback
from empirical data.

Useful feedback is utilized by program implementers and is made available to stakeholders (e.g.,
administrators, staff, clients, donors, sponsors, etc.). these stakeholders are to be affected by the outcomes
or results.

KEY PRINCIPLES OF EVALUATION

The following are the characteristics of an evaluation according to Taylor, et. al. (2005).

A. Evaluation is a sustained or continuous process that gives information to planning and delivery
throughout the program.
B. It engages those who are interested in the program starting from defining the questions they
want to be answered.
C. It uses imaginative and creative approaches.
D. It enables the program to be more accountable to the larger community.
E. It is used to question oppressive and discriminatory rules, policies, and practices to attain
equality.
F. It emphasizes and praises successes and achievements.
 G. It encourages an honest assessment of progress so that one can learn what has worked and what
has not.

EVALUATION STANDARDS
Yarbrough, et. al. (2011) identified 30 standards for assessing the quality of evaluation. These
standards answer the question “Will this evaluation be effective?”.

The 30 standards are grouped into five.

A. Utility standards
These make sure that an evaluation will address the information needs of the users.
Relevant standards include:
 Stakeholder identification
 Evaluator credibility
 Program documentation
 Values identification
 Described purposes and procedures
 Disclosure of findings
 Evaluation impact

B. Feasibility standards
These ensures that the assessment will be realistic, practical, considerate, and
economical or penny-wise.

Relevant standards include:

 Political feasibility/practicality
 Practical procedures
 Cost effectiveness
 Defensible information sources
 Service orientation

C. Propriety standards
These makes sure that an evaluation will be undertaken legally, ethically, and with due
consideration of the welfare of those participating in the evaluation and those affected by its
outcome.
Relevant standards include:
 Formal agreements
 Human rights
 Fiscal/financial responsibility
 Report timelines

D. Accuracy standards
These ensure that the evaluation profits sufficient/satisfactory and correct information
about the elements, aspects, or features that indicate the worth or advantage of the program
undergoing evaluation.
Relevant standards include:
 Complete and fair assessment
 Valid and reliable information
 Analysis of quantitative and qualitative information
 Justified conclusions
 Impartial reporting
 Reporting clarity

E. Evaluation and accountability standards

These encourage sufficient documentation of evaluations and a meta-evaluative
perspective (assessment or evaluation of evaluations) geared toward the enhancement of and
being responsible for evaluation practices and products,
 Relevant standards include:
 Evaluation design
 Information collected
 Procedures employed
 Outcomes

TYPES OF EVALUATION
The type of evaluation depends on the object being evaluated and its goals/purposes. The most
basic type of evaluation are formative evaluation and summative evaluation.

A. Formative evaluation
It is intended for strengthening or enhancing the object being evaluated.

It forms the program by:

 Examining the quality of its implementation
 Assessing its inputs, manpower, context, and procedures
 Pointing out what else is to be done and what steps are to be undertaken in case of
problems.

Formative evaluation further includes the following:

 Needs assessment – This points out who needs the program, how great the need is, and
what might work to meet the need.

 Evaluative assessment – This finds out if an evaluation is feasible and how the stakeholders
can assist in making the evaluation useful.

 Structured conceptualization – This helps the stakeholders in defining the program or

technology, identifying the target population, and determining the possible results.
 Process evaluation – This study the steps and ways for delivering the program or
technology. It answers the question, How well is the program or technology delivered?

 Implementation evaluation – This monitors the program if it adheres to its design to ensure
it is implemented accordingly. It answers the question, How well is the program or
technology delivered?

B. Summative evaluation
It examines the effects or outcomes of some objects. Summative evaluation covers the
following:

 Outcome evaluation – This studies whether the program or technology caused observable
effects. It measures the changes that resulted from the program.

 Cost-effectiveness and cost-benefit analysis – It evaluates the efficiency by standardizing

outcomes in terms of their cost and values.

 Impact evaluation – It assesses the total effects, intended or not, of the entire program.

 Secondary analysis – This reexamines available data to address new questions or apply
other methods that are not usually used.

 Meta-analysis – This makes an integration of outcomes from different studies in order to

formulate an overall or summary judgement regarding an evaluation question.
 CHAPTER 5
(Community action plan initiatives)

LESSON 1
DEFINITION OF COMMUNITY ACTION PLAN
Community action plan (CAP) is one of the participatory action planning types and participatory
tools that can be maximized to strengthen the capabilities of the people to come up with a set of actions
that are aligned with the situations, resources, problems, capacities, and needs of the communities.

Community action plan serves as a guiding principle for the implementation of programs that are
planned together by the people through the support of different stakeholders.

CAP can be done by laying down what will be done, who will do it, and how it will be done. It
explains what the community

The role of the people in preparing and producing a CAP must be emphasized so that they can
come up with feasible and concrete steps toward participatory development planning.

The partnership of the community and its stakeholders is important. They both work together for
the budgeting, resource mobilization and allocation, reviewing and updating of CAP, and regular
evaluation to sharpen CAP.

FACILITATORS
Facilitators may be a combination of community leaders/members and development workers
who will be responsible for information dissemination, preparation of the list of participants, venue
reservation, development of relevant materials, and actual facilitation of the CAP processes and
strategies.

Facilitators who may belong to development support groups or the community members are
keys toward the success of the entire CAP process. An effective facilitator believes that humans have
equal rights and dignity that can be used for social change and development.

The facilitator’s role is to unleash the capabilities of the community members by letting them
realize that they are important in the community’s decision-making. The facilitator is always for the
interest of the community, and they always believe in the strength of participatory action.

Facilitators must have undergone basic training and formation for them to acquire the necessary
competencies before the actual CAP. The role of the facilitators does not end after the preparation of the
CAP, it continues throughout the project implementation.

PREPARATION OF ACTUAL CAP

CAP uses and maximizes different participatory approaches like workshops, plenary
discussions, focus group discussions, reports, critiques, and others.

The CAP must address the prioritized problems that were selected from deliberations, ways and
means, and details of actions to be taken.

The format of the actual action plan is dependent on the community or target group/sector.

The CAP is to be conducted on a regular basis (once or twice every year) depending on the
needs, evaluation, and culture of the group or community

ACTUAL PREPARATION OF CAP: Some procedures and Criteria

Preparing the CAP means creating spaces for mobilization, organization, community
participation and empowerment, and leadership within the community.

The CAP process could be further elaborated through six general stages of work as presented in
the table below.

Stages and Description Some Tips, Guides, and Criteria

Labels for a Good CAP
Stage 1: A broad discussion on the
Preparation of a situations (positive and negative),
general problems, and concerns of the
situationer community are reviewed here.
The issues raised are not only
those in the community level but
also in the national and global
levels.
Prepare creative group activities
that can capture the problems and
concerns of the community.
The problems and concerns to be
identified may include social,
political, economic,
environmental, cultural, health, or
other sectoral dimensions.

Stage 2: After identifying the problems and Different PAP methodologies

Prioritization of concerns, the participants shall could be used like problem and
problems and decide on what specific concerns solution analysis tree.
concerns should be dealt with.
Prioritization will be based on the
The main problems can be preferences of the community after
identified here so the critical eyes a deliberation.
of the participants are important.
Stage 3: The group shall decide on the The goals and objectives must be
Setting the goals possible outcomes based on the SMART – Simple, Measurable,
and objectives in prioritized problems and concerns. Attainable, Realistic, Time bound.
a specific period
of time This stage identifies what must be
attained and realized after a
specific period of time.
Stage 4: The community shall decide on Strategies must be varied and
Identifying the strategies, approaches, and multidisciplinal, and should
strategies, actions that are appropriate in involve different stakeholders.
options, and dealing with the prioritized
trade-offs problems and concerns. The strategies could be in the form
of programs, projects, activities,
and processes.

These will serve as the concrete

responses to the challenges of the
community.
Stage 5: This stage shall include the This is the body and the flesh of
Planning for following: CAP. This is where the details of
implementation  Undertakings (programs and CAP are plotted or made with
projects) entirety, clarity, and timeliness.
 Specific activities as support (Entirety – a CAP must have a
undertakings list and an alignment of actions
 Specific period of time/time to be done and the changes to be
frame achieved in relation with the
 Those responsible in specific relevant sectors/stakeholders,
undertakings (Person, components, and physical parts.
committees, groups)
 Expected output (quantity and Clarity- a CAP must be clear in
quality) terms of what will be done, who
 Resources needed (human, will be responsible in
financial, materials, physical, undertaking the programs, and
facilities, technical, etc.) how they will be done.

Timeliness – a CAP must have a

clear, defined, and specific time
allotted for all the undertakings
and details of the plan.)

There are different ways of doing

 the details of CAP
Stage 6:
Actual
implementation
and monitoring

--- END OF MODULE 4 ---

ACTIVITY 6. COMMUNITY PROFILE

Have an access/copy to/of the latest community profile of the community/barangay where you belong
to. Pass the copy of your community profile. You may attach it at the back of your answer sheet for
activity 6.

Read and analyze the profile you accessed and answer the following questions in 3 to 5 sentences
only. (10 points per number)
1. From the community profile, identify the top 3 problem your community is facing. You can include
your personal experience with the stated problems.
2. What do you think are the reasons on the emergence of these problems?
3. As a member of the community, how are you going to help in the solution of the identified problem?

ACTIVITY 7. COMMUNITY ACTION PLAN

From the problems you identified in the community profile you accessed, identify one solution that you
can do/execute. From the identified solution, make an action plan. Execute the action plan accordingly.

Before doing so, be sure to contact your subject teacher first for approval, recommendations and other
pertinent papers needed for the execution of the community action plan.

The format/components needed in the action plan will soon be sent via messenger or hard copies through
your area coordinator.

This activity will be done per group based on the barangay or municipality where you belong to. The
maximum number per group is 7. Exceeding this number needs approval by the subject teacher.

Your plan of action (NAN PLANU LANG AN ATON BOKON NAN OUTPUT AN ACTION PLAN
MISMU) should be made known to the subject teacher 1 week after the exam.

Make sure to maximize the time, finish everything before the Final term examination.

--- END OF FINAL TERM ---

Be sure to answer and submit your community profile, activity 6, and community action
plan before the scheduled midterm examination. Refrain from copying the answers of
your classmates and/or copying from the internet, your score will be zero (0) and you have
to do the activity again.