Basic Introduction to Community Work - Central

Introduction to
Community Work
Participant’s Pack
Developed with support from the Scottish Government’s WALT Challenge Fund.

CONTENTS
Section Page(s)
Section 1 - Background and Introduction 4 - 9
Section 2 - Course Administration 10 - 17
Section 3 - History of Community Work 18 - 26
Section 4 - What is Community Work? 27 - 33
Section 5 - Values and Principles 34 - 42
Section 6 - Equality and Diversity 43 - 49
Section 7 - Community Involvement 50 - 56
Section 8 - Working with Individuals and Groups 57 - 70
Section 9 - Teams and Networking 71 - 77
Section 10 - Practice Placement 78 - 85
Section 11 - Placement Report &
Course Evaluation
Section 12 - Reference, Research, and
Additional Reading
86 - 91
92
2

Introduction to Community Work
Delivery Schedule
Session 1 3 Hours
Session 2 3 Hours
Session 3 3 Hours
Session 4 3 Hours
Session 5 3 Hours
Session 6 3 Hours
Session 7 3 Hours
Session 8 4 Hours
Session 9 3 Hours
Session 10 10 Hours
Session 11 2 Hours
Total 40 Hours
3

Section 1
Background
and
Introduction
4

Notes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
5

Key Learning points:
Increased knowledge of Inspire Group.
Increased knowledge of member’s remit.
Awareness of community work support services.
Individual and Group Expectations.
6

Background and Introduction
Background
The ‘Inspire’ Community Training Group was established in 2001 to
provide a co-ordinated approach to community training and capacity
building in West Dunbartonshire with the intention of maximising
resources, reducing duplication, and undertaking regular community
training needs audits and appraisal and evaluations.
Inspire is a multi agency group with a membership of frontline
workers, community representatives and community work managers.
The group has developed a number of core training packages,
devised, piloted, and facilitated by group members.
Based on the most regularly identified community training needs of
Committee skills, Presentation Skills, Funding and Finance, Problem
Solving, and Confidence Building these training courses are delivered
by cross agency teams.
The ‘Inspire’ Community Training Group attempts to ensure a coordinated
partnership approach to community training, whilst ensuring
that individual agency priorities and work plans are not compromised.
The ‘Inspire’ Community Training Group has currently agreed to
assume responsibility for the implementation of a number of the
Community Learning & Development (& Guidance) Strategy
Community Capacity Action Plan priorities.
The group has created an Action Plan around these priorities utilizing
the “How Good Is Our Community Learning & Development #2” selfappraisal
and evaluation process.
7

Introduction
The ‘Inspire’ Community Training Group have developed and
designed this training course to provide an opportunity for those
interested in working in community work either in a voluntary or part
time basis by developing their skills, knowledge, and awareness of
community work practices and principles.
The ‘Inspire’ Community Training Group have identified a gap in
provision of suitably trained practitioners to deliver community
development and capacity building work requested by community
groups and individuals. It is envisaged that by participating in the
course we will be able to nurture and grow our own workforce of
community workers.
It is also envisaged that the course will act as a catalyst for those
wishing to progress into further and higher education, and will also
act as the first step on the ladder to volunteering and employment in
the local community development/capacity building field.
The ‘Inspire’ Community Training Group hope to have the coursed
accredited, which will offer the participants the opportunity to obtain a
recognised national qualification.
The ‘Inspire’ Community Training Group
Mission Statement
‘The Inspire group will adopt a co-ordinated
partnership approach to the development of
Community Capacity Building across West
Dunbartonshire by developing and delivering
training, sharing information and resources, and
organising events to meet identified individual
and group needs.’
8

Introduction to Community Work
Session Evaluation
Title of Session: __________________________________________
Rating
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
1. How enjoyable did you find the topic? 1 2 3 4 5
2. How relevant did you find the topic to
working with communities?
1 2 3 4 5
3. Did you feel that what you learned was
relevant to working with communities?
1 2 3 4 5
4. How would you rate the venue? 1 2 3 4 5
5. How relevant were the tutor’s methods? 1 2 3 4 5
6. How useful were the
handouts/presentations?
1 2 3 4 5
7. Were you happy with the materials used? 1 2 3 4 5
8. Did you find the tutor helpful in
understanding the topic?
1 2 3 4 5
9. Did you find the tutor supported your
learning?
1 2 3 4 5
10. Was the tutor prepared for the session? 1 2 3 4 5
11. Was the tutor knowledgeable of the topic? 1 2 3 4 5
12. Were all participants treated fairly and
equally?
1 2 3 4 5
13. Were you comfortable with the appraisal
and evaluation methods?
1 2 3 4 5
14. Did the appraisal and evaluation match the
content of the session?
1 2 3 4 5
15. Is there anything you would change or like
changed about the session?
1 2 3 4 5
16. Was the time allocated to each session
appropriate?
1 2 3 4 5
9

Section 2
Course
Administration
10

Notes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
11

Key Learning points:
Increased knowledge of course and course
administration responsibilities.
Who your target group are?
A better understanding of course and course
administration and management.
Increased knowledge of why workers evaluate
their work.
12

Section 2 - Course Administration
Who is the course for?
This is an introductory course for adults who are interested or newly
involved in working with Community Groups and Individuals.
How long will the course last?
The course will last for 40 hours, which is divided into 30 hours
tutored work, plus 10 hours practice placement work.
However, it is recommended that each participant will allocate 15
hours of their own time for personal study and preparation for their
practice placement and assignments.
Do I need any previous knowledge, skills or qualifications?
There are no entry requirements for this course but a basic literacy
qualification at Level 2 would be helpful.
What will I do on the course?
You will learn about the history, principles and educational nature of
Community Work.
You will also gain an understanding of the key personal skills required
to become an effective Community Worker.
This course has been designed to give the participants an insight into
the field of community work in a community learning environment.
The course is aimed to act as a catalyst for those participants who
wish to work on a part time or voluntary basis or pursue a career in
Community Learning and Development.
The course will introduce participants to the field of community work
so that they can experience the various elements and areas involved
in working with communities.
13

The course is targeted at community members who have little or no
experience of community work, but wish to develop their
understanding and knowledge of community work activities.
The content of the course has been designed to encourage dialogue,
participation, and a greater understanding of community diversity and
issues.
14

Introduction to Community Work
Course Evaluation
Student Handout
Thank you for participating in the ‘Introduction to Community
Work Course’ and for your support in evaluating the course. To
ensure that we make the process and experience as enjoyable
and informative as possible, we would be grateful if you would
take the time to help us evaluate the course with our continued
evaluation process.
We will use a standard evaluation process based on answers
being rated from 1 – 5 (1 = Very Unsatisfactory, 2 =
Satisfactory, 3 = Fair, 4 = Good, 5 = Very Good)
You will be asked to circle the numbers that are most
appropriate to you answers.
Please circle one number from each question.
Your response is confidential as you are not asked to put your
name on any of the forms.
We would like you to be as honest as possible, and if there is a
question you feel you can not answer or do not want to answer,
just leave it blank.
If there are any questions you do not understand please ask for
support.
Please make sure your answers are clear.
When finished please return the completed form to the course
co-ordinator.
15

Introduction to Community Work
Recording Complaints
Session:________________________________________________
Tutor:__________________________________________________
Venue: _________________________________________________
Date: __________________________________________________
Complaint(s)
Comments(s)
Action(s) Taken
Participant’s Signature:……………………………………………
Tutor’s Signature:……………………………………………………
16

Introduction to Community Work
Session Evaluation
Title of Session: __________________________________________
Rating
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
1. How enjoyable did you find the topic? 1 2 3 4 5
2. How relevant did you find the topic to
working with communities?
1 2 3 4 5
3. Did you feel that what you learned was
relevant to working with communities?
1 2 3 4 5
4. How would you rate the venue? 1 2 3 4 5
5. How relevant were the tutor’s methods? 1 2 3 4 5
6. How useful were the
handouts/presentations?
1 2 3 4 5
7. Were you happy with the materials used? 1 2 3 4 5
8. Did you find the tutor helpful in
understanding the topic?
1 2 3 4 5
9. Did you find the tutor supported your
learning?
1 2 3 4 5
10. Was the tutor prepared for the session? 1 2 3 4 5
11. Was the tutor knowledgeable of the topic? 1 2 3 4 5
12. Were all participants treated fairly and
equally?
1 2 3 4 5
13. Were you comfortable with the appraisal
and evaluation methods?
1 2 3 4 5
14. Did the appraisal and evaluation match the
content of the session?
1 2 3 4 5
15. Is there anything you would change or like
changed about the session?
1 2 3 4 5
16. Was the time allocated to each session
appropriate?
1 2 3 4 5
17

Section 3
History
of
Community Work
18

Notes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
19

Key Learning points:
Increased awareness of Community Work
origins.
Better understanding how community work came
about.
Better understanding of community work in your
area.
Increased awareness of who delivers community
work.
20

Section 3 – History of Community Work
Community Work activities have been around for a considerably long
time, centuries in fact, but it was never called community work. It was
work carried out by people and organisations such as philanthropists,
missionaries, the Quakers, the Salvation Army, the rich, and the good
and the great who were helping people less fortunate than
themselves.
In the late 1950s and early 1960s accounts of practice and theoretical
explorations began to appear that viewed community workers as a
distinct occupation.
Prior to this there were separate groups of workers such as
community centre wardens, secretaries of councils of social services,
and development workers on new housing estates, who did not
possess a common occupational identity.
The Young husband Report (1959) on social work was a significant
turning point. It specifically drew on the North American division of
social work into casework, group work, and community organisation
describing the latter as:
Primarily aimed at helping people within a local community to identify
social needs, to consider the most effective ways of meeting these
and to set about doing so, in so far as their available resources
permit.
The term community work has a relatively short history in the United
Kingdom. Nonetheless, the number of practitioners who were
described as being engaged in community work by the early 1980s
was roughly equivalent to youth work or adult education.
Over the past 50 years, community work has developed gradually,
and has been influenced by three influencing reports. These being:
Kuenstler (1961)
The Gulbenkian Report (1968)
the Alexander Report (1975)
21

The Alexander Report was to separate how Scotland saw community
work from the rest of the United Kingdom. Following the Alexander
Report (SED 1975) and the establishment of a new local government
structure, community education services were formed in most
regions.
It was the Government’s Report “The Challenge of Change” chaired
by Kenneth Alexander that recommended the setting up of the
community education services in Scotland in 1975. Whilst community
education has its origins prior to 1975, the Alexander Report gave
public policy recognition to the term, through recommending to
Government the merging of the former adult education, youth and
community work services under a new title - Community Education.
Alexander drew upon the three traditions, placing community
education within a lifelong education and a community development
framework.
The Alexander Report recognised the need to train community
educators to the highest quality to take on this challenge. A further
working party was established by the Government, chaired by
Elizabeth Carnegy, to make recommendations on professional
training. The Carnegy Report published in 1977, reviewed existing
professional training provision in Scotland through the still somewhat
separate traditions of adult education, youth and community work
provided by several Colleges of Education and Universities.
The Carnegy Report focused primarily upon the content of training,
recommending a social and political science base and taught and
practical elements in adult education, community work and youth
work. By the end of the 1970s and early 1980s integrated
professional community education courses at diploma and postgraduate
certificate level were available in Scotland.
A desire by practitioners, employers and trainers to raise the status of
the profession developed, paralleled by a growing interest in opening
up new forms of flexible access to training and accreditation. In 1982
the national agency for community education, the Scottish
Community Education Council, recommended by the Alexander
Report, was established by the Scottish Office. As one of its first
22

tasks the Scottish Community Education Council, recommended by
the Alexander Report, was established by the Scottish Office.
As one of its first tasks the Scottish Community Education Council
(S.C.E.C.) established a second working party on training chaired by
Geoffrey Drought.
This committee reported in 1984 under the title “Training for Change”.
It examined in detail issues of flexibility and accessibility to training,
the need to enhance the quality of training, and the need to establish
a “National Council” to oversee the training system.
Whilst the Carnegy Working party had set out a common core content
of knowledge and skills, generally accepted by the Drought Working
Party, “Training for Change” focused upon establishing a flexible
community education training system through which there should be
a variety of routes, recommending the introduction of a modular
approach to training.
The Report also called for improvements in the quality of fieldwork
practice and supervision and for employers to be given greater
recognition in the planning of training.
Modularisation of training and tentative experimentation with
innovative access routes continued through the 1980s. There was a
greater clarity in terms of the focus upon learning outcomes through
both college and practice elements of training.
In 1990, the “National Council” function was finally established by the
Minister of Education as CeVe (Community Education Validation and
Endorsement), a committee serviced and supported by SCEC.
While a considerable amount of community work remained in social
service departments in a number of regions, there has been a
significant lobby for community development within community
education (PCEO 1992 – Principle Community Education Officers).
Significantly, the linking of adult education with youth and community
work has meant that the educative core of community development
has been asserted.
23

The process is educational. It is about people in communities creating
opportunities for growth and change and deliberate movement
towards the ends which they determine, and in the process of doing
so increase their critical awareness, knowledge, skills and attitudes.
In Scotland the community education tradition remained reasonable
strong and vocal - adopting, in significant part, the language of
community learning.
In a Scottish Executive paper this was defined as 'informal’ learning
and social development work with individuals and groups in their
communities.
The aim of this work is to strengthen communities by improving
people's knowledge, skills and confidence, organisational ability and
resources.
The paper continued, 'Community Learning and Development makes
an important contribution towards promoting lifelong learning, social
inclusion and active citizenship' (Scottish Executive 2003).
There is a real sense in which the educational role of community
development had not been lost (as was the case in England in the
1960s and 1970s).
Over the past 10 years community work has taken a major 360
degree turn from its origins and has come full circle and is now more
commonly known as Community Learning & Development.
This came about from the Scottish Executive’s, now the Scottish
Government’s Social Inclusion and Community Planning agendas,
which made it a legal requirement that communities, groups, and
individuals should be supported to improve their knowledge, skills,
and confidence, organisational ability and resources, as well as
promoting lifelong learning, social inclusion, and active citizenship.
West Dunbartonshire has embraced this ethos by developing
structures within the Statutory, Voluntary, and Community sectors
that meet the needs and aspirations of individuals, groups, and
communities.
24

Introduction to Community Work
Session Evaluation
Title of Session: __________________________________________
Rating
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
1. How enjoyable did you find the topic? 1 2 3 4 5
2. How relevant did you find the topic to
working with communities?
1 2 3 4 5
3. Did you feel that what you learned was
relevant to working with communities?
1 2 3 4 5
4. How would you rate the venue? 1 2 3 4 5
5. How relevant were the tutor’s methods? 1 2 3 4 5
6. How useful were the
handouts/presentations?
1 2 3 4 5
7. Were you happy with the materials used? 1 2 3 4 5
8. Did you find the tutor helpful in
understanding the topic?
1 2 3 4 5
9. Did you find the tutor supported your
learning?
1 2 3 4 5
10. Was the tutor prepared for the session? 1 2 3 4 5
11. Was the tutor knowledgeable of the topic? 1 2 3 4 5
12. Were all participants treated fairly and
equally?
1 2 3 4 5
13. Were you comfortable with the appraisal
and evaluation methods?
1 2 3 4 5
14. Did the appraisal and evaluation match the
content of the session?
1 2 3 4 5
15. Is there anything you would change or like
changed about the session?
1 2 3 4 5
16. Was the time allocated to each session
appropriate?
1 2 3 4 5
25

Section 4
What is
Community Work?
26

Notes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
27

Key Learning points:
Increased awareness and knowledge of what
community work is.
Increased understanding of the different strands
of Community Learning and Development.
Increased awareness of who provides community
work?
28

Section 4 – What is Community Work
There is no set agreement about what community work is as it means
different things to different people, agencies, and organisations.
Within Scotland, community learning and development is provided by
local authorities and voluntary organisations. Local authorities are
active in three main areas;
- Youth Work
- Adult Education
- Community Work
Voluntary organisations tend to specialise and operate in one of
those areas.
However, for the purpose of this course we will have a simplistic
interpretation of community work and define it as:
The process of supporting and enabling ordinary people to
develop their own knowledge and skill base, and improve their
own communities by undertaking collective action.
The support is normally provided by full time employed community
workers who can be employed by different statutory, voluntary, or
community groups and agencies, and could be employed to focus on
general or themed areas and issues.
These could be groups and agencies working in the following areas:
Mental and physical disabilities.
Housing and homeless issues.
Domestic abuse and violence.
Promoting faiths and religion.
Youth issues and activities.
Arts and Environmental.
Campaigning and lobbying
And much more...
29

Purpose
The key purpose of community work is to work with communities
experiencing disadvantage, enabling them collectively to identify
needs and rights, clarify objectives, and take action to meet them
within a democratic framework which respects the needs and rights of
others.
Community work is seen as a process that is both an individual and
collective experience. It is based on a commitment to equal
partnership between all those involved to enable a sharing of skills,
awareness, knowledge, and experience in order to bring about
positive change.
Community work takes place in geographical communities (where
you live) and communities of interest (youth, housing, drugs, etc),
basically, whenever people come together to identify what is relevant
to them, and act on issues of common concern.
Who does community work?
There are no rules that say community work can only be carried out
by a paid/qualified worker. Any one who is active within their own
community could claim to be a community worker; they could be
members of a committee for a church hall, housing association,
community council, tenants association, a community activist, etc.
However, community work is seen as an occupation with its own
guidelines and standards, which were highlighted previously in this
section of the course. The paid community worker is seen as
someone who enables or facilitates individuals, groups, and activities
within a geographical community or a community of interest, such as
lone parents, young people, and black and minority ethnic groups.
What we do look for from specialist, generic, and lay community
workers is that they follow the values and principles of community
work, and that the National Occupational Standards in Community
Development Work are used whenever, community development
work is practiced and organised and by people engaged in other
30

occupations doing community development work and/or using a
community development approach in the promotion of social change.
31

Introduction to Community Work
Session Evaluation
Title of Session: __________________________________________
Rating
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
1. How enjoyable did you find the topic? 1 2 3 4 5
2. How relevant did you find the topic to
working with communities?
1 2 3 4 5
3. Did you feel that what you learned was
relevant to working with communities?
1 2 3 4 5
4. How would you rate the venue? 1 2 3 4 5
5. How relevant were the tutor’s methods? 1 2 3 4 5
6. How useful were the
handouts/presentations?
1 2 3 4 5
7. Were you happy with the materials used? 1 2 3 4 5
8. Did you find the tutor helpful in
understanding the topic?
1 2 3 4 5
9. Did you find the tutor supported your
learning?
1 2 3 4 5
10. Was the tutor prepared for the session? 1 2 3 4 5
11. Was the tutor knowledgeable of the topic? 1 2 3 4 5
12. Were all participants treated fairly and
equally?
1 2 3 4 5
13. Were you comfortable with the appraisal
and evaluation methods?
1 2 3 4 5
14. Did the appraisal and evaluation match the
content of the session?
1 2 3 4 5
15. Is there anything you would change or like
changed about the session?
1 2 3 4 5
16. Was the time allocated to each session
appropriate?
1 2 3 4 5
32

Section 5
Values
&
Principles
33

Notes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
34

Key Learning points:
Increased knowledge and understanding of
values and principles.
Increased awareness of own views.
Better understanding of occupational values and
principles.
Better understanding of peers.
35

Section 5 – Values and Principles
Community Work has developed over the years, however, its
underlying values and principles have always remained the same, but
perhaps with different wording.
Throughout this section of the course we will be able to discuss and
explore the values and principles of community work from what they
were to what they are now.
VALUE BASE AND PRINCIPLES DEFINING COMMUNITY
EDUCATION
In 1990 the Minister of Education approved the following definition of
community education against which a functional analysis for
community educators was carried out:
“Community education is a process designed to enrich the lives of
individuals and groups by engaging with people living within a
geographical area, or sharing a common interest, to develop
voluntarily a range of learning, action, and reflection opportunities
determined by their personal, social economic and political needs”.
The function or role of the community educator in society, therefore,
is that of an animateur, positively intervening and engaging with
people within their community, motivating, organising and enthusing
them to acquire new knowledge, skills and confidence. In Scotland
this has been closely linked to community development strategies for
tackling social exclusion, for supporting individual and community
enterprise and self-help and for encouraging public participation in
determining change.
THE VALUE BASE
At the core of the training and practice of community education is an
active concern to promote certain ethical values, which underpin and
give coherence to its operation. The Report on community education
training “Training for Change” published by the Scottish Community
Education Council in 1984, noted that:
“despite the differing traditions of adult education, youth and
community work, there is common ground. They have, as a common
36

aim, the building of a healthy democracy in a pluralist
society…founded on a belief in the individual as an active participant
in a shared process of personal and group development through
education”
This value base has since been reinforced and developed in the first
published CeVe guidelines (1991), the Principal Community
Education Officers’ Report “Value for People” (1993) and the
Convention of Scottish Local Authorities Report on Community
Education (1995).
The underlying values at the heart of community education are that
education:
• Respects the individual and the right to self-determination;
• Respects and values pluralism
• Values equality and develops anti-discriminatory practice
• Encourages collective action and collaborative working
relationships;
• Promotes learning as a lifelong process;
• Encourages a participating democracy.
PRINCIPLES OF COMMUNITY EDUCATION PRACTICE
In its first published guidelines, CeVe noted that these values should
themselves be reflected “at the level of the operating principles” of
community education practice. Community education providers
should encourage:
• Equality of opportunity, positive action and open access
particularly for disadvantaged learners;
• Active participation of learners in the process of identifying
learning needs, planning a learning course and monitoring it;
• Flexibility of approach, covering content, location and style;
• Recognition that learning can relate to persona. Social,
economic and political experiences as well as more academic
and vocational subjects;
• An emphasis upon learning as well as teaching, and on
matching the content and manner of delivery to the needs of the
people concerned;
• A positive response by participants to change and to the
demands made on them in the present and the future.
37

As we have seen, the term ‘Community Work’ changes from person
to person, and from agency to agency, but remains the same
practice.
In January 2003, The National Occupational Standards in Community
Development Work defined the key purpose of community
development work is collectively to bring about social change and
justice, by working with communities to:
o Identify their needs, opportunities, rights and responsibilities.
o Plan, organise, and take action.
o Evaluate the effectiveness and impact of the action.
All in ways which challenge oppression and tackle inequalities.
The competences for Community Learning and Development
(2009)
Competence in Community Learning and Development
Community learning and development is learning and social development
work with individuals and groups in their communities using a range of
formal and informal methods. A common defining feature is that
programmes and activities are developed in dialogue with communities and
participants.
(Scottish Government, 2004)
Community Learning and Development aims to:
…develop the capacity of individuals and groups of all ages and through
their actions, the capacity of communities, to improve their quality of life.
Central to this is their ability to participate in democratic processes.
(Scottish Office, 1998)
38

The values of Community Development Work are:
Self-determination – respecting the individual and valuing the
right of people to make their own choices.
Inclusion – valuing equality of both opportunity and outcome,
and challenging discriminatory practice.
Empowerment – increasing the ability of individuals and
groups to influence issues that affect them and their
communities through individual and /or collective action.
Working collaboratively – maximising collaborative working
relationships with the many agencies which contribute to CLD
and /or which CLD contributes to, including collaborative work
with participants, learners, and communities.
Promotion of learning as a lifelong activity – ensuring that
individuals are aware of a range of learning opportunities and
area able to access relevant options at any stage of their life.
Competent CLD workers
Competent CLD workers will ensure that their work supports social
change and social justice and is based on the values of CLD. Their
approach is collaborative, anti-discriminatory and equalities-focused
and they work with diverse individuals, communities of place or
interest and organisations to achieve change. They can influence or
lead people, understanding when this is or is not appropriate. Central
to their practice is challenging discrimination and its consequences
and working with individuals and communities to shape learning and
development activities that enhance quality of life and sphere of
influence. They have good interpersonal and listening skills and their
practice demonstrates that they value and respect the knowledge,
experience and aspirations of those involved. They will initiate,
develop and maintain relationships with local people and groups and
work with people using:
39

• non-formal contact;
• informal support; and
• informal and formal learning and development opportunities
Competent CLD workers will also have self-management skills, such
as time management and communication, that are appropriate to the
level at which they are practising. While these are not detailed in the
competences, they are covered through the SCQF framework and
the National Occupational Standards.
Critically Reflective CLD workers
CLD practitioners are aware of their values and principles and
critically reflect on their practice and experience so that they integrate
their knowledge, skills, values and attitudes and use these effectively
in their work. They use self-assessment, participative processes and
evidence of the impact of their work to plan and manage their
activities.
These are essential to their ability to develop and manage their own
practice and identify their own learning and development needs.
The CLD competences
• Know and understand the community in which we work
• Build and maintain relationships with individuals and groups
• Provide learning and development opportunities in a range of
contexts
• Facilitate and promote community empowerment
• Organise and manage resources
• Develop and support collaborative working
• Evaluate and inform practice
40

Introduction to Community Work
Session Evaluation
Title of Session: __________________________________________
Rating
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
1. How enjoyable did you find the topic? 1 2 3 4 5
2. How relevant did you find the topic to
working with communities?
1 2 3 4 5
3. Did you feel that what you learned was
relevant to working with communities?
1 2 3 4 5
4. How would you rate the venue? 1 2 3 4 5
5. How relevant were the tutor’s methods? 1 2 3 4 5
6. How useful were the
handouts/presentations?
1 2 3 4 5
7. Were you happy with the materials used? 1 2 3 4 5
8. Did you find the tutor helpful in
understanding the topic?
1 2 3 4 5
9. Did you find the tutor supported your
learning?
1 2 3 4 5
10. Was the tutor prepared for the session? 1 2 3 4 5
11. Was the tutor knowledgeable of the topic? 1 2 3 4 5
12. Were all participants treated fairly and
equally?
1 2 3 4 5
13. Were you comfortable with the appraisal
and evaluation methods?
1 2 3 4 5
14. Did the appraisal and evaluation match the
content of the session?
1 2 3 4 5
15. Is there anything you would change or like
changed about the session?
1 2 3 4 5
16. Was the time allocated to each session
appropriate?
1 2 3 4 5
42

Section 6
Equality
&
Diversity
43

Notes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
44

Key Learning points:
Increased knowledge and understanding of
issues facing individuals, groups, and
communities.
Increased competence and confidence to
address inequality issues.
A better understanding of how to include
equalities into community work courses and
activities.
Increased awareness of own values and
attitudes.
45

Section 6 – Equality and Diversity
One of the key principles and values of community work is that we
are here to change our community so that it is a more equal and less
unjust place for us to live, work, and play.
If we are serious about changing things for the better, then we have
to think very carefully about the way we currently work and think, and
how we relate to individuals and communities and who may be
getting left out of the process.
We need to understand what it means to be excluded, marginalised,
and discriminated against, and not to be treated as equal or having
anything worth contributing.
In this section of the course we will discuss some of the barriers that
prevent people from fully participating, and how we can address
these barriers as individuals, groups, and a community.
What is equality?
Equality in its wider sense, as in the definition of equal opportunities
in the Scotland Act 1998, encompasses gender, race, disability,
sexual orientation and also individuals and groups facing
discrimination on the grounds of age, language or social origin, or of
other personal attributes, including beliefs or opinions, such as
religious belief or political opinion. Mainstreaming equality should
ensure that all opportunities are genuinely available and accessible to
all potential participants and that current initiatives do not have a
negative impact on any disadvantaged groups.
Community/voluntary organisations have always been at the front of
efforts to promote equality and human rights in Britain and throughout
the world. In providing a voice to disadvantaged groups, the third
sector (Community and Voluntary Agencies and Organisations) has
been responsible for major advances in policy and practice in
reducing discrimination on grounds of race, gender, sexuality,
religion, age and disability. However, much remains to be done in
Scotland to challenge persistent discrimination and the voluntary
sector can do more in this role.
46

Community/voluntary organisations can be large employers and
service providers in their own right, and need to be supported in
maintaining best practice in their operations. The implementation of
the European Convention on Human Rights(ECHR) into Scottish law
represents a series of new challenges to organisations, which in
European legal terms are ‘public bodies’ and therefore covered by the
law. There is a need for information and education for public bodies
of all kinds, in particular voluntary organisations, in respect of ECHR
developments. This represents an area of expertise not previously
provided for the sector.
The Scottish Executive adopted best practice in its approach to
Equality Strategy by adopting a ‘mainstreaming’ approach and
appointing an Executive Unit to help implementation across the
various policy departments of Scottish government. The advantages
of such an approach – maximising efforts to challenge aspects of
discrimination regardless of form – are also being recognised in the
voluntary sector. However, the benefits of maintaining distinct
structures and courses of work for each area of discrimination are
also valued. This calls for a coordinated but not unduly prescriptive
approach to promoting equalities and implies a key role for voluntary
sector infrastructure bodies.
What is diversity?
Diversity means difference, and people's differences can be many
and varied:
Race, Culture, National origin, Region, Gender, Sexual Orientation,
Age, Marital Status, Politics, Religion, Ethnicity, Disability, Socioeconomic
differences, Family structure, Health, Values, and more
Diversity not only assumes that all individuals are unique, i.e.
different, but that difference is value-added. While all societies,
groups or organisations have a need to establish common rules and
modes of operation, the assumption in diversity is that if a group or
organisation learns how to harness individual differences, it will be
more effective and competitive than those groups or organisations
47

that are not able to do so. It is, in other words, an effectiveness
argument. In personal terms, the other component of a diversity
approach requires a finely tuned process for self-examination.
Rather than learning about other groups - and that, indeed, may be
important - diversity requires an individual to assess what one's
personal values are, and how these values affect our individual
behaviours with other people.
What we value will affect how we behave with other people. You will
need to learn to work with a broader range of people: different ages,
genders, races, sexuality, abilities, cultures.
That means listening, learning and knowing when your own
unrealised biases are getting in the way.
Tokenism
There can be a danger of tokenism, when individuals are perceived
as speaking for a particular group and not having any other
contribution to make.
Awareness of diversity and taking action on diversity is not just about
individuals representing specific groups. Just because you have
recruited someone who is a Somali, this does not necessarily mean
they will be able to represent the views of all Somali people.
Everyone is different, and everyone is different in multiple ways.
How do you know what someone has to offer? Are you judging simply
by something visible? What does that actually tell you?
48

Introduction to Community Work
Session Evaluation
Title of Session: __________________________________________
Rating
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
1. How enjoyable did you find the topic? 1 2 3 4 5
2. How relevant did you find the topic to
working with communities?
1 2 3 4 5
3. Did you feel that what you learned was
relevant to working with communities?
1 2 3 4 5
4. How would you rate the venue? 1 2 3 4 5
5. How relevant were the tutor’s methods? 1 2 3 4 5
6. How useful were the
handouts/presentations?
1 2 3 4 5
7. Were you happy with the materials used? 1 2 3 4 5
8. Did you find the tutor helpful in
understanding the topic?
1 2 3 4 5
9. Did you find the tutor supported your
learning?
1 2 3 4 5
10. Was the tutor prepared for the session? 1 2 3 4 5
11. Was the tutor knowledgeable of the topic? 1 2 3 4 5
12. Were all participants treated fairly and
equally?
1 2 3 4 5
13. Were you comfortable with the appraisal
and evaluation methods?
1 2 3 4 5
14. Did the appraisal and evaluation match the
content of the session?
1 2 3 4 5
15. Is there anything you would change or like
changed about the session?
1 2 3 4 5
16. Was the time allocated to each session
appropriate?
1 2 3 4 5
49

Section 7
Community
Involvement
50

Notes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
51

Key Learning points:
Increased knowledge and understanding of
‘barriers to participation’.
Increased confidence to address ‘barriers to
participation’.
Increased awareness of National Standards for
Community Engagement.
Identified sources of community engagement
techniques.
52

Section 7 – Community Involvement
In this section of the course we will be looking at how and why we
involve and engage with the communities we are working in and
supporting.
As we have discussed communities are made up of different people
with different needs and wants (diversity), and community groups are
set up to work with some or all of these community members,
depending on the community group’s objectives, and occasionally
there may be a statutory requirement to involve the community
depending on the make up of the group or funding conditions.
Involving people can be an effective way of raising people’s
awareness of a group’s activities and services and informing them of
what the group is planning to do and how they can get involved.
In 2005/6 the Scottish Executive commissioned the Scottish
Community Development Centre to develop National Standards for
Community Engagement in relation to Community Planning, however,
these standards have been written in a way that most if not all
community groups could adopt them to ensure that their own
group/organisation has a better relationship with the community, and
that the community are fully aware of the services being provided to
them.
The National Standards for Community Engagement are based on
the principles that highlight the importance of:
• equality and recognising diversity of people in communities,
• a clear sense of purpose;
• effective methods for achieving change;
• building on the skills and knowledge of those involved;
commitment to learning for continuous improvement
All of which are similar to the principles of community work.
53

There are 10 National Standards for Community Engagement, these
being:
1. Involvement
2. Support
3. Planning
4. Methods
5. Working Together
6. Sharing Information
7. Working with Others
8. Improvement
9. Feedback
10. Monitoring and Evaluation
It is important to remember that groups do not try to use all the 10
standards at once, but should use a few of them effectively then work
on developing the others into the group/organisation.
In the main, most groups/organisations will be keen to adopt and
utilise the National Standards, however, they should be aware that
this could have a major impact on their resources as this could
require time and financial investment.
There are a number of ways which groups/organisation can engage
with the community, some are quite straight forward others are a bit
more complicated, however, it is best to choose a technique that is
best for the group, therefore, the community worker may be required
to have knowledge of a few of these techniques, which they feel will
best suit a specific group.
54

Community Engagement Techniques
Conferences and Seminars
Poster and Leaflet Campaign
Door to Door
Community Forums
Citizens Panels/Juries
Focus Groups
Surveys and Questionnaires
Planning for Real
Theatre (Themed)
Outdoor Events (Themed)
These are only a sample of techniques used to engage with
communities, however, you will on occasions have to put on
additional support that ensures those who want to participate can.
This could include:
Transport
Childcare provision
Access Aids
Refreshments
Hearing and visual aids
Interpreters
55

Introduction to Community Work
Session Evaluation
Title of Session: __________________________________________
Rating
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
1. How enjoyable did you find the topic? 1 2 3 4 5
2. How relevant did you find the topic to
working with communities?
1 2 3 4 5
3. Did you feel that what you learned was
relevant to working with communities?
1 2 3 4 5
4. How would you rate the venue? 1 2 3 4 5
5. How relevant were the tutor’s methods? 1 2 3 4 5
6. How useful were the
handouts/presentations?
1 2 3 4 5
7. Were you happy with the materials used? 1 2 3 4 5
8. Did you find the tutor helpful in
understanding the topic?
1 2 3 4 5
9. Did you find the tutor supported your
learning?
1 2 3 4 5
10. Was the tutor prepared for the session? 1 2 3 4 5
11. Was the tutor knowledgeable of the topic? 1 2 3 4 5
12. Were all participants treated fairly and
equally?
1 2 3 4 5
13. Were you comfortable with the appraisal
and evaluation methods?
1 2 3 4 5
14. Did the appraisal and evaluation match the
content of the session?
1 2 3 4 5
15. Is there anything you would change or like
changed about the session?
1 2 3 4 5
16. Was the time allocated to each session
appropriate?
1 2 3 4 5
56

Section 8
Working with
Individuals
&
Groups
57

Notes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
58

Key Learning points:
Increased understanding of workers role and
remits.
Increased knowledge and understanding of group
work.
Increased knowledge and understanding of group
dynamics and development.
Better understanding of group governance.
Increased confidence to address group conflict.
59

Section 8 – Working with Individuals and Groups
Community Work is all about bringing people together for the
common good, but this is sometimes more difficult than imagined, as
we have to meet the access needs of everyone in a diverse
community.
When the community worker works with groups they also have to
work with individuals. The group maybe meeting for a specific reason
such as housing issues, leisure activity, etc. However, the individual
members may not have the same skills and experience as one
another to take this forward therefore, some may require additional
support. Others may have more personal issues that prevent them
from fully participating, issues such as low confidence and self
esteem, literacy’s, addictions, etc.
Although all community workers are trained to the same standards,
once they enter the working environment they are often divided into
two areas of work, which are:
• The generic worker
• The specialist worker
The generic worker works with any group, looking at any issue to
identify the group’s needs and wants, and to develop the group as a
whole.
On the other hand, the specialist worker works mainly with the
individual to address their issues and identify their needs and wants.
This can often take the form of adult education and youth work,
where the specialist worker works with individuals in a group setting,
which is mainly down to financial restraints.
It is important that both sets of workers are clear of their initial role as
both roles can occasionally overlap and become one of the
occupations grey areas.
For the purpose of this course we will discuss working with groups
and group work activities that concentrate on the group and
community needs.
60

Working with groups
A Community Worker may be invited to enter groups that are at
different levels of development. This could be:
• Bringing people together to discuss a specific issue and what
action has to be done to address this issue.
• A group that has been together for a short period of time but do
not know how to progress.
• A group that has been together for a long period of time but has
stagnated.
• A group that has been together for a considerable period of
time but has lost focus and direction.
• A group that has been together for a considerable period of
time lost focus and direction, and is not functioning in
accordance with its rules due to disharmony between its
committee and members.
As we can see the worker has to be prepared to work with groups at
various stages of development, therefore, it is always important to
prepare yourself prior to any meetings and if no information is
available observing the group is always a good way to gain
knowledge about the group.
However, if you are the worker bringing the people together always
have an agenda/plan, and try to stick to this.
What is Group Work?
For some group work is just another way of talking about teamwork.
In this context, working in groups is often presented as a good way of
dividing work and increasing productivity. It can also be argued that it
allows for the utilisation of the different skills, knowledge and
experiences that people have. As a result, in schools and colleges it
is often approached as a skill to be learnt – the ability to work in
group-based environments. Within schools and colleges, working in
groups can also be adopted as a mean of carrying forward curriculum
concerns and varying the classroom experience - a useful addition to
the teacher or tutor’s tool kit.
61

In this course our focus is different. We explore the process of
working with groups both so that they may undertake particular tasks
and become environments where people can share in a common life,
form beneficial relationships and help each other.
Entering groups or forming them, and then working with them so that
members are able be around each other, take responsibility and work
together on shared tasks, involves some very sophisticated abilities
on the part of practitioners. These abilities are often not recognised
for what they are – for when group work is done well it can seem
natural. Skilled group workers, like skilled counsellors, have to be
able to draw upon an extensive knowledge of understandings,
experiences and skills and be able to think on their feet. They have to
respond both quickly and sensitively to what is emerging in the
exchanges and relationships in the groups they are working with.
Our starting point for this is a brief exploration of the nature of groups.
We then turn to the process of working with groups. We also try to
define group work – and discuss some of areas that workers need to
attend to. We finish with an overview of the development of group
work as a focus for theory-making and exploration.
What is a group?
First, while there are some very different ways of defining groups -
often depending upon which aspect of them that commentators and
researchers want to focus upon – it is worthwhile looking to a
definition that takes things back to basics.
Here, as a starting point, we define a group as ‘two or more
individuals who are connected to one another by social relationships’
This definition has the merit of bringing together three elements: the
number of individuals involved, connection, and relationship.
Second, groups are a fundamental part of human experience. They
allow people to develop more complex and larger-scale activities; are
significant sites of socialisation and education; and provide settings
where relationships can form and grow, and where people can find
help and support.
62

Groups are everywhere and the inevitability of being in them makes
groups one of the most important factors in our lives.
However, there is a downside to all this. The socialisation they offer,
for example, might be highly constraining and oppressive for some of
their members. Given all of this it is easy to see why the intervention
of skilled leaders and tutors is sometimes necessary.
Third, the social relationships involved in groups entail
interdependence. In other words, groups come about in a
psychological sense because people realise they are ‘in the same
boat. However, even more significant than this for group process is
some interdependence in the goals of group members. To get
something done it is often necessary to cooperate with others.
Fourth, when considering the activities of informal educators and
other workers operating in local communities it is helpful to consider
whether the groups they engage with are planned or emergent.
Planned groups are specifically formed for some purpose – either by
their members, or by some external individual, group or organisation.
Emergent groups come into being relatively spontaneously where
people find themselves together in the same place, or where the
same collection of people gradually come to know each other through
conversation and interaction over a period of time.
Fifth, considerable insights can be gained into the process and
functioning of groups via the group dynamics and of small groups. Of
particular help are explorations of group structure (including the group
size and the roles people play), group norms and culture, group
goals, and the relative cohesiveness of groups. That said, the skills
needed for engaging in and with group life - and the attitudes,
orientations and ideas associated with them - are learnt,
predominantly, through experiencing group life. This provides a
powerful rationale for educative interventions.
63

Group Dynamics
The term “group dynamics” refers to the interactions between people
who are talking and discussing things together in a group setting.
Any time there are three or more people interacting in the same
venue there are group dynamics.
As previously discussed, the community worker can learn a great
deal about a group by observing them. The worker will begin to see
certain behavioural patterns emerge. There will be at least one
person who wants to take the lead role, people will freely give you
their thoughts and opinions, others may sit quietly appearing that they
are not interested, someone who interrupts while others talk,
someone who wants the discussion to move faster or to change the
subject being discussed, there will also be someone who is
concerned about people’s feelings and involvement.
These are only a few of the roles that people take on without even
thinking about it when they are in a group setting, and the worker will
on occasions have to challenge some of these individuals for the
sake of the group as a whole.
Occasionally, there will be a group member who is not there to help
the group’s objectives, but to further their own agenda or objectives.
Again, this is something the worker has to challenge via the group as
the person may be asked to leave the group if they are not willing to
put the group’s needs first.
High performing groups take whatever steps necessary to remain
focused on their purpose.
Below are some things to look for when exploring group dynamics:
Participation, Influence, Decision Making, Task – Functions, Group
Atmosphere, Membership, Feelings, and Norms.
64

Group Development
Groups go through a number of stages throughout their development,
and how they develop is dictated by success verse time and effort,
and at times a group will have to go back a stage or two before they
can develop and progress.
There are 5 stages of development, which are:
Forming – This is the initial stage of development, when members
may often have differing ideas about the purpose of the group. There
is relatively little trust, people tend to be careful about what they say
and who they say it to. Everyone is on their best behaviour.
Storming – This represents the arguing that will occur as the group
defines itself. There maybe conflict about the purpose of the group,
the leadership, and working procedures. During this stage people
feel the group will never come together. This stage is similar to the
human development stage of adolescence.
Norming – This is the stage that occurs when the group members
are developing a shared vision, and are setting goals and objectives.
People are getting to know one another’s strengths and are learning
how best to work together. The group experiences more stability and
productivity.
Performing – This stage indicates that the members now have a
clear, shared sense of purpose, high trust, and open communication.
The group is effective, with relationships and team spirits high.
Transforming – This occurs when the group is at such an effective
level of functioning that it can redefine its shared purpose and
respond quickly to change. The leadership within the group is
shared, trust is high and communication is open.
It could be argued that there is a sixth stage, which is mourning, this
is when the group have achieved there objectives, or have gone as
far as they can and decide to finish.
65

Setting up a group
As a Community Worker your organisation/agency may ask you to
set up a group for a specific purpose, this could be to discuss issues
such as; school closures, how your organisation/agency is working,
the need for more play areas, they have had a request from people in
the community, etc.
Remember, although the issue may be important to your
organisation/agency it may not be important to the community or
audience you are trying to engage with, therefore, it is always
beneficial if we inform, consult, and involve the community from the
beginning this way they will have ownership and feel part of the
process.
There are a number of steps required to establish a group, these are:
1. Identify the issue/need.
2. Gathering the names of people interested.
3. Discuss what needs to be done.
4. Identify objectives.
5. Establish an organisational framework to meet objectives.
6. Prepare a plan of action.
7. Delegate tasks and roles.
8. Feedback from tasks and actions.
9. Hold meetings.
Steps 3 and 8 will become permanent points and should be repeated
as the group’s impact and progress develops.
Governance
In voluntary and community sector group/organisations, governance
is provided by a management committee or the board of trustees.
This group oversees the group/organisation, making sure it fulfils its
objectives/mission, lives up to its values and remains viable for the
future.
To do this, the committee or board sets up a variety of systems to
control and monitor the groups/organisation’s activity. It makes
66

decisions along the way, altering the systems as needed. In doing
this, the committee or board carries out governance.
All community groups and community organisations should have a
set of rules and guidelines on what they will do and how they will do
them, and how they will be governed. These are normally set out in a
constitution for non-incorporated groups and organisations, and in
memorandum and articles of association for incorporated groups and
organisations.
For the purpose of this course we will concentrate on groups and
organisations that operate with a management committee and
constitution.
Constitution
A constitution is a set of agreed rules governing how an organisation
will be run, how the members will work together, and what they are
working towards.
Not all groups require a constitution and prefer to remain informal,
however, this could have an impact on how the group are perceived
and could prevent them from securing funding and charitable status.
Although a constitution is an effective organisational tool, it is also a
way of ensuring that the community and public/funding bodies feel
confident that the group is being run properly and its money is
managed properly.
For a constitution to be effective it must have the following elements:
1. Title
2. Objects
3. Powers
4. Membership
5. Officers
6. Committee
7. AGM
8. Rules of Procedures at all meetings
• Special and General Meetings
67

• Quorum
• Voting procedures
• Minutes
9. Financial Authority
10. Alterations to the Constitution
11. Dissolution
12. Adoption
Dealing with Conflict
As we discussed earlier groups and its members can sometimes
come into conflict with one another, which creates tension and
prevents the group/organisation from functioning properly and
effectively.
It could then be left to the worker to help resolve the issue so that the
group/organisation can go back to achieving its objective.
As humans, most of us do not like conflict or dealing with it, but as
community workers we have to rise above the hurt and uncertainty
that people feel or perceive and do what is best for the group. This is
sometimes interpreted as taking sides or interfering.
When conflict arises those involved tend to become defensive,
sometimes aggressive, sometimes abusive, and concentrate more on
proving they are right rather than addressing the issue. Ego’s start to
take over and rational thinking goes out of the window.
There are a number of ways to deal with conflict with most people
adopting a style that best suits them and their personality.
These styles could include:
Humour – depending on the individuals involved a worker could
use a sense of humour to defuse the situation and give the
individuals time to reflect and resolve the situation/issue.
Mediation – the worker could act as a mediator between the
conflicting parties and arrange to meet with them individually
and collectively to discuss the issue.
68

Direct action – this could be one of the more challenging styles
at it involves tackling the issue on the spot. The worker has to
be strong with personal knowledge of the facts.
Facilitator – the worker could facilitate a meeting with both
parties along with a specialist in the field of the topic causing
the conflict.
Avoidance – not one of the best ways of dealing with conflict as
this allows issues to snowball and become more difficult to
resolve.
Whilst working with and in groups there are a number of points that
the worker should observe:
o Do not be defensive when criticised.
o Do not put anyone down.
o Build support within the group(Peer)
o Use smaller groups with specific tasks
o Avoid Jargon
o Take an interest in the individual as well as the group.
o Workers should be – active, aware, sensitive, pro-active,
creative, in control, organised, consistent, and realistic.
Tips for Working with Groups
Do not promise what you can not deliver.
Learn participants names
Foster an atmosphere which encourages diversity and opinion.
Develop active listening skills
Be objective
Silences are not always negative.
Observe the right for individuals not to contribute.
Allow everyone the opportunity to speak.
Encourage honest responses.
Encourage ownership of learning.
Assist group to reach conclusions from discussions and
activities.
Be supportive while they test new thinking and ideas.
69

Introduction to Community Work
Session Evaluation
Title of Session: __________________________________________
Rating
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
1. How enjoyable did you find the topic? 1 2 3 4 5
2. How relevant did you find the topic to
working with communities?
1 2 3 4 5
3. Did you feel that what you learned was
relevant to working with communities?
1 2 3 4 5
4. How would you rate the venue? 1 2 3 4 5
5. How relevant were the tutor’s methods? 1 2 3 4 5
6. How useful were the
handouts/presentations?
1 2 3 4 5
7. Were you happy with the materials used? 1 2 3 4 5
8. Did you find the tutor helpful in
understanding the topic?
1 2 3 4 5
9. Did you find the tutor supported your
learning?
1 2 3 4 5
10. Was the tutor prepared for the session? 1 2 3 4 5
11. Was the tutor knowledgeable of the topic? 1 2 3 4 5
12. Were all participants treated fairly and
equally?
1 2 3 4 5
13. Were you comfortable with the appraisal
and evaluation methods?
1 2 3 4 5
14. Did the appraisal and evaluation match the
content of the session?
1 2 3 4 5
15. Is there anything you would change or like
changed about the session?
1 2 3 4 5
16. Was the time allocated to each session
appropriate?
1 2 3 4 5
70

Section 9
Teams,
Networking, &
Partnerships
71

Notes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
72

Key Learning points:
Increased knowledge and understanding of
Teamwork.
Increased knowledge and understanding of
Networking.
Increased confidence to work in a team.
Better understanding of partnerships and
partnership working.
73

Section 9 – Teamwork Networking, & Partnerships
Although Community Workers have a great deal of knowledge, they
still rely heavily upon the assistance of their immediate colleagues
and colleagues from other agencies. Team working and Networking
are key elements to any Community Workers resources as they
require these two elements to ensure effective developments.
Teamwork is a joint action by two or more people, in which each
person gives up their individual interests and opinions to the benefit
and efficiency of the team.
This does not mean that the individual is no longer important;
however, it does mean that effective and efficient teamwork goes
beyond individual accomplishments. The most effective teamwork is
produced when all the individuals involved bring together their
contributions and work towards a common goal.
In order for teamwork to succeed one must be a team player. A team
player is one who gives up their personal aspirations and works in a
coordinated effort with other members of the team, in striving for a
common goal. Agencies and organisations often go to the effort of
coordinating team building events in an attempt to get people to work
as a team rather than as individuals.
Networking is the process of interacting with others to exchange
information and experiences for mutual benefit.
We all network in our personal and professional lives, for all sorts of
reasons - e.g. meeting new people at a party, discovering that a
friend of a friend has interests in common with you. Developing a
network of contacts can help you research your career, ideas, and
could also get you a job.
Networking is not about asking someone directly for help or
assistance, it is more subtle than that. It is about:
74

• Asking for information and advice from people working in the
same field as you or areas that interest you.
• Being proactive in researching your ideas.
• Making contacts with people who may be able to identify
opportunities for you, and perhaps even offer you
support/advice in the future.
• Putting yourself in the right place at the right time.
• Building your own knowledge base.
Benefits
• It demonstrates to an agency/organisation your interest in their
services and remits. You will be seen as a stakeholder who
does more than just "read the website" when doing your
research.
• Getting an inside view will help you make more informed
decisions about your ideas and the support you require - a
contact may suggest a new avenue to explore, or correct a
misconception.
• It can be a great way to set up joint work and project
experience, or placements.
• Meeting new colleagues, agencies, and organisations and
sharing your enthusiasm can help break the ice and encourage
them to work with you in the future.
• You can gain a real insight into an organisation or project,
which will help when you need to rely on their services.
• You can access more potential contacts, and more
opportunities to get advice from people in the know.
• It allows you to know what is happening in an area and who is
doing it.
Partnerships
In general terms, a partnership is where services, activities, and
events are run by a number of groups and organisations. These
groups and organisations (partners) share the responsibility of
75

unning the services, activities, and events and therefore any
decisions and actions made should be agreed by all partners.
You have to be aware because any decisions and actions are
dependent on the other partners agreeing, and certain conflicts may
arise from time to time. Such conflicts have led to partnerships failing,
so it is important that some control can be maintained by compiling a
'partnership agreement' prior to starting the partnership.
A key element of any partnership is the resources that each partner
can bring to the partnership and the tasks that they are willing to do to
ensure that the partnership achieves it aim. The resources that
partners can contribute towards the efficiency and effectiveness of
the partnership can vary from: staff, finances, transport, premises,
etc, all of which are key elements that ensure success.
However, in some partnerships not all partners can put in the same
resources, but can contribute in other ways. Therefore, it is essential
to get partners involved that will enable you to achieve your goal, and
if a group or agency can not assist you then it is not important that
they are involved.
All partnerships have to be equal with each partner having the same
rights and powers as everyone else. From time to time you will hear
the phrase ‘Lead Partner’. This does not mean that this partner has
more power or rights than others; all it should mean is that this
partner has agreed to take on the administration for the partnership
and agreed to be the main contact, everything else has to be agreed
by the whole partnership.
76

Introduction to Community Work
Session Evaluation
Title of Session: __________________________________________
Rating
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
1. How enjoyable did you find the topic? 1 2 3 4 5
2. How relevant did you find the topic to
working with communities?
1 2 3 4 5
3. Did you feel that what you learned was
relevant to working with communities?
1 2 3 4 5
4. How would you rate the venue? 1 2 3 4 5
5. How relevant were the tutor’s methods? 1 2 3 4 5
6. How useful were the
handouts/presentations?
1 2 3 4 5
7. Were you happy with the materials used? 1 2 3 4 5
8. Did you find the tutor helpful in
understanding the topic?
1 2 3 4 5
9. Did you find the tutor supported your
learning?
1 2 3 4 5
10. Was the tutor prepared for the session? 1 2 3 4 5
11. Was the tutor knowledgeable of the topic? 1 2 3 4 5
12. Were all participants treated fairly and
equally?
1 2 3 4 5
13. Were you comfortable with the appraisal
and evaluation methods?
1 2 3 4 5
14. Did the appraisal and evaluation match the
content of the session?
1 2 3 4 5
15. Is there anything you would change or like
changed about the session?
1 2 3 4 5
16. Was the time allocated to each session
appropriate?
1 2 3 4 5
77

Section 10
Practice
Placement
78

Notes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
79

Key Learning points:
Increased knowledge and understanding of
community group issues.
Increased knowledge and understanding of
community group needs and development.
Increased confidence and competence to
develop and implement group sessions, activities,
and events.
Increased confidence and competence to work
with community groups.
80

Section 10 – Practice Placement
The purpose of this section is to allow the participant the opportunity
to gain practical experience of working directly with a group(s),
minimum 10 hours, under the observation of an experienced
worker, and to plan a session or event with the placement group(s).
This will allow the participant to have first hand experience in a
community work setting.
The placement will enable the participants to demonstrate their
knowledge and understanding of community work, expectations of
groups and organisations, and monitoring and recording processes
that are required by potential employers by working through an
agreed session or event with the placement group/organisation.
81

Things to look for:
Observation Checklist
Participation
• Who is participating?
• Who is not participating?
• Were there any changes in participation?
• Was there a reason for this change?
• How were the quiet or non participative members treated?
• Were they encouraged to join in or left to remain silent?
Notes:
_______________________________________________________
_______________________________________________________
Influence
• Who had the most influence, and why?
• Was there a shift in influence?
• Did anyone emerge as a leader, and what was their leadership
style?
• Was there a battle for leadership, and how did this affect other
members?
Notes:
_______________________________________________________
_______________________________________________________
Decision Making
• Did the group stay focused on the task or drift and digress?
• Did one person try to push the group to make decisions?
• Did anyone make a decision and try to carry it out without
approval from other group members?
Notes:
_______________________________________________________
_______________________________________________________
82

Task Functions
• How did the group get started?
• Did anyone ask for clarification, and if so who gave this?
• Did people make suggestions as to how to progress, and if so
how did they react when their suggestions were not accepted?
Notes:
_______________________________________________________
_______________________________________________________
Things to look for…….
Group Atmosphere
• Was there any conflict or disagreement?
• How was this dealt with and who dealt with it?
• Did anyone provoke or annoy others?
• Did everyone seem interested and involved?
• What was the atmosphere like?
Notes:
_______________________________________________________
_______________________________________________________
Membership
• Did everyone seem to be included, part of the group?
• Did anyone seem left out?
Notes:
_______________________________________________________
_______________________________________________________
Feelings
• What feelings did you observe? – Anger, disinterest, boredom,
irritation, competitiveness, fun, warmth, etc.
• Did everyone appear to be ‘being nice’ to each other, or were
people comfortable in challenging and disagreeing as well?
83

Notes:
_______________________________________________________
_______________________________________________________
Any other observations?
_______________________________________________________
_______________________________________________________
Placement Task
The participant has to organise an event, plan a session, or do a
reflective report in conjunction with group members, that:
• Involves all group members.
• Identifies group issues.
• Assist the group to develop.
• Stretches group members comfort zones.
• Encourages new membership.
Although, a minimum of 10 hours of practice placement is
recommended, the student can negotiate with the course tutor
and the placement provider to extend the placement
opportunity. However, both parties should be aware of the
timescale in which assignments and placement supervisor’s
report should be submitted by.
Placement Report
The participant will have to provide a 750 word (+/- 10%) report
outlining their experiences in their placement, and how these
experiences relate to the contents of the course.
84

Introduction to Community Work
Session Evaluation
Title of Session: __________________________________________
Rating
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
1. How enjoyable did you find the topic? 1 2 3 4 5
2. How relevant did you find the topic to
working with communities?
1 2 3 4 5
3. Did you feel that what you learned was
relevant to working with communities?
1 2 3 4 5
4. How would you rate the venue? 1 2 3 4 5
5. How relevant were the tutor’s methods? 1 2 3 4 5
6. How useful were the
handouts/presentations?
1 2 3 4 5
7. Were you happy with the materials used? 1 2 3 4 5
8. Did you find the tutor helpful in
understanding the topic?
1 2 3 4 5
9. Did you find the tutor supported your
learning?
1 2 3 4 5
10. Was the tutor prepared for the session? 1 2 3 4 5
11. Was the tutor knowledgeable of the topic? 1 2 3 4 5
12. Were all participants treated fairly and
equally?
1 2 3 4 5
13. Were you comfortable with the appraisal
and evaluation methods?
1 2 3 4 5
14. Did the appraisal and evaluation match the
content of the session?
1 2 3 4 5
15. Is there anything you would change or like
changed about the session?
1 2 3 4 5
16. Was the time allocated to each session
appropriate?
1 2 3 4 5
85

Section 11
Placement Report
&
Evaluation
86

Notes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
87

Section 11 – Placement Report & Evaluation
The purpose of this section is for participants to discuss their
placements with the other participants and to get feedback from the
participants what went well with the placement and what did not go so
well.
The participants will also have an opportunity to discuss a key
element from their placement with the other participants, and to get
their views and opinions about this key element.
The participants will also be asked to complete the post course
evaluation form.
The tutor will inform the participants whether or not if they have
successfully completed the course.
The tutor will also give the participants the opportunity to raise any
questions that they may have.
88

Introduction to Community Work
Session Evaluation
Title of Session: __________________________________________
Rating
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
1. How enjoyable did you find the topic? 1 2 3 4 5
2. How relevant did you find the topic to
working with communities?
1 2 3 4 5
3. Did you feel that what you learned was
relevant to working with communities?
1 2 3 4 5
4. How would you rate the venue? 1 2 3 4 5
5. How relevant were the tutor’s methods? 1 2 3 4 5
6. How useful were the
handouts/presentations?
1 2 3 4 5
7. Were you happy with the materials used? 1 2 3 4 5
8. Did you find the tutor helpful in
understanding the topic?
1 2 3 4 5
9. Did you find the tutor supported your
learning?
1 2 3 4 5
10. Was the tutor prepared for the session? 1 2 3 4 5
11. Was the tutor knowledgeable of the topic? 1 2 3 4 5
12. Were all participants treated fairly and
equally?
1 2 3 4 5
13. Were you comfortable with the appraisal
and evaluation methods?
1 2 3 4 5
14. Did the appraisal and evaluation match the
content of the session?
1 2 3 4 5
15. Is there anything you would change or like
changed about the session?
1 2 3 4 5
16. Was the time allocated to each session
appropriate?
1 2 3 4 5
89

Introduction to Community Work
Rating
Post – Course Evaluation
Very Unsatisfactory FAIR Good Very
Unsatisfactory
Good
1 2 3 4 5
2. Did the course meet its aims? 1 2 3 4 5
Comments:
3. Did the course meet your expectations? 1 2 3 4 5
Comments:
4. Was the course content relevant to you
working with communities?
Comments:
1 2 3 4 5
5. Did the course increase your knowledge of
community work?
1 2 3 4 5
6. Did the course increase your skills? 1 2 3 4 5
7. Did the course increase your confidence? 1 2 3 4 5
8. Did the course increase your networking? 1 2 3 4 5
9. Was the course clear to follow and
understand?
1 2 3 4 5
10. Was the course well prepared? 1 2 3 4 5
11. How would you rate the methods used?
Comments:
1 2 3 4 5
12. How would you rate the tutor? 1 2 3 4 5
Comments:
13. Did you feel that all participants were
treated fairly and equally throughout the
course?
Comments:
1 2 3 4 5
90

14. Did you feel that all comments/complaints
were treated appropriately?
Comments:
15. How would you rate your appraisal and
evaluation while participating in the course?
16. Were your tasks clear and
understandable?
17. Was your placement suitable to your
learning?
Comments:
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
18. How would you rate the venues used? 1 2 3 4 5
19. What did you enjoy most about the course?
20. What did you enjoy least about the course?
21. What was your favourite section of the course and why?
22. What could have been done to make the course better?
23. Now that you have completed the course, what do you intend to do now?
24. Any other comments:
Thank you for your time.
Section 12 – Reference, Research, and Additional Reading
91

www.west-dunbarton.gov.uk
www.scotland.gov.uk
www.hmie.gov.uk
www.communitiesscotland.gov.uk
www.scdc.org.uk
www.infed.org.uk
www.europarl.org.uk
www.pfc.org.uk
92