SW 107 Midterm 1st Sem Lecture PDF

BALAGOSA, ZSANYNN ROSE B. BSSW 3A SW 107  ARTHUR DUNHAM - a process of matching needs with resources and as a conscious process of SOCIAL WORK COMMUNITY EDUCATION AND social interacti...

BALAGOSA, ZSANYNN ROSE B. BSSW 3A SW 107  ARTHUR DUNHAM - a process of matching needs with resources and as a conscious process of SOCIAL WORK COMMUNITY EDUCATION AND social interaction". TRAINING 1.) Task Goals 2.) Process Goals REVIEW COVERAGE 3.) Relationship Goals ►PART I: THEORETICAL BASIS, SCOPE, AND CONTEXT  PERLMAN AND GURIN " is a process of finding OF COMMUNITY EDUCATION AND TRAINING solutions to social problems by redistributing resources, functions and decision-making power. ►PART II: TRAINING PROCESSES AND NEEDS ASSESSMENT  TRAINING is the systematic acquisition of skills, rules and concepts, and the formation of attitudes ►PART III: TRAINING TECHNIQUES AND THE ROLES and values that result in improved performance AND SKILLS OF TRAINERS in various work environments.  Heart of Social Work PART I. THEORETICAL BASIS, SCOPE, AND CONTEXT OF  Community identifies needs and take action COMMUNITY EDUCATION AND TRAINING  People are the ones who solve  Community Education is a vibrant and ever Theories and Perspectives: changing field, unique and interdependent, adapting to the needs of communities by 1. Andragogy is an adult focused teaching approach responding with programs and/or processes  Andragogy literally means leader of man (andr-is specific to the local area. Latin for "man" and agogos is Latin for "leader of"). Definition of Concepts and Theories and Principles:  is a self-directed, independent and cooperative way of learning amongst the adults 1. COMMUNITY EDUCATION, also known as community- based education or community ► Adults need to know why they are learning; how learning & development, is an organization's will it affect them? programs to promote learning and social development work with individuals and groups in ► Adults are autonomous and self-directed their communities using a range of formal and informal methods. ► Adults have a lifetime of experience  A common defining feature is that programs and ► Adults use hands-on problem solving approach to activities are developed in dialogue with learning communities and participants ► Adults want to apply new knowledge and skills  Central to this is their ability to participate in immediately democratic processes. ► Adults need to be shown respect  Community education is sometimes called informal education MALCOLM KNOWLES - FATHER OF ANDRAGOGY /  COMM ED - Programs, the transfer of knowledge FATHER OF ADULT LEARNING  Mostly adults are hard to teach (andragogy)  Equipped people with knowledge, based on needs and reality  Learning takes place in the community 2. COMMUNITY DEVELOPMENT- a process where community members come together to take collective action and generate solutions to common problems.  Community Development seeks to empower individuals and groups of people with the skills they need to effect change within their communities.  It is a process (coming together to seek solutions)  Empowerment to effect change 3. COMMUNITY ORGANIZING DEFINED BY:  MURRAY ROSS - "is a PROCESS by which a community identifies needs and takes action and in doing so develops cooperative attitudes and practices".  ANGELITO MANALILI - "is a collective endeavor where the people are the principal actors and the community organizers serve only as facilitators". SIX SOURCES SERVES AS MOTIVATION FOR ADULT LEARNER 8) Lifelong learning - Learning begins at birth and continues until death. Formal and informal learning opportunities should be 1. Develop social relationships - to make new friends, to meet a available to residents of all ages in a wide variety of need for associations and friendships. community settings. 2. External expectations - to comply with instructions from someone else, to fulfil the expectations or recommendations Framework For Community Education of someone with formal authority 3. Social Welfare - to improve ability to serve mankind, prepare  community education is a process where participants are for service to the community, and improve ability to guided in acquiring new knowledge attitudes and skills that participate in community work will help sustain life for future generations and improve 4. Personal advancement - to achieve higher status in job, quality of life secure professional advancement, and stay abreast of competitors.  community education program helps people become socially 5. Escape/Stimulation - to relieve boredom, provide a break in and environmentally knowledgeable and above all skilled and the routine of home or work, and provide a contrast to other dedicated citizens who are willing to work individually and exacting details of life collectively toward achieving and/or maintaining a dynamic 6. Cognitive Interest - to learn for the sake of learning, seek balance between quality of life and quality of environment knowledge for its own sake and to satisfy an inquiring mind.  community education should not be concentrated on Next: theories of EDWARD THORNDIKE, ALBERT BANDURA, awareness building and skills development only. Facilitators MALCOLM KNOWLES, HOWARD GARDNER, DAVID KOLB should go beyond and zero in on local social process that can bring positive changes for the community Principles of Community Education  community education is not an advocacy or preaching it is an Community Education provides local residents, community agencies, examination of the issues which allow the community and institutions the opportunity to become active partners in participants to make up their own minds as to the best course addressing community concerns. of action the task of the facilitator or trainer is to have communities identify for themselves the best course of action Community Education is based on nine basic principles. PART II: TRAINING PROCESSES AND NEEDS ASSESSMENT 1) Self-help - People are best served when their capacity to help themselves is encouraged and enhanced. When people “The full and complete development of a country, the welfare of the assume ever-increasing responsibility for their own well-being, world and the cause of peace require the maximum participation of they acquire independence rather than dependence. women on equal terms with men in all fields”. 2) Leadership development - The identification, development  The statement emphasizes the importance of gender equality in and use of the leadership capacities of local citizens are achieving global development, welfare, and peace. It asserts prerequisites for on-going self-help and community that women's full participation in all aspects of society, from improvement efforts. politics and economics to education and social life, is essential for a country's progress and the well-being of the world. By 3) Localization - Services, programs, events and other recognizing and valuing women's contributions, societies can community involvement opportunities that are brought create more inclusive, equitable, and harmonious communities, ultimately fostering a more peaceful and prosperous world. closest to where people live have the greatest potential for a high level of public participation. Whenever possible, these The Harmonized Gender and Development Guidelines activities should be decentralized to locations of easy public  This set of GAD guidelines subscribes to the idea that access. development involves the expansion of freedoms and strengthening of capabilities. 4) Integrated delivery of services - Organizations and agencies that operate for the public good can use their limited In this connection, it recognizes that: resources, meet their own goals, and better serve the public  Equality between women and men is a key women’s human by establishing close working relationships with other right. organizations and agencies with related purposes.  Participation in development is crucial to the empowerment of women and men. 5) Maximum use of resources - The physical, financial and  Gender equality means promoting the equal participation of human resources of every community should be women as agents of economic, social, and political change; interconnected and used to their fullest if the diverse needs and and interests of the community are to be met.  Achieving equality between women and men may involve the introduction of specific measures designed to eliminate 6) Inclusiveness - The segregation or isolation of people by age, prevailing gender inequalities and inequities. income, sex, race, ethnicity, religion, or other factors inhibits the full development of the community. Community programs, Training Needs Assessment (TNA) activities and services should involve the broadest possible  Training needs assessment is the systematic effort that we cross section of area residents. make to gather opinions and ideas from a variety of sources on performance problems or new systems and technologies.” 7) Responsiveness - Public institutions have a responsibility to develop programs and services that respond to the continually changing needs and interests of their constituents. Training needs Analysis STAKEHOLDERS ANALYSIS  A training needs analysis is a systematic approach for  A Stakeholder Analysis is the process of identifying people determining what training needs to take place. A training who are involved with or have influence on or are affected by needs analysis considers agency/organization’s needs; Current your community of practice and grouping them according to competencies; Training methods; Cost; Effectiveness their levels of participation, interest, and influence in the community. Why do we Need TNA? 1. To make sure we are applying the right solution to the RESOURCE MAPPING problem  Resource mapping is a strategy for identifying and analyzing 2. To identify what learning will be accomplished the programs, people, services, and other resources that 3. To identify what changes in behavior and performance are currently exist in your COMMUNITY. This information can help expected community leaders better assess its needs and to make 4. To determine the expected economic costs and benefits informed decisions about where to focus change efforts. Needs Assessment Tools Training Needs Analysis address the following questions (6) 1. SWOT ANALYSIS- Strength, Weakness, Opportunities and Threats  What training is needed and why?  Strengths and weaknesses focus on internal factors while Identify the specific skills, knowledge, or competencies that opportunities and threats reflect the influences of the external community lack or need to improve. environment affecting the organization or community.  Where is training needed? 2. STAKEHOLDER ANALYSIS Identify the geographic location(s) where training is most urgently  this is a method by which people generate insights into the required. characteristics of individuals and or groups and their respective relationship to a particular resource or project. It  Who needs training? tries to identify coping strategies minimize or eliminate Determine the target audience for the training, including specific demographics (age, gender, education level) and roles within the negative impacts of activities on stakeholders. community. 3. PROBLEM TREES AND WEBS  are diagrammatic presentations of a problem, its causes and  How will training be provided? effects. These are done after a community has identified and Determine the most appropriate training methods, such as seminars, prioritized its problems. workshops and consider the availability of resources, including trainers, facilities, and materials. 4. RESOURCE MAPPING  a method of collating and plotting information on the  How much will be the training cost? occurrence, distribution, access and use of resources within Identify potential funding sources to support the training. the economic and cultural domain of a specific community.  What will be the impact on business/organization? Assess the potential benefits of the training, such as increased PROBLEM TREE productivity, improved job performance, and enhanced  A Problem Tree Analysis is a pictorial representation of a organizational efficiency. problem, its causes and its consequences. This analysis tool helps the project team get a quick glance of how a range of Methods of Determining Training Needs(9) complex issues contribute toward a problem and how this 1. Questionnaire surveys problem branches out into a set of consequences. 2. Test or examination 3. Personal records  The trunk is the main problem. The roots represent the causes 4. Business and production reports of the core problem while the branches represent its effects. 5. Long range organizational planning 6. Observation SWOT ANALYSIS 7. Management request 8. Interview 9. Group conferences PART III: TRAINING TECHNIQUES AND THE ROLES AND SKILLS OF TRAINERS Roles and Skills of a Community Educator/Trainer(6) Training Technique (3) 1) Planning Role plays a crucial role in planning and organizing training programs.  Technology of Participation (Workshop/Action Planning) This involves identifying training needs, developing curriculum, Workshop/Action Planning: This technique involves a series of selecting appropriate training methods, and securing necessary workshops where participants identify community problems, develop resources. Effective planning ensures that training programs are action plans, and implement solutions. aligned with the needs of the community and are delivered efficiently. Workshops: Facilitated discussions where participants share their experiences, identify needs, and brainstorm solutions. 2) Transmit Information Action Planning: The process of creating concrete plans to address responsible for conveying knowledge and skills to participants. This identified issues, including setting goals, assigning responsibilities, requires clear communication, effective presentation techniques, and and determining timelines. the ability to adapt their teaching style to different learning styles. Trainers must also ensure that information is presented in a way that  Meta planning is relevant, engaging, and understandable to participants. This technique focuses on the process of planning itself, helping participants develop effective planning skills and strategies. 3) Instructor facilitates learning and creates a supportive and conducive environment for participants. This involves guiding discussions,  Multi-media/ICT answering questions, providing feedback, and encouraging active Use of technology: Integrating multimedia tools and information and participation. A good instructor can motivate participants to learn and communication technology (ICT) into training programs can enhance achieve their goals. engagement, accessibility, and effectiveness. Examples: Incorporating videos, animations, interactive simulations, 4) Resource Person online resources. serves as a valuable resource for participants, providing information, expertise, and guidance. They should be knowledgeable about the subject matter and be able to answer questions and provide support Requisites of an Effective Community Educator/Trainer (6) when needed. 1. Understanding of how people learn A successful trainer should have a solid understanding of adult 5) Model Role learning principles and theories. This includes knowing how adults often serve as role models for participants. By demonstrating learn best, their motivations, and their preferred learning styles. effective communication, problem-solving, and leadership skills, trainers can inspire participants to develop similar competencies. 2. Creative Imagination A trainer should be able to develop engaging and innovative training 6) Co-Learner materials and activities that capture the interest of participants and A successful trainer should also be a lifelong learner. They should be facilitate learning. open to new ideas and willing to learn from participants. By approaching training as a collaborative process, trainers can create a 3. Well integrated personality more engaging and meaningful learning experience for all involved. A trainer should have a positive and approachable personality that fosters a welcoming and supportive learning environment. They What is FACILITATION? should also be able to relate to participants from diverse backgrounds and perspectives.  Facilitation means making all group interactions easier They create a welcoming and inclusive atmosphere, manage 4. Knowledge of the subject matter discussions, and ensure that everyone's voices are heard. A trainer must have a deep understanding of the subject matter they are teaching. They should be able to explain complex concepts in a  Facilitation helps groups and organizations identify and clear and concise manner. resolve difficult issues They use various techniques and tools to help groups uncover 5. Ability to communicate ideas clearly underlying problems and develop solutions. A trainer should be an effective communicator, both verbally and nonverbally. They should be able to convey information clearly,  It provides unique solutions to unique needs answer questions effectively, and facilitate group discussions. They recognize that each group has unique needs and tailor their approach accordingly. 6. Believe in the capacity and pace of the trainees  It is based on techniques that are only appropriate or A trainer should have faith in the ability of participants to learn and inappropriate, not right or wrong grow. They should be patient and supportive, recognizing that individuals learn at different paces.  Facilitation is based on perception; it is not an exact science The effectiveness of facilitation depends on the perceptions and experiences of the participants, as well as the specific context of the group or organization. There is no one-size-fits-all approach. A GOOD FACILITATOR:(10)  Is emphatic - They understand and share the feelings of participants.  Is results- oriented - They are focused on achieving the goals of the session.  Masters process - They are skilled at guiding discussions and facilitating group activities.  Is firm on outcome - They are committed to achieving the desired outcomes of the session.  Is flexible on tactics - They are adaptable and can adjust their approach as needed  Is energetic - They have a positive and enthusiastic demeanor.  Listens actively - They pay attention to participants and respond thoughtfully.  Is good at non-verbal - They use body language and facial expressions effectively.  Involves everyone - They ensure that all participants have a chance to contribute.  Pauses and reflects - They give participants time to think and process information. Characteristics of a Good Facilitator:(8)  Ability to listen Pays attention to what others are saying and shows genuine interest in their perspectives.  Confidence to deal with conflict Can handle disagreements and resolve conflicts calmly and effectively.  Ability to communicate Can clearly express ideas, provide feedback, and facilitate discussions.  Ability to maintain a sense of humor Can use humor to lighten the mood and create a positive atmosphere.  Ability to deal with complex issues simultaneously Can manage multiple tasks and address complex problems.  Ability to hear differing point of views Is open to different perspectives and can facilitate respectful dialogue.  Good arbitration and mediation skills Can help parties reach agreements and resolve disputes.  Ability to create a comfortable and safe environment Fosters a welcoming and inclusive atmosphere where participants feel valued and respected.