DE LA SALLE LIPA

College of Education, Arts and Sciences

OFFICE OF THE NATIONAL SERVICE TRAINING PROGRAM

School Year 2019-2020

MODULE # 1

COMMUNITY DEVELOPMENT &

PROJECT DEVELOPMENT AND
MANAGEMENT
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COMMUNITY DEVELOPMENT

I. OBJECTIVES:

At the end of this module, the students are expected to:

a. identify and describe different steps, approaches, and strategies of community
development and data gathering;
b. work with stakeholders to understand a particular community issues or problem;
c. apply the concepts of community development by conducting basic community
profiling

II. ALLOTTED TIME: Lecture/ Discussion and Group Dynamics : 2hours

Canvas Activities : 1 hour
III. CONTENT

Part 1. Concepts of Community Development

A. Definitions of Community and Community Development
B. Values and Principles of Community Development
C. Community Development Steps
D. Immersion as Component of Community Development
E. Do’s and Don’ts of Community Immersion
Part 2. Community Needs Assessment (CNA)
A. Overview of CNA
B. Steps Involved in conducting CNA
C. Checklist for Selecting Community
D. General Guidelines for Conducting Interviews
Part 3. Project Formulation and Management

IV. PRE-DISCUSSION ACTIVITY

a. Using their gadget, the students will go to menti.com. Code will be provided.
b. Each student must identify and write one common community issue/problem being
addressed by Social Innovation Fundamentals
c. The teacher will highlight 5-10 issues (preferably aligned to institution’s strategic
directions) which may be addressed by the class for possible needs assessment.

Part 1. Concepts of Community Development

A. Community and Community Development

The word "community" is derived from Latin and has been used in the English language since
the 14th century. It refers to both the development of a social grouping and also the nature
of the relationship among the members. The term is most often associated with one or more
of the following characteristics:

a. common people, as distinguished from those of rank or authority;

b. a relatively small society
c. the quality of holding something in common
d. a sense of common identity and characteristics

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The concept of community was further developed in the 19th century to contrast the dynamics
and relationships of residents within a local setting to that of larger and more complex
industrial societies. It is related to the terms commune (French) and Gemeinshaft (German),
in terms of denoting particular kind of relationships. Relationships within a community were
thought to be more direct, holistic and significant than the more formal and abstract
relationships with the larger society

Three main types of communities

1. Geographic communities share physical space, so that residents come into contact
with each other by virtue of proximity, rather than intent. However, to be a "real"
community, residents must feel a sense of belonging and hold at least some values and
symbols in common.
2. Communities of interest are sometimes referred to as "communities within
communities". Members of these communities choose to associate with each on the basis
of a common interest (e.g. bike club) or shared concerns (e.g. poor air quality).
3. Virtual communities are groups of people that primarily interact via communication
media rather than face to face. If the mechanism is a computer network, it is called an
online community.

Community development
"Community Development (CD) is a process designed to create conditions of economic and
social progress for the whole community with its active participation and fullest possible
reliance upon the community's initiative" (Head, 1971:101).

B. Values and Principles of Community Development

Community development is sometimes confused with community-based programs,
community research and other forms of community interventions. The most significant feature
that distinguishes community development from other community work is its values and
principles:
a. Democratic: The will of the majority must be carried out, but only after all voices are
heard and considered and minority rights are protected.
b. Inclusive: There are many barriers to participation in society; poverty, disability, age, race
and ethnicity are some other characteristics that often marginalize people. A healthy
community embraces diversity and recognizes that all community members have a right
to be heard and participate in processes that affect their lives.
c. Non-authoritarian: Organizational structures are as flat as possible, with all participants
being seen as equally important and having equal input.
d. Community self-determination: Community members come together to discuss their
concerns, assess options and arrive at their own conclusions. They may seek advice from
"experts", but consider it along with other sources of information and their own experience
and make their own decisions that are right for them.
e. Community Ownership: Communities thrive when they develop their own assets, but
also when they "own" their problems and issues. When communities accept that it is
"their" problem, then they are more likely to work together to develop a solution, and the
solution will be better than one provided solely by an external "expert".
f. Enhance natural capacities and networks: There are sources of strength in every
community; for example, informal networks and social support systems, or certain
individuals that have particular talents or are able to help others in need. A community
developer identifies these existing community assets and works with them. It is important
not to duplicate existing structures and functions as that may weaken rather than
strengthen the community.
g. Social justice and equity: This is fundamental to community development and is at least
implicit in all CD work, if not an explicit goal of a CD program.

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h. Universality: Services are available to everyone, without requiring means or needs
testing.
i. Service Integration: Often services provided to persons in need are fragmented, so that
one service provider doesn't know what other services are available or being used,
resulting in gaps, duplications and sometimes conflicting advice or treatments.

C. Community Development Steps and Strategies

1. Learn about the community – Whether you want to be an active member of the
community, an effective service provider or a community leader, you will have to be
familiar with its issues, resources, needs, power structure and decision-making
processes. Your initial orientation could include reading your local newspaper regularly,
attending community events, reading reports and familiarizing with available services as
well as community projects and activities. Close observation of the community as you
interact with it will also provide significant insights into the strengths and weaknesses of
the community.
2. Listen to community members - You won't be able to learn everything you need to
know by reading and observation. You will need to talk to others about their interests and
perceptions to put it into context. You can contact community members through formal
channels, such as joining a local organization, or informally by chatting with people that
visit the library or that you encounter in other situations, such as shopping at local stores
or attending school activities. By listening to the community, you may identify an area in
which there seems to be a common interest in making a change.
3. Bring people together to develop a shared vision - In some circumstances it may be
appropriate to invite representatives of specific organizations or sector to attend, but more
often it would be a public event for a neighborhood or, for other types of communities, for
all the identified members. The purpose of this gathering would be to develop a shared
"community vision"; i.e., through imagining their ideal community and discussing their
ideas together they will determine arrive at a common vision and some broad strategic
directions that all are committed to working towards. You may also use this gathering to
ask for support for the initiative, elicit community input or invite members to join a steering
committee or help in other ways.
4. Assess community assets and resources, needs and issues - It is extremely helpful
to undertake a comprehensive community assessment which will collect both qualitative
and quantitative data on a wide range of community features.
5. Help community members to recognize and articulate areas of concern and their
causes – It is the community members that are most familiar with the situation and, in
many cases, have knowledge and wisdom that an “external” experts lacks. By providing
tools, resources, meeting space, and facilitation, community developer empowers the
community to start take ownership of the issues and the development of solutions.
6. Establish a “vehicle for change” – In most circumstances it will be necessary to create
a "vehicle for change" for an organizational change, which in most cases will start as a
steering committee. A group of people ranging from a few unaffiliated individuals or a
coalition of organizations and institutions. There is a wide range of activities that the
steering committee will need to undertake to ensure that it will be able to plan, organize,
implement and evaluate the initiative effectively, including developing a charter or terms
of reference, establishing governance policies, obtaining sufficient resources to carry out
the work and identifying potential partners who can contribute to its success.
7. Develop an action plan - a well thought out plan that is easily comprehended by
community members, clearly links activities with objectives and indicates responsibilities,
time frames and resources required.
8. Implement action plan – mobilization of all resources to take actions such as but not
limited to: working with community workers to identify needs and appropriate services;
developing informational brochures;
eliciting support from targeted

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organizations;
distributing the brochures to the organizations; and meeting with
organizational representatives to provide further information.
9. Evaluate results of action – so check whether you have not caused any harm to others
through your actions. Other reasons to evaluate may be to demonstrate the effectiveness
of the initiative so that it will be continued, to satisfy funder requirements and to provide
information that will be useful to others or to subsequent initiatives.
10. Reflect and regroup - Allow time for the group to catch its breath before embarking on
the next initiative. Thank everyone that contributed. Celebrate success. Reflect on
disappointments.

D. Immersion as Component of Community Development

A strategy of transforming DDU (deprived, depressed and underserved) communities and

trainees into self-sustaining ones as men for others imbued with good citizenship values of
being: MAKADIYOS, MAKATAO, MAKABAYAN, & MAKAKALIKASAN.

Objectives:
- to expose NSTP trainees in DDU communities and marginalized groups of our society;
- to appreciate the values of community immersion as a means of developing themselves as citizens
and helping people improve their way of life and in alleviating their living conditions
- to enhance civic consciousness and defense preparedness; and
- to develop ethics of service imbued with good citizenship values.

Forms of Integration in Community Immersion

- Home visits
- Living with selected families preferably with key informants
- Informal discussions with individuals or groups
- Sharing in household and community activities
- Attendance in social gatherings (fiestas, etc.)
- Assistance in production work (selling, farming)

Whom do you immerse in the community?

- the student-trainees together with the community partners: parents, youth, the
differently-abled constituents, professionals, members of people’s organizations and
other formal/informal groups

What are the personal gains a student gets from community immersion?
- Opportunity to comprehend other people’s lives
- Social acceptance from community relations and the right to offer service
- Enhance experiences in conducting asset mapping
- Establish rapport and relationship with different people
- Develop their conscientization ability – realizing issues that will help solve problems in
the community
- Acquire first-hand experiences in dealing with community works
- Chance to learn life skills that will enrich and better mold persons

E. Do’s and Don’ts of Community Immersion

Before the conduct of community immersion

THINGS TO REMEMBER THINGS TO AVOID

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1. Familiarize yourself with the basic
information and theories regarding
community life
2. Secure a waiver from the NSTP office
3. Always inform your faculty in-charge of
your destination. Be on time.
4. Be armed with background information
about the area of immersion.
5. Pay courtesy call to community leaders,
whether formal or informal.
6. Secure documents like a letter of
acceptance from the community.
7. Bring your own personal provisions like
water, snacks and shirt
N S T P
Never forget to inform and get the consent of
your parents / guardians about the activities
lined up.
Coordinate with the local/barangay officials
Do not go to the community either through
public transport or private vehicle.
Do not go directly to the community without
determining the background information
about it.
Avoid bringing original copies of signed
documents in the community.
Whenever possible and not offensive,
decline in receiving gifts from the community.

During the actual community immersion

THINGS TO REMEMBER THINGS TO AVOID

8. Be courteous to everyone. Avoid labeling and naming people with
politically incorrect terms. Try to be more
discreet in your use of words.
9. Act properly and discretely. YOU ARE
REPRESENTING DLSL!
10. Wear proper uniforms and IDs. Do not show off in terms of get-ups. Avoid
drawing attention.
11. It is highly advised to keep your valuables Never bring out your valuable things like cell
secured. phones, jewelry and money in public places.
12. Always document your visits.
13. Always ask for permission from concerned Never promise and commit to a task that is
people when you have to take pictures. beyond your and your school’s capability.
14. Do the assigned task, stay on task, help
the group review and understand the task,
work to complete the task and be proud of the
outcome of the task.
15. Contribute/share relevant ideas and listen
carefully to other group member’s ideas.
16. Encourage participation from all group
members.
17. Share materials with the group, divide the
workload fairly and contribute to the activities
of the group

After community immersion

THINGS TO REMEMBER THINGS TO AVOID

14. Validate and evaluate if the programs and
activities were conducted appropriately and as
planned.
15. Provide copies of your final documentation
output to the NSTP Office and to the

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community where you conducted your
immersion.

Part 2. Community Needs Assessment (CNA)

A. Overview of CNA
A community needs assessment provides community workers with a snapshot of local policy,
systems, and environmental change strategies currently in place and helps to identify areas
for improvement. With this data, communities can map out a course for improvement by
creating strategies to make positive and sustainable changes in their communities.

A community needs assessment identifies the strengths and resources available in the
community to meet the needs of children, youth and families. The assessment focuses on
the capabilities of the community, including its citizens, agencies, and organizations.

B. Steps Involve in conducting CNA

1. Identify the goals of needs assessment
Eg.
o New possible community program
o Additional support community program
o Evaluation of current or existing community service program
2. From and establish a needs assessment committee and develop an plan of action
3. Determine the community to be assessed
Eg.
o DLSL adopted communities
o Any marginalized group
4. Identify the population to be surveyed (whom to be the respondents)
5. Determine the information that is needed (Primary data and Secondary data)
Eg.
o Description of community
o Needs identified by the community leaders
o Current action being taken (if there is any) to meet the needs
o Local resources
o Opportunities
o Challenges
o Involvement of the community
6. Conduct a review of past and current programs and activities
o successful and not successful programs
o to check overlapping services and programs
7. Select a community needs assessment tool
o Survey
o Interviews
o Focus group discussion
o Public forum
o Youth forums
o Secondary data analysis
o Asset mapping
o Consultation
o Tests and Direct observation
8. Identify existing community resources
Eg.
o Human Resources
o Financial resources

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o Equipment and materials
o Community organizations/groups
9. Develop a pretest questionnaire
10. Gather and collect key information from and about the target audience
11. Synthesize and analyze all assembled data
12. Implement assessment using the selected tool/s and analyze the data results
13. Prepare report derailing the results and use the report to determine appropriate
community intervention/s program
14. Report the results
15. Identify possible solution and growth opportunities
16. Generate and communicate your developed community program

C. Checklist for Selecting Community

1. Willingness to collaborate
- Available for regular communication (i.e., phone calls, meeting)
- Responsive to mutual problem solving
- Open to meeting both student needs and School goals
- Ability to supervise and interact with college students

2. Congruence of learning and service goals

- Interest in learning objectives of class or program
- Flexibility in adjusting service projects to meet learning goals

3. Intercultural sensitivity of School and community

- Demonstrates culture of respect for diversity
- Receptive to working with students of different backgrounds and abilities
- Provides orientation to culture and traditions of agency

4. Accessibility
- Near public transportation
- Location is convenient for students
- Appropriate compliance with CHED and or similar policies and guidelines

D. General Guidelines for Conducting Interviews

a) Preparation for Interview

- Choose a setting with little distraction. Avoid loud lights or noises, ensure the
interviewee is comfortable (you might ask them if they are), etc. Often, they may feel
more comfortable at their own places of work or homes.
- Explain the purpose of the interview.
- Address terms of confidentiality. Note any terms of confidentiality. (Be careful here.
Rarely can you absolutely promise anything. Courts may get access to information,
in certain circumstances.) Explain who will get access to their answers and how their
answers will be analyzed. If their comments are to be used as quotes, get their written
permission to do so.
- Explain the format of the interview. Explain the type of interview you are conducting
and its nature. If you want them to ask questions, specify if they're to do so as they
have them or wait until the end of the interview.
- Indicate how long the interview usually takes.
- Tell them how to get in touch with you later if they want to.
- Ask them if they have any questions before you both get started with the interview.

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-Don't count on your memory to recall their answers. Ask for permission to record the
interview or bring along someone to take notes.
b) Conducting Interview
- Occasionally verify the voice recorder (if used) is working.
- Ask one question at a time.
- Attempt to remain as neutral as possible. That is, don't show strong emotional
reactions to their responses.
- Encourage responses with occasional nods of the head, "uh huh"s, etc.
- Be careful about the appearance when note taking. That is, if you jump to take a note,
it may appear as if you're surprised or very pleased about an answer, which may
influence answers to future questions.
- Provide transition between major topics, e.g., "we've been talking about (some topic)
and now I'd like to move on to (another topic)."
- Don't lose control of the interview. This can occur when respondents stray to another
topic, take so long to answer a question that times begins to run out, or even begin
asking questions to the interviewer.
c) Immediately After Interview
- Verify if the tape recorder, if used, worked throughout the interview.
- Make any notes on your written notes, e.g., to clarify any scratchings, ensure pages
are numbered, fill out any notes that don't make senses, etc.
- Write down any observations made during the interview. For example, where did the
interview occur and when, was the respondent particularly nervous at any time? Were
there any surprises during the interview? Did the voice recorder break?

Part 3. Project Formulation and Management

This is the aspect where all studies, assessments and plans will be made into realization.
The life and success of the community service depends on the kind and degree of the project
the group will embark. The objective of community service will only be achieved through a
careful planning and good management of the project.

Phase 1. Idea Generation and Development of Project Concept

Eg.
o Literacy or education
o Partnership
o Feeding
o Medical and/or dental mission
o Recreational activities
o Tree planting
NB. Depending on the result of CNA

Project Proposal
A project proposal is a guide for both students and mentors in attaining tasks while they are
in community project implementation. It serves as a basis of designing the program of
activities and key instruments and inputs in monitoring and evaluating the projects to be
undertaken in the community.

Purpose of a Project Proposal

- It guides students and mentors in designing a program for their clientele.
- It facilitates implementation, monitoring and evaluation of the projects.
- It serves as a data base in making reports as a requirement to the course.
- It makes work easier for it serves as a reference for students to give the right information
needed for the project.
- It serves as a ready source of data for research work

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Parts of a Project Proposal

A. The title. The title of the project must capture the need and present the name of the
clientele to be served. It must be catchy to the readers. It must be written in capital letters,
bold and centered.
B. Project Proponents. This part enumerates the names of persons to be involved in the
project, their year level (if students), rank (if mentors), contact numbers, and address or
college. If there are several activities that require several readers in every undertaking,
names must be specified per activity.

C. Project Duration. Specify days, weeks and months needed to complete the project.
Specify when the project will commence and when it will be finished.

D. Objectives of the Project. The objectives of the project must be written in operational
terms on what you intend to do to solve the identified problems related to the project.
The characteristics of the objectives must be specific, measurable, attainable, realistic,
and time bound (SMART). State properly by using the right verbs that describe what you
want to address in relation to the underlying problems within a certain period of time.

E. Project Description. The following standards must be observed in writing the project
description in facilitating the drafting of the proposal:
a. Background
o describe the modifying issues/ problems that have influenced the
identification of the project (specifically from the result of needs assessment)
b. Justification
o discuss the importance of the prepared project in solving or providing action
to help solve existing problems inherent to the project. Give the expected
output of the project the benefits derived from it, and the most probable
recipients of the benefits of the project
c. Benefits
o list down the advantages or benefits that the activity will bring about when it
is implemented. If possible, it should mirror the outcomes or the long-term
results people will receive
d. Coverage
o identify area or vicinity covered by the project in the type of clients to be
served should be reflected in the proposal. This gives focus to whom the
project is for and the extent of its implementation

F. Methodology. This part cites the activities & strategies that should be undertaken in
order to achieve the objectives of project. It should describe the general approach of
the project, agency counterpart in case of partnership, responsibilities and obligations,
manpower requirement and the manner on how the specific activity will be undertaken
if the project calls for it.

G. Detailed Budgetary Requirements. In preparation of the project, the budgetary

requirement of all activities must be considered. The amount varies depending on the
extent of the project coverage. For most instances, the bigger the project, the larger the
budget required. In many cases, budget depends on the size of expenditures needed.
Sources of fund must also be specified

H. Detailed Schedule of Activities (The following example assumes a prior

communications/coordination and ocular visit with the partner community).

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Phase 2. Preparation for Project Implementation

- Brief the team. It is good to have the team to be informed of the right attitude toward
the activity, the objectives and the expected outcome.
- Identify training requirement
- Develop and establish a control procedure
- Determine and decide for the frequency of team meetings

Phase 3. Project Implementation

- Implement the project
- Monitor the implementation
- Capture performance and document the project
- Create status/progress report
- Prepare and conduct project closure

Phase 4. Project Evaluation

- Prepare the information needed for the project evaluation (feedback report, objective
evaluation)
- Analyze the information available (inputs from community)
- Compile a project report.

Post-Discussion Activity

Each student will gather basic information (Barangay profile) of his/her own community.

Download the worksheet from the Canvas. Fill out/Complete the necessary information.
Then submit online (thru Canvas)

References

1. Labuguen, F.C, et.al (2012). Understanding the National Service Training Program: A Modular Worktext for NSTP1.
Valenzuela City: Adelko Printing Press.
2. Labuguen, F.C, et.al (2008). Towards a Responsive Community Action: A Modular Worktext in NSTP2 for Trainers and
Students. Malabon City: Mutya Publishing House.
3. Espiritu, R., et. al. (2012). National Service Training Program with Common and Specific Modules. Mutya Publishing House
Inc. Malabon City.
4. https://www.youtube.com/watch?v=dYI-cWL9LO4
5. http://apliense.xtec.cat/arc/sites/default/files/A.2.3.%20Assessment%20Criteria.pdf
6. McNamara, C. (n.d.) General guidelines for conducting research interviews. Available at:
https://managementhelp.org/businessresearch/interviews.htm. Access date: September 12, 2018.
7. DLSL-NSTP (2018). Sample Project Proposal

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