CommunityDevelopment

Fund(CDF.)

a guideline for undertaking self-evaluation

Produced by: .Darry Cullen I

CDF Evaluator IDecember 1991 I

Self-Evaluation

ation together with an introduction to Ieach exercise and blank sheets for record- Img purposes.

(SET)Tool

A coordinator should familiarise hirnseW'her­self with SET in order that s!he understandfully its uses andlimitations. Ifthe coordinatoris confused in relation to any aspect ofSEI slheshould seek further clarificationfrom the CDFevaluator. I

IThe coordinator should arrange a time to dis- Icuss SET with group members, to explain its!purpose and objectives, to outline how it could ibe used to facilitate the group's development, iand to clarify any aspect which remains un- iclear. It is particularly important at this stage ito discuss any fears which group members may!have in relation to self-evaluation. Before 1

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proceeding the group should also decide thepurpose of the self-evaluation and who can Ishare the information which is recorded in the Iself·evaluation. I,

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If the group has already engaged a person to Iassist in self-evaluation then it would be ap- I •

propriate for the' coordinator to first discuss Ithe use of SET with this person. I

IWhen SET has been fully explained and clari- !fied and ifthe group agrees to proceed with its:use, the coordinator s.hould undertake to or- iganise appropriate sessionsfor selfevaluation. !

Using SETIdeally the use of SET should be initiated bythecoordinatorofaparticu1arcommunitygroupsuch as project leader, committee chairperson,group tutor, group trainer, ete.

It is important to note that these exercisesneed not be undertaken in the order they arepresented here. The group may already haveundertaken similar exercises or recorded simi­lar information. A group should decide itselfwhich gaps, ifany, couldbe filled byusingSET.SET can be used as a means of introducing

evaluation to a piece ofwork in progress, or asa means of complementing existing forms ofevaluation.

What is in SETSET consists of the following:(l) An outline model of five self-evaluation

stages·(2) Five useful exercises for doing self-evalu-

Examples of groups which could use SET in­clude the following:

The CDF evaluator will be available to adviseprojects in relation to difficulties they encoun­ter in using SET. Hopefully any such difficul­ties can be dealt with through phone calls butifnecessary further meetings can be arranged.It is anticipated that those projects whichdecide to use SET will be asked to participatein an evaluation ofSET itself. This evaluationwill take the form ofa questionnaire to be filledin by persons within each project who haveused SET. Hopefully this evaluation will pro­vide some insight into whetherSET is useful ornot and whether it could be developed andimproved upon for a more wider use.

IntroductionSET has been produced simply as a guide tohow individual projects may go about incorpo­rating procedures for self·evaluation into theirwork. It is a set of guidelines for assistingcommunity groups - whether staff, manage­ment or specific project groups - in undertak­ing a self-evaluation of their work.

- the staff group of a funded projectthe management committee of a fundedproject

. - the executive committee of a local associa­tion

- the membership of a local campaign groupthe participants in a learning, training orself-development group

(SET)Tool

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If the group has already engaged a person to Iassist in self-evaluation then it would be ap- I •

propriate for the' coordinator to first discuss Ithe use ofSET with this person. !

IWhen SET has been fully explained and clari- !fied and ifthe group agrees to proceed with its!use, the coordinator s.hould undertake to or- !ganise appropriate sessionsfor selfevaluation. :

ation together with an introduction toeach exercise and blank sheets for record­ing purposes.

A coordinator should familiarise bimseWher­self with SET in order that slhe Wlderstandfully its uses and limitations. Ifthe coordinatoris confused in relation to any aspectofSEI slheshould seek further clarification from the CDFevaluator. \

IThe coordinator should arrange a time to dis- icuss SET with group members, to explain its!purpose and objectives, to outline how it could ibe used to facilitate the group's development, iand to clarify any aspect which remains un- iclear. It is particularly important at this stage ito discuss any fears which group members may!have in relation to self-evaluation. Before'proceeding the group should also decide thepurpose of the self-evaluation and who canshare the information which is recorded in the Iself-evaluation. :

It is important to note that these exercisesneed not be undertaken in the order they arepresented here. The group may already haveundertaken similar exercises or recorded simi­lar information. A group should decide itselfwhich gaps, ifany, couldbe filled byusingSET.

Using SETIdeally the use of SET should be initiated bythecoordinatorofa particularcommunitygroupsuch as project leader, committee chairperson,group tutor, group trainer, ete.

- the staff group of a funded project- the management committee of a funded

project- the executive committee of a local associa­

tion- the membership ofa local campaign group

the participants in a learning, training orself-development group

Self-Evaluation

What is in SETSET consists of the following:(1) An 'outline model of five self-evaluation

stages.(2) Five useful exercises for doing self-evalu­_....................---.,;-.---'

The CDF evaluator will be available to adviseprojects in relation to difficultias they encoun­ter in using SET. Hopefully any such difficul­ties can be dealt with through phone calls butifnecessary further meetings can be arranged.It is anticipated that those projects whichdecide to use SET will be asked to participatein an evaluation ofSET itself. This evaluationwill take the formofa questionnaire to be filledin by persons within each project who haveused SET. Hopefully this evaluation will pro­vide some insight into whether SET is useful ornot and whether it could be developed andimproved upon for a more wider use.

Examples of groups which could use SET in­clude the following:

SET can be used as a means of introducingevaluation to a piece ofwork in progress, or asa means of complementing existing forms ofevaluation.

IntroolU)tionSET has been produced simply as a guide tohow individual projects may go about incorpo­rating procedures for self-evaluation into theirwork. It is a set of guidelines for assistingcommunity groups - whether staff, manage­ment or specific project groups - in undertak­ing a self-evaluation of their work.

IRecord the folwwing: (i) namell ofgroup participants; (ii) purpose of self-evalu-atum (iii) who can ulle the information collected during this evaluation.

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Self-Evaluation Stages,

.- --- -----------_.-- ---- --- -----------------

(l)AIMEvaluation Task is to

develop a shared Purpose

or Aim for the Group___1 ,

(2) TARGETGROUPS

-~~-_.. _._-- ------,---

Evaluation Task is toidentify the main targetgroups with which the

group is involvedL · ··_

(5) SELF-ANALYSIS(3) PRIORITISING

OBJECTIVESEvaluation Task is to prioritise thegroup's objectives in relation to its

target groups

.._._------(-------Evaluation Task is to review out­

comes against objectives; to identifyinternal and external factors whichsupport or inhibit the group's prog-

ress; and, to revise or re-set thegroup's aims, target groups, objec­

tives and activitiesL-._________ .....--. --.--.

(4) MEASURINGOUTCOMES

Evaluation Task is to set criteria!yardsticks for measuring progress

.--_.--_._----------'

To develop a shared aim or purpose for the group

1Stage

Dynamic activityCommunitydevelopment is a dynamic activi tyand there are regular shifts and changes incommunity groups' fundamental aims. Suchaims should not be considered as tablets ofstone. This is particularly so in the early stagesofa group's development. Group members may Icome together with a very broadvision ofwhat !needs to change or develop. According as they ibecome involved in the development process,itself, group ideas may become more refined:and more related to practical tasks. Ifthis shift ,happens then group aims should reflect it. :Similarly, if a more developed group avoids a ireconsideration ofessential aims, it may stag- inate and become leftbehind in the face ofother !changes and developments. '

Checking out and changing shared aims,Before a group undertakes a self-evaluation of ':itself it is important that it incorporate a:mechanism for: '

(i) checkingout whether or not it has a sharedaim, and ;

(ii) changing this shared aim if this becomes!necessary

change ita fundamental aims. A group whichcame together for the purpose of organising aparticular target group (e.g. social welfareclaimants) may need to reconsider its aims andfunction if that target group becomes organ- I

ised.

Aim

Introduction

SeJ.f-Evaluation

RefereMe pointIf a group is to develop together it needs ashared aim or vision of what it wants to do,where it wants to go as a group and a sharedunderstanding of why?

Checking a88umptio1l8It can often be assumed that a group has ashared aim or that a shared aim remainsconstant and does not change. But these as­sumptions need to be checked out on a regularbasis by group members. Often group mem­bers will change. New members may find itdifficult to adjust to a group ifits overall aim isnot written down or remains unclear. Somenew members may suggest changes to theoverall aim.

Changes in a group's ai,ms can come about as aresult of external factors or events. A groupwhich initially came together for the purposeof advocating a change in social policy, maychange its aims and direction if the policychange is subsequently introduced. A group'sown success may indicate the necessity forit to

This shared aim will provide the group with asense ofpurpose and direction and a referencepoint for reviewing its own progress. In theabsence of a shared aim a group may lose.direction or it may undertake activities with.which many members ofthe group are uncom­fortable. Indeed, the group may find it hasmade commitments ofwhich it is very unsure.

Group Exercise 1

Key Questions

Does the group have a shared aim?fs this shared aim written down anywhere?

Does every member of the group agree with theshared aim?

If the group answers 110 to these questions theremay be a case for il uruierraking this exercise or

a similar exercise

Purpose

To develop a shared aim or purpose/or thegroup

Amount of time

2-3 hours

Resources Needed

Group facilitator, meeting room. flip-chart.markers, pens. papers

(1) Each member of the group takes 10-15/minutes to write down a statement on the Ireasons why the group has come together? i

I(2) 'These reasons are listed on a flip chart and

a general discussion is invited.

(3) The group is broken into small groups with Ia brief to discuss the areas of agreementand disagreement in the listed statements

(4) Each small group feedbacks to the main Igroup its conclusions . .. I

(5) Each member of the group again takes laminutes to write down a new statement onthe reasons why the group has come to­gether

(6) Ageneraldiscussionisinvited during whichthe group is encouraged to amalgamate asingle statement on why it has come to- I

gether and with which everyone can agree. ;This statement should be recorded

(7) Iffull agreement cannot be arrived at for a :single statement the group should make;another effort at doing this. If, at this stage ia single statement cannot be arrived at ithen the group's written record of this iexercise should make it clear that there is idisagreement. !

Record the shared aim or purpose of the group.

2Stage

However, even such single-issue communitygroups will rarelyexistin isolation, and invari·able they develop alliances and linkages withother community groups. I

Exploring relationBhipBwith targetgroup,An early evaluation taskofa community gI'Oupis to identify its target groups and to explorethe type of relationship which it desires be­tween it and these target groups. In exploringthese relationships it is important that a groupreminds itselfofits own overall aims, to ensurethat the linkages which it sets out to developwith other groups are not inconflictwith theseaims, but rather that they are derived fromthem. The relationship itself can take differ·entshapes and forms, depending on the group'soverall aims. Resource centre management igroups could aim to provide resources, such as ioffice, meeting rooms, typing facilities etc. to a Ilocal unemployment group, but they may de- ivelop different relationships to such groups. In ione example the unemploymentgroup could be Iencouraged to develop full autonomy, inde· \pendence and its own source of funds. In an· !other example such a group could be encoUI' \aged to become a sub-group of the resource Icentre group, depending on it for funds, sup- 1

1port and local status. These different types ofrelationships are themselves statements about 1

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the vision, aimand purposea group has adoptedfor itself. This exploration of relationships!should provide the group with an opportunityto identify mechanisms for clarifying and con·solidating its relationships with its targetgroups.

Introduction

Target GroupsTo identify the main target groups with which the group is involved

Self-Evaluation

The community group aB target groupSome community groups will come together forthe purpose of developing activities which aresolely for the benefit of group members. Forinstance, participants in a community basedtraining programme may have as their pri­mary objective, the development of their ownskills and competitiveness for employment.Participants in a personal development pro­gramme may have as their objective the devel­opment of their own capacity to assert them.selves and deal withday·to·dayissues. In theseexamples, both the community group and thetarget group could be one and the same group.

What are target groupB1Community development initiatives invariablyresult from the desire of one group of people togenerate activity which involve, and have animpact on, other wider groups. These aretarget groups or reference groups in the com­munity. They may include the whole commu­nity as in the case ofa community group set upfor the purpose ofdeveloping or representing awhole area. They may be specific sub·groups inthe community such as those persons who are

.socially and economically disadvantaged, thehomeless, the unemployed, lone parents and soforth. The activities which are generated caninclude the provision of services to targetgroups, developing representative structuresfor target groups, developing an awareness ofcommon issues among target groups, provid-

I ing various learning, training and informationI programmes from which members of theseI target groups may benefit.

Has this group identified itS target group(s)within the community?

Group facilitator, meeting room. flip-chart,marke~s. pens, paper

To identify the main target groups wirh which thegroup is involved

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Is the target group the group itself!Example - a group participating in a liter­acy or training programme may have itselfas a target groupIs the target group a geographical commu­nity?Example - a local community developmentorganisation may have the wlwle commu­nity as its target groupIs the target group a particular local groupwith a shared need?Example· a community developmentgroupmay have disadvantaged persons within ageographical community, as its targetgroup- other groups may halle unemployed per­sons, loneparents, elderly persons, orhome- Iless persons as target groups !

(1) The group's agreed overall aim is clearlywritten on a tlipchart.

(2) On the basis of this overall aim a brain-Istorm is conducted in order to ascertain thegroup's target groups.

Exercise

Amount of time

Purpose

Key Questions

2-3 hours

Resources Needed

Group

If the group answers no to this question lheremay be a case for it undertaking rhis exercise or

a sinUlar exercise.

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(3) As a result of this brainstorm the group'should list its main target group(s).

(4) The group should then break into small igroups in which the following two items are idiscussed:

(i) the ideal linkages (and type of link­ages) which the group would like tohave with its target groups

(ii) the existing linkages (and type onink- ;ages) which the group currently has iwith its target group(s). !

!(5) There is a feedback ofthis discussion to the!

large group followed py further discussion!on how the group should improve and con- isolidate its linkages with the target,group(s).· .

Record the group'. target group. in the community.

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Self-Evaluation Stage 3

Prioritising ObjectivesTo prioritise the group's objectives in relation to its target groups

Introduction

The main difference between an overall aimand specific objectives is that the former pro­vides a vision or sense ofpurpose for the groupwhile the latter charts out how the group mayget where it wants to go.

Different routesIn community development there are manydifferent routes to achieving the same overallaim. Objectives constitute different ways ofpursuing one's overall aim. For example the

',group could have as its overall aim the devel­opment of an awareness of rights and entitle­ments among welfare claimants. The groupcould then set a number ofdifferent objectivesin relation to achieving this aim, such as:

producing an information booklet on rightsand entitlementsopening an information/advice centreconducting door-to-door research on wel­fare problems and needsgenerating media interest in welfare is­sues.

Each of these objectives is likely to contributeto the group's overall aim, and each will yielddifferent spin-off effects, both positive andnegative. For example, door-ta-door researchis a good mechanismfor introducinglocal peopleto the existence ofyour group (positive), but itmay also generate suspicion or raise unrealis­tic expectations (negative).

Suitable objectivesThe objectives which are most suited to anyparticulargroup are obviously those with which r

the group is most comfortable and on which it iis most likely to deliver results. The achieve­ment ofeven small objectives can reassure thegroup and provide it with the confidence topursue bigger objectives.

Ifa group pursues too broad a range of objec­tives it is likely to spread itself too thinly andto diffuse its own energies. The consequence isthat group members end up tired, frustratedand with a poor sense of achievement.

Being selectiveEssentially a group needs to decide which,objectives are seen as critical to overall aims I

and which are subsidiary. By prioritising its:objectives the group has an opportunity to be 'selective in relation to the activities with which,it becomes involved. This is not to say that the:objectives which any group prioritises subse- •quently become the most practical set ofobjec- itives, but it does provide the group with suit- iable yardsticks with which it can gauge its;progress. At a later stage, the goup may decide:to change its priorities. For example a decision "to prioritise the publication ofwelfare booklets:may prove to be too costly in relation to their!overall impact, particularly ifother, more ef- ;fective ways of using the same resources be- icome more apparent.' :

Group Exercise 3Key Questions

Has this group prioritised its objectives?Are these objectives written down anywhere?Does each member of the group agree with the

objectives?

If the group answers M 10 any of the abovequestions lhere maybe a case for il underraldng

lhis exercise or a similar exercise.

Purpose

To priorilise the group's objectives in relalion 10

ils larget groups

Amount of time

2-3 hours

Resources Needed

Group facWlator, meeling room. flip-chart.markers, pens. papers and lokens (approxinuJlely

len per person)

(l) The groups' overall aim is written on achart. The group's target group(s) is de­scribed on a separate chart

(2) The group breaks into small groups for 10­15 minutes which consider the followingquestion

What specific objectiues does or should thegroup haue in order to pursue its ouerallaim?

(3) The feedback from these small groups isamalgamated into three separate lists asfollows:

(i) .Those objectives which involve directwprk with the target group (local)

(u) Those objectives which involve workwith others who are involved with thesame target group (integratiue)

(ui) Those objectives which involve otherswho have no direct involvement withthe target group (public)

(4) At this stage the group needs to considerwhetheranyoftheobjectives listed in (3 X0­(3Xiii) are inconsistent with the group'soverall aim and if SQ the group shoulddecide whether it removes these objectivesor whether it changes its overall aim?

(5) The group needs to prioritise these objec­tives and it can do SQ by a number ofdifferent mechanisms, including directvoting. Essentially the group needs to de­cide for itselfthe mechanism to be used forprioritising its objectives. The exercisedescribed below is only for the purposes ofassisting the group in reaching a decision.

The group breaks into small groups andeach is allocated a set number of tokens.Each small group should discuss eachseparate objective in turn and agree an :allocation oftokens to objectives according:to their considered priority. If agreement iwithin each group cannot be found the itokens should be divided evenly between!group members and the tokens are then al- ilocated individually to different objectives I

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When each group has completed this exer- \,cise they should then take about five min- iutes to decide to whichobjective they would iallocate the full complement of tokens ifthey could only choose one such objective .for this purpose. i

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(6) The feedback from this exercise should pro- ivide the group with an insight into mem- ibers' priority objectives,· after which the i

group should decide a mechanism for de- I

ciding these priorlties.

IRecord the group'. PrWrity objective••

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Self-Evaluation Stage 4

Measuring outcomesTo set criteria / yardsticks for measuring outcomes

Introduction

ActiivitiesObjectives spell out how a group proposes topursue its overall aim. Activities are the wayinwhich a group translates objectives into mean­ingful outcomes on the ground. They are themost tangible means for measuring any group'sprogress.

A group may have as its overall aim to gener­ate local community awareness. One objectivederived from this aim could be to develop alocal newsletter. Activities inevitably becomethe focus for measuring a group's progress.

· cailing a meeting of persons interested indeveloping a newsletter

· circulating posters, flyers about the news­letterorganising a training programme in news­letter production

- surveying the kind ofcontents local peoplewould like to have in the newslettersurveying the printing costs ofa newsletter

· surveying the possibilities of advertisingrevenue for the newsletter

Measuring outcomesDeciding on its activities is a planning/man.agement task for a group. Deciding on criteria!yardsticks for measuring the outcomes oftheseactivities is an evaluation task. What is in­volved is a group deciding, prior to it engagingin activities, the kind of outcomes that wouldconstitute progress. slowprogress,lackofprog·ress orno progress at all. Italso needs to decidea time period within which these judgementson progress are made. A group for example

could decide to set up a newsletter, in pursuingits overall aim ofgeneratingcommunity aware­ness. Setting yardsticks for the measurementofprogrees could involve deciding that the firstissue of a newsletter will be available withinsix months. Slow progress could mean that agroup ofpeople have been brought together forthe purpose of developing a newsletter, buthave not got to a stage where they are produc­ing it. Lack of progress could mean that thenewsletterhas beendiscussedquite an amountbut no practical outcomes have been achieved.No progress could mean that the newsletteridea has been forgotten about and needs to bereassessed.

Setting realistic yardsticksA group however, needs to be careful in settingcriteria for measuring outcomes that the out­comes do not become ends in themselves.Community development is almost by nature aslow process. The fact that a group is makingonly slow progress in relation to newsletterproduction, may disguise the progress it ismaking in other areas. For example the groupthat has been brought together for producing anewsletter may have its own significance andimportance in that its members now have aforum for sharing and discussing common is­sues, where previously there may not havebeen such a forum. This development is clearlyin keeping with overall aims, even though thefirst issue of a newsletter has not yet beenproduced. In setting out criteria for measuringprogress therefore, a group should be carefulthat it does not set unrealistic or non-realis­able targets.

Group Exercise 4

Key QlUlstions

Has this group set criteria/yardsticks for measur­ing its own progress?

Does every member of the group agree withthese criteria/yardsticks?

If che group answers no co these questions theremay be a case/or it undertaking this exercise or

a similar exercise

Purpose

To set criteria/yardsticks for measuring out­comes

Amount 0/ time

2-3 hours

Resources Needed

Group facilitator, meeting room. flip-chart.markers, pens. paper

Cl) The group's priority objectives are listed ona chart under the three headings local, in­tegrative and public

(2) In a brainstorm the group identifies andlists activities with which it is engagedwhich are directly pursuing each of theseobjectives.

(3) The group breaks into three small groups(one each for local, integrative and publicobjectives) , which focus on the following:(i) the desired outcomes for each objective(il) the time period within which this out-

come should be achieved(iii)what the group would consider to be an. indicator of progress, slow progress.

lack of progress, no progress

(4) Following feedback this information is Irearranged as on chart below.

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!Record the group'. de.ired outcome. from it. activities and it. criteria for measur­ing progres••

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Introduction

To review outcomes against objectives; to identify internal and external factors Iwhich support or inhibit the group's progress; and, to reuise or re-set the group's I

aims, target groups, objectives and desired outcomes

5Stage

tributing to the group's development it insteadleads to frustration and disappointment. Self­analysis may lead a group to making verydifficult decisions, such as changing its struc­tures. reorganising its personnel, revising itsfinances and expenditure.

Self-Analysis

Self-Evaluation

The most important (and often most difficult)evaluation task for community groups is thatconcerned with self-analysis of its own prog­ress. It is unrealistic to undertake a self-analy­sis ifthe group has not already agreed the fol­lowing:

its overall aim as a groupits target group(s)

- its priority objectivesthe activities it will be engaged with inpursuing objectives and their desired out­comes

I Opportunity for re/lectWnI Aself-analysis provides a group with an oppor­I tunity to reflect on its own progress to date, to

ascertain the extent to which it has achievedits desired outcomes, to consider any unantici­pated outcomes which have derived from. itsactivities, to review the factors which havecontributed to or hindered progress, and tomake appropriate changes or adjustments forits future development.

Self analysis and changeAfull self-analysis may suggest to a group thatit needs to change its overall aim, perhaps forthe reasons that it is too broad. too narrow, tooambitious, unrealistic. too aspirational, notaspirational enough, ete.1t may also suggest to·a group that it needs to change its priorityobjectives - the route choosen to pursue aparticular'aim may not have been the most ap-

These kind of changes are not easy for any.group. There may be resistance to change.Group members who have adopted a particu­lar course for a long period may be reluctant totake a new approach. In this type of scenario Iself-analysis may be avoided for the reason ithat it makes group members uncomfortable. 'Therefore, group members need reassurance, :In particular they need to feel that change wi II ,not be introduced merely for change-sake and I

that every member has a valuable role to play iin this process. I

Timetabling self-analysisWhile difficult, self-analysis is nonetheless icrucial in the development of community:,groups. and ideally it should be built into a igroup's overall agenda. Meetings for under· itaking self-analysis should be timetabled well 1

1in advance in order that members have full ,notice and that the analysis takes place with Ithe fullest possible participation. Self-analysis iexercises should not be arranged on an ad hoc Ib;lsis or as simply a reaction to a major cirsis..Self analysis enables a group to build into its!structures mechanisms for dealing with crises Ias they arise; it is unWise to expect that it can i. . .

Group Exercise 5

Internal facto"Group's rulesGroup's policy prioritiesGroup's structures

Key Question

Has the group conducted a comprehensivereview of itself?

If the group answers fU) to tmS question theremay be a case for it undertaking this exercise or

a similar exercise

Purpose

to review outcomes against objectives; to identifyinternal and external factors which support or

inhibit the group's progress; and. to revise or re­set the group's aims, objectives and desired

outcomes

Amount of time

MO sessions, 2·3 hours each

Resources Needed

Group faciiitator, meeting room. flip-chart.markers, pens, papers

Session 1

Cl) The following are listed on separate charts

(i) Group's Overall aim(ii) Group's reference group(s)(iii)Group's objectives (local, integTative,

public)(iv)Group's desired outcomes and indica­

tors of achievement

(1) Using these charts from previous exercisesthe group breaks into small groups whichconsider the progress of the group over aprevious period and in particular the ex­tent to which specific outcomes wereachieved. These are then fed back to themain group.

(2) The group again breaks into small groupsand discusses the various factors whichhave contributed to the group translatingits objectives into meaningful outcomes

(3) After the feedback there is a brainstormduring which these factors are rearrangedunder the following headings:

External FactonLegislation/constitutionOfficial policiesAdministTativelinstitutionalstructures

Group's resources External resourcesGroup's knowledge! skill External expert assistance

(4) The group discusses each ofthese factors inturn and identifies ways in which these canbe improved upon or further strengthenedfor the future. These should be recorded.

Session 2

(1) The group breaks into small groups and Idiscusses the various factors which have ihindered the group from translating its iobjectives into meaningful activities/out· •comes.

(2) After the feedback there is a brainstorm ,during which these factors are rearranged iunder the same headings in Session 1 (3) Iabove. i

(3) The group discusses each ofthese factors in Iturn and identifies ways inwhich these can Ibe tackled or their impact lessenned. These Isuggestions should be recorded. i

I(4) The group lists both the improvements and I

ways of tackling the negatives on a chart .and discusses whether these have implica­tions for the group's overall aim, objectivesand activities and whether exercises inrelation to these need at this stage to berepeated.

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Record the outcome. ofthe group', ,elf·analyBu