COMMUNITY PROJECT
1. Name of the project:
Chubekani Home Based Community Project. Chubekani means proceed, it was chosen as stimuli to make them continue in whatever situation.
2. Nature of the project:
It is a gardening project; it was established to alleviate poverty amongst older woman, youth and the unemployed members of the community. Later it expands its focus to help abused children and women, mentally disabled, physically challenged, orphanage, support groups for those infected and affected by HIV/AIDS. It also encompasses a ‘Back to school campaign, providing food and clothes for the needy.
3. Reason for selection:
It is part of an ongoing project; it has ten members, some were lost on the long run. It is to educate project members fund raising skills and project skills development
4. Problem analysis:
The student social worker used a fish bone technique to find more about the problems existing within the project. He went back and far by means of questioning to find out from them what is their major concern or problems.
5. Feasibility of the project:
The project will be feasible, it will be manageable since the members are highly united and also with the help of stake holders willing to participate in its development.
6. Target market:
It is targeted at the whole community of Mganduzweni trust, since by activating project members, the whole community will benefit from them.
7. External factors:
They are natural disasters, death and resignation of two or more member(s).
8. Relevant stakeholders:
Social Development and one local business person who owns a Tuck Shop.
9. Objectives:
To create a well developed community project which is in the interest of local families through capacitating them with skills and development.
10. WBS( work breakdown structure):
Position name of member
Chairperson 1. Sesi C. Lekhuleni
Vice Chairperson 2. Maggy Msibi
Treasurer 3. Judy Chiloane
Secretary 4. Nonhlanhla Mathebula
General members: 5. Linah Mbuyane
6. Dinah Nkosi
7. Buyisile Ndlovu
8. AngelinaH Mhlangano
9. Rose Ngwenyama
10. Esther Sifundza
11. Monitor:
The project is monitored though the use of set standards and regulation in the project; which is the norms and values that are binding each and every member concerned in it.
Punctuality, attendance and participation is one of those aspects in rules and regulations which will enhance the monitoring of the project
12. Evaluation: assess the sustainability of the project.
Evaluation, according to Toseland and Rivas (2009; 216), it is both a process and a product upon which the helping process is based.
It thus involves the following evaluating techniques: the project will be sustainable if we could get enough resources, such as funding and relevant materials.
13. Closure or termination:
According to (Becker; 2005; 43) termination refers to the completion of work as defined in the group purpose or contract. Members will be prepared to leave the worker’s intervention since this would be a well planned process. The stage is expected to be characterized by lot of anxiety, testing out behavior, unfinished focal concerns in the group which must be addressed by the leader. It will come only when the members proves to have a capacity to go on with their own lives.
Report compiled by: Mkhombo Sifiso .H
Designation: Third year student social worker
Signature: _____________
Date of compilation: 14 August 2009
Report received by: Dr. M.M Motshedi
14. Nature and structure of the community
The name of the community in which the project is based in is called Mganduzweni trust. It is situated near a very big mountain from Limpopo to Nelspruit, which is called Legogothe Mountain. It is also characterized by lot of bushes and forest.
It consists of the majority of black people, with approximately 95 percent of black people. It also contains Chinese, Indians and Asians, Asians are the only with the lowest population ever amongst the whole groups. Indians and Chinese only came as business people to the community and other neighboring communities.
It is a geographic community, where members of the community are sharing the same border through meeting their own problems, sharing and motivating each other.
15. Unique characteristics that has particular relevance to the practice
The community consist a number of three government school and lot of pre-school and crèches. It consist of single parent headed families, child headed families and no parent families. It is experiencing a peak in the number of orphans, faces a large and more immediate need for caring and supporting the large number of children currently living with HIV/AIDS, terminally ill adults and other children. That is where the intervention of the worker comes into being, especially by assisting the project members in order to help the community members who are in dire need of help.
According to Dorrington, Bradshaw and Bud lender (2002), the rate of HIV/AIDS pandemic have a serious implication for children. Dorrington et.al further stated that a large number of children are living with the HIV/AIDS pandemic in the communities of South Africa.
16. Predominant problems, issues and concerns of the people being served
Lack of transportation, lack of funding and other problems encountered during their home visits sessions. The member were mostly concerned about the lack of funding in the project however transportation was also a hindering factor but they would have one if funding was available.
There was also a major concern raised about the bad attitude they are receiving from other community members whose patients are sick and denies the members a right to visit them. There was however some small problems which were solved by them together with the worker, issues such as lack of funding and proposal writing skills were attended in collaboration with the members’ active participation.
17. Formal and informal resource systems or networks within the community which are relevant to social work practice
The formal resources which are available within the community include Automatic Transaction Machines (ATM’s), one bank (Ned bank), and three governmental schools.
The other formal resources which are of existence amongst the community are the local Mbombela Local Municipality Court, Media and police station. The social workers are working together with the police station and local court in helping the community reach its goals.
The informal resources are the Masoyi Royal Kraal situated within the community. It is used as a house of traditional leaders at a local level. It is also where informal cases of the community are discussed, shared and previewed by the authority. The main responsibility of the local authority office is to serve the community.
Report compiled by: Mkhombo Sifiso .H
Designation: Third year student social worker
Signature: _____________
Date of compilation: 14 August 2009
Report received by: Dr. M.M Motshedi
PLANNING PROCESS
Program formulation
Introduction:
This is an initial report of the community project, it will show case how the first stage of the community project was planned, conducted and evaluated.
A meeting with the project members and participating stakeholder was conducted on the 22nd of June 2009. (Swanepoel and De Beer suggest that the first project meeting must be a direct result of the consensus amongst the group of concerned people that something must and probably should be done about the identified need.
Agenda:
Toseland and Rivas (1984; 19) they said that an agenda lends the structure and direction to the work… it also gives members something to react to when voicing their opinions.
Opening and welcoming:
The community project leader welcomed all members who were available and also thanked them for their special time. They were given an opportunity to introduce themselves after the worker has done so. These was done in order to make them feel in a conducive environment, welcomed and secured.
They were introducing themselves in the manner which the leader has done, i.e. My name is Mkhombo Sifiso, a third year social work student and a fourth born at home, my dream is to become a competent Doctor in Social Work.
Introducing the topic:
The worker started by saying the purpose of the meeting and by suggesting that a Chair person should be chosen for the meeting. Those chairperson and secretaries which existed in the group were handed back their roles by the members during the selection process. This was done to give them an opportunity to participate in the project unlike the leader dominating the whole process.
Statement of the problem:
Project members were given the chance to discuss about their problem or needs. This was a free-for-all discussion with the aim of creating the worker perception on their problems. The worker, during this discussion process, was able to identify what might be the problem that they are encountering but didn’t voice it out and waited for them to say it.
Their discussed needs and problems were lack of funding, no transportation and difficulties met during home visits.
What is to be done about the problem?
The worker used critical thinking skills to help members brainstorm for available alternates. Members were helped to generate alternates in order to come up with a conclusion or solution to their problem(s).
Doyle and Strauss; 1976 cited in Swanepoel (2006; 183) has suggested that a problem solving exercise can be divided into the following six sequential steps: Problem perception, problem formulation, and problem analysis, thinking of alternates, decision making and planning.
The project agreed to meet as follows
After the first meeting which was held on the 22nd of June 2009, the project members agreed to plan their meeting as stated sequentially below.
1st session: 29 June 2009
2nd session: 06 July 2009
3rd session: 13 July 2009
The main purpose of the meeting:
It was to discuss their needs and problems, the decisive action on what is to be done about it was supposed to be handed during the next project meeting. The other reason was also to obtain the names and contact details of other community members who commit themselves. The problem was lack of transportation which( if available)would enable them to reach more patient during their home visits, lack of funding and other problems encountered during their home visits.
Evaluation:
It is a process of obtaining information about the effects and impact of the meeting and it was also to help the community project leader develop his academic skills based on practical issues in relation with theory.
Community project members were asked questions on how the whole session/meeting was viewed and they responded positively; although some of the members had lost hope in continuing with the project, they were however stimulated to regain more power to carry on with project.
Closure: The community project meeting was closed in prayer
PROCESS REPORT
1. Name of the project: Chubekani Home Based Care Project.
2. Date of contact: 29 June 2009
3. Reason for group meeting: to deal with the mentioned problems which the group is encountering and which were raised during the past meeting.
3.1 purpose and agenda
The purpose of the meeting was derived from the previous held meeting which was on the 22nd of June 2009, it was to take a decision based on the alternates and concerns rose during the previous meeting and implement those decisive actions.
4. Names of present and absent group members:
The Chubekani Home Based Community Project members were all present (refer to initial report for names). There were no members absent.
5. Content and process of the project meeting:
5.1 Content :
The problems discussed were (i) lack of funding, (ii) shortage of transportation and (iii) other problems encountered during home visits.
5.2 Process
5.2.1 Lack of transportation:
The project has decided, based on lack of transportation, which the Department of Social Development will be written a proposal letter for provision of transport since they are waiting for the applied funding from the Department since a proposal has been submitted.
5.2.2 Lack of funding:
The members decided to initiate a reliable committee that will be responsible for identifying potential local business people, so as to request for funding and donations. The committee elected was educated on how to write a funding letter/ proposal and how to approach prospective local businesses to plead for funds.
5.2.3 Other problems encountered during home visits:
Project members decided that a program where individuals will be taught more about communication skill, acceptance and relationship building skills should be initiated. These was a serious concern due to that some individuals were harassed, maltreated and looked down during home visits to sick patients, specifically by those living with HIV/AIDS patients. They were taught acceptance; they should learn to accept and appreciate each and everything which relatives of sick patients does. For example members were told not to enter any home by force, they need to acquire permission first, and if not granted-they must not enter.
6. Tasks which each member and group leader agreed to accomplish
The worker agreed to help, after doing his home work or research, to impart knowledge based on how to build stable relationship with their client( especially during home visits), how to accept each and every person as unique. Since members were chased and insulted in some homes when visiting HIV/AIDS infected community members.
Three project members were elected to come up with a list of potential business people from their local community. Nonhlanhla Mathebula, Linah Nkosi and Dinah Mbuyane were on the list of those elected.
Four group members were elected and given a home work on which other ways do they think can be reliable to attain funds, which are different methods of accumulating funds.
A committee responsible for planning, evaluation and monitoring was to be elected during the next meeting.
7. Summary outcomes
Members were co-operative, inspite of that they have lost hope before, during the beginning of the previous meeting. Each and every member was assigned a task to perform according to his or her capacity, strength and talent in the project. Project members started to depend and rely on each other whilst their plan of leaving the group was automatically destructed during the process. They were empowered with the necessary strength to help them proceed with the project.
8. Nature of termination
The way in which the meeting terminated was friendly; all members seemed to have been pleased, and they were also looking forward to the see how far they will go with their development in the group
9. Evaluation of members interaction
Interaction and communication were playing its major role during these stage, members were communicating, interacting very well unlike during the first stage or meeting. They were convincing, encouraging and hence maintaining a conducive environment. Members were participating, active and also raised their own concerns and their view about the project meeting.
At this stage, members were able to raise their own feelings based on the whole project, themselves and the leader although they were hidden at first. They all felt empowered and with no one with the intention of disjoining from the project.
10. Comments based on theory: roles, techniques, goals, skills and principles
10.1 Roles
The student social worker used the educator, facilitator, capacity builder and advocacy role to enhance the progress of the whole process. An educator role was most seen during the first meeting with the project members. The leader was educating members on the advantages and disadvantages of remaining or leaving the project, it is where members decided to carry on with the project.
The worker also used a facilitator role; it was eminent from the second stage of the project process. As a facilitator, the worker raised awareness on the behavior of individuals desire to continue. Members were helped to view themselves at a positive perspective and no to become inactive participants. The worker facilitated the whole meeting and process of the project.
Capacity builder and advocacy role; capacity builder means building people potential and strength. The worker took into consideration that members have desire to achieve and should be helped to attain their achievement.
The worker was relying on the principle which says that, “People have potential which needs to be awaked during the process of change”. The advocacy role was demonstrated by the use of the worker’s knowledge to represent members to their outside world; he also defended their views and actions against any misunderstanding. Messages through the leader were also sent, especially to the social development department.
10.2 Techniques used
Weyers (2008; 101) defined a technique as a set of acts and procedures that are aimed at eliciting a pre-determined response or results. He further defined it as a “change centered method”. The worker used the educational technique, funding technique and consultation technique.
The educational technique was mostly based on providing skills through training. Funding technique helps on knowledge which will help them enhance sponsorship and grants.
The last technique used, which is the consultation technique, was aimed at ‘advice giving’ to project members and enable them to consult the worker in time of need.
10.3 Goals
The worker relied on process goals which are dominated by ‘people changing outcome’. According to Weyers ( 2008; 237), process goals process goals such as : to empower the community to exercise their inherent power by means of the consientization of people, the promotion of local leadership and grass roots participation and promotion of popular support and participation in political action; and
to enable the community to protect themselves against different forms of exploitation and the above of their individual or group rights.
The main concern was to change people’s perception about the whole community project and be able to adapt in the process of its development.
SKILLS AND PRINCIPLES USED
10.4 Principles used
There are various principles which the worker has taken into consideration when dealing with the project members. According to (Du Bois; 2005; 126) there are a lot of principles which involves the following:
Access to resources: the worker was considering it as his duty to refer the project member to various services that might be of help to them.
They were referred to the Department of Social Development, where they were told that their project funding proposal is still short listed together with other proposals of different organization which needs to be funded.
Confidentiality: the worker informed the members that everything that they are sharing amongst the whole processes must remain confidential. Confidentiality means that the worker should be able to keep secrets of the project and its members and no one should know about it except in the consent of the members. According to the code of ethics stipulated in the S.A Council for Social service Profession (Act 110; 1978), the confidentiality simply mean that the worker needs to ensure that no one gets the information of the project unless if it is in the members consent.
Principle of Partnership: this means that individuals have the right to take action in their development and participate in all aspects of their life with the intention to develop them. The code of ethics adopted form the SACSSP acknowledges that every human being has a unique value and potential, irrespective of origin, ethnicity, sex, age, beliefs, socio-economic and legal status. Each individual has the right to the fulfillment of his/her innate and acquired skills. The worker was making sure to abide with the code of conduct from the council and was also looking forward to the contribution of members towards their development.
Self to self help and meeting the community at its own level were also used as principles, the worker ensured according to the latter that people don’t come to him but are visited where they are in order to understand them and their environment better. People were also helped to be able to help themselves in the oncoming future, to further avoid reliance on government and other private institutions but promote much reliance on them.
10.5 Skills used
There are lot of skills according to Egan (2007), which some of them involves Leadership, Communication, Motivational, Listening and Counseling skills. They were serving as the fundamental in the whole process of members’ development.
It is the duty of the worker to obey and respect the project members which are different in ethnicity and origination; the skills helped him to portray his innate and academic knowledge towards obedience and fulfillment of project members’ goals. The leader used Leadership skills; leadership is the process of guiding and controlling with the aim of reaching one goal. The worker was using the democratic leadership view, which affirms that members have a right to make, own and contribute towards their decision making.
Communication skills was the basic in the whole process of community project, the worker has used it from the very first to the end of the process.
Communication skills assisted the leader to attain the project own goals. It was used as a basic tool for helping develop, reach and create new goals and perspectives. Interaction is a process which was also built through the high communication level which existed amongst the members of the project. Although there was less communication about their problems from the first stage, it however developed when the worker continues to display confidentiality amongst them.
Motivation, listening and counseling skills were also used for motivation, consultation, appraisal, rewarding and attending of individuals in the project.
Members were motivated when they come with their different roles, problems and strength to display in front of the worker. The worker used active listening which encourages that he must also listen with “the third ear”. Listening with a third ear simply means giving members a chance to be listened to both physically and psychologically.
Report compiled by: Mkhombo Sifiso .H
Designation: Third year student social worker
Signature: _____________
Date of compilation: 14 August 2009
Report received by: Dr. M.M Motshedi
PROGRESS REPORT
1. Name of the project: Chubekani Home Based Community Project
2. Progress made: From 22 June 2009 to 06 July 2009
a) Concerns, needs and feelings were raised
b) Chair person , secretary and treasurer were re-nominated during the process
c) Problems encountered since the establishment of the project were raised
d) A representative committee was elected, educated on writing funding proposal letters and also imparted them with information based on how to approach funders when seeking for funds.
e) Basic skill which were considered as highly needed during their progress and working with community. Skill such as communication, respect and acceptance were taught.
f) A planning, evaluation and monitoring team was elected amongst themselves. It is responsible to monitor the growth and development in the group.
3. Evaluation of progress
3.1 Attainment of goals:
Goals were attained, members obtained clue on how to reach certain funders or local business people. Funding proposal letters were written and placed in different spaza shops and other local supermarkets however response might delay due to different funders’ evaluation and interest on the project.
Since the need for skills aroused, members were empowered with various skills throughout their development (skills such as communication, listening and adaptability were taught)
3.2 Failure to attain goals and why?
Since lack of transport was on top of the agenda with other problems, it activated them, both with the worker to approach the Department of Social Development in order for them to assist; however the Department was not in a position to help since the project has been short listed on the list of those projects which must be funded during this year. They were told to be patient and wait for the approval from Social Development whilst taking other measures to succeed.
3.3 Methods and techniques
Weyers (2008; 101) defined a technique as a set of acts and procedures that are aimed at eliciting a pre-determined response or results. He further defined it as a “change centered method”. The worker used the educational technique, funding technique and consultation technique. The educational technique was mostly based on providing skills through training.
Funding technique helps on knowledge which will help them enhance sponsorship and grants. The last technique used, which is the consultation technique, was aimed at ‘advice giving’ to project members and enable them to consult the worker in time of need.
The delivery method which was used; is a face to face delivery method, where the leader was seated with the members in a group form with the aim of helping each other reach specific goals.
4. Change in the aims and objectives of the project
The main objective of the project is to create a well developed community project which is in the interest of local families through capacitating them with skills and development.
There is no change which was perceived during the process of project development. Members were capacitated with the relevant skills which were necessary for their development as stipulated in the objectives of the project proposal. It however encountered a dramatic shift since the planning, evaluation and monitoring team was elected although, not on the list of aims and objectives of the project.
It was seen as a process which might have a huge impact on the project maintenance, development and evaluation.
5. Future plans of the project
Social Development, since it is been awaited to assist with funds, some means which will keep the project life cycle should also be done. Members were encouraged not to wait for the department only but should also try anything possible to develop them in the project.
The recruitment of more and more local business people is intended to be on the top list of making the availability of funds within the project.
WITHDRAWAL AND PROJECT CLOSURE REPORT
1. Nature of the project:
It is a gardening project; it was established to alleviate poverty amongst older woman, youth and the unemployed members of the community. Later it expands its focus to help abused children and women, mentally disabled, physically challenged, orphanage, support groups for those infected and affected by HIV/AIDS. It also encompasses a ‘Back to school campaign, providing food and clothes for the needy.
2. Statistic
2.1 Individual Contact with leader:
The leader has met at approximately six times with the secretary, treasurer and chair person on separate occasion which excludes the project meeting as a whole. The major reason for those meetings was to impart exact knowledge based on their allocated tasks.
2.2 Group contacts with leader:
The members has met for four times with the leader, including the first planning meeting for the project
The meetings or sessions were divided as follows: 22 June 2009 – 1st meeting,
29 June 2009-2nd meeting,
06 July 2009-3rd meeting and
13 July 2009 as the fourth meeting.
3. Evaluation of the project
Objectives of the project were achieved; members were capacitated with skills such as communication, respect and acceptance as a principle. A well developed community project is foreseen since members have all necessary to go through their project development.
Members are beginning to adapt in the project life cycle and are developing a spirit of unity and one in the project management. Some members were said to be planning to leave the project but they are now capacitated with strength and more energy to enable them to go through.
4. Success and failures
Since lack of transport was on top of the agenda with other problems, it activated them, both with the worker to approach the Department of Social Development in order for it to assist; however the Department was not in a position to help since the project has been short listed on the list of those projects which must be funded. They should be patient and wait for the approval from Social Development whilst taking other measures to succeed.
Members succeeded in collaborating with one another and strengthen each other in the development and re-planning of the project. Members were elected to represent the group in all aspects which encompass it’s development; members such as secretary, treasurer and chair person which were educated individually based on their respective roles and when need arises. The project has failed to implement some of the actions decided upon in presence of the worker because of time constraint.
It also failed to get funds immediately but there was a sign that we might get it when time goes on, however it might take time based on each funder perspective and funding proposal review.
5. Evaluation of the leaders role
The worker played a facilitator role; he explained to the members that for the project effectiveness, every member should be alert about their positive and negative contribution towards the project. Member’s behavior can also impart a negative or positive influence within the group. As an educator, the leader used some of ‘Weyers Animal Techniques’ to explain on how behavior can influence a bad or good impact amongst themselves (Weyers; 2008; 186). For example: ‘A lion who fights whenever others disagree with him/her’.
Facilitator role: according to Swanepoel and De Beer; 2007;56) the primary concern of community development worker is to help people make rational decisions, to enable them to participate fully, to assist them in taking the initiative, to help them discover their resources and help them to plan and implement.
Enabler role: enable them to gain back their potential and power which assisted them to proceed with the project and stop having a negative impact towards its growth.
They were influenced to co-operate positively. Swanepoel (2005; 55) said that community development workers must foster the climate for the people to act.
The roles were effectively used since members were helped to discover their strength, potential and goals, and should not wait for Social Development to approve their proposal but need also to do something.
6. How the withdrawal process was accomplished?
Termination refers to a process whereby the leader and the members have reached an agreement based on that they are well equipped with necessary and relevant skills to carry on with their project life. Becker (2005; 43) further said that members, although prepared early (beginning stage), their cohesion begin to be diluted.
The project members were informed in time about the termination stage; they were informed from the very start of the project that it will reach a termination stage at a specific date. Members were affected by the termination stage but promised to carry on with the project development. Termination leaves feelings of disability from the members; a member sometimes no longer view himself as whole and also decreases/ends the leader intervention.
Termination stage was characterized by the following: anxiety, fear of loss of the leader, going alone and raised unfinished concerns about themselves and the project which were later addressed by the leader.
The stage is regarded as the ending phase of the project development phases.
7. Recommendations
The project has managed to elect new representatives; the selection of members however gave back seats to those who were previously on those positions before. Election of the members was facilitated by the leader, and the members were the one’s electing others amongst themselves.
An evaluation, planning and organizing committee was elected which will make them aware of their shortcomings, strengths and weaknesses before they are overwhelmed by them.
An executive meeting will be held consecutively to determine the assessment of the project success and failures. These will be done for the purpose of determining whether the goals are reached or not.
Since their needs were identified, members suggested ways of meeting them, e.g.: donate money to members who have to do typing work, photocopying and transportation facilities.
