Developing CLD Competences Progress Report

University of Aberdeen: School of Education

Programme: PG Diploma Community Learning & Development
Student: Vikki Carpenter
Mentor: Annette Holland
Date: 16th March 2014

Observation one Sunday 16th March 2014

Castlepark Community House, Ellon. An open day for consultation and engagement
with the community to set-up a new management committee.

Signatures:
Student:

Vikki Carpenter

Mentor:

Annette Holland

Date: 16/03/2014
Date: 16/03/2014

Observation two

Monday 16th June 2014.

Steps course, Meldrum. Observation of delivery of unit 11 of this course. Sole
facilitator.
Signatures:
Student:
Mentor:

Vikki Carpenter
Annette Holland

Date: 16/06/2014
Date: 16/06/2014

Observation three

Thursday 27th November 2014

DJ Training for young people. Observation session 3 of a six week course.
Signatures:
Student:
Mentor:

Vikki Carpenter
Annette Holland

Date: 27/11/2014
Date: 27/11/2014

Competence 1: Know and understand the community in which we work

Relevant to Courses: Practice 1, Practice 3.
Purpose: so that practitioners can work with individuals and communities to identify and
plan action based on knowledge of some of the internal and external influences at work.
Context: understanding the context within which our work takes place will be based
upon our knowledge of social, political and wider environmental influences on
communities. Competent CLD practitioners are aware of the relevant global and local factors
that impact on the community with which they work.
As a competent practitioner with an understanding of the community/ environment in
which you work, you will be able to demonstrate that you can...
1

Know and understand the community in which we work

1a

conduct an external community/ environment assessment,

considering the political, economic and social context of the
community

1b

Engage with the community of Castlepark, Ellon

Understands the political need for the
Community House to be run by local people not
by Aberdeenshire Council.

Target
Competence

Competence
Achieved

investigate internal views and information relating to the

area within which you work

Consulted with current users of the centre and

they were in attendance at the open day to
support the community.

1c

critically analyse internal and external factors impacting on

individuals and communities

1d

identify needs, assets and opportunities using relevant

information and evidence

1e

Involved current users of the Community

Centre in the planning of the open day.

involve other stakeholders in identifying and agreeing

needs and local priorities

Other members of the community attended

based to the work and information which was
generated prior to the open day.
Other partners were in attendance at the open
day.
Neighbours who have concerns for the building

were consulted and attended the open day.

1f

evidence an awareness of challenges relating to barriers to

participation within the local community/environment

Evidence of dissatisfied neighbours

Neighbours were supported and listened to
regarding their views and concerns.
This was a course which brought many issues
to the group and as a facilitator Vikki was able
to channel these negative responses into
positive action.
Setting small achievable goals for group
members so they dont become a barrier.

Dialogue well used in the group to engage with

clients bringing to the front their issues which
they use as barriers to meeting their goals.
Control of the group to remain focused when
individuals moved the dialogue on to focus back
on themselves.

1g

ascertain conflicting needs and demands

Group needs re noise pollution, parking and

recycling facilities. These issues were
highlighted and were dealt with as the event.
Note was taken and passed to the relevant
Council department.

Competence 2: Build and maintain relationships with individuals and groups

Relevant to Courses: Practice 1, Practice 2, Practice 4.
Purpose: so that peoples ability and opportunities to work together are enhanced.
Context: CLD is built upon the interactions between people, be these community
members, activists or those working with organisations offering support. These
relationships provide the basis to support learning and engage people in action to
support change within their communities.
As a competent practitioner able to build and maintain relationships with individuals and
groups you will be able to demonstrate that you can...
2
2a

Build and maintain relationships with individuals and

groups
seek out and engage with individuals, groups and
communities

Target
Competence

Competence
Achieved

Took a supporting role in the open day. There

were a few community members who did not
agree with the development of the centre.

Sole facilitator for the established group.

It was clear that Vikki took on a supporting
role with this group.
Took a supportive role with the young people
completing their awards and the trainer.

2b

Open day held to engage with the wider

community.
Arrangements were discussed to plan future
meetings.
A very strong relationship between Vikki and
the clients was evident.
Strong messages of encouragement was
practiced at an appropriate level.
Working with young people to completed DJ
training and Dynamic Youth Awards.
Supporting the young person who was
delivering the training.

practise in different roles, such as facilitating, supporting,

leading, advocating, that are appropriate to the work in
which you are involved

2c

use informal dialogue in individual relationships and within

groups

Within the group setting Vikki was able to

engage with group members on an individual

basis.

Informal chat while the group settled into the

session.

Vikki was able to have a dialogue with the

individuals about the period between meeting
due to the relationship that was being built
and supported within the group session.

Recap on the previous session and explained

what they would be covering in the session.
Use of informal language to ensure that the
young people understood what was being said.

2d

Demonstrated ability to turn a negative into a

positive while engaging with a few community
members.

Demonstrated ability to challenge ideas that

both the group and individuals had regarding
barriers in their lives.

Resistance from the young people in taking

part in the awards, Vikki explained the benefits
and discussed with them what their concerns
were.

Some individuals could have claimed more of

the session time if Vikki had not been aware of
this and encouraged other to have the floor
wherever possible.
With their resistance to completing Dynamic
Youth Awards there was a bit of peer pressure
NOT to consider this opportunity. Vikki had a
conversation and tried to tease out what their
resistance was based on.

work towards the resolution of conflict

2g

understand and deal with the underlying dynamics at work

within relationships and groups

2f

handle challenges and opportunities constructively

2e

Spoke through concerns raised by the local

neighbours to the building.

recognise the power dynamic and action needed to

equalise power relationships in decision making

Everyone was given the opportunity to

contribute to the session discussions.


2h

Notice was taken to engage everyone in the

conversation.

facilitate endings for individual and group relationships

where appropriate

There was a discussion about the What next

which would contribute to the moving on
process.

Competence 3 : Provide learning and development opportunities in a range of

contexts
Relevant to Courses: Practice 3.
Purpose: so that people can identify and achieve their individual and collective goals.
Context: CLD is based on providing learning and development opportunities that are
accessible and responsive to individual and community priorities. These opportunities create
personal and community benefits such as improving self-confidence and skills and enhancing
employment opportunities, as well as supporting health and well-being, community
regeneration and individual and community activity.
As a competent practitioner able to provide learning and development opportunities in a
range of contexts you will be able to demonstrate that you can
3

Provide learning and development opportunities in a range

of contexts

3a

provide education and development opportunities that are

developed in dialogue with individuals and communities

3b

The group were able to contribute to the

discussion due to their own improved selfconfidence and self-worth.

Many of the clients are progressing on to core

skills and are encouraged to participate
Discussions around better parenting skills
within the group.
Working with the new DJs will support the
local primary schools to provide discos at a
lower cost.

tackle barriers to participation

Vikki sought out everyone within the group to

contribute in some of the dialogue.
Working on their self-esteem and confidence
within the group will help to elevate barriers in
the future.
Peer pressure in the group was noticeable but
Vikki encouraged positive and supportive
behaviour.

3d

Competence
Achieved

generate learning opportunities that will stimulate personal

and community change

3c

Target
Competence

develop, design and deliver learner-centred programmes

3e

The group spoke about how they engage

differently with their children due to what was
being discussed in the group sessions.

Used visual aids to promote and explain the

concept of what was being said within the
course work.

support progression and transition

Individuals spoke about what they were

engaged in as a result of being on the course.
E.g. Core skills, getting driving licence.
Spoke about where the DJs would use their
new skills and the responsibility that they
carried in the community.

3h

use appropriate methods and techniques

3g

take advantage of learning and development opportunities

in everyday situations

3f

While using the STEPS course work, Vikki was

able to be creative and use visual aids to
describe the learning concept.

use appropriately targeted methods to promote learning

and development opportunities

They were given opportunities to read aloud

from the workbook as a way to build
confidence.
Group discussions regarding the session plans
and outcomes set for the group.

Competence 4: Facilitate and promote community empowerment

Relevant to Courses: Practice 1, Practice 2.
Purpose: so that people can take individual and collective action to bring about change.
Context: CLD practice is built on critical analysis of internal and external factors that
influence individual and community priorities and has a distinctive role in working with
people to take action to identify and influence decisions that impact on the quality of
individual and community life.
As a competent practitioner able to facilitate and promote community empowerment you will
be able to demonstrate that you can support individuals, groups and communities to:
4

Facilitate and promote community empowerment

4a

analyse and understand power dynamics and decisionmaking processes;

Target
Competence

Competence
Achieved

The open day was to gather enough interest to

for a management committee to look after a
community house as a local asset.

Spoke about maintain the equipment and the

DJs as a community asset.

4b

Session opened with reminding the group of

the agreed rules that are applicable to the
smooth running of the session/group.

use community action as a means to achieve change

4c

be inclusive and involve the wider community

The Castlepark open day was well advertised

and a leaflet drop provided all in the area for
all to be included if they wanted.

4d

interact within and across communities

4e

participate in decision-making structures and processes

4f

campaign for change

4g

identify and manage community assets

Competence 5: Organise and manage resources

Relevant to Courses: Practice 3, Practice 4.
Purpose: so that individuals, communities and organisations can achieve effective
management of community assets and resources, services and organisations.
Context: CLD practitioners need to understand the culture of organisations, the
responsibilities of those involved and how organisation and management styles,
practices and governance relate to sustainable organisations.
As a competent practitioner with an understanding of planning, organising and managing
resources you will be able to demonstrate that you can:
5

Organise and manage resources

5a

develop and plan programmes and project activities;

I was given a copy of the session learning plan

which covered the observation session.
Ensure proper use of the DJ equipment with
the young people. Explained respect of the
expensive equipment.

5b

Target
Competence

Competence
Achieved

manage and monitor programmes and project activities

5c

promote and manage a culture based on equality

5d

organise, deploy and monitor resources effectively

5e

recruit, manage and support people (staff, volunteers);

5f

identify and access funding/ resources

5g

I was shown a copy of a funding application

for CDG approval.

understand and manage risk

10

5h

I was shown a copy of the Risk Assessment.

Ensured that the equipment was correctly
connected before be used by young people.
Also advised the young people about the
necessity for all electrical equipment to be PAT
tested so they understood.

interpret and apply relevant legislation (e.g. equalities,

Child Protection, Health and Safety).

11

Competence 6 : Develop and support collaborative working

Relevant to Courses: Practice 1, Practice 3.
Purpose: so that people can enhance decision making and collaborative activities that
impact on the quality of life of individuals and communities.
Context: CLD practitioners need to understand, recognise and value the benefits of
collaboration and build appropriate and effective alliances, networks and other forms of
working together.
As a competent practitioner able to develop and support collaborative working you will be
able to demonstrate that you can
6

Develop and support collaborative working

6a

develop and support collaborative working within your

own organisation;

6b

Looking at the learning plans for the programme,

many other agencies were contributing to the
sessions when the programme required.

participate in partnership and collaborative working

6d

Competence
Achieved

initiate collaborative working with relevant organisations

6c

The STEPS course was being delivered in

partnership with another CLD network. Vikki was
the sole facilitator on this occasion to meet the
requirements of an observation.

Target
Competence

Worked in partnership with other agencies and

user groups to support the community in moving
forward with setting up a management committee

support community participation in partnership and

collaborative working

6e

clarify and articulate the role of your own organisation and

that of others

6f

negotiate and agree roles in collaborative and joint work,

taking a leadership role where appropriate

Service level agreement.

The learning plan highlighted a service level
agreement for all agencies concerned with the

12

smooth running of this programme.

6g

6h

6i

identify, put in place or provide appropriate training and

development opportunities for collaborative working

challenge and be challenged on issues undermining

effective partnership working being aware of tensions and
conflicts

manage the ending of collaborative and joint relationships

13

Competence 7 : Evaluate and inform practice

Relevant to Courses: Practice 2, Practice 4.
Purpose: so that robust evidence can sustain, inform, influence and change policy and
practice.
Context: Competent CLD practitioners require to build evidence-based practice based on an
appreciation of the value of research and evaluation. They need a knowledge of the
methods and techniques commonly used and an understanding of the current issues and
challenges in evaluation, quality assurance and performance measurement in CLD.
As a competent practitioner with an ability to evaluate and inform practice you will be
able to demonstrate that you can:

Evaluate and inform practice

7a

understand the differences between research, evaluation

and associated concepts

Target
Competence

Competence
Achieved

7b

7c

employ appropriate tools, frameworks and methodologies

in the evaluation of practice

draw on evaluation findings to inform your own practice

7d

Evaluations which will be used to implement

changes to the programme, if required.

use participative evaluative processes

7e

promote and support community led research and

evaluation

7f

analyse policy, research and evaluation evidence

7g

learn from other perspectives and challenge your own

assumptions

7h

interpret and use evidence related to outcomes and

impact

7i

present evidence to a range of audiences using

appropriate tools and technologies

14

OBSERVATION 1
Narrative Report
Preparation and planning
(including: are there targets for participation, learning, relationship development, methods,
approaches, setting/environment, own professional learning, etc.)

Observation 1
This observation took place in Castlepark Community House, Ellon. It was a
partnership piece of work looking at gaining the support of the local community to
form a committee to take over the running of a community resource. The event
supported learning and relationships being developed. Approach was a simple
engagement exercise but set at an appropriate level which was very effective. Prior
to the event I sat in on a partners planning meeting which informed every one of
the aims and outcomes for the day, with agreed areas of responsibility.
Evidence of competences achieved:

As indicated under the competences headings.

1 a,b,d,e,f,g
2 a,b,d,f
4 c,g
5a
6 c,f
Including what happened and how did it overtake the competences?

We had a short professional discussion prior to the start time where we discussed
the background to the project and the journey travelled to where it was at that
point. That was, the committee had fallen away and there was an urgent need for it
to be re-established. I confirm that she shared the project file with me which held
all relevant paperwork including LEAP, session evaluation forms to be completed and
Service Level Agreement for partners.
I had no role at the event so it allowed me to observe both Vikkis interaction with
the community members and partners. The event had a steady flow of community
members throughout the day. Vikki carried out a meet and greet role with everyone
as they came into the house. She gave a calm and clear message of the purpose of
the day. I was also able to speak to the current service users of the centre and
gauge their opinion of the planned way forward. They spoke highly of Vikkis
approach and actions that were being carried out to get a new committee in place.
Were all the target competences achieved?
Yes
If no, please list any target competences not evidenced.

15

Evaluation/feedback on observed work

Mentor reflective feedback. Including: has the student reflected critically on the evidence
(above)? Have they made links to policy?

This was a good CCB project which Vikki took the lead role on. Vikki had started to
build strong relationships with the current service users. The community members
who showed an interest in being involved in moving forward where given a date and
time for the nect meeting. This was a good strategic move from Vikki as it showed
that the volunteers were valued and not left wondering how it was being
progressed. The project would reflect Aberdeenshire Council Policy for community
management of public buildings.
Reflective summary of development against competences and towards
development goals

It was evident that Vikki had worked hard to plan and facilitate the day. Vikki will
grow and develop stronger outcomes against the competences as the project
progresses. In Vikkis development plans she spoke about some CPD training in the
use of Standards for Community Engagement. Through this piece of work, she
developed an understanding of the tools and its relevance in Community
Engagement. In future CCB projects Vikki will be able to draw on her experiences
and use this tool as a point of reference to engagement.
Future development/actions
Including plans to address any target competences not so far evidenced; further learning
needs and/or actions identified by the student; evidence proposed for inclusion in their
portfolio; any additional comments.

Vikkis further learning could be to strengthen knowledge of developing a

constitution and plan a programme of committee skills for new members.

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OBSERVATION 2
Narrative Report
Preparation and planning
(including: are there targets for participation, learning, relationship development, methods,
approaches, setting/environment, own professional learning, etc.)

Observation 2
This observation took place in Meldrum Primary, Oldmeldrum. It was a joint
network piece of work to deliver a STEPS course to clients from both networks. The
programme was a structured course with a session by session learning plan. The
observation clearly showed the learning and the building of strong relationships
being developed over the period of the course.
Evidence of competences achieved:

As indicated under the competences headings.

1 f,g
2 a,b,c,d,e,g,h
3 a,b,c,d,e,f,g,h
4a
5 f,g
6 a,b,f
Including what happened and how did it overtake the competences?

We had a professional discussion prior to the observation session. I had no

knowledge of the STEPS programme so Vikki explained the programme and showed
me the lesson plan for the session. She shared the project file with me which held all
the relevant paperwork including LEAP, risk assessment, client contact details and
session evaluation forms. This is a joint project between two CLD networks but for
the purpose of the observation, Vikki was the sole facilitator.
During a break in the session I took the opportunity to speak with two members of
the group. It was proven that Vikki was well thought of by the group and had
developed a strong relationships which were being developed with every session.
She carried out a good session with the pace and content in line with the session
plan and the clients ability. At times the client would steer the subject away from
the task at hand but Vikki was able to deal with this and bring it back.
The group were a credit to Vikki. They were attentive and carried out the session
exercise with limited fuss. She showed a non-judgemental approach and involved
everyone in the session.
Were all the target competences achieved?

yes

17

If no, please list any target competences not evidenced.

Evaluation/feedback on observed work

Mentor reflective feedback. Including: has the student reflected critically on the evidence
(above)? Have they made links to policy?

After the observation I did ask a few question regarding her approach as I felt there
was a lack of judgement at one stage. During the session, Vikki had asked a client
to read out loud a passage from the handbook. I felt that this was a lack of
professional understanding with regards literacy issues. Once challenge on this,
Vikki was able to explain that at previous session that particular client had expressed
a desire to read aloud as it increased her self-confidence, where other people had to
listen to what she had to say. Once this was explained I could see the benefit of
this action. Otherwise I was happy with the complete session and the outcome
planned were achieved.
This was very much a person-centre approach.
Reflective summary of development against competences and towards
development goals

It was evident that Vikki had worked hard to plan and facilitate the session. Vikki
will grow and develop stronger outcomes against the competences as the
programme progresses.
Vikki was able to take on board the needs of the learners as a group and as
individuals. This work was not on her plan but she carried out the project with
minimal support from colleagues and was able to draw from her previous skills and
deliver a high standard of service. This would be an area of work that Vikki could
deliver and be an asset to the CLD team in Ellon.
Future development/actions
Including plans to address any target competences not so far evidenced; further learning
needs and/or actions identified by the student; evidence proposed for inclusion in their
portfolio; any additional comments.

At the end of the programme Ive suggested that both CLD networks look at the
evaluation reports and changes be incorporated into the next programme delivery.

18

OBSERVATION 3
Narrative Report
Preparation and planning
(including: are there targets for participation, learning, relationship development, methods,
approaches, setting/environment, own professional learning, etc.)

Observation 3
The observation took place in the Ythan centre, Ellon. It was a group of young
people who wished to be trained in the use of the DJ equipment and thereafter work
as volunteers in the community running school discos. . There were eight young
people in the group with one older young person doing the training. There was a
set plan for the sessions and Vikki took on the role of working with the young people
while other were being taught to use the equipment.
Vikki has started to develop relationship with the young people but due to the
relatively newness of the group it was hard to see strength but it had potential. She
had an informal approach and explained the plan for the evening session but also
included a recap on what last weeks session was about to give in content in the
plan. They were respectful towards her and were attentive to what she had to say.
The only barriers I could see would be that the young people were reluctant to
participate in their Youth Awards. She didnt press this as a requirement of the
project but did do her best to persuade work against peer pressure.
Evidence of competences achieved:

As indicated under the competences headings.

2 a,b,c,d,e
3 b,c,g,h
4g
5 a,g
7c
Including what happened and how did it overtake the competences?

We had a professional discussion a few days prior to the start of this project. The
session plans had been completed and young people had signed up to attend. It
was then that we agreed which session I should observe. We discussed her
understand of the aims and outcomes for the group. This was a social enterprise
group who provided DJ services to the local community at competitive rates. As part
of the session plan was the commencement of Youth Achievement Awards. Vikki
showed great strength in the group while discussing the merit of this award. There
seemed to be some peer pressure against this opportunity. They were all engaged
with the content of the session and wanted to complete their DJ certificate.
Her approach was appropriately friendly, non-judgemental and encouraging.
Were all the target competences achieved?

Yes

19

If no, please list any target competences not evidenced.

Evaluation/feedback on observed work

Mentor reflective feedback. Including: has the student reflected critically on the evidence
(above)? Have they made links to policy?

The observation went well for Vikki. Youth Work would not have been her
specialism of choice but she was able to pull from her knowledge and transferable
skills to draw the young people into the session and facilitate a well-balanced
session.
Links have been made to the National Youth Work Strategy.

Reflective summary of development against competences and towards

development goals

Vikki worked hard on the plan and delivery of the programme. This would not be
her chosen area of work, but was happy in her style of delivery and was able to
interact with the young people.
From her development plan, she hoped to enhance her youth work knowledge.
From the observation it was evident that Vikki was comfortable in her surrounding
and was able to pull from previous experiences. She was able to link to policies and
procedures which were new to her and strengthen her transferable skills in this area
of work.
Future development/actions
Including plans to address any target competences not so far evidenced; further learning
needs and/or actions identified by the student; evidence proposed for inclusion in their
portfolio; any additional comments.

At the end of the programme use the evaluation and lessons learnt to influence the
development for the next time.

20