ASSIGNMENTS
875 Community: Theory and Practice, Fall 2014
ASSIGNMENTS OVERVIEW AND DUE DATES:
Students will be evaluated on the following assignments:
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2
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4
5
Assignments
Group Observation and Paper
Multicultural Issues
(A) Organizational Issues, or
(B) Community Problem
Weight
15%
Brief Field Exercise: Coalition or Collaborative Interview
Final Group Project Model/Skills Presentations: Last 2 Classes
Group Project Paper: Final Due
Participation
Date Due
Sept. 29
10%
Oct. 13
15%
Oct. 20
50%
10%
Dec. 5
Continuous
Assignment 1
Work Group Observation and Paper
Assignment Due: September 29
15%
Overview
Develop a brief paper assessing the functioning of a macropractice group focusing on task
accomplishment, group process and group dynamics—applying theory and observational techniques.
Expectation: The paper should be written as a formal paper employing theory, using references, other
relevant information, and following expected APA style. (Approximately 5 pages plus references,
diagrams, or illustrations.) Use references primarily from the syllabus, particularly classes 4 and 5 and
noted theory sources. If needed you may include references from additional sources. An excellent paper
will cite at least five sources of professional literature.
The purpose of this assignment is to strengthen your skills in work group observation and assessment—a
set of skills that you will be employing in many aspects of your career. Understanding these processes and
applying task group practice skills will enable you to help groups and organizations function effectively
and complete their tasks.
Your Assessment of the Group’s Meeting:
You will be assessing the functioning of the group as a whole in relation to:
1. How and whether the process and dynamics you observe among group members are
supportive of task accomplishment, and
2. How and whether the tasks for the specific meeting are carried forward to completion.
This assignment is valuable because community practitioners spend most of their time working with
groups or preparing to work with groups. In order to facilitate and assist organizational and community
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groups in achieving their goals, resolving conflict, planning, or other sustaining activities, you will need
to continue developing your skills in observation, analysis, and interpretation of behavior and interactions.
This is a skill set that you will consciously employ in many of your activities—until these skills become
an inherent aspect of how you function professionally. Throughout the course, material we consider will
be shaped, at least in part, by work group interaction, behavior and ability to accomplish tasks. Plan to
keep this set of skills and related theories in mind in your field practice; and periodically assess your
development.
Assignment Activities:
Group Observation:
1. Select a group to which you have access. Gain permission to attend if needed, and confirm the
date and time of the meeting. The group can be from your field agency, another agency, a
community organization, or an inter-organizational group. (If necessary you may partner with
another student to observe an available group). See Group List Handout for samples of types of
groups you may consider.
2. Prior to the meeting gather information about the group’s purpose, major tasks, and composition,
3. Review Hardcastle, et al. Chapter 9, Ephross, Chapter 6, and group theories noted in Weil &
Ohmer HCP2 and related assigned readings.
4. Review the Task Group section in Toseland’s first chapter in the Introduction to Group Work for
basic information about work with task groups as well as Chapters 11 and12 for specialized task
group methods. Use other assigned and recommended readings as needed.
5. Study Attachment A. Task Group Observation & Assessment Chart prior to the meeting to
review categories of task and process issues you may encounter. The Chart focuses on typical
task and process issues task groups must handle. The Chart is not exhaustive and you may well
observe additional aspects of group process and task accomplishment. Use chart items as they are
useful and focus on what actually happens in your group in relation to task accomplishment,
group process, and group dynamics, adding items to the Chart or your notes as needed. During
the meeting you can take brief notes or use bullet points to capture information. Review your
notes and the Chart responses as soon as possible after the meeting to prepare for the paper.
6. Also study the Assessment Questions prior to the meeting to review categories of task and
process issues you may encounter and to prime your observation for the focus of the paper.
7. Observe the task group meeting and take notes or make bullet points to capture and consolidate
your observations. It will be useful to write the paper as soon as possible following the
observation.
8. Consult your notes and your Assessment Chart from the meeting and use the Assessment
Questions listed below to organize the material for your paper.
Development of Paper:
Before responding to the assessment questions introduce your paper by noting the Type of Group you
observed; assign it a name; and describe its Composition. State the Major Purpose and Responsibilities of
the Group, and indicate your sense of the group’s stage of development.
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Use the following Assessment Questions to guide development of your paper.
Use the questions to categorize the information you have collected and add information particular to the
group’s actual work on tasks and its actual process. Some questions may not apply and you may need to
add additional assessment points relevant to the group. Use items from the Observation Chart if they are
more relevant. You might also use examples from the Chart to illustrate responses to some questions as
well as direct quotes if they are relevant. Recognize that this assignment is not just an academic exercise,
but an example of a method to carry forward group observation and assessment in your practice. Give
consideration to how you might use and adapt it in your own practice or to train staff in structured group
observation and assessment.
Task Assessment Questions:
1. What is your assessment of how the group handled its tasks? Provide your overall assessment
considering the items below, the items in the Chart, and your observations.
2. Were some tasks for the meeting carried forward to completion? What tasks were noted and
carried out? What was the disposition of other tasks?
3. How did the group handle discussion of tasks, assignment of tasks, and ideas about what
problems might arise in moving forward with tasks?
4. How did the group make decisions?
5. Were roles and responsibilities used to organize the meeting? What roles did you observe?
6. Assess how the level of participation moved (or failed to move) the group forward with tasks.
7. Did you observe conflict/disagreement in the meeting? How was it handled? By the group leader?
By other members? Were conflicts/disagreements resolved? How?
8. What is the evidence of effective meeting planning? (or the effects of lack of planning?)
9. How did the group plan for their next meeting and next action steps?
10. Did the group achieve their goals and tasks for the meeting?
11. What is your assessment of the group leader’s abilities in managing task accomplishment?
12. What is your assessment of the group leader’s and the members handling of any conflicts related
to tasks?
13. What is your assessment of the actions and reactions of group members with regard to
accomplishing the group’s tasks? Did members get involved in leading discussion?
14. Were tasks handled effectively and efficiently?
Process Assessment Questions:
1. What is your assessment of the group’s process dimensions? What went well, and what didn’t?
2. Briefly describe the progression of the group’s process (and dynamics) through the meeting.
3. Overall, how do you think the group interaction that you observed helped or hindered the group
in its work for the day? Were group members encouraged to participate? Did they take on specific
responsibilities? Was the group able to stay on task? Did the leaders or members help to refocus?
4. Did group members share in facilitation and/or leadership roles?
5. How were decisions made?
6. Did power dynamics affect process? How were power issues dealt with? (Were they dealt with?)
7. How did members respond to conflict or disagreement? Were disagreements resolved in ways
that moved the group forward?
8. Were you aware of sub-groups, interest allies, or alliances within the group?
9. Did you observe helpful and/or problematic group process or dynamics?
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10. In what ways did group members work with or against each other?
11. How would you assess the level of participation and opportunity for all to participate? Did the
leader promote participation and/or try to manage “over-participation?
12. How do you assess the group leader’s managing of group process?
13. Did other group members take on responsibilities to promote positive group process?
14. Was the process you observed among group members supportive of task accomplishment?
Remember that this is a short assignment (5 pages plus references and diagrams or
illustrations). Your responses to questions should be brief and provide a clear picture of the
group’s work and it process dimensions.
Alternative Experience: If the group meeting you attended was exceptionally skillfully handled in
relation to both tasks and processes, you may describe and assess the effective behaviors, interactions,
processes, problem solving skills, leadership, and task accomplishment management you observed.
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Assignment 2
Multicultural Issues: Community Problem Solving & Organizational Problem Solving
Within social service organizations and even within advocacy organizations or groups, it is
possible for there to be slippage from vision and mission focused on social justice and human
rights. Likewise, within communities or inter-organizational groups behavior can emerge that
does not mirror those goals. It is important therefore to be mindful of problematic interactions
and consider strategies to maintain clarity of focus on social justice and human rights and their
expression in work and interventions that are culturally competent.
This assignment is a less formal paper which should include bullet point lists, diagrams or other
visual means of effectively presenting your information and ideas. You will develop a short paper
(approximately 4 to 5 pages, double spaced, not including references) summarizing your
answers to the questions outlined below.
You can choose to focus on either of the two assignment options presented:
Assignment 2(a) Multicultural Community Problem Solving: will involve you in developing a
plan to engage in community problem solving in relation to a multicultural issue, diversity, and
power in response to a specific current problematic community issue of your choice. You will
apply a community practice approach or model to address the issue.
Assignment 2(b) Building Organizational Cultural Competency: will involve you in developing
a plan, and recommendations to assist an organization in building and abiding by culturally
competent practice. You will examine problems related to lack of cultural competence and power
differentials in relation to how an organization treats its multicultural staff and/or how it relates
to multicultural communities. You may focus on issues of cultural competence within an
organization, within a multicultural group in the organization (or the lack of a multicultural
group within the organization), or on needed efforts to build organizational cultural competency
so that the agency can better reach out to and serve diverse populations.
For either Assignment 2(a) or 2(b) focus on readings from Class 7 and other readings that
relate to cultural competency and multicultural issues.
Assignment 2(a)
Multicultural Community Problem Solving
Assignment Due: October 13
10%
Instructions: You can work alone or with a partner on this assignment. The purpose is to
identify and analyze a current community problem or issue and discuss how you would apply a
community practice approach/model to address the issue. The issue must be one that impacts
disadvantaged multicultural populations locally, domestically in the United States or
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internationally.
For this exercise find a current article from a reliable news outlet on the current issue you wish
to examine for this exercise (e.g., newspaper, magazine online media source, local community
website, etc.). You may also, but are not required to, interview someone affected by and/or
engaged in addressing the issue. You are required to incorporate material from the course.
After you conduct your research, please write a short paper (approximately 4 to 5 pages,
double spaced, not including references) summarizing your answers to the questions outlined
below. Please submit a web link and a pdf copy of the article you used for this exercise.
Please use APA formatting and Times New Roman 12 point font in your paper.
If working with a partner, both students must submit the paper online and in hard copy
and indicate the names of both authors.
Your paper should address the following questions:
1. What issue, challenge, or problem did you discover? Why is this issue, challenge or
problem important to this community and/or population? In what ways does this issue
impact the disadvantaged multicultural community? (20 points)
2. What has been done so far to address this issue? Are the solutions or strategies culturally
relevant and specific? If so, how? If not, why not? (20 points)
3. What community practice approach/model would you use to address this problem? Please
select one of the community practice approaches/models you are learning about in this
course (30 points)
 Explain the community practice approach/model you would use and why it would be
effective in addressing this issue/problem. In what ways is this model particularly helpful
in addressing issues that impact multicultural communities?
 What specific strategies would you use? Give an example of a specific strategy and how
you would use this strategy to address the problem. Discuss how this strategy is
particularly important when working with multicultural communities.
 How is this approach similar to and/or different from what is being done now?
4. What two primary community practice roles are necessary to address this problem and/or
issue using this model of community practice? Explain each of these roles and why they are
important to address this problem and/or issue, particularly with this population. (20 points)
5. What community practice role would you feel the most comfortable playing? Why? (10
points)
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ASSIGNMENT 2(b)
Building Organizational Cultural Competency:
Multicultural Groups, Diversity and Power
Assignment Due: October 13
10%
Instructions: You can work alone or with a partner on this assignment. The purpose is to
identify and analyze a problem related to lack of organizational cultural competence and
discuss how you would apply community practice and related approaches to address the issue
and make recommendations to deal with the problem. The issue must be one that negatively
impacts diverse staff (or the absence of diverse staff) in a social agency or a community
organization, or an issue that negatively impacts the multicultural population or communities the
agency or organization serves.
You may select an organization (or a staff group within an organization) you have actually
worked with, an organization/group you have observed, one you have knowledge about or (if
necessary) construct an example from multiple experiences. If you wish, the organizational
group may be a multi-agency group—or an agency board. You may also, but are not required to,
interview someone affected by and/or engaged in addressing the issue. You are required to
incorporate material from the course.
You may analyze a meeting, or series of meetings, or an on-going pattern of organizational
behavior in which there have been problems related to lack of cultural competence, and
problematic power dynamics, and make recommendations to remedy this organizational
problem (you may report from actual experience or from a case example that you construct).
After you conduct your research, please write a short paper (approximately 4 to 5 pages,
double spaced, not including references) summarizing your answers to the questions outlined
below. Provide an introductory description of the problem you are focusing on. Please use APA
formatting and Times New Roman 12 point font in your paper. (If working with a partner,
both students must submit the paper online and in hard copy and indicate the names of
both authors.)
1. What issue, challenge, or problem related to lack of organizational cultural competency
did you select? Why is this issue, challenge or problem important to the organization, its
staff, and the community or population it serves? In what ways does lack of organizational
cultural competence impact staff of the organization, and/or what impact does it have on the
disadvantaged multicultural community served by the organization? (20 points)
2. What has been done so far to address this issue? Are the solutions or strategies culturally
relevant and specific? Are they designed to “un do” the problematic patterns of behavior? If
so, how? If not, why not? (20 points)
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3. What community practice and related approaches would you use to address this problem?
Please select information focused on cultural competency from the course as well as
community practice approaches, strategies, and skills you are learning about in this course
(30 points)
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


Explain the intervention/practice approach/model you would use and why it would be
effective in addressing this issue/problem. In what ways is this approach helpful in
addressing issues related to organizational lack of cultural competence?
What specific strategies would you use? Give an example of a specific strategy and how
you would use this strategy to address the problem. Discuss how this strategy is
particularly important when working to build internal organizational cultural competency
and/or effective work with multicultural communities.
How is this approach similar to and/or different from what is being done now?
What recommendations would you make to remedy the lack of organizational cultural
competence? After providing the rationale for your recommendations, you may list them
in bullet points.
6. What two primary community practice roles or skills are most necessary to address this
problem and/or issue? Explain each of these roles or skills and why they are important to
address this problem and/or issue, particularly with this organization, its staff, and the
populations it serves. (20 points)
7. What community practice role would you feel the most comfortable playing? Why? (10
points)
If you do not currently have, or have not previously had access to an appropriate setting for this
assignment, contact the Instructor. An alternative assignment that is more theoretically based
can be developed.
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Assignment 3
Interview Focused on a Coalition, Collaboration or Partnership
15%
Assignment Components Due Dates:



Selection of Coalition or Collaboration Due: September 22
Completion of Interview: October 20 – Draft for Class Discussion
Hard Copy of Paper Due in Class and Electronic Copy Due: October 27
Please use the following format to plan and conduct an interview with an organizational leader of a
coalition, collaborative, or partnership. Select a coalition (collaborative or partnership) of interest to you
and that you might want to work with in the future. Give consideration to the inter-organizational
structure, processes of work, and intensity of engagement among the participating agencies.
Remember that coalitions and inter-organizational collaborations depend on multiple factors to be
successful. These factors include (but are not limited to): purpose, membership, process, structure,
communication, resources, and environmental factors (Gamble & Weil, 2010; Mizrahi, et al., 2013) as
well as the intensity of the relationship (Mattessich, et al, 2001). Consider these factors in your
interview with a coalition or collaborative leader.
Activities:
Preparation for Interview:

Select a leader of a coalition, collaboration, or partnership of interest to you to interview by
September 22. Make arrangements for the interview and finalize your interview questions. To ensure
that you will have sufficient time to write your paper, please complete your interviews by October
15, 2013.

Through web-sites and written materials gather and review relevant information about the coalition or
collaborative prior to your interview—for example: mission statement and objectives, list of member
organizations, and descriptions of recent activities from newsletters, newspapers, web-reports, etc.

Study Chapter 10 in Community Practice Skills identifying information useful for your interview and
paper (Note Table 10.1, p. 329).

Study the Mizrahi, Rosenthal, and Ivery, Chapter 17. Coalitions, Collaborations and Partnerships:
Interorganizational Approaches to Social Change in HCP2. Pay particular attention to the following
material:
Context and Conditions for Collaboration (beginning p. 384), and
Collaboration Purposes and Applications (p. 387),
Stages of Collaboration Development (p. 389),
and the Section on Infrastructure beginning page 391.
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
Use these two references, other readings from Class 8, and additional items you may choose to
describe and analyze the contents of your interview.
Interview Guide: Use the following guide for your interview, making adaptations as needed:


Explain the purpose of your assignment, to your interviewee including how you will conduct the
interview, and that the information discussed will be used only in a class assignment, will not use
identifying information, and will not be shared otherwise.
The following questions are meant to help you conduct your interview. Depending on the coalition
there may be other significant factors you should discuss.
o Why was the coalition/collaboration/partnership started? What is the purpose of the
collaboration? Why is your agency involved in this collaboration?
o How long have you been involved in the collaboration? What is your role?
o What do you think your agency and other agencies accomplish by being in this collaboration
that you could not do on your own?
o What do you think are the strengths and/or benefits of the collaboration?
o What do you think are the challenges and/or weaknesses of the collaboration?
o Select among the following potential questions those that will be appropriate for your
interview (and develop other questions if needed):
 How has the political, social or economic environment facilitated your work in the
collaboration? For example, current social policies, economic conditions, etc.? How
has the environment challenged your work?
 What is the level of communication, respect, and trust among collaboration
members? Can you give an example?
 How well do you think the membership of the collaboration reflects the population,
organizations, or community affected by its activities? Please explain.
 How have the organizational policies and/or structure of the collaboration affected
the collaboration? How open, adaptable and flexible is the group in how it conducts
its work? How clear are the roles and guidelines for the group?
 How well does the group use formal and informal communication?
 How engaged are other members of your agency in the collaboration?
 How attainable are the collaboration’s goals? What do you think is needed to attain
the collaboration’s goals?
o Are there any other areas you would like to discuss regarding the collaboration?
o Ask the interviewee if he/she has questions. Thank the interviewee for taking the time to meet
with you.
Analysis of Information:
Consider and Analyze the interviewe’s responses to see how they relate to the Mizrahi, et al. points
about Infrastructure, and the CPS “Elements for Success”: Membership, Purpose, Process &
Structure, Communication, Resources, and Environment .
Outline for your Paper. Please follow the outline below to write your paper. Your paper should be
in APA format, approximately 6- 8 pages (not including the references and appendices). Your
paper must be double-spaced using 12 point Times New Roman font and 1 inch margins. If you
received an annual report or other documents about the collaboration or coalition attach the
material to your Interview Report.
Title Page: Assignment Title, your name(s), and date.
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A. Introduction (20 points)
1. Description of Collaboration:
 History of the collaboration, including how it began.
 Goals and objectives of the collaboration.
 Describe how the collaboration is structured, including decision-making processes
and any major procedures and/or guidelines for the collaboration.
2. Description of the Agencies Involved in the Collaboration: Include an appendix with a list
of the agencies involved in the collaboration that states their major purpose.
3. Interviewee and Agency: Provide a brief description of the person you interviewed,
including:
 The individual’s title and role at the agency (don’t include the person’s name).
 The agency’s role in the collaboration and why the agency got involved in the
collaboration.
 The unique purpose the collaboration serves for the agency.
 The role the individual you interviewed plays in the collaboration; and how long s/he
has been involved in the collaboration.
B. Methodology (10 points)
1. Describe your Interview:
 Why and how did you select the individual you interviewed for this assignment?
 How did you conduct the interview, e.g., in person or over the phone?
 When (date/time) and where did you conduct the interview? How long did the
interview last?
 Describe and analyze your perceptions of the interviews:
o Was the interviewee relaxed and attentive?
o Did the individual seem knowledgeable about the collaboration?
o Were there any remarkable features about the interview? Did you have further
questions about the coalition following the interview?
o How did you feel conducting the interview? Is there anything you would have
done differently in retrospect? If not, why not? If so, what?
C. Results (30 points)
1. Results from the Interview: Summarize and describe the results of your interview with the
coalition representative. Incorporate the perspectives from Community Practice Skills,
Chapter 10 and the Mizrahi, Rosenthal, Ivery, Chapter17, in HCP2. This outline is based on
the questions in the above Interview Guide. If feasible, use some direct quotes from your
interview to illustrate the points you are making.
 How did the representative describe the benefits or strengths of the collaboration?
How did s/he describe the challenges or weaknesses?
 How did the representative discuss the environment (e.g., social, political and/or
economic environment, including current social policies) for the collaboration (e.g.,
supportive or difficult environment)?
 How did s/he describe their membership, process, communication and/or
organizational/structural issues?
 How did s/he characterize the resources for the collaboration?
 What other important areas did the representative discuss?
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D. Discussion and Conclusion (30 points)
1. Briefly summarize the highlights and findings of your interview. What does the information
tell you about the overall strengths, weaknesses, benefits and challenges of the collaboration?
2. What do the results tell you about the level of intensity of the collaboration (e.g., is this
cooperation, coordination, or collaboration)?
3. Discuss how this assignment has influenced your understanding of collaboration. Describe
how you will apply what you have learned from work on this project, e.g., personally in your
work with current or future collaborations, assistance you might provide the agency with
regard to the collaboration, or other actions.
4. Discuss any conclusions you draw based on the interview and information in Mizrahi et al.,
CPS or other resources.
E. References and Appendices (10 points)
 Please use APA reference style for all sources, including required texts and interviews, as
well as a reference page at the end. Use original sources only.
 Please include in the appendix a list of the organizations participating in the collaboration,
and any other relevant resources describing the collaboration.
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ASSIGNMENT 4
Group Project: Community Practice Skills Paper and Presentation
(50%)
Due Dates: —Presentations LAST 2 CLASSES, Nov. 24 and December 1.
Final Papers Due: December 5.


Skills Topic Description and List of Group Members due on October 27.
Electronic copies and hard copies of Power Points Slides/Handouts due for class on assigned
presentation day along with hard copy of outline or draft for final paper.

Hard Copy of Final Paper and electronic copy due on December 5th.
Instructions:
Students will work in groups of 3 to 4 people to complete this assignment. You will select a
particular community practice skill or set of skills related to a major model of practice (or other
significant skills area) and facilitate a group exercise and presentation to illustrate and teach the skill(s) to
class members. Areas may include skills related to any of the skills covered in the course, including skills
related to any community practice models: neighborhood and community organizing; organizing
functional communities; social, economic and sustainable development; inclusive program development;
social planning; coalitions; political and social action and policy practice; and movements for progressive
change. You may choose one of Rothman’s blended models, or Eichler, Ohmer & Brooks consensus
organizing. You may also select topics such as group facilitation; leadership development; antiracist
practice; anti-oppressive practice; direct action; communication and dissemination; social marketing;
external relations; fundraising or proposal development; or other related skills. This skills presentation
should be developed so that you and your group members can use it to train staff at your field placement
agency, through a coalition, or future place of employment. Videos or other media can be included in the
presentation. You must incorporate the required texts/readings from this course and your own
research to complete this assignment. Your group may want to review CTB, Ch. 12. Providing
Training and Technical Assistance.
Community Practice Skills Paper (25%)
Please follow the outline below to write your paper. Your paper should be in APA format,
approximately 12-15 pages (not including the references and appendices). Your paper must be doublespaced using 12 point Times New Roman font and 1 inch margins.
Title Page: Name of Assignment, Title of Your Skill Area, Names of Group Members
A. Introduction: Description of the Skill Area (15 points)
1. Identify and briefly describe the community practice skill area you have chosen. You will
provide a more detailed description of the skill area in section D.
2. Explain why you have chosen this skill area and its importance to social work and community
practice.
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3. Identify and describe at least 2 community practice roles that could be associated with the skill
area you have chosen. Refer to the roles identified in Gamble and Weil (2010), Rothman (1996
or 2007), or roles identified in other class readings and your own research to identify and describe
the associated roles.
4. Analyze how this particular skill area can be used to develop, manage, strengthen and/or evaluate
the area of community practice you have chosen.
B. Discussion and Analysis of the Community Practice Models (30 points)
1. Identify and briefly describe 2 community practice models in which the skill area is of major
importance. Please select models discussed during this course.
 Explain how your skills area applies to each model.
 Explain why the skill area is important for each model, and give a concrete example of
how it can be used in that model.
2. Select one of the community practice models you identified above to describe and analyze in
more detail, including:
 Briefly describe the model and the main processes behind the model, including the basic
steps or activities.
 Identify where and how the skill area you have chosen enhances or facilitates this process.
Please indicate for which specific steps or processes your skill area is most important or
relevant and explain why.
 Please describe in detail the contexts and practice settings in which the model and skill area
can be used, and provide one concrete example in which this skill area has actually been used
in the field in this model. This “real life” example can come from your own research or the
required readings.
C. Description of Skill Area and Rationale for Teaching and Learning Methods (30 points)
1. Describe in detail the community practice skill area you in which you will teach/train students in
this class, including specific strategies and tactics that are necessary to advance the community
practice model you described in more detail above in B(2). Discuss how the skill area will be
applied to the community practice model for your teaching and learning exercise.
2. Describe in detail how you plan to teach this area to students in the class, including teaching
methods (e.g., use of media, lecture, group exercises). Describe in detail the exercise you will use
to teach the skill area (e.g., role play, case study, etc.). Discuss how these methods will facilitate
learning this skill area and how this will advance students’ ability to practice using the specific
community practice model you described above in B(2). You must attach your exercise and
other relevant teaching material to this paper.
3. Identify and describe approximately 3 to 4 learning objectives for your training using Bloom’s
taxonomy. Please list and describe each learning objective separately. Please use the new version
of Bloom’s taxonomy illustrated on the following web site:
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
4. Provide 2 recommendations for how you might teach/train other community practitioners in this
skill area, including staff at your field agency and/or future place of employment.
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D. Discussion: Ethical Issues Associated with the Skill Area and Self-Reflection (15 points)
1. Ethical Issues: Use Hardin’s (2004) article on the guidelines for ethical practice in community
organization and ethical considerations described for community practice models in the texts to
address the following areas:
 Describe and analyze at least 2 community practice values inherent in using the skill area
you have chosen, including the community practice model you described in detail above in
B(2).
 Describe and analyze at least 2 potential ethical issues a community practitioner might
encounter in using the skill area you have chosen, including the community practice model
you described in detail above. Discuss specific strategies for making ethical decisions based
these ethical issues, including ways to manage conflicting priorities.
2. Self-Reflection by Each Group Member: Each student in the group must write 2 to 3
paragraphs reflecting on how this particular skill area applies to him/her, including:
 Reflect on and describe how your own background, beliefs and values influence your ability
to provide the professional leadership to teach and use this community practice skill area
currently and in your future career.
 Reflect on and describe how your own personal and professional strengths/assets and
weaknesses/challenges influence your ability to teach and or use this skill area currently and
in your future career. You must address both strengths and weaknesses.
 Discuss why you are interested in learning and teaching in this particular skill area and how it
will help you to advance your own professional development goals.
 Describe your contributions to this assignment and paper.
E. References and Appendices (10 points)
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Follow APA format for all headings, margins, references in text and reference section. Please use
original references only (not power point slides).
Attach training materials in separate Appendices (refer to them in the text of the paper).
Provide a brief description of each student’s contribution to this paper.
Community Practice Skills Presentation and Training Materials (25%)
Students will develop a presentation/training to teach fellow students the specific community practice
skills identified in your community practice skills paper described above. Each group is required to
develop presentation slides covering the topics listed below. In addition, students must also develop
training material(s), including but not limited to handouts exemplifying the skill area, multimedia files,
and instructions for the exercise you will use to illustrate the skill.
Presentation slides and all training materials must be ready for presentation at the beginning of class on
the day of your presentation. Each group must also submit to the instructor one hard copy of your
presentation slides and training materials on the day of your presentation. Students must also make copies
of relevant training materials for all students (e.g., illustrations of skill area, instructions for exercises).
However, you do not need to make copies of your presentation slides for all students unless key
information for your illustration or exercises is included in the slides. Please follow these guidelines for
your presentation slides:
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Stick to one idea per slide. Use phrases rather than complete sentences.
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Use no more than 8 to 10 lines of printing per slide
Use at least a 20 point font size.
Simplify graphics and artwork.
Timing: Each group will have 35-40 minutes (including time for questions) for the
presentation/training depending on the number of groups. Please do not go over the time frame so that
we have enough time for all of the presentations. Points will be deducted if you go over. Please spend
the majority of the time teaching the skill area. The instructor will put together a presentation schedule
after students submit their topics and group members’ names.
The following provides an outline of the requirements for this presentation and the points allocated
for each area. Please see the attached Appendix A for the grading criteria for this Assignment.
Presentation Slides
A. Introduce and Describe the Skill Area (10 points)
1. Describe the skill area and associated community practice roles.
2. Discuss how this particular skill area can be used to develop, manage, strengthen and/or evaluate
the community practice area you have selected.
B. Discuss and Analyze Skill Area as Used in the Community Practice Model (10 points)
1. Using the model you described in more detail in your paper [in part C(1)], briefly identify how
the skill area you have chosen enhances or facilitates the model; including for which process or
basic steps your skill area is the most relevant (you must use course readings/materials to
demonstrate specifically how the skill area facilitates the model).
2. Discuss the contexts and practice settings in which the model and skill area can be used and give
one brief “real life” example from the field.
C. Teach the Skill Area (40 points)
1. Identify and describe approximately 3 to 4 learning objectives for your training using Bloom’s
taxonomy (new version).
2. Explain The Skill Area and Your Exercise
 Explain in detail the skill area you are teaching, including any illustrations of the skill
area you wish to provide, and how the skill area applies to the community practice
model.
 Explain the exercise you will use to teach students the skills area; provide detailed
instructions for your teaching/training exercise in your presentation slides and/or a
separate handout. Demonstrate how the skill area applies to the community practice
model.
3. After the Teaching Presentation: Discuss your recommendations for how you and other students
might teach/train other community practitioners in this skill area, including staff at your field
agency or future place of employment.
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4. After the Teaching Presentation: Summarize the skill area and learning objectives; describe any
lessons you learned developing this training that might be useful for other students.
Training Materials and Delivery
D. Training Materials (20 points) (note: Training Materials can be included in your
presentation slides or in separate handouts)
E. Delivery of Presentation/Training (20 points)
APPENDIX: With your paper you must also submit to the Instructor a description of each
student’s contribution to the presentation/training.
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Appendix A
Grading Criteria for Assignments
Grading Criteria for Assignments
Clarity and Critical Thinking:
 Your work shows that you have critically read, understood, and reacted to assigned readings
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Your work demonstrates that you have utilized outside sources of relevant information-- where
applicable.
Your work shows that you have considered the content of the readings and speakers and
applied what you have read, heard, researched and discussed to your own knowledge
Quality of Writing:
 You have used appropriate spelling, grammar and punctuation.
 Your ideas are laid out in an organized and logical manner.
 Your descriptions are clear, and are they set out in a way that a reader unfamiliar with the
specific texts and concepts to which you refer will be able to understand them.
 Your work uses proper APA references and formatting, citing a sufficient number of sources
correctly and effectively, making a clear distinction between your ideas and outside sources.
Organization:
 Your work is clearly organized and easy to follow.
 Your work shows that you have addressed all of the questions for the assignment in a
thorough and consistent manner.
 You present one idea per paragraph and provide logical transitions between paragraphs.
Grading Criteria for Skills Presentation and Materials
Content of Presentation/Training:
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The purpose of the training and skill area is clearly presented.
Knowledge of course material as it relates to your skill area is evident.
Strategic use of outside resources, references and information where relevant.
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Consideration and critical analysis of the material from the course and your own research on
the topic.
Use of correct spelling, grammar and punctuation.
Your ideas are laid out in an organized and logical manner.
Use of proper APA references and citations in the slides and a reference page at the end.
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Training Materials:
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The materials are clear, concise and accurate.
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They use correct spelling, grammar and punctuation.
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They demonstrate a clear sense/awareness of the learning styles of the audience and effectively
enhance the purpose of the training.
The materials effectively illustrate the skill area presented.
Delivery of Presentation/Training:
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The visual and media aids are relevant and helpful to the presentation/training.
The visual and media aids are readable/audible throughout the classroom.
Evidence that the presentation/training was practiced in advance.
The presentation/training is completed within the time limit.
The presenters/trainers remained calm and focused.
The overall clarity and quality of the presentation.
Specific feedback is provided to students during and after training exercises.
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