Community Learning Development Resource 301 – 03
AUDITING A PATCH – BUILDING A PICTURE
SUMMARY
Exploring how a community development / community learning worker can gain knowledge and understanding of the environment in which she/he will seek to work.
What is the Patch?
The area and environment where the work will take place.
- The patch can be identified in a variety of ways – it can be chosen, assigned, targeted or discovered through an initial audit process.
- The patch could be identified through the use of data and information. Patches may be identified as disadvantaged, e.g., a geographically isolated community or evidencing multiple deprivation on the basis of the analysis of statistics, using a variety of indicators, e.g., a Super Output Area.
- It may be the area for which the worker or agency is responsible for the delivery of services or provision, a defined geographical area with boundaries – e.g., a community; a neighbourhood; a catchment area: a ward.
- The patch could be a location like a shopping centre, a factory, an institution.
- The patch may not be immediately obvious and one of the purposes of an audit may be to define the patch, for example, an area where there are thought to be unmet needs or a gap in services and provision.
What is the Audit?
The process by which, the worker or agency will gain the knowledge and understanding, and feelings, for the characteristics and dynamics of the patch, which will help them to plan and deliver the work.
THE AUDIT STRATEGY
Initial planning for the audit
- Why audit the patch – what is the reason for the audit and the purpose? What is the context of the audit strategy?
- What is the audit scope and focus?
- What is the capacity for the audit – the time frame, the resource required/available? Where does the audit fit in relation to the worker role, capacity and responsibilities?
- How can we ensure that the audit will be an evaluative tool and will provide us with useful information related to the purpose of our work?
Implementing the audit strategy
- Planning the audit – parameters, agenda, checklists, available resource, management and monitoring, completion – having a plan
- Sourcing and gaining information – quantitative data and qualitative information and commentary
- Recording and organising information – applying and connecting data
- Reflecting and analysing – reviewing and developing the raw information – ordering, interpreting, locating
- Reviewing and updating information – connecting, sifting collating
- Recording and reporting – profiling the patch, the community, the neighbourhood, etc.
- Action planning within and beyond the audit; development planning.
Methods for gaining audit information (building data)
- Mapping – gaining the ‘knowledge’ – maps/plans; cruising the neighbourhood; walking the routes; public transport audit (user perspective); ‘lurking and skulking’; door-knocking.
- Contacting local sources – people; organisations; materials – newspaper search, community publications, organisational flyers and publications
- Visits and conversations – scripting and prompting
- Telephoning, emailing, ‘twittering’
- Listening – scripting and prompting; relating; putting names to faces; making connections; with concern for empathy and sensitivity, confidentiality, trust and mutual respect
- Participating – e.g., in community planning activities, public meetings, networking activities
- Contributing to planned activity, e.g., with partners – an existing survey, a Parish Plan activity
- Presenting and sharing – identifying own role, etc.
Recording and reviewing – assessing and evaluating
- What – organisation, agency, activity, context, etc.
- Who – naming, role, functions and responsibilities, connections
- Purposes – function, how it works, initiatives and activities
- Networking and connections – access to other sources and more information, building your network
Reviewing the audit material – qualitative analysis and commentary (aspects identified by workers):
- People: attitude, culture and ethos, willingness to talk, the development of the dialogue and interest, concern to relate, concern to contribute
- Resources: facilities, venues. materials, workers, volunteers
- Existing and potential activities, approaches and skills evident
- People – groups: client group, users, circle of contacts, intermediaries, gatekeepers, etc.
- Learning needs and opportunities – in relation to the work – understanding the learning – education and training, adult and community learning, informal and formal learning, potential for capacity building, connections with regeneration, etc.
- Availability and accessibility to people – open, closed, specific targets,
community relatedness, equality issues, etc
- Views about user / client group – attitude to membership and ownership
- Resource – facilities, support, access, availability, etc.
- Promotional and informational activities and materials
- Constraints and barriers; gaps and shortfalls
- Potential and capacity
- Ongoing agenda, feedback and future dialogue
- Evaluation of own resource and capacity – functional analysis & gap analysis.
Some Practical DO’S and DON’T’S fed back from workers after an initial patch audit.
DO’S |
DON’T’S |
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- The audit is not in a vacuum and opportunities for capacity building, support, advice and information, signposting, etc., may well occur from day one, and you may need to respond to needs and wants as they arise.
- During an initial audit phase, make sure that you continue to work for its completion and beyond any completion deadline that you continue to audit throughout the life of the work.