Chapter 2 EO M502.01 – PERFORM 45 HOURS OF INDIVIDUAL COMMUNITY SERVICE

A requirement of Phase Five / Master Cadet / Proficiency Level Five is the completion of 45 hours of community service. These hours will be tracked by cadets in the Phase Five / Master Cadet / Proficiency Level Five logbook.

The 45 hours of community service shall not consist of activities that directly benefit the corps / squadron or the sponsor, such as fundraising. However, community service activities that the corps / squadron participates in (such as supporting the Royal Canadian Legion Poppy Campaign) may be used to satisfy the 45-hour requirement.

At least one community service activity must be completed using the “community service learning model,” a five-stage process that ensures that the community service has value, purpose, and meaning, offers learning experiences, and uses previously acquired skills and knowledge.

The model’s steps, which are explained thoroughly in the next TP, consist of:

As part of the PC for PO 502 (Perform Community Service), cadets’ demonstrations of community service (the last stage of the model) will be evaluated. Cadets will showcase one or more community service activity and demonstrate one to three major learning outcomes from the community service.

Objective

The aim of the first stage of service learning is to identify a genuine opportunity for meaningful community service.

A genuine opportunity for meaningful community service is found by identifying a verified need in the community which appeals to the individual’s interests and which their skills and knowledge will allow them to fill.

This stage is completed in two steps:

First, a personal inventory is created, identifying the skills, knowledge, and strengths of the volunteer. This simple list will serve as a tool to identify the optimal manner in which the individual can address a community need.

Second, a need in the community is identified. This may be done by:

The volunteer then investigates the problem and validates the need. The observable need or issue is the manifestation or symptom of the problem. Where possible, the underlying problem should be the target of the community service rather than the visible need. For example, to address the need posed by litter in a park, the volunteer could arrange for the installation of additional garbage cans rather than organizing patrols. This would address the underlying problem, a lack of places to put garbage, rather than the observable issue (the presence of trash).

Even if a need is identified through a request from a community member or organization, an investigation is still conducted to document, authenticate, and understand the underlying problem behind the need.

Research methods that may be used to investigate underlying problems and validate needs include:

When the investigation is completed, the volunteer will understand the extent of the need and have developed a baseline from which they may monitor progress.

Objective

The aim of the second stage of the service learning process is to prepare the volunteer to complete the service by developing a plan.

The volunteer completes a plan for performing the community service. The plan should draw upon the skills and knowledge identified during the inventory and directly address the need and problem found during the investigation. Collaboration with community organizations, such as government agencies and non-profit organizations, will almost definitely play a prominent role in the plan. If the plan involves multiple volunteers, roles and responsibilities for those involved must be identified. Finally, realistic parameters and objectives will be defined, working off the benchmarks identified in the first stage.

Developing the plan may involve more research using the methods discussed earlier or other methods.

Objective

In this stage, the community service is conducted.

While conducting the community service, it is important that the volunteer monitor progress towards the objectives, conduct more research as needed and alter the plan as required.

The aim of the fourth stage is to place the service learning experience in the context of the volunteer, the community, and the global community.

Reflection is not simply a process for reviewing the events that have occurred. Rather, it is a method by which the volunteer examines the events within the context of themself and the community.

Questions that may be answered through reflection include:

To reflect, volunteers could complete:

Objective

The aim of the final stage of the service learning model is to showcase what the volunteer has done and the effect it has had on the volunteer and the community.

Examples of demonstrations include:

Demonstrations share what the volunteer has discovered and learned and may inspire others to become involved.

Consider the volunteer at the beginning of the service learning process, in Stage 1: Inventory and Investigation or Stage 2: Preparation and Planning: a demonstration would be extremely helpful to them as they consider getting involved in the community.

By inspiring and informing other volunteers, demonstrations can leverage one individual’s involvement into the involvement of many and contribute to building a culture of community service.

Have the cadets review the case study located at Annex A.

Conduct a discussion on the stages of the service learning model seen in the case study to identify alternative methods of completing the five stages.

TIPS FOR ANSWERING / FACILITATING DISCUSSION: • Establish ground rules for discussion, eg, everyone should listen respectfully; don't interrupt; only one person speaks at a time; no one's ideas should be made fun of; you can disagree with ideas but not with the person; try to understand others as much as you hope they understand you; etc. • Sit the group in a circle, making sure all cadets can be seen by everyone else. • Ask questions that will provoke thought; in other words avoid questions with yes or no answers. • Manage time by ensuring the cadets stay on topic. • Listen and respond in a way that indicates you have heard and understood the cadet. • This can be done by paraphrasing their ideas. • Give the cadets time to respond to your questions. • Ensure every cadet has an opportunity to participate. One option is to go around the group and have each cadet answer the question with a short answer. Cadets must also have the option to pass if they wish. • Additional questions should be prepared ahead of time.

The objective of this activity is to provide cadets with the opportunity to identify their skills, talents and interests, beginning the first stage of the service learning model.

Quiet area with table space.

1.Distribute the Personal Inventory handout located at Annex B to each cadet.

2.Provide 10 minutes to complete.

3.Provide assistance as necessary.

Nil.

The objective of the brainstorming activity is to stimulate thought about needs in the cadets’ communities that they may address through community service.

Whiteboard or flipchart and markers.

Classroom with seating arranged in a semi-circle.

1.Have cadets brainstorm different communities (eg, geographic, interest, and cultural) in their area and write them in a list.

2.Have cadets brainstorm different needs within those communities and write them in a list.

Nil.

The objective of this activity is to provide cadets with the opportunity to create a plan for an investigative process, continuing the first stage of the service learning model.

Quiet area with table space.

1.Have the cadets select a need identified during TP 5 or another need.

2.Distribute the Investigation Plan handout located at Annex C to each cadet and have them develop a plan to research that need.

3.Provide 15 minutes to complete.

4.Provide assistance as necessary.

Nil.