Community Assessment Tools: A Companion Piece To Communities in Action

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Community Assessment Tools

A Companion Piece to Communities in Action:


A Guide to Effective Service Projects (605A-EN)

Assessing your community’s strengths and weaknesses is an


important first step in planning an effective service project.
Community Assessment Tools
By taking the time to learn about your community’s issues,
your club can discover new opportunities for service projects 1. Survey 5. Seasonal Calendar
and prevent the duplication of existing community assets. 2. Asset Inventory 6. Community Cafe
Communities in Action (605A-EN) provides detailed guide- 3. Community Mapping 7. Focus Group
lines for conducting effective community assessments. The
4. Daily Activities Schedule 8. Panel Discussion
following tools can be used in conjunction with the assess-
ment to ensure that your project will meet community needs A sample session plan follows each description.
and make the best use of available resources. Clubs can adapt
these inexpensive assessment options to fit their specific
communities.

605C-EN
1. Survey Survey Session Plan
A survey is one of the best known and most popular meth- This session plan for conducting an assessment survey at a
ods of assessing a community’s strengths and weaknesses. community meeting can be adapted to fit your club’s specific
Surveys can be very simple, targeting only a small group of needs.
community stakeholders, or quite complex, sampling large Objective
segments of a population. A good survey can reveal a wealth
• Identify the opinions of neighborhood residents
of useful and easily quantifiable information.
about the development of a vacant lot in their
The size and complexity of a survey will depend on a club’s neighborhood.
financial resources and familiarity with survey design and de-
livery. Large, professionally done surveys in North America, Time
for example, are often expensive and may cost more than 30-45 minutes, depending on survey length
US$10,000 for a sample of 500 people. Effective community Preparation
surveys, however, can be done for less money and are a good Ask a small sample group to take the survey and test it for
option for many projects. mistakes, unnecessary or flawed questions, and possible
Careful planning is one of the most important parts of any points of confusion. Choose a convenient meeting location
successful survey. The design of most surveys begins with a for neighborhood residents, and arrange to use it for a com-
purpose statement, or reason why the survey is being con- munity meeting. Invite community members to participate
ducted. This purpose statement will help you determine in the meeting.
what types of questions to ask, how the survey should be
administered, and who should take it. In general, it’s best to Materials
keep a survey short with easy to understand questions. For participants
Also consider how the survey will be delivered. A survey’s • Survey questionnaire
design will change depending on the method of delivery (for • Pens or pencils
example, phone, mail, Internet, in-person interview). Keep
• Tables, clipboards, or some other writing surface
in mind how the people you want to reach tend to commu-
nicate. If few people in your community have Internet ac- For facilitators/organizers
cess, you might use a paper survey or one given at a common • Bins to collect survey responses
gathering point like a restaurant or a market. You may need
to combine several delivery methods to get a clear picture of Procedures
the community. 1. Before the session begins, place collection bins by
Test your survey on a small group of people before distribut- the exits or in a convenient place for participants to
ing it to your target audience. This will help you identify return their surveys.
poorly worded questions or flaws in the survey’s design that 2. Introduce yourself and explain the purpose of the
might result in inaccurate information. assessment. (2-3 minutes)
3. Distribute the survey and writing instruments to
Interviewing Tips participants. Briefly review the survey instructions,
and answer any questions participants may have.
¢ Give survey participants enough time to answer (5-10 minutes)
questions thoroughly. 4. Allow participants enough time to complete the
¢ Listen carefully to participants’ responses, and respect survey. (15-30 minutes)
their opinions. 5. Thank participants. (5 minutes)
¢ Avoid overly personal questions that may make
respondents uncomfortable and less willing to
participate.
¢ Assure respondents that their answers are confidential,
and maintain that confidentiality.


Sample survey

Next month, the City Council will decide what to do with the vacant lot on the corner of South Street and West Street. As a member of the
neighborhood affected by this decision, please take a moment to complete the following survey to let the City Council know your opinion on
how the land should be used.

1. How would you feel about these possible uses for the lot? (circle the number that corresponds to your feelings about each use)
Neither
Very happy nor Very
unhappy Unhappy unhappy Happy happy

No change 1 2 3 4 5
Dog park 1 2 3 4 5
Children’s playground 1 2 3 4 5
Community garden 1 2 3 4 5
Sports park 1 2 3 4 5
Library 1 2 3 4 5
Given to the school 1 2 3 4 5
Community center 1 2 3 4 5
Commercial use 1 2 3 4 5
Residential use 1 2 3 4 5

2. How strongly do you agree with the following statements? (circle the number that best matches your level of agreement)
Strongly Strongly
disagree Disagree Agree Agree
Neighborhood residents should:
Contribute financially to help develop the vacant lot 1 2 3 4
Volunteer their time to help develop the vacant lot 1 2 3 4
Not have to contribute anything to develop the vacant lot 1 2 3 4
Contribute construction materials to help develop the vacant lot 1 2 3 4

3. What concerns do you have about the development of the vacant lot?

4. How should the City Council keep residents informed of progress on the development of the vacant lot? (check all that apply)
q Hold regular community meetings
q Include progress reports in the daily newspaper
q Send quarterly progress reports to each resident
q Post progress reports in public buildings
q Post progress reports on the city’s Web site

5. Additional comments:

6. How long have you been a resident of the neighborhood? years months
7. Age:
8. Gender: Female Male

Thank you for completing our survey. Please return this response form to one of the collection bins before you leave.


2. Asset Inventory Procedures
An asset inventory is a technique for collecting information 1. Introduce yourself and explain the purpose of your
about a community through observation. It’s similar to a assessment. (5 minutes)
shopkeeper taking stock of merchandise, but instead of cata- 2. Randomly divide participants into groups of four to
loguing products in a store, community members catalogue six people. (5 minutes)
assets in their community. It works best when conducted at a 3. Ask each group to take a few minutes to introduce
community meeting or gathering. themselves and to choose a team leader. The team
To conduct the inventory, small teams of participants walk leader will keep track of time, make sure the group
around their community observing people, places, and stays on task, and report back to the larger group at
things they think are valuable. Team members then discuss the end of the meeting. (5 minutes)
their choices, create a list for the team, and share it with the 4. Give participants a brief overview of the activity.
larger group. Explain that they will be walking around the com-
munity to identify items they think are important to
Asset Inventory Session Plan the community. If necessary, provide some examples
This session plan for conducting a sample inventory can be of different community assets. Be sure to explain
adapted to fit your club’s specific needs. that each group member must identify at least one
item. (5 minutes)
Objectives
5. Distribute the activity materials to participants.
• Identify community assets that members of the (2 minutes)
community think are important to community
development. 6. Ask group leaders to take their teams out into
the community to identify community assets.
• Reveal why people believe these assets are (20-30 minutes)
important.
7. After groups have returned, ask them to discuss their
Time findings. Visit each group during their discussion
1-1½ hours to monitor their progress and answer questions,
if needed. (10 minutes)
Preparation
8. Ask each group to develop a list of the top 5-10 as-
Choose an appropriate meeting location in the target com- sets they think are most important to the develop-
munity. This can be part of either a regular community ment of their community. (5 minutes)
meeting or a special meeting held to do the asset inventory.
If you plan to hold a special meeting, find a location and 9. Invite group leaders to briefly share their lists and
time that will be convenient for most people in the target explain choices. You or another Rotarian may want
community. The ideal group size is 20-30 participants, but to record the lists on a chalkboard or marker board.
this activity can be adapted for smaller or larger groups. (10 minutes)
Visit the meeting location to see how large it is and to tour 10. Discuss the assets that each group had in common.
the community. Because you’ll be asking participants to Why were these items considered important? Did
walk around the community for about 30 minutes, decide any groups identify different items? If yes, why were
the boundaries in advance. You may also want to prepare a these different items chosen? (10 minutes)
handout or poster describing the procedures for your asset 11. Collect each group’s list, and keep them for reference
inventory. when evaluating your asset inventory.
Materials Variations
For participants • Divide participants into groups by gender, age, or
• Pens/pencils profession to reveal differences in the way different
• Paper/notebooks groups view the community. Or hold separate asset
inventory sessions where you invite only men, only
• Handout with asset inventory directions (optional) women, or only young people.
For facilitators • If you’re short on time, you might skip the walk
• Map of the community, if available around the community.
• Chalk board or marker board, if available


3. Community Mapping 4. Distribute markers and flip-chart paper to each
group. Tell participants that they’ll be drawing a map
Community mapping is used to reveal different people’s per- of their community. (3 minutes)
spectives about a community. It requires few resources and
little time and can be adapted for people of virtually any age 5. Ask participants to identify a central place in the
range or educational background. community to help orient everyone’s maps.
(5 minutes).
In this facilitated activity, individuals or groups of partici-
pants draw a map of their community and mark certain 6. Ask each group member to mark his or her place of
points of importance and how often they visit them. A facili- residence on the map. (5 minutes)
tator leads a discussion among participants about the maps, 7. Ask participants to continue adding places of im-
while another facilitator records the discussion. Community portance to them, such as markets, religious centers,
mapping can be conducted at both informal community schools, community centers, parks, businesses, fields,
gatherings and meetings where community stakeholders are water sources, government offices, health clinics,
invited to participate. police stations, and recreational areas. Visit each
group briefly to monitor their progress and answer
Community Mapping Session Plan any questions. (15 minutes)
This session plan for conducting a community mapping ac- 8. Next, ask each group to choose two or three of the
tivity can be adapted to fit your club’s specific needs. following categories and add those places to their
map: (5 minutes)
Objectives
a. Places where they spend the most time, using
• Identify participant use and access to community different colors to indicate daily, weekly,
resources. monthly, or yearly visits
• Compare perceptions of the importance of various b. Places where they enjoy and don’t enjoy
community resources. spending time, indicated by different colors of
• Identify participant needs. markers
Time c. Places, organizations, or institutions that are
most important to each group, indicated by a
1-1½ hours
series of marks (checks, stars, Xs)
Preparation d. Places they would like to add to the community,
Select a meeting location and time that will be convenient indicated by sticky notes or small squares of
for people in the community you wish to learn about. Com- paper
munity mapping is a good tool to use with small groups of
9. Ask each group to briefly discuss their map, includ-
people, perhaps 20 participants in all. As a result, it may be
ing the additional places named in the categories
necessary to conduct multiple sessions for different groups in
above. (10 minutes)
the community.
10. Afterward, bring the groups together and ask a rep-
Make certain you have all the materials needed and have in-
resentative from each one to share the group’s map.
vited enough people to participate.
(5 minutes)
Materials 11. In the large group, discuss each map. What are the
• Large sheets of flip-chart paper or poster-size differences between each map? Why are some maps
newsprint different from others? Are there any similarities be-
• Markers in a variety of colors tween the maps? If so, why? Have another facilitator
record people’s comments for future reference.
• Tape
(15 minutes)
• Sticky notes or small squares of paper
12. Collect the maps at the end of the activity.
Procedures
Variations
1. Introduce yourself and explain the purpose of your
• Have groups tour the community before drawing
assessment. (5 minutes)
their maps.
2. Divide participants into groups of four to six people,
• At the end of the activity, place a blank piece of
either randomly or by age, gender, or profession.
paper next to each map that participants can use to
(2 minutes)
comment on each other’s maps.
3. Take a moment for group members to briefly intro- Adapted from Gender and Development Training Handbook Booklet #5 PACA
duce themselves to one another. (3 minutes) Tools, U.S. Peace Corps, 2006, www.peacecorps.gov/library/pdf
/GED5_pacatools.pdf.


4. Daily Activities Schedule Procedures
Finding out about the work habits of community members 1. Introduce yourself and explain the purpose of your
is an excellent way to learn about a community’s division of assessment. (5 minutes)
labor and perceptions of work, based on gender and age. It 2. Ask each person to take a moment to think about
can also help identify areas where new vocational techniques all the activities they do each day, such as household
or tools might be used to improve a community’s work chores, working, and recreation. (5 minutes)
efficiency. 3. After they have thought about their activities, ask
In this facilitated activity, participants are separated into two them to write down their schedule on a typical day.
groups (men and women) and asked to develop an average (10 minutes)
daily schedule, based on their own daily activities. A facilita- 4. Once everyone has completed their individual sched-
tor leads participants in a discussion of the different activities ules, divide people into groups of four to six, based
of community members, while another facilitator records the on their gender. You should have at least one group
main points of the discussion. of men and one group of women. (5 minutes)
This type of assessment reveals a lot about a community’s
5. Ask each group to briefly discuss what their sched-
perceptions of gender that might limit the effectiveness of a
ules have in common. (10 minutes)
service project by reducing the equal participation of com-
munity stakeholders in a project’s planning and implementa- 6. Next, ask each group to develop a generic daily
tion. It can also provide crucial information about when dif- schedule for themselves. (10 minutes)
ferent groups of people are available to participate in certain 7. Bring everyone together and ask a spokesperson
types of activities and reveal ways to reduce the amount of from each group to briefly describe their group’s
work people do. daily schedule. (5 minutes)
8. Discuss the differences and similarities between each
Daily Activities Schedule Session Plan group’s schedules. Ask: (20 minutes)
This session plan for conducting a daily activities schedule a. What are the differences?
activity can be adapted to fit your club’s specific needs.
b. What are the similarities?
Objective c. Why are there differences?
• Identify the daily routines of different people in d. What could be done to reduce people’s
your community. workloads?
Time e. What would be the best time of day for a
1-1½ hours meeting or training?
Preparation 9. Collect everyone’s daily schedules for reference,
keeping them separated by group.
Select a convenient meeting location and time for your daily
activities. Invite people from the community to participate, Variation
around 20-30 people is an ideal number with an equal num- • Create daily schedules for different members of
ber of men and women. the community. For example, you might look
Materials at a group of students and a group of business
professionals to compare their schedules.
• Large sheets of flip-chart paper or poster-size
newsprint Adapted from Gender and Development Training Handbook Booklet #5 PACA
Tools, U.S. Peace Corps, 2006, www.peacecorps.gov/library/pdf
• Blank sheets of paper for each participant /GED5_pacatools.pdf.
• Pens or pencils
• Markers in a variety of colors
• Tape


5. Seasonal Calendar Procedures
This activity reveals changes in seasonal labor supply and 1. Introduce yourself and explain the purpose of your
demand, household income patterns, food availability, and assessment. (5 minutes)
demands on public resources, such as schools, mass transit 2. Divide the participants into groups of four to six
systems, and recreational facilities. people, and distribute several sheets of flip-chart
In this facilitated activity, a group of community members is paper and markers to each group.
divided into smaller groups based on age, gender, or profes- 3. Ask groups to draw a timeline starting from the
sion. A facilitator asks each group to identify different tasks month they consider to be the beginning of the year.
they must do at different times of the year (related to paid Each month of the year should be labeled along the
and unpaid work, social events, educational activities, fam- top of the timeline. (10 minutes)
ily health, and environmental changes) and plot them on a 4. Ask groups to use different colored markers to in-
timeline that they share with the other groups. The facilitator dicate when different seasons begin. For example,
leads a discussion in which participants examine the differ- the rainy season might be marked in green, the dry
ences and explain their choices. season in yellow, and the storm season in black.
These results can be used to determine the best times of the (15 minutes)
year to begin certain projects and consider how projects will
5. Ask each group to mark different activities that take
affect different groups of people.
place throughout the year. For example, they might
indicate when local schools are in session, major
Seasonal Calendar Session Plan holidays occur, crops are being planted or harvested,
This session plan for conducting a seasonal calendar activity the most food is available, or people tend to fall ill.
can be adapted to fit your club’s specific needs. Encourage them to include as many major activities
as they can think of. (15 minutes)
Objective
6. Once activities are plotted on the seasonal calendar,
• Identify a community’s yearly patterns of labor, ask groups to use different symbols to indicate who
household income and expenditure, health and does each task and the level of activity involved. For
welfare, and recreation. example, a dotted line might indicate an activity that
Time requires little work, a thin line a moderate level of
work, and a thick line an intense level of work.
1½-2 hours
(15 minutes)
Preparation 7. Next, ask groups to look at the patterns and discuss
Select a meeting place and time that is convenient for mem- the following questions: (15 minutes)
bers of your community. Invite 20-30 people to participate.
• Are some times of year busier than others?
Create a sample seasonal calendar, and prepare handouts for
• Are there times of the year when certain people
each participant.
are busier than others?
Materials • Are there any times of the year when people do
• Large sheets of flip-chart paper or poster-size not have enough food or water?
newsprint
• What are the most important times of the year
• Blank sheets of paper for each participant in the community?
• Handouts of sample seasonal calendars 8. Have a representative from each group present their
• Pens or pencils calendars to the whole group, and facilitate a discus-
sion of the similarities and differences. (15 minutes)
• Markers in a variety of colors
• Tape Variation
• Divide people by age or gender to reveal age- and
gender-based differences in people’s seasonal
routines.
Adapted from Gender and Development Training Handbook Booklet #5 PACA
Tools, U.S. Peace Corps, 2006, www.peacecorps.gov/library/pdf
/GED5_pacatools.pdf.


6. Community Cafe Send invitations to participants, clearly describing the purpose
of the event.
A community cafe creates the atmosphere of a restaurant or cafe
in which people from the community discuss issues or questions Materials
asked by facilitators in small groups. It can be both an entertain- • Invitations
ing event for Rotarians and a unique way to learn about a com-
• Food, drinks, and eating utensils (if needed) for
munity by engaging stakeholders in direct dialogues.
participants
Each table has a “host,” or discussion facilitator, who guides
• Enough tables and chairs for everyone, ideally with a
discussions on a particular topic. Participants move from table
different discussion topic at each table
to table after a certain amount of time. As each issue is dis-
cussed, major ideas are recorded by the hosts, who report the • Pens or pencils for each table host
most common ideas from their discussions to the cafe “maitre • Notepads for each table host
d’,” or head facilitator, at the end. Clubs can use these ideas to
decide which projects to do in their communities. Procedures
1. Before participants arrive, make sure your food, tables,
Community Cafe Session Plan and hosts are in place. (15-30 minutes)
This session plan for conducting a community cafe can be 2. Greet participants as they arrive, encourage them to
adapted to fit your club’s specific needs. get food and drink, and seat them at discussion tables.
(15-30 minutes)
Objectives
3. Once everyone has arrived, introduce yourself and
• Engage community stakeholders in meaningful explain the purpose of your assessment and the proce-
discussions about their communities. dures for the discussions. (5-10 minutes)
• Identify the major issues a community faces. 4. Have the table hosts start their discussions, taking
• Establish relationships between your club and the notes of what participants say and facilitating the dis-
community. cussion of their designated topic.
Time 5. Every 20 minutes, have participants switch tables to
discuss a different issue or topic. Before participants
1½-2 hours
start discussing a new topic, each host summarizes
Preparation the main points from the previous group’s discussion.
Although a community cafe can be run by a single facilita- Continue the process until everyone has discussed
tor, it is recommended that clubs choose one lead facilitator each topic.
and a team of assistant facilitators to host each discussion 6. Ask each host to share a summary of the major ideas
table. Choose table hosts who are able to listen carefully to discussed for the entire group. (15-20 minutes)
participant ideas and guide rather than dominate discussions. 7. Thank participants for attending. (5 minutes)
During the event, participants will be asked to move from one
discussion table to another, so choose a location that’s con- 8. Afterward, meet briefly with all the hosts to discuss
venient for participants but large enough to allow people to what they learned and observed. Collect the notes
move around easily. from each table, and summarize the major themes.
(10-20 minutes)
Meet with your team of table hosts to clarify the purpose of
the community cafe. Consider these questions: 9. Share your summary report with participants.
• What issues do we want to discuss? Variations
• Who should be invited to our community cafe? • Keep tables together, and have each table host
(You’ll need at least 20 participants to yield discuss a different topic every 20 minutes.
productive discussions.) • Have one participant at each table serve as table
• What questions should we ask at each table host.
to stimulate creative thinking and meaningful
discussion? Resources
• Participatory Methods Toolkit: A Practitioner’s
Then decide each table’s discussion topic(s) and the table host’s
Manual — A joint publication of the King
role in discussion.
Baudouin Foundation (www.kbs-frb.be), the
Serving food is an important part of this activity. Usually, Flemish Institute for Science and Technology
light snacks accompanied with coffee, tea, or soft drinks are Assessment (viWTA) (www.viWTA.be), and the
best because they will not impede conversation and are easy to United Nations University Comparative Regional
transport from one table to another. Create a hospitable envi- Integration Studies (www.cris.unu.edu)
ronment in which participants will feel comfortable and free
to discuss issues as though they were at a dinner with friends. • The World Cafe (www.theworldcafe.com)

7. Focus Group Materials
A focus group is a carefully planned discussion used to deter- • Name tags
mine a community’s preferences and opinions on a particular • Pens or pencils for each participant
issue or idea. Conducting a focus group requires careful • Notebooks for each participant
planning and someone skilled at facilitating discussions.
Most focus groups are composed of a small but diverse group • Seats arranged in a circle facing one another
of 5-10 community stakeholders. Participants are asked a • Recording equipment, if available
series of carefully worded questions that focus on different • Refreshments
issues in the community.
• Gift or honorarium for participants
Effective focus groups will seem more like an interview for
a job rather than a lively debate or group discussion. Some Procedures
clubs use a focus group at a club meeting to learn more 1. Welcome participants as they arrive, but avoid
about issues in their community. However, it’s sometimes talking about the topic of the focus group. (5-10
more effective to conduct focus groups in more private set- minutes)
tings with one or two facilitators and someone to record
2. After all the participants have arrived, introduce
participant responses.
yourself and explain the purpose of your assessment.
(5 minutes)
Focus Group Session Plan 3. Begin with a warm-up question before moving on to
This session plan for conducting a focus group can be adapt- the main issue. Ask each participant to answer, and
ed to fit your club’s specific needs. briefly summarize their responses. (10 minutes)
Objectives 4. Introduce the main topic of discussion, and guide
• Identify stakeholders’ opinions about specific the discussion using your prepared questions. (15-30
community issues. minutes)
• Identify how stakeholders believe these community 5. Allow each person time to answer. Listen carefully
issues should be addressed. to their ideas, asking for clarification if needed but
avoiding confrontations or debates.
Time
6. Summarize the main points discussed, and thank
1-2 hours people for their participation. (10 minutes)
Preparation Variation
Select a location that is both convenient and private for a • Try doing separate focus groups with Rotarians
small group discussion. in your club and people in the community on the
Develop a list of concepts you wish to discuss. These could same issue. Are the responses the same or different?
include issues that your club thinks might exist in the com-
munity, ideas for service projects, or people’s perceptions of
existing community resources. Take some time to develop
questions that will help guide your discussion and encourage
participants to share their ideas.
Arrange for another Rotarian facilitator to record the focus
group session or take notes of participants’ responses. At
least one week before the event, invite 10-20 people to par-
ticipate. Make sure they are representative of the community,
don’t know one another or any of the facilitators, and can
communicate effectively.


8. Panel Discussion Preparation
A panel discussion is a guided discussion involving multiple Select the issue your club would like to learn more about,
experts in a specific area. Panel discussions are carefully and identify four to six experts from the community who
structured and typically involve a facilitator who asks panel- might have specific knowledge or experience dealing with
ists specific questions about the community or a particular your issue. Strive for a balanced panel with people from a
issue. Often, organizations like city governments, nonprofit variety of backgrounds. (Keep in mind that expertise isn’t
or nongovernmental organizations, hospitals, and universi- necessarily determined by someone’s title, education level,
ties pay experts to collect and interpret detailed information or profession.)
about communities and the issues they face. Drawing upon Once you’ve identified potential panelists, invite them to
this expertise is an excellent way to learn about a community participate, and explain the purpose of your panel discus-
without having to invest a lot of time or money in a new sion. Ask if they have any handouts that can be distributed
community assessment. to members of your club, and offer to make copies for every-
Before conducting an expert panel discussion, consider one in attendance.
which people in the community would be qualified to com- Carefully consider the discussion questions you’ll pose to the
ment on particular issues and resources. Panels are usually panel.
composed of four to six experts on a particular issue (for Materials
example, a discussion on community health might include a
doctor from a local hospital, a health official from a govern- • A table and chairs arranged to face the audience
ment health office, a professor from a local university that • Microphones and amplification equipment, if
researches community health issues, and a community health necessary
care specialist from a local nonprofit or nongovernmental • Name tags for each panelist
organization). To get a broader view of the community,
consider facilitating a series of panel discussions on different • Overhead projector or other projection equipment
issues. (optional)
Panel discussions are a powerful tool to raise the awareness of • Chairs for audience members
club members and quickly learn about service opportunities Procedures
from experts.
1. Introduce your panelists and the topic of your panel
discussion. Record the discussion or have someone
Panel Discussion Session Plan take notes of what people say. (5 minutes)
This session plan for conducting a panel discussion can be 2. Ask the questions you’ve prepared, and allow each
adapted to fit your club’s specific needs. panelist opportunities to speak. (30 minutes)
Objective 3. Open the floor to questions from the audience.
• Identify what experts in a particular field believe (15-20 minutes)
about specific community issues. 4. Summarize what people have said, and thank panel-
ists for their time. (5 minutes)
Time
1 hour Variation
• Hold expert panel discussions for each item on
Rotary’s Menu of Service Opportunities.
Resource
• A Menu of Service Opportunities (605B-EN)

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