Module 2 community champions agents of change

1. Module 2:
COMMUNITY
CHAMPIONS –
agents of change
"The European Commission support for the production of this publication does not constitute an
endorsement of the contents which reflects the views only of the authors, and the Commission
cannot be held responsible for any use which may be made of the information contained therein."

2. Who is this module for?
This module can be used by anyone (person or organisation)
who is passionate about doing something to change or
address interface challenges in their communities, towns,
cities or regions.
About this Module
Making a real and sustainable difference in any community
can be a challenge. Making a real and sustainable
difference in Interface Communities is an even tougher
task. In this module, we explore the role of Community
Champions who are the chief agents of change.
Module 2 – Community Champions Agents of Change delves
deeper in how someone can effect change in their
communities, its offers practical tools and advice for
engaging and working with diverse communities and most
importantly looks at funding opportunities to bring
community projects to life.

3. Learning Focus of Module 2
– Community Champions – who are they? (characteristics
and case studies)
– Effecting Change in your Community – where to start?
– Community Engagement – why it’s important ? How to
get buy in from diverse groups?
– How to source funding to make a difference? Accessing
Supports

4. Practical Learning Focus
This module includes individual and group work
exercises:
Exercise Exercise Icon
Research Exercise
Group Discussion
Written Exercise or Quiz
Video
Downloadable Resources for
extra reading

5. Community Champions
– Who are they?
– What is their role?
– What qualities do they have?
– What leadership styles do they use?

6. Rosalynn Carter the wife
of the 39th President of
the United States, Jimmy
Carter, and served as the
First Lady of the United
States from 1977 to 1981.

7. Community Champions
– who are they?
 A community champion is a changemaker
(and sometimes a disrupter) in the sense
they are unhappy with a situation and
are compelled to change it
 They represent the community’s interests
and play an active role in protecting and
promoting them. Typically, they mobilize
communities for a common cause to
design and champion courses of action to
overcome specific community
challenges.
 This role could be paid for or voluntarily,
most are volunteers.

8. Are you a community
champion? Are you
interested in becoming one?
Community champions take responsibility for the well-
being and improvement of their communities. Try
answering the questions in this short leadership quiz.
Are you someone who:
 Wants to improve your community?
 Has something to contribute?
 Doesn't wait around for someone else to get the job
done?
If you have answered "yes" to any of the above
questions, you are most likely a community champion
already, or on your way to becoming one. You don't
have to run for office or be given a title to be a leader.
All you need to do is decide to take responsibility for
some corner (or bigger chunk) of your community.

9. Example Changemakers Project
ANDREA PAGANI, PARTICIPANT
‘I thought it was important to
learn Dutch, because I wanted to
become more integrated in the
Dutch society and to make Dutch
friends.’
UNIVERSITY OF
GRONINGEN has
developed a free
introductory course to
Dutch for non Dutch
people. In the fall of 2015
more than 100 Syrian
refugees have
participated in this
course. Currently the
course is still online
available.
https://www.futurelearn.co
m/courses/dutch

10. Example Changemakers Project
STICHTING PRESENT
LEEUWARDEN has come up
with Meet and Eat where
foster families are invited
to organise diners for
refugees. The goal of this
activity is to create
beautiful meetings and to
make sure refugees feel
welcome.
https://stichtingpresent.nl/l
eeuwarden/meet-and-eat/

11. Example Changemakers Project
MAIREAD HORKAN, VOLUNTEER
‘These people are coming from conflict
and uncertainty, they’ve seen family
members being killed and lost their
homes. all they’re looking for is safety
while coming to a place they don’t know
anything about. they don’t know if
they’re welcome. we need to build that
safety and trust for them and you only
do that by getting involved, meeting
people and by building relationships.
READ MORE
https://www.changex.org/blog/failte-
isteach-volunteer-mairead-is-confident-
that-ireland-is-prepared-to-welcome-more-
refugees/
FÀILTE ISTEACH was
established to offer free
conversational English
classes for migrants led by
local volunteers that help
migrants to improve their
English skills and
integrate into the
community. there are
about 80 classes up and
running in Ireland.
http://www.thirdageireland.
ie/failte-isteach/locations

12. Example Changemakers Project
‘When you start daydreaming
on a project like this, the sky is
the limit. you have to think
differently. I’m at a certain age
now where you also think about
what you want to leave behind
in this world, a legacy perhaps.
I like looking at a problem,
turning it on its head and
finding a solution. the greatest
kick of all is sitting back a few
months later and saying: we’ve
done this and with all of this we
also achieve our main objective
the prevention of social
isolation and its associated
problems’.
RAY HARTE, FOUNDER OF THE
MEN’S SHED PORTLAOISE
MENS SHED MOVEMENT
Men's sheds are non-profit
organisations that originated in
Australia, to advise and improve
the overall health of all males.
They normally operate on a local
level in the community,
promoting social interaction and
aim to increase the quality of
life. Men's sheds can be found in
Scotland, England, Wales,
Ireland, Finland, and Greece.

13. Changemakers in the Community
Click to watch:
https://www.youtube.com/watch?v=zdZdhSWHP8Y
EXERCISE 1:
WATCH Through
the Eye of Men
VIDEO
Refer to Module
Learner Workbook.

14. Changemakers in the Community
In an enterprise context
Changemakers lend themselves to the power of being socially
innovative and recognise that adopting entrepreneurial approaches
can contribute to better outcomes in challenged communities and
interfaces.
New businesses & projects can be established by community
champions because they want to tackle social issues. They use
social entrepreneurship means identifying or recognizing a social
problem and use entrepreneurial principles to organize, create,
and manage a social venture to achieve a desired social change.
For example, a Shop Owned and Managed by the Community in
Ireland - According to the Teach na Daoine group, their local shop
was closed for almost eight years and had remained unused during
that time. They purchased it and restored it to good condition
using their own funds.
https://teachnadaoinefrc.com/community-enterprise/costcutter-
not-for-profit-supermarket/

15. After refurbishment it opened in
August 2014. The group decided early
in the planning that as many local
people as possible would be
employed and that they would
deliberately employ people with
intellectual and other disabilities.
Local Shop Owned and Managed
by the Community
It's viewed as an automatic resource for the community and a
training facility for those who are unemployed, enabling them
to gain the necessary skills and experience to make them more
employable in other retail outlets throughout the town.

16. Changemakers in the Community
– Food Cloud
• Founded in 2013 FoodCloud is a social enterprise that
connects businesses with surplus food to local
charities and community groups in Ireland through a
technology platform. It matches those with too much
food with those who have too little.
• They believe in building a culture where everyone has
the chance to celebrate good food and learn about its
benefits & believe communities built on shared food
can be rediscovered. www.food.cloud
• Food cloud video profile:
https://vimeo.com/188539918

17. Suspended Coffee’s mission is to bring communities together in
hope, to inspire and empower people to change lives, and to
restore faith in humanity. John M. Sweeney is the founder and chief
kindness officer of the Suspended Coffees movement. The tradition
began in the working-class cafés of Naples, where someone who had
experienced good luck would order a sospeso, paying the price of two
coffees but receiving and consuming only one. John created a
Facebook page in March 2013, & the Suspended Coffees movement was
born. Soon after that, something amazing happened. People loved the
page and all of the heart-warming stories being shared daily, as well as
the simple but amazing gesture of a suspended coffee.
https://www.facebook.com/SuspendedCoffeess
Changemakers in the Community –
Suspended Coffee

18. EXERCISE 2: CHECK OUT www.ashoka.ie for
great examples of social innovation concepts
Refer to Module Learner Workbook.
Changemakers in the Community
ASHOKA believes that the best way to tackle social challenges is to
identify, support and nurture the people with the best ideas, proven to
change society for good.
Ashoka is the largest global network of leading social entrepreneurs
(Ashoka Fellows). Since 1981, they have elected and supported over 3,000
Fellows working across 82 countries.

19. Characteristics of
Community Champions
People get involved in community
endeavours for many reason. They
may
 feel a moral duty or have
compelling reasons to take part
in voluntary action
 want to develop skills or gain
experience, to socialise or to
give something back to society
 support a particular
cause/solve a particular
problem

20. Characteristics of
Community Champions
 Forward-thinking. Community
Champions are visionary leaders, always
looking forward, thinking of, setting and
working to achieve a set of sustainable
community goals.
 Self awareness. Community champions
are self aware and know their
strengthens and weaknesses. This
enables them to better exploit better
their abilities while seeking help from
others for their weak areas.
 Interpersonal skills. A community leader
should be able to interact with other
members of the community with ease.
This calls for good communication and
collaboration skills. Being able to
negotiate, mediate, listen to others, and
articulate arguments and to work with
members external to the community is
essential.

21. Characteristics of
Community Champions
 Emotional and Social
Intelligence. Community
Champions are competent
leaders who have the insight to
value all people be they local,
migrants, ethnic etc. They
make it their business to get to
know and understand what
drives and motivates them.
 Inspirational Do-
gooders. Community
champions, inspire us all to
create desired social changes to
improve personally and
interpersonally .

22. Characteristics of Community Champions
 Eagerness to learn and adapt. As a community leader, earning
respect from the community is one of the key enablers. To do
so, learning to listen to others, appreciating their input and
changing courses of action is essential.
 Honesty and integrity. Community Champions are trustworthy
members of the community and respected by other community
leaders. Trust facilitates the environment for discussions and
desired social change.
 Passion, Dedication & Service. Most Community Champions play
a voluntary role. They spend a lot of time spent creating spaces
for desirable social change. They do so with energy and
dedication to improve the lives and opportunities of those around
them.
 Some are bilingual and all reflect the diversity of the local
population.

23. Role of a Community Champion
In an interface context, a Community Champion
goes further to:
 break down barriers between conflicting
groups
 facilitate collaboration among the groups and
 help the peaceful resolution of differences
 help the community to embark on activities
that benefit both sides
These shared activities can be the most effective
way to resolve an interface issue and to
demonstrate the benefits of cooperation.

24. Community Champion Case Study
- Rodica Lunca
 Rodica is Roma and works as a cultural mediator
between members of the Roma community in
Ireland and the various institutions of the State
they encounter in day-to-day life. Health
services, education authorities and welfare
officials can all appear confusing and intimidating
to an immigrant with no English and no
experience of similar structures back home while
a distrustful Roma can appear uncooperative to a
public servant just trying to do their job.
 Much more than simply an interpreter, Rodica’s
task is to translate not only the words her clients
speak but the context in which they are spoken.
Source: http://www.irishexaminer.com/ireland/integrating-the-roma-41506.html

25. Community Champion Case Study -
Rodica Lunca
 Many Roma cannot read or write in their own
language, never mind Romanian or English,
and, even among those who can, there is a
distrust of officialdom that comes from years
of discrimination in their home countries.
 That’s where Rodica comes in. She works
chiefly with Roma attending Dublin hospitals
where she acts as a mediator between
patients and staff during what can be a hugely
stressful experience for both sides.
 Translating Irish ways to her fellow Roma is as
much a part of her job as explaining the Roma
to the Irish.
Source: http://www.irishexaminer.com/ireland/integrating-the-roma-41506.html

26. Why Enterprise is a foundation for
change ?
Changemakers have used entrepreneurship as the
vehicle to tackle social inclusion, youth
unemployment and under-employment which remains
high across Europe.
As we explore in Module 5, we can encourage people
from interface communities to become agents of
social innovation, setting up successful enterprises
and/or tackling problems related to the issues they
face, or to wider societal problems.

27. Why Enterprise is a foundation for
change ?
People, be they new communities or those in
interface areas, often feel unable to influence the
factors that shape the world around them, and this
feeling is heightened in immigrants and
newcomers.
They feel they are locked out or under-utilised by
the formal job market so “becoming self-employed
is an important means of pursuing ambitions for
social mobility.” (Centre for Entrepreneurs/Duedil,
Migrant Entrepreneurs Report, 2014).
Lots more in Module 4.

28. Leadership Styles of Community
Champions – Group Discussion
Did you know that
there are 6 main
leadership styles ?
These are:
 Coercive
 Pace-Setter
 Visionary
 Affiliative
 Democratic
 Coaching
EXERCISE 3: GROUP
DISCUSSION: Which of these do you
think would be the most conducive to
interface communities and working
with diverse groups?
Refer to Module Learner Workbook.

29. Leadership Styles
 Coercive leaders
In a single phrase, this
style is ‘Do what I tell
you’. Dictatorial, this
style does not
encourage anyone else
to take the initiative,
and often has a negative
effect on how people
feel.
Not recommended in
communities settings,
but we all have met such
‘leaders’.
 Pace-setting leaders
Can be summed up as
‘Do as I do, now’. The
Pace-setter very much
leads by example, but
this type of leadership
only works with a highly-
competent and well-
motivated community or
target group. It can only
be sustained for a while
without team members
flagging.
Read more at: https://www.skillsyouneed.com/ls/index.php/325444

30. Leadership Styles
 Visionary leaders
Best summed up as ‘Come
with me’. It is the most
useful style when a new
vision or clear direction is
needed, and is most
strongly positive. Visionary
leaders are high in self-
confidence and empathy,
acting as a change catalyst
by drawing people into the
vision and engaging them
with the future.
 Affiliative leaders
Value and create emotional
bonds and harmony, believing
that ‘People come first’. Such
leaders demonstrate empathy,
and strong communication
skills, and are very good at
building relationships. This
style is most useful when a
community has been through
a difficult experience, and
needs to heal rifts, or develop
motivation.
Read more at: https://www.skillsyouneed.com/ls/index.php/325444

31. Leadership Styles
 Democratic leader
Builds consensus through
participation, constantly
asking ‘What do you think?’,
and showing high levels of
collaboration, community
leadership and strong
communication skills. This
style of leadership works well
in developing ownership for a
project, but it can make for
slow progress towards goals,
until a certain amount of
momentum has built up.
 Coaching leader
Will develop people,
allowing them to try
different approaches in an
open way. The phrase that
sums up this style is ‘Try it’.
This leader shows high levels
of empathy, self-awareness
and skills in developing
others. A coaching style is
especially useful when a
community is striving
towards long-term
development.
Read more at: https://www.skillsyouneed.com/ls/index.php/325444

32.  This quiz from Skills you Need
assesses your leadership style.
Take the quiz
https://www.skillsyouneed.com/ls/in
dex.php/325444
EXERCISE 4: What type of Leader are you? QUIZ
Refer to Module Learner Workbook.

33. Effecting Change in your Interface
Community
- What you can achieve?
- Building relationships among diverse groups

34. What you can
achieve?
 Empowerment of interface
communities. Involving people
(especially those who haven't
traditionally had much power) in
improving the conditions which
shape their lives can increase
people's sense of their own worth
and capabilities, helping them to
live more fulfilling lives.
 Cooperation in interface
communities. The collective
voice of many people working
together on a problem is usually
much more powerful than a
single voice.

35. What you can
achieve…
 Increased self-sufficiency
among community
members in an interface
situation. Organising
people to bring about
change helps maintain a
high level of ownership by
people for their own
destinies. Ultimately, this
reduces the amount of
outside help that will be
needed.

36. What you can achieve…
 Increased social support. By
bringing together diverse
groups of people who are
working for the same cause,
people get the chance to talk
and learn with others they
may not have met otherwise.
Both professionally and
socially, community champions
via their community work
offer ample opportunity for
growth and enjoyment among
those who come together.

37. What you can achieve…
 Greater equality in the interface
society. When people gain control
over the forces that shape their
lives, it changes the balance of
power in the community, spreading
it more broadly and distributing it
more nearly equally.
That, in turn, changes for the
better the circumstances of those
with the least power, making for a
more just society.

38. Answering the following questions will help you identify
what you want to achieve in your Interface Community.
 What community problem/goal to be addressed?
 Specific behaviours of whom that need to change
 List the improvements in community-level outcomes
that should result
 What would success look like? How will the community
be different if the intervention is successful?
 What will change by how much and by when?
EXERCISE 5: What do you want to achieve?
Refer to Module Learner Workbook.

39. Building
relationships
among
diverse
groups

40. Building relationships
among diverse groups
Positive, even enjoyable, informal
interactions (cultural art and music
festivals, community celebrations) and
formal interactions (regular meetings,
community discussion groups) are an
excellent way of fostering community
cohesion. They:
 work toward building understanding
and communication across divides
 provide peaceful opportunities for
real and extensive interaction, in
which friendships develop
 help participants realize that their
common values outnumber their
differing values

41. The starting point –making contact
• Work with trusted organisations – your target group, be
they youth, immigrants or the marginalised, may have
already built up linkages and trust in community groups or
voluntary organisations. Try to find out about established or
emerging groups in your area who may be able to work with
you to encourage involvement
• Work with group leaders – identify existing community
groups (e.g. faith groups, specialist interest groups) and take
time to meet with group leaders to explain what you are
doing, and allowing time for the group leader to gain
approval from the other group members.

42. • Take time to develop
relationships - This can
involve very small steps to
build trust and encourage
people to become involved.
The starting point –making contact

43. Some practical first steps
 Plan regular meetings of spokespersons for various
interests to share matters of concern to
their interest groups with public officials and with
each other.
 Community Planning - consider a process in which
stakeholders discuss what they would like their
community to be, compare that with the existing
community, and develop a plan to achieve their
desired community. (See next section for more
info)
 Work with local media to develop a plan to convey
what is occurring in the broader community. (See
next section for more on this)

44. Community Engagement
- Why Community Engagement is key?
- Building Rapport, Empathy not Sympathy
- Reaching out Methodologies

45. Community “Ownership” of
Improvement/Development Plans is key
 Communities and interface areas must “own” the
process of solving challenges and their sustainable
development for it to be sustainable in the long term
 When local actors resolve differences at the community
level, they share both a sense of ownership and
accountability, which makes their collective work
toward a common goal more fruitful and successful
 Community-driven resolutions have tremendous
potential for sustainable change.
 Communities have local knowledge of the interface
challenge – they know better than anyone the specific
needs, sensitivities, assets and limitations of a
particular area, as well as the sources of strife.

46. Building Rapport
 Rapport is a state of harmonious understanding with another
individual or group that enables greater and easier
communication.
 Rapport can be built and developed by finding common ground,
developing a bond and being empathic.
 Building rapport is all about matching ourselves with another
person. For many, starting a conversation with a stranger is a
stressful event; we can be lost for words, awkward with our body
language and mannerisms.
 Be non-judgemental towards the other person. Let go of
stereotypes and any preconceived ideas you may have about the
person.
 Creating rapport at the beginning with somebody new will often
make the outcome of the conversation more positive.
Adapted from https://www.skillsyouneed.com/ips/rapport.html

47. Building Rapport – step 1
Break the Ice
 Use some simple tips to help you reduce the tension
in the situation enabling both parties to feel more
relaxed and thus communicate more effectively:
 Use non-threatening and ‘safe topics’ for initial small
talk. Talk about established shared experiences, the
weather, how you travelled to where you are. Avoid
talking too much about yourself in and avoid asking
direct questions about the other person.
 Listen to what the other person is saying and look for
shared experiences or circumstances - this will give
you more to talk about in the initial stages of
communication.
Resource - Active Listening to learn how to listen
effectively.

48. Building Rapport – step 1
 Be conscious of your body language and other non-verbal
signals you are sending. Try to maintain eye contact for
approximately 60% of the time. Relax and lean slightly
towards them to indicate listening, mirror their body-
language if appropriate
 If appropriate try to inject an element of humor. However,
humour is notoriously culture-specific: Many things that pass
for humour in one culture can be seen as grossly offensive in
another. That said, laughing together creates harmony,
make a joke about yourself or the situation/circumstances
you are in but avoid making jokes about other people.
 Make sure the other person feels included but not
interrogated during initial conversations. Just as you may
feel tense and uneasy meeting and talking to somebody
new, so may they. Put the other person at ease.

49. Building Rapport – step 1
Other Tips
 Use the other person’s name early in the
conversation. This is not only seen as polite
but will also reinforce the name in your mind
so you are less likely to forget it!
 Smile!

50. Building Rapport – step 2
SHOW EMPATHY
 Demonstrate that you can see the
other person’s point of
view. remember rapport is all about
finding similarities and ‘being on the
same wavelength’ as somebody else.
Being empathic will help to achieve
this.
 When you show empathy you
become relatable and people will
want to open up to you. being
empathetic provides an opportunity
for community champions and
organisations to prove they are
human, capable of feelings, emotion
and understanding.

51. Building Rapport – Let people
get to know your motivations
through your personal story
 Start with yourself and your story. It’s a blend of how you
came to be, what you’re passionate about, your
community background, how you want to make people’s
lives better and why. Don’t forget the power of
testimonials and empathy (when you show empathy you
become relatable and people will want to open up to you)
 Pick a relevant example that is relevant to the you’re the
community or group you are approaching – people connect
with and learn real life experiences. Trust building will
commence.
 As a community champion, think about relevant and
motivational stories you can share that might open up
your position in the community to more diverse groups.

52. Building Rapport – step 3
REFLECT BACK
 As well as paying attention to and
matching body language with the person
we are communicating with, it helps if
we can also match their words.
 Reflecting back and clarifying what has
been said are useful tactics for repeating
what has been communicated by the
other person. Not only will it confirm
that you are listening but also give you
opportunity to use the words and phases
of the other person, further emphasising
similarity and common ground

53.  Kitchen table discussions aim to encourage people to continue discussing
an issue until all members have had a chance to be heard, and provide an
opportunity of sharing not only opinions, but information and alternatives
for community proposals or issues.
 Kitchen table discussions build a sense of community, providing an
opportunity for sharing, and generating feedback and submissions on
community issues and proposals.
Uses/strengths:
 Maximises two-way dialogue.
 If issue is likely to be contentious, provides an ideal setting to scope for
early conflicts.
 Maximises the likelihood of engagement in debate and allays likelihood of
conflict because held in ‘neutral turf’ setting.
 Builds social networks within the community.
Reaching out methodologies:
Kitchen Table Discussions

54.  Small meetings within the neighbourhood, usually at
someone’s home or a local coffee shop. These settings make
the meeting informal and participants tend to respond to the
more relaxed surrounds. Because they are informal,
participants generally are more willing to discuss issues and
dialogue is maximised.
 A kitchen table discussion group is a small collection of people
who get together to talk, listen and share ideas on subjects of
mutual interest.
 Kitchen table discussion groups can be a prime vehicle for
social change.
 Kitchen table discussions are now going ‘online’, and are being
held around virtual kitchen tables where anyone can join in to
discuss an issue.
Kitchen Table Discussions –
how to use them?
Read more about this engagement tool: http://www.dse.vic.gov.au/effective-
engagement/toolkit/tool-kitchen-table-discussion

55. How to source funding to make a
difference ?
Accessing Supports

56. 1. Money- it does not come in – it has to be gone
after
2. It is not given – it has to be raised.
3. It is not offered – it has to be asked for.
4. Money is the oxygen of your organisation.
5. Money is attracted by strength, not weakness.
6. People like to support winners.
7. Asking is your greatest fundraising tool.
8. Money is not raised at a desks.
9. People need to be inspired by a vision.
10.If you’re not asking your funders or donors for
money, somebody else is!
The 10 Facts of Life in Sourcing
Funding

57. Seek out national funding applicable to your project and area:-
• Government agencies (e.g., national, federal, state/ province,
or local)
• Private foundations or donors
• Corporate foundations or businesses
In the Netherlands, excellent resources are:
• Government www.rijksoverheid.nl The government provides an
overview of national funding for civil society.
• SNN http://www.123subsidie.nl/ In the North of the Netherlands
• Social Enterprise www.social-enterprise.nl Here you can find a list of
potential funding opportunities for social enterprises.
• https://www.fondswervingonline.nl/ An overview of 3474 grants,
funds, scholarships and funding for your organisation of project. Also
includes roadmaps, handbooks, tips and advice (€25,- per month).
Thoroughly Search Relevant Grant Opportunities

58. INTERNATIONAL RESOURCES
International Grants. Fundsnet, a lengthy list of links to
international grants, initiatives, foundations and directories on
the web.
International Human Rights Funders Group. Although the
International Human Rights Funders Group (IHRFG) does not
make grants, the site provides information about funders that
do. You can search by geography, issue, type of support etc.
International and Foreign Grant makers. Listing of relevant
international websites which will be a great resource for grant
makers.
Council on Foundations. Provides tools to over 2,000 grant
making foundations and giving organizations that are members
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59. Overview Of The Grant Writing
Process
Before writing the grant application:
• Identify the problem/ goal for which funds will be
sought.
• Develop relationships with funders/grant makers
when possible. Communicate with funders/grant
makers about your work periodically, even when you
are not in the process of submitting an application.
This may help you learn about future funding
prospects, as well as increase your chances for a
successful proposal.

60. • Learn the funder's grant making philosophy,
programme interests, and criteria.
• Does the funder make grants that meet your
needs?
• Check the purpose of grants offered: Seed
money (not ongoing operating expenses)? Direct
Service? Other?
• Check the size of grants offered, including
minimum and maximum awards.
• Determine whether you will need to apply for
multiple grants and investigate whether this is
allowable under the guidelines of each funder.
Consider the proposed project/
goal’s fit with the identified
funder(s).

61. Check out the timeline
for submission, and
the funding cycle
• Check other restrictions (e.g.,
geographic preferences, priority issues,
type of organization that can apply),
and make sure you meet the funder’s
requirements.
• Look at the number and type of past
awards given by the funder and
determine whether your project fits
their model and warrant the effort it
takes to prepare a competitive grant
proposal.
• Examine how there is an organisational
fit between your group/ project’s
mission and that of the funder.
• How does your group’s work reflect the
funder’s values and goals?

62. Check out the timeline for
submission, and the funding cycle.
• How does your proposal advance
the funder’s mission while staying
true to your group’s mission?
• Check to see if you meet the
eligibility criteria.
• Is there a potential partner for
this grant? Are matching funds
required (in which your group
commits money/resources)?
• Before beginning, determine if
you have the necessary time,
energy, and other resources to
prepare an effective grant
application.

63. • Learn the funder's preferred method of initial
contact (e.g., e-mail, phone, face-to-face
meeting).
• Check to see if the funder offers a conference
call or web conference briefing session – if so,
attending may be well worth your time.
• Check to see if the funder offers Frequently
Asked Questions (FAQs) on their website, and
review these in detail.
• If you see value in a pre-application meeting,
and if the funders’ guidelines don’t tell you
otherwise, consider requesting a meeting with
the grant making agency.
Consider a meeting with the
funding source.

64. • Set out best practices approaches might work in your
situation.
• Develop an action plan for the intervention.
• Indicate how you will adapt the intervention or “best
practice” to fit the needs and context of your community
(e.g., differences in resources, cultural values,
competence, and language).
• Identify the mode of delivery through which each
component and element of the intervention will be
delivered in the community (e.g. workshops for skill
training).
• Specify the core components and elements of the
intervention.
• Identify and assess “best practices” or “evidence-based
interventions” that could help address the problem or goal
in your situation.
Do your research and prepare:

65. • Statement of the Interface or Community Problem
or Goal to be address.
• Describe the active involvement of the community
in defining the problems and goals and planning
the approach.
• Document evidence of the problem, including data
on the scope or level of the problem. You may use
public records of community-level indicators
and/or community surveys to communicate the
importance of the problem/goal.
Provide Evidence of Need

66. Provide Evidence of
Need
•
Describe how you have determined that this
project is needed in your community (e.g.,
community assessments, surveys or public
records that support the need for the
project). Document evidence of community
concern about the issue, including
information from people affected by the
problem, those responsible for addressing it,
and reports from the media. (You may want
to use public forums and focus groups). If
available, attach media reports on the issue
or problem in this community.
• State whom the problem or goal most
affects and how they are affected by it.
• Describe how the problem or goal is linked
to other related issues in the community.

67. • Outline the vision and mission of your project.
• State the objectives of your project or effort.
• State the context and conditions under which the
problem or goal exists that may affect the intended
outcomes (e.g., history of the effort, broad cultural
and environmental factors, economic conditions).
• Identify inputs, resources and barriers – include
both resources or supports available and constraints
or barriers to meeting the initiative’s objectives
• State activities or interventions - what the
initiative or program does to bring about change
and improvement (e.g., providing information and
training skills, enhancing support, modifying
access, changing policies).
Bring great clarity to your
planned project

68. • State outputs - direct results or products of the
group’s activities (e.g., number of people trained or
activities conducted).
• State intended effects - more broadly measured
outcomes or results (may include shorter-term,
intermediate, and longer-term effects).
• Describe the results you expect to achieve by the
end of the funding period.
Be realistic
• Describe potential sources of resistance to the
project, the forms it might take, and how resistance
could be reduced.
• Describe potential barriers to the project, the forms
it might take, and how barriers could be removed or
reduced.
Bring great clarity to your
planned project

69. • Set goals and objectives for what "success" would look
like.
• Analyse the problem or goals to be addressed by the
intervention.
• Indicate how you will obtain community involvement in
identifying problems and goals to be addressed by the
intervention.
• Describe the prioritized groups to benefit and those
implementing the intervention.
• Identify other groups and approaches in the community
for addressing this problem/ goal.
• Assess the level of the problem or goal.
• Identify the community problem/goal to be addressed
and what needs to be done.
Hone in on the critical elements:

70. Prepare a budget
for the project
• Clearly outline the amount of
funding requested for each type
of funding sought (e.g., amount
for salaries, travel, and
equipment).
• Create a budget justification
(i.e., a description of why each
type of expense is needed).
• Consider all forms of potential
revenues (e.g., other grants and
contracts, local funding,
memberships, in-kind support),
as well as all forms of expenses
(e.g., staff salaries and
benefits, consultants, travel,
equipment, supplies, rent,
insurance), for each year of the
proposed project.
• Identify appropriate matching
funds or resources if applicable.

71. • Funders want to see a plan for how the project
or group will be maintained (sustained) after
the grant period.
• Create a business plan to anticipate what
resources will be necessary to sustain the
organization or effort.
• Identify specific tactics to be used to sustain
the effort (e.g., sharing positions and
resources, becoming a line item in an existing
budget).
Plan for sustainability
of the project

72. • Follow up to confirm that the proposal arrived.
• Identify a contact person at the grant making
agency.
• Be clear on the communication channels that
will be used from this point.
Before submission
• Review and critique your draft proposal using the
funder scoring criteria to see if it meets the
proposal requirements .Have someone with limited
knowledge of the proposal give you feedback based
on the review criteria.
• Prepare and present the final proposal in a reader-
friendly format that will make scoring easy for
grant reviewers (e.g., label sections based on
proposal outline and criteria, use bold to highlight
key points
Follow up with the funder

73. • Securing one grant sometimes takes multiple
applications. Don’t wait to hear about one
application before sending out another.
• Once word has been received from the grant
making agency about the funding (or lack of
approved funding), debrief with the group to
discuss lessons learned and next steps.
• Continue efforts to diversify the types of
funding and types of funders that support your
work. Be persistent.
Keep at it

74. In the Netherlands a large part of the European Social Fund
(ESF) is allocated to active inclusion. In the period between
2014 and 2020 we will try to reduce the number of youth
unemployment, encourage the re-integration of people with a
disability, unemployed 50-plus, refugees with a residence
status, people without work of unemployment benefit
including (low-skilled) women and eliminate language delays. A
part of the ESF money is also allocated to supporting (ex)
students of special and practical education by the transition
between school and work. Also a lot of attention is drawn to
the stimulation of equal chances for men and women and
battling discrimination.
NB: This subsidy is available for municipalities and other
authorities.
https://www.agentschapszw.nl/subsidies-en-
regelingen/a/actieve-inclusie-esf-2014-2020
Social Inclusion

75. Funding, a case study
The Welcome Project is a model way of
integrating migrants in Lisburn City, Northern
Ireland.
The Welcome Project, mainstream funding from
OFMDFM, has been delivering services to
migrants and other members of the local
community since its inception in 2006. It was
established following the EU’s expansion and a
sudden increase in numbers of migrant workers
coming to Northern Ireland, who arrived in
Lisburn’s Old Warren estate with little support.
This posed a challenge to those within
community who had recently come out of their
own conflicts during Northern Ireland’s
‘Troubles’. Do we support and integrate the
newcomers? or Do we get into conflict again? of
The Welcome Project was the local response

76. The Welcome House
Two key groups were involved from the start: local
people, including former political prisoners and
loyalist political activists, and EU migrants
themselves. The founders found initial funding was
relatively easy to secure from ‘EU PEACE’ monies,
available because of the conflict, with two
support posts being created – one local resident,
and one from a migrant background. Then began
the process of developing support services, but
always with the key aim of integration.
They now provide some services aimed at migrants
e.g. training in English Speaking for Other
Languages (ESOL), but many others for the whole
community like International Children’s Day –
which last year attracted over 2,000 people. They
have also developed ‘The Welcome House’ – a
‘community house’ provided by Northern Ireland
Housing Executive for the project to base itself
within a Loyalist working class estate.

77. Funding,a case study
The Welcome House also focuses on
Community Safety – linking with police and
community representatives to mediate issues
within the community, and taking part in a
Hate Crime Forum.
Their welfare rights work now has NVQ Level
III trained staff linking with a local Law
Centre, and they hold information events for
the whole community – linking in with
the Home Office, tax office, job centre, the
housing executive, policing, health and
others. Their youth development project is bi-
lingual, with qualified youth workers
supported by the education authority.

78. Funding,a case study
What is their future? In their words …
‘The Welcome Project feels it has travelled a
journey towards integration and makes a huge
contribution towards life in Lisburn City. We feel
it is a great time to locate in the city centre and
bring our experience of culture and training into
new premises. Funded by a cocktail of funders
‘The Welcome House’ could bring a vibrant
model into the centre of Lisburn City, reaching
into the cultural and arts scene that is now
developing.
We look forward to welcoming you to it!’
Asia Jarzynska, Project manager
To find out more about the Welcome Project,
check out their website:
http://www.thewelcomehouse.co.uk/

79. Beyond
grants, look
at
crowdfunding

80. Crowdfunding is the financing of a new project by
raising many small amounts of money from a large
number of people.
Thousands of people and organisations across Europe
have raised funding through crowdfunding platforms, of
which there are around 600 crowdfunding platforms in
Europe.
Community champion organisations use crowdfunding
not only to raise money online for any idea or project
but simultaneously build up a community and improve
visibility.
Crowdfunding

81. Crowdfunding stands for a variety of different ‘fundraising’
models. It can take the form of
 Charity - when people donate to an individual, project
or organisation while receiving no financial or material
return in exchange
 Pre-selling - when people donate towards the creation
of a specific community product, such as CD, book etc.
 Peer-to-Peer lending - borrowing from a number of
lenders via an online platform, each lender lending a
(small) amount in return for financial compensation –
used for social entrepreneurship projects
Different platforms facilitate different fundraising models.
Finding the right funding model for your project is an
important step for a successful campaign.

82.  Advantages: Access to capital without equity
stakes or rigid bureaucracy.
 Disadvantages: A lot of projects never get off the
ground which can be frustrating given the amount
of time you can spend setting up the campaign.
Most crowdfunding platforms have an “All or
nothing” model meaning that if the funding goal of
the campaign is not reached, all the contributions
are returned back to the backers.
Some donation-based funding allow for “Take it all”
meaning that even if you do not reach your target
amount, you can still keep the amount donated into
your campaign.

83. Different platforms apply different charges depending on the
model you chose.
• Platform Hosting Fee:
Some platforms, although not all, charge an initial cost just
for hosting your campaign. This cost varies from €0-300 and
will be charged to all projects, be that successfully
fundraised or not. Ask platforms what fee applies to them
before starting the campaign.
• Success fee:
The majority of crowdfunding platforms will take a
percentage of the total amount raised. The percentage varies
from platform to platform and ranges between 3% and 12% of
total raised.
• Payment processing fees:
Look out also for a service fee for every transaction made.
Usually this fee is on average 3%. For instance, for every €100
donation/investment, only €97 reaches the campaign.
Check each platform carefully to assess the real costs behind
same.

84. The Role of Fundraising
 Ensure that you have a good supporter
database. Think of your database as your most
valuable asset and make sure that you collect
names of warm contacts at every possible
opportunity (data capture) and 'clean' your
database regularly.
 A good database is an important tool for
understanding your supporters and ensuring your
community fundraising activities are supporter
led.
 In developing a donor database you will need to
ensure that you comply with Data Protection
legislation.

85. Supporter database
 Marketing as a fundraising channel can generate
higher numbers of supporters who donate smaller
amounts but on a more frequent or regular basis
e.g. EUR 5 a month by direct debit.
 Targeting many individuals for small but regular
cash donations can be very effective if you are
clear on where their money is going.
 Regular communication to update and thank
donors cultivates future giving whether it’s
through a regular newsletter or a ezine etc.

86. Community Example in Practice
Lisdoonan Recreational Development Association,
Monaghan
An extensive campaign of local fund raising included
securing €100+ from approximately 75% of local
households. Now operate
 Community Centre
 Community Supermarket – now a meals facility,
hairdresser
 Sheltered Housing

87. The Rise of the Viral Fundraising Campaign
A number of non profit community/
charity campaigns have
changed the nature of
viral fundraising
Made possible by technology such as
Whydonate, PIFworld, doneeractie.nl
and the onepercentclub.

88. www.whydonate.nl

89. Nohttps://www.pifworld.com/nl
PIFworld.com/nl offers charitable organisations an online
presence and the ability to take donations directly from the
public.
They also provide fundraisers the opportunity to create
pages for their events and raise money for the
organisations.
The fee for this service for members is 4% of each donation
and 5% for non-members.
https://www.doneeractie.nl/
6% fee (+ BTW) on online donations,
plus €0,85 transaction fee per donation
https://onepercentclub.com/nl/
Crowdfunding platform for donations, specifically for good
causes. The fee is 7% on the total of donations, but 5% when
you’re successful.

90. 1. Research companies with a strong presence
within your community and identify those
with commitment to your organization’s
cause.
2. Leverage Personal Relationships - Ask
committee and Board members for contacts
they may have at corporations on your list of
targeted prospects
3. Develop your offering: Prepare a well
thought out programme that provides a
variety of options.
Attracting Corporate
Support

91. Attracting Corporate Support
4. Understand Sponsors’ motivations:
Brand building: Marketing, Corporate Social
responsibility. If your project aligns with their
philanthropic efforts you have a better
chance of attracting their support.
5. Craft and send a letter.
Be passionate: If you and your committee are
enthusiastic about the cause and your
community/ social enterprise it will shine
through and will be infectious to people
around you.

92. Attracting Corporate Support
6. Follow up - You must assume prospective
sponsors will not contact you directly; it is your
responsibility to contact them
7. Deliver what you promise: You can never
express enough appreciation for the support of
corporates with regards to your event.
Overdeliver!

93. Attracting Corporate Support
 Different types of donors require a different
approach.
 It is important to note that corporates may
donate cash, but they may also donate the use
of their services or advertising support. They
may also set up employee volunteer groups that
then donate their time and skills.