[HNF 143] Module 4

• Planned change


  A change or innovation that comes about in a deliberate process intended for acceptance and to benefit the client or people
• Change


  Any significant modification in the current status or status quo that is intended to benefit the people involved
• Innovation


  Any change that represents something new to the people being changed
• Change or innovation process


  How the change/innovation comes about
• Client system


  Equivalent to "client" but indicating the fact that the client is usually a group of people who are interrelated
• Process of Planned Change

  1. Relationship Building

  2. Conduct Needs Assessment and Diagnose Problem

  3. Clarify Expectations, Visioning, and Setting Overall Direction

  4. Choose Solutions

  5. Acceptance and Self-Renewal
• Relationship Building


  • Introducing the change agent or nutrition educator; identifying community groups, organization, and involved individuals; establishing rapport; creating an atmosphere of mutual trust and respect; brainstorming with stakeholders; identifying community leaders; clarifying ground rules and role; understanding past efforts; and formulating overall strategy
• Types of client or intended audience

  • Primary audience
  • Secondary audience
  • Tertiary audience
• Primary audience

  Population sub-groups classified according to life cycle approach, from pre-birth (maternal stage), birth (infancy stage), childhood, adolescents, adulthood, and older stage of life; population sub-groups with special needs and those vulnerable to inequalities in the community
• Secondary audience


  People who are involved in nutrition education activities intended to reach primary audience
• Tertiary audience


  People who create enabling environment to facilitate or support nutrition education initiatives
• Setting


  Place or venue where the nutrition activity can be conducted
• Settings


  • Communities (families, villages, local communities)
  • Food and food systems related community (retail and commercial setting, street vendors, cafeterias, food shops)
  • Schools (public and private schools, day care services)
  • Workplace
  • Health care settings (primary health care services, general practitioners, community health services)
  • Recreational settings (social and organizational, arts, cultural and porting groups)
• Roles of Change Agent

  • Catalyst
  • Solution Giver
  • Process Helper
  • Resource Linker
• Catalyst


  Change agents who stimulate the audiences, who do not want to change or those who do not know the answers to problems, but are dissatisfied with the ways things are
• Solution Giver


  Change agents have definite ideas about what the change should be. They know the solutions, when and how to offer it; and would like others to adopt those solutions
• Process Helper


  Change agents are skilled in the stages of problem-solving. They know how to change individuals and organization. They show problem-solving and innovating role, as clients do not know the "How to" of change
• Resource Linker


  Change agents act as a "linker" and bring people together. They help clients find and make the best use of resources inside and outside their own system
• Position of Change Agent in the Client System

  • Inside
  • Outside
• Inside


  Knows the system, speaks the language, understands the norms, identifies with the system needs and aspirations, a familiar figure
• Outside


  Starts fresh, in a position to have perspective, independent, in a position to bring in something genuinely new
• Basic Competencies of a Nutrition Educator

  • Knowledge
  • Skills
  • Attitude
• Knowledge


  Understands basic nutrition knowledge, dietary guidelines, dietary variation, component of food and nutrition systems and how these affect the eating behavior; well-versed in the theory and practice of adult learners; knows the community and its needs; knows how to use various methods and techniques of instruction; knows how to locate and use educational materials; knows how to design and deliver nutrition education; knows research methods and program evaluation; continues his or her own education
• Skills


  Understands and takes into account the motivation and participation patterns of adult learners; understands and provides for the needs of adult learners; possesses communication and listening skills; has capacity to analyze and evaluate research works; and to use appropriate design and methods to conduct research programs and program evaluation in nutrition education; has ability to evaluate and appraise a program
• Attitude


  Assumes responsibility for one's health; promotes good eating habits; become an informed consumer/educator; has an open mind and allows audience to pursue their own interests
• Roles of a Nutrition Educator

  • Counselor
  • Manager
  • Group facilitator
  • Advocate
  • Translator of research findings
  • Evaluator
• Counselor


  Gives guidance, consults and counsels client, interprets assessment result and effect of behavioral change
• Manager


  Creates and conducts need assessment; develops mission statement, objective, goal; and have skills to hire, train, evaluate, and supervise staff; ability to purchase equipment, understand the departmental culture, legal, and ethical regulations for health, nutrition, fitness/wellness program and communicate effectively with higher authorities
• Group facilitator


  Makes action, monitors flow of implementation processes, encourages the clients to participate in nutrition education activities
• Advocate


  Publicly supports or provides recommendations, inspires clients, encourage behavioral change, provide support to the clients, and know how adult learn; serves as role model to the staff and clients
• Translator of research findings

  Collects, analyzes, interprets, and translates data to clients and to higher authorities
• Evaluator


  Possesses skills to design program and conduct staff evaluation tools
• Different Forms of Relationships between Change Agent and Client

  • Blank slate or no prior relationship with the client
  • Reestablishing formerly positive relationship
  • Reestablishing an ambiguous relationship
  • Redifining an ongoing relationship
• Blank slate or no prior relationship with the client


  Completely new relationship between change agent and client; change agent has "guest status"; honeymoon period wherein change agent is relatively free critical scrutiny and harsh judgments; change agent can present himself/herself as a friend and helper
• Reestablishing formerly positive relationship


  The client already knows the change agent and values his/her past service; can be a very strong base to begin a new change project if the client still views the former relationship as positive and sees the importance of the work of the change agent
• Honeymoon period


  Change agent is relatively free critical scrutiny and harsh judgments
• Change agent


  Can present himself/herself as a friend and helper
• New change agent


  May have a chance to become and remain an objective observer as well as a friend
• Potential enemies


  Will be polite and will not try to shout at change agent or shove him/her out without a fair hearing
• Change agent's decision


  Only based on available source, which may result to partial and distorted knowledge that may pose risk in formulation of the project