ED 426 499

AUTHORTITLE

INSTITUTION

SPONS AGENCY

PUB DATENOTECONTRACTAVAILABLE FROM

PUB TYPEEDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

EA 029 605

Dorfman, DianeMapping Community Assets Workbook. Strengthening CommunityEducation: The Basis for Sustainable Renewal.Northwest Regional Educational Lab., Portland, OR, RuralEducation Program.Office of Educational Research and Improvement (ED),Washington, DC.1998-09-0020p.

RJ6006501NWREL Document Reproduction, 101 S.W. Main Street, Suite500, Portland, OR 97204-3297; Tel: 503-275-9519; Fax:503-275-0458; e-mail: product@nwrel.org; Web site:www.nwrel.org ($10.30 prepaid).Guides Non-Classroom (055)MF01/PC01 Plus Postage.Adult Education; *Community Development; *CommunityEducation; *Community Resources; Elementary SecondaryEducation; *Formative Evaluation; Outreach Programs; *SchoolCommunity Relationship

Asset mapping--drawing a map of what is valuable in acommunity--is an exercise in community development. A process for determiningassets in the individual and in the community is provided in this workbook.It begins by asking the reader to perform a self-assessment to determinepersonal assets. Knowledge of each asset enhances self-awareness, and welearn about something by investigating the components that compose it. Thetext then explores ways to map one's community, to identify the needs,strengths, and powerful and positive people who make up the community. It isimportant to solicit many different views on the strengths of the community,and one way to do this is to develop a questionnaire for residents. Thequestions should reflect the goals of the community. Once the assets arelisted, a pool of resources, skills, and knowledge can be defined. Next, theassets of institutions, such as schools and the children they educate, may belisted. By learning how to ask what communities have to offer, a process ofbuilding, creating, and developing can be put into motion, and new ideas forcommunity building can be gained. (RJM)

********************************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

********************************************************************************

Alb.

T COPY AVAILABLE

4 #

7. 'I il ID II

.

U S DEPARTMENT OF EDUCATIONOff e of Educational Research and Improvement

ED CATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it

0 Minor changes have been made toimprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy

Mapping Community Assets Workbook

by Diane Dorfman

Northwest Regional Educational LaboratoryRural Education ProgramJoyce Ley, Director

1-800-547-6339Fax: 503-275-0654http://wwwnwrel.org/ruraled/

Clipart provided by Art Parts"Workbook design by Gambee Hammons Creative

Permission to reproduce in whole or part for use in educational and other not-for-profit groups is grantedwith the acknowledgement of the Northwest Regional Educational Laboratory as the source on all copies.

The contents of this publication is based on work sponsored wholly, or in part, by the Office ofEducational Research and Improvement (OEM), Department of Education, under contract numberRJ6006501.The contents of this publication does not necessarily reflect the views OERI, the Department,or any other agency of the U.S. government.

© Northwest Regional Educational Laboratory: September 1998.

1gs:Northwest Regional Educational Laboratory101 SW Main Street, Suite 500, Portland, OR 97204

3

INTRODUCTION

Asset: An item of value owned;a quality, condition, or entity thatserves as an advantage, support,resource, or source of strength

Mapping: To make a map of; toshow or establish the features ordetails of, with clarity like that of amap; to make a survey of, or travelover for, as if for the purpose ofmaking a map

Asset mapping, drawing a map of what is valuablein our communities, is an exercise in communitydevelopment. If you are looking for a way to beginwork towards organizing local people to take anactive role in the place where they live, it is a goodidea to start with what you know. If you don't knowthe place where you live, how will you know howto take advantage of all there is to offer? How willyou know how to build a strong, active communitywithout the foundation of assets that are alreadyright there?

This workbookasks us to sit downand think aboutwho and wherewe are as a firststep in getting towhere we want togo.What is thiscommunity wewant to develop?Is it its geographicdimensions? Its his-tory? Its demogra-phy? Is it the town

council that runs it? The "crime problem?" Theunemployment rate? These may all be attributesof a place, but they are also just perspectives.Perspectives can be diverse, and each one changesthe nature of what it is you are observing. From acommunity development perspective, it helps tothink of our communities in terms of the wealthin people, things, services, and resources that existthere. And that is what our work here is: to try tounderstand how to approach what we do from apositive, creative, productive perspectivea per-spective that builds from strengths, resources,and assets.

Asset mapping reveals and explores those resourcesand assets. More importantly, it shows all the inter-connections among assets; these interconnectionsreveal ways to access the assets. How you get tothe assets and use them, and the people involvedin the getting and using, all these are also assets.Assetsthe relations among them and access touse themthese are the grounds on which com-munities are built.

IMMEN11...1.

Starting from the Top: My StuffWhat do we consider assets? Put yourself in the center and begin a personal asset map. Around you,write down your assets.

4

You have begun a personal asset map.You haveput down what you consider valuable that is yours.Is everything on your map a material good (a car,house, bank account)? Are these all your assets?Does a beautiful smile count? How about fluencyin three languages?

Go back and fill in any nonmaterial thingyou did not include that you might consideran asset.

Assets are more than cars and houses,or even a great pitching arm. How hasyour life been affected by people? Howdid you get the stuff? Did you borrowmoney for a car? From a bank? Fromfamily or friends? How are people andtheir relationship to you assets?

As your map grows, we begin to see that assets are both things (material objects)and people (relationships with others and others' involvement in your connec-

tion to tl1Mgs). People and things surround us, make up the whole of our world.

Trade your map with a neighbor (preferably someone you do not know well).With just a glance or two at this person's map, what do you learn about him or her?

2

What kinds of things does this map of people and things NOT tell us about this person?

Perhaps a more detailed map would help us know more.What kinds of things would need to be includedso that we could know this person really well just by reading his or her map?

Some things seem to define us, while oth-ers tell less about "who we really are."But each item on the map brings us clos-er to knowledge of the whole person.Breaking ourselves down item byitem, person by person, helps usbuild an encompassing picture ofthe whole; it helps us learn who orwhat that whole is.

This is really what asset mapping is about:Learning about something by finding outall that comprises it.This knowledge can

be one of the most important corn-ponents in community work.How would you begin an assetmap of a place?

63

What would the things you previously listed tell you about the place you are mapping?

Below we will begin the process of learning about our communities by mapping them.

'AapplIng a ,).)riifiAz-n[)<6,7

When you think of your community, do you see ageographic map in your mind? Or perhaps you see aretail and residential map that tells you what's avail-able and where people live.

We know a lot of things about our communities, butthere is often much we never know about because

we do not know how or what toask about them.

What do we know about theplaces in which we live? Maybeone thing we know is that some-how we want to develop, renew,or revitalize the place. If you areinterested in strengthening yourcommunity, you must have some

sense of it.Why do you believe it should be devel-oped, or that anything should be done with it?

Does your list above focus on what your com-munity needs and how to make up for what itlacks? It is common in community develop-ment work to begin by assessing needs.

This approach to knowing communitiesbasically maps deficiencies. It seems logicalthat it will be a lot harder to build or developyour community from nothing (what it doesnot have) than from something (its assets).

To build from what you do have requiresasking different kinds of questions to learndifferent kinds of things about where we live.We can create a map of our community thattells us what and where its assets are: the posi-tive, powerful people and things that con-tribute ideas, resources, and capacities.Thisis the focus and goal of asset mapping.

4

Communities can only be built by focusing on the strengths and capacitiesof the citizens who call that community home. Those who have escaped

the lures of deficiency, therefore, have been drawing up a new map baseon old truths, an "Assets Map"... At the center of the map, and of the

community building process, lie the "gifts" of individual residents, theirknowledge, skills, resources, values, and commitments.

(John Kretzman,1997).

First we must learn to know our places.Where do we start? Is there any one thing thatinstantly springs to mind when the name of your community is uttered? Skiing? Wheat?

An annual festival? Can you map your community with whatever is special in the center?Who and what comprise or are connected to this special center?

1111121m9 cift

9

1

4

You have now begun to map your community asa collection of assets, as a positive, useful resource.At the center is a main event, feature, or product.From here radiate, perhaps, the wheat farmers, theirmarket, their suppliers, and their connections toeach other.

This is the beginning of learning about our commu-nities as places FULL of positive, useful resources.What other resources could you list that did notappear on the map?

1

ritA

We can return to our personal maps and recall that we distinguished therebetween things as assets and people as assets. Did you include any of those assetsin your community map? How many people have you listed on your communitymap? Are there two or three? Go back to a couple of the people, list them below,and write briefly about your relationship with them.

Person Relationship

.710

People are important on these maps in severalways.We can think of them as resources, relation-ships, and mappers. Let's start with the last term:mappers. If a community is more than the sum ofits parts, it is also not any one of those parts alone.Sb it would be hard, if not impossible, for a singlemember of that community to create its asset maps.People working togetherdrawing on multitudesof relationships, experiences, resources, and skills

make richer, wider ranging, more illustrative maps.

Therefore, it is best to work in partnership withothers to create these maps.

Now, let's continue to think about people. Howare people resources (owners of goods, knowledge,and skills)? Return to the people you listed andthink about them in terms of resources.What doyou come up with?

Person Resource

Where did you start? Did you think of these peoplein terms of stuff they own (material things) orknowledge, skills, and abilities they have to offer?

Person

Or did you include both kinds of things? If youstarted with material goods, now list their knowl-edge, skills, and abilities (or vice versa).

Resource

8

We may be able to do this for a few people that weknow, but how do we learn about members of ourcommunities we haven't met? To elicit informationon community assets in order to draw our maps, afirst step could be to develop a questionnaire thatmay be sent out to a broad range of community res-idents or used in interviews. The questions shouldreflect the goals of your own community's work.John Kretzman and John McKnight have written abook on how to learn about a community's assets.According to them, a typical questionnaire mightcover:

Skills information, including skills people havelearned at home, in the community, or at theworkplace. Usually people are asked to identifytheir "priority skills," those about which they aremost confident.

Community skills information, aimed at uncover-ing precious community experience

and potential interests.

Enterprising interests and experience, aimed atuncovering past and present business experi-ence, culture, and arts skills.

Minimum personal information, for follow-uppurposes (Kretzman, 1997).

Using a questionnaire is also a great way to get toknow and begin to develop relationships with peo-ple.You may find that the quiet man who is knownonly as a heavy drinker is a carpenter; a mathteacher is a cellist.

Briefly put together a questionnaire with about sixto 10 questions that cover the information listedabove. Questions might touch on whether a personhas cared for children or aging parents; what kindsof repairs or improvements they have done ontheir homes; whether they make their own gifts,give a lot of parties, or work/play oncomputers. How would you answeryour questions?

Your Questionnaire

1 Question:Answer:

2 Question:Answer:

3 Question:Answer:

4 Question:Answer:

5 Question:Answer:

6 Question:Answer:

7 Question:Answer:

8 Question:Answer:

9 Question:Answer:

10 Question:Answer:

10 1 3

How did you do? Now look at the answers of apartner or member of your group.You two canalready begin to build a pool of resources, skills,and knowledge.What, though, do we do with thispool? How do we begin to put it to use?

One thing we could do is see how our skills,resources, and knowledge complement each other.Maybe you are a potter and your neighbor an excel-lent accountant: a business is in the making.

Now, think about where or how you could offeryour resource pool to the community Skills are notskills unless they go to work, and unless they areaccessible, they can't work.This is where you cango back to thinking about services that are current-ly going unrendered, or things that are wanted butnot yet realized for those who want them. Forinstance, if Main Street is boarded and ghostly,a pottery shop would be a vital contribution.

Matching assets to needs can also be achieved inanother way. Taking the collection of skills andknowledge you and your partner or group amassed,you can set up a skills bank and begin an exchange:people who need your expertise can ask for it; thenthey offer whatever they have to the bank and itcan be drawn at any time by anyone. Use a blankpiece of paper as a ledger of accounts and beginto make some deposits and withdrawals on yourskills bank.

RelationshipsWith every exchange you as an individualmake, you become a part of a relation-ship.You give to someone who in turngives to another, and you receive somewisdom, service, or object in exchange.These exchanges begin to set upnetworks. Once the service hasbeen rendered or the knowledgeshared, the relationship can remainin place.Your link to other people

can provide a strong foundation for continuedbuilding of assets and community. Relationshipsprovide access to assets, another reason why theyare assets themselves.

Once you have begun to learn of all the things peo-ple have to offer, you can begin also to see howpeople are connected and what value lies in thoseconnections. People can be connected throughtheir assets (you are in a network with the womanwho brokered your house sale), but connectionsthemselves are an asset (and she helped your sisterfind a house when she moved to your town).

Write down a recent project you worked on inyour home, job, or community (such as buying ahome, organizing little league, chairing the PTAbake sale, etc.). Then write in all the people youworked with in this project.

Project:People-

Now return to each name and see if the people towhom you are connected are connected to oneanother. What is the nature of that connection? Doyou even know of its existence? If one of your co-workers coaches the softball team of your librarian'sdaughter, important links to resources and institu-tions can be traced through these relationships.

If you don't know about these relation-ships, how could you find out about

them? One way is to have more peo-ple in on your mapping. Anotherway is to alter your questionnaire

so it elicits information onrelationships.Yet anotherway is to find peoplethrough places: buildings,

groups, or institutions.

4

InstitutionsAs you wrote inthe names on theprevious page, didthe people come"on their own" orwere they part ofsome organization,enterprise, or insti-tution? You may have added on to your house.Friends offered advice, but so did clerks at homeimprovement stores. Each clerk is a new node in anetwork, and they are linked to their workplace,which may also be counted as an asset to thatnetwork. Connections to people can also be,or become, connections to resource-filledinstitutions. Likewise, your connection tosome organization or institution may actuallyconceal a personal relationship.You may sayyour house loancame through "X"agency, but in factyou worked with

a particular person there. He or she is another rela-tionship, both to the person and the agency.

Let's begin to broaden our maps by including insti-tutions, organizations, and enterprises. First, on thefollowing page, list those that you are currently con-nected to (any office, club, league, enterprise and soforth you are connected to). Then compare yourmap with your neighbors'. Build a comprehensivelist of local organizations and institutions, and look

for overlap. To what institutions do more thanone person belong?

Next, compare your "people knowledge" ofplaces. Ask your neighbors to list any people

they know of that belong to an institutionyou wrote down. See how many of thosepeople you know yourself. Do the samefor their lists.

Look at ways inwhich each place

is also a collec-tion of people.

111111..11711110I II Ira 11

12 1 5

IIiv811

IIIIIt

IS181111

Institutions: A Map

1613

What else are places good for? What other assets dothey hold? A church may have meeting rooms thatcould hold meetings or classes; kitchen facilities forbake sales, meeting refreshments, or communitypicnics; or blackboards, offices, and telephones. It

is connected to other churches and so congrega-tions of like or different denominations. It may evenhave a newsletter. List three institutions from yourpooled list and write down all the resources youcan think of contained within it.

1

2

3

Did You Happen to Mention the SCHOOL?

One institution that is found in almost every com-munityone that holds valuable resources, knowl-edge, and assetsis one that is often overlooked.

The school is important, not just because it is abuilding bursting with possibilities. List a few ifyou haven't already:

Now list some handy materials found in schools:

14 -Ji

The school may be the most important institutionyou can count on for the simple reason that youngpeople are there. If a community is to be a commu-nity, it has to have identity, economic vitality, andsustainability (among other things).The next gener-ation's participation and support go a long waytowards insuring sustainability. But many kids leavetheir communities for college orwork. How can we make it pos-sible for them to stay in or toreturn to their home towns afteradvanced schooling or training?If they learn (in school!)locally appropriate skillsthrough curriculum developed inconcert with local economic develop-ment initiativesthen they can graduate and beideally suited for local employment possibilities.They will be able to pursue careers locally!

Getting kids to identify with a place alsomakes them more connected to it; theyhave more reasons to staythere, andthis toohelpsachieve sus-

places they live. Rural youth may learn from TV andprint ads that urban lifestyles or what can be acquiredin malls define all that is good and desirable. For itis not enough for folks to learn about the positivethings in their own places; they must see the valuein those things as well.

School and community-based learning curriculumsgo a long way towards getting kids to know aboutthe places in which they live, and to see the valueof that place. Moreover, by participating in commu-nity projects, they see important places for them-

selves within their corn-munities.They can learn

biology and about thelocal pond. History

class can involveinterviews with

local senior citi-zens who may

have participated in thefounding of the town, labor

strikes, migrations, or an interna-tional war.

tainable change.Theschool can play a big partin building connections to place. In manyplaces, kids do not think much of their com-munitiesmaybe they are too poor orremote. Many kids learn to identifysuccess and achievement withqualities and things that arefound outside the

On the next page, designclasses for any subject

science, math, English, his-tory, or combinations ofsubjectsthat gets stu-

dents out into theircommunity. It's noteasy. Where wouldyou begin? Who orwhat would needto be involved?

15

Community as Curriculum

9 Learning how to ask whatcommunities have to offerbegins a process of building,

Conclusion

Below, list people and institutions that are involvedin the project you created.

Did you think about a project for which theresources (people or places) were not readily avail-able? What was lacking? Was it really lacking, or per-haps just overlooked? Would an asset map of partic-ular skills, business opportunities, or people be ableto help ferret out the resources you'd need? Anasset map could also show how you might modifythe project so that (1) it didn't rely on locallyunavailable resources, or (2) it created a way todevelop the resources that are currently lacking.Students could be a part of developing resourcesas they learn about their hometowns, what's there,and what they have to offer.

creating, and developing. It bringsresources, knowledge,skills, capacities, and peo-ple together. Through

these connections, accessto more resources andassets is at our fingertips.As we build relationships

with people, agencies,institutions, or businesses,

we increase our connectionsand access to a multitude ofassets.

Asset mapping can be a tool atmany stages of community build-

ing processes, and involve many different partici-pants. How would a map made by co-workers look?What different kinds of things could a students'map have to offer? What would happen if the stu-dents read the workers map and vice versa? Whatcould they learn about their community and abouteach other?

Try mapping with different groups. See what hap-pens when students, workers, administrators, police,and business people build a map together.

Once the assets are identified and you learn howto access and use them, a variety of new ideas aboutdirections for community building may follow. Asmore people come into the process and bring ideasas well as skills and resources, new approaches toold issues will come into the process as well.

1 916

010 1 j1 IDmalauhunaae 4."

Northwest Regional Educational Laboratory101 SW Main Street, Suite 500

Portland, OR 97204-32971-800-547-6339www.nwrel.org

2 0

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Libraiy of Education (NLE)Educational Resources Information Center (ERIC)

NOTICE

REPRODUCTION BASIS

ERIC

This document is covered by a signed "Reproduction Release(Blanket) form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").

EFF-089 (9/97)