D. 4. Leade1·s hip-rorrnation activities The process of dcw:l,,pingcommunilylenders is n con ti nur)lls:ind sustainc<. l proccsi:;. Lc,Jdcrs learn a lot hy r,ng11ging in actuol ori;anb:ation al activities :=:11ch ns conduct of nw,·tings, :,51,,!~c;mcnt, plannin~. implcmcnh1Lion, moniloring and cv,iluation,,f ;1ctivitics. They can ut ili:,,c t hcscopportunities in mastcrill)!,<Jrg;,nizini;. ~kills, human n. :1;,t ionsdevcloprncnt or ~upervisory skins. How1jver, they an not enough. Their expr. :rienccs can very well serve as bases for theory l1;arning when they undergo fonnal le,1dership skills Lraining which can inc. Jud(: skills in financi;il anc J prr,jcct/prngram mnnngcrncnt. l\. s the nurse works with the nrganiu,rion and the community, she will be ahlc lei nsscs~ the specific tr:iining and other prnctical needs of the leaden; :ind plan for a conlrnuing educatio n pmgr. :im for them. See Chapters 14 nnd If> for inh:rventions on leadership formation. Jntersectoral Collahor;,il'ion Phase£ As the organi7. ation grows, its needs will :ilfio grow. ·r111. : need for resource. <;-matcrial. human, financial-will have to be sourced externally. Assistance and support in any form can he funneled into the organi;,. ;iri,111 through c-nl111bnrn1 inn with other nrgani7. a tirms and communitie. 5. The nur:-c is in lhc he. st position tn focilitalc and coordinate with institutions, ugcncics and other key pcnplc to ;irticnlate the community's need for support and assistance. E. Phase-Out. ~\s the organization and the community assume grea1er responsibility in m. rnagin?, Lheir hcallh-c. irc needs, the nurse gradually prepares for turn-over of work and develops a plan fc;,r monitoring and subseque nt follow-up of tbe organization's. activities until the community is rcatly for fu JJ disengagement and phase-out. CAPACIT Y-BUILDING THROUGH COMPETENCY-BASED TRAINING l11e efficiency and effectiveness of the health care system to address the health concenli-of the community depends on the level of compete nce of the people who are expected t. o deliver the services and m;mngc the available resource. ". In a setting where the nurse c:rn only rely on volunteer workc·rs wilh little or no formal trnining on hea Jth services pro,·isinn. she needs to equip these workers with knowledge and skills as basic health service provider s. health tenchers and community he~lth leaders to the rest of tl. 1c populntion in the community. · The competency-based framework involves the mastery of a cluster of related knowledge, skills. and nttituclc. s critical to performance of one's role or responsibilities mcm;urcd agninst well-accepted standards. (Sullivan, 1995) ll is n systematic approach to developing and enhancin'1, the competence of an individual being trained to perform a certain role in a practice setting. Usin~ a compete ncy-based framework (Ma~layn, 2006) in trninin/'. \ of community volunteer health workers makes certain that the necessary compete11cics ;ire ac4uircd anu performancc of U1e roles and responsibi lities can be cerl ificd 11<)t only as competent but proficient. The following describes I he process or co111petency-ba,-;cc. l trainin !!, from the experience s ur UP Manila Collq:;e of Nursing students' application of competency-based framework in training of communit y volunteer health workers a. nd partners in Nagcarlan, Laguna and San ,Tuan, [btangas. (Abad et,11, 2007; King et al, 2008; Mascarenas, et al,2008) 1. Analysis of work serting. The initial phase in developin g a competency­ based training program for conununity volunteer health workers is to 233 