Module 2: Advancing Core Values and Skills of Nutrition Workers 1

ADVANCING CORE VALUES AND SKILLS

OF NUTRITION WORKERS

As a nutrition worker, it is your duty to coordinate the implementation and management of the
nutrition program of your locality. This could be a tall order if you are not properly equipped
and prepared to assume your roles.

It is not enough that you have the

technical knowledge on food and
nutrition. It should be
complemented by values and
skills on how you manage,
coordinate, and communicate
nutrition programs in your LGU
(Figure 2.1).

You might ask: why should this be

considered? Well, it is because
you will be the frontliner or
leader who will engage directly
with local officials and vulnerable
groups in the community. It is, Figure 2.1. Nutrition worker from Navotas City discussing
therefore, necessary to have the proper infant and young child feeding practices.
right attitudes, traits, values, and (Source: Navotas City Nutrition Office)
skills of a leader in order to gain
acceptance, build camaraderie and support among community members to achieve desired
nutritional status.

After completion of this module and with the knowledge, values, and skills that you now
possess, you can concretely define how you manage and coordinate nutrition programs in your
LGU. While the previous module presents the basic concepts on food and nutrition, this module
is about the values and skills that are likewise important for your effective performance as a
nutrition worker.

Module 2 presents knowledge, values, and skills that you should possess as a nutrition worker.
It consists of four lessons. Each lesson has a set of expected outcomes, quiz, activities, and
exercises to complete.

Module 2: Advancing Core Values and Skills of Nutrition Workers 2

Activities to help you better understand the modules are shown below:

Activities for Module 2 are as follows:

Activity Title
2.1 Matching Value with Its Example
2.2 The Mirror Test
2.3 Practicing Your Advocacy Skills
2.4 Practicing Your Writing Skills

Module 2: Advancing Core Values and Skills of Nutrition Workers 3

 TABLE OF CONTENTS

Lesson Title Page

1 Core Values of Nutrition Workers 7

2 Leadership Skills of Nutrition Workers 14

3 Communication and Advocacy Skills of Nutrition Workers 20

4 Documentation, Record Keeping, and Writing Skills of Nutrition 35

Workers
Activity

2.1 Matching Value with Its Example 13

2.2 The Mirror Test 29

2.3 Practicing Your Advocacy Skills 33

2.4 Practicing Your Writing Skills 40

Module 2: Advancing Core Values and Skills of Nutrition Workers 4

 LIST OF TABLES AND FIGURES

Table Title Page

2.1 Nutritional status of 0-59 months old children in Municipality X in 40
2018 and 2019
2.2 Checklist in assessing report 40

Figure
2.1 Nutrition worker from Navotas City discussing proper infant and 2
young child feeding practices
2.2 City Nutrition Action Officer Melissa Oreta of Malabon City 14
presiding a meeting of Nutrition Action Officers Association of NCR
2.3 The leader-follower relationship and process 15
2.4 Organizational Linkages of the BNS Program 16
2.5 The 4 E’s (energy, energize, edge and execute) in leadersheep 17
2.6 The leadership process 18
2.7 The 7 C’s of communication 21
2.8 The communication process 23
2.9 Noise barrier in the communication process 24
2.10 Nutrition Program Coordinator Mila Federizo presenting the 26
Philippine Plan of Action for Nutrition.
2.11 The AIDA model in designing messages 27
2.12 Nutrition Program Coordinator Ma. Gisela M. Lonzaga of NNC 30
Region II during an advocacy meeting with Governor Manuel
Mamba of the Province of Cagayan
2.13 Elements of Advocacy 31

Module 2: Advancing Core Values and Skills of Nutrition Workers 5

 ACRONYMS
ABCDE Audience, Behavior, Channel, Design, Evaluation
AIDA Attention, Interest, Desire, Action
BNS Barangay Nutrition Scholar
B/C/MNC Barangay/City/Municipal Nutrition Committee
LCE Local chief executive
LGU Local government unit
LNC Local nutrition committee
InTEEERAct Integrity, Transparency, Efficiency, Equity, Excellence, Respect,
Accountability
MNAO Municipal Nutrition Action Officer
NAO Nutrition Action Officer
NNC National Nutrition Council
OPT+ Operation Timbang Plus
PNAO Provincial Nutrition Action Officer
PNC Provincial Nutrition Committee
WISE Willing to Innovate, Strategize, and Experiment

Module 2: Advancing Core Values and Skills of Nutrition Workers 6

 LESSON 1
Core Values of Nutrition Workers

After completing Lesson 1, you should be able to:

1. explain the meaning of values;

2. enumerate the core values a nutrition worker should possess; and
3. give specific examples applying the core values of a nutrition worker.

How would you like to be remembered as a nutrition worker? As a nutrition worker, you have
no choice but to interact with people from various sectors of the Filipino community. When you
interact, you communicate!

Therefore, you need to be equipped with knowledge and skills on how to do this. However,
before communicating, there is one important step to consider, that is, your values.

What are values? What do you value? Values are important and enduring ideals shared by the
members of a group about what is good or desirable and what is not. Values exert major
influence on the behavior of an individual and serve as broad guidelines in every situation.

Core Values
The core values that nutrition workers should possess is called:

InTEEERAct

Module 2: Advancing Core Values and Skills of Nutrition Workers 7

A mnemonic that stands for the following:

INTEGRITY is the quality of

being honest and having strong
moral principles and uprightness.

TRANSPARENCY is also about

making information available and
accessible to those who will be
affected by programmatic
decisions such as clients.

EFFICIENCY is being able to use

logically and sensibly the
investments in nutrition programs
and opportunities provided at
minimal cost.

Module 2: Advancing Core Values and Skills of Nutrition Workers 8

 EQUITY is being fair to
everyone regardless of socio-
economic status, ethnicity, sex,
religious affuliation or providing
equal opportunity to reduce
disparities.

EXCELLENCE in work is
delivering nutrition services that
are of good quality, appropriate,
and timely. This includes
continuous updating of one’s
knowledge and skills related to
the performance of one’s job. It
also involves working beyond the
call of duty.

Module 2: Advancing Core Values and Skills of Nutrition Workers 9

 RESPECT FOR HUMAN RIGHTS is
about giving value. It recognizes access to
safe, nutritious, and adequate foods to
ensure good nutrition and freedom from
hunger, which are basic human rights of
all Filipinos. This also means the ability to
preserve the dignity of the
people served in the community.

ACCOUNTABILITY is about being

responsible in the performance of duties
and use of resources.

This implies that when you InTEEERAct, you deliver your services professionally and with
pride that leaves a lasting impression on your intended audiences. Not only that, it will also
encourage people to communicate with you regarding their nutritional needs without fear,
anxiety or apprehension.

Traits are characteristics of a demonstrable knowledge, skill and attitude which can attribute
to the effective performance of roles and functions of nutrition workers.

Module 2: Advancing Core Values and Skills of Nutrition Workers 10

Complementing InTEEERAct are the desirable traits that you should likewise possess and
practice in all your dealings with clients. These are being:

Module 2: Advancing Core Values and Skills of Nutrition Workers 11

Nutrition workers should strive to possess all the 23 traits, and together with the core values,
apply them in different situations. Furthermore, nutrition workers should always be W-I-S-E:
Willing to Innovate, Strategize, and Experiment!

Self-assessment question
1. As a nutrition worker, what should you value and why?

Module 2: Advancing Core Values and Skills of Nutrition Workers 12

ACTIVITY 2.1. Matching Value with its Example
Match each of the core value presented in Column A with the applicable situation
shown in Column B. Write the correct letter on the space provided.

COLUMN A COLUMN B
___ 1. Transparency a. Not changing the results of the Operation Timbang (OPT) Plus
for the sake of winning an award

___ 2. Accountability b. Adopting a “first-come-first-served’’ basis in the delivery of

services

___ 3. Efficiency c. Submitting complete and quality reports on time

___ 4. Integrity d. Attending seminars and technical meetings

___ 5. Equity e. Presenting the results of the OPT Plus to local executives even if
the prevalence of undernutrition increased

___ 6. Excellence in f. Conducting consultation meeting with the Barangay Nutrition

work Scholars before making decisions affecting them

___ 7. Respect for g. Maximum use of limited resources in implementing nutrition

human rights interventions

Module 2: Advancing Core Values and Skills of Nutrition Workers 13

 LESSON 2
Leadership Skills of Nutrition Workers

After completing Lesson 2, you should be able to:

1. describe leadership;
2. identify the characteristics of a leader; and
3. articulate the strategies that hone the leadership potential of nutrition workers.

Figure 2.2. City Nutrition Action Officer Melissa Oreta of Malabon City presiding a meeting of
Nutrition Action Officers Association of NCR.

Module 2: Advancing Core Values and Skills of Nutrition Workers 14

The Meaning of Leadership
Leadership is described as a “process whereby an individual or the leader influences a group
of individuals to achieve a common goal (Northouse, 1997).” It is a relationship with followers
and making them change (Figure 2.3).
Leadership therefore is a relationship and a process. As a relationship, a leader has to have
followers. Successful leaders are said to be those who can motivate and inspire followers to
perform better to achieve their goal as a group or an organization.

Figure 2.3. The leader-follower relationship and process.

(Source: freepik.com)

Leadership as a process not only involves the leader but also the followers and the
situations. Different followers and situations need different leadership styles.

For you to better understand the leadership process, look at Figure 2.4, which presents the
leadership linkages of the Barangay Nutrition Scholar Program.

Figure 2.4 shows the flow of supervision/leadership at different administrative levels from the
national to the barangay, and from the Provincial Nutrition Committee (PNC) to City/Municipal
Nutrition Committee (C/MNC) to the Barangay Nutrition Committee (BNC).

The Nutrition Action Officers (NAOs) are supervised administratively by their local chief
executive (LCE) and technically by the nutrition worker occupying the next higher position, e.g.,
Provincial Nutrition Action Officer (PNAO) supervising the Municipal Nutrition Action Officer
(MNAO).

Module 2: Advancing Core Values and Skills of Nutrition Workers 15

In this context, the NAOs are followers. On the other hand, as NAOs, they supervise the
nutrition workers occupying the next lower position. This time they are leaders. Thus, as NAOs,
they are actually performing both the roles of a leader and a follower.

Figure 2.4. Organizational linkages of the BNS program.

(Source: Modified from the Philippine Nutrition Program Implementing
Guidelines on the Barangay Nutrition Scholars Project, 1981)

Characteristics of a Leader
What makes a good leader?

A nutrition worker has a special type of leading spelled as Leadersheep. The term
highlights the four “e’s” which stand for the characteristics of a good leader (Figure 2.5).

Module 2: Advancing Core Values and Skills of Nutrition Workers 16

 LEADERSHEEP
Energy Energize Edge Execute
You should have You should have the A leader should have A leader should have
personal energy ability to motivate a competitive strong track record
and action- and engage others as character, a natural of delivering results
well as infuse drive for momentum, with values. He/She
oriented.
enthusiasm to strong confidence, should be willing to
maximize and courageous work beyond what is
organizational advocacy. expected of
potential. him/her.
Figure 2.5. The 4 E’s (energy, energize, edge, and execute) in leadersheep.

Bad leadership, on the other hand, refers to a leadership style that is ineffective/fails to
produce the desired change (e.g., improvement of nutritional status) and is unethical/fails to
distinguish between right and wrong (e.g. absenteeism, corruption).

Some characteristics of a bad leader that you should NEVER possess:

Incompetent – lacks the will or skill (or both) to sustain effective action and not create positive
change

Inflexible – unable or unwilling to adapt to new ideas, new information or changing times

Hot-tempered – lacks self-control, irritable, and moody

Callous – uncaring or unkind; ignores the needs, wants and wishes of most members of the
group or organization, especially subordinates

Corrupt – lies, cheats or steals

Module 2: Advancing Core Values and Skills of Nutrition Workers 17

Strategies to hone leadership potential
Being a leader is not easy. Do you remember the adage “a good leader is a good follower?” This
motto is very true for a nutrition worker. Analyze the leadership process presented in Figure
2.6. These are important key points that you should follow by heart:

Lead yourself. To be a leader means to lead oneself first by practicing self-awareness (knowing
and understanding yourself). You have to “walk the talk.” Meaning, you have to do what you
teach and act. A nutrition leader should continue to educate oneself and provide changes for
the benefit of the people and the organization.

Lead the people. The basic concept for leading and growing your people is followership. The
key is how to make people follow you happily. Leading the people is coupled with initiative,
self-confidence, and responsibility, which should provide feedback and inputs for self-
awareness.

Lead the organization. Leading the organization involves visioning and strategizing, risk-taking,
and example setting which should also provide feedback and inputs as bases for leading the
people and oneself.

Figure 2.6. The leadership process.

(Source: SEANLP Lecture Notes, 2008)

Module 2: Advancing Core Values and Skills of Nutrition Workers 18

Self-assessment question
What makes a nutrition worker to be a good leader and why?

Module 2: Advancing Core Values and Skills of Nutrition Workers 19

 LESSON 3
Communication and Advocacy Skills of
Nutrition Workers
After completing Lesson 3, you should be able to:

1. discuss the meaning of communication;

2. enumerate ways to develop presentation skills;
3. demonstrate effective ways to deliver messages to a group of people;
4. define advocacy within the context of nutrition;
5. enumerate the importance of and the elements of advocacy in relation to local nutrition
program; and
6. discuss the guideposts in conducting advocacy program/campaign.

Meaning and Process of Communication

Meaning of communication
Communication is the glue that binds an organization. Its role is very crucial in the work of
nutrition workers or advocates because one cannot avoid not communicating. So, what is
communication?

Communication is a two-way process wherein the message in the form of ideas, thoughts,
feelings, opinions is transmitted between two or more persons with the intent of creating
a shared understanding. Simply, an act of conveying intended information and understanding
from one person to another is called as communication. The term communication is derived
from the Latin word “Communis” which means to share. Effective communication is when the
message conveyed by the sender is understood by the receiver in exactly the same way as it
was intended.

Communication is a symbolic, transactional process of creating and coordinating meanings that

involves both verbal and non-verbal codes within a given communicative act. The interplay of
verbal and non-verbal cues makes the communication process even more complex!
McEwin and Santow (2018) (as cited at McLeod, 2018) forward that the major means of
communication are speaking, listening, reading, and writing. Much more, there are other forms
of communication such as sign languages, online audio/video communication or non-verbal
modes such as crying and touching.

Module 2: Advancing Core Values and Skills of Nutrition Workers 20

Thus, effective communication cannot be guaranteed because people have different capacities
that may not have the facility to communicate normally and meanings are in people, which
could be influenced by their culture.

7 C’s of Communication
The 7 C’s of Communication is a checklist that helps to improve the professional
communication skills and increases the chance that the message will be understood in exactly
the same way as it was intended (Figure 2.7).
To have effective communication, one should keep the following 7 C’s of communication in
mind:

Figure 2.7. The 7 C’s of Communication.

Clear: The message should be easily understandable to the recipient. Communication is clear
when the message received is the same as the message sent by the sender. The message
should emphasize on a single goal at a time and shall not cover several ideas in a single
sentence.

Correct: The message should use the correct language, and the sender must ensure that there
are no grammatical and spelling mistakes. Also, the message should be exact and well-timed.
Correct messages have a greater impact on the receiver and at the same time, the morale of
the sender increases with the accurate message.

Module 2: Advancing Core Values and Skills of Nutrition Workers 21

Complete: The message should include all the relevant information as required by the intended
audience. The complete information gives answers to all the questions of the receiver and helps
in better decision-making by the recipient.
Concrete: All the facts and figures should be clearly mentioned in a message so as to
substantiate whatever the sender is saying. This means that there is no room left for
misinterpretation.
Concise: The message should be precise and to the point. The sender should avoid lengthy
sentences and try to convey the subject matter in the least possible words. A short and brief
message is more comprehensive and helps in retaining the receiver’s attention.
Consideration: The sender must take into consideration the receiver’s opinions, knowledge,
mindset, background, etc. in order to have an effective communication. In order to
communicate, the sender must relate to the target recipient and be involved.
Courteous: It implies that the sender must take into consideration both the feelings and
viewpoints of the receiver such that the message is positive and focused at the audience. The
message should not be biased and must include the terms that show respect for the recipient.
Take note that this checklist applies to both written and oral communication.

Types of communication and examples

Oral communication uses spoken words to translate messages directly (face–to–face or
telephone conversation, group meeting, seminar, conference, symposium, presentation,
interview) or broadcast media (radio, television, etc.).
Written communication uses printed materials (letters, books, flyers, reports, newspapers,
magazines, billboards); computerized messages (email, websites, blogs, and interactive
websites); research paper; fax; circulars, SMS (text) messages; and press releases to deliver
messages.
Non-verbal communication includes signs or symbols or body language.

Communication Process
Communication is a dynamic process that begins with the conceptualizing of ideas by the
sender who then transmits the message through a channel to the receiver, who in turn gives
the feedback in the form of some message or signal within the given time frame (Figure 2.8).

Module 2: Advancing Core Values and Skills of Nutrition Workers 22

Thus, there are Seven major elements of communication process:
Sender: The sender or the communicator is the person who initiates the conversation and has
conceptualized the idea that he intends to convey to others.
Encoding: The sender begins with the encoding process wherein he uses certain words or non-
verbal methods such as symbols, signs, body gestures, etc. to translate the information into a
message. The sender’s knowledge, skills, perception, background, competencies, etc. has a
great impact on the success of the message.
Message: Once the encoding is finished, the sender gets the message that he intends to
convey. The message can be written, oral, symbolic or non-verbal such as body gestures,
silence, signs, sounds, etc. or any other signal that triggers the response of a receiver.

Figure 2.8. The communication process.

Communication Channel: The Sender chooses the medium through which he wants to convey
his message to the recipient. It must be selected carefully in order to make the message
effective and correctly interpreted by the recipient. The choice of medium depends on the
interpersonal relationships between the sender and the receiver and on the urgency of the
message being sent. Oral, virtual, written, sound, gesture, etc. are some of the commonly used
communication mediums.
Receiver: The receiver is the person for whom the message is intended or targeted. He tries to
comprehend it in the best possible manner such that the communication objective is attained.
The degree to which the receiver decodes the message depends on his knowledge of the
subject matter, experience, trust and relationship with the sender.

Module 2: Advancing Core Values and Skills of Nutrition Workers 23

Decoding: Here, the receiver interprets the sender’s message and tries to understand it in the
best possible manner. An effective communication occurs only if the receiver understands the
message in exactly the same way as it was intended by the sender.
Feedback: Feedback is the final step of the process that ensures the receiver has received the
message and interpreted it correctly as it was intended by the sender. It increases the
effectiveness of the communication as it permits the sender to know the efficacy of his
message. The response of the receiver can be verbal or non-verbal.

What is Noise in Communication?

The noise shows the barriers in communications. There are chances when the message sent by
the sender is not received by the recipient (Figure 2.9).
A broad definition of noise in communication is something that keeps a receiver from
completely comprehending a message. Noise comes in many forms. Distractions can inhibit a
person from offering his undivided attention and may keep him from fully grasping what you
are trying to say. These disturbances guarantee that the receiver will either misinterpret your
information or not understand it at all.

Physical Noise
Sometimes the biggest impediment to
clear communication is everyday
environmental noise. This can include loud
passersby, music (think talking over a band
at a concert), traffic or children playing.
Even a simple phone ringing can distract a
listener so that he/she cannot fully focus
on a conversation. Annoying whispering
and classroom side bar conversations can
interfere with the ability of the instructor Figure 2.9. Noise barrier in the communication process.
and other students to focus on the
material during a lecture. Other physical conditions that can hinder communication are physical
illness, hearing impairments, being under the influence of drugs or alcohol, or being tired.

Module 2: Advancing Core Values and Skills of Nutrition Workers 24

Semantic Noise
Semantic noise affects communication when people communicate from different playing fields.
For example, a patient without knowledge of medical terminology may have no idea what the
doctor is saying. In other words, they are working from different understandings, such as
different vocabularies, primary languages or dialects. Noise can also occur when pedantic
vocabulary or regional colloquialisms break down communication. Cross-cultural
communication noise can include mistaken interpretations of voice tone, eye contact and body
language. Illegible handwriting and using slang can also be semantic noises that complicate
effective communication.

Psychological Noise
Psychological noise can be more difficult to define in a particular situation, as the mental
makeup of every person is different. This type of noise includes concepts like prejudices,
narrow-mindedness and personal bias. Communication can also be difficult if a person is feeling
very emotional -- anger, sadness and even joy can affect how much someone can pay attention
during a conversation. Individuals with psychological problems such as severe mental illness
may have trouble understanding others or communicating their own thoughts.

Physiological Noise
Physiological noise is a distraction caused by hunger, fatigue, headaches, medication and other
factors that affect how we feel and think (Nordquist, 2019). Physiological barriers of
communication occur due to the physical condition of either the sender or receiver which might
even be physical disabilities. It includes sensory dysfunction and other physical dysfunctions
(Bajracharya, 2018).
Physiological barriers to communication are related with the limitations of the human body and
the human mind (memory, attention, and perception). Physiological barriers may result from
individuals’ personal discomfort, caused by ill-health, poor eyesight, or hearing difficulties
(Agrieconomics, ND).
There are many models to depict the communication process. Figure 2.8 is one of those. You
may access these links for more models of the communication process.

https://www.youtube.com/watch?v=-HXa320iTPY

https://www.youtube.com/watch?v=O-O-fV5qT-0

https://www.youtube.com/watch?v=3x0YDCVzeMg

Module 2: Advancing Core Values and Skills of Nutrition Workers 25

Oral Presentation Skills
Your greatest skill required is how to present your message orally. Presentation is a practice of
showing and explaining the content of a topic to an audience or learner.

An effective presentation not only

relies on well-planned and well-
structured presentation materials
but also on good delivery of the
presentation (Figure 2.10).

There are two steps in doing a

presentation, namely:

a. Conceptualizing and
preparing the presentation;
and
b. Actual delivery of the Figure 2.10. Nutrition Program Coordinator Mila Federizo of NNC-
presentation NCR presenting the Philippine Plan of Action for
Nutrition.

Tips on Oral
Presentation

There are some guidelines before doing your oral presentation. The first mantra in
communication is KNOW YOUR AUDIENCE. What is their knowledge about what you are going
to talk about? What is their literacy level? What dialect do they speak? What do they eat?
Knowing these characteristics prior to the presentation can build rapport and would make your
audience comfortable when listening and participating in your presentation.
Second, DESIGN MESSAGES to suit your intended audience using the AIDA model (Figure 2.11).

Module 2: Advancing Core Values and Skills of Nutrition Workers 26

AIDA stands for:

Figure 2.11. The AIDA model in designing messages.

Third, PRACTICE AND TIME YOUR PRESENTATION. Prepare the presentation based on the
ALLOTTED TIME. Even if there is a time limit, you should be able to maximize the time to be
able to get your key message across. Practice your presentation. The more you practice your
presentation, the less likely you will go off from the key messages.

Fourth, prepare your VISUAL AIDS according to the purpose of your presentation. Before doing
the visual aids, check the facilities in the barangay. However, regardless of what visual materials
you are going to use, what is important is your ability to communicate effectively the ideas to
your audience. Use your visuals sparingly but effectively. A rule of thumb is if you have more
than one visual for each minute that you are talking, you have too many already and you will
run over time. Avoid reading the visuals unless you want to emphasize a point explicitly.
Remember that the audience can read too!

Fifth, REVIEW YOUR PRESENTATION. There is nothing more effective than listening to and
viewing your presentation before it is said to an audience. Corrections can easily be done. No
corrections should be made during the presentation.

Lastly, PROVIDE APPROPRIATE ACKNOWLEDGMENTS. It is more appropriate to acknowledge

people at the beginning or at the point of their contributions so that their contribution is made
clear to the audience. Take note that people love to be acknowledged for their contributions.

Module 2: Advancing Core Values and Skills of Nutrition Workers 27

As a general rule, visual aids should be simple and clear. A 50:50 ratio of visual and text is
recommended. Most of all, practice in front of the mirror before the actual oral presentation.

There are instances though where you will be asked to do an impromptu presentation by the
LCE or a media person may ask for an interview. Do not panic!

Tips for Impromptu Presentations

An impromptu speech is a talk that you give on the spot with no preparation. In doing on-the-
spot oral presentations, here are some tips:

1. Know your audience; ask about the background and interest of the audience before
going through the presentation.

2. Know by heart the recent nutrition facts like results of OPT, existing programs, and plans
on nutrition in the LGU. Study the information from time to time.

3. Prepare handy visual aids ahead of time, which you could bring during impromptu
meetings.

4. Highlight important information, which the audience needs to know. Keep the message
brief, clear, and simple.

5. Use conclusion of the impromptu presentation to:

a. reiterate your main theme;

b. convey a tone of optimism; and
c. offer a final challenge or recommendation.

6. Practice can develop ability to do a structured or impromptu presentation.

7. Good communication skills and proper grooming are also foundations of effective
presentation.

While a nutrition worker is equipped with good communication skills, such quality should be
used to promote nutrition advocacy.

Module 2: Advancing Core Values and Skills of Nutrition Workers 28

ACTIVITY 2.2. The Mirror Test
Follow the steps below to know how you express yourself:

1. Stand in front of the mirror and maintain eye contact with your mirror image. Keep
doing this for five (5) minutes until you get used to it.

2. Work on your posture by relaxing your shoulders and spreading your chest area.

3. Once you have established a good posture, concentrate next on your breathing while
still maintaining eye contact with your mirror image. Avoid taking deep breaths.

4. Try to express the following emotions: sad, happy, angry, and scared. Focus on your
mirror image while doing this and observe each area of your face, eyes, and mouth
where the emotion is more strongly emphasized.

5. After doing the “emotion mirror”, try to deliver a simple speech about yourself and your
work. Again, observe your mirror image closely.

6. Keep in mind that the most important part of the mirror exercise is maintaining eye
contact, getting at ease with yourself, and developing a high self-esteem.

(Sources: Eifert, G.H. and Forsyth, J.P., 2005; Williams, D., 1997)

© 2019 https://painresource.com

Module 2: Advancing Core Values and Skills of Nutrition Workers 29

Nutrition Advocacy
Advocacy in the context of nutrition involves convincing or persuading individuals,
groups, and organizations to act or influence decisions on specific nutrition concerns (Figure
2.12).

Advocacy aims to catalyze

processes to achieve nutrition
goals and objectives. It is geared
towards drawing support and
building commitments in terms
of developing new or changing
existing policies, programs, and
projects with direct or indirect
impact on nutrition, as well as in
increased resource allocation for
nutrition programs and activities.

Nutrition advocacy targets

national or local policymakers
and decision makers from both
public and private sectors. Local Figure 2.12. Nutrition Program Coordinator Ma. Gisela M.
institutions can be mobilized to Lonzaga of NNC Region II during an advocacy
support nutrition improvement meeting with Governor Manuel Mamba of the
initiatives through increased Province of Cagayan.
financial investments.

Moreover, the media can be mobilized to assist in public nutrition information and education as
well as in resource generation and mobilization. In other words, you get champions to support
your nutrition interventions.

Nutrition advocacy can be done either by one-on-one or through group consultations with local
chief executives; dialogues and seminars; rallies, and news making events such as launching and
awarding ceremonies, news coverage, and endorsements from public figures.

It is crucial that nutrition interventions be translated into policies for smoother

implementation. Local ordinances aptly support your programs.

Module 2: Advancing Core Values and Skills of Nutrition Workers 30

Importance of Nutrition Advocacy
Why is it important to have advocates for nutrition? This is because you cannot work alone. For
your interventions to be successful, you have to:

1. Bring to stakeholders’ recognition the importance of achieving nutrition improvement in

relation to local and national development and realization of the right to adequate
nutrition;
2. Highlight the role of local chief executives in the management of nutrition programs and
projects;
3. Advocate nutrition as an enabling mechanism in support of policies to address the
problem of hunger and malnutrition; and
4. Serve as a mechanism to establish linkages among different stakeholders to increase
support and efficiency of nutrition programs.

Elements of Nutrition Advocacy

Advocacy, like communication, is composed of elements. In relation to the Local Nutrition
Program, these elements come with the acronym, ABCDE (Figure 2.13) which stand for:

1. Audience – the target of advocacy

are policy or decision makers or
those who have control over
resources (LCE, members of the
Sangguniang Panlalawigan or
Sangguniang Bayan).

2. Behavior – expected view or action

of the audience regarding the issue.

3. Channel – what medium to use for

advocacy (pictures, video, social
media, telephone, SMS, letters, Figure 2.13. Elements of Advocacy.
email, twitter, testimonials,
pamphlets, and field visits);

4. Design – how the advocacy campaign will be delivered (e.g., one-on-one meeting)
considering the content;

5. Evaluation – what is the result of advocacy (with action, without action)

Module 2: Advancing Core Values and Skills of Nutrition Workers 31

Guideposts in Conducting Advocacy
There are steps to follow on how to conduct your nutrition advocacy. These are:

1. Begin by acknowledging the decision-maker for any past support on nutrition. Point out
areas of agreement and mutual interest.

2. Know and clarify the views of the decision-makers regarding nutrition concerns. Listen to
what your audience thinks. Remember that your audience is the LCE.

3. Have a better grasp of the issue than the decision-maker or LCE. Gain a reputation for
being knowledgeable but do not confuse the decision-maker with too many messages or
information and technical terms or jargon. Moreover, do not give false or misleading
information.

4. Link your objective to an issue the decision-maker cares about.

5. Negotiate but be clear about how far you will compromise.

6. When doing an advocacy as a group, decide on who will be responsible for each step or
action.

7. End by summarizing what the decision-maker has committed and agreed on the next steps.

Elevator Pitch
What is an elevator pitch? An elevator pitch – also known as an elevator speech – is a quick
synopsis of your background and experience. This speech is all about you: who you are, what
you do, and what you want to do. The reason it is called an elevator pitch is that it should be
short enough to present during a brief elevator ride. A good elevator pitch runs for only 30
seconds.

Module 2: Advancing Core Values and Skills of Nutrition Workers 32

Self-assessment Question:
What are barriers and enhancers of the communication process? Give a scenario.

ACTIVITY 2.3. Practicing Your Advocacy Skills

Follow the steps to know how to express oneself. Choose one situation below and prepare five
(5) key messages on how you can advocate nutrition to your LCE. Take into account the
elements and guideposts in nutrition advocacy.
Situation 1: Advocacy to a newly elected Mayor to convene and lead the Municipal Nutrition
Committee (MNC) (the Mayor is not aware of what the MNC is and what his role as
chair is)
Situation 2: Advocacy to barangay captains to increase the allowance of BNSs
Situation 3: Advocacy to a mother’s organization to establish a community milk bank or
support group
Situation 4: Advocacy to the Sangguniang Bayan for create a plantilla position for NAO

Module 2: Advancing Core Values and Skills of Nutrition Workers 33

Key Messages for the Advocacy Exercise
1. _____________________________________________________________

_____________________________________________________________

2. _____________________________________________________________

_____________________________________________________________

3. _____________________________________________________________

_____________________________________________________________

4. _____________________________________________________________

_____________________________________________________________

5. _____________________________________________________________

_____________________________________________________________

Module 2: Advancing Core Values and Skills of Nutrition Workers 34

 LESSON 4
Documentation, Record Keeping and Writing
Skills of Nutrition Workers

After completing Lesson 4, you should be able to:

1. explain the importance of documentation, record keeping, and report writing in carrying
out the functions of a nutrition worker;
2. identify steps/methods for effective documentation and record keeping; and
3. prepare a simple report.

It is the duty of a nutrition worker to keep track of changes before and after an intervention.
The work is like an experiment most of the time. Nutrition workers need to measure before and
after conditions to provide evidence whether the change in the nutritional status of a
community could be attributed to the nutrition interventions.
This can be done faithfully by being equipped with documentation and writing skills.
Documentation will not only give you a record of what transpired but will also help you in
monitoring the progress of projects.

Documentation Skills
Documentation is one of the vital roles of a nutrition worker. When crucial information is not
properly documented and given attention, it will soon be forgotten. Good quality
documentation is essential as it can be used to inform and influence others and serves as
reference for decision making.
As frontline personnel in advocating local nutrition activities, any local nutrition worker should
develop the habit of taking down notes and documenting activities.
Essential information regarding the LGUs’ nutrition situation always comes from their end, and
it is crucial that the data are properly documented and reported.

Module 2: Advancing Core Values and Skills of Nutrition Workers 35

Tips in Documenting Projects and Activities
1. Take photos of important activities. Action photos are better than constructed or posed
photos. Take photos before, during, and after project implementation. Do not forget to
include captions, personalities involved, dates, and places where the photos were taken.
2. Prepare minutes of meetings dutifully and promptly. Decisions and agreements must be
captured in the minutes so that follow-through actions can be done and the people
responsible will be made accountable.
3. Prepare brief write-ups. The write-up contains a brief description of the project or activity
including:
a. Objectives;
b. Accomplishments;
c. People involved;
d. Success factors and challenges; and
e. Recommendations for future implementation.
Documentation reports like highlights of meetings, brief write-up of activities, and even diaries
can be written in the local dialect.

Writing Your Report

Report writing is another important task of a nutrition worker. It is a strategy to communicate
what has been accomplished and learned in conducting nutrition activities. It is also necessary
for maintaining transparency.
A well-written report helps in transmitting essential information in the most effective way at
the least time. When done right, report writing is useful and valuable.
Nutrition workers need to write reports in order to:
1. record what is being done to keep track of failures and successes;
2. inform the community on the recent nutrition activities done by the nutrition
committees;
3. serve as proof for the progress of projects and activities so that donors would be apprised
on status of their program support or fund allocation;
4. have bases for project monitoring and evaluation, and planning of future actions; and
5. document the impact of projects and activities.

Module 2: Advancing Core Values and Skills of Nutrition Workers 36

A well-written report should also contain the following parts:

1. Title of the report, period covered, date when the report was written, and the name of
the author/writer
2. A brief but complete description of the project
3. Highlights of accomplishments:
a. Key people involved
b. Description of activities
c. Results/outcomes of efforts done
d. Problems met and opportunities
4. Conclusions and recommendations

For the report to serve its purpose, it must be submitted to or shared with intended users and
the highlights of the report should be presented to key people, i.e., LCEs, LNC members, local
Sanggunian, NNC, partners, and other interested groups.

Record Keeping
Definition of Records
Records are documented information regardless of physical form and are created, collected or
received in the initiation, conduct or completion of an activity.
Records also include any correspondence, memorandum, book, plan, map, drawing, diagram,
pictorial or graphic work, photograph, film, sound recording, machine-readable record, and any
other documentary material.

Uses of Records
Records are used to:
1. provide evidence of an activity;
2. support decision making;
3. support the delivery of programs and services; and
4. demonstrate the accountability of an institution.

Module 2: Advancing Core Values and Skills of Nutrition Workers 37

Definition of Record Keeping
Record keeping is a systematic procedure where records are created, captured, maintained,
and disposed of. It ensures the preservation of data for evidential purposes, accurate, and
efficient updating, timely availability, and control of access LNC members can use.
The value of record keeping of activities and events are as follows:
1. Records tell how the program or activity is progressing. Records can tell what is
happening so that interventions and adjustments can be made before something
wrong happens;
2. Records make sure that things to be done are achieved; and
3. Records can tell users what happened. Members of the nutrition committee who
review programs completed should be able to tell, in detail, what happened by
reading through the records.

Steps in Organizing a Good Filing System

1. Decide on how the files will be titled. For example, by their first name, last name or
position; for areas, by districts, villages, locations or map references.
2. Make sure that the file title is written clearly so it will be seen at a glance.
3. Decide how to organize files. Usually, an alphabetic code (i.e., from A to Z) is used or
numeric (1, 2, 3).
4. Decide in what order you are going to organize your titles. For example, start at the front
of the box with A and then go to Z at the back.
5. Make sure everyone involved in the organization knows how the files are organized and
appreciates why they should keep them this way. In case there are people taking out or
borrowing files, check from time to time that they are returning the files correctly.
6. Decide on a system for marking files that are being used or borrowed. For example, when
a file is removed, put in its place a piece of colored card or paper; this should be removed
when the file is returned. Explain to everyone that this will save a lot of time in looking for
files.
7. Issue a borrower’s card indicating dates when the file was borrowed and returned.

Module 2: Advancing Core Values and Skills of Nutrition Workers 38

Self-assessment Question
In record keeping, how should you keep the integrity of the data?

Module 2: Advancing Core Values and Skills of Nutrition Workers 39

Activity 2.4. Practicing Your Writing Skills
Using the data below, write a paragraph to describe Table 2.1. It should provide a brief
and factual explanation of the figure. You may use your own dialect in doing the write-up.

Review the write-up and answer the checklist to assess your report Table 2.2. Place a check
mark (P) in the box if your answer to the corresponding question is YES, put a cross (x) for NO
answer.

Table 2.1. Nutritional status of 0-59 months old children in Municipality X in 2018 and 2019.
2018 2019
Nutritional
Boys Girls Boys Girls
Status
n % n % n % n %
Normal 452 77.0 368 65.2 532 76.9 503 79.5
Severely Stunted 25 4.3 30 5.3 52 7.5 25 3.9
Stunted 105 17.9 165 29.3 100 14.5 103 16.3
Tall 5 0.9 1 0.2 8 1.2 2 0.3
Total 587 100.0 564 100.0 692 100.0 633 100.0

Table 2.2. Checklist in the assessment report.

Question P x
1. Did you use the title as basis for the content of your write-up?
2. Did you compare the prevalence of undernutrition by sex? (lower or
higher)
3. Did you compare the prevalence of undernutrition by year? (Increase or
decrease and the difference)
4. Did you compare the prevalence of undernutrition among males by
year? (increase or decrease and the difference)
5. Did you compare the prevalence of undernutrition among females by
year? (increase or decrease and the difference)
6. Did you describe the general trend over time? (increase or decrease and
the difference)
7. Did you describe if stunting is already a public health concern?

Module 2: Advancing Core Values and Skills of Nutrition Workers 40

 REFERENCES
Bajracharya, S. (2018) "Physiological Barriers to Communication,". Businesstopia January 6, 2018.
Retrieved at https://www.businesstopia.net/communication/physiological-barriers-communication.

Barriers of Communication. Retrieved at

https://agrieconomics.uonbi.ac.ke/sites/default/files/cavs/agriculture/agriecon/barriers%20of%20com
munication%202.pdf

C’s of Communication. Retrieved at https://businessjargons.com/7-cs-communication.html

Communication process. Retrieved at http://businessjargons.com/7-cs-communication.html

Communication Theory. Shannon and Weaver Model of Communication. Retrieved at

https://www.communicationtheory.org/shannon-and-weaver-model-of-communication/

Eifert, G. H., & Forsyth, J. P. (2005). Acceptance and commitment therapy for anxiety disorders: A
practitioner's treatment guide to using mindfulness, acceptance, and values-based behavior change
strategies. New Harbinger Publications.

Mcleod, S. (2018) Communication rights: Fundamental human rights for all, International Journal of
Speech-Language Pathology. Retrieved at
https://www.tandfonline.com/doi/pdf/10.1080/17549507.2018.1428687

Models of communication. Retrieved at https://www.youtube.com/watch?v=3x0YDCVzeMg

Models of communication. Retrieved at https://www.youtube.com/watch?v=-HXa320iTPY

Models of communication. Retrieved at https://www.youtube.com/watch?v=O-O-fV5qT-0

Nordquist, R. 2019. Noise and Interference in Various Types of Communication. Retrieved at

https://www.thoughtco.com/noise-communication-term-1691349

Northouse, P. G. (1997). Leadership: Theory and practice. Sage Publications, Inc. Retrieved at
https://psycnet.apa.org/record/1997-08524-000

Williams, K. D. (1997). Social ostracism. In R. M. Kowalski (Ed.), The Plenum series in social/clinical
psychology. Aversive interpersonal behaviors (p. 133–170). Plenum Press. https://doi.org/10.1007/978-
1-4757-9354-3_7)

Module 2: Advancing Core Values and Skills of Nutrition Workers 41