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Use of group and plenary 122 Case studies This method is used to work out, in detail, a problem definition and analysis, solutions, proposals, and actions from which general conclusion can be drawn. Case studies are usually carried out in groups where the participants work on various steps, from problem definition, analyzing main actors and causes, impact of development actions, proposal for solutions, etc. Case studies require a careful selection of working groups as team spirit and good time planning are essential. Some examples of case studies are given in the appendices (pages 143- 153). Remarks: Case studies must be prepared carefully, either by giving detailed background material or by briefing a resource person in advance. The resource person should be asked to limit the amount of information given so as not to dominate the group. There should be time for the group to discuss new ideas. The success of the case study method depends on a clear task, mentioning the exact steps to be taken by the group. Indicate also the time schedule, for example that they are expected to present in one hour. But let the groups go on working if they require more time and if all the groups are advancing at the same pace. Walkabout Sometimes small group assignments are given and the members are asked to go for a 30 to 60 minute walk to discuss the issues. This can also be done just after lunch when fatigue often sets in. The participants then return to their groups and visualize their conclusion and prepare their presentation for plenary. <strong>VIPP</strong> TECHNIQUES
Field visits Field trips or excursions offer a particular chance to link the workshop process with concrete situations in rural or urban communities or institutions, getting an outside input and offering a means of exercising some participatory techniques and dialogue. If timed and organized correctly, a field visit can be an outstanding moment of a workshop. The plenary divides into several groups. The field visits are introduced carefully, the task of analyzing, getting into dialogue, searching for solutions is distributed to everyone. The groups then prepare the field trip, establishing their clear tasks and a division of labour: interviewing, observation, group discussion, facilitation, etc. The relationship between visitors and local people or institutional contacts has to be defined beforehand. The identity and objective of the group should become clear during an initial presentation. After the visit the groups must have enough time to work out findings in visual form. Often a competition of creativity develops between groups, which enriches the workshop. Remarks: A field visit should only be included if the event is long enough and if it takes place close to a problem or project area. It should offer a complementary element to the workshop programme or topic. But such visits require excellent briefings, preparation of transport, arrangements with local people and clarification of objectives with them. Groups should be small. If the visits are not well prepared, or the group is too large, or the task is not clear, the participants may become demotivated. However, if properly executed, field visits are an excellent technique for learning. <strong>VIPP</strong> TECHNIQUES Use of group and plenary 123
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V I S U A L I S A T I O N I N P A R
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Said is not yet heard, Heard is not
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ACKNOWLEDGEMENTS This manual is a n
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Connecting cards 56 Overall design
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HOW TO USE THIS MANUAL This manual
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Part I THE ROOTS AND PHILOSOPHY OF
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4 VIPP involves capturing all parti
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2 The Roots of VIPP 6 VIPP is a cre
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The Roots of VIPP 8 In 1991, Neill
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The Philosophy of VIPP 10 Communica
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The Philosophy of VIPP 12 Developme
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The Philosophy of VIPP 14 Language
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16 THE USES OF VIPP
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Group events and VIPP 18 VIPP plann
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20 SOME DEFINITIONS FOR THE USE OF
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Group events and VIPP 22 Management
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Group events and VIPP 24 Discussion
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Group events and VIPP 26 input. Dev
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28 When VIPP methods are used in tr
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Group events and VIPP 30 The main c
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5 The Participants In VIPP, the par
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The Participants 34 facilitator mus
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6 The Facilitator 36 V IPP depends
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The Facilitator 38 Conflicts within
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40 In a training of facilitators wo
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The Facilitator 42 There is not onl
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7 VIPP materials and their use The
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The number of pin boards required w
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Card sizes and shapes Standard card
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Dots of about 12 mm to 16mm (1/2" t
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VIPP case: Facilitators who are inv
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Using colours Colours and sizes hav
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Overall design Also use empty space
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Events are often shaped by the phys
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and complexity of the workshop, the
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The rooms for group work should con
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9 Opening events The first day has
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Expectation and fears At the beginn
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10 VIPP rules The rules of VIPP are
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Page 83 and 84: RULES WHICH REINFORCE VIPP PHILOSOP
Page 85: Part IV VIPP TECHNIQUES Basic VIPP
Page 88 and 89: 12 Basic VIPP techniques 78 The fol
Page 90 and 91: 80 BASIC RULES OF CARD COLLECTION 1
Page 92 and 93: 82 After discussion, the final clus
Page 94 and 95: 84 After ideas have stopped flowing
Page 96 and 97: Basic VIPP techniques 86 Multi-dot
Page 98 and 99: Basic VIPP techniques 88 Name taggi
Page 100 and 101: 90 Breakthrough The participants ar
Page 102 and 103: Games and exercises 92 Blind trust
Page 104 and 105: Games and exercises 94 The assassin
Page 106 and 107: Games and exercises 96 Power cable
Page 108 and 109: Games and exercises 98 Association
Page 110 and 111: Games and exercises 100 Visualized
Page 112 and 113: 102 Fish bowl Divide the participan
Page 114 and 115: Games and exercises 104 Controlled
Page 116 and 117: 106 Horse Trader An exercise in int
Page 118 and 119: Games and exercises 108 Drawing Dev
Page 120 and 121: 14 Debates 110 Orchestrated debates
Page 122 and 123: Debates 112 The Fish Pond Purpose:
Page 124 and 125: Role Plays 114 Examples of role-pla
Page 126 and 127: Role Plays 116 In the same workshop
Page 128 and 129: Use of group and plenary 118 3 It a
Page 130 and 131: Use of group and plenary 120 Buzz g
Page 134 and 135: 17 Including content and dealing wi
Page 136 and 137: Including content and dealing with
Page 138 and 139: Including content and dealing with
Page 140 and 141: Evaluation 130 Flash Purpose: To ge
Page 142 and 143: Evaluation 132 Feedback and memo bo
Page 144 and 145: Evaluation 134 Rapid participatory
Page 146 and 147: Evaluation 136 Group work on factor
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Page 150 and 151: 140 both parties are desperate enou
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Page 154 and 155: 144 Mobilizing for Education for Al
Page 156 and 157: 146 Putting Research into Action in
Page 158 and 159: 20 Case Studies 148 Development in
Page 160 and 161: 150 Planning for Social Mobilizatio
Page 162 and 163: 152 Value Clarification* A multimil
Page 164 and 165: 154 PROGRAMME: ORGANIZATION: 1 - Pi
Page 166 and 167: 156 Emery, Merrelyn (ed.) Participa
Page 168: Schnelle, Eberhard The Metaplan Met
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