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12 Basic VIPP techniques 78 The following techniques are at the heart of VIPP and should be learned so well by facilitators that they become automatic, but not over-used. The art of the question In any kind of group task the results will hinge on the question. In the box below there is some advice that can be kept in mind while formulating questions. GOOD QUESTIONS: Induce curiosity/motivate spontaneous replies. Stimulate further discussion. Create group understanding and do not single out individuals. Touch on matters of common interest. Have a strategic function in advancing the group process. Bring out the good qualities of the group and its achievements. Reveal aims, signify wishes, or include an explanation of intentions and actions. Conclude with a new question. BAD QUESTIONS: Are leading or rhetorical questions which demand obvious or yes/no answers. Are vague, general statements. Can only be answered by absent specialists, experts, an authority or require evidence which is not available. Threaten to invade/attack an individual's privacy or culture. Merely set up self-presentations. Demonstrate someone's incompetence or are paternalistic. Serve only as vindication or retribution. Adapted from The Metaplan-Method: Communication tools for planning & learning groups. Metaplan Series No.7 Almost all of the exercises which follow involve a question or series of questions. Questions should be visualized in large, legible letters, either on a card or on flip chart paper. The facilitator should also ask the participants if clarification is needed and may have to rewrite the question if it is not fully understood or if participants disagree with the wording. VIPP TECHNIQUES
Card collection Purpose: To quickly gather the ideas of participants, like a collective mirror, visualized and structured on a pin board. Description: 1 The facilitator visualizes the question to be answered. She distributes the same number of rectangular cards to each participant. If more than one category of idea is to be gathered at the same time, (eg. opportunities and problems, achievements and failures) each category should be represented with a different colour.. 2 The participants think and write their cards silently, following the rules of writing. They can write on the cards on their laps without moving from the plenary. 3 When everybody has finished writing, the collected cards are put on the floor, face down in the centre of the group, and then shuffled. Separate piles should be used for different colour cards. 4 The facilitator holds each card up so that it is clearly visible to the participants and reads its contents. Cards which are not clear in meaning, or which are improperly written, are rewritten immediately. However, the facilitator never asks who wrote the card. Clarification comes from group discussion. The card writer may voluntarily identify himself and clarify or rewrite the card. 5 The facilitator then pins the cards on the board which has been covered with wrapping paper. She deals with only one category or colour at a time. In the beginning she pins the cards far apart, asking participants if each card belongs to the same cluster or not. She pins associated ideas in the same cluster, according to the instructions of the participants. 6 Duplicate cards should not be discarded for every card belongs to someone and duplication expresses the importance of the idea for the group. 7 Once all the cards are on the board, the participants review the clusters and revise, restructure and label them, using a different colour and shape of card for the cluster title. If no further discussion is to take place which might alter the clusters, the clusters can be drawn in clouds and the cards glued to the paper. 8 If desired, the clusters can be prioritized by giving a specific number of dots to each participant to put on the cluster title card or on cards within clusters. For instance, the facilitator may ask the participants to cluster the most important problem area to solve, the three most important topics to discuss in the next exercise in group work, etc. VIPP TECHNIQUES Basic VIPP techniques 79
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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
Page 38 and 39: 28 When VIPP methods are used in tr
Page 40 and 41: Group events and VIPP 30 The main c
Page 42 and 43: 5 The Participants In VIPP, the par
Page 44 and 45: The Participants 34 facilitator mus
Page 46 and 47: 6 The Facilitator 36 V IPP depends
Page 48 and 49: The Facilitator 38 Conflicts within
Page 50 and 51: 40 In a training of facilitators wo
Page 52 and 53: The Facilitator 42 There is not onl
Page 55 and 56: 7 VIPP materials and their use The
Page 57 and 58: The number of pin boards required w
Page 59 and 60: Card sizes and shapes Standard card
Page 61 and 62: Dots of about 12 mm to 16mm (1/2" t
Page 63 and 64: VIPP case: Facilitators who are inv
Page 65 and 66: Using colours Colours and sizes hav
Page 67 and 68: Overall design Also use empty space
Page 69 and 70: Events are often shaped by the phys
Page 71 and 72: and complexity of the workshop, the
Page 73 and 74: The rooms for group work should con
Page 75 and 76: 9 Opening events The first day has
Page 77 and 78: Expectation and fears At the beginn
Page 79 and 80: 10 VIPP rules The rules of VIPP are
Page 81 and 82: The following sets of rules are bac
Page 83 and 84: RULES WHICH REINFORCE VIPP PHILOSOP
Page 85: Part IV VIPP TECHNIQUES Basic VIPP
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 132 and 133: Use of group and plenary 122 Case s
Page 134 and 135: 17 Including content and dealing wi
Page 136 and 137: Including content and dealing with
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Including content and dealing with
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Evaluation 130 Flash Purpose: To ge
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Evaluation 132 Feedback and memo bo
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Evaluation 134 Rapid participatory
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Evaluation 136 Group work on factor
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138
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140 both parties are desperate enou
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142
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144 Mobilizing for Education for Al
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146 Putting Research into Action in
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20 Case Studies 148 Development in
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150 Planning for Social Mobilizatio
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152 Value Clarification* A multimil
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154 PROGRAMME: ORGANIZATION: 1 - Pi
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156 Emery, Merrelyn (ed.) Participa
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Schnelle, Eberhard The Metaplan Met
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