ABCD-Training-of-Trainers-Tools-July-2013

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2.11. Action Planning (Source: the Coady Institute) Session Title Session Objectives Action Planning Show how the previous tools can be used to stimulate activities that make full use of assets and opportunities Duration of Session Resources Training Materials Learn how to link identified assets and opportunities to new opportunities 60 minutes Flipchart Markers All maps done previously: Individual skills, associations, natural and physical resources, institutions, Leaky Bucket None Introduction The final—and perhaps the most important—stage of the ABCD process is the translation of local assets into action. After all, this is the whole point of mapping assets in the first place. Explain that in this session, the group will try to bring all of these new ideas and skills together (as discussed in the tools above) into an action plan that participants can undertake using their own resources.After revisiting their asset maps, the group envisions a desired change (such as potable water, improved land, or small enterprise development) and devises an action plan to achieve it. Group Discussion: Linking, Mobilizing, and Organizing for Immediate Action If you are following the ABCD methodology from start to finish as laid out in this manual, this could be the same group of three that undertook appreciative interviews, and mapping of individual skills, associations, physical, natural and financial resources (as described above), and you could use the community where the story took place as the demonstration site for this exercise, asking probing questions of the person who lives or lived in this community. If you are not following the ABCD methodology from start to finish, these groups can be formed randomly and an action plan can be created of one of the participants’ communities. (They can decide which one). However, it should be noted that creating an action plan before you have mapped assets may not be beneficial because participants will not have an inventory of local assets that can be put to use and participants tend to identify activities that rely on outside assistance. Facilitators often find that focusing on mapping assets before articulating ideas for action leads to the emergence of new and more innovative ideas compared to more traditional needs-based or problem-solving approaches where visioning takes place at the beginning. Action Planning can range from a simple exercise to a one day event (“What do we need to do to repair the Church roof?”) to a more detailed activity (“What do we have to do to restore forest cover over the hillside in ten years’ time?”). In both cases, decisions have to be made about: What? Why? Who? How? 111
Where? When? Remember that the point of this exercise is to answer the following question: “What can we do right now with what we have?” When using an ABCD approach, simple action planning may be catalyzed by the process of appreciative interviewing and asset mapping. Often this renews a community’s confidence that it can make positive changes without any external assistance and a simple community activity is planned that can build on this momentum. This is called focusing on “low hanging fruit.” Low Hanging Fruit: Action Planning Steps 1. Review Assets and opportunities 2. Identify a project goal 3. Identify community assets to achieve that goal 4. Convene a core group to carry out the activity Figure 12: Action Planning Steps Step 1: Review assets and opportunities: Display the results of the inventory and mapping exercises so that everyone can assess the assets and opportunities. Social Assets: List of associations, collective experience Individual skills and talents: List of skills and talents and who is willing to share them Institutional assets: Lists of government, NGO and private sector institutions and their services Physical assets: Community map Natural assets: Community map, transect Community Economic Analysis/Economic opportunities: Leaky Bucket diagram Step 2: Identify a project goal: Based on all the assets and opportunities, what would be a realizable goal for this community? The community members present should be able to identify “low hanging fruit” that are within the power of this community to achieve without outside assistance. Step 3: Identifying community assets to achieve the project goal: At this point, the community members can begin to identify what specific assets they can use to achieve their goal. 112
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COMPENDIUM OF TOOLS FOR ABCD FACILI
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Section 2: ABCD as a Process ......
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Table of Figures Figure 1: Is the g
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Section 1 ABCD as a Paradigm 2
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1.1.b. Introducing ABCD: Glass Half
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Emphasize that ABCD emerged from a
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• What made a difference in what
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Community Summaries Example 2 (Thes
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1.2.b. Variation of Community 1 and
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1.3. Language and Labels (Source: C
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1.4. Ladder of Inference (Adapted f
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Reinforce the importance of gatheri
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assets (“its glass is half-full
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Ask the group: what do you understa
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to speak to the funder. He sees som
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Ask the group who they think is at
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1.9.Power Walk (adapted from UNICEF
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(xvi) I eat at least two full meals
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you or you move away. Even if they
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1.10.b. Variation on Levels of Enga
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Scene 2: NUMA village and MAKA town
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1.12. Nobody has Nothing (Source: C
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Scenario 2: Street Kids in Khartoum
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Example of a South African Communit
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submit an application. There are ma
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leaders and movements that bring pe
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practices’ and improving farming
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As a result of this dam constructio
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Once each person has had an opportu
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Is it: To take charge of our future
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The wisdom of the community always
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1.17. Videos and Film Festivals(can
Page 65 and 66: Title Place Year Type of Film You C
Page 67 and 68: Title Place Year Type of Film Richl
Page 69 and 70: 1.18. Example of how you can use vi
Page 71: 2. Ask participants, “What’s ri
Page 74 and 75: The Coady International Institute C
Page 76 and 77: 10. Communities are drivers of thei
Page 78 and 79: 4. Communities have never been buil
Page 80 and 81: 2.1. Introduction: ABCD Process (So
Page 82 and 83: • Are they formal or informal gro
Page 84 and 85: Interviewers should ask the followi
Page 86 and 87: 2.4.a. Mapping skills of the Hand,
Page 88 and 89: Ask the group to list the skills on
Page 90 and 91: 2.5.a. Mapping Associations (Adapte
Page 92 and 93: • What else do you do now? (for y
Page 94 and 95: If you do not have much time or you
Page 96 and 97: 2.6. Mapping Physical and Natural A
Page 98 and 99: 2.7. Mapping Physical Resources usi
Page 100 and 101: From the line, ask participant’s
Page 102 and 103: 2.8.b. Variation on Transect Walk (
Page 104 and 105: Step 3. Draw arrows coming into the
Page 106 and 107: Case Studies that can be used in th
Page 108 and 109: The Actual Leaky Bucket of Wikwemik
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Page 112 and 113: The Digital Leaky Bucket (Source: C
Page 114 and 115: methodology from start to finish, t
Page 118 and 119: Future change Reforestation of hill
Page 120 and 121: Ask the participants to walk around
Page 122 and 123: Instructions Activity 1: Service De
Page 124 and 125: • Request for CLF should not be c
Page 126 and 127: Instructions on how to use this too
Page 128 and 129: After that, each team should pick o
Page 130 and 131: Along a horizontal line drawn on fl
Page 132 and 133: 2.17. Final assignment (Source: Coa
Page 134 and 135: 2.18. Tips Moving Forward for Facil
Page 136 and 137: It may also be strategic for commun
Page 138 and 139: • One of the most important eleme
Page 140 and 141: ehaviour that is conducive to commu
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Page 144 and 145: 3.3. Why do we need Facilitation Sk
Page 146 and 147: Conscientization/Experiential Learn
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Page 150 and 151: 3.6. Process Facilitation “A A go
Page 152 and 153: 3.7. Program Design Every training
Page 154 and 155: Tips and Tools for Facilitators Int
Page 156 and 157: Pairs Small Groups Popcorn Buzz Gro
Page 158 and 159: Inputs/ Presentations What we know/
Page 160 and 161: Activity 1: Electric Current Instru
Page 162 and 163: made assumptions that proved to be
Page 164 and 165: 3.11. Linking “Community” and
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3.12. Creative Tension (Adapted by
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present their ideas creatively. Inv
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Who are you? Ask for a volunteer to
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