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

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ehaviour that is conducive to community-driven development through short stories, case studies, good news emails and awards etc. targeting the following types of individuals, for example: - civic-minded politicians that have created meaningful partnerships with communities - community leaders who understand the pace of change and only accept or ask for outside assistance when they are ready; or conversely the conditions that were present when large sums of money did not undermine community ownership. - local organizations that have not become institutionalized to the point where they lose their responsiveness and relevance - organizations that were able to disperse leadership - initiatives where young people took the lead 135
2.20. Ripple Effect (Adapted from Stephen Covey, 1989) Introduction This tool is also presented fairly quickly usually as part of the closing session and the tips of taking ABCD forward in organizations and communities. It was developed by Stephen Covey and encourages participants to channel their energies on where they have most influence, trusting that their intentions will have ripple effects, sometimes reaching far wider than they could ever imagine. Instructions Draw a small dot on the flipchart representing a stone that is thrown in a river. Ask the group what generally happens to the water. Draw circles around the stone showing the many ripples that are created. Some of these ripples might travel for over 2km reaching the river bank on the other side; some might even reach Cape Town! On the outside of the circle you can write ‘circle of influence’ – something we all have. Ask the group where their greatest circle of influence is – who do they have the most influence over. It is ourselves of course. If I decide to stop eating chocolate or to stop watching television, I can do so straight away if there is a genuine will. Out next greatest influence may be our children, our families and colleagues in our organizations. You can then draw another set of circles using a different colour and write ‘Circle of Concern’. Besides our circle of influence, we also have a circle of concern – we may be concerned about the behavior of some politicians and some larger corporations. But we may not have any influence there. We may not know anyone moving in these circles or have any clout that would be noticed. Instead of focusing our energies on what we cannot directly influence, we can rather put our energy into our circle of influence and trust that there are ripple effects that will move out, sometimes much farther than we know. You can draw arrows from the centre outwards to represent this. Using an example of Nelson Mandela, one can show how a small rural boy initially did not have much of a circle of influence. Yet he now is known worldwide (there is even an international Mandela Day) – his effect has spread far and wide beyond what he could have imagined. 136
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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
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Title Place Year Type of Film You C
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Title Place Year Type of Film Richl
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1.18. Example of how you can use vi
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2. Ask participants, “What’s ri
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The Coady International Institute C
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10. Communities are drivers of thei
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4. Communities have never been buil
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2.1. Introduction: ABCD Process (So
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• Are they formal or informal gro
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Interviewers should ask the followi
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2.4.a. Mapping skills of the Hand,
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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 116 and 117: 2.11. Action Planning (Source: the
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
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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
Page 166 and 167: 3.12. Creative Tension (Adapted by
Page 168 and 169: present their ideas creatively. Inv
Page 170: Who are you? Ask for a volunteer to
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