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

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made assumptions that proved to be false. Processes that did not bring sustainable impacts may have been externally driven or held by a small group with others on the fringe having less interest and involvement, especially when resources ran out. There are always clear examples of ABCD processes which are community driven and where people have used the assets and resources they have. This is an opportunity to remind the group that ABCD is not new and is happening in communities all the time. You can also reiterate that there are no experts in ABCD, that all have something to offer and share as the presentations indicated. This activity is a good opening to also share a case study of an ABCD process as another idea of a method which can be applied (without in any way undermining the natural and organic way in which people are self-organizing). 3.10. Expert or Facilitator? (Source: Coady Institute) Session Title Session Objectives Duration of Session Resources Training Materials Expert of Facilitator? Compare and contrast behaviours of experts versus facilitators in stimulating community-driven development 30 minutes None Expert and Facilitator role plays Introduction Facilitation skills are one of the most important factors in stimulating community-driven development. Facilitators must be dynamic, motivational, know when to step in and know when to stand back and understand that their contributions to the community development process may be more intangible than visible. This role can run counter to the traditional way that development professionals have been trained. This exercise will help participants distinguish the difference between facilitating communitydriven change and change that is imposed by outside institutions or experts. Instructions Begin by dividing the participants into two groups for a role play. You will come to each group to explain their role (without the other groups knowing anyone else’s role). • Each group will have several minutes to prepare a role play based on a role that you will give them. The two roles are: 1. an expert who comes in to tell the community what to do; 2. a facilitator that helps the community in coming up with their own idea. • Each group should select one person from their small group to play the main role and the others in the group will be the members of the community. Have each group present their role play to the other participants. Once both groups have presented, take some time to discuss what they say in the role plays. Emphasise the difference between teaching/telling people what to do and think and facilitating a community group.
To conclude, ask participants to say a few words about what facilitators do. Examples of responses are found below: • they get things moving in a community • they bring people together to help increase collective economic activity • they build trust • they encourage participation • they facilitate discussion and decision-making • they help things run smoothly Expert Role to be given to group 1 (can also be found as a handout in the Training Materials Guide) Your group has 10 minutes to prepare a five-minute role play. One of the people in your group will play an expert while the other group members will play the role of community members. The following characteristics of an expert may help you to prepare your role play: An expert is somebody who… • Has to be an expert and have all the answers • Comes with a prepared presentation • Is not interested in the knowledge or background of the community members • Focuses on theories • Is fully in charge of both the content and process • Does most of the talking • Only allows questions at certain times Facilitator Role (to be given to group 2) Your group has 10 minutes to prepare a five-minute role play. One of the people in your group will play a facilitator while the other group members will play the role of community members. The following characteristics of a facilitator may help you to prepare your role play: A facilitator is somebody who… • Listens most of the time to experiences and inputs from the community members • Encourages community members to share experiences and learn by themselves • Is not in charge of the content • Ensures equal participation and mutual understanding • Gives information to help the community members improve their decision-making skills • Avoids controlling the outcome
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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
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2.5.a. Mapping Associations (Adapte
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• What else do you do now? (for y
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If you do not have much time or you
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2.6. Mapping Physical and Natural A
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2.7. Mapping Physical Resources usi
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From the line, ask participant’s
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2.8.b. Variation on Transect Walk (
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Step 3. Draw arrows coming into the
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Case Studies that can be used in th
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The Actual Leaky Bucket of Wikwemik
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(Source: SEWA and Coady Institute)
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
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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
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Page 144 and 145: 3.3. Why do we need Facilitation Sk
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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
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Page 158 and 159: Inputs/ Presentations What we know/
Page 160 and 161: Activity 1: Electric Current Instru
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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ABCD-Training-of-Trainers-Tools-July-2013

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