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

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3.12. Creative Tension (Adapted by Ninnette Eliasov from Peter Senge, www.solonline.org) Introduction This tool is very simple but profound at the same time. It shows how tension comes to us from seeing the truth about where we are at present (our current reality) in relation to the vision that we have. It is presented as a short input/demonstration to encourage learning partners to be aware of this tension and to channel it creatively so that they do not inherit poverty of mind or spirit. Instructions Draw a chart as indicated below. Explain that being conscious is being aware of the current reality (Development Industry etc.) yet also holding a vision for an abundant future. This can create tensions within. Using an elastic band, hold the one end at the current reality at the bottom of the chart, and pull the band to the top (vision), creating tension within the elastic. The greater the distance between the current reality and vision, the greater the tension will be (you can stretch the band even more to illustrate this). Ask the group what will happen if you keep on stretching the elastic band – obviously it will eventually snap. The same is true for us and we often feel tensions as stress within. Ask the group what happens if we just had knowledge of the reality but not vision – one is likely to be a cynical and negative person. Whereas if one just has a vision only and no understanding of the current reality, then one might be idealistic or a dreamer. So it is important to have both in mind yet be able to manage the tension that will inevitably arise. Ask the group how the tension might minimize. There are 2 ways: • by raising current reality toward the vision • or by lowering the vision toward current reality Individuals, groups, and organizations that learn how to work with creative tension learn how to use its energy to move reality toward their visions. You can demonstrate the power of creative tension by stretching the band minimally and asking someone to pull on it – there is no sound. As you reach the right tension and they tug on it a sound eventually comes, just like a tight guitar string. String instruments in fact require a certain amount of tension before the beauty of their music can be heard. You can link this to the South African experience and how the struggle for liberation created freedom songs, poets and artists who channeled their own tensions creatively. According to Peter Senge, leading through creative tension is different from solving problems. In problem solving, the energy for change comes from attempting to get away from an aspect of the current reality that is undesirable. With creative tension, the energy for change comes from our vision, from what we want to create and tapping into the incredible creativity of the human being to achieve this. VISION Creative Tension CURRENT REALITY
3.13. Energizers and ice-breakers that reinforce ABCD principles and teambuilding (Source: Coady Institute and Ninnette Eliasov) Session Title Session Objectives Duration of Session Resources Training Materials Energizers Learn several quick activities that will re-energize participants when energy is low and reinforce ABCD principles Various Flip Chart Paper Markers Paper None Introduction Below you will find several energizers that you can use to bring energy levels of participants back up. It is useful to conclude each one by tying it back to themes explored in the training program. Compliment Cards Give each person a marker pen as well as a post card to tape to his/her back. Then instruct the trainees to walk around the room and write on the other trainees’ post cards. They should write one sentence saying something they liked or admired about the person wearing the card. They can write about a general characteristic – such as friendliness or generosity – or they can refer to a specific example of something that occurred during the course of the training. This casual mingling and writing should continue until everyone has at least three sentences written on her card. Then you can ask all the trainees to sit down and remove the cards from their backs and read the anonymous compliments! On a piece of paper, write down one thing that no one in the room knows about you. Whose Story is it anyway? This exercise is good to do mid-way through the training when participants have gotten to know each other a little bit. Depending on the size of the group, it can take up to an hour so you may want to divide the group in two or provide enough time for the group to finish. Give participants a piece of paper and a pen. Ask them to write one unique thing about themselves that no one else in the room knows (and they don’t mind that others find out eventually). It could be a unique experience (they climbed a mountain or met someone famous) or a unique characteristic that they have (maybe they can roll their tongue or do a backflip). Their story should only be a couple of sentences and must be kept a secret. Ask them to fold their paper so no one can see it. As the facilitator, collect these stories and put them in a hat. Mix them up. Bring the hat around to participants and ask them to take one story. If they get their own, tell them to put it back in. Allow one person to read the story aloud and then let the group guess whose story it is. Symbols of Good Leadership Ask the participants to go out of the room, roam around for ten minutes, and pick up two things that would symbolise qualities of a good leader. After ten minutes, call everyone back. Ask all participants to
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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)
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The Digital Leaky Bucket (Source: C
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methodology from start to finish, t
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Page 118 and 119: Future change Reforestation of hill
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Page 122 and 123: Instructions Activity 1: Service De
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Page 152 and 153: 3.7. Program Design Every training
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Page 164 and 165: 3.11. Linking “Community” and
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