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

Recommendations

Info

• Why has this kind of language become so common place? (People will often say that donors require it, proposals ask for ‘problem statements’ leaving little room to discuss capacities and opportunities, etc.) • What implication does this language have on the communities where you work? • What would have to change to challenge this kind of language? • In your work, have you ever been labeled in a way that made you uncomfortable? (For example, sometimes, donors will say that they do not like being associated with money only. They too have capacities that extend beyond financial contributions and may like to be called a “partner” or “investor” rather than a “donor”) 15
1.4. Ladder of Inference (Adapted from Peter Senge, 1992) Session Title Session Objectives Duration of Session Resources Training Materials Ladder of Inference Understand how we often make decisions, assumptions and judgements about community members based on incomplete information Challenges us to think about the ways we use information to inform program design, delivery and partnerships 30 minutes Flip chart Markers Hand out: Ladder of Inference (activity 1) Random items typically found in a backpack: cellular phone, notebook, soap, camera, apple, condom, book, etc. (activity 2) Introduction The Ladder of Inference is a tool which promotes critical thinking. It encourages us to consider the mental models that inform our actions by examining our assumptions, beliefs and the information on which this is based. The ‘Ladder of Inference’ reinforces the importance of having quality information as a starting point of building a holistic understanding of a community – appreciating the assets and not just looking at the needs. The Ladder of Inference helps us be aware of how we: Figure 2: Ladder of inference • observe e and experience the world and take in information through our senses • sift data through selective filtering where we choose what we want to focus on • add meaning and make assumptions on this limited data • make assumptions leading to conclusions • create mental models and fixed beliefs that might not be true • allow beliefs to shape our actions • entrench paradigms (world views) by continuously selecting information which reinforces them The ‘Ladder of Inference’ can particularly help us consider the assumptions we are making in the early design of a program and give us time to consider the quality of the data on which important decisions will be based. We should encourage at each step appreciation of the assets, strengths and potentials embedded in the community. It can also be an excellent dialogue tool for partners to get to know one another better and surface intentions. Partners can share their beliefs about community development and information about the strengths and potentials of the community. They can test their assumptions with one another by talking through the different levels ‘up’ and ‘down’ the ladder and catch themselves if they are moving too quickly without enough information and making risky decisions. 16
Page 1 and 2: COMPENDIUM OF TOOLS FOR ABCD FACILI
Page 3 and 4: Section 2: ABCD as a Process ......
Page 5 and 6: Table of Figures Figure 1: Is the g
Page 7 and 8: Section 1 ABCD as a Paradigm 2
Page 9 and 10: 1.1.b. Introducing ABCD: Glass Half
Page 11 and 12: Emphasize that ABCD emerged from a
Page 13 and 14: • What made a difference in what
Page 15 and 16: Community Summaries Example 2 (Thes
Page 17 and 18: 1.2.b. Variation of Community 1 and
Page 19: 1.3. Language and Labels (Source: C
Page 23 and 24: Reinforce the importance of gatheri
Page 25 and 26: assets (“its glass is half-full
Page 27 and 28: Ask the group: what do you understa
Page 29 and 30: to speak to the funder. He sees som
Page 31 and 32: Ask the group who they think is at
Page 33 and 34: 1.9.Power Walk (adapted from UNICEF
Page 35 and 36: (xvi) I eat at least two full meals
Page 37 and 38: you or you move away. Even if they
Page 39 and 40: 1.10.b. Variation on Levels of Enga
Page 41 and 42: Scene 2: NUMA village and MAKA town
Page 43 and 44: 1.12. Nobody has Nothing (Source: C
Page 45 and 46: Scenario 2: Street Kids in Khartoum
Page 47 and 48: Example of a South African Communit
Page 49 and 50: submit an application. There are ma
Page 51 and 52: leaders and movements that bring pe
Page 53 and 54: practices’ and improving farming
Page 55 and 56: As a result of this dam constructio
Page 57 and 58: Once each person has had an opportu
Page 59 and 60: Is it: To take charge of our future
Page 61 and 62: The wisdom of the community always
Page 63 and 64: 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
Page 110 and 111:
(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
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
Page 142 and 143:
Section 3 Process Facilitation 137
Page 144 and 145:
3.3. Why do we need Facilitation Sk
Page 146 and 147:
Conscientization/Experiential Learn
Page 148 and 149:
• be large enough to accommodate
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
show all

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

Create successful ePaper yourself

Delete template?

Save as template?