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

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1.10. a. Levels of Engagement (Source: Ninnette Eliasov) Session Title Session Objectives Duration of Session Resources Training Materials Levels of Engagement Explore advantages and disadvantages of different types of partnerships between development actors and communities (from least empowering to most): inform, consult, participate, partner, own Learn about tools to foster transparency in partnerships 25 minutes Flipchart paper Markers Levels of Engagement Chart Introduction The development field is complicated and relationships can be confusing. The term partnership has become used very loosely. In spite of good intentions, there is often a lack of transparency particularly around budget and program design. Community partners are often informed (or at best consulted) about projects that have already been designed months before from the outside based on a scant ‘needs assessment’. These may be offered as ‘community owned’ but the community often has less power or knowledge about the process. It is not surprising that many externally driven programs are not as successful or sustainable as they could be. People also sometimes feel manipulated or used and may get tired of participating. This can bring a feeling of apathy. This tool can assist community members (and partners) to be clear and honest about what type of engagements they are proposing and gauge how empowering this will be for the community. It can also assist community members to make decisions about how they want to engage with others and to negotiate for more beneficial relationships. It is particularly helpful at the beginning of a networking or partnership-building process to clarify the level of engagement. It can also be useful to assess relationships that may be breaking down and gain clarity about what is going on. The intention is to encourage true transparency and to shift relationships from less to more empowering possibilities which serve community interest. The tool may help a group to discuss possible advantages and disadvantages of a particular relationship and to decide whether they should pursue it or not. It can also assist role players to monitor and review the relationship and how it may shift over time. Below you will find two activities that demonstrate different levels of engagement between the predominant development actors. Activity 1: Levels of Engagement Instructions Ask for a volunteer from the group to come up with you. Ask this person to (gently) push you around. Be reactive. In other words if they push you to the left you go left, if they push you back, you move back. You are not doing much just reacting to what they are doing. Then ask the person to come and try their luck again. This time you are prepared. You decide which way to move, whether you allow them to push 31
you or you move away. Even if they ‘push you around’, you are letting them think they are in charge when in fact you are just playing along. Debrief by introducing the notion of ‘Reactive’ versus ‘Responsive’ development: • Reactive: you are passive, unthinking, simply being pushed around • Responsive: you are prepared, awake and deliberately choosing which way you want to go Conscious leadership is about being prepared and making informed decisions to serve the best community interests. The more responsive leaders can be the more chance there will be that development is community driven. Reactive development can bring a lot of confusion and instability as goal posts are constantly shifting without the clarity about the situation. Activity 2: Five levels of Engagement Instructions 1. Present the following tool (the hand) to the community. 2. Discuss the different levels and what they mean. Expand on each in detail inviting the group to share their understanding and examples. This guide(found in the Training Materials Guide) may assist: 32
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 and 20: 1.3. Language and Labels (Source: C
Page 21 and 22: 1.4. Ladder of Inference (Adapted f
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: (xvi) I eat at least two full meals
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
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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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2.11. Action Planning (Source: the
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Future change Reforestation of hill
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Ask the participants to walk around
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Instructions Activity 1: Service De
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• Request for CLF should not be c
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Instructions on how to use this too
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After that, each team should pick o
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Along a horizontal line drawn on fl
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2.17. Final assignment (Source: Coa
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2.18. Tips Moving Forward for Facil
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It may also be strategic for commun
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• One of the most important eleme
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ehaviour that is conducive to commu
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Section 3 Process Facilitation 137
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3.3. Why do we need Facilitation Sk
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Conscientization/Experiential Learn
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• be large enough to accommodate
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3.6. Process Facilitation “A A go
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3.7. Program Design Every training
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Tips and Tools for Facilitators Int
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Pairs Small Groups Popcorn Buzz Gro
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Inputs/ Presentations What we know/
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Activity 1: Electric Current Instru
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made assumptions that proved to be
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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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ABCD-Training-of-Trainers-Tools-July-2013

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