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

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• B. Hanson, Buffett Center for International and Comparative Studies, Northwestern University, USA, (2009). Video • D.K. Son, Institute of Policy and Strategy of Agriculture and Rural Development, Vietnam, (2009). Video • N. Singh, Canadian International Development Agency (CIDA), Canada, (2009). Video • C. Bryant, Nova Scotia Department of Economic and Rural Development, Canada, (2009). Video 63
1.18. Example of how you can use video to shift the thinking of your organization and colleagues: The Parable of the Blobs and Squares (Source: James Mackie on Vimeo, Taken from HT Janis Foster’s blog, Big Thinking on Small Grants) Introduction Showing this video is a useful way to discuss your organization’s culture and how it enables (or conversely disables) communities from driving their own development. In the international aid context, the squares of the future (donors, government and NGOs) must focus on building their own skills to accompany and support blobs (local groups, associations, community leaders, and grassroots initiatives), rather than overpower or co-opt them. A deeper understanding of the challenges and opportunities blobs face in working with families and communities key to unleashing their potential. Squares (donors, government and NGOs) continue to refer to the absorptive capacity needed to implement large-scale programs and as such, blobs (local leaders and associations) are implicitly coerced to develop such capacities in order to gain access to squares’ resources. Instead, we need sound organizational development initiatives that will increase blobs’ responsiveness and resourcefulness, rather than distract them from their constituency. A new set of fundamental skills is necessary for those working in the square institutions–the ability and penchant to understand and work with blobs of any size or type can and should become a core capacity of squares. Instructions: On a laptop or LCD screen, show this online video to your colleagues. It can be found at: http://vimeo.com/42332617. Following the video, in small groups or plenary, ask participants to discuss the following questions: • In your working context, what is it that associations, communities and ‘blobs’ do well? What is it that institutions and ‘squares’ do well? • How do development actors support or undermine community-driven development? • How can you restructure or revise your processes, rather than asking your blob “partners” to change so that community-driven development can be stimulated and supported? 64
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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
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 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: Title Place Year Type of Film Richl
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
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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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