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

Recommendations

Info

2.1. Introduction: ABCD Process (Source: the Coady International Institute) Introduction The principle behind an ABCD approach is that when communities recognize their assets and opportunities, they are more likely to be motivated to take initiative to mobilize and strengthen their asset base. Guided by this principle, the facilitator has to decide which combination of tools and methods are appropriate for helping communities to organize themselves to identify, link, and mobilize their assets. There is no blueprint for designing ABCD training programs. Some facilitators prefer to spend more time on paradigm shifting and others on practical tools that people can use at the community level to identify strengths and assets and stimulate action. The balance is ultimately up to the facilitator but remember: if you spend too much time on paradigm shifting, people leave the training feeling like they “get it” but find it hard to practically integrate ABCD into their work and to convey to others what ABCD actually “is”. On the other hand, if you spend too much time on tools, then people leave the training without the intended mindset shift. Throughout the process, the facilitator has to bear in mind that mapping assets is as much about organizing as it is about discovery. An ABCD methodology usually begins slowly. It takes time to build relationships with community members and conduct basic background research. Appreciative interviewing techniques can then be used to set the tone for an asset-based approach. Through story-telling, appreciative interviewing highlights past successes in the community that people can build on. Usually, a group of interested people is motivated by this process to explore an asset-based approach further. The facilitator can then assist with planning a series of inventories or asset-mapping exercises that the group can conduct. This mapping process identifies: • the various informal and formal associations in the community; • the skills, talents and capacities of individuals; • the assets of local institutions; and, • the physical assets and natural resources the community can draw on. The results of the inventories and mapping exercises are brought back to the larger community where some community economic analysis and visioning takes place. The facilitator helps the community access external resources to consolidate the gains from the community’s own activities. Ideally, the process results in the formation of a community foundation or structure (such as an association of associations) that can sustain this community-driven process. Throughout the process, the facilitator has to bear in mind that mapping assets is as much about organizing as it is about discovery. 75
2.2. Entry Points (Source: Coady International Institute) Session Title Session Objectives Duration of Session Resources Training Materials Entry Points Discuss the advantages and disadvantages of different community entry points for introducing ABCD 30 minutes None None Introduction Facilitators that choose to apply an ABCD methodology must first decide which community to work with. In many cases, CBOs, NGOs or government offices have a history of working with communities in a way that may be quite different from the ABCD approach. In fact, the NGO or government office may have focused more on needs than assets. The CBO, NGO or government office, while using participatory methodologies, may actually have been the driver, rather than the facilitator, of community development. Adopting ABCD requires a shift in approach as well as methodology. It is often difficult to determine which communities are appropriate to work with using an ABCD methodology. The most common dilemma is whether to work in a community where it has worked before and try to shift to an ABCD approach, or start a fresh relationship with a new community. There are pros and cons to each choice. An advantage to working with an existing community is that field staff may have developed strong relationships with key leaders and community associations. A disadvantage to this strategy is the community may be used to a relationship based on needs and may have developed a relationship of dependence on the NGO or government that may be hard to break. Whichever type of community you decide to begin with, it is important to find a community where there is a high probability of success using an ABCD methodology, if this approach is to spread to other communities. This means doing some “purposeful reconnaissance” to find a community(ies) where, for example, there may be: • a history of endogenous community development • a high level of social capital • strong local leadership • a good relationship with local government Finding communities like this requires taking the time to talk to field staff, local government officials, other key informants, and, of course, members of the prospective communities. Instructions Ask participants to form small groups. If there are people from the same organization at the training, they should be in one group together. If not, these groups can be formed randomly. Ask the groups to discuss the following questions: • How do you currently decide which community groups to work with? 76
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 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 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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?