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

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If you do not have much time or you are training people who may not want to go into much depth (e.g. people who are not local facilitators and therefore do not need the details of how to do this exercise at the community level), you can also do this exercise in a “buzz group” in a matter of minutes. Instructions Ask participants to meet in pairs. Tell them they have two minutes to list the associations that each person is engaged in. Describe the different types of associations so participants are clear about definitions (as above). One person must interview the other to uncover these associations for one minute and then they switch. After two minutes, ask each group to add the number of combined associations they have listed. If you have a small prize, give it to the group with the most associations. Ask each group to report the most unique or unusual association they discovered during this exercise. If you have a prize, give it to the person with the most unique or unusual association. Add up the number of associations (approximately) that were generated in this exercise and ask participants to think about the activities that could be undertaken with the networks and connections in this room alone – let alone a whole community! If the energy is high after this exercise, conclude by reflecting on the energy this exercise created and compare it to how people react to a needs assessment, where facilitators only ask about what is wrong with the current situation, and energy is low. 89
2.5.c. Variation: The Power of Associations (Adapted from Chambers, 1998, by the Coady Institute) Ask the participants: Give every participant five pieces of paper and a marker or pen. Ask them to think about five different associations they belong to and write the name or draw a picture of each one on a different piece of paper (for example, farmers association; water use committee; savings groups, Self Help Group; church groups, etc. Now ask the participants to post the pieces of paper on a wall and say the association names aloud. Ask for two volunteers to organize all the associations into groups (for example, religious associations, economic associations, etc.) 1. What different kinds of associations are posted on the wall? 2. How many people are you connected to through the associations you are a member of? 3. Are you surprised at how many associations are posted on the wall? 4. What does that tell you about the power of associations? 5. What does that tell you about who you are connected to through the people at this workshop? 6. When there are many associations in a community, what does it tell you about that community? Explain to the participants that communities with many associations tend to be communities that are well organized and active. Their associations are social assets. Communities with many associations are usually stronger economically as well as socially. 90
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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
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 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
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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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