on Culture & Development - Seameo-SPAFA

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○GUIDELINES FOR MANAGING THEINTEGRATION TION OF CULTURE INTODEVELOPMENT PROGRAMMES1

SEAMEO-SPAFAEducating for Sustainable Development throughCultural Reources Managementwww.seameo-spafa.orgwww.aseanfoundation.org3IN PARTNERSHIPSharing common goals, the ASEAN Foundation, through the supportof the Japan-ASEAN Solidarity Fund, joined forces to partner withSEAMEO-SPAFA to conduct 10 workshops on Managing theIntegration of Culture into Development Programmes during 2003-2005. Well over 300 participants have now shared their ideas andvoiced their concerns on the many issues that the topic of cultureand development raises. This publication is an outcome from thoseworkshops and it is hoped that the result will be to better equip thereader to address some of the major concerns facing the region,namely, poverty, health, and education.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○Authors:Kevin Charles Kettle & Libby SaulEditors:Tang Fu Kuen, Virongrung Bhodharamik, Kevin Charles Kettle, & Libby Saul4Content Contributors:Anuchit Jittrathanakul, Christine Hogan, Nelia P. Salazar,Patcharawee Tunprawat, Virginia Henderson, Wajuppa Tossa,William Savage, & Yasmyne Castillo-RonquilloLayout & Design:Ratchaporn TesjeebWorkshop Coordinator:Vassana KerdsupapPhotography:Ratchaporn Tesjeeb & Vassana KerdsupapISBN:This book was conceived, designed and produced by SEAMEO-SPAFA.Published in Thailand in 2006.Reproduction is permissible and these Guidelines and related information is accessibleelectronically at www.seameo-spafa.orgPlease reference the source if using any part of this publication.Printed by Amarin Printing and Publishing Public Company Limited, Bangkok, Thailand.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○TABLE OF CONTENTS5○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

ContentsPreface to 2004 Guidelines EditionForeword: Advocating Cultural AnalysisPART ONE: INTRODUCTIONHow the Guidelines Evolved6Using the GuidelinesPART TWO: WORKSHOP FORMATDay 1: Culture in Projects: Meanings, Understandings, & ProblemsIntroductionTopics & Activities ScheduleActivity 1.1 – Overview of WorkshopActivity 1.2 – Introductions & ExpectationsActivity 1.3 – Meanings of CultureActivity 1.4 – Cultural MappingActivity 1.5 – “Problems” – Culture in Development ProjectsQuestions ChecklistConclusionDay 2: Development: Meanings, Understandings and ToolsIntroductionTopics & Activities ScheduleActivity 2.3 – Development CartoonActivity 2.4 – Tools BrainstormActivity 2.5 – Stakeholder AnalysisActivity 2.6 – Enabling & Inhibiting FactorsQuestions ChecklistConclusion

Day 3: Project Planning & CultureIntroductionTopics & Activities ScheduleActivity 3.3 – The Programme CycleActivity 3.4 – The Logical FrameworkQuestions ChecklistConclusionDay 4: Representation, Interpretation, & CommunicationIntroductionTopics & Activities ScheduleActivity 4.3 – Perceptions & ImagesActivity 4.4 – Dominant-SubordinateActivity 4.5 – Attitudes & Assumptions – An ExplorationActivity 4.5 – Colleague Card SortActivity 4.7 – Describing a Resourceful Development WorkerQuestions ChecklistConclusion7*Day 5: Conflict Mediation & TransformationIntroductionTopics & Activities ScheduleActivity 5.3 – Conflict, Mediation, & Transformation: Self Analysis & AwarenessActivity 5.4 – The Danger of WordsActivity 5.5 – Approaching & Transforming Situations of Conflict: CaseStudiesActivity 5.6 – Workshop Evaluation & OutcomesConclusionPART THREE: CONCLUSIONPost scriptReferencesFurther ReadingWebsite ResourcesAuthorsContributorsPlease note that the first 2 activities from Day 2 onwards follow the same formatand are explained in the Using the Guidelines section.

“Development as it affects a community can only beconsidered as ‘positive development’ when itcontributes positively to the “Culture” and “Wellbeing”of that community… Positive developmentmust also contribute to social harmony, harmonywith the environment, and the ‘happiness’ of thecommunity as a whole”Jon Ungphakorn8“Because of the growing concern about widespreadpoverty, inequality and environmental deterioration,there is renewed interest in a new approach todevelopment that emphasizes its cultural dimensionand the often overlooked potential of indigenousknowledge as the single largest knowledge resourcenot yet mobilized in the development enterprise”“If political strife and economic competitionbetween nations and peoples represents the ebbtide of man, the global relevance of culturerepresents the flow. If the political strife of man is ameasure of his inhumanity, cultural affiliationprovides a measure of his humanity”Geoffrey I. NwakaReena Marwah“Empowerment is about generating choices. You cannot empower others”Christine HoganVOICES ...

“Positive development which provides economic,social and cultural gains to communities andsocieties can only really be achieved throughdemocratic and participatory processes involvingconsultations and debates among all stakeholders”Jon Ungphakorn“The global ubiquity of themed culturalenvironments is an area of scholarly and publicconcern that reflects some of the most importantcontemporary issues facing the world today: Onwhose terms does globalization take place?...”Tamar Gordon9“More and more people are coming to realize thatculture has to be the central concern ofdevelopment if that development is to succeed. Wecan not devise development plans and considercultural implications later. Culture comes first.”Pisit CharoenwongsaAll quotations taken from papers presented at SEAMEO-SPAFA’s2 nd International Conference on Culture and Development: Celebrating Diversity;Achieving Equity, 28-30 November 2005, Bangkok, Thailandon Culture & Development

10PREFACE TO 2004 GUIDELINES EDITION

This 2 nd edition of Guidelines has been prepared to supplement theoriginal publication of 2004. Initially, we thought that we would onlybe adding some updates to produce a revised version of theGuidelines. However, since 2004 until now, as workshop facilitatorsand authors of this book, we have learnt a lot. Our ideas havechanged, developed, and matured. And this continues; it is indeedan ongoing process.It is thus more beneficial to regard this edition of Guidelines as asupplement, and not replacement, of the 1 st edition. A majority ofviews expressed and activities outlined in 2004 are still valid today.The Guidelines presented here represent some transformation anddevelopment of those ideas and activities.Just as education is a developmental process, development itself iseducational. Development starts with ourself and continuouslyevolves as a result of our own experiences. It is in this respect thatwe present this 2 nd edition.11And without any doubt, we feel certain that within time a 3 rd editionwill be needed. As guidelines it is not only anticipated that theyshould be adapted and improved upon; that in fact, is desirable. Asthe discourse on culture and development continues, any guidelinesproposed to try and ensure the integration of culture intodevelopment should be responsive to the ever changing social,political, and economic environments.Cultures are in a constant state of change as are the strategiesemployed by development practitioners. As such any culture anddevelopment guidelines will also change accordingly. JawaharialNehru once said:“Culture is the widening of the mind and spirit”This ‘widening’ is akin to development and inevitably necessitateschange.

Fororeworord:12FororeworordDespite reported changes in aid relationships over thepast decade and the mainstreaming of participation intothe development paradigm, fundamental questionsregarding aid effectiveness prevail. Why do manydevelopment programmes and projects consistently fallshort of meeting even the most basic needs of thoseliving in poverty? Why, despite the huge financialresources poured into development projects andprogrammes, does the gap between the haves and havenots continue to widen, and not even marginallydecrease?On the surface, the concept of participation seemsstraightforward and the documentation on approachesand techniques that can create opportunities fordialogue with communities is prolific. In practice,however, more often than not, the primary stakeholder’scontribution is reduced to inputs regarding a problemwhich has already been identified and prioritised by“outsiders”. These outsiders then, consciously orunconsciously, filter the information given according tocriteria, values, recognised behaviours or responses oftheir own. In addition, they often subject the primarystakeholders to timeframes and reporting mechanismsto comply with the needs of the donors andimplementers. In reality then, the participatory processremains abstract or academic only and not actual.Even though many people may now take on board theissues of culture, context, and choice in development,and may well know what should be done, it may not beapparent how to proceed given the constraints within

Advocaocating Cultural Analysisthe cultural work environment. There are feworganisations that have invested the necessary timeto serious reflection of their own way of working andconsidering whether it is appropriate or effective.Cultural analysis is an adaptive evolving process. It isnot definitive. It is not a tool which can be added tothe countless other tools used by developmentpractitioners and it does not comprise a checklist tobe ticked off. As a process it raises awareness ofrelationships of power, influence, initiative andcreativity. It encourages us to scratch a little deeper,to examine our own professional and organisationalculture as well as that of recipient communities so wecan better understand the interaction that actuallytakes place. It helps us to identify opportunities forinnovative and participatory programme facilitation.It also helps us to predict the cultural constraintsthat can in turn help us avoid bottlenecks inimplementation. Additionally, it enables us to deviseways for identifying potential conflicts and formanaging conflict situations.13To sum up, cultural analysis can determine howdevelopment can be enacted to ensure maximumbenefits or success, success being defined asacceptance, ownership, sustainability and of course,achievement of the development goals. ThisGuidelines publication is in itself a result of a culturalanalysis process over the past 4 years derived frominputs to workshops on Managing the Integration ofCulture into Development Programmes.

PART ONE15HOW THE GUIDELINES EVOLVEDUSING THE GUIDELINES

16HOW THE GUIDELINESEVOLVEDAs its starting point, recognising the importance of culturalanalysis, SEAMEO SPAFA conceptualized the conduct ofinternational workshops focusing on 10 countries in SoutheastAsia on Managing the Integration of Culture intoDevelopment Programmes, which were held in Bangkokduring August 2003 and sponsored by the ASEANFoundation. The positive response to the workshopsencouraged SEAMEO SPAFA to host another two workshopsduring 2004. These workshops aimed to:Increase awareness of the need to includecultural dimensions in development initiativesHighlight cultural opportunities for innovative andparticipatory programme facilitationEquip readers to plan and implementprogrammes that are sustainable because theyare more culturally integrated into the recipientcultureDevise tools for identifying and managingpotential situations of conflictFacilitate access to resources, andStrengthen regional networks.The key players identified to participate in the workshopsincluded programme administrators and planners, teamleaders or project managers, technical specialists, culturalspecialists, anthropologists, gender specialists, policy makers,legal experts, and volunteers. These key personnel wereemployed in governmental, inter-governmental, or nongovernmentalsectors and were working for public, private/corporate, or volunteer agencies, associations, foundations,and organizations.The broad range of specialisations across all sectors andorganisations reflects the fundamental importance attachedto the concept of multi-sectoral approaches to the successof development initiatives. This is considered a pre-requisiteto ensure that productive thought processes evolve basedon mutual understandings and shared experiences. As thesaying goes, ‘no man (or woman) is an island’ …and with

the best of intentions we can not operate inisolation within our own groupings. We needto inter-act. We need to understand eachother’s perspectives, constraints orlimitations, and the possible avenuesavailable for a mutually beneficialcompromise.The first edition of the Guidelinespublication evolved from those workshopsand the particular context for which theworkshops were designed and delivered,with multi-national and multi-sectoralgroups of all key stakeholders.Following a review of the workshops andthe Guidelines publication, in 2005 theASEAN Foundation agreed to fund a further6 workshops in the region: Vietnam,Cambodia, Lao PDR, Myanmar, Malaysia,and the Philippines. It was agreed that inthe case of the first four, these would benational workshops whereas the Malaysiaworkshop would include participants fromBIMP-EAGA: the Brunei, Indonesia, Malaysiaand Philippines East ASEAN Growth Areaand the Philippines workshop wouldcomprise the ASEAN 5, namely, Thailand,Indonesia, Malaysia, Philippines andSingapore. In addition to changes incomposition, the size of the groups wouldincrease from 20 to 40. These significantfactors prompted a thorough review of theoriginal materials leading to the omission oradaptation of certain activities and theadoption of others, as well as therepositioning of some within the dailyschedule. Together with inputs fromparticipants to the six workshops as well asfurther updates from participants from theinitial four workshops, these revisions nowcomprise this second edition of theGuidelines.Feedback from the first edition promptedus to stay with the original format using anintroductory narrative for each day alongwith detailed notes on the practicalactivities. The focus remains on theparticipatory process, exploring themeanings of culture and development,examining available tools and resourcesand demonstrating certain pitfalls in someof the more conventional developmenttools, while seeking to identify what culturalfactors individuals, professionals,organizations and institutions may bring tothe planning process. It is a reflectivejourney where we question assumptionsmade and the array of resources that areat our disposal but quite often ignored. Wequestion ourselves, our perceptions, androle in development initiatives. Weevaluate the consequences of our actionsand behaviours.The central driving force of the workshopremains focused on awareness-raising sothat the concept of inclusiveness is stronglypromoted. At the same time thisawareness-raising means that we begin toquestion accepted standards and normsand this is all embodied within a healthydose of critical self-analysis designed tochallenge previously held ideas,preconceptions, boundaries, andsignificantly, the scope of opportunities.Revisiting accepted norms andchallenging them in the quest for a positive17

18outcome does require that one begin athome, with one’s self. It is always so easy to‘blame’ others for project shortcomings, ifnot failures, but each individual has acrucial role to play and that role can bemost beneficial if we operate in aheightened state of awareness. Thisheightened state of awareness translatesas being more willing to try to convertconstraints into opportunities by beingcreative and resourceful. It translates asbeing prepared to take the blinkers off, andleave them off, thus always being open tonew suggestions and the adoption ofinnovative approaches. This combinationof accessibility, positivism, and adaptability,grounded with realism, can make fordynamic improvements.The challenge has been to try to ensurethat upon conclusion of the workshopsparticipants from very differentbackgrounds, with varied experiences andfrom such diverse areas would all havegained something of particular relevanceto them. For example, that a Cambodianpeace activist, a Burmese genderspecialist, a Filipino priest/ documentaryfilm maker, a Lao monk/ rural developmentworker, a Vietnamese researcher / healthworker, a Malaysian medicalanthropologist, an Indonesian humanitarianrelief worker, a Singaporean visual artist, aBruneian museologist, or a Thai researcheron HIV/AIDS to name but a few, would feelbetter equipped to deal with a specificproblem within their own work context.Whether viewed as promotinginclusiveness, integration, or advocatingthe adoption of community-driven, multisectoraldevelopment approaches, thisGuidelines publication is primarily intendedas a ‘guide’, not a ‘blue-print’. We, theauthors/workshop facilitators, certainly donot consider ourselves experts within all thedevelopment issues covered. In fact, thesuccess of the workshops and outcomespublished here could not have beenarrived at without the active contributions ofall the participants that provided for amutually rewarding experience.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○20○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○USING THE GUIDELINES○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○Introduction to Workshop FormatPreviewsDay 1 commences with an overview of the whole workshop but also specificallyoutlines or previews what will take place on that day. From Day 2 onwards,following the participant review of the previous day, this preview input from thefacilitator constitutes the initial activity. The rationale for this is to clearlyestablish the goal or purpose of the day’s activities. It may also allow for thefacilitator to perhaps address concerns or questions raised in the previousreview especially regarding any identified missing ‘links’. It is not uncommonthat a particular activity may have been judged not to have fully addressed itscore objective and thus the preview section, where applicable, does afford thefacilitator the opportunity to establish the linkage between each day andhighlight how certain activities are subsequently followed through. Rather thanpreview the day with a menu of activities, a visual image was created andaccompanied by a verbal outline. These visuals were posted on the walls wherethey could be used as a reference and reminder to what was to come and tolink back to previous activities. These ‘mindscapes’ can also provide someassurance for participants. As most activity handouts are given out after theactivity to avoid directly influencing its outcome, some participants mightexperience some unease in this regard because they feel they are venturinginto the unknown. So the mindscapes can be useful to allay such concerns andthus ensure that the ‘comfort zone’ of the participants is maintained.21ReviewsAt the close of Day 1, the facilitators should randomly divide the participantsinto 4 groups and advise that each group will take turns in providing a reviewof one of the workshop days. Assign each group to a particular day. Thepreparation for the review can be made outside the workshop environmentallowing for greater informal expression without time limitations. It is advisableto suggest that the format of the review has many options ranging from a moretraditional power point presentation to a role play input. The important thing to

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○stress is that not only should all group members participatein the provision of the review content but that it should focuson what was learnt and not merely comprise a literal recap ofthe activities undertaken. It should be a constructivefeedback containing suggestions for improvement and raiseany issues felt to be unclear.22ReflectionsAs an end of day activity, participants are asked to reflect onthe questions posted in the Questions Checklist that concludeeach chapter. The Questions Checklist is related to the day’smain topic(s) and is designed to focus participants onlearning outcomes. This 10 minute activity is for all theworkshop participants to stimulate individual reflection onwhat has exactly transpired throughout the day. It is not justfor the selected review group. However, responses to thequestions could provide an outline or basis for the groupassigned to present the review.Daily EvaluationSome form of personal daily evaluation can prove invaluable.During the workshops a simply-devised daily evaluationchecklist sheet was provided to help focus the participants onthe workshop inputs, lessons learnt, and suggestions forimprovements. Additionally, within such a checklist, selfevaluationon one’s own level of participation and level ofsatisfaction with the day’s proceedings is a useful reminder tothe participants when they come to complete the end- ofworkshopevaluation form.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○Rationale for Review and ReflectionThe rationale for the review and reflection activities is thatit provides for an on-going evaluation that allows thefacilitators to learn from the participants regarding whatthey are experiencing. Furthermore, it allows for adaptationof the workshop materials or a change of pace to be madein response to comments made by them. Adopting thisstyle of participatory workshop facilitation is of courseclosely aligned to the workshop objectives. As the sayinggoes, “Practice what you preach”! Or more aptly, “Practicewhat you believe” as no preaching should be taking placeduring the course of the workshop!This was noted by a past participant in commenting on theworkshop atmosphere as follows:“…the facilitators were really very welcoming of anyopinion so we just bared our thoughts in a non-hostileenvironment.”23Information CollectionFor the first round of workshops, in addition to informationsought from participants on the standardized applicationform, a pre-workshop task was required. This task included,amongst other things, formulation of an ‘expectation’statement and a ‘problem’ statement. This task wasdiscarded with the commencement of the second round ofworkshops, primarily on the basis that the time incurredbetween the submission of the statements and actualattendance at the workshop was too long. This usuallynegated the relevance of the originally submittedstatements. However, it is noted here should this type ofpre-workshop information collection be feasible in yourparticular case. Please refer to p.24 of the 1 st edition of theGuidelines for more information.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○○ ○ ○Participants were requested and encouraged to bringto the workshop supporting materials related to theirorganization and/or project work. This could include,as examples, video documentation, photographs,project reports, and organizational brochures. Theseprovide useful references throughout the workshop.On occasions, some participants were keen to makepresentations on their organizations and accordinglythe materials were thus used for this purpose inspecially arranged ‘show and tell’ sessions.24Advance and Ongoing PreparationFrom the very outset of the workshop, facilitators needto be mindful that the concluding day does in manyways represent the culmination of the inputs,experiences, and feelings of the preceding four days.In this respect it is useful to note the variouscomments made by participants throughout the week.These can, for example, be written in quotation bubblemarks and posted in the workshop room. They providea useful reference on Day 5 which is primarily a day ofreflection. It is very interesting to track what are quiteoften the stark changes of opinion as expressed on thelast day to what was expressed earlier on in the week.Case studies comprise the main focus of Day 5 andthus require advance preparation. Two differentstrategies were employed during the 2 nd series ofworkshops. One strategy was to identify and theninvite some of the participants to prepare a case studyin advance. Time constraints obviously limit thenumber of case studies that can viably be presented.The number of participants attending the workshopalso places constraints on the number of case studypresentations requested. On average, each workshophad 40 participants and as such, an ‘open’ invitation

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○○ ○ ○was not an option should indeed all 40 people reply inthe positive! On the whole this strategy worked welland the prime determining factor directing the choiceon ‘invitees’ was balance. By balance, we mean thatwhere possible the case studies presented wouldreflect a range of topics with all organizational sectorsrepresented. However, this approach was stillconsidered somewhat flawed as it did identify and preselectparticipants.To counter this unease over not offering everyparticipant the opportunity to present a case study asecond strategy was tried out. This strategy involvedrequesting all participants to only ‘think about’ but notactually prepare a case study before coming to theworkshop. Once at the workshop the procedure andscope of the case study input requirements wereexplained and volunteers requested. In practice, thisstrategy also worked well as through discussion theparticipants were able to identify the case studyoptions that interested them most and proceed tomake the selection ‘democratically’.Employing either strategy does necessitate that fromthe very first day the facilitator assigned to Day 5makes arrangements outside the workshop hours toassist the selected case study participants in theirpreparation. The modality for the case study procedureis explained further in the Conflict Mediation &Transformation chapter for Day 5.It is interesting to note that the methodology of thecase study presentations made during the 2 nd series ofworkshops represents a significant departure from thatemployed in the 1 st series of workshops. Please referto pages 104-5 in the 1 st edition of the Guidelines.Here you will see that facilitators, rather thanparticipants, are encouraged to present their case25

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○studies. However, when embarking on the latest round ofworkshops it was decided that participant case studies wouldbe more beneficial even though, organizationally, they dopresent a challenge and require planning prior to and duringthe workshop.26Keeping TrackEvery team of facilitators will have their own set of strategiesto track the progress of the workshop they are involved with.Quite often these strategies evolve as we learn more. Thiswas certainly the case during the 2 nd series of workshopswhich were conducted in fairly quick succession. A few thingsto note which we found particularly useful included invitingpast participants to again join a workshop but in the role ofco-facilitator. Apart from obviously helping to accomplish theoverriding objective of attaining a multiplier effect throughthe repeat of workshops, a very practical outcome wasobtained. This practical outcome was that as a pastparticipant the person now participating as a co-facilitatorcould more readily identify potential problems and relatemore easily to difficulties participants may have beenexperiencing.End-of-the day meetings amongst the facilitators to assessthe day’s outcomes at times also included a few participantsto try and help ensure that we did receive a direct input anddid not discuss and evaluate our progress based only on ourperceived notions.‘Keeping track’ does of course include the wide and variedarea of documentation. We learnt from experience that wewere being rather excessive in our documentation ‘drive’. Ofmore concern was the realization that such documentationwas primarily for our own purposes rather than for theparticipants’ immediate reference and use. This led to adramatic shift from a ‘documentation overload’ wherein at the

○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○conclusion of every single activity there were reams offlipchart paper, towards a concerted effort to collate andtranscribe outputs into coherent summaries. Thesesummaries would then be posted on the walls at the end ofeach day and remain there throughout the week.Our valuable lesson learnt here regarding documentation wasthat despite the validity or necessity to document as much aspossible, it can not be at the expense of the participants. Aprimary function of any facilitator during a workshop is toremain vigilant, active, and accessible; and not becomedistracted or obsessed with making notes. Making more useof photography and video provides a solution. Documentationrequired for post-workshop needs when viewed ‘raw’ - as inwatching a video recording of an activity or looking at a groupdocument output that has been photographed does providethe opportunity for a truly accurate assessment of whattranspired. It is in fact the raw data and thus more reliablethan one’s own hastily scribbled notes. Making more use ofphotography and video for post-workshop purposes allowsfacilitators to concentrate their other documentation effortsthroughout the workshop for the purpose of immediate useand benefit to the participants.27Activity TimingsThe times indicated for each activity are to be consideredvery flexible. Depending on the composition and interests ofthe workshop groups, responses to activities can varyenormously. Some activities are completed in record timewhilst some others may extend beyond the estimated timeallocated. However, if the activity is proving very useful, whystop it? This was our philosophy as we discovered that oncertain occasions an activity developed into anotherunpredicted but interesting direction, and at timesincorporated what was a similar activity already planned forlater that day.

○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○Flexibility is the key as a response in trying to fulfill participant needs as far aspossible.Ground RulesGet the participants to establish their own ground rules at the start of theworkshop. This can prove invaluable for the smooth facilitation of the workshop.For example, if one ground rule is “Do not talk when someone is presenting”,refer the participants back to their “own” ground rule should this become afrequent occurrence that is disruptive. In this way the facilitator remains as aperson who is quite simply facilitating; it is not a case of the facilitatorasserting control and setting a rule. The facilitator is only gently reminding theparticipants of what they agreed upon.28Ice-breakers/Warmers/Refreshers/StoriesWe are all probably aware of the value of having some activities prepared withinour arsenal of tricks to be used when the tempo of a workshop seems to beflagging, when there is simply the need to get everyone on their feet to movearound for a while or to form specific groupings. These types of activities can becategorized as ice-breakers, warmers, or refreshers. However, they do notalways have to emanate from the facilitators. Suggest to participants that theycan as individuals or as small groups initiate such activities. With theparticipation of facilitators in such activities it helps maintain inter-activeworkshop dynamics and works surprisingly well.Story-telling is an art form and when the story is told well, the effect can bequite astounding. Stories can be used as warmers and when creatively told theyimmediately engage the audience. Storylines related to the topic beingpresented are much more than warmers and serve the purpose of highlightingthat topic in a non-formal, non-academic way. On a few of our workshops wewere lucky to have our colleague, Wajuppa Tossa, participate. As an expertstoryteller she was able to use stories to revitalize the workshop dynamics and/or focus attention by relating a story to a particular day’s theme. Many of usmay feel though that we are not ‘good’ storytellers. However, if interested toknow more about what makes a good story and how to tell it, please see thereference section and Wajuppa’s information posted at the end of this book.

PART TWO31WORKSHOP FORMAT

32“Tolerance, inter-cultural dialogueand respect for diversity are moreessential than ever in a world wherepeoples are becoming more andmore closely interconnected”– Kofi AnnanSecretary-General of the UN1997-2006>>

DAY 1133Culture in Projects:Meanings,Understandings, &Problems

34IntroductionThe first day of the workshop focuseson the meanings of culture and ourunderstanding and interpretations ofit. In doing this an individualisticapproach and response to the issuesraised is encouraged and promoted.This is in keeping with the workshopcredo that only when there is mutualunderstanding, tolerance, and respectfor diversity in cultures and the livingcontexts of people involved in thedesign and implementation ofdevelopment programmes, can theytruly succeed.Any development involves change, andthat change must be harnessed to thecultural traditions of the endbeneficiaries. In fact, the ‘change’ ordevelopment process should emanatefrom them, but if not, at least it musttruly reflect as well as respond to thecultural tradition it is influencing. Inorder to try and achieve this goal, anyperson involved in development workmust initially consider and reflect onone’s own culture and one’s own viewsof other cultures.Thus, the first day of the workshop isdevoted to an examination of whatculture means. In Our CreativeDiversity: The UN World Commissionon Culture and Development Reportstates:“The relationship between culture anddevelopment should be clarified anddeepened in constructive and practicalways.”Thus an exploration of what culturemeans is seen as the appropriatestarting point before we move todiscuss the relationship of culture vis--vis development. The numerousideas that arise in trying to pinpointexactly what culture is only serves toheighten the fact that we must learnnot just to appreciate these differentperspectives, but in fact respectthem. If we can do this, we are wellon the way to avoiding the prepackaged,‘one size fits all’development policies thatunfortunately still abound.Also as a starting point to theworkshop, the recognition that thereare so many variations on theunderstanding and interpretation ofculture helps set the ‘tone’ of theworkshop. This tone being that theworkshop is indeed a forum for theexchange of ideas and that there is nosingular ‘right answer’. Throughdisagreement we can learn becausethis discourse can lead to improvedunderstandings and ultimately greatertrust.

Activity 1.1 provides an overview ofthe workshop from the perspective ofthe facilitators whereas Activity 1.2 isfocussed on the participants- who theyare, what they expect from attendingthe workshop, and what can they‘bring’ to the workshop. The intentionof these two activities is to providebalance and emphasize that thesuccess of the workshop is dependenton the active contribution of theparticipants. It is a partnershipapproach with resource persons actingas facilitators and not ‘experts’.Activity 1.3 looks at the multipledefinitions of culture. Examining themeanings of culture (and thendevelopment on Day 2) ultimatelyleads to the acceptance that there aremultiple definitions of both.It should be noted that the intentionof this activity is not necessarily toenforce a common acceptance of whatculture means. The aim is to highlightthat it can mean so many differentthings to different groups of people.Because of this we must thereforeaccept that indeed differences aboundand those differences must berespected. If we do not adopt thisapproach, we can never arrive at‘tailor-made’ initiatives but would onlyever be imposing our own views onothers.Having looked at culture in a verygeneral sense, Activity 1.4 on ‘CulturalMapping’ is designed to encourage adeeper analysis of what culture meansfrom a more personal perspective. Thequotation below clearly enunciates whythis is so necessary.“Understanding how values, practicesand beliefs affect human behaviour isfundamental to the design of effectiveprogrammes…”Taken from ‘24 Tips for culturallysensitive programming’- UNFPA WebSiteSo, building on this exploration of themeanings of culture, Activity 1.4examines examples of behaviours(what we do) and values (why we doit). Discussion generated by theCultural Mapping activity highlights thefact that while one group from asimilar cultural background mayidentify with certain values, behaviourscan vary considerably, even amongindividuals within that group. Likewise,35

36other groups may share those values,but they too may have differentbehavioural responses. There is noconsistent match and no single “rightway” to respond. All are equally valid.The situation becomes increasinglycomplex with the recognition thatthese responses are not fixed but canchange according to context, forexample, whether we are at homewith family, at work or with friends inany number of other social settings.At times these situations may evenoverlap. The relationships we buildvery much depend on this process of“code switching” as we move from onecontext to another. It is an interactiveprocess which calls for an exchange ofinformation, knowledge and ideaswhich can help build understanding,appreciation and respect.If we transfer these realisations to thework context, the activity encouragesus to go beyond stereotyping(speaking on behalf of others/for all),and from generalisations and oversimplification,to recognising theimportance of listening to the voicesof individuals speaking for themselvesin different situations.‘Specific problems’ comprises the nextactivity. Recognizing the individualityof each participant and the uniquework situation that each is faced withis an integral strategy of theworkshop. Ideally, each participantshould leave the workshop feeling thattheir experience was not onlyworthwhile but that they havesomething very tangible to leave with.After all, each participant hasattended for a reason and primarilythat reason is the desire to improvehis or her own involvement indevelopment work. The tangible‘departure gift’ should therefore benot just a renewed enthusiasm ordetermination to work harder toresolve problems but should in fact bemore of a concrete idea on how toresolve whatever problem they face.Activity 1.5 therefore allowsparticipants to express themselvesand in doing so, quite often the reliefof unburdening their frustration isinitially satisfying in itself.Participants can share commonexperiences and possibly offer eachother advice. More importantly,participants can reassess their‘problem’ as the week progresses and

find their own evolutionary strategiesto deal with it upon return to work.The final activity of Day 5 exploreshow the workshop has (or not as thecase may well be) affected eachparticipants’ assessment of theirproblem and its resolution.Furthermore, this activity encouragesreflection on behalf of the participantson how they can circumvent,decrease, or even manipulate to theirown advantage, constraints they facein their daily working lives in an effortof engagement to successfully partnerwith representatives from othersectors. Without understanding morecomprehensively the constraintsothers face, we are limited within ourown working environment. The needto foster understanding and embracealternative options to arrive at thedesired end result necessitates thisbasic openness built on trust andmutual recognition of common goals.37

TOPICSWhat do I expect from this workshop and what willI contribute to it?What do we mean by ‘culture’?How can cultural diversity be better understood?38What work problems do I encounter and how can Iresolve them?Activities1.1 Overview of the Workshop1.2 Introductions and Expectations1.3 Meanings of Culture1.4 Cultural Mapping1.5 Problems: Culture in Development Projects1.6 Reflections & Workshop Review Set-up (Refer to Using theGuidelines section)

1.1 Overview of WorkshopObjectives:Orient everyone to the workshop origin, objectives & topicsIntroduce the facilitation teamEstablish ground rulesExplain the facilitation style of the workshopReflect on the relationship between participant expectationsand the workshop objectivesProcedure:1. Deliver a presentation that explains the workshop origin,objectives, topics, and facilitation style of the workshop.392. Introduce the facilitation team and invite questions fromthe participants regarding the preceding presentation.3. Ask the participants to form into small groups and set atime limit of 5 minutes only in which they must establishsome ‘ground rules’.4. When reporting back make a note of all ground rulesoffered. Later write up these ground rules on flip chartpaper and post on the wall for reference.5. Remaining in the same groups ask the participants todiscuss the previously outlined workshop objectives.Write-up the question “Do the workshop objectivesmatch your expectations?”

406. A representative from each group is then invited toprovide the group response to the question. Focus ongroup responses and not individual expectations as this isdealt with in Activity 1.2.7. Facilitators comment on the expectations voiced makingsure that any expectations considered beyond theircontrol are highlighted and discussed.8. The main expectations should be noted on flip chartpaper and posted on the wall for reference purposes.

1.2 Introductions and ExpectationsTime: 45 minutesMaterials:CardsObjectives:Learn from each other’s expectations about what will begained by participation in the workshop, in relation – or inaddition – to the pre-determined workshop objectivesBecome acquainted with each other personally and be ableto identify persons with similar professional interestsProcedure:1. In pairs, participants collect information by interviewingeach other. This information should contain somethingpersonal, professional, and should reveal what is theexpectation(s) of attending the workshop.412. Instruct participants to note clearly on the card providedthe name of the interviewee and the expectation(s).3. Each person is introduced to the group by their partner.4. Following this, collect the cards. Later, categorize andsynthesize the expectations. Write them up and returnthe complete list to the participants. Cross-check withthe already prepared summary sheet resulting fromActivity 1.1 and update accordingly.

1.3 Meanings of CultureTime: 90 minutesMaterials:Definition cardsObjectives:Explore understandings of the meanings of cultureAppreciate that there are multiple understandingsProcedure:421. Form groups of sector-based disciplines, e.g.,health, education, agriculture etc. and post the question‘How would you define culture?’ on the whiteboard.2. The facilitators give each group a set of definitioncards on ‘culture’ for participants to consider in theirgroups. Ask them to rank the definitions in order ofpreference in terms of appropriacy from the most toleast favoured.3. Participants are then asked to improve upon thechosen definition or write a new one.4. Each group then reports back explaining theirchoice, any alterations made to that choice, and whyother definitions were rejected.

5. At the end of the activity, any new or altered definitions should beposted on the wall along with the given definitions for ongoing reference.436. In concluding, the facilitator may want to suggest that thedifferences expressed reflect our varied criteria for assessing orevaluating human activity.A sample of definitions that could be used is shown below. Numbers 1-7comprise offerings from the facilitators and/or mixed and combined partsof quotations. They are more simplistic and concise than Numbers 8-10that offer a “shopping list” of things that comprise culture. The descriptor“shopping list” was offered by a participant in one of the workshops.Comparisons between such concise and comprehensive definitions can beuseful.1) Culture is an organic way of life constantly evolving andadapting to circumstances as necessary.2) Culture is simply the ensemble of stories we tell ourselvesabout ourselves.3) Culture is a system of collectively held values.

4) Culture is the roles and guidelines that people follow in aparticular group.5) Culture is the creative expression, skills, traditional knowledgeand cultural resources that form part of the lives of people andsocieties, and can be a basis for social engagementand enterprise development.6) Culture is a set of ideas, beliefs, and ways of behaving of aparticular organization or group of people.447) Culture is that complex ‘whole’ of habits and capabilitiesacquired by man as a member of society.And:8) Culture is the whole complex of distinctive spiritual, material,intellectual and emotional features that characterizes a societyora group. It includes creative expressions, communitypractices and material or built forms. — Our Creative Diversity: TheUN World Commission on Culture and Development Report, 19959) Culture is the set of distinctive spiritual, material, intellectualand emotional features of society or a social group, and that itencompasses, in addition to art and literature, lifestyles, ways ofliving together, value systems, traditions and beliefs. - UNESCO,200210) Culture or civilization taken in its wide ethnographic sense, isthat complex whole which includes knowledge, belief, art,morals, law, custom, and any other capabilities and habitsacquired by man as a member of society. - Sir Edward B. Taylor, 1871

1.4 Cultural MappingTime: 120 minutesMaterials:Flip chart paperPrepared card setsCultural values grid chartObjectives:Clarify cultural mapping methodologies and relatedobjectivesHeighten awareness on the values and behaviourswithin each participant culturePromote a better understanding between theparticipants of cultural differences and the diversity thatexists whilst at the same time identifying and promotingcommonalties for improved dialogue45Procedure:Step 11. Form groups and ask them to brainstorm what types ofactivities could constitute cultural mapping.2. List and number the activities suggested on flip chartpaper.3. Then ask the groups to decide the main objective foreach of the activities listed.4. List the suggested objectives for each activity on anothersheet of flip chart paper.5. Ensure that clarification is made on the different typesof cultural mapping we may undertake and for whatpurpose. See notes on Cultural Mapping on P.48.

Step 26. The following cultural mapping practice activity suggestedhere is taken from Hogan, C. F. (in press due 2006)Practical facilitation of multicultural groups. KoganPage, London.As this publication is in press we can only provide a summaryof the activity as follows. Participants form into groups withpeople from a similar culture and then are given ‘culturalheadings’ cards and invited to place them along the top of asheet of flipchart paper.46These headings could include, for example, “Culturaldimensions and behaviours that are part of my culture”;“Cultural dimensions and behaviours that are part of myculture but declining” etc. Thus the title headings shouldcomprise a complete range reflecting cultural dimensions asaffirmative, increasing, decreasing, or negative.7. Then the groups are given a set of ‘cultural driver/valuecards’ and are instructed to decide where each cultural itemfits best under the headings. For example, these couldinclude “Shame/Guilt”, “Relationship oriented/Task oriented”etc. At least 10 ‘cultural drivers’ should be given to eachgroup.8. Following completion of this, a set of ‘behaviour’ cards isdistributed to each group and the same procedure isfollowed. As an example, ‘behaviours’ could include “Peoplegain power and respect as they get older/People lose powerand respect as they get older”; “Much time has to be devotedto the needs of & duties to extended family members/Lesstime required to attend to needs of & duties to smaller

nuclear families”. At least 10 ‘behaviour’ cards should begiven to each group.9. Participants are also encouraged to write their own‘driver/value’ or ‘behaviour’ that they consider pertinent totheir cultural group.10. Facilitators invite feedback from each group and requestthem to also complete a cultural driver/value gridcomparison chart. This should be prepared in advance andcontain the cultural drivers/values listed vertically down theleft hand column. Horizontally across the top of the grid islisted the pre-identified groupings for this activity**. Eachgroup is directed to complete the grid by ticking the culturaldriver/value that they agreed were part of their culture.After completion, this then allows for an easily-viewedcomparison. It is important to emphasise what people havein common first. Then generate discussion on how to bridgeidentified differences. See note on possible outcomes onP.50.47**In some of these workshops, participants comprised severalnationalities and quite often within each nationality subgroupingswere identified. Accordingly, for this activity,participants were directed to form within groups theyconsidered shared many commonalities. For workshops of onenationality, if sub-groups are identified, for example by region,ethnicity, or religion, the activity is still viable.

Notes on Cultural MappingCultural mapping is described by UNESCO“As a crucial tool and technique in preserving the world’sintangible and tangible cultural assets. It encompasses a widerange of techniques and activities from community-basedparticipatory data collection and management to sophisticatedmapping using GIS (Geographic Information Systems).”- From UNESCO Bangkok www.unescobkk.org48Many of us may well be involved in community-based datacollection but may not necessarily have referred to it as a formof cultural mapping whereas mapping using GIS is by definitionmore obviously a form of ‘cultural mapping’. SEAMEO-SPAFAuses both community-based data collection and GIS. Thecultural mapping activity used here on Day 1 of the workshopoffers another type of mapping which is akin to ‘mind mapping’whereby we define our cultures and their relationship to othersthrough an exploration of values and correspondingbehaviours. The initial part of Activity 1.4 is to clarify/definethe various cultural mapping methodologies that exist and toconsider the objectives of each. It draws attention to the arrayof cultural mapping activities that are available to us that caninclude amongst others the physical or spatial, the conceptual,as well as the ‘mindset’.In terms of better communication and understanding it isnecessary to seek clarification as the term ‘mapping’ hasbecome an ‘umbrella’ terminology containing many aspects.For example, the goal of ASEF’s Culture360 Asian MappingExercise is described as a coordinated audit and documentationof “existing cultural resources in the region to promote theiraccessibility and visibility” (www.asef.org) and is to beundertaken by one appointed individual or team in each

participating country. Indeed this is a form of mapping but it isdifferent from community-based data collection mapping. It isdoes not matter that it is different but it does matter that wecan recognize the difference for the sake of clarity and to avoidconfusion. We need to appreciate the differing interpretations of‘mapping’ that abound.Activity 1.4 can also be used as an input and support to theCulture Lens as advocated by UNESCO. The UNFPA Web Site(www.unfpa.org) sums up a culture lens as clarifying andrecognizing the social assets/capital of the recipient culture inwhich a project is taking place. In this respect, Activity 1.4could be a useful starting point. UNFPA also describe theculture lens as a programming tool and UNESCO Bangkok hasdeveloped this further with the Cultural Diversity ProgrammingLens. The use of this can certainly raise awareness but as a‘tool’ - and it is described as a ‘toolkit’, which is available forelectronic download from their Web Site; it is in concept moreof an alternative version or variant of a logical frameworkmatrix (the topic of Day 3).49In essence, whatever form of mapping used the commondeterminant of the concept is inclusiveness. Any mappingprocess usually involves the local community and this processis described by our colleague and co-facilitator, PatcharaweeTunprawat, as“Equally important as the end product, since it is the processwhich generates awareness and recognition of the heritage aswell as active involvement of the local community… (with)activities which encourage the local community to think andexpress their opinions regarding their heritage resources, aswell as to identify the resources”Note on possible discussion outcomes

50Discussion following this activity usually raised the following mainpoints:1) Values and behaviours do not always match2) Values are more ‘national’ whereas behaviours arepersonal3) National identities can often be stereotyped and thisaffects our attitudes to each other as stereotypes are oftennegative4) The cultural mapping of values and behaviours helpspromote mutual understanding and thus can be seen asbuilding bridges or establishing effective communicationchannels.

1.5 “Problems”-Culture in Development ProjectsTime: 60 minutesMaterials:CardsObjective:Identify “problems” that participants would like toaddress during the workshop, and identify others withwhom they could workProcedure:1. Ask the participants to think about a work relatedproblem they believe could be addressed during theworkshop. Ask them to write the problem on the cardprovided and suggest that the problem should be statedas specifically as possible in a few sentences avoidingone word comments like ‘money’, ‘staff’ etc. It should bea statement that clearly explains what the problem is.512. Invite each participant in turn to read out their“problem statement”, and seek clarification if necessary.3. Collect the cards, ensuring the participant name isalso written on the card, type up and keep for facilitatorreference. This is especially useful to refer to at the endof the workshop.4. In groups, ask the participants to discuss andconsider the times when they have managed toovercome problems. Then invite a representative fromeach group to give a brief explanation of how a problemwas resolved. This helps end the day on a positive note.

Questions ChecklistHas my understanding of culture changed?Are my views on what constitutes culture now broaderthan before?52Am I now more accepting of the opinions of others?How useful is cultural mapping?Are my problems solvable? Have I overcome problemssuccessfully before?What strategies did I use? Could I improve upon thosestrategies?

ConclusionBy the end of Day 1 there should be a greaterappreciation that there are multiple definitionsof culture and similarly a better understandingof the various modes of cultural mapping thatexist. More significantly, these differencesshould be recognised as an enriching experienceand not viewed as problematic. This is becausesuch recognition helps us to better understandand respect other people’s viewpoints. As oneparticipant concluded:53“Certain definitions of culture brought me a newview and concept of culture and thus a newapproach of cultural integration intodevelopment”

54“We need to find ways of relating to eachother that are not based on templates andinflexible procedures. Indeed, we do need tohave systems that will help us get theinformation that you [the donor] require andthat are easy enough to manage. But at thesame time we too need to do more thansatisfy your requirements. All we are asking ofyou is to develop ways of listening to ourlanguage and our visions, and adapt some ofyour procedures to our way of doing things. “Everjoice Win, African peace activist>>

DAY 255Development:Meanings,Understandings andTools

56IntroductionFollowing on from the previous day’sexploration of meanings of culture,Day 2 begins by gatheringparticipants’ images of developmentas a way to generate discussionaround our different understandingsand impressions of what developmentis, could or should be. In a relativelyshort space of time, the wide range ofimages produced, manage to raise anumber of ideas, opinions, issues andconcerns. A recurring theme amongthose collected during the course ofthese workshops was thatdevelopment is failing to live up topeople’s expectations and thatimportant goals are not beingachieved. To begin to understand whythis is the case, the follow-onactivities on this day start to explorewhat is happening in the planningstages of projects, and morespecifically to consider the kind oftools we use in the planning processand how we use them.An initial brainstorm activityhighlights just how many tools thereare, especially within workshopgroups consisting of academics andresearchers, planners, administratorsand implementers, and consideringthe range of disciplines covered.Encouraging participants to name andprovide a brief description of a tool,including what can be achievedthrough its use, alerts the group tothe fact that one tool may be knownunder different names; it also helps usto identify alternative tools to thosewe may be familiar with; it touches onhow tools may complement eachother; and raises awareness of theneed to be creative and to maximizetheir potential. When talking aboutparticipatory processes, this latterpoint is extremely important as whatwe need are the kind of tools andpersonal approaches that are flexibleenough to allow us to explore,experience, and learn. Such tools willgive us a direction in which to travelbut still leave us open to respond tothe people and context we areworking in.To emphasise the fact that it is not soimportant what tools we use but howwe use them, Activity 2.5 -Stakeholder Analysis, involves a morein-depth analysis of just one tool. As apreliminary identification of whoshould be involved in the identificationof a problem and planning of aparticular project, StakeholderAnalysis represents the first importantstep towards building the relationshipsneeded for the success of participatory

project planning. Used effectively itcan help us to better understand theimportance of different groups (i.e.those whose needs and interests are apriority), and to anticipate the kind ofinfluence they may have (i.e. thosewho exert power in the decisionmakingprocess).Our starting point was to define theword stakeholder and to translate itinto the participants’ own language.On occasions, finding an equivalentthat was in fact inclusive provedchallenging in itself. With the agreeddefinitions in mind, and working insmall groups, the participants werethen asked to identify thestakeholders for a specific project. Asfar as possible we encouraged them touse projects they were working on,thus input from the different membersof the group was of a very practicalnature. A number of participantssubsequently commented on the factthat in their real work contexts, theyhad neither the time nor the humanresources available to dedicate toconduct such a comprehensiveanalysis. They did however recognisethe benefits of doing so.The extensive lists generated by thebrainstorming also led to aquestioning of the practicalities of howand when to engage with the variousstakeholder groups and to requests forclarification on what is meant by theterms primary and secondarystakeholders. This, in turn, raisedissues of power and ownership. Theseissues were explored using animportance /influence grid, adaptedfrom materials for project cyclemanagement from the Tearfund. Ourmodel incorporated an idea from theOverseas Development Institute (ODI)materials which encourages the userto consider how best to manage therelationship with each stakeholder.The latter helps to prioritise efforts tobe more inclusive and encouragesthought about strategies forengagement. Both sources are listedwith the activity and in the referencesection.Participants were encouraged to seethe initial stakeholder analysis, whichwould take place early in the planningprocess, as something they wouldneed to revisit and build on. Often,despite the fact that the initialanalysis seeks to be exhaustive, newstakeholder groups, which may57

58include supporters or opponents of theproject, are identified by otherstakeholders already on the list. Thispoint is taken up once again in Day 3,when the stakeholder analysis is usedalongside other conventional planningtools.Activity 2.6 considers the significanceof stakeholder analysis in the widercontext of project design, planningand implementation, invitingparticipants to exchange experiencesregarding either successful orunsuccessful projects they have beeninvolved in. In small groups, as thestories are told, they are asked toidentify the key enabling or inhibitingfactors. Group feedback is collated ina graphic format using the image of asee-saw with enabling factors on oneend and inhibiting the other. Whilethis may initially give the idea of verydefinite black or white divisions, thefactors listed by participants oftenappear on both sides of the visual or,alternatively are placed in the middle.Funding, for example, which allows aproject to go ahead can also bewithdrawn or reduced. In this case,being able to anticipate such changesmay come down to the kind ofrelationship we have with the donoragency and how effectivecommunication between us is;whether the needs and interests ofdifferent stakeholders are being met;and ultimately whether we aremanaging the relationshipssuccessfully.The activity also helps to drawattention to the fact that whilestakeholder analysis is a useful tooland starting point, it is not aguarantee that everything will gosmoothly. It reinforces the point thatstakeholder analysis is only a firststep and that it is important toremember that as the planningprocess progresses, and in conjunctionwith other tools, the initial list may berevised and added to; ourassumptions about the roles andresponsibilities of the different playersmay also require clarification.

TOPICSWhat are our understandings of development?Who are the stakeholders in a project?How important are they to the success of a project?How influential are they in the decisions that are made?What factors can affect the interaction between stakeholders?60How can the relationships between stakeholders impact on aproject?Activities2.1 Review2.2 Preview2.3 Development Cartoon2.4 Tools Brainstorm2.5 Stakeholder Analysis2.6 Enabling – Inhibiting Factors2.7 Reflections

Activity 2.3 – Development CartoonTime: 60 minsMaterials:copy/copies of selected cartoonflipchart papercoloured pens/crayonsscotch tape/ blue takObjective:Explore understandings of andperspectives on developmentProcedure:1. Participants are given time to view aselected cartoon image. We selected acartoon depicting a group of so-called‘experts’ parachuting or ballooning into abarren landscape where just a few figuresare looking up at the sky and watchingtheir arrival. The caption reads “ThankGod! The experts have arrived”. (Source:Raff Carmen: 1996).612. Elicit who the different characters in thecartoon could be.3. Elicit information on the location.4. Invite different interpretations of thecartoon from individuals in the group.

625. Ask participants to draw their owncartoon expressing what they feel aboutthe development process – what it is, couldor should be. They may work alone or ingroups, or, as on one of the workshopsconducted, participants may even‘ hire’ another participant to draw their ideafor them.6. Participants’ cartoons are displayed andpresented by their creators.

Activity 2.4 – Tools BrainstormTime: 30 minsMaterialsWhiteboard and pensObjectives:Raise awareness of the many different tools used tohighlight the diverse work practices, backgrounds andexperience of participantsQuestion the tendency to develop more tools for aspecific purpose rather than focus on relationships63Procedure:1. Elicit examples of tools used by participants in theirwork contexts.2. Invite participants to give brief descriptions of a tool,explaining why it is used and what can be achievedthrough its use.3. Invite participants to request further information in openquestions to the rest of the group about any tools theyare still not familiar with.4. Record a list of the tools and name(s) of who is familiarwith that tool to be used as reference for participantswishing to follow up further.

Activity 2.5 - Stakeholder AnalysisSource:Project Cycle Management by Rachel Blackman, TearfundInternational Learning Zone Roots 5http://tilz.tearfund.orgOverseas Development Institute (ODI)http://www.odi.org.uk/RAPID/Tools/Toolkits/Communication/Stakeholder_analysis.htmlTime: 90 minutes64Materials:flipchart paperpensObjectives:Build shared understandings of the meaning of the termstakeholder and come to agreed translations into themother tongue of participantsIdentify stakeholders and assess the manner in whichthey may affect or be affected by a specific project/programmeProcedure:1. Elicit definitions of the term stakeholder and agree andrecord participant mother-tongue equivalents. Allowtime for a certain amount of negotiation in the mothertongue language and, where several possibilities aresuggested, elicit an explanation justifying the finaldecision.

2. Invite volunteers to explain briefly how they go aboutidentifying stakeholders in their work and how they usethe information.3. Ask participants to form groups of 4-5 people. Eachmember of the group briefly outlines a project they areworking on. The group then selects one of thesepossibilities and works together to conduct a stakeholderanalysis for that project, recording the information onflipchart paper.4. Display the information, including project title, so that theparticipants from other groups can comment / add stakeholdersthey feel are missing. The lists should include potentialpartners, supporters and opponents, those directlyor indirectly affected by the project, as well as those withrelevant skills, resources or abilities.655. In the original groups, and with reference to the selectedproject, invite participants to identify the different contextsor occasions which may bring the different stakeholdergroups together.6. Ask them to anticipate what issues may arise between thedifferent stakeholders on such occasions and to note thesedown.7. Ask participants to analyse the notes they have taken andto see if they can group these problems in any way.8. Elicit feedback from each group.9. Introduce the importance /influence grid and askparticipants to place their stake holders within this grid.

Grid showing importance and influence of stakeholderswhereby:IMPORTANCE is the priority given by the project tosatisfying the needs and interests of each stakeholderINFLUENCE is the power that stakeholders have overthe project66LOW IMPORTANCE HIGHLOW INFLUENCE HIGH10. Ask participants to consider how they, as implementers,can best manage the relationship with the stakeholdersand their main responsibilities towards them, given theirassumed level of importance and influence.11. Ask groups to identify the value of such a tool.Alternative: From point 5, resource persons identify one sampleproject and work as an open group.

Activity 2.6 – Enabling & Inhibiting FactorsTime: 45 minsMaterials:whiteboardpensObjectives:To show that within any project there is an array ofenabling and inhibiting factors that can impact on itssuccess or failureTo show that quite often these factors may well beoutside our control but that we need to be aware ofthem67Procedure:1. Ask each participant to think about one project theyhave worked on which has been particularly successfuland one which did not achieve the specified goals.Give time for them to consider what factors influencedthose outcomes.2. Break up into small groups of 4-5 people and compilea combined list of both enabling and inhibiting factorsthat affected each project.3. Elicit feedback from the groups and record onwhiteboard. This can be done by beginning with thegroup that has the most enabling factors. Then moveonto the next group who offer additional factors notalready recorded but they must be careful not to offerany repetitions. This enables the activity to be carriedout quickly and in a lively manner whilst ensuring theattention of all participants.

684. Repeat this process for the inhibiting factors.5. Upon completion of the ‘see-saw’ whiteboard listing ofenabling and inhibiting factors, invite participants tocomment. In practice, what does this ‘listing’ translateas?6. It is quite common for many of the listed factors toappear as enabling as well as inhibiting. For example,having funds enables a project to move ahead whereas iffunds are withdrawn or reduced this can inhibit thesuccess of the project. Likewise, having well- qualifiedstaff can be enabling but having too many “experts” caninhibit. The discussion should highlight the precariousenvironment in which we all operate in the respect thatmany factors are outside our control and they are alsovariable – subject to change at short notice. At leastbeing aware can help us prepare for any eventuality. Itcan also be suggested that each list of factors does needevaluation and some form of risk assessment to help usin this preparation.

Questions ChecklistWhat is my view of current development practice?Who are the key people in a project I am involved in?70How do they affect the project? / How are they affectedby it?What is the relationship between the differentstakeholders like?Do I communicate effectively with them?

ConclusionWe all need tools in our work to help us obtain thekind of information we need to effectively plan andimplement a project, and to determine if theproject has been successful in that the results aresustainable. As seen through the tools brainstormand stakeholder analysis activity, much attentionhas been given to developing the kind of tools thatcan help us identify who we should be working within order to obtain the information we need; todeciding at what point it is needed; and fitting itinto an easy to report format; and increasingly toencouraging creativity in the use of the tool andmaking it work for you. But if we consider the factthat information lies with people the stakeholders,perhaps this emphasis has been misplaced. Effectivelybuilding relationships with and betweenstakeholders is crucial if any meaningful interactionis to take place during the planning process. AsCarmen (1996) points out, it is only by “humanizingthe landscape” that we may begin to addressthe real problems and find lasting solutions. Aheightened consciousness of self and better understandingof one’s own worldview are areas whichare explored further through activities introducedon Day 4.71

72“Mr. Director General, why is it that youpeople from UN agencies when you comehere, instead of asking us for our experienceand our skills, our thoughts and our dreams,you give us lessons and advice? Why do younot come here to listen first, then give usadvice based on what you heard?”– A teacher in a village in Burkina Faso toFrederico Mayor, Director General of UNESCO,during a visit he made to the country.Source: UNFPA Web Site>>

DAY 373Project Planning andCulture

74IntroductionRead the following conversationbetween 2 project team plannersdiscussing a proposed project in TownX, designed to reduce HIV infectionamongst male sex workers.A) You know if we just print theusual leaflets with a safe sexmessage on it and distribute it,we’ll never know if it’ll work.Maybe it won’t even be read.B) That’s right, and in fact if wego round to the bars and clubsto meet these sex workers, wellthat’s when they are busy.They are working and don’thave much time for us. Andalmost certainly aren’tinterested in us either… letalone the leaflets!A) And the owners of the barswon’t like us being there too asthey will see us as disturbingthe customers.B) Perhaps we should try tomake the initial contact in adifferent way.How about hosting some kindof party /meeting and invitethese sex workers to comealong? It’d be a relaxedenvironment and then they’dbe more likely to frankly tell ushow we could help, what weshould do…A) I don’t know. We have a setagenda, don’t we? We areobliged to do this safe sexeducation & condomdistribution programme comewhat may….. And what if theyaren’t interested? Does thatmean we give up?B) No, not at all! It’s just thatit’ll be easier for us and betterfor them if we know what’sreally needed and how toapproach the whole thing onsome kind of equal footingwithout seeming like we ‘know’what’s good for them. Howabout we announce theopening of the drop-in centre inthe local paper and see whathappens? And if there is a goodresponse we could then havean informal gathering – anopening party.A) Okay, and if that works,then we can follow-up fromthat, begin peer recruitmentand get the inputs from themon the best ways to initiate

outreach programming and thedistribution of condoms, right?B) Yes of course, and we cansee how we can makemembership of the drop-incentre seem worthwhile andattractive!A) I think this is probably ourbest strategy then …….. I doworry though about theresponse we our going to havefrom the bar owners. And fromthe local authorities who preferto keep the sex related townbusinesses under wraps.B) Exactly! But the people bestqualified to help us in all of thisare the sex workers hemselves.They know the score, howthings operate.And for sure, they know whatkind of support system theyneed…A) Okay, agreed…….Let’s forgetabout leaflets and such like andget personal……..let’s have aparty………The above ‘conversation’ illustrateskey issues addressed on Day 3.During this day the focus is on projectdevelopment planning tools and howwe can maximize the benefits of usingthem so that our identifiedstakeholders contribute to theplanning process. Day 2 reviewed thestakeholder analysis activity butidentifying stakeholders alone, and inparticular the end beneficiaries, andbeing ‘aware’ of their ‘needs’,priorities, and perceived desiredoutcomes, can not ensure that theproject is planned effectively toaddress those needs and obtain thedesired outcomes.To ensure that the planning toolsremain as ‘inclusive’ as possible,participation from the stakeholders isrequired. The tool used must be‘people-focused’ and cognizant of theculture of the stakeholders involved.Tools are designed to complementeach other and they will if usedcorrectly. It’s not the tool but how weuse it that is being called intoquestion because if not used well, wemay fail to fully integrate culture intoour development project.Activity 3.3 – ‘The Programme Cycle’provides an overview for projectplanning whereas Activity 3.4 – ‘TheLogical Framework’ looks at a specifictool quite often used within it. Manyproject planners may consider anactivity on the programme cycle as75

76redundant because they consider thecycle to be obvious. However, a shortreview of the programme cycle ishelpful for two main reasons. Firstly, ithelps place the identified stakeholderswithin the part(s) of the cycle andsecondly it places the log frame incontext of the overall projectmanagement. The programme cycle isa continuous process and as suchevery stage of it is subject to change.Thus, as a consequence this alsomeans that the log frame is subject torevision as well. The emphasis on thefluidity of the programme cycle helpsto reinforce the fact that over time thelog frame document will inevitablyhave to change in design, reflecting aresponse to factors affecting theproject. And because the log frameclearly defines who are the key actorsinvolved in the project and makesexplicit its objective; as well asasserting various assumptions, whenadjustment in project design isrequired, it is so much easier to do so.Many of us are aware that theadvocacy of participation and thereality of participation do not oftenmatch. It would seem that we stilldecide what needs to be done andthen inform the recipient beneficiary.In part, this may still be happeningbecause ensuring full participation ofall stakeholders in the design of aproject is often viewed as notpossible. This failure also constitutesthe focus of the majority of criticismleveled at using the log frame tool. Inaddition, the perception is that using alog frame only reinforces blue-printplanning. Through the course of theworkshops several approaches orstrategies were suggested and/oradopted in the practice session toaddress these criticisms. These ‘tips’or advice are included in the activitydescription.

TopicsWhat are the different stages of the programme cycle?Who are the stakeholders involved and at whatstage(s)?78How and when do stakeholders participate in thedesign of a project?How can we ensure that the log frame design is peoplefocused, culturally-driven, and related to issues ofownership?Activities3.1 Review3.2 Preview3.3 Programme Cycle3.4 Logical Framework3.5 Reflections

Activity 3.3 The Programme Cycle79Time: 45-60 minutesMaterials:CardsFlip-chartsPensScotch tapeObjective:Model and analyze a basic programme cycle to show a) thatit is always subject to change and b) at what stage variousstakeholders are involved in it

Procedure:1. Form groups of 4-5 persons.2. Give each group a sheet of flip chart paper and ask them todraw a large circle.3. Distribute a set of ‘event’ cards to each group. Askparticipants to place the cards around the circle according tothe most likely or logical sequence they can identify. Thecards contain the words:80COUNTRY CONSULTATIONSIDENTIFICATIONPROJECT FORMULATIONAPPRAISALFINANCING DECISION & TENDERING & CONTRACTSIMPLEMENTATION & MONITORINGPROJECT COMPLETIONEVALUATION4. Invite the groups to comment, one-by-one, on theprogramme cycle they have created. Ask them to considerthe following questions before commenting:How does your own personal/group experience influencethe sequence you have made?Is the sequence always cyclic?5. Following feedback show the participants the generallyaccepted logical programme cycle as illustrated below.6. Invite the groups to compare their programme cycle withthis illustration and with the programme cycles prepared bythe other groups.

COUNTRYCONSULTATIONSEVALUATIONIDENTIFICATIONPROJECT COMPLETIONPROJECTFORMULATIONIMPLEMENTATION &MONITORINGAPPRAISALFINANCING DECISION &TENDERING & CONTRACTS7. Elicit from the participants a) explanations on theterminologies, if differences of understanding arise b) whythere are differences, if any, on where they have placed theevent cards.818. In groups, ask the participants to think of a project they arepresently involved in and then consider what stakeholdersare involved at which stage(s) of the programme cycle.Invite a volunteer from each group to report the result.9. Wrap-up the activity with a summary of the main points ofthe discussion.Note: As the name suggests, the programme cycle is usuallypresented in a cyclic format but it can just as easily be presentedin a linear format. The main point to be emphasized, regardlessof the format used, is that there is no guarantee that theprogramme cycle will always follow its logical patternuninterrupted. For example, following appraisal assessments itmay be necessary to revisit the project formulation. Or therecould be some financial consequences that could result in areview or restructure of the project.We gratefully acknowledge Nelia Salazar y Pallaria for theabove activity.

Activity 3.4 The Logical FrameworkTime: Part A: 60 minutes; Part B: 120 minutesMaterials:CardsPensFlip-charts‘Post-it’ notesObjectives:Consider how cultural dimensions can be built into a projectmanagement tool like a Logical Framework82Consider how we can ensure participation of end beneficiariesin the project designProcedure:A) Explanations: De-mystifying the log frameWorking on a log frame can seem very daunting to many peopleso before commencing the practical activity it is necessary toemphasize the simplicity of the concept or rationale for using it;and to clarify the various terminologies employed within in.1) For the purpose of rationale/concept, post these two questionsand in groups have the participants discuss.What it is and why use it?How to avoid the log frame becoming a blue print?Collate and summarize the feedback from the groups ensuringthe key points as noted below are included.

What it is and why we use itFirst we need to remind ourselves that a log frame is only oneof many tools we can use to help us plan and manage a project.Quite simply, project information is presented in a table formatand the objective of doing this is to clarify the project’s goal,purpose, and outcome. The table format of a log frameencourages us to present key information clearly and concisely.How to avoid the log frame becoming a blue printIt is important to remember that because the log frame is atool designed in advance of project implementation it can neverbe considered as final. The information presented in the logframe is not set in stone. The log frame is a ‘living’ documentthat must be constantly revisited and adjusted accordingly inline with changes or shifts in external circumstances thatimpact on the project.832) For the purpose of terminologies, this can be bestapproached by using chart 1 which shows each TERM used andthe corresponding MEANING. This chart is adapted from BONDGuidelines Notes No.4 Series 2.This chart could be given as a handout the previous day forparticipants to read and thus here only clarifications need bemade if necessary. Remember, the main point of Day 3 is not to‘teach’ how to use a log frame but on how to use it effectivelyso that it remains ‘people-focused’. For clarity, examples of themeaning of each term have been put into the context of theproposed project for HIV reduction amongst male sex workersin Town X mentioned in the introduction section.

Chart 1: TerminologiesTERMMEANINGEXAMPLENarrative SummaryThe goal, purpose, outputsand activities are described inthe left-hand column in thelogical framework (theObjectives Column)See below.GoalThe ultimate result to whichyour project is contributingtheimpact of the project.Reduction of HIV infection.PurposeThe change that occurs if theproject outputs are achievedtheeffect of the project.Increase of safe sexpractices adopted by malesex workers in town X.OutputsThe specifically intendedresults of the projectactivities-used as milestonesof what has beenaccomplished at variousstages during the life of theproject.50 % of target groupreached by (date). 75 % ofthat number registered asmembers of the drop-incentre. 100 % of targetgroup reached by end ofproject (date) with 75% asmembers.85ActivitiesThe actual tasks requiredproducing the desired outputs.Outreach programming. Dropincentres. Condomdistribution. Voluntarycounseling and testing (VCT).IndicatorsAlso referred to as measurableor objectively verifiableindicators (OVI) quantitativeand qualitative ways ofmeasuring progress andwhether project outputs,purpose & goal have beenachieved.Interviews with drop-in centremembers. Statistical data onHIV infection rate.Means of verificationM.O.V. is the information ordata required to assessprogress against indicators andtheir sources.Increased distribution ofcondoms. Target numberachieved in increase ofmembers to the drop-in centre.

TERMAssumptionsMEANINGFactors external to the projectthat are likely to influence itbut over which the projectmanagement has little control,and which need to exist topermit progress to the nextlevel in the LFA.EXAMPLESex workers are receptive tothe safe sex messages. Localgovernment is supportive ofthe outreach programming.Commercial work places ofthe sex industry support anddo not try to block theproject.Super goalThe long-term results ofcontinued achievement of thegoal of the project.HIV infection ratecontinuously decreases.Sustainability!86InputsWhat materials, equipment,financial and humanresources are needed tocarry out the activities of theproject?Drop-in centre, peereducators, condoms, doctor/nurse for VCT testing.B) Log frame practice session1) Form groups, dictated according to the majority grouptopic interests. Ideally these groups could comprise thesame groups that worked on the stakeholder analysisactivity the previous day.Hand out the blank log frame table, as shown overleaf,and ask each group to transfer the table onto flip chartpaper.

Table 1: Log FrameOBJECTIVESMEASURABLEINDICATORSMEANS OFVERIFICATIONIMPORTANTASSUMPTIONSRISKASSESSMENTGOAL (Goal to Supergoal) Rate RiskPURPOSE(Purpose to Goal)Rate Risk87OUTPUTS(Outputs topurpose)Rate RiskACTIVITIES(Activity tooutput)Rate Risk2) Then hand out the log frame DFID model (table 2) whichincludes an explanation for each item for theparticipants’ easy reference.This model is taken from DFID’s “Guidelines on Humanitarian Assistance”, May 1997 and is referred to in BONDGuidelines Notes No.4 Series 2. It has been adapted toinclude Risk Assessment.

88Table 2: Log FrameOBJECTIVESPURPOSEThe immediateimpact on theproject area ortarget group i.e.the change orbenefit to beachieved by theprojectACTIVITIESThese are thetasks to be doneto produce theoutputsMEASURABLEINDICATORSQuantitative waysGOALof measuring orWider problem the qualitative ways ofproject will help to judging timedresolveachievement ofgoalQuantitative waysof measuring orqualitative ways ofjudging timedachievement ofpurposeOUTPUTSQuantitative waysThese are theof measuring orspecificallyqualitative ways ofdeliverable resultsjudging timedexpected from theproduction ofproject to attainoutputsthe purposeMEANS OFVERIFICATIONCost-effectivemethods andsources toquantify or assessindicatorsCost-effectivemethods andsources to quantifyor assessindicatorsCost-effectivemethods andsources to quantifyor assessindicatorsIMPORTANTRISKASSUMPTIONSASSESSMENT(Goal to Supergoal)External factorsnecessary to Rate Risksustain objectivesin the long run(Purpose to Goal)Externalconditionsnecessary ifachieved projectpurpose is tocontribute toreaching projectgoal(Outputs topurpose)Factors out ofproject controlwhich, if present,could restrictprogress fromoutputs toachieving projectpurpose(Activity to output)Factors out ofproject controlwhich, if present,could restrictprogress fromactivities toachieving outputsRate RiskRate RiskRate RiskNOTE: The two boxes in the centre of the ‘Activities’ row are not used forMeasurable Indicators and Means of Verification as the progress and successof the Activities are measured at the Outputs level. Remember, the Activitiesare carried out to achieve the Outputs.

3) Each group is now instructed to consider the design of thelog frame for their agreed upon project. They should, ifpossible, use post-it notes to write on so that they caneasily make alterations and corrections.They then proceed to complete the hypothetical orconceptual log frame matrix.4) During this practice activity remind participants that theymust try to relate each activity or component toownership (who owns the project?) and ask them toconsider how could this be done. Is there somethingthey could do prior to designing the log frame? See notesbelow.5) Once completed invite a spokesperson from each group topresent and explain their respective log frame. The focusshould be on people and participation, not the worthinessof the project itself.89Notes on Log Frame Design ProcedureIn setting-up the group practice session on log frame design thefacilitator may wish to consider suggesting ways or strategiesthat can be employed so that the resulting project document ispeople-focused, culturally-driven, and related to issues ofownership. At stage 4, in the above-listed procedure outline, thiswould be the place where you may want to consider elicitingsuggestions from the participants before they proceed tocomplete their log frame matrix.During the course of our workshops, it was decided to see whatstrategies each group devised themselves, without any priorinput. The results were interesting as on several occasionsgroups did begin with a ‘role-play’ in which they were the endbeneficiaries and they provided input regarding the problem andproposed solution from their perspective. This was usually donein the form of creating problem/solution trees visually. Thisinformation, when considered and then transferred by the

participants when they took the role of the project designers,helped ensure that the document they arrived at was stillfocused on the people that the project was directed at and wasthus ‘culturally sound’.In facilitating this activity it may be desirable to leave theparticipants to their own devices to see what they can come upwith. However, with groups that may be finding the veryconcept of designing a log frame document intimidating, itcould be helpful to suggest that they begin the activity with‘problem trees’.90The following notes comprise a combination of criticisms voicedin using the log frame as a planning tool and problems in theactual use of it; and suggestions to counter these problems toensure it can be used as an effective tool.How to ensure participation so that the log frame is‘people friendly’ and process orientedThe common criticisms of the log frame as a ‘useful’ tool are(1) It is not ‘participatory’ because it is devised by a group ofproject planners that are far removed from the endbeneficiaries.(2) It is abstract in style in reference to the processescontained within it and in reference to the persons responsiblefor taking action to generate or provide necessary information.To avoid the ‘pitfalls’ listed above a pragmatic approach needsto be adopted before trying to design the log frame.

(1) ParticipationAlthough the log frame design will be the written output/resultof the project team, it does not mean that it precludes valuableinformation and inputs from the end beneficiaries. Thesestakeholders can be involved and a practical way to includetheir ideas and concerns is to have them use the cause-effecttree. The simple method of making a problem- solution tree isvery effective. It makes clear the problem(s) as seen by theend beneficiaries and gives an indication of their preferredsolution(s) to address the problem.Furthermore, the inclusion of this critical information helpsensure better communication and the attainment of consensuson how to implement the project.91On the issues of appraisal, evaluation, and the collection ofqualitative data; the inputs of the end beneficiaries from thevery beginning is critical. Quite simply, the assessment of whatthese stakeholders ‘input’ to the project concept on its goal andpurpose, and what they actually get as ‘output’ upon projectcompletion, can provide realistic qualitative data.(2) AbstractionBeing concise is a feature of a log frame design and as indictedabove it can result in abstract notations and does not detailwho exactly does what or how they may do it. To avoidmisunderstanding later on that could occur regarding projectconcept, ownership, and/or responsibility; ensure that moredetailed notes are made and agreed upon. These notes shouldinclude responsibility assigned for each action to be takenwithin the key steps of the project and also act as a supportingdocument.

Avoiding log frame design problems(1) Specific objectives92Not being specific enough is the most common culprit leadingto problems in the design of a log frame. For example, if thegoal of the project is listed as ‘improved quality of life’, this infact becomes impossible to quantify and monitor. Thus, thefocus has to be on the immediate objective of the project. Cleardistinctions have to be made between longer-term objectivesthat the project may ‘influence’ and the immediate objectivethat project should deliver upon. Accordingly, in our exampleproject for HIV reduction in Town X the target group isspecifically defined as male sex workers in that town; theproject does not assume as its objective an overall reduction inHIV infection for the whole populace.(2) Assumptions and Risk AssessmentQuite often assumptions and risks may primarily constituteunfounded notions or ideas. For example, assuming the projectin question will have local government support simply becausethe project is designed to benefit the local community can notbe assured. Some basic research has to be undertaken tosupport the assumptions being made. Assessing the associatedrisks requires a good dose of realism too. It is advisable to ratethe identified risks according to levels of high, medium, andlow. This affords a more effective monitoring system to beestablished; obviously with greater attention being paid to thehighly rated risks that could negatively impact on the project.In our project for HIV reduction in male sex workers in Town X,the assumptions made would need to be researched, followingwhich, the risk assessment of each assumption would becarefully rated. This influences the decision-making processthat follows and helps ensure the project is kept ‘on track’.

The importance of this was highlighted by one group that decided not to followthe log frame model. They began with the problem/solution trees and thentransferred this information into a SWOT analysis. At this point they ended theactivity. During feedback, one participant argued that for the process to becomplete, not only did assumptions have to be made but a risk assessmentundertaken. It was also pointed out that this was a failing of the typical logframe matrix because although it paid attention to ‘assumptions’, there waslittle focus on associated ‘risks’. It was this participant who strongly advocatedthe usefulness of rating the risks according to the threat levels they posed. Thisformat of problem trees, SWOT, assumptions, & risk assessment was used in asubsequent workshop as an alternative to the log frame and presented as the“SWOTARA” – SWOT + Assumptions + Risk Assessment.93

Questions ChecklistHow can I promote participatory planning rather than‘blueprint’ planning?94What by-products of participatory planning likeownership, control, access to resources, responsibilityand accountability, do I need to focus on?How could the use of a log frame matrix benefit a project?Could I use the design of a log frame to help addressthe actual needs and expectations of people?

ConclusionThe value of any development tool relies on how itis applied by the user. Effective use of any tool-andthe log frame is but one such tool- requires that theproject planner is able to visualize the project beingplanned within a wider overall context. Thus he/shewill be able to anticipate future situational changesthat may impact on the project and therefore beable to plan ahead to address possible envisionedrisks by devising contingency measures. Byconsidering development tools as organic tools thatcan evolve and change in response to changesaffecting all the stakeholders’ involved helps toensure that the project being implemented remainsrelevant and inclusive.95AcknowledgementsAnuchit Jittrathanakul was the former participant whoadvocated the need to ensure inclusion of risk assessmentand that the ‘rating’ of those risks is undertaken. He alsosuggested the introductory ‘conversation’ in this chapteras a means to highlight in a simplified way some of thekey issues raised within log frame design. We gratefullyacknowledge the contributions of Anuchit.

96“One of the most difficult things is not tochange society, but to change yourself.”Nelson Mandela>>

DAY 4Representation,Interpretation andCommunication97

98IntroductionThe overall aim of Day 4 is to identifywhat cultural factors individuals,professionals, organizations andinstitutions may bring to the planningprocess. Continuing the journey ofcritical reflection and analysis, Day 4activities have been selected toencourage an exploration of values,ideas, beliefs, attitudes andbehaviours among the many differentstakeholders involved. The challengewas to find ways to unpack thiscultural baggage in the variouscontexts in which the workshops weretaking place, and to facilitatediscussion on sometimes difficult,personal or sensitive topics.Understanding that participants mayeasily be taken out of their comfortzones, and acknowledging Chambers’(2005) warning that participatoryactivities can, “…lift the lids fromdomains that are unpleasant, hidden,private, or dangerous”, the aim was tofind activities that could beconstructive whilst non-threatening.The alternative activities orapproaches presented in this secondedition of the Guidelines are the resultof observations made during each ofthe 6 workshops. On-going monitoringby the team of facilitators, feedbackfrom the daily reviews as well asoverall group dynamics very muchinfluenced our decisions about whichof the activities to use, when, and howto use them. Approaching the issuesraised through shorter, snappieractivities which encouraged laughterproved effective. As a starting pointwe decided to focus on theorganisations and institutionsrepresented by the group. This wasfollowed by a gradual move to theindividual level and an emphasis onpersonal agency; leading to arealisation that what we choose to door not to do does in fact, make adifference.Activity 4.3 explores our perceptionsabout the power, mission, scope ofwork, work practices, rules,regulations, procedures and so on ofthe different developmentstakeholders represented by thegroup. Each organisational group notonly defines itself but is also asked toview itself through the eyes of anoutsider. The activity rapidly uncoversthe boundaries we consciously orunconsciously create regarding ourwillingness or reluctance to engagewith certain “others”, and theinfluence this can have over what kindof interaction actually takes place

when/if the different parties arebrought together.It became apparent that as thevarious organisational groupsdiscussed what words to include intheir lists, how individuals chose torepresent themselves and interpretedtheir own behaviours or practices, andhow they felt that others saw themvaried considerably. This was apparentnot only among those from what wereassumed to be similar types oforganisation, but also betweenindividuals from different centres,offices or departments of the sameorganisation. Whilst each group wasable to agree on lists of negative andpositive organisational characteristicsin the broader sense, the importantlesson learned was that in terms ofour work partnerships, the importantfactor is not so much whichorganisations we are involved with,but who is involved at the individuallevel. It is the relationship thatdevelops between individuals and theeffectiveness of the communicationthat takes place between them thatcreates space for innovation andcreativity, allowing the partners to findnew solutions and build new bridgesthat can lead to successful andsustainable development.In the development world, thefrequent use of the word“empowerment” has manyinterpretations. More often than not itimplies the giving of power from asupposedly ‘superior’ group to a‘subordinate’ group through, forexample, the transfer of technicalskills or knowledge. At times itincorporates a notion of one grouprelinquishing power so that anothergroup can take the lead or ‘be in thedriving seat’; but rarely does it givemuch attention to the way powershifts constantly between these twoextremes. Activity 4.4 allowsparticipants to develop role playsaround everyday relationships toillustrate and draw attention to theseshifts, taking into account thenumerous coping strategies all of usdevelop to simply get by, get on or getwhat we want. If transferred to thework context, heightened awarenessof these shifts may help us to betterunderstand what is actually happeningbetween the various stakeholders of aproject or programme; to know who isspeaking for whom; to know whenyes actually means yes; or to be moreaware of ulterior motives and privateagendas.99

100Activity 4.5, like 4.3, recommendsentering into dialogue with an openmind. Following stereotypes andnorms does not provide us withreliable clues, and acting on limitedinformation can be misleading. Amongthe facilitators there were somereservations about whether to use thisage line up since it may serve toreinforce an age hierarchy within thegroup. On each occasion, based onobservations of group dynamics onprevious days, as well as feedbackduring the daily reviews, we did use itand discovered it was the source ofmuch laughter. Participants wereinvariably surprised by the final line upand this provided a great platform forconstructive discussion related to ourattitudes towards age, experience,creativity and respect, linking back tothe values introduced in the culturalmapping activity of Day 1.Whether through a quick characterassessment based on the few days ofthe workshop as in Colleague CardSort or a hasty decision regarding whoshould receive sponsorship to attend aconference, Activity 4.6 draws out thefeelings associated with judging andbeing judged. Tension rises asparticipants are pressured into judgingothers, and into making decisions theyfeel are neither fair nor informed. Byimposing unrealistic time frames andgiving only limited information to workwith, the comfort levels of the groupare challenged. This discomfort,however, provides the fuel for a livelyand animated follow up discussion onhow they felt throughout the process.Parallels are drawn to our workcontexts, with recognition given to thefact that many of us are all toofamiliar with making decisions in thisway, and in some cases on a regularbasis.In an ideal world, all the relevantstakeholders should have input toinfluence and respond to judgementsbeing made about them and on theirbehalf. They should also be included inthe decision making process. However,we must also be realistic. Asindividuals many of us are not in aposition to change the work practicesof our organisations, at least notovernight. What we can do is to bemore aware of the consequences ofthe decisions we do make, the actionswe initiate and the actions weendorse. We can also, as Chambers(2004) points out, “…be alert formoments and places where smallactions can have big effects.” It is upto each of us as individuals to take thefirst steps toward change, at leastwithin our immediate area of influenceand the relationships we build withcolleagues in our organisations orcounterparts from other stakeholdergroups.

Each day, we aimed to end on a positive note.Activity 4.6 - Resourceful Development Workerprovides a further opportunity to unleash theartistic skills amongst members of the groupand emphasises the value of people asresources. Resources, as shown on Day 2during the Enabling and Inhibiting factorsactivity, are often people, but people withcertain knowledge, skills and abilities.Participants were encouraged to imaginethemselves as ‘resourceful developmentworkers’ in a fun drawing activity, which can beeasily adapted to many different contexts. Theoutputs were presented in a gallery with briefexplanations from their creators.101Strengths and weaknesses, which was originallyintroduced to compensate for different finishingtimes during this activity, proved a powerfulway for people to focus on how they want to be,what they feel they need to change and workon to be better at their jobs. Activelyconsidering personal strengths and weaknessesin the various development facilitation skillshelps participants to internalize the reflectionprocess and focus on areas for improvement.

TOPICSHow does the way we represent ourselves affect ourinteraction with other stakeholders?102What may happen as we interpret the realities of others orseek to represent others?How can we safeguard against this?How can communication be improved?Activities:4.1 Review4.2 Preview4.3 Perceptions and Images4.4 Dominant Subordinate4.5 Attitudes and Assumptions4.6 Colleague Card Sort4.7 Resourceful Facilitator4.8 Reflections

Activity 4.3 Perceptions and ImagesSource: Participatory Workshops [5:10 p23] and [14:5 p111]Time: 45 minutesMaterials:Objective:Flip chart paperCrayonsColoured PensRaise awareness of the possible misunderstandings thatmay arise as a result of how we choose to representourselves as organisations and how that message maybe interpreted by others103Procedure:1. As a warm-up participants assemble in variousgroups,for example firstly by nationality; month ofbirthday; number of brothers and sisters; number ofvisits to Thailand etc. The final grouping is type oforganisation you work for e.g. NGO, IGO, GO, DonorAgency, Corporate Sector.2. Make sure each group has paper and pens and ask themto divide the paper into three columns.3. Ask participants to record what words they would use todescribe their organization in the left hand column.

1044. Ask participants to repeat the activity, the second timeconsidering how they think other organisations seethem. These results should be recorded in the middlecolumn.5. Display the results and invite all participants to mingleto see what has been written and to add words in theright hand column if they wish.6. Invite reflection and comment.7. Refer to specific examples of critical views stated byparticipants and collected by resource persons duringprevious days and reflect on possible impact.

Activity 4.4 Dominant –SubordinateAdapted from Participatory Workshops [18:1 p166]Time: 90 minutesMaterials:Flip chartPensObjective:Raise awareness and encourage analysis of dominantsubordinate/ upper-lower relationships, drawing attentionto an individual’s behaviour in response to where they arelocated at any given time in a relationship105Procedure:1. A timed brainstorm activity in which the whole group helpsto create lists of what they consider upper-lowerrelationships e.g. parent – child, teacher – student, boss –secretary. As participants decide how/ where to recordtheir examples on the flip chart, this generates discussionon expected stereotypes versus realities. It revealsstrategies used by the different players in order to shiftpower in their favour.2. Participants are asked to form groups of around 5/6 and touse the discussion to stimulate ideas for role plays basedon these upper –lower relationships.3. Each group is invited to perform their sketches on theworkshop “stage”.4. Invite comment form the group and summarise the keypoints of the performances.

Activity 4.5 Attitudes and Assumptions–AnExplorationSource: Participatory Research with Older People: ASourcebook [ p46]Time: 30 minutesMaterials:None106Objective:Recognise our natural tendency towards developing preconceivedideas and to encourage an analysis of ourassumptions, conclusions and beliefsProcedure:1. Ask participants to line up in order of age, with theyoungest person at one end and the oldest at the otherend. They should do this without talking andwithout signalling to each other in any way.2. Once everyone is in line, ask participants to talk toeach other, find out each other’s age and if necessaryrearrange themselves.3. Then ask the group to sit down and discuss theexercise.4. Was the line accurate the first time?5. Why? Why not?6. How did they categorise people by age?7. How reliable were their assumptions?

1078. Elicit some of the lessons learned by participants.9. Relate to participants’ project experience to identifyand provide further examples of where assumptionswere made that affected a project/ programme theyworked on (e.g. gender, disability).10. Consider measures that could have been taken.11. Summarise above discussion in the form of achecklist.Alternative:Source: Participatory Research with Older People: A sourcebook[p46]Use photo images with groups organizing the images in avariety of ways, for example positive and negative images,common images, similarities and differences.

Activity 4.6 Colleague Card SortSource: Participatory Workshops [18.18 p178]Time: 30 minutesMaterials:Post-it notesPensObjective:Draw out the feelings associated with judging and beingjudged108Procedure:1. Identify two characteristics for sorting and ranking e.g.ability to listen/ good teamwork /gender sensitivity/creativity.2. Working in small groups of 5/6 people each group isgiven a post-it pad on which to write the names of allmembers of the other groups, one per post-it.3. Choose one of the identified characteristics and ask eachgroup to rank members of the other groups according tothat characteristic. Post-its are placed along a verticalline with zero score at the bottom and 10 at the top. Wefound creativity a good starter as there was greaterwillingness to accept that some people were simplymore creative than others.4. Allow time for participants who wish to see the resultsto circulate and find out where they have been placedon the line.

5. Repeat process with next characteristic. The second characteristic shouldbe more challenging in that it is perhaps more valued by the group inthe context of their work e.g. good listener.6. Invite the group to comment and discuss on how they felt throughoutthe process and the strategies they adopted to complete the activityand/or compensate for these feelings.109Alternative:Taking advantage of the November 2005 Culture and Development conference,an alternative activity was set up whereby participants were requested to helpus decide which of them should receive scholarships to attend the conference.Working in small groups of 5/6 persons, each had a chance to present reasonswhy they should attend. They were instructed that there should be nodiscussion or further questions during these presentations. At the end of thesession, each member of the group was asked to note down the names of twopeople they personally chose to eliminate. Again there was to be no discussionwith other group members as this was a personal choice. It soon becameapparent that the initial decision to reject two proved optimum as one of thecommon strategies to avoid choosing was for individuals to name themselves.Having to select one other person to join them in this “rejected” minority groupdid manage to increase the tension. The selection papers were collected as this,in a sense, ‘obliged’ them to complete the activity. At the same time it increasesthe tension as they did not want to hurt anyone’s feelings and they assumedtheir choices would be revealed – which they weren’t. As with the ColleagueCard Sort, follow up discussion focused on how participants felt throughout theprocess.

Activity 4.7 Describing a ResourcefulDevelopment WorkerTime: 60 minutesMaterials:Flip-chartsPensObjectives:Identify the characteristics needed in a resourcefuldevelopment worker. Reflect on personal strengths andweaknesses and consider where change is desirable110Procedure:1. Ask participants to form groups of 4-5 people to discussthe characteristics (e.g., attitudes, behaviours, skills) ofa resourceful facilitator.2. Explain that they should try to represent this visually,using these characteristics to help build the ideal bodyor form for such a person/ being. What would they needto be like physically?3. Post the figures on the walls and take time for everyoneto visit and talk about them.4. Ask participants to think about themselves and toconsider 3 of their own personal strengths and 3weaknesses and to discuss in pairs or small groups.5. Participants reflect on how they would like to changethemselves.We gratefully acknowledge Virginia Henderson for heradaptation of this body mapping activity.

111

Questions ChecklistWhat are my personal values, ideas, beliefs andexperiences?112How do they differ from the people I work with?How does that impact on my work?To what extent is change desirable or possiblegiven my work context?How long will this take?How will I know if I am successful?

ConclusionIn our work context as in our personal lives, thereis a tendency to gravitate towards and developrelationships with those we perceive to share ourvalues or practices. Our perceptions of others andthe assumptions we make about others we base onthe knowledge we have and it is all too easy toforget just how limited that knowledge may be. Itis not difficult to see how this “exclusive” behaviourcan lead to missed opportunities, restrictingpossibilities and leaving little space for creativity orinnovation.113These activities were selected for their capacity toraise self-awareness and to help participantsidentify where changes in their own attitudes andbehaviour could begin to make a difference,however slight. They encourage all of us to make aconscious effort to work in ways that will allow usto reach common understandings, and thus movetowards a lifestyle that is inclusive and respectfulof difference.

114“Reconciliation is to understand both sides;to go to one side and describe the sufferingbeing endured by the other side, and then goto the other side and describe the sufferingbeing endured by the first side”- Thich Nhat Hanhcontemporary Vietnamese Buddhist monk,peace activist, and writer>>

DAY 5Conflict Mediation &Transformation115

116IntroductionThroughout the workshop week,participants have been intensivelyengaged in coming to shared andbroadened understandings of suchseemingly commonplace terms as‘culture’, ‘development’, and gainingnew perspectives on ‘resources’ and‘tools’. They have thought about whatand who the ‘stakeholders’ are in theirwork contexts and the sort ofresources a facilitator (likethemselves) might need to functioneffectively with different people,organizations and situations.Participants have looked at how‘culture’ should be embedded in anytypical development programme andproject tools such as the logicalframework. They then turned thefocus of their analysis from theconceptual, general and external, andonto themselves as individuals – aspeople – working with others insettings that are rich with diversityand difference, by experiencing what itmeans to understand perceptions,make assumptions, judge and bejudged by others, and how we behave– how we act and treat other people –in our relationships. A key or criticalfeature of establishing andmaintaining fruitful relationships isbeing able to actively listen to thestories or messages being told. Day 5,through the case study presentations,provides for an inter-active forum.This platform provides the opportunityfor participants to engage, to giveadvice and consolidate, building uponrelationships established throughoutthe week. It also helps to reinforcethe importance of active listening.All the activities on the final day aredesigned to ‘pull together’ for eachperson the past week’s experiencesfor themselves. It is expected that bythe end of the day, most participantswill have come to some realizationabout how they have been workingand interacting, and about how thishas affected their perceptions of socalled‘problems’ in the workplace. Inother words, it is anticipated thatmost participants will leave theworkshop with a deeper understandingabout what they have to do to bemore effective in their work andrelationships.Following the usual preview andreview, the day begins by establishingcommon understandings of the wordsconflict, mediation, andtransformation (Activity 5.3). Thisactivity also builds further upon thepower shifts within relationshipsexamined on Day 4. The followingactivity on the ‘danger of words’ isoptional in the sense of whether it is

deemed necessary dependent on whathas been expressed throughout theweek by the group. Activity 5.4highlights that it is not words like‘tolerance’ that are being challengedbut the way in which we use suchwords which can negate the intendedmeaning. In this regard, the activitydoes serve a useful purpose if only asa reminder that we need to take carewhen expressing ourself. We need tothink twice before talking about‘empowering’ people or ‘giving peoplea voice’ or indeed referring to a groupof people as a ‘target’. There is therisk that this all too familiar (andseemingly harmless) language servesto reinforce a particular group way ofthinking and the existing relationshipof power and decision-making.Presentation of case studies, Activity5.5, comprises the bulk of the contentof Day 5. The delivery of the casestudies in an inter-active manner withcontributions from the listeners, andnot just the presenter, helps toemphasize the point that listening towhat people have to say isfundamental in making progress. Thisis indeed a classroom based activitybut the principle of active listeningand valuing what people have to say,does apply, of course, as a guidingprinciple of the case study actuallybeing presented. As noted by Copley,Haylor, & Savage in ‘Telling Stories,Understanding Lives, Working TowardChange’ (2006)“… the importance of stories restsless on their being told, than on theirbeing listened to. When we listen toother people’s stories, we aredemonstrating that we value whatthey have to say. When we act onwhat people are telling us, we areshowing that we believe they knowwhat is best for themselves”Finally, Activity 5.6 encouragesparticipants to offer a verbalassessment on the whole week withspecific reference to the ‘problem’they had each identified at the outset.It is invaluable, as qualitativeevaluation input, and thus advisableto record by video camera if possible.117

TOPICSWhat is meant by conflict mediation andtransformation?What approaches and methods can be used tomediate conflict?118How can one anticipate and plan to resolvepotential conflicts?How has this workshop helped me in my workcontext?Activities5.1 Review5.2 Preview5.3 Conflict, Mediation, and Transformation: Self-Analysis & Awareness5.4 The Danger of Words5.5 Approaching & Transforming Situations of Conflict:Case Studies5.6 Workshop Evaluation and Outcomes

Activity 5.3 Conflict, Mediation, andTransformation: Self Analysis & AwarenessTime: 45-60 minutesMaterials:Flip-chartCardsObjectives:Build shared understandings of the meanings of the termsconflict, mediation, and transformationHighlight the difference between mediation leading totransformation (and thus a sustainable resolution) versusmediation leading to a short-term or temporary solution119Procedure:1. Elicit from participants what types of conflict they arefamiliar with and list them onto flip chart paper.2. The range of ‘conflicts’ should reveal those of a personalnature, e.g. parent/child, partners/spouses; internalwork related conflicts between e.g. employee/boss,colleagues; external work related conflicts, for examplebetween implementing agency/donor agency,implementing agency/end beneficiaries; up to andincluding -national/regional/international conflicts of apolitical/economic nature.3. In assessing the range of conflicts presented it is to benoted that we are dealing with a potential source ofconflict every day- at home and/or at work and that‘conflict’ is not only defined as a situation with national/regional/international consequences i.e. a revolution, aninvasion, a war etc. The point being made here is that

120maybe without even realizing or acknowledging it, we all have our ownstrategies for dealing with conflicts. This leads to the next part of theactivity on mediation and transformation.4. Divide the participants into 5 groups and assign each group one of thelisted conflict categories. For example (1) Personal- family, (2) InternalWork- boss, (3) Internal work- colleagues, (4) External work- donoragency, (5) External work- End beneficiaries.5. Each group is directed to consider mediation strategies they use in eachcase. In the report-back stage list the strategies mentioned.6. Now pose the question whether these strategies only result in atemporary solution to the conflict or will they address the root causes ofthe source of conflict?7. In the ensuing discussion and wrap-up, highlight the fact thattransformation requires that the conflict must be tackled at its rootcause in order to achieve a lasting resolution. Any current outcome of aconflict can always be addressed but is likely to be on a temporary basisonly providing an immediate solution rather than a lasting resolution ifthe root of the problem is not dealt with. This is akin to ‘papering’ overthe conflict that will later reoccur because the conflict has not actuallybeen transformed.

Activity 5.4 The Danger of WordsTime: 30 minutesMaterials:Quotations and comments from participants collectedthroughout the weekObjectives:Clarification of certain terminologies used in the workcontext of culture and development to ensure betterunderstandings and avoid offenceHighlight that language is constantly changing as areterms and concepts, especially the ‘buzz-words’ oftenfound in development discourse. As such we have to besure that what we say is what we mean and recognizethat it could mean something else to others121Procedure:1. Select some of the comments made by theparticipants during the week. These commentsshould include key words such as empowerment,tolerance, respect, multiculturalism, etc. Four tofive words/phrases should be sufficient. Postingthem one by one on the whiteboard, ask theparticipants, in groups, to consider theirinterpretation of the meaning of each word andhow they use the word or phrase.2. After time for discussion choose one of thewords/phrases and invite comments from eachgroup. If no differences are expressed within thegroups, direct them to consider the chosen wordspecifically in relation to the terms: conflict,mediation, transformation.

1223. If necessary, demonstrate. For example, explain that ‘tolerance’ isnot always a positive concept. Tolerating somebody or somethingdoes not imply acceptance or respect and thus is negative.Emphasize that how we use the word/phrase must clearly expresswhat we mean.4. If a lively discussion evolves, it is best to let it run its course asthis activity is a key link between what we understand conflict,mediation, & transformation to mean – Activity 5.3 – and how wepractise what we understand in reality through the case studypresentations –Activity 5.5. For example, the commonly usedword ‘empowerment’ raises many questions along the lines of whohas the ‘right’ to empower any one person or group of people.Multiculturalism could mean the mutual isolation of cultures andnot simply the promotion of the existence of different culturesalongside each other. Again it is how we use words and not thewords themselves that can be problematic.A very useful reference on the definitions of concepts and the danger of wordscan be found at the UNITED for Intercultural Action Web Site atwww.united.non-profit.nl/pages/info13.htm

Activity 5.5: Approaching & TransformingSituations of Conflict: Case StudiesMaterials:Participant presentations of a development projectObjective:Relate our understandings of conflict, mediation, andtransformation to actual case situations.Procedure:1. Participants making presentations of their case studiesare asked to present in 2 parts. The first part outlinesthe background information to their case study. Theaudience is requested to listen, noting down:123What is the “conflict” in the situationIn what ways could this conflict be mediated?2. The presenter then fields responses from the audienceafter which the 2 nd part of the presentation is madewhich shows how the conflict was mediated and whethertransformation did occur.3. The above procedure is repeated for each case study.

124Notes on procedure: The above strategy of each casestudy being presented in 2 parts ensures the participationof all the participants, and not just the presenter.Moreover, it affords the opportunity for inter-activedialogue and the suggestion of mediation tactics thatpossibly the presenter had not previously considered.Presentations can take the format of power point or justthe simple use of flip charts. In one case, a group ofpresenters performed their case study via role play. Theoptions are many. The use of visuals is particularly usefulif possible. Finally, any case study to be presented shouldnot be confined to success stories alone. Participantsshould equally be encouraged to present a case study thatthey consider failed in part or completely. We learn frommistakes and it must be noted that conflict mediation andresolution is a process; a learning process. It is unique inits own specific context and thus necessitatesindividualistically derived approaches and strategies.

Activity 5.6 Workshop Evaluation and OutcomesTime:Varies depending on participant numbers but 3-4minutes per participant is suggested.Materials:Video recorderObjective:The objective is for each participant to talk about theirexperiences of the workshop in terms of its outcomesfor them thus providing on-site qualitative evaluation.Procedure:In random order invite each participant, in turn, toverbally express their feelings about the workshop andwhat use(s) it could have within their work context.125At the conclusion of this feedback it is suggested thateach facilitator also speak individually for a few minutes.

Conclusion126Transforming situations of conflict is a processthat requires a thorough examination and understandingof all historical and social perspectivesof those involved to ensure that the root causesof the conflict, and not just the current outcomes,will be addressed. It requires activelistening and mutually constructive and respectfuldialogue to arrive at a transformation andthus a lasting resolution, as opposed to a temporarysolution.Achieving conflict transformation thus necessitatesa diagnostic approach to ensure that theroot causes of the conflict are identified andaddressed. Only tackling the present symptomsof the conflict will provide some relief but not acure. We can think of it as applying a band aid toa wound without treating the infection.

127

128

PART THREECONCLUSION129

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○POST SCRIPT“In this time of globalization, with all itsadvantages, the poor are the most vulnerable tohaving their traditions, relationships and knowledgeand skills ignored and denigrated, and experiencingdevelopment with a great sense of trauma, lossand social disconnectedness”- James D. Wolfensohn, World Bank President130Wolfensohn’s comment quoted above may clarify orvalidate the need for developing Guidelines such asthose presented here - so that we can attempt toreverse the trend of negative developmentalexperiences. However, is it enough to onlyrecognize that globalization does not benefit all butin fact can have extremely negative impacts? It is astatement of fact but offers no remedy for action.The comment below, from one of the participants,highlights a key issue:“I’m not sure if this kind of workshop has beenconducted for senior government officials and bigdonor agencies like DFID, World Bank and ADB. Iwould recommend that we spread out thisworkshop concept in a wider range…”The key issue alluded to here is that even if theWorld Bank or any other organization of similarstature in principle identifies and articulates theproblem but does not respond to it then thatproblem will remain. The initial suggested responseis that staff of major donor agencies become better

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○acquainted with the ongoing developmentalstrategies taking place. As another participantconcluded:“Culture is part and parcel of development and viceversa and the process is crucial to ensure increasedsustainability of programmes”This simply sums up that culture is an integral partof development. Failure to recognize this andrespond accordingly will lead to the trauma, loss,and social disconnectedness that Wolfensohn refersto. And thus the development project will not besustainable.Margaret Mead, the anthropologist, once said:131“Never doubt that a small group of thoughtfulcommitted citizens can change the world; indeedit’s the only thing that does”.Participants to the workshops, by far and large,expressed such a view and by the end of Day 5 feltenergized and optimistic. However, the prevailingconcern that changes in attitudes and perspectiveswas needed at the ‘top’ remained. ‘Top-down’directives alone do not work but likewise ‘bottomup’initiatives in isolation can not attain the desiredoutcomes. It’s a question of getting everyone onboard. This in itself is not easy. And this is becausewe need to get the donors, implementers/projectmanagers, and ‘end beneficiaries’ together. In fact,at some of the workshops we did manage to haveparticipation from some of the major players in thedevelopment world. More of a problem was beingable to interest ‘end-beneficiaries’ to join. Usually

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○the composition of the participants comprised the‘middle-men’ or project managers. Howevermodest this may be, it is a good starting point asone participant observed:“Working in the development area is like swimmingin the big sea. That’s why each organization, eachdevelopment worker has their own ‘belief’ in theirapproach to development and culture… thisworkshop helps mobilize participants to shareexperiences- it’s a good chance for all to reviewtheir approaches and maybe revise them as well”132Many participants did indicate that they could haveencouraged a person(s) they were working with atthe grassroots level to attend but they had beenconcerned whether the workshop would be anappropriate forum. Hopefully, in future workshopsthe participation of ‘end-beneficiaries’ will berealized and complement an increased participationfrom major donor agencies as well.Perhaps more significantly is the momentumgained from the workshops and the ability ofparticipants to ‘spread the word’ and in particularat the grass-roots level. It was noted by anotherparticipant:“I’ll disseminate, reflect, generalize and apply theknowledge and skills gained from this workshop tobe an agent of change where change is needed atthe community level, grass-roots level, and theethnic (national) group level”

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○Networking benefits derived from the workshopswas an observation frequently made by theparticipants:“This valuable training can be used and practiced inthe workplace as well as to develop community,and networking with all stakeholders such asgovernment, INGO, LNGO, grass roots level andprivate sectors”“I found this kind of intensive training useful forinteraction and setting a country-wide network”“The workshop gives new guidelines intransforming development programmes to becomesensitive in cultural needs and to strengthennational or regional networks”133The networking concept and an increased sense ofsolidarity bought about by ‘strength in numbers’was, to some extent, an unexpected positiveoutcome. Many participants thought the problemsthey were experiencing were unique to them. Manydid not realize they had colleagues in the samecountry, let alone the same town, that they couldturn to for advice and support. Many did notappreciate that their own concerns and opinionswere valid. The following two comments are quiteilluminating:

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○“This workshop seems to encourage me tounderstand and to give value to myself andothers”“I observe that this workshop values the ideasand reflection of the participants”This increased feeling of self-confidence andthe realization that one’s colleagues areperhaps one’s most valuable resource has ledto a renewed vigour and a very pragmaticapproach to sharing experiences andstrengthening networks.134As Raff Carmen points out, development is:“…first and foremost, an act of creation. At itscore lies the human capability to createknowledge - again and again, and togetherwith others” (1996)Successful development is dependent on theability of people.Patta Scott-Villiers notes:“Since individuals are the ones who mediaterelationships, with the support from theirorganizations, then personal developmentbecomes a central focus of good development”.(Inclusive Aid 2004)

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○In conclusion, these workshop guidelines canbe viewed as a personal development trainingstrategy that can, hopefully, act as an impetusfor any individual to recognize and developfurther their own strengths. In thus doing so,they could be better equipped, through aheightened state of self-awareness andconfidence to ensure that in their work contextgood development takes place.The global significance of good developmentcan not be underestimated. Good developmentcan help reduce poverty and thus promotepeaceful societies.135As stated by the 2006 Nobel Peace Laureate,Muhammed Yunas:“Poverty is a threat to peace”

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○○ ○ ○○ ○ ○○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○REFERENCESASIA EUROPE FOUNDATION (2006). Culture360Asian Mapping Exercise.www.asef.orgBLACKMAN, RACHEL (2003) Project CycleManagement in Tearfund International LearningZone Roots 5http://tilz.tearfund.org136BOND - British Overseas NGOs for Development(2003). Logical Framework Analysis: GuidelinesNotes No.4 Series 2.www.bond.org.ukCARMEN, RAFF (1996). Autonomous Development,Humanizing the Landscape.London: Zed Books.CHAMBERS, ROBERT (2002). ParticipatoryWorkshops.London: Earthscan.CHAMBERS, ROBERT & PETTIT, JETHRO (2004).‘Shifting Power to Make a Difference’, in InclusiveAid – Changing Power and Relationships inInternational Development. Leslie ChristineGroves, Rachel Barbara Hinton (Eds.).London: Earthscan.CHAMBERS, ROBERT (2005). Ideas forDevelopment.London: Earthscan.

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○○ ○ ○○ ○ ○○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○COPLEY, KATH, HAYLOR, GRAHAM & SAVAGE,WILLIAM (2006). ‘Telling Stories, UnderstandingLives, Working Toward Change’, in Culture andDevelopment: Celebrating Diversity; AchievingEquity – Selected papers from the 2 nd SEAMEO-SPAFA International Conference.Bangkok: SEAMEO SPAFA.DFID – Department for International Development(1997). Guidelines on Humanitarian Assistance.http://www.dfid.gov.uk/pubsHESLOP, MANDY (2002). Participatory Researchwith Older People: A Sourcebook.London: HelpAge International.137HOGAN, C F. (In press 2006). FacilitatingMulticultural Groups.London: Kogan Page.KETTLE, KEVIN CHARLES & SAUL, LIBBY (2004).Guidelines for Managing the Integration of Cultureinto Development Programmes.Bangkok: SEAMEO SPAFA.OVERSEAS DEVELOPMENT INSTITUTE – ODI(2006)http://www.odi.org.uk/RAPID/Tools/Toolkits/Communication/Stakeholder_analysis.htmlSCOTT-VILLIERS, PATTA (2004). ‘Personal Change& Responsible Well-being’, in Inclusive Aid –Changing Power and Relationships in International

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○○ ○○ ○ ○ ○○ ○○ ○ ○ ○ ○○ ○○ ○ ○○ ○ ○○ ○ ○○ ○ ○ ○○ ○○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○○ ○ ○○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○Development Leslie Christine Groves, RachelBarbara Hinton (Eds.).London: Earthscan.UNESCO Bangkok (2006). Cultural Diversity LensProgramming TOOLKIT.www.unescobkk.orgUNESCO Bangkok (2006). Cultural Mapping.www.unescobkk.org138UNFPA (2004). 24 Tips for Culturally SensitiveProgramming.http://www.unfpa.org/publicationsUN World Commission on Culture and DevelopmentReport (1995). Our Creative Diversity.http://www.powerofculture.nl/uk/archive/report/inleiding.htmlWIN, EVERJOICE (2004). ‘If it doesn’t fit on theblue square It’s out!’ An open letter to my DonorFriend, in Inclusive Aid – Changing Power andRelationships in International Development, LeslieChristine Groves, Rachel Barbara Hinton (Eds.).London: Earthscan.WOLFENSOHN, JAMES D. (1999). Culture Counts.Paper presented at the Conference on Financing,Resources and the Economics of Culture inSustainable Development, Florence, Italy.

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○○ ○○ ○ ○ ○○ ○○ ○ ○ ○ ○○ ○○ ○ ○○ ○ ○○ ○ ○○ ○ ○ ○○ ○○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○○ ○ ○○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○FURTHER READINGCHAMBERS, ROBERT (2002). ParticipatoryWorkshops- a Sourcebook of 21 sets of Ideas andActivities.London: Earthscan.GROVES, LESLIE CHRISTINE & HINTON, RACHELBARBARA (Eds.) (2004). Inclusive Aid – ChangingPower and Relationships in InternationalDevelopment.London: Earthscan.HOGAN, C. F. (2003). Practical Facilitation: A ToolKit of TechniquesLondon: Kogan Page.HOGAN, C. F. (2002). Understanding Facilitation:Theory and PrinciplesLondon: Kogan Page.HOGAN, C. F. (2000). Facilitating Empowerment: AHandbook for Facilitators, Trainers and Individuals.London: Kogan Page.HOGAN, C. F. (1999). Facilitating Learning:Practical Strategies for College and University.Melbourne, Australia: Eruditions Publications.http://www.eruditions.com.au/hogan.htm#TopiKETTLE, KEVIN CHARLES (Ed.) 2006. Culture andDevelopment: Celebrating Diversity; AchievingEquity – Selected papers from the 2 nd SEAMEO-SPAFA International Conference.Bangkok: SEAMEO-SPAFAMcCARTHY, JULIE (2004). Enacting ParticipatoryDevelopment- Theme Based Techniques.London: Earthscan139

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○SHERVAL, JIM, ROSTANT, MICHELLE, DWYER,PEGGY, RIPER, HELEN & KORF, DIRK (2001).Guidelines for the Evaluation of OutreachWork: A Manual for Outreach Practitioners.Belgium: E.M.C.D.D.A (European MonitoringCentre for Drugs & Drug Addiction).www.emcdda.orgSEPPALA, PEKKA & VAINIO-MATTILA, ARJA(2000). Navigating Culture: A Road Map toCulture and Development.Helsinki: Ministry of Foreign Affairs,Department for International Cooperation.140

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○WEB SITE RESOURCESASEAN Foundationwww.aseanfoundation.orgAsia Europe Foundationwww.asef.orgBerkana Institutewww.berkana.orgCambridge Scholars Presswww.cambridgescholarspress.comDevelopment Gatewaywww.developmentgateway.org141Development in Practicewww.developmentinpractice.orgDiscovering Diversitywww.discoveringdiversity.orgEarthscanwww.earthscan.co.ukEDIAIS – Enterprise Development ImpactAssessment Information Servicewww.enterprise-impact.org.ukGlobal Development Learning Networkwww.gdln.orgGlobal Development Research Centerwww.gdrc.org

○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○Help Age Internationalwww.helpage.orgHogan, C.F.www.hogans.id.auJapan Foundation Bangkokwww.jfbkk.or.thKogan Pagewww.kogan-page.co.ukOverseas Development Institute (ODI)www.odi.org.uk142Poverty Action Labwww.povertyactionlab.comSEAMEOwww.seameo.orgSEAMEO-SPAFAwww.seameo-spafa.orgTearfund International Learning Zonehttp://tilz.tearfund.orgUNESCOwww.unesco.orgUNESCO Bangkokwww.unescobkk.orgUnited Nations Population Fundwww.unfpa.orgUnited for Intercultural Actionwww.united.non-profit.nl

@uthorsKevin Charles Kettle is a Programme DevelopmentOfficer for SEAMEO-SPAFA. Working on projectdevelopment, his role is to conceive, design, andraise funds for proposed activities. Acting as theProject Director, he oversees the execution of theproject as well as participates as a resource person/team leader. His main area of interest is thecorrelation between culture and developmentinitiatives and hence, for the past 5 years, he hasfocused his attention on the culture and developmentseries of workshops and conferences.He is also active in SEAMEO-SPAFA’s outreach andcommunity programming activities. Working withinternational, regional, and national nongovernmental,inter-governmental and governmentorganizations and agencies, he has conductedtraining programmes on topics ranging from incomegeneratingactivities in rural areas to internationalrelations. He has delivered paper presentations invarious international contexts with a focus on thepolitics and poverty of development.143Libby Saul is an Advisor with the Bureau ofInternational Cooperation at the Thai Ministry ofEducation. Working alongside her Thai colleagues, sheprovides support on a variety of bilateral andmultilateral initiatives undertaken in collaboration witha range of international, regional and nationalpartners. She has experience as a trainer andfacilitator, primarily in language and communications,as well as programme coordination. She becameactively involved with SEAMEO-SPAFA through theorganization of the first Culture and Developmentconference in 2002 and has subsequently assisted inthe design and facilitation of the workshop series.

ContributorsAnuchit Jittrathanakul (Hnung) is working for an International Non-Governmental Organization called PSI (Population Services International) inThailand as the National Program Manager. His expertise is in HIV/AIDSprevention among Transgenders in Pattaya, as well as Intravenous Drug Users(IDUs) in Bangkok, Chiang Mai, & Chiang Rai.144Christine Hogan is a Development Consultant and Author with extensiveconsultancy experience in Australia and Asia focusing on personal,organisational, and community development. She has published five books onfacilitation and is committed to helping people to learn how to facilitate and tofoster innovations in facilitation through reflective practice, networking, andresearch. She is also an Adjunct Associate Professor with the Centre forResearch and Graduate Studies at Curtin University of Technology in Perth,Australia.Nelia P. Salazar is a Scientific Specialist in Parasitology and Microbiology,teaching in schools of medicine and public health and having published theresults of her research in peer-reviewed journals in the Philippines andabroad. For this reason, she was conferred a Life Achievement Award by theNational Research Council of the Philippines in March 2005.Patcharawee Tunprawat (Jay) is a researcher at SEAMEO-SPAFA andcurrently a PhD student in Historic Archaeology. She has been working onprojects regarding the conservation of cultural heritage in Southeast Asiaespecially in the field of community involvement. Her research focuses mainlyon community-based cultural mapping for heritage preservation.

Ratchaporn Tesjeeb (Pui) is working at SEAMEO-SPAFA as a ComputerManager and also works as Graphic Designer for SPAFA Publications and Websites. She is completed her B Sc. in Computer Science and is now studyingMass Communication Technology for her Master’s degree.Tang Fu Kuen is a Research and Development officer at SPAFA. He isespecially interested in all forms of performing arts, film, and literature. He isnow completing a bibliographic archive of writings on cinema in SoutheastAsia, which will be made available in the SPAFA library and website.145Vassana Kerdsupap (Noi) has been working at SEAMEO- SPAFA asa Programme Coordinator for 15 years. She completed her B.A. in GeneralManagement (Marketing) and is now a Master’s degree candidate in SoutheastAsian History. Her areas of interest are Thai and Southeast Asian history andculture. As a writer, she contributes weekly articles on history and Buddhismfor the Dhamma website.Virginia Henderson is a Bangkok-based facilitator and documenter workingwith a range of communities, NGOs, government and internationalorganisations on development issues, including the health and rights ofchildren, migrants, and refugees. A writer for the Asian Art Newspaper inLondon she also works with other media including radio, video, film andphotography. She is particularly interested in culture and art incommunication.

ContributorsVirongrung Bodharamik (Eve) works at SEAMEO- SPAFA as a Researcher.She completed her BA in Philosophy at King’s College London and recentlyobtained a MA in Material and Visual Culture at University College London. Herareas of interest are material culture of Southeast Asia, Cultural Mapping andCultural Tourism.146Wajuppa Tossa is an associate professor of English and American Literatureat Mahasrakham University, Thailand. She is also a storyteller, touring andgiving storytelling performances in and outside of Thailand such as Malaysia,Laos, Singapore, Hong Kong, China, Australia, The Netherlands, and theUnited States of America. She shares her love of folktales and the art ofstorytelling in her presentations and is particularly keen on their use in hercareer as a teacher and facilitator.William Savage works around the world with international and local nongovernmentalinternational organisations and government agencies. He is afacilitator in areas from capacity building and communications, to resourcemobilization and strategic planning with experience in fields includingagriculture, child rights, education and language.Yasmyne Castillo-Ronquillo is an ophthalmologist in Manila who is involvedin health care delivery programs for indigenous peoples. She has ledmultidisciplinary and multi-sectoral provincial conferences on healthassessment and health care delivery systems. She has also led medical andeye surgical missions in the Philippines.

Special Thanks toKhamphanh PrabouasoneDouangdevane XeunvilayAnousavanh SanaphayJane DaviesKeith RickartLaurie HunterMyint Myint OhnWin Myat AungKan NyuntDinh Gia BaoNguyen Le Quynh TramTrieu Thi Vy BinhDo Huy ThinhCarole Ann Chit ThaErlinda C. PefiancoRosario VacalJo DurhamJullada MeejulArk FongsmutSandra B. TempongkoVimolsri PanichyanonMyo AungJittipha JaiboonDavid PayneAndy Pradjaputra147& all participants of the workshops.

148For information and enquiries:Centre DirectorAdvisorsSenior ResearchersProject DevelopmentResearch and DevelopmentResearchersAdministrative OfficerFinance ManagerPublications ManagerComputer ManagerProgramme SecretaryLibrariansAudio-Visual TechnicianSecretary AssistantClerkPisit CharoenwongsaHeng L. ThungPradech PhayakvichienVishnu AimpraneetraTin Maung KyiNyunt HanKevin Charles KettleTang Fu KuenPatcharawee TunprawatPatcharee KunasarnPatsri TippayaprapaiMalcolm Lee BradfordAlongkorn JutagateWilasinee ThabuengkarnSupa ThanasakulprasertEan LeeRatchaporn TesjeebVassana KerdsupapWanpen KoogpoonNawarat Saeng-watNipon Sud-NgamJittipha JaiboonPannuwat TaburiSEAMEO-SPAFA81/1 Sri Ayutthaya Road, Si Sao Thewet, Bangkok 10300, THAILANDTel (662) 280 4022-29 Fax (662) 280 4030Email spafa@seameo-spafa.orgwww.seameo-spafa.org