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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.
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ContentsPreface to 2004 Guidelines
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“Development as it affects a comm
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10PREFACE TO 2004 GUIDELINES EDITIO
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Fororeworord:12FororeworordDespite
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PART ONE15HOW THE GUIDELINES EVOLVE
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the best of intentions we can not o
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32“Tolerance, inter-cultural dial
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34IntroductionThe first day of the
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36other groups may share those valu
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TOPICSWhat do I expect from this wo
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406. A representative from each gro
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1.3 Meanings of CultureTime: 90 min
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4) Culture is the roles and guideli
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Step 26. The following cultural map
Page 49 and 50: Notes on Cultural MappingCultural m
Page 51 and 52: 50Discussion following this activit
Page 53 and 54: Questions ChecklistHas my understan
Page 55 and 56: 54“We need to find ways of relati
Page 57 and 58: 56IntroductionFollowing on from the
Page 59: 58include supporters or opponents o
Page 62 and 63: Activity 2.3 - Development CartoonT
Page 64 and 65: Activity 2.4 - Tools BrainstormTime
Page 66 and 67: 2. Invite volunteers to explain bri
Page 68 and 69: Activity 2.6 - Enabling & Inhibitin
Page 71 and 72: Questions ChecklistWhat is my view
Page 73 and 74: 72“Mr. Director General, why is i
Page 75 and 76: 74IntroductionRead the following co
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Page 80 and 81: Activity 3.3 The Programme Cycle79T
Page 82 and 83: COUNTRYCONSULTATIONSEVALUATIONIDENT
Page 84: What it is and why we use itFirst w
Page 87 and 88: TERMAssumptionsMEANINGFactors exter
Page 89 and 90: 88Table 2: Log FrameOBJECTIVESPURPO
Page 91 and 92: participants when they took the rol
Page 93 and 94: Avoiding log frame design problems(
Page 95 and 96: Questions ChecklistHow can I promot
Page 97 and 98: 96“One of the most difficult thin
Page 99: 98IntroductionThe overall aim of Da
Page 103 and 104: TOPICSHow does the way we represent
Page 105 and 106: 1044. Ask participants to repeat th
Page 107 and 108: Activity 4.5 Attitudes and Assumpti
Page 109 and 110: Activity 4.6 Colleague Card SortSou
Page 111 and 112: Activity 4.7 Describing a Resourcef
Page 113 and 114: Questions ChecklistWhat are my pers
Page 115 and 116: 114“Reconciliation is to understa
Page 117 and 118: 116IntroductionThroughout the works
Page 119 and 120: TOPICSWhat is meant by conflict med
Page 121 and 122: 120maybe without even realizing or
Page 123 and 124: 1223. If necessary, demonstrate. Fo
Page 125 and 126: 124Notes on procedure: The above st
Page 127 and 128: Conclusion126Transforming situation
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Page 145 and 146: ContributorsAnuchit Jittrathanakul
Page 147 and 148: ContributorsVirongrung Bodharamik (
Page 149: 148For information and enquiries:Ce
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