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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 For example,having funds enables a project to move ahead whereas iffunds are withdrawn or reduced this can inhibit thesuccess of the project.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.
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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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Page 33 and 34: 32“Tolerance, inter-cultural dial
Page 35 and 36: 34IntroductionThe first day of the
Page 37 and 38: 36other groups may share those valu
Page 39 and 40: TOPICSWhat do I expect from this wo
Page 41 and 42: 406. A representative from each gro
Page 43 and 44: 1.3 Meanings of CultureTime: 90 min
Page 45 and 46: 4) Culture is the roles and guideli
Page 47 and 48: 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
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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 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 and 100: 98IntroductionThe overall aim of Da
Page 101 and 102: 100Activity 4.5, like 4.3, recommen
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
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TOPICSWhat is meant by conflict med
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120maybe without even realizing or
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1223. If necessary, demonstrate. Fo
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124Notes on procedure: The above st
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Conclusion126Transforming situation
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ContributorsAnuchit Jittrathanakul
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ContributorsVirongrung Bodharamik (
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148For information and enquiries:Ce
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