MOVE - Moderation and Visualization for Group ... - INSPIRATION

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Orientation For more than three decades, InWEnt, Capacity Building International, Germany and its predecessors, the German Foundation for International Development (DSE) and Carl Duisberg Society (CDG), respectively, have engaged in international dialogue and training programs for experts from developing countries. Dialogue and training have at least two dimensions: the ‘What’ and the ‘How,’ meaning the technical subject matters and the methodological know-how. As a training hub concerned with ‘what’ professionals and executives from developing and transformation countries need to know, InWEnt’s Department for the Environment, Natural Resources and Food relies on three professional divisions: Environment, Energy and Water in Berlin, Natural Resources and Biodiversity in Leipzig-Zschortau (Saxony), and Rural Development, Food and Consumer Protection in Feldafing (Bavaria). The field of global water resources - including integrated water-resource management, drinking-water supply and wastewater treatment and use, water use in agriculture, and organization, cooperation and conflict management in the use of scarce water resources – is one of the key competences of the division in Berlin. As a ‘learning organization,’ InWEnt realized that technical and professional expertise alone is not enough. Instead, it is equally important ‘how’ the subject matters are conveyed. Professionals often feel a need to boost their methodological competence and to elevate their social and analytical skills. To InWEnt, capacity building and human-resource development means cultivating the individual and institutional willingness and ability to learn. 7 Over the years, many resource persons and moderators have joined InWEnt in this openended endeavour. A basic understanding emerged that, in a learning process, technical competence on the one hand and methodological competence on the other hand are two sides of the same coin. The remaining question was how to best link the ‘What’ and the ‘How.’ And that is what this manual is all about.
Prologue A Tale of Everyday Frustration A day of training at INPUTS (International Palace for Uniform Training Services), the century-old institute in Everland: 22 watermanagement specialists from nine African and Asian countries are sitting in rows of tables and chairs, trying to follow Professor Know. Using handwritten notes, he lectures about watermanagement models for hours. Occasionally, he throws in overhead transparencies showing text and technical drawings from his book. Also, the professor tries to flavor the dry stretches of his presentation with anecdotes which, unfortunately, tend to drift away from the program’s actual theme. Some participants comment that the topics raised are not what they expected and irrelevant to the situation in their countries. They refer, for example, to water losses and propose to discuss simple leak-detection techniques. Professor Know explains that he is not prepared for this because this specific problem hardly occurs in Everland. Visibly irritated and offended, he proceeds with his prefixed lecture. The participants feel rejected, bored and frustrated. As a result, they fall silent and many of them doze away. By the end of the day, during a question-and-answer session, some polite participants raise a few technical details that are meticulously elaborated on by the expert. Professor Know distributes handouts copied from his textbook - and that’s it. When asked later about the usefulness of the event, Professor Know grumbles “Actually, it was a complete waste of time. The people were so indifferent. No one opened his mouth, and when they did, they only complained and mentioned petty stuff. But someone has to tell those trainees what to do. At least, they now have an idea what water management is really all about.“ The participants, however, shared different point of views. “Who does this professor think he is? We are experts in this field as well! But our own experiences were neglected”. “The presentation 8 was a disaster. He was badly prepared and never got his information across.” “I don’t even remember the most important facts from the lecture now, a day later! And I am completely frustrated because I still don’t know how to solve problems of water loss back home.” “Instructions on how to manage a water network isn’t everything. We have problems with customers willing to pay their bills.” “They (the organizers) could have also sent the textbook to all of us individually. That would have saved us a lot of time. But INPUTS thinks we should be enlightened in ‘dialogue,’ as they call it.”
Page 1 and 2: MOVE Manual Moderation and Visualiz
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Page 5: This manual is dedicated to Carl Ko
Page 9 and 10: Why MOVE? Most of us involved in or
Page 11 and 12: includes examples of potential use.
Page 14 and 15: The MOVE Concept Profile MOVE - Mod
Page 16 and 17: Roots MOVE - Moderation and Visuali
Page 18 and 19: wrongly), learning today has become
Page 20 and 21: not as an object. You should also t
Page 22 and 23: MOVE means Teamwork The MOVE Modera
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Page 26 and 27: Participants can then set up a mini
Page 28 and 29: If possible, the team should plan a
Page 30 and 31: MOVE Competences In Part 4, we will
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Page 36 and 37: Interaction Competence Interaction
Page 38 and 39: Introduction Introduction of of of
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Page 44 and 45: Guidelines for Group Work ■ Organ
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Page 50 and 51: Visualization Competence Visualizat
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From a methodological point of view
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external knowledge and information
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Participation Competence Participat
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So, let’s define communication as
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Guidelines Guidelines for for for I
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Dramaturgic Competence As far as th
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On-going evaluation is one of the b
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participant from among the ‘selle
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■ Whenever possible and suitable,
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At times, you may need a very speci
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DSE Training Training Course Course
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Organizing Group Events In this Par
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Of course, the moderation and organ
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Sharing Sharing Sharing Results Res
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Cultural Cultural Program Program O
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end of the event you may compare th
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89 Annex Games and Exercises Select
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Games and Exercises “Games are li
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Roles Roles P PPeople P eople Play
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Broken Squares Learning Learning Ob
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Drawing Bricks Learning Learning Ob
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Guiding the Blind Learning Learning
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Mapping your own City Learning Lear
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Srinivasan: Srinivasan: Tools for C
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ACT - Appropriate Communication in
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