CHIKKANAHALLI A DIDACTIC EXERCISE PART - 1
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CHIKXANAIIALLI
A didactic exercise
PART I
Written by John Staley
SEARCH
256, First Block,
J ayanagar
BAHGALQRE 560 011
Chikkanahe. Hi
This exercise is set in Chikkanahalli, a village of 250
houses, 50 miles from Bangalore. Chi' kanahalli is one mile
from a bus route; two miles from the Primary Health Centre"
three miles from the Block Development Office; and eight miles
from the nearest town Doddamagalur, where there is a mission
hospital. Th'Te ere three irrigation tanks, a primary school,
temples to i-iaramma and Anjaneya end some small shrines. This
is all that you know about the village.
1
You are a development worker, and are thinking of starting
some work in Chikkanahalli.
You are receiving a stipend from an agency called AISA
(Asian Institute for Social Action.) The agency people leave
you free to do your work as you choose, but thev do expect to
see some results.
Every week you visit Bangalore and spend a day at the office
of GROPE (Group for Radical Organisation and Progress Everywhere).
Here you meet other development workers, and there is an opportu
nity to discuss your experiences and problems. Each sta^e of the
exercise represents such a visit to GROPE. The other members
of your group represent the other development workers.
At each stage you will be asked to make and record your
personal decision. Then you will be asked to discuss your ideas
with the ,group so that the /group as a whole can make a decision.
There are time limits for each stage.
Please appoint someone in the group to moderate the dis
cussion and keep time. Do tha.t now.
During the exercise you will have the opportunity of hearing
the ideas and decisions of others. Please listen,, reflect and
compare in trying to reach a consensus in the group. At the
same time please remember that this is only an exercise, so the
group’s deli aerations need not be lengthy. If you cannot
persuage others to agree with your ideas, you should be ready
to accept the majority decisions.
~or scoring purposes some decisions will be 'more right’
tl. n ethers, but this does not mean that particular approaches
or solutions are always the best ones. Remember that the purpose
is not to achieve high scores, but to take away as many ideas
and insights as you can.
Through out the exercise NEVER TrniN THE PAGE
UNTIL THE MODERATOR oy yo .R GROUP TELLS YOU
TO DO SO. Once your group has gone to the
next stage, DO NOT CHANGE THE PREVIO JS DECISION.
PLEASE DO NOT WRITE ANYTHING IN THIS TEXT.
It is NEEDED FOR
OTHER PEOPLE. AT the end of the exercise PLEASE RETURN THE
TEXT TO THE ORGANISER. YOU SHO JED WRITE YOUR ANSWERS AND
SCORE ON THE WORKSHEET PROVIDED. You may keep the work-sheet
if you wish.
fohen all the members of your group have' finished reading +his
page’the m derator will ask you to turn to the next page.
2
Your intreductioji_ to_ the Village
y
To start with, ynu do npt know much o.bpu4 Chik conc.hp.lli.
Your first task is to go there, meet people,' make yourself
known, end collect information.
There are various individuals whom you know already,
or who ere known to you, who erm introduce you to the village.
Pie.-sc consider these in turn and decide if
u would ask any
of the n to help you.
a.
There is an influential land-owner in the Village.
His nephew was your class-mate, and they have both
offered all possible information and help for your
work.
b.
The local MIA is connected with your sister-in-law’s
family. Through the family you can ask him to vouch
for you in the village.
c.
You can .approach the Block Development Officer, and
ask him f introduce you to the village leaders.
d.
The mission hospital has a mobile medical team which
holds a clinic in the village once a month. They
are willing to take you with them.
e.
There is an elderly Candhian worker who is well-known
t > the villagers. He goes to the village now and then,
and is willing to introduce you.
f.
You can also c r.cider going to Chik .rnahalli on your
own, and introducin’ yourself to the villagers direct.
There may be other alternatives t'-c, but assume that these
arc t
only ones you are considering. . Without discussion with
the other members of your group make a personal decision and
record it in the work-sheet.
When all the personal decisions are recorded, discuss for
five minutes with your group members. Make a group decision
and record, it in the work-sheet. Then turn the page.
3
Please read the come nt s below and reflect on them. The
underat 'T can adc each member in turn to read one paragraph.
Enter your personal scores and the group score in the appro
priate plr.ee on the work-sheet.
a)
Introduction by the landlord2
Tbit” 1 ’succeed’ in the sense that you will enrol the
support of an influential person in the village. If you
want to 'get things done', (i.e., to set up services such
as irrigation, health, agricultural extension, etc.,) it
will be easier with the landlord’s co-operation. But from
the point of view of development, and of working with the
whole village, it is probably a bad ch ice. The other
villagers will associate you with the landlords end may
not trust you.
It may be more difficult to obtain accurate
information fr^m others. You may also*- be suspected of
spying for the landlords. The villagers may passively
accept your services, but are unlikely to participate.
If the landlord is exploiting other people in the
village, you may even be seen as supporting the land
lords. Score 0 .for this choice.
b)
Intro duct i'--n thr- ugh the MLA2
This is a bad ch ice. You will immediately be associated
with a particular political party. Whatever the political
associations of the villagers, you will probably be embroiled
in factional disputes. Every step you take will be re-inter
preted or opposed by the members of other parties. Score 0
for this choice.
Introduction by the EDO2
If the BDO is known personally to the villagers, and is not
himself associated with the landlords or a political party,
this is a possible choice. Even so, you run t.he risk '■•f
being thought a Government official. This may make people
reluctant to give you accurate information. They may also
expect services and facilities from you without being
-g „ 5 participate or contribute themselves. Score
2 for this choice.
c)
d)
e)
f)
Introduction by the niodice.1 team2
This can be a good choice. Medical w-x-k xr usually n.cooptable in villages. But if the medical team has been propa
gating Family Planning 'r Christianity you run the risk of
being associated with those motives.
Ecore 3 for this choice.
Introduction by the Gandhion worker2
This may be a good choice. G-andhians are widely respected
in many villages for their age and nr rality. Score 3 for
is ch-ice.
Introduction by yourself2
This is probably the best choice, pr-vided you can make
yourself clean t ’ the villagers. You yourself can control
what is said about you by way of introduction, and the
risk of your being firmly associated w^th one of the exist
ing forces er raisin- particular expectations in the village
is less. Score 5 for this choice.
4
What to say?
Y'u have decided to introduce yourself without help
frr>n anyone else. On page ii attached to your work-sheet
list ten points - facts, ideas, intentions- about yourself
which you will tell the villagers when you introduce your
self. Assume that until now they know nothing about you.
Take five minutes for this.
not discuss your points
until everyone else in the group has finished writing.
When every ne has listed his ten points, take turns to
read them oUt, and discuss the'! with the group. Take fifteen
minutes f-'.r this. Then turn the page.
o
-
5
-
Pleo.se read the comments below, and reflect 'n the-.i.
discuss th' '.i with the group for five minutes.
Then
First '"'f all, the villagers will want s' me basic personal
information about you* your name, age, marital status, family
situation, native- place, etc., etc.
Th
they will want to know where yec. have come from; how
you cane, how long you will stay; what education you have
received; who employs you; what AISA is, and what it does;
what your salary is; etc. They will also want to know why you
have cone; and whether they will bo affected by your coming.
If you have had previous experience in a village, it may
be helpful to mention that, bat if you talk rf any ’results’
you may have achieved, you may raise false expectations. You
nay like to say something about the kind of relationships that
you hope to establish with people in Chikkanahalli, but any
comments about the village itself will probably be premature
at this point.
Unless you talk about yourself fully, and answer all
questions frankly, anything else you may say is not likely to
be given much weight. If people sense any incompleteness or
deception op mystery about you they may suspect this also in
your work. Any mentions of 'bringing help' for the village
or ■ f 'liberating the oppressed' noy also be unwise at this
stage. Similarly, if you talk ef finding out .about people's
'property' or about their family problems, you may be suspected
of being a revenue official or X. family planning worker.
Instead you may simply say that you would, like t • live in the
village; to learn about the village, to get to9know the people,
and exchange ideas with them;, and t' learn from them.
In the light of these comments, and of the discussions in
your .group, award yourself a sore between 0 and 5 for your
original personal list of ten points. Enter it in the work
sheet. Then turn the page.
6
Collecting Information
Now that jr-u have introduced yourself to the village,
you can set about collecting inf-.'rmati'-n. There seen to be
several ways in which you can do this. Please consider these
in turn and decide which of then you will prefer.
a)
Y-u can make a f >r ml survey using a random sample and
a printed questionnaire. There are some educa.ted
unemployed yoijth in the village'* who c-'nild be employed
tri help with this.
v
b)
You can call in the Institute of hural Development,
a semi-Government body with experience of village
studies, and ask them to collect information for
you.
c)
Yu can go casually about all over the village and
talk infernally to pe'g le in small ,groups or singly.
d)
You can call a. meeting of the village leaders and
ask them for information.
J
e)
You can call a meeting f all the people and ask them
t tell you about all the problems in the village.
f)
You can go to the local Government offices, .-nd
collect statistics and other inf rmati-n from the
official records.
There may be other alternatives to- , but assume that
these ore the oniy ones you are considering. With ut dis
cussion with the other .lenbers f youj? group make a personal
decision and record it in the wrk-sheet.
When all the personal decisions are rec-rdcd, discuss
for five minutes with yr ur gr-up members. Make a group
discussion, and then record it on the work-sheet. Then turn
the- page.
D
Please read the cements below and reflect '-n them. Enter
your personal scares and the group score in the .appropriate
place on the work-sheet.
d)
Formal Survey*
This is too elaborate at this st .age. You d- not yet know
what the foCus •• f such n. survey should be. Secondly, the
y^.'. l^ d-o iv t yet know yu well enough tc answer willingly
'■r fully. Thirdly, a survey will raise people’s expecta
tions. Fourthly, a survey done by the ’educated unemployed’
of the village is likely t o be full of distortions, if only
because they will interpret and answer the questions for
people instead of eliciting the people's -wn answers. Using
a questionnaire requires skill and experience. Score 1 for
this choice.
Institute ( f Rural Development *
This is even more clab rate then a) above, and several of the
sane objections apply. In addition you will be complicating
your own newly-established relationships in the village by
bringing in professionals from cutside, S' ie of whom nay have
only a limited interest in the villa" . Score 0 for this
ch.'a u.
Informal talks*
This is probably the best choice at this stage, although it
nay need t--> be supplemented later. It allows you tc meet
everyone and to talk about anything and everytning that
interests them or you.
It allows you tc see things from
different peoples' points of view, and t" hear different
interpretations of vital village situations, such as the
distribution cf land and. the wage rates paid for labour.
Moreover by going in a relaxed way a.b^ut the village, you
can observe peoples’ behaviour towards each other* this nay
tell you as much as their words. This all r^r.ch makes you tore
avail"lie to the villagers* it allows them to take the initia
tive end discuss their preoccupations and concerns.
It also
allows
a a cnance t question you further on your background,
motives, affiliations and personal life. It is, in brief, a
more open and reciprocal approach, with the possibility "f
greater participation. Score 5 f 'r this choice.
leaders meeting*
e)
This is a risk because the leaders will be the most power, ul
people in the village, and may give yoii their views without
necessarily representing the views of the maj >rity. Score 2
for this choice.
Village meeting*
f)
This is also a risk, because only a few influential and arti
culate pe >ple will speak. The majority will remain silent, and
you will learn, nothing about their views. VP.at is said will
again express the views ■ f the powerful, and may n t represent
the village as a whole. But at least you are trying t- involve
everyone, so you score 5 f.r this choice.
Government Offices *
a)
b)
c)
Again, at such an early stage, this is probably a po-r choice.
Government statistics will tell you little about the social
dynenics of -the village; little about people’s concerns and
fc-lt needs; little ab^ut the barriers to development. Besides
this, many government statistics are inaccurate or misleading
It nay be necessary to collect certain official information ”
later; but at this st,age you score only 1 for this choice
8
Passible Action Programme
From the informati-'n yu have collected, there seem t> he
several immediate physical pr ■blems in the village. You arc
also aware that there are greater underlying issues, and that
the : hysiroi nr'blems nr? symptomatic of these deeper issues.
E './ever the villagers seen to bo expecting you to take
some initiative, and AZSA is asking f';r a report. So y- u
consider the possibilities which seem open to yu at this stage.
b)
c)
d)
Many of the children of the pocr families show visible
signs of malnutrition. Their parents complain of not
having enough to cat. If you apply t? one <-f the
American agencies they will supply enough food f
all these children to be given a nutritious meal every
day.
'
?
Almost every family in the villa-e has four or me re
children. You car contact the local Government Family
Planning unit and ask then to come to the village and
introduce a Family Planning Pr -.'gramme.
One of the village tancs which irrigates the land of
five families is"silted up. The families have already
offered t ' heli- mobilise a lab- ur force to desilt it
if you will try to obtain some funds tn pay f r the work.
The roof of the school is falling down. Government
officials say they earn’t do .anything about it; it
could be repaired by the villagers themselves, if
fomeone takes the initiative.
e)
The primary Health Centre is not functioning properly,
and local Ayurvedic practitioner has a very bad
T-. utation. The monthly visits of the mission Hospital’s
medical team are too infrequent. Many of the- villagers
com}lain that they conn t get reliable regular medical
treatment. Various doctors tell you about ways in
which medical services could be imprrved in the village.
f)
Despite all these pressing problems, you ■nay decide
n'-’t to take any action yet, but to go on studying the
situati'n in the village. Tt means that you will risk
the skepticism both of the villagers .and of AISA.
There nay be other alternatives V
but assume that these
th<. only ones you are considering. With- ut discussion
• itn the other members 'f your -gr up mage a personal decision
and record it in the w-rk-sheet.•
When all the pers-nal decisions are recorded discuss for
five minutes with your group nembers.
:ce a group decision
and rec rd it on the work-sheet, Then turn the wao-e.
Please read the comments below and. reflect on them. liter
your perse. al scores ci-’.d the group score in t'-o appropriate
place or. the work-sheet.
a)
A ■•.utritioa progra .mo
can bo Jifferor.t to the plight of malnourished chil
dren, whatever their view of development.
If children ’.’.ndor-5
do not receive enough food, there is the . . sk of pormaiie it dr.sago to t’loir growth and brain.
Hor can children of that age
be expected to take action on their own accounts they arc
naturally dependent
On the other hand, a feeding progra ...ie is likely to encourage
dependency by their parents.
furthermorc it is ameliorative
only .
it docs not touch the deeper causes of /’.alnutrition,
nor load to any long-term remedy.
A feeding pregra..no for selected children may bo Justified
when part of a total nutrition education and community deve
lopment progra• Aie .
Even then, certain safeguards to do with
participation and longer-torn solutions should be applied.
Score 1 for this choice at this stage.
b)
Family Planning;
Whatever one's view of the population problem, to introduce
family planning at an early stage is almost always a mistake.
Family Planning is only one part of the total family and coiimunity situation; it car.net be succssfully dealt with in iso
lation. Furthermore to stress family planning at the beginning
of a rolationshin may seem to be treating people as babyproducing objects, and cause resentment.
Apart from all this,
the family planning prog.ru. r-.o ha.s now come into disrepute
through abuse and coercion.
Score C for this choice.
c.
De-silti ..g „he tank:
This ’./ill ben-fit the five fa.iilios but no-one else.
They are
not even offering to pay’for the work the. -.selves.
If you find
funds for this work you may be helping to make the rich richer
If
„r objective is some co' unity action for the ’benefit of
all, this is a. bad choice. Score 0.
d} Repairing the village school,
If the villagers as a whole feel that this is something they
could and should do, and if all the children in the village
can attend the school, it .ay be a good choice, especially if
it loads on to further co :./unity action.
It has the further
advantage c-f not requiring cutside funds or resources.
Score 4.
o) Medical Services;
This
be a good choice as a starting point for action in
the village. Svoryono can benefit from a medical programme,
and few interests are likely to bo threatened, which is prob
ably desirable at this stage.
Such a programme may help to
establish the villagers' confidence in you.
However much will
depend on what kind of medical services you try to bring.
Score 3,
f ) Ho action;
If you arc willing to risk the skepticism, .%th._s may still bo
the best choice.
It is unlikely that you have yet understood
the situation in the village fully.
The loaders of the vill
age -.-n_±, axnost by definition, be astute politicians, and t'-o
-10-
Improving ‘c."..3-. APZyJr-PS..®.
You r.vc ck.-sen to try to improve the .lodicr-.l services in
the v'.lkcgo ar.d several people hove offered advice and frc-c
assistaico.
Yeu consider their offers.
c.
A friend of your uncle is a. doctor and a member of the
Service Club of Dodci.ama_i.ga.lur.
?h; a;:.d five follow doctors
offer to drive out to Chiki:ana.halli in rotation every
Sunday, give the villagers check-ups, and distribute
doctors' samples to them free.
b) Yc.ir uncle has another doctor friei.u. who is doing research
into worm and other parasite infestations.
to has offered
to do-wom and de-parasito the entire population of
Chikkn.nah.alli free of charge.
c; Your undo knows the Chief Medical Officer at the Mission
Hospital.
The CMC is willing to arrange for some women
from Chikkcna.halli to be trained as Village Health
Workers, and tc increase the visits of the medical team
to once a week.
d)
Your uncle also knows the State Director of Health
Ser'-'.cjs,
He offers-to take you to the Director so
that you can ask for the Pri ary Health Centro to be
up-graded.
e)
Another frierd of your uncle is an internationally famous
plastic surgeon.
Ho says the village needs a hospital,
and offers to approach a foreign foundation a.id
persuade then to give one to the village.
There may be other alternatives too, but ausuie that those
are the only ones you are considering.
Without discussion with
the other members of your group make a personal decision and
record it in the work-sheet.
When all the personal decisions are recorded discuss for
five minutes with your group uouobrs.
Hake a greup decision
and record it on the work-shoot. Thon turn the page.
(continued from page 9)
risk remains that any action will be manipulated for the
benefit of a few instead of for the whole comuai ty. Further
more starting a programme without the participation of all
the people runs the risk of inducing dependency. Score 5.
■o
11
Please rend the comments below and reflect on them.
Sr it
ycur personal scores and ti'.o group see' s in the appropriate
place > ■. the work-sheet.
dCT/ice Club Visits'
This may bo a well-’oar.t pro icstl,. but it is nonsense medi
cally.
Doctors fro:, the town, going briefly in a six week’s
rotation to a village where tk.ey have no other links, will
not establish any mean.ti'-gfv.l relationship w .th the villagers.
The treatment they can give with "doctors" sacples" will
hardly be relevant to co
on village ailments;
ano. there
will be no follo-up to the treat .ent.
Experience also whows
that ths doctors' own o'.thusiasir. for such a sche e wanes
after two or three weeks (especially when they see what it
is costing the.: in petrel), and they stop going within a
month or two.
Score G.
b)
Do~wor.kings
This is another useless proposal.
However effective the
research and treatment may bo in ridding the villagers of
their worms, unless the source of worn-infection is dealt
with, everyone will be re-infected within c. few months.
Such a curative prtfgranse cannot solve th
long term medical
needs of the village.
Score 0.
c)
Training Village Health Workers;
Tliis could bo a good solution.
If the THUS are chosen as a.
whole by the villagers as being acceptable to everyone? it'
they are given simple practical i.n-servi ce training;
if they
are provided with simple remedies for common ailments $
if
they are supported by weekly visits of a professional medical
team; and if the whole emphasis is on preventing disease
rather than curing it- then much can be done for the health
of the co ".-unity,
Score 5.
d)
Upgrading the ?HC;
This i.iay result in. a more effective- Primary He..1th Centre,
and so benefit the villagers.
3ut they will not have par
ticipated in the action at all; it will depend entirely on
your uncle's, contacts.
The villagers may think of you as
so 'oo.'.e who is woll-cci. .acted and who is going to solvo all
their other problems too.
Score 2.
e)
A IJow Hospital?
_.oro the decisions and solations are removed further still
from the village; oven to an international level.
Further
more a modern hospital (curc.tivo-oriented and perhaps oven
with plastic surgery; is neither an efficient use of scarce
medical resources, nor an effective method of tackling the
i.-.miodiato health needs of al village.
Score 0.
12
Tn t o r rup t i c r. s
order to discuss the pc ssiblity of the new medical
progr.- .
ind the training of the Village Health Workers, the
Cl'iO of the Mission Hospital ns :s you to arrange a preliminary
meeting of all. the villagers.
While you are soeaici ,g about the pcssiblitios of getting
the Vlh-ZS trained, one of the village leaders cays, "Why are wo
bothering about getting a few women trained like this? It is
not important.
Everyone knows that only God can prevent
sickness." And then another leader adds, "There are many other
more important things to be done in the village.
That tank
needs to bo de-silted. Why don’t you find the me ey for that."
During the next five miL-.utos please write down on page ii
attached to your work-shoot your own personal response, i.e.
what you will s.ay in reply io these questions.
Express it bri
efly, choosing your words carefully.
Hoad below only after you have written your response.
Each member of the group now roads out his response tc the
others.
Each member should then write the names of the two
pens
s whose statements he liked most on a slip of paper.
(Y.u may vjto for yourself!, The moderator collects the slips
and announces the number of times each member's name is
mentioned.
You should then enter in tho work-sheet the number
of 'votes' your response received.
Copisultatiqn with GROPE
After this experience, you become anxious about what is
happening in Chikkanahalli and about your role there.
On your
next weekly visit to Bangalore you consult the staff of GROPE.
They ask you to fill out a questionnaire, the purpose of which
is to help you examine your ' u'.consciousideology' .
Please write answers to the question!page iii attached
to your work-sheet.
You should finish it in five minutes. De
not discuss the questions with anyone else until you arc asked
to do so .
t
When everyone has answered the questions fully please
thi s page .
a) The GROPE staff co.hio.it c.i your answers to a, as follows
~f y.u have described 'villagers' with’any of the adjectives
listed below, your view of villagers is based largely on
ignorance and prejudice.
You score minus 1 for each cf the
nin adjectives used;
and should enter the number in your
work-sheet.
Lazy
Unco-operativo
Lrrosoonsibilo
Stupid
backward
Ir.uaturc
Zncompetent
Childish
Unreliable
The GROPE staff go on to explain that during our childhood,
and as we grow up, we learn from those close to us certain
attitudes towards people who are poorer than ourselves, whether
they are villagers or slum-dwellers.
You are asked to take a
few minutes to reflect on how, while you were a child, you saw
your parents and your family-members relating co the poor people
around them,
What was"their view'of the poor villager or the
slum-dweller? What kind of -words did they use -when talking about
beggars, pavement-dwellers, servants, workers, the uneducated .
What was their attitude and behaviour towards t.ho poor?
Tiier. reflect on how far their views and attitudes have
influenced your own.
How were your yourself encouraged to view
the poor while ycu were young? What attitudes did you acquire
as a child? What was the general attitude towards the peer
in your school and a. -.ong your class ?.atos and friends? How far
do you still hold those attitudes? Should you re-examine them?
i.ftc-r reflecting on th.'j'so questions for a few minutes, you
i:ay like to share your thoughts with the other members of your
group.
After you have reflected and shared in the group turn this page
for suggestions fre i the GROTE staff about sections b) and c)
15
b)
The CROPS staff ask if all the .-.lumbers of year group
already know each other well before starting this exercise?
If so, vc.ck ,-jooibcr should now road the li.st of adjectives
that he as chosen to doscru.be hi 'self.
Each member should then
write on a slip of paper the names of the- two persons whose lists
ho thinks are the .lost accurate and objective.
You may write
your own name.
The moderator collects the slips and an.ounces
the number of times each member's na. ie is mentioned.
You should
then enter in the work-shoot under 'votes' the number of times
your aa.nc was mentioned.
If all the members of the group do not already know each
Cher well, this stage should be omitted, and you should proceed
to c ) below.
c) The GROPE staff c.r'hicnt on your answers to (c) as follows;
There may be many qualities desirable in a dSvelopmont worker,
and many of those can bo acquired or strengthened through solf
under-standing. working with others, and practice.
However,
the effectiveness of a dovelopmont worker depends as much on his
vision and understan>'ing of people and society, on his under
standing of hi.-self and his role, and on tho way in which ho
relates to the people with whom he is working.
Good intentions,
good qualities, kindness, generosity, concern, idealism, enthu
siasm, officiELicy, and handwork are desirable, but they are not
enough.
You are invited to discuss
members of your group.
this com bent briefly with tho
Who-' this has boon done, turn to page- iv attached to your work
s'
and answer tho second part of tho GROPE questionnaire.
Please- complete t.iis in five- minutes.
'Then everyone, has
finished please turn this page.
16
o
If y:u have answered 'Agree' to the first six statements
(a-f) the GROPE staff suggest that you would benefit from
exposure to some new and radical ideas. ■ They 2 co.-.-.ien.’ you
tc take an indoctrination course at the Institute of Dialectics.
If y; u have answered 'Agree' to statements g. h, and i, t'.io
GROPE staff suggest that you should re-examine the human and
personal element in development,
They ask you to get in touch.
with the Centre for Personal Aut; nomy.
11 you have answered 'Agree' to statements j-m, tho GROPE
staff suggest that you have a realistic and functional approach,
but need clearer objectives and a more methodical approach,
You
arc re com .-.ended to take training in 'Development by Objectives' .
If you have answered 'Agree' to statements n-q, the CROP'
staff reckon that you are cynica.1 beyond he pc, and re cor.ii..-cnd
that you take up some other work.
If you have answered 'Agree' to statements g, k and m, aa-.l
'Disagree' to all the others tho GROPE staff suggest that you
are on the right track, but rccommc.nl you to take a h liday
before going back to Chikkanahalli-
Thc design for this exercise is derived from vari -us
"Business Games".
It was also suggested by 'Rampur', an
exorcise produced by A. J. Brit to, I-I0DC01TTS, Madras.
Thanks
also to Paul Siromoni for help over the consultation with
GROPE
Copies of the text and tho work-sheet are available nt a
nominal cost from SEARCH,2p5,Off '/th Cross, 1st Block,
Jnyar.agar, 3AITGAL0RE—5^0 011 ,
o
iKjvA’’A.tALLI : WORK-SHEET
•»CH
>>■»»».
*" •- *—w * V w W>
—*
> F" »■ »•"
Use this page to record your decisions and 'scores'.
Do not
make any entries .until instructed to do so in the course of the
exercise.
—.-------Gro up
Personal
Heading of
stage
Votes
Choice
Score
Choice
Score
Your Introduc
tion
0
;
What to Say ?
Collecting .
information
i
-
Action- - .
Programmes
x^>^
Improving
Medical
Services
•
Interruptions
Consultation
with GROPE
/
\J
--------------
s>
Interruptions
- Ill GROPE QUESTIONNAIRE
a) Read the Hat of adjectives given below. Which six adjectives
seem to you to be the most accurate when describing Villagers,
whether in Chikkanahalli or els< where ?
1.
2.
3.
4.
5.
/
6.
Shrewd
Competent
Lazy
Reliable
Mature
Uncooperative
Irresponsible
Enthusiastic
Money-minded
Unreliable
Ignorant
Stupid
Kind
Analytical
Generous
Shallow
Insecure
Conservative
Emotional
Restless
Frustrated
Confus ad
Dogmatic
Efficient
Paternalist io
Dependent
Powerful
Over-bearing
Exploited
Risk-taking
Impuls ive
Naive
Progressive
Uncommunicative
Helpful
Concerned
Childish
Unkind
Supportive
Sensltiv^
Weak
Backward
Hard-working
Immature
Idealistic
Apathetic
Responsible
Appreciative
Incompetent
Cautious
Independent
Skillful
b) From the sane list, which six adjectives seem to you to be the most
accurate when describing yourself ?
1.
2.
3.
‘
4.
5.
0.
c) •From 'he game list, which six adjectives do you think would describe
qualities most desirable in a development work'T 1
1.
2.
3.
4.
5.
6.
- iv -
Do you'arrao or .disagree with tho foil owing > sta+^wnonta about a^ affective
develcpnont worker'?
'
'
' '
i
0
■ r
je^rae;
Agree
a) An effoctivo dovolqbraont worker is ono who knows
what will bo rood .for tho village, and can convince
tho villagers accordingly.
(
b) An effoctivo dove1 oprnont worker is one who boos
tho villagora foil ow tho rulos, observe proper
procedures, and repay all th«lr loans.
(
•
)
(
/,.)
(
)
*'
•< i
c) An effective development worker is one who always.
consults tho village leaders boforo rooting anyone
I else in tho village.
•
c
)
(
d) An effective development worker is ono who brings
modem technology to the village.
(
■)
(
c) An affective .dcrvolopment worker is ono who is
capable, of getting funds for tho village fran
cutsido.
(•:■ ■).'
f) An effoctivo development worker is ono who
.------ carefully avoids'a~y conflict.
( ■
(
)
(
a g) An effective development worker is ono who, after
studying the village, can identify the ppwer
J
structures in it;
i
(
)
(
h) An crffactive' development worker, is ono who is
‘ ■ already eqjiipnbd with an analysis of the patterns
■ of exploitation in tho village.
(
)■
i) An effective development worker is ono who iq unc erroran 5singly ccmnittod 'to an idc*logy, and never
allows bis experience to influence his convictions.
(
)
(
)
j_
j, An effective development worker in eno who remains
in tho background and is careful noyor to express
hie ewn opinions,
1
;
A
o k) An effective development worker is one whl is not
cmnittod to any doctrine, but who is onon t’
learning and is always ready to change his ideas
in the light of his experience.
,(.
0;m)'An offectivp: development worker is ono who will
use different approaches and different stylos of
leadership depending on tho situation.
(
>) An offeotive development worker is one who can
writs up a projpct using langur gee and ideas that
will appeal to foreign donor agencies.
q.) An effective development worker is ono win
- bolievos that nothing can be done except wait
for tlx! revolution.
■
)
( ■■ )
i) J
(
)
■
1
(
■)
■.
1
.1
■ * . t
(
An effective dovolonment worker is ono who cots
■many invitations to "flop study tours in foreign
c ountrios.
■( -
■
■ ■ ;
’)
i
1) An affective development workrip is tme who takqs
i
things as they cane, without any goals or specific
' objectives of his own,
n) An effective development worker is ono who spends
meat of his time nt seminars and conferenoos
inorder to knop up to-date with tho latest
fashions in development thinking.
\
c ./)
)
■■(: r,
(
) ■
.(
)
■
AN!\!UAL ACCOUNT
(a) Choice o’’ Crops :
Year . ...
Pre
Fields
Ragi
Maize
Gtoundnut
1
'!
Enter any surplus
from previous voar
Total food available
this year
(f) Enter any proceeds of
borrowing,
selling
land, grants, gifts etc.
(a) Fnter'any loan repay
ments, and cost of
any marriages, wells
nds, etc.
.
d eaten I:
amily
\ !7
lb.is year
■■■
Fields
1
j
|
...J
Total
=
Z=
( i« 1
(i) Surplus carried for
ward to next year
(tenter at ‘ d ')
Fields
Production
Production
Fields
Production
Year
Fields
I
i
Total
< b) Enter any loss to
crops from diseases,
pests, drought, etc.
( C ) Enter consequences
of any malnutrition or
disease in previous
year
:ction
Year ....
Year
Year......
+
—
—
—
=
Total
Total
Production
ANNUAL ACCOUNT
—Year-T. ...
Year
Year......
....
Year....
Year
(a) Choice of Crops :
Total
Enter any loss to
crops from diseases,
pests, drought, etc.
(c) Enter consequences
of any malnutrition or
disease in previous
(b)
year
Enter any surplus
from previous year
(e) Total food available
this year
(f) Enter any proceeds of
borrowing,
selling
iand, grants, gifts etc
(g) Enter'any loan repay
ments, and cost of
any marriages, wells
bunds, etc
(it) Foos eaten uy family
this year
(i) Surplus carried for
ward to next year
(enter at ' d ')
(d)
______
________
Tctal .
Production
Fields
Production
Fields
Production
Fields
H
I
------- --------
Ids
HIT
Ragi
Maize
Groundnut
Production
1
1
L
Fields
Total I
|
Total ,
Total
Production
ANNUAL ACCOUNT
(a) Choice of Crops :
=ields
Ragi
Maize
Groundnut
Production
_____ |_____ _____
Total ;
-ields Production
_ 1__________
i
”1
------ - - -1---------- -------Total |
Enter any surplus
from previous year
(t?) Total food available
this year
(f) Enterny proceeds of
borrowing,
selling
(d)
land, grants, gifts etc.
(g) Enter’any loan repay
ments, and cost of
any marriages, wells
bunds, etc-.
(h) Food eaten by family
this year
(i) Surplus carried for
ward to next year
(enter at ' d ')
-r,
_L_
F
Js
Tote. I
(b) Enter any loss to
crops from diseases,
pests, drought, etc.
(c) Enter consequences
of an” nalnut ition or
disease in previous
year
............
Year
Year
Year......
■
Production
Fields
Total
Production
Year
ields
Total i
Production
ANNUAL ACCOUNT
S-YearC ...
Year
Year
Year
(a) Choice of Crops :
Ragi
Maize
Groundnut
Fields Productio'
’
------- L -----
—
disease in previous
year
Enter any surplus
from previous year
(e) Total food available
this year
(f) Fnter any proceeds of
borrowing,
selling
land, grants, gifts etc.
(g) Enter'any loan repay
ments, and cost of
any marriages, wells
bunds, etc.
(h) Food eaten by family
this year
(i) Surplus carried for
ward to next year
(enter at ‘ d ')
Production
Fields
Production
_____
zzzzizzr
Fields
—
------- - I------ - -----Total
(b) Enter any loss to
crops from diseases,
pests, drought, etc.
(c) Enter consequences
of any malnutrition or
Fields
—
—-
—
=
(d)
--
+
=
—
=
Total i
Total
..................
Total
_ __
—
Production
Year
Fields
—
Total
—
Productic
ANNUAL ACCOUNT
(a)
" W§ar®T...
Year
Year
Year
Year
Choice of Crops :
Fields
Rani
Maize
Groundnut
Production
;
i
■
i
’
'
;
---------,------------------ |
i
“TotaTi
Enter any loss to
crops from diseases,
pests, drought, etc.
(c) Enter consequences
of any malnutrition or
disease in previous
(b)
year
(d) Enter any surplus
from previous year
(e) Total food available
this year
(f) Enter any proceeds of
borrowing,
selling
land, grants, gifts etc.
(g) Enter’any loan repay
ments, and cost of
any marriages, wells
bunds, etc.
(it) Food eaten by family
this year
(i) Surplus carried for
ward to next year
(enter at ' d ')
Fields
—
—
—
-
-j-
=-f—
—,
—
___
Total I
Production
——
—
Fields
Total
Production
lelds
Production
Fields
Total I
Production
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