16437.pdf
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GIRD ME
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. INSA
INTERNATIONAL SERVICES ASSOCIATION
5/1, BENSON CROSS ROAD, BENSON TOWN, BANGALORE - 560 046
B : 91-80-23536633, 23536299. Telefax : 91-80-23536633
CABLE : INSAINDIA. Email : insaind@airtelmail.in Website : www.insa-india.org.in
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WORLD VISION
6, V.O.C Main Road, Kodambakkam, Chennai - 24
£
World Vision
Dear Colleague,
Welcome!
-I extend a warm welcome to you to this Development Training Institute, which focuses
on equipping our community development coordinators like you. You are at the cutting
edge of our ministry. You are the visible partners of transformation for the community.
All of us exist to support you and your ministry. All our ministry efforts and expertise
converge at your level and gets translated into life changing encounters.
I sincerely trust that this DTI would confirm to you that you are here as an act of
obedience to God's call rather than for employment purposes, career path etc. Hoping
you would spend time with God to confirm His call for you.
Despite the inconveniences, hardships, personal sacrifices you have been sincerely and
faithfully fulfilling the purpose for which you are called. Please take this time of learning
as an opportunity to equip yourself, enlarge your vision and enhance your commitment
to be a change agent of human transformation.
I hope and wish that this effort would go a long way in helping you to facilitate fullness of
life for every child.
Yours sincerely,
Jayakumar Christian
National Director
fec^.
//<■
A
;
TIME TABLE
DATE
10fr’ March 2008
8.3O"9.OO
“Thy
Kingdom
come”
9.00-9.30
. Welcome
. Introduction
Q. What I value
most in others
is.....
9.30-10.30
.
.
.
.
10.30-
10.45-
12.45-
1.45-
10.45
12.45
1.45
2.00
Objectives
G-IRDME
groups
Commitments
Pretest
WVI Vision
and Mission
Cultural
traits
2.OO-3.OO
3.00-
3.15-5.15
WVI Vision
and Mission
Vision Game
Pott
Setlion
3.15
CDC role
WVI Mission and Mission
Cultural Traits
[100 minutes]
j.
11th March 2008
12tK March 2008
13tE March 2008
A theme
reflecting
community
organisation
Reflections
Why
Children
“Let all
children
come to
me”
Community
Organisation
Community
Organisation
Principles for Child
Sponsorship
Child
Sponsorship
key
elements
Community
Organisation
Community
Organisation
Child
Sponsorship
hey
elements
Mission
Quality
Reversing
; Tharey
roles
Zameen
If you were
Par
the sponsor
what hind of
a letter
would you
expect.______
Mission
Quality
Planning for
partnership
Sharing
plans
CDC Roles
0)
E
iS -g
"Q
•= -8
<
U
X
u
z
3
Activities
In a
humorous
way
3 Z
E
O
Treasure
Hunt
{optional}
B
O
c
S Z xa
Biblical
Reflection
ft
on reaching
■S
highest
E O o
m e
quality of
& 0
service ___
E ®
14^' March 2008
Biblical
Reflections
Planning
a
a
and
= « E
0 O u
partnering
I----------------------- --------- I_________
_ ____________
Mission Quality
it2
J
- E |
Cultural traits
applications
Note : Biblical Reflections will be an add-on Module
GRACE Overview will also have a Facilitator Module and CDC Handbook?.
Mission
Quality
CDC Vision
Building
{each day
a different
group}
<
u
I
I
we EACiEiwroGt
5
1
1 .
“Go with the people:
Live with them.
Learn from them.
Love them
Start with what they know
Build with what they have
But of the best leaders
When the mob is done, the task
Accomplished,
The people will all say.
We have done this ourselves."
Lao Tse
KEY NOTES FOR THE FACILITATOR
The GIRD ME curriculum needs a Facilitator who leads and moderates every section.
The GIRD ME Curriculum is a basic curriculum to energise and focus Community
Development Coordinators to coordinate, anchor and partner in translating World
Vision's mission in Christian transformation towards jus societies.
Who can fit into this role? A person who strives to follows the key cultural traits of
World Vision - GIRD ME which stands for “work with the World Vision’s mission of
acknowledging Jesus Christ and God and Saviour.* Integrity. Responsible risk taking.
Dependence on God. Mission mindedness, and empowering leadership. A person who
believes in gender equity, a person who reflects on Biblical perspectives, a person who
advocates for the rights of the poor, a person who is an effective communicator and a
person who empowers others can facilitate the GIRD ME Module. Anyone who has the
subject matter expertise, who can lead, moderate and facilitate. It is important for the
facilitator to have gone through a standardised training program conducted by competent
organization, so that he or she can answer most of the questions that might arise during
the program.
Role of Facilitators
1
There are three key roles that facilitators using the GIRD ME Modules assume. They are:
a)
Facilitators as Mentors
b)
Facilitator for Life
c)
Facilitator as Partners
2
Facilitators as mentors:
The Facilitator is truly a 'mentor'
M
Mature motivator with mission minded spirit
E
Enthusiastic, earnest, encouraging, empowering leadership
N
“Never say die" spirit, who believes in capacity of people
T
Trustworthy, has integrity. Trusts in God, dependence on God
O
Optimistic; open to learn from communities and children
R
Realistic, relationship builder, responsible risk taker
•
Eph. 6.4b - “Take them by the hand and lead them in the way of the master." (The
Message)
Facilitators for Life;
Facilitators are also life affirming. Their every word and deed during the facilitation must
be towards building and empowering the Communit} Development Coordinators to see
their role in World Vision’s Mission.
•
A facilitator of the GIRD ME program is someone who comes to you and says, “I
will help you start and finish your race well."
Col. 1:28 — “We proclaim him. admonishing and teaching everyone with all
wisdom, so that we may present everyone perfect in Christ."
Facilitators as Partners
Facilitators of the GIRD ME program will not use the banking approach where each
Community Development Coordinator is an empty account which requires filling. Instead
the facilitator is a partner and learns of the CDC experience and helps the CDC build
from that experience. In doing so, the CDC—and the facilitator form a bond for
empowering communities towards World Vision’s mission and vision.
3
Tips to the Facilitator
i
I. An facilitator must
•
understand community dynamics, poverty and development, the period of
childhood and adolescence, how to encourage the children and youth to bloom in
full, without forgetting their responsibilities
•
encourage open discussion on community based challenges and ways to address
them
•
possess a commitment to reach out to communities with World Vision's Mission
•
demonstrate relationship building with the participants in a way they expect
participants to behave with their communities.
2. The facilitator must read the Facilitator module, familiarise himself/herself with the
activities and practice the use of verbal and non-verbal communication skills. While
discussing something that is judgemental, be conscious of your facial expressions.
The facilitator should be confident, and at the same time, take note that the topic is
is
not rushed through. Show seriousness about the myths associated with the topics and
explain how these misconceptions cause problems for the children community and
community development coordinator.
It is important that the facilitator must be non-judgemental while discussing
empowerment. Using the rights based approach instead of the beneficiary approach
will enable strengthened facilitation. For example, if you are discussing about gender
do not use words such as ‘detestable’ or ‘unnatural love' etc.
4. Managing time is critical in conducting the GIRD ME program. If an active discussion
diverts the topic, it is the responsibility of the facilitator to skillfully bring them back
to focus. The facilitator could say. ‘What you are discussing is very important.
However, let’s continue with the module and you may find the answer later or we will
set apart a time for this discussion outside the time-frame of this curriculum. ”
1
Paulo Freire summarized the differences between the role ofa trainer in
i, banking
education and the role offacilitator in problem-posing education.
Banking education
Problem-posing education
• The teacher talks, passing
• The participants pose the problem
on information
and asks questions.
• The pupils sit and listen quietly
• The participants are active,
and act passively
describe their experiences, share
ideas analyse and plan.
Specific instructions to facilitator on the GIRD ME Module
•
The GIRD ME Module, which requires five days covers four key modules viz..
Vision and Mission,' Child Sponsorship. Poverty and Development and
Governance and Mission Quality . There are interlinking themes which have
acronymed into the word GIRD ME viz.. Integrity, Responsible risk taking
Dependence on God, Mission mindedness. Empowering Leadership.
.•
I he facilitator must reach the venue in advance and ensure that the volunteers are
positioned for distributing hand-outs.
•
In case of non-availability of LCD or power failure, the facilitator must be
prepared to show the important charts.
•
A public addiess system may be very useful when addressing to more than 50
community development coordinators at a time.
•
Load the VCD/DVD indicated before the session starts so that it is ready to play
without any delay.
•
Keep the hand outs readily stacked or handed over to volunteers before the
session begins.
•
It will always be useful to have a record of the questions that are asked by the
community development coordinators for future compilation of a Frequently
Asked Questions Section in the Module.
•
It is assumed that the facilitator is familiar with the community development
coordinators {CDCs}. However some exercises are provided in the Appendix for
increasing the relationship between the facilitator and the CDCs.
•
The facilitator must also understand the cultural ethos of the region and make
efforts to avoid cultural or religious differences.
•
An Educational Pax is provided in a bag which contains all the materials required
for the experiential learning games and activities which highlight specific
learning.
5
Using the Experiential Learning Cycle for activities and ganjes in the Module
The exercises used in the GIRD ME curriculum follow an approach similar to the
EXPERIENTIAL LEARNING CYCLE. Given below r
is a- graphical representation:
Direct
Experience
LGtnne nr drtivifv)
APPLK A ! 1()\
(Making Coniniitment)
The
Experiential Learning
Cycle
Reflecuqx
'( hiu nin^ Experience)
Generalization
(Lessons Learned)
Facilitators are encouraged to follow each step in sequence for effective facilitation. The
experiential learning cycle is powerful since participants learn from a guided experience
given by the facilitator.
The steps for the process are:
Direct Experience
•
The community development coordinators experience an activity that is relevant
to the session. This might involve brainstorming, role-play, drawing and story
telling, games or problem solving in small group discussions.
•
The participants use this experience to generate data for discussion during the
next step.
•
The facilitator facilitates the activity, explaming why CDC participants will do it
(objectives) and gives clear instructions on how to carry out the exercise. He/she
should ensure that the activity is understood by each of the participants and also
visit small groups working on exercises to see that things are moving in the
desired direction.
6
1 .
Reflection
The facilitator asks the participants, "/fow did you feel while doing ....{ the specified
activity} ?"
•
1 he community development coordinators reflect on the feelings and thoughts the
activity evoked in their personal self.
•
They share their reactions to the exercise.
•
They answer questions related to the activity.
•
If the activity was carried out during small-group work, the
community
development coordinators identify key results to present to all in the group.
•
The facilitator helps the participants by explaining the exercise questions and
reminding the small group about the time limits.
Generalisation
The facilitator asks the key question. "Does this happen in real lifeT
•
The community development
coordinators
present
their work
during
the
' discussion period.
•
They identify key points that have come out of the activity and their discussion.
•
The facilitator helps them to draw general conclusions from the experience and
reflection, adding key points to enable World Vision’s mission. The trainers’
knowledge is especially important.
Application
The facilitator then connects their answers to the learning desired.
•
The community development coordinators think about how the knowledge and
skills relate to their own lives.
•
The facilitator helps the CDCs think about how they might overcome difficulties
in
applying
knowledge
and
skills
and
prepares
them
for
the
next
experience/activity.
!
—*
At the end of the exercise/workshop, the facilitator can help the community
development coordinators to think about how io plan follow-up activities to
use
their new knowledge and skills and to share the information with others.
7
Although the experiential learning approach is applied the sessions, they can be
replicated for other facilitation.. While some of The activities are general, their
applications could be relevant in a variety of situations. To enhance community
development coordinators’ thinking and participation, we have also used a game/puzzle
or activity to stress different points depending on the group of community development
coordinators.
Module Layout:
Each Module consists of the Specific Objectives for the Module, the time, process,
materials and methodology to be used. Key points to be stressed by the end of each
Module are given. The Module includes Steps for following the process simply. Materials
used are numbered according to the Module cumulatively.
Every morning begins with a half hour prayer and biblical celebration. Mentoring notes
for each Biblical sharing is given in this as Module 5. During the next half hour the GIRD
ME sharing takes place. The name GIRD ME comes from one of the participatory
methodologies used for the Module. CDCs are divided into five groups. Each of the
groups deliberates on the sessions of the previous day and come out with their debriefine
relating it to Gender, or Biblical Reflections, or their role in Advocacy, or their
communication effectiveness or how they will use the learning from the previous day for
empowerment of communities. Each group shares their GIRD ME inputs every morning
before the reflections. A detail of the GIRD ME facilitation is given before Module I
Every noon begins with the CDCs in their GIRD ME groups taking over to perform a skit
or role play on an entertaining aspect of their work. The time allotted for this is 15
minutes. This is introduced so that their partnership in the World Vision mission as
implementers is strengthened. Every late evening is time allotted for extra films to be
screened and relationship building exercises. Each participant is expected to make an
Action Plan to incorporate the learning of the day into their work.
The first Module deals with the Introduction of the Module and the Processes for
participatory approach. The vision and the mission of World Vision are introduced for
enabling the CDCs to cull out their roles. The second Module covers the ways the CDCs
1
could strengthen their role in the Child Sponsorship program. The third Module deals
with understanding Poverty and development and focuses on the Community
organisation, leadership and linkages that CDCs use to strengthen their ministry and work
directly in the communities. The fourth Module deals with strengthening the Mission
Quality that CDCs bring to World vision’s programs.
8
Coinnion challenges in facilitation
Facilitators may face the common problems listed below. For greater commitment,
alongside each challenge. Biblical reflections are given to empower facilitatuis to carry
on with this ministry. Common challenges are:
a. absence of prayer - Psalms 127.1
b. prioritisation (Facilitator overloading him/herself) - Acts 6.1-7; Mary & Martha
in Luke 10
c.
Facilitator not recognising that the GIRD ME Module is a process requiring
.
patience & perseverance - Luke 13.6-9: The gardener asked for 1 more year - I
will dig around (disciplining) and fertilise (adding value).
d. Recognition that problems will occur -Acts 13:5,13: Calm seas can never make
experienced sailors.
•
Facilitator not seeing the big picture
•
domination and power (Daniel 4.28; 2 Chronicles 26.16) rather than empowering
(Genesis 50.20; Mark 6.37)
•
pride on the part of both Facilitator and CDC - Who do we give the glory to?
o
can inhibit healing
o
can inhibit reconciliation - Acts 15.38-39
End note for Facilitators:
World Vision is blessed with committed experts in each of the Modules of the GIRD ME
Curriculum. The Modules developed require their participation in making them
meaningful, scaleable and effective in bring about a transformed CDC working towards
World Visions mission in the community.
To understand
Is to stand under
Which is to look up to
Which is a good way
To understand!
»
9
MOCDDL^ 1
Visionj^d mission
10
)
MODULE 1
VISION AND MISSION
Module 1 Overview;
The first Module of the GIRD ME Curriculum focuses on the Mission of World Vision
and works at aligning the community development coordinators' personal mission to that
of World vision. The Module sets the foundation for the entire GIRD ME Curriculum
which aims to empower Community Development Coordinators {CDCs} The Module
uses participatory methods including group work, experiential learning games, role plays
and presentation-discussions. The cultural traits viz.. Integrity. Responsible risk taking.
Dependance on God, Missions mindedness and Empowering Leadership are explained
for the CDCs to imbibe them in their work. It ends on a reflective note for enabline
personalization and linkages between the cultural traits to be absorbed and practised to
reach CDCs personal and World Visions mission.
Module 1 Objectives:
By the end of Module I CDCs will:
1. describe their roles in the GIRD ME groups
2. make commitments for effective working during the Workshop
3. complete a pre-test on the GIRD ME Modules core areas
4. describe the CULTURAL TRAITS OF World Vision
5. discuss the vision and mission of World Vision
6.
identify their role as CDCs in the vision and mission of World Vision.
Time; 6 hours 30 minutes Group Size: 30 - 50
11
i
■
Module Layout
Steps
Exercise or Activity
Method
Time
Materials
1
Introducing the GIRD ME
program and participants
25minutes
2.
Pre test
Introduction game
Welcome address,
discussions_____
Questioning
PPT presentation ,
discussions___
Group work
Individual
signatures______
Group work
Discussions
PPT presentation
Treasure Hunt
5 minutes
Balloons
Sketch pens
String_____
Pre-test
Questionnaires
PPT 1.1
1 5 minutes
Chart paper
15 minutes
Chart paper
PPT 1.2
Objectives of the GIRD ME
Module 1_______________
GIRD ME Groups and
1'
Commitments
5.
Identifying World Vision core
values
I 6.
Vision and Mission of World
Vision
7.
Understanding World Vision ks
mission and vision
Video show,
discussions
|T
Christ and World Vision’s
mission
Video show and
group discussions
! 9
Linking World Vision mission to
CDC roles and responsibilities
Group work
10.
Vision for Transformational
Vision Game
rn
Development___________
Cultural Traits
12.
Enacting Mission for
Transformational Development
I Sum up and key points
I 13
fTOTAL TIME
Discussions, PPT
presentations
Group work
Role plays
GIRD ME group
work
15 minutes
1 5 minutes
Treasure Hunt
cards PPT 1.3;
PPT 1,4_______
30 minutes
CD “Why in the
World are we
here? Why in the
world is World
vision here?”
1 hour
Video “Why in
the world was
Christ here?”
1 hour
Newsprint paper,
sketch/marker
____ pens_______
15 minutes
Bali or pen
1 hour
Chart paper,
1 hour
15 minutes
Charts and sketch
t____________
_____________ |_/niarker_pens
I 6 hours 30 minutes^
Key Messages of Module 1:
1) A program without a vision and mission is like a body without a heart and soul.
2) World Vision’s mission is to follow our Lord and Saviour Jesus Christ in working
J
with the poor and oppressed to promote human transformation, seek justice, and
bear witness to the Good News of the kingdom of God
3) CDCs are the visible partners of World Vision’s work in transformational
development, emergency relief, promotion of justice, partnership with Churches,
public awareness as their way of being a witness to Jesus Christ
1?.
I
The PROCESS
Step 1
I ■
3 .
Introducing the GIRD ME
Introduction game
program and participants
Welcome address,
Sketch pens, one
discussions
i reel of thread
25 minutes
Balloons
I Blank wall
Preparation:
a.
In the classroom, tie a string alongside one wall of the class room.
b. Cut cotton thread about 2' to 3’ randomly for each participant.
Step 1. Process:
a.
Welcome the participants and introduce the GIRD ME Program describing the
program as one where each CDC will help build their role as partners in World
Visions mission and work.
b.
Give each participant a balloon and ask them to quickly blow the balloon, tie it up
with the thread given , write their names boldly on one side of the balloon and
complete
the
sentence
,
u
What
I
value
most
in
others
others
is
” on the other side of the balloon {in one word}
After they complete writing the value, tell them to move around the room and select
one other person whose value is similar. Ask them to share with this person their
name, and where they come from.
c.
After 5 minutes, ask each team to share briefly w hat they valued and the names and
origins of the participants with similar values.
d.
With their help, get participants to hang the balloons on a string alongside one wall
of the room.
e.
Sum up by saying that each participant can get to know others during the day
Thank them for their active participation. Ask them to sit in preparation for Step 2
f.
Step
2.
1 Pre test
! Questioning
, 15 minutes
1
i Pre-test
i Questionnaires
!
!
i
a. Ensure that each participant gets a Pre-test sheet.
b. Tell participants that this is not strictly an examination but just a way for the
facilitators to know where to give more focus during the workshop.
13
c. Tell them that they have 10 minutes to complete placing tick marks in the
appropriate columns alongside each statement.
i *
d. At the end of 10 minutes collect their papers.
e.
Step 3
Move to Step 3
Objectives of the GIRD ME
PPT presentation
Module 1
discussions
5 minutes
PPT 1.1
a. Screen PPT 1.1 “Objectives of Module 1” and discuss objectives as follows:
OHP 1.1
By the end of Module 1 CDC participants will:
i xk describe their roles in the GIRD ME groups
; A- make commitments for effective working during the Workshop
A- complete a pre-test on the GIRD ME Modules core areas
A describe the CULTURAL TRAITS OF World Vision
A discuss the vision and mission of World Vision
A identify their role as CDCs in the vision and mission of World Vision.
b.
i Step
4.
Move to Step 4.
i GIRD ME Groups and
Group work
15
Commitments
J__________________
Individual signatures
minutes
Chart paper
a. Tell participants that if the objectives have to be met, we need their participation
Ask them
to count from 1 to 5 and get all the ones to come together the twos’ to
form another group, so that five groups are formed.
b. Ask them to sit down as five groups and tell them that they will be given five
different activities to complete.
c.
Write GIRD ME on a chart paper or board and tel! them that GIRD ME is a short
form {acronym} for God. Integrity, Responsible risk taking, Dependence on God,
1
Mission mindedness, Empowering Leadership. Each group will be asked to
prepare their sharing of the previous day’s sessions at the end of the day about
one of the alphabets of {G}1.R.D,M,E. Explain that the “T group will share
‘integrity’ related incident related to the previous day’s session. The ‘R’ group
14
will relate the previous days learning to a responsible risk taking. The ‘D’ group
will share an example of how the CDC's exhibited dependence on God in their
work related to the previous days sessions. The ‘M’ group will share how they
saw a mission mindedness example of the previous days experiences. And the fcE*
group will share an example of how the CDCs empowered some person or
community to be leaders related to the previous days learning {e.g. on the second
day, the
group’' will share responsible risk taking regarding World Visions
mission.}
d. Ask groups to choose which assignment they would take up. Use first come first
serve basis to assign the {G}IRD ME roles for the first time. Then on the board
interchange the roles for the next three days so that each group gets a chance to
share at least four of the five days experiences using GIRD ME.
Conclude by saying that <he name of the Workshop was named GIRD ME to
honour their participation in the programme.
e.
In order for all participants to participate ask them what commitments they would
like to make. Write the word Commitments in bold at the top and their
commitments on a chart paper. Use a bigger font for all to be able to read.
A sample Commitments form needs to have the following:
\ Coniniitnients:
During the workshop, 1 commit to:
4- Participate openly in discussions
Use "I" statements
A Keep discussions confidential.
A- Treat everybody with respect.
A Agree to disagree, if necessary.
Share doubts andfears.
Take the risk and share thoughts
4- Keep cpiiet if I want to pass.
Allow others also the opportunity to participate.
4. Help make this experience useful and thought provoking and promising.
4 Respect workshop timings
4 Manage mobile phones professionally
4 Behave onsite and offsite in a professional manner.
>
f.
When these commitments are written, ask participants to put their signature on the
sheet to honour their commitments made.
1
g. Move to Step. 5
15
Identifying World Vision core
values
Step
5.
a.
Group work
Discussions
PPT presentation
Video : Bob Pierce or
Child Labour UNICEF
15
minutes
Chart paper
PPT 1.2
Ensure that participants are still sitting in their GIRD ME grouping. {Please note
that the G is not for grouping. G stands for the mission thrust of World Vision
{acknowledging Jesus Christ as Lord and Saviour} while the rest of the five
alphabets are the cultural traits of World vision.
b. Ask them what core values mean. Probe what World Visions core values are.
c.
Briefly ask participants what is a mission statement? What is the purpose of
organizational mission statements? Relate a mission to being the heart of a human
body by discussing the following:
A mission statement defines and guides our work- our purpose, whom we serve,
what we do, and how we do it. It also defines our uniqueness from other
organizations. Without a clear mission statement driving our energy toward a
common vision, all our activities are like dust blowing in the wind. But with each
of us demonstrating a clear understanding and deep commitment to the mission,
and with God's leading, great things are possible!
d. Move to Step 6
Step
6.
Vision and Mission of World
Vision
Treasure Hunt
Discussions
Film viewing
15
minutes
Treasure Hunt
cards PPT 1.2,
PPT 1.3; PPT
1.4,
Film on genesis
of World
Vision
a. Then ask participants to write down on slips of paper what they think the mission
of World Vision is. Give them five minutes to write one word in each slip of
paper.
b. Ask them to collect the slips of each person's in their GIRD ME groups separately
and see which ones could be included in the mission of World Vision.
c. Tell them that there are more slips kept on a table. They could choose from those
" slips too.
d. Go around from group to group inspecting what they have written and gathered
together.
e. Identify words in the groups which relate to World Vision’s Mission while
projecting PPT 1.2.’ and PPT 1.4 ‘The Mission of World Vision’
PPT 1.2
ViV <r
The Mission of World Vision
To follow our Lord and Saviour Jesus Christ in working with the poor and oppressed to
promote human iransformaiiuii. seek justice, and hear witness to the Good News of the
kingdom of God.
PPT 1.3
Human transformation
Follow the Lord
Jesus Christ
Seek justice
Bear witness
MISSION
f.
Go round the room and pick up other points that groups had with them that link to
the core values and how World Vision keeps to its mission statement. Pul these on
a chart ^nd ask them what do these mean to them. Take one or two answers and
then project PPT 1.4/
OHP 1.4
World Vision pursues
commitment to:
4.
its
mission 1 through
integrated,
ho
Transformational development
... that is community-based and sustainable, focused especially on the
needs of children.
Emergency relief
... that assists people afflicted by conflict or disaster.
Promotion ofjustice
... that seeks to change unjust structures affecting the poor among whom
we work.
4-
Partnership with churches
... for social and spiritual transformation
4-
Public awareness
... that leads to informed understanding, giving, involvement, and
prayer.
4-
Witness to Jesus Christ
..by life, deed, word, and sign ... that encourages people to respond to
the Gospel.
g. Show the film on the genesis of World vision. Continue by summarising the
following points of about how World Vision got its Mission statement
The definition of our mission has grown out of our experience since hob Pierce
first aunehed the ministry of World Vision in 1950. A major milestone in the
no/Id Vision pilgrimage was the development in 1988 of the core valuev
describing the kind of Christian character to which we aspire as an organization
and as individuals.
6
In 1990. after defining our values, we began to clarify what we believe is God\
calling to us as an organization. Through a partnership-wide process with everv
part of the organization having the opportunity to contribute, a mission statement
was approved in September 1992 by the World Vision Council.
Step
7.
Understanding World Vision’s
mission and vision
a.
Video show,
discussions
30
minutes
Screen Part 1 of the video. WHY IN THE WORLD ARE WE
CD”Why in
the World are
we here? Why
in the world is
World vision
here?”
HERE? Ask
paiticipants to note the history of the mission statement.
b. Encourage each group to share the points they noted about the history of the
mission statement.
c. Explain the following after their sharing the film
Our mission statement begins by stating that we are an international partnershin
of Christians. In World Vision, we are a family, working and serving in 97
countries around the globe. We come from different cultures and speak manv
languages We come from many church backgrounds and worship in diverse
"n^'f d,ve^'e as we are and through we have distinct roles and functions we
allfollow our Lord and Saviour. Jesus Christ.
'
The world we live in has increasing pain, suffering, conflict and alienation from
the God who created it. All of us are in need oftransformation. God has a snecia!
co^ernjor the poor and oppressed and calls His followers, including those of us
m arid Vision, to come alongside them as servants and companions. We become
companions in many different ways. For example, it can mean promoting change
m rural and urban communities by helping people organize themselves, identtfv
resources, and take collective action. In this iray. people discover what it means
to work together in communitiesfor a better future.
Our mission also calls us to seek justice. We try to meet this challenge by bringing
the plight of the powerless-the hungry, the sick, the homeless, innocent victims of
war, the economically destitute, abandoned or exploited women and children-to
the attention of those with power and influence.
Whenever we are located in World Vision, we are called to become
c^vare of
situations of injustice around us and to discern how God would have us respond
Every country in the world has its own world has its own example of injustice
Who are the powerless in your country'’ What kinds of injustices do they suffer ’
18
d. Show Picture 1.1 or PPT 1.5. Ask each group to write down their answers as to
who the powerless in our country are. Write down what kind of injustices they
suffer as they share.
PPT
1.5
w
i • •
Xa i
.A
e. Continue by discussing
the following:
Most
central
to
our
Christian faith, our mission
statement calls us to bear
witness to the Good News
of the Kingdom of God. In
World Vision, we believe
that being Christians, doing
Christian
service
and
verbally sharing the Good
News about Jesus Christ
are inseparable aspects of
the Gospel message. As we
work in the office or in the
field, quality relationships
are the key to our Christian
testimony.
Si,
f.
Step
8.
Move to Step 8
| Christ and World Vision’s
mission
Video show and group
discussions
1 hour
Video “Why in
the world was
Christ here?”
PPT 1.6
a. Give each GIRD ME group a chart paper and a crayon or colour pens sets.
b. Ask participants in their GIRD ME groups to make some drawings that depict
why Christ was here on earth? Give them 15 minutes for their drawings.
c. After 15 minutes, get them to show these drawings to the group and explain their
drawings.
d. Screen Part 2 of the video, WI4Y IN THE WORLD ARE WE HERE?
e. Get participants to discuss the various elements of the mission statement as
introduced in the video by asking the following questions:
o
How didyou feel viewing this part of the video?
19
<4
f.
o
Have you had an experience that has given you important insights about
ministry?
o
What do each of these excerpts from the mission statement to you? How
do they relate to how you should do your job in World Vision? To In
.low you
should live your life?
Then continue by
giving each of the five groups a T-puzzle set from the
educational Pax. Ask the groups to make the four pieces of the puzzle intot he
word ‘V . After about two minutes tell them that you are giving them a clue. Tell
them that the T looks like the original cross that Jesus Christ our Saviour was
crucified on. When one group has got it, ask them to share their experience by
helping other groups to make the T. Ask them what they found difficult. Then
share by saying that you found most of them using the traditional ways for
making the f. They tried to make the T by piling the main piece either
horizontally or vertically. They did not attempt to tilt it towards the base. Relate
this experience to the CDCs following traditional ways of doing their work. They
may not mind paying the bribe to ensure that services reach the children or
communities. However, when we are tilted towards the mission of World Vision
and imbibing the cultural trait of integrity, only then can we make the T i e be
wholely working out the mission of World Vision.
Tip for facilitator: The pieces of the T puzzle are fitted as follows:
h. Continue by showing PPT 1.6
'World Vision is an international partnership of Christians... " ... whose mission Ts to
follow our Lord and Saviour Jesus Christ... ”
"... in working with the poor and oppressed... ~
( PPT 1.6
"... to promote human transformation..."
I
"... seek justice... "
\
"... and bear witness to the Good News of the Kingdom of God. ”
20
g. As you are discussing the points on the PPT keep pointing to pictures drawn by
the participants whLh relate to the same
h. Move to Step 9
9
Linking World Vision mission
to CDC roles and
responsibilities
a.
Group work
1 hour
Newsprint
paper,
sketch/marker
pens
Video Part 3
‘Why in the
World are we
__________________________ __ _________ here?Ask each GIRD ME group to prepare the front page newspaper articles thaT
depicts how they are presently keeping World Visions Mission as part of their
work as CDCs. Give them 15 minutes to prepare their articles including
advertisements.
b. After 15 minutes ask them to share their newspaper to the group in 3 minutes
each.
c.
When al) groups have completed their presentations, continue with encouraging
them and screen Part three of the Video ‘Why in the World are we here”
d. Move to Step 10.
' Step
10.
Vision for Transformational
Development
Vision Game
Experiential learning
game.______
a. Ask all participants to stand in a circle
15
minutes
Ball or pen
Stop watch
b. Take a ball or a pen and ask some person to record how long it took for each
person in the circle to touch the ball. Pass the ball when the recorder says ‘
“Start” and when all have received and passed the ball, ask for the time taken.
c. Ask the group if they could come up with ways to reduce the time to touch the
ball. Encourage them to come to a consensus and record the time when tried out.
Ensure that all participants touched the ball. If they have not touched the ball
disqualify that round.
d. Tell them that some groups have done the same task in less than 2 seconds. Get
them to replan. {The best plan would be when one person holds the ball and all
participants make the effort to touch the ball |.
e.
When they succeed in touching the ball in less than two seconds ask them how it
was possible. Ask them to share their feelings. Then ask them if this happened in
life in general. Then link it up to the following
21
In the beginning all ofyou were not involved with finding a solution to touching
the ball quicker. Later as there was more discussions and you realised that all
had to touch the ball you became transformed. All of you became alive. Why?
When all people were focussed on touching the ball, the time taken was less.
Similarly, when all staff is focussed on World Vision’s Mission and make it their
own, then transformational development is possible.
Move to Step 11
f.
a.
Explain that World Vision and each person in World Vision has developed
values and behaviours that each need to reflect in the days and months and
years to come, if we need to become an organisation that would be continually
transformed and positioned for a new future. Discuss that the culljidl traits
developed if imbibed by each staff of World Vision is a great opportunity to
transform the nation by serving the poor.
b.
Explain that you have acronymed the cultural traits 1RD ME and ask them
what the core of World Visions mission is. When one of them says,
“acknowledging Jesus Christ as God and Saviour” write CG’ in front of ‘IRD
ME’. Then explain each of the cultural traits using the PPTs 1.7- PPT 1.12
GIRD ME ~ OPERATIONAL DEFINITIONS:
ACRONYMN
11
EXPANSION
Cultural Traits
G
God
I
Integrity
OPERATIONAL DEFINITIONS
Discussions, PPT
1 hour
Chart
presentations
paper, PPT
Group work
1.7-1.12
The focus of World Vision's mission isf
acknowledging Jesus Christ as God and Saviour [ PPT
1.7
Integrity is a way of life demonstrating
truthfulness, transparency and accountability to
the fullest extent promoting consistency between
what God says and what we do, enabling us to he
true stewards of God's sacred trust.
I
R
Responsible risk
taking
We strive toward excellence by building a God
dependent, joyful environment that encourages
creativity, innovation and experimentation without
fear, optimising costs and impact on poor and
children
I
22
PPT
1.8
PPT
1.9
D
Dependence on
God
M
Mission
mindedness
E
Empowering
leadership at
all levels
c.
We completely depend on God acknowledging that
He is the source of everything, slaying connec cd
with Him through disciplined prayer and
intentional study of the Word, constantly aligning
ourselves to the will of God so that our vision
values and behaviour are congruent with His>
Mission
(
Our passion for the poor and children .flow out of
our own intimacy with Christ mirroring His
compassion through the mission of World Vision
.expressed through sacrificial living for their sake/
leading to realization of fulfilment in life.
( PPT
1.11
We acknowledge that leadership is a call to
engage with the staff and community around us
to realise our God-given potential by sharing
the power that is placed in our hands. ;
mentoring each other, and holding ourselves ;
accountable to the decisions ire make.
/'
PPT
1.12
Discuss what values are required for the cultural traits to be imbibed. Project PPT
1.13 and discuss that:
in order to reflect the desired organisational culture traits. yve all need to
intentionally demonstrate the following values’.
4- Constant communion with God
4- Mission with passion and sacrifice
4- Transparency in relationships and decision making
Trust in people's potential
i- Affirm creativity and innovation
PPT
1.13
d. Ask them to list some behaviour which demonstrates the above values. When one of
them has shared any of the below statements write it down on a chart or white board
for clarity. Then discuss the rest by describing that in order to reflect the desired
organisational culture traits, we all need to intentionally demonstrate the following
behaviours:
!
PPT
1.14
4- Listening to God through means ofpracticing spiritual disciplines (fasting and
4- prayer and study of the Word of God)
Investing quality time with poor children and families
■4- Walking consistently on what God says.
4- Encouraging, receiving and giving feedback.
4- Engaging leadership and mentoring
4- Providing equal opportunities
4- Ensuring value based transparent decision making processes and
4- relationships
4- Creating space for innovation
23
I
PPT
1.10
e.
Clarify doubts arising for just Jive minutes here, and invite them to use the question
box for adding more of their questions.
f.
Ask participants to look at the Handouts 1.1 to 1.5 in their Handbook and explain that
you would like each of the groups to work out these for sharing the next day {(am to
9.30 am}
g. Move to Step 12
Step
12.
a.
Enacting Mission for
Transformational
Development
Role plays
1 hour
Ask each GIRD ME group to prepare 3 minute role plays on the following themes
given below that answer the following questions attached to each theme:
Theme 1 Transformational Development which answers the questions:
4 Who needs transformational development?
4 How are people transformed?
± What does transformational development h\ve to do with ■'bearing witness to
Jesus C hrist and to His Good News of the Kingdom of God"?
Theme 2: Emergency relief that assists people afflicted by conflict or disaster
Which answers the following questions:
easier.
4 What kind of emergency assistance is appropriate for each ?
t
ofactivities can helPPe°Ple reconstruct their Ijvesyfter a disaster'’
4- W.hat kinds ofactivities can be undertaken to help with emergency relief?
How do these activities relate to transformational development ’ How do
they
relate to witnessing to Jesus Christ?
Theme 3:Promotion of justice ... that seeks to change unjust structures affectin" the
poor among whom we work that answers the following questions
■A What are the issues and dilemmas apparentfrom this story? Describe any
injustice you detect from this story.
'
y
4. If the development agency mentioned here
next steps be?
was World Vision, what should our
4 As we ithink
’ ‘ ' about injustice, let's identify who the powerless
and community. What kinds of injustice do they [suffer?
are in your country
Chdst?065 WOr'd ViSiOn’S commitment ^justice relate to witnessing to Jesus
Theme 4: Partnership with Churches
answers the following questions
for social and spiritual transformation that
4- What does the "holistic mission of the church ” mean?
24
4- Is World Vision part of the church? It so, in what way?
4- How can World Vision he an effective servant to the church in fulfilling its
mission?
4- How does this mission commitment relate to witnessing to Jesus Christ?
Theme 5:Public awareness.... that leads to informed iunderstanding, giving,
involvement, and prayer that answers the following questions.
4- What does World Vision try to make the public aware of? Why?
4 "Our mission involves both supporters and the poor and the oppressed. " What
does this mean?
4- In what ways does our mission respond to supporters and others in the general
public?
4 How can World Vision understand and show respect for the different world views
and complexities of the various countries and cultures in which we work?
b. Give them 15 minutes for preparation. Go around to also ask them to relate their
presentation on their community based, sustainable work focussed on needs of
children
c. After 15 minutes ask each group to share their drama. At the end of each of the
dramas ask all participants to relate the drama to the theme based questions listed
below each theme.
d. Then ask participants to think of all the dramas and reflect on the following
questions which are given to each participant as Handout 1.6 given as an
Appendix after this Module
e. Give them 15 minutes to complete the Handout 1.6
f.
Step
12
Move to Step 12
Sum up and key points
GIRD ME group work
15
minutes
j
a.
Charts and
sketch /marker
pens
Encourage those that have not completed handout 1.6 to do so in their free time.
b. Ask them to look at Handout 1.7 and encourage them to work out their own
Personal Mission and relate it to their work in World Vision.
c. Ask them to feel free to discuss their personal missions with you or members of
1
their GIRD ME group during the free time.
d. Tell them to bring their personal mission statements to the session tomorrow for
brief sharing at random.
e. Conclude by saying that the key points from the Module 1 were:
25
T A program without a vision and mission is like a body without a heart and
soul.
*4- World Vision's mission is to follow our Lord and Saviour Jesus Christ in
working with the poor and oppressed to promote human transformation, seek
justice, and bear witness to the Good News of the kingdom of God
4 CDCs are the visible partners of World Vision 's work in transformational
development, emergency relief promotion ofjustice, partnership with
Churches, public awareness as their way of being a witness to Jesus Christ
4 To be the true visible partners of World Vision s work it is important for them
to practise the cultural traits of the organisation.
t.
Show them Handout 1.8 and ask them to complete their Action Plan taking in
their learnings from the day. Tell them that they have to submit this to the
facilitator of Module I the next day morning by 8.25am.
g.
Remind them about their GIRD ME assignments. Tell them they could put up
their GIRD ME sharing on charts. Discuss any logistical details. Thank them for
their participation and remind them about their commitments and that the
workshop begins at 8.30 am the next day.
26
Appendix 1
1 .
Samples of the Handouts that participants are expected to complete.
HANDOUT 1.1
RELATING INTEGRITY TO CDC LIFE
; Complete the following:
1 What in the previous day’s experiences made you think of integrity?
| Can you relate an incident of how you ensured integrity in your work?
HANDOUT 1.2
RELATING RESPONSIBLE RISK TAKING TO CDC LIFE
Complete tl.c following:
What in the previous day’s experience made you think of responsible risk taking?
| Can you relate an incident of how you took risks responsibly in your work?
HANDOUT 1.3
RELATING DEPENDENCE ON GOD TO CDC LIFE
I Complete the following:
| What in the previous day’s experience help you learn of the need to depend on God?
j Can you relate an incident of how you demonstrated dependence on God in your work?
HANDOUT 1.4
RELATING MISSION MINDEDNESS TO CDC LIFE
Complete the following:
What in the previous day’s experience helped you learn about mission mindedness?
! Can you relate an incident where you demonstrated mission mindedness in your work?
i
HANDOLT 1.5
RELATING EMPOW ERING LEADERSHIP TO CDC LIFE
Complete the following:
What in the previous day’s experience helped you learn about empowering leadership?
| Can you relate an incident of empowering leadership in your work?
27
I.
n
HANDOUT 1.6
Why in the World Am 1 Here, and What Does All This Have To Do With Me?
Individual Reflection Exercise
a.
T' Writ'en^(>w" a ^^sion statement for your own life? I/M,. 'do
i ecall it. Summarize it in writing below.
b. Do you believe God has a purpose (mission statement) for your life? If ves have
Personal Mission Statement Exercise
• questions may assist you in this process.
'
./uuoving
The qualities I value most in others are...
These qualities are important because...
Contentment andfulfilment in life are a result of...
I attain great joy and satisfaction by...
i My God-given gifts and talents include...
The person I would most like to be is...
The contributions and achievement I would like to make are...
The significant principles and convictions in my life are...
j JI hat I would like people to say about me at the end ofmy life is...
HOME WORK:
J
HANDOUT 1.7
First Draft of My Personal Mission Statement
WHY IN THE WORLD ARE WE HERE? !
1
Relationship of My Personal Mission Statement With Your Work in World Vision
_
I
Do I
any relation between God’s purpose for my life and the World Vision mission
statement. Ifso, in what ways are they related?
Is my present work responsibilities provide me with an opportunity to make a direct or
indued contribution to the mission statement? Ifso, describe.
28
FACILITATOR NOTES
J
29
■J;;--
•:
I
SWOCL'ZfE 2
“sto^so^^i^p
30
»
MODULE 2
“SPONSORSHIP FOR TRANSFORMATION”
Module Overview:
The Module 2, “Sponsorship for Transformation” covers the processes required for the
CDC to ensure that the child sponsorship program links to World Visions vision of a
‘transformed community’. While most of the facilitation could be through using the
PowerPoint projection, group work, debate competition, some games and letter writing
competition is also included.
Module Objectives:
By the end of Module 2 on “Sponsorship for Transformation", the participants will:
•
Understand sponsorship as a process of transformation
•
Identify their own transformation
•
Describe connecting role of CDC in the Child-Sponsor transformation process
•
Facilitate effective letter writing
•
Evaluate their child monitoring processes
•
Strengthen child- catalysed change within community empowerment
Time: 6 hours 30 minutes Group Size: 30 - 50
IOC>
31
f Step
Module Layout_______
Core areas________
Introducing ^children’
2
Child sponsorship as a
transformation process
Impact of sponsorship
4
Selection of childrpq for
Sponsorship programme
- criteria_____________
Selection of Childrenprocess
5
Methods______
PPT presentation,
discussions_____
Triangle game
Discussions____
Discussions
PPT presentation
Group work,
discussions
Role plays -impromptu
PPT presentation and
discussions _______
Role play impromptu
demonstrations,
discussions_________
Demonstrations,
discussions,_________
Debate competition
Materials
PPT2.1-2.5
Time
minutes
20
minutes
5
minutes
]
20~
PPT 2.21, Handout 2.1,
20
minutes
CH, IL, Photo samples
1
hour
45
minutes
10
minutes
5
minutes
Picture folder, ADP records
IL format, etc_____________
Prizes for winning group
15
minutes
15
minutes
CDC sample letters. {IL, }
annual reports PPT 2.20
CDC sample letters. {RL, }
annual reports
CDC sample letters, {IL}
annual reports
Five Sample clarification
questions
PPT 2.21
7
Child Monitoring
8
The role of letter writing
9
11
Perspectives in letter
Discussions, story telling
writing_______________
The role of
PPT presenters,
communication e.g. letter experience sharing
writing on sponsors_____ discussions
Ideal letters
Discussions, comparisons
12
Ideal letters
Discussions, comparison
with existing letters
13
Ideal letters
Discussions, comparison
with existing letters
Group work
20
minutes
14
Responding to
clarifications from
sponsors________
Responding to
clarifications from
sponsors________
Practising
communication
Discussions, Perspective
gam*'
30
minutes
Discussions, Perspective
game
20
minutes
Sum up
Discussions
16
17
Total time
Group work
I
—I
25
minutes
Selection of children
-challenges in process
15
Chart paper and pens
minutes
6
10
Triangle set from educational
pax PPT 2.6____________
PPT 2.7-2.9
I
A brick, if possible
PPT2.14-PPT2.19
PPT 2.22
Charts and pen
hour
PPT 2.23
10
minutes
6 hours 30 minutes
32
Key Messages:
•
Sponsorship is for Transformat ion
•
Timely and quality communication from children to sponsors supports in building
relationship with them
•
All programmes in the ADP focus especially on the well-being of the children and
through the lens of the sponsored children, sponsors will understand how their
contribution is making a difference in the life of their sponsored child / family /
community.
•
Child Monitoring is to better understand and support the children, their families
and communities as we partner with them in the process of transformation
•
Update, relevant and real information on child helps to keep, sponsor informed,
9
programme information current and monitor (he positive changes in the child's
well-being.
Facilitator tip
Use the PowerPoint presentation as a guide for facilitating this Module
THE SESSION:
Step
Introducing ‘children’
1.
PPT
discussions
presentation,
10
PPT 2.1-2.5
minutes
i
a. Ask participants for a single word that immediately comes to their mind when you
say ‘CHILDREN’
b. Write their answers on a white sheet, visible to the participants.
c. Move to PPT 2.1 to 2.5
33
By the end of Module 2 on “Sponsorship for Transformation ”, the participants
will:
•
•
•
•
•
•
7 PPT
V-1
Understand sponsorship as a process of transformation
Identify their own transformation
Describe connecting role of CDC in the Child-Sponsor transformation
process
x
/
Facilitate effective^etter writing)
Evaluate their child monitoring practices
Strengthen child- catalysed change within community empowerment
i
PPT
2.2
PPT
2.3
Mutual Transformation as expressed in our Core Values...
"We are called to serve the neediest people of the earth; to relieve their suffering
and to promote the transformation of their condition of life... We seek to facilitate
an engagement between the poor and the sponsors that opens both to
transformation.
IVe respect the poor as active participants,
not passive recipients, in this Relationship... The needfor
is common to all. "
transformation
«•
34
I
PPT
2.4
Sponsorship Policy preamble...
World Vision child sponsorship enhances the cpiality of World Vision's
transformational development and public awareness ministries by providing
sponsors, children, and their families and communities with a service that allows
sharing of their resources, hopes and experiences in a way that can transform
both.
PPT
2.5
Sponsorship Policy... Principle
Reflecting Christ's love for children, World Vision child sponsorship creates a
special relationship between children, their families and communities, and
sponsors that contributes to the transformation ofall toward fullness of life with
dignity, justice, peace and hope.
d. During the presentation link discussions to the following:
4- Link their words for children to describing the objectives of the Module.
Readfrom the slide.
4. Acknowledge that they may have extensive experience in dealing with the
Child Sponsorship programme and hence, the session is meant to be a
refresher and a way for CDCs to share their experiences.
4 Ask them what "sponsorship' means to them. Write down their words {at
least four or five meanings} on a chart.
4- Let them know that for those who find the session 'old' this is the
opportunity to reflect on what they are presently doing and whether it is
leading to transformation.
4- Stress on the words "transformation' 'dignity' justice’.
Ask the
participants if they have ever heard of the word 'Transformational
Development’?. Acknowledge that the words may be big, but what is
important is that they understand the meaning.
7
)
35
Step 2
Child sponsorship as a ; Triangle game
transformation process
Discussions
i 20 minutes
Triangle
from
set
educational pax or 10 coins
or 10 pens of the same size
PPT 2.6
a. Give two groups the set of 12 wooden sticks and ask them to make a triangle as
shown in PPT 2.6
/
ACTIVITY
X
REVERSE THE TRIANCLE
BY MOVING JUST THREE OF TH E PIECES.
b. Ask them then to reverse the triangle by moving just three of the sticks.
c. If the rest of the groups want to see what’s been done, they can come and stand
behind the groups involved with the exercise
d. Alternatively they can use coins or pens to make the triangles and try it
themselves.
e. When they have succeeded compare the two triangles to the child on one side and
the sponsor on the other. The tip of which needs moving is given in the picture
below. {Notice that the centre portion is the same in both triangles}
6
36
PPT
2.6
f.
Link the three pieces that are being moved to aspects of work done spec’ dcally
for the child and for the sponsor.
g- Bring their notice to the seven pieces that do not get moved. Ask them to notice
how they are the same regardless of the fact that the triangle is upwards or
downwards.
h. Link that to the type of activities that bring about transformation in both the child
and the families and the sponsors and the CDC..Ask them for examples of which
activities they do brings about transformation in all.
i.
Step 3
Move to Step 3
Impact of sponsorship
Discussions
PPT 5
presentation
| PPT 2.7-2.9
minutes
a. Show PPT 2.7 and explain how sponsorship is for transformation of all.
world Vision
Sponsorship is for Transformation
Transformed
Sponsors and
Donors
PPT
2.7
T ransformed
Families and
Communities
becomes a reality for the children, families, communities
and supporters we serve
Ml 2 Sponsorship is for Transformation | Page 7 of 22
English Version I 0 - June 2006
\
37
b. explain that all n means is that the child sponsorship programme is not just about
giving sponsorship to the child, k is about facilitating children to become 'change
agents so that all in the community live lives with dignity.
c. Reinforce by once again linking to the example participants gave for the impact of
sponsorship i^n their communities. Or ask them for the identifiable changes they
have seen in the communities because of their sponsorship programme.
Move to the next slides {PPT 2.8 to 2.9} by asking for participants’ experiences
of the impact sponsorship has had on communities. Continue with discussing that
the World Vision sponsorship programme is meaningful because of the special
relationship it creates between children, families and communities.
X'----
Transformed families and communities
PPT
2.8
t ogramssupported by sponsorship focus on the well-being ofchildren by
enablingfamilies and communities to improve health, basic education,
spiritual and emotional nurture, protection from abuse, violence and
exploitation, and development of sustainable livelihoods.
Transformed Sponsors and Donors
PPT
2.9
orld ision's relationship with sponsors results over time in changes in
values, giving patterns and lifestyles that are consistent with Christ s
concern for the poor as well as an enhanced relationship with God.
e. Link to the examples participants shared earlier to highlight that the sponsorship
program through this special relationship lead to all people being transformed.
f.
Describe -transformed’ as a word to mean that all people live full livvs with
dignity, justice, peace and hope.
g. Conclude what was discussed in earlier slides by saying that by the words ‘all are
transformed’ it means, not just those who are poor .
All includes sponsors and donors too. Then ask them, “ Who else?"
4- Listen to their answers and then say, “ We are also transformed "
■A- Ask two participants to share a way they were transformed through
the child sponsorship programme. Repeal key words that participants
use during their sharing.
38
.'l.sk any one participant to share what exactly they do in ihe
sponsorship program. Write down what they say on a chart such that it
is visible to the participants.
4- Give appreciation for their sharing.
Step 4
Selection of children for Group
Sponsorship
work, 20
discussions
Chart paper and pens
minutes
programme - criteria
a. Move to PPT 2.10.
PPT
2.10
SELECTION OF CHILDREN
A.--’
b. Ask participants to get into their GIRD ME groups or four or five groups and ask
them to make a list of how they select children for the sponsorship programme.
c. Give them sheets of chart paper and ask them to complete writing what they do in
their areas. Ask them to write out “How” and “Who” is selected for the child
sponsorship programme.
d. Give them 10 minutes for discussion within their groups. After 10 minutes ask
them to share their group discussions.
e. Display their charts on a wall close by such that what they have written is visible
i
to all participants.
f.
Appreciate them for their sharing of experience
g. Move through the next slide quickly
39
Step 5 JSelectiGn of ChildrenRole plays -impromptu 25
I
| process
PPT presentation and minutes
__ J____
PPT 2.21, Handout 2.1,
’ discussions
a. Explain selection of children using PPT 2.11 by discussing the text on it. Give out
Handout 2.1
PPT
2.11
Guidelines for selecting children
Needy children irrespective of caste, creed or religion.
•
Gender Balance; equal no. of girls and boys.
Orphans/semi orphans, staying in the community with their relatives.
Children whose father/mother are members of CBO,s.
Children whose families come under below poverty line (This depends on the per
capita income).
Children below 10 years. Preferably from the age of 0-10 years.
Children within the approved area of operation with monitoring accessibility.
Preference to be given to differently abled Children.
Children not enrolled in another sponsorship agency.
Children not entered in the sponsorship list ( one child for one sponsor)
•
Child Registration and Record Management
b. Ask participants to turn to the Handout 2.1
and assess whether all the practice*'
mentioned in the handout is being followed.
c. Link the discussion with the points given by the participants if there is any match in
ideas and sharing. If not. then gently let them know that this is the actual process.
[The rest of the following slides also give details of the process}
d. Explain the terms ‘differently abled, 'child registration and record management-.
e. Ask participants to write on a card how many children they have in their
sponsorship programme and how many in each category. Tell them to pin this
on a chart.
t
40
f.
Rpinforce that through their sponsorship programme the participants are
engaging in a transformation process beyond the children. Ask them to think of
what that means.
Ask the participants what the process is once they find a child that falls in these
categories for sponsorship. Ask them, "Can you begin sponsorship immediately
or is there a procedure? "
h. Ask for the ‘Integrity’ group to act out how they enter a house of a prospective
sponsor child. And the 'Responsible Risk Taking’ group to enact what they
would say to the family about the sponsorship programme. {Give no time for
the preparation. Tell them it is an impromptu act to be done in two minutes}
i.
Once they have enacted their role plays, ask the other groups for feedback.
Discuss protocols for greeting the family and talking about the sponsorship
programme.
sStep 6
Selection of children
Role play impromptu
20~
-challenges in process
demonstrations,
minutes
A
CH, IL, Photo samples
discussions
a. Ask ‘Dependence on God' group to quickly role play how they would deal with a
family that expects gifts and medical expenses to be covered because that is what
they heard from some-one else. Once again do not give them time to prepare.
Encourage them by saying that this is what they are doing everyday. Tell them to
demonstrate what they would do in a two minute time limit.
b. Once they have completed their demonstration, show appreciation, take their
correct points and the other groups for feedback and continue to complete this
discussion.
c. Ask ‘Mission Mindedness* group to role play quickly what they would do if the
family agrees to the sponsorship support. After they have demonstrated, explain
the ‘CH* TL’ and ‘Photo"' means .
d. Ask the ‘E’ Group to demonstrate how they would explain to the family about the
________Ll
‘Introductory Letter’ to the family.
‘ Step 7
Child Monitoring
Demonstrations,
discussions, experience
1 hour
j Picture
folder,
records IL format, etc
sharing
41
AD
a.
Display the 'Picture Folder' 'ADP records’ and other forms used for getting
information.
b.
Discuss the importance and need for getting details correctly.
c.
Ask the participants for their experience of when details were found to to
incorrect and what impact the wrong information had on the child or family or
community.
d.
Write the words WHY WHAT INDICATORS on three columns on the chart or
board.
e.
Ask why they monitor, what they monitor and what the selected indicators are for
monitoring the child. Write down their answers under each column on a chart or
the white board.
f.
Find out from participants the INDICATORS used to monitor progress. Get
participants to share something funny they experienced about the monitoring
process. Allow for two sharing and then bring the facilitation back.
Conclude why monitoring is needed by saying that monitoring helps with
g-
ensuring the well being of the child and therefore the family and community
h.
Then ask if monitoring helps with any body else’s well being. Wait for some
answers and then conclude by saying that monitoring is not only a sponsorship
requirement but also contributes to the well being of the sponsor.
Move to the next slide {PPT 2.12}
i.
r Step 8 Th7
role
of
letter Debate competition
writing
45
Prizes for winning group
minutes
PPT
2.12
DEBATE COMPETITION
PROPOSITION: Letter writing is fun
Rules: Inter group competition
• Each group gets 15 minutes to prepare their presentations
• One participant from each group will speak for the proposition
and one will speak against
• The first speaker gets time for rebuttal
• Speakers will be adjudgedfor clarity, points given, reality
experience sharing, creativity and keeping time.
• Each speaker gets only a maximum of three minutes
• The judges word is final
• Prizes will be awarded to the group that wins the competition
at the end of the workshop.
42
a.
Divide participants into their GIRD ME groups. Ask them which is one way that
the sponsor and the child are connected. When some-one mentions 'letter' or after
five answers say 'letter', write the word 'letter' on the board
b. Ask participants to get into their groups and prepare for a debate competition on
the proposition “Writing letters is fun" .Read the rules of the debate competition
and end with a happy tone that there is a prize for the best debating group.
c. Arrange for three outside persons to be judges for the debate. They do not need to
be technically qualified about sponsorship.
d. When 15 minutes of preparation time is up. rearrange the seating position such
that the presenter is facing all the groups.
e. Compere the debate competition using time intelligently not forgetting to give the
first speaker rebuttal time.
f.
Congratulate each of the teams get the judges to adjudge the best team.
g- Announce that Prizes will be awarded at the end of the workshop.
Step 9
Perspectives
in
writing
letter Discussions,
telling
story'
10
A brick, if possible
minutes
)
a.
Explain using points from the 'for’ presenters of the debate how letter writing
could be made more fun.
b.
Take some key repetitive points given by the presenters speaking ‘against the
proposition in the debate. Acknowledge that this is reality for them. Narrate a
story below:
PP^
2.1.
Two construction workers were carrying bricks. One looked happy and full of life. The
other looked tired and sickly. A tourist saw the tyvo of them doing the same work for a
long time and wondered why one was happy and the other sad. So he went to both and
asked them what they were doing. The happy man replied. “1 am
am building a school. My
!
children can study here later". The sad man replied, "I am carrying bricks. My hack-
bone is breaking with this heavy load. ”
43
c. Conclude Step 9 by saying that just like bricks is a necessary part for a school to be
built, the same way letters are a necessary part for transformation to take place.
Step
The
10
communication
e.g.
experience
letter
on
discussions
role
of PPT
writing
presenters. 5
PPT 2.14-PPT2.19
sharing minutes
sponsors
a. Show PI T 2.14 upto 2.19 explaining the way letter writing impacts the sponsor.
(<
/
PPT
2.14
C2
Whatdc tn«y cxpoctr
Shoe r^rf^rt
C «ntf«
-------- -
Sponsorship Journey ._____
ftmafoes a
elM«r«>ne» »o
I want to make a dff«fcrv;e
««*» hr- uo
Wrtte- to cr»*d.i^>d sun
l can toucft .-ww-j torri
the drfTiKeevce
Virtuous
circle ot
sponsorship
See-cHfeS^occnr^j-Mty I
cor^e*!
i t»«*eve I car> make ■»
drf®r«rx:»_
j
---------------- r-^n ct tr—H
Msai
cMd
• I know I ncrv'e mode «
1 . . -<«W»rene» ,- ,.
•rrukl
oi m/ lif®
Ml 2 Sponsorship is for Transformation | Page I of 22
English Version 1.0 - June 2006
PPT
2.15
i >i-*m #rt>rr> O»». flifwIt.-H tf
ooplo drawn to sponsorship?
«»O WtMaen«
’■—nx:;--
—^-
BaBSSTl
L'
* «•«—ui»oudr
a «» MMI.l
b^_»lhwinn.d.ian
t
44
PPP
2.16
»
Transformed
Sponsors and
Donors
Transformed
Families and
Communities
..focused especially on^
the well-being of children
f
1
Sponsored
Children
Y
PPF
2.17
Fransformed
ponsors and
Donors
j
■
I ransfonned
I amilies and
Communities
.. .focused especially on
the well-being of children
Sponsored
children
Marketing
Messages
?i'.-
Sei
Operations
.
Child Monitoring
Use of Funds
-—■■
'■■■--
y..-
i
45
PPT
WnrM vision '
Our vision for every child, life in all its fullness,
2.18
|
Our prayer for every heart, the will to make it so
Transformational Ministries - Public Awareness
Sponsor Growth
Child & Family
& Retention
Public
Well-being
Trust
Net Revenue
Ministry Quality
Reduce Risk
Innovation
Acquire&Cultivate
Donor Service
Excellence
Child Monitoring
AProgramming
Performance
Accountability
Effectiveness - “Value adding” effort
Efficiencies — Business Processes
Capacity & Capability — People & Systems
PPT
2.19
How donors are transformed
Donors are transformed when they hear about
• -Project activity that helps children
-How their gifts impact children and communities
But most of all, when they hear about
changed lives of children
b.
Discuss the technicalities of how World Vision looks at the sponsorship
framework. . md the links with the sponsorship for transformation programme.
Step
11
Ideal letters
Discussions,
comparison
existing letters
with
15
CDC sample letters, {IL, }
minutes
annual reports
PPT 2.20
a. Begin by explaining that in child sponsorship, we also want children to not just
participate in correspondence but to find it meaningful. Therefore it is important
for CDCs in sponsorship to understand how children of various age groups think,
what things catch their attention and what sustain their enthusiasm.
46
b. Show PPT-2.20 and explain each point on the slide
Introductory Letter check list - 3 types of children group
The words here in blue are only suggestions, the ideas should come from the learners
themselves.. Let them refer to the guidelines for Correspondence booklet.
Help them
understand what
they are doing
Older children
What do you
say to a person
you have not
met before? You
know this person
is eager to meet
you!
Children who
can t write
Ask them, how
they feel about
having a friend far
away whom they
Help them with
ideas about what
to write/draw
Very young
children
Explain to
parents why this
relationship is
important to the
sponsor and that
this letter is a
chance to start
this relationship
Make it fun for
the children
Tell about your
daily routine.
When do you get
up? How do you
get to school?
What are your
chores at home?
What do you like
to do with your
friends? What is
it that you like
about your friend/
mother/father?
Show interest in
the child s daily life
Let them draw
something.
Use colourful
crayons or get
other ideas
from Ideas for
can t see
PPT
2.20
Correspondence
booklet
Perhaps a parent/
caregiver could
write. If child
can scribble, let
Ideas from
Ideas for
Correspondence
booklet.
them do this
an authentic
expression from
the child!
c. Ask the CDCs if they brought sample of the letters they had written to sponsors.
d. Ask them to check the letters they wrote for whether they had kept this point in
mind. If any of the participants answers in the affirmative, ask them to read that
sentence out. Respond to the contents of their reading linking it with the content
on this slide
e. Continue the discussion about what makes a transforming letter by explaining the
contents of this slide.
f.
?
Once again ask participants to compare these points with their sample letters
g. Ask them to check the letters they wrote for whether they had kept these points in
mind. If any of the participants answers in the affirmative, ask them to read that
sentence out.
47
Step
1 Ideal letters
i 12
1 Discussions,
comparison
-4------- 1----------------- y -•
_________________
' ISminutes i CDC sample letters, {RL, }
annual reports
with ■
existing letters
a. Continue the discussion about what makes a transforming reply by explaining the
i
contents of this slide.
b. Once again ask participants to compare these points with their sample letters
c. Ask them to check the letters they wrote for whether they had kept these points in
mind. If any of the participants answers in the affirmative, ask them to read that
sentence out. Respond to the contents of their reading linking it with the content
on this slide
d. Then ask them for any funny situation they experienced with a reply they sent
{for example, when the sponsor misunderstood what was written/}.
e. Give two participants a minute to share their experience.
f
Discuss that now that they have an insight into what makes a transformative letter,
how could they use the same information for making their annual reports
transformative. Listen to two of their answers and add points left out.
Step
13
Ideal letters
Discussions,
30
comparison
with minutes
CDC sample letters, {IL}
annual reports
existing letters
Five Sample clarification
Group work
questions
a. Continue the discussion about what makes a transforming report.
b. Once again ask participants to compare these points with annual reports they write
c. Ask them to check the reports they wrote for whether they had kept these points
in mind. Ask them which point was most difficult to keep in mind. {This will be
an important time for facilitators to listen to the CDCs and their experience
without being judgmental.}
d. Thank them for their sharing. Discuss that you do understand their challenges
considering the work they do.
e. Explain that sponsors may ask for some clarifications. What kind of clarifications
were they asked and how do they answer these?
48
................................ ,..............................................................................................................................
ggiven.
Step
Responding to
clarifications from
I
sponsors
I_____
Discussions, Perspective 30
minutes
game
PPT 2.21
L_
Once aU have shared ho» .he, c.anf, expla.n .ha. people are different and may
the word ‘integrity
a.
a. .he same s,.ua.»n dWemndy. Discuss ho»
would be.
be
ail be .ruihful. ».ho»t anMpa.ing wha. .he .espouse
‘means “’ion mindedness' as a duah.y -ere each one »ou d pmv.de
Discuss
in a dignified way inespective of how spouses an. e iav.
clarifications
the difference in pe.spec.ives be.ween sponsor and CDC pla,
explain
following "perspectives game" explained in .he box
Cl door and
4, nen ,he volunteers si, on ,he choirs foe,ns
^erihe where ihe door isjor 'h^
4. Smile when one ans^. -
■
...... ...............
f
&ptoi„ ,ha similarly lhe sponsor may have a differenl
CDC when they ask a query.
—-----------------
49
b. After the demonstration of different perspectives share the story on PPT 2.21.
GAIN
Sham the story d «Th® Ribbit, Frog & the Rih*.
(in bo*. *£T *r;inu ; kpjfu r
^h. frog; ” I Sv
S o* & the F :s
I
PPT
2.21
One day fish was swtewnag around hrs world and he tad Frog'i vortuBor^
to someone, but couldn't
her. "Who are you taltir^ toT he adted Frag
suddenly appeared. Tw been tdking to Rabbit He's tooting for a new home’
"What sort <rfhomerMHe wants racks to hide behind.oad to dig, and weeds
to eat’Fish loahed araond He saw rods, sand and weeds. ‘Ttihrn heats
if»e here wdh me. Its perfect’" “But he can’t Irw here,’ sad Frog “Hel drcwn
in al the water*’ Fish looked punfed. "What waterf asked hsh
c. Highlight that sometimes, because we live in different worlds we may not even
see things that another can see. Just like how the fish could not see the water.
d. The sponsor may be able to see things and therefore is asking for clarifications.
Hence discuss with participants the need to be open instead of defensive;
communicative instead of angry is very important.
e.
Then ask participants who the sponsors are? What kind of people are they?
f.
Listen to their answers and ask participants if any of them have met any sponsors.
Ask any two that answer in the affirmative to describe the sponsors they met.
g- Ask participants to connect the sponsor’s feelings to the feelings expressed during
the debate about writing letters not being fun. Connect the sponsor feelings and
the CDC feelings to the story about the fish, bird and the rabbit.
a. Ask them to imagine being a sponsor, some-one ordinary, some-one working
hard, some-one sacrificing and sending support to a child or children.
50
I Step
! Responding
15
clarifications
to 1 Discussions, Perspective J 20
from | game
PPT 2.22
i minutes
sponsors
a. Then say that letter writing can be seen as fun when we see how donors are
. transformed. Project PPT 2.22
Ignorant of what causes
. poverty
Awareness of poverty
& injustice
i
Indifference causes poverty
Engagement in causes that
help the poor
&
Self-centered
lifestyle
Lifestyle of a
global citizen
Weak link between faith &
development
Spiritual growth &
awareness of the poor
b. Explain each of the points on the slide side ways. Cite real life examples for each
c. Then ask the participants and the resource people in the room, “How many of us are
in the left side too... living self centred lifestyles, indifferent? May be we could also
think of transformation?’’
Step
Practising
16
communication
Group work
I hour
Charts and pen
a. Divide participants into groups {The GIRD ME Groups will be convenient}
b. Give them the following five situations and
answering the situation
i.
An introductory letter about a child to a new sponsor
u.
A reply to a sponsor on receipt of first sponsor support
IM •
-r Mid o 51
iii.
A i r Uy to a sponsor that has supported a bore well in the village
iv.
A reply to a sponsor who wants clarification on why his sponsored child
was ill?
v.
An annual letter to the sponsor.
c. Give participants 15 minutes to write their letters. After 15 minutes ask them to
read the letters. While they are reading, other groups become sponsors to share
their feedback of the letter and points for improvement.
d. Organize a prize for the group with the best letter {At this time it will be prudent
to give the prize to all participants if all five letters were written well}
e. To conclude the session move to the next slide with key points
Step
Sum up
Discussions
17
IT
PPT 2.23
minutes
Sum UP with reading out the key points on PPT 2.23
Key learnings
Sponsorship is for Transformation
I
Timely and quality communication from children to sponsors supports in buildins
relationship with them
All programmes in the ADP focus especially on the well-being of the children and
through the lens of the sponsored children, sponsors will understand hew their
contribution is making a difference in the life of their sponsored child / family
community.
Child Monitoring is to better understand and support the children, their families
and communities as we partner with them in the process of transformation
Update, relevant and real information on child helps to keep, sponsor informed,
programme information current and monitor the positive changes in the child’s
well-being.
a. Ask them if the\- had any other key learnings. Ask them to work out their
individual action plan for strengthening the Sponsorship for Transformation
programme in their areas.
b. Remind them to see how they could practise the CULTURAL TRAITS in the
sponsorship programme.
c. Thank them and conclude saying that the CDCs are the most important link for
ensuring that children, families, communities, sponsors and World Vision itself is
transformed towards enabling the ‘kingdom of God’ on earth.
52
PPT
2.23
Handout 2.1
i.
SPONSORSHIP FOR TRANSFORMATION
Principles
1. Sponsorship. Reflecting Christ's love for children. World Vision child sponsorship
creates a special relationship between children, their families and communities, and
sponsors that contributes to the transformation of all toward fullness of life with
dignity justice, peace and hope.
Practice
1. Transformational development. World Vision child sponsorship supports, enriches
and is seamlessly integrated into World Vision’s practice of transformational
development as described in the Ministry Policy on Transformational Development.
Transformational development programs impact all children, including sponsored
children, in identifiable ways, and treat children as active participants and agents of
change.
3. Emergency relief. When communities are affected by emergencies, program plans
are adjusted and additional resources are sought to provide an appropriate relief
response.
4. Industry standards. Where World Vision has endorsed national or regional
sponsorship codes of practice. World Vision child sponsorship programming adheres
to their requirements.
5. Well-being of children. Programs supported by sponsorship focus on the well-being
of children by enabling families and communities to improve health, basic education,
spiritual and emotional nurture, protection from abuse, violence and exploitation, and
development of sustainable livelihoods. Special note is taken of children affected by
HIV/AIDS and disabilities.
6. Selecting children. Approximately equal numbers of girls and boys are enrolled,
reflectin'g the diversity of the community as much as is reasonable. Programs assist
the poorest and most vulnerable families as much as possible given the need to meet
i
the communication and monitoring requirements of child sponsorship at an affordable
cost. World Vision does not knowingly enroll a child or family already enrolled with
another sponsorship agency, nor does World Vision link more than one sponsor to
one child, without the knowledge of the sponsors.
53
7. Parental permission. Parents are fully informed as to the nature of World Vision
child sponsorship and agree to the enrollment of their children with the'understanding
that the program benefits the community as well as their children.
8. Impact on sponsored children. Measurable progress in the areas of health,
education and spiritual nurture of sponsored children are monitored and documented
regularly. The impact of the transformational development program on registered
children and families is also documented annually. Sponsored children and their
families can articulate the impact of the program on their lives.
9. Adequate funding. The partnership provides resources adequate to enable national
offices to meet the requirements of this policy.
10. Sharing the credit. Because transformational development programs draw on
resources from the community, local agencies and others in addition to World
Vision’s, World Vision takes care only to claim those impacts for which World
Vision funding is the major contributing factor. Contributions of others are
acknowledged in appropriate ways.
11. Sponsor transformation. World Vision's relationship with sponsors results over
time in changes in values, giving patterns and lifestyles that are consistent with
Christ s concern for the poor as well as an enhanced relationship with God.
12. Funding approach. Sponsor contributions are combined with resources from other
sponsors and donors to support the transformational development program.
Sponsored children and their families are participants and among the primary
beneficiaries of the program, while equity is encouraged among both sponsored and’
non-sponsored children and families.
13. Marketing communications. Marketing materials as a whole communicate the
benefit to sponsored children and families in ways that fully express this policy and
the Ministry Policy on Transformational Development. The dignity and privacy of
children, families, communities and sponsors are protected. Child sponsorship
maiketing and communication materials unambiguously and clearly disclose the fund
approach described in number 12.
54
14. Child protection. Requirements are met of both World Vision's Child Protection
Policy and World Vision's Standards for Reporting on Vulnerable Children. World
\ ision protects children and families from inappropriate solicitations from sponsors
and also protects sponsors from inappropriate solicitations from sponsored families.
15. Protection of child information. Requirements are met for the protection of child
photographs and personal information. Requirements of the Partnership Minimum
Standards for Internet Presence are met.
16. Customer service. Communications and services to sponsors meet the requirements
of the Customer Relations Handbook. Creativity and innovation in customer service
are’encouraged.
55
MODULE 3
Poverty’ and Development
The Community’ Development Coordinator and Community'
Module Overview:
The module aims at identifying the root causes of poverty and clarifying what poverty
means. The module then helps CDC participants in recognising and highlighting
community assets and strengths by viewing community members as advisors and experts,
providing Christian service to communities by addressing the community's needs. This is
done by building and maintaining respecting, trusting relationships within/across the
community. In particular, the module stresses initiatives that incorporate cultural traits
of empowering leadership by developing relationships with opinion leaders in the
community and by enabling community development coordinators to strengthen
Community Based Organisations. The mobilisation, leadership, monitoring, governance
and some models and approaches for strengthening the interface between CBOs and
government are covered in the Module
Module Objectives:
By the encl of the training the Community Development Coordinator (CDC) will
PPT3.I
/. Describe the root causes and types ofpoverty
2. Describe how World Vision India Community Organisation strengthens Panchayati Raj
Institution (PRI).
3. Demonstrate effective communication and negotiation
4. Describe group formation and child mobilisation
Time: 5 hours Group Size: 30 - 50
t
56
Module Lavout
I Steps
: Exercise or Activity
Method
I Time
I Materials
Introduction, Recap,
Background notes
Understanding poverty
Discussions
10 min
PPT 1.1
PPT3.1 ,3.3
30
minutes
PPT3.4-3.6
30
minutes
30
PPT 3.7-3.10
Defining the community and
processes for community organisation
PPT
presentation
discussion
Picture
discussion
Listing and
discussions
5
Understanding Community
Organising/mobilisation
Discussion.
Game Human
6
Issues in small groups
7
Community Mobilisation
8.
1.
2.
Root causes of poverty
4
30
minutes
PPT3.3
Discussions
30
minutes
30
minutes
Community Leadership
Role play and
discussion
Role play and
discussion
Chalk
board/white
chart paper
and pen
Handout 3.1
9
Motivation
Discussion
10
Monitoring
11
Governance
Role play and
discussion
30 min
Group work and 45 min
Discussion
PPT ofHare&
30 min
Tortoise
Knot
______________
12
Sum up and key points
Key Messages of Module 3:
•
i
PPT 3.3
PPT 3.3
•
•
30
minutes
PPT 3.3. 3.4.
3.5
Han lout 3.3
10
minutes
Handout 3.4
PPT 3.3
~
Community mobilisation leads to empowering leadership.
Community' mobilisation focuses on building the strength of the community based
organisations (CBOs) and their members by empowering people and providing an
environment for them to achieve team or organisational objectives.
Leadership is the manner and approach ofproviding direction, implementing plans and
motivating people. Imbibing the cultural trait of ‘empowering leadership ' is possible
through community mobilisation.
The IfVI Organisations goal linked with the Panchayati Raj Institution foresees both a
developmental entity as well as a change agent in communities.
57
Step 1. Recap and Introductions
1.
Introduction, Recap,
Discussions
10 min
PPT 2.23
Background notes
The PROCESS
a.
Welcome the participants .Before the session for the day starts,
the facilitator
will tactfully bring the participants back to where it was concluded earlier i.e. Module 2
key message to enable them to recall before moving ahead. This enables keeping up the
continuity of thought process.
b.
Project PPT
‘Key Message of Module 2’
PPT
2.23
Key Message of Module 2:
•
Sponsorship is for Transformation
Timely and quality communication from children to sponsors supports in building
relationship with them
All programmes in the A DP focus especially on the well-being of the children and
through the lens of the sponsored children, sponsors will understand how their
contribution is making a difference in the life of their sponsored child / family /
community.
Child Monitoring is to better understand and support the children, their families and
communities as we partner with them in the process of transformation
Update, relevant and real information on child helps to keep, sponsor informed,
programme information current and monitor the positive changes in the child’s well|______ being.______
c. Ask participants what is one of the reasons for the child sponsorship programme. When
one of them mentions poverty, project PPT 3.1 and describe the objectives for the
Module.
'
/
By the end of the training the Community Development Coordinator (CDC) will
/. Describe the root causes and types ofpoverty
2. Describe how World Vision India Community Organisation strengthens Panchayati
Raj Institutions (PRI).
2. Demonstrate effective communication and negotiation
4. Describe group formation and child mobilisation
58
PPT 3.1
d. Reinforce their answer of'poverty by moving to the next step.
PPT
30
PPT 3.2-3.7
presentation
minutes
discussion
Ask
participants
what
one
word
comes
to
their
mind when they hear the word
a.
Step
2.
Understanding poverty
'poverty'. Write their answers on a chart visible for others to see.
b. Project PPT 3.2 while explaining what poverty is
What is Poverty?- some historical views
•Poverty as DEFICIT:
PPT 3.2
-material and economic deprivation
•income/expenditure based 'poverty lines'
•Poverty as CAPABILITY DEPRIVATION
-denial of choices and opportunities
-affected by factors such as gender, age, disability, inequality and exclusion
•Poverty as ... ??? ... more complex than this
-there are many theories and models which take into account the complex, multi
dimensional nature ofpoverty
c. Continue discussions on poverty projecting the next PPT 3.3 - PPT 3.7
>j PPT
lack of access to social power (FdedmanJ 3.3
rovenyas.....
Poverty as...
■uFSSMa^"
-
•«"
■
k3-4
■
' X
MitarW X
■
J
>
I'
■?. sxat. * irrnmi- -:
lonir.MpMvUvJ "
.
Ejpodmp
towsic'i’.K
i
’ Vulrwrab^-ty'»
..
i •' -
y
.'
ecwiomv
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Sou:.A-TDf»- ,
IfoofiNUI 'MuU. .•< fr.al. Ml tyTaofWIrtC-
V~»A n>>ri~
r
Step
1r ppt
Poverty as
Entanglement (Chambers)
Underst
PPT
3.5
ansformational
PPT
3.6
<
-
30
■„
■
■
O
PPT
3.7 '0
59
! development
minutes
I d; ussion
a.
Draw the picture of a tap overflowing in a street. Or Use handout 3.1
b.
Ask participants to brainstorm on solutions to the problem. Use the following
to widen their brainstorming ideas.
Increase the width of the pipe, make a drain for water to go to the kitchen garden,
research on the cause of the tap leaking, make a new type ofparapet, prepare plans
of how else the water can be used, start a waste water harvesting programme',, swab
the floor, call the Panchayat to plan programme for the leaking water, bathe
children in that water, brings cows for washing there
start an IGP for giving the
water to other villages! ....
The best solution would be to close the tap
c.
Ask participants to describe how World vision looks at development. Describe
how World Vision goes to the root causes of problems and tries to solve it.
Explain that is a reason for the cultural traits to come in. Reinforce cultural
traits by asking them what these traits are and then complete their answer by
mentioning Integrity. Responsible risk taking. Dependence on God, Mission
mindedness and Empowering leadership.
d.
Show PPT 3.8- 3.22 to highlight World Visions approach to Transformational
development. Explain each slide briefly giving examples from the CDCs field
areas.
Tnmformitwm) Deithpws tn
WorM Vlion's mi slim jotcnvnt
TO frame jnd peky
-hcwMchflft# htt*}
• .V- JPtaA'^iaMrl
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g•
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MS.
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5 t-U ■ h. SU u. .«.< I n 11' I’.*..-. Ura'
a me
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cioottni)
ml vtaumnli.' mwewa-j.
m nb dij:uh. jiMitf. iwv mJ I*jv
1
8
I
• Vim*• I'ah.i IM. firr-Aw.l J- .ki 'oZ
TDFnwDoniWKiaunjBffJ ‘
I
TMthfatmrfRAhaftAp.
*«um»"M Mt«4A
l< wih tk
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k
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5
uu* i.ukii.U M'-b.* * •••«.. <4
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a ^mtutwaN. ban» anMaM
.< iX]ai<aliu">l»v ivaJv
cvluiLJ lr»m lb. v.xuul. amt
r.lM>a.lMp
fail'.lmtxnul ■kli'Uj- lb.l
m*y awlM w<>i*wni ax.;<ut*h ft bate
dhit ■unnalOu.ajhJ
TD Frane Dckwi d dunje #1
ID Fniiw Dw.*n of Owa- #2
tvpowrd cMjieo e >$«h> dchrje
l>il.- ^Vl.-l'S.WW Xrt*U
2 lapwonl.lnkiKnii
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• I'iiJUxa luUAjw.'Uxol-nxji
5 llMrJiAa.Joili«b®J4nktt»^
I
• IV.kjUMUtMl-'ttXUlh.H.Mj
• r<.n<i>U>M>h->ir'U|WAli.|4<>rti
• KciluulUtaJpcMBfiMilk'a'voxj
U.|. .JL.J.M.V,
All”
Imiiir. 4k! troisjula*
* •Mk«AU«,rU-d,Jur,10<Ajk. t|.
_
.. Ji4bu ■*«* V jru.i
>B
pMuTMh’O.
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B ‘ iMlk Hak. ifJ »<r«dy X
w-Vrft
• Hui ail vu.i-iUii uiU>
4* pw
I
H
< tdMx'Milir
PPT 3.8PPT3.12
{LtoR}
PPT
3.13PPT3.17
{Lto R}
* In lit pixiu xJ lii^c
TDfr^Oonu.nofCMei.5
WiaU
• Kr pc
I
FMii.'nrMM4U
■
I
• *thx n nt’od1
Jan«» mil
l« MMcan 14
• AoHll»ramhj»-,dre14u^4if x-hC.J
PPT
3.18PPT 3.22
{LtoR}
.....
60
e. Ask participants what would be one of the processes they use for transformational
development? Conclude Step 3 by saying community organisation and community '
mobilisation.
f. Move to Step 4
I Step 4
Defining the community and
processes for community
organisation
Listing and
discussions
30
PPT 3.23
PPT 3.24
_______
a. Ask participants what the word community means to them. Gently prod them to
answer quickly. Encourage them to come out with words they associate with the word
’community'. Then project PPT 3.23
A COMMUNITY CAN BE IDENTIFIED
ASA PLACE.
'
(
A SOCIAL SYSTEM
ORTAND A GROUP OF PEOPLE
C ommunity may be defined as a group ofpeople who are socially interdependent and
j who participate together in discussion and decision nu '
'akingfor development and who
j share certain practices nurtured within the community.
b.
Get participants to share that Community Organisation process is used
consciously or unconsciously, in many fields of human activity. Where ever individuals
and groups seek ways to pool their resources and efforts to achieve an improvement in
community life, the community organisation process are at work. Continue by explaining
that:
"Community Organisation is a process by which a Community identifies its needs or
objectives orders (or ranks) these needs or objectives, develops the confidence and will to
work at those needs or objectives, finds the resources (internal and/or external) to deal
with these needs or objectives, takes action in respect of them, and in
and develops
cooperative and collaborative attitudes
and
so doing extends
practices
in
the
community ”(M. G. Ross)
C.
Ask participants whether they were involved with the actual formation of any
community organisation. Ask them to share briefly what they did to form the group. As
they share, link it to the four steps of community organisation by writing the words
-Forming’ Norming’ 'Storming" and ‘Performing" on the board at the appropriate times.
61
PPT --------3.23
Then explain that every group goes through the four stages in reaching a state of
maturity . The most popularly accepted version of group formation was put forth hv
Barry Tuckman (1965), who came up with four stages of group development, which is
described as follows: Project PPT 3.24
d-
•
Forming
•
Storming
•
Norming
•
Performing
Describe each of the stages using the cues from below:
Forming: This stages involves exploring what the group will be like, finding the basis of
forming, relationship with others, finding out who they are, acceptance ofwhoever is in
the formal leadership role etc. Give examples using the experiences of the participants’
sharing.
Storming Conflict break often as subgroups emerge, differences are confronted, control
becomes an open issue and is resisted, regardless of its source... including formal
leaders. Give examples using the experiences of the participants’ sharing.
Norming: At this stage, the acceptable ways ofbehaving start to emerge for carrying out
the task of the groups, these rules are applied in dealing with conflict and a spirit ofco
operation develops. Give examples using the experiences of the participants’ sharing.
Performing Conflicts are resolved, energy put into task accomplishment - the group
become effective. Give examples using the experiences of the participants’ sharing.
■
e. Conclude Step 4 by saying that now that they understand group formation and
empowerment, how are they going to use this for mobilising communities towards their
own empowerment. Move to Step 5
Step
5
Community
Discussion,
Organising/mobilisation
Game Human Knot
30 min
1
a.
Begin by discussing that
community mobilisation can also described as the
process of empowering local communities and helpless sections of groups by creating
62
cmarenc.sy .selfOrganisation and action. Increase community individuals and groups
capacity to identify and satisfy tlu.r needs. Making people aware of their own potential
and encouraging them to competently use their resources. Enhancing local governance
and improving program quality to improve program results by cost effective ways to
achieve sustainable results, thereby increasing community ownership ofa program
Play the Game "Human Knot”. The key to community mobilisation is the
b.
understanding the community group process. Human knot helps a group to learn
about how to work together, the relationships between a community and how the
community knows more about themselves than any body else.
Materials None
Time 10-15 minutes Group
30-50
Brief Process description:
b.i
Two volunteers are asked to leave the room. The remaining group members hold
hands to form a closed circle. The members of this closed circle go under/over the
clasped hands and knot themselves as a closely knit group with no chance of
coming back to their original position. Advise the group to remember the way
they went over and under so that in the end they come back to the same closed
circle without leaving hands.
b.ii. Once the group is truly knotted and held together as a close group, call in the two
volunteers. When the two volunteers come in tell them that they are CDCs Who
are so busy doing so much of work. Their community is in a problem; They have
just two minutes to solve their problems. The way to solve their problem is to
unknot the group. It is up to the larger group to listen to them. The volunteers
will be given just two minutes to unknot them. The volunteers then try to unravel
the "human knot" without letting go of the group members hands. They may face
resistance from the group but however try within the allotted time of one minute
b.iii After two minutes, ask participants to untangle themselves, without letting go of
i
hands, into a circle once the volunteers fail to unknot them in a minute. Notice
how quickly they come out of the mess in less than a minute.
b.iv. Apply the Experiential learning cycle game process of facilitation here. Ask
participants to clap at their achievement. Ask the two volunteers how they felt.
63
Ask them to relate what they felt to their life “Have you felt like this at any other
time? W hen? Then ask the group how they felt?
b.v
Then facilitate participants to apply their experience to share that no outsider
could know how they were knotted. Only each participant knew how they were
knotted and how to come out of the knot. Link this to the applications to
p aining issues of small groups as explained in the next step. Move to Step 6.
Facilitator notes for facilitating this game:
An alertfacilitator can get a lot of information about participants in a short space of time
u ith t/vs game. For this reason, the game involves working closely with others. Stay at a
moderate distance, allowing the group to handle the activity with feeling like they're
being too closely observed; but maintain good hearing contact and be ready to step in to
help answer questions or change the direction ofthe activity quickly when appropriate.
Slowly wander around the circle, moving in and out as appropriate, eg. ifyou want
people to use names in every communication, then this needs to reinforced in a friendly,
but frm way. several times. It is relatively easy to notice who is talking, who's not. who
seems comfortable and who does not.
Also note that sometimes the natural leaders are not J a good position to lead - do they
try to dominate inappropriately or do they sit back appropriately andjust do what they
can.
Sometimes, a new leader emergesfrom being in an opportune position in the knot.
son a significant boost. Also, almost everyone gets a positive sense
ofhaving played his or her part.
Some people have difficultly enjoying the activity due to their physical discomfort (e.g.
obese, very tall, or inflexible people may find the activity particularly awkward).
impor tant to provide appropriate help ifthe activity proves too difficult. This might
be encouragement that it can be done (some groups lack confidence and would give up
too eai ly), helping a couple ofpeople communicate to find a solution to part of the knot,
etc. Or this might be allowing an unclasp-reclasp. How much to give is a fine balancing
act. The task should be challenging, but especially as an initial activity, it should give
the group some initial confidence and momentum in being able to work together to solve
problems. It is critical that all are safe and will not get hurt. Remove any protruding
articles from the way.
Often this activity■ speaks for itselfas an icebreaker. However, because it can be quite
.
challenging, and people will often have been pulled in all sorts ofdirections (literally), be
prepared to have at least a short debrief, e.g. by asking "How. well did you think the
64
ZZT^e,h‘r?' a^
‘ ear"edfi°m'hsacm'^“hichc‘‘’'^c'Pel'<sdinfi,lu,,:aanilie,->’
'uZT” ““ " aPP'OXima‘e‘y M-50 ne m
<fparmpmts mal up ,o
thm 50
m ■!« ^re
,„e
t
ecause of the complexity, partly because there /.v physically less space in the room to
amu^
0
^rea^ often including nervous laughter, fun
i
may view
lhat 11 Cannot d()^. and others who
y
the task as a somewhat sadistic or inappropriate joke. Often some group
1
is uZZZ
6
d
'
t0
.
,C ‘PantS
the"' 8r‘P S0 as t0 more comfortable, but they are not
clasp and re-clasp so as to undo the knot.
SteP 6 pstH^smalfgr<ru77
Discussions
30
Chalk
board/white
chart paper
and pen
PPT 3.25,
3.26
Handout 3.2
ininutes
what
ASR PartlCIPantS t0 'hink Of the Human Knot game and come out with points on
in o problems or issues they faced in becoming a group. Write their answers
- he board and then use them to explain that all small groups face three kinds of issues
eve opmental process and these are: Project PPT 3 25
PPT3.25
ZZ' are
‘ aeee^.Ue
They la ,„e Mnk '"'
e"'tr ‘"‘pan °f'he sm"’
nese ^s,lms
Haesnaa abm ,„e„lbml,lp,fc,
fed aeeeP,ed and Included In ife group
ZT “oriole mMmg
mMSml
nm
,Us svpl",,.m
iori,ymd
nis
ivtie' is a
jsae
ijK
-
g'oup to resolve and keep coming upfrequently. Ineffective resolution of the issue of
10 8001 develoPme^ of the group andean severe cases lead
to
e
of the group.
J
65
lhe degree Q^mss that
Intimacy:
membersfeelfor each other. Members meet their needfor affection and warmth by
establishing intimate relationship. Close relationship between some may become a
| source of tension in others.
b.
Include participants by saying that you know that they work very well with
community oiganised groups. Ask them which groups they work with. Pause
and listen to their answers and then ask if they found these issues were the
same for all the groups. Continue by saying that it is important to note that the
manner in which these issues surface and get resolved vary from group to
group. The important thing is to be aware that all group passes through the
issues .
c.
Ask participants to assess which issues presently affect their group. Ask them
to open their Participant Handbook to the Handout 3.1 Write the words
Inclusion' ‘Influence’ ‘Intimacy’ on the chart and ask each participant to
write down in their note book which group is facing which problem/s
presently. Give them 5 minutes to work out for themselves. Insist that they
write down specifics e.g. name of the group, village whose president’s name
is...
Sample of Handout 3.2
_______ ___
ISSUES FACED BY GROUPS
r'tC down^P^>f>cally which
your work areas have the following problems or
issues.
Problem of not feeling
Problem of feeling
Problem of not feeling
included
influenced
intimacy with the group
“Feel left out”
“Don’t force me”
members.
‘They” “ instead of “we’
i
66
L
i .
d.
Ask the participants for one simple way to avoid and decrease the number of
problems a group has. Listen to their answers. If anyone has said.
"Participation” then immediately repeat the word, write it on the board and /
explain that: Project PPT 3.26
OHP
(
3.26
•
Participation is one way. Participation is integral to effective group
process. The effectiveness of the group depends on the participation of its
member in the decision making process within the group. Participation is
basic to the existence of the group. Levels and degree ofparticipation of
group members vary in the group. Participation helps group members feel
included, they feel they have influence and they feel the we ’ feeling
Participation means involvement, concern for the task and direct
or
indirect contribution towards the group's goal.
•
Participation in decision making in a group takes place in one or more of
the following ways:
(a) Plot, (b) Self authorised, (c) Pairing, (d)
Minority group, (e) Vote and (f)
e.
Explain each of the point below giving examples briefly. Move to Step 7
7
a.
Consensus
| Community Mobilisation
I
Role play and
discussion
30
minutes
Ask participants if they would like to be in their GRACE groups or if they would
like a change. Depending on their answer, divide the participants into five groups. Give
out the Handout 3.3 "Role Plays- Module 3” while giving them the role play situations as
follows:
• Role play 1: Mamtha is a new Community Development Coordinator who is assigned to
start Bal Panchayat in a new village. She has heard the word ■community mobilisation '
during her orientation training. Role play how she would know that she has
successfully
mobilised the community to begin Bal Panchayats.
i
Role play 3:
Nikilesh is a new youth leader. He calls for a youth meeting. The shed in
which they are sitting suddenly catches fire. Role play what Nikilesh will do to see that
all his youth members are safe.
Roleplay 3
Latha is a president of a self help group. Recently the group decided to
take steps to ensure that they would not get beaten up in their homes by drunken
67
husbands. Role play what Latha and the group will do when ^ne of their members
Shantha comes for the meeting completely injured by her drunken husband.
Role Play 4: A fter the disaster, some of their agricultural land has become salty. The
fanners group would like to approach the Krishi Vigyan Kendra for their assistance in
testing the soil and helping them decide what would be grown best in their land. Role
play how the group decides to go meet the KVK.
i
Role play 5. Kanya a little girl just 3 years old looks severely malnourished. Role play
what you would do to at the Panchayat for this problem. {Pix attached as Appendix 4}
b. Give them 10 minutes to prepare their 3 minute role-plays. Emphasise that the time
allotted for each role play is only 3 minutes. Whether they complete or not, they will be
stopped at the end of 3 minutes. Encourage participants to go straight to the role play
situation question to be answered.
c. Invite the first group to read out their situation and then begin their role play.
d. At the end of the role play ask participants whether the word ‘Community
Mobilisation’ was well understood. Accept two answers, project PPT 3.27and then
discuss that.
C ommunity mobilisation can be accepted as a capacity building process through which
PPT
3.27
the community individuals, groups, or organisations plan, carryout, and assess activities
on a participatory and continuous basis to look up on their needs, either on their own
idea or encouraged by others.
e. Then
project PPT 3.28 and discuss the pre-conditions required for community
mobilisation. Discuss that for Community mobilisation to be successful the pre
conditions that are cited below are not exclusive but rather reflect some of the major
criteria that can make a development project successful through the use of community
participation. Link this discussion with your observations from the ‘Human Knot’ game
while projecting PPT 3.28
Pre Conditions
_____________________________ C PPT 3.28
Reflections of Community participation
There must be a community demand for
The people must WANT to solve 'their'
an improved system.
problem.
68
The information required for indi\ iduals
or communities to make informed
; Information campaigns will often be
decision must be available.
j necessary to 'market' desirable water
supply, sanitation and solid waste
management services. Examples should be
built in the locality for inspection by those
who are likely to be 'customers' in the
Technologies and levels of service must be
future. .
compatible with the community's needs
and capacity to finance, manage and
maintain them.
This concept refers to providing
appropriate technology that can be
sustained by the community.
The community must understand its
options and be willing to take
responsibility for the system.
It must be clear from the start how the
system will be paid for by the community
The community must be empowered to
and/or with the assistance of an outside
make decisions to control the system.
agency.
The community should have the
The issue of community leadership
institutional capacity to manage the
training, committee training and skills
development and operation of the system
training is an essential part of'empowering'
and the solution must be within their
the community as a whole.
means..
I The community should have the human
There should be a policy framework to
resources to manage these institutions.
permit and support community
i
management.
The government must frame its legislation
so that community development
Effective external support services for
committees and co-operatives are legal
the community must be available from
69
i
i governments, donors. NGOs or private
The people must have faith in these
sector.
supporting programme personnel. There
needs to be good co-ordination between
The challenge of community management
these external groups.
must be simple enough at first so that
people can participate yet become
increasingly complex so that they can grow
This idea refers to the importance of
creating early recognisable success so as to |
in their ability to deal with problems and
create enthusiasm for the rest of the project.
feel an increasing sense of
accomplishment.
f.
Ask participants to work out whether these preconditions exist for one of the
community groups they have using Handout 3.3.
SAMPLE OF HANDOUT 3.3
ASSESSING WHETHER PRE-CONDITIONS FOR COMMUNITY
MOBILISATION EXIST IN THEIR COMMUNITY BASED ORGANISATIONS
Name of community organisation:
S.No
Pre-conditions
1.
Demand
3.
Informed decision
3.
Compatible
4.
Options available
5.
Empowered
6.
Institutional capacity
7.
Policy framework
8.
External support
9.
Simple
10.
Clear about vision, mission
Yes
Place:
Date:
No
Remarks
70
I
Signed
Move to Step 8
Step
8.
Chart pens^
Community Leadership
Role play, Discussion,
60 min
white board
PPT 3.29
a.
Ask the second and third group to read out their situations and then perform
their role plays. When they complete their role-plays ask participants whether
the leadership exhibited in both the role-plays was effective. Then ask them,
what leadership means to them. Write their answers on the white chart or the
white board. Then discuss that.
Leadership is generally defined as a process by which a person influences others and
guides them intellectually, politically and socially in exercising choices and utilising
resources efficiently. Leadership is a means for achieving goals in such a way so that
it brings about unity and shared achievement. Both role plays exhibited different
styles of leadership. While the leader in an emergency used the directive style the
leaders of the third role play used the democratic style ofleadership.
b. Ask the participants Which style is better and discuss that the style of leadership
depends upon the situation also. Use the Back ground notes given below to
discuss leadership styles briefly as follows:
Leadership style is the manner and approach ofproviding direction, implementing plans,
and motivating people.There are many different ways to be a leader.
We call these
differences leadership styles.
Here are three styles.
1. Directive
2. Non-directive
3.
Democratic
r
1. Directive leaders
--------------
Directive leaders take charge. They decide what needs to be done, and do it
themselves, or ask or tell others to do it. This style works well when things need to
happen fast, like getting people out of a burning building. It doesn t work
so well ifyou
71
I
» «• • t .
want everyone in the group to have a voice. Other people can feel angry or silenced if
you take over.
3, Non-directive leaders
Non-directive leaders are good role models. They don’t tell others what needs to be
done, step back so that others will step forward; and try to set a good example. This style
works well when you want to be informal, or when you want others to step forward. It
doesn ’t work so well ifyou need to get something done quickly.
3. Democratic leaders
Democratic leaders are facilitators. They make sure everyone has a voice; help a group
decide what needs to be done; support the group in getting it done. This style works well
when you want to make sure that everyone feels valued and committed to the goals. It
doesn’t work so well if you need to stay in control of what happens or make things
happen very quickly.
Remember Strong Leaders are Flexible
Strong leaders have to use all three styles. They must carefully observe the situation and
use the style that works best for that moment. Sometimes it means stepping forward, and
it means stepping back. Most of the time it means making it easier for
everyone to be involved.
Conclude by saying that each style works well in some situations, and not so well in other
situations.
Then ask participants, >lWhat style are you most comfortable with? What style are you,
omfot tabic u ith? What would it take for you to be more comfortable with all three
styles? ”
c.
Now ask them what community leadership means to them. After a minute of
discussion, continue by discussing that.
Community leadership simply means that it is a prLce.w of equipping the particular
community to shape plans, confront mutual problems and devise a community culture for
lite sharing. It helps every person for contributing towards the meaning and the
direction of the community as a whole.
72
Continue by asking whether in the role play just concluded the person had the qualities of
a community leader. Accept their answers and then discuss that.
•
Community leadership is about relationships.
Strong community leaders understand group dynamics; work well within
a group; help
others step forward; and share responsibility rather than take control
Community leadership is about making change
•
Strong community leaders focus the energy of the group on something in the community
that people want to change. (Adaptedfrom Jossey-Bass. .1998)
A community leader is someone who helps to make positive changes in the community,
and uses their power to help others. All kinds ofpeople can be strong leaders. Leaders
can be talkative or quiet, serious or funny, out in front or behind the scenes, within “the
system
or outside the system, making small changes or big changes. What's most
important is that you be yourself- your best self- and get involved!
Summarise by asking the participants if they are community leaders too. Ask
d.
them if they have the following qualities:
Project PPT 3.9
There are six qualities of leadership
I
L
OHP 3.29
•
Clear and committed the mission
•
Motivating behaviour and approach
•
Practical behaviour (self motivated)
•
Beliefs, values and ethics
•
Devotion towards community development
•
Qualities to handle socio-economic problems
Move to Step 9
Step 9
Motivation
Discussion
10
minutes
PPT 3.30
I
a.
Reinforce with participants that one of the key qualities of the leader is the ability
to motivate. Ask them what motivation means tot hem. Continue by discussing that:
Motivation is an essential part ofdevelopment process ofa community.
b.
Continue by discussing the sources of motivation while projecting PPT 3 30
73
\1
I Motivation source can be.
“lx------- *
f PPT
\ 3.30
•
Intrinsic Process motivation
•
Instrumental motivation
•
External Self Concept based Motivation
•
Internal Self Concept based Motivation and
•
Goal Internalisation
c.
Link each to examples from the community.
d.
Conclude discussing motivation by discussing.
I
Motivating people for participating in developing social entrepreneurship is a step
towards development. Motivation plays a crucial role for the development ofa particular,
community where illiteracy, poverty and unemployment are prevailing. Motivation is a
key leadership role, which should be there in the context of Community leadership
The very nature of motivation promotes the concept of stability in developing potential
leaders
Move to Step 8
Step
8.
a.
Monitoring
Role play and
discussion
PPT3.31
30 min
Begin by asking the fourth group to perform their role play after sharing what
their role-play situation was.
b.
After ?he role play ask participants to share how the farmer group monitored
their needs? In what way did monitoring help? Then ask the participants
whether they understand what monitoring is?
c.
Project PPT 3.31 and discuss what monitoring is and what three domains
monitoring system looks into:
----PPT3.31
Monitoring is the routine process ofdata collection and measurement ofprogress toward
the mainstreaming objectives. J monitoring system looks into the following three
domains:
•
Inputs: Resources going into conducting and carrying out a mainstreaming action,
lhese could include staff/focal points, finance, materials, and time.
74
Process: Set of activities tn which resources
achieve
the
results expected from
the planned programme.
For example:
sensitisation or training sessions for staff and community, participators researches
consultative meetings with local networks and technical groups about hose to draft a
j
policy and so on.
' .
Outputs: Immediate results obtained by the programme through the execution of
j
activities (e.g., all cadres of staff sensitised/ trained, development of a workplace
:
policy within an organisation, allocation of existing resources to mainstreaming
within an organisation, staff are motivated to try mainstreaming HIV in routine
,
* activities, and so on).
continue by discussing that. Monitoring is defined as i'
the process of 'continuous
surveillance and recording of activities taking place in the project
' or programme. It is
also the systemic collection and analysis of information
as a project progresses. It is
aimed at improving the efficiency and effectiveness of a
project or organisation. It
enables a development practitioner to understand whether the
resources were enough
and was it properly utilised.
d.
1.1
It is an internalfunction in any project or organisation and it exists within the
organisation only. Monitoring includes day-to-dayfollow up ofactivities during
implementation to measure progress and identify deviations. Routine follow upto ensure
activities are proceeding as planned and are on schedule. Monitoring helps with
assessment ofactivities and results.
d.
Give them Handout 3.4 and ask them to come j
up with answers for the
following questions in the GRACE groups. Give them 10 minutes
to compile
the answers and ask them to share their discussions after that.
1.2
1.
1.1
SAMPLE OF HANDOUT 3.4
1.2
MONITORING AND YOU
What are monitoring process y,>oij are following at present?
i
2. How are you able to see the link bet^veen the day to
tt ansfoi mational impact in the community ?
3.
day monitoring to the
What are some ofthe challenges you are facing?
1.3
75
e.
Immediately move to step 9 after giving appreciation for their sharing of
monitoring.
Step
11.
a.
Governance
Group work
and Discussion
45 min
PPT 3.32
Cards 3.1-3.5
Ask the fifth group to present their role play after sharing their situation with
the participants. After the role play ask the participants whether the
Panchayat has any role to play in child survival? Or in any health matter ?
b.
Listen to their answers briefly and then assert that the Panchayat has a role to
play in ensuring that little children enjoy their right to survival. Panchayats
play a key governance role. Explain what governance means by discussing the
following:
"Governance is the process whereby societies or organisations make important
decisions, determine whom they involve and how they render account. ”
Governance makes decisions that define expectations, grant power, or verify
performan e. It consists either of a separate process or of a specific part of management
oi Icadciship processes. Sometimes people set up a government to administer these
processes and systems.
The critical needs of communities in health, sanitation, clean water, education, family
planning and income can only be met locally-through local responsibility, accountability
and action-utilising local resources to the greatest possible extent.
c-
Give participants the Cards 3.1 , 3.3, 3.3., 3.4, and 3.5 group wise and ask
participants to work out how the Community Development Coordinators works with the
following groups towards true governance of poor communities? Give them 10 minutes
for them to work out the role of the following committees in governance.
Card3.1SHGs
Card 3.2 Education committee
Card 3.3 Health committee
Card 3.4 Livelihood committee
Card 3.5 Child development committee
Sample given as Appendix 5
76
d.
Ask each group to share how each of the community based
organisations
committees work towards govci nance?
e. Give them appreciation for their sharing and discuss that.
In the A DP target communities, for the communities to he empowered and also to at tain
the development process, CBOs are formed. These
--- CBOs
------ : can be of the following shapes:
SHGs, I DCs. Youth Groups, Children clubs etc. Each one is generally an informal body
to regulate and monitor some community' level events along with the ADP team The
adult groups are generally a legal entity with their owm drafted bylaws with a clause for
periodical fair election. However, at the village level Panchayati Raj Institutions are
viable governance bodies of the local government and the similar in the slums with the
f.
Ask participants if they are in close touch with the Panchayati Raj Institutions in
their areas. If they answer in the negative ask them for reasons. Listen without beinn
judgemental. Then project PPT 3.32 and discuss,
8
Panchayati raj institutions are the most important channels for popular pcirt^nliTionP'^
the development process. As they deal with the day-to-day affairs of the rural mas! PPT
| they have close links with people".__________________
\ 3 f
8Explain the Panchayati Raj concept in depth using, the following text:
Panchayati Raj Institutions April 34,1993 is a red-letter day in the history of
Panchayati Raj in India as on this day the constitution (73rd Amendment) Act, 1993
came
into force to provide constitutional status to the Panchyati Raj Institutions (PRI)
The 73rd amendment establishes Panchayati Raj: a system oflocal democracy through
local councils known as Panchayats. The amendment mandates that resources,
responsibility and decision-making power be devolvedfrom central government and
placed in the hands ofrural grass-roots people, with elections every five years
Basic Facts about Panchayati Raj
❖
Tradition: Panchayats are an ancient form of local government based on the
idea that whenfive (panch) elder come together, god will be present.
♦♦♦
Gram Swaraj: (Village self-government) was a goal of India's freedom
movement, although it was not originally enshrined in India’s 1951
constitution.
❖
Until the 1960s, Panchayati Raj served as the foundation for rural
development in India’s first t^vo five- year plans. As bureaucratic power
increased, Panchayati Raj was allowed to die in most states.
The passage of the 73rd amendment in 1993 by the Indian parliament became
part of the constitution in April 1993 after many years of national discussion
77
and debate, i he late Prime Minister, Rajiv Gandhi, championed the rebirth of
Panchayati Raj.
♦> State action: The amendment required every state to pass or amend its own
panchayat act by April 1994. and to hold elections by April 1995.
A three-tier system. The amendment created a system of local democracy at
the village level (gram panchayat), the block level (Panchayatt samity, the
lowest level of the
government bureaucracy,
encompassing
10-30
panchayats), and the district level (silla panchayat, comprising 4-10 blocks).
Gram sabha: To ensure that the panchayats themselves stay accountable to
all the people of their constituency, they are required to hold village
assemblies (gram sabha) several times each year, with a quorum of citisens
attending.
v Reserved seats: The 73rd amendment reserves seats for the most powerless
members of society on a revolving basis, as determined by the election
commission. One-third of all seats-including one-third of all panchayat
presidencies are reserved for women. In addition, seats are also reserved for
members of scheduled tribes and scheduled castes proportional to their
population.
v Devolution of powers: The "ll,h schedule” of the amendment specifies 39
areas of responsibility, covering all key aspects of village life, which states
may transfer to the panchayats-along with sufficient resources and decision
making authority. In practice, most states have transferred very little power
andfew financial resources to the panchayats.
The salientfeatures of the 73"' Amendment Act 1993 are
1. To provide 3-tier system ofPanchayati Raj for all States having population of
over 30 lakh.
2.
To hold Panchayat elections regularly every 5 years.
3.
To provide reservation ofseats for Scheduled Castes, Scheduled Tribes and
women (not less than 33%)
4.
To appoint State Finance Commission to make recommendations as regards the
financial powers of the Panchayats.
5.
To constitute District Planning Committee to prepare draft development plan for
the district as a whole.
i
78
Powers and Responsibilities Panchayat responsibilities:
The 11th schedule of the 73'" amendment specifies 39 areas ofresponsibility that
states may devolve to the panchayats.According to the Constitution; Panchayats shall
be given powers and authority to function as institutions ofself-government
The following powers and responsibilities are to be delegated io Panehayats at the
appropriate level
/.
Preparation ofplan for economic development and social justice.
2 Implementation ofschemes for economic development and socialjustice in
relation to 39 subjects given in Eleventh Schedule ofthe Constitution.
3. To levy, collect and appropriate taxes, duties, tolls and fees.
h. Link the discussion with the Panchayati Raj Insitutitons with the CDC hy asking
participants how they in their Area Development Projects
presently look at
governance in their target communities. Remember the answers given to be able to
link them to PPT 3.11 which can be projected now to share how World Vision does
not belive in duplicating services but strengthening existing governance. Explain PPT
3.11 by discussing that,
The PRI is the sustainable governance at the grassroots level and A DPs do not have any
intension of duplicating their efforts. The ADP or WV can contribute leaders into the
PRI by empowering the people with their
own framework of operation. WV can
contribute leaders with values and thereby bring transformation to the systems and
structures. Involving PRI to a great extent can be tapped as
a mechanism to achieve
large-scale community participation and reach the marginalised and
vulnerable,
particularly Women, children, and the poor. This involves empowering the community,
empowering the women and educating the children.
This involves educating the community of the available resources and material available
through PRI and channelling itfor the best implementation ofplans and programs for the
benefit of the community, and community members through involvement ofthe community,
members.
79
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o
co
£
£
Secretariat
World Vision India CBO Model
Judiciary
Legislation
cn
k
Block/Taluka
\ x
\°
•Governance
• Resource
allocation
• Evaluation
one from eacl *
Puchayit
3
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od
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Panchayat '
Planning
Monitoring
Rights &
Privileges
Govt.
Schemes
1 nominated
from the 2
Commtttoaa
1 aladad rrwmbar
. from Wa4
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Program
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<
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Education
1
Committee
Health
I Livelihood
Committee I Comrn'ttee
I Child
I Youth
I development!
I Committee I
I
developmerl
Committee I
Implementing
&.
J
CDC
Monitoring
Care A
Watch
o
2
O
1
Representation
from all
household
E
<D
C
Village
SHG
o
o
o
Roles
&
functions
ADR
Staff
Roles
&
functions
o
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IX
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PPT 3.34
Outcome
Capacity
Building
e-Panchayat
Empowerment
of Citizens
Entertainment
^nd informatior
Strong
Database
Information
Services
I
Web based
fflk Monitoring
( Tracking of 1
Village Development
Project A
K funds
/ [Transparerc^\ccountabilitylAccessibility ^Monitoring j
e-Governance & Rural Prosperity through PRIs
Move to Step 10
Step 6. Sum up and key points
! io.
a.
i Sum up and key points
PPT of Hare
& Tortoise
30 min
Handouts in
Appendix 1
Appendix 3
PPT “Hare
and
Tortoise”
Encourage participants to reflect on the Human knot game
81
b.
Give out the handouts ot “The Chained Eagle” and “Don’t act like an elephant'*
which motivates them to break the habits deep-rooted and highlight that in
order to be a change agent they to change themselves first.
c.
Show the power point of the Hare and the Tortoise and help them to reflect on
how different strategies can be used for community mobilisation, monitoring
the strategy for revision when original ideas and set habits do not work and
r
how the governance can be done with active participation and co-responsibility
by the members.
d.
Conclude asking them for key learning and then saying that the Key Message
from Module 3 were
Key Messages ofModule 3 :
PPT3.35
•
C ommunity mobilisation leads to community empowerment
•
Community mobilisation focuses on building the strength of the community based
ot ganisations (CBOs) and their members by empowering people and providing an
environment for them to achieve team or organisational objectives.
•
Leadership is the manner and approach ofproviding direction, implementing
plans, and motivating people.
The JVl I Organisations goal linked with the Panchayati Raj Institution foresees both a
developmental entity as well as a change agent in communities..
e.
Remind them of their assignments. Thank them for their participation and remind
them about their commitments and to be there the next day on time. Project the final PPT
3.36 of Module 3
Coming together is beginning,
PPT3.36
Keeping together is progress, Working together is suceess.
82
Appendix I
i -
The Chained Eagle
David Brandl Ber^
Many people resolve to do this or that, change this or that, break a bad habit, or start a
new one. Sometimes it works; often it doesn't, because many of us are like the bird in the
following story.
A man once owned an eagle, and for many years kept him chained to a stake. Every day
the eagle walked around and around that stake, and over time wore a rut in the ground.
When the eagle was getting old, his master felt sorry for him and decided to set him free.
So he took the metal ring off the eagle's foot, lifted the eagle from the ground, and tossed
him into the air. He was free—but he had forgotten how to fly! He flip-flopped to the
ground, walked back over to his old rut. and started walking in circles like he had for
years. No chain and shackle held him. just the habit!
There is a saying: "The chains of bad habits are too weak to be felt until they are too
strong to be broken"—and that would be true if it weren’t for the Lord and His power. It's
not possible for you to change yourself, but it's possible for God to change you by the
miracle-working power of His Spirit. He'll do things you can't do!
It's not possible for you to change yourself, but it's possiblefor God to change you
You may have to put a great deal ofyour own will into the transformation process as
well, but with God's strength and His intervention, you'll find you have more resolve
determination, and ability to change than you ever thought possible. He said, "Whatever
you ask in prayer, believing, you will receive" (Matthew 31:33).
This is what it means to "become a new creature in Christ Jesus" (3 Corinthians 5:17
KJV). Jesus coming into your life not only renews and purifies and regenerates your
spirit, but it also renews your mind, literally breaking old connections and reflexes and
gradually rebuilding it and rewiring it into a whole new computer system with a different
outlook on life and a new way of looking at the world, with new reactions to nearly
everything around you.
i
But it's impossible for you to make this change yourself. If you want this change, it's
necessary for you to ask Jesus to help. Some changes are instantaneous, others take
awhile—But ifyou ask Him for help and do your part, you'll be changed, because Jesus
changes people!
Following is what it means to "become a new creature in Christ Jesus"
83
(3 Corinthians 5:17. KJV).
Jesus coming into your life not only renews and purifies and regenerates your spirit, but
it also renews your mind, literally breaking old connections and reflexes and graduallyrebuilding it and rewiring it into a whole new computer system with a different outlook
on life and a new way of looking at the world, with new reactions to nearly everything
around you
Appendix 3
Don’t Act Like An Elephant!
by Thomas J. Stevens
Strange statement, isn’t it?
But listen carefully because it can make the differ'rence ofsuccess andfailure in your
business and private life.
So, let me explain...
} ou might know that in India elephants are usedfor manual labor. But what to do with
them when they are not working? How to restrain them?
Then handlers came up with the idea to "program” them while they are still very young -
by setting self-imposed limits into their thinking.
How does it work?
When the elephants are still small, weighing around 150 pounds, they get tied up with a
very heavy rope. All day long, the elephants try to get rid of it, whine, tug at it and some
oj them even try to chew it. But they can’t break free.
Finally, the elephants give up and the fight is over. And now it’s getting interesting...
From this moment on, they strongly believe that there is absolutely no chance to get rid
of the rope. They accept the ’fact" that the rope limits them.
And with this imprinted belief in place, their handlers are able to tie them with extremely
small ropes!
And even as adults, weighing 8,000 pounds and more, they never attempt to break free
because they "know" they have no chance at all!
As you can see, the elephants limits are not real, but exist only in their mind.
And also we at e programmed with built-in-boundaries. They are also not real but exist
only in our minds.
But with these imprinted beliefsystems, with these inner boundaries, we are unable...
84
*' to live our lives to the fullest
•’ to be successful as we could be
* to set and reach higher goals
■k
to make 10 times more money as we do now
* to build a successful business
* to get the promotion and pay increase we always dreamed of
* to fulfill our true dreams and desires
* etc.
But it hasn’t to stay this way. Our negative beliefsystems don't have to limit us for good.
Ifyou truly want to become successful and are not kidding yourself you can change your
inner beliefsystem, your attitude, and your inner boundaries.
You always have the inner strength; the personal power to change everything in your life
for the better. Just try!
So. never give up! Never act like an elephant!
Thomas J. Stevens, the author of this
article
APPENDIX 3
LEARNING REFLECTION HANDOUT MODULE 3
1. Identify some of the strengths of your leadership sty le:
2. Identify some of the weakness in your leadership style:
List down in points what changes you will make in your leadership style to be
more effective in reaching your personal vision and the vision of your
organisation.
i
4. What plans are you making to make those changes REAL.
5. What did you understand by Community mobilisation?
85
6. What is your view about
community leadership?
7. Explain Monitoring and its importance while working in communities?
i
8. What did you understand by Panchayati Raj Institution? Do you think it is
possible to work with them towards a common goal?
9. What can you do ?
Appendix 4
Picture for role play 5
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86
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APPENDIX 5
{Card 3.1 SHGs; Card 3.3 Education committee; Card 3.3 Health committee; Card 3 4
Livelihood committee. Card 3.5 Child development committee : Sample given below as
Appendix 5. Originals are in the Educational Pax.}
Card 3.1
SH&
(sou
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Self Help groups
87
Card 3.3
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88
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Ministry QuaCity
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90
MODULE 4
Ministry Quality
Module Overview:
Being the final Module, This Module links key learnings from the previous
i
Modules and moves on to build exercises that equip CDCs to engage in
documentation and monitoring exercises that are critical to evaluating World
Vision’s work. Participants participate in an experiential learning game through
which they internalize the LEAP learnings and how important rendering quality
work is. They discuss World Visions DME tools and techniques practically with
the tools on hand. They then create stories through which they clarify their
understanding of input, process, output, outcome and impact. Participants
then undertake an ‘Alphabets word making game” through which their role is
highlighted in the programme.
Module Objectives:
By the end of the Module 4, the CDCs will
Identify actions and challenges in ensuring quality in their work towards
the core values and mission.
•
Participate in an experiential learning game that highlights how poor
quality impacts transformation and all of World Visions’ programmes.
•
Describe how their work contributes to World Visions’ global work
•
Analyse how the inputs, activities and outputs of their work contribute to
the outcomes and impact in individuals, families, communities and World
Vision’s missions
•
Practise World Vision’s DME systems
Time: 5 hours Group Size: 30 - 50
91
Module Layout
S.No
| Steps
1.
Recap of the previous I Discussion
and
day
2.
Time
presentation
Actions and challenges
Group work
executing
quality ■ Discussions
Materials
10 minutes PPT Slide 3.39
introducing i PowerPoint
Module 4 Objectives
in
3.
Method
{PPT 3.39}
PPT 4.1
2 hour
linked
work. Ministry Quality
to group work
is all about execution.
PPT presentation
Understanding LEAP
Experiential learning
Handouts 4.1-4.5
Charts and pens
1 hour
Game
Discussions,
PPT4.2
Blocks
set
Educational Pax
PPT
PPT
presentation
4.
5
World
Vision’s
DME
Practical discussions
framework and tools
demonstrations
Programme Theory
Discussions
30 minutes
1 hour
Handout 4.6
20 minutes
PPT
Telling stories
PPT presentation
6.
Sum up
Alphabet experiential
learning game
PPT Presentation
Key Messages:
1. Quality is ensured through execution according to the values and
principles that guide the programmes.
2. Understanding the "big picture’ makes for meaningful participation in all
aspects of programmes assigned or developed.
3. The CDCs are the vowels in the World Vision collection of alphabets. The
CDCs work is critical to achieving World Vision’s mission.
4. Quality inputs and activities contribute to quality outputs, outcomes and
impacts.
92
t
from
Process:
Step
Recap of the
Discussion
10
PPT Slide 3.39
1.
previous day and
PowerPoint
minute
{PPT 3.39}
introducing Module
presentation
s
PPT 4.1
4 Objectives
a.
b
i
i
Greet participants and ask them what the key learning was from the
previous day’s session on Poverty and Development. Project PPT 3.39
T PPT
Key Messages of Module 3 :
3.35
•
Community mobilisation leads to empowering leadership.
•
Community mobilisation focuses on building the strength ofthe community based
organisations (CBOs) and their members by empowering people and providing an
environment for them to achieve team or organisational objectives.
•
Leadership is the manner and approach ofproviding direction, implementing
plans, and motivating people. Imbibing the cultural trait of 'empowering
leadership ’ is possible through community mobilisation.
7 he WVI Organisations goal linked with the Panchayati Raj Institution foresees both
a developmental entity as well as a change agent in communities.
b.
Discuss with participants how in the previous day’s they have been
exposed to different topics and how each is important to the CDC
work. Introduce today’s sessions by discussing the day’s objectives
from PPT 4.1
(
PPT
4.1
| By the end of the Module 4, the CDCs will ~
•
Identify actions and challenges in ensuring quality in their work towards
the core values and mission.
•
Participate in an experiential learning game that highlights how poor
quality impacts transformation and all of World Visions' programmes.
•
Describe how their work contributes to World Visions' global work
•
Analyse how the inputs, activities and outputs of their work contribute to
the outcomes and impact in individuals, families, communities and World
Vision's missions
93
»
Practise World Vision's DME systems
j *
c.
Step 2.
1
Move to Step 2
Actions
Group work
challenges
in Discussions linked to
executing quality group work
work
PPT presentation
Understanding
Ministry Quality |
2 hours
PPT4.2
Handouts 4.1-4.5
Charts and pens
a. Ask participants to quickly recollect what the core values of World Vision
are. Repeat correct answers. Then ask them what some of the Mission
thrust areas are. Explain this by asking participants to name some of the
key programme areas World Vision is involved in. From what they say,
repeat the ones related to WVI’s mission thrust areas.
b. Divide the participants into the 5 GIRD ME groups. Give each group one
of the handouts {4.1 to 4.5} at random. Explain each Handout briefly.
Highlight that earlier, they learnt what WVI’s core values and mission
was. Now you are asking the participants to relate these to their work.
Let them know that you understand they have a challenging job. Invite
them to be frank and open.
c. Give them 15 minutes to complete the handouts with their experience.
d. At the end of 15 minutes invite the first group to show the picture they
have or point to the same in the CDC GIRD ME Handbook. Ask them to
share their discussion points. At the end of each presentation summarise
some of their affirmative experiences of transformation briefly.
e.
Follow
the
same
procedure
as in
Step
2.d
for the
other four
presentations.
f.
Link their presentation content while discussing ,
merit in program quality. World Vision India has continued to
grow in programme size, budget, and CIP number over the past several
years. There has also been an increased Emphasis to grow in relatively
new programming areas such as HIV/AIDS, Food Programming, and
MFI. All these new initiatives tend to use ADPs as a platform for their
sector specific programs. In several contexts of our work, World Vision
India operates with a limited pool of competent staff. Often ADP staff
94
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who show some level of competency get promoted to different positions
re.g. to a grant funded project or to a national office based position) or
they simply leave the organisation. Growth in programme quality
requires investment in hiring the right staff ongoing staff capacity
building and mentoring, and incentives for the competent staff to stay in
I
the ADPs. While the capacity building efforts of various offices should be
closely scrutinised, they should not be viewed as overhead costs as
such.
Access to technical resources: History tells WV offices invest a lot of
•
technical resources in bilateral and multilateral grant-funded projects.
Technical experts from support, regional, and national offices. In addition
external consultants are usually involved in the design and evaluation of
grant-funded projects. These projects tend to have a high number of
technically qualified staff compared to the investment WV India makes in
privately funded ADPs working in multiple sectors. Emerging TDI data
shows the need for us to strengthen the quality of technical interventions
in our projects (e.g., nutritional status of children, access to safe water,
etc.). Lack of access to technical resources and expertise at the ADP and
national office level is a major hurdle for achieving higher levels of
program quality beyond the community empowerment processes. For
example, India as a country where a high proportion of ADPs show
significant levels of malnutrition among children less than 5 years would
need to increase the nutritional focus of their programming and require
enhanced expertise in this area.
• Enabling an organisational environment for ministry quality:
i.
Leadership
Competency:
Mainstreaming program
quality
is
a
leadership task. This is one of the reasons for this Workshop for
CDCs. All CDCs are leaders in the communities they work in.
ii. Clarification of roles and. responsibilities of various stakeholders: The
role of various stakeholders such as CDCs program managers, line
management, and technical support staff at National and PMO Offices
95
needs to be defined and clearly communicated. Ask CDCs to describe
their job descriptions. Repeat correct responses.
g-
Link the CDC experiences when discussing the theoretical core
areas of ‘Understanding Ministry Quality’ using the over head
projector or PowerPoint projection.
h.
Step 3.
Move to Step 3
Understanding
LEAP
Experiential learning
Game
Discussions, PPT
presentation
1 hour
Blocks set from
Educational Pax
PPT
a. Play the Game “Building Blocks, the steps of which are enumerated
below:
•
Place the Building Blocks set from the Educational Pax on the Table. Place
the cloth for blindfolding on a chair nearby. Ask for three volunteers.
•
Point to the blocks placed randomly on the table and tell one of the
volunteers that she/he is a CDC, another is a World Vision Manager and
the third volunteer is the Consultant. .
•
Ask all three by turns (Tf you were to build a tower with these blocks,
estimate how many you would be able to pile up in single file uj wards,
before they fall?”
•
Record their estimates.
•
Now, ask the CDC,” If I were to blindfold you, estimate how many blocks
you would be able to pile up without any falling? Then ask the Manager
and Consultant how many blocks would the CDC be able to pile up
without any falling?
•
Record the answers (normal and blindfolded) on the board or on a sheet of
paper visible to the participants.
•
Now, blindfold the CDC and ask him/her to begin piling the blocks. The
Manager and Consultant can guide, encourage and give directions to the
CDC in piling the blocks but cannot touch the blocks physically.
Count
and record the number of blocks piled before they fell.
96
I
b. Note whether the blocks piled up were more or less than the CDCs and
others estimated. Ask the CDC how he or she managed to pile up the
blocks. Link what the CDC says to the detail to quality that the CDC
focussed on. Discuss how, if the CDC did not ensure that each block
was
kept aligned perfectly with the previous one, if that quality was not
maintained, the blocks could not have been piled up. Discuss how the
CDCs mind, hands, whole body were focussed on quality of work during
the game. Sum up with saying that for reaching heights quality is
essential. Link to need for quality at every step. Discuss practicalities eg
the pressure on CDCs to deliver high quality design documents and reports
and to respond to communications in a timely manner could affect their
ability to build and maintain relationships with the people they serve.
E.g. .A design developed on the basis of the overall needs of the whole
community
could stand in the way of a project responding to the
immediate needs of
individual sponsored children. We should
recognise
that it is not always possible to aim for high quality in
all variables of
define and aim for is,
acceptable
levels of quality in relation to its different
variables while
ensuring the
fundamentals of transformational development
processes
are
not
compromised. It may be useful to discuss the TD frame here
briefly.
program quality. What is important to
s
c.
Ask the consultant and Manager how they contributed to the CDC
success. Link what they did to mentoring; supporting and ensuring
quality was kept. Discuss how the focus on quality is higher when the
CDC still has to reach the estimated numbers given by them. Discuss
how the focus on quality changes once the CDC reaches the estimations
given by them. Reinforce how CDC was allowed time and space to build
their competencies, apply them in their work and reflect. The same
principle can be applied to their work in order to continue to improve.
d. Discuss the blocks. Ask the group if one block would have made the
i
tower. Discuss how each block place with quality is critical to making the
tower. Link these discussions with the LEAP theory.
e. Discuss the theoretical aspects of LEAP using the PowerPoint or PPT
presentation.
97
f.
Ask for clarifications at the end of the step.
g. Move to Step 4
Step
4.
World vision’s DME
framework and
tools
Practical discussions
demonstrations
30
minute
s
World Vision’s records
a. First begin by sharing about the needs for Assessment, Design or
Redesign, Implementation and Monitoring, Evaluation, Reflection and
Transition
b. Then introduce some key records required for the CDC to maintain and
explain what needs to be recorded, why
c . Conclude by showing the CDC the importance of entering comprehensive
correct information and the impact that information has on the overall
World Vision’s programs and mission.
5
Programme Theory
Discussions
Telling stories with
creative solutions and
impacts
PPT presentation
1 hour
Handout 4.6
a. Divide the participants into five groups. Give each group the following
handout 4.6
$1
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b. Ask each group to narrate a story {of five minutes duration} which
explains an input in the work of a CDC, activities done, what the outputs
outcomes were and what happened next. Story needs to be interesting,
real and empowering. The activities need to relate to work the CDC does.
Explain that the impact of what happens would be beyond the CDC and
the community. Give the groups 15 minutes to prepare their stories.
c
At the end of each story highlight and reinforce what in the story were
the input, process, output, outcome and impact. Link to key information
on World Vision’s DME thrusts.
98
i
d. Move to Step 6
6.
i Sum up
1
Alphabet experiential 20
learning game
minute
PPT Presentation
s
PPT
a. Give each group the Alphabet set from the Educational Pax. Ask each
group to make as many words as they can with the alphabets given in
the two minutes time given.
b. Participants will try and not be able to make any words.
c. Ask them why they found it difficult to make words, considering there
were so many alphabets given.
d. Link their answers to the fact that no vowels were given to them
e. Link the role of the CDC as vowels for word formation. The job
description of the CDC can be discussed in great detail here in such a
way that the facilitator highlights their importance in delivering the
services at community level for enabling World Visions to live by the
mission and values it strives for.
f.
Conclude by asking participants what the key messages from the Module
were. Encourage them to look at ways to imbibe the Cultural Traits in
this Module too.
g- Project PPT and discuss the slide
Key Messages:
I
Quality is ensured through execution according to the values and
h
principles that guide the programmes.
Understanding the (big picture’ makes for meaningful participation in all
aspects ofprogrammes assigned or developed.
4- The CDCs are the vowels in the World Vision collection of alphabets The
CDCs work is critical to achieving World Vision’s mission.
Quality inputs and activities contribute to quality outputs, outcomes and
impacts.
99
1
Feedback form
Dear COLLEAGUE
Thank you very much for your help with reviewing the GIRD ME CURRICULUM FOR
Community Development Coordinators PACKAGE which contains the followino
1. A Facilitator Module.
y
2. A Participants’ Handbook
3. An Educational Pax.
Here are some general issues we hope you wiil think about as you look at the materials
• what material is missing from the MODULES
•
what material is unclear, or not relevant, or not to the point
•
Are the methods, stories and examples helpful and realistic, and if you have a
suggestion for a story, or a story you can share that would convey a message better
(We expect the material to be more fully illustrated in the final versions )
•
what other parts of the MODULES should be illustrated to make them clearer
7°
Objectives of each of the books are given separately. In each book:
101
1.
Does the overall content in line with the objectives?
2. Are the exercises, methods used clear?
i
3. What is your opinion of the “in verbatim” explanations given in areas of the
modules?
4. What is good about the MODULES?
5. What do you think is most important take home learning that the CDCs will get at
the end of each Session? Is it aligning with the key messages included?
6. Are the exercises and facilitation content gender and rights-sensitive?
7. Give us your opinion on ways this GIRD ME CURRICULUM PACKAGE can be
used for TRANSFORMATION aspiring to WORLD VISIONS MISSION
8. Any other comments
SIGNATURE
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