1. A Perspective
Knowledge of the subject matter and skills in communication are important. Just as important is the workshop Staffs' value with regard to their faith and trust in the potentials of the participants. This value needs to be communicated in their attitudes, words, actions and in all aspects of their conduct with the participants. The workshop Staff needs to see beyond the participants' lack of formal education or whatever other superficial limitations which may be apparent. They need to believe that life experience of participants are a rich source of knowledge and wisdom. It is this fundamental belief in the unique contribution of each person and the workshop staff's thorough preparations which can make a difference between success or failure of the workshop.
2. The Role of the Facilitator
The Facilitator within this context is not a "banker" who possess all the knowledge which she doles out or communicates to the participants. The Facilitator contributes her own experience and knowledge but she is not the only source. Each participant has a lot to contribute to the fund of knowledge of the group. The real "banker" therefore is the group. This "bank" will be solid to the extent that each one makes the most effort to build up this "fund" - and not just from one source.
The role of the Facilitator is not like that of a teacher. The teacher "banks" in knowledge she has to the students. Rather, the Facilitator manages various elements in the workshop process so that the wealth of knowledge from each of the participants can be shared by everyone. The Facilitator synthesizes what has been shared by participants and at a certain point makes her own contribution. She consciously underlines what has been the outputs of the group, separate from what she has added. In this way she gradually increases the sense of self-worth of the participants, as they see their own contribution in the workshop.
See Figure 2 for an illustration of the role of the Facilitator and the role of participants through stages of work.
3. The Role of the Workshop Monitors
Workshop Monitors (those who assist the Facilitator) as the title suggests, monitor the process of the workshop from afar. This is an important function in a workshop. The Facilitator is generally focused on the running of the activity and therefore cannot be aware of everything that goes on in the workshop room. The Monitors therefore need to be continuously attentive to what is going on in the workshop room. For example, monitors should be observing the level of participation. They can discretely encourage the shy ones. Monitors should sometimes remind the Facilitator about something which the latter may have missed, etc. Monitors should have extensive notes of what they think should be improved. These are discussed at the end of the day with the Facilitator during the workshop Staff Meeting.
4. The Use of Symbols and Illustrations
The use of symbols and illustrations is greatly encouraged. Symbols are used in three ways in this Manual.
First as a tool for imagination and creative thought. For example symbols are used in the self-introduction of participants. This requires the participants to think creatively rasher then just writing their names, occupation etc. Another important reason is that it promotes a sense of equality among those who are literate and those who are illiterate,
A second use of symbols in the Manual is in the illustration of complex concepts, such as the flow of a message from sender to receiver in the Activity on Communication. These symbols are then carried through in succeeding work as a tool for recalling the contents previously covered.
A third use of symbols in this Manual is as marker of the Facilitator's synthesis et the end of a Topic or Activity or Module.
5. Workshop Materials
Simple lines and curves are intentionally used for the symbols and illustrations such as drawing pottery. During the testing period we have found that workshop participants found it easy to draw.
The use of newsprint is encourage. We have found that because Facilitators are not presented with a "finished product" such as printed posters, etc. they have a stronger and deeper grasp of their material as they prepare their materials in newsprint. Furthermore, Facilitator's materials elicit participation from workshop participants as well as participants color or add something to what the Facilitators have prepared.
Opting for the use of newsprint instead of printed posters has been intentional based on the following reasons: (a) the workshop Staff are to study and prepare their material more thoroughly; (b) in writing on newsprint, the workshop Staff reinforce their grasp of the material; (c) these materials are used for several Activities within the workshop and therefore are not lost (materials are erased if one used the blackboard or transparency for example); (d) newsprint are available in remote counties/townships; (e) relatively cheap (compared to printed posters); (f) do not require electricity (if we used transparencies we need electricity); (g) the participants can refer to these newsprint when they do sub-group work.
6. Workshop Environment
Research has shown that the workshop environment plays an important role in facilitating learning. The more contact participants have with one another the more participation generally occurs. The more participation there is the more chances for internalization of important ideas. Value change can occur more easily for both the participants as well as for the Facilitator because what results is a more personal investment in the process of learning.
The workshop Staff needs to constantly remember that it is through personal investments that participants take the small but important steps in this process of self-empowerment. Every victory a women experiences against her self-imposed limitations is a step towards empowerment. Overcoming her shyness for example by speaking out her mind, and other succeeding small steps during the workshop are important building blocks in this process of self-empowerment or self-reliance.
Among the various important elements in establishing a facilitative environment are: (a) the room arrangement; (b) size of the groups; (c) Timing and Pacing; (d) Setting a culture of communication; (e) role of monitors.
Room Arrangement
During a workshop there could be different groupings for different purposes and room arrangement could be done according to the various purposes. For example at the beginning of the workshop, the Facilitator would need to explain the methodology and other related information which participants would need to understand. If the purpose is to provide information for all participants, the room arrangement could be made in such as way as to make sure that each participant would have a clear view of materials which the facilitator would be posting on the wall.
See Figure 3 for suggestions on how the room could be arranged for various purposes. These considerations could also be used for Orientation Meetings which the WPD project personnel generally undertake in the villages prior to the formal 60 - 70 hour workshop.
Group Size
Majority of people find it difficult to talk in a big group of strangers or even among people who know one another, if they do not have experience to speak in such situations. It is much more so for rural women who have no or but a few occasion to speak their minds or express their feelings. For example, illiterate women generally feel they have nothing to contribute in a discussion in spite of their long years of life experience. This is due to among other things, their own perception of themselves and reinforced by people in their society who have considered them inferior.
The determination of group size during the training process together with the provision of other structures could diminish the negative effect of the above influence. These group discussions and/or group work are critical settings where women start to build up their self confidence. It is also in this setting where they begin to discover their own potentials as well as those of others.
It has been our experience in the WPD project that the ideal group size for group discussion and/or group work is between 5-7 persons per group. This allows for each member to be able to participate fully. When groups are too large members of the group tend to depend on the more vocal ones and the creative process in group work could be affected negatively. In such a situation, participants would miss the small but important steps in building up their confidence and an opportunity for self discovery.
Timing and Pacing
Creative process within the group and substantial outputs of an Activity can occur if the Facilitator is skillfully facilitating the process where individuals in the group are able to make their contribution in group work or discussion. Effective timing and pacing is important to be able to do this.
Time is a precious resource. The Facilitator has therefore the responsibility to manage it effectively for and with the participants.
Managing appropriate timing as a tool to elicit creative thought and produce group output. Once time is allotted for an Activity, the Facilitator and the workshop group in effect have some kind of unwritten contract to fulfill the given activity within the time given. This means that time allotted to a given Activity is observed. At the same time the Facilitator needs to be sensitive to allowing for more time, if the group is in the midst of critical and important discussion. She warns the group from time to time to let them know how much more time is left to finish what they are doing.
In a situation where the group is sluggish and bored the Facilitator could stop the work or discussion. She focuses on the work atmosphere instead. This is discussed as a group so that lessons could be learned. After this short discussion on the climate or atmosphere in the group, they proceed to work or discuss the main Activity which they had left earlier.
Another important element which the Facilitator needs to be sensitive to is pacing. This consists in creating a balance of healthy tension and slack or comfort among participants. Time allocated for an exercise could be used as tool for tension as described above. A well timed joke could ease tension. But perhaps more than any other thing, the friendly attitude and conduct of the staff is that which provides a relaxed atmosphere for creative work. This balance between creative tension and a sense of comfort results in creative thinking and enthusiasm among participants.
Another consideration related to pacing is how the facilitator moves the work or discussion process from one stage to another. This means that Facilitator needs to be aware of when outputs from stage are accomplished so that she can move the next stage. For example, there are times when the time allocated for an Activity may be too long. This could mean that the participants want a slightly faster pace and the group could move on to another Activity. On the other hand it could be that the pace is too fast and participants feel that they are being rushed. Outputs could mean that participants are only trying to accomplish a requirement and not really internalizing what they have learned. In both cases (slow pace and fast pace) learning could suffer.. A balance is needed.
Village Folk Communication Culture
Writing and reading as communication forms are generally secondary tools for village folk. Oral and visual forms of communication are more attune to village culture. Research has shown that recall capacity (ability to remember) among those who are illiterate or semiliterate is much more heightened than those who use the written form. Only those who have had formal education are comfortable with the written form.
As Facilitators, we have an obligation to find the best way to communicate our ideas to the specific group of women when we work with them. Accepting the reality that village folk have a different (not inferior) communication culture is already the beginning for our search for the best medium of communication.
Adjust to Physical Conditions
These workshop sessions are generally held in village schools or someone's court yard in the village. At times there is no electricity. In many cases these sessions are held in winter time and there are no heating facilities in these village schools and courtyards. It is therefore important for the workshop Staff to acquaint themselves with the physical setting of the workshop so that they may anticipate the needed adjustments, such as the best time or length of sessions per day or night.
7. Feedback and Staff Meeting
Feedback sessions and Staff meetings are essential activities which could help assure qualitative outputs. These sessions are held every day - usually at night.
The Feedback Session
Facilitator solicits volunteers from among participants for a Feedback Session. The purpose of this discussion between the volunteers and the staff is so find ways on how to improve the workshop. This is one mechanism to make real what the workshop philosophy is shared responsibility between the workshop staff and the participants. These volunteers could serve for each activity or for one topic covered. Volunteers meet with the workshop Staff at the end of the day. Volunteers should take the perspective of the participants rather than just their own during this Feedback session. This session should not last more than 3045 minutes. Suggested Guide Questions for these sessions are the following:
(a) What have the participants learned ? Major ones?
(b) Which areas were unclear and why?
(c) Are they satisfied with the level of participation? If not why not?
(d) Are they satisfied with the learning atmosphere (do they perceive the workshop
Staff as helpful and friendly? Are they being rushed? Is the pace too slow? etc.)
(e) What improvements would they suggest to the workshop Staff in terms of:
· the learning process
· the over-all management of the workshop
· physical arrangements
· others
The Staff Meeting
The workshop staff meeting could also be called a "feedback session", since it is during this time that the workshop staff reflect on the work process. For terminology purposes to differentiate from the feedback session with the volunteer participants, we shall call this the Staff Meeting.
There are three objectives for this activity. The first is to determine how best to improve the way the workshop is being run. The second is to clarify various assignments for the next day of the workshop. It is during this meeting when the Workshop Team Leader assigns tasks as required. Assignments are discussed and should be clearly understood by everyone. The third is to improve the skills of the staff in analysis and problem-solving to find ways to improve the way they conduct the workshop. It may be noted that the first two objectives are for the immediate needs of the workshop. The third objective is for long term investment in staff development.
It would seem logically that this Workshop Staff meeting be done after the Feedback session so that the staff can incorporate what they discussed with the volunteers during the staff meeting.
8. Assessment of the Learning Process
In the process of assessing or evaluating the impact of the workshop one needs to reflect. This process of reflection serves both the workshop staff and the participants in different but nevertheless important ways. The participants can gain added confirmation of their own achievements in this workshop. In the process, they can improve their skills in analysis and expression of their own thoughts and feelings. The workshop staff can draw validation of where they have done well and where they need to improve. But perhaps most important to the staff would be the experience of seeing what contribution they have made in making each rural woman more self-reliant.
The Manual contains three modes or tools for assessment of learning. Each one has been tailored to suit the needs of each particular group.
End-of-Module Evaluation
(use for and township personnel)
An evaluation by participants is done at the end of each Module. This includes an assessment of the various activities in terms of what they learned and what would be practically useful to them. It also includes their assessment of effectiveness (or lack of it) of the workshop Staff.
The Learning "Temperature Chart"
(used for village women)
The Workshop Staff needs to make a poster on newsprint like the one in Figure 4. This is posted in the workshop room for village women. They are asked to individually mark at the end of each Activity.
End - of - workshop evaluation
For both project personnel and those for village women, workshop participants generally wish to express their thoughts about their experience. We should encourage this. This could be incorporated into the Closing Ceremony or held as the second part of the last Module evaluation.
FIGURE 2: TASK FLOW - FACILITATORS AND PARTICIPANTS
FIGURE 3: SAMPLE OF ROOM ARRANGEMENTS - MEETING OR ORIENTATION
FIGURE 3: SAMPLE OF ROOM ARRANGEMENTS - GROUP DISCUSSION
