Module 1: The role of persons in organization building
Topic 1: Setting a tone for participation
Topic 3: Why organize ourselves
Module 1: The role of persons in organization building
MODULE 1: VISUAL AIDS
M 1- 1 |
Self Introduction |
2 |
Summary of Self-Introduction |
3 |
Summary of Expectations |
4 |
Draft Agreement of Participation |
5 |
Participant Contribution in Running the Workshop |
6 |
Teacher-Student Learning Process |
7 |
Participatory Learning Process |
8 |
"Eight Golden Steps" |
9 |
Roots, Indications and |
Consequences of Women's Low Status | |
9 - A |
The Broken Jar |
10 |
Approaches in Raising Women's Status |
10-A |
The Whole Jar |
11 |
We Are One |
12 |
Life Cycle |
13 |
A Farm Scene |
14 |
Communication |
15 |
List of Items and Prices |
16 |
Cooperation |
17 |
Trust |
18 |
Synthesis of Module I |
INTRODUCTION
The key concept in this Workshop is participation. This is based on the belief that each person regardless of background has her own potential to achieve her own goal in life as well as her own unique contribution to her own family and community. Furthermore, that in this context we are working with adults who have years of experience to draw from and contribute in the learning process.
The word facilitator is used intentionally and not the word trainer. The word participant is also used intentionally to connote the sense of partnership between facilitator and participants working together as opposed to the word "trainee" where the flow of experience and knowledge is from "trainer to trainee".
This first Activity is the initial step in organization building. It is our belief that persons themselves build their organization, not the external procedures imposed on them. Activities are designed to give participants a chance to reflect on their current situation and what changes they want to make in order to achieve their aspirations. After reflecting on the external environment or their situation, participants are given a chance to reflect why organization building is essential to attain the changes they wish to accomplish.
Once a decision is reached to organize themselves, participants are then given a chance to focus on the essential foundation of an organization - their own person. The last segment of this Module therefore focuses on their individual potentials and weakness. Other key elements needed in the process of establishing an organization, namely: communication, trust, and cooperation are dealt with in this Module.
OUTPUT OBJECTIVES
By the end of 19 - 20 hours participants will be able to:
1. Understand the principle of participation as the key to organization building as well as for this Workshop;
2. Identify the root causes, indications and consequences why rural women have low status; identify approaches to improve their own status;
3. Internalize the need for organizing themselves;
4. Gain insights into the importance of each person with their potentials and weaknesses as the foundation for building their organization; internalize the importance of communication, cooperation and trust as important elements in organization building.
Background Rationale
Participation is the key to whether this workshop will be a success or not. The results or outputs of the workshop will be determined by the whether the Workshop staff are able to draw out ideas from participants. Ideas and experiences of participants are the main content of this Workshop. The workshop staff have to communicate in attitude, word and conduct their belief in the fundamental belief that each participant has something to contribute in this workshop.
Facilitator sets the tone based on this principle by being kind and friendly. She sets the pace by managing time effectively. She needs to be sensitive to how participants are actually learning with her pace or not.
This Topic has three parts namely (a) self-introduction as an important first start into this participatory principle; (b) articulating participant expectations and workshop staff expectations; (c) an introduction into the participatory process. These three parts will be structured into activities, which are intended to elicit participation.
This sequence of activities should be followed. Note that the Facilitator does not lecture in the beginning like a teacher. It is only at the end where a short lecture is given under the section on Workshop Philosophy. As was mentioned earlier under the section on Notes for Facilitators, theory is used to synthesize group experience and outputs.
OUTPUT OBJECTIVES:
By the end of 4.5 - 5 hours, participants will be able to:
1. Introduce themselves to other participants and in the process gain some self-confidence in being able to speak before the group and speak out their own thoughts;
2. Realize that the group has many years of experience which can be tapped for the process of building the group;
3. Discuss participant and staff expectations of the workshop as a basis for an "agreement " of expectations from each other in order to achieve the objectives of the workshop;
4. Internalize the concept of participation as the workshop philosophy.
Time |
2 hours |
Methodology |
Participatory introductions /dialogue |
Steps |
Preparations:
Visual Aid M 1 - 1; Visual Aid M 1 - 2; Guide Questions on newsprint;
Materials
Metaplan cards (sheets of paper cut 21 cm by 40 cm i. e. 32 cuts in Chinese measurement). There should be 4 pieces per participant, training staff, observers; Newsprint; multi-colored marker pees; tape; scissors; chalk/backboard.
Instruction For Facilitator (1)
2. Facilitator welcomes the participants and sets a participatory tone. We must remember that these women are not used to being treated as participants in the process of learning. They are used to a "teacher-student" relationship. Facilitator therefore should set a new tone by being friendly and inviting. She thanks the people who helped in the preparation of this workshop. She names and thanks those who helped in preparing for this first day of the workshop.
3. She writes the Topic on the blackboard and the three Activities under this Topic. She tells the group that they will begin with Self Introduction. She encourages the participants by saying that it is true that many of them already know each other, but that this Activity could reveal new things. She tells them that this Activity will also give each one a chance to use their imagination in the way they introduce themselves.
4. Facilitator further explains that we will use the Metaplan technique in the Self-introduction. Metaplan is a technique which elicits imagination and creativity from participants. It also sets a tone of equality. It does not matter whether we can write or not. All we need is imagination and creativity. This activity could be fun.
5. Facilitator asks 3 participants to help her distribute Metaplan Cards and marker pens. Each person gets four Metaplan Cards. The set of multi-colored marker pens could be used be the group so that they have options on colors they want.
6. After each participant gets 4 Metaplan Cards, facilitator explains the Activity.
Task Instructions: Self Introduction
1. Each one is to make a symbol of their name, occupation, years of experience and hobby. You have l 5 minutes to do this individually. The only thing you are allowed to write are the numbers under the "years of experience". All other information must be in drawings of symbols.
2. After 15 minutes, anyone can volunteer to explain the drawings they have made on their 4 cards. We are asking you to come to the front to explain your drawings.
Instructions for Facilitator (2)
7. Facilitator posts Visual Aid M1- 1: Self Introduction. Be sure to post two or three other extra newsprint on the wall, so that there is enough space for all participants, workshop staff and observers to post their 4 cards. Newsprint headings: (See Visual Aid M 1-1)
8. Facilitator could introduce herself first using the Metaplan cards. But if she thinks the group is enthusiastic enough that they want to do this first she encourages them and introduces herself later. Monitors should do the same. Remember each one has a function in this workshop. Principle of shared responsibility.
9. During the process, Facilitator from time to time makes encouraging remarks and acknowledges efforts participants are making and the imagination they show. Give extra encouragement for the shy ones.... the illiterates.
10. Give enough time for each participant. Do not rush. They are generally shy and need a lot of encouragement.
11. Facilitator and Monitors make notes. Use the format in Visual Aid M 1 - 2.
12. Monitor posts the results of the Self-Introduction, using Visual Aid M 1 - 1. Facilitator highlights some points in the summary.
Task Instructions: Group Reflection On Self Introduction
1. Kindly form yourselves into groups with 5 (or 7 if Facilitator thinks this is better) members in each group. Arrange your chairs in such a way as to make yourselves comfortable so that it is easy to talk to one another.
2. We will now reflect on what we have learned from this Activity which we just finished. There are Questions on the newsprint which could guide your discussions.
3. You have 15 minutes for discussion. Select someone to write down important points which you discuss. After 15 minutes one of you will then report to the large group, the results of your small group discussion.
Guide Questions
(On newsprint)
1 Did you enjoy yourselves in this activity? Why or why not?
2. Did you learn new things about yourself? What are these? (can overcome shyness? etc.)
3. Did you learn new things about others? What particular things did you learn of 2-3 persons in the group?
4. Name 2-3 persons you want to know more about.
Instructions for Facilitator (3)
12. Facilitator summarizes on the blackboard the results of group discussions . Use blackboard and chalk. Use headings below.
Reasons for enjoying Activity |
New Things Learned |
want to know more about | |
self |
others |
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13. Facilitator synthesizes the Activity emphasizing the following points:
Synthesis: Important Points
1. You seem to have enjoyed the Activity and learned a lot (Facilitator refers to some of the important points from the summary of the discussions of participants). I myself have learned new things. For example, I felt encouraged by the great effort that you have made, because I know that many of you are very shy. I am sometimes worried that I will not be able to do my task as Facilitator. Because you have shown me that you have tried your best to overcome your shyness, I feel that I have gained some strength from all of you to overcome my own lack of self confidence.
2. We have taken our first steps to increase our level of confidence. This is how we will gradually build our strength to overcome whatever barriers we have to regain our confidence in ourselves or to increase our confidence. In the process of doing this more and more in the workshop, we will find that we will have a better appreciation of ourselves. We might even be surprised of ourselves as we find our new talents and potentials.
3. Psychologists tell us that the more we are able to share our own ideas with others, the stronger we become. It is like opening new windows within ourselves, which we have kept closed for a long time.
4. I am therefore asking that each one continue to share their thoughts with others as we go along in this workshop. We must remember that educational background or lack of it or social status should not be used as an excuse to hold back our ideas. Look we have__ years of experience in this group. We are rich in experience, even if some of us do not have formal education. They are nevertheless rich in experience and ideas.
Module 1
Topic 1
Activity 1
Visual Aid M 1-1
Visual Aid M 1 - 1: Self-Introduction | |||
Name |
Occupation |
No.of Years of |
Hobby Experience |
Module 1
Topic 1
Activity 1
Visual Aid M 1-2
Visual Aid M 1- 2: Summary of Self-Introduction | ||
1 . Type of Occupation |
Total No. Years of Experience |
Total No.of Participants |
2. Types of Hobbies |
Total No of Participants |
|
Time |
1. 5 hours |
Methodology |
Discussion/lecture |
Steps |
Preparations:
Visual Aid M 1- 3; Visual Aid M 1 - 4; Visual Aid M 1 - 5; Guide Questions on newsprint; objectives of Module I on newsprint.
Materials
Newsprint; multi-colored marker pees; tape; scissors; chalk/blackboard.
Instructions for Facilitator (1)
2. Facilitator links the previous Activity and this Activity:
We had our first experience in what it is to participate fully in the previous Activity. We learned a lot about ourselves and others. This principle of participation will again be required of us in this Activity. Since we need to do this all through out the workshop, the more we do it the easier it will become.
The name of the Activity which we are about to do is "Expectation Setting". (Facilitator points to the Newsprint which has the headings for the Activities under Topic 1.) It is important for us to articulate our expectations of ourselves and for ourselves, from other participants and from Facilitator. The Facilitator and Monitors who compose the workshop staff, will also articulate their own expectations. This results in matching our expectations, so that right from the very start we will have an idea which among these expectations can be met and which cannot be met by this workshop. Once we agree on those things expectations would have in effect come to an agreement of how we work with one another. We could sign an "Agreement of Participation" which should contain our commitment to each other and a constant reminder to us all through this workshop.
Task Instructions: Group Work on Expectations
1. Kindly form yourselves into small groups of 5 persons per group.
2. I will give you Guide Questions for discussion. Please note that these are not "test" questions for pupils or students. They are simply a guide for your discussion. It could help in having some order in the way you proceed with your task. It can also be helpful in writing up the report of your discussions.
3. At the end of 15 minutes, each group will report the results of their small group discussion to the larger group. You therefore need to select a member to make this report.
Guide Questions
(Facilitator writes on newsprint ahead of time)
1. List 3 - 4 things you expect to learn from this workshop.
2. What 2 -3 things do you expect from yourself in order to acquire the things you expect to learn?
3. What 2 - 3 things do you expect from other participants?
4. What 2 - 3 things do your expect from the workshop staff?
Instructions for Facilitator (2)
3. During this group discussion Facilitator and Monitors go around and help groups by clarifying instructions or asking more detailed questions so that discussions can be enhanced. Facilitator should not "teach" participants what to say. This is their expectation, not the Facilitator's or the Monitor's.
Instructions for Facilitator (3)
4. Facilitator summarizes the reports from small groups. Use blackboard and chalk. Use headings as per Visual Aid M 1 - 3.
5. If there are expectations which cannot be met at this workshop, such as to have skills in pig raising, Facilitator tells participants that these cannot be met in this workshop, because our main focus in this workshop is the self, how to organize ourselves and how to prepare a business plan. Such needs could be met later as part of the group activities (after the workshop). Facilitator clarifies points if there are misconceptions.
Synthesis: Important Points
6. There is no synthesis however Facilitator links the results of this part of the Activity to the "Agreement on Participation".
We have now clarified our expectations of one another. We could perhaps summarize our expectations into an "Agreement". I have a draft of what this Agreement could contain. But this is a draft. It needs to be discussed. During the discussions, small groups could review this draft and make the changes they want to make, or add to it. Only after discussions, will we be able to finalize this Agreement.
7. Facilitator posts the newsprint which contains the draft: Visual Aid M 1 - 4 "Agreement of Participation".
Task Instructions: Finalizing the "Agreement of Participation"
1. Kindly form yourselves into small groups of 5 persons per group.
2. Please discuss the draft among yourselves and at the end of 10 minutes, please have one of the members of your group report on (a) what you want to change; (b) what you want to add. Your agreement.
3. We will then sign the " Agreement of Participation".
SIGNING OF THE AGREEMENT OF PARTICIPATION
Task Instructions: Participant Contribution In Running the Workshop
8. Facilitator proceeds with the last task under this Activity - Participant Contribution in Running the Workshop.
9. Facilitator posts Visual Aid M 1 - 5. She asks participants to volunteer for the various task groups listed on the Visual Aid. She explains each task area as follows:
Task Group 1: Feedback
Participant Volunteers to give Feedback to the Staff on the way the workshop is being run and what improvements are needed.
We need 3 volunteers for every day. Volunteers and the staff will meet after supper for 30-45 minutes.
Task Group 2: Energizers
Prepare and undertake "Energizers". This consists in soliciting volunteers from participants and staff to dance, sing or recite a poem or other similar activities. These "Energizers" will be used at the beginning of Activities or when the work is so heavy and we need a break.
Task Group 3: Order Keepers
Assist the Staff in (a) putting order in the work room and preparing for the work sessions; (b) in collecting Visual Aids at the end of the day.
Task Group 4:___
Other suggestions from the participants (Facilitator asks for suggestions)
Note that there is no summary and synthesis in this Activity. Participants would be very tired as this point. There was so much material and outputs. It is better done as the introduction for Activity 3.
Module 1
Topic 1
Activity 2
Visual Aid M 1-3
Visual Aid M 1 - 3: Summary of Expectations | |||
Want to learn about |
Expectations from self |
Expectations from participants |
Expectations from Staff |
Module I
Topic 1
Activity 2
Visual Aid M 1-4
Visual Aid M 1- 4: Draft Agreement of Participation
A Promise to Myself as Participant
1. I believe that I have a unique contribution to make in this workshop.
2. I am determined to participate actively.
3. I am determined to learn as much as I can.
4. I will make 100% effort to help others to participate.
5. I will be disciplined in being on time for all activities and in the way I conduct myself in all things.
A Promise to Myself as Facilitator
1. I believe that I have a unique contribution to make in this workshop.
2. I am determined to do my best as a Facilitator.
3. I am determined to learn new ideas from participants.
4. I will adhere strictly to " 8 Golden Rules for Facilitators", (Task Flow Process).
5. I will be disciplined in (a) the thorough study and preparations; (b) my time use; (c) the way I conduct myself in all things.
A Promise to Myself as Monitor
1. I believe that I have a unique contribution to make in this workshop.
2. I am determined to do my best with regard to tasks assigned to me and to be generally helpful.
3. I am determined to learn new ideas from participants and from the workshop staff
4. I will tee disciplined in (a) the thorough preparations and implementation of tasks assigned to me; (b) my time use, (c) the way I conduct myself in all things.
Module 1
Topic I
Activity 2
Visual Aid M 1-5
Visual Aid M 1- 5: Participant Contribution In Running the Workshop
Task Group 1: Feedback Volunteers
Day |
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2 |
3 |
4 |
5 |
6 |
7 |
Name |
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2. |
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3. |
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Task Group 2: Energizers |
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1. |
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2. |
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3. |
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Task Group 3: Order Keepers |
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1. |
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2. |
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3. |
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Task Group 4:___ |
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3. |
Methodology |
Discussion/lecture |
Time |
1 hour |
Steps |
Preparations:
Visual Aid M 1- 6; Visual Aid M I - 7; Visual Aid M 1 - 8; Guide Questions on newsprint;
Materials
Newsprint; multi-colored marker pees; tape; scissors; chalk/blackboard.
Instructions for Facilitator (1)
2. Linking previous Activities to this Activity.
Facilitator tells the group that at this stage of the Workshop the participants, Facilitator and Monitors would have had some experience of participation. This was brought about by:
(a) the fact that we all introduced ourselves in the same manner (Metaplan technique);
(b) acknowledged the fact that this group has___ years of experience which we said we would share in this workshop;
(c) that each one of us had a chance to speak and participate in group discussions;
(d) that based on the principle of equality we have signed a "Agreement of Participation";
(e) that we have agreed to share functions in running the Workshop through the formation of Task Groups.
We therefore have started the process of participation not only in speaking and discussions but we have started to participate in sharing the responsibilities of the workshop.
2. In this Activity called "The Workshop Method" we will analyze what this means for ourselves. It is important to reflect on this because method is based on a philosophy or a value which can become the foundation not only of this workshop, but the way we hope to work with one another all through the workshop and after the workshop in the women's groups which we hope we will form. The way we work in the workshop therefore is learning not only a way of doing things but the beginning of acquiring new values of EQUALITY AND DEMOCRACY.
Task Instructions: Group Discussion on "The Workshop Method"
1. Kindly form yourselves into small groups of 5 persons per group. Try to form new groups so that you will get to know more members.
2. I will give you Guide Questions again as I did in previous Activities. May I remind you that as I said earlier, these are not "test" questions. They simply guide your discussions.
3. Just like before, after 15 minutes, one of your small group members will report the results of your discussions to the larger group.
Guide Questions
(Facilitator writes on newsprint ahead of time)
1. Why do call this a "workshop" and not "training"? Try to recall what we have done in the previous Activities. Think of a factory. What do people do in order to produce something?
2. What is the difference between learning as adults and learning as children?
Instructions for Facilitator (2)
3. Facilitator writes on the blackboard the summary of their discussions. As she does this she tries to illicit more information from the group by asking questions once in a while.
Synthesis: Important Points
4. Facilitator synthesizes with the use of Visual Aids M 1 - 6 and M 1 - 7.
(a) Workshop method
This is a workshop which means that we will only be successful in what we want to learn and do, if everyone puts in their best efforts and participate fully. Being a workshop, we will have many activities and discussions by groups. This is like a factory, where sometimes groups will work on one part and another group another part in order to produce something. We need everybody therefore. If one is lazy or shy, then we cannot produce the best product. We need everyone to participate.
(b) Adults learning together
We are all adults and therefore each one of us has many years of experience to draw from in order to contribute to the group's fund of knowledge. We need not be shy even if we have only completed some years of formal education. Life itself is a teacher and even if we cannot read or write, informally we have learned many things through life. We need to share this accumulated knowledge with others. We must - each of us contribute in the discussion.
(c) We are all equal
We are all equal regardless of background. If one of us is farming vegetables, another selling handicrafts, another one a teacher, another one with a big house, another one with a small house, some can read and write others cannot, etc. WE ARE ALL EQUAL. Each one of us has something to contribute. This variety of backgrounds makes our group rich in experience. Because we have different backgrounds, we can help each other where we are weak. And we can share with others where we are strong or of what we know.
(d) Teacher-student versus Participation
In a teacher-student relationship, the flow of knowledge is from the teacher to the students. Our belief is that the teacher knows more than the students. It is like this illustration. (Facilitator shows Visual Aid M 1 - 6. The teacher is like this jar or pot which pours water (knowledge) to the empty jars or pots (students).
(e) Participation
Participation as a learning process is suited for adults who believe they are equal with one another. We believe that each of us has some knowledge and experience which we could share with each other. The Facilitator is one of us. She is not a teacher. She simply helps everyone to share their own knowledge. She too has some knowledge and experience which she shares with us, just as you have some knowledge and experience to share with her. We learn from one another . This learning process is true for everyone, including the Facilitator. It is like this illustration. (Facilitator shows Visual Aid M 1 - 7). Notice that the flow of water is more abundant. It is coming from everyone. Compare this with the "teacher-student" mode of learning. The flow of knowledge is practically one way - only from the teacher. Our work process should be as in this Task Flow which we call " The 8 Golden Steps". (Facilitator explains Visual Aid M I - 8).
Facilitator concludes by giving examples from the previous Activities. Self-Introduction was participatory. The way we expressed our Expectations was participatory. Our Agreement of Participation details how each of us will participate. The Workshop responsibilities are shared between and among the workshop Staff and the participants as in the Task Groups we have organized.
We will continue to use this method of learning in our workshop
Module 1
Topic I
Activity 3
Visual Aid M 1-6
Visual Aid M 1-6: Teacher - Student Learning Process
Module I
Topic 1
Activity 3
Visual Aid M 1-7
Visual Aid M 1-7: Participatory Learning Process
Module 1
Topic 1
Activity 3
Visual Aid M 1-8
Visual Aid M 1-8 :"Eight Golden Steps" Task Flow - Facilitator and Participants
Note that substantial tiem is devoted to evolving participant outputs. Facilitators time is spent mainly in structuring the Activity. Only Step 8 does the Facilitator add her own ideas. This structuring of work provides opportunity for participants to see their own outputs separate from that of the Facilitator. This is another step towards building individual and group confidence. Empowerment.
Background and Rationale:
This topic is critical in the process of building women's group. For their group to attain basic sustainability they themselves must be able to analyze their current issues which affect their lives and determine the needed strategies which could improve their situation. There are 3 phases under this Topic. The first stage is when we give the participants an opportunity to analyze their village situation as it is today. This is done from their perspectives as women. They need to identify the root causes of problems they perceive in their own present situation.
In the second phase they will be asked to determine which among the problems they can address within a 5-year period. In the process of transforming their village within five years to their "dream" village, participants will be asked to identify possible solutions and determine approaches to improve women's status in their village.
The third phase is an analysis of why group organization is needed to achieve the changes they want to make.
Output Objectives
At the end of 6 hours, the participants will have:
1. Analyzed the existing situation of women in their village; identified and analyzed the root causes, the indications and consequences why women have low status;
2. Identified the approaches to raise their own status individually and as a group.
Time |
2. 5 hours |
Methodology |
Discussion/ folk art work/lecture |
Steps |
Preparations:
Visual Aid M 1- 9; Visual Aid M 1- 9 A; Guide Questions on newsprint;
Materials
3 newsprint (newspaper size) per group; multi-colored maker pens (I set per group); tape; scissors; extra newsprint for facilitator; chalks; blackboard.
Instructions for Facilitator (1)
2. Facilitator picks up on some points which the women brought out from the;; Expectations, focusing on what the participants themselves see as problems they wish to correct as a result of this workshop.
3. Facilitator links the issues the participants raised in the Activity on Expectations, with the Activity at hand - Situation Analysis of "My Village Today" (from a woman's perspective). She further emphasizes the fact that we need to examine the root causes of problems we see in our current situation. We need to find the root causes of our problems first before we can find the right solutions for them.
Task Instructions: My Village Today (from a woman's perspective)
1. Kindly form yourselves in small groups with 5 members.
2. For 10 minutes you are being asked to discuss among yourselves how you perceive the situation in your village today. You should discuss this from your perspective as a woman. In other words to identify issues which are related to your needs.
3. After 10 minutes, the staff will go around and give each group one newsprint and a set of multi-colored marker pens.
4. As a cooperative effort among yourselves, draw a representation of your village with the ideas which you have just discussed.
5. After 20 minutes, one of your small group members will present the results of your group work to the larger group.
6. I will give you Guide Questions again as I did in previous Activities. May remind you that as I said earlier, these are not "test" questions. They simply guide your discussions.
Guide Questions
(Facilitator writes newsprint ahead of time)
Note to Facilitator:
These Guide Questions should be explained carefully. Not just post them like the other Guide Questions. Be careful however, that you do not make your own conclusions. Simply help them to understand the Questions.
Self
Are women in your village convinced of their own potentials? Are they independent enough? Are they bound by traditional thinking? Do they have sufficient functional literacy skills? Technological skills? Business skills? Do women plan their families?
Family
What is women's situation in the family? How much time is spent in household chores, working in the field, child care? How strong is woman's role in decision-making especially as regards money, education of the children; preference whether the boy or girl will go to school?
Community
What is women's situation in the community ? Participation in political and cultural activities ? Situation in relation to activities for income- generation? Acquiring technological skills? Credit availability? Opportunities for education, jobs, skills development? Literacy classes?
Basic Services
Availability of basic services for Mother's health, family planning, children's health? Situation of basic services, such as household water? Water for production? Environmental situation - are there pollution sources? What is being done about this? How does this affect family health? How does this affect production?
Instructions for Facilitator (2)
4. If after 20 minutes the Facilitator and Monitors see that sub-groups are not ready, Facilitator then asks the group if they want more time. If they do want more time, Facilitator then gives them another 10 minutes. Facilitator must remember the principle of time discipline as tool for creative thought and outputs. After this time extension, Facilitator should not give further extensions. This is the way you give a tone of time discipline at the very beginning of the workshop process. Facilitator and Monitors should go around during the group discussion and group work, giving encouragement and clarification but never to dictate what they have to draw.
5. Sub-groups present results of their discussions in folk art work. Give each group about 57 minutes. After the presentation, ask the other members of the group if they have anything else to add or modify in the presentation. As they present their folk art work, Facilitator points to some significant points. Encourages and praises their work.
Instructions for Facilitator (3)
6. Facilitator summarizes the presentation of the group and identifies the common root causes of the problems in the village. She makes notes on newsprint of the common causes of these problems. The focus of this summary should be what the women may have brought out in their drawings.
Suggested Summary headings:
Roots |
Indications |
Consequences |
7. Facilitator uses Visual Aid M 1 - 9 as notes to link in what they women have brought out of themselves.
Reminder: Visual Aid M 1 - 9 must not be posted until Facilitator is ready for Synthesis. If you do this, the participants will not think any more. They will simply copy what is on the Visual Aid.
8. Facilitator posts Visual Aid M 1 - 9. Facilitator then synthesizes or adds and enhances women's knowledge by using Visual Aid M 1- 9. This synthesis should be done as a combination of a dialogue-lecture (lecture and asking questions once in a while).
Synthesis: Important Points
9. These could be some of the possible issues women could raise.
(a) A culture of dependency
- a way of life and thinking of dependency
- serious situation of poverty: money and creative thought
- progress is slow in community - women (half of population) deprived
(b) Women's limited Participation in Economic Productive life
- women work very hard
- burden has increased (child care and more farm work)
- do not view themselves as important compared to men
- society generally do not view them as important as men
- are limited to what is given to them as their role
- traditional thinking sometimes is an obstacle
-women's self worth improves if they can engage in their own chosen activities
- their status with family and society improves with economic activities
- but women lack technological skills... productivity low
- lack capital to engage in " side line occupation"
- individual savings too low
- some lack literacy skills
- lack opportunity to learn business skills
- lack opportunity to use creative potentials
- her world view limited because she is not able to go far from her neighborhood
- community is deprived of potential new economic activities
- no "spin" effect
(c) Lack of good organization
- the poor thinks they have no resources
- do not believe in the potential of the group
- but we can get organized and mobilize our own resources
10. The following are "notes" for Facilitators. Preparation prior to the Activity is needed for the Facilitator to make her own notes of what she thinks and feels will need emphasis in a given particular rural group of women. She should not lecture all this material in the Manual.
(1) A culture of dependency
When we speak of a "culture of dependence" we mean a way of life and thinking of dependency. When this condition prevails in many households in a community, the various indications and consequences cited above prevail. A serious situation of poverty not only in terms of money, but creative thought permeates the community. When you think that half of the population (women) do not have the creative power to contribute to development in a given community, we should not be surprised why progress is slow.
Although family and society in general benefits from tradition in some cases tradition has resulted in keeping women away from achieving their full potential.
(2) Women's limited participation in economic productive life
Women work very hard especially in agricultural communities. They are increasingly becoming the main farmers. But this hard work combined with their traditional role as child-bearer and nourisher has increased their burden. They however do not view themselves and are not viewed by society with importance equal to the men in the household.
It is when women are able to engage in their own separate economic activity which generates additional income for the household when they experience their own self worth and when the rest of the household improve their view of her status.
But women generally lack technological skills and some have low literacy skills. This results in low productivity. They do not have the necessary capital to start or expand their "sideline occupation". Some women may want to plant vegetables and market this but do not have the proper technological information and skills to do so. Their own savings are too small to capitalize this economic activity. Some lack of literacy skills which puts them in additional disadvantage to learn new things.
The result of this situation is more than financial deprivation of additional income for the household. In addition other negative effects may be observed as follows:
(a) The Opportunity to use women's creative potential
When we engage in new things such as a new business we learn from this new experience and our creative powers are enhanced or improved. For example if a woman decides to raise vegetables for the first time she will have to learn the proper way of preparing the soil planting and harvesting these. She takes a risk and in doing so consciously or unconsciously she affirms her confidence in herself. This is a new skill for her. She will have to learn how to organize her time between and among her other chores and responsibilities. This is a new situation which demands creative thought and action. She will need to find good market and manage her small business well to make a profit.
She is learning to make critical decisions and taking the responsibility of the consequences of her decisions. This is a new world for her as she learns to deal with people outside her home and neighborhood. Her family becomes involved in this new venture and all the good experience it provides.
(b) The Opportunity to help expand other economic services
When more diverse activities are engaged in by members of a community these activities could provide other opportunities for other economic activities. For example. if several women in a community engage in pig-raising there will come a time when transport services will be needed. Other members in the community therefore could be hired to transport these products. Pig pens would need to be constructed. Cement will be needed. Additional labor would be needed. When this spin effect happens the whole community is benefited. The progress of the community may be slow in the beginning as women raise few pigs. But once their volume of production increases this spin effect makes the progress of the community faster.
(3) Lack of good organization
When we are poor we think that we do not have enough resources to engage in business. We tend to do things on our own. We borrow from our relatives and friends to capitalize a small business we would like to engage in. But our friends and relatives also have limited resources. We usually do not think of organizing ourselves end tapping our own resources as a group.
In effect we do not believe in our own potential and that of members of the community.
Instructions for Facilitator (4)
11. Facilitator ends this session by telling the participants that the newsprint on Visual Aid M 19: "Roots, Indications and Consequences of Women's Low Status" and M 1- 9 A: The Broken Jar will remain posted on the wall. We will make this as a reference in the succeeding activities.
Module 1
Topic 2
Activity 1
Visual Aid M 1-9
VISUAL AID M 1-9: A SYNTHESIS
I. ROOTS, INDICATIONS AND CONSEQUENCES OF WOMEN'S LOW STATUS
Reasons |
Indications |
Consequences |
- culture of dependence |
- low self esteem |
- low contribution to household and community development |
- afraid to take risk |
- role in decision-making in household and society is limited or small | |
- traditional thinking |
- short-term vision |
|
- many children |
- mother and child health poor |
- time for productive activities limited |
- quality of life generally poor | ||
- heavy burden |
- quality of children not so high | |
- lack of technical skills |
- low productivity |
- poverty; inefficient use of resources |
- limited business skills |
- income generation limited |
- limited or small contribution to household income |
- limited experience in business | ||
- low literacy |
- lack creativity |
- narrow world view |
- lack of funds |
- income-generation limited |
- contribution to household income limited |
- lack of organization |
- local resources not tapped |
- waiting for government to help |
Module 1
Topic 2
Activity 1
Visual Aid M 1-9A
Visual Aid M 1 -9 A: The Broken Jar or Pot
Reasons
· culture of dependence
· traditional thinking many children
· lack of technical skills
· limited business skills low literacy
· lack of funds
· lack of organization
Time |
2.5 hours |
Methodology |
Discussion/folk art work/lecture |
Steps |
Preparations:
Visual Aid M 1- 10; Visual Aid M 1- 10 A; Guide Questions on newsprint;
Materials
3 newsprint (newspaper size) per group; multi-colored marker pens (I set per group); tape; scissors; extra newsprint for facilitator: chalks; blackboard.
Instructions for Facilitator (1)
2. Maintain the groups which you had in the Situation Analysis Activity on " My Village Today.
3. Reflect back to the group key points of the summary of Activity I. Tell them that they should make the Synthesis of Activity 1 (Visual Aid M 1 - 9 and M 1 - 9 A) as a reference for this Activity they are about to do.
Task Instructions: My Village Five Years From Now
1. Kindly remain in your groups under Activity 1.
2. For 10 minutes you are being asked to discuss among yourselves what changes you can realistically make of the current women's low status. Refer to the drawing that you had in Activity I (My Village Today) and Visual Aid M I - 9. This should help you in your discussions.
3. After 10 minutes, the staff will go around and give each group one newsprint and a set of multi-colored marker pens.
4. As a cooperative effort among yourselves, draw a representation of your village with the ideas which you have just discussed.
5. After 20 minutes, one of your small group members will present the results of your group work to the larger group.
6. I will give you Guide Questions again as I did in previous Activities.
Guide Questions
(Facilitator writes on newsprint ahead of time)
Having identified some of the root causes. indications and consequences of why women has c low status. identify some of areas which you think can he changed and how. Be realistic about what can be accomplished within a 5-year period.
1. What changes need to be made about yourself? How?
2. What changes can be made in your family? How?
3. What changes can be made in your community? How?
4. As a cooperative effort among yourselves, draw a representation of your village with the ideas which you have just discussed.
5. After 20 minutes, one of your small group members will present the results of your group work to the larger group.
Instructions for Facilitator (2)
4. If after 20 minutes the Facilitator and Monitors see that sub-groups are not ready after 20 minutes, Facilitator then asks the group if they want more time. If they want more time, Facilitator then gives them another 10 minutes. Facilitator must remember the principle of time discipline as tool for creative thought and outputs. After this time extension, Facilitator should not give further extensions. This is the way you give a tone of time discipline at the very beginning of the training process.
5. Facilitator and Monitors should go around during the group discussion and group work, giving encouragement and clarification but never to dictate what they have to draw.
Instructions for Facilitator (3)
6. Summarizes the outputs of the participants by noting down on the blackboard what comes out of the presentations. Facilitator uses Visual Aid M I - 10 as a Guide when she works the summary of what comes out of the participant presentation. She should however not dictate what is in the Visual Aid if the presentation does not have any of these items. Facilitator could add these during the synthesis. Suggested headings for the summary is as follows:
Roots |
how to change |
Indications of change |
Consequences |
Synthesis: Important Points
7. Facilitator posts Visual Aid M 1- 10. (Visual Aid M 1- 10 A should be posted at the end of the synthesis, not at this stage.) She indicates from the Visual Aid which among these the participants have identified. She further tells them that she would like to add and enhance what they have presented. She then goes over each point on the Visual Aid, using notes found below in this Manual.
8. It is very important that Facilitator does not lecture all the material found in this section of the Manual. She should make her own notes, prior to this Activity, using material in the Manual and enhancing her presentation with examples from her own experience. The material below are "notes".
(a) A higher value of Self
We need to change our own view of ourselves so that we emphasize our potentials. In the process of changing this view we will value ourselves higher. For example, oftentimes we look at ourselves as inferior to our husbands. If we have this view of ourselves, we will therefore unconsciously be dependent on him. We will not have our own views on situations independent of his views. We will not have a clear role in deciding on things. Our family therefore has been deprived of another source of good ideas when it comes to decision-making.
If we take the steps towards self- reliance, as we have identified these steps in the summary above (M I - 8 newsprint), we will gradually find that we will appreciate ourselves more. This increases our confidence. We will find that we will take more risks in doing new things in business for example. As we succeed in these new things, our confidence in ourselves increases. We will also find that in time we begin to have be having longer term plans for ourselves and the family, compared to the time when all we were concerned with was the day to day needs of the family.
(b) Adjusting our priorities for our children's future
We need to have a more reflective look at how we have set priorities in our lives in order to prepare for a better future of our children. I doing this we will consider our own needs and personal priorities as well. If we want a better education for our children, we will therefore need to look at our present capabilities in providing for the number of children we need to plan for. Our times are no longer like those of our parents and grand parents. During their times, resources were more abundant. Opportunities for employment were perhaps more available with little educational preparations. The world in general has changed all this. Resources are not as abundant as before. Education is important if anyone will want a good future.
We therefore need to look into our priorities. Fewer children nowadays means that each of our children - boy or girl can have a better chance at having a better life. In more immediate terms, fewer children means that the mother and wife will have more time and opportunities to develop her own potentials for productive activities in the business and social spheres. In so doing she will not only find greater fulfillment of her own potentials but that she will be contributing substantially to providing for the needs of her children.
(c) The Need for New Shills
There are three areas of skills we have identified as basic skills to improve our self-reliance, namely technological skills, business skirts and functional literacy skills. All these are needed to improve our own self image to ourselves and with our family and community. Furthermore, these are needed so that we can increase our level of productivity and increase our income contribution to our households.
Basic functional literacy and numeracy skills are needed if we decide to engage in business. Once our business becomes successful and gets bigger, we will need these skills in keeping records for example, in learning more about the technology of our business, or to read about new information about our business. When we go to the market, we will not feel apprehensive or afraid that someone will cheat us.
We also need to learn new technological skills, so that when we are able to have more funds from our business profits, we will be ready to expand to other types of economic activities.
We will be able to acquire business skills as we engage in any type of economic activity which generates income. Association with friends in the village is another source of knowledge about how to do good business. We learn from each other as we share with each other what succeeds.
(d) Decision to engage in Business
Knowing new skills is not enough. We should be able to use these skills so that we will earn income for our family. We therefore should choose the skills we learn so that we can use them for earning income. We need to decide to do this. Once a decision has been made, we actually have taken a risk for which we are committed to take the consequence of success or failure in our decision. But we will never progress if we are afraid to take risks. In the beginning we take small risks, according to our estimate of our capabilities. As our knowledge and confidence increases, we will gradually take bigger risks. Usually bigger risks which are well thought out means higher returns for our investment in money, time and efforts. But just taking risks is not enough, we need a good business plan before we invest out money, time and effort.
(e) The Need to Organize ourselves
It is not easy to attain self-reliance by ourselves. It has been the experience of women in many parts of the world that if they are organized, they are able to attain self-reliance faster. Being organized means that I am able as an individual to "borrow" strength from others until I am able to gain my own strength. It seems much easier for example to save money for investing in business, if a whole group is doing the same thing. The determination and enthusiasm of the group gives me strength when I am feeling undisciplined or when I am finding all sorts of reasons not to do that which I must do. I allow myself to be checked by others from my weak moments. I can lose face if l do not do what I committed myself to do in the group.
Once we are organized, the group can mobilize our own local resources. We can have more ideas to solve problems without waiting for outside help. For example, if we are organized, we can make sure that the services in our village clinic be given regularly and in better quality. If I am by myself, I will not have the courage to ask the doctor or midwife in the village clinic to do this. Another example is how to make the Literacy classes more regular and with better quality. If we are organized, we can help motivate the members to attend the classes regularly. We can even help them with their homework. We can talk to the teacher to make his or her classes more practical and interesting.
If we are organized the extension worker will save his time and give us more time because we will be able to help him or her gather the people together for him or her to teach us what we need. If we are organized we can think of ways in improving our own level of culture and that of the community by thinking of ways in educating ourselves and the community through folk presentations. These presentations for example could carry messages which hassomething to do with out experiences, struggles and success or failure in trying to raise our status. Other examples, such as thinking out ways on how to provide water for our households and plants and small animals.
Module I
Topic 2
Activity 2
Visual Aid M 1-10
VISUAL AID M 1-10
II. APPROACHES TO RAISING WOMEN'S STATUS
Roots of Problems |
How to change |
Indicators of change |
Consequence of change |
- culture of dependence |
- improve self confidence |
- participate in social and economic activities |
- higher value of self |
- traditional thinking |
- take small risks in beginning; increase risk later |
- increased role in decision-making at home and community | |
- longer term vision |
- saving for small business |
- longer-term plan for business and children's education | |
- many children |
-decision to limit family size |
- using appropriate contraceptives |
- children are well cared for; mothers's health better; lighter burden |
- lack skills |
- learn at best two new skills |
- training in new technology |
- enaging in new income generating activities |
- lack business skills |
- decision and determination |
- learning from friends/group |
- better nun business |
- low literacy skill |
- attending literacy classes |
- passed the appropriate level |
- able to real and write |
- lack of funds |
- self to save |
- disciplined and regular savings |
- personal funds increased |
- join savings group |
- regular attendance at meetings |
- mutual help among members | |
- increased group savings | |||
- lack of organization |
- women to organize |
- group capital fund |
- capital fund used for income generation |
- advocating for needed MCH/FP services |
- MCH/FP services available with quality and regularity | ||
- advocating for needed functional literacy classes |
- functional literacy classes regularized with better quality | ||
- advocating for needed extension services |
- extension services with regularity and qualify | ||
- advocating for other needed services |
- other needed services as identified from real needs of community | ||
- women to have greater in village management |
- village council consulting women's groups |
- better community functioning |
Module I
Topic 2
Activity 2
Visual Aid M 1-10 A
Visual Aid M 1 -10A: The Whole Jar or Pot
Reasons
· Improve self confidence
· take small ridks in beginning
· increase risk later
· longer term vision
· decision to limit family size
· learn at least two new skills
· decision and determination
· health
· self to save
· join savings group
· women to organize
· women to have greater say in village management
Background and Rationale
In the two previous Activities participants focused on their current situation and changes they need in order to improve their status as women. One of the areas identified as a need is that they are not organized. The other issues raised will be tackled in the succeeding Activities. The Activity under this Topic will give the participants an opportunity to deepen their understanding of the need to organize themselves.
Output Objectives
By the end of 1. 5 hours participants will have:
1. Internalized the value of the need to organize themselves in order to achieve self-reliance;
2. Committed themselves to organize.
Time |
1. 5 hours |
Methodology |
Group Dynamics Exercises/ Discussion/ Lecture |
Steps |
Preparations:
Visual Aid M 1 - 11; Guide Questions on newsprint
Materials
60 wooden or bamboo chopsticks; 3 soup bowls; 18 spoons of rice or flour - One spoon-full placed in envelopes individually.
multi-colored marker pens (I set per group); tape; scissors; extra newsprint for facilitator; chalks; blackboard.
Notes for Facilitator
There will be two Group Dynamics Exercises in this Activity.
Instructions for Facilitator (1)
2. Facilitator links this Topic and Activity with the two previous Activities, using Visual Aids M 1- 9 and M 1 - 10.
In doing this Facilitator tells the group that in the two previous Activities participants focused on their current situations and what they hope to change in their situation in order to improve their status as women. One of the areas identified as a need is that they are not organized. The other issues raised will be tackled in the succeeding Activities. The Activity under this Topic will give the participants an opportunity to deepen their understanding of the reasons why organizing themselves will accelerate the pace in meeting their individual needs and thereby raising their status and self-reliance.
Group Dynamics (1) The Chopsticks
Task Instructions: The Chopsticks
1. Form yourselves into new groups of 5 members in each group.
2. Each group will be given 20 wooden chopsticks each.
3. Once the chopsticks are distributed, Group 1 breaks the chopsticks one by one.
4. Group 2 breaks the chopsticks after they have bunched them into twos .
5. Group 3 tries to break the chopsticks after they have bunched them into 3s.
6. Group 4 tries to break the 20 chopsticks as one bunch.
Facilitator asks each sub-group to demonstrate in front of everyone . The 4 sub-groups should take turns showing the larger group.
Facilitator ends this by asking the group to think of what lessons they reamed from this. SHE DOES NOT ASK THEM TO SHARE THEIR THOUGHTS AT THIS STAGE. SHE GOES INTO THE NEXT DIRECTLY.
Group Dynamics (2) The Rice (or Flour) Bowl
Task Instructions: Rice Bowl
1. I need 18 volunteers.
2. Kindly form yourselves into three sub-groups as follows
· Group I with only 3 persons;
· Group 2 with only 5 persons;
· Group 3 with 10 persons.
3. I will give each one of you one spoon of rice (in envelopes).
4. There are 3 bowls at the desk. Each one is marked 1,2,3.
5. Group 1 members will place their rice in bowl No. i; Group 2 in bowl No. 2 and Group 3 in bowl No. 3.
6. Group I will do the task first, followed by group 2 and then group 3.
(Facilitator should not say anything after this)
Instructions for Facilitator (2)
3. After these 2 Group Dynamics s, facilitator forms sub-groups of 4 - 5 participants each. She gives them 15 minutes for group discussion. She asks them to discuss the following:
Guide Questions
(On newsprint)
1. What lessons did we learn from The Chopsticks Exercise?
2. What lesson did we learn from The Rice or Flour Bowl Exercise ?
3. How do these apply to the need for us to organize?
4. Whet other reasons can you think of why we need to organize ourselves in order for us to attain self-reliance?
Instructions for Facilitator (3)
4. Facilitator summarizes the reports of the sub-groups. Use the guide questions as headings
Synthesis: Important Points
5. Facilitator emphasizes the following important points:
(a) The Chopsticks
It is easy to break the chopsticks individually. The more there was to the bunch, the harder it was to break. If we are organized it is difficult for others who do not believe in our objectives to destroy our group. The more there are who believe in the same thing, the stronger they are.
(b) The Rice or Flour Bowl
The more members in the group, the more rice or flour they had in the bowl. When we are organized the more women who believe in the same thing, the more power they have. They are able to mobilize their resources, no matter how small. Even a spoon of rice or flour when put together by 10 women were more than those by 2 or three women. The flour is like money saved. But the group that had 10 women had more than flour, there are 10 women who could think of ideas which could enrich themselves. They can learn from one another. There are many more sources of experiences and ideas.
(c) Other Reasons
When we organize ourselves this is a voluntary decision. Not because someone wants us to organize. We organize based on what we ourselves determine to be important to ourselves. Because its is voluntary, everyone in the group is equal, regardless of whether one is poor or rich; educated or illiterate; young or old.
We set up our own rules to govern ourselves (self-rule). Because we are equal with one another, the principle that governs our relationship is the principle of democracy. No one dictates to the group, but rather that the group always decides things in consideration of the opinions or many.
When we form ourselves into an organization, we allow ourselves to be disciplined. Discipline means sacrifice. We allow this because we have a greater good in mind. The discipline in the group transfers to our individual life. We become more orderly in the way we do things because we reap the benefits of discipline. This is a discipline which is not imposed by someone else, but what I have chosen myself.
We learn what it is to cooperate and trust one another. We can help one another. We can learn new ways of doing things.
(d) Conclusion of synthesis
Facilitator writes the following phrases on the blackboard as she synthesizes the above
If we are organized:
- we are stronger
- can mobilize our own resources
- decision voluntary
- we are all equal
- we govern ourselves in a democratic way
- we are more disciplined
- life more orderly
- cooperate
- trust
- help one another
- learn new ways of doing things
6. Facilitator shows Visual Aid M 1 - 11: We Are One. She tells the group that the jars have different sizes, shapes and height, but there is unity.
Module 1
Topic 3
Activity 1
Visual Aid M 1-11
Visual Aid M 1-11: We are One
Background and Rationale
This workshop from the very start has focused on the importance of each person. The principle of participation is based on the belief that each person has something unique to contribute. In the analysis of their situation, the women focused on among other things, their need to raise their own status as women. It is therefore logical that a deeper focus on the unique potentials and constraints of persons be made. In this Topic four aspects related to persons as foundation for good organization will be focused on namely (a) appreciating self and others, (b) communication, (c) cooperation and (d) trust. A reflection on these will give participants an understanding of what they need in the process of building their organization or group.
Output Objectives
After 7 hours participants would have experienced and learned lessons in the four important elements as basic foundation in group organization. More specifically participants will be able to:
1. Have a deeper appreciation of their own strengths and weakness; recall important moments in their lives and thereby deepen this appreciation of self;
2. Share their deepest thoughts and feelings and in the process appreciate each other more
3. Internalize essential elements of communication and the importance of good communication in organization building;
4. Internalize essential elements of cooperation and its importance in organization building;
5. Internalize the essential elements of trust and its importance in organization building.
Time |
2.5 hours |
Methodology |
Group dynamics /discussions/Lecture |
Steps |
Preparations:
Visual Aid M 1- 12; Guide Questions on newsprint
Material
"Life Cycle" Sheets cut in a circle with 20 cm diameter for each participant, staff and observer; multi-colored maker pens (I set per group); tape; scissors; extra newsprint for facilitator; chalks; blackboard.
Note for Facilitator
There are two Group Dynamics Exercises in this Activity.
Instruction for Facilitator (1)
2. Facilitator explains that this Activity will focus on the importance of participants own capabilities, weaknesses, traits and potentials. That they will reflect not only on themselves, but that they will have an opportunity to discovery new aspects of the persons in the group. That this becomes a foundation in building their group as they count on each other's strengths and know how to support each other in their weakness. A sense of oneness could be achieved. Sharing one another's deepest thoughts is a contribution to building a group, more precious than any material things they could contribute.
3. VERY IMPORTANT: Monitor or facilitator should view this Activity as one of the most personal and almost intimate moments in the workshop and therefore should be very sensitive to what each person is trying to share. We must remember that it is difficulty to share personal things in a group. Monitor or Facilitator should therefore be encouraging and supportive. Nothing negative should come from the Facilitator and Monitors. Nothing but encouragement. Needless to say no one must be allowed to ridicule whatever is shared.
Experience in other workshops similar to this, shows that this Activity could result in women crying as they recall painful experiences associated with their weak moments in life. Facilitator should be able to manifest support and empathy by word, gesture or touch .
4. Since this the content of this Activity is rather personal it would be necessary to have subgroups of about 10-12 persons in each. This allows for the comfortable number for the dynamics of the group to produce the desired result. It is large enough so that participants feel the support and small enough that they will not feel fearful of speaking in a large group.
5. Facilitator posts the "Life Cycle" on newsprint as she introduces the .
6. Workshop staff distributes the "Life Cycle" sheets as the appropriate time, making sure that each one has one sheet. Provide one set of multi-colored pens for each group.
Task Instructions: "Life Cycle" Activity
This activity we are about to do is different from the other activities we have done previously in this workshop. The difference is that in this Activity we will share with one another something more personal with one another. Another difference is that this time, we will do the "Life Cycle" without the help of others. We will do this in silence to experience a moment of silence and solitude.
1. Kindly form yourselves in small groups with 10 members in each group.
2. For 10 minutes you are to go out of the workroom in silence and think about the 4 questions on the "Life Cycle" sheet. Think of a symbol of what you want to say and draw it under each question. The outdoors may give you inspiration for the symbols which you want to use. We want you to walk around in silence, to experience your own solitude and to collect your own thoughts without the help of others.
3. After 10 minutes, please come back to your groups. In the group, each one will take turns to share the meaning of her drawings on the "Life Cycle" sheet.
4. We encourage each one to share including the staff end observers.
Instructions for Facilitator (2)
7. After you have given the Task Instructions give an example on how to accomplish the Activity. Below is an example which you could explain. You may want to do your own example.
EXAMPLE
Strength: symbol - bamboo tree - Explanation: I feel I am strong. My strength cannot be broken even by storms, like the bamboo tree. Gives an example of a specific incident in her life.
Weakness: symbol - Onion - Explanation: I cry easily. But I do not give up even if I am hurt. Gives an example of a specific incident in her life.
Most difficult Moment in my life: symbol - a rice bowl - Explanation: there was a time when .....(gives the month and year when my family had nothing to eat...gives more details).
Most beautiful Moment in My life: a symbol of a book - Explanation: When my daughter graduated from College, I felt very happy because the family worked very hard for this to happen. We had to overcome so many obstacles, because she is a girl. (Tells what her daughter has achieved...)
Instructions Facilitator (3)
8. After the 10 minutes sub-groups Facilitator divides the participants into three sub-groups of about 10 - 12 women in each group. There should be one facilitator or monitor available in each of the 3 sub-groups. Then the Facilitator or Monitor asks each one to volunteer and share what she has in her "Life Cycle" sheet. About 30-40 minutes or I hour should be given for this sharing period.
Instructions for Facilitator (4)
9. After the 40 minutes to I hour sharing among sub-groups, using the same groups Facilitator as the sub-groups to reflect on their experience on the "Life Cycle" Activity.
10. Ten minute break before the next .
Task Instructions: Reflection On the "Life Cycle" Activity
1. Kindly go back to your groups on "Life Cycle "Activity.
2. We will now reflect on what we have learned from this .
3. We will have 10 minutes for discussions. I have posted some Guide Questions for you.
4. After 10 minutes the Staff will distribute newsprint for you to draw a symbol of what you have discovered about yourselves and others in your group.
5. You will be given another 15 minutes for this part of the task.
Guide Questions
(On newsprint)
What have we learned from this Activity in terms of:
1. Our personal feelings about the Activity in general - Did we enjoy this Activity? Why?
2. Summarize:
What are the patterns or kinds of strength of character our members have?
What are the general weakness our members have?
What are the kinds of difficult moments our members have?
What kinds of beautiful moments our members have?
3. What does this mean in terms of establishing or building an organization?
Instructions for Facilitator (5)
No Summary needed. However, Facilitator should link her synthesis extensively with the Reflections of the group.
Synthesis: Important Points
It is difficult to share something personal. Each one has now contributed something intangible and precious to giving life to the group or the formation of our group. This is their first, perhaps most costly contribution in bonding the group. It is like glue which binds members to one another;
12. That we have needs beyond survival or material needs of food clothing and shelter which we need to fulfill, these are our need to develop our spiritual selves. When we share our deepest self we grow in appreciation of ourselves. We gain strength and confidence in the process.
13. That when we accept the gift of sharing of the deepest thoughts and feelings of others, we are enriched in a spiritual sense.
14. Each person with her strengths and weaknesses is the foundation of any organization. It is therefore important for each one to know these. Our strengths are what we can build our organization on. Knowing our weaknesses gives us a chance to become tolerant, since all of us have weakness and also then we know how to support one another. Knowing other deep feelings and background of other members, make us realize that we have the same aspirations in life and that we can really help one another.
Note: "spiritual" in the Chinese context are realities beyond the material.
Module 1
Topic 3
Activity 1
Visual Aid M 1-12
Visual Aid M 1-12: Life Cycle
Time |
2 hours |
Methodology |
Group Dynamics / Discussion/Lecture |
Steps |
Preparations:
Visual Aid M 1-13; Visual Aid M 1 -14; Guide Questions on newsprint.
Materials
multi-colored marker pens (I set per group); tape; scissors; extra newsprint for facilitator; chalks; blackboard.
4 - 5 copies of M 1 - 13 to be used by small groups
On newsprint: The Message for "The Gossipers" Exercise
Note for the Facilitator
There are two Group Dynamics Exercises in this Activity.
Instructions for Facilitator (1)
2. Facilitator introduces this Activity by saying that:
In the previous Activity we had an opportunity to learn more about ourselves. As we shared our thoughts and feelings with others we also had an opportunity to learn and appreciate other members of the group. We learned to increase our own appreciation of ourselves and members of our group. These are the essential foundations for good organization. People or persons are an important foundation of organizations.
In this Activity, will we have an opportunity to reflect on important principles of communication. Communication is another important building block of organization. We will have some as a means to understand these important principles in communication.
First Group Dynamics Exercise 1 (GD -1): The Farm Scene
Instructions for Facilitator (2)
3. Time management is critical in this activity. It would even be useful if you have an alarm clock on the front desk. If not just use your watch but be exact about the time given to participants. When you are ready to start the GD Exercise, you have to say " Start" and at the end of ten minutes you say " Stop". This strict time management is intended to create a bit of more enthusiasm and excitement and more importantly, it challenges participants to be more imaginative and creative. If they are too relaxed, they will have a tendency to be lazy in thought.
4. No Group Reflection on lessons learned is needed after this GD Exercise. Wait until you finish the second GD Exercise.
Task Instructions: The Farm Scene
1. Form yourselves into new groups of 5 members in each group.
2. As soon as you have settled in your group, the Staff will distribute a picture to each group. When you receive the picture, please do not look at it until I tell you to do so. Put it face down. (Facilitator uses one copy of Visual Aid M l - 13: The Farm Scene, for each small group.)
3. I will give you only 10 minutes to look at the picture.
4. When you look at the picture each one of you tells the members of the group what she sees or finds in the picture. You take turns in doing this.
5. Assign one person to list down and report what the group has found.
6. This is a contest. At the end of 10 minutes, we will find out which group has found the most in the picture.
Second Group Dynamics Exercise: The Gossipers
Instructions for Facilitator (3)
5. Workshop Staff arranges l 0 chairs in a straight line. Leave about l foot space between chairs. If there are not chairs, use desks. Not more than 2 persons per desk. Also put these desks in a straight line. It would be good to do this outside in the court yard.
6. Facilitator asks for 10 volunteers. Asks them to sit on the chairs. Ask the rest of the group to pay close attention to the whole process.
7. Facilitator tells the volunteers that she will whisper a message to the first volunteer at one end of the line and that this message must be passed on to the next one in a whisper. Make sure the others do not hear. Only the next person should hear. Message must be transmitted no matter how stupid it sounds.
The Message
I saw Xiao Cai with her 2 children and 3 pigs go to market. One of the pigs was walking with the first child and the other was carried by Xiao Cai. When they reached the market, Xiao Cai sold the pig that walked with her. She bathed her second child in the nearby ever.
8. After the tenth person receives the message, Facilitator asks her to tell the group what she got from the 9th person. Facilitator then posts a newsprint which contains the message she whispered to the first volunteer.
9. Generally at this stage the volunteers will probably be trying to tell the person they whispered to that that was not what she said. Etc. Allow them to have fun !
Task Instructions: Group Discussion on the 2 GD Exercises
1. We will now reflect on the lessons we learned from these two GD Exercises.
2. Remain in your groups.
3. I will give you Guide Questions.
4. Please have your discussions and list down the lessons you have learned from these two GD Exercises.
Guide Questions
(On Newsprint)
1. What lessons in communication did we learn from GD No. 1: The Farm Scene?
2. What lessons in communication did we learn from GD No.2: The Gossipers
3. What are some principles in communication
- about the message
- about the sender of the message
- about the receiver of the message
4. Are there situations in real life similar to the "Gossipers"? What are its dangers?
5. Why is good communication important in an organization?
Instructions for Facilitator (5)
10. Facilitator summarizes outputs of the participants through their group reports, using the Guide Questions as headings of the summary.
Synthesis: Important Points
11. Facilitator synthesizes, using Visual Aid M 1 - 14.
(a) The Farm Scene - Lessons in Different Perceptions of the Same Thing
1. Different people have different perceptions of even something which looks on the surface the same such as this picture.
2. Our perception of things are sometimes influenced by our own life experience (example of those who saw animals means that this is familiar to them; those who saw numbers perhaps are familiar with this reality in their work; etc.)
3. In an organization we have to appreciate each other's perceptions of life situation because we have different life experience which color our perceptions and our opinions.
4. The best way to communicate is to use the receiver's life experience to give the message. This will be understood more easily. For example, if I use examples about vegetables among vegetable growers it would be easier to understand each other. If I use examples about coconut growing in the northwest of China where they have no coconut, I will have a harder time in communicating.
(b) The Gossipers - Lessons of the Importance of Sender and Receiver of Message
1. We need to pay very close attention to the message being given. If we are able to ask questions we would be able to understand the message better. Our first volunteer did not ask questions from the Facilitator. The Facilitator thought that she under stood the message. We need to ask questions if we are not clear about a message.
2. When a message is passed on through several persons, often times these are no longer the same as the original message. WE can sometimes create problems for others if we talk about delicate matters which we heard from someone without checking the truth about this information.
3. When we are nervous we tend not to get the message correctly. We also have a tendency not give the message correctly when we are nervous. I our relationship with one another therefore, it is important to be supportive because if we feel that someone appreciate us, we are able to communicate better.
12. Facilitator then uses Visual Aid M 1 - 14 to show the basic elements in Communication. Facilitator uses the following material as background. She therefore should study this material ahead of time and make her own notes. She should enhance this material with examples from participants and her own experience. She should not lecture this material like reading from a book. Participants will not understand and will get bored, if you do this. No learning will happen.
Factors which Influence Communication
There are three major elements in communication, namely the sender the one who gives the message; the message or the instructions given; and the receiver or the one who was receiving the message. Some factors which influence communication are:
(a) The method of communication
There are two methods. We communicate verbally or non-verbally. During the two GD Exercises we just did, we were perhaps more aware of when participants were talking to one another. This is verbal communication. But perhaps we missed a lot of the non-verbal communication going on. For example did we realize how nervous (name one person) was. She was communicating her apprehension or concern that she would like to do her best but that she is nervous that she might not be able to do so. Another example of nonverbal communication is the apparent enthusiasm the group had in participating in the Exercise. The message given is that we are happy doing this Exercise together. Another non verbal communication is through touch. How many times I have seen many of you give a nudge or touch another to encourage her to participate.
Verbal - where message is transmitted by word of mouth.
Non-Verbal - where message is transmitted consciously or unconsciously using body language or signal to convey message.
(b) Factors which facilitate effective communication
Immediate feedback
This occurs when both sender and receiver are able to clarify a message if one does not understand the other. When we appreciate each other enough to be able to tell one another our faults so that we can correct ourselves.
Two-way communication
This implies that each person is respected as equal to all and therefore communication is two ways not just one way.
Use of appropriate channels
In the context of a group, open and fruitful discussions in regular meetings; keeping minutes of meetings are some examples of appropriate channels of communication.
Understanding communication culture
The sender should needs to understand the culture of the receiver of the message. For example, illiterates have a different culture of communication compared to those who are literate. We therefore need to adjust to each other's culture.
13. Facilitator emphasizes the importance of good communication in an organization. Important points in establishing and maintaining good communication in our organization are:
(a) It creates a supportive atmosphere in an organization;
(b) It creates an open and trustful atmosphere in an organization;
(c) Talents and new ideas are shared easily;
(d) It allows members to make mistakes and the opportunity to learn from their mistakes because they are able to talk about these mistakes and learn from them;
(e) An organization functions effectively and productively.
Module 1
Topic 4
Activity 2
Visual Aid M 1-13
Visual Aid M 1-13: A Form Scene
Module 1
Topic 4
Activity 2
Visual Aid M 1-14
Visual Aid M 1-14: Communication
Time |
2 hours |
Methodology |
Group Dynamics/Discussion/Lecture |
Steps |
Preparations:
Visual Aid M 1 - 15; Visual Aid M 1- 16; Guide Questions
Materials
Materials as in Visual Aid M 1 - 15 in the following quantities: 2-pieces of cartolina and newsprint per sub-group; one pair of scissors per group; one bottle of paste per sub-group; 23 one set of multi-colored marker pens per groups; one roll of tape per sub-group.
Instructions for Facilitator (1)
2. Facilitator introduces the Activity as follows:
This part of the training is still focused on the importance of persons in organization. In the two previous Activities we learned lessons on how important it is to have a deeper knowledge of oneself and other members in the group. We also learned of the importance of good communication to be able to manage oneself as part of an organization. In this part of the training, we will deepen our insights into the nature of cooperation as another important element in building and maintaining the life of a group or an organization
3. Facilitator assigns 3 persons among monitors and observers to be judges for the contest among groups for the Tower Building. Criteria: the tallest, most beautiful, most original and stable tower. There should be a first, second and third price winner.
Task Instructions: Building a Tower (Cooperation)
1. Form yourselves into new groups of 7 members in each group.
2. We will have a contest among groups. Each group will build a tower, using materials which you need to "buy" from our "store keeper" Ms according exchange value or "price" on our Supply Checklist on the newsprint.
3. You will be given 45 minutes to build your tower. I will be very strict about the time, since this is a contest.
4. The criteria for the winner at the end of 45 minutes are the following:
· efficient use of resources
· effective use of talents
· tallest tower
· most beautiful tower
· most stable tower
5. If your neighbor catches you in copying their design, they are allowed to choose a material you already have
Instructions for Facilitator (2)
4. During the activity, monitors and trainers observe the sub-groups, noting the following:
(a) agreed plan
(b) individual tasks assigned
(c) who participates... all?
(d) creativity
(e) communication (how)
(f) leadership
(g) effective use of talents
(h) efficient use of resources
5. These observations will be imputed into the summary and synthesis of the facilitator.
6. At the end of 45 minutes, the judges review the finished tower and declares the winners.
Task Instructions: Group Discussion on Reflection of Lessons Learned
1. Remain in your groups.
2. We will now reflect on lessons we have learned from the GD Exercise on cooperation. Please discuss among yourselves, using Guide Questions I have on newsprint for 15 minutes.
3. Each group should assign one person to report to the larger group.
Guide Questions
(On Newsprint)
What lessons have we learned from this GD Exercise about cooperation, particularly as
regards:
1. Did you have a plan? If not did you waste time because you had no plan in the beginning? If there is a plan, is it easier to have everyone's cooperation?
2. How did you use your material resources? Could you have done so more efficiently and not waste them? How?
3. How did you use the talents in the group? Was it easier if there was a plan from the beginning to use the talents in the group? Did you learn new things about members in your group?
4. What lessons did you learn about leadership in the group?
5. What lessons did you learn about sacrifice?
6. From this experience, what are the 3-4 important elements of cooperation should we have when we organize ourselves?
Instructions for Facilitator (3)
7. Facilitator summarizes results of group discussion using the headings below.
Planning |
Use of materials |
Use of talents |
Participation |
Leadership Sacrifices made |
Synthesis: Important Points
8 Facilitator synthesizes emphasizing important points below, but drawing from examples from the summary and the experience during the GD Exercise. Cooperation is effective and useful in an organization if:
(a) There are clear goals in an organization which everyone agrees to. Like having a plan in this GD Exercise, it was easier to have everybody do their share because there was a plan. Funds were used efficiently because there was a plan. No-waste.
(b) Members are willing to make sacrifices;
(c) Members are committed, enthusiastic, creative and efficient in the use of time, talents in the group and resources in accomplishing the task.
(d) Members realize the importance of the needed intangible foundation of organization. This comes in the form of good and effective relationships among members, who are willing to make sacrifices, trust one another end provide a supportive atmosphere for member's talents to be used effectively.
Module 1
Topic 4
Activity 3
Visual Aid M 1-15
Visual Aid M 1 -15: List of Items and Prices
Materials |
Price |
Personal |
Items |
Price |
Cartolina |
5.00 |
Shoes 1.5 |
||
Newsprint |
5.00 |
Socks 1.5 |
||
Scissors |
4.00 |
Sweater |
1.5 |
|
String 2.00 |
Belt |
.50 |
||
Paste 5.00 |
Handkerchief |
.75 |
||
marker Pen |
3.00 |
Ring |
1.00 | |
Crayons |
3.00 |
Necklace |
1.00 | |
Tape 1.00 |
Wristwatch |
1.00 |
||
Eyeglasses |
1.00 |
Slippers |
.50 |
Module 1
Topic 4
Activity 3
Visual Aid M 1-16
Visual Aid M 1-16: Cooperation
Time |
1 hour |
Methodology |
Group Dynamics/Discussion/Lecture |
Steps |
Preparations:
Visual Aid M 1-17; Guide Questions
Materials
6 scarfs (3 for blindfolding 3 volunteers and 3 for tying their hands of each of the 3 volunteers.) ; some string to tie the one leg of each of the 3 volunteers; multi-colored marker pens (I set per group); tape; scissors; extra newsprint for facilitator; chalks; blackboard.
Instructions for Facilitator (1)
2. Facilitator introduces the activity as follows:
Trust is another important element in building and maintaining an organization. It is a situation where one or several persons commit (s) her or their well-being to another because she or they believe that other person or persons will safeguard the interests of the group. There will be many situations in the functioning of an organization where persons will need to trust one another. We will have an activity which could bring us insights into this important element in organization.
Task Instructions: Group Dynamics - Blind Fold
1. I need 12 volunteers from the group to participate in the Activity.
2. I need 6 volunteers in Group I and 6 volunteers in Group 2.
3. Kindly go in pairs.
4. Three persons in Group 1 will be blind folded; 3 persons will also be blind folded in Group 2.
5. One leg of the blind persons in group 2 will be tied with a string so that these three blind folded persons will only be able to walk with one leg.
6. Those who are not handicapped in the six pairs will act as Guide to those who are handicapped.
7. The rest of the participants will be observers.
8. We will now go outside and each Guide is to bring her handicapped friend with her and walk around through obstacles prepared by the staff.
9. We have 15 minutes for this Exercise.
Instructions for Facilitator (2)
3. Please be mindful about accidents. You can prepare obstacles but these should not be too difficult that accidents could occur.
4. After the Exercise Facilitator assembles all participants in the work room. She asks for Feedback from the volunteers as follows:
First Group: Blind Folded and those with tied legs
Guide Questions:
Did you trust your Guide? At what point were you afraid?
How did your Guide reassure you? Verbally or non-verbally?
Second Group: Blind Folded Only
Guide Questions:
Did you trust your Guide? At what point were you afraid?
How did your Guide reassure you? Verbally or non-verbally?
Third Group: Guides of Blind Folded and those with tied legs
Guide Questions:
What were your feelings and thoughts as you were guiding your disabled friend?
When did you think your friend was most afraid? How did she manifest this?
How did you reassure her?
Fourth Group: Guides of Blind Folded only
Guide Questions:
What were your feelings and thoughts as you were guiding your disabled friend?
When did you think your friend was most afraid? How did she manifest this?
How did you reassure her?
Instructions for Facilitator (4)
5. After the above sharing session, with volunteers, we can now have a group discussion.
Task Instructions: Group Discussion - Reflection on the Trust
Group Dynamics Exercise
1. Form yourselves into groups of 7 members in each group.
2. For I minutes kindly reflect on lessons we have learned from this GD Exercise.
3. There are Guide Questions on the newsprint.
4. A member in your group should report the results of your discussions after 15 minutes.
Guide Questions
(On Newsprint)
1. What doe trust mean?
2. What did you learn from the exercise ?
3. What is the significance of trust for the women's groups ?
Instructions for Facilitator (5)
6. Facilitator summarizes the results of discussions using the Guide Questions a headings.
Synthesis: Important Points
7. Facilitator synthesizes the experience and the results of the group discussions. Emphasize the following important points:
(a) Trust is like a bridge
Trust is a basic underlying principle in organization building. Trust is like a bridge which allows persons in an organization to be able to transact business and relate with one another. Without this bridge there would be no way that this relationship or business dealings could happen.
(b) Trust needs to be maintained
Even if group members know each other well, and have trusted each other, the continuous process of building trust is important. It is an on-going process. Effective communication is important to help build this trust.
(c) We need to trust ourselves first
One has to trust oneself first, before one can truly trust others. Trust is directly related to self-appreciation and being able to share with one another.
Use Visual Aid M 1 - 17 to end this session.
Module 1
Topic 4
Activity 4
Visual Aid M 1-17
Visual Aid M 1-17: Trust (Jars)
Time |
1 hour |
Methodology |
Group Discussion/Lecture-dialogue |
Steps |
Preparations:
Visual Aids: |
|
M1-3: |
Summary of Expectations |
M 1- 4: |
Agreement of Participation |
M1-8: |
"8 Golden Steps" (Task Flow) |
M 1 - 9: |
Roots, Indications and Consequences of Women's Low |
Status |
|
M 1 - 9 A: |
The Broken Jar |
M 1 - 10 |
Approaches in Raising Women's Status |
M 1 - 10 A: |
The Whole Jar |
M 1-11: |
We Are One |
M 1-12: |
Life Cycle Activity |
M 1-14: |
Communication |
M 1-16: |
Cooperation |
M 1-17: |
Trust |
M 1 - 18: |
Synthesis of Module I |
Materials
multi-colored marker pens (l set per group); tape; scissors; extra newsprint for facilitator; chalks; blackboard.
Instructions Facilitator (1)
2. Facilitator emphasize the following points on Why it is Important to Reflect:
(a) Reflection deepens learning
We need to reflect back on what we have covered and accomplished . This process of reflection can deepen our knowledge and understanding of what we have learned.
(b) Reflection helps in linking with next steps
We need to look forward to the next Module. It is like building a house. We have now built or accomplished the foundation in Module 1. We now have to think on how to build the next part of the house.
Use of Visual Aids
3. Facilitator uses the Visual Aids when she makes the synthesis after the group discussion. These are posted before the Activity begins, so that the participants can refer to them during their discussions.
Task Instructions: Reflections on Module I
1. As I said earlier we need to reflect on what we have covered and learned in Module 1. We will have group discussions to do this.
2. Form yourselves into small groups of 7 members in each group.
3. I will give you Guide Questions for your discussions. Groups discussions will be for 15 minutes. Write down your ideas.
4. After 15 minutes the Staff will go around to give you one newsprint per group and some marker pees. You will be given another 15 minuses to represent your ideas in drawings.
5. When you get the newsprint make 3 divisions on the newsprint. You will need this as you present the results of your discussions according to the Guide Questions.
6. After this second 15 minutes one of your members should present your outputs to the larger group.
Guide Questions
(On Newsprint)
1. The key principle or philosophy of this workshop is participation. List down the different ways of participation during this workshop. Use the Visual Aids which are on the wall, to help you remember.
2. List 2 - 3 Activities which you liked best. Give reasons why you liked them.
3. List down 2 - 3 important points which you learned in Module 1. Give reasons why they are important to you.
Instructions for Facilitator (2)
4. Facilitator makes notes on the blackboard as the group make their presentations. She uses the following headings for her notes.
Ways of Participation |
Liked best/why |
Learned most/why important |
Synthesis: Important Points
5. Facilitator reviews the important outputs of the participants. She points to pertinent sections on the Visual Aids from time to time.
6. Facilitator emphasize the following:
(a) Importance of Participation
Participation has shown us that we are rich in experience as a group. We have proven to ourselves that we can share responsibilities if we believe in this principle (gives examples of how some of the illiterates had very good ideas curing the discussions; Task Groups shared in tasks for the workshop). We have learned how to treat each other equally, because we realize that each one of us has a unique contribution to make, regardless of background. We have learned to work in a democratic way by listening to what each one has to say and in supporting each other so that our talents are used for the benefit of the group (example in Activity on Cooperation). Let us review our " Agreement of Participation" and see where we can still improve ourselves. (Facilitator takes time and assess the situation. Encourage participants to participate more. Makes points where she thinks she as Facilitator can improve and where Monitors can improve).
(b) Importance of Analyzing Our Situation
We learned that in order to improve ourselves we need to honestly and clearly identify the root causes of our problems. In the Activity on "My Village Today" we were able to identify the Root Causes, Indications and Consequences of why we women have low status. (Facilitator focuses on what the group has emphasized as the priority problems among those listed in the Visual Aid). But we were not discouraged. We identified areas where we feel we can make changes, when we did the Activity on "My Village 5 Years From Now". (Facilitator uses Visual Aids M 1 - 09 and M 1 - 10, and highlights the priorities of the group among those listed).
(c) Importance of Organizing Into a Group
We gained new insights as to why we need to organize ourselves. That in order to achieve our "dream village" the priority step is to organize ourselves. Our determination has been increased to establish an organization which we voluntarily organize ourselves to meet needs which we ourselves have identified, rather than belonging to an organization which has been formed by others for us. We realize that if we do this we can now be stronger, because we are no longer alone, but working with other who have the same aspirations. We are able to mobilize our own resources and talents and acquire the capability to manage resources from the outside. If we are organized voluntarily and treating each one equally, we can govern ourselves democratically. We can still more disciple in our lives, since we will have to learn how to work with each other in cooperation and trust. We will be able to learn new ways of doing things from one another and we will be able to help one another in a more systematic way.
(d) Importance of Each Person
If we have to establish an organization which meets our own needs and which we ourselves will manage, it is important to reflect on our own strengths and weakness. As we shared our most difficult and most beautiful moment in life, we shared out deepest thoughts and feelings with one another. As we reflected on these we gained new insights about ourselves and others in the group. We had a new appreciation of ourselves as well as others in the group. As we shared this through our "Life Cycle" sheets we exercised trust with our fellow members in the group. We trusted them enough to hear our personal thoughts and share our feelings. This was our first most precious contribution to the building of our group. This is a contribution which is priceless. A deeper bond has been established among ourselves.
We further learned various aspects of three most important elements in organization building; namely good communication, cooperation and trust. We enjoyed ourselves in the various GD exercises and we learned important lessons from these experiences:
We learned that good communication is essential in maintaining a health organization. That we can communicate our support for one another verbally and non-verbally. That we must be careful about passing on messages or conversations which could destroy our organization (Facilitator recalls the results of discussions in the GD Exercise: The Gossipers").
We learned of the importance of Cooperation as another intangible foundation of good organization. That if we have good cooperation we are able to arrive at establishing clear goals for ourselves. Members are able to commit themselves to the working of the organization with enthusiasm and creativity. Talents and other resources are utilized to benefit the group. We do not waste resources. (Facilitator recalls some specific examples from the GD Exercise: Tower Building).
We learned how important trust is in an organization . It is like a bridge which allows persons in an organization to be able to transact business and relate with one another. Without this bridge there would be no way that this relationship or business dealings could happen.
Even if group members know each other well, and have trusted each other, the continuous process of building trust is important. It is an on-going process. Effective communication is important to help build this trust.
Module 1
Topic 5
Visual Aid M 1-18
Visual Aid M 1-18: Synthesis of Module 1
Participation
- Self- introduction
- Workshop method
- Contract of Participation
- Participant Task Groups
My Village Today
Roots, Indications, Consequences of Women's Low Status
My Village 5 Years From Now
Approaches in Raising Women's Status
Why organize ourselves
- we are stronger;
- mobilize own resources
- voluntary; equal; united
- govern ourselves; democratic
- more disciplined
- help one another
-learn new ways
Self and Others
- shared my thoughts and feelings
- my most precious contribution
- more appreciation of self
- more appreciation of others
- we are enriched
Communication
- open and trusting
- respect of others
- sensitive to culture of others
- feedback - two-way
- verbal and non-verbal channels
Cooperation
- another intangible foundation
- clear goal
- commitment; enthusiastic
- use of talents in group
- effective use of resources
- regular assessment to reach goal
Trust
- like a bridge from self to others
- continuous process to build
- must trust self first
