The rule of one idea per card is important. Flip charts with long lists of ideas allow only part of the group process to be visible at one time. Some of the ideas are flipped out of sight. It is possible to pin or tape flip chart paper to a wall or board. However, it is difficult to separate individual ideas, move ideas to other groupings or categories or to collapse the ideas of two sub-groups, ruling out redundancy. If there is one idea per card, all of this is possible. Individuals and sub-groups can identify their own work and see how it fits in with the thoughts of the group as a whole. Of course it is also possible to use the soil or a table in absence of a flip chart or board. It should be noted that the surrounding and accessible means should never be an obstacle for using VIPP.

The VIPP method also may involve a good number of warm-up exercises and presentation through role play, a method of gaining group attention and involvement in the issues to which this section refers to as well. With techniques such as role play, the proceedings of the workshop become alive to all. The additional level of visibility through the card system makes recording the proceedings easy for the cards can be photographed and a report written from them, or the information can be transferred directly to computer at the workshop site.

WHY USE VIPP?

The VIPP method is a useful methodology in training and orientation of field workers, as well as planning with partners. VIPP counters the "seminar culture" which is predominant in most workshops, training and orientation sessions as well as so-called planning meetings in many developing countries. These are usually formal affairs where participants are required to listen to a large number of speeches from a dias, set rigidly before rows of chairs or a boardroom-style table. Hierarchical relationships are strictly adhered to. Speakers come with fixed positions on various subjects and attempt to pass on information in lectures, relying on their wit and charm to keep audiences receptive. Very often discussion sessions consist of another series of formal speeches with little or no feedback. Much of the content of speeches is lost to audiences.

Although there are many methods for participatory group interaction, the VIPP method is different. It relies on the preparation of a large number standard-size cards of different colours on which participants express their main ideas in large enough letters or diagrams to be seen by the whole group. Private note taking is not allowed. Participants are asked to stick to the rule of one idea per card. They are asked to synthesize their thoughts, or the thoughts of others, on these cards and to display the cards on moveable boards.

By this method, everyone takes part in the process of arriving at a consensus. Less talkative participants find a means of expression and those who might normally dominate a group lose control and are forced to let others have their say. By visualizing the group's main proceedings, repetition and circularity in argument are reduced. If there is a record of the group's progress, visible to everyone, it is easier to point out such repetition.

Applying the basic Visualization techniques is therefore imperative to integrate everyone actively in participatory Processes. The rules for Visualization in Participatory Processes (VIPP) should be introduced in the very beginning of the Training.

Visualization does not only serve valuable in meetings, seminars, and workshops. An element of participatory inquiry is the emphasis on diagramming and visual construction. In formal surveys, information is taken by interviewers, who transform what people say into their own language. By contrast, diagramming by local people gives them a share in the creation and analysis of knowledge, providing a focus for dialogue, which can be modified sequentially and extended. Local categories, criteria and symbols are used during diagramming, which include mapping and modelling, comparative analysis of local perceptions of seasonal and historical trends, ranking and scoring to understand decision-making, and diagrammatic representations of household and livelihood systems. Rather than answering questions, which are directed by the values of the researcher, local people are encouraged to explore creatively their own versions of their worlds. Visualisations therefore, help to balance dialogue and increase the depth and intensity of discussion.