Module 2: Organizational mechanics
Topic 1: Group capital fund and the project revolving fund
Activity 1: Concepts of savings
Activity 2: Mutual assistance through savings and loan operation
Activity 3: Determining our savings capacity
Activity 4: Group policies and procedures
Activity 5: Group capital fund and the project revolving fund
Module 2: Organizational mechanics
MODULE 2: VISUAL AIDS AND CASES
M 2 - 1 |
Lessons Learned from the Women of Malang Indonesia |
2 |
Two Concepts of Savings |
3 |
Mutual Assistance Through Savings and Loan Operation |
4 |
Illustration: Group Savings Mobilization (Part 1) |
5 |
Illustration: Group Savings Mobilization (Part 2) |
6 |
My Savings Level and Source |
7 |
Consolidated Group Savings |
8 |
Sample: Group Lending Procedures |
9 |
Terms and Conditions of Group Project Loan |
10 |
Terms and Conditions of Individual Project Loan |
11 |
Illustration: Relationship: Group Savings and Project Loan |
12 |
Savings Mobilization and Utilization |
13 |
Marker: Savings and Loan Operation |
14 |
Goal Setting: Review of Lessons Learned From Module 1 |
15 |
Sample: Group Goal, Principle, Spirit and Motto |
16 |
Draft: Group Objectives |
17 |
Consolidated Group Objectives |
18 |
Organizational Structure: Model I |
19 |
Organizational Structure: Model 2 |
20 |
Duties and Responsibilities of Group Officers |
21 |
Considerations: Good Group Decision |
22 |
Considerations: How to Make Our Group Life Grow |
23 |
Draft: Qualification/Requirements of Group Members |
24 |
Draft: Savings Procedure |
25 |
Draft: Social Development Commitment |
26 |
Important Elements of a WG Meeting |
27 |
WG Standard Agenda |
28 |
Marker: Synthesis for Module 2 |
Case |
|
I |
A Story of Self Reliance: A Spoonful of Rice |
2 |
Role Playing - Madame A |
3 |
Role Playing - Madame B |
4 |
Role Playing - Madame C |
5 |
Wang Lan's Problem |
MODULE 2: ORGANIZATIONAL MECHANICS
Introduction
In Module 1 participants had an opportunity to examine three important aspects related to project goals namely (a) outcomes in Situation Analysis which resulted in the identification of Roots, Indications and Consequences of Rural Women's Low Status and Approaches in Raising Women's Situation; (b) organizing themselves as a group to meet their own goals to raise their status; (c) the importance of persons as basic foundation in organization.
In Module 2 entitled Organizational Mechanics, participants will focus on the requirements in actualizing their organization by examining matters related to its mechanics. Various activities are designed to tackle how the goals, objectives, policies and procedures of organized WGs are evolved by the participants.
The foundation of an organization designed to enhance self-reliance is savings mobilization and utilization. The experience in mobilizing themselves for this purpose gives them the basic capacities to be able to use the project revolving fund which will be made available to them after 6-8 months of group savings and loan operation.
Participants will be guided by the staff to develop the various tools for making their organization operational in this workshop. Commitment to what they have developed will be sought during this workshop as well.
Output Objectives
By the end of 24-25 hours, participants will have:
1. Internalized the importance of savings mobilization and utilization as both an economic and social tool for self-reliance;
2. Understood the terms and conditions of the project revolving fund as another tool for self-reliance, more specifically to augment their resources in order to improve their income and skill in managing micro-enterprises;
3. Established the goals and specific objectives for their specific women's group which they are in the process of forming (a 6-month period and a 3-year period);
4. Established the policies and procedures governing the activities of their WG;
5. Internalized the importance of appropriate leadership style for their needs and gained initial understanding of the process of decision-making as a group;
6. Established appropriate organizational structure for their specific Women's Group (WG); and defined the duties and responsibilities of their officers..
Background/Rationale
Building up the Group Capital Fund through group savings mobilization and utilization is both an economic and social tool for self-reliance. It can bring together the strengths of each one to create a force. As an economic tool, a group could build up a capital fund which otherwise cannot be attained if done individually. As a social tool it demands discipline from individuals because a consciousness and habit need to develop among members of a group. This process serves as a proof of each one's seriousness of being a member of a group, because money is one of the more valuable possession of the poor. The combination of deepened commitment to the group through their hard earned savings, the tangible benefits that they are able to attain and the gradual process of realization of their own power, results in sustainability.
Output Objectives
By the end of 9.5 - 10 hours, participants will have:
1. Internalized the importance of savings mobilization and utilization as a tool for self-reliance;
2. Committed themselves to the terms and conditions decided by the group in savings mobilization and utilization or the build up of the Group Capital Fund.
3. Developed and committed themselves to their organizational goals; articulated the principle and spirit which they want to prevail in their WG;
4. Developed and committed themselves to Objectives to achieve their goals (6-month period and 3-year period);
5. Developed and committed themselves to Policies and Procedures to govern their operations, in relation to their goals and objectives as a group;
6. Understood and accepted the terms and conditions of the Project Revolving Fund and the relationship of this fund to their Group Capital Fund.
Time |
2 hours |
Methodology |
Case Study/ Discussion / Lecture |
Steps |
Preparations:
Module 2 Case 1: A Story of Self-Reliance - A Spoonful of Rice
Ask one or two volunteers to study this case a head of time, so that they can read this material before the group on the day this Activity will be discussed.
Visual Aids M 2 - 1; Visual Aid M 2 - 2.
Materials
marker pens, newsprint.
Instructions for Facilitator (1)
1. Facilitator introduces this Activity by saying that we are now into the second part of the workshop programme. She repeats the objectives of Module 2 which she would have written on a newsprint before this Activity. Among the objectives of this Module, she points to objective No. 1. She further explains that we will have several Activities to be able to achieve this workshop objective.
2. Facilitator asks participants to read this story. Two or three participants may be asked to volunteer. Facilitator instructs participant volunteer to read slowly. Ask them to make it interesting, so others will listen.
Instructions for Facilitator (2)
3. After the reading of the Story, Facilitator asks participants to form themselves into small groups of 5 members in each sub-group. They discuss what they have learned from this story, using the Guide Questions below. A member from the sub-group should report to the larger group after 15 minutes discussion. Use Visual Aid M 2 - 1.
4. Each sub-group presents their output.
5. Facilitator summarizes on blackboard or newsprint, the report of the sub-groups according to the above questions. Facilitator should not add her own thoughts at this stage. It is important for participants to see what they themselves have accomplished in terms of results of their own reflections.
6. Facilitator synthesizes. This means referring to the group output and adding your own thoughts and relating this to the principle of self-reliance. Note that there are 2 parts in the Synthesis. The first part draws lessons from the Case itself. The second part is a presentation of principles of Savings Mobilization.
Synthesis 1: Important Pointers
(a) Must savings be always in money form?
Savings does not necessarily mean money, but it can also be material such as rice in this story which can be converted in money later on.
(b) What Obstacles did they encounter....?
Self
If I say to myself " I cannot do it because I am poor" it is like putting prison bars around myself. Like the women in the story, in the beginning most of them felt their helplessness. But Mrs. Hartati believed in herself and in the women in the group.
Some women sometimes forgot to save the spoon-full of rice. It took time to form the habit. But they had a decision and in spite of their failures in the beginning, they were able to do so eventually. They supported each other when they failed.
Others
In the story, the women's husbands laughed at them, because it seemed silly to be saving such small amounts of rice.
It took a long time to he able to accumulate enough money in the beginning.
(c) How obstacles were overcome
A few women (Mrs. Suharti, Sri and Hartati) became conscious of their situation and had an analysis of what they need and what they want to change and how;
Individual decision is important.
Continuously followed group decision, even when discouraged;
Supported each other, wing their weekly meeting to gather strength from each other,
No matter how small their savings, when put together these came out to be of a substantial amount which they used to help one another start a business;
(d) Self-Reliant? Why?
Yes, because:
they believed in themselves and their own potentials;
they identified their own problems; were realistic in their solutions by doing things step by step (started small and gradually became bigger);
they were patient and persevering, especially in the beginning;
they believed in the power of the group where they helped one another;
Instructions for Facilitator (3)
Synthesis 2: Concepts of Savings
7. Facilitator enhances the knowledge of the group as follows:
When a group decides to save to build up their own capital fund, this becomes an effective tool to get rich, even for the poor. Savings are resources which one decides to put aside for investment purposes and not for luxury. Remember the women in Malang village in Indonesia. Let us examine two concepts of saving and see which one applies to what the women did in that village.
Use Visual Aid M2 -2.
8. Facilitator asks group which of the models applies to the women in Malang village in Indonesia.
Answer: Model B
Model B has made a decision to save. This is the key. A decision has been made and therefore the woman in the example above consciously protects the decision to save the Yuan 50.
Factors which can affect savings mobilization:
· Savings depend on income. Theoretically, more income means more capacity to save. But without a decision this may not be so.
· Saving consciousness/willingness is decided not by income, but by decision and forming a habit. A person can have a little income, but if she has decided to save and form the habit, she will have more savings than the person with a higher income who has not decided to save.
· Savings depend on the determination/persistence of a person to get out of poverty.
· Savings depend on factors such as family size, slack period in the agricultural season.
· By saving as a group, it is easier to make savings a habit. We seem to be helped by the fact that there are others who are doing the same thing we do and that together we are able to do things better.
· Savings deposited in the group fund is not as easily spent as when I save and keep myself; I am able to participate in the benefits from the group since I can borrow from the group fund and benefit from ideas and get encouragement from the group;
· By saving in the group, each member is equal to every one and because membership is voluntary, each one therefore has equal right in decision making on how the savings will be utilized.
· The savings fund belongs to the group and therefore members are the only ones who can decide on how this will he used.
9. Facilitator ends this session by saying that the participants should now start to think of whether they really want to form themselves as a group. Their resolve will now be tested in that. if they want to form themselves into a group, they would have to show the* seriousness by deciding as a group how much they will save monthly? And whether they can do this consistently like the women of Malang for a period of say 4 - 6 months.
Module 2: Case 1 A Story of Self-Reliance: A Spoon-full of Rice
In a poor village at the coast of Indonesia called Malang, men were engaged in fishing and women in selling the fish catch. The profits were very low. The men can only fish 5 months in the year and every year their catch is getting smaller. Other big fishermen use dynamite and the small fish cannot grow. Because of this situation, the women feel the poverty more severely because every day they have to figure out how to feed the family. They also do not have enough money to send their children to school.
One day Mrs. Suharti and Mrs. Sri were talking as they were washing their clothes in a river, about their situation and their aspirations in life. They were talking about how thin their children were. That Mrs. Suharti's girl child had to drop out of school because they have not money. Both women said they do not want to have children anymore. Mrs. Suharti said she is using pills and Mrs. Sri said she is using IUD. Both were happy about the contraceptive method they have chosen.
They were happy just to be able to talk, but what got them excited was that they had the same idea about doing something about their situation. Both of them want to raise ducks so that they could sell this and have some profit. They said that they feel they have potentials as business women, not just washing clothes and taking care of their children and husband. But their enthusiasm was cut short when they both realize that they do not have enough money to start this duck raising business.
Many days passed and each of them could not forget the nice feeling which they had about wanting to have a business. She would talk to other women in the village. To their surprise there are 20-25 women in the village who feel the same problem and who have the same aspirations.
One day Mrs. Suharti and Mrs. Sri invited all these women to the court yard of Mrs. Sri's house and they had a meeting. Their objective was to find a solution for the problem which seems to be the same for everybody.
Mrs. Hartati said that she had heard that there is a group of women in another village who formed themselves into a group and together they raised their own funds. They agreed that each one save a certain amount each week. This is collected, and as soon as the amount is big enough, one or two of the members would borrow it and buy some chickens. After a period those who borrowed would return the money to the group. Then the others would take turns to do the same. They choose the business activity which they want to engage in.
But the group looked very sad. There was no reaction to Mrs. Hartati's idea. Mrs. Susrini said that how can they save when they are so poor. That is the reason why they cannot engage in business. But Mrs. Hartati was not discouraged. She was convinced that the solution in to be found in their own strength. She pursued her idea and said to the group, that perhaps they should analyze their situation and look at what resources they have. She said all of us cook and eat rice every day. What if we save a spoon-full of rice every day. That should not be so difficult. She was so energetic and enthusiastic about the idea. After a while several women began to say, " Yes I can do that". The room became so noisy after awhile because everyone became very excited.
After a while the women decided as a group to save a spoon - full of rice every day when cooking. Every two weeks they collected the rice. After three months they sold the rice they have saved and lent it to 2-3 women who bought a pair of ducks each. They took turns in borrowing the money. They also made money selling duck eggs. They used this to · buy more ducks.
During the first 6 months they encountered so many obstacles,. Their husbands laughed at them. Sometimes they would forget to save the rice. In come case, the husband came home one day and he was so hungry, he cooked the saved rice. But the women would meet every week and tell each other their experience. Sometimes they would laugh at their experience and sometimes, they would tell each other how discouraged they are. But because they are a group, they supported each other and encouraged one another.
After 2 years this group of 22 women have not only duck raising as a business, but they also fatten goats (Moslem community) and plant papaya. All this is sold. Their husbands are not laughing at them any more. They have gained a new respect from their husbands and the community leaders.
Now after 10 years, the group has 300 members and more than 350 million yuan as their capital fund.
Visual Aid No. M 2-1
On Newsprint Lessons Learned from the Women of Malang Village Indonesia
What have we learned from the story:
(a) Must savings be always in money form?
In my present situation, if I have decided to save how do I do this?
(b) What obstacles did the group encounter once they had their decision?
(in themselves from others outside the group)
In your situation, what are your constraints?
(c) How did they overcome their problems?
How will you overcome yours?
(d) Are they self-reliant? Why?
Visual Aid M 2 - 2
Concepts of Savings
Model A - Old Concept:
Saving is everything that is not spent.
In this situation we would say that:
Income minus expenditure equals savings
Model B - New Concept:
Savings is the amount I decide to put aside for
Investment purposes and not for luxury.
In this situation we would say:
Income minus savings equals expenditures
Example:
Model A: |
100 yuan income - 80 yuan expenditure = 20 yuan savings |
Model B: |
100 yuan income - 50 yuan savings = 50 yuan expenditures |
Time |
1 hour |
Methodology |
Discussion/ lecture |
Steps |
Preparations:
Visual Aid M 2 - 3.
Materials
marker pens; newsprint.
Instructions for Facilitator (1)
1. Facilitator introduces this activity by refreshing the memory of the participants on the women of Malang Village in Indonesia, on how they used savings they mobilized to engage in duck raising and later on in other types of business. We also learned by illustration, the difference between the old and new concept of savings. That if we want to really be self-reliant like the women of Malang Indonesia we would have to adopt the new concept of savings.
In this Activity we will examine the factors that affect savings mobilization.
Task Instructions
2. Facilitator forms sub-groups of 4-5 women.
3. Sub-groups discuss for 20 minutes with the following guide questions:
Guide Questions
(On Newsprint)
(a) What are the advantages of saving as a group?
(b) Why is it important to use the savings fund for members to borrow ?
(c) Why should loans be for only investments which would generate income rather than for luxury purposes, such as weddings?
(d) Why should interest be charged?
(e) Why should penalty be charged?
4. The sub-groups report to the large group.
Instructions for Facilitator (2)
5. Facilitator summarizes the results of group discussion emphasizing the points in Visual Aid M 2 - 3.
Visual aid M 2 - 3 Mutual Assistance Through Savings And Loan Operation
1. Advantages of saving a group
· Members together can accumulate a capital fund faster. Cite the example in the previous activity;
· It is easier to form the habit of savings if a person commits herself to do so; We get more ideas from others as we associate with them in a group;
· Each person manifests her seriousness in being a member in a group because saving means sacrifice;
· Members learn how to manage themselves as a group;
· This is one way to prove to ourselves that we are self- reliant, since we are not depending on others to take care of our needs.
2. Why it is important to loan out savings for productive activities or income generation
· we do not allow members to borrow for activities which do not generate income, so that they will improve their family income; they can pay back easier because they have generated income (in luxurious activities we do not generate income, we simply spend);
· Member with increased income can contribute more savings to the group;
· More savings in the group means that more women can have loans and the loans can be bigger;
· Individual members increase their knowledge and skill in managing their business; increase her confidence in herself;
· this is one way that women can show the family her own potential;
· the group gain a new positive image in the community.
3. Why it is important to charge interest
· By charging interest on loans taken (e.g. I % a month), we build up our capital fund (cite the example in the previous Activity);
· this is one way of instilling discipline in the group, so that members will think seriously before they borrow, since through the interest, they pay a price for using the group savings;
· when members pay interest they will have a tendency to repay as soon as possible so that they do not have to pay more than what they borrowed and other members can take their turn in borrowing sooner.
4. Why Charge Penalty
The penalty of 10% per month of default is also another tool for discipline.
Time |
1.5 hours |
Methodology |
Discussion/Lecture |
Agreement Needed On Outputs |
|
Steps |
Preparations:
Visual Aid M 2 - 4; Visual Aid M 2 - 5; Visual Aid M 2 -6; Visual Aid M 2 -7.
Materials
marker pens, newsprint
Instructions for Facilitator (1)
1. Introduce this Activity to the group as follows:
We will now try to apply what we have learned in the previous Activity. This time we will apply the principle of the "new concept of savings" in our own situation today. This is the start of our process of organizing ourselves into a group. We will therefore have to make decisions in this Activity which we will honor as members of this new group we are about to form. Our first decision and commitment is how much we want to save monthly for 6 months. Once we decide the amount as a group, each one will now be committed to this decision, as a member of the group.
2. Let us examine what it means to have saved certain amounts as a group. Facilitator uses Visual Aid M 2 - 4.
Supposing 5 members of the group want to borrow this savings fund so that they can start their own small business. Each member can now borrow RMB 300. Note that each one of these 5 persons would have deposited only RMB 60 after three months and yet each one can now have an opportunity to start her own small business. By herself she would have needed to save RMB 20 for I 5 months (RMB 20 x I 5 months = RMB 300) before she can accumulate RMB 300.
The condition of the loan is that these 4 persons would need to repay after 3 months with an interest of I % per month or RMB 3 per month x 3 months = RMB 9. Since there are 4 who borrowed therefore interest earnings after 3 months is RMB 9 x 4 equals RMB 36.
3. Facilitator continues with part 2 of the example, moving the example from the fourth month to the sixth month. She draws the process of computation and analysis from the group as she did in part 1. Use Visual Aid M 2 - 5.
Instructions for Facilitator (2)
4. We shall now apply the principle we have learned in our actual situation. We will now determine what level of savings we individually can make for a period of 6 months. We will discuss this in small groups and arrive at a group decision. This would be our first step and commitment in building our group.
Task Instructions: Determining Individual Savings for Group Members
1. Facilitator distributes Forms as in Visual Aid M 2 - 6.
2. Facilitator explains the form, emphasizing the following:
Each one is to determine the amount she can consistently save monthly for a period of 6 months, starting this month;
Analyze the source from which among the women's weakly expenditures, savings can be made. For example, if a woman goes to the market 2 times a month and brings RMB 30 with her, can she put aside RMB 10 each time so that at the end of the month, she would have RMB 20 for her monthly deposit;
Consider the expenditures of the farming cycle. For example, the month when women have real difficulty, because they need their cash to buy inputs for the farm. What will they do to anticipate this problem, so that they can maintain the regular monthly savings deposit?
Instructions for Facilitator (2)
5. The output of this exercise should be consolidated using Visual Aid M 2 -7. This should show the results of individual decisions as consolidated for the group. Facilitator takes the average of the figures presented, and presents this to the group as the first decision as the group savings level.
Instructions for Facilitator (3)
6. Once the results are posted on the wall, Facilitator asks members to go and look at the results. She gives them 5 - 10 minutes to study this result. Facilitator then asks the participants to form themselves into small groups of 5 - 7 members in each group. She asks them to discuss and arrive at a decision.
7. Facilitator, may need to encourage the group to raise the level of savings. The women are generally timid at this stage and would tend to indicate a very low savings level. On the other hand. Facilitator should caution the group, if their level set is too high, which they cannot fulfill.
Guide Questions
(On newsprint)
1. Do we agree and accept the group savings level?
2. Do we agree and accept the commitment to do so for 6 months, making regular monthly deposits?
8. Facilitator should end this session differently from previous Activities, since this is the first major decision which the women may have taken in building their organization. For example, the staff could prepare flowers and with a little bit of ceremony, offer this to the group as their recognition and congratulations for a major decision which the group has taken.
Visual Aid M 2 - 4 (Part 1)
Illustration: Group Saving Mobilization - First Three Months
Assumption:
There are 25 members in a group. They decide to save Y20 a month for the first 6 months.
The result will be:
Month 1 |
25 persons x RMB 20 = RMB 500 |
Month 2 |
25 persons x 20 = 500 |
Month 3 |
25 persons x 20 = 500 |
Sub-total |
1, 500 |
Visual Aid M 2 - 5 (Part 2)
Illustration: Group Savings Mobilization for Succeeding Three Months
Month 4 |
25 persons x RMB 20 = RMB 500 |
Month 5 |
25 persons x 20 = 500 |
Month 6 |
25 persons x 20 = 500 |
Sub-total |
1 500 |
Plus amount returned by 4 persons |
1,500 |
Plus interest paid by 4 persons |
36 |
Size of Savings Fund after 6 months |
3,036 |
Visual Aid M 2 -6
My Savings Level and Source
Month |
Amount |
Source |
(RMB) |
||
1 |
||
2 |
||
3 |
||
4 |
||
5 |
||
6 |
||
TOTAL: |
Visual Aid M 2 - 7
Consolidated: Group Savings/Source
Month |
Amount |
Source |
(RMB) |
||
1 |
||
2 |
||
3 |
||
4 |
||
5 |
||
6 |
||
TOTAL: |
Time |
1 hour |
Methodology |
Discussion/Lecture |
Agreement Needed On Outputs |
Group Policies and Procedures |
Steps |
Preparations:
Visual Aid M 2 - 8
Materials
marker pens; newsprint
Instructions for Facilitator (1)
1. The Facilitator tells the group that because the savings belong to all members, all members should decide together on the rules on how to lend and manage the savings fund.
2. Facilitator explains a sample of a lending procedure, using Visual Aid M 2 - 8.
3.. Facilitator cautions the group that the above is only an example of what could be developed as their own procedure. Facilitator further explains, that the group at any time can adjust their policies if this is considered necessary.
Task Instructions
4. Facilitator forms sub-groups of 5 - 7 women in each sub- group and asks them to discuss the above sample for 20 minutes.
5. Their task is to review and discuss the sample Policies presented and make suggestions as to changes which they would like to make.
6. Sub-groups report to the larger group what changes they would want. Facilitator notes changes suggested and asks for a group consensus or agreement on the changes.
Instructions for Facilitator (2)
7. Facilitator ends the session by confirming with the group their commitment to the above as revised by them. She tells them that this now becomes the basis of their group operation.
8. Facilitator further tells the group that once their group is operational that the WPD Field Workers will help them establish the record systems for their Group Savings and Loan Operation. This system as part of the management of the group is important since the individuals in the group are the owners of the funds. Each one therefore should have a clear idea as to her obligations her privileges and the general accounting of the funds at all times.
Visual Aid M 2 - 8
Sample Group lending procedure
(1). 70% of the savings will be used for production purposes, 20% for emergencies, child education, etc. and 10% as savings base;
(2) The group savings are to be lent to members for income generation or production purposes, as soon as an amount of 200 yuan RMB. has been reached;
(3) The borrower has to submit an application. The Loans Committee will review the feasibility of the proposal and make its advise known to the group;
(4) The group discusses the loan amount and repayment period. Usually a maximum loan amount of 100-200 yuan with a repayment period of with-in 3 months for starting groups has been the experience in other groups. But this also depends on the production cycle of the activity.
(5) Interest (e.g. 1% per month) will be charged.
(6) Non-payment of loan will be subject to a penalty (e.g. 10% per month).
(7) Non-payment will mean dismissal from the group.
Time |
2 hours |
Methodology |
Discussion/lecture with illustrations |
Agreement Needed |
Conditions of the Project Revolving Fund |
Steps |
Preparations:
Visual Aid: Visual Aid M 2 - 9; Visual Aid M 2 - 10; Visual Aid M 2 - 11
Materials
marker pens; newsprint.
Note: There are two parts in this Activity. Facilitator has option to break this into two Activities. The First part: Terms and Conditions of the Project Revolving Fund. Second Part: Relationship between Group Savings and Project Loan.
Part 1: Terms and Conditions of the Project Revolving Fund
Instructions for Facilitator (1)
1. Introduce this Activity:
1.1. First step is to help ourselves Build Up Our own Capital Fund
You have thought through, discussed and decided to help yourselves through the savings and loan operation which we have just decided on. This is significant step on your part. This means that you are serious about helping your own self and the others in the group which you have now become a member of.
1.2. Project Loan assistance as additional Source of Capital
The Project revolving fund is another source to increase the level of the group capital fund. Unlike the group savings fund, this project revolving fund belongs to all the women who want to use it.
It is a loan which has conditions. Because it belongs to the women who want to use this by taking turns, we call it a "revolving fund". Anyone who uses this fund has an obligation to repay according to conditions which she has agreed to ahead of time. She has a responsibility to the other women who are waiting to take their turn in using these funds.
1.3. Project revolving fund is a loan and not a grant
Project assistance comes in the form of a loan in the belief that this is the best way to achieve self-reliance. When a person gets a loan, the provider of the loan believes in the capabilities of the person receiving the loan. Project management therefore believes in the capabilities of the women. Project management believes that women can be accountable for their commitments. Another reason for operating the project fund as a loan is that the assistance can be used by more women, since in this case once the loans are paid these can be used for other groups. The women in this workshop class therefore if they wish to use this project assistance has a responsibility first and foremost to the other women who are waiting to be able to use these funds as well. Project management are "trustees" of these funds, meaning that they are responsible to the real owners of the fund, namely all the women who want to use these funds.
Instructions for Facilitator (2)
2. Facilitator reviews the " Reasons, Indications and Consequences" of women's low status. form Module 1. Visual Aid M 1-1.
3. The Facilitator explains the Terms and Conditions of the project revolving fund. These terms and conditions are for (a) the group and (b) for individual members. Use Visual Aid M 2 9 for Terms and Conditions of Group Loan and Visual Aid M 2 - 10 for Terms and Conditions of Individual Loans.
4. After explanation of the above Terms and Conditions, Facilitator forms sub-groups of 5- 7 women in each group for discussion. They discuss the above for 15-20 minutes.
Task Instructions: Terms and Conditions of the Project Revolving Fund
You have 20 minutes for group discussion. Kindly review Visual Aids 8 and 9. Note down things which are not clear to you and at the end of 20 minutes, raise these questions to the larger group for clarification.
Note to Facilitator: Make sure that there is no misunderstanding about group loan and individual loans. Group loan is for 3 years; individual loans are for not more than one year.
Part 2: Relationship between Savings Fund and the Project Revolving Fund
5 Facilitator illustrates the relationship between the group savings fund and the project revolving fund using Visual Aid M 2 - 11.
6 Facilitator summarizes her presentation by using Visual Aid M 2 - 12. Visual Aid M 2 12 A is used as a "marker" or a tool to remember content of the Activity. Facilitator uses the latter at the very end of her presentation. Show the cycle:
savings process: participant accumulate individual resources into a pool of funds;
utilization or where the group establish policies to loan out the pool of funds or capital fund;
borrowers repay with interest and increase the group fund;
group members continue to deposit monthly savings into the fund the cycle continues.... gradually benefiting more and more members and the fund growing gradually....
Instructions for Facilitator (3)
7. After explaining this illustration, facilitator then forms sub-groups of 5 - 7 women in each subgroup for discussion. This is to allow for time and group study of the Terms and Conditions of the Project Loan and the Illustration.
Guide Instructions
Sub-groups have 20 minutes to discuss the Terms and Conditions and the Illustration. We want you to discuss this and report what is not clear to you.
Instructions for Facilitator (4)
8. Facilitator allows for groups to ask questions on the above. Facilitator clarifies and responds to questions.
9. Facilitator ends by once again emphasizing the importance of savings mobilization and utilization, by repeating important points in Activity 3.
Visual Aid M 2 - 9
Terms and Conditions of the Group Project Loan
Each member of the group is individually and jointly accountable for the group loan from the project revolving fund This means that is one member fails to repay, this affects everyone, because the group liability for repayment will be affected accordingly.
Amount: maximum of 8 times the group savings;
When: all the group members have undergone the CO workshop; 6 months after CO workshop, members would have had monthly savings according to an amount they themselves decide; members have feasible proposals; they have clear statements of (a) goals and objectives (b) clear policies and procedures (c) financial record system (d) Action Plan (e) regular monthly meetings
How: President of the WG with assistance from the WG Loans Committee, submit members' application to the County Governing Body;
Repayment: group pays 30% after first year, 30% after the 2 nd year and 40% after the 3 rd year;
Duration: Group loan is for 3 years (individual loans within the group is for not more than 1 year);
Penalty: penalties in case of delay is 10% for every month of delay;
Social Development Fee: A 4% social development fee is paid on the first month of every year for 3 years on the original amount of the loan to the county government;
Technical Assistance: the project staff will assist the group in the identification of suitable micro-enterprise and with the application.
Note: Women's group savings fund is only a condition as well as the basis for computing what will be made available to the group.
The group savings fund will always remain the property of the women's group.
Visual Aid M 2 - 10
(2) Terms and Conditions of the Individual Project Loan
1. Must have undergone the workshop in CO;
2. Accepts the Goals, spirit and principles of the WG;
3. Accepts the Objectives of the WG;
4. Accepts the Policies and Procedures of the WG, with regard to savings mobilization and utilization;
5. Agrees to abide by WG decisions;
6. Agrees to participate actively in all WG monthly meetings and special meetings;
7. Accepts her individual responsibility in the group liability for the repayment of the group project revolving fund: (a) loan payments: 30% after I year: 30% after 2 years; 30% after 3 years; (b) payment of the social development fee - 4% of the original group loan to be submitted to the county per year; (c) 1% payment for the WG fund on social development per year;
8. Accepts the condition for the individual use of the project revolving fund as follows:
(a) Loan Duration: not more than 1 year
(b) Repayment Schedule: As determined by the Loans Committee based on the nature of the micro-enterprise proposal;
(c) Payment of 1% WG Social Development Fee;
(d) Payment of 4% County Social Development Fee;
(e) Penalty payment of 10% of the loan for every month of delay in repayment,
(f) Able to re-loan after full payment, depending on availability of funds.
9. Submit their Loan Application of proposal to the Loans Committee.
Visual Aid M 2 - 11 on newsprint
Illustration: Group Savings and Project Loan Relationship
mo./yr |
savings |
proj. loan |
Total capital |
|
6mo |
20 wom.x 6mos. x Y10 = |
1,200 |
9,600 |
10,800 |
ly |
20 wom.x 6 most x Y1 5 = |
1,800 |
||
Plus previous 6 mos |
1,200 |
|||
3,000 |
9,600 |
12,600 | ||
1.5y |
20 wom.x 6 most x Y20 = |
2,400 |
||
Plus previous |
3,000 |
|||
5,400 |
9,600 |
|||
Minus 30% loan payment |
2,880 |
|||
Project loan available |
6,720 |
12,120 | ||
2.5y |
20 wom.x 12 most xY25 = |
6,000 |
||
Plus previous |
5,400 |
|||
11,400 |
||||
Minus 30% loan payment |
2,880 |
|||
Project Loan available |
3,840 |
15,240 | ||
Note that savings is already more than project loan. |
||||
3.5y |
20 wom.x 12 most x Y30 = |
7,200 |
||
Plus previous |
11,400 |
|||
18,600 |
||||
Final Payment of loan |
3,840 |
18,600 | ||
Note:
(1) that interest payments have not been included in this illustration, for simplification purposes. The capital fund therefore is bigger than what is here, through interest earnings.
(2) Monthly savings increased each year, as the women improve their income. This is an indicator of women's sense of self-reliance that their savings are gradually increasing and their dependence on the revolving fund decreasing
Visual Aid M 2 - 12: Illustration of Savings Mobilization and Utilization
Visual Aid M 2 - 12 A: Marker: Saving' and Loan Operation
Background/rationale
At this stage of the workshop programme participants would already have a clearer idea of what they would want their organization to be. It is therefore important to guide the members in establishing clear goals and objectives for themselves. After this stage Facilitator guides them to establish the structure of their organization based on these goals and objectives. Roles and functions of officers of the organization are determined and approved by the group. l his whole process should end with the election of officers.
In order for members of the WG to achieve their goals and objectives they need to have to adopt an organizational model that fits the culture of the group and for members and officers to be clear about/agree on their duties and responsibilities.
Output Objectives
By the end of 14 - 15 hours participants will have:
1. Adopted commonly agreed to organizational goals, principle and spirit;
2. Adopted commonly agreed to objectives for their organization;
3. Defined an organizational model suited to their needs; defined the roles and functions of the WG officers; and elected their officers.
4. Developed and adopted organizational Policies and Procedures;
5. Analyzed and internalized three modes of leadership and chosen that which suits their needs as an organization;
6. Analyzed the processes in group decision-making and internalized the characteristics of good group decisions;
7. Analyzed and internalized the important considerations in making their group life grow;
8. Analyzed the processes of group meetings; adopted a format for their monthly meetings.
Time |
1 hour |
Methodology |
Discussion/revision of drafts/lecture |
Agreement |
Needed Group Goals, Principle and Spirit and Motto |
Steps |
Preparations:
Visual Aid M2-14; M2-15; M1-9; M1-10.
Note: Facilitator should review Synthesis of Module 1 to link with this Activity.
Material:
maker pens; newsprint
Instructions for Facilitator (1)
1. Introduce this Activity by saying that at this stage of workshop, our discussions should result in important decisions with regard to essential elements in establishing our women's group. We will review what we have learned from Module 1 and this review should result in a consensus as to the goals and objectives of your organization.
2. Facilitator then tells the group that in this Activity we will be determining our goals, principle and spirit, as a group. She gives an introduction or description of these:
Goals are life aspirations
Example: To achieve our full potentials.
Once we articulate this, we now have passed from just merely existing with meeting our material needs, but we now are looking to the future. We now have ROPE. Hope drives us to achieve our aspirations in life. Without hope, we will be simply be satisfied with meeting OUT material needs. Establishing our goals therefore is to commit ourselves to something spiritual which could drive us to achieve our life aspirations both in the material and spiritual spheres.
Principle are important spiritual elements:
Example: equality and democracy.
Establishing our group principle means that we choose certain important spiritual elements which govern our actions and dealings with one another in order to achieve our goal. It is that which guides the conduct of individuals in the group.
Group Spirit
Example: Cooperation, trust, accountability.
Determining the spirit of the group means that we choose the important elements which should animate or give life to the functioning of our group. It is the bonding substance which results in a lively atmosphere in the group.
Our Motto is a short phrase
Example: A whole jar as symbol with the words " Never be broken Again"
A motto is a short phrase which captures the goal, principle and spirit of the group. Sometimes some groups even adopt a symbol and together with the phrase or sentence are used by a group to distinguish themselves. It is also used as a "battle cry" by some groups to encourage themselves or to let others know what they stand for.
Task Instructions
2. Facilitator, together with participants write down on newsprint lessons learned from the various activities of Module 1. Facilitator needs to draw out insights from participants, rather than she herself writing down answers. Write their answers under headings as in Visual Aid M 2 -14.
Task Instructions
3. Facilitator forms sub-groups of 5 - 7 members in groups. Participants discuss and determine (a) goal (b) principle (c) spirit (d) motto of their organization, based on the review of Lessons learned from Module 1. Sub-groups are given 15 minutes, after which they make their presentation. Sub-groups after presentation should reach a consensus for one group statement of GOAL, PRINCIPLE, SPIRIT, MOTTO.
Instructions for Facilitator (2)
Synthesis: Important Points
Goal Setting
4. Facilitator draws from what the participants have summarized above and synthesizes WG goals along lines as in Visual Aid M 2 -15.
5. Facilitator encourages changes by referring them to the " Roots, Indications and Consequences of Women's Low Status" and " Approaches to Change our Situation" :in Module 1 Visual Aid M 1- 9 and M 1-10.
6. Facilitator asks a few questions like; (a) what did you specifically want to change? (b) how do you went to change these specific situations? (remember Situation analysis in Module 1).
7. After this synthesis, facilitator asks group for consensus or agreement. This is to validate the above. if this truly reflects what their aspirations are. Note that facilitator should encourage the group to make their own modifications and additions. This should however be not to wordy or long.
Visual Aid M 2 - 14
Headings for Lessons Learned from Module I
1. Self-Introduction of participants
2. Expectation Setting
3. Situation Analysis
4. The Need to Organize Ourselves
5. Knowing Self and Others
6. Communication
7. Cooperation
8. Trust
Note: Facilitator should have studied the synthesis of Module I at this stage and should have noses to link outputs in Module If or the group development of their Goals, principles and spirit
Visual Aid M 2 - 15 - A SAMPLE
Our Group Goal, Principle, Spirit And Motto
Our Goal |
|
Self-reliance | |
Self development | |
Caring for self | |
Prosperity through self | |
Our Group Principle |
|
Voluntary | |
Equality | |
Democratic | |
Self-rule | |
Our Group Spirit |
|
Unity | |
Mutual Help | |
Cooperation and Trust | |
Dedication and Sacrifice | |
Our Motto: |
(Let the group develop their own. In one place for example they used this motto: "Yes we Can ".) |
Time |
2 hour |
Methodology |
Discussion/draft revisions/lecture |
Agreement Needed on Output Group Objectives |
|
Steps |
Preparations:
Visual Aid M 2 - 16; M 2 - 17.
Materials:
marker pens; newsprint
Instructions for Facilitator (1)
1. Facilitator introduces this activity:
By linking this with the previous Activity. Goals are expressions of our aspirations. These are what we hope to achieve. Objectives are concrete steps we take to achieve our goals or our aspirations. We therefore need to serious think about these important steps. We need to agree as a group on these concrete steps. The staff has prepared a draft based on what you have decided as to the "Goal, Principle, Spirit and Motto" of your organization.
2. Facilitator presents a draft objectives for women's groups as in Visual Aid M 2 - 16. Facilitator goes over the material line by line and in dialogue with the participants, gives or draws examples from the group. She asks questions from time to time whether they have understood the points clearly.
3. Facilitator must remember that the women need to have a very clear understanding of everything in this material, since they will have to make these as their bases of their Action Plan which will be developed later. This is therefore part of their commitment as partners in the project implementation.
Task Instructions
4. Facilitator forms sub-groups of 5 - 7 women in a sub-group. They are told that they have 30 minutes to discuss this draft. They are to arrive at a consensus on these Objectives, with modifications as they see fit.
Guide Questions
(On Newsprint)
(a) Identify areas which are not clear and ask for clarification from Facilitator and Monitors, who will be going around during the discussion period;
(b) Analyze, modify the objectives and add as required;
(c) Fill in the blanks in the draft.
(d) Arrive at an agreement;
(e) Submit the results of sub-group work to the Facilitator.
Instructions for Facilitator (2)
5. Facilitator gives the group a break. The workshop staff study the sub-groups results and then present a consolidated report to the larger group.
6. Facilitator posts the result in newsprint and reviews line by line, seeking agreement or consensus from the group. Where there is divergent opinions, Facilitator asks for concurrence. If there are strong positions on certain issues, Facilitator asks sub-groups with divergent positions to discuss among themselves and seek consensus.
FACILITATOR SHOULD NEVER DICTATE HER OWN POSITION. REMEMBER THIS IS A DECISION ON THEIR OWN RESOURCES AND THEIR OWN TIME AND EFFORT.
7. After posting the consolidated report, facilitator asks the group to come and view the results on the wall. Give them 10-15 minutes. REVALIDATE THEIR DECISION BY ASKING THEM AS A GROUP, IF THEY AGREE WITH THIS CONSOLIDATE VERSION.
Visual aid M 2 - 16
Draft Group Objectives
Part 1 - Three-month Period
(1) By the end of 3 months our women's group (WG) would have:
(a) RMB__ amount of savings would have been mobilized, of which___ would have been loaned to___ members;
(b) organized literacy classes for___ women and held regular classes for them (at least___ times);
(c) organized technological skills workshop in___ ,___ ,___ (state the area for workshop);
(d) organized medical check for women and children in the village; agreed with the village doctor as to how to coordinate work and needed assistance (help through social development fund (SDF);
(c)organized and scheduled regular educational sessions on maternal and child health and family planning, with the assistance from MCH and FP personnel;
Go made folk media presentations for the whole village, prepared by members of the WG, using messages on raising women's status;
(g) an activity room where the WG could meet regularly.
Part 2: Six-month Period
(2) By the end of 6 months our women's group (WG):
(a) RMB___ mobilized of which___ would have been loaned to___ members;
(b) Our WG would have___ micro-enterprise proposals for funding from the Project Revolving Fund for a total amount of RMB___ (8 times the group savings after 6 months),
(c) organized literacy classes for___ women and held regular classes for them (a) least___ times);
(d) organized technological skills workshop in___ ,___ ,___ (state the area for workshop);
(e) organized medical check for women and children in the village; agreed with the village doctor as to how to coordinate work and needed assistance (help through social development fund (SDF),
(f) organized and scheduled regular educational sessions on maternal and child health and family planning, with the assistance from MCH and FP personnel;
(g) made folk media presentations for the whole village, prepared by members of the WG, using messages on self-reliance and raising women's status.
(Note: Project staff will assist group after 6 months to develop Specific Objectives and Action Plan for another 6 months. This becomes an on-going process every six months for the group for at least 3 years.)
Part 3: Three and a hay- year Period
(3) By the end of 3.5 years (after group would have paid back all their loans from the project revolving fund):
(a) Each member of the group would have operated her own micro-enterprise and would increased her income by at least 80%;
(b) Group members would have at least fifteen times that of their savings fund after 6 months (after six months___ ; after three and a half years___)
(c) Each member in the group who wish to borrow from the savings fund and the revolving fund would have been able to have borrowed at least 2-3 times;
(d) The WG would have contributed significantly to the regularization and upgrading of the quality of service for MCH/FP in the village;
(e) Literacy and numeracy levels would have improved; illiterates in the group would have passed at least the first level of qualification for literacy;
(f) Each member would have at least 2-3 other technological skills acquired;
(g) The WG would have undertaken at least one social development project for the village each year,
(h) The WG would have made at least 2 folk media presentations each year, prepared by themselves and using messages on self-reliance and raising women's status.
Visual aid M - 2 -17
Consolidated report of sub-group outputs on Objectives
Note: This should have the same format as the draft, only that it would contain adjustments that the participants would have made.
Time |
2 hours |
Methodology: |
Role Playing/discussion/lecture |
Agreement Needed On Output: Leadership style chosen |
|
Steps |
Preparations:
Cases 2,3, 4.
Materials:
marker pens; newsprint.
Instructions for Facilitator (1)
1. Facilitator introduces this activity by putting this activity in context. In the last two activities we have arrived at agreements as to goals and specific objectives of our women's group. I want to emphasize that these were not just activities to learn how to determine our goals and objectives, but that we have actually committed ourselves to these goals and objectives for our organization. In this Activity we will examine the leadership style most suited to our organization against these goals and objectives.
Task Instructions
2. Divide participants into 3 groups.
3. Facilitator asks each group to prepare to role play three Cases as in Cases 2, 3, 4. Ask the role-players to enhance this and put some drama into it. Use their imagination.
Task Instructions
4. After the role playing presentations of these three groups the Facilitator forms sub-groups of 5 - 7 women for discussion.
Guide Questions
(On newsprint)
(a) Which one is:
Autocratic leader: The one who did not give the members a chance to express their own ideas. Dictated instructions for others to follow. Members were bored.
Democratic leader: the one who prepared an agenda by asking for suggestions about what to discuss in the meeting; who allowed the members to express their own ideas; who had some system in the way the meeting was conducted; had clear statement of the decision of the group. Members feel satisfied because they participated in the decision-making.
Laissez-faire leader: the one who, although very talkative and easy going, had no system in the way she conducted the meeting or was disorderly; allowed anyone to do whatever they wanted; no clear decision in the group. Members enjoyed themselves but were not really satisfied because they did not accomplish anything.
(b) Which leadership style is best suited to our women's group and why? Be reminded of our group goals and objectives in making this choice.
(c) What are the characteristics of a good leader?
(d) What are the functions of a leader?
4. Sub-groups report.
Instructions for Facilitator (2)
5. Facilitator summarizes the results on newsprint using the questions above as headings.
Important Pointers
Answers:
(a) Type of Leaders:
Madame A - Autocratic leader
Madame B - democratic leader
Madame C - Laissez-faire leader
(b) Best Suited to their Situation and their Goals
Democratic leader
(c) Characteristics of a Good leader
She always has the group goal, principle and spirit in thoughts and behavior she is humble, wise, resourceful, honest, open-minded, enterprising, efficient and effective.
(d) Functions of a leader:
Initiator - she initiates or starts to mobilize the group, mindful of the various talents and capabilities of members;
Information source - she generally seeks or gathers essential information which are needed for group decision-making;
Evaluator - As discussion is going on she generally observes what is going on and introduces elements which may not be considered by the group;
Supporter - She provides moral support especially for the weak ones, in terms of encouragement; dedication of her time, skill and resources.
6. Facilitator ends this session as she asks the group, which style of leadership suits their organization best, according to what they have adopted as their Goal, principle and spirit and their organizational objectives. She seeks agreement and adoption from the group.
Case 2: Role Playing - Madame A
The scene: Meeting to Plan for a Dance in the Village.
The leader: Lists down instructions for at least 5 members for tasks she wants done.
The leader: Gives instructions in a bossy way, calling on each of the 5 and verbalizes her instructions.. her voice is loud and holds herself proudly.
The members: Just sit there without asking questions and perhaps some are talking to each other, while the leader is talking. They look bored and sleepy. Someone asks a question and the leader barks at her and tells her to keep quite. At the end everybody says "yes".
Case 3: Role Playing Madame B
The Scene: Meeting to Plan for a Dance in the Village
The leader: Starts the meeting by greeting the group and thanking them for coming to the meeting. She sets a tone of being open and courteous and business-like. She tells them the purpose of the meeting and tells them that this meeting will last for one hour.
The leader: After explaining the purpose of the meeting, she asks the group if there is anyone who has any suggestions along the following lines:
(a) The time of the dance (from what time to what time)
(b) That funds are available (Y _), but she thinks this may not be enough and therefore she is asking for ideas on how to raise funds;
(c) What presentations there should be and who should be in charge of these;
(d) Whether they should invite their friends from the other village.
Discussion: During the discussion, members participate and give their ideas under each heading. The leader writes down their suggestion on the blackboard. The leader encourages the shy ones to give their ideas. During the discussion, from time to time, the leader asks the group if what is being discussed is clear.
If there are disagreements, the leader asks the group on how to resolve the disagreement. She tries to clarify misunderstanding.
At the end: Leader asks someone to summarize what was agreed on. She marks these points among what she has written on the blackboard. She asks once more whether the group agrees to what they have decided. If there is still a need to clarify, she allows for time to do so. At the end she thanks everybody and tells the group that she is very glad that this plan has been arrived at as group endeavor.
Case 4: Role Playing Madame C
The Scene: Meeting to Plan for a Dance in the village
The Leader: Comes in to the meeting hall late when everybody has already arrived. She tells them that she is very busy and tells a story about something unrelated to the purpose of the meeting. Then absent-mindedly, she realizes that she needs to at lest tell them the purpose of the meeting. She then asks the group to give their ideas on what they want to do for the dance. She has no agenda.
The members: When the leader started with her unrelated story, one member joins her and tells a similar story, which has nothing to do with this meeting. Another member asks why are we meeting? The leader then is reminded to state the purpose of the meeting. They talk about many unrelated things in the meeting and from time to time go back to the purpose of the meeting. Some members leave the meeting half way through without excusing themselves.
After 15 minutes, the leader says " let us see who wants to do something for this dance". One member raises her hand and says she would like to prepare a play by children and present this at the dance. The leader agrees and says: "that's OK as long as you take care of everything." Another one has another idea and is met with the same remark.
At the end the leader says thank you and says "we will see you all at the dance".
Time |
1 hour |
Methodology |
Discussion/lecture |
Agreement Needed |
Organizational Model chosen by the group |
Steps |
Preparations:
Visual Aid M 2 - 18; Visual Aid M 2 - 19
Materials:
marker pens; newsprint
Instructions for Facilitator (I)
1. Facilitator introduces this activity by saying that now we have determined our goals and objectives and have decided on the leadership style we want. It is now time to determine the organizational structure best suited for our needs based on what we have so far decided.
2 . Show the 2 organizational models to the participants as in Visual Aid .
Visual aid M 2-18 on newsprint - Organizational Structure Model 1
Visual aid M 2-19 on newsprint - Organizational Structure Model 2
Instructions for Facilitator (3)
Important Points
3. Facilitator discusses the advantages and disadvantages of the 2 models.
Considerations of geography, group interest, type of production etc. should enter into the consideration in the choice of an organizational model. For example if members are geographically dispersed perhaps Model 2 is better. If members, are situated in a compact area, then Model 1 is better. When group enlarges membership Model 2 will be more suitable.
4. Let the participants decide which model they want.
Organizational Model 1
Organizational Model 2
Time |
1 hour |
Methodology |
Discussion/ draft revisions/lecture |
Agreement Needed |
Dudes and Responsibilities of Officers |
Election |
Election of Officers |
Steps |
Preparations:
Facilitator writes Duties of Officers on newsprint ahead of time.
Materials:
marker pens; newsprint
Instructions for Facilitator (1)
1. Introduce this Activity by saying that we have just decided on the organizational structure which is best suited for our situation. In this activity we will be doing two important tasks namely (a) define the duties and responsibilities of our officers in the organizational structure and (b) we will be electing our officers for our WG. It is therefore very important that each member participate in the discussions and decisions we arrive at.
Task Instructions
2. Divide the participants in sub-groups of 5 - 7 members
Task Guide
Give one group the task of defining the duties and responsibilities of one or two officers in the organizational structure.
Give 15 - 20 minutes for this task.
3. Ask the group to report on newsprint. While one group is presenting ask the other groups to make comments or add to the list. Facilitator makes these changes on the newsprint.
Instructions for Facilitator (3)
5. Link results of group discussion to Important points as in Visual Aid M 2 - 20.
4. Facilitator revalidates the agreed duties and responsibilities of officers.. She makes sure that the group agrees to points which she herself would have recommended, if the group missed said points. Facilitator must make sure that the group looks at her inputs as suggestions, and therefore the group must agree, if they think that this is a good idea. Facilitator must not impose.
Task Instructions
6 Facilitator then asks the group to elect their officers among themselves. Facilitator asks for volunteers to write on the blackboard of those nominated and to tabulate results. Voting should be in groups. Literates write their candidates on a piece of paper. Literates invite illiterates to say who her choices are and the literate writes in a piece of paper accordingly. Elections should be done with secret ballots .
Visual Aid M 2 - 20
Duties and Responsibilities of WG Officers
President
· Presides in meetings/group activities;
· Executes decision's of the group;
· Represents the WG in official function;
· Liaise with different related institutions.
Vice President
· Presides in meetings/group activities;
· Assist the president in all undertakings;
· Takes over the function of the president in her absence.
Secretary
· Prepares minutes of the meeting;
· Maintains records/files of WG;
· Informs members on the meetings/schedule and place of meeting.
Treasurer
· Collects savings and membership dues from members;
· Collect loans of members;
· Records all financial transactions and maintain books of account; Prepare financial reports.
Auditor
· Audits financial records of WG;
· Audits the assets including equipment and properties of the WG.
Loans Committee
· Composed of a chairman and two to four members;
· Reviews, evaluates and assesses loan application of members;
· Recommends approval of loans for funding.
Members
· Actively participate in all group activities, meetings, workshops etc.;
· Come up with proposal for group activities, problem solving;
· Make democratic decisions after discussion;
· Contribute savings;
· Decide on groups policies and procedures;
· Make Action Plan;
· Share their experiences and knowledge with other group members;
· Elect their officers democratically for a period of 2 years.
Time |
3 hours |
Methodology |
Case Study/Discussion/lecture |
Note for Facilitator |
There are three parts in this Activity: |
Part 1: Analysis of the Case | |
Part 2: Considerations: Good Group Decision (short lecture) | |
Part 3: Kinds of Decisions (short lecture) | |
Part 4: Considerations: How to Make Our Group Life | |
Grow |
|
(short lecture) | |
Option Facilitator has option to have another Activity for Part 4. | |
Steps |
|
Preparations:
Case 5: Wang Lan's Problem; Visual Aid M 2 - 19; Visual Aid 2 - 20; Visual Aid M 2 21.
Materials:
marker pens; newsprint
Instructions for Facilitator (1)
Part 1: Case Analysis
1. Introduce this Activity by saying that once we organize ourselves into a group we have to decide as a group, since we have opted for a democratic model of organization. Arriving at good decisions as a group is not easy sometimes. We need to understand what factors influence decision-making, if we want to operate our organization according to the goals we have established of equality, unity and in a democratic manner.
2. Divide participants into sub-groups of 5 - 7 women.
3. Give one copy of Case 5 to each group. Ask one of them to read it to the rest in the subgroup. They can even dramatize this, to make it lively. Sub-group discussion should result in a group decision along the lines as presented in the Guide Questions.
Guide Questions
(a) Who is the most despicable or most sinful ? Why?
(b) List down the different characteristics of the different characters.
(c) How did you arrive at your decision?
4. Sub-group reports to large group.
Instructions for Facilitator (2)
5. During the report period, facilitator asks questions on HOW they arrived at their decision. Who among them had difficulty in agreeing with the rest? How did the group manage this? What have we learned from this? Ask someone among the group who had a different decision in the group in the beginning and ask her what made her agree? And whether she is comfortable with the group decision.
6. During this period, facilitator draws attention to the need to recognize each other's differences in values and how we need to respect each other. On how one sometimes need to compromise, as long as this is not on fundamental values. That we are willing to compromise or sacrifice our views for the good of the group.
7. If the group took a short time to come to an agreement, facilitator should ask why. Could it be that they were not interested? What does this mean in terms of group effectiveness? Is it because they were afraid to disagree with each other? What does this mean to group effectiveness?
Instructions for Facilitator (3)
8. Facilitator synthesizes by reviewing the characteristics of each character in the story. She makes sure that that she does not present her own opinion. She emphasizes the following important points:
Important Points
1. There is no correct answer in this story. This is a situation where our personal values color our view of the situation. If we truly respect one another, we therefore will respect one another's view and judgment on situations.
2. In a group situation, we would sometime need to compromise in order for us, as a group to arrive at a decision, provided that this compromise does not go against very deep values which we hold. In this group discussion, what is important is (a) to recognize each other's differences and (b) that even with these differences, we arrive at a group decision.
3. Our group will be effective if we allow for each one's ideas. We should not be afraid of disagreements, because usually if disagreements are resolved well, this deepens the ties of the group. But we must take time and loving consideration of one another, in order for us to resolve our differences.
4. If our group has members who only say "Yes" all the time without thinking, our group will deteriorate, because we will only be depending on the ideas of a few or the leader to think for us. This is not according to what we want to achieve - to eliminate the culture of dependence and to cultivate self-reliance.
Part 2: Considerations: Good Group Decision
5. Facilitator presents some considerations in arriving at a good group decision. Use Visual Aid M2-20.
Part 3: Kinds of Group Decisions
Instructions for Facilitator (4)
6. Facilitator lectures/dialogue with the large group on "kinds of group decisions". The group should feel good when it makes decisions . But sometimes we do not feel good even after a group decision has been reached. Let us examine the kinds of group decisions. We can even give a "name" to the different kinds of decisions, so that we can remember them better.
6.1. "Madaha" Decision
This is when a group arrives at a decision very fast, without much thought and discussions because they are in a hurry to finish the task. No creative thought. The problem addressed remains unresolved. No one follows what was agreed on.
6.2. "Pick-pocket" Decision
This decision is a stolen decision. The robbery can happen in two ways. Either the group steals the ideas from others and simply copy the ideas without analyzing its consequences.
Or when there is someone or a group of persons in the group who want her or their ideas adopted, but are not brave enough to openly discuss it. They resort to ways to cheating the group, by telling untruths which the group likes, so, that the group would decide in their favor.
6.3. "Puppet" Decision
This is similar to the "pick-pocket" decision in that it is a decision where the group has been used, except that in this case, the group has allowed a person to manipulate it for her own purposes. The group therefore is more accountable, since they allow this to happen to them.
6.4. "Jelly Fish" Decision
A jelly fish moves, but it moves very slowly and cannot seem to decide where it wants to go. A decision which is arrived at slowly and without much thought, because the group has no sense of direction is a "jelly fish" decision. Everybody is nice to everybody and the group is not able to address hard issues or painful issues and arrive at difficult decisions.
6.5. The "Boil" Decision
When we have a "boil" in our body, we feel uncomfortable. Until the puss is taken out our wound does not heal and we can only feel comfortable after the puss is taken out, may be by cutting a small incision where the boil is.
When a group has made a decision and after which many persons feel uncomfortable because they did not really address the painful issues in the group to resolve, this could tee called a "boil" decision. There are resentments which grows in the group like an infection. Until this "boil" is addressed or a cut is made to let the puss of resentment out, the group suffers and this could even destroy the group.
6.6. The "cart wheel" Decision
The wheel of a cart has spokes. Each spoke has a force and function to contribute to the whole wheel. Friction or tension is required to make the cart wheel move.
In a group decision-making, the group makes substantial progress if each one contributes the best she has. Through good leadership these contributions could be anaged or orchestrated as one whole force to make the group progress, like the cartwheel. A healthy level of tension is necessary to challenge one another in search of always the best ideas, like the needed tension or friction for the cart wheel to be able to move.
Part 4: Considerations : How to Make Our Group Life Grow
Instructions for Facilitator (5)
7. Considerations on how to make our group life grow
Facilitator continues and focuses on the importance of each members in contributing to the building up of the group. One venue where group life needs to be enhanced is during the group meetings, because this is where the group develop bonds with each other, besides the time when they make decisions which affect all of them.
Once we agree to form ourselves into a group, each one of us has an obligation to cultivate our group life and make it grow. Our group has a life of its own. And it will grow strong and have a long life, if we continually make efforts to make it grow. There are some considerations which can make our group grow. One set of these consideration we call the "basic life element" and the other we call "maintenance of group functions".
10. Facilitator sums up what has been covered during this Activity: ONLY HIGHLIGHTS.
(a) Important points in decision-making based on Case 5;
(b) Important points in Consideration: Good Group Decision;
(c) Kinds of Decisions
(d) Important points: Considerations in Making Group Life Grow.
Case 5: Wang Lan's Problem
This is a real story that took place in a village. A young girl named Wang Lan has a primary school degree. A young man named Zhao Yan had a middle school degree. Both of them were born and lived in the same village. They were friends since childhood. In 1976, they got married and had a happy life since then. Wang Lan thought that was not enough. She feels that her husband should have a better education. With a better education, the family could have a better future. So Wang Lan helped her husband until he can enter the university and pursue higher education. After graduation from the university. Zhao Yan became a teacher in their county town. He was very grateful for the efforts exerted by his wife to support him through his university studies. Loving his wife more deeply than ever, Zhao Yan goes home on Sundays to help his wife with household chores. This gained for them the admiration of the village townsfolk.
However, a year later, the number of times Zhao Yan went home decrease. Wang thought that her husband must be very busy and thus decided to go see him when she was free. But her husband was very cold to her. Wang Lan did not mind this thinking that Zhao Yan must be tired. On her second visit, her husband turned a deaf ear to her plea and this made Wang Lan very sad. But soon after she went to see husband again. This time, she saw Zhao Yan in bed sleeping with a beautiful young lady teacher. Having seen this she felt so heart-broken and cried out. She went home without saying anything.
After a period of time, Zhao Yan went back and raised the need for a divorce. Wang Lan would not agree because she thought that they had a pleasant past. In addition, they have two children to consider. She tried to persuade her husband not to pursue a divorce but Zhao Yan would not change his mind. He even asked his brother and sister to make it a hard time for Wang Lan.
Once, Zhao Yan's brother Zhao Zheng's ox went to Wang Lan's field and ate her crops. As soon as Wang Lan learned of what was happening, she drove the ox out of the field. When Zhao Zheng saw this, he went to Wang Lan and questioned her. Wang Lan explained the case, but Zhao Zheng would not listed. Just then Zhao Yan's sister, Zhao Xia was passing by. Having seen the incident, she went home and brought a spade. She gave it to Zhao Zheng who in turn beat Wang Lan with the spade until Wang Lan fell down. Through the doctor's examination, it was found that Wang Lan's right shoulder sustained a deep wound. Because of this she would not be able to raise her right arm anymore. She has become crippled for life.
When Wang Qiang, Lan's brother learned of what his sister has suffered, he went to the village leader Li Wingfu, asking him to deal with the case. But the village leader just said: "This is the business of your families. It should be handled among your two families."
Visual aid M 2 - 21
Considerations in arriving at a Good Group Decision
(1) There should be enough information about issue to be decided upon;
(2) Enough time to discuss the issue. The democratic leader should facilitate the discussion, making sure that the shy ones are able to participate. Those who have disagreements are able to express their opinion and reach a compromise;
(3) Various alternatives have been presented;
(4) Open communication - listening to one another;
(5) Respect one another's opinion;
(6) An atmosphere of trust and dedication for a common goal;
(7) Decision must be sensible and reasonably feasible for concrete action;
(8) Final decision clearly stated and agreement given by the group.
Visual Aid M 2 - 22
Considerations: How to Make Our Group Life Grow
There are basic elements in the functioning of a Group. We might say that the group is like a living organism which has its own life and which needs to be nurtured to maintain its health. Below are some of these major nurturing elements.
1. Basic elements | |
1. Initiating |
Getting the group started on the task at hand. Offering new suggestions; new topics for discussion. |
2. Asking for information |
Asking one another for what we know about what we are discussing. |
3. Giving information person |
If someone knows something about what we are discussing, this gives it happily. |
4. Asking for Opinions |
Members asks others to give their idea. Especially the shy ones. |
5. Giving Opinion |
The shy ones especially have an obligation to share their ideas in a group. |
6. Explaining |
Giving practical examples, about what is being discussed. |
7. Clarifying discussed |
Asking a question or repeating a point to make what is being clear. |
8. Summarizing |
Stating briefly, the main points discussed or decided upon. |
9. Checking comfortable Decisions |
Seeing if everyone, especially the silent ones agree and are with the decisions. |
2. Maintenance Functions | |
1. Encouraging |
Being friendly; responding to and building on suggestions of others; encouraging; acceptance and appreciation of others and their ideas. |
2. Helping was hand |
Giving a quite person a chance to join the discussion (Xiao Kang about to say something can we hear what she has to say) |
3. Setting standard" |
"Shall we agree that we will ask the shy ones to speak first?" Can we try to finish before 6 p.m.?" |
4. Harmonizing |
Helping those in conflict to understand each other's point of view. |
5. Relieving have tension |
" May be we are getting too discouraged. Look what we already accomplished." "Let us have a break first". Or a well times joke. |
Time |
2 hours |
Methodology |
Discussion/lecture |
Agreement Needed |
WG Polices and Procedures |
Steps |
Preparations:
Visual Aid M 2 - 23; Visual Aid M 2 - 24; Visual Aid M 2 - 25.
Visual Aid M 2 - 9; Visual Aid M 2 - 10 (Only for review)
Material:
marker pens; newsprint
Instructions for Facilitator (1)
1. Facilitator introduces this Activity by saying that there must be rules and regulations openly discussed and agreed to by everyone, for an organization to be able to function democratically. These are called Policies and Procedures, or rules that govern the functioning of our organization.
2. These policies and procedures safeguard our equality and unity as we operate our group democratically and promote the systematic accomplishment of our objectives and ultimately our goals as a group.
3 . There are three major areas where policies and procedures need to be established namely: (a) membership (b) savings mobilization and utilization (c) project loans operation (d) social development operation.
4. Facilitator tells the group that she has prepared a draft in these three areas for them to discuss. Thoughtful and thorough discussions are required for the group to decide on these as their Policies and Procedures. These become a formal basis for your organization to operate. It is therefore very important that they thoroughly review the draft and introduce changes as required.
5. Note however that the Terms and Conditions related to the Project Revolving Fund are precisely that - terms and conditions. No changes can be made. If the group wishes to avail of these funds they must (a) clearly understand these terms and conditions and (b) accept these.
6. Note further, that most of these materials have already been discussed in previous Activities, it is only to formalize these as a part of the group organizational Policies and Procedures.
Task Instructions
7. Facilitator presents on newsprint the draft found in Visual aid M 2 - 23; Visual Aid 2 M 2 24 and Visual Aid M 2 - 25.
Task Guide
1. Devote 15 minutes to each draft in discussion and determining changes you want;
2. Since there are three drafts, you will be given 45 minutes;
3. Sub-groups report to larger group after 45 minutes.
4. Visual Aid M 2 - 9 and Visual Aid M 2 - 10 have already been discussed. At this stage, we will review these and make sure that we are clear about the Terms and Conditions of the Project Revolving Fund and that we accept these conditions.
Instructions for Facilitator (2)
8. Facilitator ends this session by revalidating every point in the Visual Aids used in this Activity.
Visual aid M 2- 23
QUALIFICATION/REQUIREMENTS FOR MEMBERS
1. Must be a woman permanently residing in the hamlet;
2. Participated in the 64-hour workshop for WG;
3. Accepts the Goals and Objectives of the WG;
4. Accepts WG Policies with regard to (a) savings mobilization and utilization; (b) Terms and conditions of the project revolving fund; (c) social development activities;
5. Accepts to participate in all group activities;
6. Agreed to attend WG meetings regularly.
Visual aid M 2- 24
SAMPLE SAVINGS PROCEDURES
1. Members deposit (weekly? or monthly?) savings;
2. Members are encouraged to deposit excess income to WG;
3. Members maintain their own record; keep individual passbooks;
4. Members agree to save at least___ yuan per month
5. Members agree to loan out the savings fund to members of the WG;
6. Members agree to charge interest of___ % for the use of the savings fund;
7. Members agree follow the policies and procedures for loan utilization.
8. Treasurer keeps records of transactions.
Visual aid M 2 - 25
Social Development Commitments
Members agree to mobilize themselves to:
1. Organize classes for illiterate members and to include others in the village in these classes;
2. Encourage these illiterate members to achieve a certification of competency;
3. Have an organized effort to improve members knowledge about maternal and child health care and family planning;
4. Have an organized effort to improve the services in the village for maternal and child health care through close cooperation with the village doctor/midwife and if needed to help improve the facilities of the village health station;
5. Have an organized effort to improve basic facilities in the village, such as water supply, planting of trees, roads etc.;
6. Organize technological skills workshop in various field of interest women have identified so that group members and women in the village would have at least one other new skill which they can use for additional income;
7. Organize folk media presentations which we ourselves prepare to express the concerns and changes we experience in the area of self reliance and improvement of our status.
Note: Unlike those above the following are no longer drafts, they ore Terms and Conditions required by Project Management.
1.8. Recapitulation of the importance of savings mobilization and utilization
Time |
2 hours |
Methodology |
Role Playing/discussion/lecture |
Agreement Needed |
WG Standard Agenda Structure |
Steps |
Preparations:
Instructions for Facilitator (1)
1. The regular monthly meetings of the WG is one important building block in deepening the life of the group. This is where group members can discuss the most important things which affect all of them. Decisions made there affect all of the members. We will therefore analyze the important characteristics of a good group meeting.
2. In order to have a good meeting there are three essential stages which must be accomplished namely: (a) preparation of an agenda; (b) open discussion and clear decisions during the meeting (c) minutes of the meeting as a record and basis for action and as reference for the next meetings.
Task Instructions
3. One day before this Activity, the Facilitator assigns one sub-group (5- 7 women) to prepare to role play a meeting, giving them the following a Task Guide as in Visual Aid M 2 - 26.
4. Facilitator assigns someone to take minutes of the meeting during the role playing. She asks this person to write the minutes on news print.
5. After the role playing facilitator forms sub-groups of 5 - 7 women and discuss their assessment of the role playing exercise.
Guide Questions
(On Newsprint)
(a) Was there enough information about issues to be decided upon;
(b) Was enough time given to discuss the issues, with the democratic leader facilitating the discussion, making sure that the shy ones were able to participate and those who have disagreements were able to express their opinion and reach a compromise;
(c) Various alternatives have been presented;
(d) Open communication listening to one another;
(e) Respect one another's opinion;
(f) An atmosphere of trust and dedication for a common goal;
(g) Decision must be sensible and reasonably feasible for concrete action;
(h) Final decision clearly stated and agreement given by the group?
5. Sub-groups report the results of their discussion.
Instructions for Facilitator (2)
6. Facilitator summarizes results of discussions and synthesizes with the following important points:
Important points
Preparing a Meeting:
1. Who is expected to attend?
2. Who will preside over the meeting?
3. When and where is it scheduled?
3. Who will record the minutes?
4. Who will prepare the agenda, e.g. secretary or group leader?
5. What topics are left unresolved and undiscussed during the previous meeting ?
6. What important topics need to be decide by members/officers for discussion ?
7. Who should execute decisions and be responsible for activities ?
8. What new topics have been decided upon for discussion ?
The Conduct of the Meeting
Facilitator uses Guide Questions as outline for emphasizing points.
Minutes of the WG Meeting
Facilitator uses Visual Aid M 2 - 26 Part 3.
Instructions for Facilitator (3)
7. Facilitator uses Visual Aid M 2 - 27 and explains to the group that this format should be used by the WG in all their meetings. That this is part of the standard system of the Project.
Visual Aid M 2 - 26
Task Guide for Role Playing WG Meeting
Part 1 - Preparation and Running of the Meeting - 1 hour
The Scene |
A meeting room |
The Agenda |
Before the meeting the leader writes down on the blackboard the agenda of the meeting, by putting down the topics for discussion under the following headings: |
3.1. Literacy Activities
(put down one or two issues to be discussed)
3.2. Technical Skills Workshop
(put down issues to be discussed)
3.3. Maternal and child health and Family Planning
(put down issues to be discussed)
3.4. Folk Media Activities
(put down issues to be discussed)
3.5. Savings mobilization and utilization
(put down issues to be discussed)
3.6. project Revolving Fund
(put down issues to be discussed)
3.7 Use of the 1% Social Development Fund
(put down issues to be discussed)
3.8. Group activities for the village
(put down issues to be discussed)
Part 2: The Meeting Proper - 30 minutes
The leader Starts the meeting. Pointers for the leader:
(a) Your role is to clearly review the agenda with the group;
(b) Facilitate discussion so that there is wide participation in the discussion, especially the shy ones so that there is a wide range of experience used in decision-making;
(c) Remember the principles which were discussed in the Activity under "Decision-Making".
Part 3: Important Elements of Minutes of a Meeting
(a) General Information
- Name of the Group
- Type of Meeting (regular of special)
- Place and date it was held
(b) A cow of the Agenda with important comments from the group under each item of the
agenda
(c) A list of major decisions and persons responsible for accomplishing the decision
(d) List of members present and absent
(e) Certification - Usually done by the Group Leader
Visual Aid M 2 - 27 on newsprint
WG Standard Agenda Structure
1. Literacy Activities
2. Technological Skills Workshop
3. Maternal and Child Health and Family Planning
4. Folk Media Activities
5. Savings Mobilization and Utilization
6. Project Revolving Fund
7. Use of the 1% Social development Fund
8. Other activities for the village
Activity 1 |
Synthesis of Module 2 |
Time |
2 hours |
Methodology |
Lecture/discussion |
Steps |
Preparations:
Visual Aids: See list as in No.1 below. Should be posted ahead of time.
Material:
marker pens; newsprint; flowers for participants (congratulations for hard work)
Instructions for Facilitator (1)
Part 1: Establishing Background for Synthesis
1. Workshop staff clears the walls of the room, taking away all the newsprint there and posting only the Visual Aids listed below.
1.1. M 1 - 01 |
Roots, Indications, Consequences of Women's Low Status |
1.2. M 1 - 02 |
Approaches In Raising Women's Status |
1.3. M 2 - 15 |
WG Goals, Principle, Spirit and Motto |
1.4. M 2 - 17 |
WG Objectives |
1.5. M 2 - 18 or 1 9 |
Organizational Chart (their choice) |
1.6. M 2 - 20 |
Duties and Responsibilities of Officers |
1.7. M 2 - 9, 10, 23, 23, 25, 27 |
Policies and Procedures: |
Lending Procedure | |
Qualifications/requirements for members | |
Savings Procedure | |
Social Development Commitments | |
Terms and Conditions of the Project Group Loan | |
Terms and Conditions of the Project Individual Loan | |
WG Standard Agenda | |
M 2 -4,5 |
Illustration of Savings Mobilization and Utilization |
M 2 - 3 |
Mutual Assistance Through Savings and Loan |
M 2 - 11 |
Illustration: Group Savings Mobilization and use of Group Project Loan |
1 9. M 2 - 29 Marker for Synthesis
2. Facilitator asks participants to go around the room and read and reflect on the results of their work. Give them 15 - 20 minutes to do this.
Part 2: Synthesizing Elements of Organizational Mechanics
3. Facilitator points to all of the above as to what we mean by "organizational mechanics" as the title of Module 2 indicates. Compared to a machine, these are the elements which make the engine of the organization function. If one of these is not functioning properly, then the whole body of the organizational machine cannot function effectively.
Part 3: Participant Reflection
Task Instruction
4. Facilitator asks for volunteers to share how they feel about what they have accomplished so far. Facilitator should give sufficient time for this reflection phase, by encouraging as many participants to speak out as possible.
Part 4: Marker Established
5. Facilitator uses Visual Aid M 2 - 28 as visual aid marker for this synthesis. She explains the relationships as follows:
The broken Jar |
Our current low status |
The Whole Jar |
Our determination to Change our Situation |
The Savings/Loan Jars |
The foundation for Self-Reliance |
The House and its elements |
Our Group with its Mechanics of Operation |
6. Facilitator then ends this session:
Confirm and praise the participants for their hard work This is now a very important and substantial output of the workshop.
Perhaps they themselves did not believe in themselves that they can achieve all this. Refer to their group goal, principle and spirit and relate this to how well they have actually manifested these at this stage.
6. A small ceremony celebrating what the group and the staff has accomplished at this stage would be suggested. For example, if this session is towards the end of the day, perhaps some candle light ceremony could be done. Or Facilitator could symbolize the staff's appreciation of the participants' hard work by offering them flowers and singing some appropriate song.
Visual Aid M 2 - 28: Marker: Synthesis for Module 2
