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World VisionTrainer’s Manual for Organisational Self-AssessmentActivity Two:Background Alarm clock, flip-chart paper, markers, sticky gum (Bostik)Time:30 - 45 minutesInstructions Divide participants into three groups. (Note: If you have more than threegroups the activity becomes too unwieldy.) Each group should give itself ateam name. Give each team a sheet of flip chart paper and a marker. Explain to the teams that you will be giving them a topic. You may give theexample: “Cooking”. (Explain that this is only an example and not the topicthat the groups will be working with.) Each team must come up with asmany words as possible related to the topic in two minutes and write thewords quickly. Examples might include “pots, pans, oven, eggs”, etc. Explainto the teams that if they have a word that the other teams do not have, theirteam will win two points. If they have a word that one other team has, thetwo teams with that word will each win one point. If all three teams havethe same word, no team wins a point. The teams must brainstorm quietlyso that the other teams do not hear their words. Make sure that all teamsunderstand the rules. Do not give the topic until you are ready to begin. Set the alarm clock for exactly two minutes. Right at the beginning ofthe two minutes give the teams the topic: “Football” (Soccer). This isusually a very easy and popular topic. The teams have two minutes tobrainstorm as many words as possible related to football. When the alarm goes off, all teams must put down their markers. Eachteam should send one member to another team to act as a “TruthVerifier”, making sure that the words the team announces are in factwritten on the paper. Ask the first team for their first word. Note thepoints on the flip chart accordingly (two points for a word that no otherteam has, one point for each of two teams if two of the three teamshave the same word, no points if all three teams have the same word).Ask the second team for their first word and note the points on the flipchart accordingly. Continue around the teams in this way until all teamshave exhausted their words. You should do this quickly and not allow fortoo much argument or discussion. Make “executive decisions” yourself asto whether or not a word is acceptable. You should accept most wordsunless they are wildly unrelated to the topic. Keep the pace loud and fast.Day 1: Introduction to Participatory Methodologies

World VisionTrainer’s Manual for Organisational Self-Assessment After this first round, determine which team is in the lead. Explain to theteams that the game is not finished, however! Tell them to get ready for asecond round. “Truth Verifiers” should return to their own teams. Whenall teams are ready and you have set the alarm for two minutes, give thesecond topic: “Participatory Methodologies”. The teams should onceagain brainstorm as many words as possible related to this topic. Whenthe two minutes are up, score the teams in the same way as before, andcome up with the final winner of the game. During the break you should copy all the brainstormed words fromthe second round in neat handwriting onto one sheet of flip chartpaper and post it on the wall. Draw the participants’ attention to thefact that they already demonstrate a good deal of knowledge aboutparticipatory methodologies!10Day 1: Introduction to Participatory Methodologies

World VisionTrainer’s Manual for Organisational Self-AssessmentActivity Three:Preparation:NoneHandouts:Handout 2Materials:NoneTime:15 minutesCourse ObjectivesInstructions Distribute Handout 2 to the participants and review the trainingobjectives with them. Answer any questions that they may have.Day 1: Introduction to Participatory Methodologies11

World VisionTrainer’s Manual for Organisational Self-AssessmentActivity Four:Training Ground RulesPreparation:NoneHandouts:NoneMaterials:Flip chart paper, markers, sticky gum (Bostik)Time:20 minutesInstructions Tell the participants that they must come up with “Ground Rules” for thetraining week. They should write the rules on flip chart paper and postthem on the wall for the duration of the training. If the participants do not come up with the following points themselves,you should add them: Cell phones must be switched to silent mode No sending sms’s during the training; only during breaks No use of laptops during the training. (Laptops will not be needed.Participants can take hand-written notes and they will bereceiving handouts.)12Day 1: Introduction to Participatory Methodologies

World VisionTrainer’s Manual for Organisational Self-AssessmentActivity Five:Basic Principle:The Need for ParticipationPreparation:Speak to a volunteer ahead of time who will lead the “karate” activityHandouts:NoneMaterials:Flip chart paper, markers, sticky gum (Bostik)Time:30 - 45 minutesInstructions Draw three concentric circles on the flip chart, as below, and explainto the participants that these circles represent “Basic Principle no. 1”,without telling them yet what this principle is: Think of some sort of sporting action that you know how to do. Thiscould be a golf swing, a swimming breast stroke, a football kick, a dancemove, a volleyball hit, etc. You will go through three steps in “teaching”the class how to carry out this action. First, try to explain to the grouphow to carry out your action without demonstrating the action at all.That is to say, explain through words only, do not demonstrate. Second,repeat your explanation but now accompany it with a demonstration ofwhat you are talking about. (Show the group your golf swing, or yourswimming stroke, or your dance move, etc.). Finally, ask the group tostand up and to practice the action with you. Now call your volunteer up and have him / her go through the same threesteps with reference to a “karate chop”. When it is time for the groupto stand up and demonstrate, the karate chop should be as dramatic andenergetic as possible!Day 1: Introduction to Participatory Methodologies13

World VisionTrainer’s Manual for Organisational Self-Assessment While this is a simple example, it makes the point that we learn muchbetter when we are actively involved in the learning. While the percentagesmay not be absolute, you may explain to the group that it is commonlyrecognised that we retain in the long run approximately 20% of what wehear, 40% of what we see and hear, and 80% of what we actively learn forourselves. Indicate these percentages on the drawing on the flip chart:20%40%80% Explain to the group that you showed them an example of learning a skill,but that the same principle applies when learning new information. The implication is that we must always make an effort to facilitate theactive participation of our learners in the learning process.14Day 1: Introduction to Participatory Methodologies

World VisionTrainer’s Manual for Organisational Self-AssessmentActivity Six:Facilitation lip chart paper, markers, sticky gum (Bostik)Time:30 - 45 minutesInstructions Ask the group to brainstorm in plenary what they think some importantfacilitation techniques are. You should write their ideas on a flip chart, orask a volunteer to do so. Allow sufficient time to develop a good list andto discuss the group’s ideas. When the group has exhausted their ideas, explain to the participantsthat later in the week they will be assessed on some facilitationtechniques. It is likely that the group will have already come up with manyof the techniques that you will be assessing, but if any are missing fromthe list, you should add them:Facilitator Style Speak loudlyDynamismSmileBody languageEmpathyFacilitator Skills Promote participation Verify understandingContent / Message Synthesise ideas Content understood and transmittedDay 1: Introduction to Participatory Methodologies15

World VisionDay 2:Trainer’s Manual for Organisational Self-AssessmentIntroduction to Appreciative Inquiry,Overview of OCB ProcessContentsActivity 1:Visual Depiction . .Activity 2:The Assumptions of Appreciative Inquiry. . . . . . . . . . . . . . . . . . 21Activity 3:Practicing with AI Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Activity 4:Introduction to Capacity Building. . . . . . . . . . . . . . . . . . . . . . . . . 23Activity 5:Introduction to the “Menu” of Capacity Areas. . . . . . . . . . . . . 24Activity 6:The Importance of the Capacity Areas. . . . . . . . . . . . . . . . . . . . 26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Day 2: Introduction to Appreciative Inquiry, Overview of OCB Process1817

World VisionTrainer’s Manual for Organisational Self-AssessmentActivity One:Visual ip chart paper, markers, sticky gum (Bostik)Time:1 hourInstructions Refer to the visual depiction on page 20. This is the visual you will drawon the flip chart. Explain to the participants that the visual represents3 different scenarios. Scenario 1 represents the “traditional” approach to development andto organisational evaluation. In this drawing, the bold arrows representthe “distance” that an organisation or group has already traveled, or thestrengths that they demonstrate, or the accomplishments that they haveachieved. The dotted lines represent all that has yet to be achieved withinthe organisation; or that which is missing. In traditional organisationalevaluation, an external evaluator would arrive with a set of indicators(represented by the X’s), representing one standard, or one outcome,that all organisations were expected to achieve. The focus of theevaluation would be on measuring the extent to which the organisationdemonstrated – or not – those indicators, and the main emphasis wouldbe placed on that which was lacking or missing. In this scenario, the externalevaluator was the “expert” and imposed his ideas on the organisation,always indicating to the organisation the gaps that needed to be filledin order to reach the ideal outcome, as measured against the predetermined indicators. You should explain all this to the participants andexplain that this traditional form of interaction with a group – completely“top-down” – is no longer considered to be the best way to work. Scenario 2 represents a 180 degree reversal of Scenario 1. Explain tothe group that there was a time when development thinking seemed tohave moved to this opposite extreme. In this scenario, the developmentworker believes that whatever the group believes and wants is valid, andthat the group can move in whatever direction it wants. The developmentworker in this case simply stands back (with “arms folded”) and doesnot intervene with opinions and ideas. An organisational evaluation, inthis scenario, would consist of the organisation talking about how much18Day 2: Introduction to Appreciative Inquiry, Overview of OCB Process

World VisionTrainer’s Manual for Organisational Self-Assessmentit has achieved and where it wants to go, without any input from thedevelopment worker at all. You should explain to the participants thatthis scenario is also not entirely satisfactory, as it presupposes that you(the facilitator, the development worker) have nothing to offer at all, andthat your interaction with the group does not and should not affect orinfluence the group in any way. This extreme way of working does notallow any space for your input into the group’s development. Instead, you will want to explain to the participants that we should beaspiring to Scenario 3. In this scenario the facilitator is “walking alongwith” the group members and assisting them with ideas and suggestions,through dialogue and mutual sharing. The final “outcome” of the groupis unknown (represented by ?’s), but the facilitator and the group willtogether provide input as to what this outcome might be. Organisational self-assessment in this scenario proceeds in a specificsequence. In the first step, the facilitator will encourage the groupto recognise and appreciate that which is already working well in theorganisation; its strengths and achievements. This is represented by thebold arrows, showing the “journey already traveled”, and indicated bythe number 1. This is the main difference between Appreciative Inquiryand other approaches! Appreciative Inquiry insists that the organisationlook first at that which is already working well, in order to move forwardbased on strengths that the organisation already has. Step 2 then involves dreaming and visualizing a preferred future outcome– represented by the ?’s (as the future is not yet entirely known) andindicated by the number 2. Finally in Step 3 the organisation identifiesareas in which it will need to grow in order to achieve its vision forthe future. This is represented by the dotted lines and indicated by thenumber 3. This is a completely different approach from approaches thatlook only at that which the organisation is lacking, or its weaknessesor gaps ! In Appreciative Inquiry the idea is to begin with the positive,look to the future, and identify areas for further improvement. It isOpportunity-Based, as opposed to Problem-Based. Go through the visual diagrams with the group and try to make all ofthese points. You should allow an hour for this activity to ensure thatthere is ample time for questions and discussion.Day 2: Introduction to Appreciative Inquiry, Overview of OCB Process19

World VisionTrainer’s Manual for Organisational Self-AssessmentScenario 1:Scenario 2:Scenario 3:2013Day 2: Introduction to Appreciative Inquiry, Overview of OCB Process2

World VisionTrainer’s Manual for Organisational Self-AssessmentActivity Two:The Assumptions of Appreciative InquiryPreparation:NoneHandouts:Handout 3Materials:Flip chart paper, markers, sticky gum (Bostik)Time:30 minutesInstructions Divide the participants into groups of three or four members. DistributeHandout 3 to the groups and tell them to discuss the assumptionstogether. Ask each participant to decide which assumption is his / herfavorite – which assumption “speaks to them” – and to explain theirreasons to the other members of their small group. Following the group work, return to plenary and ask for volunteers toshare their favorite assumption, telling the plenary what they likeabout the assumption and what they understand by it. Allow time forfive or six volunteers to share their ideas. Answer any questions thegroup may have.Day 2: Introduction to Appreciative Inquiry, Overview of OCB Process21

World VisionTrainer’s Manual for Organisational Self-AssessmentActivity Three:Practicing with AI ActivitiesPreparation:NoneHandouts:Handout 4, cut into sections for each groupMaterials:A glass, water, flip chart paper, markers, sticky gum (Bostik)Time:1 and ½ hoursInstructions Divide the participants into five groups and give each group one of theactivities from Handout 4. The groups should take time to read andunderstand the activity and decide how they want to facilitate the activityin plenary. Note that some of the activities will require the participationof all the members of the small groups (i.e. the two role plays), whileother activities might only require the facilitation of one person (such as“the black dot”, “the glass of water” and “positive characteristics”.) After the small groups have had time to practice, each group will facilitateits activity in turn. The groups with role plays will perform the role plays,while the remaining groups will facilitate their activities as if the classwere a community CBO. After each activity is presented, you should help the participantsunderstand the main message of the activity. In all cases the messagerelates to focusing on the positive, not on that which is missing! We have achoice of what we choose to focus on, such as in the example of the glassof water – is it “half empty” or “half full” – and we can make the choiceto focus on the positive (“half full”). You should also use the opportunity to begin to give the participantsfeedback on their facilitation skills. As groups facilitate their activities,let the facilitators know if they are speaking loudly, smiling, beingdynamic, showing empathy to the class, promoting participation, verifyingunderstanding, and if the main message was effectively summarised by theend of the activity. You should also draw the participants’ attention to those factors thatmake a role play effective, to include all actors speaking loudly and clearly,not turning their backs to the audience, speaking one person at a time,and other role play tips that you and the participants may come up with.22Day 2: Introduction to Appreciative Inquiry, Overview of OCB Process

World VisionTrainer’s Manual for Organisational Self-AssessmentActivity Four:Introduction to Capacity BuildingPreparation: Powerpoint overview (optional)Handouts: Handout 5Materials: Powerpoint projector (optional), flip chart paper, markers,sticky gum (Bostik)Time: 1 and ½ hoursInstructions If you have prepared a powerpoint presentation with an overview of theOCB process you may give this presentation to the group. After the presentation, divide the participants into 3 or 4 small groupsand give the groups the following two questions to answer: What is capacity building? Give 3 examples of possible capacity building interventions Give the groups time to work, and to write their answers on flip chartpaper. Then return to plenary and have each group present their work. Consolidate the activity by making sure that participants understand thefollowing points: Capacity building is more than just training! Capacity building is a process, not a one-off event. Capacity build

4 World Vision Trainer's Manual for Organisational Self-Assessment Introduction Introduction T his Trainer's Manual is a companion guide to World Vision's Facilitator's Manual for Organisational Self-Assessment, which forms Part 1 of World Vision's Organisational Capacity Building program.