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A Handbook for Community Workers
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Training
for
Transformation
A Handbook for Community Workers
BOOK 2
Anne Hope
and
Sally Timmel
Illustrated by Chris Hodzi
Mambo Press
MAMBO PRESS
Gweru, P.O. Box 779
Harare, P.O. Box 66002, Kopje
Gokomere, P. Bag 9213, Masvingo
TRAINING FOR TRANSFORMATION: A Handbook for Community Workers
Book 2
Cover design by Chris Hodzi
First published 1984
Copyright © 1984 A. Hope and S. Timmel
Once acknowledgement has been made to Training for Transformation, parts of this book may be
reproduced for local use, provided that such material is not printed and sold. Where copyright is
reserved ©, permission to reproduce such material must be obtained from the authors or their agents.
In all cases permission to reproduce illustrative material must be obtained from The Director, Mambo
Press, P.O. Box 779, Gweru.
ISBN 0 86922 255 4
Printed and published in Zimbabwe

by Mambo Press, Gweru
1984
Preface
All the theories, codes, and exercises in this book have been used effectively with
groups in Africa over the past twelve years. However, there is no short cut to
effective leadership of groups.
Sensitivity to the needs of the group and quick sure judgments on what will be
most helpful at any particular moment, can only be developed through constant
practice, complete openness to feedback from participants, critical reflection, analysis,
and years of experience.
This book has been reproduced in three parts mainly because it will be easier to
use like this in the field than one large and bulky book. Each part belongs with the
other two parts.
Part one is basically the theory of Paulo Freire on developing critical awareness
and how to put this theory into practice.
Part two is focussed on the skills necessary for participatory education. To break
the 'culture of silence', people need to gain a sense of self-confidence and know that
what they think is important. Therefore methods to involve the group actively are
critical in group leadership, as are ways of clarifying and implementing the goals of
the group.
Part three deals with the social analysis necessary to develop critical awareness
and long-term planning and with the steps needed for building solidarity in people's
movements.
This book is written mainly for practitioners. It is a book on how to put basic
theory into practice. It is also written to provide educators and community workers
with some tools to help people to shape their own lives.
"Reflection without action is mere verbalism.

Action without reflection is pure activism."
This book tries to combine both reflection and action in a clear and simple way. The
following is a summary of the content of each chapter. A detailed table of contents of
each book is found at the beginning of that book.
TABLE OF CONTENTS
Book 1
Chapter 1. Roots of this Method

3 Purpose of these books
6 The five streams that form the DELTA River
6 Paulo Freire's work on critical awareness
18 Human relations training
19 Organisational development
20 Social analysis
22 Christian concept of transformation
Chapter 2. Survey for Generative Themes

35 Survey of community themes
36 Survey method
41 Critical analysis of themes
45 From the survey to codes and discussion outlines
49 Surveys for workshops
Chapter 3. Problem-posing materials

56 Preparation of codes
58 Digging deeply in discussion
59 The 'but-why' method
Codes and exercises on:
61 Development
65 Approaches to basic needs
76 Identifying some root causes
85 Practical projects: A beginning, not an end
93 Development is the new name for peace
Chapter 4. Adult learning and literacy training

104 How adults learn
106 Education for what?
108 Literacy and development
112 A demonstration of literacy class
113 How does it feel to be illiterate?
117 A guide for developing a literacy program
Resources
124 Poetry, readings and prayers
139 Films
144 Simulations
146 Bibliography
Book 2
Chapter 5. Trust and dialogue in groups

4 Group skills needed for conscientization
9 The learning climate
18 Introduction exercises
25 Listening exercises
34 Trust building exercises
Chapter 6. Leadership and Participation

47 Leadership
51 Content and process
56 Shared leadership
63 Self and mutual criticism
80 Exercises on co-operation
89 The group as the place of forgiveness
TABLE OF CONTENTS
Chapter 7. Simple decision-making and action planning.

95 Decision-making exercises and theories
103 Action planning
109 Exercise on how to organise a workshop
111 The planning kit
Chapter 8. Evaluation
120 Participatory evaluation
129 Evaluation exercises for workshops
Book 3
Chapter 9. Tools of analysis

3 Why the poor remain poor
13 Ways to look at root causes
18 Tools of analysis
25 Starting to understand simple economics
39 Organisation for decision-making. Political analysis
47 Values and beliefs
61 Vision of a new society
Chapter 10. Building a movement

70 Goals. The parabola model
79 Values and assumptions
96 Setting goals
97 Planning
101 Roles
109 Relationships
Chapter 11. New forms of management and supervision

118 The bureaucratic structure
122 What could be a new model of management
128 Administration and management codes and exercises
142 Codes and exercises for supervision
Chapter 12. Planning workshops

155 Guidelines for pre-planning workshops
160 Possible designs for workshops
165 Theology and development workshop
174 Jesus and the liberation of women
180 Index
Book 2: Table of Contents
Chapters. Trust and dialogue in groups 3 9. Team effectiveness
Group skills needed for conscientization 4 questionnaires 68
Developing trust in a group 6 10. Unhelpful behaviour in a group 71
The learning climate 9 11. Parent/Adult/Child 75
1. Room arrangement 9 80
Exercises on Co-operation
2. Size of group 10 80
1. Jigsaw cow
3. Groupings for different purposes 14 81
2. Build with what you've got
4. Timing and pacing 15 82
3. Co-operative squares exercise
5. Brainstorming 16 85
4. Competition or co-operation?
6. Use of newsprint 16 87
Group reaction to the animator
Introduction Exercises 18 Chapter 7. Simple Decision-making and

1. Brainstorming and interviews 18 Action planning 93
2. Drawings 19 Simple Decision-Making 95
3. The pie 19 Decision-making exercise 95
4. The journey of my life 20 Theory 1. Involvement in decisions 96
5. Photo language 21 Theory 2. Difficulties in decision-making 98
6. Introductions on the move 22 Theory 3. Making good decisions 100
7. Group introductions 23 4. A simple guide for making
decision by consensus 101
Listening Exercises 25 5. Who should make which
1. Dialogue or monologue 25 decisions 101
2. Listening in silence 27 6. Factors which help decision
3. Listening in pairs 28 making 102
4. Input on listening techniques 29 Action Planning 103
7. Mapping the situation 103
Trust building exercises 34 8. 7 steps of planning 103
1. Past — present — future 34 9. The 3 C's 104
2. 7- 12 years old 34 10. Force field analysis 106
3. River of life 35 11. PERT 108
4. Tree of life 36 12. Exercise on how to organise
5. Class origin — Class option 36 a workshop 109
6. Potato exercise 38 13. The planning kit 111
7. Building unity across age, race,
tribe and sex 39 Chapter 8. Evaluation 117
Participatory Evaluation 120
liter 6. Leadership and participation 47 1. What is evaluation 120
A. Leadership 47 2. Evaluation exercise 121
B. Content and process 51 3. Problems about evaluation 122
1. What to observe in a group 51 4. Why do we evaluate? 123
2. Sociogram 52 5. When do we evaluate? 123
3. Role play on different leadership 6. Ethics of evaluation 123
styles 54 7. Planning questions and indicators
C. Shared leadership 56 for concrete programs 124
4. Drawing a house 60 8. Methods of evaluation 125
5. Mirroring 60 9. Historical reflection with slides,
D. Self and Mutual criticism 63 photos or drawings 126
6. Multiple role exercise 65 10. Planning the program for
7. Johari's window 66 participatory evaluation 128
8. Strengthening team relations 67 Evaluation Exercises for Workshop 129
Chapter 5
Trust and Dialogue

in Groups
This chapter includes:
Group skills needed for conscientization .... 4

Developing trust in a group 6
The learning climate 9
Introduction exercises 18
Listening exercises 25
Trust building exercises 34
1
V* ;
'' ' O
TRUST AND DIALOGUE
Chapter 5
Trust and Dialogue

in Groups
Building trust and dialogue in society cannot be done by pronouncements nor by

some "magical waving of a wand". Dialogue begins at the local level, in small units
and thus in groups.
Participation of people in shaping their own lives and to write their own history,
means they need to speak their own words — not the words of someone else.
Sharing information should not be confused with participation. Mass meetings

where information about new legislation, government policies, etc. is passed on, is not
the same as participation of people. It is a more personal form of mass
communication than radio or television, but not participation.
Participation means dialogue. Dialogue is based on people sharing their own

perceptions of a problem, offering their opinions and ideas, and having the
opportunity to make decisions or recommendations.
As Paulo Freire has said, the issues facing a people are often complex and no
expert has all the answers. On the other hand, nobody is totally ignorant. Each
person has different perceptions based on their own experience. To discover valid
solutions, everyone needs to be both a learner and a teacher. It is a mutual learning
process.
3
CONSCIENTIZATION
GROUP SKILLS NEEDED FOR CONSCIENTIZATION
To break the culture of silence, people need to gain a sense of self-confidence

and know that what they think is important. This does not happen quickly. It is a
matter of practice for the participants and requires genuine belief in the animator that
people can contribute to the transformation of society.
Because of the roles people have taken on, both in traditional culture, and in the
colonial and capitalist state, there has been very little practice in democracy. Only the
prescribed leaders have a full voice in the shaping of the future. Nowadays the
experts, the top managers, or the 'educated' shape the nation. If people are suddenly
asked to participate in a development project, they are either suspicious or expect that
the leader is using them for their own ends. In fact, the people are right to be
suspicious!
Frantz Fanon in his The Wretched of the Earth * gives many accounts of how the
Western educated leaders, during the struggle for independence, and especially after
independence refused to be in dialogue with the people. At both moments, the
'educated' had the opportunity to develop programs and long-term objectives with the
rural population, but they stayed isolated in their urban settings. A great mistrust by
the rural people built up. At the same time the traditional feudal leaders, as Fanon
calls the chiefs, saw the threat posed by the Western educated and thus the battle for
power and authority not only began, but continues today.
However, this pattern of power over people must be broken. In order to help
empower people, group skills are needed so that they will not be intimidated by 'big
men'.
In this context, people committed to transformation do not have the time to
learn techniques for their own sake. We see group methods as means towards the end.
We realise that these methods can also be used to dominate and manipulate others,
and we need to be constantly on guard that we are using these in a way that genuinely
enables people to grow in awareness, maturity and self-reliance and not to control
them.
Group methods are meant to help structure our work time together so that we
can learn better ways of uniting our efforts towards the transformation of this world.
Group skills can be used to help people become sensitive to how others see them
and more realistic about how one sees oneself. For some people, this has become an
end in itself, ignoring the need for justice in the wider society. But self-knowledge
needs to be seen in relation to the community and our role in it.
Methods are not neutral, just as content is not neutral. If we believe that the
participation of people is essential in the transformation of society, then our methods
must be consistent with the aim: that is participatory education. If we also believe
that people need to be involved in transformative action which breaks the structures
of domination, then methods must lead to the unveiling of the values and structures
which dominate them.
* Fanon, Frantz, The Wretched of the Earth, Penguin Books Ltd. Great Britain, 1963, pp. 83-98.
4
DIALOGUE
Dialogue requires Faith
"Dialgoue also requires an intense faith in human

beings; their power to make and remake, to create and
recreate; faith that the vocation to be fully human is the
birthright of all people, not the privilege of an elite.
Founded on love, humility and faith, dialogue

becomes a horizontal relationship of mutual trust. Trust
is established by dialogue; it cannot exist unless the
words of both parties coincide with their actions.
Nor can dialogue exist without hope. Hope is rooted

in our human incompleteness, from which we move out
in constant search, a search which can be carried out
only in communion with other people. As long as I fight,
then I am moved by hope, and if I fight with hope, then I
can wait.
Finally true dialogue cannot exist unless it involves

critical thinking, thinking which sees reality as a
process, in transformation, thinking which does not
separate itself from action but constantly involves itself
in the real struggle without fear of the risks involved."
Paulo Freire
Pedagogy of the Oppressed, p. 62
5
TRUST
Developing Trust in a Group
In any workshop, seminar or meeting, we

need to be constantly sensitive to group needs.
We cannot emphasize often enough that building
trust, openness and honesty between people is a
critical element for community action. This
demands great openness on our part, not only for
others. As animators, we need to be open to
feedback about the way we work and to take
time to examine our own values, attitudes and
beliefs. Being an animator means continuous
learning.
This is also true for groups. Trust is never
finally achieved. Even if a group has known each
other well, the process of trust building is
continuous.
No matter how full the river, it still wants to grow.

— Congo proverb
We need to be reminded of Jack Gibb's four needs of a group:*

a. Acceptance.
b. Sharing Information and Concerns.
c. Setting Goals.
d. Organising for Action.
Acceptance
For the beginning, people need assurance that they are truly accepted as they are
— that it is safe to say in the group what they really think and feel. The uniqueness
of each person, with his/her own experience and insights, needs to be recognised.
People, like plants, need the right kind of 'climate' to grow, and the animator has a
special role and responsibility in developing such a 'climate' in the group. It is
essential if the group is to grow into a real community.
Unless there is this spirit of respect and acceptance, people will not be free to
learn, to rethink their old opinions, to change and grow, or to share fully their
thoughts and feelings.
* Jack Gibb writes also about building a learning group. See Basic Reading in Human Relations Training, Book 1, Episcopal
Church, p. 23.
6
TRUST
Sharing Information and Concerns
People working in groups also need information:

— about each other; their experience, their ideas,
their values and opinions,
— and about the issues which they consider to be
important in their lives.
They need to work out for themselves what they need to know. Information
poured out randomly on a group is likely to bore them unless they see the relevance
to their own lives.
The animator also needs an opportunity to share his/her concerns and
information, but this should be done after other members of the group have shared
theirs, and should also be offered for discussion, not imposed on the group.
Very often the concern of the animator and those who arranged the meeting, will
be to help people deepen their awareness, to move from the symptoms to the causes
of the problem. The Problem-Posing Method is a particularly effective way of doing
this.
Setting Goals
The third need of a group, recognised by Gibb, is to set goals clearly. Unless the
goals are set by the group, people will not be interested or committed to carrying
therrfout. Unless the goals are clear to all, people become frustrated. The way
decisions are made is directly related to how committed people feel to carrying them
out.
Organising for Action
Once goals have been set the group needs to make definite plans to reach these
goals and carry out decisions. Definite people need to take responsibility to do
definite things, and they should be accountable to the group to get these things done.
This is why they need to accept these responsibilities publicly where possible. This
implies the need for a structure which is appropriate for the group and which will
ensure that one person will not assume all the responsibility or control all the actions.
It is essential to check how participants teel about a meeting and the plans made
and therefore an evaluation is needed immediately after a group meeting, and again
some time later to make sure that plans arc working effectively and that all ate
carrying out their responsibilities. This second evaluation should be planned before
the first meeting finishes.
These four needs should usually be ma in this order in a meeting or workshop,
but Gibb points out that often they are not settled once and for all. Any one of these
needs can occur again at any point in the u J'r-j. t .:id the best animators are those
who are sensitive enough to recognise the need and find a way of meeting it.
7
TRUST
Discussion Questions
1. How often have we seen groups work in Gibb's way?
2. How often do they work backwards: i.e. start with a

structure, then try to define their goals, then realize
they need more information to form goals, and
finally recognise interpersonal difficulties because
they do not know each other? Give examples.
3. Do you think Gibb's theory is correct? Why or why

not?
4. What can we do in our own groups to follow these

guidelines of Gibbs?
8
LEARNING CLIMATE
The Learning Climate
l. ROOM ARRANGEMENT
Research has shown that the arrangement of a room has a strong effect on the
participation in a discussion. Those who can see all the other faces are at an
advantage and those who cannot are at a disadvantage. If people are sitting in
straight rows, it is very unlikely that a good discussion will develop between them
because they cannot see one another's faces. Most questions and comments will be
directed to those facing the group.
Every effort should be made to enable the participants to sit in one circle where
everyone can see everyone else's face. If the circle becomes so big that people cannot
hear each other, it is better to have two concentric circles (or horseshoes, if they need
to see something on the wall).
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9
LEARNING CLIMATE
2. SIZE OF GROUP
The majority of people find it difficult to speak in a big group of strangers.

Also there is usually not enough time for everyone to speak. Therefore if everyone is
to participate actively, small groups are essential.
The majority of people find it difficult to listen very attentively for long periods.
Therefore talks should be short and people should be given an opportunity to discuss
in small groups the points made.
We all remember much better what we have discovered

and said ourselves than what others have told us.
Therefore participants should be given questions leading them to express all they
have learnt from their own experience first. This needs to be done in small groups. A
resource person or animator, can sum up these points briefly and add their own
insights afterwards, instead of taking a long time telling people what they already
know.
Pairs are useful for:

— interviews,
— intimate sharing,
— practising some skills (e.g. listening or feedback)
— a quick buzz with one's neighbour to stir a passive, sleepy group into
action.
3's are very useful for:

— getting everyone thinking and participating actively. (One can be passive
in a group of 5 but this is hardly possible in a group of 3.)
— testing out an idea one is hesitant to present to the big group. If two
people think it is worthwhile one might risk saying it to the whole
group.
4's, 5's and 6's add a bit more variety for sharing ideas and insights. This can be
a good size for a planning team or discussion of a film or more complex
situation. However the bigger the group gets the longer the discussion and
the longer it will take to make decisions.
6-12 This is a good size for sharing ideas when the group has plenty of time, e.g.
a regular study or discussion group. But from this point onwards, a group
begins to need an appointed (or accepted) animator or leader. All members
should try to be sensitive to the needs of the group (see Task and
Maintenance Theory), but an animator fills those needs not met by other
members, especially in a new group. -
30 A group this size can develop a real spirit of community in a 4 - 5 day

workshop. Most people will be able to participate actively in whole group
sessions. As the group gets bigger, this becomes more difficult.
It will be necessary with groups this size to break into smaller
groups of different kinds of different purposes.
10
SIZE OF GROUP
Rule of Thumb. The bigger a group is the more skilful

leadership and definite structure it needs in order to
enable everyone to contribute freely and feel satisfaction
in the meeting.
30-200 (or 2000). Such groups can be useful to bring people into contact with new
ideas, plan policy for big organisations, etc. However, if 98% of the group
are not to be passive, they need very skilful facilitators and a team of trained
animators to lead small discussions and feed ideas into the planning for the
big group. It is often helpful to have one animator for each small group
trained ahead of time. These animators could meet 2 or 3 days before a
conference for training.
If such conferences
are to bring about any real
changes they should not be
completely filled with
lectures followed by
questions and answers.
Time must be provided for
participants to understand
the new ideas by discussing
them in small groups, and
to plan how they will
implement them with
people working in the
same, or similar situations.
If this is not done at the
conference, even if people
are convinced by the
lecturers at the time, they
will go back home, get
caught up in the usual
demands, and life will go
on as before.
An Exercise for Working in Different Size Groups
Many people new to group work think that working in different size groups
actually makes no difference since the main task is 'to get the job done'. However,
research has shown that the level of satisfaction after meetings is directly related to
how much people feel that their ideas have been responded to and how much of a
chance they have had to participate.
The following exercise is to help people experience how different size groups
affect the motivation and satisfaction of group members.
Time: About 3 hours.
Materials: Evaluation Forms. 3 times the number of participants in the group.
11
SIZE OF GROUP
Preparation before the exercise.
— Three interesting and equally involving topics need to be chosen by the

planning group and each one put on newsprint.
— Three people need to be asked if they would be willing to act as
chairperson, one for each session. These 3 people should have about the
same amount of experience with groups.
Procedure
Session 1 Before this session you have asked someone to be chairperson.

As animator, you give the whole group the topic for discussion. They are to
discuss the topic in the whole group for 30 minutes. Animators are
observers. (An interesting topic could be, "what are the three most
important things the government (or church) could do to solve the problems
of youth today?")
Evaluation When the session is finished after 30 minutes, the animator asks
each person, individually to answer the following questions (when
completed, collect the forms).
Evaluation Form
1. How involved were you in this discussion?

Indicate the degree of your involvement by
ticking off one of the following:
a. very involved
b. involved
c. not involved
d. bored
2. How happy were you about the decisions being
made? Tick only one below:
a. very happy
b. happy
c. not happy
d. very disappointed
3. What helped and what hindered our group from
working well together?
Session 2 In this session, the animator introduces the new chairperson and
then introduces the new topic for discussion, which is put up on the wall on
newsprint. The animator also states that this time the groups will discuss the
topic first in groups of 6's for 20 minutes. The last 10 minutes they will
share in the whole group and the new chairperson will facilitate at that
point. The animator puts the people into groups of 6's. The animator stops
the discussion after the total 30 minutes.
12
SIZE OF GROUP
Evaluation New evaluation forms are given to people to fill out. They are
collected and kept separate from the ones given in the first session.
(Note. A possible topic for session 2 could be, "What are the main
obstacles to women being leaders in church/national affairs and what
three things can we do to involve them?")
Session 3 In this last session, the animator introduces the new chairperson
and then introduces the new topic for discussion which is put up for all to
see. (Possible topic: "What is the rightful role of Parish/District Councils
and name 3 areas they could be responsible for.") The animator also states
that this time the group will share first in groups of 3's for 10 to 15 minutes
and then with the whole group for the last 15 minutes. The animator puts
the people into groups of 3's and after 10 to 15 minutes brings them back to
the whole group. The chairperson now leads the group until the 30 minutes
have finished.
Evaluation New evaluation forms are given to people. They are collected
and kept separate from the others.
Break This is a good time for a tea break. During this break, the
animators record the answers to questions 1 and 2 on newsprint indicating
how people rated their involvement and satisfaction.
Final Discussion
The animator shares the results from questions 1 and 2 with the whole group.
The group is asked to go into groups of 4's (for a change) and discuss the following
questions:
1. As animators or group facilitators, what do we think about some people

being bored or not happy with decisions made? Do we think this is usual —
thus we need not bother about it? Or is this our responsibility? Why or why
not?
(Note: Most likely only a few people have indicated boredom. This question
is to ask, are we satisfied even so?)
2. What have we learnt about methods during this session?
3. How does this affect our work with people?
13
DIFFERENT GROUPINGS
3. DIFFERENT GROUPINGS FOR DIFFERENT PURPOSES
In a 4 to 5 day workshop of about 30 people, different kinds of groupings are

required at different times.
a. First Phase: Meeting New People

At the beginning the main need is to
create a learning climate and build a
community. For introductions, sharing
concerns, etc. it is useful to ask people to
choose 1 or 2 people they do not yet
know to discuss certain questions. This
means that they do not stick with those
people they knew before the workshop.
Everyone begins to know most of the
people on a personal basis. This makes a
tremendous difference to the spirit of the
workshop.
b. Second Phase: Interest Groups

Once the concerns have been identified people will find most satisfaction if they
can go deeply into the questions they are most concerned about. Of course they like
to choose these groups themselves.
The quickest and easiest way to arrange this is to identify the main interests, and
write each in large letters on a separate piece of paper. These papers are taped at
different places around the room, and everyone is asked to go to the group they are
most interested in. Sometimes it does not matter if there are not enough people to
discuss one topic suggested. At other times some people can be asked to make a
second choice.
The pace of the workshop should change now and these groups should meet for
longer periods of time. Otherwise the discussions will become superficial.
Groups of Similar Background
In order to develop better understanding between groups that have different

views of problems, needs, etc. it can be helpful to put people into similar groups (e.g.
all women together, all youth under 20, all married men, all priests, etc.). In these
groups they can sometimes discuss more freely, and then share their insights with the
whole group more effectively than an isolated individual could do in a mixed group.
This is particularly important to enable groups that are usually more silent, to be
heard by those who are usually more dominant.
Daily Reflection Groups
It can be helpful to have groups of 4 people who feel at ease with one another
and can reflect together, on what are the most important things they have learnt so
far, how they can apply them at home, any things they are worried about, etc. These
groups should not report back to the big group, but can make any suggestions they
want to the planning group.
14
DIFFERENT GROUPINGS
Sometimes this gives people an opportunity to speak in their own language,

which can be a great relief after concentrating on a second language most of the time.
The easiest way to form these groups is to ask each person to find a partner with
whom they would feel at ease and then to ask each pair to find another pair.
c. Third Phase: Planning Groups

If the workshop is not to be merely a talkshop, but is to lead to action and
change, it is important to leave enough time for planning in the groups that will be
working together in the future. These can be regional groups, parish groups, members
of a particular organisation (e.g. youth club, women's groups, etc.).
There is usually far more follow-up if workshops are attended by teams

rather than by isolated individuals.
Whole Group
Most participants do like to keep a sense of the whole group and of what is
going on in other groups so some sharing should be done in the whole group.
Long reports from small groups often become boring so it is usually best to take
one point at a time from a group, asking any other group that has dealt with that
point to add their contribution immediately afterwards.
Whole group meetings can be used for demonstrations, short presentations of
theory, instructions, simulations and some discussion of issues and summaries. But
prolonging discussions on issues in the whole group when the majority begin to get
passive or uninterested is not helpful to the movement of the group.
1. Is it possible to use different groupings even in

formal meetings? Why or why not? How?
2. How could the use of different groupings help
the groups your work with become more
effective?
4. TIMING AND PACING
One of the most important skills of an animator is timing and pacing. (S)he
needs to be very sensitive and watch for non-verbal cues to judge whether people are
ready for a change of group. Often in a big group, a few are still very interested when
the majority have become bored or sleepy. The animator needs to check whether
participants are getting a 'glazed stare' in their eyes, looking at their watches, out of
the window, or at the ceiling. All these are signs it would be good to get into small
buzz groups or take a short break. Sometimes those who are involved can continue
while the others do something else.
The animator must constantly make judgments about when a discussion has gone
on long enough, or when the time planned should be extended because people are
very much involved in something that is important to them.
15
NEWSPRINT
People remain far more interested and involved if there is variety of

activity and a good balance between:
— work in small groups and big groups,
— some time for talking and some for listening,
— being active and also thoughtful,
— working quickly and then slower work.
5. BRAINSTORMING
This is a technique to gather as many ideas as possible, before deciding which

ones to discuss in depth. It avoids the frequent mistake of spending too much time
discussing the first suggestion offered so that not enough time is left to discuss other,
and perhaps, better suggestions.
It is necessary to give people a little time in 2's or 3's to bring their ideas to the
top of their minds first. The brainstorming should then be done quickly, one
animator drawing one point at a time from participants and another recording on
newsprint. Comments and discussion on individual points should not be allowed until
all the suggestions have been collected.
Brainstorming is only a starting technique. Afterwards, in depth discussion of
individual points is necessary, otherwise the group will feel that everything is dealt
with superficially.
6. USE OF NEWSPRINT
Recording on newsprint is another important skill and not as easy as it looks.

It is most helpful during brainstorming when
one needs a list of the main concerns, agenda for
a meeting, main insights from an exercise (e.g.
difficulties in listening, etc.). When people see
their suggestions written down (and later included
in the program by the planning group) they get a
sense that their contributions are taken seriously
and this fosters a spirit of trust.
As the writer has her or his back to the
group most of the time, one needs two people,
one to draw the ideas out of the group, and one
to write. When using newsprint one should:
— try to summarise each
contribution in a few words,
— use, where possible, the key
words of the participants so
that they recognise their own
contributions,
— avoid slowing up the process, by constantly checking what to write.
When people in the group start dictating to the writer, the whole
point of brainstorming is lost.
16
NEWSPRINT
A visual record is important to keep ideas and goals clear. But too much
newsprint can be a distraction. Sometimes it is best to limit what will be written. (E.g.
only practical suggestions for action — not every point discussed by a group. It is
never necessary to write what people saw happening in a code.)
When an exchange of ideas in depth is taking place, with participants trying out
new thoughts and building on one another's ideas, writing on newsprint can be an
annoying distraction and should be abandoned.
The main purpose of newsprint is to keep a record that the group, or the
planning group, can use later. Things that do not need to be kept can be written on a
blackboard, e.g. headings of a short theory if a handout is to be given later.
Every writer should check to see that his or her writing on newsprint can be read
easily from the opposite side of the room.
CONSIDERATION FOR PEOPLE
"Running right through our development activities must

be this kind of consideration for people. No one who ignores
the feelings of people can be a socialist, for socialism is
about people. And it is not good enough just to think of the
'masses', and how they will benefit from a particular project
in the long run. The masses are the people considered
together: if you do not care about a small group of people
then it is at least open to doubt whether you really care
about the large group."
— Julius Nyerere
Freedom and Development, p. 104.
17
INTRODUCTIONS
Introduction Exercises
Most of us are a little unsure of ourselves, especially in a group of strangers.

People need help in a new group to get to know the others quickly so that they are no
longer strangers. Left to themselves, most people will stick to the group they already
know, so free time, unstructured social evenings, etc., at the beginning of a workshop
do not help people much to get to know one another.
Introductions, with a definite structure, are more helpful and the following
suggested exercises can be a step to start building trust.
1. BRAINSTORMING AND INTERVIEWS
This exercise helps people think about 'what' they need to know about others
in order to work with them. It also helps in giving each person a chance to speak in a
large group. Often shy people think they cannot speak, but this opportunity helps to
set a climate that everyone's contribution is needed and valued.
Procedure
a. Ask the people to discuss with someone next to them, 'What would we
like to know about the people here in order to work well with them?'
Be sure to be clear that they are not now interviewing the person
they are talking to, but preparing to make a list of things that they think
are important to know about all the other people in the room.
b. Give them about 5 minutes to discuss this.
c. Brainstorm, getting one point at a time from people, writing up points
on newsprint.
d. When this is finished, ask people to find a partner, someone they do not
know. They are then to interview the partner (without taking notes).
Build in the listening exercise at this point if you wish.
Person A intervies B — 5 minutes
A checks what (s)he heard from B — 2 minutes
Person B interviews A — 5 minutes
B checks what (s)he heard from A — 2 minutes
e. If the group is less than 35 people, then all can come back to the whole
group. Each person introduces her or his partner to the whole group. If
it is a larger group, you can put them into groups of 8 (4 pairs) to
introduce their partner to the others.
f. To keep the introductions brief in the whole group, a time limit of 1
minute each can be given.
Time Depends on the size of the whole group, but with 30-40 people, this takes
about 11 /2 to 2 hours.
Materials Newsprint, tape, felt pens (or blackboard).
18
INTRODUCTIONS
2. DRAWINGS
Some people are shy to express themselves in words. This exercise gives a
person a chance to reflect on 'Who Am I' before sharing it in the group.
Procedure
a. Ask people to form groups of 5 or 6, finding people they do not know.
b. Give each participant about 10- 15 minutes to 'draw a symbol of some
experience in their past life which has had an important influence on the
type of person they have become today.' (People are often hesitant to
draw at first as they feel they are not good artists, but if you can make
them realise this is not an art competition, this often leads to very good
sharing.)
c. When they have finished, each person introduces her/himself to the
others in the small group of 6. Animators should enter into these
introductions, however one person should remain outside a group to
help the timing of when the groups come back together.
d. If the whole group is not larger than 40 people, you can then instruct
each person to take responsibility for introducing one other person from
their small group to the whole group (e.g. A introduces B, B introduces
C, C introduces D, etc.). When they come to the large group, each
person has 1 minute to introduce that person to the whole group.
Time Depends on the size of the whole group, but with 30-40 people this
takes about 1 - IV2 hours.
Materials Paper and crayons.
3. THE PIE
This exercise gives people a chance to think about themselves before sharing
with a group. It can help people to share more deeply than brief introductions.
Procedure
a. Give each person a piece of paper and pencil if necessary.
b. Form groups of 6's of people who do not know each other well. Ask
each person to take 5 — 10 minutes
to draw a pie and divide it into
slices representing various parts of
their lives: for example, a certain
part of their life concerns family,
work, recreation, outside work,
interests, social activities, etc.
The animator should
demonstrate the dividing of the pie
on newsprint before having each
person drawing their own.
c. Use the same procedures for sharing
as in the drawing exercise.
Time About 1 to IV2 hours.

Materials Blackboard (to demonstrate first), paper, pencils.
19
INTRODUCTIONS
4. THE JOURNEY OF MY LIFE*
Some groups know each other from work or from other meetings, but may not
have shared with each other much about themselves. This exercise is very good to
help people move into sharing more deeply with each other. It is not good to start
with it when the group does not know each other at all. It is not used in whole group
sharing.
Procedure
a. Ask participants to draw on a piece of paper their life line illustrating
their life, showing the ups and downs, particularly significant periods
and events and people, how they felt about them, etc. Mark X at the
present point and continue the line into the future. One might ask the
people to include a symbol for each significant period.
b. This life line should then be shared in groups of 4 or 5 people only.

(Note: This is not a useful exercise for helping a whole group to get to
know everyone. It involves sharing deeply and it is not something that
can be rushed. However, knowing a small group well, at some points
contributes more to trust, than knowing a little bit about a lot of
people.)
Time 45 minutes to one hour.
Materials Paper, pencils and crayons.
* Adapted and developed by David and Jean Poynton.
20
INTRODUCTIONS
5. PHOTO LANGUAGE*
This exercise can be used as a first introduction of oneself, or it can be used

later to share more deeply with others our concerns, how we see certain questions,
etc.
Procedure
a. A series of photographs (at least twice as many as the participants) are

spread on tables in a room. We have often found putting them in a
nearby room gives more space to the participants to move into groups
after they choose a photo.
b. These photos need to be selected carefully so that

i) the participants can identify with the particular photos,
ii) they are relevant to the particular theme, and
iii) they are large and clear.
c. After participants have formed groups of 4-6 people, they are asked to
walk around in silence looking at the pictures and 'in their minds' to
select one or two which would say something about themselves, their
values or concerns; something they would be willing to share with the
group. This takes 3 ±5 minutes.
If the group is ready to go more deeply and share more of
themselves, the question asked could be: 'Choose a picture which
represents an important question for you, or a worry (something which
you think about late at night, when you are alone).' The way you word
this question depends on how personally the group wishes to share.
d. After selecting a photo, people are asked to return to their groups. Each
one shows the photo they chose and explains why they chose it.
e. People can ask questions, but it should be stressed that there are not
right or wrong interpretations of a picture. The point is for the group to
try to understand what the picture meant to the person who chose it,
and only later, if there is time, should others share what it means to
them.
Time If in groups of 4-6 people, about 45 minutes
Materials At least twice as many photos as participants.
* Adapted from Pierre Babin, Photo Language, Lyons, France.
21
INTRODUCTIONS
6. INTRODUCTIONS ON THE MOVE* (For a large group)
If the group you are to work with is very large, it is very difficult for everyone
to know everyone. It is possible to use one of the above exercises in small groups of 6
and then move to the large group with this exercise. This can help the group to get an
overview of what the whole group is like.
Procedure
a. If you have done an introduction in small groups using either the

'Journey of My Life', The Pie, or Drawing, you then ask each person to
pin the paper they have used onto their chest.
Ask all participants to walk around the room and find people they
do not know and introduce themselves, sharing what they have drawn or
written.
b. If you have not had time to let them share in smaller groups, one can
ask each person to write in large writing or draw on a piece of paper
(about quarto size) about 6 most important things, for example:
i. their work
ii. their place of living,
iii. something they have done recently which they are pleased about.
c. When participants have finished writing these things, ask them all to pin
these papers on their chests, and walk around the room, introducing
themselves and asking questions of others, getting to know each other.
Time About a half hour.
Materials Paper and pins. Pens or felt pens. These are needed for all
participants.
* Adapted from A Handbook of Structured Experiences for Human Relations Training, by J. Wm. Pfeiffer and John E. Jones,
Vol. Ill, University Association, San Diego, 1974, p. 3.
22
INTRODUCTIONS
7. GROUP INTRODUCTIONS
This method helps a small

group to get to know each other and
the whole group to know something
brief about each person. It tends to
become more formal and does less to
'warm up' the participants. It gives
an overview of who is the group and
where they are from.
Procedure 1
Ask particular
groups of people to
meet together
(regional teams or
members of
particular
organisations) and get to know each person in the group. One person is
selected in the group to be the spokesperson.
After the small groups have had time to share information about each
person, the whole group is called together and the spokesperson
introduces each person in the small group to the whole group.
Time Time for this method of introduction depends on how many different
groups are represented. Usually it takes 45 minutes to I hour.
Materials No materials are necessary.
Procedure 2 Group symbols to build a deeper trust
a. People are put into groups of 5. They are asked to discuss the
backgrounds of each person and try to get to know each other as well as
possible.
b. After this discussion, the task of each group of 5 is to make a play, a
song, a dance, or a drawing which reflects the reality of their group.
c. When this is completed, each group presents its play (song, dance, etc.)
to the whole group.
Time This exercise takes about 1 hour if there are about 30 participants.
Materials Paper, newsprint, crayons, magazines.
23
INTRODUCTIONS
8. MOST IMPORTANT EVENTS
When the same group comes back together many times, it is important to build
again the spirit of community, getting in touch with what is important for each
person at that moment. Although the work of the group is important, the building of
personal relationships and a deeper communion is equally important. The following
exercise is useful for this.
Procedure
a. Ask each person to take 5 minutes in silence to think about the event
which has been most exciting or most discouraging for them personally
in the last six months (or since you last met).
b. Ask each person to share briefly in the whole group.
Time This exercise is good for a group of not more than 30 people. It takes
a few minutes for each person, so expect about 1-2 hours.
Dialogue and Love
Dialogue is not possible without a profound love for the world and
for people. Love is both the foundation of dialogue and dialogue itself.
Only responsible people — the subjects of their own history — can
participate in dialogue, and it cannot exist in a situation of domination.
Domination is like a mental illness of love. Love is an act of
courage, not of fear. Love is commitment to other people. No matter
where the oppressed are found, the act of love involves commitment to
their cause, the cause of liberation. And this commitment, because it is
loving, must take place in the form of a dialogue. Love is brave and free,
it cannot be sentimental or manipulative. If it does not lead to other acts
of freedom it cannot really be love. It is only by abolishing a situation of
oppression that it is possible to restore love in that situation. If I do not
love the world — love life — love people, I cannot enter into dialogue.
Dialogue Cannot Exist Without Humility
How can I enter into a dialogue if I always imagine that others are
ignorant, and never become conscious of my own ignorance? How can I
enter into dialogue if I see myself as a person apart from others — if I
see them onfy as 'its' not as another 'I'? How can I enter into dialogue if
I consider myself a member of an 'in group', the owners of truth and
knowledge, the 'pure people'?
If I am closed to, and even offended by, the contribution of others; if
I fear being displaced, how can I hold a dialogue? At the point of
encounter there are neither utterly ignorant people, nor perfectly wise
people. There are only those who attempt together to learn more than
they now know.
— Adapted from Paulo Freire

CCPD Documents, World Council of Churches,
Geneva, Switzerland, May, 1975.
24
LISTENING
Listening Exercises
Most of us are so busy thinking about our own ideas and points of view, that we
do not listen very attentively to others, unless we think they are experts. For a spirit
of trust and appreciation of one another to grow in a group, it is essential that people
listen to one another.
Several listening exercises are suggested and can be helpful. The concentration
and attention with which the animator listens to each speaker is the most important
factor in developing an attitude of listening in the whole group.
A group can never become a Community

unless it develops the habit of deep,
respectful listening to one another.
1. DIALOGUE OR MONOLOGUE*
This code is useful early in a workshop. It establishes the value of listening; the
need for quiet people to speak up; and the need for dominant people to be sensitive
to others. The play needs to be practised once before it is used.
Procedure
a. Invite 6 people to prepare a short play in 3 scenes. It is usually better to
have all women or all men acting as this avoids people saying, 'men
always do this. . or 'women always do that. .
Scene 1: Two people meet. One of

them starts to talk and gets so
excited and involved in what (s)he is
saying that (s)he pays no attention to
the other. The other tries several
times to speak, to ask a question,
respond, or make a suggestion,
but the first person talks on, so
the second person remains silent
and gives up trying. (The pair
should decide on a topic beforehand.)
* This exercise developed by Fr. John Mutiso and the planning group for a National Development Workshop, Limuru, Kenya
Iciniioru 1Q7/I
January, 1974. ' J '
25
LISTENING
Scene 2: Two people meet and both

start telling the other what they are
concerned about. They each have a
different topic. Neither is listening to
the other, and both are talking at the
same time.
Scene 3: Two people meet, greet

each other, and start a real dialogue.
Each one asks questions about the
other's interests, listens and responds
to the others answers and shares
their own news and opinions. A
common topic should be decided on
beforehand.
b. One of the animators should stop each play when the point has been
made. Usually the first two plays take 1 or 2 minutes and the third play
takes a little longer.
c. The group is divided into 3's to answer the following questions:
i. What did you see happening in Scene 1?
What did you see happening in Scene 2?
What did you see happening in Scene 3?
ii. Do these things happen in real life? How?
iii. What can we do to help make communication as good as possible
in this group?
d. The whole group comes together and shares briefly their answers to the
first two questions and then the animator asks someone to write on
newsprint the answers to question number 3 only.
e. The animator summarizes the points on question 3 at the end. Keep the
newsprint on the wall to provide the groups own 'Guidelines for Good
Communication'.
Time About 45 minutes.
Materials Newsprint, tape, felt pens (or blackboard).
He who talks incessantly, talks nonsense.

— Ivory Coast proverb
26
LISTENING
2. LISTENING IN SILENCE
The skill of listening with full attention and 'entering into' another person's
understanding of himself or herself is the key to good leadership. All of us have
difficulties in listening. This exercise helps people understand their own problems of
listening.
Procedure
a. The animator introduces the aim of this exercise and what the procedure
will be.
b. Groups of 4-8 people are best for this exercise.
c. Each person is asked to talk for 2 or 3 minutes on some subject on
which the group is likely to have strong feelings, e.g. 'What are some of
your experiences and feelings when you are asked to take a leadership
role in a group?"
or "When did you first realise that some people are more privileged
than others,
i. that others had more privileges than you,
ii. that you had more privileges than others."
or "Describe an event or experience that made you extremely joyful
or extremely angry."
d. The rest of the group (of 4 - 8 people) listens in silence to each person
without asking questions or commenting.
e. Afterwards the animator asks the group:
"What helped you to listen well and what made it more difficult to
listen (or what hindered you from listening well)?" This can be discussed
in groups of 3's.
f. The whole group comes together and the answers are listed on two
separate sheets of newsprint.
g. Then each person is asked to decide for themselves and write down what
they want to work on during the workshop:
1. to listen more attentively to others,
2. to help others listen to them when they are speaking.
Time About 1 to l1/2 hours.
Materials Newsprint, tape, and felt tip pens.
Listening is an art,
a skill,
and a discipline.
27
LISTENING
3. LISTENING PAIRS
It is common that when we disagree with someone, we have the most difficulty
listening to them. This exercise is to help develop the skill of listening (even when we
disagree) and provides a way of finding out if we truly are listening to others. The
exercise should be used after a group knows each other fairly well.
Procedure
a. Each person is asked to find a partner with whom they know they
disagree on a specific subject. They are then asked to discuss this
subject, but after each one has spoken, the other must summarise to the
speaker's satisfaction what has just been said, before they may give their
own response or point of view.
Note: Tn this exercise each pair chooses for themselves the topic
they will discuss. Or
b. Each person is asked to choose a partner and the animator gives a

controversial topic for them to discuss. Again after each one has spoken
the other must summarise to the speaker's satisfaction what has just
been said. Only then may (s)he give her or his own response or point of
view on the subject.
Possible topics are: Family Planning, divorce, Women's Liberation,
socialism/capitalism, etc.
c. After either exercise a or b, the animator should ask the group what
difficulties they experienced in listening and list these on newsprint.
d. Then ask what they can do to improve communication in the group.

Write answers on newsprint.
Time About 1 hour.
Materials Newsprint, tape, felt tip pens.
28
LISTENING
4. INPUT ON LISTENING TECHNIQUES*
The following input on barriers in listening can be given to a group after any of
the above exercises.
The nature of Listening

Listening is an art, a skill, and a discipline. As in the case of other skills, it needs
self-control. The individual must understand what is involved in listening and develop
the necessary self-mastery to be silent and listen, keeping down his or her own needs
and concentrating attention on the other with a spirit of humility.
Listening obviously is based on hearing and understanding what others say to us.
Hearing becomes listening only when we pay attention to what is said and follow it
very closely.
Barriers and roadblocks in Listening

Here is a list of poor listening habits.
1. On-Off Listening
This unfortunate habit in listening arises from the fact that most individuals
think about 4 times as fast as the
average person can speak. Thus, the
listener has 3/4 of a minute of
'spare thinking time' in each
listening minute. Sometimes (s)he
uses this extra time to think about
his or her own personal affairs,
concerns and troubles instead of
listening, relating and summarising
what the speaker has to say. One
can overcome this by paying
attention to more than the words,
watching non-verbal signs like
gestures, hesitation, etc. to pick up
the feeling level.
Red Flag Listening
To some individuals, certain words are like a red flag to a bull. When we hear
them, we get upset and stop listening. These terms vary
in every group, society and organisation. However, to
some individuals the terms, 'capitalist', 'communist',
'money', 'modern youth', 'tribalistic', etc., are signals
to which we respond almost automatically. When this
signal comes in, we turn out the speaker. We lose
contact with him or her and fail to develop an
understanding of that person. The first step in
overcoming this barrier is to find out which words are
red flags to us personally, and try to listen attentively to
someone more sympathetic to this issue.
* Adapted from the Christian Education Leadership Training Program, South Africa.
29
LISTENING
3. Open Ears — Closed Mind Listening
Sometimes we decide rather quickly that either the subject or the speaker is
boring, and what is said makes no sense. Often
we jump to conclusions that we can predict what
(s)he knows or what (s)he will say; thus we
conclude, there is no reason to listen because we
will hear nothing new if we do. It is much better,
to listen and find out for sure whether this is true
or not.
4. Glassy-eyed Listening
Sometimes we look at a person intently, and we seem to be listening although
our minds may be on other things or in far
distant places. We drop back into the comfort of
our own thoughts. We get glassy-eyed, and often
a dreamy expression appears on our faces. We
can tell when people look this way. Similarly they
can see the same in us, and we are not fooling
anyone. Postpone day-dreaming for other times.
If you notice many people looking glassy-eyed,
find an appropriate moment to suggest a break
or a change in pace.
5. Too-Deep-For-Me Listening
When we are listening to ideas that are too complex and complicated, we
should force ourselves to follow the discussion and make a real effort to understand
it. We might find the subject and speaker quite interesting if we listen and understand
what the person is saying. Often if we do not understand, others do not either and it
can help the group to ask for clarification or an example when possible.
6. Don't Rock the Boat Listening
People do not like to have their favourite ideas, prejudices, and points of view
overturned: many do not like to have
their opinions and judgments
challenged. So, when a speaker says
something that clashes with what we
think or believe, we may
unconsciously stop listening or even
become defensive and plan a counter
attack. Even if we want to do this, it
is better to listen; find out what (s)he
thinks, get the other side of the
question so we can do a better job of
understanding and responding constructively.
30
LISTENING
1. When have I had some of these barriers in listening?

2. Where have I seen them happen in groups?
THREE SHORT INPUTS ON LISTENING
The following inputs can be given on listening techniques. It would also be useful
to ask the group to discuss in 3's and then brainstorm on one of the following before
giving the input:
— objectives in listening,
— do's and don'ts of listening,
— responses to encourage — further talking
— restatement
— deeper reflection
— summarizing
— decision-making
Objectives in Listening in any Helping Relationship
The objectives when we listen to people are both basic and simple.
1. We want people to talk freely and frankly.
2. We want them to cover matters and problems that are important to them.
3. We want them to furnish as much information as they can.
4. We want them to get greater insight and understanding of their problem as they
talk it out.
5. We want them to try to see the causes and reasons for their problems and to
figure out what can be done about them.
Some Do's and Don't s of Listening
In listening we should try to do the following:

a. Show interest.
b. Be understanding of the other person.
c. Express empathy.
d. Single out the problem if there is one.
e. Listen for causes of the problem.
f. Help the speaker associate the problem with the cause.
g. Encourage the speaker to develop competence and motivation to solve his or her
own problems.
h. Cultivate the ability to be silent when silence is needed.
In listening, do not do the following:

a. Argue.
b. Interrupt.
c. Pass judgment too quickly or in advance.
d. Give advice unless it is requested by the other.
e. Jump to conclusions.
f. Let the speaker's emotions react too directly on your own.
31
LISTENING
LISTENING TECHNIQUES
Types Purpose Possible Responses

1. Clarifying 1. To get at additional facts. 1. 'Can you clarify this?'
2. 'Do you mean this?'
2. To help the person explore
3. 'Is this the problem as you
all sides of a problem.
see it now?
2. Restatement 1. To check our meaning and 1. 'As I understand it, your

interpretation with the plan is. . .'
other.
2. 'Is this what you have
2. To show you are listening decided to do . . . and the
and that you understand reasons are. . .'
what the other has said.
3. Neutral 1. To convey that you are 1. 'I see.'

interested and listening. 2. 'I understand.'
3. 'That is a good point.'
2. To encourage the person to
continue talking.
4. Reflective 1. To show that you under 1. 'You feel that. . .'

stand how the other feels 2. 'It was shocking as you
about what (s)he is saying. saw it.'
3. 'You felt you didn't get a
2. To help the person to fair hearing.'
evaluate and temper his or
her own feelings as
expressed by someone else.
5. Summarising 1. To bring all the discussion 1. 'These are the key ideas
into focus in terms of a you have expressed. . . .'
summary.
2. 'If I understand how you
2. To serve as a spring board feel about the
to discussion of new situation. . . .'
aspects of the problem.
32
LISTENING
Listening
"The important role of dialogue

continues through
the whole of a person's life.
We come to be who we are
through conversation with others.
This is true on the level of information

and it is also true on the deeper level
of self-knowledge and values of life.
We listen to others in the family,

the school, the community,
our friends, and our adversaries,
and our consciousness continues to be created
by our response to the reality addressing us.
We are created
through ongoing communication with others."
Responding
"The word 'dialogue'

suggests that we are never simply
the creation of the community to which we belong.
We listen and respond.
We become ourselves, distinct from others by responding.
These responses are truly our own.
To the extent that we make them freely
we are responsible
for who we are
and who we come to be as a person.
Our thinking,
our religion,
our entire mental world
is thus created by a process
in which the entire community is involved,
and yet in which we ourselves
consciously or unconsciously
make the important decisions."*
* Baum, Gregory, Man Becoming,
Herder and Herder, N.Y., 1971, pp. 41 - 42
33
TRUST BUILDING
Trust Building Exercises

Sharing Our History. We have all become who we now are by the experiences
and events that make up our history. By sharing significant parts of our history with
others, we can lay the foundation of trust. We include a variety of different ways in
which this can be done.
1. PAST — PRESENT — FUTURE
This exercise helps people to understand the experiences and situation of others
in the past, their present concerns and their hopes for the future.
Procedure
a. This exercise should take place in a group of 4-8 people, no more.
b. In these groups each person shares:
— 'Where was I and what was important to me 5 (or 10) years ago?'
After each one has shared the above, then each one shares:
— 'Where do I feel I am now and what is important to me this year?'
Then each shares:
— 'Where would I like to be, what would I like to be doing and what
changes would 1 like to see in my life in 5 (or 10) years time?'
Time. This exercise is best as an evening activity so groups can go on as long as they
wish.
Materials. None needed. Questions could be written ahead of time on newsprint or

on a blackboard.
2. 7 - 1 2YEARSOLD
The aim of this exercise is to

build trust through sharing some
of our childhood experiences. We
choose age 7-12 because this is a
period of our lives that was 'given'
to us, not made by us, and we can
remember it well enough to reflect
upon it. Also at that age there is a
certain equality. We get away from
the barriers created by prestige and
position.
It helps, in a mixed group, to
understand differences of culture
and common human experiences.
34
TRUST BUILDING
Procedure
a. Groups of 4-6 people not more.
b. Each one shares their answers to number 1, then each shares number 2,
etc.
1. Where was I and what was important to me during the time I was
7-12 years old?
2. Who was the most important person (influence) in my life at that
time?
3. When was the first time God became more than a word for me?
4. Choose one experience, or event, which had a decisive influence on
leading you to make an important decision which has brought you
to where you are now.
Time This is best used as an evening activity when groups can end when
they finish and do not feel rushed.
Materials Have the questions written up on the board or on newsprint.
3. RIVER OF LIFE
A river is a very meaningful symbol in many cultures, and most people find it
quite natural and very stimulating to think of their own lives in terms of a river. This
exercise is very useful as a personal reflection, leading to greater self-knowledge, and
also as the basis for small group sharing, leading to greater trust in the group.
Procedure
a. Give each person a sheet of plain paper and make plenty of crayons of
different colours available.
b. Ask each person to draw the River of their own life, going right back to
the source (the early years in their families), the different periods of
their lives, such as quiet peaceful times, and wild stormy times (of rapids,
and waterfalls).
Major influences which contributed to the growth of your river, can
be shown as tributaries and labelled. And small drawings, showing the
important people, events, and experiences can be drawn beside the river.
c. Encourage the group to use colours to express different moods at
different periods of their lives.
d. Give 10-15 minutes for the drawing. Then ask people to form groups
of 3-5 to share the experiences illustrated by the River.
e. It is not advisable to share in a large group but if people wish they can
put the drawings on the wall and explain them informally to each other.
Time One hour or more.
Materials Paper and crayons for all participants.
35
TRUST BUILDING
4. TREE OF LIFE
This exercise helps people reflect on their own lives in a rather precise way.
Procedure
a. Ask each person to draw the
Tree of their own Life.
1. The Roots represent
— the family from which
we come,
— strong influences which
have shaped us into the
person we are now.
2. The Trunk represents the
structure of our life today,
— job
— family
— organisations,
communities, movements
to which we belong.
3. The Leaves represent our
Sources of Information
— newspapers
— radio, television
— books
— reports
— friends and contacts
4. The Fruits represent our achievements
— projects we have organised
— programs
— groups we have started or helped to develop
— materials we have produced
5. The Buds represent our hopes for the future.
b. Give the group about 20 minutes to do this.
c. Share in groups of 3 -5. If possible it is good to do this in an open-

ended session (e.g. in the evening) when groups can continue to share
for as long as they wish.
5. CLASS ORIGIN — CLASS OPTION
In any group committed to liberation, those involved all need to come to terms
with their own class origins, recognising how these have affected their values and
reactions. As Amilcar Cabrai recognised, real commitment to the poor, the deprived
and the oppressed involves a conscious choice (option) from those who come from
more privileged backgrounds — and this option involves class 'suicide'. In a new
society of justice and peace, there can be no privileged classes.
36
TRUST BUILDING
Procedure
a. Either type out copies of the table below for each participant, or write it
on newsprint.
Class Origin — Class Option Form*
Type of society you want:

Class
Option -
1 Organisations you belong to:
1
Sources of information:
Class
Situation Onr.upation:
Movement affecting you during youth:
Class Fdunation:
Origin Famiy:
b. Ask each participant to reflect on their own life and then fill in the
table, starting at the bottom. It should be pointed out that the lower
sections are 'givens', the child has no choice about these (and therefore
there is no cause for guilt). But each step up, involves increasing
freedom of choice, and we are personally responsible for the higher
sections.
c. Give the group 10- 15 minutes to do this.
d. Then ask them to share in groups of 3 - 5 people.
e. In the whole group ask people to share:
i. What are some of the major ways in which we are affected by our
class background?
ii. How can we tell whether we are genuinely making an option in the
struggle of the poor, the deprived, and the oppressed, and working
effectively in the process of transformation?
Note: This exercise is important for self-knowledge and trust building, particularly
in a situation where the class conflict is sharp, and where there is much
suspicion.
Time One hour or more.
Materials Duplicated copies of the form.

* Adapted from the Ecumenical Institute for the Development of Peoples (INODEP), Paris.
37
TRUST BUILDING
6. POTATO EXERCISE*
This exercise is useful early in a workshop to get people to share feelings about
themselves and their relationship with others in a non-threatening way and thus build
trust. It can also be a lot of fun. It is best to use it in the evening.
Procedure
a. The group sits in a circle and each person chooses a potato from a
basket passed around quickly. The potatoes should be more or less the
same size.
Ask them to examine their potatoes carefully: Look at your potato, get
the feel of it, its weight, its smell, its peculiarities.
Discuss the
characteristics of your
potato with the person
next to you. Be able
to recognise it with
your eyes shut for you
will have to find it
from among all the
other potatoes in this
group with eyes shut!
c. In two's, one person
shuts eyes, the other
holds both potatoes.
The one with eyes
shut must pick his/her
potato. Reverse
procedure.
Do this in groups of 4's (and if necessary in 8's).
Finally the whole group sits in a circle. The potatoes are collected, and
then passed from hand to hand behind people's backs. (This has the
same purpose as shutting the eyes.) As each person recognises their own
potato, they keep it without looking at it. Keep passing the other
potatoes around until all are claimed.
The game ends when all have found their potatoes (or at least within a
reasonable time, the majority).
1. What was your first impression when you were given your potato?
What did you do to identify yours?
2. What feelings did you experience during the process?
3. What have I learnt about myself?
4. What have I learnt about relations with others?
5. What are the implications of this exercise for living together in a community?
* Adapted from the Lemon exercise, introduced by Father Xavier Manjooran, Gujarat India, International DELTA, Phase II,
Ahero, Kenya, July, 1977.
38
TRUST BUILDING
7. BUILDING UNITY ACROSS AGE, RACE, TRIBE AND SEX
The aim of the following two exercises is to help people become aware of the
obstacles that exist for people of different backgrounds, especially when we try to
work together in mixed groups.
Procedure 1 (Skill Practice)
a. The participants are first put into very mixed groups to accomplish a
given task. The mixed groups should be of 5 or 6 people, mixing up as
thoroughly as possible the different types of people participating.
The task should be something practical and relevant to as many of
them as possible. (E.g. 'Plan a program to involve people of all ages in
the community in a Health Care Program', or 'Plan a program to
involve all the parishioners in a meaningful way in parish activities
during the next six months.')
b. Each mixed group should write their proposal on newsprint and explain
it briefly to the whole group.
c. Redivide the participants into homogeneous groupings, e.g. all women,

youth, teachers, catechists, priests, sisters, etc. together.
d. Ask each group to discuss what difficulties they found:
1. in communicating in the previous task with people of different
backgrounds (age, sex, occupation, tribe, nationality, educational
background, etc.).
2. in communicating at home with people of different backgrounds.
(Write on newsprint.)
e. At this point it might be wise to spend a few minutes brainstorming
points which should be remembered in giving and receiving feedback.
f. In the whole group, each homogeneous group shares what difficulties

they experienced and what helped them to overcome these difficulties in
the mixed group. The animator's role here is to help the different groups
to hear each other without getting defensive.
Time About 2 to 3 hours. It can be used for half a day or even a full day
depending on how deeply you want to go into each task.
Materials Newsprint and felt pens for each group.
39
TRUST BUILDING
The Objectives of Our Struggle
"Who is the enemy and what is his nature? The enemy of Africa is
often confused with the white man. Skin colour is still a factor used by
many to determine the enemy. There are historical and social reasons
and lived facts which consolidate this idea on our continent. . . .
"I do not think that the national liberation struggle is directed

towards inverting systems of oppression in such a way that the master
of today will be the slave of tomorrow. To think in this way is to go
against the current of history. Attitudes of social revenge can never be
what we want, which is the freedom of people.. . .
"What we want is to establish a new society where black and white

can live together. Naturally, and so as not to be misinterpreted, I must
add that the democratic process must be exercised in such a way that
the most exploited masses (who are black) have control of political
power, since they can go furthest in establishing proper rights for all.
"A peoole's struggle for political power, for economic

independence, for the restoration of cultural life, to end alienation, for
relations with all people on a basis of equality and fraternity — these are
the objectives of our struggle."*
Agostino Neto,
The African Liberation Reader,
Zed Press, London, 1982,
pp. 210-212
40
TRUST BUILDING
Procedure 2 Two Fishbowls, then 3's*
Sometimes it is helpful to have many viewpoints expressed on a subject of particular

concern to a group. This exercise is a very creative effort to have those most involved
speak first, and then to hear others more openly.
a. One-third of the group in a specific role (e.g. women, party leaders,

priests) are asked to form a fishbowl and discuss two questions:
1. What do you see as your role in society?
2. What are the obstacles to fulfilling it?
b. After 15 minutes each

one of the fishbowl asks
another person, whose
views they would like to
hear, to go into the
second fiShbowl. The
second group discusses
the same two questions.
c. After 15 minutes each

person from the original
fishbowl, is asked to
form a group of 3 with
the person they chose
from the second
fishbowl, plus a third
person, to discuss the
similarities and
conflicting ideas in the
two fishbowls.
d. The whole group can be brought together to discuss solutions to this

problem. This should be a discussion and newsprint is not necessarily
needed.
Time About 1 1/2 to 2 hours.
Materials None.
* Introduced by a learning team, Training of Trainers program, Phase II, Sagana, Kenya, 1975.
41
SELF KNOWLEDGE
Willingness to Change
"From the beginning then,

there are moments
when the word addressed to us
makes us abandon the world
of our own making,
and enter upon new life.
Dialogue is not simply

a giving and receiving of information;
it does not change a person simply
by expanding their knowledge.
Again and again

as we are in dialogue with others
we must hear the painful word
which overcomes us,
and draws forth a response in us,
that transforms life.
The word addressed to us

at those members
reveals to us the truth
of which we are afraid.
It pierces the screen we have put up

between ourselves and reality.
Then we must either flee from this word

and hide behind defences,
or open ourselves to it,
go through the painful passage
from our shallow understanding
to greater depth,
and receive the truth
that has been spoken to us.
Conversion
"Sometimes dialogue
is happy sharing;
but in the course of life
there are those important
and frequent moments
when dialogue means conversion.
Because we have listened,

because we were willing
to let go the little world
we had made for ourselves.
because we gained a new understanding of reality,
we have become persons in a new way.
Our response
to the word addressed to us
helps to make us who we are.
42
SELF KNOWLEDGE
Self-Knowledge and New Life
"Sometimes the call addressed to us

has a very special force.
It reveals to us who we are,

it judges us,
it summons us to grow,
it demands a reply.
It leaves us two choices:

either we choose to be deaf,
and thus harden our opposition to life
or we open ourselves to the truth
and to the possibility of new life.
The Christian,
who has met the Word of God
in Scripture,
and experiences life with faith,
recognizes this special word,
arising in human conversation,
as God's word,
present in his own life,
summoning,
judging,
life-giving."*
*Baum, Gregory,
Man Becoming, ibid., pp. 43-44
43
Chapter 6
Leadership and
Participation
The Role of Leadership 47

The Difference between Content and Process ..... 51
Shared Leadership 56
Exercises on Participation 59
Self and Mutual Criticism 63
Exercises on Feedback 63
Exercises on Co-operation 80
Group Reaction to the Animator 87
45
Chapter 6
Leadership and
Participation
A. Leadership
Some people regard leadership as a mysterious, 'charismatic' quality, which
some people have and some people do not have. It can also be seen as a skill that
many people can develop if they are willing to take time
— observing what goes on in groups,
— identifying clearly the main needs of groups,
— learning ways of dealing with these needs,
— practising these skills in many different situations,
— taking people's feelings seriously,
— listening to feedback about other's reactions to their
own behaviour as a leader,
— making changes in their behaviour, so that people will
will respond in a positive and not a negative way to
them.
It takes sensitivity, humility, and love to develop one's skills as a leader, and it
takes a number of years of practice.
Animator/Facilitator/Co-ordinator
The style of leadership is extremely important in any program aiming at full

participation of the community in a liberating process and self-reliant development.
There are many styles of group leadership. As we see in the table on page 102, (Book
3) leadership may be Authoritarian, Consultative or Enabling.
Though authoritarian leadership may be necessary at times of danger, when a

group is struggling for survival, such leadership does not foster initiative, creativity or
responsibility in the members of the group. Authoritarian leadership tends to make
people act as obedient robots, which do not think for themselves. They may accept
this situation for a while, but later people with initiative and creativity will start to
rebel.
47
LEADERSHIP
But to lead collectively is not and cannot be, as some suppose, to give to all
and everyone the right of uncontrolled views and initiatives,
to create disorder, empty arguments, a passion for meetings without
results.. . .
In the framework of collective leadership, we must respect the opinion
of more experienced people who for their part must help the others
with less experience to learn and to improve their work.
Combat the spirit of the 'big man', the traditional chief, boss or foreman
among responsible workers. .. .
Combat the spirit of closed circles, an obsession with secrecy
among some persons, personal questions and the ambition to give orders.
Collective leadership must strengthen the leadership capability of (all)
and create specific circumstances where full use is made of all members."*
"Collective leadership means leadership made by a group of persons and not by

one person alone or by some persons in the group.
To lead collectively, in a group, is to:
— study questions jointly,
— find their best solutions,
— take decisions jointly,
— benefit from the experience and intelligence of each person.
To lead collectively is to
— (give) the opportunity of thinking and acting,
— demand that people take responsibility within their competence,
— (require that people) take initiative....
To lead collectively is to
— coordinate the thought and action of those who form the group,
— derive the greatest return in the accomplishment of the group's tasks,
within the limits of their competence and in the framework of the
activities and the interests of the organisation.
Cabrai, Amilcar,
Unity and Struggle,
Copyright © 1979 by PAIGC.
Reprinted by permission of Monthly Review Press, New York, (1979), pp. 247-248
In using the Problem-Posing Method, the group leader

should be either an animator (one who brings the group to life)
or a facilitator (one who makes it easier for the group to
discuss and plan fruitfully.)
48
LEADERSHIP
The role of a facilitator is to provide a process, which will help the group to
discuss their own content in the most satisfactory and productive way possible. The
facilitator is neutral about the content of the meeting, and has no stake in the
decisions that are taken. The facilitator is totally concerned with process, not at all
with content.
The facilitator's responsibility is to ensure that there is good communication in
the group and that all the members are satisfied with, and fully committed to, the
decisions taken.
In some cases, a facilitator is not from the community. In such cases, the role
taken on is to facilitate the group. A facilitator who comes from outside a community
may challenge the group about the implications and consequences of their plans, but
ultimately, the group must 'own' their own plans, not following ideas from outside.
The Role of an Animator is to help a community discover and use all its potential
for creative and constructive team work.
An animator needs all the skills of a facilitator but the animator also has a
special responsibility to stimulate people:
— to think critically,
— to identify problems,
— to find new solutions.
For this (s)he may need a code to focus everyone's attention immediately on the same
problem, and a careful plan to help the group move progressively from one step to
the next.
The animator provides a process in which people can:
— share their concerns

their information
their opinions
— set goals
— make decisions
— plan action.
The animator needs to understand the different forces operating in a group.

When the process gets stuck, the animator needs to identify the problem. It may be a
hidden conflict, a lack of information, a power struggle or some other problem.
The animator needs to enable the group to understand the problem and deal with
it constructively.
Paulo Freire has summarised the differences between the role of a teacher in
banking education and the role of an animator in problem posing education.
Banking Education Problem Posing Education
— The teacher talks, passing on — The animator poses the

information. problem and asks questions.
— The pupils sit and listen quietly — The participants are active, they
and passively. describe their experiences,
share ideas, analyse and plan.
49
LEADERSHIP
Many of us have had very little experience in an educational process which is

truly problem-posing, but we have all had much experience of 'banking'. We
therefore have a tendency to move back very easily to the traditional 'teaching
method' if we do not design problem-posing learning events or meetings carefully.
The Role of a co-ordinator is to draw together people, actions and events, in

such a way that they support and strengthen each other, and do not compete or clash
with each other. There needs to be co-ordination within each program and co
ordination between different programs. The role of the co-ordinator will be dealt with
much more fully in Chapter 10.
A group leader can be any one of these types. The word 'leader' is a vague term
when we see how many different types of leadership there are and what is needed in a
group. See Chapter 10 in this book for further elaboration on different leadership
styles.
50
OBSERVA hON
B. Content and Process*

There are two important aspects of every discussion.
1. What the group is talking about — The Content.
2. How the group talks about the subject — The Process.
The role of a facilitator is to provide a process which will help the group to
discuss their own content in the most satisfactory and productive way possible.
The role of an animator is both to stimulate reflection and action on a
particular issue and to provide a process for active and responsible participation.
Every group leader needs to understand clearly how the process affects the level
of discussion on the content, and the commitment of the group to carrying out any
decisions that may be made.
1. WHAT TO OBSERVE IN A GROUP
All of us have spent a good part of our lives in groups of various sorts, but
rarely have we taken time to stop and observe what is going on in the group, why the
members are behaving the way they are. It is difficult to observe and participate at
the same time, and the skill of doing both at the same time can only be gained by
practice.
We need to observe at three different levels:

A. Content: What is the group talking about?
What is each person saying?
B. Non-Verbal Expressions: Apart from what they say, what indications are
people giving of their feelings and reactions. For example, gestures, tone of
voice, body language, facial expressions, order of speaking, etc.
C. Feelings, Attitudes, Concerns, Hidden Agenda

These factors have an
important effect on the
life and work of a group
and must be taken into
account. Sensitive
observation of the words
and non-verbal
expressions can give us
clues about their
feelings, but these clues
can easily be mis
interpreted and so if
they seem important
they should be checked
with the person
concerned, e.g. 'Are you
feeling uncomfortable
about that decision,
Paul?'
* Episcopal Chu.ch, Basic Reader in Human Relations Training, Part I, pp. 41 & 42.
51
OBSERVATION
Communication
One of the easiest aspects of group process to observe is the pattern of

communication:
1. Who talks?
For how long?
How often?
2. Who do people look at when they talk?
— Other individuals, possibly potential supporters?
— Scanning the group?
— No one?
— The ceiling?
3. Who talks after whom, or who interrupts whom?
4. What style of communication is used,
— strong statements,
— questions,
— tone of voice,
— gestures,
— laughter,
— tears, etc.
The kind of observations we make give us clues to other important things which
may be going on in the group such as who leads whom, or who influences whom?
The following exercises can help people to have practice in observing group
process.
2. SOCIOGRAM
The sociogram can be used as a special exercise of observation, or it can be

practised at any meeting, seminar or discussion.
It is a simple chart showing who speaks to whom in a group, and how frequently
each person speaks.
Procedure 1
1. The observers write the names of all the people in the group in the order in
which they are sitting. It is best to draw a large circle for this.
X Paul
Mary X X Jim
Anne X
Peter X X John
Joseph X
X Kamau
Theresa X
X Mulwa
52
OBSERVATION
2. Then as the discussion proceeds, draw a line each time a different person
speaks. If the communication is direct from one person to another, draw a
solid line with an arrow showing who speaks to who. If the remark is made
to the group in general, draw a dotted line to the middle of the circle.
After observing a group for 15-20 minutes, the sociogram may look
like this.
Mary X X Paul
Note: In the above example, you can see women spoke only to women and
men to men. This is not necessarily the case, but you can see how certain
patterns of communication can be seen clearly and objectively through this
chart. You can also see that Jim spoke most often and Kamau never spoke.
3. Afterwards the observers show their charts to a small group. In small

groups, of 3 or 4 people with 1 or 2 observers in each group, discuss:
a. What patterns of communication do we see in the chart?
b. In what ways do these patterns help or hinder the life and work of the
group?
Summary
The insights can be shared in the whole group if appropriate. The sociogram may
reveal some strong patterns of domination and if so, the group needs to know how to
give and receive feedback constructively. (See page 63 for this input.) The animator
could also share with the group the reading on collective leadership by Cabrai found
earlier in this chapter.
• '**% t* ^ \' 1/ lit-
53
OBSERVATION
Procedure 2
1. Instead of drawing a chart and asking people to observe a discussion, a ball

of string is used to actually record the pattern of a discussion.
2. Ask participants to form mixed groups with 8 people in each group. Each
group is given a ball of string which is put in the centre of their circle.
3. Each time a person wishes to speak, they need to have the ball of string in
their hands. As you speak, you tie the string around your pen/pencil once.
(Note: At the end of the discussion, the pattern of the string will look like a
socio-gram.)
4. Give the group an interesting and involving topic to discuss (e.g. 'I think the
most important thing this group needs to do tomorrow is. . . .')
5. After a 20-30 minute discussion, the following questions can be discussed
in smaller groups.
a. What does the pattern indicate to you about the group behaviour?
b. Why did this group behaviour happen?
c. Who talked most? How did that person feel about that?
d. Who talked least? How did that person feel about that?
e. What did 1 learn from this exercise?
What does this suggest about our working together in the whole group?
Then points can be shared in the whole, group.
Time l-l1/2 hours.
Materials 1 ball of string for every 8 participants. Each person should have
a pen or pencil.
3. ROLE PLAY ON DIFFERENT LEADERSHIP STYLES
This exercise helps a group to see how the behaviour of the leader affects the
group he or she is working with. It is a good exercise to use at the beginning of a
workshop on leadership.
Procedure
This can either be prepared ahead of time, and rehearsed (in which case it will be a
skit and not a role play) or people who are familiar with the exercise can play the
roles of the two different leaders and volunteers can be called for from the group to
play the other roles.
(All these volunteers should realise that they are taking part in a role play in
which particular roles will be played by the participants. If they enter into a serious
decision-making process and later find that others are acting roles, they may feel they
have been manipulated, and resent this.)
1. About six volunteers should be called for, for each of the two plays. Each
should be asked to act out a meeting of some group with which they are
familiar, e.g. a school or development committee or a parish council. They
are given a task to make a decision on some matter of general interest to the
whole group, (but not too absorbing an interest). If the group becomes too
absorbed in the subject matter, they will not be able to reflect objectively on
the leadership styles later.
2. The first leader is told to act the part of a very dictatorial chairperson. (S)he
calls for ideas, but does not listen to people, squashes their suggestions,
imposes his or her own point of view on the group, etc.
54
STYLES OF LEADERSHIP
3. Other members of the group are each given specific roles:

a. one is asked to support whatever the chairperson suggests,
b. another suggests several different possibilities,
c. another supports this speaker,
d. another interrupts and opposes the chairperson, etc.
These instructions can either be given orally to individuals before doing the
play, or be written on slips of papers for each volunteer.
4. The chairs should be arranged in an
open circle in front of the group so
that everyone can see and hear well. Role Play
The actors should be reminded to X X X
speak clearly and make all their X X
gestures quite visible.
5. The chairperson starts the play and X
*
each person participates in the roles X X >< * *• *

(s)he has been given. X
X X X X
6. When the situation has become clear * *
S
to the audience, the animator stops * X X x
the action and asks the second group
of six to come to the chairs.
7. This is a different committee in a different place, but their task is similar.
Most of the members have been given similar instructions about their roles,
but this time the chairperson has been asked to be very passive (or laissez-
faire — 'let them do as they choose'.) This leader shows little interest, makes
no suggestions, does not respond to suggestions of the group, does not help
to reach decisions or resolve conflict.
8. Again the animator cuts the play when the situation has become clear.
9. The animator then puts up four sheets of newsprint headed:
a. What did the 1st leader do in the group?
b. How did the group react?
c. What did the 2nd leader do in the group?
d. How did the group react?
10. If the group is fairly big it is best to let the participants buzz about these
questions in 3's for a few minutes before gathering up all the answers in the
whole group.
11. After the mistakes and reactions have been fully discussed the animator asks
another question:
e. What does a good facilitator do in a group?
(Note: Here the group is asked to focus on what the facilitator does, e.g.
'listens to each speaker with concentration', etc., not just the general moral
virtues such as 'the leader is kind and just'.)
12. Finally the role play can be re-acted with someone who volunteers to play
the part of a democratic chairperson as effectively as possible.
Summary
The animator may wish to summarise all the points made by the group
and also add points on the role of an animator and a facilitator. (See page
49 in this chapter.)
Time About I — IV2 hours.
Materials Moveable chairs for the play, newsprint, tape, and felt pens.
55
TASK AND MAINTENANCE
C. Shared Leadership*
If a group has just done the previous exercise, one can look back to the list made
of what a good animator should do in the group. It usually strikes the group that this
involves an awful lot for one person to concentrate on and that the animator needs
help from the rest of the group. The following discussion can help a group to be
much clearer about shared leadership and the role of the animator.
Procedure
1. When the group has just had a fairly positive experience of discussion and
decision-making, ask them to form groups of 3's and discuss:
What factors helped the group to reach its goal? Ask them as specific as
possible, e.g. not just everyone was co-operative, but to explain in what way
people were co-operative.
2. Make a list on newsprint of all the different factors mentioned. Then show
how most of these factors were meeting needs of one of two kinds:
— Helping to get the task completed, or
— Helping to maintain a good spirit in the group.
3. Draw a bicycle and list the Task Needs under the back wheel and the Good
Spirit (Maintenance) Needs under the front wheel.
Task Maintenance
* Episcopal Church, Basic Reader in Human Relations Training, Part I, pp. 43, 44.
56
TASK AND MAINTENANCE
Task Maintenance
1. initiating Getting the group started 1. Encouraging Being friendly,

on the task. Offering new suggestions, responding to and building on
topics for discussion, plans, etc. suggestions made by others, showing
acceptance and appreciation of others
and their ideas.
2. Asking for Information Drawing out the 2. Gatekeeping Giving a quiet person a
resources of the group and identifying chance to join the discussion, (e.g.
information which needs to be found 'John was about to say something.'
elsewhere.
3. Giving Information or facts or sharing 3. Setting Standards 'Shall we agree
relevant experiences. that everybody speaks once and
nobody speaks more than twice?' or
'Let's try to stick to the point and
avoid discussing outside situations.'
4. Asking for Opinions Good decision 4. Diagnosing Difficulties 'I think we

making depends on knowing what all cannot make this decision until we get
members think and feel about a more information.' or 'Maybe some of
suggestion. us are afraid of the consequences of
this decision.'
5. Giving Opinions Some do this too 5 Expressing Personal and Group

much and some too little. Sometimes a Feelings 'I'm getting bored. This is a
quick way to get all opinions needs to be small point and we have spent half an
found (e.g. straw votes). hour on it.'
6 Explaining Giving practical examples to. Harmonising Helping those in

make a point clear. conflict to understand one another's
views.
7 Clarifying Asking a question or 7. Evaluating Creating an opportunity

repeating a point in different words to for people to express feelings and
make it clear to all. reactions towards the working of the
group.
8 Summarizing Stating briefly the main 8. Relieving Tension By bringing it out

points made so far. into the open, putting a problem in a
wider context, or making a well-timed
joke.
9 Checking Concensus Seeing if

everyone, especially silent members
agree on a point.
10 Suggesting a Process for Decision-

making (See Chapter 7 for details on
such processes.)
57
SHARED LEADERSHIP
4. Ask what happens in a group if,

a. the task needs are ignored,
b. the maintenance needs are ignored.
5. Handout the prepared list of task and maintenance functions and ask them
to compare this with their own list, noting anything missing.
6. Explain then that leadership involves being sensitive to the needs of the
group at any particular moment and responding to this need. This response
can be given by any member of the group, not necessarily the chairperson or
animator.
This then becomes Shared Leadership

7. Draw the following diagram on the board and explain how leadership
becomes shared over a period of time.
Shared Leadership and Participation leader 6
Needs of
the Group:-* Role of Leader
Task and
Maint
enance
Role of Group
dictator
It takes time for a group to develop an effective way of sharing leadership. At

first the leader may need to respond to as many of the needs as (s)he can her/himself.
Members who have had training will quickly recognise group needs and start
responding to these needs also.
As the group gets to know each other, gradually different members will assume
more and more of the leadership roles themselves. The leader should then take
responsibility mainly for those needs which no one else in the group seems to be
meeting. This will vary from group to group. Sometimes the leader may notice that
everyone is asking for or giving information very freely, but no one is gatekeeping. At
other times group members may be full of original ideas but no one is summarising or
building upon the ideas offered, etc.
As the group members take more and more responsibility, for its own life, the
leader can become less active. This process shows how a group becomes self-
goVerning, self-reliant and not dependent.
58
PO PO
3. PO-PO (Participant/Observer Exercise)
This exercise can be used to practise Shared Leadership and gain insight into
needs of a group through observation.
Procedure
1. Ask the group to divide into two equal groups. Each group will have one
turn working in the fishbowl and one turn observing.
2. Group A is asked to go into the fishbowl (a circle of chairs in the middle)
and one observer from Group B is assigned to each participant.
3. An interesting topic, which involves both sharing of ideas and decision
making is given, for example:
'What do you feel are the main things hindering development in your area?'
and 'List the 3 most important things that this group could start to do about
them.'
4. It is suggested that the group should not choose a chairperson but that each
member of the group should try to fulfil the needs as they arise.
5. The observers are asked to take notes on the needs they see in the group,
and the responses of the person they are observing.
6. After 10-15 minutes discussion, the animator breaks the group and each
participant meets with his or her observer for 5 minutes of discussion and
feedback on the process.
7. The first group returns to the fishbowl to try to make their decisions in
another 10-15 minutes.
8. Both groups evaluate together how effectively Group A worked on the
decisions and what else would have helped the group to work more
effectively. It is important at this point to keep the discussion on the process
and not return to the content of the discussion.
9. The two groups now reverse roles: Group B goes into the middle and Group
A are the observers. A different, but comparable task is given to Group B
and the same steps are followed.
Note: Sometimes it is helpful to provide the observers with a form listing the Task
and Maintenance needs, and to ask them to make a note of each time they see a
person fulfilling one of these needs.
This type of concentrated observation is important training in helping people to

become much more aware of Group Process. It is usually not possible for us to do
this when we are actively involved in discussing the content.
Time Between 2 and 3 hours.
Materials Paper, pencils, forms for observers on Task and Maintenance

Functions. The group should be about 16-24 people.
* Episcopal Church, Basic Reader in Human Relations Training, Part III, p. 33

DRAWING A HOUSE
4. DRAWING A HOUSE
This exercise may be used to discuss co-operation and control in a group.

Sometimes we think we are working with other people, when in fact we are
controlling the whole process without realizing it.
Rules and directions

a. Choose a partner.
b. Hold one pen or pencil together in such a way that you both are able to
write and draw with it.
c. On the given piece of paper, both draw together a house and write a title for
your drawing.
d. All keep silent during the drawing and writing.
About five minutes are given for the explanation of the rules and the drawing.
Discussion
e. Next, each pair who have drawn together, sit together for about 5 minutes
and discuss:
i. What were your feelings and reactions during the exercise?
ii. What helped you and hindered you during the exercise?
f- Next, two pairs come together to form a group of four and discuss:
How does this relate to our life and work together now? Discuss this for
about 15 minutes and then share in the whole group.
5. MIRRORING
This light-hearted exercise is used to discuss feelings and attitudes in leading

and following. A good evening session.
Procedure
a. Each person chooses a partner and they stand facing each other with their
hands up, a few inches apart. They imitate the movements of their partner
like the reflection in a mirror, taking turns to lead and follow, according to
their own timing.
b. For the second round, the partners continue mirroring, but touch one
another's hands lightly.
c. In the third round, they are told to press their hands together hard,
continuing tó take turns to lead and follow.
1. How were the 3 experiences different from each other for you?
2. How did you feel during each experience about leading and following?
3. What similarities do you find in the relationship between leader and follower
in everyday life?
60
METHODS SO FAR
6. WHAT METHODS HAVE WE USED SO FAR?
If people are using group methods, il is very important to understand the

reasons why a specific method is used at a
particular time. If an animator does not
know why (s)he is using a particular
method, many mistakes and conflicts can
arise. Learning these skills takes experience
and sensitive judgment by the animator.
At the same time, one becomes more
sensitive through reflection. It can be
useful to reflect on the workshop in
process and analyse the methods used and
the reasons for using particular methods.
Procedure
1. After 3 days (or at the end of a

workshop) the following
questions can be posed to the
group.
a. What different methods have

been used during this
workshop to involve you?
b. Why was each method used?
What were the reasons
behind their use?
2. In the whole group, the animator can easily use this session to link the group
learnings to relevant theories, such as developing trust, learning climate, use
of small groups, etc. which can be found in chapter 4.
Time l 1/2 to 3 hours depending on the depth of analysis.
61
SELF AND MUTUAL CRITICISM
Self and Mutual Criticism
Amilcar Cabrai, the founder of the PAIGC in Guinea

Bissau, writes of the need for self and mutual criticism in any
effective movement or political party.
Develop the spirit of criticism between leaders and
members. "Give everyone at every level the opportunity to
criticize, to give their opinion about the work and the behaviour
of the action of others. Accept criticism, wherever it comes
from, as a contribution to improving the work.. . .
"Always remember that criticism is not to speak ill nor to
engage in intrigues. Criticism is and should be the act of
expressing an open, candid opinion in front of those
concerned, on the basis of facts and in a spirit of fairness, to
assess the thought and action of others, with the aim of
improving that thought and action. Criticism is to be
constructive, to show proof.of sincere interest in the work
of others, for the improvement of that work.
"Combat severely the evil tongue, the obsession with

intrigues, the 'So-and-so says', unfair and unfounded criticism.
To assess the thought and action of a person is not
necessarily to speak ill of it. To speak highly, to praise, to
encourage, to stimulate — this is also criticism. While we must
always be watchful against conceit and personal pride, we
must not stint praise to someone who deserves it.. ..
"Derive a lesson from every mistake we make or which

others make, in order to avoid making new mistakes, so that
we do not fall into the follies into which others have already
fallen. Criticizing a person does not mean putting oneself
against the person, making a sacrifice in which the person is
the victim: it is to show the person that we are all interested in
the work, that we are all one and the same body ... we must
be capable of criticizing and of accepting criticism.
"But criticism must be complemented by self-criticism
proof of our own willingness to help ourselves to improve our
thoughts and our actions."
Cabrai, Amilcar
Unity and Struggle, p. 246
62
FEEDBACK
D. Self and Mutual Criticism

1. Personal Feedback
Personal feedback means receiving information on how other people have

reacted to one's own behaviour in a particular situation. It is very important for
animators to know honestly how people have reacted to their behaviour, styles of
leadership, and to the programs which they have organised. Only then can they know
whether any changes or improvements are necessary. Far too often leaders continue
organising certain programs, acting in certain ways, and no one ever tells them that
people are not interested, or are 'put off' by some of the things they do.
2. Indirect Feedback
If we are sensitive we can pick up a great deal of indirect feedback through

observation.
— Do people begin to look out of the window or get a glassy stare in
their eyes after we have been speaking for some time?
— Do people quietly drop out of our meetings, classes, clubs or
churches?
— Do groups actually carry out the plans we make with them?
However, if we rely on indirect feedback we may mis-interpret what we observe.
(Maybe someone with a glassy stare has actually got a stomach ache!) We are much
better off if we can ask people directly for their reactions and receive an honest reply,
although sometimes people will fear to say exactly what they thought and felt if it was
somewhat negative.
3. Direct Feedback
The purpose of personal feedback is to improve a person's performance and

build up their self-confidence. It is totally unhelpful just to cut a person down and
destroy their self-confidence.
If it is well given and well received, feedback supports and encourages the helpful
aspects of a person's behaviour and gives them an opportunity to change those
aspects which are not helpful.
Direct and indirect personal feedback is different in different cultures. If we
agree that improvement of one's work with people is essential, then the following
exercises and inputs need to be adapted to each local culture.
One camel does not make fun of the other camel's hump
— Guinean proverb
4. Points to Remember and Giving Feedback
a. We can only give feedback helpfully to a person if they know that we accept
and appreciate them as a person.
b. It is important that an atmosphere of trust and mutual appreciation be
established when feedback is given. This can only exist if we give genuine,
positive as well as negative feedback.
63
FEEDBACK
c. Feedback should only be given if the person wants to know how others see
him/her and has asked for feedback. It should be offered, not forced upon a
person.
d- Feedback should deal with what a person did, their behaviour, not their
motivation.
e- It is often best if we can present negative feedback as our own problem, a
sharing of our personal feelings when something happened. For example, 'I
felt squashed and humiliated when you interrupted and brushed aside my
suggestion just now,' not 'you always try to make people feel they have
nothing to contribute.'
(Only the person concerned really knows why they acted as they did.)
f- Each person should express only their own feelings and not assume that the
whole group felt that way. Others can say so for themselves if they did.
g- Feedback should deal with things that can be changed. 'I would find it easier
to listen if you made fewer points at one time.' Not 'Your accent drives me
mad,' or 'I do not like the shape of your ears.'
Some points to remember in Receiving Feedback
1. We learn most from feedback if we listen

carefully to the feelings expressed and
a. do not try to defend our behaviour or
b. give reasons about why we acted in a
particular way.
One cannot argue with feelings. If a
person felt bored or irritated or
humiliated, it is no good telling them that
'they ought not to have felt that way'.
Each person is the 'expert' on their own
feelings. Only by listening carefully to
their analysis of what caused these feelings
of boredom, irritation or humiliation, can
an animator learn how to avoid boring,
irritating or humiliating other people in the
future.
2. A person receiving feedback always has
the right to decide when (s)he has had
enough for the time being. Just say, 'O.K.
Thanks very much. I will think about all that, but I think it would be good
to move on to someone or something else now.'
3. A person who receives negative feedback should remember that different
people react differently to different behaviour. (S)he may like to check how
others reacted to the same thing. If only one person reacted negatively, (s)he
might decide to do nothing about it, but if the entire group felt the same
way, (s)he might realise that it is important to try and change that
behaviour.
64
MULTIPLE ROLE
Feedback plays an important role in team-building.
It helps ensure that everyone is able to make their best contribution, and
helps to remove points of friction. It helps each person to know where (s)he
stands and, if constructive suggestions are given, it soon builds solidarity and
trust in the group.
He who cannot dance will say:

"The drum is bad."
— Ashanti proverb
6. MULTIPLE ROLE EXERCISE
This exercise helps people become more aware of their own behaviour in
groups, and understand various types of behaviour in others. Recognising such
differences can help a group and prepare people for feedback later.
Procedure
a. Before you begin this exercise, have the following types of behaviour written
on separate large pieces of paper:
aggressive,
thoughtful — quiet,
task centred,
emotional,
rational (intellectual).
b. The animator explains that there are many kinds of behaviour in groups and
this exercise helps us understand the effects of our own behaviour and that
of others in a group.
c. (S)he explains that (s)he will put five pieces of paper around the room which
describe five common kinds of behaviour. Each person is to consider these
five kinds of behaviour and go and stand under the one that describes his or
her usual behaviour in groups. They should not think too long about this,
but move to the one that first strikes them as their most usual behaviour.
d. The animator puts up the 5 types of behaviour, acting each one out as (s)he
explains it. They should be put on different walls of the room, as far apart
as possible.
e. The animator then asks everyone to get up and go to the one which best
describes themselves. If someone really cannot choose (which is unusual),
they should sit in another place and talk with others who cannot choose.
f. Once people are standing under these signs, the animator asks them to form
small groups of 3's to discuss:
'What is helpful about this kind of behaviour in groups, and what is not
helpful?'
65
JOHARI'S WINDOW
g. After about 10 minutes, the animator asks the participants to form a large
circle again but to sit together with those who chose the same type of
behaviour under their own signs.
h. Each group then shares the helpful and not helpful sides of their own
behaviour. There is usually much laughter but the animator needs to help the
group not to defend their own behaviour and not to attack other's behaviour
too much. In all the fun, help the group to recognise that we need all kinds
of behaviour in a group to work well together.
Time About 45 minutes to 1 hour.
Materials The five types of behaviours written on 5 separate sheets of

paper beforehand.
7. JOHARI'S WINDOW*
This theory is a good introduction to any exercise on feedback.

Each person is a mystery, partly known and partly unknown. The window,
designed by Joe Luft and Harry Ingham, helps us to understand how we can grow in
self-knowledge, and how we can build deeper trust in teams and communities by
sharing and feedback.
Known to Self Unknown to Self
1
1
1
1
Known to FREE |( BLIND
Others 1
^ feedback
1
1
1 revelation
^sharing ^
DARK
Unknown to HIDDEN
Others
* Reprinted from Group Processes: An Introduction to Group Dynamics (1970) by Joseph Luft, by permission of Mayfield
Publishing Company, Copyright © 1963, 1970 by Joseph Luft.
66
TEAM RELATIONS
Free That part of yourself which is known to you and to others. It is the area of
mutual sharing.
Hidden That part of yourself which is known to you, but not shared with others.
What is hidden may best remain hidden. But also it might clear the air, and
build trust and make teamwork easier if more of yourself were known and
shared.
Blind That part of you which is known to others, but unknown to you. The tone
of your voice, a conflict in which you are involved, a good trait of which
you are not aware — all may be in this area.
Dark That part of yourself which is unknown to others and also unknown to you.
Here are talents and abilities which you do not know you have and others
have never seen, but are part of you never-the-less, and may one day come
to the surface.
Feedback is one way by which others open up the blind area of yourself by letting
you know what they see in you which you do not see yourself.
Sharing is one way of opening yourself more to others.
Revelation is an experience during which part of the dark area of yourself is suddenly
revealed. Revelation comes spontaneously; it cannot be planned.
8. STRENGTHENING TEAM RELATIONS
This exercise provides an opportunity for team members to give and receive
helpful suggestions from each other for improving their team work.
Procedure
a. Explain the purpose and the procedure of the exercise to the team. Then ask
anyone who would like to receive feedback to volunteer to start the ball
rolling by asking the others to tell him or her:
1. What do I appreciate about your contribution and behaviour in the
team?
2. What do I find difficult?
3. What I would like to request of you to make your teamwork more
fruitful.
b. The person receiving feedback should facilitate, calling on those who show
that they want to speak. This helps to make sure that people speak directly
to the person concerned. 'I really appreciate the fact that you are always
ready to volunteer to take on jobs that need to be done. . . .'
c. If people start to speak about others, e.g. 'Joe is very generous about
volunteering, etc.' — the animator should remind them to speak directly to
the person concerned. As soon as everyone who wants to respond to a
particular person has had an opportunity to do so, ask if anyone else wishes
to hear reactions from the rest of the group.
d. As far as possible, the group should avoid putting pressure on people to
receive feedback. If they do not want it, they will not be able to use it
constructively.
67
TEAM RELATIONS
However, there are times when tension in a group becomes so acute that
it becomes essential to deal with these if the group is to continue working as
a team. At this point it may be necessary to challenge someone who does not
usually invite feedback to have a frank discussion of the problems.
Alternative questions
a. What I see as your strengths as a member of the team.

b. Some suggestions for using your gifts and skills more effectively on the
team.
Or
c. What I would like you to continue to do.
d. What I would like you to stop doing.
e. What I would like you to start doing.
9. TEAM EFFECTIVENESS QUESTIONNAIRES*
Sometimes a team does not have much time for a long feedback session.
However, it is important from time to time to check how well people are working
together. These two questionnaires can be useful to find the areas of teamwork that
need specific discussion.
Procedure
a. Have each person in the team or group fill out the questionnaire. This can
take about 5-10 minutes.
b. As a team, look at each question and see which points have the greatest
differences. These will be the areas about which the team need to have
clear and frank discussions.
* Episcopal Church, Basic Readers in Human Relations Training, Part VIII, pp. 84-86.
68
TEAM RELATIONS
Team Effectiveness Questionnaire — Task

Directions: Place a check mark along each line (scale), showing where you would
rate you team. Discuss your reactions with your team. Where
there are differences, try to clarify what you need to do to help the
team work better.
Task Functions
1. How clear are the goals of this team?
0 1
Utter Clear to Fairly clear Clear focus,

confusion a few to most now shared by all.
2. How strongly involved do we feel in what this team is doing?

0 1 2 3 4 5
Couldn't care less Not much interest Interested Deeply involved
3. How well do we diagnose our team problems?

0 12 3 4
Avoid, pretend Slight attention Considerable Face frankly,

they do not exist attention analyse with care.
4. How appropriate are our ways of working and procedures for our team goals?
0 1 2 3 4 5 6 7
Defeating our Not much help Often seem The best possible
purpose useful means to our ends
5. How well do we integrate contributions from various members?
0 1 2 3 4 5 6
Each goes it Slight attention Considerable Each speaks,

alone, disregards to others' ideas attention to builds directly on
others, no using ideas of others' points
summary or others
integration
6. How do we usually make decisions?
0 1
We do One per Two Minority Majority Pressur True con

not son's people ed agree sensus
silence ment
taken as
consent
7. How fully do we use the resources and creatively of our members for
accomplishing goals?
0 1 2 3 4 5 6
No one con- Only a few Most mem- Everyone con

tributes free- contribute bers contri- tributes fully
ly, resources bute a great and creatively
unused deal
69
TEAM RELATIONS
Group Effectiveness Questionnaire — Maintenance
Directions: Place a tick mark along each line, showing where you would rate this
team at this time. Discuss your reactions with your team. Where there
are differences, try to clarify what you need to do to help the team
work better.
Maintenance Functions
1. How much do members enjoy working with the others in the team?
0 1
All hate it, Discontented Some pleas- Rather pleas- All love it, real
ready to quit ed, some ed, some joy, active co-
don't care, enjoyment operation
some
displeased
2. How much encouragement, support and appreciation do we give to one another

as we work?
0 1 2 3 4 5 6 7
None Seldom give Some appre- Often give Abundant for

support ciated, some support every member
ignored, some even when we
criticized disagree
3. How freely are our personal and group feelings expressed?
0 1 2 3 4 5 6
No feelings Seldom ex- Feelings ex- Often express Both personal

expressed, all press feelings, pressed when feelings, posi- and group
work-centred only negative unusually tive and feelings ex-
or only posi- strong negative pressed
tive ones
4. How constructively are we able to use disagreement and conflicts in team?
0 1 2 3 4 5 6 7
Avoid or re- Seldom Smooth them Often explore Welcome them,

press them or examine con- over, change conflicts explore them,
so bad they flicts the subject or find them most
could occasional con valuable
break up the structive explo
group ration
5. How sensitive and responsive are we to the feelings of others which are not
being explicitly expressed?
0 1 2 3 4 5 6 7
Blind, insensi- Seldom notice Occasional re Often respond Fully aware,
tive, uncon- them sponse to to them very sensitive,
cerned such feelings very responsive
70
ANIMALS
10. UNHELPFUL BEHAVIOUR IN A GROUP Animal Codes
We all delight in hearing we have been helpful in a group, but it is hard to face
honestly the fact that some of our behaviour has not been helpful. This exercise uses
humour to make this easier.
It should only be used after a group has been together for some time and when
hard work in groups has broken down the first politeness, and participants have
shown som£ of their characteristic reactions in time of stress.
Procedure
1. The animator explains that we need to look at the negative as well as the
positive side if we are to improve our leadership skills. Animals show in à
very clear way some kinds of human behaviour.
2. The animator(s) describe with actions, gestures and humour each type of
behaviour, and then they put up a picture of the animal described.
The Donkey The Lion

who is very stubborn, will not change who gets in and fights whenever others
his/her point of view. disagree with his/her plans or interfere
with her or his desires.
who runs away as soon as (s)he senses who buries his or her head in the sand
tension, conflict, or an unpleasant job. and refuses to face reality or admit there
This may mean quickly switching to is any problem at all.
another topic. (Flight Behaviour)
71
ANIMALS
ELEPHANT
Blodes-1 t let you <p> detfn "kis <vaé"
The Monkey The Elephant

who fools around, chatters a lot and who simply blocks the way, and
prevents the group from concentrating stubbornly prevents the group from
on any serious business. continuing along the road to their
desired goal.
Qfx
The Giraffe The Tortoise
who looks down on the others, and the who withdraws from the group, refusing
program in general, feeling, 'I am above to give his or her ideas or opinions.
all this childish nonsense.'
72
ANIMALS
PEACOCK
seeking
récognition -
Arerit I a fine fellow?
The Cat The Peacock

who is always looking for sympathy. 'It who is always showing off, competing
is so difficult for me . . . miauw. . . .' for attention. 'See what a fine fellow I
am!'
The Snake The Rhino

who hides in the grass and strikes who charges around 'putting her/his
unexpectedly. foot in it', and upsetting people
unnecessarily.
The Owl The Mouse

who looks very solemn and pretends to who is too timid to speak up on any
be very wise, always talking in long subject.
words and complicated sentences.
73
ANIMALS
Croak ..
Croak...
CroaJt.— HIPPO
S J caps a/uL
Yaiur^i.
The Frog The Hippo

who croaks on and on about the same who sleeps all the time, and never puts
subject in a monotonous voice. up his head except to yawn.
ÇLoap Ç Loop
Ckarxgo. CoXowr Quick I
The Fish The Chameleon

who sits there with a cold glassy stare, who changes colour according to the
not responding to anyone or anything. people she is with. She'll say one thing
to this group and something else to
another.
3. After each animal has been explained and the pictures put up, the
participants are asked to find a partner with whom they feel at home and
discuss:
'If and when they have behaved like anyone of these animals during the
workshop?'
4. Later these animals provide the group with a helpful vocabulary for giving
feedback to one another. This should not be imposed upon people but only
given if it is requested.
Time About 45 minutes.
Materials Pictures of animals.
74
TRANSACTIONAL ANALYSIS
11. PARENT/ADULT/CHILD
This exercise is based on a psychological theory called Tansactional Analysis. A

fuller explanation of it can be found in the book, I'm O.K., You're O.K. by Dr.
Harris. A transaction is an exchange between two people, where one says or does
something and the other responds.
Briefly it recognises that no matter how old we are, there are within each one of
us three different modes of being.
The Child reacting spontaneously, instinctively, and emotionally to any experience.
The Parent (or dictator) conditioned by the training we received in childhood from
our parents and other authority figures, to react from a sense of
obligation and duty. 'You must', 'You should', 'You ought to', etc.
The Adult making independent judgments, looking for reasons, seeking alternative
solutions in difficult situations. (This 'adult' starts developing in a person
from the age of 10 months.)
Each of us reacts to different situations sometimes as a child, sometimes as a

parent, and sometimes as an adult, and the way we react often brings out the
opposite reaction in the other person. E.g. if we behave like a parent, we often draw
out a childish emotional reaction from the other. If we behave like a child, we push
the other into the role of the parent. If we behave like an adult, we draw out the
adult in the other person as well.
Each of these modes is appropriate at certain times and inappropriate at others.
Each has both positive and negative forms. For example,
— the laughing child having fun, and the whining self-pitying child,
— the caring, protective parent, and the critical, know-all parent,
— the thoughtful, responsible adult, and the over-serious worker who
cannot relax.
Procedure A
The aim of this exercise is to help people become more aware of when they are
behaving in each of these ways and the effect it is having on other people. It has been
helpful in dealing with husband/wife, priest/catechist, teacher/pupil communication
(give other examples of whoever the group can identify with).
Code
A short play involving two young adults (either both men or both women or a
married couple) who share a room at a conference or some place that is familiar to
the group.
Scene 1, The Child
It is 8.00 in the morning. 'A' returns from the shower knowing (s)he is late. (S)he
starts looking for her or his watch and starts throwing things all over the place as
(s)he cannot find it. (S)he gets angrier and angrier, crying or swearing. Finally the
person sweeps the watch onto the floor while searching through a shelf and it gets
broken. This makes the person even more furious. (Stop the play here.)
75
1. What did you notice about the behaviour
of this person?
2. Either in 3's or in the'whole group
participants discuss this question and
then the animator makes a list on
newsprint of the behaviour mentioned.
After this brief discussion, the animator
puts up a picture of a child and lets the
group comment on it.
Scene 2: The Parent
It is now 6.00 in the evening. The

second actor, 'B', comes home from work
and starts looking for some money (s)he left
somewhere. (S)he also starts getting
emotional and making a mess, similar to the
first scene. 'A' comes in and starts scolding
'B'. 'You ought to put your money away
more carefully.' etc. The more person 'A'
scolds, the more angry and unreasonable 'B'
becomes. (Stop the play here.)
1. What did you notice about 'B's
behaviour?
2. What did you notice about 'A's
behaviour?
The animator makes a list of the behaviour of the parent behaviour on

newsprint. After a brief discussion, the animator puts up a picture of the parent and
lets the group comment.
76
Scene 3: The Adult
A week later 'A' comes home from work and starts looking for a letter from a
friend which he or she wants to answer. (S)he cannot find it. 'B' comes in and asks
what the trouble is. When 'A' explains, 'B' starts to help look, and ask questions,
'When can you last remember seeing it?
Where were you sitting?', etc. Both try to
think through the whole process carefully
and reasonably. Suddenly 'A' remembers
(s)he was reading a particular book, finds
that book and, behold, there is the letter
inside the book.
Discussion questions
1. What did you notice about the behaviour
of each person in this play?
2. The animator writes their points on
newsprint. After a number of
suggestions, the animator puts up the
picture of two adults, discussing as
equals, looking each other in the eyes,
etc.
After comments (s)he draws the
following diagram and explains how
different transactions can take place.
77
Final Discussion
The group is asked to go into 2's or 3's (with people they trust) and to discuss:
1. What situations can they recall in which they personally have felt or acted like a
child, parent, or an adult?
2. What behaviour in others or what situations bring this out in themselves?
3. What effects does this have on the other people involved?
Examples, but not details, can be shared in the whole group. If there are one or
more common problems in the group, tfye participants could continue by getting back
into the same small group to discuss:
4. What could we do practically to develop an adult/adult exchange instead of a
parent/child exchange between husband and wife, or priest and catechist, etc.
Time About 1 hour.
Materials Posters of Parents, Child, Adult, newsprint, markers, tape.
Procedure Ö PARENT/ADULT/CHILD
1. Explain each of the modes of behaviour, putting up the poster of each as

you do so.
2. Ask the group to break into groups of 2 or 3 choosing people they know and
trust.
3. Discuss the questions found in the final discussion in the previous exercise.
4. Ask two groups to join together to form 4's or 5's and then ask these new
groups to choose a very common situation in which 2 adults have a
transaction, in which one is acting as parent towards child, and the other is
acting as child. Prepare to act out this scene.
5. Then replay the same scene, but in the middle, get one of the two to switch
to adult behaviour and try to draw an adult response from the other.
6. After the groups have practised their plays, ask each group to perform the 2
scenes for the larger group.
a. To what extent did the players effectively change to an adult/adult

transaction in the second play?
b. In pairs discuss: Do we need to change the pattern of transaction in some of
our own relationships with other people? How could we do this?
78
SELF CRITICISM
The Spirit of Self-Criticism
"(Develop) the spirit of self-criticism: the ability of each

person to make a specific analysis of his or her own work, to
distinguish in it what is good from what is bad, to
acknowledge our own errors and to discover the causes and
the effects of these errors. To make self-criticism is not
merely to say, 'Yes, I recognise my fault, my error and I ask
forgiveness,' while remaining ready soon to commit new
faults, new errors. It is not pretending to be repentant of the
evil one has done, while remaining convinced deep down
that it is the others who do not understand. Still less is
making self-criticism to make a ceremony so as to go on
later with a clear conscience and carry on committing errors.
Self-criticism is an act of frankness, courage,
comradeship and awareness of our responsibilities, a proof
of our will to accomplish and to accomplish properly... .To
criticize oneself is to reconstruct oneself within oneself in
order to serve better."
Amilcar Cabrai,
Unity and Struggle, p. 247
79
CO-OPERATION
E. Exercises on Co-operation
1. JIGSAW cow
The aim of this exercise is to show the importance of co-operation in a group.
The animator prepares a puzzle by cutting the pictures of two cows (one white and
one black cow) into small pieces like a jigsaw puzzle.
Procedure
a. Divide the group into two smaller groups. Give out all the pieces of the
white cow to one group. Give the other group all the pieces of the black cow
except two, which the animator quietly steals and hides.
b. Explain that each piece
is a piece of meat from
the cow and each group
must put their pieces
together to make one
complete cow.
c. The first group will
finish quickly because
they have all the pieces.
The second group will
probably struggle for a
long time, and may call
others to help. When
they realise that some
parts are missing they
will start searching for
them.
d. Eventually they should find them in the pocket of the animator, and then
they can fix the cow. The animator then stops the game and asks the
following questions.
1. What were you doing during the game?
2. Why did the first group finish before the second?
3. How did the second group feel?
a. When they could not complete the cow?
b. When they found the pieces in the animator's pocket?
4. Do you ever see anything like this happening in real life? Give examples.
5. How do others feel if one person fails to make any contribution in a meeting
or in a work project?
6. What are the results of some people contributing nothing?"
7. What can we do to prevent this happening in our group?
Time About I-IV2 hours.
Materials Two pictures of cows cut into pieces.
80
CO-OPERATION
2. BUILD WITH WHAT YOU'VE GOT
This exercise helps a group to look at problems of co-operation and

communication. It can be great fun, (sometimes also frustrating) and good for an
evening activity.
Procedure
a. Before the exercise, the group leaders need to collect boxes of rubbish, filled
with such things as old pieces of cloth, coloured paper, pipes, tools, sticks,
stones, bottles, etc. Each box should contain about 15 or more items and
each box should be different from other boxes. You need to make one box
for every 5 or 6 participants.
b. When you begin the exercise, you explain that one of the difficulties in
development (youth groups, etc.) is putting co-operation into practice.
Rather than having an abstract discussion on co-operation, we will try to co
operate.
c. Ask the participants to divide into groups of 5 or 6 people (only) and go
stand around one of the tables in the room. Then give each group a box full
of rubbish.
d. The instructions for the exercise are then given:
(1) Each group has a box of things, and the task of each group is to build
something that has meaning — it can be a symbol or something real.
(2) The group must work in silence (without words and no writing notes to
each other). They have to find other ways of communicating with each
other.
(3) They can bring 3 things from outside the box to add to their creation, if
they want to.
(4) A prize will be given to the group that builds the most creative and
clear thing. (This can be a box of biscuits or something that the winners
can share.)
(5) They have 15 minutes to complete the task.
e. After giving instructions and answering any questions, give the signal to
begin work.
f. After 15 minutes (or when it seems most groups have finished) stop the
exercise.
g. Ask everyone to go around and look at each thing that has been built, seeing
if they can recognise what it is.
h. Then have a vote by clapping. No group can clap for its own production but
all others can clap. The group that gets the loudest clapping wins the prize.
1. What helped co-operation in your group?
2. What hindered co-operation in your group?
Were their times when you felt frustrated? Why did you feel so? What could
the group have done to help you work better in the group?
3. What have you learnt about co-operation?
4. Do these things also happen in real life? How?
5. What ways can these difficulties be overcome?
81
CO-OPERATION
These questions 1 - 3 can be answered in the small groups.

In the large group, each group can report back on question number 3 and then
the group leader can ask questions 4 and 5, putting on newsprint the points of
question number 3 and 5 only.
Time About 1 hour.
Materials Boxes full of rubbish as described at the beginning of this

exercise. One box for every 5 or 6 participants. Newsprint, tape, felt pens.
3. CO-OPERATIVE SQUARES EXERCISE*
This exercise helps a group to analyse some of the elements of co-operation to

look at their own behaviour when working in a group. It is a good exercise for an
evening activity. (It is best to use the exercise with people who have a similar formal
educational background. This exercise is based on geometry and some peope who
have little formal education may find the game too difficult and it could re-enforce
their feeling of 'not being educated'.)
Procedure
1. The animator begins by explaining that we want to look at what is essential
to successful group co-operation.
2. Ask the participants to form groups of five and to sit around a table. (It is
possible to have one extra person to observe each group.)
3. The animator then reads the instructions to the whole group.
Instructions: Each of you will have an envelope which has pieces of
cardboard for forming squares. When the animator gives the
signal to begin, the task of your group is to form five squares
of equal size. The task will not be completed until each
individual has before him or her a perfect square of the same
size as those in front of the other group members.
Rules
a. No member may speak. The task must be done in silence.
b. You may not take or ask for a piece from any other person but you can
give pieces to others.
4. Ask if there are any questions and answer them.
5. Give each group of five a set of squares in the five envelopes.
6. Ask the groups to begin work. The animator watches the tables during the
exercise to enforce the rules.
7. When the task is completed, ask each group to discuss the following
questions.
* Originally called Broken Squares, adapted from Structured Experiences for Human Relations Training, Vol. I, edited by J.
William Pfeiffer and John E. Jones, University Associates, P.O. Box 80637, San Diego, Ca. 92128 USA.
82
CO-OPERATION
a. In what way do you think each of you helped or hindered the group in
completing its task?
b. How did members feel when someone holding a key piece did not see the
solution?
c. How did members feel when someone completed a square incorrectly and
then sat back without helping the group further?
d. What feelings did they think that person had?
e. How did members feel about the person who could not see the solution as
quickly as others?
f. How are some of the things you learnt from this game true of real life and
problems you have in your own situation?
After these questions are discussed in small groups, call the whole group together
for a discussion on question number 6. Add a final question for the whole group.
g. What have we learnt about co-operation?

This question can be discussed in groups of 3's and then shared, putting up points on
newsprint.
Summary
Some points that may arise from the group can be summarised by the animator
in the following points:
a. Each person should understand the total problem.
b. Each person needs to understand how to contribute towards solving the
problem.
c. Each person needs to be aware of the potential contributions of other
members in a group.
d. When working co-operatively in groups, we need to recognise the problems
of other people in order to help them to make their maxium contribution.
e. Groups that pay attention to helping each other work well are likely to be
more effective than groups which ignore each other.
Variation
If you have observers or if one group is having real difficulty in finishing the task,
the observer or a member from a different group can tap someone in the group
having difficulty and take their place. However, that person can refuse the 'aid' if
they do not want help.
Time About I- I V 2 hours.
Materials A room with enough tables and chairs. Sets of broken squares made up
for the number of participants in the group, newsprint, tape, felt pens.
83
CO-OPERATION
Directions for Making a Set of Broken Squares
A set consists of five envelopes containing pieces of cardboard cut

into different patterns which, when properly arranged, will form five
squares of equal size. One set should be provided for each group of five
persons.
To prepare a set, cut out five cardboard squares, each exactly 6" x
6". Place the squares in a row and mark them as below, pencilling the
letters lightly so they can be erased.
f
3"
?
3"
The lines should be so drawn that when cut out, all pieces marked
'a' will be of exactly the same size, all pieces marked 'c' of the same
size, and so on. By using several combinations, two squares can be
formed, but only one combination will form all five squares, each 6" x
6". After drawing the lines on the squares and labelling the sections with
letters, cut each square along the lines into smaller pieces to make the
parts of the puzzle.
Mark each of five envelopes A, B, C, D, and E. Distribute the
cardboard piece in the five envelopes as follows:
Envelope A has pieces, i, h, e
Envelope B has pieces, a, a, a, c
Envelope C has pieces a, j
Envelope D has pieces d, f
Envelope E has pieces g, b, f, c
Erase the pencilled letter from each piece and write, instead, the
appropriate envelope letter, as Envelope A, Envelope B, etc. This will
make it easy to return the pieces to the proper envelope for subsequent
use another time.
84
WIN-LOSE
4. COMPETITION OR CO-OPERATION?*
The aims of this exercise are to explore trust between group members, the
effects of betrayal of that trust, the effects of competition and the process of
developing co-operation.
Procedure
a. Explain to the group that the purpose of the exercise is for each team to g«t
a positive score. This must be stressed and written on newsprint for all to
see.
b. Two teams are formed and named Red and Blue. The teams are seated apart
from each other. They are instructed not to communicate with the other
team in any way, verbally or non-verbally, except when told to do so by the
animator.
c. The Red Team is given a card marked 'A' and one marked 'B'. The Blue
Team is given a card marked 'X' and one marked 'Y'.
d. Score Sheets are distributed to all participants. They are given time to study
the directions. The animator then asks if there are any questions concerning
the scoring.
e. Round One is begun. The animator tells the teams that they will have 3
minutes to make a team decision. (S)he instructs them not to write their
decisions until given a signal that time is up. This is so that they will not
make hasty decisions.
f. The two teams are asked to hold up at the same moment the cards they have
chosen. The scoring for that round is agreed upon and is entered on the
scorecards and on newsprint.
g. Round 2 and 3 are conducted in the same way as Round 1.
h. First negotiation: Round 4 is announced as a special round, for which the
payoff points are doubled. Each team is instructed to send one representative
to the chairs in the centre of the room. After representatives have conferred
for three minutes, they return to their teams. Teams then have 3 minutes, as
before, in which to make their decisions. When recording their scores, they
should be reminded that points indicated by the payoff schedule are doubled
for this round only.
i. Rounds 5 through 8 are conducted in the same manner as the first 3 rounds.
j. Second negotiation: Round 9 is announced as a special round, in which the
payoff points are 'squared' (multiplied by themselves, e.g. a score of 4
would be 4 x 4 = 16). Afninus sign should be retained, e.g.
-3 X -3 = -9.
Team representatives meet for 3 minutes, then the teams meet for 5
minutes. At the animator's signal, the teams write their choices, then the two
choices are announced.
k. Round 10 is handled exactly as Round 9 was. Payoff points are squared.
1. The entire group meets and the total for each team is announced.
* This exercise was originally called, 'Prisoner's Dilemmas', from Structured Experiences for Human Relations Training,
Volume II, by J.W. Pfeiffer and J.E. Jones, University Publishers, Inc., San Diego, pp. 52-54.
86
WIN - LOSE
1. What did we learn from this game?
2. What increased the competitive spirit and what encouraged co-operation?
3. When did you feel most frustrated or angry and why?
4. How is this related to real life? Give examples.
5. How is it possible to change the win/lose situation in life, into a win/win
situation?
Score Sheet
Instructions: For ten successive rounds, the Red team will choose either an 'A' or
a 'B' and the Blue Team will choose either an 'X' or a 'Y'. The score
each team receives in a round is determined by the pattern made by
the choices of both teams, according to the schedule below.
Scoring Schedule
AX — Both teams win 3 points
AY — Red Team loses 6 points; Blue Team wins 6 points.
BX — Red Team wins 6 points; Blue Team loses 6 points.
BY — Both teams lose 3 points.
CHC ICE CUMULATI VE POINTS
Red Blue Red Blue

Round Minutes
Team Team Team Team
1 3
2 3
3 3
4* 3 (reps)
(teams)
5 3
6 3
7 3
8 3
9** 3 (reps)
5 (teams)
10** 3 (reps)
5 (teams)
* Payoff points are doubled for this round only.

** Payoff points are squared for these rounds (keep the minus.sign).
86
GROUP DEVELOPMENT
F. Group reaction to the animator

The following is an excerpt
from Into the New Age* by Fr.
Stephen Verney.
Groups often follow a long- effective
term pattern which is expressed
diagrammatically like the one at
the side here.
"There is a first phase when
the group is enthusiastic and
creative, and working out its
purpose. This is followed by a
second phase when it operates
efficiently, and by a third phase during which it declines. When this third phase is
reached, the group ought to be disbanded, or else should rethink and reformulate its
purpose, and start again on a new upward creative phase. . . .
"Within this long-term pattern, and often during a single meeting, groups may
follow another pattern to which we have had cause to refer many times, the pattern
of dependence/independence/interdependence. This is the normal development of
every human life, as the child grows through adolescence and into responsible
adulthood, but we find it re-enacted within a group situation, where it has to be lived
through again and again. Each of us contains within himself the child, the adolescent
and the adult, and these elements in our personality can be activated by a situation
which involves our relation to other people and to authority. Thus we find a group of
adults, newly arrived at a conference where they do not know each other or the
chairman and staff, acting like children with an exaggerated dependence and
obedience. After a while they are quite likely to challenge the platform, or to become
worked up about some detail of administration in a way out of a proportion
to its importance. They may insist on some change in the programme, but once they
have won a victory and made their mark and discovered that the chairman is fallible,
they will settle down to work together as responsible adults. In some mysterious way,
the group has to relive this universal pattern of human development in order to grow
itself."
But this self-knowledge is gained at a cost,

and the cost is first of all to be borne by the leader.
* Stephen Verney, Into the New Age, Fount Publishers, William Collins Sons and Co., London, pp. 112- 123.
87
GROUP DEVELOPMENT
"The leader must be aware of these processes, and must enable the groups to
pass through them and so to develop and grow. This means that his style of
leadership must be on a sliding scale which is illustrated in the following diagram.
"At one end of the scale (s)he must be prepared to exercise an almost autocratic
authority. The reason for this may be either that the group are feeling and behaving
like children, and need to be told what to do, or that there is a crisis situation such as
an outbreak of fire which allows no time to consult. As we move up the scale we find
the leader first explaining his/her decisions to the group, then askin^for their
opinions and discussing the question at issue, and finally leaving the decision in their
hands. But the diagram shows that some modicum of authority has always to be
retained, and some to be shared. Even in a battle when the military commander
shouts to his troops, 'charge!' he relies on their trust in himself, or at least their
loyalty.
"In moving from one style of leadership to another, as the group
advances towards adulthood or regresses towards childhood, the leader may
have to bear a lot of pain. The members of the group may project on to
him/her their own fear and aggression, their guilt or self-hatred. They may
attack him or her for something which they fear or dislike in themselves —
and because the leader is human, they are probably right in spotting this
weakness in him. The leader, therefore, cannot simply sit back and think to
him/herself, 'Now they are acting like adolescents attacking their father, but
of course the fault is in them not in me.' The leader must rather think, 'the
fault is also in me but, because it is in them too, they noticê it, and dislike
it, and touch me in the soft spot, arid I feel pain. But if I can expose myself
to their attack, and if I can at the same time help them to understand why
they are attacking me, then we can bring up into the light another area of
human nature which
we share together, and
we can accept another
weakness in ourselves If healing is to take
and each other which place, then it must also
can be transferred into
a strength, or another
be borne by the members
point of injury which of the group.
can become a point of
healing.
"So the cost must be borne by the leader, but if the healing process is
going to take place, then it must also be borne by the members of the group.
And here we come to the heart of the matter."
88
GROUP DEVELOPMENT
The Group as the place of Forgiveness
"A. The small group is an excellent place where a person cornes to new
self-awareness.
"This is generally a painful process, and it often happens suddenly and
unexpectedly in the give and take of group life. We cannot go on pretending
to one another and hiding what we really are, and as we get to know each
other there cornes perhaps a moment of irritation, perhaps a moment of
deep friendship, when somebody lets slip a truth about ourselves. We are
stabbed, as light penetrates into a dark place. Often what is revealed to us is
something we knew on the intellectual level, but now we suddenly experience
it at the emotional level. It hurts, because what is broken is some illusion about
ourselves which we have cherished, and which seems to be the reason of our being
and the mainspring of our activity. Suddenly we are made aware of the dark side of
that very virtue on which we prided ourselves.
"Of course disillusion is in the end

Elijah prayed that healthy, because to live under an illusion is
he might die, 'For both harmful to ourselves and destructive to
others. But the moment of disillusion is
I am no better dangerous, and is generally followed by
than my fathers.' depression, and can lead to the feeling that I
am falling apart and losing control. At such a
moment I need to be supported by the group, and particularly by the leader
of the group — held together, as it were, so that I can let myself fall apart,
and come face to face with a new area of my own ambivalence, and accept
it, and find a new integration of myself round a new centre of truth. This is
a kind of death and rebirth, a crisis in which the inter-locking of good and
evil is transformed by death and resurrection.
"B. Self-awareness goes hand in hand with awareness of others, and so it

is that in the life of a small group we discover the depth and complexity of
our relations with other people.
"An angry thought wounds, even though it is not expressed, and a
caring thought builds up and supports. It is through the life of a small group
that we come to know in our hearts what we have already accepted in our
heads, that we and others are dependent on each other.
"Part of group life is tension, and the clash of personalities. You
cannot avoid it." Every good group or team which is going to be creative, as
indeed every good marriage, must experience the clash of personalities. This
is so painful that many groups disband, and return to the simpler style of
operating as individuals. But if they can face their own doubts — the
betrayals which go hand in hand with their loyalty to each other — if they
can dare to express their anger and despair to each other (not as accusations
but in search for forgiveness), then they may be led through an experience of
death and resurrection by which the good and evil within them may be
unlocked. Then they may begin to discriminate, and to understand how the
evil in one, activates the evil in the other, but that at a deeper level there is a
reality and a timeless present in which the true self of the one is united to
the true self of the other.
89
GROUP DEVELOPMENT
"Out of such an experience of forgiveness, which may be on a little

scale and often repeated, they can arrive at a new understanding of their
interdependence. It is as though the bits of knowledge and insight which
each one brought into the group has been fitted together like pieces of a
puzzle, but rfther there is a new quality of understanding as though all the
bits have entered into each other like tongues of flame into a single fire.
Now the group is entering together into the new age and when St. Paul
prayed for is coming true.
'That you may understand with all the saints
what is the breadth and length and height
and depth of the love of Christ, and to know
it, though it surpasses knowledge.' "
"C. The third factor in this experience of forgiveness is coming to terms

with authority and with the leadership of the group.
"This will be seen in an individual leader and at the same time be
exercised by the group as a whole.
"Relationship to authority is one of the basic human problems, and it
must be worked through (and at least partly resolved) by any person who is
developing from the ego to the true self, as well as by any group who is
developing towards the life of the new age. Authority is necessary if any
creative advance is to be made — for example, an artist must have a frame
within which he paints a picture.
"A new leader generally enjoys a honeymoon of goodwill, because
people know instinctively that they need authority. Then inevitably, the
leader becomes a problem because authority is a problem. From admiration
his followers may change suddenly to scornful rejection. (S)he was their
ideal, their fantasy, their illusion of the perfect father or mother or godlike hero, and
suddenly (S)he is revealed to them in all his or her fallibility as a human being.
The group (be it large or small) gossips together over the fascinating topic of the
leaders' strengths and weaknesses, and begins to attack him or her publicly, but with
apologies and protestations of loyalty. There is one school of thought which sees the
whole behaviour of the group in terms of this situation where the group must react to
authority, and there seems to be at least this truth in their theory, that authority is
one strand which is plaited together with the other two (of self-knowledge and
personal relations) to make the internal and on-going life of the group.
The leader can react in a number of ways. (S)he can focus the attention of the
group upon its purpose, and thus relieve the pressure on himself or herself. The
leader can make warm personal relationships with each individual member of the
group, while retaining the command over the group as a whole. Both these tactics
may be beneficial and promote the health of the group. But if the leader aspires to
enable the group to live the life of the new age, then alongside and in conjunction
with these two styles of leadership, the leader must adopt a third, which is to be one
step ahead of the group in this very process of forgiveness which is its essence. That is
to say, the leader must become more aware of the good and evil that interlock both in
himself or herself and in the group, and the leader must pass through the experience
of death and resurrection by which they may be unlocked and transformed. This the
leader will have to do not once, but continuously.
90
GROUP DEVELOPMENT
"These three areas of

The leader (and the group) growth are present in every
small group; whether it be a
will have to pass through group of workers in industry,
experience of death and doctors and nurses in a clinic,
resurrection, not once, but or a village group. They are to
grow in self-knowledge,
continuously. awareness of others, and in the
This can be done with acceptance of a true authority.
But they are realized more
less danger when the group positively, and with less danger
is focused on the Presence to those taking part, when the
group is focused upon the
of Christ. presence of Christ, so that they
may be experienced by each of
the members and by the whole group as his way of forgiveness. The Christian
Church has much to learn about group life, but it also has something to contribute,
which is the story and the symbol of an unconditional forgiveness and the method of
saying and acting it out within a company of people.
It is in the small group that we are confronted by the total reality which is
myself/the other/God, and where the different aspects of prayer take on a new
quality. We can be silent together and come to know each other more profoundly
than through words. We can utter needs, or our thanks, not in lengthy prayers but in
a phrase, a mono-syllable, somebody's name or need dropped into the silence, caught
up in the flow of the river. We can study together, sharing not only our intellectual
ideas, but our imaginative insights. Above all, we can act out the story and the
symbol of forgiveness in its original simplicity."
I have come
that you may have life
and have it
to the full.
St. John 10, 10
91
Chapter 7
Simple Decision-Making
Action Planning
Included in this chapter:
Simple Decision-Making 95
Decision-Making Exercise 95
Theory 1. Involvement in Decisions • 96
Theory 2. Difficulties in Decision-Making 98
Theory 3. Making Good Decisions 100
4. A Simple Guide for making Decisions by
Consensus 101
5. Who should make which Decisions 101
6. Factors which Help Decision-Making 102
Action Planning 103

7. Mapping the Situation 103
8. 7 Steps of Planning 103
9. The 3 C's 104
10. Force Field Analysis 106
11. PERT 108
12. Exercise on How to Organise a Workshop . 109
13. The Planning Kit Ill
93
Chapter 7
and Action Planning
Every group has to make decisions and the way in which these decisions are
made, will affect deeply the commitment of the members to the life and work of the
group. If we have shared in the process of making a decision, we are far more likely
to carry it out.
When a group cannot make decisions, the members become very frustrated.
Most groups need some skill practice in decision-making so that all the members
learn what helps and what hinders good decision-making.
DECISION-MAKING EXERCISE
The following exercise can be used to give a group a common experience on which to
reflect about their own patterns and problems in decision-making. After the
discussion, the animator can add to the insights of the group by presenting whichever
of the following theories seem most relevant to their needs.
Procedure
a. Give the group an experience of making a real decision. This can be deciding
about what to do with a free evening, or a reflection on real work in small
groups (such as making codes). Or the animator can arrange a fishbowl
exercise giving those in the middle responsibility to make a decision.
b. After the group has made the decision, the animator asks the group to
identify what major problems they had in reaching the decision. The
animators then decide which theory is most relevant.
c. The appropriate theory is given as a short lecture. Handouts are given to
each participant on this theory.
d. The animator then asks the group either to form groups of 3 or go back to
their work groups. In small groups they discuss which of the problems of
decision-making they experienced.
e. Bring the whole group back together and discuss the problems of decision
making.
f. After discussing these problems, ask the group what they can do as a group
to improve their decision-making. In this way, they will set their own norms
and guidelines and be more likely to abide by them.
95
DECISION MAKING
Theory 1: INVOLVEMENT IN DECISIONS*
The more concerned we are that a community takes an active role in carrying out
a decision, the more important it is that they share as fully as possible in making the
decision.
If we look back on how many people were actively involved in making a
decision, we will find they all fall somewhere along this line:
—/ / /
—/ / / /-
Plop One Hand- Clique inority Majority Silent True
person clasp Vote Consensus Consen
sus
The Plop
Here the group makes a
decision by not making a decision.
'Not to decide — is to decide.'
Someone makes a suggestion, but it
drops like a stone into a pond, and
no one pays any attention to it at
all. If the person who made the
suggestion really felt enthusiastic
about it, the fact that it was totally
ignored could make that person
withdraw or resist later suggestions.
The One-Person Decision
This is quickly made, but later when the decider depends on free or voluntary
support from others to implement it, he may find himself carrying it out alone.
Topic jumping. One person can also prevent a group reaching a decision by
introducing a new point just as the group is ready to decide something. If the point is
relevant it should be allowed, though it should have been brought in earlier. If it is
not relevant it should be recognised as a distraction or any attempt by one person to
control the group, and should not be allowed to prevent the group from making a
decision.
The Handclasp
One person makes a suggestion. Another says, 'What a marvellous idea,' and
without further discussion, the matter is decided. These decisions are more frequent
than one thinks, and often pass unnoticed at the time, but resentment comes to the
surface later.
* Adapted from the Basic Reader in Human Relations Training, Episcopal Church, Part I, pp. 84-89.
96
DECISION MAKING
The Clique
This decision is made
by a small group who plan
beforehand to get their
way. Because they are
better organised than those
who disagree, they are
often successful on the
immediate issue, but they
bring a spirit of rivalry
rather than co-operation
injto the group.
Minority
These decisions are
not as consciously
organised as those of the clique, but a few powerful personalities dominate the group,
often unconsciously, and then later they wonder why the others are apathetic.
Majority Vote
In big groups this is often the most effective way to make a decision. However
one may lose the interest or the loyalty of the minority who voted against a decision,
especially if they feel their point of view was not heard.
Silent Consensus
Some groups aim at unanimous decisions. These are good, if genuine, but they
are rarely achieved completely on important issues. Unanimous agreement is
sometimes assumed, when some members have not felt free to disagree and have kept
silent.
Consensus
This is an agreement, often involving compromise or the combination of various
possibilities, after all opinions have been heard. Disagreements and minority
viewpoints are discussed fully. It takes time and care to build a climate in which all
feel free to express themselves, but this method does build unity, co-operation and
commitment. It does not mean listening to people and then doing what we were going
to do in the first place. It means adapting to accommodate the concerns of all. It may
take longer to make a decision this way, but it will often be carried out more quickly
and whole-heartedly.
Who Should Make Which Decisions?

It is neither possible nor desirable to involve everybody in every decision. One of
the main skills of democratic leadership is deciding who should be involved in making
which decisions. The basic rule is that the more deeply people are affected by a
decision, the more important it is they should share in making it.
97
DECISION MAKING
Theory 2: DIFFICULTIES IN DECISION-MAKING*
Every group, to achieve its goal, is constantly involved in making decisions:

big decisions,
little decisions,
easy decisions,
hard decisions,
right decisions,
wrong decisions,
but always decisions, decisions, decisions.
Decision-making forms a continuing pattern of relationships among members of
a group: a pattern in which every individual member has some influence. It is
amazing the effect a bit of information here, a loud objection there, an expression of
approval or hostility, envy or admiration, contempt or condescension can have on an
impending decision.
So it is little wonder that group after group has difficulty making decisions.
Some become paralysed when confronted with a decision; some argue over a minor
point; others rush into a vote only to reverse their decision later on or fail to carry
out the plan; others appoint a committee (or look for a saviour) to save them from
having to decide.
Most of the difficulties encountered by a group in making decisions centre
around one or another of the following factors:
a. Fear of Consequences
In some groups the possible outcomes of an impending decision may bring
divisions and disagreements. Frank acknowledgement of these fears often suggests
how they can be dealt with effectively, e.g. 'If my boss knows I am in this group
challenging corruption, will I lose my job?'
b. Conflicting Loyalties
When one person is a member of a number of groups, this frequently leads to
divided loyalties about decisions. An atmosphere in which it is possible for these
conflicts to be brought out into the open without threat to the individual is a great
help in resolving them. (E.g. 'I'd like to help with this Community Project, but I
hardly get any time to spend with my wife and children these days.')
* Adapted from the Basic Reader in Human Relations Training, Part I, pp. 84-89.
98
DECISION MAKING
c. Inierpersonal Conflict
In groups of any size personal differences occur which provoke feelings of
affection or dislike among members and which interfere with sound decision-making.
Often another member who is not involved in the interpersonal conflict can bring the
real problem into the open.
d. Hidden Agenda
One person may try to get the group to make a certain decision, which (s)he wants
for reasons which he or she will not share with the group.
e. Blundering Methods
A group may be so bound by rigid procedures (e.g. always addressing all remarks
to the chairperson) that there is little chance for free expression of differences. Or a
group may allow itself to substitute personal opinion for adequate information. Or a
group may approach the decision-making process without testing for consensus.
f. Inadequate Leadership
A leader may hinder good decision-making if (s)he restricts the expression of
opinion or discussion on issues too soon. Leaders also may fail to provide assistance
in selecting appropriate methods for decision-making or be insensitive to the factors
causing difficulty in the group.
g. Clash of Interests
Sometimes different groups or individuals within an organisation do have
opposing interests (e.g. workers wanting higher wages and owners wanting higher
profits). This type of conflict involving issues of justice, will be dealt with more fully
in Chapter 9.
Moving towards the Goal
As a group moves owards its goal, it seldom proceeds in a straight course from
'A' to 'B':
A B
Rather its movement is usually up and down and around, sometimes even ending
up at 'C' instead of its original goal of 'B'. Sometimes this unexpected decision may
be better than the one that was expected.
A-
C
99
DECISION MAKING
Theory 3: MAKING GOOD DECISIONS*
This theory can be explained and used as a tool for midway evaluation when a
group is working together on a project.
In making any major decision, some problems must be solved along the way,
each of which involves a number of smaller decisions. One can identify six basic
needs in the movement of a group towards its goal. Of course no group moves
directly through the six problem areas in a given order. There is constant movement
back and forth among them; and they are always present in various ways at various
times requiring various decisions.
a. Need: Information
What is our situation? Who are we? Where are we? What is our common
ground? What are the limits within which we must work? Who or what
brought us together? Until a group recognises its actual present situation, by
gathering the information about that situation, any attempt to suggest goals is
premature.
b. Need: The Goal
Where do we want to go?

What do we want to do?
What choices are open to
us? Until there is general
agreement on the goal, the
group will not move
effectively. Members of a
group who have not
accepted the goal or who
have had little choice in
choosing it, tend to be
unco-operative. The setting
of a goal is usually
tentative at first, and must
be re-examined from time
to time in order to test if it
is suitable.
c. Need: The Plan
How do we get there? How do we achieve our goal? What procedures to do

we need? What resources do we need? As a group finds the best ways and
means, routes and methods, necessary to get started, members become more
and more involved in initiating, clarifying, summarising, and testing for
consensus.
* Adapted from the Basic Reader in Human Relations Training, Part I, pp. 84-89.
100
DECISION MAKING
d. Need: Freedom of the People Involved

How free are we to move? If a group is to be creative, individuals must be
free to act, to offer insights, to test ideas, to make contributions, to share
the leadership without fear. Such functions as encouraging, harmonizing,
and supporting are needed to maintain an atmosphere of freedom.
Sometimes outside factors which limit the free participation of group
members need to be discussed openly.
e. Need: Check on Progress

Where are we now? Where are we in the process of settling all the other
problems? Are we going in the right direction? How far have we got? Do we
know where we are? Do we need to change our goal or our procedures? Is
everyone still with us?
From time to time a group must stop, make a progress report to itself.
Many a group has failed to reach its goal because it assumed everyone knew
what was happening in the group when actually, confusion reigned.
f. Need: Outcome
Where have we arrived? Have we reached our goal? What have we decided
or achieved? It may not be the original goal, but is it satisfactory?
4. A SIMPLE GUIDE FOR MAKING DECISIONS BY CONSENSUS*
a. What are we trying to decide? (Be sure this is clear to everyone.)

b. What are the different possibilities? (Consider as many as possible.
Brainstorming may be useful.)
c. How may each possibility work? Pros and Cons.
d. What suggestion, or combination of suggestions, do we choose?
e. What do we need to do to carry out the decision?
f. Who will do what,
when,
where, and
how?
5. WHO SHOULD MAKE WHICH DECISIONS?

If all decisions are made by a group, a great deal of time may be wasted on
unimportant matters. There are many situations where it is sensible to delegate the
power to make decisions to one person or a small group, e.g. details of carrying out a
policy which the whole group has agreed to.
However the more important the consequences of a decision, the more important
it is to involve the people concerned in the decision.
Group involvement is particularly important when:
a. various points of view and opinions are needed,
b. when the group is directly affected by the decision, (the project affects them or
money)
c. when the group must carry out the decision,
d. when the group has learnt to work effectively together, sharing leadership
functions, and handling decision-making procedures easily.
* From Nancy Geyer and Shirley Noll, Team Building in Church Groups, (Judson Press: Valley Forge, Pa.) 1970.
101
DECISION MAKING
6. FACTORS WHICH HELP DECISION-MAKING*
a. Clear Goal.
b. Clear understanding of who has responsibility for the decision.
c. Good means of stimulating and sharing ideas (e.g. a code, film or
diagram),
d. Effective leadership and structures to deal with the size of the group.
e. Effective way of testing different suggestions offered.
f. Commitment of the leader to genuine group involvement in making the
decision.
g. Agreement beforehand on what procedures will be most appropriate (e.g.
consensus, majority vote, secret ballot, etc.).
Clear Goals are Vital

Unity, commitment, and energy grow
strikingly in a group when there is a clear
goal which all believe in.
Actions must take place
"The Assemblies must dedicate themselves to solving concrete

problems in the people's lives, making every effort to resolve them.
Difficulties in water supply to a communal village or suburb, difficulties
in outlets for goods produced by the people, the school that must be
opened, the road that must be cut in the middle of the bush, the shop
that must be opened, the co-operative that must be supported, the
cultural and sporting activities that are disorganised — these are some
of the problems that should preoccupy our Assemblies, that each deputy
must study and resolve in the people's interest. The Assemblies must
guarantee that all citizens get effective support and a non-bureaucratic
solution to their problems within existing possibilities, from the state
services. The Assemblies must punish severely those civil servants who
by their behaviour, reveal neglect, incompetence or insensitivity towards
the People."
Samora Machel Speaks, Black Liberation Press,
Box 955, N.Y. N.Y. 10027, p. 19.
* Adapted from the Basic Readers in Human Relations Training, Part I, pp. 84-89.
ACTION PLANNING
Action Planning
The following exercises can help a group that has reached the stage of planning
action. Further guidelines on setting goals will be found in Chapter 10, 'Building a
Movement'.
7. MAPPING THE SITUATION
This exercise deals with the first need in Theory 3 — Decision-Making:

Information about the situation.
Procedure
a. Divide the group into teams that work together in real situations.
b. Ask each team to draw on a piece of newsprint a 'map' of their situation.
This includes every group, organisation and category of people in their
environment that they relate to, try to influence, work with, etc. They
should draw their own team in the picture.
c. When they have finished, ask them to answer the following questions:
i. Which of these groups or units are you really trying to influence?
ii. How well are you doing this?
iii. Look critically at each of these groups in relation to their class position
(see Chapter 9 for a deeper explanation).
iv. How good is the relation with each unit?
v. In what areas do you have a problem?
vi. How can you improve it?
d. One way to share this information between teams is to ask each team to put
their 'map' on the wall and have participants walk around looking at them.
Anyone with questions can ask after they have seen all the maps.
Time Between 1 and 2 hours depending on the complexity of the situation

being looked at.
Materials Crayons and newsprint for each team. Tape.
8. SEVEN STEPS OF PLANNING*

This outline helps a real working group plan practically.
a. Diagnosis.
What are the problems?
What are the needs?
b. What do we want to achieve (objective) in a particular period? This week,
this month, this year?
* Adapted from handouts given at the Christian Education Leadership Training program, South Africa.
103
ACTION PLANNING
c. What are the possible ways of achieving this objective?

Brainstorm for proposals.
d. What are the advantages and disadvantages of each proposal?
How much time, money and personal effort will be needed for each
proposal?
e. Which proposal (plan) do we accept?
This may include several suggestions.
f. Who will do what, when, where and how?
g. At what point do we need to evaluate?
Who should be involved in the evaluation?
Note: Force Field Analysis can be one way to work through steps b, c, and d of
the 7-Steps above.
9. THE 3 C's — CO-OPERATION, CAMPAIGN, CONFRONTATION
This model is extremely useful when a practical goal has been decided upon
and it becomes clear that certain people or groups are blocking the achievement of
this goal. It is also helpful when there is a debäte about different approaches to
change (for example, if some people think that only one type of action can be useful
when in fact many different approaches are needed. This analysis can help
unite people using different tactics to achieve a common goal).
When an individual or a small group of poor and powerless people make a

request, they are often totally ignored. It is as if a mouse were squeaking at a lion.
Those in control stand on a solid platform of power. (See Different Types of Power
in Chapter 10.)
Very often the only power which the poor have is that of their numbers. But
numbers of people are not powerful unless they are united and organised.
When spider webs unite,

they can tie up a lion.
— Ethiopian proverb
104
ACTION PLANNING
Co-operation Campaign Confrontation

for
Awareness
parents
pupils
some teachers
Headmaster
churches Some parents
some teachers
some pupils
village chief
some chiefs
some councillors
Apathy
GOAL
Community should control the

school building funds
Procedure
a. The first step is to list on the left, all the individuals and groups who agree
on the importance of the goal. Plan how to get these actively involved in a
Process of Co-operation.
b. List in the middle, the names of individuals and groups which are at present
apathetic and passive, but who would have much to gain if the goal was
achieved. Plan a Campaign of Awareness for these people and groups, co
operating with those who already agree on the need for change. The
campaign aims to draw those who are at present apathetic across to the side
of those who agree and co-operate.
c. List on the right, the names of those who disagree with the change, paying
particular attention to people or groups that are in a position to block the
change and prevent the group reaching its goal.
105
FORCE FIELD ANALYSIS
It will be necessary to confront these groups and individuals. The first

confrontation may be in the form of a dialogue. If this does not succeed,
those working for the change may have to consider some form of pressure.
Confrontation can take the form of withholding money, or labour. "We
will not contribute any more money until. . ." or "We will strike on
Monday unless. . . It can also make use of publicity, newspaper articles,
etc., and seek to rouse public opinion.
If all of these fail, groups often turn to armed struggle. If the original
goal is a reasonable and just one, and all the other means have been tried, it
is those who resist the change who are responsible for the use of violence.
The degree of violence used in any struggle for change is usually in direct
proportion to the degree of violence formerly used, by those in power, to
prevent the change from happening.
Time 2 - 3 hours.
Materials Newsprint, felt pens, tape.
Very often when a divided group complains of poor

communication, the root of the problem is that there is an
unspoken disagreement on goals.
106
FORCE FIELD ANALYSIS
10. FORCE FIELD ANALYSIS*
This model should be used with groups that have already analysed their
situation and decided on a major goal. Often this goal is very ambitious and not
immediately attainable. Force Field Analysis can help them to find useful intermediate
goals which will help move the situation towards the major goal.
It is helpful to look at the forces which are helping to reach the goal, and those
which are hindering (or pushing in the opposite direction).
Procedure
a. It is best to work with this model in groups of 3-5 people who share a
common goal and work in the same situation.
b. Ask the group to draw the following diagram on newsprint, defining briefly
the Present Situation and the Major Goal. They should write one
summary statement about each of these along the vertical lines.
c. Then ask the group to list the helping forces on the left side, drawing longer
or shorter arrows to indicate the strength of the forces which are pushing the
present situation towards the goal.
On the right hand side, list the hindering forces which prevent change or
reduce its power. Again use longer or shorter arrows to indicate the strength
of these forces.
HELPING PRESENT HINDERING
FORCES SITUATION FORCES GOAL
-> <r
d. Explain that one can move towards the goal either by increasing the helping
forces,
or by weakening the hindering forces.
Sometimes the more pressure that comes from the helping forces, the more
resistance develops in the hindering forces. In such cases, it is often best to
start by reducing the hindering forces.
e. Now ask the group to choose
either one of the helping forces which they could strengthen,
or one of the hindering forces which they could reduce or weaken.
Taking this 'force' as the new situation, ask them to identify their goal in
regard to working with this force.
f. Once again, draw a new diagram listing the helping and hindering forces
related to this new sub-goal. This process can be done 2 or 3 times.
Summary
The work on the diagrams stimulates a process of intense communication in the
group and helps them to work out a strategy involving one or more clear sub-goals
which will be concrete steps towards the major goal.
Time 2 or more hours.
Materials Newsprint, markers and tape.
Saul Eisen, A Problem Solving Program, NTL, Washington, D.C., 1201 16th Street, N.W. 20036.
107
PERT
11. PERT PROGRAM EVALUATION AND REVIEW TECHNIQUE*
After a group has decided on its goal, it is very helpful to organise activities to
achieve the goal. One way to do this is to make a chart and a visual plan.
This can be important to a team because:
— it shows how simple or complex the plan is,
— it leads to realistic planning,
— it organises activities in a way that ensures the goal can be reached,
— it helps motivate and keeps the team to deadlines,
— it provides immediate information for self-evaluation.
How to do a PERT
Events are usually the end of the task and do not take much time in themselves.
Let us use an example of hiring a new literacy co-ordinator. The following tasks will
have to be done:
a. decision to hire a new literacy co-ordinator
b. a selection committee is formed,
c. a job description developed,
d. recruitment of candidates begins,
e. candidates are interviewed,
f. final selection is made.
In this example, one can see that one activity must follow the other.
© @ © © © ©
If the group has a deadline, it is important to plan time backwards. For example, if
you want to have the final selection of the candidate made by August 1, all the
candidates might have to be interviewed before July 15th.
May 20 <—June 1 <—July 15 <— August 1
But not all activities have to follow one another in order. It is very possible that
some tasks can be done at the same time.
If you were organising a feast, for example:
A. plan the feast
B. invite the guest speaker
C. invite the guests
D. buy the food
E. decorate the hall
F. cook the food
G. prepare the platform
H. feast begins
I. clean the hall
* Adapted from the mdi Group, Leadership: The Responsible Exercise of Power, Cincinnati, Ohio, p. H-6.
108
ORGANISING A WORKSHOP
In this example the amount of time needed before the feast would depend on
how many people are to be involved and the availability of the guest speaker. If the
group hopes to have a 'famous' person like a Cabinet Minister, to be the guest
speaker, they may well have to plan the event six months in advance. If the guest
speaker is a local chief, it might be possible to plan the feast only one month in
advance.
It is important to remember that no event or activity can take place

until all previous activities have occurred.
12. EXERCISE ON HOW TO ORGANISE A WORKSHOP
The following exercise is helpful in training people who will be responsible for
planning workshops on a district level.
Procedure
a. The following form on 'Organising a Workshop' is given to all participants.
Each person is asked to complete the form by doing two tasks:
i. placing the tasks in order, and
ii. making a time table of events.
b. The animator can give an arbitrary date for the workshop, such as May
1-5.
c. After each individual has completed the task, ask participants to form small
groups to compare their diagrams. Each small group can then make one
diagram on a piece of newsprint.
d. These diagrams can be put on the walls for each small group to compare
their own. The animator can either choose one or two diagrams which
include the major points most clearly, or share their own PERT.
109
ORGANISING A WORKSHOP
Organising a Workshop
You are a member of a core team responsible to help give workshops for
parishes and deaneries. You are responsible for planning, administering and
staffing the workshop. Below you will find a list of 17 items that need to be done
to make sure the workshop will take place. Place in order the following tasks
according to what you think needs to be done first, second, etc., and which ones
need to be done at the same time. When you have finished put dates when each
task needs to be completed (deadlines). Make this into a diagram or PERT for the
final product.
A. Hold the planning meeting of all the staff for the workshop,
going into the details of who will do what in each session.
B. Send letters of invitations to participants, including a
questionnaire asking them their expectations.
C. Book Conference Centre.
D. Evaluate with the staff, details and changes they would have
made in the whole workshop.
E. Pick up films.
F. Core team meets with the deanery group to plan the purpose of
the workshop, dates, venues, and who participants will be.
G. Pay conference centre and other invoices.
H. Workshop begins.
I Core team meets to clarify the purpose of the workshop,
selects appropriate staff and outlines all materials needed for
the workshop.
J Materials are collected together to take to the workshop.
K Reminders are sent to all staff about the time of the planning
meeting of staff and also includes a map to the conference
centre.
L. Return films.
M. Reminders are sent to all participants who are invited to come
to the workshop about time, place and include a map.
N. Book films.
O. Re-confirm booking at the conference centre giving exact
number of people expected.
P Duplicate handouts needed for the workshop.
O Send letter of invitation to the staff needed.
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PLANNING KIT
One possible PERT for this example is as follows, however, participants may
develop a better plan. This is only one suggestion.
Time About 2 hours.
Materials Newsprint, markers, tape, and one copy of 'Organising a Workshop' form
for each participant.
13. THE PLANNING KIT
The idea of using a series of pictures to help groups plan a project comes from
the Village Education Resource Centre in Bangladesh. The purpose of using visual
methods for planning, is to help people see what is needed to start and complete a
practical project.
The planning process includes the following steps:
a. Choosing a specific project,
b. Planning each step of the project,
c. Deciding how much money will be needed for each step,
d. Deciding how much time wil be needed for each step,
e. Deciding what other resources will be necessary for the project,
f. Discovering, before a project begins, the profit likely to be realised,
g. Deciding, before a project begins, how the group profits will be
used.
This planning kit is only helpful to a group which has already

discussed its needs thoroughly and is ready to decide on a
practical project.
111
PLANNING KIT
For example, a group has decided to begin a sewing co-operative to make school
uniforms for the local school, or a co-operative onion garden on 5 acres of land. At
this point, the planning kit is very useful.
Procedure
Before the meeting, the
animator (with the help of 1 or 2
people experienced in marketing,
dress-making, agriculture, etc.) should
list all the steps they can think of
which will be necessary in the
project. They should make (or ask
an artist to make) simple clear
sketches of each of these steps, on
separate sheets of paper, about 8
inches by 4 inches. There should be
several additional sheets of paper
ready for quick sketches, symbols
or key words, showing steps which
the group may mention that they
have not thought of.
The animator should also have
plenty of slips of paper marked
clearly: $5, $10, $100. If possible
use paper the colour of the real
money notes of your country.
Step 1: Order of Work

a. The animator asks the
group to discuss in 2's and
3's all the steps they will
need to take, to start and
complete their sewing
project. Once they have
become actively involved
in this process, bring the
group together and ask
them to sit in a semi-circle
facing a wide empty wall.
b. Ask them what they will

have to do first. Find the
picture of the first thing
they suggest and put it up
on the wall near to the
left. Ask if everyone agrees
that this is the first step.
If something is
suggested that comes
112
PLANNING KIT
before this step, move the first picture a little to the right and put the second
on the left hand side of the first suggestion.
Together the group builds up the line of pictures, showing each step that
needs to be taken, in the correct order on the wall.
c. If something is suggested for which there is no picture, the animator quickly

draws a picture or a symbol.
d. If there are pictures left over showing steps that no-one has mentioned, the
animator shows these to the group, and they discuss whether these steps are
really necessary in their project. If so, they put them in the correct place,
moving other pictures along to the right.
113
PLANNING KIT
Step 2: Time for Work

a. The animator asks them to discuss in 2's or 3's how long each step will take.
(S)he then puts the number of weeks or months on the wall under each
picture.
b. If there is a deadline for one part of the activity (e.g. first day of school year
if they are making uniforms, or the time of rains for planting if it is an
agricultural project), starting from this date and moving backwards and
forwards, the group works out when each step must be started and finished.
Together they see clearly when they must start, when they can expect to
finish, and what they expect to accomplish each week.
Step 3: Money for Work
a. The animator gives the group another opportunity to buzz in small groups
on how much money will be needed for each step.
b. Once again, the whole group goes systematically through each step and puts
the amount of money needed beneath each picture.
c. They add up how much money they need totally.
d. They work out how much they will probably produce and how much they
will make as a group.
Step 4: Help for Work

Once again the group goes through each step discussing whether they
will need help, from a resource person, or from other members of the
community, (e.g. a seamstress, nurse, agricultural expert, etc.). These can be
put up on the place where the person will be needed.
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PLANNING KIT
5: Use of Profit
a. As this is a communal project it is important for the group to decide before

the project starts, how the money will be used once the project is complete.
If this is not done now, there may be serious disagreements at the end of the
project.
b. The animator can prepare a further series of pictures for an illiterate group,
or use words for a literate group, of all the possible ways in which money
might be used.
This would include paying back any loans,
— dividing profits equally amongst group members,
— buying new tools or equipment,
— starting new projects (e.g. poultry, vegetable gardens,
day care centre, literacy class)
— getting water pipes,
— building a community school, etc.
This is a good opportunity to stimulate the imagination of the group
about the different alternatives and to help them imagine how they could
improve their lives in the future.
c. The animator puts the pictures of possible ways of spending the money up
one by one, giving the members an opportunity to explain each one as it
goes up. Then in small groups of 4 or 5, they are asked to make
recommendations of how the money will be spent. When they have done
this, each group chooses a representative to send to a group in the middle.
This group shares the recommendations of each group, and discusses them
until they reach an agreement on how much should be spent on what. This
agreement should be written down. If the pictures and dates and money
cannot be kept on the wall, these should be written on a large calendar, and
the group can check regularly to see if they are completing each step in time.
115
Chapter 8
Evaluation
Participatory Evaluation 120

1. What is Evaluation 120
2. Evaluation Exercise 121
3. Problems about Evaluation 122
4. Why do we Evaluate? 123
5. When do we Evaluate? 123
6. Ethics of Evaluation 123
7. Planning Questions and Indicators for Concrete
Programs 124
8. Methods of Evaluation 125
9. Historical Reflection with Slides, Photos or Drawings . 126
10. Planning the Program for Participatory Evaluation .. . 128
Evaluation Exercises for Workshop 129

1. Simple and Reliable 129
2. One Word or Feelings 129
3. Listing the Main Parts of the Program 129
4. Why do We Do What We do? 130
1 17
O•
EVALUATION
Chapter 8
Evaluation
The only way forward,

is to take one step back.
Most development workers are so totally involved with the day-to-day activities
of programs, that it is very difficult to see what are the over-all weaknesses and
strengths. The result is that projects are soon run on a perpetual crisis basis.
Planning is forgotten, co-ordination is non-existent and resources are not used
properly. How often have people from the same office gone to work in the same
area, and not co-ordinated their efforts?
Evaluation needs to be a constant process built into all levels of a program:

a. by the participants in all projects,
b. by animators,
c. by development co-ordinators and administrators.
Evaluation also needs to be done
a. at the end of learning events,
b. at key points in a group (literacy classes, women's clubs,
agricultural projects) at least once a month,
c. at regular times in a project, (e.g. at the end of each year before
planning the next year's program).
The value of evaluation

includes:
— seeing our successes
— assessing our
weaknesses,
— clarifying what needs
to be changed or
strengthened.
There are two major
exercises on evaluation
presented in this chapter.
— Participatory
Evaluation of projects
and Programs, and
— Evaluation Exercises
for Workshops.
119
EVALUATION
Participatory Evaluation
Participatory Evaluation is a process of involving participants in programs to

reflect critically on their own projects, programs, aims and leadership.
It is participant-centred.
Its value is that it continues the process of action-reflection, and increases the
awareness that they themselves can shape their own lives and destiny.
The steps involved come form a workshop model introduced by Daudi Nturibi of
the Institute of Adult Studies, University of Nairobi. The original design is from
World Education.* These steps include:
— What is Evaluation?
— Problems about Evaluation
— Why do we Evaluate?
— When do we Evaluate?
— Ethics of Evaluation
— Planning Questions and Indicators of Evaluation
— Methods of Evaluation
— Planning the Program for Evaluation.
The following exercises and guided discussions are the basis of developing the
skills for beginning the Participatory Evaluation process. This model can be used in
its entirety (which would take from 3-4 days) or pa'fs of it can be used.
1. WHAT IS EVALUATION?
This is a quick brainstorming session. The question posed to the group is:
'What do you think evaluation means?' These answers are put on newsprint after the
group has discussed them in small groups first.
At this point it is useful for the animator to give a short input on what
participatory evaluation is. Participatory evaluation requires the participants of a
program or a project to take an active part in its evaluation. The people themselves
examine the strengths and the weaknesses so that they can contribute more to the
success of their own work. All the information shared by the participants during this
kind of evaluation is for their own benefit and is made available to them. Its main
purpose is to have a positive effect on their own lives and the community of which
they are a part.
* James McAffery and Noreen Clark, Demystifying Evaluation, World Education, New York, 1978.
120
EVALUATION
EVALUATION EXERCISE
a. Four topics are chosen, written on sheets of paper and placed on the walls as
far apart as possible. Participants are asked to select one of these topics.
They sit under these
headings and
evaluate the topic as
fully as possible by
writing down
evaluation
statements on
newsprint. The four
topics could be:
i. An introductory
exercise all have
used earlier,
ii. The breakfast or
meal they have
just eaten,
iii. The conference
centre they are
using.
iv. Transport in the
country.
Each group has about 10-15 minutes to note down evaluation
statements on the topic.
When this task is completed, each group goes around the room and
looks at the other evaluation statements.
b. The groups are asked to move clockwise to a different topic, for example the
group that wrote evaluation statements on transport might move to the
breakfast statements. The new group now needs to study each statement
carefully, write a question that was being answered by each of the statements
made previously. They are also asked to write other questions that could have
been in the minds of the original group.
The purpose of this exercise is to recognise that behind every evaluatory
statement, we all have assumptions, values, and questions. There is a
standard, an expectation, or a set of values that we consciously or
unconsciously are trying to reach. It is therefore important for people who
are doing evaluation to be clear about the assumptions, values and
standards, which they are setting for themselves.
c. When this task is completed, the whole group goes to one of the topics and
the questions are read to the whole group. When this is finished the whole
group moves to another topic and this continues until they have finished
with the four topics.
d. If there is time, one could ask the group what they feel they have learnt
from the exercise.
121
EVALUATION
3. PROBLEMS ABOUT EVALUATION
a. Ask participants to write down their main problems, worries, or concerns

about the process of evaluating a program, project or group. List these
problems on newsprint. Encourage them to include their worries regarding
the participatory evaluation method. This session takes some time and
should not be rushed. A lot of information comes from it.
Point out at the end of this session that evaluation where people are
involved needs very careful attention. The work that needs to be done must
be thought through carefully to make it meaningful, clear and simple for
others. An outside evaluation which does not involve the participants can be
done very easily, but its results are quite different.
b. From the long list of problems involved in evaluation, the next step is to
classify the areas which these problems deal with. Participants are asked to
read slowly through all the points put on newsprint in the previous session,
and to suggest key areas. This discussion can take a long time, but the
exercise is useful to help people in classifying ideas.
However if the workshop is short and the participants have little
experience in evaluation, the animators and planning team can take the first
list and categorise the problems for the group. This depends on the aim of
the workshop. Do you want the participants to evaluate their work or do
you want them to learn the skills of evaluation?
Summary
The following headings could be useful as a checklist to see if the

participants have covered all areas. All questions need to be included under
one of these headings:
Headings: We need to evaluate
— aims
— ethics
— participation
— methods
— content, re:
— expectations
— materials
— language
— touchy issues
— animators
— follow-up
— venues
— time and money
— planning, co-ordination, administration
— decision-making.
Not all these areas need to be evaluated at the same time, but at some time.
122
EVALUATION
4. WHY DO WE EVALUATE?
Through a brainstorming exercise, the whole group gives suggestions

explaining in general why we evaluate ourselves, our programs and our
projects. These are listed on newsprint. This is a short exercise.
To try and to fail, is not laziness.

— Sierra Leone proverb
5. WHEN DO WE EVALUATE?
In small groups, the question is asked, 'When do we Evaluate?' The whole

group discussion on this point can be very helpful, for it clarifies if the
evaluation is meant for 'outsiders' or it is meant for the people themselves.
Ideally, participants should be self-reliant and carry out their own evaluation
as they sense the need arises. However, this often does not happen, either
because of time or conflicts in a group.
Therefore groups need to be encouraged to have regular evaluations to
avoid the problem of evaluating too late (when a crisis has become too big)
or too early (when there is not much to evaluate).
6. ETHICS OF EVALUATION
As an introduction to this session, it is useful to clarify again what we mean

by evaluation where people are involved. Some large research and evaluation
projects aim only to
get as much
information as
possible in the most
efficient way
available. But if we
are concerned about
human
development, the
people matter.
Some ethical
questions arise.
'What may we and
what may we not do
in evaluating?'
'What about the
cultural dignity,
values and privacy o the participants?' 'Who really benefits from the whole
exercise?'
These points can be expanded by the animator. After the introduction,
participants are asked to discuss in small groups: 'What should and should
not be done in evaluation?' These points are then shared in the whole group.
123
EVALUATION
7. PLANNING QUESTIONS AND INDICATORS FOR CONCRETE

The next step is for people involved in the same programs, e.g. youth, women,
literacy, etc., to take that program and do the following tasks.
a. Clarify Aims
Clarify the original aims of that program, for example the aim of a youth
program might be to give skills to unemployed school leavers so they can
begin self-employment projects.
b. Form Questions
After the major aims, and short term objectives have been clarified and
written down, each aim and objective needs evaluation questions. The
groups can go back to list the categories made in step 3 (problems of
evaluation).
After completing this task, two groups can be paired to give each an
opportunity to criticise their work. The purpose of this sharing is for each
group to help the other to clarify their questions and see if they are:
— simple,
— clear,
— meaningful, and have
— no gaps or missing points.
c. Guidelines on deciding Indicators
Evaluation can become very broad and thus meaningless

if we do not have clear signs or indicators of change.
For example, an objective might be 'to get youth more involved'. An

evaluation question, 'Are the youth more involved?' is much too general.
What would be some indicators or sign after a one year program, which can
show this has been achieved? Are there more youth on committees? How
many? Do the youth give suggestions for programs? If so, are they agreed
to?
d. The groups now go back to work and try to decide on indicators for each of
the categories or headings they have discussed.
e. When this task is completed, it is useful to have a whole group discussion on

what they learnt about forming questions and choosing indicators. It is
important to note that indicators need to be checked before they are
generally accepted as true signs of change. For example, because a husband
and wife now go to church together, it does not necessarily mean the
marriage workshop has improved their marriage.
Forming questions and finding indicators is the work of the group that is
preparing to conduct the evaluation. One would not usually ask village
people to go through the whole process, though they are sometimes very
good at suggesting signs which show things are getting better or getting
worse.
124
EVALUATION
8. METHODS OF EVALUATION
The whole group is asked to brainstorm different methods which can be used
to carry out a process of evaluation. These are written on newsprint.
In groups of 4 or 5's, discuss, 'What are the advantages and disadvantages of
each method?'
This session is very important because people can learn a lot from each other
about methods they might never have used in their own situation. Some methods that
might be suggested are:
— written questionnaires
— informal-oral interviews
— structured interviews
— group discussion method
whole group method
small group method
— observation
— survey
— case studies
— slides, photos or drawings.
125
EVALUATION
9. HISTORICAL REFLECTION WITH SLIDES, PHOTOS OR DRAWINGS
It can be very helpful to recall the leave the rural areas because of hunger,
history of a program to stimulate poverty and deprivation.
memory and critical reflection as the
first step of evaluation. A series of He arrives in Sao Paulo, finds a
photographs, drawings, or slides can be friend who tells him the story of the
used for this. formation of their small Christian
Community, the Popular Movements to
In Brazil, this has been brilliantly deal with the rising cost of living and
done in the whole Pastoral Program of low wages, and strike of the metal
the diocese of Sao Paulo. Cardinal Arns workers.
requested Paulo Freire and the
cartoonist, Claudius, to design an After each section, animators led
evaluation process. the communities in critical reflection of
the actions planned and taken. The last
They took the theme of migration section raises a lot of unsolved problems
from rural to urban areas, which had and challenges the group to plan their
been used as the theme for Lenten program for the future.
discussions in Basic Christian
Communities throughout Brazil in 1980. Case studies, and simple posters dealing
with one key problem can also be used
They prepared a slide show telling very effectively, with carefully chosen
the story of a young migrant who has to questions.
And did you succeed, Joao?* There are still a lot of people who
Well, we still have a lot of problems in believe that the priest by himself will
front of us. solve everything.
*This series is from a slide called "The Journey of a People" prepared by the Pastoral Program of the Archdioces of Sao
Paulo, Brazil.
126
EVALUATION
There are a lot of men who believe that a There are a lot of white people who
woman's place is in the home. think they are superior to blacks.
I There are those who believe that the And there are still those who let
people are weak to face the powerful. themselves be tricked by the smiles of
those in power.
But in spite of all this, our groups do ex But if it joins with other streams, it turns
ist. They began weak, and fragile, as a into a river growing stronger and
dew-drop that, drop by drop, began to stronger till it runs into the sea.
form a little rivulet of water.
127
EVALUATION
10. PLANNING THE PROGRAM FOR PARTICIPATORY EVALUATION
The final step is to plan how the group will implement the participatory
evaluation process.
Ask people to answer the following questions in project or interest groups.
a. What aspects of your program do you aim to evaluate? For
example, a literacy group might say it has several aims: (i) to have
every literacy class evaluate its own program, (ii) to evaluate all the
materials with some of the literacy participants, (iii) to evaluate the
effectiveness of each teacher, etc.
b. What method will you use for each of the aims you have
mentioned? What indicators and what questions are important to
include?
c. Who will do what, when and where? Make out a time, place and
person chart to indicate your plan.
d. All plans are shared in the whole group.
The last step of a Participatory Evaluation Workshop is to have an evaluation of

the workshop itself. Look out! The level of critical awareness will have gone up
during this process, but it will be a healthy sign!
128
EVALUATION
Evaluation Exercises for Workshops

It is extremely important if a program is to meet the needs of the group and
continue to improve, that there be evaluations. These can be at midpoint of a
workshop and at the end of a workshop. The following exercises are some ways of
doing this.
1. Simple and Reliable

The simplest form of evaluation gives all participants an opportunity to
respond to three basic questions:
a. What has been most helpful so far?
b. What has not been helpful so far?
c. What suggestions do you have for the next time?
These questions can be answered either in writing or in discussion (first in small
groups and then a whole group discussion).
Time If in writing only, this takes about 15-20 minutes. If in discussion, 45

minutes to 1 hour.
Materials Pencils, paper, newsprint, tape, felt pens.
Note: A Summary of all points should be written on newsprint during or after

this session and presented at the beginning of the following session. The
suggestions made by participants should be reflected in the on-going
program that the animators have prepared.
2. One Word or Feelings

This is a quick method of taking the 'temperature' of the group, and getting in
touch with any dissatisfactions.
Procedure
a. Each person is asked to write down one word expressing how they feel about
the program so far.
b. The animator goes round the circle asking each person to say only the word
they wrote. Do not start discussion until all have given their word.
c. The animator asks some, especially those who have expressed dissatisfaction
or whose comments are puzzling, to explain why they said what they did.
Time About 30 minutes, unless some major dissatisfaction is expressed.

Then it is very important to explore the causes of it thoroughly.
Materials Pencils, if necessary.
3. Listing the Main Parts of the Program

This method of evaluation is more thorough.
129
EVALUATION
Procedure
a. A typed copy or list of the important elements of the program is written on
newsprint.
b. Each person is asked to write whether that part of the program was:
— very helpful
— fairly helpful
— not helpful.
They are also asked to write a remark about each part.
If an opportunity is provided to discuss with participants why they rated
each item as they did, one often gets a much fuller understanding of people's
needs, and good ideas for the future.
Time About 45 minutes to 1 hour.
Materials Duplicated copies c each part of the workshop (or listed on

newsprint), paper and pencils.
4. Why do We Do What we Do?

Many times during the workshop, participants ask the planning team, why are
we doing this or that? This is often a genuine interest in group methods and the
philosophy of education. Their questions should not be taken lightly nor defensively.
Much of the theory behind these methods is found in previous chapters. However,
each of us needs to be able to explain this theory in a simple and straight-forward
way.
In groups of three, take one question at a time. One person is asked the first
question by the other two persons. That person must try to explain the answer to the
satisfaction of the other two people. When finished, go onto the next question and
the next person answers that one. Rotate around until you have finished making a
note of any questions you cannot answer and ask the whole group at the end of the
exercise.
Questions
1. Why do we have introductions at the beginning of a workshop?

2. Why do we ask people to introduce a partner rather than introducing
themselves?
3. Why do we use name tags which are so big?
4. Why do we ask participants what they expect of the workshop?
5. Why do we ask people to discuss in groups of 3's?
6. Why do we ask people to discuss in groups of 6's rather than groups of 3's
sometimes?
7. Why do we invite participants to cpme in teams rather than as isolated
individuals?
8. Why do we have a team to staff a workshop rather than doing it by ourselves?
130
EVALUATION
9. When do you as a facilitator join participants in their discussions and when do

you not join them?
10. Why do we ask people to find people they do not know well at the beginning of
a workshop to discuss a topic?
11. Why do we put the chairs in a circle?
12. Why do we brainstorm some topics and not others?
13. Why do we stop some discussions and have people 'buzz' or talk with their
neighbour?
14. Why do we use newsprint? When is it helpful and when is it not helpful to use
newsprint?
15. Why do we use codes? Simulation games?
16. Why do we have a listening exercise?
17. Why do we have participants evaluate the workshops at the middle and at the
end?
18. Why do we ask people to plan in groups which are from the same area?
19. Why do we ask the teams to share their plans with the whole group?
20. Why do we have discussions on the situation of the poor and the displaced in
our society?
21. Why do we have discussions on the influence of the economically rich in our
society?
Learn from mistakes
"What we learn we do, and when we do, we see what is wrong. So we

learn also from our mistakes and achievements. The mistakes show
where there are shortcomings in our knowledge, weak points which have
to be eliminated. This means that it is in the process of producing that
we correct our mistakes. . . .
"Practice is not enough. One must also know, study. Without
practice, without being combined with force, intelligence remains sterile.
Without intelligence, without knowledge, force remains blind, a brute
force. . . . Study is like a lamp in the night which shows us the way. To
work without study is to advance in the dark. One can go forward, of
course, but at great risk of stumbling or taking the wrong path."
The African Liberation Reader,

Zed Press, London, 1982, Vol. I, pp. 116-117.
From a paper by Samora Machel, 1971.
131
Acknowledgements
We are very indebted to the more than five thousand participants we

have worked with directly in this process of adapting the psycho-social
method. This book has in fact, come from their experiences and their
struggles to transform society into a more just place for all.
We owe special thanks to Enda Byrne, the former Director of the
Development Department of the Kenya Catholic Secretariat, who helped to
set up the framework within which the majority of these training programs
were first developed.
Paulo Freire was a great inspiration to us both when we attended his
seminars in Boston and Geneva. His own warmth and human caring along
with his new insights into education and transformation had a profound
influence on our own practice.
We found that the human relations training programs, when put
together with Freire's approach and social analysis provided a vital
component of participatory education. We are grateful to the Episcopal
Church, USA for their collection of theory and practical exercises found in
the Basic Readers in Human Relations Training.
As groups went more and more deeply into discussion, we found the
models of analysis of the Ecumenical Institute for the Development of
Peoples (INODEP, Paris) very necessary to move from band-aid solutions to
critical analysis of projects and actions. Our work particularly with Sr.
Colette Humbert and Fr. Philippe Fanchette was most rewarding.
The insights and exercises of the MDI Group from Cincinnati, Ohio
USA helped the groups move towards much more participatory structures
and effective social and human forms of management.
We also wish to thank Fr. Brian Hearne, from the AMECEA GABA
Pastoral Institute for his insights and help in the development of the
theological dimensions of the whole program.
In the publication of this book, we wish to thank many people who
helped here and there, and of course Mambo Press for their interest and
effort to get the book out.
One of the most joyful aspects of the preparation of this book was
working with the artist, Chris Hodzi. It was a constant delight to watch his
eyes light up and a little smile flicker around his mouth as he began to
visualise how he would draw something we were describing. All the
following week we would look forward to seeing what he had produced. He
brought laughter and fun to the process at a time when we were really
struggling with words and structures.
We also thank Misereor, Cebemo and Trocaire for their financial
support of the printing of the book.
In most training programs, many of the theories and short exercises
are passed on by 'oral tradition'. We have searched our files and tried to
credit all the inputs throughout these books. However, if we have left
something out or not given credit where it is due, please forgive the
oversight.
Training for Transformation provides a
basic and
comprehensive text for
adult education workers
social workers
community development workers
church workers, and trade union educators
All concerned with the process of transforming society
W -//AS-
>v/v\_ W ~W
S/rbL
Training for Transformation is designed to assist workers in the field

who are encouraging the development of self-reliant creative communities. The book
has as its basic philosophy the belief that we should all participate in making this
world a more just place to live in.
It integrates:
the approach of Paulo Freire and how to put this method into
practice
group methods which are essential for participatory education
organisational development which stresses how to build structures
which enable people to become self-reliant
social analysis to help groups find the root causes of problems.
•W ~^S!W
Training for Transformation illustrates the Christian concept of

transformation challenging us in the light of the Gospel. It can be used in basic
Christian communities to:
build trust
critically reflect on the problems affecting daily life
and
plan effective action in a spirit of love

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What is the purpose and scope of the book?

What is the purpose and scope of the book?

What are the main influences and sources that shaped the approach in the book?

What are the main influences and sources that shaped the approach in the book?

<fP3

Illustrated by Chris Hodzi

TRAINING FOR TRANSFORMATION: A Handbook for Community Workers

Cover design by Chris Hodzi

First published 1984

Copyright © 1984 A. Hope and S. Timmel

ISBN 0 86922 255 4

Printed and published in Zimbabwe

"Reflection without action is mere verbalism.

Chapter 1. Roots of this Method

Chapter 2. Survey for Generative Themes

Chapter 3. Problem-posing materials

Chapter 4. Adult learning and literacy training

Chapter 5. Trust and dialogue in groups

Chapter 6. Leadership and Participation

Chapter 7. Simple decision-making and action planning.

Chapter 9. Tools of analysis

Chapter 10. Building a movement

Chapter 11. New forms of management and supervision

Chapter 12. Planning workshops

Introduction Exercises 18 Chapter 7. Simple Decision-making and

Trust and Dialogue

This chapter includes:

Group skills needed for conscientization .... 4

Trust and Dialogue

Building trust and dialogue in society cannot be done by pronouncements nor by

Sharing information should not be confused with participation. Mass meetings

Participation means dialogue. Dialogue is based on people sharing their own

GROUP SKILLS NEEDED FOR CONSCIENTIZATION

To break the culture of silence, people need to gain a sense of self-confidence

Dialogue requires Faith

"Dialgoue also requires an intense faith in human

Founded on love, humility and faith, dialogue

Nor can dialogue exist without hope. Hope is rooted

Finally true dialogue cannot exist unless it involves

Developing Trust in a Group

In any workshop, seminar or meeting, we

No matter how full the river, it still wants to grow.

We need to be reminded of Jack Gibb's four needs of a group:*

Sharing Information and Concerns

People working in groups also need information:

Organising for Action

1. How often have we seen groups work in Gibb's way?

2. How often do they work backwards: i.e. start with a

3. Do you think Gibb's theory is correct? Why or why

4. What can we do in our own groups to follow these

The Learning Climate

Not this But this

The majority of people find it difficult to speak in a big group of strangers.

We all remember much better what we have discovered

Pairs are useful for:

3's are very useful for:

30 A group this size can develop a real spirit of community in a 4 - 5 day

Rule of Thumb. The bigger a group is the more skilful

An Exercise for Working in Different Size Groups