cst tools for facilitation 280806 - ministry of … of interior (moi), ministry of labour and...

CCHHIILLDD SSAAFFEE TTOOUURRIISSMM TTOOOOLLSS

FFOORR FFAACCIILLIITTAATTIIOONN FOR

TTRRAAIINNIINNGG MMAANNUUAALL

FOR STRATEGIC PLAN 2006 – 2008 ON THE PROMOTION OF CHILD SAFE TOURISM TO PREVENT TRAFFICKING IN CHILDREN AND WOMEN FOR LABOUR AND SEXUAL EXPLOITATION IN THE TOURISM INDUSTRY IN

CAMBODIA CCSSTT TTOOOOLLSS FFOORR FFAACCIILLIITTAATTIIOONN

FOREWORD

Cambodia’s tourism industry contributes greatly to the national revenue and creates employment opportunities for local businesses and populace. Arising from increased numbers of international and national tourists especially the last two years at average 25% per year, the dynamism of this sector has spurred the Royal Government of Cambodia to consider the industry into its 6 top priorities for social and economic development. The strengthening and promotion of the tourism sector is one of the government’s key strategies towards the realization of the principles and goals of its National Poverty Reduction Strategy (NPRS), the Cambodian Millennium Development Goals (CMDG), and the more recent National Strategic Development Plan (NSDP). The growth of the tourism industry, however, has also brought slight negative impact in our society. Frequent reasons for trafficking and child labour revolve around poverty in the rural areas and urbanisation in the town centres and cities of the country and those in neighbouring countries. In response to the problem, the government – through the Ministry of Tourism – has taken on an important initiative called the Child Safe Tourism (CST) Programme. In place since 2001, this programme addresses the negative effects of tourism growth and development by focusing on prevention and protection measures in tourism areas/ communities. Central to the implementation of this programme is its efforts to build upon two national plans – the National Plan of Action on Trafficking In Persons and Sexual Exploitation (NPA-TIPSE) and the National Plan of Action on the Elimination of the Worst Forms of Child Labour (NPA-WFCL). Also a cornerstone to its realization is the collaboration with government ministries such as the Ministry of Interior (MoI), Ministry of Labour and Vocational Training (MoLVT), Ministry of Social Affairs, Veterans and Youth Rehabilitation (MoSVY) and Ministry of Women’s Affairs (MoWA) and international and local NGOs, including World Vision-Cambodia, End Child Prostitution, Pornography and Trafficking of Children for Sexual Purposes (ECPAT), and Mith Samlanh, Friends International, Child Wise Australia, Aidétous...... The CST programme has made inroads in addressing trafficking in the tourism sector. These notwithstanding, the Ministry of Tourism – with the support of the International Labour Organisation-International Programme on the Elimination of Child Labour (ILO-IPEC) – has developed and started to implement a 3-year (2007-2009) Strategic Plan on the Promotion of Child Safe Tourism to Prevent Trafficking in Women and Children for Labour and Sexual Exploitation in the Tourism Industry to further streamline its initiatives and achievements. Interventions for the Strategic Plan are coordinated at the national level and in three selected pilot areas of Siem Reap, Sihanoukville and Phnom Penh. Efforts are made for the greater involvement of employers’ associations, trade unions, business sector and the affected provinces and communities. Guiding these interventions are the Strategic Plan’s accompanying Operational Guidelines and Training Manual. The Ministry of Tourism has gained many lessons and continues to learn to be effective since its work on the CST programme. Through its 2007-2009 Strategic Plan, the MoT commits itself to help in reducing and possibly eliminating the problem of trafficking in women and children for sexual and labour exploitation. We encourage key players to remain equally committed to this initiative and to work with us in a concerted manner in responding to this social issue of trafficking and in the process, advancing the best interests of the country’s vulnerable people. H.E. Dr. Thong Khon Minister, Ministry of Tourism

TRAINING MANUAL FOR THE STRATEGIC PLAN 2006 – 2008 ON THE PROMOTION OF CHILD SAFE TOURISM TO PREVENT TRAFFICKING IN

CHILDREN AND WOMEN FOR LABOUR AND SEXUAL EXPLOITATION IN THE TOURISM INDUSTRY IN CAMBODIA

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TABLE OF CONTENTS

INTRODUCTION ............................................................................................................................... 1

1. WHO IS THIS CST TOOLS FOR FACILITATION FOR? ......................................................................... 1

2. HOW CAN THIS CST TOOLS FOR FACILITATION BE USED? ............................................................... 1

3. WHAT IS IN THIS CST TOOLS FOR FACILITATION? ........................................................................... 1

SECTION 1 ........................................................................................................................................ 2

1. LEARNING SESSIONS, THE FACILITATOR AND TRAINING TECHNOLOGIES .......................................... 2

1.1 How To Open Training/ Learning Sessions ............................................................................ 2

1.2 Getting To Know You/ Introductions ....................................................................................... 2

1.3 Expectations Check................................................................................................................. 3

1.4 Workshop Aim, Objectives and Schedule............................................................................... 4

1.5 Attitude Setting and Ground Rules.......................................................................................... 8

1.6 Logistics................................................................................................................................... 8

2. THE FACILITATOR ......................................................................................................................... 9

2.1 Introduction.............................................................................................................................. 9

2.2 Participatory Learning ............................................................................................................. 9

2.3 Adult Learning ....................................................................................................................... 11

2.4 How People Learn................................................................................................................. 12

2.5 What is a Facilitator?............................................................................................................. 13

2.6 Qualities of a Good Facilitator ............................................................................................... 14

2.7 Tips for Good Facilitation ...................................................................................................... 15

3. TRAINING TECHNOLOGY .............................................................................................................. 18

3.1 Needs Analysis...................................................................................................................... 18

3.2 Setting Aims and Learning Objectives .................................................................................. 21

3.3 Training Design ..................................................................................................................... 25

3.4 Course Content ..................................................................................................................... 26

3.5 Selecting Methodologies ....................................................................................................... 27

3.6 Actual Training ...................................................................................................................... 42

3.7 Evaluation and Follow-up...................................................................................................... 43

SECTION 2...................................................................................................................................... 46

1. RELEASE AND ENERGIZERS – SELECTED ACTIVITIES .................................................................... 46

1.1 Knyom Srolayng Neak (“I Love You…”)............................................................................... 46

1.2 Girl, Ghost, Monk .................................................................................................................. 46

1.3 Tompyang, Russei (Bamboo shoot, bamboo plant).............................................................. 47

1.4 Teuk Leung, Teuk Sros (High Tide, Low Tide) ..................................................................... 47

1.5 Writing with Body Parts ......................................................................................................... 47



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2. GETTING TO KNOW YOU – SELECTED ACTIVITIES ......................................................................... 48

2.1 Zip, Zap, Zoom ...................................................................................................................... 48

2.2 Group Yourselves According to... ......................................................................................... 48

2.3 Arrange According to............................................................................................................. 48

2.4 Longest Line.......................................................................................................................... 49

3. EXPECTATIONS CHECK – SELECTED ACTIVITIES ........................................................................... 49

3.1 Draw A Face.......................................................................................................................... 49

3.2 Hide and Seek....................................................................................................................... 49

4. Attitude Setting – Selected Activities........................................................................................ 50

4.1 Cooking Curry Chicken ......................................................................................................... 50

4.2 Subai-sabai Sampan (Unity Boat)......................................................................................... 51

5. Evaluation & Follow up – Selected Exercises .......................................................................... 51

5.1 Expression Wall..................................................................................................................... 51

5.2 What’s in a Name .................................................................................................................. 51

5.3 Pillow Game .......................................................................................................................... 52

5.4 Complete the Sentence......................................................................................................... 52

5.5 Passing the Kromar............................................................................................................... 52

5.6 Follow-up and Support - Drawing.......................................................................................... 53

SECTION 3: PARTICIPATORY TOOLS-MORE GAMES TRAINERS PLAY................................... 54

1. ENERGIZERS AND TENSION REDUCERS– SELECTED ACTIVITIES .................................................... 54

1.1 Cham Chor (Catch the Thief) ................................................................................................ 54

1.2 Brain Teaser: “How Many Squares?”.................................................................................... 55

1.3 Feedback: “Hot Potato?” ....................................................................................................... 56

2. TEAM BUILDING AND PROFESSIONAL DEVELOPMENT .................................................................... 56

2.1 Draw a Face .......................................................................................................................... 56

2.2 Tug of War............................................................................................................................. 57

2.3 Rolling Stone ......................................................................................................................... 57

2.4 Basket of Names and Things ................................................................................................ 58

2.5 Mirror Game .......................................................................................................................... 58

2.6 Colour Labels ........................................................................................................................ 58

2.7 Opposites Attract................................................................................................................... 59

2.8 Photo Language 1 ................................................................................................................. 59

2.9 Photo Language 2 ................................................................................................................. 60

3. PERSONAL SHARING/ DISCLOSURE.............................................................................................. 60

3.1 Knowing Yourself .................................................................................................................. 60

3.2 Life Map................................................................................................................................. 61

3.3 Who Am I? (Shape Me)......................................................................................................... 61

3.4 That’s My Partner .................................................................................................................. 62



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INTRODUCTION

1. WHO IS THIS CST TOOLS FOR FACILITATION FOR?

his CST Tools for facilitation was designed, compiled and written mainly for facilitators who are engaged in promoting child safe tourism.

It is for trainers, community development workers and organisers, facilitators and teachers, working for workplaces and community awareness and action. It is specifically written for those who want to utilise participatory approaches to promote child safe tourism. The primary targets of this CST Facilitation Tools are Trainers and Community/Workplace Facilitators. It is also for workplace/community members, local authorities and other stakeholders who want to understand and engage in participatory approaches for the promotion of Child Safe Tourism to prevent trafficking in children and women for labour and sexual exploitation in the tourism industry in Cambodia. Throughout this CST Facilitation, we shall be referring to the facilitators and trainers as “the Facilitator”.

2. HOW CAN THIS CST TOOLS FOR FACILITATION BE USED? This CST Tools for Facilitation is not structured in a step-by-step manner. Rather, it is presented as a package of various activities that facilitators can choose from as required by the particular needs of their participants. Flexibility is emphasised as one puts into practice the described activities. Facilitators are encouraged to first identify capacity building needs and design appropriate responses to these needs. Creativity is also emphasised, as the tools contained here have a great degree of adaptability and do not come with strict rules. Participation and ownership of development processes are the key principles that we should take off from as we harness our flexibility and creativity as facilitators. The activities can also be arranged in various ways, offering facilitators with a range of options in terms of scheduling trainings and learning sessions. These are also usually influenced by the availability of participants’ time and their absorptive capacity for learning.

3. WHAT IS IN THIS CST TOOLS FOR FACILITATION? Section 1 Provides starting points for learning sessions – how to establish situations that would encourage participation, gathering and clarifying expectations from participants, explaining the objectives of the learning activity, agreeing on ground rules to optimise participation, and making sure everyone is clear on logistical matters.

This section also aims to set the framework for participatory learning and for trainers and facilitators to see themselves as FACILITATORS in the learning and education process. It explains principles of participatory learning and defines the roles and characteristics of a good facilitator. The various steps in designing Participatory Training will also be the focus of this section. It lays out the phases of a training cycle, providing guidance for trainers/ facilitators as they design capacity building programs and activities for the communities and targeted groups. Section 2 This section will provide the trainers with different Participatory tools and techniques. There are numerous methods, tools and exercises that one can utilise in participatory education.

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SECTION 1

1. LEARNING SESSIONS, THE FACILITATOR AND TRAINING TECHNOLOGIES

How To Open Training/ Learning Sessions Release and Energizers

elease and Energizers help participants as well as the facilitators relax and have fun in a workshop or learning session. It changes the otherwise very formal sit-down sessions in traditional classrooms or meetings.

These games and exercises are designed to create an atmosphere of fun in the workshop, without compromising the content of the sessions. They can also be used as “wake-up calls” or as “ice breakers” depending on the situation and objective of the users. While aiming to create an atmosphere of fun, the Facilitator must at all times practice sensitivity to local cultural settings, customs and even physical condition of the participants (e.g., sessions involving participants with a physical or other disability).

Activity: Seda, Hanuman, Preah Ream (the Ramayana)

Time : 20 minutes How to Conduct the Exercise

1. This game is based on the traditional story “Ramayana”. The participants are divided into two competing groups standing in rows.

2. Everyone agrees on the action or position that would best represent the three major characters in the story: Preah Ream, Seda and Hanuman.

3. The groups are then allowed to consult their members and choose one character to act out.

4. At the start of each round, the groups have their backs turned away from each other. At the go signal (from the facilitator), they simultaneously face each other and act out the character of their choice.

The criteria for points are as follows:

• Seda scores over Preah Ream

• Preah Ream scores over Hanuman

• Hanuman scores over Seda 5. The game continues until one group has accumulated most points and can ask the “losing” team to

perform a song, dance or a funny act.

Getting To Know You/ Introductions A game for introducing participants in workshops is not only used to help the participants know each other, but also helps break the ice. It contributes to creating a non-threatening atmosphere for the duration of the workshop.

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The collection of games and exercises in this chapter is intended to help facilitators achieve the following:

• To help the participants relax and remember the names and faces of their co-participants especially if they come from different areas and concerns. Help participants to get to know each other better by knowing basic facts about each other such as home and family; work, hobbies and dislikes, and so forth.

• For the participants and facilitators to observe each other’s characteristics, skills, talents, attitudes, and so forth.

• For the participants to be reflective and aware of his or her own characteristics. To emphasise trust, sensitivity and respect among the participants.

Following are samples of games and exercises that can also be used as energizers and warm up games. So please be creative and innovative!

Activity: Name With Action1

Time : 10-15 minutes for a group of 15-20 participants How to Conduct the Exercise

1. Ask the group to sit or stand in a circle and a round of introducing names is carried out.

2. Point to a person and the rest of the group quickly shouts out that person’s name. He/she stands up and does any action according to the way the group is expressing her name. (e.g. fast and strong, soft and dragged out, staccato, etc)

NOTE: Try to confuse the participants by rapidly pointing out to different persons.

Expectations Check It is very crucial to know the needs of the participants in a workshop so it would be relevant to their situation. Usually, a needs assessment check is conducted before the actual workshop. But it is also important to include a check on the participants’ expectations within the workshop design to clarify its focus. You may likewise learn more specific details about the needs of the participants, which will help fine-tune the design and emphasis of the workshop. Even as participants may have been informed about the objectives of the workshop, there will usually be a few who could be unclear about this. Therefore an expectation check is very important to achieve a common understanding or a working agreement between the facilitators and participants for the duration of the workshop.

Activity: Shape Me

Time : 1.5 hours (depends on the size of the group) How to Conduct the Exercise

“Shape Me” is a creative way for Self-Introduction of participants and sharing of workshop expectations. 1 Carmela Millado, Jo Hann Tan, POP: A Training Manual for Community Organiser Facilitators, Southeast Asia Popular

Compunctions Programme (SEA-PCP)



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1. Participants are asked to choose from among different colours of art paper: “Choose a colour that you like best.”

2. They are then instructed to create any shape or object that they want (to create).

3. After the participants have finished their individual shapes/ objects, they are divided into small groups (of 4 to 6 people).

4. Members of each group are instructed to take turns in completing the following statements:

• I chose this colour and made this object/shape because…

• What I expect from this workshop is …

• What I can contribute to this workshop is …

5. The groups then choose a group reporter who will share their symbols and answers to the rest of the workshop participants.

NOTE TO FACILITATOR: The expectations could then be synthesised and categorised within the Knowledge-Skills-Attitudes framework.

Workshop Aim, Objectives and Schedule After the participants have expressed their expectations, it often helps to present the Aim, Objectives and the Schedule of the workshop. The facilitator should prepare this as part of the visual aids. Aims should be set beforehand. This is what the workshop designer/facilitator wants to achieve. Keeping in mind the participants and the context, this is what you want the participants to feel, know, understand and be able to do at the end of the workshop. Objectives should be also pre-determined. These are those that the participants need to learn (either skills or knowledge) at the end of the workshop. Schedule should coincide with the facilitator’s Aim and Objectives. It should be presented in a chart that divides the time into morning and afternoon sessions or before tea and after tea sessions. NOTE: Displaying the Aim, Objectives and Schedule of the workshop helps to maintain focus.

TRAINING MANUAL FOR THE STRATEGIC PLAN 2006 – 2008 ON THE PROMOTION OF CHILD SAFE TOURISM TO PREVENT TRAFFICKING IN CHILDREN AND WOMEN FOR LABOUR AND SEXUAL EXPLOITATION IN THE

TOURISM INDUSTRY IN CAMBODIA

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SUGGESTED FORMAT: Workshop Aim, Objectives & Schedules2

MINISTRY OF TOURISM Training of Core Trainers

In Promoting Child Safe Tourism to Prevent Trafficking in Children and Young Women for Labour and Sexual Exploitation in Cambodia TARGET PARTICIPANTS: Staff of the Municipal Departments of Tourism, Interior, Labour & Vocational Training, Women’s Affairs, and Social Affairs, Veterans

and Youth Rehabilitation (MDoT, MDoI, MDoLVT, MDoWA, MDoSAVY), Hotel and Guest House (Representative of Employers & Workers Association) and NGO Trainers

A. Aim and Objectives of the Training of Trainers AIM OF THE WORKSHOP: To provide the participants with basic Knowledge, Skills and Attitude and tools for facilitation in order to enhance the capacity of the Trainers for Child Safe Tourism, and strengthen their roles as players in the implementation of the 2006-2008 CST Strategic Plan, Operational Guidelines and in the effective use of the Training Manual. OBJECTIVES:

At the end of the 2-day Training of Trainers (TOT), the participants would have: 1. Acquired the needed skills to facilitate training programs and courses that promote child safe tourism programs to prevent trafficking in children and young

women for labour and sexual exploitation. More specifically, participants would have: Participated in activities that enable them to release inhibitions and personal creativity, making them receptive to spontaneous and fun learning; Identify the different roles of a trainer in relation to the 2006-2008 CST Strategic Plan, Operational Guidelines and Training Manual for these frameworks’

effective implementation; Identified key concepts on Participatory Learning, Principles of Adult Learning and the Training Cycle and develop actual training designs for the TOT

workshops for and with the different target beneficiaries; Experienced different participatory tools and creative processes to strengthen facilitation skills and apply the learning in facilitating a training;

2. Learned the key concepts that underpin child safe tourism and trafficking issues in Cambodia. More specifically, they would have: 2 Workshop Aim, Objectives and Schedules of the Provincial Training of Trainers (Sihanouk Ville 9-10 March 2006, Siem Reap 13-14 March 2006 and Phnom Penh 16-17 March 2006),

facilitated by the Core Trainers from the Ministry of Tourism, Ministry of Labour and Vocational Training, Women’s Affairs, and Social Affairs, Veterans and Youth Rehabilitation with additional support and guidance of Mr. Khleang Rim, National Project Coordinator – ILO-IPEC



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Explored and discussed prevention and protection strategies and culled out learning points on child safe tourism and children and young women trafficking;

Discussed and identified different efforts to prevent trafficking in children and young women in Cambodia; and Identified programs and activities to promote child safe tourism.

3. Identified technical support needs and next steps.

PROPOSED PROGRAMME

TIME DAY 1 DAY 2

SESSION 1 8:00 – 9:45

Opening Program Release/Energizers Getting to Know You Expectations Check Presentation of Agenda & Schedules Ground Rules

The Training Manual: Child Safe Tourism

Context, Content & Methodology Roles of A Trainer

Sharing & Presentation

Module 4 Promotion of Child Safe Tourism

TEA BREAK SESSION 2 10:00 – 12:00

Module 1 Tourism Sector Feedback, Processing and Synthesis

Continuation of Module 4 Promotion of Child Safe Tourism Feedback, Processing and Synthesis

LUNCH BREAK SESSION 3 2:00 – 3:30

Module 2 Trafficking Feedback, Processing and Synthesis

The Participatory Framework: Participatory Learning, Principles of Adult Learning and the Learning/Training Cycle Training Needs Analysis Setting Aims and Learning Objectives Training Design: Identifying Content and Methodology



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TIME DAY 1 DAY 2 Creative participatory Approaches Workshop & Presentation


Module 3 Efforts to Prevent Trafficking Feedback, Processing and Synthesis Evaluation of Day 1

Planning of Future Trainings Workshop & Presentation Feedback & Synthesis Identifying Technical Support Needs and Next Steps Evaluation of the Workshop



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Attitude Setting and Ground Rules Creating and maintaining an atmosphere of sharing and learning is an important principle of the workshop. Set group rules to help create a safe space so people can trust one another

AAccttiivviittyy :: LLaauunnddrryy LLiisstt

TTiimmee : 30 minutes MMaatteerriiaallss NNeeeeddeedd : Meta Cards HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. A small piece of paper is distributed to each participant.

2. The facilitator will ask them to write rules on the pieces of paper (one rule for one paper). Explain that setting of attitudes and ground rules is important because it enables each participant to know what is expected of them during the workshop.

3. The participants will be asked to stick the paper on flip charts. The facilitator will summarise the various points and get the participants’ consensus. All are requested to respect the ground rules that have been written on the meta cards.

SAMPLE

Logistics It is very important to announce the details of the practical arrangements:

• Do’s and Don’ts in the venue

• What arrangements must be made for cleaning before and after, and for arranging the room?

• Do you have access to toilets, kitchen?

LIST OF GROUND RULES 1. Listen to the trainer 2. Raise hand when we have questions 3. Be punctual 4. Share ideas 5. Try to learn 6. Turn off the cell phone while in the session 7. Be clear about the objective of the workshop 8. Don’t interrupt when somebody is speaking 9. No smoking during workshop sessions 10. Respect the schedule 11. Be clear about what you want to say in workshop 12. Be courageous/brave (e.g. asking questions) 13. Respect and love self, others, environment. 14. Pay attention/ focus on workshop



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• Do you have urns or kettles and provisions for refreshments?

• Do you know about emergency facilities?

• Do you have transportation arrangements?

• Do you have support materials for your activities?

• If you are having food do you know participants’ needs?

• Details on budget and finances

2. THE FACILITATOR

Introduction Facilitation skills are the most basic and important tool for those who are constantly in communication with people, such as workplace and community facilitators Armed with creative facilitation skills, the facilitator is more effective in conducting meetings, workshops, house visits and sessions with members of the community. These skills are essential to enable the facilitator to build rapport with the people and hear their views and stories. Effective interaction and exchanges between people will result in an atmosphere of participation and greater involvement of the community. This can only be achieved if the facilitator possesses the necessary sensitivity and skills required. The facilitator is not a teacher but one who “clears the path” for lively exchange and planning among the people towards a common action. The user has to be familiar with effective facilitation skills in order to use the group dynamic activities, participatory exercises and other creative processes found in this Training Manual.

Participatory Learning

AAccttiivviittyy :: WWoorrdd SSttoorrmm

PPuurrppoossee : To identify different active approaches to learning that would encourage the participants to contribute to teaching and learning rather than passively receiving information.

TTiimmee : 30 minutes

MMaatteerriiaallss NNeeeeddeedd : A ball HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. Ask the participants to form one big circle with the facilitator inside the circle holding a ball.

2. The facilitator will give a “trigger” word and participants will be asked to think of a word or phrase that they associate with the “trigger” word. The person who catches the ball should say his/her word or phrase out loud. He/she then returns the ball to the facilitator. The ball is thrown out to another person and the process is repeated. This should be done in a faster pace as the participants gain understanding of the exercise.

3. Begin with a commonly understood word to get participants into relaxed thinking mode. Examples of words to warm up on: Water Festival, wedding, marketplace, etc.



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4. Repeat the same process but move on to the word “Learning.” As each participant gives his/her answer, someone should be writing these answers in a flipchart.

5. After all or most of the participants have answered, move on to the word “Participation” and repeat the same process. Answers are written down in another column on the flipchart.

6. Ask the participants to sit in a circle and review the words that were mentioned in relation to “Learning” and “Participation.”

7. Engage the group in a discussion about the meaning of Participatory Learning.

8. Synthesise the whole process and ideas generated by the group discussion. Provide inputs (see Inputs 2.1.1 and 2.1.2), if necessary.

IInnppuutt :: PPaarrttiicciippaattoorryy LLeeaarrnniinngg

Participatory learning encourages participants to see themselves as a source of information and knowledge about the real world. When they are encouraged to work with the knowledge they have from their own experience, they can develop strategies to change their immediate situation. This educational experience takes place in several ways as described below:3

1. Existing popular knowledge is recognised and valued. Participatory learning from the assumption that participants already possess some knowledge. Participants do not start with a clean slate. In participatory approach, the synthesis of popular knowledge with existing scientific knowledge strengthens the educational experience of the participants.

2. New knowledge is built on the existing knowledge. In participatory learning, the starting point for creating new knowledge is the existing knowledge that people have, particularly the authentic elements of it. As people begin to appreciate what they already know, they are more open to seek new information. This desire to seek new information and knowledge enhances the learning process.

3. Participants learn to exercise control. Participatory learning puts emphasis on the active participation of learners in generating their own knowledge. This encourages them to take responsibility for their own learning. It is this active posture that constitutes a powerful impetus for learning and for learners to exercise control over their learning.

4. It becomes a collective process. One of the elements of participatory learning is the promotion of collective responsibility for seeking new knowledge. As a result, participants learn to get together, collectively seeking and analysing information.

5. It creates informed options. The very process of collectively analysing a given situation throws up various alternatives. As part of the process of analysis, options are debated on the basis of concrete information. As a result, participants are able to accept and reject options on an informed basis. This creates a sense of empowerment that is based on the confidence that information has been interpreted and understood.

6. Actions emerge out of this analysis. The very act of involvement in the process of analysing a given reality creates a sense of ownership of that knowledge and willingness to transform that situation. The participants are then able to take concrete action.

3 Adapted from Suneeta Dhar, Rajesh Tandon and Rajesh Pandey, Training of Trainers: A Manual for Participatory Training Methodology in Development, Society for Participatory Research in Asia, New Delhi, India



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Adult Learning IInnppuutt :: AAdduulltt LLeeaarrnniinngg 4

A major challenge that confronts most trainers is how to reach across to adults. Various efforts in Adult Learning and Adult Development have so far brought in their wake frustration, anger and even cynicism. We sometimes hear derogatory passing-by-remarks to the effect, "Oh, these men and women (adults) will never learn - and never change. Leave them alone!" Adults Learn, Adults Grow, Adults Change! Contrary to the belief that learning, once having taken place, is difficult to alter, and learning is the sole preserve of children and adolescents. Adult learning is based on principles and conditions different from the formal set of learning principles. - The main differences are:

• Adults learn what is of interest to them.

• Adult learning is autonomous.

• Adults use personal experience for their learning.

Thus, ineffectiveness of programmes for adults may have partly to do with lack of understanding about the various principles and conditions of learning and the integral role adults play in their own learning process. A. Main Learning Principles

1. Adult behaviours change in response to various pressures, both internal as well as external. Therefore, adults can and do learn throughout their lifetime.

2. Adults enter learning activities with a perception about themselves that influences the learning process. This perception is based on their past experiences as interpreted and valued by them. This, therefore, influences new learning.

3. The past experience of adults needs to be valued and nourished during the learning process. Otherwise, adults may feel worthless or threatened by the learning process.

4. Adults learn best when the environment is safe, accepting, challenging and supportive.

5. Adults enter learning programmes with immediate and personal needs, problems, feelings, hopes and expectations. The 'here and now' feelings must be respected and recognised, if their motivation to learn is to be enhanced.

6. Solutions that adult learners seek must come from their own understanding and analysis, and be con-gruent with their life-style and functioning.

7. In skill-oriented learning, there should be active participation on the part of the adult learner in those activities, which use the relevant skills.

8. Continuous monitoring of progress on their learning needs to be done by adults. Relevant information and feedback are essential and should be available to the adult learner.

9. Success in satisfying the expressed learning needs and achieving a desired objective is a powerful reinforcer for further learning. Therefore, this element should be built into the learning programme.

10. Learning creates several emotional feelings in adults - excitement, agitation, tension, confusion, dis-orientation, fear, frustration, etc. Stress and anxiety can hamper a learning process and should be sensitively tackled.

11. Different adults learn differently. The variety of learning styles and preferred modes of learning necessitate a heterogeneous design for learning by adults.

4 Suneeta Dhar, Rajeh Tandon and Rajesh Pandey, Training of Trainers: A Manual for Participatory Training Methodology in

Development.



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Adult Learning is best facilitated in an atmosphere which • encourages the people to be active • promote and facilitates the individual’s discovery of personal meaning • recognises people’s right to make mistakes • accepts differences • tolerates ambiguity • encourages openness, self and mutual respect • is a cooperative process, and • encourages ‘peer-ship’ among learners

How People Learn

IInnppuutt :: HHooww PPeeooppllee LLeeaarrnn When we LISTEN to the information, we remember only 20% of what we hear. When we LOOK at information, we remember about 30%. When we combine LISTENING & LOOKING, we remember about 50%.

If we also talk about what we HEAR & READ, then we remember about 70%. Best of all, if we also USE what we learned, then we remember 90% of it.



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What is a Facilitator?

AAccttiivviittyy :: DDuummmmyy

PPuurrppoossee : To identify the different roles that a facilitator performs before, during and after a workshop.

TTiimmee : 1 hour

MMaatteerriiaallss NNeeeeddeedd : Paper cut-out of a life size person Meta cards/ Strips of papers Marking pens Crayons Masking tape

HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. Distribute the Meta-Cards or strips of paper, marking pens and crayons to participants. Prepare strips of masking tape so that the participants can use them to stick their cards onto the life size paper cut-out.

2. Place the life size paper cut-out on the floor or wall.

3. Ask the participants to think of different roles that a facilitator performs before, during and after a workshop and write only key words or phrases on the strips of paper. Instruct them to avoid writing long sentences.

4. Ask each participant to share and explain his/her answer. Then ask him/her to place the card on the body part (of the paper cut out, or dummy) that they associate with their answer.

5. Synthesise the various roles that were identified by the participants.

NOTE TO FACILITATOR:

• Depending on the background and literacy of participants, they can also be instructed or given the option to draw symbols or pictures on the strips of paper.

• For large groups, divide participants into smaller groups of 5 to 7 people. Allow them to work in their sub-groups and then ask each sub-group to present their output to the bigger group.

• You can follow up this activity with an Input-Discussion on “What is a Facilitator?” What Is A Facilitator? A facilitator:

• Ensures the effective flow of communication within a group so that the participants can share information and arrive at decisions

• Poses problems and encourages group analysis • Provokes people to think critically and motivates them towards action • Does not change or ignore any decisions reached by the participants through consensus • Is sensitive, both to the verbal and non-verbal communications that occur in the group • Is sensitive to the feelings, attitudes, culture, interests and any hidden agenda that may be present in a

group.



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Qualities of a Good Facilitator

AAccttiivviittyy :: GGrroouupp PPuuzzzzllee

PPuurrppoossee : To identify the qualities of a good facilitator.

TTiimmee : 1 hour

MMaatteerriiaallss NNeeeeddeedd : Cut-outs of geometric pieces, 3 pieces of which form one rectangle (A4 size) (Note: The number of pieces should be equivalent to the number of participants)


1. Mix up the cut-out pieces and ask participants to choose one piece each.

2. Ask each participant to write down or draw symbols of what s/he feels is her/his good qualities as facilitator.

3. After a few minutes, ask the participants to find the two other persons who would complete a rectangle with him/her. Each of the triads formed are then asked to share their answers with each other.

4. After each participant has had their turn in sharing, ask each triad to share their group results to the rest of the participants/bigger group.




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• Alternately, you can also ask them to think about a person who they think is a good facilitator and identify his/her qualities or characteristics as facilitator.

• To synthesise, the facilitator should categorise the answers into three columns: Knowledge, Skills and Attitudes Framework (see sample synthesis below)

IInnppuutt :: KKnnoowwlleeddggee,, SSkkiillllss aanndd AAttttiittuuddee

Knowledge (Head) Skills (Hand) Attitudes (Heart)

• Has a strong and clear analysis of the topics/issues

• Knows the situation and needs of the participants and their communities/workplaces

• Knows the level of knowledge of the participants and their capacities

• Has wide experiences, give examples, share own ideas and experiences

• Knows how to identify the needs of the participants and the community/workers.

• Good understanding of pedagogy

• Clear objectives/purpose

• Aware of the training results

• Sets clear goals & learning objectives

• Chooses appropriate topics and methods.

• Speaks loudly & clearly

• Has good listening skills

• Is able to resolve conflicts

• Knows how to encourage participants to think and analyse problems & situations

• Knows how to gather and synthesise participants’ ideas, and not just his own

• Knows how to use games and activities to address learning objectives

• Knows how to deal with local authorities and people in community/ workplaces

• Does not discriminate

• Respects others ideas, feelings and opinions

• Cooperative and flexible

• Does not impose own ideas and opinions

• Respects group rules and his/her own organisation’s rules and policies

• Willing to recognise his/her own weak and strongpoint

• Does not look down upon participants’ ideas and opinion

• Speak less, listens more

• Gives opportunity for participation; inspires others to participate

• Affirms participants when they have good ideas

Tips for Good Facilitation

AAccttiivviittyy :: FFoollllooww tthhee HHaanndd

PPuurrppoossee : To share some tips for good facilitation and provide facilitators reminders on how to ensure a supportive learning process.

TTiimmee : 30 minutes

MMaatteerriiaallss NNeeeeddeedd : Prepared visual aids or meta cards of the Handy Tips


• Post the prepared Meta-cards of the handy tips on the board.

• Each meta-card corresponds to a handy tip. Use your hand to illustrate all the handy tips.

• Ask the participants to imitate the different movements of the hands.

• Allow time for feedback and discussions.

• Synthesise the process and recall lessons learned.



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IInnppuutt :: TTeenn HHaannddyy TTiippss ffoorr FFaacciilliittaattoorrss 5

1. Grasp firmly Have a good grasp of the subject matter being discussed. As a facilitator, you should determine the direction and flow of the discussion. Always be prepared to adjust your plans in response to situations.

2. Be open

Encourage an atmosphere that is conducive to learning and sharing of ideas, where everyone feels welcome and important. Facilitation is like building a team where everyone has something to share and learn. A facilitator should be open and sincere.

3. Watch for the point

By encouraging others to share and participate, the range of discussion may expand and deepen. Without a good grasp of the subject, the discussion may get confused and lose track. You should see the various points, the pros and cons, the "what ifs" and other considerations. In the end, you should be able to summarise the discussion.

4. Know your limits

Know your own limitations and those of your participants. Have an idea of what is achievable and practical and what is not.

5. Learn how to count

Be aware of how many participants are responding, how many are sleepy, how frequently they leave the hall and how many are no longer listening. This can help you decide whether it is time to change or adjust the discussion.

5 Source: VSO, IIRR and PEPE. Creative Training: a user's guide. Voluntary Service Overseas, Quezon City Philippines:

International Institute of Rural Reconstruction, Silang, Cavite, Philippines; and Popular Education for People's Empowerment, Quezon City, Philippines,1998.



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6. Watch your wrist

Effective management of time is a skill and an attitude you should possess. Time is subjective. A too tight or rigid timetable would make a discussion seem like a military drill. On the other hand, too lax and liberal in handling the session would give the discussion the feel of a drinking party!

7. Be creative

Creative approaches and techniques encourage participation. Remember, you do not have to be skilled in theatre, drawing, etc. Sometimes, providing crayons to participants and encouraging them to express their answers through simple sketches is enough to ensure participation. As a facilitator, you are an artist of compassion and if you are really committed to motivating the community to change, you are also an artist of passion.

8. Learn the traffic signals

As an effective facilitator, you must know when to stop, wait a while and go. You should be able to stop, look and listen throughout the discussion. Remember a polite traffic enforcer is well liked by the public.

9. Learn how to respect and appreciate

Remember to learn respect and the ability to recognise everybody's contributions. Practice humility; as a facilitator you do not have the solutions, they come from the participants.

10. Know your left and right (recognise your strong and weak points)

After every seminar, meeting or training, you should assess or evaluate. Whether in a formal or informal setting, quantitative or qualitative, oral or written, feedback should be gathered. In doing this, a facilitator is able to tell what parts of the training were successful. There is no perfect score in facilitation. There is always room for improvement.



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3. TRAINING TECHNOLOGY

Introduction: The TRAINING CYCLE

Because TRAINING is a PROCESS, it involves a CYCLE. It is composed of different phases:

TRAINING NEEDS ANALYSIS

TRAINING EVALUATION and FOLLOW-UP TRAINING AIM

and OBJECTIVES

ACTUAL TRAINING TRAINING DESIGN

TRAINING CONTENT TRAINING METHODS

3.1 Needs Analysis

AAccttiivviittyy:: TTrraaiinniinngg NNeeeeddss AAsssseessssmmeenntt 6

Training Needs Assessment (TNA) is a valuable tool in knowing participants even before the training begins. It gives the trainer foreknowledge on what topics need to be discussed and how they should be handled based on the characteristics of the participants. An effective TNA facilitates a learner-centred training and builds on the experiences and knowledge of the participants. The TNA also provides useful data that can be used to monitor the growth of a particular participant or community during or after any training.

PPuurrppoossee:

The TNA identifies the existing knowledge, skills and attitudes of participant in order to surface their training needs: 6 Philippine Educational Theatre Association (PETA), School of People’s Theatre, Trainer’s Training Manual



19

Information

• What sort of information do the participants know? This could cover problems or issues in the community or the whole country.

• What else do participants need to know to further their understanding of the problem or issue?

Skills

• What are the current capabilities, skills, strengths, and weaknesses of the participants? • What further skills do they need to develop?

Change in Attitudes

• What are the attitudes of the participants towards issues and problems, and what are the norms and traditions that have formed these attitudes?

• Are these the kind of attitudes that can help them in their work and lives? If not, can these be changed?

These three types of needs could either come from the individual participant or from the organisation they come from. Moreover, the three training needs have two different levels – the short-term needs and the long-term needs.

MMaatteerriiaallss NNeeeeddeedd:

• Workshop questions or questionnaires • Pencil and paper • Flipcharts • Blackboard or whiteboard (as available) • Marker pens or chalk • Tape recorders • Blank tapes

SSuuggggeesstteedd AApppprrooaacchh

a. Preparing the questions

Prepare a list of questions that cover the three areas of concern. These questions should be concise and to the point. Aside from the basic personal information, following are some examples of TNA questions that you may want to ask the participants. (Note: They are not all relevant to all situations.) • What are the problems and issues in your community? Explain them. • What is the community doing to respond to such problems? • As a member of the community, what is your role in responding to such problems? • Have you ever been a member of a particular local, national or government organisation? • What was your position? • What are your strengths and weaknesses when working with an organisation?

b. Gathering the information

After preparing the questions, the next step is to get answers. The following are some of the commonly used methods:

• Interview



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This method encourages each respondent to answer questions exhaustively, thus ensuring the accuracy of the training needs analysis. However, conducting interviews entails a lot of workforce, resources and time.

• Group discussion/workshop

Aside from being an effective method in bringing out needed data, the group discussion helps build rapport among participants and facilitators before the actual training. For the facilitator, this is an opportunity to get to know the participants – who among them are outspoken and who needs more encouragement. This familiarity with participants allows the facilitator to handle the exchanges during training more effectively. One limitation of this method is the additional time and resource in gathering all the participants in one venue.

• Filling up TNA questionnaires

Sending out questionnaires is probably the simplest and the fastest method for gathering data from the participants. However, great care is needed in formulating appropriate questions.

Note: Common problems in using questionnaires are: o Inadequate or at times wrong answers given to the questions being asked o Not many people are returning the questionnaires o Unsuitable for people with limited literacy

c. Analysing the participants’ training needs

The final step in training needs assessment is the collation, documentation and analysis of the data gathered. The result determines what specific topics you should give special attention to, what dialect or language should be used, what and how many visual aids are needed, how long each session should last, etc. In short, the result of the TNA will determine how the training will be handled – both in content and process. One of the simplest tools for collating TNA results is to use a matrix or table (see example at the end of this activity sheet). You can also use a descriptive way of collating TNA results by looking for common themes in the responses and using these to generate topics for the training. Some guide questions to do this are as follows:

• What are the common experiences of the participants? • What issues or themes do they want to study? • Why pursue such topics, how do they relate to what participants are doing? • How do participants perceive issues or concerns? • What possible frameworks do they have and want to enrich? • What activities would help them reflect individually? Together? • What atmosphere inhibits them from speaking or sharing their thoughts?

The TNA can generate topics that people will be motivated to learn about, and apply in their everyday life. Discussing themes far from participants’ realities can give information but may not enhance what they are doing. Such trainings may end up as a waste of scarce resources.



21

Likewise, the TNA gives hints on appropriate training approaches and methods for a particular set of participants. Participants have different learning styles. Choose creative methods that are enjoyable, participatory and more importantly, able to provoke critical thinking. After the TNA has been collated, analysed and documented, make a system of filing or storing the data so that when it is needed in the future, it is readily available. THE TRAINING NEEDS ANALYSIS (TNA) The analysis of the training needs is the phase that involves the trainer in discovering the knowledge, skills, and attitudes the participants have to acquire.

MMAAIINN CCOONNSSIIDDEERRAATTIIOONNSS IINN CCOONNDDUUCCTT OOFF TTNNAA

AACCTTUUAALL NNEEEEDD IIDDEEAALL

- existing socio-economic, political and cultural situation

- existing physical and environmental conditions

- desired socio-economic political and cultural conditions

- desired physical and environmental conditions

- what one can already perform (KSA)

G A P

- physical/ social attributes required - desired knowledge, skills and attitudes

SUGGESTED FORMAT FOR TNA

TITLE OF TRAINING/ WORKSHOP:

DURATION:

DATE:

VENUE:

FACILITATORS:

DOCUMENTOR:

PARTICIPANTS BASIC PROFILE:

(Number of Participants/ Gender/ Age/ Educational Background/ Occupation/ Role/ Position in the Community/ Social Status/ Previous Trainings)

TRAINING NEEDS ANALYSIS

ACTUAL GAPS/NEEDS IDEAL

KNOWLEDGE

SKILLS

ATTITUDE

3.2 Setting Aims and Learning Objectives

TThhee TTrraaiinniinngg OObbjjeeccttiivvee

Establishing the training objective is the phase when the trainer determines what the participants are required to know, do or think at the end of the training.



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AIM - what the course designer/ trainer wants to achieve

OBJECTIVE - what the participants need to acquire at the end of the training CChhaarraacctteerriissttiiccss ooff aa TTrraaiinniinngg OObbjjeeccttiivvee

• It is behavioural. It looks at a visible, overt activity displayed or performed by the participant. • It is participant-oriented. • It is active. It uses action words.

CCoommppoonneennttss ooff TTrraaiinniinngg OObbjjeeccttiivveess

• Activity component What is to be achieved? It must contain an action verb.

• Condition component What are the given conditions? It describes the condition with which the activity can be carried out. It includes materials that are available and information that has to be provided.

• Criterion component

How well, how fast, to what degree should the activity be achieved? It involves standards such as: speed, accuracy, excellence, maximum number of errors, etc.

AACCTTIIOONN WWOORRDDSS

INFORMATION SKILLS o Compare o Recall o Contrast o Recite o Define o R ecord o Discuss o Reiterate o Explain o Repeat o Infer o State o List o Summarise o Quote o Write

PROCEDURAL SKILLS o Assemble o Inspect o Build o Manufacture o Construct o Monitor o Demonstrate o Plan o Develop o Produce o Follow

APPLICATION SKILLS o Apply o File o Assign o Generalise o Calculate o Grade o Categorise o Group o Characterise o Identify o Classify o Illustrate o Collect o Invent o Compile o Inventory o Compute o Itemise o Convert o Prescribe o Conclude o Organise o Correlate o Project o Determine o Rank o Discriminate o Rate

PROBLEM-SOLVING SKILLS o Adapt o Devise o Analyse o Diagnose o Assess o Discover o Compose o Evaluate o Conclude o Formulate o Create o G enerate o Critique o Invent o Deduce o Propose o Defend o Solve o Derive o Study o Design o Synthesise



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o Use

o Distinguish o Separate o Divide o Specify o Equate o Tabulate o Examine o Translate o Extrapolate o Verify



24

SUGGESTED FORMAT Workshop Aim, Objectives & Schedules7

MINISTRY OF TOURISM Training of Core Trainers

In Promoting Child Safe Tourism to Prevent Trafficking in Children and Young Women for Labour and Sexual Exploitation in Cambodia

TARGET PARTICIPANTS:

Staff of the Municipal Departments of Tourism, Interior, Labour & Vocational Training, Women’s Affairs, and Social Affairs, Veterans and Youth Rehabilitation (MDoT, MDoI, MDoLVT, MDoWA, MDoSAVY), Hotel and Guest House (Representative of Employers & Workers Association) and NGO Trainers

AIM OF THE WORKSHOP:

To provide the participants with basic Knowledge, Skills and Attitude and tools for facilitation in order to enhance the capacity of the Trainers for Child Safe Tourism, and strengthen their roles as players in the implementation of the 2006-2008 CST Strategic Plan, Operational Guidelines and in the effective use of the Training Manual.

OBJECTIVES:

At the end of the 2-day Training of Trainers (TOT), the participants would have:

1. Acquired the needed skills to facilitate training programs and courses that promote child safe tourism programs to prevent trafficking in children and young women for labour and sexual exploitation. More specifically, participants would have:

Participated in activities that enable them to release inhibitions and personal creativity, making them receptive to spontaneous and fun learning;

Identify the different roles of a trainer in relation to the 2006-2008 CST Strategic Plan, Operational Guidelines and Training Manual for these frameworks’ effective implementation;

Identify key concepts on Participatory Learning, Principles of Adult Learning and the Training Cycle and develop actual training designs for the TOT workshops for and with the different target beneficiaries;

Experience different participatory tools and creative processes to strengthen facilitation skills and apply the learning in facilitating a training; and

2. Learned the key concepts that underpin child safe tourism and trafficking issues in Cambodia. More specifically, they would have:

Explored and discussed prevention and protection strategies and culled out learning points on child safe tourism and children and young women trafficking;

Discussed and identified different efforts to prevent trafficking in children and young women in Cambodia; and

Identified programs and activities to promote child safe tourism.

3. Identified technical support needs and next steps.

7 Workshop Aim, Objectives and Schedules of the Provincial Training of Trainers (Sihanoukville 9-10 March 2006, Siem Reap

13-14 March 2006 and Phnom Penh 16-17 March 2006), facilitated by the Core Trainers from the Ministry of Tourism, Ministry of Labour and Vocational Training, Women’s Affairs, and Social Affairs, Veterans and Youth Rehabilitation with additional support and guidance of Mr. Khleang Rim, National Project Coordinator, ILO-IPEC



25

3.3 Training Design TThhee TTrraaiinniinngg DDeessiiggnn Designing the training is the phase when the trainers construct the content and general framework of the training.

Content : Tells what the training is all about, what topics are to be discussed and drawn out from the participants.

Framework : Displays how the trainings are structured. It shows the basic flow of the training.

SSuuggggeesstteedd TTaabbllee FFoorrmmaatt:: TTrraaiinniinngg AAggeennddaa8

TIME DAY 1 DAY 2

SESSION 1 8:00 – 9:45

Opening Program Release/Energizers Getting to Know You Expectations Check Presentation of Agenda & Schedules Ground Rules

The Training Manual: Child Safe Tourism

Context, Content & Methodology Roles of A Trainer

Sharing & Presentation

Module 4 Promotion of Child Safe Tourism


Module 1 Tourism Sector Feedback, Processing and Synthesis

Continuation of Module 4 Promotion of Child Safe Tourism Feedback, Processing and Synthesis

LUNCH BREAK SESSION 3 2:00 – 3:30

Module 2 Trafficking Feedback, Processing and Synthesis

The Participatory Framework: Participatory Learning, Principles of Adult Learning and the Learning/Training Cycle

Training Needs Analysis Setting Aims and Learning Objectives Training Design: Identifying Content and Methodology

Creative participatory Approaches

Workshop & Presentation TEA BREAK SESSION 4 3:45 – 5:00

Module 3 Efforts to Prevent Trafficking Feedback, Processing and Synthesis Evaluation of Day 1

Planning of Future Trainings

Workshop & Presentation Feedback & Synthesis Identifying Technical Support Needs and Next Steps

Evaluation of the Workshop

8 Workshop Agenda of the Provincial Training of Trainers (Sihanouk Ville 9-10 March 2006, Siem Reap 13-14 March 2006 and

Phnom Penh 16-17 March 2006), facilitated by the Core Trainers from the Ministry of Tourism, Ministry of Labour and Vocational Training, Women’s Affair and Social Affairs, Veterans and Youth Rehabilitation with additional support and guidance of Mr. Khleang Rim, National Project Coordinator – ILO-IPEC



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3.4 Course Content

TThhee CCoonntteexxtt--CCoonntteenntt--MMeetthhoodd FFrraammeewwoorrkk iinn TTeeaacchhiinngg--LLeeaarrnniinngg The Map-Making activity was used for this module.9 In this exercise, the elements and principles of map-making are used for participants to understand the Context-Content-Method framework for Teaching and Learning.

ACTIVITY: The participants were asked to divide themselves into small groups (of 4-6 people). Each group was provided with a flipchart and markers. The facilitator then gave the following instructions: “Let’s pretend that I have just arrived in Cambodia and I only know of your NGO’s office. I have been instructed to pay a visit to the Royal Palace and pay my respects to the King. I now ask you to draw a map that would guide me from this office to the Royal Palace.” The groups were then given 15 minutes to work on their respective maps. DISCUSSION: After the groups had finished drawing their maps, they were asked to display them and explain what they did to the other participants. The participants were then asked which of the maps they preferred and to enumerate the reasons why. INPUT-DISCUSSION: The facilitator then asked the following questions –

1. What is a map for? What are its functions? Why do you make a map? 2. What is the foremost consideration in making a map? What elements should not be taken for

granted? (These answers were written in one column.) 3. Ask what the elements of a good and effective map are. 4. What should a map have or not have? (These answers were written in another column.)

ANALYSIS-SYNTHESIS: They were asked how the activity could be related to their work. The first column represents “CONTEXT”, the second refers to “CONTENT”, and another column is added to identify “METHOD.” In participatory training, we always begin with the people’s CONTEXT: what is their situation, what problems do they face, what are their needs? What kind of social relationships exists in their community, what are their customs and traditions? How are decisions made in the family, in the community? What educational (formal and non-formal) opportunities are they able to access? What do they do to relax? What are their beliefs and values? For training participants, we try to find out about their background: age, gender, educational & training background, literacy levels, learning needs, expectations, what their concerns are, etc. From this knowledge of the community or participants’ Context, we are then able to determine the CONTENT of our training or learning session. We are able to identify issues and topics that are relevant to them, those that they would be interested to discuss and learn more about. In the area of human rights education, knowing their level of awareness guides us in choosing what topics to begin with and what needs to be clarified or discussed. METHODS address the question of “How can we best achieve our learning goals?” There are numerous methods and tools that one can utilise in participatory education. A good grasp of the peoples’ Context and

9 The Map-making activity is adapted from the basic Popular Education Training Manual , Popular Education for People’s

Empowerment, Inc. (PEPE, Inc.), Manila, Philippines, 1999, pp. 4-6



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clear identification of training Content guides the facilitator to make creative choices in which Methods to use. What is important to remember is that participatory training is a process of DIALOGUE. It is about people exchanging ideas, opinions, feelings, questions and thoughts with each other. It involves the practice of democracy and participation – where every individual is given respect, speaks out and is listened to, and is actively involved in the learning process.

3.5 Selecting Methodologies Defining the training methods is the phase when the trainers decide what appropriate techniques, processes, and exercises will help the participants to acquire new knowledge, skills, and attitudes. WWhhaatt aarree TTrraaiinniinngg MMeetthhooddss??

Training methods are the procedures, techniques, and processes used by trainers to help trainees acquire new knowledge, skills, and attitudes. WWhhaatt iiss tthhee TTrraaiinneerr’’ss RRoollee iinn CChhoooossiinngg MMeetthhooddss??

Trainers, in consultation with their partners, are responsible for selecting training methods. The value of a method depends on how it is applied. A good method, poorly applied, may be less effective than a “mediocre” method used well. The effectiveness of a method partly depends on the motivation of the trainer. For example, forcing a trainer to use methods s/he dislikes or know little about can produce poor results. CCoonnssiiddeerraattiioonnss iinn CChhoooossiinngg aa TTrraaiinniinngg MMeetthhoodd

The concerns to think about in choosing a training method should revolve around:

• Focus of Learning • Creating a Learning Environment • Valuing Learner’s Experience • Promoting Learner Involvement • Sustaining Interest • Creating Mutuality of Experience • Modelling

TTyyppeess ooff TTrraaiinniinngg MMeetthhooddss

a. Lecture-Discussion-Synthesis

This training method entails a trainer delivering a lecture (speech) to the learners. New information or concepts is introduced through a lecture. It can arouse interest in the learners and set the stage for what is to follow next. A lecture can also be used to summarise the topic at the end of a session (Lecture – synthesis). It allows the trainer to cover a great deal of material within a short space of time. A lecture can be supplemented with charts, projections, reading materials, audio-visuals, demonstrations, etc. Reading materials can be used before, as well as after, a lecture; learners can be encouraged to ask questions during, as well as at the end of a lecture. A lecture can be of different forms (lecture-discussion, lecture-synthesis), depending on the lecturer as well as the learners and the subject. However, in this method, learners in the group play a passive role. There is not much scope for an exchange of ideas, inter-action and participation.



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b. Small group discussion (SGD)

Group participation is the basis for small group discussion methods. All members in the group can get an opportunity to share their experiences, opinions and ideas; they can disagree with the dominant main points. Such a method stimulates thinking and actively involves all members of the group, if used effectively. However, such a method is more time-consuming than a lecture. It can be most effectively used in a group of 25-30 members. In larger groups, promoting effective participation becomes problematic. Certain conditions have to be met if small group discussion is to be an effective learning method. The aspects of effective small group functioning have been described earlier. It is crucial to remember that effective facilitation of the small group is necessary when it is to be used as a learning method. The rationale for small group discussion should be clear.

c. Structured learning experience/activity

The structured learning experience/ activity (SLE/A) is the training method employed in participatory processes. It simply means learning by experience. The participants engage in a series of exercises that reflect the following learning cycle. In general, SLE/A embodies the following elements:

• Experiencing (activity phase) • Publishing (sharing of feedback) • Processing (discussion and input) • Generalisation (developing principles) • Applying (using the learning)

d. Case study method

The case study method involves the use of real life experiences of an individual, a group or an organisation, other than the learners themselves. This could either be through an oral or through written documents. Depending upon the subject matter and learning objective, case studies could either be content – or process-based or a combination of both. e. Role-play method

Role-play is a structured experience in which learners get an opportunity to act out problems concerning human relations and human interactions before a group of co-learners and facilitators. It is a conscious attempt to examine the various roles played in actual life. This process is then subjected to critical reflection through effective feedback given by both the observers and the actors. Since actual or close-to-life situations are taken in a role-play, the dynamics of the various roles can be explored in depth. Role-plays also provide the opportunity for an exploration of various roles from some distance; this method also makes risk-taking and spontaneous responses possible. Learners do not feel threatened as in a real situation. This facilitates opportunity for learning. The emotions of the actors involved in the role-play determine the outcome of role-play. The outcome cannot be predicted or pre-determined. Learners get an opportunity of becoming a player, an observer, summariser, clarifier, etc. Besides, they also get an opportunity to practice new behaviours in a role-play. The role-play can be designed to facilitate understanding and raise awareness; it can also be used to practice some skills.



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f. Visual aids and artwork g. Audio-visual presentations h. Icebreakers, Energizers and Group Dynamics Activities are designed to make learning easier and

more enjoyable for participants involved in workshops, training courses, etc. These activities enable trainees to: • introduce themselves to one another • foster interaction and cooperation • stimulate creative thinking • challenge basic assumptions • illustrate new concepts • introduce specific material • form groups • enliven sleepy groups

It should be noted that good energizers… • require 30 minutes or less (and often only 5-10 minutes) • demand little or no advance preparation • are simple to implement • are flexible as they can be related to an unlimited range of topics

These Activities vary in primary goal, level of impact and degree of intensity. We can identify six different types of Icebreakers and Energizers, grouped on the basis of their primary purpose. However, note that many of the activities and games have several functions:

1. Energizers and tension reducers. These shift the emotional nature of the group. They are most effectively used when the participants appear "flat" or over-anxious. The activities serve as catalysts for energizing or reducing tension.

2. Feedback and disclosure. These activities establish interactions of a personal nature by exploring thoughts, feelings, perceptions, impressions and reactions

3. Games and Brainteasers. These are exercises that stimulate creative thinking, surface alternative perceptions and examine basic assumptions. These activities facilitate a competitive environment by pitting individuals or teams against one another.

Examples: • How many squares? • How many triangles?

To use Icebreakers and Energizers effectively: • never force group members to participate in an activity • state clearly that the information generated is confidential, especially during feedback and

disclosure exercises • realize the importance of being a role model for the participants • consider appropriateness carefully • maintain an acute awareness of group development



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4. Getting acquainted. These exercises provide participants with opportunities to learn more about one another in a non-threatening manner. They solicit surface information and are ideal for quickly mixing a group and for lowering barriers among them.

5. Openers and Warm-ups. These activities loosen inhibitions by stimulating, motivating and challenging the participants. They do this by heightening the creative resources of the group and encouraging intense, playful interaction. These are used to:

• Begin a program • Start a session • Prime the group after a break • Prepare the learners for a new topic • Shift focus of study

6. Teambuilding and Professional development topics. These are exercises related to specific subjects such as leadership and supervision, team building, cooperation and problem solving. They may also be focused on issues such as the environment, gender, etc.



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“PARTICIPATORY TOOLS" (SUMMARY) INPUT

Participatory Tools & Techniques

Role play

Group Discussion

Photo Language

Brainstorm

Picture Story

Case Study/Analysis

Icebreakers, Energizers &

Group Dynamics Activities

Storytelling

Poster/Picture Analysis

Video Showing and Discussion

Drawing and Collage Making



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ADIDAS and Types of Questions Activity

Discussion 1. Eliciting questions What did you see/hear? How did you feel? Who are the characters? What did they do? What are the conflict/s or

problem/s?

2. Clarifying questions What do you mean? (for general or unclear

statements) Can you give examples? Does this happen in real life? What does this remind you of?

Input 3. Probing questions

Why does this happen? Why do they have this conflict? What’s the cause/root of the

problem/conflict? In the social structure? In the cultural structure?

What other issues are related to this situation/concern and Why?

Deepening

Analysis 4. Problem posing questions

What can we do? How can we resolve the conflict/ solve the

problem? What is our goal? Why do we need to reach the goal? Who can help us?

Synthesis



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The following is taken from the HRE Pack:10 1. Eliciting Questions – These types of questions can be used to draw-out what the learner-participants

feel and think about the activities and what their prior knowledge about the lessons. All these reflect their worldview. Unravelling facets of their world view is very crucial in the process because entry points in introducing the target content, inconsistencies and contradictions in their thought patterns can then be identified. Eliciting questions could bring out responses, which are factual, or those, which reflect learner-participants’ own interpretations and observations.

2. Clarifying Questions – these questions can be used to break into learner-participants’ thought patterns. The purpose of which is to determine what they actually mean with their responses. Responses that are vague, especially if they use concepts to explain their point, should be addressed using clarifying questions.

3. Probing Questions – these questions can be used to help the facilitator identify logical connections and patterns in the learner-participants’ responses. Such questions reveal that what is usually drawn-out from the learner-participants is raw and superficial knowledge that is often steeped with contradictions and logical inconsistencies. Usually, clarifying questions lead the learner-participants to explore their own thoughts. As a result of which, they introduce new themes and concepts into their responses. How these themes are interrelated to each other to form a holistic view may be drawn out using probing questions.

4. Problem-posing Questions – these questions can be used to challenge learner-participants’ prior knowledge. The purpose of which is to make them question what they usually hold as true. This can make them rearrange their thought patterns. Problem-posing questions make them think through their thoughts. Posing such questions is one way of expanding their thought pattern and making it more coherent.

There are different types of problem-posing questions, namely:

a. Analytical Questions –The purpose of asking such questions is to enable both participants and facilitator to see beyond what is not immediately visible. This usually comes in questions that begin with: “Why?”

b. Valuing Questions – these questions try to make the learner-participants think about what they usually hold important and clarify their standards in attaching values to things.

c. Dialectical Questions – these questions provide learner-participants with an alternative interpretation of facts and data, which is opposed to what they hold as true. These questions will expose them to other ways of looking at things. They may realise that the views one holds are, more often than not, in conflict with others’. People hold different views because they see some merit in such a view. Dialectical questions enable the learner-participants to identify opposing views and see the strengths and weaknesses of arguments for both conflicting views. This way, they are encouraged to create their own view of things.

d. Analogical Questions – these questions try to concretise abstracted themes to enable them to compare and evaluate these themes vis-à-vis actual situations.

e. Integrative/Synthesising Questions – these are focusing questions which try to weave together in an integrated whole what is achieved in the discussions. Such questions will enable the learner-participants to reformulate their thought patterns after their prior knowledge and the human rights content are critically examined and discussed.

10 Jefferson Plantilla (ed.), The HRE Pack, The Asian Regional Resource Centre (ARRC), Room 210, CPD Court, 86/12

Rachadapisek Road, Ladyao, Bangkok 10900, Thailand, 1998



34

f. Action Questions – these are questions, which try to encourage learner-participants to think of ways to address the problems at hand. Such questions direct them to take an action.

SUGGESTED TABLE FORMAT FOR CONTENT & METHODOLOGIES

Time Topic Objective Activity/Method Input Resources/ Materials

Facilitator

Session 1

Session 2

Session 3



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SUGGESTED TABLE FORMAT FOR CONTENT & METHODOLOGIES11

Time Subject Purpose Activities/Methods Lessons Resource

Facilitator

Day 1 SESSION 1 AM

Registration of the participants Registration of the Participants

Registration forms, Name Tags, Workshop Kits

To welcome the participants and opening of the workshop

Opening Program Speaker

To release the inhibitions of the participants and make them relax

Release/Energizers • Game: Preah Ream

To get to know each other Getting to know you ...

• Individual Introduction • Game: Form a line according

to...

To know the expectations of the participants

Expectations check • Give the guide question: “WHAT

DO YOU EXPECT TO LEARN FROM THE WORKSHOP?”

• Distribute Meta-Cards (coloured A4 – cut out) and write their answers

• Ask participants to group their answer and present

• Synthesise the presentation using KSA format

Meta Cards (coloured A4 cut out) Scissors Marking Pens Flip charts Masking tape (“Scot”)

To present the flow, agenda and schedules of the workshop

Presentation of agenda and Schedules • Facilitator present the Agenda

and schedules

Photocopy of the Agenda Prepared Power point or Flip Chart

To agree on the ground Ground rules: Meta Cards (coloured

A4 cut out)

11 Workshop Content & Methodologies of the Provincial Training of Trainers (Sihanouk Ville 9-10 March 2006, Siem Reap 13-14 March 2006 and Phnom Penh 16-17 March 2006), facilitated by

the Core Trainers from the Ministry of Tourism, Ministry of Labour and Vocational Training, Women’s Affair and Social Affairs, Veterans and Youth Rehabilitation with additional support and guidance of Mr. Khleang Rim, National Project Coordinator – ILO-IPEC



36

rules in the workshop • Game: Laundry Listing • Distribute Meta Cards • Ask the participants to write one

rule per card • Present the rules • Facilitator synthesise the activity

Scissors Marking Pens Flip charts Masking tape (“Scot”)

To orient the participants on the training manual and tools for facilitation using the Content – Context – Methodology (CCM )

The Training Manual: Child Safe Tourism Input/discussion: Facilitator present the training manual using the CCM

Copies of Training Manual CST Tools for Facilitation Prepared power point presentation

To present the roles of the trainer

Roles of a Trainer Input/Discussion: Facilitator present the Roles of a Trainer

Photocopy of the Roles of a Trainer Prepared Power point or Flip Chart

TEA BREAK

Session 2

PM

TOURISM 1. To define and discuss Tourism Sector

2. To gain better understanding of the tourism sector in Cambodia.

Module on Tourism Sector Activity 1: Picture Story Detailed Instruction refer to the manual

Pictures of people (community members), houses, means of transportation, sources of living, businesses, different institutions, tourism spots, MOT Brochures, masking tape (“Scot”), marking pens, Flip Charts

• Lecture/ Input/ Discussion the Facilitator will be the resource person

I. Definition of Terms Related to Tourism Sector A. Tourism

Photocopy of the Training Manual Prepared Power point or Flip Chart

B. Tourism Sector

C. Tourist and the Economy

D. Tourist 1. International Tourist 2. Domestic Tourist 3. Same Day Tourist or

Excursionist

E. Types of travel arrangements and facilities 1. Backpackers



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2. Mass Tourist II. Overview of Cambodia

Tourism Sector

III. Impacts of Tourism A. Economic Impacts of

Tourism B. Socio-Cultural Impacts

IV. Overview of Child and Young

Women Working in the Tourism Sector

A. Hotel B. Guesthouse C. Restaurant D. Entertainment E. Sex Workers F. Tour Guides

To close the module discussion on Tourism

Synthesis/discussion • Facilitator will synthesise and

close the discussion

To deepen understanding of the Tourism sector

Optional Activity 2: Case Study Discussion

Reproduced Copies of the Case Studies Scissors Marking Pens Flip charts Masking tape (“Scot”)

TRAFFICKING 1. To define and discuss

Trafficking; 2. To build a better

understanding of the situation of Trafficking in children and Young Women in the Tourism Sector

Module on trafficking Activity 1: Word Association Game: Trafficking (Detailed instructions refer to the Manual)


I. Definition of Terms Related to Trafficking A. Trafficking B. Trafficked Person C. Trafficker


II. General Situation of Trafficking



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in Children and Young Women in the Tourism Sector in Cambodia

III. Where Children and Women Trafficking are Found

IV. Why Children and Women Trafficking is often Associated with Violation of Children’s and Women’s Rights

V. Push and Pull Factors Contributing to Children and Women Trafficking

VI. Effects of Trafficking in Children and Young Women

To deepen understanding of the Trafficking

Optional Activity 2: Case Study Discussion

Reproduced Copies of the Case Studies Scissors Marking Pens Flip charts Masking tape (“Scot”)

LUNCH BREAK To energize the participants Energizer/ice breaker

SESSION 3 EFFORTS TO PREVENT TRAFFICKING

To discuss and identify different efforts to prevent trafficking in children and young women in Cambodia

Module on efforts to Prevent trafficking Activity 1: Ball Throwing Activities that You do to prevent trafficking (detailed instructions refer to the CST Tools for facilitation)

Ball


I. Overview on Efforts to Prevent Trafficking in Children and Young Women in Cambodia

A. Legislation and Political Action

B. Rights of the Child C. Women’s Rights D. International Conventions

Relevant to Children and Women Trafficking

E. National Laws and Regulations

II. Public Exposure to the Programme and Advocacy

III. Key Programmes and



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Interventions A. Government Ministries

1. Ministry of Labour Vocational Training (MoLVT)

2. Ministry of Social Affair Veteran and Youth Rehabilitation (MoSAVY)

3. Ministry of Women’s Affair (MoWA)

4. Ministry of Interior (MoI) 5. Ministry of Tourism (MoT)

B. ILO/ International Programme on the Elimination of Child Labour

To close the module discussion on the prevention trafficking

Synthesis/discussion Facilitator will synthesise and close the discussion

Session 4 PROMOTION OF CHILD SAFE TOURISM

To identify and explore the different programs and activities to promote child safe tourism

Module on The Promotion of Child Safe Tourism Activity 1: Call to Action (detailed instructions refer to the Training Manual)

• Lecture/ Input/ Discussion the

Facilitator will be the resource person

I. Promote Safe Tourism to Prevent Human Trafficking


II. Support Sustainable Tourism Development Initiatives

III. Improve Working and Living Environment of Children and Women Workers

IV. Improve the Implementation of the Tourism Regulations

End of Day 1 • Synthesis/discussion

Facilitator will synthesise and close the discussion

DAY 2 SESSION 1 AM

To energize the participants and break the ice

Ice breaker

PROMOTION OF Continuation of Child safe • Lecture/ Input/ Discussion the V. Improve Social Protection and



40

CHILD SAFE TOURISM

Tourism Facilitator will be the resource person

Services A. The Constitution of the

Kingdom of Cambodia B. Government Circulars and

Instructions C. Law of Suppression of the

Kidnapping, Trafficking and Exploitation of Human Beings

D. Memorandum of Understanding between the Royal Government of Cambodia and the Royal Government of Thailand on Bilateral Cooperation for Eliminating Human Trafficking and Assisting Victims of Human Trafficking

E. Extradition Treaties F. National Five Year Plan of

Action Against Trafficking and Sexual Exploitation of Children (2000 – 2004)

G. MoSAVY Policy and Strategy on Social Affairs in Cambodia

H. Law Enforcement Against Sexual Exploitation of Children (LEASEC)

I. Child Safe Tourism (CST) J. Programme on Prevention of

All Forms of Trafficking in Women and Children

K. National Plan of Action on the Elimination of the Worst Forms of Child Labour (NPA-WFCL) 2005-2009

To close the module discussion on promotion of child safe Tourism

Synthesis/discussion Facilitator will synthesise and close the discussion

SESSION 2 CST TOOLS FOR FACILITATION

To discuss the Participatory Framework, participatory learning, Principles of Adult Learning, The Training Cycle


• Participatory learning • Adult Learning • How people Learn • What is A Facilitator • Tern Handy Tips for

Facilitator

Prepared Power point Photocopy of the CST Tools for Facilitation



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• Training Cycle

• Training Needs Analysis Prepared Power point on Training Cycle

LUNCH BREAK To energize the participants

and break the ice Energizer/ ice breaker

SESSION 3 TRAINING TECHNOLOGIES

To discuss Aims & Objectives, Training Design,

content and methodology


• Setting Aims and learning objectives

• Training Design • Training content and

Methodologies

Prepared Power point

TEA BREAK

SESSION 4 PLANNING To plan for future trainings • Discussion on the Plans for future trainings - TNA - Training Agenda - Schedules - Workshop Arrangements - Participants - Venue - Materials

Prepared Agenda by the Facilitators

To finalise the plans Finalisation of Plans and Facilitators Assignment of facilitating teams

To identify technical support needs and next steps

Identifying Technical Support Needs and next steps Calendar of activities

and schedules

EVALUATION To evaluate the workshop process and gather learning points for future trainings/workshops

Evaluation of the Workshop Evaluation forms



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3.6 Actual Training RRoolleess ooff TTrraaiinneerr

A. Pre-Training

1. Training Designer Identify and translate learning needs, which determine objectives and content, and ultimately, the training design

2. Administrator/ Organiser Ensure operationalisation of the plan by coordinating program logistics, facilities, materials, equipments, trainees, etc.

B. During Training

1. Facilitator Guide the learning process by allowing participants to learn from each other, and ensuring effective group functions

2. Instructor Present information and concepts, create and sustain structured learning environment, help generate new learning.

3. Counsellor Support and guide trainees during periods of stress and strain, help trainees assess their potentials and personal competences so they can reflect, grow, and change.

4. Recorder Maintain records on the training process and content. This includes monitoring, documentation, and analysis of the training.

5. Evaluation Assess impact training on trainees

6. Organiser/Administrator/Manager Manage all related tasks and time and space boundaries.

C. Post Training

1. Report Writer Prepare report of training; organise relevant information for report writing; disseminate reports to all trainees and other concerned groups

2. Follow-up Coordinator Sustain contacts with both individuals and organisations in order to assess the impact of the training and to provide follow-up support

We do not expect a single person to assume all of these functions. Within a training team, trainers are supposed to define their particular roles and responsibilities.



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3.7 Evaluation and Follow-up IInnppuutt:: WWoorrkksshhoopp EEvvaalluuaattiioonn A participatory workshop could be quite overwhelming to most people especially those who are used to the input-type of learning methods rather than deriving lessons from collective experiences. Periodic evaluation sessions within a workshop are very useful tools for participants to reflect and give feedback about their experiences. It will then guide the facilitator to make necessary adjustments to the workshop module. However, an evaluation conducted at the end of the whole workshop is more encompassing. It will give the participant opportunity to comment and give feedback on the preparations, expectations, methodology, facilitators and even their co-participants. Based on this information, the organisers/ facilitators will be able to improve and strengthen their workshop plans and modules in the future.

Evaluation

Workshop Design Content Process Participants Facilitators Materials Food Venue

Levels of Evaluation (What to Evaluate?)

a. Reaction: Feedback regarding content, objectives, design, methods, and management. b. Learning: Feedback regarding acquired concepts and skills c. Behaviour: Actions related to the training program’s goals d. Results: Immediate manifestations and long range effects to the learning program

Who to evaluate?

the participants the facilitating team

How to evaluate?

The drawing- out process: • feeling level • knowing level • doing (skill) level

The scientific process: • surveys and questionnaires • interviews and focused group discussions

IInnppuutt:: EEvvaalluuaattiioonn TTeecchhnniiqquueess



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Evaluation involves measuring the results of a workshop or other learning activity against the objectives. Creative education should incorporate evaluation at all key stages of the education cycle. Evaluation is an ongoing process for the benefit of the facilitator and participants. Purpose

Evaluation techniques are used to find out: • How much learning took place? • How effective were the training methods used? • How effective and useful were each of the different sessions during the training? • How can the facilitators improve themselves? • If the objectives were appropriate? • If the participants enjoyed themselves? • If the learning can be applied in the participants’ job or other situations? • If the training facilities were satisfactory?

Method

For successful evaluation, you need to address four basic questions: • What are you trying to find out? • How could you go about finding it out? • When is the best time to find this out? • What are you going to do with the information?

Major points to consider in using evaluation methods • Literacy level of the participants • Time available for the exercise • How the information gathered will be used



45

AAccttiivviittyy:: FFaaccee MMeetteerr AAccttiivviittyy:: FFoollllooww uupp aanndd SSuuppppoorrtt –– EExxpprreessssiioonn WWaallll PPuurrppoossee

Follow –up and support is the process of identifying future needs from the learners after the training program and plan on how to address them. This process will ensure the effectiveness of the capacity building program. TTiimmee :: 45 minutes HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

Provide a large sheet of paper, either mounted on the wall or flat on the floor. Ask the participants to express their perceived needs in the future through drawing, pasting pictures, or painting images and symbols, writing should be limited to key words and phrases. After each one has completed their work, ask them to share about their drawing. The facilitators of the workshop should take note of all the identified future needs of the participants and include in the documentation. Make sure that the program will adopt this as part of the future plans and next process of intervention.

Face Meter

Names Day 1 Day 2

1. 2. 3. 4 5 6. 7. 8. Legend:

Very Happy Happy Not so Happy Unhappy



46

SECTION 2 1. RELEASE AND ENERGIZERS – SELECTED ACTIVITIES

1.1 Knyom Srolayng Neak (“I Love You…”)

TTiimmee :: 20 minutes ooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. Participants sit in chairs, forming a circle. One extra person should be without a chair (this could be the facilitator who can serve as the starting "It").

2. The It chooses one of the seated persons and says: "I love you. Do you love me?" This person should then respond: "No, I don't love you." The It asks next: "Who do you love?" The person asked should then respond with a description of an attire, an accessory or appearance that would apply to one or more people in the circle, thus: "I love everyone wearing white shirt/ wearing a watch/with short hair, etc." All persons who fall under the description have to get up from their chair and look for an emptied chair to occupy. The It would try to occupy his/her own chair and the person left standing becomes the new It.

3. The game is repeated, as the facilitator feels necessary. Make sure it ends while the energy is high.

1.2 Girl, Ghost, Monk

TTiimmee :: 20 minutes HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

Same rules as Seda, Hanuman, Preah Ream, but the actions are changed to fit the different characters of Girl, Ghost and Monk. The criteria for points:

• Girl scores over Monk

• Monk scores over Ghost

• Ghost scores over Girl

HH



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1.3 Tompyang, Russei (Bamboo shoot, bamboo plant)


1. The participants stand in a circle.

2. The facilitator gives the following instruction: "When I say Tompyang, everyone must squat low towards the floor. When I say Russei, everyone stands up high, with arm extended upwards. You must do as I say, not as I do."

3. The facilitator then proceeds to call out the commands, and everyone should follow. Concentration is tested when the facilitator repeats one of the commands but executes a wrong movement. Some participants would tend to follow the facilitator's wrong movement. These participant/s could then take the turn of calling out the commands. Participants caught doing the wrong movement can be asked to share song, perform a dance, or imitate movements of certain animals (e.g. walk like a duck).

1.4 Teuk Leung, Teuk Sros (High Tide, Low Tide)


This is similar to Tompyang, Russei but with a different set of movements. Teuk Leung means everyone should jump (or take a quick step) forward, Teuk Sros calls for everyone to jump backwards. The rest of the instructions are the same as above (see Tompyang, Russei)

1.5 Writing with Body Parts


1. The facilitator explains that the participants will write their names using different parts of their body.

2. S/he then asks everyone to write his or her names with their pointer finger (Altogether at the count of 3!).

3. Then they are asked to write their names with their elbows. Other body parts follow: right shoulder, left hip, knees, left foot, head, lips, etc.

A variation of this activity is as follows:

1. The facilitator explains that the participants will try to communicate using only their body parts. No verbal communication is allowed.

2. Questions are asked e.g. “What is the name of your roommate?” and the facilitator indicates which body part to use (e.g. lips) to write their answers.

3. The facilitator can ask as many questions but the “writing body parts” should also change for every answer. (e.g., right shoulder, left foot, buttocks, ear, etc).



48

2. GETTING TO KNOW YOU – SELECTED ACTIVITIES

2.1 Zip, Zap, Zoom


1. The participants are asked to sit or stand in a circle.

2. The facilitator does a whip-around, asking each one to say his/her name out loud. Instructions are then given: When the facilitator points at you and says, “Zip,” you have to say the name of the person to your right. When the facilitator points at you and says, “Zap,” you have to say the name of the person to your left. When the facilitator says, “Zoom,” everyone has to change places/seats.

3. The facilitator can further complicate this by combining the commands, thus: “Zip-Zip,” “Zip-Zap,” “Zap-Zap,” etc.

2.2 Group Yourselves According to...


1. The participants are asked to group themselves according to information that the facilitator asks for. For example, when the facilitator says: “Group yourselves according to age, those below 20 in one group, below 30 in another, below 40, and those 50 years old and above…”

2. The participants then have to find those within the same age group as themselves. Once the groups are formed, the facilitator can ask each group to give a quick run-around of their answers. Other information/groupings can be used: number of children/size of immediate family; number of years in the organisation; number of year’s married, etc.

2.3 Arrange According to... 12


1. Divide the participants into two groups.

2. Call out commands to the groups who then arrange themselves according to that particular description being called out (e.g.” Length of hair; longest in front to the shortest at the back” or “Birthday; youngest in front to oldest at the back”, “Size of Feet; smallest in front to biggest at the back”).

3. Give the participants 10 seconds to follow the instructions. Ask them to sit down once they are done arranging themselves.

4. The teams compete with each other on the basis of speed and accuracy in following instructions. The team with most point wins.

12 Carmela Millado, Jo Hann Tan, POP: A Training Manual for Community Organiser Facilitators, Southeast Asia Popular




49

2.4 Longest Line


1. Divide the participants into 2 or 3 teams (depending on number of total participants).

2. Tell them that they have to try to form the longest line using their bodies, and any clothing or accessories that they are wearing.

3. The first team to form the longest line wins the game. 3. EXPECTATIONS CHECK – SELECTED ACTIVITIES

3.1 Draw A Face13

TTiimmee :: 30-45 minutes MMaatteerriiaallss NNeeeeddeedd:: Bond paper, crayons, marking pens HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. Give each participant a crayon and bond paper. In pairs, ask them to sit face to face and start drawing each other’s face.

2. Tell them that as their eyes trace the contours of the other person’s face, his/her hand should move/ draw in the same direction on the paper. One hand to do the sketch without looking down at the paper except to check once in a while.

3. When all the drawings are done, let the pairs interview each other and find out about personal details, including each other’s expectations of the workshop.

4. During the sharing, each person should assume their partner’s identity and introduce him/herself as the other person.

3.2 Hide and Seek14

TTiimmee :: 45 minutes MMaatteerriiaallss NNeeeeddeedd:: Strips of paper, marking pens HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. Distribute 2 small sheets of paper to each participant.

2. On one piece of paper ask them to write down their reason for participating in the workshop venue and what they expect to learn from it.

3. Each of them must hide their piece of paper in a secret place within the workshop and what they expect to learn from it.

13 Ibid 14 Carmela Millado, Jo Hann Tan, POP: A Training Manual for Community Organiser Facilitators, Southeast Asia Popular




50

4. The other piece of paper is rolled and placed between each participant’s lips. This is to prevent them from engaging in any verbal communication in the following exercise.

5. Divide the participants into 2 smaller groups. Ask them to link arms with each other to form a chain of people, try to lead the chain to each other’s secret hiding places to retrieve all the hidden papers.

6. When they have collected all the pieces of paper, gather them in a circle and ask them to read aloud their expectations.

7. Make a list of expectation on the board and process these with the workshop objectives.

8. At the end of the workshop, refer to this list in processing the participants’ workshop evaluation. 4. ATTITUDE SETTING – SELECTED ACTIVITIES

4.1 Cooking Curry Chicken15

TTiimmee :: 40 minutes MMaatteerriiaallss NNeeeeddeedd:: Prepared visual aid – Big Picture of Cooking Pot, coloured papers, scissors/ Cutters,

Crayons, Marking pens HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. Give each participant coloured or plain paper to cut and draw a shape of an ingredient needed to cook the curry chicken dish.

2. They are requested to write down their expectations of the workshop on the cut out of that ingredient.

3. Prepare a big picture of a cooking pot and ask each one to paste their cut out ingredient on it. As they do this, each of them will share about what they have drawn and written on the cut out ingredient.

4. When everyone has shared, the facilitator will process these inputs together with the participants to achieve some kind of “contract” with the participants about the focus and content of the workshop.

5. Keep this “pot of curry chicken” until the end of the workshop where the evaluation of the participants will be crosschecked with the expectations portrayed in picture. This will give an indication of the success of the workshop.

NOTE TO FACILITATOR: The facilitator should always keep in mind the objectives of the workshop while processing the participants’ expectations.

15 Ibid



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4.2 Subai-sabai Sampan (Unity Boat) 16

TTiimmee :: 30-45 minutes MMaatteerriiaallss NNeeeeddeedd:: Coloured paper cut-out (Boat Paddles), Big Picture of Dragon Boat HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. Make coloured paper cut outs of boat paddles and a big picture of a dragon boat.

2. Distribute the paddles to the participants and ask them to write down their workshop expectations and paste these on the boat.

3. When all the paddles are pasted onto the picture of the boat, these should be processed.

4. It is stressed that in order to make the workshop successful, everyone would have to work in cooperation with each other the action of paddling the boat.

5. EVALUATION & FOLLOW UP – SELECTED EXERCISES

5.1 Expression Wall 17

TTiimmee :: 45 minutes MMaatteerriiaallss NNeeeeddeedd:: Flip charts, marking pens, masking tape (“Scot”) HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. Provide a large sheet of paper, either mounted on the wall or flat on the floor.

2. Ask the participants to express their feelings, reflections and evaluation of the workshop through drawing, pasting pictures, or painting images and symbols; writing should be limited to phrases.

3. After each one has completed their work, ask them to share about their drawing. The facilitators of the workshop should also take part in the evaluation.

5.2 What’s in a Name18

TTiimmee :: 30 minutes MMaatteerriiaallss NNeeeeddeedd:: Crayons, Scotch/ masking tape (“Scot”), A4 paper HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

Ask each participant to use colour pencil or crayon to write down their first names horizontally and in capital letters on a piece of paper. Stick the paper on the participants’ backs and ask everyone to walk around the room. Everyone is supposed to write key words to describe their impression of one another after being together for a period

16Carmela Millado, Jo Hann Tan, POP: A Training Manual for Community Organiser Facilitators, Southeast Asia Popular

Compunctions Programme (SEA-PCP). 17 Ibid 18 Ibid



52

of time during the workshop. This is done on the pieces of paper mounted on their backs. The words have to start with any letters in the person’s name (e.g., Anna-“… Abled and Naughty but not proud…”). Give them 10 minutes to go around, and then allow each participant to read out what others think of her/him and share her/his feelings to the group.

5.3 Pillow Game19

TTiimmee :: 30 minutes MMaatteerriiaallss NNeeeeddeedd:: Pillow HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

Ask the participants to sit in a circle. Pass a pillow around and ask each person to express only through actions how they feel about the experiences in the workshop by using that pillow. They have to remember their actions and after everyone has finished, ask each participant to do whatever they had done to the pillow to the person standing on their right! (e.g. If a person tossed and hugged the pillow, he/she must do the same to the person on his/her right). Finally they will have to explain their actions done to the pillow in terms of their evaluation of the workshop.

5.4 Complete the Sentence20

TTiimmee :: 10-15 minutes MMaatteerriiaallss NNeeeeddeedd:: Flipcharts & marking pens HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. On a flipchart, write open-ended sentences directed at the training aspects you want to be evaluated, e.g., • I find the training effective because … • The training could be improved by … • The facilitators could be more effective if …

2. Distribute sheets of paper for participants to write responses.

3. Ask a few volunteers to read their responses.

4. Collect all sheets after some participants have read their responses.

SSttrreennggtthh:: Open-ended questions elicit wider-range responses.

LLiimmiittaattiioonn:: Literacy level of participants

5.5 Passing the Kromar

TTiimmee :: 10-15 minutes

19 Carmela Millado, Jo Hann Tan, POP: A Training Manual for Community Organiser Facilitators, Southeast Asia Popular

Compunctions Programme (SEA-PCP) 20 Ibid



53

MMaatteerriiaallss NNeeeeddeedd:: Kromar (knotted up to form a ball) HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. Ask the participants to sit in a circle.

2. Instruct the participants that a kromar will be thrown around and the person who catches it will be asked to answer an evaluation question: (The trainer can choose from among the following questions or formulate other questions about the aspect of the training s/he wants to be evaluated.) • How do you feel at this stage of this workshop? • What is the most important thing you learned? • What did you like about this workshop? • How can the workshop be improved?

3. The kromar is then thrown to one of the participants. She is asked to share her answer. After this, she chooses another participant to take a turn in answering the evaluation question by throwing the kromar to this person.

4. The process can go on for 10-15 minutes, or as your schedule permits.

SSttrreennggtthh:: • Can be used for quick feedback at any point during the training • Useful for non-literate populations, as feedback is given verbally, not written

LLiimmiittaattiioonn:: Not ideal for big groups.

5.6 Follow-up and Support - Drawing

TTiimmee :: 1 hour HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

1. Divide the participants into small groups and ask them to discuss viable alternatives to their present reality.

2. In the larger group, discuss together and try to process all the suggestions and ideas from all the groups into different categories.

3. Ask each group to depict their identified follow-up and support needs into a mural, made of 1-2 meters of white cloth and fabric dye (paint for cloth). Let each group take one category as their topic for the mural.

4. After the drawing process, ask them to share to the bigger group their output. Facilitators should take note of all the sharing of the participants for planning the next steps to make.

NOTE TO FACILITATOR

Encourage everyone to participate in the drawing and painting.



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SECTION 3 PARTICIPATORY TOOLS-MORE GAMES TRAINERS PLAY

1. ENERGIZERS AND TENSION REDUCERS– SELECTED ACTIVITIES

1.1 Cham Chor (Catch the Thief)


or this game, you need 2 kromar (scarves). The participants stand in a circle. Two kromar will be passed around, one representing the “Police” which will be tied around the neck with only one knot. Another kromar represents the Chor (thief) tied with two knots.

The game starts with the facilitator tying the kromars to two different persons standing at two different points in the circle. They untie the kromar as fast as they can and tie it on to the next person on their right. These persons then proceed to do the same thing. The two kromars are passed on until one person is caught with two kromars on his/her neck. The game can be repeated a few times, but make sure to stop while the energy is still high.

F

Photo by Carmela Millado



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1.2 Brain Teaser: “How Many Squares?”21

TTiimmee :: 20 minutes


Draw this illustration on a flipchart or whiteboard and ask the participants: “How many squares do you see?” Give them a few minutes to look at the figure and then tabulate their answers. For example:

No. of Squares Frequency 16 4 17 3 18 6 20 4 24 2

The “correct” answer is 35 squares.

Ask the participants what they learned from this activity. Learnings may include: 1. Respect and tolerance for other people’s

opinions. There is no wrong answer. We see things in different ways.

2. Creativity in solving problems Solution to “How Many Squares?”

16 - all of the 1-inch squares 1 - the entire figure is a square 4 - the 4 small squares in the centre of

the figure 1 -the 4 small squares combined make a

single square b. - there are 5 easy-to-spot groups of

1-inch squares which form 4-inch squares: top left (1,2,5,6); top right (3,4,7,8); lower left (9, 10, 13,14); lower right (11,12,15,16)

5- there are 4 other groupings of 4-inch squares: (5,6,9,10); (2,3,6,7); (6,7,10,11); (10,11,14,15); (7,8,11,12)

4 - there are 4 groups of 9 squares which form 3-in. squares:

(1, 2, 3; 5, 6, 7; 9, 10, 11) (5, 6, 7; 9, 10, 11; 13, 14, 15) (2, 3, 4; 6, 7, 8; 10, 11, 12)

____ (6, 7, 8; 10, 11, 12; 14, 15, 16) 35 - Total number of squares

21 Julius E. Eitington, The Winning Trainer 2nd Edition, Gulf Publishing Company, 1989

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16



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1.3 Feedback: “Hot Potato?” 22

TTiimmee :: 30 minutes


Prepare 5-7 sheets of paper and write on each piece one wild and funny instruction e.g. walk and quack like a duck looking for her babies; bark like a mad dog, etc. Wrap the papers on top of each other until you end up with a “potato-shaped” ball of papers. You will also need a radio or cassette player ready for this game. (If no equipment is available, a volunteer could also be assigned to make the sound cue – stamping of the foot or striking a stick upon a wooden board.) The participants sit in a circle. When the music starts (or upon signal of the facilitator if no music is available), the participants pass the “hot potato” around the circle. When the music stops (or upon sound cue), whoever is caught holding the potato has to peel off one skin (paper). This person will have to act out the instructions written on the paper. Then the game continues until the whole potato is completely peeled!

2. TEAM BUILDING AND PROFESSIONAL DEVELOPMENT

2.1 Draw a Face


1. Materials needed for this game are 2-3 kromar or kerchiefs for blindfolding, flipcharts and markers. Two flipcharts are placed side by side on one of the walls or the whiteboard.

2. The participants are divided into 2 groups. 3. Each group is asked to form a line facing the flipcharts that have been put up on the wall or

whiteboard. 4. The first person in each line is blindfolded. 5. The facilitator then commands the blindfolded persons to approach their group's flipchart and draw an

oval shape (of a face). 6. After they finish, it is the next person's turn to be blindfolded. These 2nd pair of blindfolded persons

is asked to draw another part of the face (nose, mouth, right eye or left eye, etc.) 7. The process continues until all persons have had their turn and the drawing of a face is completed.

22 Carmela Millado, Jo Hann Tan, POP: A Training Manual for Community-Organiser Facilitators, Southeast Asia Popular

Communications Programme (SEA-PCP)



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The facilitator should make sure that s/he has an equivalent number of facial parts to assign as the number of members in each group/line. Co-group members may coach the blindfolded person but are not allowed to any physical contact

2.2 Tug of War


Divide the participants into two lines. Make sure that the physical strength is evenly distributed. Each group decides on who will lead their respective lines. Ask the leaders to stand face-to-face with each other. Draw an imaginary line between them and ask them to grab each other’s hands. The members of each line holds onto the waist of the person in front of him/her. The objective of each team is to pull the opposite group towards them. At the facilitator’s signal, the teams begin to pull. A group succeeds when the members of the opposite group cross over the (imaginary) line.

2.3 Rolling Stone23


Participants sit in a circle and state their names in turns. The next person on the right has to mention the name/s of persons before him/her before stating his/her own name. This repetitive process continues with each participant having to remember more and more names in the circle.





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2.4 Basket of Names and Things24

TTiimmee :: 30 minutes for a group of 15 HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

Provide a setting to create the atmosphere, e.g. “We are going for a friend’s wedding, everyone, has to think of something to bring with them for the occasion.” Participants sit in a circle and each one starts to mention their names and then state what they want to bring to the wedding. The object depicted has to be very clear. Then pass the basket to the next person. The next person imitates your object and mentions your name. Then she acts out her own object and says her name before passing on the basket. This action of miming objects and names is repeated with each following person miming and stating all the previous objects and names. The last person will have to do all the actions and mentions all the names of the participants

NOTE TO FACILITATOR: This activity of repetition helps the participants memorise each other’s names and faces in a short period of time. The process is similar to the Rolling Stone game.

2.5 Mirror Game25


Participants are paired up. Then one person acts as a mirror and the other acts as the person doing the actions. The game starts with the person performing different actions while the “mirror” has to reflect exactly what the person is doing. After a while, they can switch roles and continue with the same procedure.

2.6 Colour Labels26


Prepare pairs of different coloured labels before the workshop. Ask all the participants to stand in a circle with their hands behind their back, and instruct them not to talk.

Stick one colour labels on the back of each participant and ask him or her to find the person wearing the label with the same colour without communication.

24 Adapted from Gender Seminar for Men, Karina Constantino David Harnessing Self-Reliant Initiatives and Knowledge, Inc.,

Quezon City, Philippines, 25 Carmela Millado, Jo Hann Tan, POP: A Training Manual for Community-Organiser Facilitators, Southeast Asia Popular

Communications Programme (SEA-PCP) 26 Ibid



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Once they have found their partners, get them to introduce their names and share something interesting about themselves to each other.

The pairs are then given 5 minutes to compose a colour cheer with an action, sound or a song. They will have to use their colour as a symbol (e.g. “Jane is green with the peace of nature”)

Each pair will then introduce each other and recite their colour cheer together to the rest of the group.

NOTE TO FACILITATOR: This exercise can also be used as a communication game minus the colour cheer composition because the process of finding the person with the same colour label uses elements of communication.

2.7 Opposites Attract27


Prepare 2 sets of papers with images drawn/words written on it. One set of paper should have images/words carrying the opposite meaning of the other. (E.g. one piece is written “hot” and the other “cold” and so forth.)

Let each participant pick out a paper and ask them to think of how they should act out that image in a clear action.

At the “Go” signal, each participant will start looking for their “opposite partner” by constantly acting out the image/work until they find each other. There should be no verbal communication.

When they find each other, ask them to exchange personal information (e.g. marital status, hobbies, etc.)

Everyone is then gathered in a circle and the partners will introduce each other to the larger group.

2.8 Photo Language 128

TTiimmee :: 30-45 minutes for a group of 15 participants HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

Prepare photographs (4R size) or cut pictures from magazines and stick it on manila cards. Display as many pictures as possible in the middle of the circle.

Instruct the participants to walk around silently and select a photograph that best describes their feeling about themselves and who they are. (This instruction can change according to your objective in using this game).

Once this is done, ask everyone to share why they have selected that particular photograph. This can be done in a big group or sub-groups depending on the time allotted for the exercise.


Communications Programme (SEA-PCP) 28 Ibid



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2.9 Photo Language 229


Divide the participants into groups of five people. Give each group a stack of 10-15 photographs and ask each member to pick out two photographs,. one representing his/her personal weaknesses and the other representing strength. Sharing is done within the sub-groups. A volunteer from each group documents the sharing, which will be later reported to the big group. During the presentation, one person presents the report while 2 other members show their corresponding pictures to everyone and then stick them on her wall. Take note and make a list of personal weaknesses and strengths.

3. PERSONAL SHARING/ DISCLOSURE

3.1 Knowing Yourself


Give the participants 15 minutes for individual reflection and ask them to list down their strengths and weaknesses.

Divide them into groups of 6 persons and share their list of strengths and weaknesses within their respective groups.

A representative from each group must document the sharing to be reported later to the big group.

As the group representatives present the reports, make a common list on the board.

A fable can be used to summarise the learning points. For instance, “Story of the Kura Kura and Arnab” (The Hare and the Tortoise). The slow moving tortoise accepted the challenge to race a much faster moving rabbit. At the end of the race, the tortoise won because he persevered to reach the finish line even though he was moving at a much slower pace. The rabbit took his opponent’s capacity for granted and fell asleep half way through the race until he realised it was too late to catch up with the tortoise.

The lesson to be learned is that the tortoise was aware of his weaknesses and strengths. He did not allow his weaknesses to stop him from achieving his goal.

SUGGESTED STORY-TELLING PROCESS

Divide the participants into groups, rabbit and tortoise. Let them decide on the movement of the animals.





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Every time the storyteller (facilitator) mentions the name of their animal the corresponding group must do the movement of that animal. The group that doesn’t react to its name the most number of times will be given a punishment.

3.2 Life Map30

TTiimmee :: 50 minutes for a group of 15 participants HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

Give each participant a big piece of paper and coloured pens. On the left hand side of the paper, ask them to write down their birthday and on the right hand side, the date of the workshop.

With these two dates as reference points, ask them to look back through the years. Tell them to think of six significant events (sad or happy), which have contributed to what they are now as leaders, students or youth.

Then ask them to plot these events in chronological order but only using symbols, colours and key words. Draw a line (curved, straight, jagged, etc) to connect and depict high and low points.

In this sharing, ask the participants to explain the meaning of their drawings and provide more details of their experiences.

3.3 Who Am I? (Shape Me) 31

TTiimmee :: 30-45 minutes HHooww ttoo CCoonndduucctt tthhee EExxeerrcciissee

Give each participant a piece of paper. Let them play with it and shape it into something, which will best represent him/her. It can take the form of different objects; they can crumple, shred it to pieces, as long as they think it represents who they are. The group sharing follows after everyone has finished his or her shapes.

GUIDE QUESTIONS FOR THE GROUP SHARING: • Why did you choose that shape? • How does it represent you? • What are your expectations from this workshop? • What do you want to learn?


The group sharing can be done in a large group or small sub-groups. It depends on the number of participants and time allotted for the exercise.

30 Creative Training: a User’s Guide, Voluntary Service Overseas, Quezon City, Philippines; International Institute of Rural

Reconstruction, Silang, Cavite, Philippines; and Popular Education for People’s Empowerment, Quezon City, Philippines, 1998

31 Carmela Millado, Jo Hann Tan, POP: A Training Manual for Community-Organiser Facilitators, Southeast Asia Popular Communications Programme (SEA-PCP)



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3.4 That’s My Partner32


Form two groups, A and B. Each person in group A has to find a partner in the other group. Give each pair 2 minutes to interview each other (e.g. name, age, work, etc.). After the interview, ask them to rejoin their respective groups. Form two circles, with group A forming the inner circle and B the outer circle. Music is played and both groups start to dance, moving in the opposite direction from each other. When the music stops, each person quickly looks for his or her partner in the circle. They have to hold hands and sit down once they find each other. The pairs who are last to meet up will introduce each other to the whole group. This process continues until all the pairs have been introduced.

NOTE TO FACILITATOR: To speed up the game, 2 to 3 pairs can be caught at one time.

32 Creative Training: a User’s Guide, Voluntary Service Overseas, Quezon City, Philippines; International Institute of Rural

Reconstruction, Silang, Cavite, Philippines; and Popular Education for People’s Empowerment, Quezon City, Philippines, 1998

cst tools for facilitation 280806 - ministry of … of interior (moi), ministry of labour and...

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