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1
SEARSOLIN OD
WORKSHOP
Documentation Report[Type the document subtitle]
This document contains highlight as well as the process of the
SEARSOLIN OD Workshop and learning exercise for the
proposed re-invention of SEARSOLIN.
8/3/2013
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Process Documentation Report for SEARSOLIN Organizational Development Workshop 2
Executive Summary
The second SEARSOLIN Organizational Development Workshop provided the learning and knowledge
building exercise with the following objectives:
1. Re-articulate the Vision and Mission of the Institute
2. Recommend relevant programs of study and training offerings;
3. Identify the necessary resources (e.g. teachers, trainers, formators, staff, learning
resources, facilities, etc) required for the successful implementation of these re-
designed programs; and
4. Propose administrative arrangements by which XU can provide these required resources
in ways that SEARSOLIN becomes integrated with XU’s structures and systems.
The invited resource person and facilitators have helped processed these objectives into meaningful
activities aided with their experiences of doing social development work in Asia and as well as in Europe
as well as business models that have enriched the discussions and workshops into as well as the sharingtheir insights and learning points of the present trends and challenges of doing social development work
in the context of Asia and beyond.
Major Highlights
1. The present SEARSOLIN Vision and Mission statement has been re-defined to respond to the
various challenges and present landscape of doing social development work in Asia and to the
rest of the world;
2. The proposed business model generation framework has identified dynamic and innovative
techniques in identifying SEARSOLIN’s resources as well as its position in the intensely
competitive arena and has lead to redesign the institute’s business model;
3. Identified new program offerings through thematic courses as well as its various components in
the course and service offerings; and
4. Re-design the strategically and conscientiously the structural arrangement of SEARSOLIN vis-à-
vis the university and its external factors that may provide a more efficient and cost-effective
facilitation of its operations.
Recommendations:
1. Provide the mechanism for resources generation in the structural, operational, human resources
support for the re-invention of SEARSOLIN;2. Adapt the structural arrangements proposed by the committee;
3. Compose a ad-hoc technical committee that can serve as a think-tank in collaboration with the
Executive Director of SEARSOLIN for its operational and administrative needs;
4. ….
5. ….
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Preliminaries
A. Recap
The workshop started with a reflection on the video entitled Look at the World by John Milford Rutter.
The Facilitator then provided a quick recap of the highlights of previous workshop which has provided an
opportunity for the committee members and participants to:
RE-live the rich history and celebrate the valuable accomplishments of SEARSOLIN
through the valuable experiences and insights gained in and through the friendship,
companionship and professional dealings with its founder, Fr William Masterson of the
invited resource persons: Bishop Antonio Ledesma SJ, Mr Roberto Ansaldo and Dr
Anselmo Mercado1;
Challenge the present status quo and pursue various paths and ways for SEARSOLIN to
respond to the greater needs of effectively addressing the present external demands of
forming rural development workers that is 21st
Century in orientation but while at the
same time grounded and contextualized in the values and orientation of the Institute ’s
re-vitalized vision, mission, values and directions;
Harnessing the Institute’s internal human and organizational resources in order to
revitalize the internal linkages within the university structure that in the process define
the parameters of continued social development engagement in the Asia Pacific Region
and the world over through its present affiliations and networks; and
Tap the alumni, partners, intended clients and students, funding agencies and other
possible sources to gather valuable inputs for a more collaborative and process-oriented
feedback on the present organizational development process of SEARSOLIN.
B. Input from the Resource Person
Raquel Polestico presented SEARSOLIN Re-envisioning. Her
presentation has four main parts:
a. Remembering Fr Masterson
She started her sharing by acknowledging that
it was in 1964 that SEARSOLIN was founded by FrMasterson, SJ. She added that the main reason of its
founding was for Xavier University’s College of
Agriculture to share its development experience with
other countries. She further added that the initial funding source for the institute was from
1 Please see the attached document on Executive Process Documentation Report on Workshop 1.
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MISEREOR, Masterson Family, DANCHURCHAID, German Agro-Action, and Lewis Foundation.
And that SEARSOLIN’s conception was modeled after COADY International Institute in Canada.
b. Bri
ef
His
tor
ica
l
Re
vie
w
i. Executive Directors. She recalled the leaders of the Institute who have made the Institute
what it is today in this order:
1. 1974 – Fr. William F. Masterson, S.J., founder and first director of SEARSOLIN &
College of Agriculture, Xavier University. He was awarded prestigious MAGSAYSAY
AWARD for “International Understanding.
2. 1984 – Fr. Antonio J. Ledesma, S.J. – SEARSOLIN’s 2nd
director (1984-1993) and
Dean/Director of the College of Agriculture Complex (1984-1996)
3. 1993 - Dr. Anselmo Mercado, staff since 1964 and Director in 1993 and very active
in the cooperative movement
4. 2005 - Fr. Nilo, Labra, S.J.
5. 2010 - Fr. Rene Tacastacas, S.J.
ii. SEARSOLINER’s Profile
She then presented the present profile of the institute as follows:
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iii. Distribution by Sub-Regional Areas from 1964 to 2011, total of 2,085 SEARSOLINERS:
iv. Gender Distribution from 1964 to 2011:
v. Religious Affiliations:
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vi. Organizational Affiliations from 1964 to 2011
vii. Personal Roles from 1964 to 2004
viii.
Nature of work SEARSOLINERs’ from 1964 to 2011
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ix. Target Communities
x. xi.
xii. Analysis of the Development Action Plans
xiii. Evaluations Done on the SEARSOLIN Program
1. 1985 – Ist Review & Evaluation of SEARSOLIN’s Program Conducted by CENDHRRA –
Positive findings of its roles & impact2. 1996 – 2nd Review & Evaluation of SEARSOLIN program, done by an (evaluation and
visioning team” – reformulated & renewed SEARSOLIN’s Vision – Mission, Strategies
and Programs)
3. 2011 - Evaluation commissioned by Ecumenical Scholarship Program for participants
from Myanmar, Cambodia, Laos, Vietnam, Timor Leste
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xiv. SEARSOLIN After Twenty-One Years: An Evaluation 1985. Highlights of the evaluation are as
follows:
a. Background of the evaluation:
1. Conducted by the Center for Development of Human Resources in Rural Asia (CENDRA)
by Josepth Francia, Ngo Huy Liem, Edgardo Valenzuela, Angelita Ledesma
2. Looked at the Training Programs, Sponsors, Assessment of Resources, Relevance of
SEARSOLIN in the Asian Region
3. Framework: Objectives – Training Program Effects on the Trainees-Impact on
Development
4. Took Seven Months to Finish (February to August 1985)
b. SEARSOLIN Profile:
1. SEARSOLIN was an idea the time of which has come (Economic Growth and Increased
Production through Community Development)
2. Very much influenced by COADY International Institute in the beginning
3. A course on Agricultural Extension was taught by the Israreli Team
4. It was the force of Fr Masterson’s personality and ideas that influenced the early
participants of SEARSOLIN
5. The establishment of a Just Social Order was Fr Masterson’s Impossible Dream
c. Areas of Growth:
1. There is a need to follow-up the SEARSOLINERs after they graduate for its long term
goal
2. Distinguish Social Leadership to include organizational management, technical,
Advocates, Value-Forming Subjects, etc.
3. Go beyond XU College of Agriculture for teaching and context
4. Root its analysis and program on the basis of Asian setting
5. SEARSOLINERS work in Program/Project Planning, Supervision, Training and Education,
Cooperatives should be incorporated in the program offerings
6. SEARSOLINERS shifted work to be more in development-related jobs (Community
Development, Adult Education, Agricultural Extension, Less in Government work
d. Notable Expressed Needs, Program Re-orientation and Affirmations
1. In the latter part, there was decreased attention to Cooperatives and Community
Organizing because of Martial Law Years (1972 – 1985)
2. 86% of the SEARSOLINERS affirmed the relevance of SEARSOLIN Program
3. Perceived most relevant to participants from Africa, South Asia, Southeast Asia
4. Contributes more to in understanding of development issues, technical skills, and
improved management skills and in increasing motivation to be a leader
5. Recommended in-house counsellor to assist in value-formation of individual and group
leadership
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e. Faculty members and resource persons
1. Continue the practice of faculty development of SEARSOLIN Staff
2. 75% of faculty from the Philippines, 25% Foreigner
3. SEARSOLINERS should get a core faculty who come from SEARSOLINERS’ home
countries
4. Intercultural exchanges among the participants and community be maximized
f. Main Recommendations:
1. Have a systematic design of programs based on the feedback from the trainees and
current problems of development
2. SEARSOLIN could be a Center of Practical Development, Research, Consultancies to
enrich the training program and to keep its international character
3. Financial sustainability can be ensured with the relevance of the programs and internal
and diverse sources of incomes
4. SEARSOLIN can pursue a development strategy that can require integration of action-
research, management of projects, and financial self-reliance
g. “Credo of Development and Solidarity”(Collectively written by SEARSOLINERs and
others, SEARSOLIN Review Workshop, Taichung, Taiwan, April 18-14, 1994)
I believe that people are the most important resource.
I believe in God creating us in peace and solidarity.
I believe that education is vital for development.
I believe in working in solidarity with the poor.
I strongly believe in the political and economic development of the people.
I believe in doing together. I believe in changing society for a better future.
I believe in people and their ability to form communities.
I believe “happiness lies in enriching others.”
I believe that impossible things can be done.
I believe in nurturing the little seeds within us.
I believe in SEARSOLIN and the SEARSOLINER.
i. Developing Rural Social Leadership in Southeast Asia: An Evaluation of the SEARSOLIN-
ESP Scholarship for SLDT 2006-2011 by Ed Quitoriano
1. Objectives:
1. To capture outcomes of the project;
2. To track the progress of participants’ Development Action Plans (DAPs);
3. Document impacts on partners and projects and programs;
4. Document lessons learnt; and,
5. Put forward recommendations for possible reorientation and/or adaptation in
future cooperation with ESP
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2. Comparative Profile of SLDT Graduates:
Attributes 1964-2011 2006-2011 (Overall) 2006-2011 ESP-MCC
Scholars
Gender 30.9% Female 44.0% female 39.5% female
Occupation: Community
Workers
36.64% 28.7% 16.2%
Religious Affiliation 69.8% Christian 79% Christian 74.4% Christian
Education 69% college to
graduate level
73% college to
graduate level
79% college to
graduate level
Age Group 20-40 yrs old 80% 68.6% 92.9%
Civil Status: Married 43.25% 53% 55.8%
Institutional Affiliation:
Government
16.93% 11% 4.6%
3. Southeast Asia SEARSOLINERS
4. Relevance (1) - Performance Rating: 1.45
- Strategic fit between SLDT and individual and organizational needs and
enhancement of assets
1112
5
33
10131
2
SEARSOLINERS from Southeast Asia, 2006-
2011
Cambodia
Indonesia
Lao PDR
Myanmar
Vietnam
Philippines
East Timor
5
23
6
ESP & MCC Scholars 2006-2011
Cambodia
East Timor
Lao PDR
Myanmar
Vietnam
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- In terms of ranking of what is most relevant to ESP scholars and sending
organizations:
Most relevant module: Modules 1, 4, 2 and 6. Among the four, Module 1
(Participator y Approaches to Development), Module 2 Social
Entrepreneurship, Module 2 Sustainable Agriculture, Module 6 Monitoring
and Evaluation)
Second most relevant module: Modules 5, 3, 2 and 6. Module 5- Peace and
Development, Module 3 – Cooperatives
Third most relevant module: All modules and DAP (Development Action Plan)
5. Relevance (2) - Emergent Realities and Needs:
1. Climate change and environment
2. Research methods and data analysis
3. Human rights and human trafficking
4. Migration
5. Disaster reduction and community-based disaster preparedness
6. Value chain
7. Gender
8. Microfinance
9. Financial management
6. Effectiveness (Performance Rating: 1.66)
1. Effective utilization of the SLDT by the scholars and sending organizations
2. ESP scholars able to transfer acquired knowledge and skills to staff of their
organizations and to radiate to communities; ESP scholars/SLDT graduates
have shown capacity to reproduce rural social leaders in various disciplines
3. DAPs: generally not implemented as designed but are integrated into
organizational agendas and developed into project proposals. Samples
presented in the evaluation workshop show high level of financial resource
generation and enhancement of development initiatives in communities
4. SLDT utilization: ESP scholars gain broad knowledge and skills but generally
select specific knowledge and skills according to their designations and
assignments and personal preferences
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7. Sustainability Rating:
1. At SEARSOLIN level: historical evidence shows high level of sustainability but
vulnerable to declines in foreign scholarships; but the asset base is solid and could
be harnessed to increase the sustainability rate
2. At scholar and partner level: multiplier and radiation effects indicate high level of
sustainability especially in the social, ecological and financial dimensions.
8. Impact – Performance Rating: 1.72
1. Stakeholder perceptions (based on survey results) suggest positive impacts of the
SLDT but hard to measure in the evaluation exercise
2. Likelihood of confusing outcome level results with impacts
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3. Lack of clear baselines in the external economic, social, political and ecological
settings make it difficult to determine impacts
4. DAPs integrated into organizational agendas and developed as projects are still
ongoing. Impacts could not yet be determined
9. Multiplier Effect
1. Per capita scholarship cost is around USD 10,000 but scholars have shown capacity
to multiply and radiate results of up to 30 times in financial resource generation
and continuous time in human capital formation
2. Human capital formation at organizational and community levels tend to be
geometric in multiplication
10. Success Factor Steering
1. Two layer managerial hierarchy
2. Directional guidance by the XSF Board
3. Lean but efficient core structure around SLDT
4. Proximity of resource persons within the XU system
5. Clear allocation of roles and tasks
11. Success Factor: Strategy
1. Effectiveness of SLDT as strategy for developing rural social leadership
2. Pooling of resources for SLDT delivery
3. Needs improvement in financial resource mobilization strategy
4. KM strategy needs to be more explicit and needs to harness ICT
12. Success Factor: Processes
1. Strategic decision making processes at level of XSF Board
2. Operational processes at level of SEARSOLIN management
3. Efficient sequencing of activities and outputs in the SLDT
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4. Some flaws in strategic planning (especially in documentation and dissemination of
results)
13. Success Factor: Cooperation
1. Positive collaboration within the XU system
2. Effective collaboration with around 50 experts for the SLDT modules
3. Strategic linkages with national and international organizations
4. Under-studied collaboration with local governments and local dioceses
14. Success Factor: Learning and Innovation
1. Modular approach to SLDT
2. Paradigm shift from DCBA to ABCD
3. Need more joint learning exercises with SEARSOLINERS and partner organizations
4. Scholars’ innovations in DAP implementation (various modalities)
15. Conclusion
a. Successful project
b. Strong sense of ownership by stakeholders
c. High performance rating (overall and specific to relevance, efficiency,
effectiveness, sustainability and impact)
d. Overall rating and specific ratings for relevance, efficiency, effectiveness and
sustainability supported by quantitative and qualitative evidence
e. High rating of impact based on perceptions of stakeholders but need further
examination using appropriate impact evaluation methodology across a wide area
and long timeline
f. High return on scholarship investments with multiplier effects of up to 30 times of
the financial cost per capita
g. Most outcomes are still unquantifiable for lack of documentation and M&E system
h. Need to strengthen regional and in-country environmental analysis and baselines
as reference for impact assessments
16. Overall Recommendations:
a. Joint lesson learning exercises with partners and SEARSOLINERs
b. Optimization of SEARSOLINERS in the region
c. Inter-operable M&E
d. Inclusivity; broaden outreach to potential rural social leaders from other religious
backgrounds
17. Recommendations for SEARSOLIN
a. Document and inform stakeholders of the 2008 strategic plan
b. Develop in-country trainings in cooperation with SEARSOLINERS and sending
organizations
c. Mobilize ICT for communications and education
d. SLDT modules: continuous updating
e. Assess and learn lessons from previous DAPs
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f. ‘market segmentation’
g. Financial health: broaden income streams; review HR and salary structure
h. M&E and lesson learning
18. Recommendation for Sending Organizations
a. Contribute to analysis of outcomes of the SLDT as a whole and the DAPs in
particular
b. Maintain partnership with SEARSOLIN for continuous lesson learning and mutual
support
c. Explicit policy on gender
19. Quo Vadis SEARSOLIN (Future?)
a. “The harvest is great, the laborers are few.”
Continuing program for Human Resource Development (formation of leaders for
Asia and other developing countries)
b. Advocacy role in poverty alleviation, urban and rural development, food security,
social justice, people empowerment & community organizing, the “ABCD”
approach, active support for the Cooperativism
c. Partnership with other Organization
d. Trainings in other countries
e. Sustainability issues/concerns (financial, organizational, etc)
20. Linkages and Networking
a. ASIAN NGO COALITION (ANGOC), AsiaDHRRA, APPROTECH ASIA
b. ACCU
c. GLOBAL VILLAGE ENERGY PARTNERSHIP
Action Research on the Asset-Based Community Development Approach (ABCD) with Coady Institute
assisted by: DR.ANSELMO MERCADO,RACHEL POLESTICO, VIC TAGUPA, LUTHER LABITAD, and AMYPATRIARCA
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Discussion points on Ms Rachel’s Presentation:
It was acknowledged that Ms Rachel’s presentation was a providential in her postponed of her
presentation because of schedule overlaps during the first workshop on Celebrating Milestones. It was
also affirmed that her presentation of SEARSOLIN is comprehensive enough to provide a leveling-off
among the participants of the workshop.
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II. Workshop on Business Model
The workshop then continued with the
introduction of the two main facilitators, namely,
Dr Christina Liamzon and Tony Quizon.
Dr Liamzon started the session by presenting some
points to leveling off expectations given the
revised program flow of the proposed OD
Workshop of SEARSOLIN. She started her input by
acknowledging the wealth of materials that have
been sources of information and knowledge of the
institute through resource materials, valuable
input of Rachel Polestico’s presentation specially on the impact study and the proposed
recommendations for SEARSOLIN, as well as acknowledging some limitations on scope and breadth of
other materials that may help shed light on the various challenges and areas of growth that may be
looked into in the process and other sources of information such as:
- Inputs from the alumni, partners, funding agencies, partners and networks of the institute;
- Inputs on the present trends and challenges of doing social development work in Asia;
- Move from the wealth of the institute’s to the inputs of coming forward considering the
various trends in the Asian region;
- SWOT Analysis of Mr Ansaldo;
- Input from ideas of the committee;
- Inputs from other stakeholders: alumni, donors who have given to SEARSOLIN, commenting
on what they can contribute to the evolution of SEARSOLIN;- Partners in other ateneos; and
- Other potential sources of information that can help provide substantial feedback in the
Organizational Development Process in 20 years down the line to help process the short
term, long term projections of the planning exercise.
She then urged the committee to consider the aforementioned ideas in mobilizing the proposed
strategy in order to lead the group towards the formulation of the business model that could be the
interim, be the curiicula of the course until we have a bigger picture of the formation and training
courses and SEARSOLIN could be doing, for a organization, research or whatever that may be.
She further challenged and urged members of the committee to be fluid or flexible in the various
exercises that the facilitators may propose to better enhance the felt synergy and collaborative spirit
that is pervading among members of the committee.
She then shared her experience of the fruitful experience of using the book written by Alexander
Osterwalder and Yves Pigneur entitled Business Model Generation. This was very helpful to her when
she was using this as a tool for her social entrepreneurship engagement with the overseas Filipino
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workers in Europe. She presented an excerpt from the book on Generating New Business Model Ideas,
which states:
1. Need for a creative process to generate a large number of business model ideas and successfully
isolating the best one – process called ‘ideation’.
2. One challenge in doing this: to ignore the status quo and suspend concerns over operational
issues
3. Business model innovation is not about looking at the past at his indicates little about what is
possible in terms of future business models; it is not about looking to competitors as business
model innovation is not about copying but about creating new mechanisms to create value. –
aims to deign original models that meet unsatisfied, new or hidden customer needs.
4. Ideation has two main phases: ideas generation where quantity matters and synthesis, where
ideas are discussed, combined and narrowed down to small number of viable options.
General Approach:
1. Team composition –
a. from diverse units
b. of different agesc. with different areas of expertise
d. of different levels of seniority
e. with mixture of experiences
f. from different cultural backgrounds
2. Immersion –
a. ideally team should go thru immersion phase: general research, studying customers,
scrutinizing new technologies, assessing existing business models
3. Expanding –
a. what innovations can we imagine for each business model building block? – quantity
not quality; generate ideas rather than critique too early
4. Criteria selection –
a. what are the most important criteria for prioritizing our business model ideas?
5. Prototyping –
a. what does the complete business model for each shortlisted idea look like?
5. Design attitude: “If you freeze an idea too quickly, you fall in love with it. If you refine it too
quickly, you become attached to it and it becomes very hard to keep exploring, to keep looking
for better.” (J. Glymph, Gehry Partners)
Business Model Environment: Context, Design Drivers and Constraints
6. Developing a good understanding of your organization’s environment helps you conceive
stronger, more competitive business models.
7.
4 areas that should be mapped out in the environment:o market forces:
market issues (identifies key issues driving and transforming your market from
customer and other perspectives)
market segments (identifies the major market segments, describes their
attractiveness, and seeks to spot new segments)
needs and demands (outlines market needs and analyzes how well they are
served)
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switching costs (describes elements related to customer switching business to
competitors)
revenue attractiveness (identifies elements related to revenue attractiveness
and pricing power)
o industry forces:
competitors (identifies incumbent competitors and their relative strengths)
new entrants (identifies new insurgent players and determines whether they
compete with a business model different from yours)
substitute products and services (describes potential substitutes for your offers,
including those from other markets and industries)
suppliers and other value chain actors (describes the key value chain
incumbents in your market and spots new, emerging players)
stakeholders (specifies which actors may influence your organization and
business model)
o key trends:
technology trends (identifies technology trends that could threaten your
business model-or enable to to evolve or improve)
regulatory trends (describes regulations and regulatory trends that influenceyour business model)
societal and cultural trends (identifies major societal trends that may influence
your business model)
socioeconomic trends (outlines major socioeconomic trends relevant to your
business model)
o macro-economic forces:
global conditions
capital markets
economic infrastructure (describes the economic infrastructure of the market in
which your business operates
Another Material that she presented was the: The 9 Building Blocks for a Business Model which was
taken from the same resource material:
Defining a business model – describes the rationale of how an organization creates, delivers and
captures value. The nine blocks cover the four main areas of a business: customers (clients),
offer, infrastructure and financial viability. The business model is like a blueprint for a strategy to
be implemented through organizational structures, processes and systems.
These building blocks are found in the Business Model Canvas which works best when printed
out on a large surface so groups of people can jointly can work on inputting into the canvas. It is
a hands-on tool that fosters understanding, discussion, creativity and analysis.
1. Customer Segments (CS) – this building block defines the different groups or people or
organizations an enterprise aims to reach and serve. Customer or client groups represent
separate segments if:
a. their needs require and justify a distinct offer
b. they are reached thru different distribution channels
c. they require different types of relationships
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d. they have substantially different profitabilities
e. they are willing to pay for different aspects of the offer
Key questions: For whom are we creating value? Who are our most important
customers/clients?
2. Value Propositions (VP) – this building block describes the bundle of products and services that
create value for a specific Customer Segment. A VP creates value for a CS thru a distinct mix ofelements catering to that segment’s needs. Values may be quantitative (e.g., price, speed of
service) or qualitative (e.g., design, customer experience)
Key questions: What value do we deliver to the customer/client? Which one of our client’s
problems are we helping to solve? Which client needs are we satisfying?
3. Channels (CH) – this building block describes how a company/organization communicates with
and reaches its CS to deliver a VP. Five channel phases:
a. Awareness - how to raise awareness about our company’s products and services
b. Evaluation – how do we help clients evaluate our organization’s VP
c. Purchase - how do we allow clients to purchase specific products and services
d. Delivery – how do we deliver a VP to clients
e.
After sales – how do we promote post-purchase client support?4. Customer Relationships (CR) – this building block describes the type of relationships a company
establishes with specific CS.
Key questions: What type of relationship does each of our CS expect us to establish and
maintain with them? Which ones have we established? How costly are they? How are they
integrated with the rest of our business model?
5. Revenue Streams (RS) – this building block represents the cash a company generates from each
CS (costs must be subtracted from revenues to create earnings).
Key questions: For what value are our clients really willing to pay? For what do they currently
pay? How are they currently paying? How would they prefer to pay? How much does each RS
contribute to overall revenues?
6. Key Resources (KR) – this building block describes the most important assets required to make abusiness model work. KR can be physical, financial, intellectual or human.
Key questions: What Key Resources do our VP require? Our Distribution Channels? Customer
Relationships? Revenue Streams?
7. Key Activities (KA) – this building block describes the most important things a company must do
to make its business model work.
Key questions: What Key Activities do our VP require? Our Distribution Channels? Customer
Relationships? Revenue Streams?
8. Key Partnerships (KP) – this building block describes the network of suppliers and partners that
make the business model work. We can distinguish four different types of partnerships:
a. Strategic alliances between non competitors
b. Competition: strategic partnerships between competitors
c. Joint ventures to develop new businesses
d. Buyer-supplier relationships to assure reliable supplies
Key questions: Who are our KPs? Who are our key suppliers? Which KR are we acquiring from
partners? Which KA do partners perform?
9. Cost Structure (CS) – this building block describes all costs incurred to operate a business model.
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Key questions: What are the most important costs inherent in our business model? Which KRs
are most expensive? Which KAs are most expensive?
After Dr Tina presented her input on the proposed business model as basis for initial discussions and
then will follow through another round of revalidation using the same model so as further diversify and
clarify and allow other sources of information to further define the niche of the institute, identifying thesources, defining social rural leader, enriching programs, envision a graduate of the institute since this
will help define modules, programs, training, identify qualities of the 21st
century of SEARSOLIN.
INPUT on South-East Asia Rural Leadership Trends
Tony Quizon started to define the geographic added that it is important to define first the business
model rather than jumping into the curricula offerings, it is important to define first to define who the
social rural leader is as foundation of any discussion on the workshop.
His presentation was entilted, Some perspectives on Rural Developmentm in the South East Asia context
and the task of building new leadership. He started by providing the basic characteristic of SoutheastAsia in three key elements:
1. High Biodiversity. 11 countries of Southeast Asia is composed of main lands and islands, with
flora & fauna diversity in a tropical setting and is considered second largest in the world in
rainforest.
2. High ethnic and cultural diversity, that 40% of its population are Muslim, and the rest are
Buddhists, Christians, Hindus and Animists, is one of the most ethnically diverse regions, highest
Indigenous Peoples populations and has layers of identity and historical roots.
3. Disaster and risk areas; severity of Climate Change impacts. SEA is situated at a tropical
rainbelt and tectonic plates with Vietnam cited as one of the rising new examples of ClimateChange Adaptation and risk reduction strategies.
He also pointed out that colonization plays a very vital role in the rich historical background of
Southeast Asia which according to him has three unifying features, namely: the dominance of European
maritime power, imposition of commercial economy based on international trade; and total domination
in last 100 years, 1850s-1950s in tune with the industrial revolution in Europe.
He also noted that the three periods of European colonization were vital to Southeast Asia’s historical
evolution, as follows: a. the age of expansion, 1498 to 1750, b. the age of conquest, 1750-1858, and the
c. the age of empire, 1858 to 1914. He added that independent states have flourished only after 1950s
which was rather consequential to the degree at which these states were totally independent andsovereign in orientation and that the structural adjustments and reforms have begun on in the 1980s
and concerns and challenges of adapting to the trends of globalization was revolutionized in the 1990s
and have since then changed the socio-economic-political-cultural and environmental paradigms and
governance of the Southeast Asian countries.
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Another unique trend in Southeast Asia, he noted was its high economic growth with GDP growth in the
ASEAN six (Indonesia, Malaysia, Philippines, Singapore, Thailand, and Vietnam) in 2010 at 7.6% and is
expected to reach an average of 5.6% in 2012-2016 with China as main trading partners of ASEAN: USD
178B in 2009 and an Foreign Direct Investment (FDI) as main driver of its economy with USD 74B in FDIs
in 2010. (Source: WEF website)
While all is well with Southeast Asia, he also presented unique challenges of transition countries, with
the following characteristics: opening market, but not of political space noting human rights violations,
growing restrictions. He cites Cambodia as an example stating of the need to secure permits to enter
into communities to do social development work. Ethnic conflict among communities are also a
challenge as well as massive landgrabs and resource extractions as a result of the foreign direct
investment activities and the prevailing weak institutions in addressing good governance issues.
He presented the following data to
illustrate his claims:
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He then asserted that to configure the term “rural” was a contribution to the following elements,
namely:
1. That it is a resource-based economies where people’s livelihoods are primarily in agriculture,
although in some areas the economu may be based on mining, forestry or tourism;
2. Provider of food, industrial crops, timber, minerals and environmental services;3. Link to culture and history as its basic roots; and
4. Rural livelihood in nature.
He cited Robert Chambers as basis of defining the strategy for rural development, saying:
Rural Development is a strategy to enable a specific group of people, poor rural
women and men, to gain for themselves and their children more of what they
want and need… It involves helping the poorest among those who seek a
livelihood in the rural areas to demand and control more of the benefits of rural
development… The group includes small scale farmers, tenants, and the
landless.
The reality of rural poverty is a major concern to contend with according to him, since, he asserts that
the uneven and non-inclusive development has been observed in the existing economies, facilities and
services are commonly inadequately, setting the past policies of using agriculture to service has been
insufficiently characterized. And in the case of the Philippines, he said that “ chronic poverty among
farmers and fisher folks are a given reality not to mention the needs of our indigenous peoples and that
most are along poverty line, so the focus now, he said that is on “risk and vulnerability’, livelihood rights
mapping, etc. noteworthy to mention in his discussion is the poverty incidence being highest among
fishermen and farmers at 414 percent and 36.7 percent in 2009, the poverty incidence was pegged at
26.5 percent according to the data from NSCB, 2009/ Manila Times, 06/30/13 that he presented.
He then transported his discussion to a global understanding of the world population in these
illustrations:
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He then proposed the following assertions on the meaning and connotation of the social context of an
institute as well as providing the scope of challenging the foundations of an institution that is oriented
to social development context as follows:
He ended his presentation by identifying the positive nature of SEARSOLIN being in Mindanao, and in
the Philippine context asserting: the comparative advantage of the English proficiency among local,
open-learning environment of an academic institutions, existing areas of actual field experience and has
built local champions of doing rural social leadership, grounded understanding and awareness of the
Southeast Asia context, existing linkages and accessibility of funds and grants, challenge of doing land
and resource reforms and can take a more substantial engagement of the realities of out-migration.
Workshop on: Vision-Mission Goal Re-visit
Discussion on the present Vision-Mission-Goal statement of SEARSOLIN as well as other concerns and
issues were raised. The need to look at SEARSOLIN timeline: 1964-2012 is crucial in terms of providing
a holistic understanding for the planning exercise. Main points of the discussion were:
1. Linkages:
Vision-Mission Statement
SEARSOLIN is a Catholic, Jesuit, Filipino and an Asian Leadership Institute that
aspires for a just social order, dedicated to the holistic formation of leaders to
work for social development in the context of diversity and tradition of
developing countries.
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o Link with Xavier University Vision has to be re-evaluated
o Review “Catholic”, “Jesuit” in its vision-mission statement
o Question of” Can “Catholic, Jesuit, Filipino” be removed in the Vision-Mission
statement (Is this covered by holistic formation?)
2. To focus on mission part to make it more specific to SEARSOLIN
3. Define Goals and Objectives
o Premier Asian Leadership Institute – can this be part of the Mission Statement
Need to define competitive advantage
4. Change “tradition” (“Culture”?)
5. Existing vision can be decoded
o Who are we?
o What is the vision? (Considering the context of the “Just social order” component of
the present V-M-G statement.)
o Mission – develop leaders
o Context of what is being addressed--diversity
6. Emphasize “diversity”
7. Tradition – “empowerment”?
8. Vision (What we want): Premier Asian Institute
9. Mission: Form leaders
10. Does Social Development cover “everything”?
11. Empowerment? Transformation? Change? Towards becoming an Institute that “learns”
As proposed and discussed, the re-formulated Vision-Mission Statement of SEARSOLIN states:
Vision-Mission Statement
SEARSOLIN is the Premier Asian Leadership Institute that aspires for social
justice, dedicated to the holistic formation of leaders helping to empower the
poor for social development in the context of diversity and cultures of
developing countries.
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Business Model Exercise
Given the various points of discussions presented above, Dr Liamzon, then asked the committee to go
through the exercise using the proposed matrix on The 9 Building Blocks for a Business Model:
Key Activities (KA) Fieldwork
Apprenticeship
Training seminars
Modular seminars
Visits and exposures
Hands on exercises
Model-building
Lectures
Workshops
Key Partners (KP) Funding Agencies
Field Practitioners
Academic Faculty
Government Agencies
NGOs networks and affilitiates
Friends of Fr Masterson
Church-based funding institutions
Scholarships
Paying students
Regional networks Key Resources (KR) Partners
Funders
Building and Land
Training facilities
Farm for sustainable agriculture
Resource personsAlumni associations
Reputation
Xavier University
XU College of Agriculture Cost Structure (CS) Travel & Visa Cost
Board and lodging of the students
Security and language translations
Maintenance cost (staff)
Tuition and fees
Transportation
Tuition to pay for resource
Customer relationships
(CR)
Cura personalis
Personalized care and attentionKeeping “informal ties with graduates”
Professional delivery of services
Cut-off after session after training
“Organized pleasure”
They expect continued support
Customer Segments (CS) Government staff – development agencies
Church-based
Development students
NGO / Civil Society Workers
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Development Workers
Academe
Government
Church
Community leaders in Southeast Asia
Filipino Leaders
Southeast Asian Leaders
Value Proposition (VP) Value formation through exposure, reflection, engagement
Community life through sharing and common activities
Models for rural trainings
Training on 7 modules
DAP implementation
Modularized training theory / practicum
Multi-disciplinary
Social/value formation
Training-lectures-exposures
6-month training program
Skills development
Innovative strategies
Religious and cultural tolerance
Certificate courses
Diploma courses
Channels (CH) Residential Training
Church-based organizations
Informal networks
Best practices
In-country trainings and conferences
Alumni
Partners
Communications through alumni associations
Website
EmailsWord of mouth
Referrals by alumni
Network of funders
Communication through the partner organizations
Follow-ip through visits
Publication of newsletter Revenue Streams (RS) Sale of Knowledge Products like books, photocopying services
Income from use of facilties
Overhead for project implementation management
Tuition (scholarships)
Government – CDA, CDF
Donor-driven (Scholarships)
Board and Lodging including walk-ins Funding agencies
Endowment Fund
Donations from Alumni
Fr Masterson Fund
Individual funding
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Day 2:
Preliminaries
The second day started with a prayer and followed by a recap highlighting the significant
accomplishments of the first day of workshop. Highlights include:
1. Thorough discussion and presentation of SEARSOLIN’s accomplishments, impact assessment of
its years of existence on program implementation, formation value to its graduates, funding
institutions inputs and recommendation, among other significant information provided by
Rachel Polestico;
2. Greater perspective on the Asian Rural Leadership paradigm presented by Tony Quizon gave a
fresh breath of what it means to do social development work vis-à-vis the macro and micro
challenges of Southeast Asia in terms of its socio-economic-historical-cultural-environmental-
governmental-political landscape of the present times;
3. Leveling-off of process and workshop flow given the rich materials of the proposed
organizational development framework to be used in the workshop particularly using the
business model generation shared by the two resources persons in the achievement of the
workshop objectives; and
4. Revisited the existing Vision-Mission statement of SEARSOLIN and conscientiously retraced its
origins, foundations, reasons for existence and related this to the changing landscape and signs
of the diversity of factors and challenges for a more meaningful conduct of social development
in this part of the world;
5. Learning exercises of in aid of undergoing the 9 building blocks of business model which has
further clarified the existing Key Activities, Key Partners, Key Resources, Cost Structure, Cost
relationships, Customer Segments, Value Propositions, Channels, Revenue Streams of
SEARSOLIN as basis of tracing a new road map for its future engagements.
The first day of workshop was a journey of exploring the frontiers of SEARSOLIN’s pathways of
engagements that it be meaningful and will play a significant role in making a difference of its continued
existence while still grounded on its roots and reasons for becoming Asia’s premier rural social
development institute.
B. Workshop on trend analysis
The facilitator presented the importance of identifying the:
1. Key Trends: Regulatory, technology, societal and cultural and socio-economic trendsrelevant so as to provide foresight of internal and external challenges that may influence the
organizational direction of the institute;
2. Market forces: Market segments, needs and demands, market issues, switching costs,
revenue attractiveness;
3. Industry forces: suyppliers and other value chain actors, stakeholders, competitors, new
entrants (insurgents) substitute products and services; and
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4. Macro-Economic Forces: Economic infrastructure, commodities and other resources, capital
markets, and global market conditions.
The result of this exercise is shown below:
Trends (KEY TRENDS: Technologies, Regulations, Culture/Religion
- Still: Context, Experience,
Reflection, Action and
Evaluation (Ignatian
Pedagogical Paradigm – IPP)
- Under the Social Development
Framework
- Output-based/Development
Action Plan. Practicum)
Outcomes
- Empowered Citizens
- Rising Middle Class- Field Practitioners
- MA Degree
- Short Courses
- Ladderized Course
- Research-based engagements
-
- Public-Private
Partnership
- Corporate Investment
on Human Capital
- Emergence of
Alternative Mode of
Learning
- Development work or
community building
initiatives
- Good governance anddecentralization
- Collaborative learning
- Executive program
- Information and
Communication
Technology
- Multidisciplinary
- Interdisciplinary
- Dialogical input
practicum
- Gendermainstreaming
- Precision agriculture
- GIS Application
- Governance as
platform of
engagement
- Multi-Media
- Customized courses
- Open university
- Tailor-fit programs to address
industry-based employment
needs and time-frame of study
specific to their levels and posts in
the organization
Competitors / Comparators?
“INDUSTRY FORCES” Competitors, Stakeholders, Others
- Government Training Centers and Institutes
Balay Mindanao
o Courses: Regional and International
Levels
o Education and Training
o Constituency Building
o Internship and Exchange
o Sustainable Integrated area
development
o Conflict transformation
o Peace building
ATI
Xavier University
SAIDI
IIRR
COADY
PPI
Academe: Ateneo School of Governance
XU RSO Units
Asian Institute of Management
Fundacio
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Asian Social Institute – Manila
International diploma for Community
Organizing Workers
MA and Undergrad Courses in SOcialk
Work
Research: Principles, Methods andApplication
Project Planning and Development
Integrity of Creation workshops
Mindanao Peace Building Institute
Education and Training
Research and Documentation
Networking
Government mandated training /
workshops
Development academies
Mindanao Rural Baptist Center(Bansalam)
Climate Change Academy (Albay)
Center for Development Innovations –
Wageningen University
CARD Institute
MASSPECC
NGO: PRRM, Canaan
UP’s Outreach Unit
World Bank Institute
Bogor University
Chiangmai University
European University Scholarship Programs
Short-term Leadership Courses
Phildrra
Challenges:- Will we compete or cooperate?
- There is a need to map-out similar Institutes, Courses in Mindanao
- Map-out XU Offerings to check overlaps
- Compare Institution courses, donors, cost
Who is the Market?
“Market Potentials and Market Forces”
- Sectoral leaders
- Educators for development
- Focus in Asia and Other Developing nations
- Development workers (NGOs, CSOs)
- Graduate Students (specialized courses or
practicum based)
- Urban/Town Planners
- Public Sector (Local and National)
- Agents of change
- Movers / innovators / transformers
- Government Staff
- Religious Persons
- Graduate Students
- Government Offices – CSO: Policy Makers
- GO - NGO: Development Workers
- Government Bureaucrats
- Field practitioners who need retread, degree
- Youth leaders (SBs)
- Media Practitioners
- Intellectual ACtivitists
- Institutional partnernships as learning-skill
training provider
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- Lay Pastoral Leaders
- Famers
- Fisher folks
- Researchers working on an issue or theme
Development Context
‘Macro-Development Forces” (Context in which you operate)
- Land and Resource Conflicts
- Bio-diversity
- Climate change
- Management leadership institutes
- Disasters
- Agricultural transformation
- Supermarkets (Food Industry)
- Funder-driven “development programs and
projects”
- Development workers especially from
transition countries
- Rise of Modern Markets- Multi-Stakeholders Partnerships
- Green technology
- Emergent economies
- Inclusive growth
- Increased participation of CSOs, private
groups in affairs of the state: Social
Accountability
- Religion domination and conversion
- Brain gain / drain
- Back 2 back “Small is Beautiful”.
- Transition Countries Issues
- Globalization (Free Trades)
- The quest for meaning (in the urban jungle)
- Rights-based approaches
- Carrying capacity (footprint, hand print)
- Resource Management (energy, basic needs)
- Urbanization
- Food security and volatility
- Growth of regional trade and Foreign Direct
Investments
- Urbanization with a particular stress on
migration- Cultural integration
- Mindanao peace: a security context
- ASEAB / AFTA
- BOOMING China
- Pease and development thru livelihoods
promotion
- Indigenous Peoples inclusion
- Internally displaced persons in poor areas in
Mindanao
- Growing gap between the rich and poor
Learning points:
1. The exercise identified key issues driving and transforming SEARSOLIN market from
customer and offer perspectives and diversity into the uniqueness of its foundations;
2. It also identified the major market segments, describes the attractiveness of its unique
offerings through its value propositions and wealth of experiences of doing social
development work and most important sought its spot in possible venture to the new
segments offered in the market place at large;
3. Identifying SEARSOLIN’s the needs of demands through the exercise as well outlines market
needs and analyzes how well they can be served and tapped given the existing and
unexplored resources of the institute given its long years of doing social development work;
and
4. Identified elements related to revenue attractiveness and pricing power to address self-
sustainability and accountability issues.
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Exercise on Identifying SEARSOLIN’s Niche
The present Vision has been incorporated in the present exercise. The facilitator stressed that at this
part of the workshop is aimed at identifying SEARSOLIN’s goals and objectives as basis for further
discussion. Market forces analysis is crucial since determining will provide better understanding not only
of the present trends of doing social rural leadership trainings and programs offering rather provide theinstitute and its stakeholder of its comparative advantage and harness further its potentials and areas of
growth and not simply adjust to any given situations unprepared, he added.
Proposed
Reformulated
V-M
Goals Objectives Value Propositions
“Products/Services” (as the Premier Rural
Development Training Institute
in Asia)
Customer
Segments
SEARSOLIN is
the PremierAsian
Leadership
Institute that
aspires for
social justice,
dedicated to
the holistic
formation of
leaders helping
to empower
the poor for
social
development
in the context
of diversity and
cultures of
developing
countries.
Develop leaders
with valuesBe the Center of
Excellence /
Premier Institute
Link with
universities/instit
ute with Asian
development
realities
(outreach /
research)
Empowerment
Competencies Values/formatio
n
transformation
Research
Advocacy Monitoring and
Evaluation
Ladderized
Programs
Core training
Programs (SLP_
MA Program
Implementing
DAP as
“SEARSOLIN
102” Diploma
Courses
Customized
Trainings
In-Country training
Alumni
Model Building
Philippines:
DevelopmentWorkers:
Church, CSR,
NGOs
Government
Organizational
Development
and Enterprise
Migrants
Graduate
Students
(DevelopmentStudies)
Transition
Counties of
ASEAN where
Rural
Development
Leaders may be
more needed: Go
where the
greater need
(and funding)
is.”:
Myanmar
Cambodia
Laos
Timor Leste
Africa
Pacific
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Main Concerns Rose:
ii. Validation questionnaire for the stakeholders will cover Southeast Asia. Target clients of the
survey are alumni and partners of the institute.
iii. Given the proposed new themes, possibility of new funding partners can be explored.
Key Activities Key Partners Revenue Stream
Knowledge
Management
: Case
Studies
Enhancecultural
sensitivity
(for
faculty/work
ers)
Strengthen
and expand
Curriculum
development
and updating
Joint training
on key topics
Joint
Trainings /
Research
Other
resources
and income
mobilization
activities
Partner with other agencies
Centers of innovations and other
universities in Southeast Asia
Other Resource Persons
Institutional Partnerships
Tuition and other fees
Modules:
- Participatory Organizational and Project Management- Sustainable Agriculture
- Project Monitoring and Evaluation
- Entrepreneurship and Cooperatives
- Formulation of Development Action Plan (DAP)
- Link farmers to Value Chain
- Feasibility Study Making (XU College of Agriculture)
- Environment (Marine Engineering)
- Governance and Peace
- Disaster-Risk Reduction
- Coordinating Unit for Advocacies
Research, Grants, Press, College-based Research and Social Outreach Units
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iv. The need to be accredited or bidding for projects and grants are areas that the institute must
learn and explore.
v. An observation was made that on programs and vision statements, emphasis was more on
environment which has become the base of the present proposed engagements. This is due to
the need to further incorporate the discussion on environment as an over-arching theme of the
development agenda.
vi. Three concepts emerge that can substantiate the desired formation orientation of a SEARSOLIN
graduate:
1. World changer through
2. Social Entrepreneurship which is not just limited to a task but in view of social
responsibility manifesting the graduate’s vital role as
3. Social leader for development.
Synthesis of Day 2 - Workshop
The second day of the workshop ended with a prayer with a spirit of consolation brought about by the
collaborative spirit and synergy among participants in coming up with a clearer direction and defined
areas of growth as well as enhancing its present dynamism towards a more responsive and dynamic
institute in the coming years.
Day 3:
Preliminaries
The workshop started with a reflection points from Mary Stewart and followed by a recap presented by
the facilitator highlighting the following points:
1. For SEARSOLIN to be competitive in the 21st
century leadership institute, it has to make
sense of today’s environmental challenges as it might find itself to be outdated or even
obsolete for the demands prescribe in the market today;
2. That improving its understanding about the future is not only necessary but is an imperativegiven the complexities, uncertainties, and potential disruptions inherent in the evolving
business environment;
3. Thus the exercise of analyzing its environmental landscape and its niche has provided
significant direction of its future as assumptions about how market forces, industry forces,
key trends, and macroeconomic forces unfold has provided the design space to develop
potential business model options or prototypes for the future; and
Social
Entrepreneur
World
changer
Social
Leader
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4. The task of the committee is to define the role of business model scenarios to forecast
possibilities and make them happen.
The third day is meant to provide the continued learning space to close certain gaps in the
arrangements of structures where SEARSOLIN can effective manifest its mandate, vision, and sense of
mission.
Exercise on Developing Core Programs
The committee members were asked to brainstorm on the core program offerings and the output are as
follows:
Course Thematic Content Values Content Market Segment
Local Governance - Campaign and
Electoral
Management
- Policy
Formulation
- Greater Public
Value
- Effective
Leadership and
Management
- ABCD
- Community
Organizing
- Linking Disaster
and Resiliency
- MDGs- Leadership
- Environment,
Sustaianable
Development
- Risk-Sensitive
Land Use Planning
- Gender Women
Participation
- Environmental
Accounting
-
Disaster RiskManagement,
Climate Change
- Local
Development
Planning
- Local Economic
Development
- Integrity
- Transparency
- Accountability
- Gratitude and Love
- “Seeing God in all
things”
- Participation
- Wide Perspectives
- Open-mindedness
- “the larger scheme of
things” (stars versus
the constellations)
- Local government leaders
from other countries
- Local government officials
- Local bureaucracy
- Local executives and
Government Workers
- CSOs (NGOs, Academe)
- Devolved National
Government Agencies
- NGO Workers
- Progressive LGUs in
Southeast Asian Countires
- Graduate Student and
Faculty
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- Systems Thinking
- Innovation
management
Social
Entrepreneurship
- Value chain
development
- Product
assessment
- Market feasibility
study
- Business planning
- Cooperativism
- Production
management
- Financial
management
- Marketing
management
- Microfinance- Business policies
- Organizing
- What is social
entrepreneurship?
- Who is a social
entrepreneur?
- Financial literacy
- Social
responsibility
- Business models
- Value chain- ABCD
- Product
development
- Market analysis
- Human dignity
- Dignity of labor
- Persistence and
perseverance
- Our of the box thinking
- Flexibility
- Thrift, savings
- Farmer empowerment
- Synergy
- Chain cooperation
- Negotiation
- Ethics
- ECO Empowerment
- Collective Action
- Trust- Accountability
- Palabra de Honor
- Product Quality
Consciousness
- Innovation/Creativity
- Continuing Research
- Innovativeness
- Farmers and farm laborers
- NGO staff
- Government Staff
- Farmer Leaders
- Returning OFWs
- CSR Units
Resource Rights
and Governance
- Community Based
Risk Management;
Climate Change
Adaptation
Models
- Scenario
Projections
- CCA/DRR
- Systems thinking
- Globalization
- Peace as
development:
participation,
structure,
- Social equity
- Resource conservation
“Co-creation”
- Connectivity with
nature/environment
- Respect for IPs
- Reconciliation with
creation
- Everyone as caretakers
and stakeholders of
resources
- Corporate Social
Responsibility personnel
- Agricultural corporations
- Government: LGUs and Line
Agencies
- Indigenous leaders
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enabling
environment, etc
- Gender women
rights
- Mediation of
resource conflicts
- Natural cycling
(renewal,
extractions,
conservation)
- Ecosystems-based
landscape
adaptation
- MDGs
- Mediation
(boundary
disputes, culture
difference, etc)- Community
mapping systems
- IPRA as “Model”
- Rights and
entitlements
- Asset Reform
- Sustainable
resource
management
- Food Security(Sustainable
Agriculture)
- Food productionskills
- IPM
- Smallholder
agriculture
- Natural farming
system
- Agro forestry
- Food security as
human security
- Laws and
protocols
- Value-chain for
sustainable
agriculture
products
- Producers and
consumers linkage
- Tenurial rights
- Agricultural
- Give us this day ourdaily bread
- Preferential option for
the poor
- Faith (Food Always In
The Home)
- Human development
principles
- Total human
development
- Simplicity: not taking
more than what needs
and valuing of
resources
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investments
- Organizing
- Sustainable
farming systems
- Value adding
- Access
Project
Management,
Monitoring and
Evaluation (tools
and skills)
Partnership,
Networking
- Guidelines on
data gathering
and analysis
- GIS, IT Tools
- Project proposal
development
- Budget
preparation and
monitoring
- Strategic planning
- Budgeting
- Scoreboard- Leadersip training
- Institutional
learning
- Appreciative
inquiry
- Farming models
- What development are
we working for?
- Research / project
ethics
- Transformational
leadership
Learning Point:
This exercise has facilitated an invigorated sense of identifying its program offerings to bettersuit the demands of the existing market but also acknowledge its rich networks and linkages that can
help the institute re-orient itself towards its new vision and mission.
Exercise on Arrangements and Structural Orientation within Xavier University and composite units:
Context: The present set-up of SEARSOLIN has been defined, and that it is under Xavier Science
Foundation. XSF is not really part of Xavier University in terms of structure and as an institute but it’s
directly under the president. Its only legal connection with Xavier University is because of its connection
with the College of Agriculture. The challenge now is how should it be set up any where?
The facilitator then discussed the difference between institution of replacement and institution of
relationships. In terms of programs offerings for example, should it be included as part of the diploma
course? Another concern that emerged is what part of the program offerings should be under the
graduate school and which department should it be linked?
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Dean Ravanera: SEARSOLIN is related to Xavier Unviersity since it is with the College of Agrilcture. It is its
home-base, he said. That also reflectes in the programs that had been offered. It has opened up and
included other colleges as the need arises. Administratively, SEARSOLIN is linked to the College of
Agriculture but it’s technically under Xavier Science Foudnation. So if there are contracts and
memorandums to be entered into, the Xavier Science Foundation will sign. But the financial sides: XSF
functions as financial conduit. Whether the funds will be transferred to the university, that’s something
we will answer in the next workshop. What we can discuss now is AFTER. It could be under graduate
school but given the varied themes that is being proposed now, then this is what should be discussed
now.
Dr Quiaoit made a comment saying that the proposed mechanism will work but not necessarily under
the graduate program.
The facilitator then challenge the committee members to see how the institute is operationalized before
relationships are to be discussed and decided on. He cites as an example research and advocacy, he
asks if the committee members envision a separate advocacy unit within the framework or not?, Is it a
specialized function?, he quips. He stressed that the difference between SEARSOLIN from now on: in a
way is that it is an outreach—an extension within an extension. He said that SEARSOLIN should be
treated as a separate institute. The question now he posed is under whose guidance is it then and what
about staffing concerns?
Dr Quaioit responded that SEARSOLIN must have its own set of staff.
Fr Rene responded that at present, the staff is composed of the following: the deputy director,
secretary, trainee, librarian, housekeeping, kitchen, support service. His main concern is how to redefine
even the structure into the organization?
The facilitator presented a scenario that if we will put flesh on this; we have to have a person who can
deal with a team to push them. Say, if there’s a partnership, there has to be a core who will relate to the
partner. We’re looking into a group of skeletal.
Fr Rene proposed by saying that the skeletal might be composed of: one person/coordinator per theme,
admin, and knowledge manager which includes the library, finance, facilities manager,
A concern was raised by the facilitator on what might happen is that there will be a coordinator per
module. But somebody has to see the entire module. Considering also the number if you’re talking
about many people.
Fr Rene responded that it might be done through one core per theme, but there are customized training
per group. So per each team there, there is really a coordinator: more of the content and expert (in
house or outsource or partnered), training specialist: facilitator in terms of admin and logistics
(permanent).
Ms de la Rita made a comment that in a project, there should be project coordinator, admin asst,
secretary and a cohort of say 30 people to make it viable.
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Fr Rene stressed some considerations saying that the idea right now is to integrate SEARSOLIN to the
university. This idea will strengthen the academic offerings of the university. One basic assumption on
this is that programs and course offerings must be anchored in the university. Experts from the
university must be tapped for its program and course implementation and offerings so in the process
also strengthen the university’s course offerings as well.
The facilitator affirmed the proposal saying that given the thematic orientation of the proposed program
offerings, it might be a good strategy that the lead thematic specialist should come from the university.
Fr Rene said in response that it’s not the RSO which comes in to set the direction of how SEARSOLIN
should go as an institution in terms of its program and RSO’s thematic areas.
The facilitator asked for clarification whether is this oversight function or an operational function? He
cites an example on hiring of staff.
Fr Rene replied through a clarificatory question: since SEARSOLIN is not under the university, the
Executive Director is the one who should set the directions? One clamor that is going to be put is thecurriculum aspect in terms of how it is going to be run.
Dean Ravanera said that thedirector should be the one responsible but in terms of content, the
collegiate.
Dr Quaioit added that the director will have a say on matters pertaining to operations, programs
offerings, etc byt there should be a technical team of experts who will look into matters with the
director for guidance.
Dr Yasay said that the committee can recommend tot eh President that somewhat like a Quality
Management Committee for SEARSOLIN can be formed to address this concern.
Dr Quiait followed up a question saying, “can the oversight already be the committee of SEARSOLIN?”
The facilitator said that part of the oversight committee’s task is to look into the course, thematic
content, values content, market segment will be the ones to determine the number of hours, grade, etc
and that the director, the oversight committee, acting on behalf of the president and then the training
coordinators for: administration, Logistic and Finance can be formed.
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VP RSO
DIRECTOR
RESEARCH/ADVOCACY/ KM
PROGRAMMANAGER
THEMATICSPECIALIST
THEMATICSPEACIALIST
UNIVERSITY UNIT
THEMATICSPECIALIST
THEMATICSPECIALIST
THEMATICSPECIALIST
M & E MARKETING
The proposed SEARSOLIN Organizational Structure:
The committee was also asked to draw its proposed cost list as follows:
Meeting Rooms
Case/Seminar Rooms
Conference Room
Wifi
Generator
Non-handicapping
Environment
Elevators
Ecumenical Rooms
Dining Halls
Library
Rooms with individual
CRs
2 types of rooms:
short term
long term
Dormitories
Recreation room/Fitness
room
Pantry per floor
Computer room
Computers
Admin Offices
Kiosks
Breakout/workshop
rooms for breakout
sessions
Secretariat room
Spacious lounge
Dirty kitchen (outdoor)
Entertainment Room
with musical instruments
Play room
Parking space (redesign)
Synthesis
The third day of the workshop in a way closed the process of re-inventing SEARSOLIN through
the various workshop objectives and even those that have not been covered and explored were
instruments of further relegating the dynamism and bright future ahead of the institute as contained in
h d