AI Appreciative Planning and Action - care_nepal_trainer_guidebook

CARE Nepal (2000) Chandi P. Chapagai

Contents About the guideline Background Mission Statement of APA Some key notions of APA Four-“Ds” Traditional project cycle Problem vs. possibility tree Comparative experience of APA from different CARE projects Session outline Contribution of APA drawn from the field Suggestion Annexes: Some experience from the field Contents used in the previous workshops Example of guiding questions Golden rules Participatory monitoring and evaluation Some tips for positive thinking Appreciative inquiry bibliography Some web-site information on AI

Pages

"The definition of insanity is doing the same thing over and over again expecting different results." Rita Mae Brown

About the guideline: There is a long history of trickle down approach, a dominant approach of growth theory in development affairs, since post world war II until mid 80s. Several development interventions were made through these approaches, however, the result has mostly been "unchanged condition in poor peoples’ lives". Gross national product (GNP) continues to grow unevenly. Rich are getting richer, and poor, the poorer. This remains a persistent problem, a worldwide phenomenon, which continues to challenge development workers into thinking and rethinking towards designing the appropriate development processes for the welfare of poor. The concept of decentralization through Gocal Self-governance Act and Regualation and participatory approaches etc. are into practice. Robert Chamber heads the list with his contribution in promoting and using participatory approaches like Rapid Rural Appraisal (RRA) and Participatory Reflection and Action (PRA) which were widely accepted and practiced all over the world. Following it, different participatory development approaches with slight variations also appeared and put into practice. In the recent decade, the post-modernists have come up with a slogan of "partnership in development". It is another development practice that involves the local institutions at grass roots level as partners to mitigate problem through participatory approach. Still there is some missing links among vision, commitment and action and yet fails to address the gap between rich and poor. Problems not only lie in the economic and physical term but also deeply rooted in human term, i.e. their attitude, feeling, perception, perspectives etc. People feel themselves engulfed with insurmountable problems and are generally not optimistic. As a result, their way of looking at things - the vision, are not positive. This reduces creativity thus lessens the human potentials, skills and capacity and makes them eventually visionless and dependent. In order, therefore, to address this deep-rooted attitude and perceptions, a positive inquiry approach has come into existence with a name Appreciative Inquiry (AI) or Appreciative Planning and Action (APA). This approach is considered to be effective in changing the negative attitude as well as to inculcate a power of positive thinking in human heart, mind and thought. The positive inquiry approach has a lot of additional values in comparison to other approaches which makes the community feel proud and positive with their own skills, resources, vision, commitments and action. This process gradually leads the community towards transparency, mutual trust, partnering and community institution building. Institution building is an integral part of recent development schemes so is empowerment. Empowerment is not a thing to be fed to the target people but it is associated with human thought as a process of learning and internalization of socially constructed knowledge. Role and status of development experts highly influence the over all development scenario. They knowingly and unknowingly influence the whole process of development. A small example can be cited here that the experts are producing and spreading ready made community empowerment manuals. These manuals are creating blocks in human learning

rather than creating the environment of empowerment. Why is this happening? This is happening mainly because of a tendency to give overall importance on experts' thoughts. Experts can give guidelines only. The tendency to produce and practice an expert based manual to empower the community people is increasing. Development practitioners are expecting innovative results from the community by applying the same techniques repeatedly. This is a wrong tendency, which primarily promotes the expert’s name and professional security. It is better to produce a simple guideline rather than a fixed formula based manual where any practitioners can swim deep and open by thinking /designing contextual queries and thoughts. This guideline would help to exercise the people for their empowerment and institutional promotion. Considering all these concerns above, effort has been made here to prepare an APA support guideline. It is prepared based on the experiences gathered from the community. As a theoretical base of the guideline, a few positive postulates have been derived which is hoped to be instrumental to empower the community and development catalysts.

Background: CARE/Nepal, like CARE worldwide, has a long history of proactive development programs in rural areas of the developing world. Grass roots initiatives sponsored by CARE/Nepal have reached many thousands of people in some of the most remote communities, bringing, for example, literacy, health, sanitation, agriculture, forestry, infrastructure, water supplies, and small-farmer irrigation programs. CARE's village level planning training has strengthened the analytical, organizational, and implementation capacity of rural institutions. Similarly, CARE International has brought modern organizational, management, and monitoring tools and techniques to its country programs, enhancing the efficiency, effectiveness, and morale of its operations and staff. In Nepal, CARE has recently added to its repertoire an innovative approach to community participation and mobilization, "Appreciative Planning and Action" (APA). This methodology builds on and enhances the implementation of CARE's participatory programs, effectively complementing CARE/Nepal's well-established utilization of "Participatory Rural Appraisal" (PRA) to ensure the active involvement of rural people in the analysis and planning of development projects in their communities. APA has been developed through an evolutionary action-research. CARE/Nepal's APA activities draw on a series of experimental initiatives and applied research conducted between 1995 and 1997 within the context of participatory natural resource conservation and development by The Mountain Institute (TMI) in Nepal, Sikkim, Tibet, and, most recently, in Peru. The results of this participatory research program, the APA approach, was then introduced into CARE/Nepal through village and district planning training programs beginning in mid 1997, and subsequently into Nepal Electrical Authority's Kali Gandaki environmental and community monitoring, mitigation, and management program during late 1997 and 1998. In parallel initiatives, Appreciative Inquiry was introduced in Nepal as an organizational and team-building strategy by Karuna Management, Plan International and to contribute to partnership development by Save-the-Children/US.

APA is a slightly modified form of Appreciative Inquiry (AI), a process developed by Cooperrider, Watkins, Srivastava, Whitney, and others associated with the Weatherhead School of Management, Case Western Reserve University.1 Therefore, the original details on AI will be helpful to understand both AI and APA. "Appreciative Inquiry is about the co-evolutionary search for the best in people, their organizations, and the relevant word around them. In its broadest focus, it involves systematic discovery of what gives "life" to a living system when it is most alive, most effective, and most constructively capable in economic, ecological, and human terms. AI involves, in a central way, the art and practice of asking questions that strengthen a system's capacity to apprehend, anticipate, and heighten positive potential. It centrally involves the mobilization of inquiry through the crafting of the "unconditional positive question" ofteninvolving hundreds or sometimes thousands of people. In AI, the arduous task of intervention gives way to the speed of imagination and innovation; instead of negation, criticism, and spiraling diagnosis, there is discovery, dream, and design. AI seeks, fundamentally, to build a constructive union between a whole people and the massive entirety of what people talk about as past and present capacities: achievements, assets, unexplored potentials, innovations, strengths, elevated thoughts, opportunities, benchmarks, high point moments, lived values, traditions, strategic competencies, stories, expressions of wisdom, insights into the deeper corporate spirit or soul, and visions of valued and possible futures. Taking all of these together as a gestalt, AI deliberately, in everything it does, seeks to work from accounts of this "positive change core" - and it assumes that every living system has many untapped and rich and inspiring accounts of the positive. Link the energy of this core directly to any change agenda and changes never though possible are suddenly and democratically mobilized" Cooperrider, D. L and Diana Whitney (1998)2. The unique feature of the Appreciative Inquiry approach is its commitment to seeking and drawing upon the root causes of success rather than those contributing to failure. This approach focuses on dissecting success, provide an interesting contrast to the problemoriented focus that pervades much of Western society and modern institutions. Educational and management systems, frequently modeled on those in Europe and North America, pride themselves in developing 'critical thinking.' Corporations, government, and non-government institutions build their programs around 'problem-solving,' 'problem analysis, dissecting 1 Watkins is an independent organizational development consultant; Cooperrider and Srivastva are with Weatherhead School of Management, Case Western Reserve University, USA. See Srivastva and Cooperrider and Associates, Appreciative Management and Leadership, Jossey-Bass, San Francisco, 1990; "Appreciative Inquiry Into Organizational Life," in Research in Organizational Change and Development, Passmore and Woodman (eds.) Vol. 1 JAI Press, Cooperrider, D., Appreciative Inquiry Workshop Manual;Whitney, D., Postmodern Principles and Practices for Large Scale Organization Change and Global Cooperation, Taos, NM (1996): The Taos Institute; Postmodern Challenges to Organization Development, HRD Global Changes and Strategies for 2000 AD. pp. 617-629, New Delhi, India: Allied Publishers (1994); Spirituality as an Organizing Principle, World Business Academy, Perspectives, Vol. 9, No. 4, pp. 51-62 (1995). 2

Cooperrider, D. L and Diana Whitney (1998), A Positive Revolution in Change: Appreciative Inquiry CASE Western Reserve University and Taos Institute.

causes, seeking and evaluating alternative solutions to those problems, and, all too frequently, affixing blame. The problem-focus approach has proved effective over the years and is the foundation of standard planning cycle used by organizations large and small, around the world. While a powerful and proven tool, the standard problem-solving approach is usually most effective for improving existing structures than for building a vision of the future and commitment to fulfilling that vision. When we solve one problem, we tend to seek the next one in line, generally leading us to move from one problem to the next. While doubtless productive, the problem-focus has a tendency to make practitioners more defensive than creative. We are trained to seek the negative and have a tendency to either search for flaws or to defend ourselves from those who identify flaws within the areas of our responsibility. Those focusing on the positive, in this context, may often be viewed with suspicion or apprehension. They are frequently seen as unrealistic, idealistic, lacking in critical thinking, advertisers, promoters, or, at the worst, propagandists. Those involved with Appreciative Inquiry, and its grass-roots incarnation, Appreciative Planning and Action, have found, however, that shifting from problem- to success-focused interactions, when properly structured, is far more than a public relations, or 'feel good' approach. Using a logically sequenced process that takes participants from a 'discovery' of their best, through a visioning of even better and the steps necessary to get there, and on to the 'delivery' of an action plan and the steps to get it moving, APA energizes and empowers people and organizations to take independent action. The approach has been found to build self-confidence and pride, mobilize institutions toward the achievement of their futureoriented visions. Currently, CARE Nepal is found a leading-edge organization in practicing the APA approach which has been applying this approach in different projects (Bajura, Mustang, Gorkha, Syangja and Mahottari) in relation to long term visionary planning and partnership development.

i.

The Mission Statement of APA

The mission statement of APA aims: •

To empower communities and individuals to take pride in what and who they are and what they have achieved; to dream of what might be; to plan for what can be; and to feel the energy that comes from making commitments and taking the first step.

•

To be simple enough that anyone can do it; profound enough to change people's lives.

APA, as developed and used in Nepal, is built on one goal, two laws, three major principles and a simple 4-step planning and action cycle that parallels classic planning models.

ii.

One Goal

Seeking the root cause of success (not the root cause of failure). This would involve countering the prevailing negative images that rural people have of themselves and their communities, their preoccupation with their poverty, remoteness, and lack of visible modernization. It would be replaced by seeking instead validation and learning from what is valued, beautiful, successful, working. For example: Identifying success their causes and potential resources for Bajura /Bajhang: What are the best things /activities and the causes behind these activities being best that have been made in your village/district. This was a practical exercise where two groups identified the successful community development program in the Bajura district. This was a participatory evaluation of the overall development programs accomplished in the Bajura district by DDC personnel. The group critically analyzed the successful development programs and identified the reasons why these activities were successful. This exercise found fifteen remarkably successful activities. The reasons for these successful programs were participatory planning, excellent leadership, effective participation of the community, social awareness, good supervision, effective co-ordination and monitoring of program and the presence of supporting institution like CARE Nepal. This exercise was reinforced the bottom up planning process, awareness building campaigns, effective monitoring and evaluation and peoples participation in each stages of development process. Another group assessed the resources (natural, cultural, human, institutional and economic) and capabilities and skills with the local populace of Bajura district. This was an opportunity to critically assess the resources and potentialities of Bajura districts. Participants identified a lot of potentialities for the development of the district. The positive inquiry exercise shows that analyzing and following successes and their causes can contribute to achieving successes. The failures of activities and their respective causes cannot generate successes. The positive inquiry as made in Sunikot and Dhamena VDC of Bajhang district shows that people’s participation, land and cash donation, feeling of ownership are found as causes of successful programs. After completing these workshops in Bajura and Bajhang, many participants realized that there is a serious problem of negative attitude in the community where one tries to pull the legs of the other. In such a situation, Appreciative Inquiry approach is found supportive to promote positive well-being rather than recollecting varied problems by discouraging the rural poor. Our present need is to encourage the community people and to make them able to bring out their skills and potentialities to build their own future. An example about the power of positive enthusiasm can be cited here, where a person of Sunikot VDC (Bajhang) named Gopal Bahadur Kunwar wrote and read a poem entitled as “build our village ourselves” during the last day of workshop. He was so encouraged from positive inquiry exercise. The

poem is focusing with "the community themselves can build their village by themselves by utilizing their own skills and resources". The poem is inserted at the end of this Annex. Finally, we can say that we wouldn't be able to encourage the community people if we followed the problem solving approach instead of inquiring and building upon successes and their causes. People have a lot of problems. They have problems at home, surrounding the residence, in field and forest, on trail, in pocket, at yard, school or everywhere. They know problem very well. They are fatigue by analyzing the problems for problems. Now they want to solve problems by setting visions with positive strength.

iii. 1.

The Two Laws

What you seek is what you find.

The questions you ask determine the answers you get. For example, negative questions generate negative responses; positive questions generate positive answers; positive answers generate positive action. Some traditional people, when faced by a seriously misbehaving child, do not punish but, instead call the village elders who then take turns telling stories of good, positive things the child has done, examples to the child's positive character. The child rarely misbehaves again. One more real life example can also be added by soliciting around from here. Let’s see the above questions as asked during the positive inquiry exercise in Sunikot and Dhamena VDC, Bajhang district. The question is “What are the best things /activities and the causes behind these activities being best that have been made in Sunikot/Dhamena VDC since to date?". If we asked just an opposite question instead of the positive one, what would have the result appeared? Or if the question was asked like " What are the worst things /activities and the causes behind these activities being worst that have been made in Sunikot/Dhamena VDC since to date? We easily can think about the answer we get. Negative question generates the negative answer. So, the answer we expect always depends on the question we asked. 2.

Where you believe you are going is where you will end up.

For example, mountaineers like Pasangh Lamu Sherpa and guides are remarkably successful in reaching the tops of extraordinarily difficult and dangerous mountains, against enormous odds, largely because that is the mission they have committed to achieving, the goal that they have set for themselves. If a person wants to devote for a purpose, finally he/she will end up with the desired approximation or to the targeted end. Here we can see a real life story entitled by "From Adult Literacy Class to University Campus" from Januka Devi Raut, Sindhupalchok, published in "Women on The Move" CEDPA 1997. The story is:

"WOMEN ON THE MOVE" CEDPA NEPAL, Field Office- 1997 From Adult Literacy Class to University Campus (JANUKA DEVI RAUT, Ward No. 1, Chaveli, Thakani VDC, Sindhupalchok District) I was saved from a child marriage. Because of that, my life is very different now. Talk for my marriage began when I was 14 years old. I opposed it. My elder sister-in-law supported me. Instead of a bride, I became a student. I am 21 years old. I first studied at an Action Aid child literacy class. The teachers were impressed with my devotion to learning. I was permitted to join the primary school. After a while, I stopped going to school. I had too many domestic problems and every-one said it was useless for a girl to get a formal education. I stopped school but my attitude was different. At home I taught my mother, sister-in-law and friends what I had learned. I influenced four of my friends to go to the literacy class. I started making drawings and pasting them on the walls. I started writing songs. I rejoined the child literacy class. Next I joined the adult literacy class. After we learned to read, we made a library. We started reading and discussing the things we read. I liked the poems and stories written to make women more aware. I read the stories to my friends. This encouraged a habit of going to the library for my friends as well. I became a facilitator for the next adult literacy class. I led the students to from a Women's Cooperation Group. We worked against alcohol and gambling. We worked against discrimination of women. We started a fund for income generation. Now we have Rs.12,000. We plan to use the money for development activities in which women could participate. We are thinking about tree planting, construction of a school, waterspouts and irrigation. We have started a campaign for compulsory schooling of our village children. Everybody realizes that our village is slowly improving. The men are supporting our efforts but the biggest problem is still the treatment of women. My training gave me the confidence that I could go to formal school. I got admitted to class six. I had to work hard at English and Arithmetic. I passed the S.L.C. Now I am in Kathmandu studying at Padma Kanya campus for my higher studies. After finishing my studies, I will return to my village. I am determined to work for my community sisters. I want to enhance their awareness and belief in their own ability. Village women should be united. They should be involved in self-supporting activities. Then they can bring about the needed changes in our society. Also to improve society, men and women must work together with respect and love. Januka Devi Raut is a devoted girl for education. So, she became highly educated lady who started her education from Basic Literacy classes at the age of 14.

iv.

The Three Principles

1. If you look for problems, you find more problems.

The tradition, giving considerably high importance to the existing problems prepares a nursery of problems in the community, implants the problems, grows the problems, nourishes the problems and brings the problems up as fruits. Not only that, it demands problems from the community and compels them to be dependent. Thus, it gives birth to newly developed problems, which by pushing the positive forces into the dark room that are working as energy resources to strengthen the society, is feeding more and more negative feelings and ideas. Here is a real life example from Chichila, in Sankhuwasabha district. A local entrepreneur Mr. Om Parajuli used to perceive him to be surrounded by a lot of problems. He had been trained in eco-tourism and trekking cooking and nurtured a dream of building a nice lodge on a mountain ridge overlooking the peak of Mt. Makalu. In pursuit of his dream he went to Malaysia to earn enough money to build his dream lodge. He was not successful in earning the money however, and returned totally discouraged and convinced that he never could be successful. He failed to see that he had a most extraordinary location on a busy trekking route and, with almost no cash investment, could make his simple tea house into a charming ecolodge that would attract as many or even more trekkers than his 'dream' lodge. Negative selfimages blocked him from turning his problem into an opportunity. 2. If you look for successes, you find more successes.

For example, when those who have endless criticisms of something like bureaucracy, politics, or taxes are asked to share positive experiences of the same, their lists grow longer and longer, and their attitudes shift toward understanding and acceptance. Many people are critical about NGOs not doing well in Nepal. But there are thousand of NGOs in Nepal. Out of those NGOs at least some of them are doing good work for the development of Nepal’s rural area. But people tend to focus more on the weaknesses of the NGOs. Instead of looking at their negative points, it will be more productive to analyze and disseminate best points of them for the benefit of other NGOs who are not doing well. When two football players went for a game, one went to play by looking at the 50 failure goals he had in the past whereas the other with 50 successful goals. Eventually, the one who had observed successful goals gained more points than the other did. Similarly, positive inquiry encourages people to build their future. Napoleon Bonapart always used to have an aspiration of becoming a military general. But due to his positive strength /thought he became not only a military general but also the Emperor of France. 3. If you have faith in your dreams you can achieve miracles.

Take for instance the example of "the Placebo Effect". Two people with the same illness are given pills by the doctor without them knowing that one receives real medicine, the other only a sugar pill. But both get well because they both have confidence in the doctor and believe that they will get well from his medicine. Similarly, many people have been helped by priests, lamas, Asina lamas, sadhus, jhankris, bizuwas, and other spiritual leaders through their belief rather than due to medicines or physical interventions. One more example entitling "The Power of the Tongue" can be cited here in this principle. A group of frogs were traveling through the woods, and two of them fell into a deep pit. All the other frogs gathered around the pit. When they saw how deep the pit was, they told the two frogs that they were as good as dead. The two frogs ignored the comments and tried to jump up out of the pit with all of their might. The other frogs kept telling them to stop, that they were as good as dead. Finally, one of the frogs took heed to what the other frogs were saying and gave up. He fell down and died. The other frog continued to jump as hard as he could. Once again, the crowd of frogs yelled at him to stop the pain and just die. He jumped even harder and finally made it out. When he got out, the other frogs said, "Did you not hear us?" The frog explained to them that he was deaf. He thought they were encouraging him the entire time. This story teaches three lessons: 1. There is power of life and death in the tongue. An encouraging word to someone who is down can lift them up and help them make it through the day. 2. A destructive word to someone who is down can be what it takes to kill him or her. Be careful of what you say. Speak life to those who cross your path. 3. If someone has faith in his/her thinking and doing, he/she can achieve miracle like the deaf frog did. The power of words... it is sometimes hard to understand that an encouraging word can go such a long way. Anyone can speak words that tend to rob another of the spirit to continue in difficult times. Special is the individual who will take the time to encourage another. Be special to others.

v.

The Four "Ds"

1.

Discovery

"The core task in the discovery phase is to appreciate the best of "what is" by focusing on peak times of organizational excellence-when people have experienced the organization as most alive and effective. Seeking to understand the unique factors (e.g., leadership, relationships, technologies, core processes, structures, values, learning processes, external relationships, planning methods etc.) that made the high points possible, people deliberately let go of analysis of deficits and simultaneously seek to isolate and learn from even the "smallest wins". In the discovery phase people share stories of exceptional accomplishments, discuss the core life-giving factors of their organizations, and deliberate upon the aspects of their organization's history that they most value and want to bring to the future" GEM Initiative 19963. In the discovery Phase members come to know their Organization's history as positive possibility rather than static, problematized, eulogized, romanticized or forgotten set of events. Empowering and hopeful conceptions of organization frequently, if not always, emerge from stories that are grounded in organizing at its best. Where appreciation is alive and stakeholders throughout a system are corrected in discovery, hope grows and organizational capacity is enriched. "At the heart of the discovery phase are the appreciative questions, which are designed to focus the attention of the inquiry team on the life-sustaining aspect of the past and the positive possibilities of the organization's future" (CRWRC-1997)4. Positive inquiry, asking positive questions, seeking what works, what empowers, "The best," seeking successes and their causes. What gives life to the organization? Preparation and sharing of success map. Participatory Monitoring and evaluation: "What was the best"? Sharing and reflection.

2.

Dream / Vision

"In the first stage you go through a process of discovery and create knowledge about what gives life to an organization. Now, in the second stage, you take this new knowledge and develop an image of how the organization might look at some future point. When the best of what is has been identified and is valued, the mind naturally begins to search beyond this-it begins to envision new possibilities. The collective imagination and mind may be the most important resource for building organizational capacity. The key to the dreaming stage is passionate-thinking-allowing participants to be inspired by what they have seen in the discovery stage" (CRWRC-1997).

3 GEM Initiative (1996) Appreciative Inquiry, An Approach to Organizational Learning and Action,

Case Western Reserve University, Weatherhead School of Management, Cleveland, Ohio, USA. 4 Partnering to Build and Measure Organizational Capacity, an inquiry into best practices of organizational

capacity building among national development organizations working in partnership with the Christian Reformed World Relief Committee (CRWRC) -1997.

The Dream Phase involves challenging the status quo by envisioning more valued and vital futures. Especially important is the visioning of end results or "bottom line" contributed to the world. Future vision: Looking ahead 5 /10 /20 years. Visioning of what could be? Setting of broad objectives. Where do we want to go? Sharing the dream/vision. Wishes or bases needed to achieve the vision. Preparation and sharing of "Future Map". Envisioning the future for Bajura District Based on the success and the potentialities of the districts participants identified the future development vision. The vision included broad development concerns of the districts for 10 /15 years. The session concluded with the varied categorization of the future development concerns. These include agriculture, livestock, forestry and irrigation; economic development; institutional development and social coordination; health and sanitation; education and culture; and physical infrastructure development.

3.

Design

"With appreciation for past accomplishments and with a view of the current reality as a foundation and a dream for what could be, an organization can begin to design the future through open dialogue. It is process to coming to consensus through sharing discoveries, ideas, hopes and values. In this step individual will involves into groups and will make the individual dream as a cooperative vision for the organization. The key to this stage is to create a deliberately inclusive and supportive context for conversation At the end of this stage every one should be able to say, "Yes, this is an ideal or vision that we value and should aspire to. Let's make it happen(CRWRC-1997)." The Design Phase is the creation of the social and technical architecture of the organization. So that everything about organizing reflects and is responsive to the corporate dream. Both the Dream Phase and the Design Phase involve the collective construction of positive images of the future. In practice the two often happen in conjunction with the other. Planning: making an action plan based on what we can do for ourselves. Setting of interventions & prioritization (Group dialogue). Five year plan /one year action plan. (Sharing of action plan.) How do we go ahead? Wishes or requirements needed to achieve the specific interventions.

4.

Destiny / Delivery

"The final step in the appreciative inquiry process is to co-construct the future through innovation and action. The first three steps are designed to establish a momentum of excitement. Since member of the organization have been involved in the valuing, envisioning, and dialoging process, they are committed, have a clear sense of where they are headed, and find innovative ways to help move the organization closer to the ideals. They take full responsibility for their own innovation and action (CRWRC-1997)."

Delivery involves on the new images of the future and is sustained by nurturing a collective sense of Destiny. It is a time of continuos learning, adjustment and improvisation (like a jazz group); all in the service of shared ideals. The momentum and potential for innovation is extremely high by this stage of inquiry. Because of the shared positive image of the future, everyone is invited to co-create the future. Implementation: collection of individual promises and commitments. "Start taking action, now!" Immediately in the same place within 10-30 minutes. Let's start first step of action!

THE APA 4 – 'D' PLANNING CYCLE Discovery Positive Inquiry: "The best", seeking successes/ experiences. What gives life to the organisation? What are our successes and their causes? Where are we? (Participatory Monitoring and evaluation) "What was the best"? Sharing and reflection.

Destiny/Delivery Implementation: Collection of individual /organizational promises and commitments. "Actions we can take now" (Immediate action within 10-30 minutes.) Let's start first step of action!

Putting the L t Fi t

Dream/Vision The Future Vision: "looking ahead 5, 10 or 20 years". Setting of broad objectives. Where do we want to go? Sharing the dream/vision through the preparation of a vision map. Wishes or bases needed to achieve the vision.

Design /Planning Setting of interventions & prioritization through group dialogue. Sharing of five year /one year action plan. How do we go ahead? Wishes or bases needed to achieve the specific interventions.

The 4-D planning cycle restarts again as per the community’s needs which frequently provides lessons to the community by promoting participatory monitoring and evaluation skills.

THE TRADITIONAL PLANNING CYCLE Identification of Problems and their Causes

M&E

Planning

Implementation

The more we stay stuck in a problem-solving mode - searching for worst problems and what caused them - the less we are able to focus on the major innovations that are happening all around us.

A Comparative Outlook of Banking, Problem Solving & Appreciative Inquiry Approach Factor Assumption Communities Focus Principle

Banking Approach

Problem-Solving

Emptiness-Based Ignore What Doesn't Exist Clean Slate

Approach Capacity Building

Stuck or passive Do to communities

Weakness-based Strength-based Coop Co-creates What is wrong What is best Image of communities as Heliotropic (humanitarian) machine effect Adoptive or reactive Generative or creative Do with communities Affirm/empower communities

Appreciative Inquiry

Annex-6 Content of the workshop Following contents Based on AI approach were used in the first TOT level planning workshop held at Martadi during February 1998. • • • • •

Stakeholder Analysis Communication Role and importance of CBOs Introduction and importance of partnering in development Development /project cycle

DISCOVERY/POSITIVE INQUIRY: • •

Inquiry of successes and their causes Inquiry of resources and skills

DREAM/VISION: • •

Looking for the ten year vision Preparation of five year broad objectives based on the ten year vision

DESIGN/PLANNING: • • • • •

Identification of five year interventions based on the broad objectives Preparation of action plan Presentation of action plan Proposal writing PM&E

DELIVERY/DESTINY/IMPLEMENTATION: • • •

How do we move ahead for the successful operation of the five-year plan? Collection of individual promises Workshop evaluation

Problem vs. possibility tree: Possibility Tree What dreams do you see? How can you make this happen? What will you do?

Arrange for further education Improve yields-How?

Pool money to buy land

Eliminate poverty-How?

Arrange for health education Improve health-How?

Build latrines Arrange for vocational education

Create Jobs-how? Start small business

Problem Solving Tree What problems do you face ? What conditions cause these problem ? What causes these conditions? Lack of education Low yields-Why?

Don't own land Lack of education Poor--Why?

Sickness Why?

No latrines Lack of education

No jobs-Why? Far from the city

Root causes

Problem solving approach

Appreciative Inquiry

Identification of problem and their causes

Success and their causes

Analysis of causes

Envision what might be

What is wrong

What’s best

Weakness-based

Strength-based

Analysis of possible solutions

Dialogue what should be

Cooperation

Co-creators

Adoptive or reactive

Generative or creative

Mechanical

Transformational, effect

Do with communities

Affirm/empower communities

Org. is a problem to be solved

Ors. is a mystery to be embraced

Specific problem focused

Long journey with vision and commitment

Stressful

Positive power, inspiration

Expert oriented

Community oriented

Structured

Flexible

heliotropic

hope

and

Some experiences from the field: CARE Nepal has applied APA approach in different CARE projects such as Bajura, Mustang, Gorkha, Syangja and Mahottari. More details are given in annex-..except a short comparative figure as below:

Comparative experience of APA in different CARE projects: Factor Duration / Time Location

Organizer

RABNP CARE Bajura Five days (17-21 Feb 98) Remote mountain district

NRMP CARE Mustang Four days (26-29 Aug 98)

RABNP CARE Gorkha Three days (2-4 Aug 98)

UAKWMP, CARE Syangja Four days (12-15 Aug 98)

NRMP CARE Mahottari Five days (1-5 Nov 98)

Remote mountain district

Remote mountain village

Municipality area

Terai (plain) area

Bajura DDC Mustang DDC, VDCs ACAP and CARE and CARE CARE

and Municipality CARE

19

UNDPand DDC, LGP & CARE

30

26

No. of 21 participants

31

Level of DDC rep. Participants (good education)

DDC rep. NGO, Municipality VDC rep. (low VDC, (good (good education) Club (low members education) education) education) Long term planning for partnership with VDC, DDC, NGO & CBOs

Long term planning for partnership w/VDC,DDC, NGO & CBOs

Long term planning for partnership with municipality, NGO & CBOs

Long term planning for partnership with DDC, VDC, NGO & CBOs

Focus

Long term planning for partnership with VDC,DDC, NGO & CBOs

Outcome

Ten year Ten year vision, Ten year vision, Ten year vision, Ten year vision, 5 year plan four year plan four year plan vision, five five year plan year plan

Participant’ s Opinion

Highly satisfied

Highly satisfied

Highly satisfied

Highly satisfied

Satisfied

Next step Planning Review with Planning for conducted for four planning for 76 prior 16 VDCs conducted VDCs VDCs to finalize seven VDCs district level plan DDC: District development committee, VDC: Village development committee

Next step

Planning conducted for 27 VDC (1350 pax)

Session outline: A detailed session outline evolved from the practical experiences of APA is explained below which will serve as a guide to implement and gradual enrichment of the process. In addition, a short contents used in the previous workshop is also given in the Annex…. Day –1 Getting acquaintance This is an introductory step which basically proceeds in a pair wise basis introducing one from another with name, address, hobby, and experience in year and a best moment of life. This process helps to lead the workshop positively. Participant expectations and workshop objectives Participant’s expectation will be collected by using a market place approach where every one will be asked openly for their interest to be discussed in the workshop. After collecting the issues, it will be clustered /categorized according to the nature of the expectations. This helps to proceed a participants oriented session and to arrange a purposive group work later. Stakeholder Analysis This session can be proceeded by citing any one example of a project like water supply or the like. The questions such as; what are the steps (process) of a project? Who are the stakeholders? Do we need to involve the stakeholders at every steps of the program? What are the advantages of stakeholder analysis? What risks may appear if stakeholders are not involved at every steps of development program? Etc can be used. Example of a drinking water supply activity. Different steps of the activity: • • • • • • • • • • •

Village assembly and need assignment. Planning. Survey (identification of reservoir and tap post location). Design and estimate. Committee formation. Construction management training. Selection of caretaker. Constructions of water supply system. Preparation of operation plan. Establishment of maintenance system. Program evaluation.

Who would be the possible stakeholders in this type of project activity? • • • • • • • •

User groups /committee Construction committee Caretaker VDC CBOs /LNGOs Line agencies such as district water supply office Technician Donors

Do we need to inform and involve all stakeholders at every step of development activities? What will be the merits of stakeholders being involved to the whole process of development intervention? • • • • • • • •

Easy to unite people’s participation. Can be accomplished timely. Less chance of being conflict. Ownership feeling Cost effectiveness Skill development at the local level Promotion of transparency mutual trusts, respect & partnership in development. Cooperation in maintenance. Partnering in development

This session can be better lead by using the 4-“D” cycle process but a short introductory dialogue can be made by using the questions like; What is partnership? What are the ways of partnership? How partners being choosed? Why partnership? What are the bases (foundation) needed to proceed the partnership effectively? What: Partnership denotes that two or more than two organizations such as governmental or nongovernmental, either registered or unregistered will come together to use available resources, skills & organizational capacity with transparancy, common goal, mutual trust & commitment for the betterment of their organization /community. Ways: • Field level implementation with CDC, WDGs & LNGOs. • Technical cooperation. • Capacity building. • Joint investment. • Direct investment. • Sub contract. Etc.

How to choose Partners: Some mutually agreeable criteria can be developed on it. It would be better to empower the local partners first than to scoring them tentatively. This process promotes the partners who belong to remote and DAG community area. Partner organization’s policy, strategy, legality, available resources, manpower, experience, commitment, transparency etc. can be taken as criteria to select them. Why partnering? • • • • • • • •

Institutional development. Capacity development of the local partners. Promotion of transparency decentralization, mutual trust, respect & cooperation among partners. Priority on community flat-needs. Cost effectiveness. Recent trend. It generates new dimensions of development with multiple effects. Demand donors.

Lastly, it is better to present some case studies of partnering interventions in development. Power of positive thought In this session, APA’s one goal, two laws, three principles will be discussed with an examples related to the power of positive thinking. See chapter… Such examples can be solicited from the participants as well. This session helps a lot to change human attitude and establish a power of positive thinking. Human thought determines their questions and questions determine the answers and action. This process gradually empowers and brings changes in human behavior and promotes institutional capacity. Positive thought has biggest power. The Siddartha Gautama became a BUDDHA by the determination of his positive thought. This way the session can be proceeded. Development /project cycle (4-'D' cycle) Four ‘D’-S cycle will be discussed in detail. See Chapter….

Day-2

Discovery/positive inquiry: Inquiry of best success and their causes. Inquiry of resources and skills Aking empowering, positive questions about the best and their causes, about what gives life to this organization -- seeking and understanding successes, analyzing successes for what they teach us --"The answers you get depend on the questions you ask.” Very important for village development efforts, Discovery typically reveals that the favorite, most empowering projects have been those community has done on its own, self-help, as opposed to those donated, supported by outsiders. Facilitators better to take the time necessary for this discovery to become evident to the group because subsequent planning for self-help initiatives is greatly enhanced when groups understand the power they derive from things they have done on their own compared to those provided from outside. Stimulating, leading questions seeking successes and feelings of empowerment are then used to help one or more small groups get down on the ground or around a table to create their own "Success Map" or symbolic diagram of their village or group as it is now, highlighting their achievements. Some guiding questions are given in Annex-...

Dream/vision: Looking for 10/15/20 year vision Sharing the vision Creating a positive vision of what might be, what we would like to achieve. Close our eyes, for one minute; imagine what we would like to find here in 10 or 20 years or so.... Think of what is needed to help make our dream come true... In our group prepare a "Future Map" or diagram that illustrates our dream of the future. Dreams are shared briefly in the full group and then discussed in their small groups to achieve a reasonable consensus on an exciting yet achievable vision for the future that can be illustrated by the group in map or diagram form, using symbols not words.

Bases needed to achieve the vision The below given points collected from the field, as bases needed to achieve the vision, might be helpful to conclude the session. • • • • • • • • • • •

Motivation and willingly contribution of the community to build their village by themselves. Mobilization of local resources and technology. Partnership & transparency. Program decentralization & feeling of ownership. Awareness & female education. Human resource development. Coordination with non-government organizations, local government bodies & lines agencies. Economic support & technical know-how. Unity of the political leaders by keeping themselves upper than political controversy. Stakeholder analysis. Commitment. Preparation of five year brad objectives based on the ten year vision

Depending upon the nature of vision, participants will categorize and prepare objectives to set specific interventions. (For more detail, see: CARE Nepal’s APA reports) Day-3

Design/planning: Prepare medium and short term (1 year, 1 year,) action plan for what we will do ourselves to start implementing the dream--to turn wishes into action steps, requests, promises; plans can be made starting with tasks to be done now and working toward tasks to be done over 1 year, then 5 years... or they can start with the longer-term and work toward what is to be done now; be flexible. Golden rules (Golden rules can be shared as an energizer, See Annex…) Identification of five years interventions based on the broad objectives. Participants will discuss and identify the interventions. Factors to be considered while prioritizing activities The below given points collected from the field experience will be helpful to prioritize the activities.

• • • • • • • • •

Based on local felt needs, resources, skills & technology. Financially feasible. More productive and advantageous to the community in comparison to investment. Be able to attract /motivate people for participation. Technically feasible. Can be implemented thought local institutions in partnership basis. Manageable Sustainable Supportive to conserve environment and local culture. Preparation of action plan

Develop a program to start implementing that plan this month or this season, including "who, what, when, where, why, how" as appropriate to time and complexity of tasks. Action plan- a suggestive format: Goal: Activities /Sub-activities

Indicators

Time frame

Committed by

Resource Needed / Cost

Remarks

Day-4 Presentation of action plan Participants will present the action plan for inter group comments and suggestions.

Delivery/destiny: How do we move ahead for the successful operation of the five year plan? Discuss with participants and proceed the session. Collection of individual promises/commitment. This design step can be done verbally and/or symbolically on the Future Map, and is accompanied by each group member making a personal, public commitment of one action step s/he is going to make and by when. (Be sure to clap vigorously as each person states his/her commitment). Facilitators can make their own commitments, and, where appropriate, commitments for their organization as "topping up" for local action; but focus should first be on what local people are ready and willing to do for themselves.

Participatory monitoring and evaluation Positive inquiry is a major source of PME. Spider Web and Organizational Assessment Tool can also be used for PM&E by assessing the relavency, situation and context. However, it is discussed in detail, see annex…. Immediate action plan with first step of action It is most important to put a first step in a process to across 1000 kilometers. "Action Now!"-- Starting now on the path to achieve the vision. What are we going to do to start this process? Near term actions we can start now! This is the classic implementation phase of the standard project planning cycle except that with APA one or more simple, symbolic, practical steps are selected by the group for immediate action, as part of the meeting process. Action generates energy; provides a real sense of achievement, is fun, and crystallizes the meaning and lessons of the entire APA process. "Action Now!" should be task(s) that can be done immediately, the same day, same place, and within 10-30 minutes. Workshop evaluation Some questions as found instrumental during the field exercises are given below for your ease. These questions will be asked orally or requested to write in a peace of paper from all participants seperately. The questions are: • • •

What are the two best things that you learned from this workshop? How do you like the methodology (process) of the workshop? Please give one point only? How can we make the overall workshop even better than this in the days to come? Please give your two opinions only?

Contributions of APA drawn from the Experience: •

It promotes the power of positive thinking and doing by converting the problem into opportunities. High probability of building anything will be embedded in positive thinking /moment but not in negative reasoning and problems.

•

APA is compatible with normal planning processes while providing an empowering framework for PRA activities: While a different approach to social /nation building, APA can be used to enhance other approaches to achieve intended mission. APA also provides an empowering framework for most all standard PRA, People Based Development (PBD), Village Planning Training (VPT), etc. APA provides an energizing framework for conducting virtually any type of meeting on any subject with the simple questions: What is working? What would "even better"

look like? How do we get there? What are the first steps we can each take? What can we do now to get started? •

APA motivates and involves the people throughout the whole process of development. APA keeps connections between every step (discovery, dream, design, destiny). This follows the development doctrine that 'anything initiated and managed by the community itself is sustainable, which is really encouraging for community institution building and partnering processes.

•

APA doesn't depend on a 'cook book' or a 'standard manual’, which an expert mostly uses for occupational continuity. It is a process of learning and action intended for discovering, understanding, and fostering innovations and for transformation in human social system. The approach motivates the community for interactive participation and self-mobilization. It is flexible and innovative which we can use in any community and organization related activities within few hours to 4/5 days. It is a cost effective and less time consuming tool in comparison to many others. It minimizes the workload as well. It helps to change the attitude and behavior of individuals, those who backbites and negatively analyze and perceive matters. This approach actually "puts the first last". Mapping in relation to discovery, dream and design (action plan) inspires the oral people for collective discussion and action. Participatory M&E is possible at the grass roots level by the community members themselves.

• • • • • • •

Some Suggestions: • • • • • •

Sometime people get confused with the word `dream’ thinking of the usual `dream’ which they see at night and which will vanish at the dawn. In this case `dream’ has to be dealt with as a future vision which one can see and share during the day... one which can be a social reality. The ‘Discovery’ phase of APA solicits logical information for participatory M&E. However, it may need further innovation. The “Spider Web Tool” or "Organizational Assessment Tool" could be a useful tool in this step. The APA approach requires innovative and participatory coaching skill. It may raise the expectation of the community people while envisioning the long-term vision. The APA approach is stills in the experimental phase and will benefit from new ideas to improve the process and make it even more practical. APA is an innovative and a dynamic process. People’s learning on positive thought and action gradually modifies and enriches it. For this, people need to take diets (tips) to cultivate the power of positive thought to make their thinking strong, deterministic and action oriented. As diets for positive thought, I have extracted and translated some points from a book “Science of Thought 1996” by Khaptad Baba, a Hindu religious thinker. See in Annex….

AnnexSome experiences from the field: 1. The Power of Positive Inquiry (April 1998) Born in the far-east and traveling to the far west Nepal for the first time was really an exciting moment for me when I reached Bajura during the middle of February 1998. Moreover, the trek from Sanphebagar to Martadi was most enjoyable, hiking along the Budhiganga riverbank, having an occasional feast of Asala fish, and chatting enjoyably with Santosh and C. B. Thapa. Mules, sheep and goats were also enjoying the trek. This trip was in connection with an offer from CARE/Nepal to conduct a trainer's level planning workshop for the District Development Committee Chairperson, the regional members, and some CARE Bajura staff. After reaching Martadi (district head quarter) we talked warmly with CARE Bajura friends, then we shifted towards our trip objective. We discussed and finalized the workshop schedule from February 17 - 22, 1998 for 22 participants. This workshop was designed and facilitated through the 'Appreciative Planning and Action (APA)' approach. This is a positive inquiry approach which basically acts with 4-D cycle such as Discovery (inquiry of best moments, successes and their causes), Dream (Vision), Design (Planning) and Destiny /Delivery (Implementation) by searching for 'what works' and 'what we have' instead of 'what doesn't work' and 'what we don't have'. This tool gives positive power to design and build the communities' future by the community themselves. After completing the workshop, the DDC body made a scheme and was able to conduct a five year plan for Bajura district comprising all 27 VDCs, within 15 days with the support of CARE Bajura staff. About 1350 people get the opportunity of empowerment from 27 training packages carried out one for each VDC of Bajura district. This three days planning workshop included 50 to 55 participants at each VDC level package. They also collected a five year vision from government line agencies as well. Ultimately, they finalized the overall planning with the District Secretariat (Jilla Parisad) dated March 27-31, 1998. The whole program from DDC level trainer's training to VDC level planning workshop, consultation with line agencies and finalization of all products with District Secretariat took only one and a half month's duration in total. It was cost and time effective and a model of skill transfer. Now they have a five year plan of Bajura district with a vision and commitment which I felt was facilitated through the power of positive inquiry. 2. From Mustang to Syangja via Gorkha: Local Institution Strengthening Using the Appreciative Planning and Action (APA) Approach: It was a combination of pleasure and rush to facilitate three different workshops in three different locations like Mustang, Gorkha and Syangja from July 26 - August 15, 1998. Moreover, the workshop in Gorkha was organized in Lapu, a remote Village Development Committee (VDC) of Remote Area Basic Need Project (RABNP Gorkha. All three places were unique in terms of nature, culture and economy.

These three workshops (Mustang, Gorkha & Syangja) followed the successful completion of the DDC/VDC level planning workshop in Martadi, Bajura using the Appreciative Planning and Action (APA) approach (see: "The Power of Positive Inquiry," CARE Newsletter, Vl- 4, No-1, 1998). APA is an innovative approach of participatory decentralized development and has now been successfully implemented in several CARE projects from high to low mountains, remote to accessible districts, and from rural communities to a municipality. APA is used build on successes to develop a future vision and action plan. It is structured with one goal, two laws, three principles and a simple 4-'D' step planning and action cycle. CARE/Nepal has been at the leading edge in the use of innovative tools such as the Spider Web, NGO Assessment Tools, as well as the Appreciative Planning and Action approach in relation to community institution building and partnering in development. This trip comprised three long terms DDC/VDC level planning workshops. The first one was in Mustang where 31 participants from 13 different VDCs participated. It was a district level workshop jointly organized by CARE, Annapurna Conservation Area Project (ACAP), and Mustang DDC who have developed a ten year vision and have prepared a five year action plan for the entire district. As the next step they will discuss and review this plan with every concerned VDCs and will then finalize it at a DDC workshop /meeting during mid-September or mid-October 1998. The DDC Chairperson, International Center for Integrated Mountain Development (ICIMOD), DDC Federation, and National Planning Commission are also interested to support the process to finalize a master plan for Mustang district and to develop appropriate partnerships in development. The second part of this trip was in Gorkha for a VDC level planning exercise in Lapu VDC where 20 participants attended including some RABNP Gorkha staff and local club members. RABNP Gorkha and the VDCs jointly organized it. In this workshop, the participants prepared a 4-year plan out of a 10-year vision. They have planned to discuss and approve the plan in the next VDC meeting dated 28 August 1998. RABNP Gorkha will conduct similar types of workshops in 6 other VDCs (Gumdak, Laprak, Uhiya, Keraunja, Kashigaon and Thumi) where they are planning to launch a partnership program with the VDC and other organizations. After the successful completion of the workshop all the participants cleaned the venue of the workshop - the school compound and rooms happily as a first step of action. The final step of this trip was in Upper Andhi Khola Watershed Management Project (UAKWMP), Syangja from 12-15 August, organized by the project at the request of Putali Bazaar municipality. A total of 30 participants comprising ward 3-9 of the municipality including a few project staff and club members attended the workshop. The Mayor of the Municipality was a curious participant throughout the entire workshop. The participants have made a 4-year plan out of a 10-year vision. It was a wonderful experience of partnering interest of community people facilitated through the APA approach, which made the workshop lively, interesting and successful. The participants ultimately decided to discuss the workshop product with the concerned ward first and then finalize it later at the municipality meeting. UAKWMP will conduct similar workshops in four more VDCs (Phedi Khola, Chilaunebas, Pawai Gaude and Thula Dihi) during August last to September 1st week 1998.

Hopefully, these workshops will serve as a guiding path in a process to build the future of communities. In all these cases the management support and staff dedication were invaluable. More detailed reports have been prepared by the projects for your information. 3. CARE's experience on District Development Committee level multi year planning in a Tarai district applying APA approach: It was one of the exciting experiences of CARE mission to conduct a DDC level multi year planning workshop in Mahottari from 1-5 November 1998. Now, CARE already has such experiences from high mountain to middle and the Tarai community. This workshop was organized by CARE Nepal, NRMP-Mahottari in collaboration with Mahottari District Development Committee (DDC) in Janakpurdham. It was a jointly organized third DDC Planning Workshop with DDC. In fact, the course curriculum was same as previous workshops, however some modifications were made in session proceedings based on previous experiences. United Nations Development Program (UNDP) has launching Local Governance Program (LGP) in Mahottari. LGP aims to develop future visionary plan all way through the cluster, VDC, Ilaka and up to DDC level. Therefore, the workshop process was slightly modified to address the visionary plan of UNDP, LGP. Two participants were also partially attended the workshop from UNDP, LGP project. Objectives: The overall objective of the workshop was to strengthen the capability of DDC members to plan and manage development programs effectively at district level. This broad objective was followed by the following specific objectives: • • • •

Enhance knowledge and skills on multi year visionary plan. Prepare development vision, objectives and strategy for Mahottari district. Prepare 5 years draft development plan for Mahottari district. Clarify process and importance of participatory monitoring and evaluation.

Method and process: Appreciative planning and Action (APA) approach with one goal, two laws, three principles, and 4-'Ds', similar with the previous workshop were used to facilitate process. Lot of group discussion, group work and presentation were made during trhe workshop. •

•

Objectives and contents of the workshop were decided in consultation with the Project Manager and Rural development Officer (RDO) by phone, fax and email and directed talking with them. They had conveyed their opinion as per their experiences and discussion with DDC members, LDO, District Planning Adviser (DPA) of LGP program, PM and RDO. A short meeting was organized on 31 October in Janakpur with PM, RDO, LDO and DPA; which finalized the workshop content and process. The workshop was initiated with a formal opening session. Vice Chairperson of Mahottari DDC Mr. Ganesh Prasad Yadav chaired and inaugurated the opening session and Local Development Officer (LDO) Mr. Sharada Prasad Poudel delivered welcome speech.

• • • •

• • •

After the opening session, the workshop was proceeded with introduction of the participants, collection of expectation and objective sharing, contents and process sharing, logistic arrangement and project (NRMP-Mahottari) introduction. Before entering into the project planning cycle (4-'D' cycle), stakeholder analysis and partnering process in development were discussed. APA – introduction, process and its use and application was discussed explaining one goal, two laws, three principles and “4D” cycle supporting with number of examples and experience gained from Bajura, Gorkha, Syangja and Mustang workshops. Participants were divided into three groups to identify the successfully completed activities and their causes in Mahottari district, resources of Mahottari and skills of Mahottari people. These were presented in plenary. Based on the past experiences, successes, resources and skills the people, 10 years development vision were identified. Based on the 10-year vision, 5 years development objectives and activities in sectoral basis were set. Basis or core factors needed to achieve the vision were also discussed and noted. Considerable factors while prioritizing development activities were also discussed in plenary. As a next step of action, a plan was made to finalize a detail district level plan applying APA approach. Individual commitments were also collected from participants. Lastly, participatory monitoring and evaluation session was discussed and workshop evaluation was carried out.

Strength of the workshop: •

•

CARE project staff (11) have participated very actively throughout the whole workshop. They worked hard in-groups and individually. They also conceptualize the planning process. Eventually they expressed their feeling that they found the planning approach really useful in development work. They are sure that they will use this approach in the coming project planning work. Vice-chairperson, LDO, DPA and some of the regional members participated the workshop entirely. They were motivated and expressed their views that they will teach the process for those who were partially participated the workshop.

Conclusion and lessons learned: • • •

Much attention was given to the regular participants to impart knowledge and ideas to them to create a positive feeling among them. The regular and committed participants will work as a resource person to orient other DDC members and apply the process in the coming planning processes. Venue is other important part to organize workshop for district leaders. Because of the closely located venue, political disturbances occurred normally. It is seen more in Tarai district rather than the mountain ones.

4. VDC level planning workshop in UAKWMP, CARE Syangja (January 4-6,1999): UAKWMP, CARE Syangja had organized two VDC level planning workshop simultaneously, comprising two VDCs at one venue. Group one consisting of Pawai Gaude (ward 1,2,3,5,6,7,8,9) and Thulo Dihi (wards 1,5,8,9) VDC was led by Gopal Sherestha in Phedi Khola and the another group consisting with all wards from Chilaunebas and phedikhola VDC was led by me and Hari Sherestha was in Syangja Bazaar. One participant from Bahakot-7 was also participated in the group one. Including him, there were 19 participants in each group. Similar type of planning workshop facilitated through APA approach was already conducted in Syangja comprising 3-9 wards of Putalibazaar municipality during 12-16 August 1998. These workshops are the next steps of the previous workshop scheduled to conduct during late August and early September 1998. But it was not conducted during the targeted time because of a sudden landslide and flood occurred in Syangja. Therefor, these two workshops are the rescheduled ones; which were planned to be conducted earlier. Objectives: • • • •

Enhance knowledge and skills on positive inquiry, development vision, objectives and action. Enhance knowledge and skills on multi year visionary plan facilitating through APA. Prepare 5 years draft plan of the VDCs. To realize the importance of commitment in a process to accomplish the development activities.

Findings: The workshop has produced a 10 year vision and 4 year (2055-56 / 2056-57 / 2057-58 / 2058-59) action plan separately one for each VDC. They also budgeted for the first year. Workshop was productive but was conducted with little more hurry. What next: The participants will go to their respective VDCs and will review and finalize the plan prepared during this workshop. They are looking for supports and partnering for some of the activities from UAKWMP, CARE Syangja. CARE Syangja will see the possibility of support and partnering during the coming project annual implementation planning time (mid January 1999).

Lessons learned: Few lessons have been learned from this workshop. 1. In fact the workshop was productive and the participants were also satisfied. However, it was fairly rush to complete the workshop during 3 days which significantly reduces the participants involvement. Therefore, it would be better to organize such workshop at least for four days. 2. There were only 8-11 participants from one VDC. This workshop was a mixed of two VDCs where 19 participants were attended in total. It is a small representation. In this case, it can be suggested that to organize a separate workshop for one VDC by representing the suggested number of participants as below: • • • •

VDC chair /vice-chairperson and secretary Ward chairperson one from every 9 wards Non elected village volunteers, potential planners: One from each ward Others: (CBOs/NGOs etc) Total:

3 9 9 4

25 Now we can expect at least two person are trained from each ward that may facilitate the future process. 3. It is also observed that the local people often invite elected persons for day to day services while going on the workshop. If the workshop specially organized for the elected person, it is recommendable to set a isolated venue from their one residing area.

Annex… Example of guiding questions: 1

Discovery: (some guiding questions)

•

What have been the most successful development activities in your village over the last 10 /15 years? What have been the most successful activities your organization / community development committee (CDC) have performed over the last 5 /10 years? What are the causes of those successes? What are the best experiences you had in your work on partnering and NFE over the last 5 /10years? What were the contributing factors to accomplish the language experienced approach (LEA) activities over the last 2 years? Can you say a successful story happened in your life? What have been the most successful roles of women?

• • • • • •

• • • •

How can we make our successes even better than at present? What are the results /effects of the successes made over the last 10 years? What are the most essential factors that give life/energy to your family /organization? Describe a time when you feel the team /group performed really well? What were the circumstances during that time?

2

Dream/ Vision:

• • • • •

How would you expect to see your village after 10 years from now? How would you expect to see your village /family’s education 10 years from now? What will be the position of disadvantaged women in Nepal, after 10 years? What position would you like to be in, when you reach at the age of 50? What requirements (bases) do you need to achieve your vision?

3

Design (planning):

•

Share and unite the individual vision collectively to plan the future action. PRA tools could be useful on it.

4

Destiny (take action):

•

How valuable the personal and group commitments to accomplish the desired goal?

Annex.. Major Contents used in workshop: DAY-1 • • • • • •

Getting acquaintance Participant expectations and workshop objectives Stakeholder Analysis Partnering in development Power of positive thought Development /project cycle (4-'D' cycle)

DAY-2 Discovery/positive inquiry: • •

Inquiry of successes and their causes Inquiry of resources and skills

Dream/vision: • • • •

Looking for the ten year vision Sharing the vision Bases needed to achieve the vision Preparation of five year brad objectives based on the ten year vision

DAY-3 Design/planning: • • • •

Golden rules Identification of five year interventions based on the broad objectives Factors to be considered while prioritizing activities Preparation of action plan

DAY-4 •

Presentation of action plan

Delivery/destiny: • • • • •

How do we move ahead for the successful operation of the five year plan? Collection of individual promises/commitment. Participatory monitoring and evaluation Immediate action plan with first step of action Workshop evaluation

Annex… Golden rules: • • • • • • • • • • • •

If you open, close it. If your turn it on, turn it off. If you unlock it, luck it up. If you break it, admit it. If you cannot fix it, call one who can. If it is not broken, do not try to fix it. If you borrow it, return it. If you value it, take care of it. If you make mess, clean it up. If you move it, put it back. If it belongs to someone else and you want to use it, get the permission. If you do not know how to operate it, leave it alone.

• • •

If it is not your business, do not ask question. If it is not interest of you but interest of the others, honor it. If you do not like something done by others, do not like something done by others, do not do it yourself.

Annex… Participatory Monitoring and Evaluation (P M & E) A brief discussion on PM&E dealing mostly with its definition, tools, advantage, disadvantage and its difference with M&E is presented here. This also briefly touches upon the definition of M&E in general. Monitoring is a process of routinely gathering information on all aspects of a project. Monitoring provide information needed to analyze the current project's situation, identify problems and find solutions, discover trends and patterns, keep project on schedule and measure progress towards expected outcomes. Evaluation is the process of gathering and analyzing information to determine whether the project is carrying out its planned activities and to which extent the project is achieving its stated objectives and goals through these activities. We evaluate primarily the process in work plan, establishment of system, implementation of planned activities, achievement of objectives, effectiveness of project impact and cost effectiveness of the project. Evaluation differs from monitoring in terms of timing, focus and level of details. Monitoring is done for inputs, processes and outputs also sometime at effects are under the control of projects whereas evaluation is done on effects and impacts and even outputs are beyond control. Monitoring and evaluation are inter-related too. Monitoring data helps to carry out evaluation. Because of the interwoven relationship between M & E, both of the terms usually come together. Sometime they create confusion too.

What is PM&E? PM&E is a process which empowers community to take decisions through their active participation in planning for the future and through the development of an action (implementation) strategy based on their practices. It encourages the project team and the community to work as partners. PM&E can also be viewed as beneficiary evaluation, a process largely controlled and owned by community for their own benefit. It is a collaborative assessment and is for the project stakeholders to arrive at a shared understanding of its underlying principles and concepts. It does not look practical to expect PM&E without the involvement of the target community people at all stages of development cycle. It is difficult to expect innovative result by frequently applying same techniques and tools. The application of participatory approaches

over the time, is imparting lessons to bring necessary changes on development working styles. Such changes help innovate new approaches and ultimately to PM&E practices as well. In this connection, Appreciative Planning and Action - APA (an article of this approach is published in SAHABHAGITA, a NEPAN's paper, Yr. 3, No-3, 1997) seems an innovative and powerful approach to make PM&E more practical by attracting target people at every step of development cycle. PM&E will remain only semi-PM&E if a working system is not able to involve the concerned target people from project formulation to implementation and evaluation with self- motivation. In PM&E, stakeholders decides what to monitor, when to monitor, selection of indicators and monitoring tools, analysis and use of findings. Stakeholder analysis and transparency are important in PM&E. Possible tools to be used in PM&E: • • • • • • • • •

PRA. Village dialogue/meeting/discussion. Appreciative (positive) inquiry. Spider Web Tool and Organization Assessment Tool (These tools can be used to monitor the institutional capacity of NGO, CBO, VDC & DDC). Semi-structured interview. Field observation. SWOT analysis. Myths/Folk stories/Quotes/Song. Real object (showing & comparing seeds, soil, plant, fruit etc.).

Difference between PM&E & M&E Some of the differences between PM&E and M&E are as below: PM&E

M&E

Participatory More observation meeting/discussion Decentralized (bottom-up) Involvement of concerned stakeholders Mainly produce qualitative information Low cost Practical Action oriented Socio-cultural

Non participatory More use of statistical tools Centralized (top-down) Involvement of experts (Externals) Produce more quantitative information Comparatively expensive More theoretical Abstract Economic

Advantage of PM & E: • •

Helps practically to empower the community including women & disadvantaged people. Enhances high morale and feeling of ownership of programs and progress thereby flourishing /promoting participatory skills.

• • • • • • • • • • •

Promotes partnering skills in development. Provides practical information. Educative and democratic where stakeholders get learning opportunities on monitoring skills. Provides opportunity for self-improvement on continual basis. Promotes transparency in development process. Importance and use of local /indigenous knowledge. Cost effective. Creates learning opportunity and consensus among stakeholders on loss or benefit caused by their own implemented action. Improves individual and institutional capacities. Useful for qualitative monitoring. Helps bring changes in attitude and behavior of policy makers where participatory feeling is low.

Disadvantages of PM & E: • • • •

Local polities may influence PM&E. More self-judgment and biased information because representative of their own area do it. Not possible to make everything participatory. Sometimes outsider’s view may be valuable too. Difficult to unite all stakeholders together at one time for PM&E.

Conclusion: In light of the growing scope of PM&E, it is important to make a practical use of it. PM&E asks for true participation of community throughout the whole process of development cycle, which continuously motivates & empowers them. Generally, the major stakeholders or the community are almost excluded while planning and deciding the development activities mostly before and over the course of implementation. People are generally asked for labor participation that cannot be considered as true participation. True participation is selfmotivated, advantageous to majority, which can articulate community feelings. Partnering, transparency, decentralization are considered as a foundation of PM&E as participatory practices. It is not proper to expect PM&E only at the activity completion level without the involvement of stakeholders in planning and implementation processes. In this respect, it is appropriate to enhance true participatory practices by involving community to the entire cycle of the development spirals which flourish PM&E and even more leads towards sustainability or institutional strengthening.

Annex… Some tips for positive thinking extracted from the “science of thought - 1996” by Khaptad Baba, a Hindu religious thinker. ???

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Some web-site information on appreciative inquiry: "Positive Image, Positive Action" by D.L. Cooperrider "Appreciative Inquiry in Organizational Life" by D.L. Cooperrider and Suresh Srivastva. "Advances in Appreciative Inquiry as an Organizational Development Intervention" by Gervase R. Bushe "Strategic Thinking: a role for soft systems methodology" by Paul Forbes

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